MG Classroom Observation

TECHNICAL SUPPORT TO MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION

MG CLASSROOM OBSERVATION TOOL

Objectives

This Classroom Observation Tool is primarily designed to support effective instructional

practices in multigrade set-ups. It can assist school heads and supervisors as they conduct
focused observations and monitor multigrade teachers over time. It covers comprehensive
elements of instructional delivery and contains clear indicators of what is expected in a
multigrade classroom that supports learning for diverse pupils. The end outcome of the use of
this tool is effective coaching and provision of support towards developing reflective multigrade
teachers.

When used in a careful and systematic manner, it can serve a variety of related purposes.
 It can document instructional practices and provide a clear measure of significant
aspects of instruction and curriculum delivery that are effective as well as those that
need further support.
 Coaching of teachers through constructive feedback that is based on detailed evidence
would be possible.
 It also allows multigrade teachers to examine their instructional delivery and reflect on
effective teaching practices as well as areas for improvement. As a teacher monitors
his/her teaching practices, it can encourage reflective teaching.
 School heads and supervisors, together with teachers, can create instructional goals or
action plans based on the observation results. Thus, adequate technical support can be
provided and there would be learning spaces to become more effective multigrade
teachers.
 Finally, results of classroom observations, when taken collectively, can serve as bases to
recommend specific areas for professional development distinct to multigrade
instruction.

Features and Description of Use of the Classroom Observation Tool

This tool covers observation points on the following essential elements of multigrade
instructional delivery:
1. Lesson Plan/Lesson Organization
2. Instructional Practices & Strategies
A Lesson Delivery
B Use of Instructional Materials/ Technology

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C Support for Diverse Learners

D Learning Assessment
3. Learner Response
4. Classroom Environment and Culture
A Classroom Structure
B Classroom Culture
C Class Management
5. Remedial / Enrichment Activities

To optimize the use of this tool, it is best that every multigrade teacher has a copy of it at the
start of the school year. Regular examination of the mulitgrade delivery elements covered in
this tool would create awareness of essential factors that contribute to effective instruction.
This can encourage teachers to engage in reflective teaching on their classroom practices.

Examination of the instructional delivery from the lens of both the teacher and the observer is a
valuable endeavor. In the process, the principal/supervisor can leverage feedback from
evidence. On the other hand, the teacher can reflect on her instructional strengths and areas to
work on. The Coaching Dialogue that follows the observation aims to promote self-awareness
among teachers so that they can bring their MG instructional practices to a more effective
level. Since the results of this tool serve to support teachers, the observer’s role is to facilitate
an evidence-based assessment of particular elements of MG instructional delivery. The
observer offers constructive feedback and provides instruction and assistance to the teacher.
Consequently, the teacher and the principal /supervisor can collaboratively set specific action
plans based on observation results.

It is recommended that observations by the supervisor/principal over the year be done. It is

also important to carefully study the content of this classroom observation tool prior to its use.

Directions

 It is UNLIKELY that ALL elements of MG instructional delivery would be documented in a

single classroom visit; hence, decide which among these elements would be the
observation focus. Inform the teacher of the MG element targeted for the observation
and when this will be done.

 Fill out the details about the class to be observed. It is important to take note of the
date of observation. Multiple observations of the same MG element over a school year
would be good bases for supporting effective MG teacher practices. This can track
progress in specific instructional areas over time.

 Since observation of the MG classroom covers a number of levels, it is important to

monitor and rate the instructional and learning processes for each grade level.

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 Request for the lesson plan of the teacher to be observed. Examine this carefully and
mark the first section of this tool under Lesson Plan (LP)/Organization. Check each item
under E (Evident) or NE (Not Evident) depending on the content of the LP. Then, note
the evidence under the Remarks column.

 With an identified element/s of multigrade delivery from the tool, observe the class and
document specific details.

 For the elements under Instructional Practices & Strategies, Learner Response, and
Classroom Environment and Culture, use the following rating guidelines and mark the
item in the tool with 4, 3, 2, or 1. Take note of evidence of your rating.

4 3 2 1
Very evident Evident during most, Evident during a Not evident to any
throughout the but not all, of the limited portion of degree during the
class session class session the class session class session

 For the last section on Remediation and Enrichment, mark each item under E (Evident)
or N (Not Evident) and note the evidence under the Remarks column.

 Fill out the Coaching Dialogue Form by writing a summary of the strengths of the
teacher and areas to work on based on the details of your observation notes.

 Allow time for the observed teacher to fill out only the relevant section of the Coaching
Dialogue form after the class visit. (e.g., Which MG instructional delivery element was
the focus during the observation?)

 A Coaching Dialogue will follow the actual classroom observation. Since this is a
dialogue, the teacher initially shares what she perceives are her strengths and areas to
work on. Afterwards, the observer provides feedback on the quality of teaching
practices of the MG teacher. The teacher, together with the principal/supervisor sets
and agrees on an action plan in line with the results of the observation. Both parties
sign the form.

 Keep a file of this tool for comparison purposes when a future observation is to be done
with the same teacher especially if the focus is on the same MG delivery element.

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MULTIGRADE CLASSROOM OBSERVATION TOOL

Date: _______________________ Time Started: _______________ Time Finished: __________________

Subject/Learning Area and Grades: _________________________________________________________
Language of Instruction Used: _____________________________________________________________
Observer: ____________________________________________________________________________
Teacher Observed: _________________________ Observation Focus: ____________________________

Lesson Plan / Lesson Organization

The best source to examine preparatory activities in a multigrade setting is by looking at the teacher’s
lesson plan. Examine this according to the target objectives, flow of activities, and instructional support
for diverse learners.

Grade Grade Grade Grade Remarks

Areas of Observation
E NE E NE E NE E NE

I. Lesson Plan / Lesson Organization

1. Prepares a Multigrade Lesson Plan

using:

a. Daily Lesson Log (DepEd

template/lesson outline)

b. Daily Lesson Plan (DepEd

detailed lesson exemplar)

c. Integrated Daily Lesson Plan

(IDLP)

d. MG lesson plan (teacher made)

e. Multigrade’s Budget of Work

(BoW)

f. K to 12 Curriculum Guide

2. States lesson plan objectives:

a. in behavioral terms

b. for each grade level

c. appropriately according to the

experiences and capabilities of
the learners

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Grade Grade Grade Grade Remarks

Areas of Observation
E NE E NE E NE E NE

3. Sets teaching and learning activities

that are:
a. aligned with the objectives of
the lesson

b. adequate for each grade level to

achieve the objectives

c. presented in a logical sequence

4. Prepares lessons that that are

adapted to the specific context of
the learners and are differentiated
according to:

a. each grade level

b. the needs/abilities/interests of
pupils across grade levels
(literacy lesson, cross-age, peer
grouping, others)

c. process (e.g., activities or

exercises vary from simple to
complex)

d. product/output (e.g., products

or outputs vary depending on
the learning competency per
grade level)

5. Sets differentiated assessments that

are aligned with the objectives of
the lesson, such as:

a. Paper-and-pencil test

b. Oral recitation

c. Performance-based assessment

d. Project-based assessment

e. Peer assessment

f. Pupil Self-Assessment

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Grade Grade Grade Grade Remarks

Areas of Observation
E NE E NE E NE E NE

g. Portfolio Assessment

h. Others, please specify:

6. Provides for differentiated

assignments/agreements (home-
stretched activities) according to:

a. grade levels

b. abilities (e.g., cognitive, skills)

c. interests

d. needs

e. ethno-linguistic groups

f. Others, please specify:

7. Covers the appropriate content in

the curriculum

Instructional Practices and Strategies

This section focuses on MG instructional delivery, use of instructional materials/ technology, ways to
support diverse learners, and forms of assessment that were evident during the observation.

Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

II. Instructional Practices and Strategies

A. Lesson Delivery

1. Uses language that the pupils

understand

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

2. Reviews pre-requisite skills/ concepts

3. Demonstrates command of the

subject matter

4. Provides accurate and updated

content/concept

5. Builds on pupil’s prior learning

6. Engages and sustains learners’

interest through use of meaningful
activities

7. Contextualizes the lesson according to

pupils’ background

8. Uses appropriate examples that are

relevant to pupils’ experience

9. Initiates activities that promote

“learning by doing”

10. Integrates across subject areas (e.g.,

language, literacy skills, values,
others)

11. Presents lessons in a logical manner

12. Asks questions within the level of

pupil’s understanding

13. Asks questions requiring varying

levels of thinking (e.g. literal,
inferential, evaluative, application,
etc.)

14. Responds to pupils’ questions and

comments for a deeper
understanding of the lesson

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

15. Gives clear directions for

differentiated activities

16. Speaks clearly with a modulated voice

17. Gives the same attention to boys and

girls in each grade level

B. Use of Instructional Materials / Technology

1. Writes clearly and legibly on the

board

2. Uses local resources in materials

production

3. Uses helpful instructional

technologies (e.g., ICT-based
learning, etc)

4. Supports the lesson using

appropriate instructional materials
(e.g., visual aids, flash cards, charts,
etc.) for diverse learners

5. Provides varied learning resources

acc. to pupils’ level (e.g. MG learning
materials, textbooks, concrete
materials, story books, etc.)

6. Demonstrates use of innovative

teaching / learning resources

C. Support for Diverse Learners

1. Paces the lessons appropriately to

meet specific needs and difficulties of
the learners

2. Adjusts oral or written questions for

students with different needs

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

3. Utilizes activities that are relevant to

the pupil’s level and background

4. Addresses the needs of both boys and

girls in different grade levels

5. Shifts classes, when necessary to

cater to the needs of the other class
(e.g., road mapping)

6. Provides appropriate support

(remediation/ enrichment) during
class that address:

a. varying ability levels (e.g., basic/

fast learners)

b. interests and experiences

c. linguistic, cultural, socio-

economic and religious
backgrounds

d. disabilities (e.g., disabled, deaf,

etc.)

e. giftedness

f. Pupils from indigenous group

g. Pupils in difficult circumstances

(e.g. geographic isolation,
chronic illness; displacement due
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices)

7. Utilizes differentiated tasks and

activities for varied grade levels
through:

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

 Flexible grouping

 Tapping on pupil’s learning

preferences (e.g., auditory/
visual/tactile activities; or
provision for those who need to
move around while learning, etc.)

 Anchoring activities: activities that

student may do at any time (e.g.,
problem to solve, journal to write,
project work, etc.)

 Tiered activities (series of related

activities that increase in
difficulty)

 Learning center activities that

takes into account different
students’ abilities and level of
readiness

 Independent and shared study

projects

D. Learning Assessment

1. Provides appropriate formative

assessment that are aligned to the
learning objectives for each grade
level

2. Affirms or commends correct

responses by:
a. giving general feedback (e.g., Very
Good!)

b. giving specific feedback (e.g.,

Good job for following directions.)

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Areas of Observation Grade Grade Grade Grade Remarks

3. Provides specific and useful feedback

for an incorrect, incomplete, or non-
response (e.g., You need to review
the verb you used.)

3. Provides timely and appropriate

feedback to pupils’ response/behavior
4. Gets feedback from the pupils
regarding how well they understand
the lesson, e.g., asking if there are
clarifications
5. Elicits a pupil-stated generalization
(learning insight) at the end of the
lesson
6. Uses assessment strategies to address
diverse learners according to:
a. grade levels

b. abilities (e.g., cognitive, skills)

c. interests

d. needs

e. ethno-linguistic groups

f. Others, please specify:

7. Uses varied forms of assessment.

Please mark which of the following is
used:
a. Paper and pencil

b. Oral recitation

c. Performance-based assessment

d. Project-based

e. Peer assessment

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Learner Response and Behavior

Effective MG instruction is partly gauged by the pupils’ response during instruction.

Grade Grade Grade Grade Remarks

Areas of Observation

f. Pupil Self-Assessment

g. Portfolio Assessment
h. Others, please specify:

III. Learner Response and Behavior

1. Demonstrates interest/engagement
in class tasks

2. Listens to the teacher’s or

classmates’ ideas

3. Asks questions for clarification

4. Expresses ideas during class

discussions

5. Performs learning tasks with some

levels of independence while the
teacher is working with other groups

6. Willingly takes part as a team

member in collaborative work

7. Shows understanding of the lesson

through different forms of
accomplished outputs (e.g.
worksheet, group chart, etc.)

8. Demonstrates healthy competition

in classroom interactions

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Classroom Environment and Culture

This refers to the effectiveness of the teacher in creating a classroom conducive to learning by planning
the use of classroom space, carrying out multiple lessons at the same time, efficiently using class time,
and establishing norms of behavior.

Grade Grade Grade Grade Remarks

Areas of Observation

IV. Classroom Environment and Culture

A. Classroom Structure

1. Uses the classroom space to facilitate

various forms of flexible seating
arrangements for different activities
of pupils such as:

(Observer may draw the classroom

layout when necessary)
a. Whole class: teach all grades
together

b. By grades: teach one grade while

others work independently

c. By level of task difficulty: Teach

one subject for all levels with
varying levels of difficulty

d. For Independent work

e. For groupings according to some

criteria: e.g. by ability, interest,
pupil’s choice, etc.

2. Organizes the room so that learning

materials and resources are readily
available and accessible to pupils

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Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Grade Grade Grade Grade Remarks

Areas of Observation

B. Classroom Culture

1. The teacher:
a. Responds positively and
sensitively to pupils

b. Shows fairness in dealing with

learners
c. Gives the same attention to boys
and girls in each grade level

d. Responds appropriately to non-

engaged learners
e. Shows respect, love and care for
pupils as human beings

f. Projects respectful and caring

attitude among pupils
g. Demonstrates passion for
teaching
2. The pupils:
a. Show respect to the teacher and
classmates
b. Appear to be joyful and pleasant
c. Get along well with each other
C. Class Management

1. The teacher uses positive discipline

among pupils.
2. The teacher sets standards of pupils’
behavior in class.
3. Class rules facilitate the
management of pupils’ behavior and
conduct of class activities in
different grade levels.

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 MG Classroom Observation

Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session

Grade Grade Grade Grade Remarks

Areas of Observation

4. Pupils follow routine and procedures

to maximize instructional time for
whole class activities and
differentiated tasks (e.g., able to
finish the target learning objectives
on time).
5. The teacher is flexible in terms of
time management.
6. Pupils in different grades/groups
adopt a self/ peer checking
mechanism to instill discipline.

V. Remedial/Enrichment Activities

Each pupil in a multigrade class is different in terms of ability and the teacher’s role is to facilitate
the optimum development of each learner. This section refers to the provision of additional
support for pupils outside class hours, when necessary.

Grade Grade Grade Grade Remarks

Areas of Observation
E NE E NE E NE E NE

1. Supplemental activities are provided

to address the needs of the
following learners:

a. Pupils with varying ability levels

(e.g., basic/ fast learners)

b. Pupils of both genders

(according to strengths,
interests, and experiences)

c. Pupils from different linguistic,

cultural, socio-economic and
religious backgrounds

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d. Pupils with disabilities (e.g.,

disabled, deaf, etc.)

e. Gifted pupils

f. Pupils in difficult circumstances

(e.g. geographic isolation,
chronic illness; displacement
due to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices)

g. Pupils from indigenous group

If evident, enumerate the nature

supplemental activities (e.g.,
practicing skills, giving of
assignments, etc.)?

2. Utilizes effective supplemental

activities.

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COACHING DIALOGUE FORM

Teacher’s NOTES
Observer :____________________
Observation Focus Date
Strengths Area to Work On

Lesson Plan / Lesson

Organization

Instructional Strategies and Practices

 Lesson Delivery

 Use of
Instructional
Materials/
Technology

 Support for
Diverse Learners

 Learning
Assessment

Learners’ Response

Classroom
Environment and
Culture

 Classroom
Structure

 Classroom
Culture

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Observer :____________________
Observation Focus Date
Strengths Area to Work On

 Classroom
Management

Remedial/
Enrichment
Activities

Action Plan

Observer’s signature: ____________________________

Teacher’s signature: ____________________________

Date: ____________________

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COACHING DIALOGUE FORM

Observer’s NOTES
Teacher :____________________
Observation Focus Date
Strengths Area to Work On

Lesson Plan / Lesson

Organization

Instructional Strategies and Practices

 Lesson Delivery

 Use of
Instructional
Materials/
Technology

 Support for
Diverse Learners

 Learning
Assessment

Learners’ Response

Classroom
Environment and
Culture

 Classroom
Structure

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Teacher :____________________
Observation Focus Date
Strengths Area to Work On

 Classroom
Culture

 Classroom
Management

Remedial/
Enrichment
Activities

Observer’s Comments

Action Plan

Observer’s signature: ____________________________

Teacher’s signature: ____________________________

Date: ____________________

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References:
Classroom Observation Tool.
https://www.hnu.edu/sites/default/files/classroom_observation_tool_scaled_3.pdf

DepEd. Observation Guide for an Actual Lesson in Multigrade Class. DepEd-CCFPI Little Red
Schoolhouse Project.

Star Observation Technique

DepEd Memo No. 196, s. 2012: Monitoring of Grade 1-7 Classes of the K to 12 Program.

DepEd Memo 241, s. 2003, Search for Multigrade Teacher Achiever.

DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional
Standards for Teachers.

UNESCO. Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments

specialized Booklet, 2013.

Module MG. 3. Teaching in a Multigrade Classroom, Student Support Materials, Primary and
Secondary Teacher Education Project. Australian Agency for International Development (AusAid)
GRM International.

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