Ceejay R.

Mendoza Module 1 (Elective)

PRE-TEST

Direction: Read the situation and select the letter of the correct answer.

1. What is Multigrade teaching?

A. Multigrade class is made up of students in several (two or three) grade levels with
one teacher for an entire school year.
B. A functional teaching which collaborates each learner with one another
C. Learners tend to display maladaptive behavior because they are not in the state of
homeostasis or state of balance
D. Learners tend to value what they are doing and need to accomplish a task because
they have and expectation of what they want to achieve.

2. What is Multi-age
A. There can be a wide range of ages in anyone class, varying by quite a number of
years sometimes
B. A functional teaching which collaborates each learners with one another
C. Our environment controls our behavior in a hasty manner
D. specific student performance criteria for success

3. What is Composite classes?

A. learner is expected to know, understand or to be able to do as a result of learning
process.
B. are two or more classes working in the same room with one teacher, but usually
with separate programs drive
C. allow learners to work on their own
D. our environment controls our behavior in a hasty manner

4. Multigrade teaching is different in two main ways:

A. Give activities of the learners’ interest
B. Allow learners to work on their own
C. The curriculum for the grades and The learning is student centred, not grade level
centred
D. Assign activities when the learners are in the mood

5. What Multigrade is Not

A. Drive Theory one teacher running between two classrooms
B. Attribution Theory which gives meaningful explanation of the facts given
C. Multigrade is not one teacher running between two classrooms to teach two
separate grades with separate programs. ·
D. Multigrade is a two classes working in isolation in the same room, seated at each
end of the classroom and being taught separate programs by one teacher
6. What might be different in a Multigrade classroom?
A. teaching multigrade, low multigrade allowances, the experience of stress, language
barrier, classroom management struggles, lack of resources, danger in going to
stations, workload, absenteeism, lack of stakeholders' support, and lack of trainings.
B. Multigrade is a two classes working in isolation in the same room, seated at each
end of the classroom and being taught separate programs by one teacher
C. Learners tend to value what they are doing and need to accomplish a task because
they have and expectation of what they want to achieve. In the given situation.
D. Multigrade schools are those which have classes that combine students of different
ages and different abilities in one classroom. A multigrade class involves students of
different ages and developmental levels, with different skills and learning abilities
learning together with one teacher.

7. Reason for the adoption of Multigrade practices

A. Just ignore just focused on what you want.
B. Collaborative work will lead us one.
C. Advise Ms. Juan to seek for a professional help.
D. Overcome the shortage of teachers

8. Possible effects of Multigrade teaching ·

A. Increase enrolment (make annual intakes possible in small schools
B. Full support from the government was given
C. self-determination is being observable.
D. Theory of Achievement Motivation.

9. What other advantages can Multigrade teaching offer?

A. It can manage by the teachers in handling the class.
B. Collaborative work is manageable to do with the learners.
C. It provides opportunities for older students to act as teachers in cross-age and peer
tutoring situations.
D. Momentum is needed by the learner to learn with enthusiasm

10. What changes are still to be made which will affect the implementation of Multigrade
programs?
A. Attitudes
B. Class size
C. Religion
D. Attendance

MG.1 Activity

In my Opinion, before reading the definition of multigrade teaching, I can say that it
occurs in primary education when a teacher is required to teach two or more primary school
student grades in the same class. Multigrade teaching also refers to the teaching of students of
various ages, grades, abilities, and attitudes in the same group or room. In a multigrade class,
the instructor must use the most effective teaching tactics to help pupils grow their abilities and
levels of learning. The teacher must determine the level of the students and group them
properly. Additionally, teachers can employ a strategic setting, provide several levels of activity,
teach the same idea in multiple ways, conduct games, and much more.
F MG.1 Activity 2
Compare your definition with what you have just read about Multigrade. How was your
definition similar or different?
 The definition of multigrade is quite similar to the definition that I read, based on the
definition that I wrote. It defines multigrade courses as a group of students from various
(two or three) grade levels who are taught by the same teacher for the whole school
year. It brings together students of various ages and skills in one classroom.
Furthermore, it is a multi-grade level class taught in the same room by the same
teacher, but it differs in the method kids are taught and the organization of the teaching
program.

What might be different in a Multigrade classroom?

 The grade levels remain different in a multigrade classroom in terms of how pupils are
taught and how the teaching program is organized. It entails pupils of various ages and
developmental stages, as well as students with varying skills and learning capacities,
learning together with the same teacher.

F MG.1 Activity
The four topics are:
 How might the physical arrangements of the room be different in a Multigrade
classroom?
 How might the way students work be different in a Multigrade classroom
 How might the teachers program be different in a Multigrade classroom?
 How might the responsibility for teaching and learning be different in the Multigrade
classroom?

How might the physical arrangements of the room be different in a Multigrade classroom?
 It is because teachers must be flexible in their approach and their classroom space may
be reorganized frequently, the physical layouts of the room in a multigrade classroom
are highly diverse. The teacher is required to be adaptable and uses a variety of tactics
to make learning interesting and effective for all pupils in his or her classroom,
regardless of individual differences. The learner might be divided into levels by the
teacher. They can organize it by putting them together and placing grade 1 in front,
grade 2 on the right, grade 3 on the left, grade 4 on the right at the rear, and grades 5
and 6 on the left at the back.

How might the way students work be different in a Multigrade classroom

 Students in a multigrade classroom work differently because they study in small groups
and are given a specialized assignment that is suited for their level and ability. A teacher
can give them a different activity for each level and assign a leader to assist while the
teacher lectures to another level, such as grade 1, or the teacher can combine them and
teach them as one, but we always set an average lesson for the lower level and advance
the lesson to the higher level. The teacher can specify it one at a time till everyone
understands.
How might the teachers program be different in a Multigrade classroom?
 The instructors' program in multi-grade classrooms was unique because the curriculum
for the combined grades is integrated, which means that similar parts from different
year programs are blended into one class program. There aren't two or three separate
programs in operation; instead, there's only one that presents pupils with varying levels
of challenge. Because the learning is student-centered rather than grade-level-centered,
students can work at their own pace through the various levels of activities supplied by
the teacher. Teaching and learning are determined by the needs of the students, and
learning is student-driven. Furthermore, as teachers, we must consider and determine
the requirements. It is critical that we determine the requirements under which we
must work, consider student abilities rather than grade level, create activities for groups
that are not being taught, incorporate the everyday experience into learning, and
provide specific information to parents.

How might the responsibility for teaching and learning be different in the Multigrade
classroom?
 In a multi-grade classroom, the teacher's curricular responsibility is drastically different;
in this educational setting, she or he is legally and morally responsible for the specified
curriculum for not one, but two or more grades. More time should be spent organizing
and arranging lessons. Extra materials and tactics must be created in order for pupils to
be engaged in meaningful ways. This extra coordination allowed the teacher to interact
with small groups or individuals while continuing to concentrate on other tasks by
assigning them pre-determined activities.

Multigrade policy and practices in PNG schools

 Why is there a need for Multigrade teaching?
o Multigrade teaching provides important advantages that should be considered
while delivering education to all people in rural places that are remote, isolated,
and poor. It aims to provide not just enrolment and continued attendance in
school environments, but also high-quality knowledge and instruction, as well as
a larger role in social development. Multigrade teaching is portrayed as an
effective pedagogical method for encouraging independent and personalized
learning. This type of teaching and learning appears to have numerous
advantages, as the teaching program is tailored to the specific needs of each
student, resulting in improved learning outcomes. To ensure that children in
rural locations complete their basic education despite a variety of obstacles and
challenges in their life.

MG.1 Activity 4
What are your opinions on Multigrade teaching? Do you think it is only suitable for remote
schools? Do you think Multigrade teaching will address the issues and problems? Discuss with
your group.
 Yes, it is appropriate for rural places as well as lowland areas, and it is for students who
are unable to obtain a quality education. This is an opportunity for them to continue
learning despite their difficulties and obstacles. It provides a high-quality education and
addresses teacher shortages, enhances educational access, reduces dropout rates and
repetition, modernizes teaching methods, and allows students to quickly apply and
relate what they've learned. They gave them the opportunity to gain information, skills,
and become competent individuals as a result of this. Furthermore, it would address the
concerns and problems since they have the opportunity to grow, be productive, and
make a difference in the society and community in which they live. Learning is a lifelong
process, and no matter how old a person is, if they are motivated and eager to learn,
nothing is impossible. Furthermore, multigrade schools are an increasingly popular
option for enhancing rural education in developing countries, and for good reason.
According to studies, they can be a cost-efficient and effective way to improve student
outcomes and expand educational access in low-income countries and areas.
Furthermore, we can see that there are many people nowadays who want to continue
their education, particularly in rural areas; they want to finish their degree and realize a
dream that they haven't been able to realize for various reasons. They are given the
opportunity to dream in this way. Although it is difficult for teachers to handle
multigrade groups due to disparities in ability and level, we are glad to see that they are
doing their best to provide quality learning and education to them. Nothing is truly
difficult for someone who wishes to attain something greater.

MG.1 Activity 5
Discuss the reasons and possible effects listed with your group. Choose two or three points
and together with your group, explain how this point would help and/or how it could be
achieved. Share your discussion with the group.
 The lack of textbooks in use only meets the needs of mono-grade instruction. This, I
believe, is the result of the school's lack of involvement with the community and
government. However, there is always a way, such as requesting textbooks and
requesting assistance from our government.
 In large schools with a high population, implementing a multi-grade system is tough. In
this method, a teacher can still split pupils by level and talents, and if that isn't possible
in one classroom, they can use a larger facility outside, such as a gymnasium or court.
 Teachers' inactivity, irregularity, poor planning, non-accountability, and non-academic
hobbies establish and perpetuate a low school profile in rural places. A teacher must
train a substitute teacher or someone who can help with multigrade courses in this way.
Furthermore, learning continues even when the instructor in that capacity is not
present.

What disadvantages or problems could you see with implementing Multigrade programs in
schools?
The following are the disadvantages that I can perceive in implementing a Multi-Grade
program in schools:
• In large schools with a large population, teachers' passivity, irregularity, ill planning,
non-accountability, and engagement in non-academic pursuits create and maintain a
low school profile. 
• In large schools with a large population, teachers' passivity, irregularity, ill planning,
non-accountability, and engagement in non-academic pursuits create and maintain a
low school profile. 
• Students in multi-grade classes don't appear to learn any more or less than their single-
grade counterparts. Teachers that work in multi-grade schools, on the other hand, will
argue that their job is doubled and more technical because they have gotten no training
in this area. Furthermore, they said that the curriculum does not accommodate pupils in
multi-grade settings. As a result, while choosing teaching tactics, instructors must
consider the type of learners in the class, available resources, such as materials, and the
amount of time required to complete the tasks in the lessons. Teachers in single-grade
classes will be opposed to the idea since they must prepare lessons for their kids in the
same way.

MG.1 Activity
How could you restructure the school using a Multigrade approach to improve the efficiency
of resources at this school?
Total Enrolment – Grades 3 – 6 125 students
20 Grade 3
4 classrooms 35 Grade 4
4 teachers 15 Grade 5
50 Grade 6
I can restructure the school by adding grades 4 and 3 and dividing the numbers in half,
for example, 20+35=55/2, and the result will be distributed in their classrooms, so that
classroom 1 has 27 students and one teacher, and classroom 2 has 28 students and one teacher
so that the available classrooms are used and the teachers are equally distributed in their
respective assigned classrooms.
Simply add the numbers and divide by two in grades 5 and 6, for example, 15+50=65/2, to get
the following result: in one classroom, there are 32 students with one teacher, and in the
second classroom, there are 33 students with one assigned teacher. Also, in this process, the
teacher and facilities in that particular school will be optimized.

MG.1 Activity
Using the information in this module and your opinions discussed, organise a debate
with your group. One group should argue that Multigrade will solve the problems of access and
teacher shortage, the other that Multigrade will not.
This debate could be presented in groups and marked as an assessable task by your
lecturer. A short paper may also be required. (Your lecturer will decide this.)

• The best responses and proven based on the argued and based on the opinions
of our classmates that multigrade will tackle the problems of access and teacher
shortages since, according to what I've read in this module, the multigrade
program utilized to reduce the number of students, classrooms, and instructors
to ensure that the school's resources were allocated equally.

POST-TEST
I. Direction: Read the situation and select the letter of the correct answer.
1.  What might be different in a Multigrade classroom?
A. teaching multigrade, low multigrade allowances, the experience of stress, language
barrier, classroom management struggles, lack of resources, danger in going to stations,
workload, absenteeism, lack of stakeholders' support, and lack of trainings.                 
B. Multigrade is a two classes working in isolation in the same room, seated at each end of
the classroom and being taught separate programs by one teacher
C. Learners tend to value what they are doing and need to accomplish a task because they
have and expectation of what they want to achieve. In the given situation.                 
D. Multigrade schools are those which have classes that combine students of different ages
and different abilities in one classroom. A multigrade class involves students of different
ages and developmental levels, with different skills and learning abilities learning
together with one teacher.               
2. Reason for the adoption of Multigrade practices
A. Just ignore just focused on what you want.
B. Collaborative work will lead us one.
C. Advise Ms. Juan to seek for a professional help.
D. Overcome the shortage of teachers
3. Possible effects of Multigrade teaching ·
A. Increase enrolment (make annual intakes possible in small schools
B. Full support from the government was given    
C. self-determination is being observable.  
D. Theory of Achievement Motivation.

4. What other advantages can Multigrade teaching offer?

A. It can manage by the teachers in handling the class.
B. Collaborative work is manageable to do with the learners.
C. It provides opportunities for older students to act as teachers in cross-age and peer
tutoring situations. 
D. Momentum is needed by the learner to learn with enthusiasm

 5. What changes are still to be made which will affect the implementation of Multigrade
programs?
A. Attitudes
B. Class size
C. Religion
D. Attendance

6. What is Multigrade teaching?

A. Multigrade class is made up of students in several (two or three) grade levels with one
teacher for an entire school year.
B. A functional teaching which collaborates each learner with one another
C. Learners tend to display maladaptive behavior because they are not in the state of
homeostasis or state of balance
D. Learners tend to value what they are doing and need to accomplish a task because they
have  and expectation of what they want to achieve.

7. What is Multi-age
A. There can be a wide range of ages in anyone class, varying by quite a number of years
sometimes
B. A functional teaching which collaborates each learners with one another
C. Our environment controls our behavior in a hasty manner
D. specific student performance criteria for success

8. What is Composite classes?

A. learner is expected to know, understand or to be able to do as a result of learning
process.                 
B. are two or more classes working in the same room with one teacher, but usually with
separate programs drive                 
C. allow learners to work on their own                  
D. our environment controls our behavior in a hasty manner

9. Multigrade teaching is different in two main ways:

A. Give activities of the learners’ interest
B. Allow learners to work on their own
C. The curriculum for the grades and The learning is student centred, not grade level
centred
D. Assign activities when the learners are in the mood

10. What Multigrade is Not

A. Drive Theory one teacher running between two classrooms          
B. Attribution Theory which gives meaningful explanation of the facts given
C. Multigrade is not one teacher running between two classrooms to teach two separate
grades with separate programs. ·
D. Multigrade is a two classes working in isolation in the same room, seated at each end of
the classroom and being taught separate programs by one teacher
 
11. Direction: Write the 5 Major parts of the Lesson Plan and identify each parts. (10 points)
• Objective
• Subject matter
• Procedure
• Evaluation
• Assignment