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X. Course Design Matrix:
Topics Most Essential Learning Learning Assessment tools References Time Frame
Outcomes Activities
1.0. Concepts and Theoretical At the end of the chapter, Modular Learning Brown B., (2010), Multigrade Teaching: A Review Week 1 -3
Perspectives on Multi-grade students must have: Reflection Paper of Issue Trends and Practices, Implications for (9hrs)
Teacher Education; The Centre for Education
Teaching Asynchronous on the Concepts
Policy Development (CEPD) (Pty) Ltd
1.1. Multi-grade, multi- 1. Discussed the concepts of Online Learning and Theoretical Johannesburg, Pub. Inc. South Africa.
age, composite, and multi-grade, multi age, Perspectives on
non-graded groups composite & non graded Multi-Grade G.B. Mathot (200) 1, A Handbook for Teachers of
I.2. Epistemologies groups. Teaching. Multi-Grade Classes: Volume One; UNESCO 2001,
Underlying Multi- 2. Understood the underlying London
grade and Multi-grade principles, theories and
Teaching https://www.academia.edu/10901865/
epistemologies of multi- Multigrade_teaching
I.3. Basic Principles of grade teaching.
Multi-grade file:///C:/Users/Client/Downloads/
Teaching Multigrade_teaching.pdf

file:///C:/Users/Client/Desktop/Multi125919engo
%20(1).pdf

2.0. Legal Bases on the At the end of the chapter, Modular Learning Synthesis on the The Multi-Grade Teach-Learn Package K-12 Week 4-5
Implementation of students must have: Legal Bases on Curriculum Aligned 2017. Published by DepED, (6hrs)
Bureau of Learning Deliver (BLD), Teaching and
Multi-grade Program in Asynchronous Implementation of Learning Division (TLD). UNICEF and BEST.
the Philippines Online Learning Multi-grade
Program in the
2.1. Knowing and 1. Identified the provisions of Philippines
Understanding DepEd Order No. 96, s.
DepEd Order No. 96, 1997 & DO 81, s.2009
s. 1997 & DO 81, 2. Explained the benefits and
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s.2009. advantages of multi-grade
2.2. Benefits /Advantages classes.
of Multi-grade
classes

3.0 The Roles and Modular Learning Reflection Paper Brown B., (2010), Multigrade Teaching: A Review Week 6-8
challenges teachers’ face in on the roles and of Issue Trends and Practices, Implications for (9hrs)
Teacher Education; The Centre for Education
multi-grade classrooms Asynchronous challenges Policy Development (CEPD) (Pty) Ltd
At the end of the chapter, Online Learning teachers’ face in Johannesburg, Pub. Inc. South Africa.
3.1. Functions and Roles students must have: multi-grade
of Multi-grade classrooms. G.B. Mathot (200) 1, A Handbook for Teachers of
Teachers 1. Explained the functions and Multi-Grade Classes: Volume One; UNESCO 2001,
3.2. Human resources, roles of multi-grade London
materials, and teachers. https://www.academia.edu/10901865/
structural challenge 2. Discussed the varied Multigrade_teaching
3.3. Parents’ attitudes challenges in teaching
challenging teachers multi-grade.
in multi-grade file:///C:/Users/Client/Downloads/
Multigrade_teaching.pdf
classrooms .
3.4. Teachers’ attitudes file:///C:/Users/Client/Desktop/Multi125919engo
challenging their own %20(1).pdf
performance in multi-
grade classrooms

Midterm Task- Week 9

Create a 3minutes video clip ( Choose one topic from the lessons taken)
At the end of the chapter, Modular Learning Brown B., (2010), Multigrade Teaching: A Review Week 11
4.0. Practices in multi-grade Concept Mapping of Issue Trends and Practices, Implications for (3hrs)
students must have:
teaching globally Asynchronous on the practices in Teacher Education; The Centre for Education
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Online Learning multi-grade Policy Development (CEPD) (Pty) Ltd
teaching. Johannesburg, Pub. Inc. South Africa.

G.B. Mathot (200) 1, A Handbook for Teachers of

1. Explained the pedagogical Multi-Grade Classes: Volume One; UNESCO 2001,
4.1 Pedagogical practices of multi-grade London
Practices of multi- school.
grade school https://www.academia.edu/10901865/
2. Discussed the Management Multigrade_teaching
4.2 Management practices in multi-grade
practices in multi- school and classroom http:///C:/Users/Client/Downloads/
grade school and Multigrade_teaching.pdf
classroom
http:///C:/Users/Client/Desktop/Multi125919engo
%20(1).pdf
5.0 Strategies in Teaching At the end of the chapter, The Multi-Grade Teach-Learn Package K-12 Week 12 – 15
Multi-grade Class students must have: Curriculum Aligned 2017. Published by DepED, (12hrs)
Modular Learning Bureau of Learning Deliver (BLD), Teaching and
Learning Division (TLD). UNICEF and BEST.
5.1 Teachers' Training 1. Understood the varied
Approach approaches in teaching Asynchronous Lesson planning
https://www.academia.edu/10901865/
5.2 Listening and multi-grade class. Online Learning Multigrade_teaching
Speaking Strategies 2. Made instructional materials Instructional
5.3 Reading Strategies in the teaching of listening, materials http:///C:/Users/Client/Downloads/
5.4 Writing Activities speaking, reading, writing, preparation Multigrade_teaching.pdf

5.5 Strategies in and literature http:///C:/Users/Client/Desktop/Multi125919engo

Teaching Literature %20(1).pdf
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6.0 The Teaching At the end of the chapter, Modular Learning The Multi-Grade Teach-Learn Package K-12 Week 16-17
Multigrade Classes Lesson plan Curriculum Aligned 2017. Daily Lesson Exemplars (6hrs)
students must have: in Engish Grade 1-3Published by DepED, Bureau
(Grade 1-3) Asynchronous making of Learning Deliver (BLD), Teaching and Learning
1. Constructed a lesson Online Learning Division (TLD). UNICEF and BEST.
6.1. English exemplar in English for
6.2. MTB-MLE Multi-grade classes ( Grade
1-3)
2. Constructed a lesson
exemplar in MTB-MLE for
Multi-grade classes ( Grade
1-3)
Demonstration Teaching: Week 18
FinalTerm

XI. Criteria for Grading:

Midterm Grade Final term Grade Overall Grade

Outputs/Projects 50% Outputs/Projects 50% Midterm grade 30%
Midterm Task 50% Demonstration teaching 50% Final grade 70%
100% 100% 100%

XII. Rubrics:
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Name:________________________Course:___________________________Score:________
Scoring Rubrics for Essay Questions
Criteria Level of Achievement
Exemplary (10 pts) Quality (8 pts) Adequate (6 pts) Needs improvement (4 pts) No Answer (0 pts)
General Presentation Provides a clear and thorough Combination of above traits, Does not address the question Does not address the question
introduction and background. but less consistently explicitly, though does so States no relevant arguments.
represented (1-2 errors). tangentially.
Addresses the question. Is not clearly or logically
Same as above but less States a somewhat relevant organized.
Addresses the question. thorough, still accurate. argument.
Fails to use acceptable style and
Presents arguments in a logical Presents some arguments in a grammar.
order. logical order.

Uses acceptable style and Uses adequate style and

grammar (no errors). grammar (more than 2 errors).
Reasoning, Demonstrates an accurate and Uses only one argument and Demonstrates minimal Does not demonstrate
Argumentation complete understanding of the example that supports understanding of question, still understanding of the question,
question. conclusion. accurate. inaccurate.

Uses several arguments and Uses a small subset of possible Does not provide evidence to
backs arguments with ideas for support of the support response to the
examples, data that support the argument. question.
conclusion.

Comments:____________________________________________________________________________________________________________________________________________________

Course Facilitator
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Rubrics for Student Reflections

4 – Above Expectations 3 – Meets Expectations 2 – Approaching Expectations 1 – Below Expectations

Reflective The reflection explains the student’s own The reflection explains the student’s The reflection attempts to demonstrate The reflection does not address
Thinking thinking and learning processes, as well thinking about his/her own learning thinking about learning but is vague the student’s thinking and/or
as implications for future learning. processes. and/or unclear about the personal learning.
learning process.

Analysis The reflection is an in-depth analysis of
the learning experience, the value of the
derived learning to self or others, and the
enhancement of the student’s
appreciation for the discipline.
The reflection is an analysis of the The reflection attempts to analyze the The reflection does not move
learning experience and the value of learning experience but the value of the beyond a description of the
the derived learning to self or others. learning to the student or others is learning experience.
vague and/or unclear.

Making The reflection articulates multiple
Connections connections between this learning
experience and content from other
courses, past learning, life experiences
and/or future goals.
The reflection articulates connections
between this learning experience and
content from other courses, past
learning experiences, and/or future
goals.
The reflection attempts to articulate The reflection does not
connections between this learning articulate any connection to
experience and content from other other learning or experiences.
courses, past learning experiences, or
personal goals, but the connection is
vague and/or unclear.

TOTAL: ________________
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Rubric for Lesson Plan Development
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
Instructional Instructional goals and Instructional goals and objectives are Instructional goals and objectives are Instructional goals and objectives
Goals and objectives are not stated. stated but are not easy to understand. stated. Learners have an understanding clearly stated. Learners have a clear
of what is expected of them. understanding of what is expected of
Objectives them.
Instructional Instructional strategies are Some instructional strategies are Most instructional strategies are All instructional strategies are
Strategies missing appropriate for learning outcome(s). appropriate for learning outcome(s). appropriate for learning outcome(s)
Assessment Method for assessing student Method for assessing student learning Method for assessing student learning Method for assessing student learning
learning and evaluating and evaluating instructions are and evaluating instruction are present and evaluating instruction are clearly
instructions are missing. vaguely stated. and can be readily used for evaluation. delineated and can be readily used for
evaluation.
Instructional Absence of list of IM’s Inadequate list of IM’s Most IM’s expected for the lesson are All expected IM’s are available
Materials available in the list
Organization The lesson plan is unorganized Lesson plan is organized, but is not Lesson plan is organized and neatly Completely packaged in well
and and not presented in a neat neatly presented. presented. organized and professional manner.
manner.
Presentation
*Adapted, modified, and retrieved from http://www.k12.hi.us/~paia/int/rubtem.html on June 30, 2020
Comments: _________________________________________________________________________________________________________________________

____________________________
Course Facilitator
Criteria for Assessing Instructional Materials

Name of Students Relevance to the Intended Learning Resourcefulness and Creativity Neatness, Legibility, and Overall Total
Outcome/Subject Matter (30%) (40%) Appeal (30%)
1.
2.
3.
4.
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CRITERIA FOR DEMONSTRATION TEACHING

Name of Student: _______________________________________Subject Taught: _____________________________________Date: _____________
A. Teaching Effectiveness (100 %)
CRITERIA Rating
1. Teaching Skills (60%)
a. Preparation and execution of lesson plan ______________
b. Ability to present lesson clearly and coherently ______________
c. Mastery of the subject matter ______________
d. Effectiveness of the instructional materials ______________
e. Ability to promote student participation ______________
f. Congruence to the days lesson ______________
Sub- total ______________

2. Classroom Management (20%)

a. Punctuality in starting and ending class session ______________
b. Ability to maintain smooth and orderly ______________
c. Ability to maintain student discipline and classroom order__________________ ____________________________
d. Ability to maintain cleanliness and orderliness ______________
Sub- total ______________
3. Personality (20%)
a. Grooming and composure ______________
b. Vitality and Enthusiasm ______________
c. Source of humor and propriety ______________
d. Creativeness and resourcefulness ______________
Sub- total ______________
Comments:________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________

Rated by:

____________________
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Name and Signature

XIII. Other Requirements:

1. Evaluation Check/Reflection
2. Portfolio
XIV. Policies
Students are expected to:
a. Attend asynchronous online classes if internet connectivity is assured;
b. Participate in class discussions and activities online;
c. If possible, be punctual in the submission of outputs.
XV. Consultation: The students are encouraged to send email or message via messenger to the subject professor from Monday to Friday (8:00 a.m. to 5:00 p.m.)
for any matter concerning the subject. Provide email add
XVI. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.
Prepared by: