Bato Institute of Science and Technology

Dolho, Bato, Leyte

bistreg@yahoo.com

BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT

Outcomes-Based Education (OBE) Course Design/Syllabus in (ELECTIVE 1 – Teaching Multi Grades Classes)
Date: August 10, 2021

Schedules: BEED 3d Day: FS Time: 5:30-6:30 Room: JH 4 BEED 3c Day: FS Time: 6:30-7:30 Room: JH 4

I. INSTITUTION
Vision: A high performing Science and Technology institute committed to produce optimistic, versatile and productive individuals who
would be contributors to a strong and happy nation.

Mission: To develop optimistic, versatile and productive individuals proficient in generating better ways of living towards a peaceful and
environment-friendly society.

Core Values: Ingenuity, Nationalism, Self-reliance, Productivity, Integrity, Reliability, Excellence, Dynamism

Institutional Outcome: Quality And Excellence In Producing Innovative And Happy Individuals

II. DEPARTMENT – BEED Department

Goals: The integral transformation of individuals who are competent, disciplined, committed, and God-fearing prepared to shape future
pedagogies with positive attitudes and outlooks in life, with multi-disciplined skills, and with honest motivations and influences in life.
.

Program Objectives:
1. Provide for all students a general education that will promote national identity, cultural consciousness, moral integrity and spiritual
vigor.
2. Equip them with the necessary knowledge, skills, attitudes and values for them to become successful elementary school teachers in
our country.
3. Expose them to the real world of elementary education for them to acquire best strategies worthy of adaption in improving their
learning encounters with students.
 4. Develop an attitude of honest access to the technology in their researches and case study analyses relevant in improving their
classroom management skills an
5. Require them to seriously attend the review of the teacher’s licensure, examination for them to acquire relevant techniques in
passing the said test.

Department Outcome: Competent, discipline, committed, optimistic, and God-fearing future Elementary School Teachers.

III. PROGRAM/DEGREE OUTCOMES: Based on CMO No. 30, s. 2004, Art. IV, Section 6, graduates of a BEED program are teachers who:
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
2. Have a deep and principle understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes;
4. Have meaning and comprehensive knowledge of the subject matter they will teach;
5. Can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches);
6. Have direct experiences in the field/classroom (e.g. Classroom Observations, teaching assistance, practice teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching professions;
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
9. Can reflect on the relationship among the teaching process skills, the learning processing in the students, the nature of the content/ subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
10. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

IV. COURSE CODE AND TITLE : (ELECTIVE 1 – Teaching MultiGrades Classes)

Course Credit/Units : 3 units
Prerequisites : NONE
School Year/Semester Offered : 2021-2022, First Semester

COURSE DESCRIPTION: This is a course in implementation of multi-grade classes that deals with the theories, principles and concepts of multi-grade
learners and classes. It includes pedagogical approaches and contextualized learning environments for the different grade and age levels are grouped for instructions
in different school situations.
 V. COURSE/SUBJECT OUTCOMES:

By the end of this course, students must have:

1. Demonstrate in-depth understanding of the theories, principles and concepts of multigrade 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. Intends to equip students about the contents and features of the Multigrade BOW and helps students understand the importance of using the BOW as an
instructional resource.
4. Intends to acquaint students with the parts and features of the MG-DLP (Multigrade Daily lesson plan/lesson exemplars) Helps students understand how such
parts were woven to come up with a lesson plan suited to the grade level combinations that the multi-grade teachers are handling.
5. Design assessment tools for assessing learning in multi-grade classes
6. Employ teaching approaches and strategies in teaching effectively in a multigrade classroom.

VI. COURSE DESIGN MATRIX:

TIME INTENDED LEARNING COURSE OUTLINE OUTCOMES-BASED ASSESSMENT OF COURSE

TABLE OUTCOMES (ILO) TEACHING AND LEARNING MATERIALS
LEARNING (OBTL) OUTCOMES
(ALO)
Week 1 At the end of the module, the Module 0: Vision, Mission, Multimedia Instruction Rubrics  Google Education
(August 16-20, students must have: Core Values, and Outcomes Web-based Instruction Quiz Applications
2021) 1. recited and explained the 1. The Vision and Mission of
vision and mission of the BIST
school; 2. The Core Values and
2. recited and explained the core Institutional Outcome of
values, institutional outcome BIST
including the department’s 3. The BEED Department
goals and objectives. goals
4. The BEED Program
Objectives

PRELIM PERIOD
 At the end of the module, the Module 1 – MPPE Overview  Asynchronous  Quiz  Self Learning
students must have: Online Assignment Module
1. Identified information on Lesson 1 – The Multigrade Instructions in the  Electronic Self
Multigrade Program in Philippine Program in Philippine  Synchronous Module Learning Module
Education (MPPE) such as: Education Online  Essay in  Self-Made
a. Policies, Instructions Google Lecture Videos
b. Definition, Lesson 2 – Programs and  Multimedia Classroom  Educational
c. Program components Components of multigrade Instruction  Quiz in Videos from
2. Identified MPPE support programs teaching  Video Google Youtube
in the region/ division/district/ Presentations Forms  Google Education
school.  Web-based  Essay in Applications
3. Appreciated the Multigrade Instruction Google
Program in Philippine Education  Collaborative Forms
(MPPE) as part of the educational Learning  Rubrics
system in our country.
 Video
Conferencing
Week 2 At the end of the module, the Module 2 – Basic Principle  Asynchronous  Quiz  Self Learning
(August 23-27, students must have: Underlying Multigrade Online Assignment Module
2021) 1. Identifies information on Teaching Instructions in the  Electronic Self
Multigrade Program in Philippine  Synchronous Module Learning Module
Education (MPPE) such as: Lesson 3 – Basic Principle Online  Essay in  Self-Made
a. Support programs, and Underlying Multigrade Instructions Google Lecture Videos
b. Expected benefits Teaching- Explained  Multimedia Classroom  Educational
Instruction  Quiz in Videos from
2. Understood the Advantages & Lesson 4 – Advantages &  Video Google Youtube
Challenges of Multigrade Classes Challenges of Multigrade Presentations Forms  Google Education
Classes  Web-based  Essay in Applications
3. Appreciated the Multigrade Instruction Google
Program in Philippine Education  Collaborative Forms
(MPPE) as part of the educational Learning  Rubrics
system in our country.
 Video
Conferencing
Week 3 At the end of the module, the Module 3 – Learner’s  Asynchronous  Quiz  Self Learning
(August 30- students must have: Diversity Online Assignment Module
Sept. 3, 2021) 1. Defined what is learners’ Instructions in the  Electronic Self
diversity. Lesson 5 – Factors that  Synchronous Module Learning Module
Bring Online  Essay in  Self-Made
2. Identified the factors that affect About the Pupils’ Diversity Instructions Google Lecture Videos
learners’ diversity.  Multimedia Classroom  Educational
Lesson 6 - How Pupils’ Instruction  Quiz in Videos from
3. Given the implication of having Diversity Improves the  Video Google Youtube
enough knowledge on learners’ Learning Environment Presentations Forms  Google Education
diversity.  Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
Conferencing
Week 4 At the end of the module, the Module 4 – Learning  Asynchronous  Quiz  Self Learning
(Sept. 6-10, students must have: Opportunities for Diverse Online Assignment Module
2021) Learners Instructions in the  Electronic Self
1. Defined what is learners’  Synchronous Module Learning Module
diversity. Lesson 7 – Benefits and Online  Essay in  Self-Made
Learning Opportunities that Instructions Google Lecture Videos
2. Identified the factors that affect Pupil Diversity can Bring  Multimedia Classroom  Educational
learners’ diversity. Instruction  Quiz in Videos from
Lesson 8 – Differentiated  Video Google Youtube
3. Given the implication of having Instruction Presentations Forms  Google Education
enough knowledge on learners’  Web-based  Essay in Applications
diversity. Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
Conferencing

Week 5
(Sept. 15, 16 &
17, 2021) P RELIMINARY EXAMINATION
Week 6 MID-TERM PERIOD  Asynchronous  Quiz  Self Learning
(Sept. 20-24, At the end of the module, the Module 5 – Multigrade Online Assignment Module
2021) students must have: Classroom in the Instructions in the  Electronic Self
1. Identified the human Community  Synchronous Module Learning Module
resources in a multigrade Online  Essay in  Self-Made
environment that contributed Lesson 9 – Linking-Up Instructions Google Lecture Videos
to an effective teaching and  Multimedia Classroom  Educational
learning. Lesson 10 – Importance of Instruction  Quiz in Videos from
2. Enumerated ways of gaining Multigrade Classroom in the  Video Google Youtube
the support of the parents and Community Presentations Forms  Google Education
the community in the  Web-based  Essay in Applications
multigrade classroom. Instruction Google
3. Appreciated the importance  Collaborative Forms
of community linking up in a Learning  Rubrics
multigrade system.
 Video
Conferencing
Week 7 At the end of the module, the Module 6 – Functions and  Asynchronous  Quiz  Self Learning
(Sept. 27- Oct. students must have: Roles of the Multigrade Online Assignment Module
1, 2021) 1. Identified the functions and Teacher Instructions in the  Electronic Self
roles of the multigrade  Synchronous Module Learning Module
teacher. Lesson 11 – Functions of the Online  Essay in  Self-Made
2. Appreciated the roles of a Multigrade Teacher Instructions Google Lecture Videos
multigrade teacher.  Multimedia Classroom  Educational
Lesson 12 – Roles of the Instruction  Quiz in Videos from
Multigrade Teacher  Video Google Youtube
Presentations Forms  Google Education
 Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
 Conferencing
Week 8 At the end of the module, the Module 7 – Classroom  Asynchronous  Quiz  Self Learning
(Oct. 4-8, students must have: Management in an MG Online Assignment Module
2021) 1. Identified the three Classroom Instructions in the  Electronic Self
dimensions of classroom  Synchronous Module Learning Module
management Lesson 13 – Three Online  Essay in  Self-Made
2. Distinguished classroom dimensions of classroom Instructions Google Lecture Videos
management tips for management  Multimedia Classroom  Educational
multigrade teachers Instruction  Quiz in Videos from
Lesson 14 – Classroom  Video Google Youtube
Management Tips for MG Presentations Forms  Google Education
Teachers  Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
Conferencing
Week 9
(Oct. 13, 14 &
15, 2021) MID–TERM EXAMINATION
Week 10 PRE-FINAL PERIOD  Asynchronous  Quiz  Self Learning
(Oct. 18-22, At the end of the module, the Module 8 – Learning Online Assignment Module
2021) students must have: Support System Instructions in the  Electronic Self
1. Understood what is Learning Classroom Structuring and  Synchronous Module Learning Module
Support System used in MG Arrangements Online  Essay in  Self-Made
classes; Instructions Google Lecture Videos
2. applied the principles in Lesson 15 – Policies  Multimedia Classroom  Educational
structuring MG classrooms; underlying Learning Support Instruction  Quiz in Videos from
and System  Video Google Youtube
3. appreciated the importance of Presentations Forms  Google Education
MG classrooms structuring Lesson 16 – Classroom  Web-based  Essay in Applications
and arrangements Structuring and Instruction Google
Arrangements  Collaborative Forms
 Rubrics
 Learning
 Video
Conferencing
Week 11 At the end of the module, the Module 9 – Instructional  Asynchronous  Quiz  Self Learning
(Oct. 25-29, students must have: Strategies and Activities in Online Assignment Module
2021) 1. Identified some instructional the Instructions in the  Electronic Self
strategies appropriate for MG MultiGrade Classroom  Synchronous Module Learning Module
classes. Online  Essay in  Self-Made
2. Discussed these strategies to Lesson 17 – Strategies and Instructions Google Lecture Videos
maximize learning in the MG Activities in the  Multimedia Classroom  Educational
classes. MultiGrade Classroom Instruction  Quiz in Videos from
3. Made plans of actions on how  Video Google Youtube
to improve teaching in the Lesson 18 – Implications for Presentations Forms  Google Education
MG classes. Instructional Strategies in  Web-based  Essay in Applications
4. Appreciated the importance MG Teaching Instruction Google
of these strategies in teaching  Collaborative Forms
MG Learning  Rubrics
 Video
Conferencing
Week 12 At the end of the module, the Module 10 – The  Asynchronous  Quiz  Self Learning
(Nov. 1-5, students must have: Multigrade Budget of Work Online Assignment Module
2021) 1. To familiarize oneself with (BOW) Instructions in the  Electronic Self
the contents and purpose of  Synchronous Module Learning Module
the Multigrade Budget of Lesson 19 – Getting to know Online  Essay in  Self-Made
Work the MG-BOW Instructions Google Lecture Videos
2. To appreciate the benefits of  Multimedia Classroom  Educational
the BOW as a tool in helping Lesson 20 – Enhancement of Instruction  Quiz in Videos from
multigrade teachers in their the MG-BOW  Video Google Youtube
lesson preparation; Presentations Forms  Google Education
 Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
  Video
Conferencing
Week 13
(Nov. 10, 11 &
12, 2021) PRE–FINAL EXAMINATION
Week 14 FINAL PERIOD Module 11 – TEACHING  Asynchronous  Quiz  Self Learning
(Nov. 15-19, At the end of the module, the SCHEMES in Online Assignment Module
2021) students must have: MULTIGRADE Instructions in the  Electronic Self
1. explained the purpose of  Synchronous Module Learning Module
knowing the different Lesson 21 – Teaching Online  Essay in  Self-Made
teaching schemes in MG; and Schemes Instructions Google Lecture Videos
2. identified the the different  Multimedia Classroom  Educational
types of styles/schemes used Lesson 22 – How to apply it Instruction  Quiz in Videos from
in preparing MG lesson in making Lesson Plans  Video Google Youtube
plans. Presentations Forms  Google Education
 Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
Conferencing
Week 15 At the end of the module, the Module 12 – MODIFIED  Asynchronous  Quiz  Self Learning
(Nov. 22-26, students must have: CURRICULUM Online Assignment Module
2021) 1. Learned what is a Modified Instructions in the  Electronic Self
Curriculum (Subject Lesson 23 – Kinds of  Synchronous Module Learning Module
Grouping); and modified curriculum Online  Essay in  Self-Made
2. Applied the knowledge and Instructions Google Lecture Videos
skills learned from this Lesson 24 – Subject  Multimedia Classroom  Educational
modified curriculum. Grouping Instruction  Quiz in Videos from
 Video Google Youtube
Presentations Forms  Google Education
 Web-based  Essay in Applications
Instruction Google
Forms
  Collaborative  Rubrics
Learning
 Video
Conferencing
Week 16 At the end of the module, the Module 13 – A Walkthrough  Asynchronous  Quiz  Self Learning
(Nov. 29 – students must have: of the Multigrade Daily Online Assignment Module
Dec. 3, 2021) 1. acquainted teachers with the Lesson Plan Instructions in the  Electronic Self
parts and features of the  Synchronous Module Learning Module
lesson plan/lesson exemplars; Lesson 25 – Comparing the Online  Essay in  Self-Made
and MG-DLP with the Instructions Google Lecture Videos
2. helped students understand Monograde DLP  Multimedia Classroom  Educational
how such parts were woven Instruction  Quiz in Videos from
to come up with a lesson plan  Video Google Youtube
suited to the grade level Presentations Forms  Google Education
combinations.  Web-based  Essay in Applications
Instruction Google
 Collaborative Forms
Learning  Rubrics
 Video
Conferencing
Week 17 At the end of the module, the Module 14 – Steps in  Asynchronous  Quiz  Self Learning
(Dec. 6-10, students must have: Preparing a Multigrade Online Assignment Module
2021) 1. identified the process and Daily Lesson Plan (MG- Instructions in the  Electronic Self
guidelines in preparing the DLP)  Synchronous Module Learning Module
Multigrade Daily Lesson Plan Online  Essay in  Self-Made
(MG-DLP). Lesson 26 – Exploring the Instructions Google Lecture Videos
2. deepened understanding of MG-DLP  Multimedia Classroom  Educational
the different teaching Instruction  Quiz in Videos from
schemes in preparing an MG-  Video Google Youtube
DLP Presentations Forms  Google Education
3. exhibited eagerness in doing  Web-based  Essay in Applications
the assigned task Instruction Google
 Collaborative Forms
 Learning  Rubrics
 Video
Conferencing
Week 18
(Dec. 13, 14 &
15, 2021) FINAL EXAMINATION
VII. COURSE POLICIES AND EXPECTATIONS

7.1 Attendance is a MUST. Attendance in all classes is required. In Blended Learning (combination of Modular and Online), being present in class means that
you have submitted all the activities and assignment in the Module for the week. Here are the weekly points for attendance to be observed:
3 points - for complete on-time submission of assignment and activities;
2 points - for partial on-time submission of assignment or late submission of assignment with valid reason;
1 point - for late submission of assignment with invalid reason;
0 point - for no submission. Students must contact the Instructor and explain the reason(s) for late submission.

7.2 Academic Dishonesty. The most common forms of academic dishonesty are cheating and plagiarism.
Cheating includes but is not limited to:
o Submitting material in an assignment, quizzes, essays or examinations that is not yours as part of your performance, such as copying from
another student’s answer, allowing another student to copy from your exam.
o Using information or devices not allowed by the faculty; such as formulas or a computer program or data, or unauthorized materials, such as a
copy of an examination before it is given.
o Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation.
o Collaborating with others on assignments without the instructor's consent.
o Cooperating with or helping another student to cheat.
o Other forms of dishonest behavior, such as having another person take an exam for you, altering exam answers and requesting the exam be re-
graded.
o Communicating with anyone other than a proctor or instructor during an exam.

Plagiarism includes, but is not limited to:

o Directly quoting the words of others without using quotation marks or indented format to identify them.
o Using altered wording, materials or ideas of others without properly identifying their source.
o Representing an idea or strategy that is significant in one’s own work as one’s own when it comes from someone else.
 When Academic misconduct is suspected, the Instructor has the option to recommend a full range of disciplinary sanctions available to the Student Conduct
from the Office of Student Affairs (OSAS).

If you are unsure about something that you want to do or the proper use of materials, then ask your instructor for clarification.

7.3 Disruptive behaviors. Students are expected to comply with the school regulations regarding appropriate off-line or online classroom behavior. Some
specific examples (but not limited to) of disruptive behavior that may not be tolerated in this class are:
o Posting rude, disrespectful, offensive or inappropriate comments in discussion boards
o Unauthorized sharing of information posted in a course discussion board
o Posting inappropriate links to websites
o Spamming classmates email with inappropriate messages
o Violating netiquette rules

7.4 Netiquette Rules.

o Be kind and professional. Make a point to be kind and respectful in your comments—even if you disagree with someone.
o Don’t abuse the chat box. The class chat box isn’t an instant messenger like you’d use with friends. Treat it like the learning tool it’s meant to be, and try
not to distract your classmates with off-topic discussions.
o TYPING IN ALL CAPS IS INAPPROPRIATE. Most readers tend to perceive it as shouting and will have a hard time taking what you say seriously, no
matter how intelligent your response may be.
o Submit files the right way. You won’t be printing assignments and handing to them to your teacher in person, so knowing how to properly submit your
work online is key to your success as an online student. Online course instructors often establish ground rules for file assignment submissions, like
naming conventions that help them keep things organized or acceptable file formats.
o Read first. Take some time to read through each of the previous discussion post responses before writing your own response. 
o Think before you click. What you share in an online classroom is part of a permanent digital record. Whether or not privacy settings are in place, the
internet has a tendency to house things forever, and what you say privately can easily become public. It's worth taking a moment to reflect before hitting
the send button.

7.5 Consultation Hours. All Instructors (Full time and Part-time) will make themselves available for at least 30 minutes per school days at designated hours
found in the Course Syllabus in order to allow students to consult on issues related to their subjects. Students are encouraged to chat/message their Instructors
for any concerns, questions or assistance during consultation hours only. Please respect the Instructor’s worktime and personal time.
 7.6 Submissions. Although we implement Flexible Learning, as much as possible, timely submission of assignments and written requirements will be followed.
This is due to rampant INC grades of students during the previous semesters. We try to be lenient only to students who are not abusive and with valid reasons.

7.7 Class Participation. Everyone is expected to offer his or her opinions in online class discussion (chat box), to ask questions relevant to the discussion, to
share information of relevance to the course. However, please do not dominate class discussions in online chat box.

7.8 Computer Applications. Students are expected to be proficient in using common applications software such as Google Classroom (for asynchronous
online learning), Google Drive, Google Forms, Google Meet (for synchronous online learning), Facebook Messenger, Microsoft Word, Excel, and PowerPoint,
WPS. This is essential as you will be making class presentations and submitting computerized assignments, quizzes, researches, and exams. Students are also
expected to be proficient in submitting (Turn-in or Hand-In) files such as document, Word, WPS, picture in Google Classroom.

7.9 Joining the Class in Google Classroom. To use Google Classroom, you sign in (your Google Account/gmail) on your computer or mobile device and join
classes. After you join a class, you can get work from your instructor and communicate with your classmates. You can join a class in 3 ways:
o A class link—Your instructor sends you the link.
o A class code—Your instructor sends or tells you the class code. 
o An email invite—Your instructor sends you the invite. 

After you join a class on one device, you're enrolled in that class for all devices.

7.10 School Portal. Students can access the official School Portal for purposes of looking student grades and subject instructors.

7.11 Policy on INC. The grade of “INC” is given if a student’s class standing throughout the semester is “Passing,” but fails to take the final examination or fails to
submit module assignment/activities and other requirements of the subject due to illness or other valid reasons. In case the class standing is not “Passing” and the
student fails to take the final examination for any reason, a grade of 5.00 shall be given.

Removal of the “INC” must be done within the prescribed time [within one (1) SEMESTER] by passing an examination or meeting all the requirements of the
course, after which the student shall be given a final grade based on his/her overall performance.

For purposes of scholastic standing, a grade of “INC” is not included in the computation. When it is replaced by a final grade, the latter is to be included in the
grades during the semester when the removal was made.

7.12 Written Works in the Grading System. “Application” of the 4A’s in the module is the focus in rating the WRITTEN WORKS of our grading system,
considering the following in giving the points:
1. Use of proper writing conventions such as spelling, grammar, syntax, capitalization and punctuation.
 2. Mastery of written vocabulary
3. Clarity and fluency of the written works
4. Use clear and logical structure within the text.

7.13 Performance Tasks in the Grading System. “Evaluation/Pagtataya” in the module is the focus in rating the PERFORMANCE TASKS of our grading system,
where content criteria are used to evaluate the degree of a student’s knowledge and understanding of facts, concepts and principles.

7.14 Long Examination in the Grading System. There are four major examinations given periodically:
1. Preliminary Examination
2. Midterm Examination
3. Pre-Final Examination
4. Final Examination

7.15 Copyright Infringement. This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has
the right to reproduce or copy, share and alter the content of this syllabus without seeking permission.

VIII. GRADING SYSTEM. The course will follow the standard grading system of this school as follows:
Attendance...................................................... 5%
Written Works……………………………... 20%
Performance Tasks ……….…………….…… 35%
Long Examination………………………...…. 40%
TOTAL ………………………………… 100%

PRELIM GRADE + TENTATIVE MID-TERM GRADE = MID-TERM GRADE

2

PRE-FINAL GRADE + TENTATIVE FINAL GRADE = FINAL GRADE

2

MID-TERM GRADE + (FINAL GRADE X 2) = SEMESTRAL GRADE

3
IX. REFERENCES

TEXTBOOK

LAC Resources Materials for MG Teachers, 2020-2021, DepED

Copyright 2020
Department of Education
Bureau of Learning Delivery, Teaching and Learning Division
All rights reserved.
First printed in August 2020

OTHER REFERENCE BOOKS:

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.

Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from

ONLINE REFERENCES:

https://unesdoc.unesco.org/ark:/48223/pf0000125919

https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austria
and_Finland/citation/download
X. ADVICES

The following pieces of advice are given for the students to use the syllabus properly:

1. Read the syllabus carefully and understand its contents.

2. Study in advance the topics that are to be taken up.
3. Do advance research work when time is available.
4. Participate in class discussions (synchronous or asynchronous) and activities; it will help you develop the skills to be mastered.
5. Submit assignments on time. It helps you develop study habits.
6. Go along with your classmates or peers.
7. Consult your instructor for clarification.
8. Submit outputs promptly and neatly.

Prepared by: Checked by: Noted by:

ERMINA C. MILLOREN, MAEd

ERMINA C. MILLOREN, MAEd ANTHONY GERANT P. GARCIANO, DPA

PRISCO A. PASCO, JR., DevEdD
Instructor Department Head College Dean

Approved by:

ALEXA ERINE JOYCE G. LECAROS, MBA

Assistant Executive Vice President
I have read the course syllabus and understand that I have to comply with the requirements of the course and the
expectations from me as a student of (Name of Subject) during the First Semester of School Year 2021-2022. I am
fully aware of the consequences of non-compliance with the abovementioned requirements and expectations.

________________________________________
Printed Name and Signature of Student

_______________________________
Date

COPYRIGHT INFRINGEMENT
This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student
has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission.