Modules in Special Topics in Education Alejandro L. Giray, Jr.

6 MULTI-LEVEL TEACHING

It is obvious that a combined class of students differs a lot from the

conventional type of a student class of a single grade. That means that the way
that the students of the multigrade class should be taught must be different as
well. It is true that the function of the teacher in the multigrade classroom is
What do I multidimensional or to be more accurate it is much more complicated and
need to
demanding than the role of the teacher in the monograde school respectively.
learn?
For children to learn effectively in multigrade environments, teachers need to be
well-trained, well-resourced and hold positive attitudes to multigrade teaching.
Multigrade teaching in many views represents a more demanding teaching
situation and special attention should be given to it.

In this module, the learners will be introduced to the concept

of multigrade/multilevel teaching. At the end of the lesson, the learners are
expected to:

 define multigrade/multilevel teaching;

 identify the reasons why there are multigrade classes;
 identify the different laws and policies related to multigrade education;
 discuss the benefits of multigrade education; and
 familiarize with the different strategies used in the multigrade classroom;

Introduction

A multi grade class is defined as a class composed of two or more grades

less than one teacher in a complete or incomplete elementary school. But when
What do I was this system introduced in the Philippines setting? The Multi Grade System has
need to been implemented since 1920’s. it has always been covered by policies on
know? monograde class organization which resulted in multi grade classes. The multi
grade system has been with us for quite some time but it is very obvious that we
have not regarded it as a very viable alternative delivery system to provide access
to basic education as well as quality education by providing complete grade levels
in all public elementary schools.

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 (1993-1994) that the multi grade program was launched as a systematic
and viable means of meeting the goal and providing education for all.

The existence of the multi grade classes in our country is also embodied
under the provision of the Philippine Constitution. Considering the present thrusts
of the government to make at least elementary education truly accessible to all
particularly to children in remote barangays, a policy has been made and declared

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

to build a school in all school-less barangays where enrolment and population

growth trends warrant the establishment of a new school, and develop and /or
implement the Multigrade System of Delivery, so as to enable children to
complete their elementary schooling particularly in areas where it is uneconomical
to put up a six-classroom building. From then on, multi grade classes became
truly a part of our educational system. at present, some of these multi grade
classes were already converted to monograde classes due to increase of
enrolment while other areas of the country are just starting to put up multigrade
classes.

What is Multigrade/Multilevel Teaching?

A multigrade class has two or more grade of children with one teacher and
one program, in one classroom for a school year or longer. Sometimes this is
called – a ‘combination class’ (if there are only two grades) in the Philippines.

What is Multigrade Teaching? In other countries, multigrade classes can also

be called – Vertically grouped, or Family grouped or Multiaged classes. Multigrade
classes are established to improve access to education for all Filipinos in the most
economical way. In some private schools and overseas schools, multigrade classes
are established for academic reasons also.

Why do we need multigrade classes?

Decisions to create multilevel classrooms are based on pedagogical and/or

demographic considerations:

 Some schools/divisions/districts choose multilevel programming for

philosophical reasons. These deliberately formed multilevel classrooms
emphasize a continuum of learning, rather than maintaining grade
differences. In such classrooms students work with the same teacher for
two or more years.

 In communities with low student populations, all Early Years students, all
Middle Years students, or all students from Kindergarten may be taught in
the same classroom. These classes, like the deliberately formed multilevel
classrooms, may also emphasize a continuum of learning.

 Other schools may have two or more grades assigned to the same teacher
to manage shifting enrollment. These classrooms are often viewed as a
temporary measure within a school.

Regardless of whether multilevel classrooms are created for pedagogical or

demographic reasons, they can be seen as assets that promote quality learning.

 Economic Reasons
 Educational Reasons
 Access
 Academic
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Community Participation

Community life and school activities lend more easily to mutual integration
since multigrade schools are located in communities with small population. The
more parents are involved in their children’s education, the more they would likely
to succeed in school.

MG schools have less resources, thus, the need to involve the community as
sources of information and in providing for services and materials to improve the
school.

1. Policy/Issuance DECS Order No. 38, s. 1993 - “Improving Access to

Elementary Education by Providing Complete Grade Levels in all Public
Elementary Schools Through Combination and/or Multigrade Class”

2. DECS Order No. 96, 1997 - “Policies and Guidelines in the Organization
and Operation of Multigrade Classes”

3. DECS Order No. 91, s. 1997 - “Special Hardship Allowance for Multigrade
Teachers”

4. DECS Order No. 27, s. 2000 - “Institutionalization of Community Support

Scheme (CSS) as one of the Best Practices of the MPPE”

5. DepEd Memo No. 404 s. 2004 - “Dissemination of the Training Video on

Multigrade Instruction”

6. DepEd Memo No. 245 s. 2007 - “2007 Search for Multigrade Teacher
Achiever”

7. DepED Order No. 96, s. 1997, “Policies and Guidelines in the Organization
and Operation of Multigrade (MG) Classes”

8. DepEd Memo No. 155, s. 2008 - “Awarding Ceremony for the 2007 Search
for Multigrade Teacher Achiever”

9. DepEd Memo No. 289 s. 2008 - “National Training-Workshop for Trainers

on Multigrade Instruction”

10. DepEd Order No. 81, s. 2009 – “Strengthening the Implementation of

Multigrade Program in Philippine Education”

11. DepEd Order No. 08, s. 2018 – “Guidelines on the Utilization of the 2018
Financial Support for Multigrade Schools”

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

What are the benefits of multigrade teaching and learning?

Benefits for children

 A multiaged class brings together children of different ages and stages of

development in a learning environment, which prepares them for real-life
situations. A multiaged classroom is a more natural learning situation: for
example, older children naturally helping younger ones.

 The children often develop healthier social relationships and more positive
attitudes. They get on better with others, both children and adults.

 The children will learn to be resourceful and more independent, self-

directed learners and gain the skills and attitudes of learning how to learn

 The children can learn social skills when working together in small groups,
for example, leadership skills, organizational skills, listening, sharing, taking
turns, mentoring, negotiating skills

 The children can progress at their own pace of learning with the
opportunities to join a faster or slower group. Younger children benefit
from the positive models of older children

Benefits for teachers

 Good multigrade teachers do not use the ‘chalk and talk’ style of teaching
(or lecturing). They have to be flexible and use other excellent teaching
and learning methods and strategies, for example - - cooperative group
work, individualized instruction, activity-centered approaches, group
project work, cross-age peer-tutoring etc. They become better all-round
teachers, capable of tackling a wide variety of situations.

 Teachers can make the most of the inter-age multi-level situation to

facilitate the learning processes. The older children can be responsible and
given opportunities to use their expertise with the younger children.

 The teacher gets to know the children better as individuals when teaching
them for 2 or 3 years and is thus able to give them the right kind of help
and guidance to suit the children’s individual needs.

 Teachers learn to work with different age groups and deal with curriculum
content across subject areas in an integrated approach.

 Teachers can share the responsibility of teaching learning with the

students, parents and other community members.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Parent Benefits

 Parents have the opportunity to develop a relationship of trust with the

teacher. There is time to work on and solve problems. Through an
extended relationship, parents and the teacher develop as partners in
supporting the independent learner.

 Because multilevel classes reflect natural family groupings, siblings are

usually placed in the same classroom. This simplifies the demands on
parents for attending classroom events, volunteering, and communicating
with the school.

 Parents appreciate that their child experiences less stress related to

beginning a new school year and adapting to the expectations and
routines of a new teacher.

What does a successful multigrade teacher do?

Successful multigrade teachers, just like all good teachers, are well prepared
and well organized. They have an open mind and like to try out new ideas and be
flexible and creative in their practice. They believe in the importance of creating a
co-operative, family-type atmosphere in the classroom. They will also have the
ability to build solid, close relationships with the community so that, in time,
parents will come to believe more strongly in the benefits for their child in a
multigrade class.

Good practices of a successful multigrade teachers

 A good knowledge of their students

 A collection of good co-operative learning games, activities and strategies
 A good understanding of curriculum (BEC)
 Time-efficient planning techniques
 Flexible time management
 A variety of teaching and learning strategies

Principles of Learning

 A supportive learning environment

 Opportunity to learn
 Connection and challenge
 Action and reflection
 Motivation and purpose
 Inclusivity and difference
 Independence and collaboration

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

What is cooperative learning?

 Cooperative learning involves students working together in small teams or

groups on a shared task to achieve a common objective. Each student may
be responsible for a specific part of the group task and the group will only
be successful if everyone does their work.

 For students to work together in a cooperative team or group, they will

need to be taught specific cooperative learning skills. Teach one or two of
these skills at a time as the students need to improve different ways to
work together.

Cooperative Learning Skills

 Active listening
 Taking turns
 Asking good questions
 Respecting others
 Negotiating
 Sharing
 Helping and encouraging others
 Problem solving
 Decision making
 Conflict resolution
 Eye contact
 Assertive speaking

Why is cooperative learning a useful strategy for multigrade classes?

o In the multigrade class, there will be a wide range of abilities. In mixed

cooperative learning groups all students can contribute to the group task
according to their level of skills and maturity.

o The students learn from each other by actively participating, hearing and
seeing what others can do. They are more motivated to work and usually learn
more. Students are more likely to develop respect for each other and their
efforts as well as more tolerance of other’s differences. Cooperative learning
helps build a positive supportive classroom environment.

Cooperative learning groups can be used across the curriculum for many
different purposes such as:

 Makabayan projects
 Organizing
 Team games
 Clarifying ideas

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

 Peer teaching
 Topic related discussions or projects
 Speaking and listening tasks
 Science projects
 Discussing class/school issues
 Solving Math problems
 Writing group stories and plays
 Reading and analyzing texts
 Art projects

Co-operative Games

Co-operative games are fun ways for students to learn and practice their
co-operative skills together. These skills are necessary for effective group work in
a multigrade (and single-grade) class. These co-operative activities can be
integrated into the program or may be useful between lessons, before a break
time or when a particular skill needs to be practiced. They can also be used for the
following purposes:

 Making decisions
 To practice sharing and taking turns
 To practice helping others
 For talking positively and encouraging each other
 Active listening and asking good questions

Selecting cooperative games and activities: Competitive or cooperative?

Many competitive games can be modified (or changed a little) so that there are
no losers to become cooperative games. For example:

• ‘Chasey’ – a competitive game when two or three ‘catchers’ chase and

touch others to eliminate them. Those students who are ‘out’ have to sit out until
the game is over. However, instead of eliminating children from the game, the
game could be changed to cooperative game such as –

• ‘Stuck in the mud’ – when someone has been touched (caught) she/he
has to stand still with their arms stretched out. They can be ‘freed’ and join in the
game again, when they are touched on the hand by someone who is still free to
run around.

Playing this game means that no-one is eliminated (‘out’) and the students
are encouraged to help each other.

Organizing the physical space

A well-organized classroom will contain:

• space
• a variety of different learning center spaces

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

• floor space
• spaces for small group work
• places for students to work independently
• display area
• flexible desk/chair combinations
• a reading area
• storage area
• a roster

Learning center

Learning center are an important teaching and learning tool in a multigrade

class because students can work independently or in groups with minimal
supervision from the teacher. It is an area of a classroom where students go to
learn new knowledge and practice skills independently. Importantly, they will
include self-instructional materials, which may range from –

• Lists of things to do (or choose from)

• Activity cards or task cards,
• Self-checking work cards,
• Games
• Special activities related to a class theme or topic

Catering different grades

• In a multigrade class there needs to be a variety of tasks for different students

needing different level of work.

• A learning center could include task cards requiring different levels of thinking.
For example, -

* Easier level task cards

* Second level of thinking
* Third level of thinking

• The task cards could be color coded in some way to show the different levels of
difficulty. Some task cards could have open-ended activities for all students to
complete at their own level – e.g. one problem with many different solutions.

Ideas for Learning Center activities and tasks can be collected by:

• Adapting activities in the Teacher’s Manual

• Changing your own lesson plan activities – write them on task cards for the
student to read and practice what they did last week

• Talking to other teachers to share ideas

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

• Asking the students to design task cards, activities or games related to a topic
for others to complete

• Inviting the Materials Development Center to come to your Division/school for

a workshop to make self-instruction activities

Activity 1. Answer the following briefly but substantively.

1. What is multigrade teaching?

2. Give at least one benefit of multigrade teaching to students, to teachers,

What do I and to parents and discuss each.
need to do?
3. Give at least three (3) reasons why there is a need to establish multigrade
classroom.

4. Give two (2) policies related to multigrade and discuss.

5. Give at least two (2) good practices of a multigrade teacher and discuss
each.

Look for a research about this topic. Highlight the research problem/s and the
findings of the study. (Please use separate sheet/s of paper for this activity)

Title of Research ____________________________________________________________________

What does ______________________________________________________________________________________
research say
Author/s ____________________________________________________________________________
about this?

Research Problem __________________________________________________________________

______________________________________________________________________________________

Findings ____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Reflect on this questions. (Please use separate sheet/s of paper for this activity)

1. What are your thoughts about multigrade teaching?

What 2. As a future teacher, how will you implement multigrade education in your
insights and
classroom?
learning
have I
gained in
this topic?

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

REFERENCES

https://www.officialgazette.gov.ph/2012/03/29/multigrade-classes-bring-more-
children-to-school

Where can I https://www.slideshare.net/catherinesabian/multigrade-program-in-philippine-

get education
additional
information? https://www.teacherph.com/life-teachers-multigrade-class/

https://www.seameo-innotech.org/wp-
content/uploads/2020/04/PolRes_ProfileofMultigradeSchoosInThePhilippines.pdf

Costa E., and V. Timmons. “Innate Challenges and Promising Pedagogy: Training
and Support in Multilevel Classrooms.” Brock Education 12.1 (2002): 17-35.

Gaustad, J. “Implementing the Multiage Classroom.” ERIC Digest 97 (1995): 1-4.

Gayfer, M. The Multi-Grade Classroom: Myth and Reality, A Canadian Study.

Toronto, ON: Canadian Education Association, 1991.

Goodlad, J., and R.H. Anderson. The Nongraded Elementary School. Rev. ed. New
York, NY: Teachers College Press, 1987.

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