MODULE 2.

MULTIGRADE
TEACHING

Teacher Induction Program

Teacher Education Council, Department of Education

 Luz V. De leon
Writer

Bernadette S. Pablo, M. Ed.

Editor

All rights reserved. This module may not be reproduced in any

form without the permission of the Teacher Education Council,
Department of Education.
TEACHER INDUCTION PROGRAM

MODULE 2.1
MULTIGRADE TEACHING
 Welcome and Mabuhay! As a new teacher, you may be assigned to a very
remote place in your division. It is the only school there and you are the only teacher
tasked to handle pupils of different ages and grade level. You are challenged to
educate these groups of children wanting to learn. The task is great and heavy but
YOU ARE EQUAL TO IT.

As you go through this module, I hope you would find your job as multigrade
teacher more exciting and more challenging than a single-grade teacher in the town.

This module is divided into four (4) parts. Part I gives the information which
every multigrade teacher should know about multigrade schools and multigrade
teaching. Part II describes the Components of a Multigrade Classroom as a Learning
Environment. This part focuses on what your role is as, multigrade teacher, the
learners whom you will take charge of and the other stakeholders who will support
you in your job. Part III provides you with the learning areas and how they are related
to the learners and to each other. In this part you will have an in-depth look at the
curriculum you will be using. Part IV will give you a description of the different
strategies effective for a multigrade class.

This module will give you insights on the multigrade program and how it
addresses the problem of access to and the quality of basic education in the
Philippines.

i
 OBJECTIVES

This module is designed to be interactive. As you go through the different

parts, you will see self-check questions serving as checkpoints built in so you can
reflect as you progress. At the end of the interactive activities, you should be able to;

A. trace how the multigrade program started;

B. explain why there are multigrade schools in the Philippines;

C. compare and contrast the multigrade classroom and the single-grade

classroom;

D. describe some effective teaching strategies in a multigrade classroom;

E. identify the variables involved in the learning environment

F. describe how each variable influences the quality of the learning

environment

G. draw up a plan to provide effective working and learning conditions in the

multigrade classroom.

This module is self-instructional. You can read, analyze concepts and ideas
presented, and reflect on them as you progress in your readings. If you need help
and further clarification, you can ask the assistance of a mentor/facilitator in your
school or in the learning center close to your school/division.

Your preassessment is self-administered. You can keep track of your

progress in every lesson by reading closely the write-ups and reflect seriously, on
them for you to gain insights and learnings.

ii
 Your answers to the Activities and Self-check Questions (SCQ) may be self-
evaluated or may be evaluated by a mentor as you desire. These will be part of your
formative evaluation.

The Answer Key to the SCQ’s and Activities are found at the end of the
module. Upon completion of this module you will be given a post assessment in a
separate booklet which is the summative evaluation of your performance.

iii
 TABLE OF CONTENTS

Page

Preassessment 1

Part I The Multigrade Program 3

Lesson I - The Multigrade Program in the Philippines 4

Lesson 2 – Basic Principles Underlying Multigrade Teaching 10

Part II The Components of a Multigrade Classroom 14

Lesson 1 – The Human Resources in a Multigrade Classroom 15

Lesson 2 – The Physical Environment 18

PART III TEACHING AND LEARNING PROCESSES

IN THE MULTIGRADE CLASSROOM 22

Lesson 1 – The Curriculum 23

Lesson 2 – Organizing Curriculum 28

PART IV TEACHING STRATEGIES

FOR MULTIGRADE CLASSES 33

Lesson 1 – Methods Commonly Used 34

Lesson 2 – Group Work and Grouping as an Instructional Strategy 38

Lesson 3 – Self-Directed Learning and Peer Teaching 42

Answer key SCQ’s and Activities 47

Bibliography 52

Appendices 53

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TEACHER INDUCTION PROGRAM PREASSESSMENT

PREASSESSMENT

As a preassessment check, I would like to know what you already know about
multigrade program, what you want to learn about it. Do not fill out the last column.
Go back to it after you have gone through the module.

Fill up the columns below;

KNOW WANT TO LEARN LEARNED

For Column 1

ƒ Write all the things you know about multigrade school, class, classroom and
teaching and all about multigrade program.

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TEACHER INDUCTION PROGRAM PREASSESSMENT

For Column 2

ƒ Write all the things you want to learn or to know about multigrade program.

For Column 3

ƒ After going through with the module, go back to this part and write all the
things you have learned about multigrade classroom. Check whether what
you thought you already knew is correct. See if you learned what you
wanted to know about multigrade after studying the module.

MODULE 2.1: MULTIGRADE TEACHING 2

TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

PART I
THE MULTIGRADE PROGRAM

MODULE 2.1: MULTIGRADE TEACHING 3

TEACHER INDUCTION PROGRAM PART 1: THE MULTIGRADE PROGRAM

LESSON 1
THE MULTIGRADE PROGRAM
IN THE PHILIPPINES

INTRODUCTION

The Constitution states that the state shall protect and provide the rights of all
citizens to quality education at all levels and take appropriate steps to make
education accessible to all, and so it is hereby declared a policy that all public
elementary schools, as much as practicable and considering the existing facilities
and teachers, will offer complete six (6) grade levels to children in the remotest
barangay.

(DECS Order No. 38. s.1993)

Thus, the Multigrade Program becomes one of the major thrusts of basic
education. This is the education sector’s contribution to people empowerment. DECS
Order No. 38, s. 1993 spelled out how the incomplete elementary schools shall be
expanded to accommodate all school children in schools with less than six (6)
teachers. While the priority is still the organization of single grade classes,
multigrade classes will be organized, if the number of children to be enrolled does
not meet the required number to organize a single-grade class and if there are not
enough teachers in a school. So in a two-teacher school for instance, one will
handle Grades I-III and the other will handle Grades IV-VI.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

OBJECTIVES

At the end of Lesson 1, you should be able to;

ƒ explain the importance of multigrade instruction as an alternative strategy to

access and quality education;

ƒ differentiate a multigrade classroom from a single grade classroom;

ƒ explain how multigrade teaching can be as effective as single-grade teaching

READ

Multigrade schools were the first kind of schools in North America. The one-
room school house was the most common model of formal education programs for
elementary school children before the 1880’s It was then before the single grade
classes were organized

Today multigrade schools are found in many suburban and rural schools in
America and Europe. They provide quality educational programs in rural parts of
Scotland, Britain and in the Scandinavian countries. In France, Netherlands and
Canada the small villages and towns consider multigrade schools as better
alternatives to single grade schools. (Thomas and Thomas 1992)

In the Philippines, the first mission schools were organized as multigrade

schools. Single grade schooling was introduced in the early 1900 by the Americans.
Multigrade schools were organized as a matter of necessity for remote barangays.
Aside from the limited enrolment, the distance of the barangay to a school, teacher
shortage, lack of funds for school buildings and other facilities also led to the
organization of multigrade schools in the different parts of the country.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

There is a negative impression that multigrade classes are poor substitutes

for single grade classes and were organized just to answer the problem of access
and not quality. On the contrary, multigrade classes are considered equally effective
in the industrialized countries where they are part of the educational system
especially in the more sparsely populated areas.

Studies abroad have shown that pupils can benefit from the multigrade
programs when these are properly implemented. Effective multigrade teaching
involves much more than simply grouping one grade per teacher and classroom.
Good and creative teachers who will deliver better and effective instruction are far
more important in multigrade teaching. There is a need for more elaborate
preparation by the teacher and the use of a variety of different learning modes.

It is noteworthy that some private schools in the country opted to organize

multigrade classes because of the advantages of inter-aged grouping or multi-level
classes. These private schools consider the benefits of multigrade classes worth the
trouble of organizing them.

There were also some creative public schools in the urban provinces who
have experimented organizing multigrade classes and gained positive results.
Achievement levels of pupils were found much better than some of their counterparts
in the single grade classes. Aside from acquiring better cognitive skills, the pupils
exhibited more desirable attitudes and behaviors due to multi-aged groupings.

In answer to the problem of access to quality education, the Department of

Education through the Bureau of Elementary Education (BEE) undertakes the
Multigrade Program in the Philippines (MPPE)

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

SCQ I–1.1

1. In what ways is the state protecting and promoting the right of all citizens to
quality education at all levels? Explain.

2. What could be the reasons why developing countries still opted to organize
multigrade schools, when they can organize schools offering single-grade
classes?

3. How will you react if you are asked to handle a multigrade class in a remote
barangay? Explain your answer.

READ

Multigrade schools are those schools which have classes that combine
students of different ages and abilities in one (1) classroom. In the Philippine public
school system classes with two or more grade levels in one classroom with one
teacher are called multigrade classes. Multigrade classes can also be called multi-
level classes.

A multigrade classroom is made up of children with different skills and

abilities, different developmental levels and needs, learning and working together
under the guidance and supervision of one teacher. There may also be adults who
assist the teacher if the teacher is able to mobilize parent or community involvement.
Multigrade teaching involves a set of educational strategies and techniques
that will enable a teacher to provide effective instruction to a heterogeneous group of
pupils or a group of pupils of different ages, abilities and skills.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

In reality single grade instruction just like multigrade instruction also involves
teaching pupils with varied skills and abilities, even if they are of the same ages. You
must keep in mind that every child is unique because of his/her genetic make-up and
previous life experiences or the environment in which he/she is growing up. In a way
multigrade teaching involving learners at different levels is not entirely different from
a single-grade classroom situation.

However, there are certain requirements for effective multigrade teaching

which include the following;

ƒ systematic and well-organized planned instructional delivery and grouping;

ƒ a well–managed classroom that is conducive to learning and has the

necessary resources available;

ƒ discipline among the students has been developed so that they can focus on
learning;

ƒ a cooperative learning environment where self-directed learning is balanced

with teacher-directed activities, peer teaching and group work;

ƒ a teacher who is well-prepared to serve as a facilitator of learning rather than

as the only source of knowledge in the classroom and who is well-prepared
to use a variety of instructional strategies and techniques to suit the varied
needs of the learners;

ƒ a well-designed curriculum that allows for and encourages integration of

learning areas and a variety of activities as learning experiences for the
students.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

ACTIVITY I–1.1

1. Knowing what multigrade school, multigrade class and multigrade teaching

mean, do you believe that children would benefit from this type of schools?
Explain your answer.

2. Compare and contrast the multigrade class from a single grade class by
means of a Venn Diagram. Give their advantages and disadvantages.

Multigrade Class Single-grade Class

3. Based on your own reflection, do you think requirements for effective

multigrade teaching can be effective in single-grade teaching? Explain your
answer.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

LESSON 2
BASIC PRINCIPLES UNDERLYING
MULTIGRADE TEACHING

INTRODUCTION
It can be said a good multigrade school is both efficient and effective, when
children in the school progress or move through the basic curriculum. The
instructional strategies may be varied to adjust to the different ages, levels and skills
of the students and to the available resources, but the goals are the same.

Children in the multigrade classroom must achieve knowledge and

competence in all subject areas. Effective multigrade schools maximize an inquiry
approach to learning and as much as possible link up classroom or school learning
to daily life. In this way children will really learn how to learn.

OBJECTIVES

At the end of Lesson 2, you should be able to;

ƒ discuss the basic principles underlying multigrade teaching;

ƒ relate these principles of teaching in the performance of tasks by a teacher of a

multigrade class

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

READ

Multigrade teaching is based on several basic principles about how children

learn and how teachers can teach effectively to respond to their needs

1. Each child is unique. No two children are alike. They may be of similar
interests, needs and characteristics, but still they are different in many ways-
physically, emotionally, socially and even mentally.

In a class of 30 with different age levels, they will be reading at different

speeds and comprehension levels. They may have different personalities. Some
may be introverts, others may be extrovert, some may be fast, and some may be
slow. They may also have different likes and dislikes, interests and needs. They will
have different life experiences and feelings about themselves.

A multigrade teacher must be able to get to know and understand each of the
children so she can prepare lessons that will respond and reflect their individual
needs. She is responsible for planning the daily activities and keeping track of how
each child is able to learn.

2. Children learn best from experience. Children learn from doing.

Children in a multigrade class, like other children learn best from their first hand and
concrete experience. They do this by exploring their environment through the use of
all their senses as much as possible.

3. Children can and do learn well from one another. Children learn well and
better when they are together. While it is true that there are things that adults need
to teach the children, there are more things that they learn better when they are in
groups searching for answers to their questions. For example, children can learn to
be a leader or a supportive follower, only if they have opportunities to work with and
try out these different roles as they work in a group project. When children work in a
group or even in pairs, they learn to listen to others, to keep an open mind and
consider other opinions instead of being limited to their own views.

Mixed-aged grouping is an important asset in a multigrade classroom.

Children who already have the necessary skills will be better able to assist others

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

who are only starting to learn. Children also learn the value of helping one another
not just in the learning process but also in daily life. Then, they realize that there are
others inside the classroom who can teach them other than the teacher.

4. The role of the teacher in a classroom involves setting-up and

managing a learning environment that is conducive to learning and teaching.
Everything involved in the teaching-learning process makes up the learning
environment. It includes the curriculum, the instructional materials, the children, the
teacher and the parents.

5. The implementation of the school curriculum must take into

consideration the varied abilities, levels and interests of a particular group.

Learning competences, budget of work, lesson plans provide the sense of

direction for the teachers. The teacher has to adjust them to the needs and interests
of the children, and to their capabilities and learning styles too. It is up to the teacher
to tailor the curriculum to the specific group of children that he/she is working with
for the year.

6. The value of any educational program will be judged according to how

well it is able to achieve the goals of the program–whether the children
actually learn, what they are expected to learn and how well they have
learned. The way that the school and classroom is organized in order to achieve
those goals makes a great difference. The advantages of grouping children of
different ages within one classroom should be maximized to increase the chances
of effective learning and enhance the quality of the classroom as a leaning
environment.

7. The advantage of being in a heterogeneous group like a multigrade class is

that children who have certain strengths and weaknesses can be helped rather than
be punished for their weakness, and their strengths built-on rather than wasted.

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TEACHER INDUCTION PROGRAM PART I: THE MULTIGRADE PROGRAM

ACTIVITY I–2.1

1. If you are assigned to teach in a multigrade school, how would you handle
groups of pupils with different ages in a class?

2. Give 3 of the principles of multigrade teaching that make multigrade teaching

effective?

3. Interview anybody who is a product of a multigrade school. Ask what he/she

can be proud of about his/her school?

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

PART II
THE COMPONENTS OF A MULTIGRADE
CLASSROOM

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

LESSON 1
THE HUMAN RESOURCES IN A MULTIGRADE
CLASSROOM

INTRODUCTION

A learning environment is where children learn and teachers teach. The

different elements of the learning environment are interrelated and interdependent.
Having a deeper understanding of the interrelation and interdependence of these
elements will help the teacher plan his/her day-to-day lessons/activities more
effectively and thereby facilitate learning.

OBJECTIVES

At the end of Lesson 1, you should be able to;

ƒ enumerate all the human resources in a multigrade classroom

ƒ discuss how these human resources affect the quality of educational services
extended to the multigrade children

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

READ

The LEARNER is at the center of the educational process. The child grows
and develops as a result of interaction between what has been inherited, the
environment and time. The child grows through different stages of development.
How fast the child goes through the stages depends upon the interaction of factors
like maturation and learning. No two children are exactly alike because of the
combination and interaction between inherited genetic traits and the differences in
their interaction with the people, objects, events and places in their environment.
How we view the learners, our assumptions about them and how they learn
determine how we treat them as learners whether inside the classroom, at home or
in the community.

The TEACHER is the critical figure in the teaching-learning environment. The

role of the teacher has evolved over time. In a child-centered classroom, the teacher
must be able to perform and balance several roles all the time.

These roles are as;

ƒ Facilitator who removes the roadblocks or obstacles to learning, who

encourages children to be active rather than passive receivers of knowledge,
and who uses varied instructional strategies or approaches to encourage the
children to learn in many different ways.

ƒ Manager who directs the strategies for a multigrade classroom.

ƒ Observer who watches the children at work, play and other school activities,
in order to anticipate and meet their needs.

ƒ Evaluator who finds out if children are learning what is expected of them
and determines if the goals of the curriculum are being achieved

ƒ .Planner who plans day to day lessons/activities for teaching and learning and
who is flexible enough to make the necessary changes based on the
feedback from observing of the children at work.

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

OTHER ADULTS-Parent involvement is a crucial factor for a successful

multigrade school. Teachers’ efforts to involve parents in their children’s education
improve home-school relations. Parents support the schools by providing
additional and necessary resources. There are also private institutions who are
very willing to support the education of these children in whatever ways they can.
Teachers should recognize that the government officials from the barangay to the
municipal level are valuable allies.

ACTIVITY II–1.1

1. How can you fit into the many roles of a multigrade teacher?
2. You are assigned to a multigrade school. You don’t have enough furniture,
not enough instructional materials. What are you going to do? How are you
going to handle the situation?
3. Think of the children in a multigrade school and make a pledge of support to
them.

MY PLEDGE OF COMMITMENT
_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Signed:

_______________

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

LESSON 2
THE PHYSICAL ENVIRONMENT

INTRODUCTION

The multigrade classroom is arranged in such a way that it communicates

important messages to the children about how the classroom will be used and how it
is to function as a learning environment

The teacher as planner and organizer is in charge of setting up and arranging

the classroom so that there is a place for everything and everything is in its proper
place. In this way, the teacher as facilitator and instructor can function effectively.

OBJECTIVES

At the end of Lesson 2, you should be able to;

ƒ plan and organize the multigrade classroom to make it functional and conducive
to learning
ƒ identify elements that may contribute to a successful multigrade classroom
ƒ solve limitations in the physical environment of a multigrade classroom

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

READ

The LEARNING CENTERS. These are the “work stations” which the learners
use with or without the teacher’s guidance or supervision depending upon the nature
of the activity. These are small partitioned spaces for 5 to 10 pupils to work together
or even individually. A low blackboard, cloths and curtains and even cabinets may be
used to enclose the learning centers. The centers are also the places where the
teachers keep the learning materials like books, posters picture and others, for the
children to use.

Learning centers allow and encourage the learners to be self-directed and to

move independently.

The LEARNING MATERIALS. These materials include books of all kinds

(textbooks, trade books reference books and storybooks), other reading materials
like periodicals, magazines, and professional books. Commercial and teacher-made
board games, puzzles, card games, activity cards and toys, visual aids like posters,
picture banks, cut-outs, and calendars are also useful learning materials in a
multigrade classroom.

FURNITURE AND EQUIPMENT

Ideally, furniture like desks, tables and chairs in a multigrade classroom

should be modular for greater flexibility in arranging and rearranging them.
Classroom layout should provide for the following kinds of activities;

ƒ a whole-group period for discussing matters that affect the whole class

ƒ small-group activities for working on tasks or activities for specific areas

including discussion, writing, reading, arts, crafts and experiments

ƒ individual or independent work so children can read, write, work on

individual projects with as little disturbance or distraction as possible

ƒ indoor games or dramatization

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TEACHER INDUCTION PROGRAM PARTII: THE COMPONENTS OF A MULTIGRADE
CLASSROOM

VENTILATION AND LIGHTING

All parts of the classroom should be well-ventilated and adequately lighted so

that all children can work comfortably.

OUTDOOR SPACE

The multigrade learning environment also includes outdoor spaces that can
be utilized to the fullest when the weather permits. The space outdoors is also ideal
for whole-group games and activities that do not require equipment.

BEYOND THE CLASSROOM INTO THE COMMUNITY

The community where the multigrade classroom is situated is also an

important part of the learning environment. There are farms, small stores, repair
shops and other service centers which children can visit. Field trips to different parts
of the community where they can study land forms, water forms, and other scenic
spots and historic places are most enriching experiences to children.

CLASSROOM ROUTINES like flag ceremony, attendance-checking, cleaning

and other classroom maintenance activities are organized so as not to take the time
for classroom instruction.

One of the essential components of a multigrade classroom as a learning

environment is the CURRICULUM. A curriculum is a plan for learning that includes
goals and objectives, concepts and skills, learning experiences, methods and forms
of evaluation.

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CLASSROOM

ACTIVITY II–2.1

1. As a multigrade teacher in a remote barangay you may have problems in

acquiring most of the needed instructional materials. How would you handle the
situation?

2. Make a sketch of your planned multigrade classroom

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TEACHER INDUCTION PROGRAM PART III: TEACHING AND LEARNING PROCESSES
IN THE MULTIGRADE CLASSROOM

PART III
TEACHING AND LEARNING PROCESSES IN THE
MULTIGRADE CLASSROOM

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TEACHER INDUCTION PROGRAM PART III: TEACHING AND LEARNING PROCESSES
IN THE MULTIGRADE CLASSROOM

LESSON 1
THE CURRICULUM

INTRODUCTION
Curriculum development is a complex and challenging process that involves
making many important kinds of decisions.

These decisions are about;

ƒ the general aims which schools must pursue as well as the more specific
instructional objectives;

ƒ choosing the major areas or subjects of the curriculum as well as the

specific content to be covered for each area;

ƒ the type of learning experiences which will teach the content of the
curriculum and achieve the instructional objectives;

ƒ what and how to evaluate what the students are learning and whether the
curriculum is effectively implemented and

ƒ the ways the curriculum can be organized to attain goals and objectives.

The multigrade teacher is not alone in this complex process of curriculum

development. Being a part of a national educational system under the supervision of
the Department of Education, multigrade schools follow the curriculum prescribed by
the Department for all elementary schools nationwide.

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IN THE MULTIGRADE CLASSROOM

OBJECTIVES

At the end of Lesson 1, you should be able to;

ƒ name and describe the learning areas in the multigrade curriculum;

ƒ explain how curriculum is organized to suit the needs of the multigrade students

READ

The basic curriculum areas/subjects are discussed at this point to assist the
teacher in the process of curriculum development. The terms used are the basic
terms.

Language and Literacy

(Filipino and English)

Language is a means of communicating thoughts and feelings. It is the

device through which raw experiences are translated into meaningful symbols that
can be dealt with in a coherent manner and used for both thinking and
communicating. It is also through language that children are able to express their
thoughts and feelings as well as share vicariously in the thoughts and feelings of
other people. Thus language is critical to human interaction.

Literacy development is growth in communication skills, including speaking

and listening, writing and reading. In order to develop competence in organizing,
classifying, categorizing, and understanding concepts, one must have a wide range
of appropriate vocabulary. These thinking skills are needed for mathematics, science
and social studies. A major investment in the development and strengthening of
language and literacy skills is a major investment for all areas of the curriculum.

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IN THE MULTIGRADE CLASSROOM

Opportunities to use oral language (e.g. talking, singing) in both formal and
informal situations are important for developing communication skills.

Learning to pay attention and to listen is important to becoming an active, self-

directed learner in a multigrade classroom.

Reading

Reading helps children learn to think. Books and other reading materials are
not only recorded conversations. They have a certain order and structure and give
children a sense of sequence and of information being gradually disclosed. In the
process of reading children also learn to organize their thoughts in many different
ways.

Therefore, it is important to nurture children’s love for reading as early as

possible in their multigrade years of schooling. This can be done by organizing
reading lessons so that children will enjoy their reading class.

Mathematics

Mathematics is all around us, waiting to be discovered and explored through

more activity-centered approaches that encourage application of mathematical
concepts. As the children progress through the elementary grades the basic number
skills of adding, subtracting, multiplying and dividing are established through years
of practice. Children are expected to apply these mathematical operations to
practical problems and to record the processes and their results.

Social Studies

(Sibika at Kultura; Heograpiya / Kasaysayan / Sibika)

Social Studies is the study of the past, present and future of society. Young
children view history as mere events that happened in the past and way of life during
the times of their parents and grandparents. As they grow older they are gradually
able to see themselves within a broader context beyond family, classroom and
school, community to “bigger” and distant places (like the country, the continent, the
world) or times beyond the here and now.

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IN THE MULTIGRADE CLASSROOM

Science

A good science curriculum builds on the everyday experiences which children

are already familiar with. Exploration and investigation of their own surroundings is
the primary means for developing scientific concepts. Children must learn first to
observe carefully and to record accurately. Then they should learn to analyze
patterns in their observations. From there they can proceed to making predictions,
conclusions and communicating the results.

Arts / Physical Education / Home Economics & Livelihood Education

(Edukasyong Pantahanan at Pangkabuhayan / Sining, Musika, at Edukasyon sa

Pagpapalakas ng Katawan)

In the multigrade classroom, arts and crafts, woodworking and movement play
a greater role in the curriculum because they are the kinds of activities that children
can use for peer teaching situations, group work as well as self-directed learning in
other subject areas like social studies, science and the language arts. These can all
be classified under the general term “the creative arts” even if the prescribed
curriculum separates them into different sub-categories.

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SCQ III–1.1

1. Enumerate the learning areas being taught in a multigrade class.

2. In what learning area are the following competencies included?

__________ a. naming the different stages of the life cycle of mosquitoes

__________ b. read to note details of a story

__________ c. add 2 to 3 digit numbers by 1 to 2 digit numbers

__________ d. napagsusunud- sunod and mga pangyayri

__________ e. nakaaawit ng may wastong himig

__________ f. naisasagawa ang wastong pag-aasin ng isda

__________ g. solve 2- step problem

__________ h. use a and an correctly

__________ i. construct a food chain

__________ j. Naipakikita ang wastong paghawak ng martilyo.

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LESSON 2
ORGANIZING CURRICULUM

INTRODUCTION

It is the responsibility of the classroom teacher, to organize the learning

experiences of students in such a way that the educational goals will really be
achieved.

The curriculum has comprehensive instructional objectives and content in

terms of statements of concepts to be taught. But if the curriculum is poorly
organized, these goals and objectives will not be achieved and the concepts and
skills to be taught will not be covered. Curriculum development is far from complete
with simply the definition and prescription of goals and objectives. There are many
ways of organizing the curriculum that a teacher can use. It is best to combine the
approaches to curriculum organization particularly in multigrade teaching because
there are many different development levels and needs to address in a multigrade
classroom.

OBJECTIVES

At the end of Lesson 2, you should be able to;

ƒ name the curriculum components that need to be organized for effective and
efficient delivery of instruction;

ƒ review and talk about guidelines for organizing content and learning
experiences

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READ

There are two components of the curriculum that need to be organized to

ensure effective and efficient instructional delivery.

These are:

1. the content of the curriculum (What do the students need to learn?)

2. the learning experiences (How will I help them learn it? What resources
will I use?)

1) Establishing a sequence

A multigrade teacher must consider the following in organizing curriculum

content;

ƒ Start from the simple to the complex. Simple usually means there are few
elements or parts much-like a one-celled animal which is simpler than an
animal with many cells. For example, in learning English as a language, it
would be best to start with simple sentences, or those which contain only the
basic parts of speech used in the present tense with clear action rather than
long paragraphs that describe more abstract situations or topics.

ƒ Start from the concrete to the abstract. It is always easier for children in
the elementary grades to begin with what is concrete and therefore easily
understood rather than that which is abstract or highly symbolic and more
difficult to understand.

ƒ Start with that which is close at hand and proceed to the remote. The
best examples for all subject matter areas would be choosing topics of study
that are part of the children’s daily lives so social studies will focus on the
study of the immediate community; science will first involve examples of plant
or animal life from the immediate surroundings so that children can study
them firsthand; stories for Filipino and English will include those that reflect

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experiences similar to those of the lifestyle of the children and their families
e.g. about life in a rural community.

ƒ Provide the necessary prerequisite learnings. This is especially important

for subjects that involve many principles, rules and laws such as mathematics,
language (particularly grammar) in Filipino and English. For example, in
mathematics, students must have a mastery of number concepts i.e. the real
meaning of five or twenty in terms of concrete objects before they can deal
with operations involving numbers like addition or subtraction or solve word
problems involving even small quantities.

ƒ Proceed from the whole to the part. In social studies and science it is
better to start with more general concepts like “I belong to a family. My family
is part of a community” rather than studying the roles of specific members of
the family without providing a context for these people and their roles. Or the
study of plants should first involve learning about the characteristics of plants
in general, their parts and the functions of these parts before studying
individual species or types of plants in depth e.g. trees, flowers, herbs.

ƒ Proceed in a specific time sequence. Facts and ideas are arranged in a

sequence that will help clarify the events and their relationships. Sometimes
a chronological order is useful so that later events are presented after
discussion of earlier ones. This approach is usually applied in the study of
history.

ƒ Provide for cumulative learning. This involves providing for a progressive

complex and challenging curriculum so that students will also move through
progressively more complex and demanding tasks and accomplishments. For
example, students dealing with more complex content and materials, are
expected to come up with more exacting analysis, and to apply their ideas in
creative ways.

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ƒ Provide for Integration.

Integration is one issue that needs to be addressed in teaching-

learning. Learning is more effective when facts and principles in one field or
subject area is related to another, particularly when there are opportunities to
apply them. (Taba, 1962, Bruner, 1966, 1972).

There are several important ways in which integration of the curriculum

can and must be achieved:

1. Interrelating subjects with each other, so that learning in mathematics is

related to science or social studies and literature.

2. Helping students achieve “unity of knowledge” so that integration is

also something that happens within an individual in the same way that
all aspects of human growth and development are interrelated and
integrated

3. Like the ways that common threads can help to provide for continuity in
learning. Integrative threads can also facilitate integration. Bloom
defines an integrative thread as “any idea, problem, method or device
by which two or more learning experiences are related.” Integrative
threads can cut across subject areas to promote wholistic learning.

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ACTIVITY III – 2.1

1. Go over the Philippine Elementary Learning Competencies (PELC) and

identify competencies that are related, such that one competency cannot be
attained without having acquired the other.

2. A “Study of a Barangay” is to be taken up in Social Studies. The topics under it

are listed in the diagram. Give the subjects in which the following given topics
can be integrated.
Church

Environment, water
Arts and Culture and land forms

History of the BARANGAY People and work

community

Government Goods and Services

Customs and Traditions

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PART IV
TEACHING STRATEGIES FOR MULTIGRADE
TEACHING

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LESSON 1
METHODS MOST COMMONLY USED IN MULTIGRADE
TEACHING

INTRODUCTION

There are many different 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 groups.

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OBJECTIVES

At the end of Lesson 1, you should be able to;

ƒ identify strategies commonly used in a multigrade class
ƒ discuss how the different strategies achieve the different instructional
purposes
ƒ explain how the different methods of delivering instruction work affect
students learning

READ

An old typical classroom scenario shows the children sitting in a classroom by

two’s on the desks arranged in rows. The teacher is in front lecturing or leading the
class discussion. She uses her blackboards for writing important notes. After the
lesson a quiz is given to check whether the pupils have learned something or not.
While the pupils are taking the test, the teacher is seated at the back watching the
children and once in a while doing her other school chores.

This method of instruction is the old way of teaching the lecture-recitation-

seatwork-testing. This same method is used by some teachers up to now. But if you
really want to develop cooperative, self-directed learners, you should use other
instructional methods.

Recitation

Recitation is a practice where one student recites a lesson to the teacher.

When single-grade classrooms became more popular, it was applied to a “whole-
class format” consisting of question and answer drills on specific topics or content.

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It should be limited to small-group situations where children of the same grade

level and the same ability level are working with the teacher on a lesson which
involves factual information

Recitation is an effective form of instruction if the teacher carefully plans the

lesson, is patient and has genuine interest in what the students have to share by
listening to them.

Discussion

Discussion, like recitation involves using questions, but it is different in its

purpose and in the types of questions that are used. In discussion, the questions
should be few but very well thought-out and divergent (not requiring only one single
correct answer).

INDIVIDUALIZED INSTRUCTION AND INDEPENDENT STUDY

Other effective instructional strategies in a multigrade classroom that should

be used in combination with the methods discussed earlier (direct instruction / basic
practice model, discussion, recitation) are independent study and individualized
instruction.

Individualizing instruction involves several important elements:

ƒ The teacher determines individual needs of students through a variety of

diagnostic devices and strategies e.g. observing student behavior in different
situations; analyzing student responses during discussions or recitation,
seatwork or assigned homework, interacting with student while engaged in
an activity; analyzing patterns of student performance on tests.

ƒ The teacher records observations and refers to them in the process of

lesson preparation and grouping students.

ƒ The teacher thinks about appropriate activities that will effectively respond to
student’s needs and includes these activities in the class program either
within small-group work situation, individual or whole group activities.

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ƒ During implementation of activities the teacher clarifies expectations and

monitors learning, again keeping tract of individual student progress so that
individual student needs can again be considered for continuing planning.

Independent study as an instructional approach is closely related to

individualized instruction. It involves several features:

ƒ The student may be involved in the selection of the activity or approach to

working on a project.

ƒ The teacher makes sure that all students who will be engaged in
independent study or work understand expectations and have been given
with clear instructions.

ƒ Students have access to the necessary materials and resources.

• Students can work alone, in pairs or small-groups of up to 6 to 7 students,

usually in one of the learning areas or centers of the classroom.

• Students have access to the teacher as needed but it is clear that they
should try to work on their own, helping each other as needed.

• There should be a chance to evaluate the activity with the participation of

the teacher as soon as possible (preferably upon completion) so that
immediate feedback can be given. This enhances the quality of the
learning process.

SCQ IV–1.1

1. Choose one old teaching strategy proven to be effective up to this present

time and illustrate how it can be used in the multigrade class.

2. You want your pupils to be more independent and learn to work in pairs or
small groups. Which of the strategies discussed will you use? Explain your
answer.

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LESSON 2
GROUP WORK AND GROUPING AS AN
INSTRUCTIONAL STRATEGY

INTRODUCTION

In any classroom, whether single-grade or multigrade, the teacher is

responsible for trying to meet the various needs of 30, 40, or 50 students. However
in the multigrade classroom, these needs are more varied because of the
combination of grade levels. So grouping children for different activities must be
efficient and effective in order to manage both the number of students and range in
ability.

Students can be grouped in many different ways:

ƒ by interest and student choice

ƒ random assignment to combine ability levels and interests

ƒ according to ability.

OBJECTIVES

At the end of Lesson 2, you should be able to;

ƒ use a variety of combinations and approaches to grouping students in an

effective multigrade classroom

ƒ discuss the importance of grouping children to manage both the number of

students and their age and ability

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READ

Working With Whole-Class Mixed-Ability Groups

Children benefit from working in group situations because many different

ages, abilities, competencies and points of view are represented, hence. Interaction
is enriched. Group work also helps develop an attitude of respect for different
individuals as the children internalize the product of working together.

Whole-class mixed ability grouping gives the teacher opportunities to observe

developing relationships among the children and to get a feel for the dynamics
between and among the children as a whole group and among different ages. So it
is also an important investment in improving relations between and among children
across the different grade levels.

Planning for Whole-Class Instruction

In preparing to teach a lesson to a whole multigrade class, careful planning

and preparation is necessary. The teacher can follow four general steps:

1. Choose a concept, theme or skill that is important to all students.

2. Decide on an activity to introduce the concept to the whole class.

3. Develop appropriate activities for each instructional level to follow the

whole-class mixed ability group activity and pay special attention to:

ƒ Subject integration (e.g. writing, reading, science, math, etc.)

ƒ Learning materials and resources students can use

ƒ How to introduce each level to their activities

ƒ How students will be evaluated

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Ability Grouping

Next to whole-class grouping, the most common form of grouping is by ability.

The purpose behind ability grouping is to make instruction more efficient and
effective by increasing the similarities among students and making it easy to address
common needs. It is believed that grouping students with similar ability makes it
easier for the teacher to facilitate learning among one group. It has been proven that
the more homogeneous a group, the easier and more effective the instruction. This
belief is so pervasive in schools so more graded materials are available for use with
students of similar ability. At the elementary school these generally include:

¾ Graded organization: The most widely applied form of ability grouping is by

administrative grade level. At this most basic level, students are assigned to
classes by their age, which is based on the belief that students at a specific
age have highly similar developmental and academic characteristics.
Similarly, in a multigrade class, a teacher may choose to work with children of
specific grade levels in smaller groups especially for subjects where grade
level expectations may be very different.

¾ Ability-grouped class assignment: Multigrade students are assigned tasks

on the basis of their ability, not necessarily by grade level. It allows for
greater flexibility in responding to students’ individual needs. Students who
are performing much higher than grade level expectations can be challenged
by working with a higher grade level group. Or a student who has difficulty
coping with grade level work can work with lower grade level groups as
needed.

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SCQ IV–2.1

1. What strategies are appropriate for grouping children of mixed-abilities?

2. What advantages are there for pupils in working with these groups in a whole-
class format?

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LESSON 3
PEER TEACHING

INTRODUCTION

In a multigrade class children learn from one another. They constantly learn
from one another at play and work, or even in taking care of their basic needs or
being initiated to economic activities of the family and the country. Learning from
children of the same age or of a different age-older or younger is a daily occurrence

OBJECTIVES

At the end of Lesson 3, you should be able to;

ƒ define peer teaching

ƒ enumerate uses of peer teaching

READ

Peer Teaching involves a situation where two or more children cooperate with
and help each other in learning. Learning may take place when (1) one student
assumes the role of teaching a skill (2) pupils are engaged in an interchange where
they assist each other with practicing or enhancing their mastery of a skill or
understanding a topic.

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Both the “tutor” and the “tutee” learn and benefit from a peer teaching
situation. They both develop a more positive attitude towards the subject and
towards learning in general, because of the positive experience and cooperative
learning.
In a multigrade classroom, peer teaching is a necessity. It is a part of
instructional strategy and delivery system. A multigrade teacher is strongly
dependent upon pupils helping one another.

A multigrade class uses peer teaching to;

ƒ drill each other

ƒ help other students learn certain skills other students have
ƒ build the peer tutor’s self-esteem
ƒ model certain skills like singing, dancing, etc.
ƒ ask a student to explain a concept to others in a child’s language so it can be
better understood
ƒ teach others about a topic of study as in social studies
ƒ help each other learn study skills and to do research

It would help if the peer teacher could be developed to be “peer teacher” to assist
and arrange some activities. There are certain activities and subject areas where
structured peer teaching can be used effectively. Teachers can prepare students in
multigrade classroom to participate in peer teaching or tutoring by;

ƒ starting with clear and realistic goals that can be achieved so that the students
feel it a successful experience
ƒ preparing the class by explaining the purposes to them and making it clear
that it is to be part of their classroom life
ƒ providing the appropriate materials and resources that are needed by the
children as they work together
ƒ making sure the peer tutoring pairs or groups can function independently
because they are also self-directed learners who know the goals, strategies
and procedures

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ƒ keeping track of the progress of the children’s work

ƒ paying careful attention to selecting and combining students and making sure
all children experience both roles in different learning areas.
ƒ careful scheduling of peer tutoring sessions within the class program within a
day
ƒ providing a clear time and purpose for it. (e.g. for reading: choral reading,
word recognition etc; for math: time to master basic facts, solving problem
etc.)
ƒ providing a predictable and regular time for evaluation with the peer teaching
teams so that immediate feedback can be given to them.

It is important to note that the teacher should be in full control of the peer
teaching situation. It is also important that the children must be involved in the
teaching process because it is a way of making the best of the social situation and
the human resources in a multigrade environment.

SCQ IV–3.1

1. What is peer teaching or tutoring? Explain.

2. In what aspects of learning can peer tutoring be used?

3. How can a multigrade teacher prepare her students to act as peer teacher or
tutor?

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POINTS TO REMEMBER

1. Reasons for setting up the multigrade schools:

a. Limited number of school children in the area
b. Distance of school from residences
c. Shortage of teachers
d. Lack of school buildings

2. Components of a multigrade classroom

a. Human Resources
- learners
- teacher
- other adults
b. Physical Environment
- space and equipment
- outdoor space
- beyond the classroom into the community
c. organizing time

3. Teaching strategies effective in a multigrade classroom

a. independent study
b. grouping
c. paired peer teaching
d. lecture- discussion
e. recitation
f. individualized instruction

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4. Variables involved in the learning environment of a multigrade classroom

a. teacher direction

b. task orientation

c. positive expectation

d. pupil cooperation and accountability

e. non-negative effect

f. established structures

5. A well-managed classroom depends upon the mutual respect and

cooperation between the teacher and the students

6. In an effective multigrade classroom, which is learner-centered, a teacher

should make the most of every opportunity to observe children at work, at
play and other activities

7. At the center of all educational process is the learner who is the pupil who
grows and develops as a result of interaction between what has been
inherited, the environment and time.

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ANSWER KEY

PART I

Lesson I

SCQ I-1.1

1. Free public education for all school-age children is one of the main concerns of
the country. The establishment of schools in every barangay ensures that all
school-age children are in school and given the opportunity to learn how to live.
Organization of multigrade schools answers the problem of access and quality.

2. Some developing countries believe that inter-aged grouping has more

advantages than disadvantages. Multigrade classes perform as effectively as the
single-grade schools. Multigrade classes are cost-effective since only one (1)
teacher is assigned to teach more than one class.

3. (Personal Answer)

Activity I-1.1.
1. Yes, multigrade schools can provide students’ opportunities to develop more
positive feelings about themselves, such as confidence and more positive socio-
civic behaviors because of the teaching strategies and techniques used in
teaching.

- WELL
2. * 2 OR MORE GRADE DESIGNED * 1 GRADE LEVEL IN A CLASS
CURRICULUM
LEVELS IN 1 CLASS - PLANNED * I-MOST PUPILS ARE OF
* 1 TEACHER HANDLING INSTRUCTIONAL THE SAME AGE GROUP
DELIVERY
2 OR MORE CLASSES - T’S ROLE IS
* 1 TEACHER IN A MULTI-
* MULTI-AGE GROUPS MULTIPLE LEVEL CLASS

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3. Yes, because both need systematic, well-organized and well-planned

instructional delivery. If a single-grade class needs a facilitator of learning, so
does a multigrade class. A multigrade class needs a well-designed curriculum
and so does a single-grade class.

Lesson II

ACTIVITY 1-2.1
1. I will plan my lessons to suit the level of my pupils and provide varied activities
that will interest them.

2. Principles of multigrade teaching

a. Children are unique.

b. Children learn best from experience.

c. Children can and do learn well from one another.

d. The role of the teacher in a classroom involves setting-up and managing a

learning environment that will be conducive to learning and teaching.

e. The implementation of the curriculum must take into consideration the

varied abilities, levels and interests within a particular group.

f. The value of any educational program will be judged according to how well
it is able to achieve the goals of the program.

g. Inter-aged or the combination of children of different ages is more respectful

of individual needs of learners and reflect real life.

3. (Personal Answer)

PART II
LESSON 1

ACTIVITY II-1.1

1. I will try to balance my roles by planning my tasks everyday. I will try my best to
be systematic all the time. I will also see to it that I finish my tasks on schedule
so that they won’t pile up. I can also ask the help of my able pupils to do the
minor tasks for me.
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2. I will try to meet the parents and solicit their help in putting up the needed
facilities. I will also request support from the officials of the barangay or the town.
I will find ways and means of mobilizing the community for support.

3. Pledge of Commitment (Personal Answer)

Lesson II

ACTIVITY II-2.1
1. I will try to make use of the available materials found in the community. I will try
to strengthen my relationship with the parents and other community members,
so I can solicit help in the preparation of instructional materials.

2. (Personal Answer)

PART III

LESSON 1
SCQ III-1.1

1. Learning areas

a. Language and Literacy d. Reading

(Filipino and English)

b. Mathematics e. Social Studies

c. Arts/PE/Work Education

2. a. Science

b. Reading

c. Mathematics

d. Filipino

e. Arts (Music)

f. Work Education

g. Mathematics

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h. Language

i. Science

j. Work Education

Lesson II

ACTIVITY III-2.1
1. Personal Answer

2. For;

churches – Social Studies, Reading, Arts

arts & culture – Social Studies, Arts, Music, English, Filipino

environment - Science, Reading, Social Studies

people & work – Social Studies, Arts, Communication Arts, Music, Work
Education

goods & services – Social Studies. Mathematics, Work Education,

customs & traditions – Communication Arts, Music, Arts, Social Studies

government – Social Studies, Communication Arts

history of the community – Social Studies, Communication Arts, Arts

PART IV

LESSON 1
SCQ IV-1.1

1. (PERSONAL ANSWER)

2. (PERSONAL ANSWER)

Lesson II

SCQ IV-2.1

1. Teaching strategies appropriate for grouping children with mixed abilities

ƒ by interest and pupil’s choice

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ƒ random assignment
ƒ by ability

2. Advantages for pupils working

ƒ Interaction is enriched
ƒ Attitude of respect for individual differences as they work together is
developed
ƒ It gives teacher chances to observe developing relationship
ƒ Relationships between and among children across different grade
levels is improved.

Lesson III

SCQ IV-3.1

1. Peer teaching or tutoring is two or more pupils cooperating and helping one
another in learning. It is when one pupil assumes the role of teaching a skill to
another pupil. Pupils are engaged in an interchange where they assist each
other in practicing or enhancing their mastery of a skill.

2. Aspects of learning where peer tutoring can be used

ƒ drill

ƒ helping peer tutor build self-esteem

ƒ helping pupils learn skills others have

ƒ explaining a concept to others

ƒ teaching others about a topic

ƒ assisting each other learn some study skills and do research

3. A multigrade teacher can prepare her students to act as peer teacher by:

ƒ explaining to the tutor the goals to achieve

ƒ preparing the class for peer teaching

ƒ making sure that peer tutoring will function as expected

ƒ keeping track of the progress of the children’s work

ƒ careful scheduling of peer tutoring sessions

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TEACHER INDUCTION PROGRAM BIBLIOGRAPHY

BIBLIOGRAPHY
LIST OF REFERENCES

1. Bureau of Elementary Education (BEE-DECS), The Multigrade Handbook,

(UNICEF, 1994)

2. DECS Order No. 38, s. 1993 Improving Access to Elementary Education By

Providing Complete Grade Levels In All Public Elementary School Through
Combination And/Or Multigrade Classes.

3. Multigrade News, Vol. 1 No. 9, December 1998

4. Marcelina Miguel, Multigrade Schooling in the Philippines, Philippine Journal of

Education, July 1994.

5. The Multigrade School Training Video

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Sample Lesson Plan

SCIENCE AND HEALTH IV-V-VI

SCIENCE AND HEALTH

Grade IV Grade V Grade VI

Seatwork: With Teacher Seatwork:

Read p. 125 Science and Presentation and Read pp. 156-158

Health for Better Life and Demonstration: Science and Health for
do activity 40 Energy and Motion – Better Life
Movement of a ball on the
table Do Activity # 67 and work
on the table in p. 157
Experiment # 38 on p. 139 Use the Basic Food
and Groups Chart and other
reference materials on
Read p. 138-139 Food.

With teacher Answer Questions on p.

137
Do activity # 39
Discussion on use of Do experiment # 38 on p.
thermometer to measure 139 and record
temperature observations.
Read p. 138-139

Answer questions on p.
126 With Teacher

Discuss Food Energy and

the information that
students have learned
from search and then
compute rate of their
activities in relation to food
energy (kilocalories)
based on data in the table
they fill up. (p. 157)

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Sample Lesson Plan

SIBIKA AT KULTURA I-II-III

In cases where there are no sample lesson plans available, consult the
teacher’s manual for the specific subject or learning area. You may also refer to the
relevant chapters of this handbook to prepare your own lesson plans. For example,
this lesson for Sibika at Kultura for Week 1 for Grades I to III was prepared to
complete the model of lesson plans for on week in the Budget of Work.

SIBIKA AT KULTURA
Grade I Grade II Grade III
I. Layunin
Pambansang Pagkakakilanlan/ Pagmamalaki

Naipagmamalaki ang Naipagmamalaki ang mga Naipagmamalaki ang

mga bagay na bagay na nagpapakilala sa sariling bansa at ang
nagpapakilala sa mga mga Pilipino at sa bansang pinagsimulan ng mga
Pilipino Pilipinas Pilipino.

A. Napahahalagahan ang A. Naipagmamalaki ang A. Napatutunayan na

pagiging Pilipino mga bagay na ang Pilipinas ay
pagpapakilala sa mga isang kapuluan
1. Napahahalagahan Pilipino
ang pagiging 1. Nakikilala na ang
Pilipino 1. Nakikilala ang mga Pilipinas ay
katangian ng mga isang kapuluan
1.1 Nasasabi na taong bumubuo sa
ang kanyang mga pamayanang 1.1 Nasasabi kung
ama at ina ay Pilipino ano ang pulo
mga Pilipino
1.1 Natutukoy ang 1.2 Nasasabi na ang
Pilipinas ay
mga
binubuo ng
katangiang maraming pulo
nagpapakilala
sa mga Pilipino

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II. Paksang Aralin/ Kagamitan

Sino ang Pilipino? Kilalanin ang iba’t-ibang Ang Pilipinas ay isang

Kilalanin ang sarili bilang pangkat etniko na Pilipino kapuluan
Pilipino
- textbook – Sibika at Kultura - textbook – Sibika at
- textbook – Sibika at - mga larawan at bagay na Kultura
Kultura likhang Pilipino mula sa - mapa ng Pilipinas
- mga larawan at bagay iba’t-ibang pangkat etniko
na likhang Pilipino
Grade I Grade II Grade III
Kasama ang buong grupo
Paglalahad: Ipakita ang mapa ng Pilipinas na may larawan ng iba’t- ibang grupo
na Pilipino
Guro: Kilala ba ninyo ang mapa na ito? Ito nga ang mapa ng Pilipinas. Napapansin
ba ninyo kung anu-ano ang mga nakaguhit dito sa paligid ng mapa? Ituro ang mga
iba’t-ibang grupo at tawagin isa-isa ang mga estudyante na gustong magbasa ng
nakasulat.

Tanungin din kung ano ang tawag sa kanilang sarili (depende ito kung nasaang
bahagi kayo ng Pilipinas)

Pagkatapos basahin ang iba’t-ibang pangalan ng mga grupo ng Pilipinas at

kilalanin ang sariling grupo tanungin ang klase: Lahat ba sila ay Pilipino?
Tayo ba ay Pilipino din?
Sino nga ba ang Pilipino?
Basahin nga natin ang nakasulat dito sa larawan.

Mungkahing Gawain at Pagtatatas: Kasama ang guro

1. Tingnan ang mga larawan at bagay na likha ng Kagamitan:

iba’t-ibang pangkat etniko ng mga Pilipino. Iguhit
ang mga ito at isulat kung sino ang gumawa o Mapa ng Pilipinas
lumikha ng mga ito.
Guro: Tingnan natin ulit
2. Basahin at sagutin ang pahina 3-5 ng libro: ang mapa ng Pilipinas.
“Kami ay Pilipino,” Batayang Aklat. Ano ang tawag dito (points
to Luzon).“Ito ang Luzon.”
Ang Luzon ay isa sa mga
pinakamalaking pulo sa
ating bansa.”
“Alam ba ninyo kung ano
ang pulo? Pansinin ninyo
itong kulay bughaw sa
mapa. Ito ay tubig. Ito
naman ang Luzon.

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Ang Luzon ay
pinapaligiran ng dagat.”
(Ituro ang mga dagat na
nakapaligid sa Luzon.)

Iguhit ang iba’t-ibang “Ang Luzon ay isang

pangkat etniko o grupo ng malaking pulo. Ang pulo
Pilipino at isulat ang ay lupa na pinaliligiran ng
kanilang pangalan, ang tubig tulad ng dagat. Isla
lugar na karaniwang ang isa pang tawag sa
katatagpuan ng mga pulo.”
kapwa Pilipino na bahagi
ng iba’t-ibang pangkat. “Ang Pilipinas ay binubuo
Ano ang pangkat na ng libu-libong pulo. Kaya
kinabibilangan mo? Saan ang Pilipinas ay isang
tayo nakatira? Ano-ano kapuluan. Ang ibang pulo
ang ating mga nililikha o ay malalki. Tingnan natin
ginagawang mga bagay sa mapa – (Ituro ang
na mula sa ating lugar? Luzon, Visaya at
Mindanao) at basahin
natin ang nakasulat na
mga pangalan. Maraming
Pilipino ang nakatira sa
malalaking pulo na ito.”

“Ang ibang pulo ay maliliit.

Tingnan natin ang mapa.
Nakikita ba ninyo ang
ibang pulong maliliit? Ang
iba ay may pangalan, ang
iba ay walang pangalan.
Humigit kumulang sa
7,107 ang pulo sa
Pilipinas.

Ngayon, basahin ang

pahina 2-3 at sagutin ang
mga tanong sa pahina 4
ng inyong aklat “Pag-
Unlad sa Pamumuhay 3”

Kasama ang guro

Ngayon tingnan natin ang inyong mga ginuhit na

larawan. Tatawag ang guro ng mga bata at bibigyan
ng pagkakataon na ipakita na ilan sa mga bata ang
kanilang mga larawan at pag-usapan ang mga ito.

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Pagkatapos pag-usapan ang iba’t-ibang pangkat o

grupo ng Pilipino, tatanungin ng guro kung:

1) magkakatulad ba lahat ng itsura ng Pilipino,

2) magkakatulad ba ng pananalita ang lahat ng

Pilipino?

Ngunit kahit may pagkakaiba, Pilipino pa rin lahat.

Sino nga ba ang Pilipino?

(Review map and poem read earlier.) Babalikan at tatalakayin

ang mga sagot sa p. 4 ng
Basahin ang mga sagot ng mga bata sa seatwork. Batayang Aklat: Pag-unlad
sa Pamumuhay 3.
(Children correct their work as answers are
discussed.)

3) Work in terms of grading periods. Prepare all the weekly plans consisting of
instructional objectives for each of the learning areas for all the grade levels.
Leave enough spaces after each instructional objective so you can fill up the
space with the actual lesson or lessons for that particular objective.

Choose from the different teaching strategies described in this handbook. Refer to
the prescribed teacher’s manual, textbooks and workbooks, other instructional
materials available in your classroom and enter this information under the specific
instructional objective for each learning area, for each grade level.

It is important to balance the use of whole- class and small- group instruction.
independent work and peer teaching. (See chapters on “Teaching and Learning
Processes in the Multigrade Classroom” and “How Children Learn Best and How
Teachers Teach Effectively”) You should be realistic about dividing your time
between the grade levels.

Remember to plan in terms of looking for common instructional objectives for the
different grade levels, maximize whole group

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Sample Lesson Plan

PAGBASA I – II – III

Grade I Grade II Grade III

I. Layunin
Naisasalaysay ang kuwento Naisasalaysay ang
Nakakabuo ng mga salita ayon sa pagkakasunod- kuwento ayon sa
sa pagsasama ng mga sunod sa tulong ng mga pagkakasunod-sunod
katinig at patinig larawan sa tulong ng
pamatnubay na tanong

II. Paksang Aralin

Pagsusunod-sunod ng mga Pagsusunod-sunod ng
Pagbuo ng salita sa pangyayari sa kuwento sa mga pangyayari sa
pagsasama ng katinig at tulong ng mga larawan kuwento sa tulong ng
patinig pamatnubay na tanong

III. Pamamaraan

A. Panimulang Gawain 1. Balik-aral 1. Balik-aral

Kasama ang guro Gawaing Pang-upuan Gawaing-Pang-upuan
1. Balik-Aral
2. Pagganyak

B. Paglalahad Panuto Panuto

C. Paglalahat

Gawaing Pang-upuan A. Kasama ang guro

A. Kasama ang guro
Pagwawasto ng mga Pagwawasto ng mga
sagot sa Gawaing Pang- sagot SA Gawaing
D. Pagsasanay upuan bilang balik-aral pang-upuan bilang
balik-aral
B. Paglalahad
B. Pagganyak
C. Paglalahat

Gawaing Pang-upuan

D. Pagsasanay
(Pasulat)

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Sample Lesson Plan

PAGBASA IV – V – VI

Grade IV Grade V Grade VI

I. Layunin:

1. Natutukoy ang 1. Nagagamit ang mga 1. Nagagamit ang mga

nilalaman ng ilang bahagi bahagi ng pahayagan ayon bahagi ng pahayagan
ng pahayagan: sa panga-ngailangan: ayon sa
panganga-ilangan:
- pamukhang pahina - pamukhang pahina
- pahinang editorial - pahinang editorial - pahina ng opinion o
- pahina ukol sa - pahina ng opinion commentario mula
paglilibang mula sa mambabasa sa mga mambabasa
pahina ukol sa paglilibang - pahina ng anunsyo
- pahina ng sports

II. Paksang Layunin:

Bahagi ng Pahayagan

Nilalaman ng ilang bahagi

ng pahayagan

Kagamitan: pahayagan Kagamitan: pahayagan Kagamitan: pahayagan

Budget of Work Budget of Work Budget of Work

III. Pamamaraan

A. Panimulang Gawain

1. Balik-Aral: Magpakita ng iba’t-ibang sipi ng mga pahayagan. Kung maari

pagdalhin ang mga mag-aaral ng pahayagan.

2. Pagganyak

B. Paglalahad

C. Paglalahat
Pagsasanay A
D. Pagsasanay
Pangkatang Gawain

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IV. Pagtatasa B. Paglalahat

C. Pagsasanay – Pangkatang Gawain

IV. Pagtatasa

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Sample Lesson Plan

PAGBASA IV – V – VI

Grade IV Grade V Grade VI

I. Layunin:

Nakapili ng payak na Nakapipili ng gawain ayon Nakapipili ng kapaki-

gawain ayon sa kakayahan, sa pangangailangan, pakinabang na gawain
pangangailangan at kakayahan at at nakagagawa ng
pinagkukunan pinagkukunan disenyo nito
Nakagagawa ng payak na Naihanda ang disenyo ng
krokis ng proyektong proyektong napili
gagawin

II. Pagpaplano ng Gawain II. Pagpaplano ng

II. Pagpaplano ng Proyekto
Gawain
pp. 162-170 pp. 164 – 166 pp. 164 – 166
Umunlad sa Paggawa Umunlad sa Paggawa Agap at Sikap

III. Pamamaraan
1. Panimulang Gawain
KASAMA ANG GURO
- Pag-usapan muli ang kahalagahan ng iba’t ibang gawain o proyekto sa
ikauunlad ng mag-anak ng pamayanan
- Itanong kung anu-anong mga materyales ang matatagpuan sa pamayanan na
maaaring gamitin sa paggawa ng proyekto
- Hikayatin ang mga batang magbigay ng mga mungkahing proyekto na
maaaring isagawa
- Ganyakin ang mga bata na gamitin ang mga materyales na nakikita sa
pamayanan

2. Panlinang na Gawain
2.1 Paglalahad

2.2 Talakayan
KASAMA ANG GURO

2.3 Pagpili ng proyektong

GAWAING UPUAN
Gagawin
2.4 Paggawa ng krokis
2.5 GAWAING UPUAN

GAWAING UPUAN

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Sample Lesson Plan

READING – IV – V – VI

Grade IV Grade V Grade VI

I. Objective: Infer setting information implied or not directly stated in a narrative/

selection

II. Content and Materials

TX English V TX English V TX English V

MLC-MG Budget of Work MLC-MG Budget of Work MLC-MG Budget of
14 short episodes/ texts 14 short episodes/ texts Work
14 short episodes/ texts

III. Procedure
With the Teacher

A. Preparatory Activities:
1. Review:
2. Motivation
B. Presentation
1. Take the three groups as one class. Present each paragraph one at a time.
C. Generalization:
D. Practice:
1. Guided

With the teacher Seatwork Seatwork

Waiting Time: With Pupil 2. Independent Practice 2. Independent Practice
Leader

Give instructions to the

two (2) groups.

2. Independent Practice E. Application E. Application

Give this direction: Read the paragraphs. Answer the
questions that follow each selection.

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E. Application WITH THE TEACHER

Read the stanzas. - Correction of the

Answer the questions after independent practice
each. and application
exercises
- Corrective instruction

WITH THE TEACHER F. Formative Evaluation

- Correction of the
independent practice and
application exercises
- Corrective instruction

SEATWORK WITH THE TEACHER

SEATWORK

F. Formative Evaluation With the Teacher Free activity (with pupil

- Correct and discussion leader)
of the formative Last Letter-New Word
evaluation Game (Players must
- On-the-spot corrective think of a word that
instruction begins the way another
word ends)

WITH THE TEACHER Free Activity

- Correction and discussion (with pupil leader)
of the formative evaluation/ Tic-Tac-Toe
corrective instructions (Two players try to win a
row of squares on a matrix
by making sentences from
pairs of words)

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Sample Lesson Plan

MATH IV – V – VI

Grade IV Grade V Grade VI

I. Objectives Solves 2-step word Adds dissimilar fractions in

Divides 3- to 4-digit problems using any two of simple forms
numbers by 1-digit the fundamental
numbers without operations learned
remainders including money

II. Subject Matter/ Materials Addition of Dissimilar

Fractions Budget of Work
Division of whole numbers Two-Step Problem Solving for Math, 3rd Grading
Budget of Work for Math, Budget of Work for Math, Period, (Week 1)
Third Grading Period 3rd Grading Period Mathematics in Everyday
(Week 1) Mastery (Week 1) Life 6
Mathematics IV Mathematics in Everyday pp. 70, 75
pp. 72-75; 80-83 Life 5 Chart with 2-to 3-step
Flashcards pp. 84-85 Word Problems
Chart with 2-step Word
Problems
III. Procedure
Preparatory Activity
Evaluation of the previous
1. Drill on basic division facts (Use flashcards) day’s lesson on solving 2-
2. Counting by 2’s, 3’s, 4’s, 5’s, 6’s to 3-step word problems
(Teacher writes
beforehand the problems
Motivation: Do you like to
3. Seatwork either on a loose board or
study division of big
chart.)
numbers? Why? Do exercises nos. 1-15 TX
p. 76
Presentation
Show steps in dividing: Preparatory Activities for
3/ 435 the New Lesson (SW)
1. Give the least common
Generalization Self-checking and self- multiple
Where do we start when scoring (Teacher provides 3, 9 6, 5, 3, 6
we divide big numbers by the key) 3, 4 4, 12, 5, 3
1-digit numbers? Drill: Give the LCD:
Motivation: Is problem- 1/3, 1/9, 2/3, 1/2
solving important to us? 1/7, 2/7, 2/5, 2/3
Practice Exercises Why? 1/2, 3/5, 3/8, 1/2

Review: Write the missing

Presentation: Ex. Word numerator.
problem

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Generalization: Steps in
solving word problems

Presentation: Show bar

Evaluation Give other problems for drawings to explain
TX p. 75 nos. 3-6 children to solve addition of fractions;
p. 77 nos. 1-4 explains steps in finding
LCD

Generalization: Steps in
adding dissimilar fractions

Evaluation: Writing correct Evaluation: Give equations

number sentences and involving fractions. Ex. 3/8
solving word problems +¼

Assignment Assignment Assignment

MODULE 2.1: MULTIGRADE TEACHING 65