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Understanding Multigrade Classes

This document provides information about a module on teaching multigrade classes, including the content covered in week 5. Week 5 focuses on understanding the nature of multigrade classes. It discusses how classes became organized by grade level historically and how multigrade classes differ, having students from multiple grade levels together with one teacher. Case studies describe the challenges of teaching in remote rural schools with multigrade class settings. The content explains how multigrade classes are commonly found in small, scattered communities due to low student and teacher populations. It lists the diversities students may bring to these classes.

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Mary Grace Sagum Mengote
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76 views9 pages

Understanding Multigrade Classes

This document provides information about a module on teaching multigrade classes, including the content covered in week 5. Week 5 focuses on understanding the nature of multigrade classes. It discusses how classes became organized by grade level historically and how multigrade classes differ, having students from multiple grade levels together with one teacher. Case studies describe the challenges of teaching in remote rural schools with multigrade class settings. The content explains how multigrade classes are commonly found in small, scattered communities due to low student and teacher populations. It lists the diversities students may bring to these classes.

Uploaded by

Mary Grace Sagum Mengote
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY


(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel./Fax No. (047) 811 1683

College of Teacher Education


College/Department COLLEGE OF TEACHER EDUCATION
Course Code ELEC ED
Course Title TEACHING MULTIGRADE CLASS
Place of the Course in ELECTIVE
the Program
Semester & Academic First Semester, AY 2020-2021
Year

MODULE 3 WEEK 5

1
TIME FRAME

Week UNIT Lesson Description


1-2 Overview of the Course
Syllabus Lesson 1: History and Background of
History and Background of Multigrade Class
Multigrades Class
Lesson 2: Introduction to Multigrade
in the Philippines
Lesson 3:
Legal Basis
3-4 Theories, Principles and Lesson 3:
Concepts Theoretical Overview of Multigrade
Teaching
Lesson 4:
Basic Principles of MG Teaching
The Multigrade Teaching
Lesson 5:
Basic Concepts of MG Class
5 What are Multigrade Classes Lesson 7 :
The Nature of Multigrade Classes
Lesson 8: The Crucial Element of
Multigrade Class
6 The Challenges of Multigrade Lesson9 :
Classes The Multifaceted Nature of the
Multigrade Class
7 Partnership in the Lesson 10:
Multigrade Classes Partnership and Participation
8 Government and Peer Lesson 11:
Support Concerns of Teachers
9 MIDTERM
10-11 The Educational Lesson 12: Expectations of
Environment Education
Lesson 13: National Educational
Environment
Lesson 14: Structure and Role of
the National Authorities
Lesson 15: Professional Development
for Multigrade Teachers
12 Curriculum Adaptation Lesson 16: Curriculum requirements
13 Learning Experiences Lesson 17: Effective Teaching
Lesson 18: Gaining Control over
Small Groups
14 Management of Classes Lesson 19: Physical Environment
Lesson 20: Learning Environment
15-16 Teaching and Learning Lesson 21: Where to Find Materials
Materials
Lesson 22: How to make Materials

2
Lesson 23: The Use of Multimedia
Materials
17 Assessing Learning and Lesson 24: Monitoring, Record
Teaching Performance in Keeping and Evaluation
Multi-grade classes
18 FINAL EXAM

MODULE 3: Week 5
What are Multi-Grade
Classes?

Content
Case 1.1: Reaching
And Teaching in Two Multi-Grade School

Grading Multi-Grade

Classes Where are they found?


Why do they exist?

Objectives:
After learning about this module the learners will be able to:
1. Understand the nature of Multigrade School
2. Identify factors how MG exist.

Case 1.1
Reaching and Teaching in Two Multi-Grade School
From 2010 to 2011, I had the chance to reach and teach two
multigrade School in the District of Iba, The first school was
the Lupang Pangako Resettlement School, where the
displaced Aeta from the eruption of Mt. Pinatubo now
resides. I left home early in the morning using my single
mountain motorcycle bike; I have to travel at least two
hours of rugged path. When I descend from my motorbike, I
can see the school on the mountain-side, but I still have to
go a long distance. The village can be reached by crossing
farm lands, lots of farmlands. Last year some people died

3
with emergency cases due to transportation problem in
reaching the hospital on time. Inside the village, climbing
from the river, I follow a track along a mountain ridge
surrounded by cattle-posts and small fields. On the side of
the mountains, I see small homesteads of a few huts and
trees. It is around 8 o’clock, and children are coming now to
school. Some children have to walk more than one hour from
school to their homes, where chores, such as milking the
cows and fetching water, await them. I finally reach the old
school building, which consists of three rooms. The teachers
welcome me, and offer me some coffee and biscuits from
the school kitchen. As a new Teacher I have the option to
stay the night in the classroom, because there is no room for
the head teacher’s in the village. During the day, we discuss
the problems of teaching the curriculum in a way which is
relevant to the pupils. The teachers complain about the lack
of materials and other resources. The next day I have to
bring some food for the children so they can have something
in their stomach before the start of the class. After a year, I
was transferred to another Multigrade School, The Dona
Luisa Obieta Elementary School, which is about 18
Kilometres from the national highway. They have the same
set up. The school was situated at the top most part of the
Village called Olpoy. R.E.D.

Lesson 7: The Nature of Multi-Grade Classes


Grading

Grading, as a means of
separating groups of
students, was probably
introduced in the 1800s.
The grade, then,
quickly became the unit
of organization in the school, or any educational institution.

As a way of determining when a child was ready to move on, and as


one of the indicators of curricular achievement grade levels were
tied to age.

One class comprises students at one grade level. However


one grade level, depending on the size of the school, may
have several classes, all of which belong to the same grade
level, although not all students may perform at the same
level of competence.

4
Multigrade Classes

Assumptions are made about the ages when students


enter and leave the primary School system. However, not all
students perform at the same level. Some students do not
perform well and repeat a grade, while others enter the
school system at an earlier age. Multi-grade classes are
frequently found at schools, as shown in the Casel.1, in very
rural or remote communities, where populations are
scattered. In those areas there are not many teachers or
students, so one grade level includes students of different
ages. These students are in one class, and are taught by one
teacher, although there are different grade levels. For
example, one class may comprise students in grades 1 and 2,
or 3 and 4. Such a class is termed a MULTI-GRADE CLASS.

In this single class, students may, or may not, be of


different ages, but they learn and work at different levels of
competence. They are also called split grade classes, or
double grade classes. In some places, multi-grade teaching is
regarded as “Alternative Education”, or multi-grade classes
are regarded as “Combination Classes”. Traditionally multi-
grade classes most aptly describe the split grade or double
grade, classes. In these classes teachers are required to
teach more than one curriculum simultaneously.

As in all learning environments, students bring a great


diversity to these classes. The following list reflects some of
the diversities found among students, and which need to be
appreciated by teachers:

1. Age

2. Ability

3. Developmental level

4. Background

5. Experience

6. Motivation

7. Interest

5
Where are they found?
Multi-grade classes tend to be associated with the
“developing countries”, but they are also found in other
countries across the world. Some places in which they are
found are Peru, Sri Lanka, Norway, Vietnam, England,
France, the Caribbean, India, the United States,
NewZealand, Columbia and Samoa. These classes exist for a
wide variety of reasons.
Why do they exist?

Frequently multi-grade teaching is required not by


choice but through force of circumstances. The multi-grade
class may be a reflection of extreme socio-economic
constraints, or a small population (as in the case) in the
surrounding community. Most schools with multi-grade
classes do not have the adequate resources they need to hire
additional teachers, or build additional classrooms. They
lack essential support personnel, such as janitors or
administrative staff, and are unable to buy materials or
equipment, such as overhead projectors, computers or
photocopying machines.

Multi-grade classes may also be the result of


the geographical, socio-economic or cultural
conditions of the community or
neighborhood. Some of these factors are
mentioned later on in this unit.

In many countries, cultural practices require


children to perform domestic and agricultural chores, such
as caring for the elderly or younger siblings. For example
multi-grade classes in India, allow girls the flexibility to
continue their social traditions by doing kadai and zardosi
(needlework). In the United States of America, one multi-
grade school in a rural community was regarded as being a
very exclusive school. In some African schools, multi-grade
classes allowed the 3 to 6 year olds to participate in a school
readiness package, while the older students received a
primary-level education.

6
Possible Response

1. Each student could elaborate on the topic


below, as it relates to his/her own school.

Geographical factors

 The school is in a small community in a remote area, far away from


larger towns or villages, and where the population is small.

 It is for nomadic people, who are on the move all the time, so that
one teacher may stay with the group.

 There are rivers, roads and mountains, which are dangerous for
children to cross, and so it is necessary for them to attend school in
the village.

 Many mothers/parents migrate to the towns, and leave their


children in the care of their grandmothers.

Social factors

 All children should have equal access to education, independent of


where they live.

 The children should have access to education within their own


culture.

 Parents wish to send children to schools of their own religion.

 Parents wish to have a center of learning in their immediate


environment.

Cultural factors

 Students are a part of the community economy, and as a result they


have to perform certain chores (agricultural or handicraft skill)
before they go to school.

 Girls would not normally be afforded the opportunity to go to


school, since they have to be prepared to become home-makers

7
 Students are obliged to perform certain domestic chores before they
can go to school.

Possible Response

 Increase the levels of functional literacy and numeracy.

 Provide the opportunity for each student to go on to secondary


education.

 Prepare students for a variety of post-primary choices.

Summary
Multi-grade classes refer to one class of students, in which there are two or
more groups, each performing at different competence, or grade levels.
Multi-grade classes are found worldwide for various reasons.

The prime reasons for multi-grade classes may be placed into four major
categories:
 Low (or reduced) community population, possibly due to migration,
or an increased death rate;
 Poor economic conditions, resulting in inadequate teaching
resources;
 The persistence of cultural practices which would impede the
attendance of students at school;
 Geographical location of the school, which may be in a remote,
inaccessible village;
 Some students may be mentally challenged, and there are no
provisions for special education nearby.

Communities benefit from multi-grade classes as they probably:

 Increase the levels of functional literacy and numeracy in the


community;

 Create opportunities for post-primary choices;

 Prepare students for secondary level education.

8
The Next Unit

In this unit there has been some attempt to answer the


question, “What are Multi-Grade Classes ?” It has been
established that multigrade classes are not confined to the
“developing world,” but are an international phenomenon. It
is clear that there are a number of advantages and benefits to
be gained from multi-grade classes.

In the unit that follows discussions are based upon “The


Challenges of Multi-grade Classes.”

Common questions

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Teachers in multigrade classrooms face numerous challenges, such as lack of resources and materials, which makes it difficult to teach multiple curricula simultaneously . Geographical isolation and socio-economic constraints often lead to insufficient support personnel and equipment, exacerbating the issue . These challenges affect teaching by requiring educators to be highly adaptable, resourceful, and capable of simultaneously managing students of different ages and abilities .

Multigrade classes emerged in response to educational needs in rural or resource-scarce areas . Historically seen as a necessity rather than choice, they have evolved into a globally recognized model, addressing the diverse educational landscapes of developing and developed countries alike . Over time, multigrade education has adapted to incorporate modern pedagogical practices, despite facing persistent challenges such as resource shortages in various regions . Many countries continue to refine and support this model to ensure it meets contemporary educational standards .

Multigrade classrooms can increase functional literacy and numeracy, thus improving overall educational attainment in the community . They also provide educational continuity in regions where alternative schooling options are unavailable, fostering greater post-primary educational opportunities . By integrating students of various ages and abilities, these schools can promote a sense of community and cooperation, enhancing social cohesion .

Cultural practices often dictate that children participate in domestic and agricultural chores, impacting their school attendance and performance . For example, girls might be required to help with family duties, limiting their educational opportunities . Educators in multigrade settings must be culturally sensitive and flexible, adapting their teaching schedules and methods to accommodate these practices and ensure inclusive education .

Geographical factors, such as schools located in remote areas with small populations, necessitate multigrade classes to ensure access to education . Socio-economic factors, including the inability to afford additional teachers or facilities, often force schools to combine grades into single classes . These classes are a pragmatic solution to ensure educational coverage in sparsely populated or impoverished regions .

Government and peer support are crucial in providing training, professional development, and resources necessary for multigrade teachers . These supports help teachers develop strategies for managing diverse classrooms and improve teaching effectiveness . Peer networks also offer a platform for sharing best practices and resources, thus enhancing teaching quality and reducing teacher isolation .

Teachers can implement differentiated instruction strategies to cater to the diverse needs of students in multigrade classes. This includes designing activities that accommodate various ability levels and utilizing peer teaching to foster collaborative learning . Additionally, maximizing the use of limited resources by integrating multimedia materials and developing customized learning materials can also enhance engagement and learning outcomes .

Multigrade teaching can be as effective as traditional models, provided teachers are well-trained and supported. It encourages personalized learning and fosters collaboration among students of different ages and abilities . However, the lack of resources and preparatory training can hinder its effectiveness compared to single-grade classes, which usually have more structured curricula and support . The success of multigrade teaching largely depends on the adaptability of teachers and the availability of adequate resources .

The physical environment significantly influences learning outcomes in multigrade classes. An inadequate learning environment, such as poorly equipped or overcrowded classrooms, can hinder student engagement and performance . Conversely, a well-organized and resource-rich setting can facilitate better concentration and interaction among students, ultimately enhancing learning outcomes. Teachers must creatively utilize and adapt their physical space to optimize educational experiences despite resource constraints .

Legal frameworks in the Philippines support multigrade classes to ensure equitable access to education, especially in remote and rural areas . These frameworks are part of broader educational policies aimed at promoting inclusivity and addressing diverse educational needs. They facilitate the allocation of resources and implementation of multigrade teaching strategies, aiming to enhance educational coverage and quality across diverse socio-economic and geographical landscapes .

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