Chapter 1 The History,

Nature and Status of

Multigrade Program

Dr. Charlo M. Iradel

Lesson 1 History of Multigrade Classes
 A. Multigrade classes

● unit of organization in the school

● a class of two or more grades under one teacher ; with a
minimum of eight pupils and a maximum of 35 pupils
(Villalino, 2010, as cited in SEAMEO- INNOTECH,2012).
● frequently found at schools in very rural or remote
communities, where populations are scattered
● Teachers teach more than one curriculum
simultaneously.
B. 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, New Zealand, Columbia and Samoa.

● Little, A.(2004) discussed the extent of multigrade classes in different

countries
Australia(Northern Territory)- 40% (1988)
England - 25.4% (2000)
India - 84% (1996)
Northern Ireland - 21.6% (2002)
Peru - 78% (1998)
C. Why do they exist?

● extreme socio-economic constraints

● a small population
● do not have the adequate resources.
● geographical, socio-economic or cultural conditions of the
community or neighborhood
C. Why do they exist?

Little, A. (2004) identified the following conditions where multigrade teaching

arises:
● low population density
● cluster of classrooms spread across in different locations
● student and teacher numbers are declining
● Schools in areas of population growth and school expansion,
where enrolments in the expanding upper grades remain small and
teacher numbers few.
● parents send their children to more popular schools
C. Why do they exist?

Little, A. (2004) identified the following conditions where multigrade teaching

arises:

● learners admitted to a class exceed official norms on class size,

necessitating the combination of some learners from one class grade with
learners from another grade.
● Mobile schools which moves with nomadic and pastoralist learners
● teacher absenteeism is high
● Less teachers are being deployed
● pedagogic reasons
Lesson 2 Bases of Multigrade Classes in the Philippines
Bases of Multigrade Classes in the Philippines

1. 1987 Philippine Constitution (Article XIV, Section 1;

Section 2.1)
2. D.O. #96 s. 1997
3. D.O. #81 s.2009
4. Education for All
5. Education For Sustainable Development
1. 1987 Philippine Constitution (Article XIV, Section 1; Section 2.1)

Article XIV Education, Science and Technology, Arts, Culture and

Sports Education
Section 1. The state shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make education accessible to all.
Section 2.1 The state shall, establish, maintain and support a
complete, adequate and integrated system of education
relevant to the needs of the people and society.
2. D.O. #96 s. 1997

● to build a school in school-less barangays where enrolment

and population growth trends warrant the establishment of
new schools and to organize multigrade classes to offer the
complete six (6) grade levels to children in the remote
barangays.
● The minimum enrolment of 8 pupils and the maximum of
35 pupils per class shall be observed.
. D.O. #96 s. 1997

● give priority to multigrade classes in

1. allocating 3-room school building to MG classes . The classroom layout as well as

furniture should facilitate multigrade teaching and learning. It should allow for:
grouping/regrouping of school children according to age, grade level, ability level or
interest; the creation of learning centers or comers; and easy circulation of both teachers and
students.
2. the provision of textbooks and other support instructional materials as follows:
3.allocating teacher items and/or assigning teachers. In assigning teacher items, priority should
be given to schools with multigrade classes having an enrolment of more than 35 per class and
classes
 2. D.O. #96 s. 1997

● Support, Welfare and Incentive Program for Multi Grade Teachers

To attract and retain effective teachers in multigrade schools the following

measures should be implemented:
1. regular monitoring of MG
2. regular training of MG teachers
3. whenever resources/situations permit, at least one (l) classroom should be
designated as lodging place of teachers/school administrators
4.granting of the Special Hardship Allowance tor MG Teachers
3. D.O. #81 s.2009

● to provide access to quality education for all school-age children in

remote communities
● Strict implementation of Special Hardship Allowance for Multigrade Teachers
● Teachers assigned shall be trained on multigrade instruction through a continuing
standards-based professional development program
● provide the Multigrade Training Resource Package (MG-TRP) and the Multigrade Teach-
Learn Package (MG-TLP).
● A core of trainers for the division-based training of MG teachers
● As much as possible, trained multigrade teachers shall not be transferred to another
school within two years.
● additional incentives for these teachers;
● regular monitoring and technical assistance on the implementation of MG program
 4. Education for All
Education for All was an international initiative which aimed to bring the benefits of education
to every society. To realize this aim, the national coalition of national governments, civil society
and development agencies such as UNESCO and World Bank committed to achieving six
specific EFA goals.

EFA Goal

# 2. Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those
belonging to ethnic minorities, have access to and complete, free, and compulsory primary
education of good quality.
# 3 Ensure that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life-skills programs.
# 4 Achieve a 50% improvement in adult literacy by 2015, especially for women, and equitable
access to basic and continuing education for all adults.
5. Education for Sustainable Development

ESD thrust # (1) Improving access and retention in quality

basic education Enrolling and retaining both boys and girls in
quality basic education is important to their well-being throughout
their lives and to the society in which they live. Basic education
focuses on helping pupils gain knowledge, skills, values and
perspectives that encourage sustainable livelihoods and on
supporting citizens to live sustainable lives. (ESD Sourcebook,
2012)
Lesson 3
Epistemologies, Learning Theories and Principles
Underlying Multigrade Teaching
Source: https://www.pinterest.ph/pin/335377503492283671/
 Social
interaction

Constructivism
Examples of Constructivist Classroom Activities

1. Reciprocal Teaching and Learning

2. Inquiry-Based Learning
3. Problem-Based Learning
4. Cooperative Learning
 Constructivism
1. Multigrade teaching is more likely to flourish in a student-
centered environment.

● multigrade teaching is best practiced in an environment

where students are able to participate in their learning and
work collaboratively with each other (Little, 2005; Kyne,
2005; Lingam, 2007as cited in Brown, B. ,2010).
 knowledge is gained by
active participation.
makes sense of
the Lorem ipsum
tempus
experiences
(Piaget)

shared meanings Lorem ipsum congue

Constructivism
tempus
temus
are constructed
socially (Vygotsky)
Constructivism
2. Learning is happening through social interactions

language-based social Learning is

activity negotiation happening
through social
Problem solving interactions
3. implementation of pedagogical techniques such as peer tutoring, small group
teaching, and independent study will help students to find learning meaningful
(Lingam, 2007 as cited in Brown, B. 2010)

Peer
tutoring

Small group
Meaningful Independent
teaching learning study
 Principles of Multigrade Teaching

1. Children are unique

2. Children can learn best from experience

3. Children can do and learn well from one another

4. The role of the teacher in the classroom involves setting-up and managing a
learning environment that will be conducive to teaching and learning

5. The implementation of the school curriculum must take into consideration the
varied interests, abilities and levels within particular group.
Lesson 4 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

1. Action Researcher

- the teacher has to know the

needs of the community
- the teacher needs to undertake
studies on methods and
techniques
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

2. Facilitator
- The teacher should know
his/her students so that he/she
can use strategies which will
make learning appealing and
effective.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

3. Community Liaison/Resource
Person
- Most teachers, because of
their training, position and
responsibility, assume an
important position in the local
community.
MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

4. As Social
Worker/Counsellor

The teacher plays an important

role as an adviser to students
and their families, in a wide range
of social, and possibly
psychological, matters.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

5. An Evaluator
The teacher monitor the
process of the pupil’s learning,
so as to ensure a good quality
of education.

6. Material Designer
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

7. As Para-Professional Trainer

The teacher has a critical role in the

training of parents, and other local
community members, to act as
facilitators for student’s learning.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

8. As Government Extension
Worker

Many multigrade classes are

situated in isolated and remote
regions, and the schools often
form centers in such communities.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

9. As Quality Controller
The teacher in a multi-grade class
needs to monitor closely the
performance of his/her pupils, and
take steps to ensure that they
achieve the competence needed for
permanent literacy and numeracy.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

10. As Surrogate Parent

The atmosphere in a multigrade
classroom is more like that of a
home, since pupils are not
separated by age or grade levels. In
this context, the multigrade teacher
is often seen as a surrogate parent
to the students.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

11. Financial Manager

The multigrade teacher is a
manager of the finances of the
school in situations where a
financial allocation is made to
the school.
 MULTI-FACETED NATURE OF A MULTIGRADE TEACHER (Mathot, G. B., 2001)

12. As Representative of the

Cultural, Moral and Political
Values
The teacher can utilize the positive
values of the community to enhance
the participation of the community in
the life of the school, and the
learning achievement of the pupils.
 A Multigrade Teacher is... Social Worker/Community
Counsellor
Action Researcher Financial
Manager
Facilitator Evaluator

Community Liaison/ Surrogate Parent

Resource Person
Material Designer Material Designer

Quality Controller Para-Professional

Trainer
As Representative of the
Cultural, Moral and Political As Government
Values Extension Worker
Lesson 5 THE STATUS SOUTHEAST ASIA MULTIGRADE TEACHING
 THE STATUS of SOUTHEAST ASIA MULTIGRADE TEACHING

Effectiveness of the Multigrade Program in Philippine Education (MPPE)

(SEAMEO-INNOTECH,2020)

Findings:

● Overall quality of MPPE implementation shows evidence of

partial to adequate compliance of various program components
 THE STATUS of SOUTHEAST ASIA MULTIGRADE TEACHING

Effectiveness of the Multigrade Program in Philippine Education (MPPE)

(SEAMEO-INNOTECH,2020)

Findings:

● Adequate compliance in
a) classroom organization,
b) class programs
c) capacity building
d) hiring of teachers and staff movement.
 THE STATUS of SOUTHEAST ASIA MULTIGRADE TEACHING

Effectiveness of the Multigrade Program in Philippine Education (MPPE)

(SEAMEO-INNOTECH,2020)

Findings:
● Appropriate classroom organizations have been
implemented in terms of
a) class size and grade combinations
b)adhere to appropriate class schedules
c) participate actively in training programs
d) managed and operated by qualified teaching staff.
 THE STATUS of SOUTHEAST ASIA MULTIGRADE TEACHING

Effectiveness of the Multigrade Program in Philippine Education (MPPE)

(SEAMEO-INNOTECH,2020)

Findings:
Challenges that hinder full compliance with existing policies:
a) combining Kindergarten class with upper grade levels;
b) lack of trainings on contextualization of teaching
and learning materials
c) lack of preparation of Multigrade teachers
d) non-inclusion of Multigrade teaching in Teacher Education
e) fast turnover of Multigrade teachers.
 THE STATUS of SOUTHEAST ASIA MULTIGRADE TEACHING

Effectiveness of the Multigrade Program in Philippine Education (MPPE)

(SEAMEO-INNOTECH,2020)

Findings:
● Partial compliance on the following areas:
a) school plant
b) basic features of the classroom
c) teacher incentives
d) teaching and learning resources
e) fund allocation.
Lesson 6
POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF
MULTIGRADE CLASSES
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES
Aryal, P. et al (2003) identified the following positive outcomes and drawbacks of
multigrade classes
Positive Outcomes:
1) It can strengthen autonomous learning.
2) It encourages educators to adopt approaches to teaching that are pupil-centered.
3) It makes it easier to revise materials covered in earlier grades.
4) It increases interaction between pupils
5) It offers opportunities for slow learners to advance their learning at their own pace
of growth.
6) To assist teachers, it utilizes the concept of monitoring and peer tutoring.
7) It supports group learning
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Aryal, P. et al (2003) identified the following positive outcomes and drawbacks of

multigrade classes

Drawbacks:
1) If MGT programs are not supported, there is a possibility of low student
achievement in MGT schools.
2) These programs require more time and organizational skills from
teachers.
3) Teachers require intensive training with special emphasis on teaching
materials.
4) Students often have to work independently.
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Advantages of Multigrade Teaching (Mathot, G.B. (2001)

1) When the techniques of teaching multigrade classes are mastered, students in

multigrade classes can be among the high performers.
2) Teachers can address various social issues, such as the promotion of health,
agriculture and micro-finance.
3) Low ratio of students to teachers;
4) A chance to have highly individualized teaching;
5) An opportunity for the students themselves to develop management, leadership,
and cooperative skills.
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Challenges of Multigrade Teaching (Mathot, G.B. (2001)

1. In training colleges, the skills needed to handle students and teach in a
multigrade setting are typically not taught.
2. Teachers are required to know and effectively teach different subject
areas.
3. In addition to those needed in the particular subject areas, the teacher
is expected to have a variety of abilities and talents.
 Positive Outcomes/Advantages
● autonomous learning
● pupil-centered
● easier to revise materials
● increases interaction
● learning at their own pace
● monitoring and peer tutoring.
● group learning
● high performers
● address various social issues,
● low ratio of students to teachers
● highly individualized teaching
● develop management, leadership, and cooperative skills.
Drawbacks/Challenges
● Low student achievement in MGT schools.
● Require more time and organizational skills from
teachers.
● Require intensive training for teachers
● Students often have to work independently
● Teaching multigrade classes are not taught in training
colleges
● Teachers are required to know and effectively teach
different subject areas.
● Teachers are expected to have a variety of abilities
and talents.
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Overcoming Challenges in Achieving Quality Multigrade Instruction

Reference: SEAMEO (2012). Quality Indicators of Multigrade Instruction in Southeast Asia
The following challenges were identified in the Multigrade Instruction in Southeast Asia

1. Changing Perceptions Among Stakeholders

Ø lack of government, community members, and other stakeholders'
recognition, interest in, and intervention in multigrade instruction.

What can be done:

A) campaign to raise awareness and support among stakeholders
B) present best practices and the advantages of multigrade teaching with the help of the
media
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Overcoming Challenges in Achieving Quality Multigrade Instruction

Reference: SEAMEO (2012). Quality Indicators of Multigrade Instruction in Southeast Asia
The following challenges were identified in the Multigrade Instruction in Southeast Asia

2. National- and Local-Level Management, Monitoring, and Evaluation

Ø multigrade schools are not properly considered in strategic planning,
monitoring, and assessment.
What can be done:
A) consider multigrade classes in educational planning
B) incorporate multigrade instruction in teacher education curriculum
C) Perform daily multigrade monitoring and assessment of instruction.
D) Conduct forums where issues are addressed
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Overcoming Challenges in Achieving Quality Multigrade Instruction

Reference: SEAMEO (2012). Quality Indicators of Multigrade Instruction in Southeast Asia
The following challenges were identified in the Multigrade Instruction in Southeast Asia

3. Learning Environments and Resources

Ø Some multigrade classes lack funds and resources

What can be done:

(a) Organize partners for the construction and enhancement of environments, buildings, facilities and
materials
(b) Make curricula contextualized and localized
(c) Create a system for teachers and schools to exchange locally produced multigrade materials.
(d) Encourage the society to support multigrade system
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Overcoming Challenges in Achieving Quality Multigrade Instruction

Reference: SEAMEO (2012). Quality Indicators of Multigrade Instruction in Southeast Asia
The following challenges were identified in the Multigrade Instruction in Southeast Asia

4. Instructional Techniques and Teacher Support

Ø Multigrade teaching needs to provide quality instruction.
What can be done:
(a) pre- and in-service training and inter-school visits.
(b) Establish legislation addressing the wages and working conditions of multigrade educators.
Incentives for multigrade teachers must be given.
(c) Teacher recruitment based on localization laws and reassignment should be done only after
three years.
(d) capacity building for teachers and administrators
 POSITIVE OUTCOME/ADVANTAGES AND DRAWBACKS/CHALLENGES OF MULTIGRADE
CLASSES

Overcoming Challenges in Achieving Quality Multigrade Instruction

Reference: SEAMEO (2012). Quality Indicators of Multigrade Instruction in Southeast Asia
The following challenges were identified in the Multigrade Instruction in Southeast Asia

5. Assessing Student Performance

Ø Evaluation does not reflect the performance of the students, given the unique circumstances
surrounding multigrade teaching.

The following steps can be taken:

A) national tests provided to assess student success should understand the learning background.

B) different modalities of evaluation should be used