Republic of the Philippines

EASTERN VISAYAS CENTRAL COLLEGES

“Pioneer in Criminal Justice Education in Samar Islands, Region VIII”
Catarman, Northern Samar

Course Syllabus in Teaching Multi-Grade Classes

2nd Semester S.Y 2020-2021

I. VISION

Eastern Visayas Central Colleges, Inc. in solidarity with its people, commits itself to the constitutional mandate of educating the youth by giving knowledge about
modern technology and skills that will affect personal and social change and will achieve successful future.

II. MISSION

The Eastern Visayas Central Colleges, Inc., envision itself as a centre of academic excellence establish for the purpose of molding the mind of the Filipino youth
dedicated to the service of God, country and humanity.
An institution committed to render high quality education that generates jobs in globally competitive skills.
In the attainment of this mission, it binds itself to the highest standard of competence, integrity and dedication.

III. GOALS
To actualize its underlying philosophy of educational service, Eastern Visayas Central Colleges, Inc., envisions the following goals:

1. Promotion of ultimate understanding between faith and reasons faith and reasons leading to the application of knowledge about man, nature, and God.
2. Integral formation of the society and the advancement of technology for global competitiveness.
3. Development of well-rounded, professional expertise and knowledge in an atmosphere of academic freedom.
4. Preservation enrichment and propagation of Filipino culture heritage based on principle and values rooted upon a sense of history and tradition.
5. Recognition of the vital role of the individual not only as a citizen with total freedom protected by law, but also working for national development and promotion of
universal good.
IV. COURSE NUMBER: MULTI
V. COURSE TITLE: Teaching Multi-Grade Classes
VI. COURSE PREREQUISITES: NONE
VII. COURSE UNIT: 3 units
VIII. COURSE DURATION: 54 HOURS
IX. COURSE DESCRIPTION

This is a course in implementation of Multi-grade classes that deals with the theories, principles and concept of multi-grade learners and classes. It
includes pedagogical approaches and contextualized learning environments for the different grade and age levels are grouped for the instructions in
different school situations.

X. COURSE learning outcome:

At the end of the course, students should be able to
1. Demonstrate in-depth understanding of the theories, principles and concepts of multi-grade learners and classes.
2. Display knowledge and skills in pedagogical approaches and contextualized learning environment for the different grade and age levels of learners.
3. Design assessment tools for assessing learning in multi-grade classes.
4. Employ teaching approaches and strategies in teaching effectively in a multi-grade classroom.
 COURSE OUTLINE AND TIME FRAMEWORK

Time Allotment Topic

PRELIMINARY EXAMINATION I. Overview of the course
II. What is a multi-grade classroom?
III. The nature of multi-grade teaching?

MIDTERM EXAMINATION I. The challenges of multi-Grade Classes

II. Partnership

SEMI FINAL I. Government and Peer Support

EXAMINATION II. The Educational Environment

FINAL EXAMINATION I. Teaching effectively in a Multi-grade Classroom

II. Assessing Learning and Teaching Performance in Multi-Grade Classes

XI. COURSE REQUIREMENTS

Recitation/participation - 10%
Major examination - 40%
(Prelim, Midterm, Semi-finals & Finals)
Project/ Requirements - 20%
Activity/quizzes - 20%
Attendance - 10%
------------
Total 100%

XII. METHODOLOGY/ TECHNIQUES

 Lecture Discussion
  Brainstorming (Individual/Group)
 Oral activity
 Module
 Online

XIII. REFERENCES

Hyry-Beihammer, E. & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland.
10.1108/S1479-368720150000022005 avaliable online at
https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austri
a_and_Finland/citation/download

Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000125919

Sağ, R. (2009). Becoming a Teacher in Multigrade Classes. Electronic Journal of Social Sciences, 8(28), 20–39. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=42849161&site =ehost-live

Salend, Spencer J.(2011). Creating inclusive classrooms : effective and reflective practices. Boston: Pearson Education.

Taole, M. J. (2017). Identifying the Professional Knowledge Base for Multigrade Teaching. Gender & Behaviour, 15(4), 10419–10434. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=127653257&sit e=ehost-live.

Temple, Charles. (2008). All children read: teaching for literacy in today's diverse classrooms. Boston: Pearson Education.

Prepared by: Noted: Approved by:

JULIET MARIE B. MIJARES MRS. CHONA MANGADO Dr. JACOB CHINO F. MEIMBAN
Subject Teacher Dean, College of Education Founder/President