CHAPTER

TEACHING MULTI-GRADE CLASSES

TOPICS:
Overview on Multi-grade Education
[DOCUMENT TITLE]
a)Educational policies in multi-grade teaching
[Document subtitle]
b)Implications for teaching in multi-grade
classroom

c) Multi-grade, multi-age, and multilevel

classrooms

OBJECTIVES:
✓ Demonstrate mastery of the content regarding educational
policies in multigrade teaching.

✓ Identify the advantages and disadvantages of a multigrade

classroom as well as other emerging factors.
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Overview on Multi-grade Education

According to Cambridge Dictionary, “Necessity” means the

need for something. That need for something feeds upon us,
prompting us to answer that call in order for us to live
a healthy life. If necessities in life are so important, such as our
human basic needs like air, water, and food, how come our
intellectual needs are often overlooked? Is it not an important
part of our well-being to be able to address not only our
physical and emotional needs but also our intellectual needs?
Here in the Philippines, where we are geographically
challenged by the numerous islands that comprise our
country, bringing Education For All is a monstrous challenge
already. It is no small feat to provide education, one of life’s
necessities, to remote areas where there is no electricity, no
paved roads and where even the most basic of Maslow’s
Hierarchy of Needs is often unmet.

Unable to bring a traditional school set

up to the far-flung areas, Necessity, as
the Mother of Invention, paved the way
for people, old and young alike, to
have access to education by creating
a system that can satisfy their needs for
intellectual learning: Multigrade
Classrooms.

Multigrade teaching is one of the

important focuses in the Education
Reform program. By adopting a
Multigrade approach, access to
education can be increased and
teacher deployment can be more
effective.

Teaching in the Multigrade classroom requires a sound knowledge of curriculum, strategies for
providing student centered and group learning, and a different approach to assessment and
evaluation.

Multigrade teaching is a situation in which one teacher has to teach many grades, all at the
same time. This may be due to lack of teachers or lack of school facilities. It can also be a
case of poverty and many other socio-economic and cultural factors can also affect one’s
education and/or the quality of it. In any case, multigrade classrooms have been set up to
address these problems. Since the Philippines is a developing country, we don’t have enough
resources to cover all our patrons with a much-needed school, school materials, and even
school personnel. These scarcities helped us to innovate by having multi-grade schools that
can accommodate people who are not studying in a formal education setting.

Having this kind of access to education enables the underserved people from all walks of life
to have an education. It is definitely better than having no access at all to any kind of
teaching, whether formal or informal, especially in rural and remote areas where illiteracy
among disadvantaged kids and adults is high.

Multi-grade classrooms have been around since the 1920’s, being an answer to the lack of
resources in most barangays. While the Department of Education, Culture, and Sports (DECS,

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now known as DepEd) had always acknowledged the presence of multi-grade classes, it was
only recently turned into a full-fledged system under the leadership of Secretary Armand
Fabella in the early 90’s. With that move, multi-grade classes or programs were turned into
viable means of achieving the nation’s (and worldwide) goal of providing education for all.

With the constant innovations happening from all areas of life, Education should be re-
imagined and re-purposed to fit and cater to the needs of the people who are unable to
attend formal education. Multi-grade teaching is not a cure-all solution to all of education’s
problems. It is one of the ways wherein we can help other people be informed and educated
using different means and methods that might not be what our traditional schooling says but
it gets the goal done just the same: to lessen, if not, eradicate illiteracy. According to a report
in Business Recorder, non-formal education including multi-grade teaching, Pakistan has
decreased their illiteracy rate and cost where Pakistan’s formal education costs Rs 3,000 while
non-formal education such as a multi-grade set up can only cost about Rs 400.

If the cost of Multi-grade set-up is more affordable, why does this form of education is still
shunned by many? Is Education not that important? Is it not as effective as a traditional,
monograde schooling? I believe that we are in an era of information. It is easy to
communicate using the technologies provided such as e-mail, internet, mobile phones,
television and other devices that can help inform other people. We need to use these
technologies to our advantage and help those people in need, to let them be informed that
this kind of education exists and it is available for all. Although there is much to be improved
in the multigrade system and that we should train multigrade teachers excellently, we still need
to eradicate the negative preconceived ideas that non-formal education and multigrade
classes are below standards as compared to traditional schooling.

As for recommendations, this will not effectively be implemented without the help of our local
and national government agencies. Even the non-government offices, foundations, and
charities can all help together to widen the reach and coverage of nonformal education. For
the human resources such as our teachers and school administrators, we need to have a
good, capable set of educators that can handle multigrade teaching, train them well so that
in the future, they may also impart their knowledge to up and coming educators who can
continue their line of work as effectively and as excellently as those with experienced and
well-versed teachers of the Multigrade System.

Educational Policies in Multi-grade Teaching

1. DO 96, S. 1997 – POLICIES AND GUIDELINES IN THE ORGANIZATION AND OPERATION OF

MULTIGRADE (MG) CLASSES

Pursuant to the provisions of the Constitution that the State shall protect and promote the rights
of all citizens to quality education at all levels and take appropriate steps to make education
accessible to all, it is a declared policy of the DECS 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.

In support of this program, the following policies and guidelines in the organization and
operation of Multigrade Classes in the country are being issued:

Definition. A multigrade class is defined as a class of 2 or more grades under one teacher in a
complete or incomplete elementary school.

Organization of Multigrade Classes

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Regional Directors and Schools Division Superintendents shall organize Multigrade classes to
provide access to schools for children in far-flung barangays and to complete incomplete
schools. The minimum enrolment of 8 pupils and the maximum of 35 pupils per class shall be
observed. Whenever possible and when teachers and other facilities warrant, MG classes
composed of more than three (3) grades per class should be converted to at most 3 grades
to a class.

School Plant, Facilities, and Furniture of Multigrade Classes

Regional Directors and Schools Division Superintendents give priority to multigrade classes in:
allocating 3-room school building to MG classes without standard building or where the
existing building is in need of total rehabilitation. The existing standards for school buildings shall
apply to MG schools.

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 center or comers; and easy circulation of both
teachers and students.

Minimum Multigrade Instructional Package (MIP) for teachers which shall consist of:
1) Minimum Learning Competencies for MG Classes (MLC-MG),
2) Budget of Work for MG Classes (BW-MG).
3) Lesson Plan for MG Classes (LP- MG), and
4) Multigrade Teachers Handbook (MG-HB).

Minimum Learning Package (MU) for multigrade pupils consisting of:

1) textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as much as possible
on a 1:1 ratio,
2) the Multilevel Materials (MLMs) on at least 1 set to 3 pupils ratio.

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 with more than 3 grades to a
class.

The Multigrade Curriculum and Program

Multigrade schools/classes shall offer the New Elementary Schools Curriculum (NESC) and
adopt any of the suggested class program. Divisions may use any of the suggested program
options found in Enclosure 3 on a tryout basis and report on the findings of the experiment
after one school year. Full implementation or use of a program should be based on results of
the tryout.

Support, Welfare and Incentive Program for Multi Grade Teachers

To attract and retain effective teachers in multigrade schools the following measures should
be implemented:

• regular monitoring of MG classes to sustain training gains and to provide them with
technical as well as instructional support. In consideration, of the difficulty in reaching
these schools due to distance and poor and/or irregular transportation facilities,
principals or supervisors are authorized to collect actual transportation expenses
incurred during monitoring and/or supervisory visits.

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• regular training of MG teachers on multigrade teaching in the district, division and /or
regional level should be given priority share from the 5% INSET funds.

• whenever resources/situations permit, at least one (l) classroom should be designated

as lodging place of teachers/school administrators whose residences are considerably
far from the school.

• granting of the Special Hardship Allowance tor MG Teachers (SHA-MG). All MG teachers
qualified to avail of the “Hardship Allowance to Eligible Public-School Teachers”
provided for in DECS Order No. 73. s. 1996, shall receive said incentive under the said
scheme. However, MG teachers who shall not meet the requirements stipulated in the
same scheme shall be granted the “Special Hardship Allowance for MG Teachers” for
handling multigrade classes. Criteria for the availment of the Hardship Allowance for
multigrade teachers shall be issued in separate DECS Order on a year-to-year basis.

2. DO 81, s. 2009 Strengthening the Implementation of Multigrade Program in Philippine

Education

The Multigrade Education is one of the Department’s strategies to provide access to quality
education for all school-age children in remote communities where enrolment does not
warrant the organization of monograde classes.

To address recurring issues in the implementation of DepED Order No. 96, s. 1997, “Policies and
Guidelines in the Organization and Operation of Multigrade (MG) Classes” the following
guidelines are issued:

Strict implementation of Special Hardship Allowance for Multigrade Teachers as contained in

Department of Budget and Management (DBM) National Budget Circular No. 514 dated

December 5. 2007, “Guidelines on the Grant of Special Hardship Allowance” shall be

observed;

• Teachers assigned shall be trained on multigrade instruction through a continuing

standards-based professional development program managed by a core of division
and regional MG trainers;

• The Bureau of Elementary Education (BEE) shall provide the Multigrade Training
Resource Package (MG-TRP) and the Multigrade Teach-Learn Package (MG-TLP). The
second contains lesson plans and pupils learning exercises in the different learning
areas;

• A core of trainers (list enclosed) for the division-based training of MG teachers has
already been organized and trained for this purpose. They will continuously provide
training with financial assistance from the Bureau of Elementary Education;

• As much as possible, trained multigrade teachers shall not be transferred to another

school within two years. All divisions are strongly encouraged to provide additional
incentives for these teachers;

Regular monitoring and technical assistance on the implementation of MG program shall be

conducted at the division level. Monitoring report on the findings/results shall serve as basis for
planning enhancement programs and policy formulation at all levels.

3. DO 08, S. 2018 – GUIDELINES ON THE UTILIZATION OF THE 2018 FINANCIAL SUPPORT FOR
MULTIGRADE SCHOOLS

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One of the continuing initiatives of the Department of Education (DepEd) along its thrust of
increasing access to quality elementary education is strengthening the implementation of the
Multigrade Program in Philippine Education (MPPE).

The MPPE addresses pressing concerns and issues on the provision of customized teaching and
learning materials for multigrade classes and professional development of teachers.

To support the plans to effectively implement the multigrade program, DepEd issues the
enclosed Guidelines on the Utilization of the 2018 Financial Support for Multigrade
Schools which stipulate the procedures on fund release, utilization, reporting, and liquidation.

Implications for Teaching in Multi-grade Classroom

What is Multi-Grade Classroom?

The Multi-Grade Classroom framework contemplates the various specific conditions in rural
education and sets up the structure so as to offer help to educators to covey classrooms,
curriculum, syllabus, etc., seamlessly to individuals.

The Multi-Grade school is the main feasible school arrangement is formulated to center around
enhancing the teaching and learning conditions for student’s mental and physical growth.

EduSys’s Multi-Grade classroom exhibits an amazing instructive tool for advancing

autonomous and individualized learning. This sorts of teaching and learning is an incredible
focal point since the education program is acclimated to the explicit needs of the individuals
and consequently adds to better learning results.

What are Advantages and Disadvantages of Multi-Grade Classroom?

Advantages of Multi-Grade Classroom

• A Multi-grade class brings together students and teachers while preparing better stages
of development in a learning environment.
• Students Performance: Students can develop healthier social relationships, positive
attitudes and enhance leadership, organizational, listening, sharing, and many other
important skills
• Easy-to-Use: Teachers can create effective syllabus and curriculums plans for students
• Improve Learning: Problem-solving, higher-level thinking, and learning methods
develop at an earlier point with multi-grade classrooms; simply because of the
immersion experience that brings students together
• Student-Teacher Relationship: A Single teacher, or the group of teachers responsible for
the multi-grade classroom, typically stay with same students until they graduate to the
next level. This garners the opportunity for students to work with the same teachers for
several years instead of having to meet new teachers at the beginning of each new
school year.
• Pre-learning and Re-teaching: Students are continuously exposed to re-teaching, as
they listen in on, and benefit from lessons which are being taught. Students are also
exposed to pre-teaching. This both prepare and stimulate the young students thinking.
• Better Classroom Management and Organization
• Teacher can teach two and more grades at same time

Disadvantages of Multi-Grade Classroom

• Multi-Grade system is difficult to implement in large schools with heavy population

• Textbooks in use for teaching only meet the need of mono-grade teaching

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• schools practicing multi-grade teaching often suffer from inadequate material

resources
• In remote areas, teachers’ passivity, irregularity, ill planning, non-accountability and
engagement in non-academic pursuits create and maintain a low school profile

Multigrade, Multiage & Multilevel/Composite

What is Multigrade teaching?

✓ A Multigrade class is made up of students in several (two or three) grade levels with one
teacher for an entire school year.

✓ Multigrade schools are those which have classes that combine students of different
ages and different abilities in one classroom.

✓ A Multigrade class involves students of different ages and developmental levels, with
different skills and learning abilities learning together with one teacher.

✓ Multigrade should remain as a class for a minimum of two (2) years but often for three
(3) years. They should have the same classroom teacher for all those years.

What is the difference between Multigrade, Multiage and Multilevel/Composite groups?

Multigrade we have already defined as a class of more than one grade level taught by the
same teacher in the same room, but it is the way that the students are taught and the
organization of the teaching program that differs.

Multilevel/Composite classes
are two or more classes working in the same room with one teacher, but usually with separate
programs.

For example, the Grade 4 will be following the syllabus for their grade, and the Grade 5
likewise. The curriculum is still structured and taught strictly in separate grades. This sort of
teaching is syllabus driven; the teacher sticking rigidly to the curriculum for that level.

Multi-age.
There can be a wide range of ages in anyone class, varying by quite a number of years
sometimes. In the traditional class, all students in the class will be working on the grade
curriculum, despite their age differences. In this sense, the teaching is also syllabus driven, as
there is no special consideration for the differences in age or ability.

Multigrade teaching is different in two main ways:

· The curriculum for the grades being combined is integrated, that is, common elements from
the different year programs are combined into one program for the class. There is not two or
three separate programs operating, just one that provides different levels of challenge to the
students

· The learning is student centered, not grade level centered, so students have the opportunity
to work at their level of ability, through the different levels of activities provided by the teacher.
The needs of the student determine the teaching and learning; learning is student driven.

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What Multigrade is Not

· Multigrade is not one teacher running between two classrooms to teach two separate
grades with separate programs.

· Multigrade is not two classes working in isolation in the same room, seated at each end of
the classroom and being taught separate programs by one teacher.

What are your opinions on Multigrade teaching? Do you think it is only suitable for remote
schools? Do you think Multigrade teaching will address the issues and problems?

SCORING RUBRIC
POINTS SCORING CRITERIA
The student answers the questions correctly and completely.
4 Students incorporates information from the text or class notes into the
answer.
Students shows some prior knowledge and may use terminology to answer
the question. Student does not use appropriate information from the text or
3
lecture notes to answer the question. (May be partially correct but still
incomplete)
Student try to answer the question but does not show evidence of any
previous knowledge to assist in answering. Student may reveal
2
misconception from the text or lecture notes to answer the question.
(Incorrect answer)
1 Student says he/she does not know how to answer the question.
Source: https://serc.carleton.edu/download/images/25074/jitt_scoring_rubric_12774786

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References:

Mathot, G.B. (2001). A Handbook for Teachers of Multi-Grade Classes Volume One. Improving
Performance at the Primary Level. UNESCO. Printed in France. Retrieved
at: http://unesdoc.unesco.org/images/0012/001259/125919eo.pdf

Ferrari, J. (May 28, 2018). Cultivating a Positive Adult Culture: Find Ways to Say Yes. May 18,
2018. Retrieved at:
http://blogs.edweek.org/edweek/next_gen_learning/2018/05/cultivating_a_positive_adult_c
ulture_find_ways_to_say_yes.html

Wing, C., et. al. (2015). Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly
Environments Specialized Booklet 4. Practical Tips for Teaching Multigrade Classes. Printed in
France. Retrieved at: http://unesdoc.unesco.org/images/0022/002201/220101e.pdf

Muofhe, S.M., June 2016. Challenges Experienced by Teachers of Multi-Grade Classes in

Primary Schools at Nzhelele East Circuit. University of South Africa. Retrieved
at: http://uir.unisa.ac.za/bitstream/handle/10500/22253/dissertation_mulaudzi_ms.pdf?seque
nce=1&isAllowed=y

Profile of Multigrade Schools in the Philippines Retrieved at:

http://www.seameo-innotech.org/wp-
content/uploads/2014/01/PolRes_ProfileofMultigradeSchoosInThePhilippines.pdf

Advantages and disadvantages of a Multigrade Classroom Retrieved at:

https://www.edusys.co/blog/what-are-multi-grad-classroom-advantages-disadvantages

DO 96, S. 1997 – Policies and Guidelines in the Organization and Operation of Multigrade (MG)
Classes

DO 81, s. 2009 Strengthening the Implementation of Multigrade Program in Philippine

Education

DO 08, S. 2018 – Guidelines on the Utilization of the 2018 Financial Support for Multigrade
Schools

Module 1: Introduction to Multigrade Classes, Primary and Secondary Teacher Education

Project (PASTEP):Australian Agency for International Development (USAID), GRM International,
Papua New Guinea- Australia Development Corporation Program

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