Teaching Multigrade

Classes
Teaching Multigrade
Classes
In the Philippines, the first mission schools were
organized as multigrade schools.
Single grade schooling was introduced during the
early 1900s by the Americans.
Multigrade schools were organized as 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.
What is a Multigrade class?

Is usually opened in areas where the number of enrollees for each

grade level does not warrant the opening of single grade class.
Is generally opened in primary schools located in distant and
sparsely populated areas.
A class consisting of two or more grades handled by one teacher . –
This can be called a “combination class” in the Philippines but in
other countries, they name or call it as :
“vertically grouped” or
“family grouped” or
“multiaged class” or
an ungraded class
 The multigrade classroom
provides the opportunity to
“break down the walls” between
grades and look at the students
as groups of learners.
 In a multigrade classroom, there can be
real student centered learning built on the
principles of “bayanihan” in a barangay
community. Barangay ways of helping
each other can come to life in a multigrade
classroom where a wide variety of people
interact, plan, work, and learn together.
2. Program Components of Multigrade
teaching:
 Community Support
Physical Facilities
 Research and Evaluation
Monitoring and Supervision
Staff Development
Curriculum and Materials Development
o Budget of Works
lesson Plan for Multigrade Classes
Multigrade Handbook o Multilevel Materials
o 100 Book Library
Teacher Made Materials
3. Support Programs:
3.1 MULTIGRADE DEMONSTRATION SCHOOLS
PROJECTS (MDSP)
The Multigrade Demonstration School
Projects (MDSP) was organized in selected
divisions of the country with financial assistance
from UNICEF. The project aimed to improve the
quality of instruction and thus improve the
over-all achievement levels of pupils in MG
schools.
3.2 DepEd-CCFPI LITTLE RED SCHOOLHOUSE
PROJECT
The DepEd-BEE and Coca-Cola Foundation
Philippines, Inc., organized the little Red
Schoolhouse Project in 1997. The project
components included:
a. The construction of three 50 three-room school buildings
with toilet facility in each room, water system and furnishings.
b. Three phases of training for multigrade teachers ,
coordinators and school heads on MG instruction
c. Capacity building program for the community.
3.3 .SEARCH FOR MULTIGRADE TEACHER ACHIEVER The search for
Multigrade Achiever which was started in 2000 is a biennial quest for
the most outstanding Filipino teacher assigned in MG schools in the
country.
3.4 .PUPIL LEARNING ENHANCEMENT PROGRAM (PLEP) A support
program for the universalization of quality primary education
through the strengthening of the Multigrade Program in Philippine
Education (MPPE) with assistance from the United Nations
Development Program (UNDP).
3.5 CONGRESSIONAL MULTIGRADE EDUCATION The first Multigrade
Congress was conducted in 2004. This activity is in consonance with
the Department of Education’s policy on improving access and quality
in elementary education.
3.6 THE MULTIGRADE SCHOOL TRAINING
VIDEO This project is a documentary video on
multigrade teaching practices. It shows
effective teaching strategies and other
important information about the multigrade
schools.
 HISTORY OF
MULTIGRADE CLASSES
HISTORY OF MULTIGRADE CLASSES

IN 1800S, ONE CLASSROOM SCHOOLS OF

STUDENTS OF VARIED AGES AND ABILITIES
FIRST GOVERNMENT SCHOOLS IN
NORTHAMERICA AND EUROPE WERE
MULTIGRADE CLASSES.
MULTIGRADE CLASS HAS TWO OR MORE
GRADES UNDER ONE TECHER WITH 8-35
STUDENTS
MULTIGRADE SETTING IN THE PHILIPPINES

The Multi Grade System has been implemented since 1920’s.

It has always been covered policies on monograde class
organization which resulted in multi grade classes.
While DECS (now DepEd) officials then had always recognized
the existence of multi grade classes, it was only under the
leadership of Secretary Armand Fabella that the multi grade
program was launched as a systematic and viable means of
meeting the goal and providing education for all.
BASES OF MULTIGRADE PROGRAM IN THE
PHILIPPINES.

1. The following provisions in the Philippine

Constitution serve as basis for the
implementation of the Multigrade Program in the
Philippines.
Article XIV of the 1987 Philippine Constitution states
that:
Section 1. "The state shall protect and promote the
right of all citizens to quality education at all levels and
shall take appropriate steps to make education
accessible to all’;
Section 2.1 "The state shall, establish, maintain and
support a complete, adequate and integrated system
of education relevant to the needs of the people and
2. The Department of Education issued the following memoranda with
regard the implementation of the multigrade classes in the
Philippines:
(a) In D.O. #96 s. 1997, the following guidelines were stipulated
with regard to Multigrade Classes (MG): "(i) protect and promote
the rights of all citizens to accessible quality education at all levels,
(in) complete six (6) grade levels to children in the remote
barangays, (in), a multigrade class is defined as a class of 2 or more
grades under one teacher in a complete or incomplete elementary
school, (iv) the class size is 8 to 35 pupils, (v) construction of 3-room
school building for MG classes, (vi) classroom layout should provide
for grouping or regrouping, (vin) the provision of textbooks and
other resources, (vi) allocating teacher items and/or assigning
eachers in multigrade classes, (vili) providing support, welfare and
incentive program for multigrade teachers such as: regular
monitoring of MG classes, regular training of MG teachers,
designated lodging place of teachers, granting of the Special
Hardship Allowance."
2. The Department of Education issued the following memoranda
with regard the implementation of the multigrade classes in the
Philippines:
(b) In D.O. #81 s. 2009, the following guidelines were
stipulated with regard to Multigrade Classes: "(i) provide
access to quality education for all school-age children in
remote communities, (i) to respond to the issues in the
implementation of DepED Order No. 96, s. 1997, the
following guidelines are issued: a) strict implementation
of Special Hardship Allowance for Multigrade Teachers,
b) assigned teachers should be trained on multigrade
teaching, c) provision of training resources and learning
package, d) training of core of trainers for MG, teachers,
and e) service of 2 years before a trained multigrade
teacher is transferred.
 3. International initiatives support the
implementation of multigrade program
A. EFA(education for all)
The UNESCO (United Nations Educational, Scientific and Cultural
Organization) commits to the achievement of "full and equal opportunities or
education for all (EFA).
In addition, Article 26 of the 1948 Universal Declaration of Human Rights states that:
"Everyone has the right to education. Education shall be free at least in the
elementary and fundamental stages. Elementary Education shall be compulsory"
(Mundy & Manion, 2021)
Goal 2: "Ensure that by 2015 all children, particularly girls, children in difficult circumstances and
those belonging to ethnic minorities, have access to and are able to complete primary
education that is free, compulsory and of good quality"
Goal 6: "Improve all aspects of the quality of education and ensure excellence of all so that
recognized and measurable learning outcomes are achieved by all especially in literacy,
numeracy and life skills"
b) The Millennium Development Summit and the
Millennium Development Declaration in 2000 set
out eight Millennium Development Goals
(MDGs). MDG No. 2 is "Achieve universal primary
education" (Mundy, K., & Manion, C., 2021).
c) Education for Sustainable Development
Launched in 2015 at the United Nations
Sustainable Development Summit, the seventeen
Sustainable Development Goals (SDGs) of the
2030 Agenda for Sustainable Development
officially came into force on January 1, 2016. SDG
4, focusing on quality education, aims to ensure
"Inclusive and equitable quality education and
promote lifelong learning opportunities for all'"
(Mundy, K., & Manion, C., 2021).
 MODULE 2

BASIC PRINCIPLES OF
MULTIGRADE TEACHING
Lesson 1. Basic Principles of Multigrade
Teaching
1. Children are unique.
2. Children can learn best from experience.
3. Children can and do learn well from one another.
4. The role of teacher in a classroom involves setting – up and managing a
learning environment that will be conducive to learning and teaching.
5. The implementation of the school curriculum must take into consideration
the varied abilities, levels and interests within particular group.
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.
7. Inter – aging or the combination of children of different ages is more
respectful of individual needs of learners and reflects real – life.
Communities And Barangays In Our Division
Exist Multigrade Schools

Remote Places- is a far flung barrio or barangay

which is very hard to reach.
Mountain School- there is no available
transportation to ride on.
Coastal School- this area is a land along the sea, like
in Romblon, Palawan, Mindoro, Marinduque, and
Quezon.
Island School- this is a land surrounded with water
like Polilio Island, Boracay, Batanes, and Talim
Island.
Rationale for the Organization of Multigrade
classes (Department of Education, 2009)

Distance of the barangay with a small number of students for each

grade level
Shortage of teachers 
Inadequate funds for school buildings
Thrust to provide education for all Filipino children
Viable means to reach as many children as possible
The advantages/ benefits of inter-age grouping or multi-level classes’
Effective is sparsely populated areas
Cost- effectiveness  Administrative efficiency
Some requirements for effective Multigrade
teaching (Department of Education, 2009)
1. Systematic and well- organized and planned instructional delivery and
grouping;
2. A well- managed classroom that is conducive to learning because the
necessary resources are available and the necessary discipline among
the students has been developed so that they can focus on learning;
3. A cooperative learning environment where self- directed learning is
balanced with teacher- directed activities, peer teaching and group work;
4. A teacher who is well-prepared to actually serve as a FACILITATOR of
learning rather than as the only source of knowledge in the classroom
and who is well-prepared to apply a variety of instructional strategies
and techniques to suit the varied needs of the learners;
5. A well-designed curriculum that allows for and encourages integration
of subject matter
areas and a variety of activities as learning experiences for the students.
Underpinning Philosophies And Principles
Of Multigrade Teaching

Constructivist apporoach is utilized in multigrade teaching.

Constructivist educator focus on how students make sense of
their experiences and socially construct meaning
They prospective sees learning as occurring through problem
solving and language-based practices.
Underpinning Philosophies And Principles
Of Multigrade Teaching

In the study of Msimanga (2021), it was found out that effective

teaching in a multigrade classroom takes place when
(1) the students are afforded opportunities for self-directed
learning,
(2) peer tutoring is properly used,
(3) learners are engaged in cooperative learning,
(4) learners' learning styles are recognized and
(5) the students 'are given opportunities to learn from their
families. Self-directed learning allows the students to be actively
involved in their own learning process and to work on their
own. Peer tutoring contributes
 Advantages and Challenges in Multigrade
Teaching (learners)
Advantages challenges

1. Maximum social interaction between/among peers.

2. Cooperative learning is predominant. Require more discipline, greater
3. 3Will learn to be independent, self-directed learners can concentration and more focus in order
learn to be more resourceful. to benefit from effective strategies e.g
4. Prepared for real life- situations where there is constant peer teaching, group work, self
interaction between people of different ages, varied skills directed learning.
and abilities. 2. Less reliance on direct supervision by
5. Can learn to assume leading or supporting role as
teacher.
needed in different work situations.
6. Stigma associated with failure and repetition is removed. 3. Requires more initiative and
7. Girls who are often expected to stay home or at least resourceful to function effectively in a
close to home to take care younger siblings or the multigrade class.
household will have more chances to go to school since 4. May receive less individual attention
schools are located within the community. from a less experienced teacher or
8. Evidence suggests that multigrade students can attain more who is not well- trained in
higher achievement levels especially in math, science and multigrade teaching.
language.
 Advantages and Challenges in Multigrade
Teaching (teachers)
Advantages challenges

1. Can make the most of inter-age, multilevel situation to

facilitate learning
processes. 1. Requires more preparation of curriculum learning
2. Can get to know students more and materials.
carefully assess their needs and adopt 2. Requires more careful study of learner’s
appropriate teaching strategies. developmental characteristics across the age levels
3. Can innovate and experiment with
different age groups and deal with
involved in the class, approaches and strategies that
curriculum content across subject are effective and viable within a multigrade class.
areas. 3. More investment in organization of the classroom
4. Shares responsibility for facilitating as the learning development and implementation is
learning with pupils, parents, other required.
community members.
5. More opportunities for activity.
 COMMUNITY&SCHOOLSYSTEM

Advantages challenges

. Efficient means of providing

educational services to highly
1. Students achievement may be poor if
populated areas and remote
programs do not have the required
communities.
resources and teachers are not
2. Efficient means of using limited
properly trained.
educational resources such as trained
2. Requires investment in training of
teachers, classrooms, and materials.
teachers, supervisor and administrative
3. Maintaining small barrio schools help
personnel to prepare them for the
to
demands of multigrade teaching and
build and sustain the identity of the
administration of multigrade schools.
community and the cultural life of the
people in the community.
Classroom Management
Practices as Best
Strategies for an
Effective Multigrade
Teaching
g (Department of Education, 2009)
A. Instructions

1. Provides different lessons in every subject for the two grade level.
2. Plans learning activities to suit pupil’s ability and interest.
3. Divide class into small group and individual group within a day.
4. Time management is shown by alternating whole group periods with small
group activities and individual work within a day.
5. Prepares different sets of test by grade.
6. Provides pupils with necessary materials to work independently after whole
group or small group instruction
7. Allows one grade to work or read independently or in group while
discussing lessons to other grade level.
8. Treats two grade level as one in the class with different activities suited to
their level.
B. Pupil Management

1. Assign seats for individual whole group activity.

2. Schedules classroom routine such as flag ceremony, attendance
taking, and classroom maintenance activity.
3. Provides attendance chart to be filled up by pupils as soon as they
arrive in the class.
4. Prepares daily/ weekly job chart for the children to accomplish.
5. Establish clear class routines such as passing of papers, falling in line
and doing individual/ group works.
6. Provides an access to all pupils.
7. Involve children in classroom maintenance by using the “job chart”.
8. Allows pupils to sit by grade level facing to their own blackboard.
9. Schedules daily routines and activities.
C. Discipline
1. Set classroom rules and regulations for the children to
follow.
2. Talk privately to the disruptive pupils.
3. Explains classroom rules clearly.
4. Imposes rules in passing or checking papers, quizzes
and assignments.
5. Treats pupils with justice and fairness.
6. Assign pupil secretary to monitor class behavior.
7. Requires pupils to fall in line before entering and
leaving the classroom.
8. Checks the accomplishments for daily routinely
activities.