E309 Multigrade Classes Report

Teaching Multigrade Classes

Positive Outcome/Advantages and

Drawbacks/Challenges of Multigrade Classes
MOTIVATION STEP 1 :
Join the Google Meet that the
reporters prepared and input your first
name.
STEP 2:
You have 20 seconds to choose
True or False if the sentence provided is
one of the characteristics of the image
that was shown. The fastest one who
chooses the correct answer gets the
highest score. 3 students with the highest
score is the winner.
False ‘coz it’s
a challenge
true

IT CAN DEVELOP TEACHERS ARE REQUIRED TO

INDEPENDENT LEARNING KNOW AND EFFECTIVELY
TEACH DIFFERENT AREAS
True ‘coz it’s false
a Positive Outcome TRUE or FALSE?
Teaching Multigrade Classes
Positive Outcome/Advantages and
Drawbacks/Challenges of Multigrade Classes
The Positive Outcomes (Aryal P. [2003])
a) can develop independent learning
b) It makes use of pupil-centered
teaching approaches
c) Material revision is easier
The Positive Outcomes (Aryal P. [2003])
d) It increases pupil interaction
e) Students advance at their own
pace;
f) It utilizes the concept of monitoring
and peer tutoring
g) It supports group learning
The Drawbacks (Aryal P. [2003])
a) If Multigrade programs are not
supported, there is a possibility of
low student achievement in
multigrade schools:
b) Multigrade teaching requires more
time and organizational skills from
teachers
The Drawbacks (Aryal P. [2003])
c) Teachers require intensive
training with special emphasis on
teaching materials, and
d) Students often have to work
independently.
The Advantages (Mathot GB. [2001])
a) When the techniques of teaching
multigrade classes are mastered,
students in multigrade classes can
be among the high performers:
b) Teachers can address various
social issues, such as the promotion
of health, agriculture, and
microfinance;
The Advantages (Mathot GB. [2001])
c) Low ratio of students to teachers;
d) A chance to have highly
individualized teaching, and
e) An opportunity for the students
themselves to develop management,
leadership, and
cooperative skills.
The Challenges (Mathot GB. [2001])
a) In training colleges, the skills needed to
handle students and teach in a multigrade
setting are typically not taught;
b) Teachers are required to know and
effectively teach different subject areas,
and
c) In addition to those needed in the particular
subject areas, the teacher is expected to
have a variety of abilities and talents.
Suggestions to Overcome the Challenges in the
Multigrade Instruction in Southeast Asia.
1. Changing Perceptions Among Stakeholders
Challenge:
• There is a lack of recognition, interest in,
and intervention in multigrade instruction
by the government, community members,
and other stakeholders.
What can be done:
a) Campaign to raise awareness and
support among stakeholders.
b) Present best practices and the

advantages of multigrade teaching with
the help of the media.
2. National- and Local-Level Management,
Monitoring, and Evaluation
Challenge:
• Multigrade schools are not properly
considered in strategies planning,
monitoring, and assessment.
What can be done?
a) Consider multigrade classes in educational

planning.
b) Incorporate multigrade instruction in the
teacher education curriculum
c) Perform daily multigrade monitoring and
assessment of instruction
d) Conduct forums where issues are
addressed
3. Learning Environments and Resources
Challenge:
• Some multigrade classes lack
funds and resources
What can be done:
a) Organize partners for the construction and
enhancement of environments, buildings,
facilities, and materials,
b) Make curricula contextualized and localized.
c) Create a system for teachers and schools to
exchange locally produced multigrade materials.
d) Encourage society to support a
multigrade system.
4. Instructional Techniques
and Teacher Support
Challenge:
• Multigrade teaching needs to
provide quality instruction.
What can be done:
a) Give pre-and in-service training and do
inter-school visits
b) Establish legislation addressing the wages and
working conditions of Multigrade educators
Incentives for multigrade teachers must be given.
c) Teacher recruitment based on localization laws and
reassignment should be done only after three years.
d) Conduct capacity building for teachers and
administrators.
5. Assessing Student Performance
Challenge:
• Evaluation does not reflect the
students’ performance, given the
unique circumstances surrounding
multigrade teaching.
The following steps can be taken:
a) National tests provided to assess

student success should understand
the learning background.
b) Different modalities of evaluation
should be used.
THANK YOU!

E309 Multigrade Classes Report

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Teaching Multigrade Classes

Positive Outcome/Advantages and

IT CAN DEVELOP TEACHERS ARE REQUIRED TO

b) Present best practices and the

a) Consider multigrade classes in educational

a) National tests provided to assess

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