ED.

EC 321

TEACHING
MULTI-GRADE
CLASSES

Submitted to:
Sir Arjun C. Mojeres
Submitted by:
Lovely M. Capul 3-B
 Chapter 1 Lesson 1: The multigrade program in the Philippine
Education
According to my understanding, in chapter 1 Lesson 1 presented by Maam Maricel
Ebarra, Sir Kit Maxwell Ramos and Sir Arnold Gil, about the multigrade program in the
philipiinines. We all know that there are classes with two or more grades that only one
teacher taught and that comprise students of all ages and skill levels since the day Sir
Arjun first discussed multigrade classrooms. I had no clue that there was a structure to
the classroom, but all of a sudden, the concept of multigrade teaching entered my head.
As a result, I discovered that multigrade classes are offered in various distant or far-
flung areas here in the Philippines.
As I listen during the reporting I conclude that It is a reasonable method of delivering
education, particularly in remote, isolated, underdeveloped, and underserved regions,
where teachers offer students various but appropriate activities based on their stage of
development. And the multigrade program has been around since the 1920s, it wasn't
officially implemented in the Philippines until 1993, at Secretary Armand Fabella's
instruction. Yet, the multigrade school was originally developed in North America. On
the other hand, I think that children who cannot travel to school because they live too far
away from it benefit much from the multigrade program in the Philippine educational
system. Also, ever since the development of an excellent program that makes it
possible to mix kids from different grades in the same classroom. Several children have
learned a lot as a result of the establishment of schools in isolated places like rural
ones. And also low enrollment, great distances from schools, inadequate funding for
school buildings and other infrastructure, and, of course, a teacher shortage in a
particular area are some of the factors that led to the creation and continuation of this
program. Low enrollment, great distances from schools, inadequate funding for school
buildings and other infrastructure, and, of course, a teacher shortage in a particular area
are some of the factors that led to the creation and continuation of this program.
Delivering accessible and fair quality education for everyone continues to be a major
concern for the Philippines, which is why multigrade programs are important there.
Multigrade schools have been formed to accomplish this goal by bringing education to
school-age children living in remote, challenging-to-reach, underserved, and sparsely
populated places. And the key goals of this program are to increase learners' access to
fundamental education and produce high-quality learning results for them. One of the
department's strongest initiatives, in our opinion, is multigrade instruction, which makes
high-quality education accessible to kids of all ages. Three institutions support the
MPPE through a tripartite project: the Department of Education (DepEd), the Southeast
Asian Ministers of Education Organization-Regional Center for Innovation and
Technology (SEAMEO INNOTECH), and the United Nations Children's Funds.
 Chapter 1 Lesson 2: Programs and Components of Multigrade
Teaching
In my understanding of chapter 1 lesson 2 report that presented by Maam Ronelyn
Bayeta, Maam Annabel Lascuna and Sir Joseph Armilla, which focuses Programs and
Components of Multigrade Teaching. They said that in multigrde programs is that such
concepts have frequently been turned into a "package" of activities that encourage
collaboration among and between students, teachers, and parents in multigrade
programs. Also active learning multigrade programs stress the role of the teacher as a
facilitator who encourages children to be active, creative, participative and responsible
through the collaboration in small groups and individual use of a variety of learning
context. And it’s suggests that encouraging parent and student participation in class
activities is essential and advantageous for teachers of multigrade groups.
All I can say is that, Teachers should be prepared to teach multigrade courses through
a series of in-service training sessions so they can consider their own classroom
experiences. They must create the teaching aids they use in class and involve parents
in activities like participating in classroom discussions and serving on school governing
boards to learn about regional traditions. Multigrade students can increase their level of
participation in the classroom by using a range of active learning strategies, such as the
usage of learning nooks, instructional aids, small group work, and peer teaching. A
teacher's main duty in a multi-grade classroom is to serve as a facilitator and encourage
pupils to be more involved, innovative, responsible, and active. And Multigrade
instruction has been a standard practice in the Philippines since the 1920s. By providing
full grade levels in all public elementary schools, the formal multigrade program in the
Philippine Education (MPPE), which was first implemented in 1993, intends to enhance
access to primary education. It works in five areas, the curriculum and materials
development, staff development, physical facilities, community support and research
monitoring and evaluation.
And this program is really important because Multigrade schools were created with the
goal of bringing education to school-age children living in remote, difficult-to-reach,
underserved, and sparsely inhabited places. In such areas, they can also be used to
deliver an entire elementary education. The Philippine Multigrade Schools Monitoring
and Evaluation System (PMS-MES) was created as a result of this Program Review and
in collaboration with DepEd's Bureau of Learning Delivery (BLD) through a series of
capacity building trainings for Multigrade Supervisors and DepEd rollouts on the use of
PMS-MES. In light of SEAMEO INNOTECH's 50th anniversary of formation, they would
like to emphasize the significance of the MPPE Review, which demonstrates
institutional and policy improvements as well as, more crucially, the durability of
program advancements. And re-affirm the strong commitment to addressing issues of
educational access and quality through informed policies based on research as well as
the importance of partnership and cooperation to ensure a brighter future for every
Multigrade learner in the Philippines.
 Chapter 1 Lesson 3: Advantages and Challenges of Multigrade
Classes
In this chapter, which is lesson 3 I assigned to report together with Maam Hanna Delos
Reyes, we discussed here about the advantages and challenges of multigrade classes
which focused to the teacher and the learner. In the Philippines, elementary schools in
rural areas with few students in one-year level frequently have multigrade classes.
Teachers can then manage several grade levels at once.
And I discussed the 8 advantages of multigrade grade classes to the learner which is
first Maximum social interaction between among peers, Second cooperative learning is
predominant, Third learn to be independent, self-directed learners can learn to be more
resourceful, Fourth prepared for real life situations where there is constant interaction
between people of different ages, varied skills and abilities, Fifth can learn to assume
leading or supporting role as needed in different work situations, Sixth stigma
associated with failure and repetition is removed, Seventh girls who are often expected
to stay home or at least close to home to take care younger siblings or the household
will have more chances to go to school since schools are located within the community,
And lastly evidence suggests that multigrade students can attain higher achievement
levels especially in math, science and language. So as a multigrade teacher's its really
need to assess learners performance and also responsibility includes keeping track of
students' academic progress in order to assure the quality of their education. Students
can actively participate in the evaluation process through performance assessments,
which experts have proven to promote student engagement and improve learning. Next
I discussed the 4 challenges of multigrade grade classes to the learner, first is Requires
more discipline, greater concentration and more focus in order to benefit from effective
strategies e.g., peer teaching, group work, self-directed learning, Second Less reliance
on direct supervision by teacher, Third Requires more initiative and resourceful to
function effectively in a multigrade class, And fourth is, May receive less individual
attention from a less experienced teacher or one who is not well-trained in multigrade
teaching. So I believed that handling Multigrade classes requires time, effort, and
balance. Through these experiences, teachers learned to adjust and cope with the
challenges they were facing. Thus, they became better educators.
And the topic about the advantages and challenges of multigrade classes to the teacher
is discussed by Maam Hanna Delos Reyes. And she explained that Teachers provide
students with improved learning opportunities that help them succeed. To guarantee
that students learn effectively in their classroom and remain there, multigrade classes
must be administered properly. The primary responsibility of a multigrade teacher is to
transmit knowledge to children rather than simply follow a curriculum. A teacher must be
able to help students learn skills and instill positive beliefs and attitudes in them. In
order to incorporate best practice tactics into their everyday activities, curricula, and
assessments, it is crucial for educators to comprehend the variations in their students'
learning styles. However, multi-grade teachers also encountered a variety of extrinsic
difficulties, including the distance, a lack of resources, the danger of traveling to school,
the workload, and student absence.
A multigrade classroom simply means that more than one grade is present, either
independently or collaboratively, and that each student is pursuing the curriculum
objectives according to their grade level. Both collectively and individually, they are
learning at the same time. The teacher's job is to lead and engage each student in the
subject matter of the curriculum for their grade level, while also fostering collaboration
and knowledge sharing. This learning environment works because of the critical
thinking, creativity, listening, teamwork, and questioning skills that are fostered there.