REVIEWER IN ELEC AS FACILITATOR

TEACHING MULTI-GRAD E CLASSES  Able to understand differences between

pupils, be able to motivate them to
Functions and Roles of the Multi-Grade Teacher  learn and guide them through their learning
Why do you think that teachers functions is materials. The teacher should not only be a
multidimensional? provider of knowledge but should also be a
facilitator of learning both at a group level
“It is true that the function of the teacher in and on a one-to- one basis..
the multigrade classroom is multidimensional or
to be more accurate, it is more complicated and HOW TO FACILITATE EFECTIVELY!
demanding than the role of the teacher in the Effective facilitation of student learning
monograde school respectively.” involves recognizing individual differences, creating
Why do you think that teachers must be well- a supportive environment, utilizing diverse teaching
trained, well- resourced and hold positive methods, providing feedback, integrating
attitudes? technology thoughtfully, emphasizing real-world
connections, and fostering reflective practices. By
“ For children to learn effectively in employing these strategies, we can enhance the
multigrade environments, teacher needs to be well- learning experiences of their students and promote
trained, well-resourced and hold positive meaningful educational outcomes.
attitudes to multigrade teaching”
AS PLANNER
FUNCTIONS
 Planning is a critical function for the
These common functions which multigrade Multigrade teacher
teachers must carry out in their schools are as  For each grade level for which you as
follows: multigrade teachers are responsible you
must determine the answers to the
AS TEACHERS
following:
 Main Function: Teach students by imparting  Whom do I teach?
knowledge not just follow a curriculum.  What must I teach?
 Able to develop skills and inculcate values  How do I
and attitudes among desirable pupils.  teach? When
 The teacher is expected to be versatile and  do I teach?
utilize different strategies to make learning  Why do I teach?
meaningful and effective for all students in  All these must be carried out before
his or her classrooms, no matter what  the actual lesson is given.
individual differences may exist among the
QUESTION:
students
 What do you think would be the significance
How to effectively impart knowledge to
of being a good planner in the teaching-
students?
learning process?
1. Know Your Audience
AS A EVALUATOR
2. Clear Learning Objectives
3. Engage Students Actively  Monitor the progress of pupils learning so
4. Use Varied Instructional Strategies as to ensure quality of education.
5. Provide Context and Relevance  Assessment should be considering a
6. Encourage Critical Thinking continuous and integral part of the teaching
7. Offer Clear Explanations process.
8. Provide Timely Feedback  This requires teachers to determine the
9. Promote Collaboration educational levels of pupils when they first
10. Use Technology Wisely enter schooling, during the school year and
11. Create a Positive Learning Environment at the end of each school year.
12. Reflect and Adjust
Describe a situation where a teacher actively preparation of curriculum teaching aids and
fulfills their responsibilities as an evaluator. as paraprofessional teacher.
AS A MATERIAL DESIGNER Can you describe a specific instance where a
teacher's community involvement positively
 Although various curriculum materials are
impacted student engagement or academic
usually prepared by national educational
achievement?
authorities, multigrade teachers still need to
develop their own additional materials. (WEEK 8)
 You should also try to make the national
CLASSROOM MANAGEMENT
curriculum more relevant to the local needs
of the community. A strategy used by teachers in order to make sure,
that the students will be able to learn well. Refers to
How does a teacher's role as a material
the wide variety of skills and techniques that
designer contribute to effective learning
teachers use to keep students organized, orderly,
experiences in the classroom?
focused, attentive on tasks and academically
A teachers role as a material designer plays a productive in class.
pivotal role in shaping effective learning
The 3 Dimensions of Classroom Management
experiences in the classroom by tailoring
educational resources to meet the diverse needs Teachers
and learning styles of students. When teachers
design materials, such as lesson plans,  Planning
worksheets, presentations, or digital resources,  Classroom Control
they have the opportunity to align content with  Use of Time
curriculum objectives while considering the unique  Delegation of Responsibility
characteristics of their students Classrooms
AS ACTION RESEARCHER  Physical condition
“ Teachers are not usually trained to be  Materials
educational researchers, since their task is to  Activities
teach. However, it is through research that  Routines
improvements in teaching take place.” Students
How does a teacher's role as an action  Time on task
researcher contribute to improving classroom  Behavior
practices and student outcomes?  Relationships
Teachers role as an action researcher contributes  Responsibilities
to improving classroom practices and student PLANNING
outcomes by fostering evidence-based decision-
making, personalizing instruction, promoting  Planning in the context of education entails
continuous improvement, facilitating collaboration the process of setting objectives and
among educators, and enhancing student determining the means to achieving the
engagement and motivation. Through systematic objectives. It entails deciding in advance
inquiry and reflection, teachers can create more what to be taught how, to teach, when to
effective learning experiences that support the teach, who is be taught, and the evaluation
diverse needs and abilities of their students. of recipient.

AS CONTACT WITH THE COMMUNITY CLASSROOM CONTROL & DISCIPLINE

 The multigrade teacher is the critical link  Discipline is defined as the practice of
between the school and its community. teaching others to obey rules or norms by
 This may include community involvement in using punishment to correct unwanted
such diverse activities as building and behaviors. In a classroom, a teacher uses
maintaining classrooms, assisting in the discipline to ensure routine is maintained,
 school rules are enforced, and the students 3. ENCOURAGE INITIATIVES
are in a safe learning environment.
Promote growth mindset, and inject variety into
PHYSICAL CONDITION your lessons, by allowing students to work ahead
and deliver short presentations to share take- away
 The physical environment implies the
points.
physical location, buildings, furniture,
infrastructural facilities, space and  Allow them to read
equipment for effective teaching and  Allow them to volunteer in every activity
learning.
4. OFFER PRAISES
 A conducive physical learning environment
is safe, clean and orderly, well ventilated, Praise students for jobs well done, as doing so
spacious and adequately lighted, improves academic and behavioral performance.
acoustically sound, good air circulation Praise can:
with adequate temperature and other
environmental factors which do not disturb  Inspire the class
the mental health of the child.  Improve a student’s self-esteem Reinforce
 rules and values you want to see
ROUTINES
5. OFFER DIFFERENT TYPES OF FREE STUDY
 A sequence of actions regularly followed; a TIME
fixed program.
Provide a range of activities during free study time
BEHAVIOR to appeal to students who struggle to process
content in silence, individually.
 The way in which one acts or conducts
oneself, especially toward others.  Providing audiobooks, which can play
material relevant to your lessons
 Maintaining a designated quiet space for
CLASSROOM MANAGEMENT TIPS FOR MULTI- students to take notes and complete work
GRADE TEACHERS  Creating a station for challenging group
games that teach or reinforce standards-
1. MODEL IDEAL BEHAVIOR
aligned skills
Make a habit of demonstrating behavior you  Allowing students to work in groups while
want to see, as many studies show that modelling taking notes and completing work, away
effectively teaches students how to act in different from quiet zones
situations.
6. ADDRESS INAPPROPRIATE OFF – TASK
 Use polite language BEHAVIOR QUICKLY
 Maintain eye contact
Avoid hesitation when you must address
 Keep phones in your pockets
inappropriate or off-task behavior, especially when
 Let one another speak uninterrupted
a student breaks a documented rule. Talking with
 Raise concerns about one another’s
the learners privately is necessary to address
statements in a respectful manner
inappropriate behavior so that it wouldn’t be a
2. LET STUDENTS HELP ESTABLISH hindrance for the learners to change.
GUIDELINES
7. CONSIDER PEER TEACHING
Encourage all students to help you build
 Use peer teaching as a classroom
classroom expectations and rules, that helps both
management strategy if you feel your top
parties to effectively communicate with one
performers can help engage and educate
another. It will also help the learners to know what
disruptive and struggling students.
are the things they need to remember and be
 Peer teaching activities, such as pairing
aware.
students together as reading buddies, can
be especially beneficial for students who
 suffer from low confidence and poor  Set clear expectations
interpersonal skills.  Assume the best
 Demonstrate
IMPORTANCE OF EFFECTIVE CLASSROOM
 Find the right tone of voice
MANAGEMEMT IN MULTI- GRADE TEACHING
 Correct minor infractions
 Increases chance of student success  Remain positive
 Paves the way for the teacher to engage  Have a plan
students in learning  Praise and recognize
 Helps create an organized classroom
COLLABORATIVE LEARNING
environment
 Increases instructional time is the educational approach of using groups
 Creates consistency in the employment of to enhance learning through working together.
rules and regulations Groups of two or more learners work together to
 Aligns management strategies with school solve problems, complete tasks, or learn new
wide standards concepts.
 Decreases misbehavior in the classroom
BENEFITS OF COLLABORATIVE LEARNING
 Gives student boundaries as well as
consequences  Development of higher-level thinking, oral
communication, self-management, and
Instructional Strategies and Activities in the
Multi-Grade Classroom leadership skills.
 Promotion of student-faculty interaction.
Implications for Instructional Strategies in  Increase in student retention, self-esteem,
Multi-Grade Teaching and responsibility.
INSTRUCTIONAL STRATEGIES  Exposure to and an increase in
understanding of diverse perspectives.
According to Alberta Learning, are  Preparation for real life social and
techniques teachers use to help students become employment situations.
independent, strategic learners. These strategies
become learning strategies when students USING DIFFERENTIATED INSTRUCTION
independently select the appropriate ones and use is a teaching approach that tailors
them effectively to accomplish tasks or meet goals. instruction to all students' learning needs. All the
MULTI-GRADE CLASS students have the same learning goal. But the
instruction varies based on students' interests,
A multigrade class consists of two or more preferences, strengths, and struggles.
different grade levels inside a single-grade
classroom handled by one teacher for an entire CONNECTING THE TEACHING TO REAL-LIFE
school year. SITUATIONS

What are the instructional strategies and Real-world connections draw from, or upon,
activities in the multi-grade classroom? actual objects, events, experiences and situations
to effectively address a concept, problem or issue.
The results of the study informed that the It involves learning allows students to actually
classroom strategies of multigrade teachers experience or practice concepts and skills, as
(Naparan, G., & Alinsug, V. (2021) include: opposed to learning that is theoretical or idealistic.
CLASSROOM MANAGEMENT INTEGRATING TECHNOLOGY INTEACHING
Classroom management refers to the wide Integration of technology in education
variety of skills and techniques that teachers use to simply refers to the use of technology to enhance
keep students organized, orderly, focused, the student learning experience. Utilizing different
attentive, on task, and academically productive types of technology in the classroom, including a
during a class. virtual classroom, creates learners who are actively
engaged with learning.
CLASSROOM MANAGEMENT TIPS
FLEXIBILITY OF THE TEACHER
 Greet your students personally
 Effective teachers are great at being  The competencies included in the BOW
flexible, which means that they can balance several were all taken from the K to 12 curriculum
responsibilities at once and still make students guide for all learning areas.
smile and feel appreciated.  Not every competency was provided with a
suggested activity and assessment task.
(WEEK 10)
 Several competencies can be developed
INTRODUCTION TO THE MULTIGRADE from a particular suggested learning activity
BUDGET OF WORK and measured in assessment task.
 The following are possible ways of
The Multigrade Budget of Work (MG–BOW) contextualizing the contents of the BOW:
is a resource material for teaching multigrade
classes. It serves as a teacher’s reference in A. Competencies
preparing his/her Daily Lesson Plan (DLP), Daily
 Sub-task the competencies that are
Lesson Log (DLL), or Integrated Multigrade Lesson
complex or broad.
Plan (IMG–LP).
 Decongest competencies by transferring
What is Budget of Work / BOW? these to any day within the week.

The Budget of Work serves as a guide for B. Suggested Learning Activities

teachers to effectively organize and deliver
 Modify learning activities according to the
instruction, ensuring that curriculum objectives are
appropriateness, sufficiency, level of
met, and student learning outcomes are achieved
difficulty, and diverse needs of learners.
within the specified timeframe. It also supports
 Provide learning activities that are doable
coherence and consistency in teaching practices
within the allocated time.
across schools and ensures accountability in
curriculum implementation within the DepEd C. Suggested Assessments
system.
1. Modify assessments according to the
Why is it called a Budget of Work? appropriateness, sufficiency, level of
difficulty, the capacity to be done within the
it serves to emphasize the systematic and
allotted time, and diverse learning abilities
resource-conscious approach advocated by DepEd
of learners.
in delivering quality education to Filipino students.
 You are free to enhance, improve,
What are its contents? contextualize the learning activities and
assessment tasks according to the needs of
 Subject and grade levels combination your learners.
 Time allotment  Make sure that the competencies are
 Quarter of the school year congruent with the learning activities and
 The major 3 components: assessment tasks when improving the DLP
o Competencies, and IMG- DLP.
o Suggested Learning Activities,  In a monograde classes, the competencies
o and Suggested Assessment from the Curriculum Guide (CG) are
Activities. budgeted and aligned across grade levels
daily or weekly. In a multigrade classroom
What is a Budget of Work used for?
setting, where teachers are responsible for
Budget of Work (BOW) - It is a matrix of the K to instructing students across multiple grade
12 Basic Education Curriculum competencies, levels within the same classroom, the
skills, and objectives; topics for specific skills and process of budgeting and aligning
competencies; and suggested teaching and competencies from the Curriculum Guide
assessment strategies arranged in columns for (CG) may differ from monograde classes.
easy reference and notation. Due to the diverse range of grade levels
and learning needs present in a multigrade
classroom, the approach to curriculum
The following key concepts will help you planning and alignment requires careful
understand the MG- BOW consideration and adaptation. Here's how
 competencies may be budgeted and the concept of water cycle (Science) to the
aligned in a multigrade setting: life of farmers (Araling Panlipunan), to
 In monograde classes, the competencies sports (P.E.), to the spelling and meaning of
from the Curriculum Guide (CG) are the processes of water cycle (English), and
budgeted and aligned across grade levels the like.
daily or weekly. In the multigrade, the
Budget of Work or BOW is the teacher’ s  The quality of multigrade teaching does not
guide in teaching and budgeting work for exceed the quality of multigrade teachers.
multigrade classes. It is also used in honing  May today’s success be the beginning of
the teacher’s creativity and art in teaching tomorrow’s achievements.
MG classes. The suggested activities and  Great leaders don’t tell you what to do. They
assessments can be adapted and show you how it’s done.
contextualized to suit the learning  Briefly discuss the challenges and benefits
environment of MG classes of implementing a multigrade budget of
work in educational settings. Analyze how
Using the MG Budget of Work, teachers will be
such a system addresses the diverse needs
assured that:
of students across different grade levels
 the competencies of two to three grade and how it impact teaching methodologies
levels are aligned; and resource allocation.
 the suggested activities and assessments
(WEEK 11)
are aligned with the competencies;
 the daily activities and assessments vis-à- TEACHING SCHEMES IN MULTIGRADE
vis the target competencies are easy to CLASSES
identify; and
Teaching multigrade classes is a very
 the preparation of daily lesson plans
challenging. It is too challenging to imagine if you
becomes easier.
handle pupils of two or more grade levels in one
class and use different teaching strategies and
ENHANCEMENT OF BOW assessment at the same time. As a teacher you
must be creative and innovative of designing
A. Grouping of competencies and activities teaching strategies and assessment appropriate to
into days a particular grade level. In a multigrade classroom,
B. Contextualization (changing, revising, or it is expected that your pupils are very diverse most
enhancing) of suggested learning and especially because they are from different grade
assessment activities - the BOW is only a levels. With this condition, you must be skillful to
guide for the multigrade teacher. The design differentiated lesson, activities, and
arrangement/alignment of the assessment to ensure that each pupil in your class
competencies, the suggested learning receives quality instruction.
activities, and the assessment
strategies/activities can be contextualized Study the following scenario in a multigrade
depending on the condition and needs of grade classroom with three grade levels of
the multigrade school. the teacher can only students (Grades 1-3)
rearrange the competencies within a week.
 The teacher brought the entire class to the
The principle of the K to 12 Program that
school garden. In the garden teacher asked
competencies are non-negotiable should be
the whole class to name and describe all
observed strictly. No competency should be
found trees. After the teacher helped the
removed or left out. But, teachers are
class name and describe the tress found ,
allowed to sub-task the competencies in
she then grouped the class in grade levels
some learning areas.
and gave specific task.
 Grade I pupils were asked to draw a tree.
C. Integration of content knowledge within
Grade II pupils were asked to draw and
and across learning areas - relate the
describe one animal that uses tree. Grade
concepts learned in a given subject to the
III pupils were asked to write sentences how
concepts in other subjects like connecting
people use the tree.
  After all the tasks done by all pupils from all Dr. Galarosa emphasized that before a
grade levels. One representative from each multigrade teacher can actually prepare a lesson in
grade was asked to report their output to multigrade classes based on the pre-assessment
the class. Then the teacher after that, results, he/she has to determine first what teaching
summarized all the reports of the pupil scheme or way of teaching he/she is going to use.
representatives from the three grade levels The objectives / skills that a MG teacher is going to
as part of class assessment before closure. develop in all the groups will tell what scheme is
the most appropriate. The teaching scheme will
After studying of how teacher developed and
likewise suggest the format of the lesson plan. The
introduced the activity, you are encouraged to
different teaching scheme are the following. One of
answer the following questions:
your functions as instructional Manager is to plan
 How did the multigrade teacher introduce instruction. The source of instructional objectives
the activities to the class? Describe the flow are the MLC/PELC/CG-MGs and the Budget of
of the activity. How were pupils of each Work in the different learning areas.
grade level facilitated by the said teacher?
SCHEME A:
 In what ways were activities of pupils from
the three grade levels similar? Different? When the objectives of all the groups are
 Were the activities given to the multigrade common in terms of behavior and content, take all
class appropriate to pupils of each grade the grades as one class in the developmental
level? Why? phase. Use content materials from the three grade
 Are competencies for Grades III & IV levels. In the presentation of the lesson use the
similar? Different? Why? Material of the lowest group first (e.g. Grade IV
 How did teacher function his/her roles in Material): followed by the material of the next group
every phase of the lesson? (e.g. Grade V Material), then of the material of the
 How are activities introduced by the teacher last group (e.g. Grade VI Material). In application
to each grade level? and evaluation, give differentiated self-directed,
 How are activities and corrective self-checking and self-scoring seatwork (Self
instructions/assessment relevant and Directed, Self-Checking and Self Scoring
appropriate to each grade level? Seatwork) exercises to the three groups. Then give
 Is the quality of learning compromised by on the spot corrective instruction one after the
this set up? Why?
ABSTRACTION
Designing of differentiated lessons,
activities and assessment tasks for multigrade
pupils depend on how a multigrade teacher treats
learning competencies of the subjects for every
grade level. Meaning to say, teacher first learns to
analyze various learning competencies so he/she
can proceed to design the teaching-learning
process intended to two or more grade levels. For
the sake of simplicity, Dr. Walter F. Galarosa, other.
Education Supervisor at Quezon Province Division,
presented schemes of how multigrade teacher will
treat the learning competency and outline series of
differentiated lessons, activities and assessments
tasks when handling two or more grade levels at
the same time, during the conduct of National SCHEME B:
Training for Multigrade Teachers in Numeracy and
Literacy in 2015.
Teaching Schemes in Multigrade Classes in the
Philippines
 There are instances when two adjacent addition to that, the highest grade level finished the
have the same instructional objective while the last because, it is expected that the assessment
order grade has a different objective. tasks for them are more complicated than that of
the two lower grades.
SCHEME D
In this strategy, there are three (3)
developmental lessons because the instructional
objective of the three groups have no commonality.

In the second and third groups, you have to

give differentiated Seatwork Exercises. The above
scheme shows that Grade II & III were provided
with similar instruction and assessment because
they have similar competencies while Grade 1 was
provided with different activities and assessment
because it has different objective compared to that
of the two higher grades. Looking at the scheme,
teacher used to move from the group of Grades II & The above scheme shows that the three
III to the group of Grade I, leaving seatwork and grade levels do not have commonality in objectives.
doing corrective instructions to the other group or It requires a teacher to prepare differentiated
vice versa. lessons/instructions and assessment tasks. It is too
challenging for a teacher because he/she must
SCHEME C move from one grade level to another at a time. It is
observed in the scheme that the teacher first
In this Scheme, the three levels or groups
attended the lowest grade level because pupils in
have the same behavior but have different content
there are more dependent than that of pupils in the
or differ in difficulty.
two higher grade levels. In addition to that,
materials in the lowest grade level are first
introduced by the teacher. In this scheme, the
teacher must prepare many reinforcement activities
that are appropriate and relevant so that he/she
can still have time to do instruction and assessment
or corrective instructions with other grade group. In
this scheme also, it is effective to train little teacher
or pupil teacher to help a teacher facilitate or do
corrective instructions while he/she is in the other
group.
SCHEME E
The scheme above shows that the three
grade levels have competencies that contain the
same behavior ‘find the area’ but different content
‘rectangle, triangle, trapezoid’. This means that the
teacher may treat the class in the developmental
activities as one but provides to them with similar
assessment tasks with different level of difficulty or
content. Same as usual, teacher used to move
from one grade to another leaving seatwork/s while
doing corrective instructions with the other one. In
 There are instances when the objective/skill
in the first grade/group is a prerequisite to the next
group level, and the skill in the second grade is a
prerequisite to the skill in the third grade.