HISTORY AND NATURE been intentionally blended Advantages for LEARNERS:

OF MULTIGRADE together to improve learning".

> Maximum social interaction
PROGRAM
> Multi-age grouping may be between peers Cooperative
In the 1800s, one room schools implemented for institutional or learning is predominant
consisted of students of varied pedagogical reasons by the
> Will learn to be independent,
ages and abilities. Students administration of the school, but
self-directed, learners and can
learned together as a single the outcome is that students are
learn to be more resourceful.
class. In fact, the first able to interact across age
government schools in North groups and have long-term > Prepared for rea life.
America and Europe were relationships with other students
> Can learn to assume leading
Multigrade Classes (Brunswic and teachers. In a multi- age
and supporting role as needed in
and Valerien. 2004 as cited in middle school program students
diff work situations.
"Quality Indicators of from more than one grade level
Multigrade Instruction in learn side by side. The oldest > Stigma associated with failure
Southeast Asia 2012). students eventually move on a repetition is removed.
and are replaced by a new group
UNESCO (2015 as cited in "A > Girls who are expected to stay
of younger students each year.
review of the Current situation home will have more chances to
and Practices of Multigrade Why Multigrade Class Exists? go to school since schools are
Schools in the Philippines 2020) located within the community.
1. Multigrade classes were
defined Multigrade teaching as
organized as a matter of > Students can attain higher
the teaching of classes of
necessities for remote achievement levels especially in
learners who are not only from
barangays where the number of math, science and language.
different grade levels, but are
children enrolled could not meet
also from diverse age groups, Challenges for LEARNERS:
the required number to organize
cultures and abilities. A
a single grade class and assign > Requires more discipline,
Multigrade class has two or
the necessary teacher fro each greater concentration and more
more grades under one teacher
class. focus in order to benefit from
with 8 to 35 students. (Villalino,
2010, as cited in Quality effective strategies
2. Distance of the barrio and the
indicators of Multigrade small number of students for > Less reliance on direct
Instruction in Southeast Asia each class supervision by teacher
2012).
3. Shortage of funds teachers > Requires more initiative and
What are Multigrade Classes? and school buildings resourceful to function
> A multi-grade classroom effectively
Roles of Teacher in
refers to a class that has two or Multigrade Class > May receive less individual
more grade level of children in attention from a less
one classroom. • As a teacher
experienced teacher
• As a facilitator
> Multigrade classes also called • As a planner Advantages for TEACHERS
A Multi-Age Group. Multi-age
• As an evaluator > Can make the most of inter-
is a term commonly used today
• As a material designer age, multilevel situation to
to describe mixed-age groups.
• As an action researcher facilitate learning process
The meaning of multi-age is
“Use multi-age to mean two or • As contact with the
more grade levels that have community
> Can get to know students > Efficient means of using same age but may differ
more and carefully assess their limited educational resources in abilities.
needs and adopt appropriate
> Maintaining small barrio Factors Contributing to the
teaching strategies
schools' hip to build and sustain establishment of Multigrade
> Can innovate and experiment the identity of the community Teaching.
with different age groups and and the cultural life of the
• Cultural factors
deal wit curriculum content people in the community.
across subject areas. • Socio-economic factors
UNDERSTANDING MULTI- • Benefits of multigrade
> Shares responsibility for GRADE TEACHING teaching
facilitating learning with pupils, • Richer learning
What is multigrade teaching?
parents, other community environment
members. - 'Multi' means plenty, • Greater community
many, or more than one. involvement.
> More opportunities for
The word 'grade' means
activity-centered, experience- • Development of health
level. Multigrade,
based approaches rather than competition
therefore, means many
whole group, lecture/drill/rote • Greater understanding
grades.
methods of teaching. between learners and
educators.
Challenges for TEACHERS - Multigrade teaching is a
situation in which one Challenges of Multigrade
> Requires more preparation of
teacher has to teach Teaching and ways to
curriculum learning materials
many grades, all at the overcome them.
> Requires more careful study same time. It happens in
Few materials are available for
of learner's developmental all schools where there
multigrade teaching. (UPPER)
characteristics across the age are more grades than
levels involved in the class, teachers. Planning can be very time
approaches and strategies that consuming. (LEFT SIDE)
are effective and variable within - Some multigrade
Isolation of teachers may lead
a multigrade class. teachers may teach two
to frustration. (MIDDLE)
grades, but some teach
> More investment in
three or four grades. In Physical conditions may be
organization of the classroom as
very small schools, unattractive. Some classrooms
learning environment
teachers may teach six are very small and
> More meticulous and or seven grades at the overcrowded. (RIGHT SIDE)
systematic record keeping to same time under one
keep track of student progress, Stakeholders may have
roof. In the traditional
curriculum development and reservations about multigrade
single-grade teaching, or
implementation is required. teaching. (DOWN)
monograde as it is
sometimes called; the Challenges of Multigrade
Advantages for Community
teacher teaches only one Teaching and ways to
and School System
grade. overcome them.
> Efficient means of providing
educational; services to thinly - The learners in each • The curriculum
populated areas and remote grade are usually of the • Planning for delivery
communities • Attitude
• Isolation Due to the parents and the entire weather is suitable, learner can
Geographical Location community. Ask the community also be taught outside the
• Disadvantaged Local to identify the parents who are classroom.
Environment capable and willing to help.
The Multi-grade Program in
• Learners at different > Recognize that parents have the Philippine Education
learning levels their own work. Do not always (MPPE)
• Teacher frustration expect them to be available
> Multigrade school were the
• The physical space when you need them. Plan
first kind of schools in North
ahead. Develop a good
Teacher support for America.
communication system. Remind
Multigrade Teaching
those who promised to help. > The one-room school house
> Self-directed professional was the most common model of
> Always make arrangements in
growth or development should formal education programs for
advance if you need the
be encouraged by providing elementary school children
community's help.
distance education material at before the 1880s. It was then
resource centers. > Allow parents to have access before the single grade classes
to the school facilities for were organized.
> Materials should be given to
example, they may want to use
small schools. > In the Philippines, the first
the school for a meeting or to
mission schools were organized
> Education officers should hold church services.
as multigrade schools. Single
visit these small schools
> Show appreciation and grade schooling was introduced
regularly, not to inspect but to
encouragement. Always thank during the early 1900s by the
advise.
parents for their help. Americans.
> Teachers who have taught at
Teacher support for > Multigrade schools were
multigrade schools should be
Multigrade Teaching organized as matter of necessity
considered for promotion.
for remote barangays. Aside
Resources
Community Support from the limited enrolment, the
a. adequate classroom distance of the barangay to a
The school is part of the
space, school, teacher shortage, lack of
community and the school's
b. portable chalkboard, funds for school buildings and
established to serve the children
c. printed materials, other facilities also led to the
of the community. Some
d. classroom library or organization of multigrade
parents in the community may
reading corner, schools in the different parts of
not have had much schooling,
e. electronic resources, and the country.
but they have experience, and
f. other instructional
many have skills that can be What is multigrade class?
resources.
relevant to the school
curriculum. Space
> Organize parent-teacher Multigrade teaching ➤ a class consisting of 2 or
meetings (PTM). requires spacious classrooms so more grades handled by one
that learners can move and teacher.
> Discuss with the community
interact freely without ➤ is generally opened in
when and how it can help.
disturbing one another. The
primary schools located in
> Establish good relationships classroom should be protected
and be willing to cooperate with from wind and rain. When the
distant and sparsely populated of the country with financial The search for Multigrade
areas. assistance from UNICEF. Teacher Achiever which was
started in 2000 is a biennial
➤ is usually opened in areas The Project aimed to improve
quest for the most outstanding
where the number of enrollees the quality of instruction and
Filipino teacher assigned in MG
for each grade level does not thus improv the over-all
schools in the country.
warrant the opening of single achievement levels of pupils in
grade class. MG schools. > The Multigrade School
Training Video
➤ This can be called a
This project is a documentary
"combination class" in the > DepEd-CCFPI Little Red
video on multigrade teaching
Philippines. Schoolhouse Project
practices. It shows effective
In other countries: The DepEd-BEE and Coca- teaching strategies and other
Cola Foundation Philippines, important information about the
• Vertically grouped
Inc., organized the little Red multigrade schools.
• Family grouped
Schoolhouse Project in 1997.
• Multiage class > Congress on Multigrade
• Ungraded class The project components Education
included:
The first Multigrade Congress
➤ The multigrade classroom
1. the construction of three 50 was conducted in 2004. This
provides the opportunity to
three-room school buildings activity is in consonance with
"break down the walls" between
with toilet facility in each room, the Department of Education's
grades and look at the students
water system and furnishings. policy on improving access and
as groups of learners. These
quality in elementary education.
learners will be different in so 2. 3 phases training for
many ways. multigrade teachers, ORGANIZING THE
coordinators and school heads PHYSICAL
➤ In a multigrade classroom, ENVIRONMENT
on MG instruction
there can be real student-
centered learning built on the 3.Capacity building program for Physical Environment
principles of "bayanihan" in a the community.
• The overall design and
barangay community. Barangay
> Pupil Learning layout of a given
ways of helping each other can Enhancement Program classroom and its
come to life in a multigrade (PLEP) learning areas.
classroom where a wide variety
• Requires organizing the
of people interact, plan, work, A support program (1996-200)
for the universalization of space, furniture, and
and learn together.
resources.
quality primary education
SUPPORT PROGRAMS: through the strengthening of the • The organization of the
Multigrade Program in physical environment
> MULTIGRADE
Philippine Education (MPPE) includes creating a floor
DEMONSTRATION
with assistance from the United plan, arranging the
SCHOOLS PROJECTS
Nations Development Program tables, chairs and other
(MDSP)
(UNDP) furniture and materials.
The Multigrade Demonstration • In a monograde
School Projects (MDSP) was > Search for Multigrade classroom, the desks are
organized in selected divisions Teacher Achiever
usually lined up facing THERE ARE SOME multigrade classroom will
the blackboard. GENERAL GUIDELINES depend on the space available,
• The teacher may find THAT MAY BE APPLIED TO furniture type, the subject or
difficulty to conduct MOST MULTIGRADE topic being taught and the
differentiated activities CLASSROOMS. (HILL, L., teaching strategies used. A
if the classroom is set up 2002): multigrade classroom should
like this. not remain in a fixed position.
Guidelines:
• There is a need to MANAGING STUDENT’S
organize the space and • Divide your classroom space
BEHAVIOR
arrange the furniture and to different areas based on the
materials. activities that will possibly One of its underlying
occur. causes is that teachers are rarely
ESSENTIAL AREAS IN A given training on how to
MULTIGRADE • Allocate an area for teacher-
successfully manage undesired
CLASSROOM controlled resources.
classroom behaviors, preferring
The essential areas in a • Chairs, desks or tables can be instead to focus on how to
multigrade classroom are as grouped together for effectively employ teaching
follows: collaborative work. strategies to provide quality
instruction.
A. GROUP INSTRUCTION • Make use of low cupboards,
AREA -This is where the class cubbyholes or partitions to Classroom management
discussion and group work divide the room into different can be defined as the process of
happen. The teacher works with areas. establishing and sustaining
a group or groups of students to appropriate student behavior
• Review your floor plan
fine tune their learning. such that the delivery of lesson
considering the class traffic
is nit comprised (Kratochwill,
B. INDIVIDUAL WORK patterns.
2010).
AREA -This is where students • Be ready to transform your
do independent work. Students There are (3) distinct phases
classroom when needed.
stay in this area to get ready for of classroom management.
the next subject or activity. Here are some examples of
1. PLANNING BEFORE
classroom floor plans:
C. TEACHER WORK AREA SCHOOL BEGINS
-This is where the teacher plans 1. Self-Contained 2. IMPLEMENTING
and prepares the student's Classroom (Organized PLANS
lesson. Important records and by Areas of activity) 3. MAINTAINING GOOD
documents are usually placed in 2. Self-Contained DISCIPLINE
this area. Classroom (Organized
According to Wong and Wong
for Cooperative
D. ADDITIONAL AREAS - (2009), the root cause of
Learning)
Some of these are the reading behavior problems in
3. Comprehensive
area, arts and crafts area, classrooms appears to be the
Classroom Layout
resources and materials area and absence of established rules and
4. Self-Contained
personal hygiene area. procedures rather that poor
(Organized for
student discipline.
ALTHOUGH THERE IS NO flexibility)
SINGLE "BEST" WAY TO Here are some guidelines to
The actual organization of the
SET UP A CLASSROOM, consider when planning rules,
physical environment of a
routines, and procedures for a > How and when are you going E. OTHER PROCEDURES
Multigrade Classroom: to give instructions for activities THAT MUST BE
or assignments? CONSIDERED
A. INSIDE THE
CLASSROOM > How are you going to monitor > What routines are you
progress on tasks or planning to establish to start
> What rules and procedures are
assignments? each school day?
you going to establish for the
use and care of the different > How and when will the > What routines are the learners
materials and equipment in the learners obtain the materials, going to follow to end each
classroom? they need for the activities, school day?
tasks, or assignments?
> What rules and procedures > Are you going to use a
will the learners be expected to > What procedures will the student helper system? What
follow when they are in a learners follow when turning in expectations are you going to
certain area of the classroom? the outputs or materials, set for student helpers to
especially when you are having accomplish their roles?
B. OTHER SCHOOL AREA
a discussion with individuals or
SUCH AS IN THE Remember:
small groups?
COMFORT ROOM,
Classroom behavior
OFFICE, PLAYGROUND, > What procedures will you use
management entails more than
ETC. for returning work?
just following rules and
> When and how are learners > How and when will the procedures. Rather, it’s a
going to have access to these learners’ outputs or assignments proactive and constructive
areas? get corrected? system. This means that
teachers should establish an
> What rules and procedures are > What can the learners do
organized, consistent and
you going to implement for when they are done with their
culturally-relevant classroom
lining up and going to these tasks?
environment that fosters student
areas?
D. DURING SMALL learning and effective
> How should learners behave GROUPS instruction. Moreover, they
in these areas? should consistently engage and
> What procedures, rules, and
communicate with students and
C. DURING WHOLE-CLASS signals will learners follow
their families to build positive
ACTIVITIES AND regarding the movement to and
relationships with them (The
SEATWORK from groups?
Iris Center, 2021).
> When and how do you want > When and how can learners
MANAGING
learners to ask and answer ask and answer questions?
INSTRUCTIONAL TIME
questions (e.g., raising hands)?
> What are your expectations
Effective Classroom
> If you want everyone’s for learners who are working
Organization and
attention, how will you cure or together in small groups?
Management
signal the class (e.g., using bell
> While you are dealing with a
or hand signal)? 1. Efficient use of
group of learners, what will the
instructional time.
> What rules and procedures are rest of the class be doing?
2. Establishing routines
you going to set up for learners
3. Participating in group
working together?
activities
4. Working on independent • Split timetable or
tasks Subject stagger
approach
Instructional time
• Common subject
> refers to the period of time approach
during which students receive
instruction from a teacher and Tips for timetabling in
that the school is accountable Multigrade class
for them. It encompasses > Math and other subjects'
classroom activities during maturity need more
regularly scheduled time when concentration should be taught
students are expected to in the morning.
engaged in a learning activity
> Consider the students'
Allotted time (minus) non- maturity and attention span.
instructional time (equal) Younger students have shorter
instructional time attention span and may need to
Guidelines in when making change activities more often.
Timetable > Allow adequate time to teach
1. Determine how much and supervise all the grade
instructional time is available levels may it be in whole class
each day. To do this, subtract or small groups activities.
the non-instructional time > The timetable should be
(routines, transition, socializing) posted clearly and be made
from the amount of time familiar to the students.
students are in school. (allotted
time)- (non-instructional time)
= (instructional time)
2. Specify the subjects to be
taught as well as their
competencies for each grade
level as set forth by the
Department of Education.
3. Determine how much time is
required for each subject per
week.
4. Identify the available
resources and teaching
strategies needed for subject.
Two common timetabling
approach that can be utilized in
Multigrade class (Hyry-
Beihammer & Hascher, 2015