St.

Peter’s College of Misamis Oriental

15th de Septiembre, Poblacion 2, Balingasag, Misamis Oriental
S.Y 2022-2023

COLLEGE DEPARTMENT
2nd Semester

Teaching multi-grade classes

(EED 19)
Summary outline

Kristine Joy B. Janog

Student’s Name

JOENARD EDDIE ‘JOY’ A. TALIAN, MAEED

Instructor
Introduction
Teaching multi-grade classes
At one level, multigrade teaching is an important and appropriate way to help
nations reach their internationally mandated Education for All targets and national
Millennium Development Goals by providing good quality education to children who are
often neglected by their education system because they live in small, poor, and remote
communities. More importantly, it is an approach that can help schools in these
communities and teachers in these schools serve their students better by providing
them an education that is both good quality and relevant to the community in which they
live.
Many teachers in Asia and the Pacific teachers such as you need to teach
students from more than one grade in one classroom. And many in Cambodia, China,
India, Indonesia, the Philippines, Viet Nam and elsewhere are already doing so. The
approach being used is known as multigrade teaching classes of students not only of
different ages and abilities but also at different grade levels. Multigrade teaching is not
always easy, but doing it well means that you are educating children who otherwise
would not be able to go to school and therefore helping them gain the knowledge and
skills for a more promising future. But many education systems, teachers, and even
parents, think multigrade teaching is somehow “second class” – the last choice of poor
systems and something to move away from as quickly as possible by building more
classrooms and hiring more teachers, or closing small schools and forcing children to
go long distances to larger ones.
Handling one grade with students from diverse family backgrounds,
ethnic/linguistic traditions, and socio-economic circumstances and with different ability
levels (and some with experience in pre-school programmers and some without) is
difficult enough. Combining more than one grade in a multigrade context is even more
of a challenge. This requires not only specialized content knowledge and teaching-
learning methods but also personal values which respect and welcome diversity in the
classroom. What is important to understand, however, is that such diversity should be
seen not only as a challenge but also as an opportunity for providing better quality
education for all your students. The secret to being a successful multigrade teacher is to
balance your time effectively. This is a challenge when addressing the different learning
needs of groups of and individual students but preparing a variety of activities that keep
all groups of students engaged in the multigrade environment is an opportunity to
develop new and more effective teaching practices. Your responsibilities as a
multigrade teacher multiply as you create a space for each group to keep your students
engaged in one or another activity. Such activities should be both meaningful and
intense enough that nothing distracts your students from their work when different
grades are sitting in the same room and carrying out other activities at the same time.
You also need to develop activities on which all students can work – and help each
other with. It is here that your ability to keep students focused on the activity they are
involved in is important.

Objectives:
At the end of this subject, you will be able to:
 Acquire deeper understanding of the philosophy, goals, objectives, special
features of multigrade teaching, and the different roles of teachers in multigrade
teaching.
 Demonstrate competence in: the preparation of lesson plans, tests and
instructional materials. The use of instructional materials. The use of different
teaching strategies. Drawing in a community support. Structuring class rooms for
effective multigrade teaching.
 Demonstrate training skills in designing training programmes for teachers, school
administrators and supervisors.

Lesson 1
Multigrade Teaching
The term ‘multigrade teaching’ generally refers to a teaching situation where a
single teacher must take responsibility for teaching pupils across more than one
curriculum grade within a timetabled period. Schools with multigrade classes are
referred to as multigrade schools. In most of the world’s education systems, formal
education is expected to be imparted in a monograde teaching environment, where one
teacher is responsible for a single curriculum grade within a timetabled period. Although
this is the general norm, in many countries in the world there are schools in which all
classes function as multigrade classes.
The Department of Education (DepEd) continues to hold multigrade classes to
ensure that Filipino students in remote areas complete their basic education. A
multigrade class consists of two or more different grade levels in a single grade
classroom manned by one teacher for an entire school year. It is often implemented in
elementary schools located at remote and sparsely populated localities. Teachers play
an important role in the society. As educators they are curriculum developers, the
instructional and resource managers and the facilitators of learning. Most new teachers
are often assigned to handle a multigrade class, a situation they did not experience
during their teacher training days. Through actual study in a day-to-day class situation
teachers can adjust and find ways and means to make teaching interesting and
effective. But it cannot a be denied that it’s really a sacrifice for a multigrade classroom
teacher, since she does the work of two to three teachers. She sleeps late in the
evening and wakes up early at dawn just to finish the lesson plan for that day. In
teaching the pupils she tries to cope with the objectives through she has only a shorter
time allotted for each grade. It is impossible and not at all appropriate to expect children
to work in absolute silence. Very often group activities require discussion among
children and a certain amount of movement.

A Multi-grade class brings together students and teachers while preparing better
stages of development in a learning environment. Students Performance: Students can
develop healthier social relationships, positive attitudes and enhance leadership,
organization, listening, sharing, and many other important skills Easy-to-Use: Teachers
can create effective syllabus and curriculums plans for students. Improve
Learning: Problem-solving, higher-level thinking, and learning methods develop at an
earlier point with multi-grade classrooms; simply because of the immersion experience
that brings students together. Student-Teacher Relationship: A Single teacher, or the
group of teachers responsible for the multi-grade classroom, typically stays with the
same students until they graduate to the next level. This garners the opportunity for
students to work with the same teachers for several years instead of having to meet
new teachers at the beginning of each new school year. Pre-learning and Re-
teaching: Students are continuously exposed to re-teaching, as they listen in on, and
benefit from lessons that are being taught. Students are also exposed to pre-
teaching. This both prepares and stimulates the young students thinking.
Better Classroom Management and Organization. The teacher can teach two and more
grades at the same time. However, teaching multigrade classes poses challenges that
could lead to teacher burnout. In other parts of the world, some multigrade teachers
experience insufficient time in handling classes, difficulty traveling to the school
assignments, miscommunication with parents due to illiteracy, language, and cultural
barriers, poor economic background, and challenges in the actual teaching and learning
process. These first-hand experiences of multigrade teachers in other countries are
quite similar to the experiences of teachers in the Philippines.

Lesson 2
The Challenges of Multigrade Teaching
The students' needs must always supersede what is regarded as the norm in
classrooms. A multigrade classroom, which does not present as a regular classroom
with its two or more grade levels and levels within each grade level, cannot
therefore be operated in a 'business as usual’ manner. The top question in this
setting is usually "How does one address the varied curricula in one classroom?'
The Multigrade Handbook developed by the Core Curriculum Unit advises teachers
to pull together common skills/themes/content across different grade levels and to
try to teach these together. In a subject area like English Language, skills are
repeated across different grade levels.
Multigrade teaching, also known as multi-grade or combined-grade teaching, is a
teaching approach where one teacher is responsible for instructing students of multiple
grade levels in the same classroom. Advantages of multigrade teaching include
Increased flexibility in scheduling and resource allocation Greater opportunities for
individualized instruction and differentiated learning. Improved socialization and peer
learning opportunities for students of different ages. Better use of resources in small or
remote communities Disadvantages of multigrade teaching include Increased workload
and complexity for the teacher. Potential for uneven instruction and lack of
differentiation. Limited opportunities for students to work with peers at their own grade
level. Potential for lack of age-appropriate resources or materials. Limited opportunities
for professional development and collaboration with peers It is worth noting that the
effectiveness of multigrade teaching can vary widely depending on the specific context,
including the teacher's qualifications, and training, the availability of resources and
support, and the characteristics of the student population.
There are 7 principle of teaching multigrade classes first is Children Are Unique-
Every child has its own needs, interest, experiences, and hobbies of their own. Each
one of them has differences and similarities with each other whether in terms of
physical, emotional, and intellectual. But it does not mean that they are not unique
individuals because each one of them is unique on their own. Children Learn Best from
Experience -Although reading books, materials, memorizing facts, and doing some
paper-pencil test, is one of the important things in learning development. Still, it is not
enough to provide learning experiences to the child. To stimulate their senses students
should explore their environment, experience doing activities by their own hands, and
interact with people. Children can and do learn well from one another -When working
with common goals, students can support each other. They can be honest with one
another and learn together. Through group, collaborative, and peer learning students
can help each other. They can share each other's points of view and reflect on it.
The Teacher’s role in teaching multigrade classes are Instructor, Evaluator and
Planner. Facilitator, no fixed timetable, pupils are free to choose what subject to study
and when, children are allowed to choose an activity based on the week's theme.
Subjects requiring more teacher pupil interaction are grouped with those requiring less.
Modified Curriculum and Instruction methods and instruction in handling a multi-grade
class. Manager Subject is presented in all grades by the teacher in given schedule with
each grade having prescribed work program by age-level or ability.
Lesson 3
Methods Most Commonly used in Multigrade Teaching
In multigrade teaching, the teacher applies techniques according to his
professional skill and experience. In a 5-teacher primary school, one teacher is in in
charge of one standard. Due to shortage of teachers, a teacher must handle many
standards at a same time. In these circumstances the following timetable is to be
observed. The teacher needs more attention and concentration in a multi grade
classroom. But the classroom discipline is good because of a smaller number of
learners. In multigrade teaching, the teacher can follow different approaches like direct
observation, guidance of peer group students, lesson-oriented teaching, group learning
and supervision method. Multigrade teaching is not an attempt to compensate the
paucity of teachers in a classroom / school. It is a responsible technique adapted by a
teacher to enhance the standard of education. In this type of teaching, the teacher helps
the students to grow and develop themselves in their learning process. The teacher
manipulates the content of the teaching units to cater to the needs of the multigrade /
level classroom within the stipulated time. He possesses the talent of using the teaching
learning materials effectively and successfully in the classroom situation. Multigrade
teaching consists of different types of teaching approaches, curriculum, class structure
and different level of learning skills. A teacher must plan systematically and implement
according to his classroom conditions. Students belonging to different grades, with
different levels of learning experiences and with different types of skills come under the
control of a single teacher in a multigrade classroom.
It is important that teachers have this habit of reflecting on the effectivity of their
instruction, curriculum, and even teaching approaches. By this, we could be open for
improvement and change. In addition, when you reflect you would be aware of your own
effectivity as well as your learner’s learning experiences. It is important in the Multigrade
classes that you have varied assessments methods in assessing your learner’s
performances and achievements. Assessments should range from individual
assessment, group assessment, self-assessment, up to peer assessment. Just like any
other factors that you must consider in managing and planning your lessons and
classroom in multigrade class, your limit in assessment and evaluation is your
imagination and creativity. Do not focus on the outcomes only, but rather, give your
largest focus on the process. This is what I have learned from my various courses
including this course. Let us move towards promoting assessment as a learning tool for
your learners not only as an evaluation tool for numerical markings.

In the multigrade classroom, classroom management is imperative! Good

classroom management helps both the teacher and the students by laying out specific
and appropriate procedures that helps students know what to do thus allowing teachers
to focus on working with students. The choice and organization of activities are
essential conditions for good multigrade classroom management. You should also have
a clear idea about how to divide your students by both grade and age levels, and what
types of activities are best for different groups. In short, classroom
management establishes and sustains an orderly environment for your students.
creates opportunities for meaningful academic learning and fosters social and emotional
growth. reduces negative behaviors and increases the amount of time devoted to the
lesson.
Lesson 4
Government and Peer Support for Multigrade Class
Professional development for teachers takes place on different levels: district-
wide, regional-wide, national level, among teachers in each school or individual basis.
Concerns of Teachers are Resentment of teachers at being placed in distant schools,
because of the long distances from roads, ran sport, shops, clinics, post
offices, police stations, Children are often less healthy than their counterparts in the
big schools, Lack of communication with educational support system and authorities
Absence of adequate teaching facilities and support materials, Loneliness of the
teacher, which can even become critical in an unsympathetic setting, or if the
teacher come from a different community of background. Negative attitude towards
multi – grade teaching authorities, as well as the public, Lack of government policy on
multi – grade classes, small schools are often located in socio-economically
disadvantaged areas, Inadequate out-of-school experiences for the pupils, e.g.
sport, traditional dancing and music, and visits to places of interest, which can be used
by the teachers as starting points for learning.
Government support is essential for giving multi-grade classes’ greater
recognition, and for the multi-grade teaching approach to be given its due status, equal
to that of the normal schools. Government support will do much to prevent small
schools from being marginalized. But there are issues that the government
needs to address the following issues, improving basic infra-structural
arrangements / facilities, such as roads, telephone services, electricity, water
supply and transportation, which reference to these schools. Compulsory attendance
and penalties for non-compliance. Physical and human resource provisions for
the mentally and physically challenged students, Gender Equity, Upgrading and
supporting teachers through employing ICT and extension programmers from
post-secondary institutions.
The Nature of Support are Develop a national policy for single-teacher schools
and multi-grade classes, Special consideration must be given to such schools in
National Planning, facilitate adequate recognition and adequate separate financing,
Ensure effective communication with appropriate institutions, teachers in the field,
teacher training colleges and other relevant body.
Improving conditions of learning is a priority for schools, communities, states, and
the federal government. Students are the stakeholders with the most to gain or lose and
should be consulted about their classroom experiences as a basis for continuous school
improvement planning. Providing inclusive and equitable quality education for all
remains a critical concern for the Philippines. Towards this end, Multigrade schools
have been established to bring education closer to school-age children located in
isolated, hard-to-reach, underserved, and sparsely populated communities. They can
also serve to provide complete elementary education in such communities.
The most important challenge in a MTG Teaching system is to provide education
of high quality, so that parents believe it is worthwhile to send children to school. The
solution is to form partnership between governments, parents and MTG teachers. Such
partnership can expand service delivery capacity and ensure quality, each partner
contributing according to its comparative advantage.
Lesson 5
Partnership
Community partnerships refers to how schools develop and sustain meaningful
interactive relationships with their varied communities (that is, parent, education, civic,
and business groups), so that all members understand and contribute to the work of
supporting children. School builds and sustains a learning community of stakeholders
(parents and guardians, students, district staff, nonparent community members) who
can articulate (that is, define, discuss, revisit, and support) and use habits of mind and
heart. The school is accountable to families and other members of the broader school
community. The school exhibits result publicly.
The school has formed strong partnerships with a variety of community
resources from faith-based organizations, small and large businesses, NGOs and
nonprofit organizations, and so on to provide a wide variety of resources and
experiences that tap into students’ interests. The school also partners with community
agencies (such as clinics, social work organizations, organic farms, after-school
programs, and others) to coordinate delivery of social services to youth. Employer
partners develop rich learning experiences for all students and staff and reap tangible
rewards from their relationships with students and the school.
Individuals and organizations throughout the community act as design partners
who collaborate on the development of the school vision, curriculum, and programs
(such as parent, student, and teacher conferences). Students, parents, families, and
community members are involved in substantive decision making both in the classroom
and schoolwide. Students, parents, families, and community members have
opportunities to develop leadership skills to further contribute to the school community.
Families are active partners in curriculum design, student learning plans, school
improvement, and school decisions. Partners actively work to bring school vision into
fruition and receive regular updates on key issues. Family representation in governing
bodies is demographically representative of the student body. The authenticity of
parent, family, and community member participation is monitored and addressed.
Building a connected school community enhances learning outcomes and
support, collaboration and wellbeing for the entire school. Learning environments that
are deeply united have an array of benefits for students, teachers, parents, and the
wider school. The six benefits of a connected school community are Connect people
within the school community, when students, parents, and teachers, as well as your
broader school members feel connected, there is a greater sense of belonging, school
pride and motivation to teach and learn. Promote shared learning goals and
collaboration, sharing learning goals and providing opportunities to collaborate
enhances accountability across the whole school community. Increase learning
opportunities for students, by enhancing the collaborative digital learning environment at
your school, students will be able to gain more opportunities to access and interact with
learning materials, collaborate and receive feedback. Support personalized student
learning journeys, no student learns the same way or at the same pace. With a
connected learning network, it will become possible to increase engagement and
create personalized for each student. Create an inclusive learning community, a
learning environment where all members are connected means the diverse knowledge
and skills of all community members will be valued and even those who may not be
readily present will also be included in a collaborative setting. Encourage shared
responsibility, all school community members have a role to play in learning, solving
problems and contributing to the learning goals of pupils. By being connected, there is
shared responsibility and an overall increase in the learning opportunities for K–12
students.
Lesson 6
The Educational Environment
Multigrade classrooms are classrooms in primary schools where two or more
grade levels are educated by one teacher in the same room. Multigrade classes are an
international phenomenon and are also referred to as combination class, composite
classes, and vertically grouped classes.
Creating and implementing classroom procedures is the key to achieving a
positive classroom environment. Procedures are routines that need to be taught so that
students know what is expected. In addition to arranging the room and practicing
moving into groups, students can be involved in discussing the rationale for establishing
other procedures to govern their classroom. Remember, the key to effective procedures
is consistency. However, if a procedure does not work, it should be discussed and
changed. If a procedure is necessary, it should be enforced. Effective teachers know
what activities need to be done and have worked out the procedures for each of them.
These procedures should be posted or handed out to the students at the beginning of
the school year. Teachers should teach the procedures verbally and post them. It is
important that multigrade teachers manage a caring and nurturing environment so that
students can develop their full potential.
Managing a multi-grade class calls for a strategy which complies with this
situation. It requires a special arrangement of the management that allows learning
through self- organization and regulation. Without considering this, the complexity
cannot be managed. Following strategic success factors form the basis for our strategic
school management. They allow the self-regulation of the teaching organization and the
learning processes. Functionality of the operation (organization). Goal orientation, Clear
perception of task and responsibility, Results of evaluations, Strengths of the learners,
and Pedagogical principles for education for sustainable development The structure of
multi-grade classes is used to arrange self-regulating and self- organizing learning
processes. The pedagogical principals for education for sustainable development are
setting the guidelines for the learning processes (vision orientation, networking,
reflection, participation). Class organization concerning support Aims: The learners
accept responsibility through participation. The learners have a clear perception of task
and responsibility. According to their strength the learners accept tasks and
responsibility in the school operation during the classroom time of a quarter. The
organization works self-regulating in the learning area, without direct guidance of the
teacher. The learners (leader of the class council) are aware of the knowledge of
working methods and communication techniques (Meta cognition) and can apply it in a
concrete example.
In improving and changing the life of an individual, teachers do play a crucial
role. The future of an individual lies in the hands of teachers. Multigrade teachers are
the most challenged. They have many functions to portray, as sources of knowledge,
facing the challenge of handling multigrade classes, and achieving the goal of the
department of education, which is “Quality Education.” Trying to prove that even if it is a
multigrade class, it still competes like the monograde classes. It has been found
according to the literature, that Multigrade teaching a phenomenon that is most common
in third world countries. It is common in remote places where pupils do not meet the
minimum number to become a monograde class. Most of the pieces of literature dealt
more with the difficulties in multigrade education. Only a few of them exposed the
classroom strategies that are also done in this area of teaching
Lesson 7
Teaching Effectively in a Multigrade Classroom

The main function of the Multigrade teacher is to teach students by imparting

knowledge. The teacher is expected to be versatile and utilize different strategies to
make learning meaningful and effective for all students in his or her classroom, no
matter what individual differences may exist among the students. The teacher should be
able to understand differences between pupils, be able to motivate them to learn and
guide them through their learning materials. The teacher should be able to do this for all
grade levels in the classroom, no matter what curriculum subject is being studied. The
teacher should not only be a provider of knowledge but should also be a facilitator of
learning. Planning is a critical function for the Multigrade teacher. Appropriate planning
by the teacher will result in classes which are more productive for the learners and
easier for them to follow. Multigrade teaching climate becomes easy when the methods
of Activity Based Learning, group learning, self-learning and peer group learning are
implemented properly.
The multigrade teaching provides a new learning atmosphere with multiple
number of activities and students of different grades than the monotonous method of
teaching. The same students, same lesson, same class, same place is changed to
students of different skills, different subjects, different levels of achievements and
different learning activities in a classroom. This is one of the specialties of Multigrade
Teaching. There are many ways that teachers in multigrade classes deliver instruction
to students. Common methods include lecture-recitation, small group work,
independent study, paired and peer tutoring, direct instruction.
Each instructional strategy achieves different instructional purposes and affects
student achievement and attitude in different ways. So, it is important to understand
how these methods of delivering instruction work affect student learning and what
purposes they best serve. The multigrade teacher can only assume multiple roles with
the use of variety of instructional methods. There are certain methods that are
especially effective in multigrade classrooms and the multigrade teacher should be
prepared to implement them. A multigrade classroom is a more complex environment
so that instructional delivery and classroom management strategies must be compatible
and complementary. If the teacher relies primarily on whole-class / whole-group
instruction and lecture / recitation methods, the children in each of the grade levels
within the class will not learn to work independently and in small group.
It is important to make the best use of time available when involving students in
different activities. The choice and organization of activities are essential conditions for
good multigrade classroom management. You should also have a clear idea about how
to divide your students by both grade and age levels, and what types of activities are
best for different groups. This will help you plan activities which suit multigrade
situations.
Multigrade teaching consists of different types of teaching approaches,
curriculum, class structure and different level of learning skills. A teacher must plan
systematically and implement according to his classroom conditions. Students
belonging to different grades, with different levels of learning experiences and with
different types of skills come under the control of a single teacher in a multigrade
classroom.
Lesson 8
Assessing Learning and Teaching Performance in Multi-grade classes
As a multigrade teacher with students of many different ability levels, you must
decide what information to collect on each learner’s progress and how to collect it.
Individual learner assessment is just as important as comparative evaluation across
students. The latter is useful to evaluate one student’s progress against his/her peers,
but too much and too public evaluation around performance can lead to negative
labelling of some students as “clever” and others as “slow”.
Like all children, students in a multigrade classroom learn in a continuum, moving
from easier to more difficult material and from simple to more complex learning steps.
They follow a path of progress at their own pace. Since such self-paced learning, as an
integral part of multigrade teaching, promotes social, emotional, physical, aesthetic, and
cognitive development, one goal for you is to focus not only on cognitive/academic
achievement (e.g., reading and writing skills) but also to consider psychomotor skills
and the psychological and emotional development of your students.
Another goal you should have been to develop a positive attitude among
students about teachers and about learning. You can do this by assessing and
rewarding other aspects of your students’ development such as their willingness to
assist in doing classroom tasks, share resources with friends, and organize their own
work. These outcomes deal with attitudes, values, and behaviors, but they are not easy
to measure despite their importance. The assessment of students may be done daily or
on a periodic basis depending on the size of the class and your capacity as a teacher to
work with each student in the classroom individually. What is important is that
assessment is not a one-time event but is cyclic and continuous. It must also be
adapted to the type of activity on which your students are being assessed – group or
paired work, individual work, etc.
It is always helpful to reflect on the purpose of assessment and to plan for it at
four different times during the teaching and learning process: before a new topic is
introduced, to determine what experiences or understanding students already have
about that topic; this information will help you decide what new information they need to
be taught  during a lesson, to find out if your students are learning the concepts being
taught; if you note problems for the class as a whole or for individual students you may
be able to solve them during the lesson  at the end of a topic, to assess mastery prior
to progression to the next topic, decide if further remediation is required for some
students, and provide feedback to you about your own teaching methods  at the end
of a term or the school year, to assess if students have retained their understanding of
the lessons delivered
Equally important to student assessment to improve your teaching and develop
new and better practices is your continuous and routine reflection on your own teaching
skills, strategies, and methods – and on any other school responsibilities you may have.
One way to do this is to keep a record of your teaching activities such as how you plan
lessons, manage the classroom, schedule subjects, develop instructional resources,
assign appropriate tasks to students, guide, and counsel students with learning
problems, and assist parents in monitoring the progress of their children. Periodically
reflecting on how you carried out these activities and what kinds of results were
achieved, especially as you go through another cycle of teaching, can be very useful.
Other sources of feedback on your teaching are also important. This may include
assessment from your head-teacher/principal, your fellow teachers, and even informal
feedback from your students.
Conclusion
One of the major benefits of a multigrade classroom is the continuity over time
that multigrade provides. The pupils’ benefits from having the opportunity to stay with
the same teacher and classmates and experience the same teaching style and routines
over a two year period. Since the teacher is already familiar with many of the pupils
from the previous year, instructional time is not lost getting to know a whole new class
of children each year. In a multigrade classroom there is time to recognize that a child's
social and emotional needs are as important as academic needs, and there is time to
devote to those needs Another advantage of more than one year in a multigrade
classroom is the relationship developed between the teacher and the entire family.
Amid the challenges, the multigrade program proved its contribution to student learning.
Through the comparison of learners’ results in various assessment tests, multigrade
learners are seen to be performing at par with learners in a single grade classroom
setting. Even outperforming some monograde learners in assessment tests for
language, mathematics, and social studies. The multigrade program was seen as a
practical solution to address barriers to education such as access and inclusion. It is a
reasonable learning delivery especially in remote, isolated, low-resourced, and
underserved communities as teachers provide different but appropriate activities to the
learners based on their individual developmental level. This allows teachers to empower
and engage the learners by providing multiple ways to learn.
And to our instructor for this subject I would like to thank the opportunity for
giving us knowledge and teaching us about Multigrade Classes.