Republic of the Philippines

Romblon State University

Romblon, Philippines

Education Department – San Andres Campus

OUTCOMES-BASED EDUCATION COURSE SYLLABUS
Revised as of January 03, 2024
Elective 1 – Teaching Multi-Grade Classes
Bachelor of Elementary Education
Second Semester, A.Y. 2023-2024

VISION, MISSION, GOALS AND OBJECTIVES

Vision
A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.

Mission
Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and technical expertise in agriculture and fisheries,
forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and collaborate with other institutions and communities through responsive, relevant and research-based extension
services.

Core Values
1. Stewardship
2. Competence
3. Resilience
4. Integrity
5. Balance
6. Excellence
7. Service

Goals
1. Quality education
2. Globally competitive graduates
3. Creativity, innovative ideas and scientific approaches
4. Research competence and capability
5. Community extension services
6.Values and attitudes imbued with patriotism and nationalism, critical thinking, and lifelong skills

Objectives
1. To develop relevant expertise and competence in the academe and deliver quality education for the total development of BEED students;
2. To produce globally competitive BEED graduates skilled in their major field of specialization and BEED graduates with skills geared towards enhancing employability and satisfying manpower needs;

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

3. To develop creativity and scientific approaches and encourage innovative ideas in the academe in order to provide efficient and effective services in the elementary level;
4. To develop research competence among BEED students in order to contribute to the general advancement of knowledge;
5. To facilitate the development of skills and attitudes necessary for success of the Pre-service Elementary teachers who shall be employable locally and abroad;
6. To extend educational and entrepreneurial expertise of community development; and
7. To develop students’ moral character, critical thinking, aesthetic, environmental and cultural values.

Course Description:
This is a course that deals with the theories, principles and concepts of multi-grade learners and classes. It includes pedagogical approaches and contextualized learning environments for
the different grade and age levels are grouped for instruction in different school situations.

Course Code: Elective 1

Credit Units: 3 units

Prerequisite: NONE

Course Title: Teaching Multi-Grade Classes

Program Outcomes:
1. Demonstrate in-depth understanding of the development of elementary learners
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning
4. Design and implement assessment tools and procedures to measure elementary learning outcomes
5. Create and utilize materials appropriate to the elementary level to enhance teaching and learning
6. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum

Course Requirements:
1. Do and answer the tasks and activities given properly and honestly.
2. Students must always follow the date of submission. Late requirements will not be accepted.
3. Own compilation of outputs is needed.
4. Do not forget that you are a student, and that you are expected to follow school rules and regulations.
5. Passing score in major examinations should be attained.

Course Grading System

Major Examinations 40%

Attendance /Participation 15%
Assignment/Quizzes/Long Tests 20 %
Reporting and Project 25 %

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

Method of Computation
raw score
The raw score will be converted to 100% grade using the formula implementing the zero-based grading system: Percent Grade= x 100
total number of items
Grade Percentage Equivalent

1.00 96 to 100 Excellent

1.25 91 to 95 Superior
1.50 86 to 90 Very Good
1.75 81 to 85 Good
2.00 76 to 80 Meritorious
2.25 71 to 75 Very Satisfactory
2.50 66 to 70 Satisfactory
2.75 61 to 65 Fairly Satisfactory
3.00 60 Passed
4.00 INC Conditional
5.00 59 Failed

Course Outline
Second Semester

WEEK TOPICS LEARNING OUTCOMES

Learning Activities Assessment Tasks
* Course Overview Orientation: Essay
1. Vision, Mission and Goals 1. Identify, explain, and internalize the vision, Discuss the mechanics of the course;
2. Teacher Education Program Outcomes, mission, core values of the institution Introducing the Requirements
Degree Outcomes, and Course Outcomes 2. Discuss the teacher education program
outcomes, the degree outcomes and the course
outcomes
1 -2 Chapter 1: History, Nature, and Status of Multigrade
Classes
Lesson 1: History and Nature of Multigrade Program Describe a Lecture – Discussion
Case Study
Pencil and Paper Test

multi-grade
Reflective Discussion Graded reporting on the history of multigrade classes

Concept Mapping by group Concept map on the roles of a multigrade teacher

Lesson 2: Status of Multigrade Program

teaching Group Reporting

Brainstorming Activity
Case analysis

Paper and Pencil Test

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

2.
Compare
multi-grade
and mono-
grade teaching
The students should be able to:
1. Discuss the history of multigrade classes
2. Identify the role of a multigrade teacher
3. Synthesize the bases of multigrade Program in
the Philippines
4. Explain the underpinning learning theories and
principles of multigrade teaching
5. Describe the status of multigrade teaching in
the Philippines
6. Describe the practices and strategies of
multigrade teaching in Southeast Asia
7. Identify solutions to the challenges in the
implementation of multigrade teaching

3-5 Chapter 2: Organizing and Managing a Multigrade
Classroom
Lesson 1: Organizing the Physical Environment
Lesson 2: Managing Students’ Behavior
Lesson 3: Organizing and Managing Group
Lesson 4: Managing Instructional Time
The students should be able to: Lecture-Discussion Making of classroom floor plan
1. Discuss how to organize and manage a
multigrade classroom Reflective discussion Making of classroom rules
2. Identify ways in organizing the physical
environment of a multigrade classroom Situational Analysis Crafting a timetable
3. Design a plan that illustrates an efficient use of
space in a multigrade classroom Small Group Discussion Making of Sample Budget of Work
4. Discuss ways to manage the behavior of
students in a multigrade classroom Paper and Pencil Test
5. Establish clear routines, procedures and rules
for a multigrade class
6. Determine ways of grouping students in a
multigrade classroom
7. Prepare timetable to properly manage

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Romblon State University
Romblon, Philippines

Lesson 5: Preparing the Curriculum instructional time in a multigrade class

6-8 Chapter 3: Teaching in the Multigrade Classroom
Lesson 1: Concept of Differentiated Instruction
Lesson 2: Whole Class Teaching
Lesson 3: Group Teaching
Lesson 4: Cooperative Learning
Lesson 5: Peer Tutoring
Lesson 6: Self-Directed Learning
The students should be able to:
1. Discuss the different strategies applied in
Multigrade teaching
2. Use appropriate strategies in Multigrade
teaching
Lecture-Discussion
Observation of Actual Multigrade classes
Reflective Discussion
Collaborative Learning Activity
Matrix completion on differentiating instruction by
content, process and product
Observation report of multigrade class
Creating lesson outline on ability grouping
Creating activities for cooperative learning strategies
Creating schedules and activities for peer tutoring
Paper and Pencil Test

Lesson 7: Center – Based Learning and Multiple

Intelligences

5 Chapter 4: Assessment in Multigrade Classes
9-10
Lesson 1: Monitoring, Assessment and Evaluation in
Multigrade Classes
Lesson 2: Purpose and Methods of Assessment
Lesson 3: Information Gathering Techniques
MIDTERM EXAMINATION
The students should be able to: Lecture-Discussion Matrix on differentiated assessment methods on a given
1. Describe how monitoring, assessment and topic
evaluation is done in multigrade class Small Group Discussion
2. Explain the principles and purpose of Create sample rating scale and self-evaluation tool
assessment Collaborative Activities
3. Describe different assessment methods and Paper and Pencil Test
tools appropriate for multigrade classes
4. Create assessment tools appropriate for
multigrade classes

11-13 Chapter 5: Lesson Designs for Multigrade Teaching The students should be able to: Lecture-Discussion
1. Explain the importance of preparing lesson Paper and Pencil Test
designs
Lesson 1: Lesson Designing 2. Identify different steps in various formats in Making Lesson Designs Grade lesson design
lesson designing
3. Create lesson designs using the different Classroom Observations
Lesson 2: Format and Parts of Lesson Designs formats as applied in Multigrade teaching
Peer critiquing of classroom demonstration

Lesson 3: Sample Lesson Designs

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

14-16 Chapter 6: Research and Partnership in Multigrade
Teaching
Lesson 1: Research in Multigrade Teaching
Lesson 2: Partnership in Multigrade Teaching
The students should be able to: Lecture-Discussion Paper and Pencil Test
1. Explain the importance of research and
partnership in Multigrade Teaching Analyzing a research study on multigrade education
2. Discuss researches related to multigrade Research Activity
teaching Narrative from the interview of a multigrade teacher
3. Identify the different agencies that are in Reflective Discussion
partnership with Deped in the implementation
of Multigrade Program Interview
4. Cite different partnership activities
5. Identify issues in Multigrade Teaching that can
be addressed through research and partnership

FINAL EXAMINATION

REFERENCES:
 CMO 74, 75, 76, 77, 78, 79, 80 s. 2017
 Deped Orders
 Mathot, G. B. (2001). A Handbook for Teachers of Multi-Grade Classes UNESCO Vol 1. Pp 13-18
 Brown B. (2010). Multigrade Teaching A Review of Issues, Trends and Practices Implications for Teacher Education in South Africa
 Montlabo I. C. et. al. (2022). Teaching Multigrade Classes. LORIMAR PUBLISHING INC.

Prepared by: Reviewed by: Approved by:

RYAN C. GADON, MEM LYN F. REYES, MEM PROF. MARIO A. FETALVER JR, Ph.D
Instructor I Chair, Education Department Campus Director

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