ACKNOWLEDGEMENT

We would like to express our gratitude to everyone who helped us to create this portfolio for
facilitating the subject of teaching multi-grade classes. We thank God for giving me the strength,
knowledge, dedication, and good health to complete our portfolio. As well, as to our parents for
giving us their undying support and guidance to complete my portfolio

We would also like to thank our professor in Teaching Multi-grade Classes. Mr. Francis
Ryan D. Año who has always been guiding and monitoring, gives advice when we are in need.
We am very thankful that we have a professor who helps and motivates us whenever we are
being down by problems. For the longest time, we are very thankful to have him as our
professor since we have entered the university, we have realized that all the task he has given
us, it does not even come close to what we will face when we are already teaching His wisdom
and accomplishments are truly inspirational.

Lastly, we would like to thank our family and friends who stayed and never left despite of our
imperfections and random breakdowns. We are very blessed to have you guiding and cheering
us through all those days. We will never come this close if it weren’t for all of you. No one can
measure how grateful we are to have you in our life. Thank you
INTRODUCTION

This Portfolio is a visual of our activities in the subject Teaching in Multigrade

Classes. Multigrade programs in education are designed to address the unique needs of
students in diverse settings, where a single teacher instructs multiple grade levels within
a single teachers. These programs have a rich history, often emerging in resource-
constrained or remote areas, and they aim to provide quality education to underserve
communities.
The status of multigrade programs varies by region and country, with ongoing
efforts to enhance their effectiveness and adapt to changing educational landscape. In
our session, we can explore the evolution, challenges, and potential benefits of these
programs to gain a deeper understanding.
“This module focuses on the Chapter 1 History, Nature, and Status of the
Multigrade Program. It will be divided into two lessons. Lesson 1 will cover the History
and Nature of the Multigrade Program, while Lesson 2 will focus on the Status of the
Multigrade Program”.
x

In the demonstration class where students from grades 1 and 2 are mixed
together, I used a teaching approach called differentiated instruction. This method
involves tailoring the activities to suit the varying levels of learning among the students.
So, while teaching, I made sure that the tasks and lessons were suitable for everyone,
regardless of their grade. This approach encouraged collaboration among the students,
as they worked together on tasks that matched their abilities.

One of the main challenges was managing the diverse range of abilities and
interests within the class. To tackle this, I had to be flexible and adaptable in my
teaching methods. This meant being ready to change the pace or approach to suit the
needs of different students.

Feedback from the class highlighted the importance of finding the right balance
in delivering content. Some students needed more support and explanation, while
others were ready for more advanced challenges. This showed me the significance of
personalized strategies in such mixed-grade settings. Each student is unique, and it's
essential to have strategies in place to meet their individual needs effectively.
 WARM UP EXERCISE

NARRATIVE REPORT

In this scenario, the facilitator is initiating a warm-up activity for the

students by presenting a riddle. The process involves students sharing their
diverse interpretations and insights, fostering a collective effort to solve the
riddle. This warm-up serves as a lighthearted and interactive introduction to
the learning session, creating a positive and participatory atmosphere. It also
promotes critical thinking skills, as students need to analyze clues and use
their creativity to arrive at the correct answer.

Additionally, the activity can serve as an effective icebreaker, helping

students feel more comfortable with one another and with the learning
process. It adds an element of fun and curiosity, making the transition into the
main lesson smoother and more enjoyable.

Overall, the facilitator’s choice of a riddle-solving warm-up not only

stimulates intellectual engagement but also contributes to a positive
classroom culture, emphasizing the importance of communication, and
PRIMING
 NARRATIVE REPORT

In this facilitator-led group activity, participants are engaged in a priming

exercise. The task involves dividing students into three groups and assigning them the
responsibility of creating a case analysis based on a specific case study by Mathot from
2001. To guide the analysis, participants are provided with a set of questions. Each
group is allotted ten minutes to prepare and complete their case analysis and an
additional five minutes to present and share their findings with the rest of the class.
This structured approach encourages collaborative problem-solving and effective time
management during the activity.

The facilitator assigns a 15-minute group activity where participants think about
and answer questions regarding multigrade teaching. They consider positive outcomes,
challenges, their immediate thoughts about multigrade programs, the roles of
multigrade teachers, and the implementation of the program in the Philippines. Future
 NARRATIVE REPORT

In the subsequent phase of the facilitated session, participants engage in an

analysis activity labeled as “B. ANALYSIS,” which spans a duration of 10 minutes.
During this segment, individuals are prompted to reflect on their experience with the
preceding activity. The facilitator poses a series of reflective questions:

1. Participants are asked to express their opinions on the activity, essentially seeking
feedback on their overall impression.

2. The process of formulating answers to the previous activity is explored, encouraging

participants to articulate the strategies or thought processes they employed.

3. Emphasis is placed on participants’ emotions or sentiments associated with tackling

the activity, aiming to uncover personal reactions and connections.

4. Participants are invited to identify and share any challenges or difficulties

encountered while addressing the assigned tasks, fostering an open discussion about
potential obstacles faced during the activity.
 NARRATIVE REPORT

In the “C. ABSTRACTION” phase of the session, participants are

presented with a 15-minute activity by the facilitator. The primary task
involves deriving insights and realizations about the history, nature, and
status of the Multigrade Program based on the preceding activities.

After engaging in the designated activities, participants are prompted

to reflect on the broader understanding they have gained regarding the
Multigrade Program. The facilitator encourages them to extract key insights
and realizations derived from their collective responses and discussions.

Subsequently, the session transitions into a lecturette focusing on

the student’s historical perspective, nature, and current status of the
Multigrade Program. This segment likely involves a brief lecture or
presentation to provide additional context and information, enriching
participants’ understanding of the topic.

OVERALL NARRATIVE REPORT

The landscape of education is diverse and ever-evolving, encompassing a myriad of approaches
and methodologies aimed at meeting the diverse needs of learners. In this pursuit of inclusivity
and effectiveness, multigrade education emerges as a prominent model, offering unique
opportunities and challenges for both educators and students. In our facilitation, facilitated by
Janeth and Kimberly, embark on a journey to explore the intricacies of multigrade teaching.
Through a comprehensive examination of its history, roles, programmatic bases, and
pedagogical underpinnings, we gain a deeper understanding of this dynamic educational
approach. By exploring into the historical evolution of multigrade classes and identifying the
multifaceted roles of a multigrade teacher, we lay the groundwork for understanding the
foundations of multigrade education. Subsequently, we turn our attention to the specific
context of the Philippines, synthesizing the bases of the Multigrade Program and elucidating the
underlying learning theories and principles that inform multigrade teaching practices in our
country.

Janeth kicked off the discussion by exploring into the rich history of multigrade classes. With a
passion for educational history and a knack for storytelling, she transported participants back in
time, tracing the origins and evolution of multigrade education from its humble beginnings to its
present-day significance. Through vivid anecdotes and historical context, Janeth illuminated the
societal and educational factors that have shaped multigrade teaching practices over the years.

Following her captivating exploration of history, Prila seamlessly transitioned into identifying the
roles of a multigrade teacher. Drawing upon her experience as an educator and instructional
leader, she unpacked the diverse responsibilities and dynamic roles that multigrade teachers
undertake in the classroom. Through practical examples and insightful reflections, Janeth
empowered classes to understand the multifaceted nature of the teacher’s role and its critical
impact on student learning and development.

Clarice took the baton from Prila to synthesize the bases of the Multigrade Program in the
Philippines. With a keen eye for policy analysis and programmatic implementation, she guided
participants through the foundational principles and objectives that underpin multigrade
education in the country. Through a comprehensive examination of policy documents and
program guidelines, Kimberly provided participants with a deeper understanding of the
institutional support and infrastructure needed to effectively implement multigrade programs in
Philippine schools.

Building upon the programmatic bases, Kimberly explored into the underpinning learning
theories and principles of multigrade teaching. Leveraging her expertise in educational theory
and pedagogy, she elucidated the theoretical frameworks and instructional strategies that
inform effective multigrade teaching practices. Through interactive discussions and theoretical
reflections, Kimberly empowered participants to apply these principles in their own classrooms,
creating inclusive and engaging learning environments for students across different grade levels.
In conclusion, the collaborative efforts of Facilatators in facilitating this discussion on multigrade
teaching were instrumental in fostering a deeper understanding and appreciation for this
unique educational approach. By exploring its history, roles, programmatic bases, and
pedagogical principles, participants gained valuable insights and tools to support their practice
as educators. Armed with newfound knowledge and inspiration, participants departed the
session equipped to make a positive impact in multigrade classrooms and promote equitable
and inclusive education for all students.

As educators, it became evident that we must recognize the value of multigrade education and
actively work towards improving both human and physical infrastructure to support these
classrooms effectively. Neglecting to do so could perpetuate cycles of poverty, unemployment,
and ignorance among millions of children who are served by multigrade programs. It became
clear that investing in multigrade education is not only essential for providing quality education
to underserved communities but also crucial for breaking the cycle of inequality and improving
socio-economic outcomes for future generations.
Group Members Activity

Direction: in the space below, draw an emoji that will show your possible
reaction to the given situation. Explain your reaction.

Situation: You are a new teacher. You are hired as a multigrade teacher.

Antonio, Melanie

Bonon, Rica

Ebora, Lyka

Janda, Rayshelle

Manlunas, Angela

Vargas, Mary Ann

GRADE:
Valdez, Le Anne
- Content – 40%
Naz, Marisol
- Creativity – 30%

- Presentation – 20%

- Tamwork – 10%
Group Members Activity

Balayo, Maria Joan Direction: in the space below, draw an emoji that will show your
possible reaction to the given situation. Explain your reaction.
Cano, Jamella
Situation: You are a new teacher. You are hired as a multigrade
Mien, Gracellie teacher.
Delos Angeles, Jennie
Mae

Estrope, Dianna Marie

Jose, Mary An

Nunez, Irene

Restoles, Liza

GRADE:

- Content – 40%

- Creativity – 30%

- Presentation – 20%

- Tamwork – 10%
Group Members Activity

Direction: in the space below, draw an emoji that will show your possible
reaction to the given situation. Explain your reaction.

Situation: You are a new teacher. You are hired as a multigrade teacher.
Guia Cruzat

Dela Pena,
Carmelita

De luna, Rose
Ann

Divina, Florilyn

Guiling, Marian

Magante,
Bernadette GRADE:

Payomo, Rebecca - Content - 40%

Reyes, Vivien - Creativity – 30%

- Presentation – 20%

- Tamwork - 10%

Total- 100%
 NARRATIVE REPORT

In the “D. Application” segment led by the facilitator, participants

are tasked with a practical exercise. They are directed to draw an emoji in
the provided space to represent their potential reaction to a specific
situation: being a newly hired multigrade teacher. But this is a take home
activity.

Participants are expected to illustrate their emotional response

using the emoji and subsequently explain the rationale behind their
chosen expression. This activity encourages individuals to creatively
convey their feelings about the prospect of taking on the role of a
multigrade teacher, fostering both visual and verbal expression of their
sentiments.
 NARRATIVE REPORT

In the assigned task, participants are directed by the facilitator to

create a compare and contrast matrix focusing on multigrade teaching
concepts and their status in the Philippines. The specific instructions
involve extending this analysis to encompass two additional Southeast
Asian countries.

Participants are expected to structure a matrix that

systematically outlines similarities and differences among multigrade
teaching approaches and the current status of these practices in the
Philippines, as well as in the chosen Southeast Asian countries. This
task prompts participants to delve into comparative analysis,
highlighting variations and commonalities in multigrade education
across different contexts within Southeast Asia.
BIBLIOGRAPHY

Clarice Claro is a 22 years Janeth Bootan Protacio

Prila Marie Claro is a 21
old citizen of ZONE 3, is a 22 years old citizen
years old citizen of ZONE
Apad, Ragay, Camarines of Zone 2. Poblacion
2, Panaytayan, Ragay,
Sur. She is currently a 4th Iraya, Ragay, Camarines
Camarines Sur. She is
year student of Sur. She is currently a 4th
currently a 4th year
Polytechnic University of year student of
student of Polytechnic
the Philippines-Ragay Polytechnic University of
University of the
Branch. Where is taking the Philippines – Ragy
Philippines-Ragay Branch.
Bachelor of Elementary Branch where she is
Where is taking Bachelor
Education. She graduated taking Bachelor of
of Elementary Education.
elementary in Apad Elementary Education.
She graduated
Elementary School in She graduated
elementary in Ragay
Apad, Ragay, Camarines elementay in Ragay
Central School in
Sur. She graduated from Central School in
Poblacion Ilaod, Ragay,
her Junior High School in Poblacion Ilaod Ragay,
Camarines Sur. She
Simeon Tycangco Camarines Su. She
graduated from her
Memorial High School. graduated from her
Junior High School in
For her Senior High junior high school in
Quezon Cmarines High
School years, she took Tomas Avila Andaya Sr.
School. For her Senior
the TVL- Computer National High School at
High School years, she
System Services Strand Amomokpok Ragay,
took the General
and graduated in Simeon Camarines Sur. For her
Academic Strand and
Tycangco Memorial High senior years, she took
graduated in Quezon
School. She loves to the GAS Strand and
Camarines High School.
dance, watching movies, graduated at Quezon
She enjoys reading
and listening to music. Camarines High School.
wattpad, watching
She is friendly and very She enjoys watching
movies, and playing
talkative person. Her anime series, reading
chess. She is friendly and
favorite quotation is stories and listening to
very talkative person. Her
“Take care of your music. She is very kind
favorite quotation is “I
costume and your and friendly person but
have no special talent, I