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GOOD MULTI-GRADE PROGRAMMES AND PRACTICE
● Identify the different good multi-grade programs and practices.
● Recognize the challenges in the implementation of different multi-grade
programs and practices.

1
● Determine the purposes and/or importance of the different multi-grade
programs and practices.
2 2
“Would a teacher cancel a class if there are only a few students who enrolled?
3
Should a student drop out if the school is too far away or there aren't enough
teachers or classrooms?” These are some of the questions that many schools,
4 5
especially those that are located in remote areas where enrollees are low, are
6 7 8 7
always asked. But thankfully, there are many people who help in looking for
9
ways to get children to school so they can finish their basic education. Different
10,12
individuals, organizations, the government, and many more tries their best to
12 1
assist in making programs and practices that will become a solution to dropout
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and/or low enrollees.
Many examples of good multigrade programs and practices are available

15 15 13
around the world, including in Asia, and many have features which can be
14
adapted to multi-grade teaching contexts. Though these practices were mainly
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developed in response to country-specific attempts to address multigrade
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19 17 19
teaching, they do have important lessons that can be analyzed and then
18
adapted to your local context.
ESCUELA NUEVA
Equality is something that everyone is willing to fight for, whether it is in
education, the workplace, or any other area. Many people believe that providing
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an equal education to all of a country's students is the most important source
22
of a country's strength. However, in some places, providing a quality education
21 21 23
for students is still a problem. But thankfully, through certain persons, groups,
or organizations, many students in remote rural areas are being reached and
are given the opportunity for education by creating good multigrade programs
24
and practices. One of the most well-known programs that has been adopted by
25
many countries is the Escuela Nueva.
26 27
A program which all started with a woman’s longtime dream and vision. From an
28
early age, Vicky Colbert was convinced that achieving sustainable democracy
29
required that all children be educated to become future citizens of their
country. In her twenties, she followed in the footsteps of her mother as an

30 31
educator and was moved by the civil conflict that decimated communities and
families in Colombia, leaving a large void in quality education for the country’s
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poor. As a result, in 1975, she founded and co-designed the Escuela Nueva
33
pedagogical model to reach and empower poor, rural children’s basic education
in Colombia through quality education methods. After completing her
undergraduate Sociology degree at Javeriana University in Colombia and
earning two master’s degrees--one in Sociology of Education and the other in
Comparative International Education from Stanford University, she started the
Fundación Escuela Nueva (FEN) in 1987. She has been the Executive Director of

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ENF ever since, sharing and adapting the Escuela Nueva model in Columbia and
34
internationally, as well as continuing to innovate and enhance the model
through new developments and programs.
Escuela Nueva is a Colombian educational innovation that has influenced

35
educational policy in several countries around the world over the last 40 years.
It is one of the longest-lasting bottom-up innovations in the developing world.
It encourages active, child-centered, participatory, cooperative, and

36
personalized learning, as well as a new role
37 38
for teachers as mentors and facilitators. Academic units are completed by
39 40
children at their own pace. Escuela Nueva was founded when Colombian rural
schools, like those in the rest of Latin America, did not provide a comprehensive
primary education. Most rural schools did not provide a complete primary
41
education, and more than half of rural children aged 7 to 9 years did not attend
42 43
school. Rural children who were enrolled in school had a high rate of grade
repetition and dropout. Children in sparsely populated rural areas typically
attended multi-grade schools, where one teacher was required to teach
children of varying ages and grades in the same classroom. Teachers, on the
44 45
other hand, received little or no training in dealing with this situation. To meet
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the needs of these small multi-grade schools, which made up the majority of
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schools in Colombia's rural areas, an innovative approach was required. The
daily exposure of children to violence necessitated an educational approach
that instilled in students peaceful values and behaviors.
To address these critical needs of multi-grade schools, UNESCO piloted the

46
Unitary School model, in which teachers were required to create individualized
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and personalized learning cards to facilitate different learning rhythms. This
worked well on a small scale, but scaling it up required a significant amount of

48
time from the teachers. As a result, the model was not scalable at the time, and
49 48 48 50
it was not technically, politically, or financially viable. It was not economical.
Building on that pilot experience, Escuela Nueva sought to influence national
policy and respond to the needs of rural children throughout the country from
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the start. The idea was to go beyond the concept of multi-grade and emphasize
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a new type of child-centered learning as well as a new role for the teacher; in
other words, to place a conceptual and practical emphasis on pedagogical
renovation. We named it Escuela Nueva, which translates to "New School," to
emphasize a new way of learning and a new type of school.
Escuela Nueva´s new approach to schooling shifted the learning process from
the teacher to the student, encouraging active, child-centered, participatory,

53
flexible approaches so students could finish academic units at their own pace;
and personalized support from the teacher who was assuming a new role as
mentor, facilitator and guide instead of the traditional approach of the teacher
as the source of information. This learning process was supported by a system
of curriculum learning guides for students, resources like classroom libraries,
and rich learning corners with low-cost community materials to facilitate

54 54
student-centered inquiry and a set of activities, instruments and to promote
student autonomy on leadership skills as well as stronger relationships with
parents.
The learning guides are self-directed materials that facilitate both autonomous
and cooperative learning. They also serve as planning tools for the teachers.
Thus, “the basic idea was to transform the conventional teacher-centered
schooling practices into a learner-centered model that would integrate

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curriculum, teacher training, community involvement, and administrative

55
strategies systemically and cost-effectively. The expectation was that the new
55
approach to rural education would guarantee access and quality improvement
for all school children”.
Although the principles of Escuela Nueva are not new in the philosophy of
education, the innovation consisted of transforming these principles into
operational strategies and applying them to rural children from underserved
localities. Some of these ideas came to Colombia to some of the elite private
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schools, not so to the public school and less so in rural areas. The model was
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also meant to expand access to education in rural areas, improve student
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achievement, minimize rates of repetition, and improve self-esteem, civic
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engagement, and creativity of children. Escuela Nueva teachers used learning
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guides to facilitate student-centered classroom environments thru a holistic,
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collaborative approach. Just as important were authentic student government
elected and run by students to ensure they could participate in ways that
contribute to building citizenry and interpersonal skills among students.
DESCRIPTION OF THE ESCUELA NUEVA AND THE PROBLEM IT ADDRESSES
DESCRIPTION OF THE PROBLEM
The Escuela Nueva program successfully addressed the quality of children’s
education in conflict areas. This program focuses on the difficulties of small,
multi-grade schools by linking communities, teachers, families, administrators,

62
and policymakers. The Escuela Nueva program is a response to some
educational problems that Colombia experiences, especially in remote rural

63
areas, such as traditional teaching methods that don’t engage students, low

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student achievement, and high repetition rates. Teachers in the Escuela Nueva
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schools are not transmitters of information but facilitators of learning. This
program started in the mid-seventies as a small project in Colombia to improve
the quality of education in urban areas. Rural education in Colombia has lagged
behind many developing countries (World Bank, 2000). The Escuela Nueva
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program was derived from the Unitary Schools that were sponsored by
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UNESCO. The program shifted the focus from good teaching to good and
69
effective learning. The founders of Escuela Nueva created this innovative model
by implementing new teaching methods and training teachers to help
marginalized students complete their primary education in rural areas. Many
countries have adopted this program, and educators from over thirty-five
countries have visited Colombia to observe the Escuela Nueva schools. During
70
1988-1996, the number of students increased to 45.6 percent in rural schools
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and to 7.6 percent in urban schools. In addition, Colombia was the only country
after Cuba that achieved higher results in rural schools than urban ones.
DESCRIPTION OF THE PROGRAM
The program promotes participatory learning and helps students avoid
repeating grades. The Escuela Nueva promotes equity between rural and urban
marginalized students, a major educational challenge in Latin America.
4 MAJOR COMPONENTS OF ESCUELA NUEVA
71
The Escuela Nueva addresses four major components: community involvement,
curriculum, teacher training, and administration. The curriculum content
consists of guides for students to help them apply what they learned in the
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classroom to their life. The curriculum promotes critical thinking and active
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learning, and it improves students’ self-esteem. It also improves students’
cognitive abilities and social skills, which helps them to link between schools
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and community. The student guides are designed to be used by two or three
students, which encourages teamwork and collaboration. In addition, the

76
Escuela Nueva system adapted to the student’s needs in rural areas. For
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example, students are allowed to leave school if their parents are sick or when
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they need to help their parents with agricultural tasks without affecting
continuing their education.
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Secondly, the teacher training and follow-up component is conducted through a
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series of workshops that help teachers to learn how to implement the Escuela
Nueva program. This component involves four workshops that help teachers to
learn how to manage the new materials. Teachers can meet monthly to discuss
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the results and to exchange their ideas (Velez, 1991).
The third component is the administration in the Escuela Nueva schools, which
introduced students to a democratic way of life (Dongen, 2002). Administrators
and supervisors attend a workshop yearly to improve their ability to guide the
staff in implementing the Escuela Nueva methodology. Administrators’ roles
serve as a source for teachers who have questions or concerns regarding the
application of the model and the learning process.
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Forth component is community involvement. It is also a significant component
to encourage parents, teachers, and students to engage more in school

83
activities. The Escuela Nueva's main characteristics are that it develops
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consistently over time and allows for flexible promotion. Students, teachers,
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and parents are encouraged to work together as part of the program. The
schools provided study areas as

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well as a small
library. Many
85
school activities encourage parents and members of the community to
participate in their children's education. The program also encourages peer

86
instruction, in which older students mentor younger students (Kline, 2002). The
Escuela Nueva program employs new educational materials that encourage
students to apply what they learn in school to real-life situations in rural

87 87
communities. Students learn civic and democratic behavior, and they apply
what they learn in school to their daily lives (Dongen, 2002). This program
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assists teachers by having them meet once a month to discuss their
experiences, training, and concerns (UNESCO, 2012). The program boosts

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student performance encourages community involvement and aids in the
reduction of dropout rates. Cooperative learning and student government
promote democratic behavior and positive social interaction among students

90
(Colbert, 2009). Students who attend Escuela Nueva schools are able to
communicate effectively and improve their writing, reading, and basic math
skills. Furthermore, the program's implementation costs are low, making it

91
more effective when considering that many Latin American countries are low-
income.
92 93
KEY ACTORS & IMPLEMENTATION OF THE PROGRAM
Because of the conditions of Colombia, Vicky Colbert and other co-authors

94
designed the Escuela Nueva model to improve the quality of basic education in
urban and rural areas. Colbert is the founder of Fundación Escuela Nueva. She
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is internationally recognized because of her remarkable achievement in
promoting equity for marginalized students. Colbert served as a Vice-Minister

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of Education in Colombia, and she worked as an advisor for the World Bank and
UNICEF in Latin America and the Caribbean. This non-profit organization

96
continues supporting the Escuela Nueva model by offering services in teacher
training, educational assessment, curriculum development, and research

97
development. The municipal and departmental administrations are important
98 99
actors who helped the implementation of the Escuela Nueva model. The efforts
and the motivations of the Secretaries of Education and Directors were
essential for the success of the model of Escuela Nueva. Students, teachers,
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and communities are also key actors in designing this program. All the
102 102
workshops, the training, learning guides, and the school community
relationships are encouraged by social interaction and participation, which

103
helped the Escuela Nueva methodology to be sustained over time.
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There are other key actors in the case of the Colombian Escuela Nueva that
helped the program to achieve its goal and succeed, such as the Interamerican
105 105
Foundation that supported Fundación Escuela Nueva to implement the model
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in urban regions in 1989. There are also other institutions that were the main
actors in implementing the Escuela Nueva program, such as the Coffee Growers
Federation and the FES (Fundacion para la Educacion Superior). These two
actors helped promote and sustain the Escuela Nueva methodology.
The Escuela Nueva program is the best-known and most enduring example of a
multi-grade program. The following are some of the several essential features
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the Escuela Nueva:
● Teachers are facilitators to guide and orient learning
● Teaching strategies encourage active, creative, and participatory learning
● Students learn at their own pace using self-instructional materials

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● There is no grade repetition; promotion to the next objective or grade is
individual, progressive, and flexible

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● Students have the freedom to study at school and at home at their own pace
1
● Self-instructional materials are shared among three students and are able to
last for several years
● Active participation of students in school governance is encouraged (e.g.,
through student councils) to promote civic and democratic behavior
● The content of the materials reflects the national curriculum and also
includes regional and local adaptation
● Teacher training workshops are highly contextual and replicable
IV. ASSESSMENT
Test Items
Direction. Choose the letter of the correct answer.
1. She is the founder of the Escuela Nueva Foundation.
a. Winnie Colbert
b. Vicky Colbert
c. Marry Calbert
d. Jenny Calbert
2. The following are the components of the Escuela Nueva, EXCEPT _______.
a. community involvement
b. curriculum
c. illustration
d. teacher training,

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3. In _____, Colbert founded and co-designed the Escuela Nueva pedagogical

111
model to reach and empower poor, rural children’s basic education in Colombia
through quality education methods.
a. 1975
b. 1985
c. 1965
d. 1995
4. This component involves four workshops that help teachers to learn how to
manage the new materials.
a. administration
b. community involvement
c. curriculum
d. teacher training
5. It is also a significant component to encourage parents, teachers, and
students to engage more in school activities.
a. administration
c. curriculum
d. teacher training
6. The third component is the ___________ in the Escuela Nueva schools, which
introduced students to a democratic way of life
a. administration
c. curriculum

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d. teacher training
7. The ____________ consists of guides for students to help them apply what
112
they learned in the classroom to their life.
a. administration
c. curriculum
d. teacher training
8. _____________ is a Colombian educational innovation that has influenced
educational policy in several countries around the world over the last 40 years.
a. Nueva Escolar
b. Escuela Escolar
c. Nueva Escuela
d. Escuela Nueva
9. What is the meaning of the term “Escuela Nueva”?
a. New School
b. New Community
c. New Scholars
d. New World
10. Which of the following are Escuela Nueva’s goals?

113
i. to encourage students to participate actively in solving academic problems in
the classroom
ii. to promote grade repetition and teacher-centeredness

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iii. iii. to highlight cooperation, teamwork, leadership, and the motivation of

114
students in the learning process.
iv. to inspire students to value democracy, tolerance, respect, and conflict
resolution when interacting with others
a. i, ii, iii c. i, iii, and iv
b. i and iii d. iii and iv
SCHOOL IN A BOX
Education is the process of transforming a person into a better individual. It
develops one’s personality, provides a physical and mental standard, and

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transforms people’s living status. Education allows every individual to change
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into a better life and a better future. Also, it is a fundamental right of every
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child. But fulfilling the right to education is most at risk during times of
emergency (cyclones, earthquakes, floods, conflicts, and other emergencies

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wreak havoc on society and deeply affect children) and during the transition
period following a crisis. Also, providing inclusive and equitable quality
education for all remains a critical concern. Towards this end, Multiple grade
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(multi-grade) schools have been established to bring education closer to
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school-age children located in isolated, hard-to-reach, underserved, and
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sparsely populated communities. But teaching multi-grade classes is very
challenging. Multi-grade teachers experience challenges such as
transportation, illiteracy of parents, poor economic backgrounds, excessive
effort of the teacher, lack of time, language problems, and teacher challenges in
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the actual teaching and learning process (Condy & Blease, 2014; Engin,
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2018). Therefore, United Nations Children’s Fund (UNICEF) School in a Box
provides an incredible solution.

124
The School-in-a-Box has become a major innovation in teaching and learning
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materials for multi-grade classes. It was developed by the Rishi Valley Institute
for Educational Resources (RIVER) in the 1990s to provide all the equipment a
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temporary learning center needs to operate in an emergency period, replicating
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the color and stimulation of a normal classroom. A School in a Box allows
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learners in one grade to work on their own doing lessons preset by the educator
while the others can enjoy concentrated time with the teacher. Since then,
School in a Box has been at the heart of UNICEF’s emergency response

129
activities in the area of education. When combined with teachers who have
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been trained in the local curriculum, classes can be supported for as long as it
takes to get a new school rebuilt and running.
133
What’s in the box?
One School-in-a-Box will meet the needs of one teacher and 40 students to
134
carry on classes for approximately three months. All equipment is packed in
one lockable metal box, and its lid can be painted and used by the teacher as a
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chalkboard. The kit can be used in any context where children can go to school
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in safety and under shelter. It is appropriate for all children over the age of six.
Teachers receive a student register, exercise books, pens, chalk, markers,
flipcharts, compasses, set squares, rulers, posters (alphabet, multiplication

138 139
and number tables), a globe, a clock, colored cubes, tape, scissors, chalkboard
138
paint, brushes, dusters and a solar wind-up radio. Students receive exercise
books, pens, pencils,
crayons, a plastic slate to write and draw on, erasers, rulers, pencils,
140
sharpeners, safety scissors and a bag. Replenishment kits are also available

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wherever necessary to keep the supplies coming.
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Wherever a School-in-a-Box is delivered, it is complemented by teacher
training and support workshops and a teacher’s guide. UNICEF works with
national and local education authorities to develop and translate the guide into
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the appropriate local languages. The kit is distributed to teachers at a teacher-
143
training workshop. The education tools inside have been sensitively selected
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and designed in order to be culturally neutral, so they can be used in most
education settings anywhere in the world.
148 150 150 150

How can I use the materials of the School in the Box Kit in the implementation
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of activities?
One of the goals of the School in the Box Kit is to provide essential teaching
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materials that can assist you in creating learning and child-protection activities
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and communicating lifesaving messages to the children in your care. Here are
some general ideas on how to involve the students in learning activities that are
creative and participatory. In the School in a Box Kit, there are some materials
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that support the implementation of art and craft activities, such as crayons,
scissors, pencils, and glue.
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Suggestions on how to develop art and craft activities:
157,158
● Drawing by theme. Each week you can select a theme — for example, the
157 157 157
seasons; domestic and wild animals; members of the family; and the natural
environment. These themes will guide the drawing activities.

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● Drawing by message. Identify important lifesaving messages that are relevant

159
in your context and use drawing sessions as a way to convey these messages.
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For example: What should you do in case of a fire? Ask the pupils to draw the
fire drill procedures.
● Collages and mosaics. Use colorful leaves, flowers, paper, cloth, and cut-out
figures from magazines and newspapers to create stories by sticking them on a
poster and writing around them.
ASSESSMENT
Multiple Choice
161
1. Which of the following is not true about the School in a Box?
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a. It provides essential teaching materials that can assist you in creating
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learning, child-protection activities and communicate lifesaving messages to
164
the children in your care.
b. provide all the equipment a temporary learning center needs to operate in an

165
emergency period.
c. It provides a cost-effective, replicable, and scalable solution to improve the

166
quality of basic education in low-income schools.
2. When was the School in a Box Program developed?
a. 1990
b. 1998
c. 1993
167
3. The School in a Box was developed by the RIVER. RIVER stands for.

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a. Rishi Valley Institutional Education Resource
b. Rishi Valley Institute for Educational Resources
c. Rishi Valley International Education Recourse
168
4. Which of the following statement is true?
a. One School-in-a-Box will meet the needs of 2 teachers and 50 students to

169
carry on classes for approximately 2 months.
b. One School-in-a-Box will meet the needs of one teacher and 40 students to
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c. One School-in-a-Box will meet the needs of 1 teacher and 40 students to

171
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5. The School in a Box is appropriate for all children over the age of _______.
a. six
b. five
c. none of the above
173
6. All the materials for children EXCEPT?
a. Exercise books
b. Sharpeners
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c. Chalkboard paint
174 175 17
7. Which of the following materials support the implementation of art and craft
activities?
a. Brushes, dusters
b. Exercise books

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c. Crayon, scissors, pencils
176 177 177

8. Which of the following suggestions can help you to develop art and craft
activities?
a. Collages and Mosaics
b. Drawing by message
c. All of the above
17
9. Which of the following programs/practices has become a major innovation in
teaching and learning materials for multi-grade classes?
a. Escuela Nueva
b. School in a Box
c. No More Schools / IMPACT
179
10. All are the Good Multi-grade Programs and Practices, Except?
a. Developing Teachers and Learning Materials
b. A Graded Approach to Reading
c. Learning and Teaching in Multi-grade Settings (LATMAS)
NO MORE SCHOOLS / IMPACT

180
“Teaching is the profession that teaches all the other professions.” A popular
181
quotation in the field of education describes teaching as the noblest

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profession; without a teacher, there are no Lawyers, Doctors, Engineers, Chefs,

182
Businessmen, etc. For this lesson, we will learn, know, and understand the
183
different Good Multi-grade programs and practices, specifically the “No more
schools/IMPACT” approach.
“No more schools/IMPACT” approach, this “No more school or IMPACT-
Instructional Management by Parents, Communities and Teachers” is a system

184
in which the parents, the community, and the students themselves collaborate
and coordinate with the school towards the education of their children. It is
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usually done in remote or rural areas, which are far away from cities and places
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where most people are living. This kind of approach will benefit the children
188
who are not financially stable, and the students who already drop-outs will be
189
given the opportunity to study again and learn new ideas that would help them
finish schooling and get stable jobs. This approach is challenging for both
191
teachers and students. On the part of the teacher, the use of different
instruction materials in handling different grade levels in one classroom or

190
learning community areas is really challenging. The teacher should be
192
resourceful and creative in doing instructional materials which will serve as a
192,193 192
guide for his/her student’s learning. On the part of the students, the challenge
194
to them is how they will cope with different grade level students and how they
will excel and improve their skills with other grade levels. It takes a lot of work,
195
coordination, patience, and time for this approach to be successful and to be
effective as a learning method for all children who want to learn.
A. Key background features of the IMPACT approach
196 197
In 1972, a major assessment of education in the Philippines resulted in the
Education Development Act, a plan to improve the quality of facilities and make
197

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197
the content of education more relevant
to the local
context. In the
same year, the
Southeast Asian
19
Ministers of Education Organization (SEAMO) organized a working group of key
educators from its eight
member countries to establish priorities for education in the 1970s. The
reasons for launching the initiative were that fewer than half the children in the
member nations completed the six-year primary cycle, and resources were
199
inadequate to accommodate further enrollment in the conventional system. As
a result of this working group, a management system for mass primary
education called IMPACT was developed by Rugh and Bossert, 1998.
B. Objectives of the IMPACT approach
200
The objective of Project IMPACT was to develop an effective and economical
delivery system for mass primary education. Education was available to all who
needed it, including those who had dropped out of school or never had the
201
opportunity to go to school. Emphasis was placed on flexible entry and exit to
schooling with progress based on mastery of sets of self-study instructional
materials, teachers being managers of the learning process, and education
being the joint responsibility of parents, the community, and the government.
C. Content of IMPACT approach

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In the Philippines, schools with one teacher handling more than one grade have
202 203
been common at least since the 1920s. During the early 1970s, the SEAMEO
Regional Centre for Educational Innovation and Technology (INNOTECH), based
in Quezon City, devised a radical approach to rural education. Known originally

204
as the “no more schools” concept, it proposed to replace schools, textbooks,
teachers, and grades with learning centers, self-instructional materials, peer
tutors and community support, and instructors responsible for the

204
management of learning among groups as large as 150-200 students. Over time
205
the concept became better known as Instructional Management by Parents,
205
Community and Teachers (IMPACT). The innovation began in the Philippines and
Indonesia (PAMONG), spreading subsequently to Malaysia (INSPIRE), Jamaica
(PRIMER), Liberia (IEL) and Bangladesh (IMPACT). Since teachers made up 80-
90 percent of unit costs in conventional schools, such costs were reduced by
increasing the student-teacher ratio and supplementing teacher supervision
with assistance from students, parents, and community resources.
206
Learning: Student learning in IMPACT is self-paced, with progress measured by
achievement rather than years of schooling. Instruction given by older children
and peers for group learning is also a feature.
Teaching: The IMPACT model requires a change of role of the teacher to be a
manager/supervisor of learning and no longer do “direct teaching.” When this is
needed, it is usually carried

207
out by older
students who follow
programmed scripts. Older children
208

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208
typically teach for 1 hour per day. This unconventional approach has been
209
problematic with both parents (expectations for the role of teacher and
children) and teachers (fewer teachers needed / threat of
unemployment). Instruction is
supplemented by 2
half-hour radio
210 211
broadcasts per day, broadcasted 3 times per week. Parents from the
community teach practical skills from their homes or places of work. Roving
teachers teach scouting, hygiene, sports, music, and arts.
212
D. How was the IMPACT approach success determined?
213 214
Several areas of successes and challenges have been noted in a project impact
evaluation and case studies completed by Cummings, 1986; Wooten et al.,
1981; and Flores, 1981
● Parents resisted the idea of pupil peer teaching, i.e., they wanted teachers to
maintain their traditional role of teaching students to ensure children could
compete in the national exams.

215 216 216
● IMPACT schools were intended to promote social equity, but they tended to
foster inequities in at least some schools. Some IMPACT schools developed
elitist reputations because of streaming some children to study advanced
modules of learning and complete modules more quickly. These students were
217
used more often to do peer tutoring.
● Parents of lower socio-economic backgrounds were the most resistant to the
model because of their traditional views about teaching.

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● Even though “local management committees” were selected to solve project
problems, there is little evidence that this developed management/leadership
capacity in those communities.
● The three top concerns for staff were lack of funds, the indifference of the
218
community to innovation, and the involvement of the school in too many
community activities.
● The module approach to learning provides a very flexible system for students
to re-enter the system after being tested to see where they are in the module
sequence. The modules also made it possible for children to advance at their
own pace, whether it took a longer or shorter time to complete a grade.
E. Benefits of IMPACT approach
● Children in the system are reported to be more spontaneous, even
uninhibited, in their activities and expressions.

219,220
● The system has helped develop among the children an intrinsic desire to
learn.
● Children under the system are more confident, particularly in taking tests and
221
in interacting with visitors.
● Their skill for self-study is enhanced so that even when they are absent from
class due to unavoidable reasons, the children make up for it through self-
study using modules.

222
● The system has developed in pupils a strong sense of responsibility and
commitment through a group contracting scheme.

223
● As children are given a chance to become programmed teachers or peer group
leaders, they develop self-confidence as they experience being looked up to,
obeyed, and respected.

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ASSESSMENT
Multiple choice
224
1. It's originally known as the “__________ ” concept, it proposed to replace
schools, textbooks, teachers, and grades with learning centers, self-
instructional materials, peer tutors and community support, and instructors
responsible for the management of learning among groups as large as 150-200
students.
a. Yes, for school
b. No more schools
c. Friendly school.
2. IMPACT stands for.
a. Instruction management of process and center teaching

225
b. International management of parents, community and teaching.
c. Instructional Management by Parents, Communities and Teachers
227 226 228 227

3. When is the major assessment of education in the Philippines resulted in the
Education Development Act, a plan to improve the quality of facilities and make
228
the content of education more relevant to the local context?
a. 1973
b. 1792
c. 1972
4. What is the main objective of the IMPACT approach?
a. to develop an effective and economical delivery system for mass primary
education.

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b. to create a universal man whose person combined intellectual and physical
excellence and who was capable of functioning honorably in
virtually any situation.
c. to manipulate the environment of a subject — a human or an animal — in an

229 230
effort to change the subject's observable behavior.
5. Mr. Dimasupil developed a teaching technique different from what other

231
teachers used in their teaching. Is it acceptable?
a. No. The teacher should follow what the others use.

232
b. Yes. It is his right to choose the best strategy.
233
c. No. The students in his class may not learn.
6. Miss Shalani is assigned to a rural area, Miss Mayani to a depressed
community, Miss Diane to a hazardous area, and Miss Ariela to a place where
the standard of living is high. Who is entitled to hardship allowance?
a. Miss Shalani
b. Miss Diane
c. Miss Mayani
7. In what country since the 1920s have schools with one teacher handling
more than one grade?

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a. Philippines
b. Thailand
c. Malaysia
234
8. What organization organized a working group of key educators from its eight
member countries to establish priorities for education in the 1970s.?
a. United Nations Educational, Scientific and Cultural Organization
b. Department of Education
c. Southeast Asian Ministers of Education Organization
9. What countries aside from the Philippines began the innovation of IMPACT or
-Instructional Management by Parents, Communities, and Teachers?
a. Kuwait, Saudi, Japan, Bangladesh, Malaysia
b. Indonesia, Jamaica, Malaysia, Liberia, Bangladesh
c. Korea, China, Thailand, Cambodia, Malaysia,
10. During the early __s, the SEAMEO Regional Centre for Educational
Innovation and Technology (INNOTECH), based in Quezon City, devised a radical
approach to rural education.
a. 1960
b. 1970
c.1980
MULTI-GRADE PROGRAM IN PHILIPPINE EDUCATION
The multigrade school was the first kind of school in North America. The one-
room schoolhouse was the most common model of formal education programs

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for elementary school children before the 1880s. It was then before the single-
235
grade classes were organized. Many good multi-grade programs and practices
237 237
exist around the world, especially in Asia, and many of them contain aspects
236
that can be adapted to multi-grade teaching situations. Though these methods
238 239
were mostly established in response to country-specific approaches to multi-
240
grade teaching, they contain valuable lessons that can be examined and then
241 242
modified to your own situation.
244
Multigrade teaching as a Philippines’ national strategy to improve access to
243 244
and the quality of primary schooling was formalized with the launching of the
Multigrade Program in Philippine Education (MPPE) in 1993. Since 1993, the
Multigrade Program in Philippine Education (MPPE) has significantly
contributed to the Department of Education’s (DepEd) need to democratize
access to education while ensuring its quality in around 19% of public
elementary schools in isolated, underserved, and sparsely populated
communities in the Philippines. Multigrade Education is also one of the
Department’s strategies to provide access to quality education for all school-
age children in remote communities where enrollment does not warrant the
organization of monograde classes.
In 2016, DepEd instituted its Basic Education National Research Agenda, which
identified the review of the MPPE as a research priority to determine if it is
serving its intended purposes and to inform decisions for policy formulation
and program improvement. As a response, under a tripartite agreement
established in 2017, SEAMEO INNOTECH worked with UNICEF and DepEd to

245
identify key steps in advancing the implementation of MPPE. One of the
components of the collaboration involves a program review to present the
overall status of the

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246 247
MPPE as a modality of delivering basic education. The review was carried out
with four specific goals in mind. First, it will evaluate how well the MPPE was
248 249
implemented in accordance with DepEd’s existing standards and procedures.
250
The second is to determine what factors help and hinder MPPE from reaching
its objectives. The review will also describe the Multigrade program’s
25
contribution to student learning and school quality. Finally, it plans to look into
the program’s role in improving access to high-quality education in underserved

252
school districts.
253
The study reveals that the MPPE implementation was usually compliant with
current standards and policies through a series of focus group talks, a national
survey of multigrade schools and school divisions, case studies, comparative
analysis, and documentary analysis. However, depending on the local context
and experiences of multigrade schools, the amount to which these principles

254 255
were followed varies. To accommodate the unique requirements of the areas
256,257
where the multigrade program is implemented, a more flexible strategy
258 255
appears to be required.
259
In terms of factors affecting the achievement of MPPE goals, innovative
instructional strategies, authentic assessments, parental and community
engagement, the strong commitment of multigrade teachers, and enabling
school leadership were recognized as contributing factors. On the other hand,

260
achieving MPPE goals is said to be constrained by inadequate instructional
support from school heads and supervisors, issues concerning multiple roles
assigned to multigrade teachers, and the absence of a responsive monitoring
and evaluation system specific for multigrade implementation.

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The above scenario necessitated the creation of a project that would evaluate
261
the effectiveness of the MPPE, thus, the creation of the “Technical Support to
Multigrade Program in Philippine Education” (TS–MPPE) project signed in 2017.
This project is a tripartite partnership involving the Department of Education,
SEAMEO INNOTECH, and UNICEF to determine the overall effectiveness of

262 2
MPPE as a modality of delivery of basic education in improving access to and in
addressing diverse learning needs of students in multigrade schools and build
DepEd’s capacity to design and utilize monitoring and evaluation tools or MPPE
assurance.
The Technical Support to Multigrade Program of Philippine Education (TS-
MPPE)
The project specifically aims to:

264
1. Examine the current policy environment, program design and coverage of
MPPE
implementation, and the capacity-building interventions provided for
Multigrade Schools.
2. Evaluate how well the MPPE design and intervention have been implemented
265
against pre-set standards and to what extent has the MPPE contributed to
266
improving access to basic education and student learning outcomes.
3. Identify the contributing and constraining factors in achieving the goals of
MPPE in the following domains: a) Classroom Organization and Management, b)
Alignment of curriculum and instruction, assessment, and standards, e)
instructional Leadership, and f) Parents and Community Participation.
4. Generate evidence-based recommendations to guide the MPPE Omnibus
Policy, quality improvement, and sustainability of MPPE in light of the K-12
curriculum.
26

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26
5. Support the development of quality assurance monitoring assessment tools
for MPPE to promote consistent quality improvement and program
sustainability.
269 269 268,269
1. Build the capability of MPPE education supervisors on the use of quality
monitoring and assessment tools.
The aims of the Multi-grade Program in the Philippine Education (MPPE)
Since the implementation of the MPPE, the Bureau of Leaning Delivery (BLD)
has developed various instructional materials, trained teachers and
administrators, improved the learning environment, increased school

270
participation, and, importantly, enhanced the holding power of pupil retention
in school.
271
The Multi-grade Program in Philippine Education (MPPE) in 1993 aims to
improve quality by increasing teachers’ abilities to work with more than one
272,273
grade simultaneously through training and instructional materials. The program
works in five areas: curriculum and materials development, staff development,
physical facilities, community support, and research monitoring and
evaluation.
The program works in five areas:
1. Curriculum and Materials Development

274
o Budget of Work
275
o Lesson Plan for Multigrade Classes

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o Multigrade Handbook
o Multilevel Materials
o 100 Book Library

276 277
o Teacher Made Materials
2. Staff development
3. Research, monitoring, and evaluation
4. Physical facilities
5. Community support
278
MPPE is implemented through the following sub-projects:
a) Search for Multigrade Teacher Achiever
The Search for Multigrade Teacher Achiever, a sub-project of the Multigrade
Program in Philippine Education (MPPE), is a quest for the most outstanding
teacher assigned in a multigrade
school. The award recognizes
the exemplary performance,
279
contribution, and dedication of multigrade teachers to the development of
280
school children in disadvantaged, deprived and underserved schools in far-
281
flung areas. The search also serves as an avenue to provide assistance to these
281
schools and recognize the efforts of the community in supporting education.
282 283
This, likewise, supports the efforts in the MPPE to retain quality teachers in the
283
Multigrade schools. Awarding of thirteen (13) winners for the 2003 Search was
284
held last March.
b) The Training Video on Multigrade Instruction

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The Training Video on Multigrade Instruction is a documentary video on
multigrade teaching practices. It shows effective teaching strategies and other
important information about the multigrade school. It serves as an orientation
and in-service training material on Multigrade instruction for multigrade

285
teachers and school administrators. It could be used during training sessions in
schools, divisions, or regions or as a self-learning training video for new
Multigrade teachers.
Two hundred thirty (230) copies of the training video with a viewing
286 287
manual/facilitator’s guide were reproduced. Said training videos are being
288
readied for distribution to the regions and divisions next month.
c) Little Red Schoolhouse Project (LRSHP)

289
The project is funded by the Coca-Cola Foundation Philippines, Inc., in
290
coordination with DepEd. This is a 5-year project which aims to provide fifty (50)
adequately equipped three-room school buildings in priority Multigrade

292
schools in the country since its inception in 1998. Training of MG teachers,
school administrators, and supervisors on MG instruction is part of the project

291 292
as well as training on leadership skills for PTCA members.
ASSESSMENT
293,294 293 293

Direction: Choose the letter of the correct answer.
1. What does the word stand for in the acronym MPPE?
a. Multigrade Programs in the Philippine Education
b. Multigrade Program in the Philippine Education
c. Multigrade Program in the Philippines Education

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d. Multigrade Programs in the Philippines Education
295
2. In what year did the Multigrade Program in Philippine Education (MPPE)
begin?
a. 1997 c. 1993
b. 1998 d. 1995
3. This project aims to determine the effectiveness of multigrade education–a
class with multiple grade levels conducted in one classroom and handled by a
296 297
single teacher–as a modality of delivery in basic education.
a. Multigrade Programs in the Philippine Education
b. Technological Support to Multigrade Program of Philippine Education (TS-
MPPE)
c. SEAMEO INNOTECH
d. Technical Support to Multigrade Program of Philippine Education (TS- MPPE)
4. What are the two organizations SEAMEO INNOTECH worked with to identify
298
key steps in advancing the implementation of MPPE?
a. UNICEF and DepEd
b. UNICEF and WHO
c. SEAMEO INNOTECH and DepEd
d. DepEd and CHED
5. It is one of the major strategies of the Department of Education (DepEd) in
the realization of the Philippine Education for All (EFA) 2015 plan of action and

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in meeting the global commitment to ensuring inclusive and equitable quality
education and promoting lifelong learning opportunities for all by 2030.
a. Strategic Plan of the Department of Education
b. United Nations Development Program
c. Multigrade Program in the Philippines Education
d. Multigrade Demonstration School Projects
6. In what year did SEAMEO INNOTECH work with UNICEF and DepEd to identify
299
key steps in advancing the implementation of MPPE?
a. 2016
b. 2017
c. 2022
d. 2015
7. The Technical Support to Multigrade Program in Philippine Education” (TS–
MPPE) project was signed in 2017; this project is a tripartite partnership
involving three organizations; what are those?
a. CHED, SEAMEO INNOTECH, and UNESCO
b. DepEd, SEAMEO INNOTECH, and UNESCO
c. DepEd, SEAMEO INNOTECH, and UNICEF
d. CHED, SEAMEO INNOTECH, and UNICEF
8. The following are recognized as contributing factors in achieving the

300
Multigrade Programs in the Philippine Education goals, EXCEPT.
a. traditional assessments
b. innovative instructional strategies
c. parental and community engagement

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d. the strong commitment of multigrade teachers
9. The five areas of Multi-grade Teaching are curriculum and materials
development, staff development, research, monitoring and evaluation, physical
facilities, and ______?
a. community support
b. community service
c. community immersion
d. community standards
10. The Multi-grade Program in Philippine Education (MPPE) in 1993 aims to
improve quality by increasing teachers’ abilities to work with more than one
301
grade simultaneously through training and instructional materials.
a. False
b. True
A GRADED APPROACH TO READING

302
Doing large amounts of extensive reading at suitable levels of understanding is
a productive tool to increase reading rate, vocabulary, motivation, attitude, and
general language proficiency. The amount of vocabulary and grammar learners
have determined their language proficiency. Extensive reading enables learners
to attain competencies in language skills. Graded readers are essential

303 304
materials for doing extensive reading. They are particularly designed to enable
learners to practice reading skills and provide an opportunity to reinforce

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known vocabulary. Through multiple exposures, learners become familiar with
grammatical structures and vocabulary.
Graded Reading
305,306 307
Graded Reading or also known as Basal Reading or Simplified Reading. The
rationale behind using graded materials is to allow the reader to read without
308 311 311,312 311,312
difficulty. Graded Reading, therefore, involves the reading of material that has
309 310
been made easy to read.
315 315 31
Graded reading, therefore, involves the reading of material that has been made
314 316
easy to read. The material can be graded according to the use of high-frequency
318
vocabulary rather than vocabulary a native speaker might use like simplified
318 317
phrasing or sentence structure, the use of illustrations, and so on.
The specific purpose of Graded Reading:
319
For readers to read enough material at one level to develop sufficient fluency
320
and other forms of linguistic knowledge to enable them to move to a higher
321
level. The ultimate goal of Graded Reading is to do so much of it that the learner
can deal with native-level texts fluently.
What is the relationship between Graded Reading and Extensive Reading?
● Extensive Reading is often called Graded Reading and vice versa, and the
322 323
terms are often used interchangeably. There are, however, important
differences between the two.
● In Extensive Reading, the material is self-selected.
Why do Graded Reading?

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Four linguistic benefits: building reading speed, lexical speed access, reading
fluency, and the ability when reading to move from working with words to
324
working with ideas.
Tips for using Graded readers
● Do the activities
● Listen to the accompanying CD (or online radio)
● Learn new vocabulary

325
● Let the graded reader inspire your writing
● Act it out
326
● Practice your pronunciation
327
What happens if we don't do Graded Reading?
● If a student is asked only to decode texts through intensive study of them,
then her eye is not receiving sufficient practice at moving smoothly over the
page to learn to move up to the "ideas" level.
IV. ASSESSMENT
Multiple choice. Choose the letter of the correct answer.
1. __________ is often called Graded Reading and vice versa, and the terms are
328
often used interchangeably.
a. Linguistic Knowledge b. Extensive Reading
c. Graded Readers d. Sufficient Fluency
2. In Extensive Reading, the material is ______.

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a. teacher selected b. the school selected
c. self-selected d. parent/guardian selected
3. It is the most well-known graded or simplified material available for the
classroom.
a. Graded Readers b. Sufficient Fluency
c. Linguistic Knowledge
d. Linguistic
4. The ultimate goal of ______________ is to do so much of it that the learner
can deal with native-level texts fluently.
a. Linguistic Knowledge b. Sufficient Fluency
c. Self-selected d. Graded Reading
329 329 331 331

5. Graded reading therefore involves the reading of material which has been
330
made _____ to read.
a. easy b. difficult
c. challenging d. complicated
LEARNING AND TEACHING IN MULTI-GRADE SETTINGS

332
Another approach in both Sri Lanka and Nepal has been the development of
teacher education models in the Learning and Teaching in Multigrade Settings

333
(LATIMS) project. This has resulted in the adaptation of the complete
334
curriculum in two subject areas for Grades 2-5 in Nepal and in one subject area
335
for Grades 3-5 in Sri Lanka. Significantly, both exercises have been conducted
as collaborations between curriculum developers and teachers. In both
336

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336
countries, there was a degree of resistance to the idea of curriculum adaptation
from curriculum developers, whose orientation was usually towards monograde
classes. “Thinking outside of the box” and reconceptualizing a new approach to

33
suit the reality of the multigrade class and the needs of the multigrade teacher
338 339
required creative thought and courage. This was achieved in both countries. The
development of teacher education materials alongside the curriculum

340
development exercise has had the advantage of bringing the most recent and
innovative curriculum developments to the attention of all teachers and not
only those who participated directly in the curriculum adaptation workshops,
trials, and follow-up exercises.
The Learning and Teaching in Multigrade Settings (LATIMS) project is an

341
extension of the Multigrade Teaching (MGT) research project. The project grew
out of several studies of teachers and classrooms undertaken as part of the
original project and published recently as the book Education for All:
Challenges and Opportunities (ed. A W Little, 2006). Those studies included
several small-scale exercises of curriculum adaptation with multigrade

342
teachers and studies of teacher training and teacher needs. Collectively, they
343
had led to the conclusion that national–level curriculum adaptation and
teacher education were required if teachers in multigrade classes were to be

344
empowered in their work in classrooms.
345
Previous analysis of teacher practices and reviews of research have led to a
broad typology of approaches to curriculum in multigrade classes (Little, 2004).

346
• Multi-year curriculum spans. Units of curriculum content are spread across 2-
3 grades rather than one. All learners work through common topics and
activities.

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• Differentiated curricula. The same general topic/theme in the same subject is

347 348
covered with all learners. Learners in each grade group engage in learning tasks
appropriate to his/her level of learning.
• Quasi monograde. The teacher teaches grade groups, in turn, as if they were
monograded. Learners follow the same or a different subject at the same time.
349
Teachers may divide their time equally between grade groups. Or they may
deliberately divide their time unequally, choosing subjects or tasks within
subjects that require different levels of teacher contact.
• Learner and materials-centered. This strategy depends more on the learner

350 351
and learning materials than on teacher input. The curriculum is translated into
352
self-study-graded learning guides. Learners work through these at their own
speed with support from the teacher and structured assessment tasks.
353 354
Learning is constructed as involving a relationship between the learner,
learning materials, and the teacher.
355
The Nepal team employed the differentiated Curriculum approach, while the Sri
Lanka team chose to employ the learner and materials-centered approach,
following recommendations made in the earlier study by Vithanapathirana
(2005).
In most countries, teacher education for multigrade teaching either does not
356 357
exist at all or is offered as part of in-service training.
Nepal is unusual in that all teacher education was, until recently, in-service.
The pre-service teacher education package was developed only in 2003. Its
358
formal and regular implementation still remains to be undertaken. Pre-service
359
training is still not a requirement for teacher recruitment. Currently, the
government provides two types of in-service teacher training in Nepal - 10

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months of training divided into four packages of 2.5 months each and short-
term needs-based recurrent training packages of 10 days. Multigrade teaching

360 361 362
is included as a part of the initial 2.5-month package, and one of the 10 days
training packages is about multigrade teaching. Government Teacher Training

363 363
Centres (TTCs) provide the 2.5 months training packages. The short-term need-
364
based package (10 days package) is run by Resource Centres (RCs). RCs provide
professional support to the schools clustered around it, including short-term

365
recurrent training on the basis of teacher demands. UNDP-supported
Community Organization of Participatory Education (COPE) schools also run

366
short-term multigrade teacher training specially focused on grade teaching in
367 367 3
one-room classes. For many years training program for multigrade teachers has
also been supported by UNICEF (e.g., see Suzuki, (2004, 2006) for an analysis of
this program).
In Sri Lanka, there has been less of a tradition of generic training for teachers in
368
multigrade teaching. Special projects have mounted in-service training during
the life of these projects, and distance education programs have included
modules on multigrade teaching.
Project Objectives:
369
This project was designed with two specific practical objectives:
370
● to analyze National Curricula and their potential for adaptation to the needs
370
of multigrade teachers in two countries, Nepal and Sri Lanka.
371 371
● to develop accredited Teacher Education courses to be validated by
371
Universities that recognize the professional development needs of teachers in
372
multigrade teaching settings in two countries, Nepal and Sri Lanka.

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Project Strategy:
373
The project was conceived as a collaborative exercise between researchers,
374 375
teacher educators, curriculum developers and teachers. Institutionally the
project was at the Institute of Education (IOE), University of London, England,
the Research Centre for
Educational Innovation and Development (CERID), Kathmandu, Nepal, and the
Faculty of Education at the University of Colombo (UC), Sri Lanka. The project
376 377,378
was designed to create new materials for use by teachers in multigrade
378
classrooms and by teachers in their professional development. Teachers were
379
involved in the development of these materials. The work of the CERID country
380
team in Nepal was coordinated by Dr Hridaya Bajracharya, and of the UC
380 381
country team in Sri Lanka by Dr Manjula Vithanapathirana. Overall direction of
382 381
the work was provided by IOE by Professor Angela Little and Dr Pat Pridmore,
who provided inputs to workshops and advice, managed progress reports and
finance, edited materials, and continuously updated the multigrade website
www.ioe.ac.uk/multigrade for shared use.
The work was stimulated and supported through joint team workshops
383
involving staff from IOE, CERID and UC and held in Nepal and Sri Lanka, country
workshops, small group, and individual work. During each of the joint team
384 385
workshops, team review, and planning discussions were combined with joint
field visits to multigrade schools and a national seminar with policymakers and
386 387
practitioners. Throughout the life of the project, team members disseminated
their work at conferences, workshops, and seminars. The project started in

388 389
April 2003 and was planned to be completed by the end of March 2006. The

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political turbulence in Nepal throughout much of the project period delayed
some of the work by preventing the project team from traveling to the rural
areas where the study schools were located and preventing teachers in these
schools from attending workshops in Kathmandu. The extended sick leave of
one of the UK project directors led to some loss of momentum in the latter half
of 2004. Despite these setbacks, the project was completed with only a few
months delay.
Main Project Outputs:
This project has developed materials for teachers and students in multigrade
settings. The main project outputs are:
Nepal
390,391
1. Curriculum Materials adapted for multigrade teaching. These are located in
the teacher’s guide in Annex 3, pages 79-183.
● Environment, Health Sanitation, and Social Studies (Grades 2 and 3 in Nepali
language);
● Social Studies Grade 4 and 5 in Nepali Language;
● Science, Environment, and Health Education (Grades 4 and 5 in Nepali
Language)
2. Handbook for Teachers (Nepali) (Annex 3)
3. A short training DVD to accompany the teacher’s manual for multigrade
teaching.
(Annex 4)
Sri Lanka

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1. Curriculum Materials (Sinhala)
● Mathematics Grades 3, 4, and 5. A set of 500 student learning ‘cards’ for 17
topics covered in the syllabus, Sinhala language (Annex 5)
Background research reports were prepared in Nepal on a status review of
multigrade teaching and case studies of multigrade schools and in Sri Lanka on
a survey of multigrade teachers’ needs. Regular project progress reports were

392
submitted to DFID between 2003 and 2006. Substantial reports based on
meetings, field visits, and conferences held in Kathmandu (May 2003), Colombo
(April 2004), and Kathmandu (November 2005) have also been submitted to
DFID previously.
6 Key Instructional Dimensions Affecting Successful Multigrade Teaching
1. Classroom Organization – instructional resources and the physical
environment to facilitate learning.
2. Classroom Management and Discipline – classroom schedules and routines
that promote clear, predictable instructional patterns, especially those that

393
enhance student responsibility for their own learning.
3. Instructional Organization and Curriculum – instructional strategies and

394 394
routines for a maximum of cooperative and self-directed student learning
based on diagnosed student needs. It also includes the effective use of time.
4. Instructional Delivery and Grouping – methods that improve the quality of
instruction, including strategies for organizing group learning activities across
and within grade levels.
395

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395
5. Self-Directed Learning – students skills and strategies for a high level of
independence and efficiency with other students.
6. Peer Tutoring – classroom routines and students´ skills in serving as
¨teachers¨ to other students within and across different grade levels.
396
In the multigrade classroom, more time must be spent on organizing and
397
planning for instruction. Extra materials and strategies must be developed so
398
that students will be meaningfully engaged. Instructional grouping practices
399 400
also play an important role in a good multigrade classroom. The teacher
401
emphasizes the similarities among the different grades and teaches to them,
402
thus Co serving valuable teacher time. Cooperation is a necessary condition of
life in the multigrade classroom. All ages become classmates, and this
403
closeness extends beyond the walls of the school to include the community.
ASSESSMENT
404
Multiple Choice: Choose the letter of the correct answer.
1. The extension of the Multi-Grade Teaching (MGT) research project is called
________.
a. Education for All: Challenges and Opportunities
b. Learning and Teaching in Multi-Grade Settings (LATIMS)
c. Project Objectives
d. Project Strategies
405

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405
2. It is an approach to curriculum where, the learners in each grade group
engage in learning.
a. Differentiated Curricula
b. Learner and Materials-Centered
c. Multi-year curriculum spans
d. Quasi Monograde
406 406
3. It is an approach to curriculum where, teacher teaches grade groups, in turn,
as if they were monograded. Learners follow the same or different subject at
the same time.
d. Quasi Monograde
407
4. In this type of approach to curriculum, the units of curriculum content are
spread across 2-3 grades rather than one. All learners work through common
topics and activities.
b. Learners and Materials-Centered
d. Quasi Monograde
408 408
5. It is an strategy depends more on the learner and learning materials than on
teacher input.

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d. Quasi Monograde
409 410
6. The main project of LATIMS in Nepal are the following except;
a. Curriculum Materials adapted for multi-grade teaching
b. Handbook for Teachers
c. A short training DVD to accompany the teachers manual for multi-grade
teaching
d. Background research and workshops.
412 412
7. It is the classroom schedules and routines that promote clear, predictable
instructional patterns, especially those that enhance student responsibility for

411
their own learning.
a. Classroom Organization
b. Instructional Organization and Curriculum
c. Classroom Management and Discipline
d. Instructional Delivery and Grouping
413
8. It is the students skills and strategies for a high level of interdependence and
efficiency with other students.
a. Self-directed Learning
b. Instructional Delivery and Grouping
c. Peer Tutoring
d. Classroom Organization
414

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414
9. It is the classroom routines and students skills in serving as teachers to
other students within and across different grade levels.
b. Classroom Management and Discipline
c. Peer Tutoring
d. Self-directed Learning
10. It is the instructional resources and the physical environment to facilitate
learning.
b. Classroom Management and Discipline
c. Instructional Delivery and Grouping
d. Self-directed Learning

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1. and/or → and, or Inappropriate colloquialisms Delivery
2. “Would a teacher cancel a class if there Unclear sentences Clarity

are only a few students who enrolled?
3. aren't → are not Inappropriate colloquialisms Delivery
4. that are Wordy sentences Clarity
5. are located Passive voice misuse Clarity
6. But → However,, Nevertheless, Inappropriate colloquialisms Delivery
7. But thankfully, there are many people Incorrect phrasing Correctness

who help in looking for ways to get
children to school so they can finish their
basic education.
8. many people help Wordy sentences Clarity
9. basic → primary Word choice Engagement
10. Different individuals, organizations, the Ungrammatical sentence Correctness

government, and many more tries their
best to assist in making programs and
practices that will become a solution to
dropout and/or low enrollees.
11. and/or → and, or Inappropriate colloquialisms Delivery
12. Different individuals, organizations, the Unclear sentences Clarity

government, and many more tries their
best to assist in making programs and
practices that will become a solution to
dropout and/or low enrollees.
13. which can → that can Pronoun use Correctness
14. be adapted Passive voice misuse Clarity

Report: Untitled
15. Many examples of good multigrade Unclear sentences Clarity

programs and practices are available
around the world, including in Asia, and
many have features which can be
adapted to multi-grade teaching
contexts.
16. were mainly developed Passive voice misuse Clarity
17. important → essential Word choice Engagement
18. your Inappropriate colloquialisms Delivery
19. Though these practices were mainly Unclear sentences Clarity

developed in response to country-
specific attempts to address multigrade
teaching, they do have important lessons
that can be analyzed and then adapted to
your local context.
20. of Wordy sentences Clarity
21. Tone suggestions Delivery
22. However, in some places, providing a Unclear sentences Clarity

quality education for students is still a
problem.
24. that has been Wordy sentences Clarity
25. One of the most well-known programs Passive voice misuse Clarity
that has been adopted by many countries
is the Escuela Nueva.
26. which all → that all Pronoun use Correctness
27. A program which all started with a Incomplete sentences Delivery

woman’s longtime dream and vision.
28. was convinced Passive voice misuse Clarity

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29. be educated Passive voice misuse Clarity
30. and was → . She was Hard-to-read text Clarity
31. was moved Passive voice misuse Clarity
32. she Word choice Engagement
34. She has been the Executive Director of Unclear sentences Clarity
ENF ever since, sharing and adapting the
Escuela Nueva model in Columbia and
internationally, as well as continuing to
innovate and enhance the model through
new developments and programs.
35. around the world → worldwide Wordy sentences Clarity
36. role. Closing punctuation Correctness
37. for → For Improper formatting Correctness
38. for teachers as mentors and facilitators. Incomplete sentences Correctness
39. Academic units are completed by Passive voice misuse Clarity

children at their own pace.
40. was founded Passive voice misuse Clarity
41. years Wordy sentences Clarity
42. who were Wordy sentences Clarity
43. were enrolled Passive voice misuse Clarity

Report: Untitled
45. To meet the needs of these small multi- Unclear sentences Clarity
grade schools, which made up the
majority of schools in Colombia's rural
areas, an innovative approach was
required.
46. were required Passive voice misuse Clarity
47. This Intricate text Clarity
49. As a result, the model was not scalable at Unclear sentences Clarity
the time, and it was not technically,
politically, or financially viable.
51. Building on that pilot experience, Escuela Unclear sentences Clarity

Nueva sought to influence national policy
and respond to the needs of rural
children throughout the country from the
start.
52. as well as → and Wordy sentences Clarity
53. pace; Incorrect punctuation Correctness
54. This learning process was supported by a Ungrammatical sentence Correctness

system of curriculum learning guides for
students, resources like classroom
libraries, and rich learning corners with
low-cost community materials to
facilitate student-centered inquiry and a
set of activities, instruments and to
promote student autonomy on …
55. The expectation was that the new Unclear sentences Clarity
approach to rural education would
guarantee access and quality
improvement for all school children”.
56. school → schools Incorrect noun number Correctness

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57. was also meant Passive voice misuse Clarity
58. the self-esteem Determiner use Correctness

(a/an/the/this, etc.)
59. The model was also meant to expand Unclear sentences Clarity
access to education in rural areas,
improve student achievement, minimize
rates of repetition, and improve self-
esteem, civic engagement, and creativity
of children.
60. thru → through Confused words Correctness
61. Just as important were authentic student Incorrect phrasing Correctness

government elected and run by students
to ensure they could participate in ways
that contribute to building citizenry and
interpersonal skills among students.
62. is a response → responds Wordy sentences Clarity
63. don’t → do not Inappropriate colloquialisms Delivery
64. Teachers in the Escuela Nueva schools Unclear sentences Clarity

are not transmitters of information but
facilitators of learning.
65. was derived Passive voice misuse Clarity
66. that were Wordy sentences Clarity
67. The Escuela Nueva program was derived Passive voice misuse Clarity
from the Unitary Schools that were
sponsored by UNESCO.
68. good → excellent Word choice Engagement
69. effective → practical Word choice Engagement

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70. During 1988-1996, the number of Unclear sentences Clarity

students increased to 45.6 percent in
rural schools and to 7.6 percent in urban
schools.
71. major → significant Word choice Engagement
72. life → lives Incorrect noun number Correctness
73. and it improves → improving Wordy sentences Clarity
74. the community Determiner use Correctness

75. are designed Passive voice misuse Clarity
76. In addition, the Escuela Nueva system Incorrect phrasing Correctness

adapted to the student’s needs in rural
areas.
77. For example, students are allowed to Unclear sentences Clarity

leave school if their parents are sick or
when they need to help their parents with
agricultural tasks without affecting
continuing their education.
78. is conducted Passive voice misuse Clarity
79. to Incorrect verb forms Correctness
80. to exchange their → exchange Wordy sentences Clarity
81. Forth → The fourth Incorrect phrasing Correctness
82. for Wordy sentences Clarity
83. The Escuela Nueva's main Incorrect phrasing Correctness

characteristics are that it develops
consistently over time and allows for
flexible promotion.
84. as part of → in Wordy sentences Clarity

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85. community members Wordy sentences Clarity
86. younger Incomplete sentences Delivery
87. Students learn civic and democratic Unclear sentences Clarity

behavior, and they apply what they learn
in school to their daily lives (Dongen,
2002).
88. once a month → monthly Wordy sentences Clarity
89. The program boosts student performance Ungrammatical sentence Correctness

encourages community involvement and
aids in the reduction of dropout rates.
90. are able to → can Wordy sentences Clarity
91. when Wordy sentences Clarity
92. & Incorrect punctuation Correctness
93. AND IMPLEMENTATION Conjunction use Correctness
95. is internationally recognized Passive voice misuse Clarity
96. This non-profit organization continues Unclear sentences Clarity

supporting the Escuela Nueva model by
offering services in teacher training,
educational assessment, curriculum
development, and research development.
98. in the Wrong or missing prepositions Correctness
99. the implementation of → Wordy sentences Clarity

implement
100. key → critical, vital, crucial Word choice Engagement

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101. actors in → to Wordy sentences Clarity
102. All the workshops, the training, learning Ungrammatical sentence Correctness
guides, and the school community
relationships are encouraged by social
interaction and participation, which
helped the Escuela Nueva methodology
to be sustained over time.
103. be sustained Passive voice misuse Clarity
104. key → critical, vital Word choice Engagement
105. There are other key actors in the case of Incorrect phrasing Correctness
the Colombian Escuela Nueva that
helped the program to achieve its goal
and succeed, such as the Interamerican
Foundation that supported Fundación
Escuela Nueva to implement the model in
urban regions in 1989.
106. There are also other institutions that Incorrect phrasing Correctness
were the main actors in implementing the
Escuela Nueva program, such as the
Coffee Growers Federation and the FES
(Fundacion para la Educacion Superior).
107. Other institutions were Wordy sentences Clarity
108. the Escuela → of Escuela Incorrect phrasing Correctness
109. at Wordy sentences Clarity
110. are able to → can Wordy sentences Clarity
112. life → lives Incorrect noun number Correctness
113. i Inappropriate colloquialisms Delivery
114. students' motivation Wordy sentences Clarity

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115. Education allows every individual to Unclear sentences Clarity

change into a better life and a better
future.
117. deeply → profoundly Word choice Engagement
118. been established Passive voice misuse Clarity
119. located Wordy sentences Clarity
120. But teaching multi-grade classes is very Ungrammatical sentence Correctness

challenging.
122. amp; Incorrect phrasing Correctness
123. the United Determiner use Correctness

124. has become a significant innovation in, Word choice Engagement

had become a significant innovation in,
has become a significant innovation on
125. was developed Passive voice misuse Clarity
126. period Wordy sentences Clarity
127. a normal → Word choice Engagement

a regular, a typical, a standard,
an average
128. on their own → independently Wordy sentences Clarity
129. the area of Wordy sentences Clarity

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130. When combined with teachers who have Unclear sentences Clarity
been trained in the local curriculum,
classes can be supported for as long as it
takes to get a new school rebuilt and
running.
131. been trained Passive voice misuse Clarity
132. be supported Passive voice misuse Clarity
133. What’s → What is Inappropriate colloquialisms Delivery
134. is packed Passive voice misuse Clarity
135. be used Passive voice misuse Clarity
136. The kit can be used in any context where Incorrect phrasing Correctness
children can go to school in safety and
under shelter.
137. The kit can be used in any context where Unclear sentences Clarity
children can go to school in safety and
under shelter.
138. Teachers receive a student register, Ungrammatical sentence Correctness

exercise books, pens, chalk, markers,
flipcharts, compasses, set squares,
rulers, posters (alphabet, multiplication
and number tables), a globe, a clock,
colored cubes, tape, scissors, chalkboard
paint, brushes, dusters and a solar wind-
up radio.
139. chalkboard; Chalkboard Text inconsistencies Correctness
140. , and Comma misuse within clauses Correctness
141. is complemented Passive voice misuse Clarity
142. is distributed Passive voice misuse Clarity
143. been sensitively selected Passive voice misuse Clarity

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144. in order to → to Wordy sentences Clarity
145. , so → so that Inappropriate colloquialisms Delivery
147. The education tools inside have been Incorrect phrasing Correctness
sensitively selected and designed in
order to be culturally neutral, so they can
be used in most education settings
anywhere in the world.
148. I Inappropriate colloquialisms Delivery
149. Kit's materials to implement Wordy sentences Clarity
150. How can I use the materials of the School Incorrect phrasing Correctness
in the Box Kit in the implementation of
activities?
151. you Inappropriate colloquialisms Delivery
153. some materials support Wordy sentences Clarity
154. In the School in a Box Kit, there are some Ungrammatical sentence Correctness
materials that support the
implementation of art and craft activities,
such as crayons, scissors, pencils, and
glue.
155. art → arts Incorrect noun number Correctness
156. craft → crafts Incorrect noun number Correctness
157. Each week you can select a theme — for Ungrammatical sentence Correctness
example, the seasons; domestic and wild
animals; members of the family; and the
natural environment.

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161. 1. Which of the following is not true about Unclear sentences Clarity
the School in a Box?
163. a. It provides essential teaching Ungrammatical sentence Correctness

materials that can assist you in creating
learning, child-protection activities and
communicate lifesaving messages to the
children in your care.
165. period Wordy sentences Clarity
167. 3. The School in a Box was developed by Passive voice misuse Clarity
the RIVER.
168. statement → statements Incorrect noun number Correctness
169. 2 → two Improper formatting Correctness
170. 3 → three Improper formatting Correctness
171. 4 → four Improper formatting Correctness
172. the age of Wordy sentences Clarity
173. EXCEPT Inappropriate colloquialisms Delivery
174. implementing Wordy sentences Clarity
175. 7. Which of the following materials Ungrammatical sentence Correctness

support the implementation of art and
craft activities?

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177. 8. Which of the following suggestions can Ungrammatical sentence Correctness

help you to develop art and craft
activities?
178. has become a significant innovation in, Word choice Engagement

had become a significant innovation in,
has become a significant innovation on
179. Except Inappropriate colloquialisms Delivery
180. popular → famous Word choice Engagement
181. the field of Wordy sentences Clarity
182. etc Inappropriate colloquialisms Delivery
183. specifically → precisely Word choice Engagement
184. themselves Wordy sentences Clarity
185. is usually done Passive voice misuse Clarity
186. It is usually done in remote or rural areas, Unclear sentences Clarity

which are far away from cities and places
where most people are living.
187. kind of Wordy sentences Clarity
188. drop-outs → drop out Confused words Correctness
189. given the opportunity → Wordy sentences Clarity

allowed
190. really Wordy sentences Clarity

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191. On the part of the teacher, the use of Unclear sentences Clarity
different instruction materials in
handling different grade levels in one
classroom or learning community areas is
really challenging.
192. The teacher should be resourceful and Incorrect phrasing Correctness

creative in doing instructional materials
which will serve as a guide for his/her
student’s learning.
193. The teacher should be resourceful and Unclear sentences Clarity

creative in doing instructional materials
which will serve as a guide for his/her
student’s learning.
194. to them Wordy sentences Clarity
195. to be Wordy sentences Clarity
196. major → significant Word choice Engagement
197. In 1972, a major assessment of education Unclear sentences Clarity

in the Philippines resulted in the
Education Development Act, a plan to
improve the quality of facilities and make
the content of education more relevant to
the local context.
198. key → critical, crucial Word choice Engagement
200. The objective of Project IMPACT was to Unclear sentences Clarity

develop an effective and economical
delivery system for mass primary
education.
201. was placed Passive voice misuse Clarity
202. common → shared, expected Word choice Engagement

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203. at least Wordy sentences Clarity
204. Known originally as the “no more schools” Unclear sentences Clarity
concept, it proposed to replace schools,
textbooks, teachers, and grades with
learning centers, self-instructional
materials, peer tutors and community
support, and instructors responsible for
the management of learning among
groups as large as 150-200 stud…
205. Over time the concept became better Ungrammatical sentence Correctness
known as Instructional Management by
Parents, Community and Teachers
(IMPACT).
206. Learning: Ineffective or missing Clarity

emphasis
207. is usually carried out Passive voice misuse Clarity
208. typically → Typically Improper formatting Correctness
209. both Wordy sentences Clarity
210. broadcasts → Broadcasts Improper formatting Correctness
211. 3 → three Improper formatting Correctness
212. D. How was the IMPACT approach Incorrect phrasing Correctness

success determined?
213. successes → success Incorrect noun number Correctness
214. been noted Passive voice misuse Clarity
215. were intended Passive voice misuse Clarity
216. ● IMPACT schools were intended to Unclear sentences Clarity

promote social equity, but they tended to
foster inequities in at least some schools.

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217. were used Passive voice misuse Clarity
218. school's involvement Wordy sentences Clarity
219. ● The system has helped develop among Incorrect phrasing Correctness
the children an intrinsic desire to learn.
220. ● The system has helped develop among Unclear sentences Clarity
the children an intrinsic desire to learn.
221. in Wordy sentences Clarity
222. ● The system has developed in pupils a Incorrect phrasing Correctness

strong sense of responsibility and
commitment through a group contracting
scheme.
223. are given Passive voice misuse Clarity
224. It's → It is, It has Inappropriate colloquialisms Delivery
226. major → primary Word choice Engagement
227. 3. When is the major assessment of Incorrect phrasing Correctness

education in the Philippines resulted in
the Education Development Act, a plan to
the local context?
228. 3. When is the major assessment of Unclear sentences Clarity

education in the Philippines resulted in
the Education Development Act, a plan to
the local context?
229. in an effort to → to Wordy sentences Clarity
230. & Incorrect punctuation Correctness

Report: Untitled
231. in their teaching Wordy sentences Clarity
232. his Intricate text Clarity
234. key → critical, crucial Word choice Engagement
235. were organized Passive voice misuse Clarity
236. be adapted Passive voice misuse Clarity
237. Many good multi-grade programs and Unclear sentences Clarity

practices exist around the world,
especially in Asia, and many of them
contain aspects that can be adapted to
multi-grade teaching situations.
238. mostly → mainly, primarily Word choice Engagement
239. were mostly established Passive voice misuse Clarity
240. then Wordy sentences Clarity
242. own Wordy sentences Clarity
243. was formalized Passive voice misuse Clarity
244. Multigrade teaching as a Philippines’ Incorrect phrasing Correctness

national strategy to improve access to
and the quality of primary schooling was
formalized with the launching of the
Multigrade Program in Philippine
Education (MPPE) in 1993.
245. key → critical Word choice Engagement

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247. was carried out Passive voice misuse Clarity
248. was implemented Passive voice misuse Clarity
249. in accordance with → Wordy sentences Clarity

by, following, per, under
250. to determine → determining Wordy sentences Clarity
251. look into → examine Wordy sentences Clarity
252. The review was carried out with four Intricate text Clarity
specific goals in mind. First, it will
evaluate how well the MPPE was
implemented in accordance with DepEd’s
existing standards and procedures. The
second is to determine what factors help
and hinder MPPE from reaching its
objectives. The review will also descri…
253. usually complies Wordy sentences Clarity
254. were followed Passive voice misuse Clarity
255. To accommodate the unique Incorrect phrasing Correctness

requirements of the areas where the
multigrade program is implemented, a
more flexible strategy appears to be
required.
256. To accommodate the unique Misplaced words or phrases Correctness

requirements of the areas where the
multigrade program is implemented
257. is implemented Passive voice misuse Clarity
259. In terms of factors Wordy sentences Clarity
260. said to be Wordy sentences Clarity

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261. the creation of → creating Wordy sentences Clarity
263. in Wrong or missing prepositions Correctness
265. has the MPPE → the MPPE has Misplaced words or phrases Correctness
267. quality assurance monitoring Intricate text Clarity

assessment tools
268. supervisors' capability to use Wordy sentences Clarity
269. 1. Build the capability of MPPE education Incorrect phrasing Correctness

supervisors on the use of quality
monitoring and assessment tools.
270. importantly → significantly Word choice Engagement
271. aims → aimed Incorrect verb forms Correctness
272. The Multi-grade Program in Philippine Incomplete sentences Delivery

Education (MPPE) in 1993 aims to
improve quality by increasing teachers’
abilities to work with more than one
grade simultaneously through training
and instructional materials.
273. The Multi-grade Program in Philippine Unclear sentences Clarity

274. o Incorrect phrasing Correctness

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277. Made Incorrect verb forms Correctness
278. is implemented Passive voice misuse Clarity
279. the development of → Wordy sentences Clarity

developing
281. The search also serves as an avenue to Unclear sentences Clarity

provide assistance to these schools and
recognize the efforts of the community in
supporting education.
283. This, likewise, supports the efforts in the Incorrect phrasing Correctness
MPPE to retain quality teachers in the
Multigrade schools.
284. was held Passive voice misuse Clarity
286. were reproduced Passive voice misuse Clarity
287. Said training → The training Incorrect phrasing Correctness
288. being readied Passive voice misuse Clarity
289. The project is funded by the Coca-Cola Unclear sentences Clarity

Foundation Philippines, Inc., in
coordination with DepEd.
291. as well as → and Wordy sentences Clarity

Report: Untitled
292. Training of MG teachers, school Incorrect phrasing Correctness

administrators, and supervisors on MG
instruction is part of the project as well
as training on leadership skills for PTCA
members.
293. Direction: Choose the letter of the correct Incorrect phrasing Correctness
answer.
294. Direction: Ineffective or missing Clarity

emphasis
295. In what → What Wordy sentences Clarity
296. delivery modality Wordy sentences Clarity
300. EXCEPT Inappropriate colloquialisms Delivery
301. 10. The Multi-grade Program in Philippine Unclear sentences Clarity

302. large amounts of Wordy sentences Clarity
303. particularly → mainly Word choice Engagement
304. are particularly designed Passive voice misuse Clarity
305. Reading or → Reading or Improper formatting Correctness
306. or Conjunction use Correctness

Report: Untitled
307. , also Punctuation in Correctness

compound/complex
sentences
308. without difficulty → easily Wordy sentences Clarity
309. been made Passive voice misuse Clarity
310. easy → accessible Word choice Engagement
311. Graded Reading, therefore, involves the Incorrect phrasing Correctness

reading of material that has been made
easy to read.
312. Graded Reading, therefore, involves the Unclear sentences Clarity

easy to read.
314. easy → accessible Word choice Engagement
315. Graded reading, therefore, involves the Incorrect phrasing Correctness

easy to read.
316. be graded Passive voice misuse Clarity
317. and so on Inappropriate colloquialisms Delivery
318. The material can be graded according to Incorrect phrasing Correctness

the use of high-frequency vocabulary
rather than vocabulary a native speaker
might use like simplified phrasing or
sentence structure, the use of
illustrations, and so on.
319. For readers to read enough material at Incorrect phrasing Correctness

one level to develop sufficient fluency
and other forms of linguistic knowledge
to enable them to move to a higher level.

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320. to enable them Wordy sentences Clarity
321. For readers to read enough material at Incomplete sentences Correctness

one level to develop sufficient fluency
and other forms of linguistic knowledge
to enable them to move to a higher level.
322. are often used Passive voice misuse Clarity
324. Four linguistic benefits: building reading Incomplete sentences Delivery

speed, lexical speed access, reading
fluency, and the ability when reading to
move from working with words to working
with ideas.
327. don't → do not Inappropriate colloquialisms Delivery
328. are often used Passive voice misuse Clarity
329. 5. Graded reading therefore involves the Ungrammatical sentence Correctness

reading of material which has been made
_____ to read.
331. 5. Graded reading therefore involves the Unclear sentences Clarity

reading of material which has been made
_____ to read.
332. both Wordy sentences Clarity
334. in Wordy sentences Clarity

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335. been conducted Passive voice misuse Clarity
336. the idea of Wordy sentences Clarity
337. “Thinking outside of the box” and Unclear sentences Clarity

reconceptualizing a new approach to suit
the reality of the multigrade class and
the needs of the multigrade teacher
required creative thought and courage.
339. was achieved Passive voice misuse Clarity
340. The development of teacher education Unclear sentences Clarity

materials alongside the curriculum
development exercise has had the
advantage of bringing the most recent
and innovative curriculum developments
to the attention of all teachers and not
only those who participated directly in
the curriculum adaptation workshops,…
341. is an extension of → extends Wordy sentences Clarity
342. teacher Wordy sentences Clarity
343. led to the conclusion → Wordy sentences Clarity

concluded
344. be empowered Passive voice misuse Clarity
345. research reviews Wordy sentences Clarity
346. are spread Passive voice misuse Clarity
347. is covered Passive voice misuse Clarity
348. with → by Wrong or missing prepositions Correctness
349. Or → Alternatively, Inappropriate colloquialisms Delivery

Report: Untitled
350. on Wordy sentences Clarity
351. is translated Passive voice misuse Clarity
353. is constructed Passive voice misuse Clarity
354. involves Wordy sentences Clarity
355. , while → . In contrast, Hard-to-read text Clarity
356. at all Wordy sentences Clarity
357. is offered Passive voice misuse Clarity
358. still Wordy sentences Clarity
360. is included Passive voice misuse Clarity
361. 10 → ten Improper formatting Correctness
362. 10 days → 10-day Misspelled words Correctness
363. Government Teacher Training Centres Ungrammatical sentence Correctness

(TTCs) provide the 2.5 months training
packages.
364. is run Passive voice misuse Clarity
365. on the basis of → based on Wordy sentences Clarity
366. , which is specially Incorrect phrasing Correctness

Report: Untitled
367. For many years training program for Ungrammatical sentence Correctness
multigrade teachers has also been
supported by UNICEF (e.g., see Suzuki,
(2004, 2006) for an analysis of this
program).
368. Special → Notable Word choice Engagement
369. was designed Passive voice misuse Clarity
370. ● to analyze National Curricula and their Unclear sentences Clarity

potential for adaptation to the needs of
multigrade teachers in two countries,
Nepal and Sri Lanka.
371. ● to develop accredited Teacher Incorrect phrasing Correctness

Education courses to be validated by
Universities that recognize the
professional development needs of
teachers in multigrade teaching settings
in two countries, Nepal and Sri Lanka.
372. ● to develop accredited Teacher Unclear sentences Clarity

Education courses to be validated by
Universities that recognize the
professional development needs of
teachers in multigrade teaching settings
in two countries, Nepal and Sri Lanka.
373. was conceived Passive voice misuse Clarity
375. , the Punctuation in Correctness

compound/complex
sentences
376. was designed Passive voice misuse Clarity
377. use by Wordy sentences Clarity

Report: Untitled
378. The project was designed to create new Incorrect phrasing Correctness
materials for use by teachers in
multigrade classrooms and by teachers
in their professional development.
379. work of the Wordy sentences Clarity
380. The work of the CERID country team in Incorrect phrasing Correctness
Nepal was coordinated by Dr Hridaya
Bajracharya, and of the UC country team
in Sri Lanka by Dr Manjula
Vithanapathirana.
381. Overall direction of the work was Ungrammatical sentence Correctness

provided by IOE by Professor Angela Little
and Dr Pat Pridmore, who provided inputs
to workshops and advice, managed
progress reports and finance, edited
materials, and continuously updated the
multigrade website
www.ioe.ac.uk/multigrade for shared
use.
382. was provided Passive voice misuse Clarity
383. The work was stimulated and supported Incorrect phrasing Correctness
through joint team workshops involving
staff from IOE, CERID and UC and held in
Nepal and Sri Lanka, country workshops,
small group, and individual work.
384. review, Punctuation in Correctness

compound/complex
sentences
385. were combined Passive voice misuse Clarity
386. the life of Incorrect phrasing Correctness
387. project's life Wordy sentences Clarity
388. was planned Passive voice misuse Clarity

Report: Untitled
389. be completed Passive voice misuse Clarity
390. are located Passive voice misuse Clarity
391. located Wordy sentences Clarity
392. were submitted Passive voice misuse Clarity
394. 3. Instructional Organization and Unclear sentences Clarity

Curriculum – instructional strategies and
routines for a maximum of cooperative
and self-directed student learning based
on diagnosed student needs.
395. students → students', student's Incorrect noun number Correctness
396. be spent Passive voice misuse Clarity
397. be developed Passive voice misuse Clarity
398. Extra materials and strategies must be Unclear sentences Clarity

developed so that students will be
meaningfully engaged.
400. a good → an excellent Word choice Engagement
401. to Wrong or missing prepositions Correctness
402. The teacher emphasizes the similarities Unclear sentences Clarity

among the different grades and teaches
to them, thus Co serving valuable teacher
time.
403. school's walls Wordy sentences Clarity
404. Multiple Choice: Ineffective or missing Clarity

emphasis

Report: Untitled
405. where, Comma misuse within clauses Correctness
406. 3. It is an approach to curriculum where, Ungrammatical sentence Correctness

teacher teaches grade groups, in turn, as
if they were monograded.
407. type of Wordy sentences Clarity
408. 5. It is an strategy depends more on the Ungrammatical sentence Correctness

learner and learning materials than on
teacher input.
409. project → projects Incorrect noun number Correctness
410. except Wrong or missing prepositions Correctness
412. 7. It is the classroom schedules and Unclear sentences Clarity

routines that promote clear, predictable
instructional patterns, especially those
that enhance student responsibility for
their own learning.
413. students → student's, students' Incorrect noun number Correctness
414. students → students', student's Incorrect noun number Correctness

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Report: Untitled

Score Writing Issues

This text scores better than 83%

This text hasn’t been checked for plagiarism

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 1 of 80

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 2 of 80

Unique Words 17%

Rare Words 43%

Word Length 5.4

Sentence Length 13.9

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 3 of 80

GOOD MULTI-GRADE PROGRAMMES AND PRACTICE

● Identify the different good multi-grade programs and practices.

● Recognize the challenges in the implementation of different multi-grade

programs and practices.

programs and practices.

Many examples of good multigrade programs and practices are available

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 4 of 80

Equality is something that everyone is willing to fight for, whether it is in

country. In her twenties, she followed in the footsteps of her mother as an

in Colombia through quality education methods. After completing her

undergraduate Sociology degree at Javeriana University in Colombia and

earning two master’s degrees--one in Sociology of Education and the other in

Comparative International Education from Stanford University, she started the

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 5 of 80

through new developments and programs.

Escuela Nueva is a Colombian educational innovation that has influenced

It is one of the longest-lasting bottom-up innovations in the developing world.

It encourages active, child-centered, participatory, cooperative, and

repetition and dropout. Children in sparsely populated rural areas typically

attended multi-grade schools, where one teacher was required to teach

daily exposure of children to violence necessitated an educational approach

that instilled in students peaceful values and behaviors.

To address these critical needs of multi-grade schools, UNESCO piloted the

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 6 of 80

worked well on a small scale, but scaling it up required a significant amount of

Building on that pilot experience, Escuela Nueva sought to influence national

other words, to place a conceptual and practical emphasis on pedagogical

renovation. We named it Escuela Nueva, which translates to "New School," to

emphasize a new way of learning and a new type of school.

the teacher to the student, encouraging active, child-centered, participatory,

as the source of information. This learning process was supported by a system

of curriculum learning guides for students, resources like classroom libraries,

and rich learning corners with low-cost community materials to facilitate

student autonomy on leadership skills as well as stronger relationships with

Thus, “the basic idea was to transform the conventional teacher-centered

schooling practices into a learner-centered model that would integrate

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 7 of 80

curriculum, teacher training, community involvement, and administrative

for all school children”.

education, the innovation consisted of transforming these principles into

operational strategies and applying them to rural children from underserved

contribute to building citizenry and interpersonal skills among students.

DESCRIPTION OF THE ESCUELA NUEVA AND THE PROBLEM IT ADDRESSES

DESCRIPTION OF THE PROBLEM

The Escuela Nueva program successfully addressed the quality of children’s

education in conflict areas. This program focuses on the difficulties of small,

multi-grade schools by linking communities, teachers, families, administrators,

educational problems that Colombia experiences, especially in remote rural

Report was generated on Monday, Jun 17, 2024, 01:54 PM Page 8 of 80

program started in the mid-seventies as a small project in Colombia to improve

by implementing new teaching methods and training teachers to help

marginalized students complete their primary education in rural areas. Many

DESCRIPTION OF THE PROGRAM