THEORIES BEHIND

MULTIGRADE
TEACHING
WHAT IS MULTIGRADE?

Multigrade teaching involves teaching multiple

grade levels with mix-ages, diverse backgrounds,
and different grade levels and abilities placed in
one classroom.
REASONS WHY MULTIGRADE CLASSES ARE
ORGANIZED

• lack of teachers
• inadequate number of enrolled students to form a
grade class
• lack of buildings and funds
BRIEF HISTORY OF MULTIGRADE TEACHING

• Multigrade schools were the first kind of school in North

America. The one-room school house was the common formal
education for elementary school children.
• It was before the 1800s that the single grade room was
organized.
In the Philippines …
• The first mission schools were organized as multigrade
schools.
• Single grade schooling was introduced during the early
1900s by the Americans.
• Multigrade schools were organized as matter of
necessity for remote barangays.
THEORETICAL FOUNDATIONS OF
MULTIGRADE TEACHING AND
LEARNING
SELF-PACED LEARNING

• In self-paced learning, teachers based their instruction

on the student's response or their individual needs.
• Multigrade students have different levels of instruction,
that's why teachers should accommodate or adjust to
their individual needs.
COOPERATIVE LEARNING

• In a multigrade classroom, letting the students interact with

old students or mix-ages students will help each student
share their individual experience and capabilities.
• These will help the student enhance their self-esteem, social
skills, and provide children an opportunity to experience
cognitive growth in a meaningful learning environment.
INDIVIDUAL DIFFERENCES (DIVERSITY IN THE
CLASSROOM)

• Students in a multigrade classroom has also come from diverse

backgrounds, culture, ethnic race, gender, and sexual
orientation.  
DIFFERENTIATED INSTRUCTION

• In a multigrade classroom, the teacher should teach students

individually. The instruction should accommodate or adjust
based on the students learning needs or levels. The assessment,
strategies, lesson plan, and teaching should equal to the
student's developmental level and capacity
ACTIVITY 2

• Create a concept map that illustrates the similarities and

differences of the ideas of various theories in teaching multigrade
classes. Discuss its implications by answering the question “Using
the theories as your reference, what suggestions could you give to
a teacher who is new to Multigrade teaching?”