LE-ANNE S.

VALDEZ BEED 4-1

APPLICATION

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

Emoji Explanation

As a newly hired multigrade teacher, it’s such

an interesting and fulfilling opportunity to work
with students from various grade levels and
support their growth both academically and
personally. It might be challenging but a
rewarding job as well.
VALDEZ, LE-ANNE S. BEED 4-1

ASSIGNMENT

Direction: Create a compare and contrast matrix of the multigrade teaching concepts and
status in the Philippines with two other Southeast Asian countries.

Multigrade
Teaching Country A: Country B:
Concepts and PHILIPPINES INDONESIA THAILAND
Status
A program or class that Teaching students of Teaching elementary
1. Definition has two or more grade different ages, skill students from several
levels is referred to as levels, and levels in the grade levels is
multigrade. In a same room at the same referred to as
complete or incomplete time is known as multigrade
elementary school, there multigrade teaching. teaching. ages,
should be multiple When a teacher uses backgrounds, and skill
classes taught by a multigrade teaching, levels
single teacher, with a they can instruct many simultaneously usually
maximum of 35 students grades or classes at in the same class.
and a minimum of eight once in either distinct
pupils. classrooms or the same
space divided apart by a
partition.
Expanding A ministry Organizing
2. Policy educational decree to flexible and
Support opportunities by develop small- special types
offering full grade island, border, of curricula
levels through and remote and textbooks
combination or schools was Improving
multigrade passed. teaching skills
classrooms. Multigrade Providing
Implementing teachers are incentives for
policies and covered in multigrade
guidelines on policies om teachers
organizing and teacher
operating incentives,
multigrade improvement,
classes certification,
Strengthening the awards and
country's protection, as
multigrade well as materials
program's support.
implementation. Multigrade
Providing special students are
hardship also included
allowances to when granting
multigrade scholarships or
 teachers grants.
Conducting
searchers for the
best multigrade
teachers
Holding a
National Summit
for Multigrade
Teachers
Mixed-ability Pupils are Students are
3. Organizational groupings by divided into divided into
Form grade level exist mixed-ability groups based
Grade 1 and 2, groups. For on their age or
grades 3 and 4 example, grade year of birth.
and 6 maybe 4 is combined Pupils with
combined. with grade 6. similar ability,
Sometimes only Classes have such as grades
grades 2 and 3 students from 1 and 2, are
and grades 5 and different grade grouped
6 are mixed. levels together.
Students are
sometimes
classified as
“weak”,
“middle”, or
“good”, and
then students
with similar
abilities from
different grade.
Naga’s Libmanan The multigrade The teaching-
4. Teaching- District adopts E- teaching and learning process
Learning IMPACT modules learning approach begins with an
Process that are directed by is a comprehensive individual
pre-planned and/or process that assessment and
textbook based incudes analyzing the creation of a
lessons. It utilizes a competencies, brief timetable.
cooperative learning integrating learning, Students are then
strategy as well as and mapping divided into small
an interdisciplinary themes. Typically, groups, and the
learning approach. five themes are teacher rotates
In schools where identified, each around to
the E-IMPACT taught for a period educate each
system is not used, of three to four group.
different delivery weeks. The Different
techniques are approach also activities, such as
employed. Some involves creating a mixed-ability
teachers choose to syllabus that groups, matching,
teach subjects that outlines the and individual
can be easily competencies, activities are
integrated across all activities, conducted by
 grade levels resources, and teachers for each
simultaneously. evaluation group. Following
Others may focus methods. an actual
intensively on one Because most assessment,
subject with specific students’ parents students’
group, while another have poor achievements are
works independently socioeconomic recorded.
on different subject. level and the
The approach taken state’s economy is
depends on the based on
factors such as the agriculture, the
nature of the local community
subject, the assists students by
teacher’s style, and sharing skills and
students’ needs. expertise, while
Non-Government
Organizations
(NGOs) provide
financial and
material support.
School buildings Using natural
5. Learning with enough laboratories,
Environments space, furnishing, recyclable
and Facilities and movable resources, and
chairs. movable
The same setting facilities.
as regular Maximum
schools, but with utilization of free
a learning center space.
in each
classroom.
Multigrade Every teacher Multigrade
6. Nature of schools follow the develops his/her schools follow
Multigrade national own curriculum the national
Curricula curriculum. called “KTSP” curriculum
(i.e., a school-
based
curriculum by
referring to the
national content
standards.
Assessment is
made based on
the basis of
school-based
curriculum. The
national
examination is
conducted
based on the
national
 curriculum
standards.
The curriculum is School-based
7. Assessment integrated and curriculum of
and Feedback includes local content
Gathering differentiated tailored to the
activities, uses needs of the
the jump-jump school is used
approach. (i.e., integrated
by theme or
topic or using
modules for
each grade).
Each semester’s
syllabus is
created.