POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OPEN UNIVERSITY SYSTEM

CHAPTER 1: HISTORY,
NATURE AND STATUS OF
MULTIGRADE PROGRAM

Created by:
KIMBERLY BETITO
CLARICE CLARO
PRILA MARIE CLARO
JANETH PROTACIO
PUP OUS IODE
Warm Up Exercise

“WHAT AM I”

Instructions: try and guest the word being

described in the riddle.
MIRROR
CLOUDS
ONION
SHADOW
PENCIL
Letter “E”
Priming
GROUP ACTIVITY

Instructions:The students will be divide into three

(3) groups. They will create a case analysis base on
the case study by Mathot, 2001. Use the guide
questions below to aid the case analysis. Each
group will be given ten (10) minutes to prepare and
complete their tasks, and five (5) minutes to share
it with the class.
 The school inspector visits Thaba Limphe Primary School. He
travels for four hours by bus. Then, he rides a horse down to a river.
Last year, people drowned in that river when a flash flood happened.
The inspector follows a mountain trail from the river. He sees school
children on their way home. Some of the children walk for more than
an hour. Upon arriving home, these children do household chores.
The inspector finally reaches the three-room school. The inspector
discussed with the teachers the problems in teaching the curriculum
as well as the limited resources. The inspector stays for the night in
the classroom. The next day the inspector takes a four-hour trip on
horseback to another remote school.
1. Based on the case, describe the condition
of the school.
2. As described in the case, what are the
challenges encountered in the school.
3. How does the creation of schools in re-
mote areas support the concept “equal ac-
cess to education”?
RUBRICS

Insightful (5) = 100%

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
Inadequate (1) = 60%
PUP OUS IODE Group 1 Members
Antonio, Melanie
Bonon, Rica
Ebora, Lyka
Janda, Rayshelle
Manlunas, Angela
Vargas, Mary Ann
Valdez, Le Anne
PUP OUS IODE Group 2 Members
Balayo, Maria Joan
Cano, Jamella
Mien, Gracellie
Delos Angeles, Jennie Mae
Estrope, Dianna Marie
Jose, Mary An
Nunez, Irene
Nate, Liza
PUP OUS IODE
Group 3 Members

Guia Cruzat
De luna, Rose Ann
Divina, Frorilyn
Guiling, Marian
Magante, Bernadette
Payomo, Rebecca
Reyes
PUP OUS IODE
Group Activity Processing

1. How do you find the activity?

2. What did you feel after performing the activity?
3. What helped you to come up with your answer
in the
activity?
4. What difficulties did you encounter in answering
your tasks?
A. ACTIVITY
PUP (15 Minutes)
OUS IODE
Direction: Think over to answer the following questions.

1. Cite the positive outcomes and advantages as well as the

challenges of multigrade teaching.
2. What pops out of your mind when you hear multigrade
program?
3. What are the roles of a multigrade teachers?
4. Describe the implementation of the multigrade program in
the Philippines.
5. As a future educator how will you handle the multigrade
classes?
PUP OUS IODE
B. ANALYSIS ( 10 Minutes )

Processing:
1. How do you find the activity?
2. How did you come up with your answer in the activity?
3. What have you feel upon answering the activity?
4. What difficulties did you encounter in answering your
tasks?
PUP OUS IODE
C. ABSTRACTION ( 15 Minutes )

Based on the given activities what insight/realiza-

tion you have gained about History, Nature and
Status of Multigrade Program?

Lecturette on the Student History, Nature and

Status of Multigrade Program.
OBJECTIVES

At the end of the module, the student should be able to:

 Knowledge:
 Discuss the history of multigrade classes and the role of
multigrade teachers.
 Identify solutions to the challenges in the implementation of
multigrade teaching.
• Cite the positive outcomes/advantages as well as drawbacks/
challenges of multigrade teaching.
 Skill:
 Synthesize the bases of multigrade program in the Philippines
 Describe the status of multigrade teaching in the Philippines
and the practice of multigrade teaching in Southeast Asia.

 Attitude/Values:
 Reflect history, nature, and status of multigrade program.
Lesson History and Nature of
1 Multigrade Program
 A. History of Multigrade Clasess

1800’s schools consist of one classroom with stu-

dents of different ages and abilities to be thought
by one teacher at the same time. (Brunswic and
valeriene, 2004).
Because of the growth of industrialization,
schools started to classify students with groups
called grades. As time passed it become the norm
until now.
However multigrade classes are still conducted in
remote areas.
UNESCO defined multigrade classes as, teacher
students not just with different ages, but also dif-
ferent abilities and culture.
Thought developed countries with the enough re-
sources slowly stopped multigrade classes, most
developing countries still utilize multigrade
classes as it is the most cost effective way to de-
liver education to the people.
 Other reasons for conducting
multigrade classes

1. Remote areas
2. Limited resources
3. Limited educators
4. Socio-economic limitations
 B. Roles of Multigrade Teacher

A multigrade teacher plays various

roles as she/he performs the tasks in han-
dling students with varied age level, devel-
opmental stages and interests (Mathot,
2001).
 Roles of Multigrade Teacher
Researcher
Facilitator
Community liaison or resource persons
Social worker or counsellor
Evaluator
Material designer
Financial supervisor
Parent trainer
Surrogate parent
 C. Bases of the 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 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 appro-
priate 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 rele-
vant to the needs of the people and society.
2. The Department of Education issued the following
memoranda with regard the implementation of the multi-
grade classes in the Philippines:
• D.O. #96 s. 1997, outlines guidelines for multigrade
classes, including class size, infrastructure, and
teacher support.
• D.O. #81 s. 2009, focuses on improving multigrade ed-
ucation by emphasizing teacher training, resources,
and Special Hardship Allowance.
3. International initiatives support the implementation of
Multigrade Program in Southest Asia:
UNESCO commits to providing equal education opportuni-
ties for all.

• Two EFA goals:

Goal 2. “ Ensure that by 2015 all children, particular girls,
children in difficult cirscumstances and those belonging to
ethnic miniroties, have access to and are able to complete
primary education that is free.
Goal 6. “ Improve all aspects of the quality of education and
ensure excellence of all so that recognized amd measurebale
learning outcomes are achieved by all especially in literacy,
numeracy and life skills.
B. Millennium Development Goals (MDGs)
Millennium Development Goal Number 2. “ It is a
specific goal among the eight Mellennium Devel-
opment Goals established by the United Nation in
2000. it focuses on achieving universal primary
education.

C. Education for Sustainable Development

Sustainable Development Goal no.4 focuses on
quality education, promoting lifelong learning op-
purtunities for everyone.
D. Underpinning Philosophies and Principle of
Multigrade teaching:
• Constructivist approach
• Student-Centered learning .
• Problem Solving and Language-Based practice.
• Collaborative Knowledge Building.
Summarized Principles:
• Children are unique.
• Learning best occurs through experience.
• Students can learn effectively from one another.
• Teachers create a conducive learning environment
Lesson
STATUS OF MULTIGRADE
2 PROGRAM
A. Practices and Strategies in Implement-
ing Multigrade Instruction

SEAMEO INNOTECH conducted a

workshop in 2010 to identify the quality in-
dicators of multigrade instruction in South-
east Asia.
 Multigrade Instruction varied in the
following areas:
A. ORGANIZATION
B. TEACHING-LEARNING PROCESS
C. LEARNING ENVIRONMENTS AND FACILITIES
D. CURRICULAR DEVELOPMENT AND IMPLE-
MENTATION
E. TEACHING-LEARNING MATERIALS
F. ASSESSMENT
B. Status of Multigrade Teaching in
the Philippines

A three-party partnership with the Depart-

ment of Education, SEAMEO-INNOTECH, and
UNICEFF in 2017 reviewed the effectiveness of the
Multigrade Program for Education in the Philip-
pines (MPPE).
The study disclosed the following:

a. The overall quality of the implementation of MPPE demon-

strates evidence of partial to adequate compliance of differ-
ent program components with existing policies;
b. In the following areas, there was adequate compliance: orga-
nization of the classroom, class programs, capacity building,
hiring of teachers and movement of staff;
c. Appropriate classroom organizations have been implemented
in terms of class size and grade combinations, adherence to
appropriate class schedules, active participation in training
programs and are managed and operated by qualified teach-
ing staff.
d. The following challenges hinder full compliance with exist-
ing policies.
 Combining kindergarten class with levels of upper grade.
 Lack of training in contextualizing and learning materials,
especially in the absence of MTB-MLE resources.
 Lack of multigrade teacher preparation, non-inclusion of
multigrade teaching in Teacher Induction programs prior to
multigrade setting deployment;
 fast multigrade teacher turnover.
e. Partial compliance with the following, Namely: school fa-
cilities, basic classroom features; teacher incentives; re-
sources for teaching and learning, including MTB-MLE
resources; and allocation of funds.
 ( “A review of the Current Situation and prac-
tices of Multigrade School in the Philippines”, 2020).
78.71 % were found in rural areas while 4.06 % were
situated in coastal areas, riversides and small is-
lands.
( 90.6 % ), wasted or malnourished
 ( 55.75 % ), indigenous,
 ( 36. 95 % ), over-aged
 (32.29%) child laborers,
(19.72%), have disabilities,
 (19.06%), abandoned children,
(5.75%), homeless or displaced
(2.41%), chronically ill
(1.55%) abused
(1.55%) are conflict with the law at an early age
(0.64%) and are street children
 also, it was found out that the schools were in
remote areas (47.07%) a few in disaster-affected
(5.98%) or armed- conflict areas
C. Positive Outcome/Advantage and Draw-
backs/Challenges of Multigrade Classes
The positive outcomes and drawbacks of multigrade classes: according to
Aryal, P. et al (2003)
 It can develop independent learning
 It makes use of pupil-centered teaching approaches.
 Material revision is easier
 It increases pupil interaction
 Students advance at their own pace
 It utilizes the concept of monitoring and peer tutoring
 Supports group learning
The drawbacks are:
If multigrade programs are not supported, there
is a possibility of low students achievement in
multigrade school.
Multigrade teaching requires more time and or-
ganizational skills from teachers.
Teachers require intensive training with special
emphasis on teaching materials
Students often have to work independently.
Advantages and challenges of Multigrade Teaching according
to Mathot, GB (2001)
 When the techniques of teaching multigrade classes are
mastered, students in multigrade class can be among the
high performers.
 Teachers can address various social issues, such as the
promotion of health, agriculture and microfinace,.
 Low ratio of students to teachers.
 A chance to have highly individualized teaching.
 An opportunity to for students themselves to develop man-
agement, leadership, and cooperative skills
The challenges are:
The skills needed to handle students and
teach multigrade setting are typically not
taught.
Teachers are required to know and effec-
tively teach different subject areas.
The teacher is expected to have variety of
abilities
 SEAMED (“Quality Indicators of Multigrade In-
struction in Southeast Asia”) provided suggestions to
overcome the challenges in Multigrade Instruction in
Southeast asia

1. Changing Perceptions Among Stakeholders

2. National-and-Local-Level Mangement, Monitoring,
and Evaluation
3. Learning Environments and Resources
4. Instructional Techniques and Teacher Support
5. Assessing Student Performance
PUP OUS IODE
D. Application
Direction: in the space below, draw an emoji that will show your
possible reaction to the given situation. Explain your reaction.

Emoji Explanation
E. ASSIGNMENT

Direction: Create a compare and contrast matrix

of the multigrade teaching concepts and status
in the Philippines with two other Southeast Asian
countries.
 Multigrade Philippines Country A: Country B:
Teaching
________ ________
Concepts and
Status
1. Definition
2. Policy Support
3. Organizational
Form
4. Teaching-
Learning Process

5. Learning
Environments and
Facilities
6. Nature of
Multigrade
Curricula
7. Assessment and
Feedback
Gathering