ISO CERTIFIED Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
Website: www.cbsua.edu.ph
Email Address: ca.calabanga@cbsua.edu.ph
Trunkline: (054) 881-3258

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning experiences
2. Generate new knowledge and technologies
VISION 3. Engage and empower communities
4. Intensify internationalization and resource generation
An Agricultural Research University of Global Standards initiatives
5. Establish one e-governance system
6. Enhance management of university resources
MISSION
GUIDING VALUES
Leading innovations, building resilient and sustainable
communities  Quality and Excellence  Teamwork and Unity
 Professionalism  Liberalism
 Institutional Pride
INTEGRATED MANAGEMENT POLICY
The Central Bicol State University of Agriculture is CORE PRINCIPLES
committed to lead innovations in instruction, research, extension,
and resource generation for client’s satisfaction, uphold its core  Discipline
values and principles, protect the environment by satisfying all  Respect
applicable standards and legal requirements through the  Care
continual improvement of its integrated management system.

UNIVERSITY
COLLEGE GOALS GOALS
1 2 3 4
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 1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of
instruction, research and publication, and extension;
2. Promote quality teacher education programs that prepare world-class teachers;
3. Develop relevant and responsive educational technologies through research;
4. Catalyze development through community engagement; and
5. Promote e-governance system.
6. Improve human and physical resources.

PROGRAM OUTCOMES COLLEGE GOALS

1 2 3 4 5
After four years, the graduates of the BEEd and BSEd program shall:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery
and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

COURSE SYLLABUS

1. Course Code ELEC 1

2. Course Name
3. Course Description
CBSUA-CAL-SYL-COE-GEC11
Effectivity Date: July 14, 2021
Teaching Multi Grade Classes
This is course in implementation of multi- grade course that deals with the theories, principles and concepts of
multi grade learners and classes. It includes pedagogical approaches and contextualized learning
Rev.: 0
Page 2 of 10
 environments for the different grade and age levels are grouped for institution in different schools’ situations.

4. Credit Units 3 Units

5. Contact Hours 3 hours per week
6. Prerequisite None
Program
7. Course Learning Outcome Outcomes
At the end of the course, the students must be able to:
a b c d
1. Demonstrate an understanding of the theories, principles and concept of multi- grade classrooms. D D D D
2. Demonstrate an awareness and understanding of how children at different ages learn. D D D D
3. Demonstrate knowledge and understanding of effective cross- grade instruction strategies in content areas. D D D D
4. Demonstrate knowledge and understanding of integrated lesson planning and design sample lesson plans for
D D D D
multi- grade classroom.
5. Demonstrate knowledge and understanding of appropriate strategies used to assess and plan for the needs of
D D D D
all children.
6. Apply pedagogies of learning and teaching appropriate for multi- grade classes.
*Level; I- Introductory, P-Practice, E-Enabling, D-Demonstrative

8. Course Coverage

Time Intended Learning Outcome Teaching and Learning

Topics Assessment Task
Allotment (ILOs) Activities

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 Week 1 At the end of the learning
experience, the students will be Pre- Competency
able to: Post Competency

a. Inculcate in them the sense

of pride and core values of Unit 1: Orientation
CBSUA CBSUA PVMGO
b. Orient students about the Quality Policy - Present University
course, its requirements Core Values video clippings
College Goals - University Virtual
Course Syllabus Tour
Course Requirements - Presentation
Grading System University PVMGO
University /College Policies
Classroom Policies & Guidelines

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 a. PowerPoint
Week 2-3 At the end of the units, the Presentation posted in
students will be able to: VLP Pre- Competency
b. Google meet Post Competency
a. Define the term multigrade synchronous lesson
b. Discuss the current c. Modules for
developments in curriculum asynchronous
Module 1: Introduction to
reform, and the advantages activities
Multigrade Teaching
of multigrade teaching to
promote access in PNG.
a. What is Multigrade
c. Demonstrate awareness of
teaching
Multigrade policies and
practices in PNG schools.
b. Multigrade policy and
practices in schools

c. Structuring the
Multigrade School/ Class

Week 4 At the end of the units, the Module 2: Research on Multi- a. PowerPoint
students will be able to: grade both regional and Presentation posted in Pre- Competency
a. Understand the basic principle International VLP
underlying multi grade class. b. Google meet Post Competency
b. demonstrates the different a. Basic principle synchronous lesson
support for multi grade teaching. underlying multi grade c. Modules for
c. enumerates the different multi asynchronous activities
grade program in the Philippine class
Education. b. Teacher support for
Multi grade teaching
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 c. Multi grade program in
the Philippine Education

Week 5 At the end of the units, the . PowerPoint

students will be able to: Presentation posted in Pre- Competency
a. Identify factors to be VLP
considered in designing a b. Google meet Post Competency
timetable and briefly state how synchronous lesson
they affect the design. c. Modules for
b. Discuss different approaches to asynchronous activities
designing a table Module 3: Timetabling Multi
c. Design a time table for a given grade teaching
situation and be able to justify
the choice.

Week 6 Assessment 1 Creating instructional aid suitable for Multigrade teaching

At the end of the units, the Module 4: Managing a. PowerPoint
Week 7-9 students will be able to: Multigrade classroom Presentation posted in
a. Develop understanding a. Understanding the current VLP Pre- Competency
in managing multigrade context and creating a future b. Google meet
classroom. vision synchronous lesson Post Competency
b. Establishing good b. Preparing the classroom c. Modules for
classroom management c. Organizing group activities asynchronous activities
c. Demonstrate efficient d. Being efficient and flexible in
time management. the use of time

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 At the end of the unit, the students
Week 10-11 will be able to:
a. Adapt the lesson plan
being used in a multigrade
setting.
b. Demonstrate the different
learning materials that is
useful in teaching multi
grade class.
Module 5: Teaching Effectively a. PowerPoint
in a Multigrade classroom Presentation posted in Pre- Competency
a. Adapting the curriculum and VLP
lesson plan b. Google meet Post Competency
b. Developing teaching and synchronous lesson
learning materials c. Modules for
asynchronous activities

Week 12 Assessment 2: Lesson planning with Online Demo Teaching

At the end of the unit, the students Module 6: Teaching strategies a. PowerPoint
Week 13 will be able to: for Multi grade setting Presentation posted in Pre- Competency
a. Using Positive Discipline VLP
a. Identify different b. Google meet Post Competency
teaching strategies for multi synchronous lesson
grade class. c. Modules for
asynchronous activities

At the end of the unit, the students Module 7: Assessing Learning a. PowerPoint
Week 14-15 will be able to: and teaching performance in Presentation posted in Pre- Competency
a. Identify learning and Multi grade class VLP
teaching performance b. Google meet Post Competency
b. Evaluate learning synchronous lesson
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 outcomes of the diverse
students. c. Modules for
asynchronous activities
.

At the end of the unit, the students Module 8: Good Multigrade a. PowerPoint
Week 16-17 will be able to: Programs and Practices Presentation posted in Pre- Competency
a. Recognize good multigrade VLP
programs b. Google meet Post Competency
b. Develop best practices synchronous lesson

c. Modules for
asynchronous activities

Week 18 Assessment 3: Test Examination

10. http://multigrade.ioe.ac.uk/bibliography/annotated%20bibliography%20H-M.pdf
References
https://www.researchgate.net/publication/44818872_Multigrade_teaching_a_review_of_research_and_practice

http://www.education.gov.pg/TISER/documents/pastep/pd-mt-2-managing-multigrade-classroom-student.pdf

Gardner,H. (1993) Multiple intelligences. The theory in practice. New York: Basic Books.

Glasgow, A., Mcmary,S.J., & Hicks, C.D. (2006). What successful teachers do in diverse classrooms. CA: Corwin Press.

Collingwood, I. (1991). Multiclass Teaching in the Primary School. UNESCO. Lauer, S. (2000). Learning Centres. Materials and sessions

presented at the PASTEP 3rd National Workshop, October, 2000. Mannison, M. (1998). Interactive Teaching Strategies. NB Publications:

Australia. McClay, J. (1996). The Multi-Age Classroom. Hawker Brownlow: Australia. Slavin, R. (1995), Co-operative Learning. Allyn and

Bacon: Sydney. The Journal of the Multiage Association of Queensland Free to Learn.

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10. References
http://multigrade.ioe.ac.uk/bibliography/annotated%20bibliography%20H-M.pdf

https://www.researchgate.net/publication/44818872_Multigrade_teaching_a_review_of_research_and_practice

http://www.education.gov.pg/TISER/documents/pastep/pd-mt-2-managing-multigrade-classroom-student.pdf

Gardner,H. (1993) Multiple intelligences. The theory in practice. New York: Basic Books.

Glasgow, A., Mcmary,S.J., & Hicks, C.D. (2006). What successful teachers do in diverse classrooms. CA: Corwin Press.

Collingwood, I. (1991). Multiclass Teaching in the Primary School. UNESCO. Lauer, S. (2000). Learning Centres. Materials and

sessions presented at the PASTEP 3rd National Workshop, October, 2000. Mannison, M. (1998). Interactive Teaching Strategies.

NB Publications: Australia. McClay, J. (1996). The Multi-Age Classroom. Hawker Brownlow: Australia. Slavin, R. (1995), Co-
CBSUA-CAL-SYL-COE-GEC11 Rev.: 0
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 operative Learning. Allyn and Bacon: Sydney. The Journal of the Multiage Association of Queensland Free to Learn.

Course Title: Prepared by: Recommending Approval: Approved by:

ELEC 1 Teaching Multi

Grade Classes
JESSICA R. BALDEMOR JENELYN C. AGUELO Ph.D.

Date Effective:
AURORA DS. BESMONTE Ed.D

Instructor Chairperson, Dean, College of Education

1st Semester SY 2020-2021 BEED, Program

Date Signed:

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