SNED 4101
Multi-grade Classroom:
Multigrade Teaching many
[Cost-effective means]
(The reason for such is to provide access to quality education)
Factors: Geographical Locations
Low Population Density
Socio-Economic constraints
Cultural factors
History:
Conditions:
1. Schools with low population
2. Classrooms are distributed at various locations
3. Decline of number of students
4. Children go to more popular schools
5. Number of students exceeds official class size requirements
6. High teacher absenteeism
7. Less deployment of teachers
8. Pedagogical processes
Why multigrade classes in the country exist:
1. Provision of complete education or access to services in rural, thinly populated areas
2. Declining populations of students in small towns and villages in European countries
3. In same nations like Zambia, budgetary, and manpower constraints
4. Geographical characteristics of countries
5. Commitment to fulfill certain international and national inaccessibility
Roles
1. Researcher
2. Facilitator
3. Community Liaison/Resource person
4. Social Worker/Counsellor
5. Evaluator
6. Material designer
7. Financial supervisor
8. Parent Trainer
9. Surrogate parent
Provisions in Philippine Constitution Article XIV of the 1987 Constritution
Section 1. – More on education for all children
Section 2.1 – Government should maintain and provide children with education
Department of Education issued a memorandum a) D.O #96 s. 1997
Guidelines:
1. To protect and promote rights of all citizens to accessible quality education to all levels
2. Complete 6 grade levels to children in remote barangays
3. A multigrade class is defined as a class of 2 or more grades under one teacher in a complete or
incomplete elementary school;
4. Class size is 8 to 35 pupils
5. Construction of a 3-room school building for MG classes
6. Classroom layout should provide for grouping or regrouping
7. Provision of textbooks and other resources
8. Allocating teachers items and/or assigning teachers in MG classes
9. Providing support, welfare, and incentive programs for multigrade teachers
D.O #81 s.2009
Guidelines:
1. Provide access to quality education for all school age children in remote communities
2. To respond to issue in the implementation
3. Provision of training resources and learning package
4. Training of core trainers for MG teachers
5. Service of 2 years before a trained multigrade teacher is transferred
International initiatives:
1. Education for All (EFA), the Millennium Development Goals and the Convention on the Rights of
the Child.
Constructivist:
Effective teaching in multigrade classroom takes place when
1. The students are afforded opportunities for self-directed learning
2. Peer tutoring
3. Cooperative learning
4. Learning styles are recognized
5. Students are given opportunities to learn from their families
Children are unique, can learn from bet from experience, can do and learn from one another, the
role of the teacher is to provide a conducive learning environment, and the curriculum must
cater to carried interests, abilities, and levels
Test 3. (outline [list]) – (sentence out)
A. Challenges
1. L
Practices and Strategies in MG (Factors that are different in Southeast Asian)
A. Organization in MG
Philippines – combined Grade 1 and 2
Cambodia – combine by ability
Timor Leste – combined based on comfort (quasi)
B. Teaching Learning Process
Peer tutoring, differentiated instruction, individual learning
C. Learning Environment
The activities can be accommodated in a certain set up
D. Curricular development and implementation
Jump module to module (whatever works and it varies per grade level) – that fits in the
development (cognitive)
Localized curricula (they have their own curricula: MTB-MLE, socialization, based on culture)
E. Teaching-learning materials
Provided by DepEd (syllabi) – you have to follow, change the activity but never change the topic
F. Assessment
Teacher: internal arrangement – you provide the assessment (informal or formal). They learn
something more than the number that they receive. And never be afraid to ask questions.
Status: (2017)
- Overall quality of the implementation of MPPE demonstrated evidence of partial to adequate
compliance of different program components with existing policies
- Following: organization of the class, class programs, capacity building and hiring of teachers and
movement staff
- Appropriate class organization in terms of class size and grade combinations, adherence to
appropriate class schedules, active participation in training programs are manage and operated
by qualified teaching staff
- Challenges:
1. Combining Kindergarten class with levels of upper grade
2. Lack of training in contextualizing teaching, learning materials esp. in the absence of MTB-
MLE resources
3. Lack of multigrade teacher preparation, non-inclusion of multi-grade teaching in Teacher
Induction Programs prior to deployment
4. Fast multigrade teacher turnover
5. Partial compliance with: school facilities, teacher incentives, resources for teaching and
learning and allocation of funds
Positive Outcomes and Drawbacks:
1. Develop independent learning
2. Makes use of pupil-centered learning
3. Material revision is easier
4. Increases pupil interactions
5. Advance at their own pace
6. Utilize the concept of monitoring and peer tutoring
7. Supports group learning
1. If MG programs are not supported, there is a possibility of low student achievement
2. MG teaching requires more time and organization skills from teachers
3. Teachers require intensive training with special emphasis on teaching materials
4. Often have to work independently
BEssential Areas in Multigrade Classrooms
1. Group instruction Area
2. Individual Work Area
3. Teacher Work Area
4. Additional Areas (Materials, Display Boards, Subjet and Reading Corners)
US and Europe have detailed classroom layouts
Southeast Asian countries have simplified layouts
Curriculum Scan:
Curriculum Continuum: (skills that to be continued from Grade 1, to Grade 2, to Grade 3 and so on and
so forth) – progressive lesosn
What’s the progression of the child?
21st century skills – Critical thinking, Creativity,
Types of Grouping:
1. Random – students have varying abilities; you know the students’ abilities but you make sure
that in a group, they have each student who have the expected ability for the said task
2. Interest – it depends on the person’s interest and themes; only a few will have themes that can
be
3. Ability – abilities and skills levels, in the same group
4. Grade – by grade levels
5. Cross age – varying of age (Group 1 mixed with Group 2) – one adult or higher grade level in one
group) (tutor type)
6. Friendship – I choose because I like you; we think in the same way
7. Intelligent/Gifted – each of you has an ability to help one another; you guys help each other with
Structure of Group Work:
a. Work Roles
Task Oriented Roles ((each of you should have individual roles in a certain task: Encoder,
Research, Evaluator, Recorder, Collaborator) – all of us have tasks
Relation-oriented roles (Mommy/Daddy of the group) - peacemaker
Self-oriented roles (aggressor, blocker [cancel out someone’s role], special interest advocate
[if they gain something],
b. Work Group Size (common group size is 3-4);
c. Work Group Norms (in each group you have a set of values, practices – hence you choose people
that are equal to you)
d. Structure the task (this is about cooperation – because you give everyone the task; you have
structure everything so they follow the process properly) – learn to listen to your members.
Which grouping fits best on the following activities?
1. Random
2. Interest
3. Ability
4. Grade
5. Cross Age
6. Friendship
Activities:
1. Problem solving in Mathematics
- Ability grouping
- Random grouping
2. Experiment in Science
- Random grouping
- Interest grouping
3. Art Activity
- Interest grouping
- Random grouping
- Ability grouping
4. Role Play A Story
- Friendship grouping
- Cross-age grouping
- Grade grouping
- Random grouping
5. Vocabulary Building
- Cross-age grouping
- Grade grouping
