LESSON DESIGNING IN

MULTIGRADE TEACHING

GAMOTIN, RAYMUND STEVE H.

BALIDO, HONEY GRACE C.

BEED-1
A lesson designing is a blue print for the teacher or
a template for facilitating a lesson. It is the major
pillar of the educational structure and the center
of learning (Mastropieri & Scruggs, 2007).

It contains the objectives (what students in each

grade level should learn), how the objectives will
be fulfilled (the method of delivery and
procedure), and a methodology to assess how
well the objectives were met (assessment).

One of the most important aspects of the

educational process is the lesson design or plan.
 A multigrade lesson design consists of details
pertaining to the lessons, the outcomes that will be
addressed by grade levels, the methods that will be
used which involved differentiation and groupings,
and the materials and activities that will be included
to engage and assess the students.

Lesson designing is at the heart of effective

teaching. It is a creative process that allows the
teacher to map out curriculum goals into skills and
tasks ( Posner, 2003).
 It ensures continuity of learning and
the integration of skills and knowledge
across the multigrade curriculum. Further,
it serves as a tool for evaluation for
instructional approaches utilized.

In other words , careful lesson

designing leads to an effective Multigrade
learning environment.
 Benefits of Effective Lesson Designing
 It organizes the thoughts of the teacher and
coordinates his/ her ideas well which facilitates
good teaching and learning. It equips the teacher
with the general outlines of the goals and the
resources needed to achieve them.

 Because the activities and materials are prepared

and properly sequenced, it saves energy for both
the teacher and the students. As a results, it
completes expected tasks for both students and
teachers and develops a sense of order among
learners.
 Benefits of Effective Lesson Designing
 It allows the teacher to spend less time in class
flipping through the textbook, worrying about what
to do next, or rushing to make photocopies. To
encourage students to participate in activities, time
is being maximized.

 It improves achievement and increases the

likelihood of providing meaningful learning
experiences to students.

 It gives the teacher confidence to teach hence,

facilitates happy and productive learning.
 Multigrade teachers must plan
meticulously. Lesson designs, curriculum guides,
budget of work, and timetables are planning
materials that assist teachers in preparing ahead
of time to ensure that all essential competencies
are covered.
Lesson planning for multigrade teachers
should be flexible and imaginative.
 LESSON 2

FORMATS AND PARTS

OF LESSON DESIGNS
 A new multigrade teacher frequently struggles
on how to construct lesson designs for the
unique multigrade setup.
These are his or her common questions:
 How shall I prepare lesson design in a
multigrade setting?
 What grade level will be my focus?
 How shall I integrate the cognitive,
psychomotor and affective domains in a holistic
plan?
 With two or three grade levels in a class, can I
finish my lesson within the time provided?
 What will my lesson design look like?
 In a mutigrade classroom, a teacher’s day
is filled with planning. Effective teachers devote
time to creating lesson designs as part of their
job.
These are the questions to consider in
preparing Multigrade lesson design.
1. Learning Objectives:
• What do I want the students to learn and be
able to do at the end of class?
2. Students:
• What are the academic, social, physical,
personal, and emotional needs of my students
in different grade levels?
3. Materials:
• What instructional materials and resources do I
need for the lesson to be successful?
• What are the indigenous materials available in
the community?
4. Strategies:
• What teaching strategies will help my students learn
the most?
• What activities will the students participate in ?
• Do the activities allow for differentiation so that
students can approach it a different levels and in
different ways?
• How will I make it flexible in the event of unforseen
circumstances?

5. Groupings:
• Should I group in a heterogeneous or homogeneous
manner?
• What should be the size of my groups?
6. Assessment:
• Did my students understand?
• What will be my method of
evaluating their learning?
• What are the appropriate
differentiated task for the students?
• What didn’t go as planned? What am
I going to do differently next time?
 Parts of a Lesson Design
I. Intended Learning Outcomes
Before the teacher begins planning,
he/she must first determine the lesson’s
objectives. The Intended Learning Outcomes
are statements that outline what the learner
will eventually be able to demonstrate
(cognitive, affective and psychomotor ) as a
result of the learning engagement.
The learning objectives have the following
characteristics:
Characteristics Description
Specific Describe the specific and clear
objectives without using
complicated language.
Measurable Can be displayed in a tangible
way; can be assessed; outcome
and quality of accomplished can
be observed.
Attainable Can be completed within the
time frame specified, and
sufficient resources are
available.
 The learning objectives have the following
characteristics:
Characteristics Description
Result Oriented/ Relevant Is relevant and must be
connected to the student’s life
experiences.
Time-bound Can be completed in a given
time frame.
 In summary, objectives indicate:
a) what the learners should be able to accomplish
(performance),

b) b) the circumstances under which the doing will

happen (condition), and

c) c) the standards by which the performance will

be rated (acceptable performance).
II. Learning Content
Learning content must fully cover what are
essential, thus a balance in content and values,
significant to the varying needs and developmental
stages of the multigrade students, and can be
carried out in the right amount of time.

In writing learning content, it includes the

subject matter/content, value that can be integrated,
variety of resources/reference and lesson materials
that teachers can use to enhance learning outcomes
and create more interactive, interesting, and
engaging learning activities.
Subject Matter/Content The topic or lesson at
hand.

Value Integration The appropriate value that

can be developed or
integrated in the lesson.

Materials The supplies and resources

that are available and used
in the lesson.

Reference The books and on-line

resources used.
III. LEARNING EXPERIENCES
This includes a variety of instructional
methods , both traditional and authentic learning .
Learning experiences guide students toward content
engagement and assist them in learning new skills.
Below are the different strategies that can be
applied in Multigrade class.
Strategies Whole Class Teaching
Group Teaching
Cooperative Learning
Peer Teaching
Teaching Different Concepts
Self-directed Learning
Center-Based Learning
Project-Based Learning

Assessment Summative/Formative
Assessment
Authentic Assessment
- This includes the Rubrics
which are the criteria and
standards that will used to
make evaluation decisions of
the tasks or outputs.
 Formats of Lesson Design
1. Johann Friedrich Herbart Steps
The J. F. Herbart’s instructional ideas
which were particularly applicable to
instruction had a strong influence on late-
nineteenth-century teaching practices,
particularly in the United States where
educational leaders founded the National
Herbart Society in 1895 ( Kim, 2009).
Preparation A technique for motivating
students ‘ interest in a
subject by connecting new
material to be learned with
relevant prior ideas or
experiences.
Presentation Introducing new material
through the use of real-world
objects or experiences.
Association A through integration of the
new idea through comparison
with previous ideas and
consideration of similarities
and differences in order to
construct the new idea in the
mind.
Generalization A procedure that is
especially important in
education and is intended to
develop the mind beyond
the level of comprehension
and the concrete.
Application This refers to applying newly
learned concepts to one’s
own experiences.
Recapitulation/ This step is designed for
Evaluation teachers to determine
whether students have
grasped the material by
reviewing a lesson or
assigning tasks to the
students.
2. 5 As
This four-phase structure is based on Kolb’s
Experiential Learning Theory, which aims to educate
students holistically. Learning is the process by
which knowledge is created by transforming
experience ( Kolb, 1984).
 Activity Activating students’ prior
knowledge or relevant
experience in relation to the
lesson .
Analysis Providing new material and
students should be learning
or gaining it through
observation and reflection.
Abstraction This relates to the
development of abstract
concepts ( analysis) and
generalizations.
Application Putting what students have
learned into practice or
applying what they’ve
learned in the actual world.
Assessment Measuring and
documenting the academic
preparedness, learning
progress, skill development,
or educational needs of
students.
3. 3 Is
This format refers to the three fundamental steps in
supporting teaching and learning.
Introduction Engaging the students’ interest and focus
on the students attention on the lesson
and its aims

Interaction Introducing new information with student’s

input or interaction

Integration Providing opportunities for students to

apply information to personal contexts-This
increases retention by personalizing
information.
4. 5 Es
This well known teaching structure includes
the progressive stages of learning which guides the
teaching of units, lessons or programs particularly in
science and mathematics.
Engagement Presenting an activity or exercise that
engages students, stimulates their curiosity
and allows them to share what they
already know about the subject.

Assisting pupils in developing connections

between existing knowledge and new ideas
given in the lesson or unit.
Exploration Students are carrying hands –on activities
such as experiments or other interactions
with the material to gain a better
understanding of the topic.
Explanation Supporting the students as they attempt to
explain what they have learned and
experienced.
Elaboration Putting what they have learned to use in
new situations to enhance their skills.

Evaluation Reflecting on and demonstrating their

new understanding of the material.
5. 4 Ps
This four-step format is appropriate for skill
acquisition is physical education, music and art.
Preparation Clearly conveying their past
understanding of the day’s lesson.

Presentation Discussing the topic or demonstrating

the competence
Practice Allowing students time to practice and
perfect the activities that have been
assigned to them.

Performance Demonstrating the newly gained skill to

use.
 LESSON 3

SAMPLE LESSON
DESIGNS
• The format of lesson designs in multigrade class varies by
country as it does with all planning. Many schools
districts in the Philippines give daily lesson plans, while
others enable teachers to create with their own structure.

• All the lesson design are learner centred using the senses
and multiple intelligences dynamically engaging and
relating to the diverse of learners experiences.
 1. Whole Class Teaching
MALABALANGHAY ARALIN SA SIBIKA AT KULTURA
1,283
Multigrade
I. Layunin
Sa tulong ng mga iba't ibang gawain, ang mga mag-aaral
inasahang makapaggagawa sa mga sumusunod na may 85%
kawastuhan:
A. natutukoy ang mga karapatan ng bawat Pilipino;
B. naigagalang ang mga karapatang ito;
C. natatalakay ang kahalagahan ng mga karapatan bilang mga bata;
D. naisasagawa ang kayamanang kahon o treasure box ng mga
II. Paksang Aralin
Paksa: Mga Karapatan ng Bawat Batang Pilipino
Pagpapahalaga: Respeto
Sanggunian: Sambayanang Pilipino, Antonio et al, pahina 265-267
Isang Bansa, Isang Lahi, Anda et al, pahina 232-243
Kagamitan: Mga larawan, tsart, kahon

III. Pamamaraan
A. Pagganyak
1. Panggrupong Gawain Ang mga iba't ibang larawan ay isaayos ng
pabilog. Ang bawat grupo ay pipili ng isang larawan.
2. Pangkatang Pagpapahayag
Ang kapareho ay magbibigay ng kanilang sariling pahayag o
ideya sa napiling larawan.
3. Pagpapahayag
Isa sa mga kapareho ay magbibigay ng kanilang pahayag o
ideya sa buong klase.

B. Paglalahad
Ibubuo ng mga bata ang panlitong libangan na ito.

KARAPATAN
C. Pagtatalakay
1. Mga karapatan ng bawat Batang Pilipino:
a. Maisilang at magkaroon ng pangalan at nasyonalidad
b. Maging malaya
c. Magkaroon ng pamilyang mag-aaruga sa akin
d. Mabigyan ng sapat na edukasyon
e. Mapaunlad ang aking buhay
f. Magkaroon ng sapat na pagkain, tirahan, malusog at
aktibong katawan
g. Matutuhan ang mga mabubuting kaugalian at asal
h. Mabigyan ng pagkakataon na makapaglaro at
makapaglibang
 i. Mabigyan ng proteksyon laban sa pagsasamantala,
panganib, at karahasang bunga ng mga paglalaban
j. Manirahan sa isang payapa at tahimik na pamayanan
k. Maipagtanggol at matulungan ng pamahalaan
l. Makapagpahayag ng sariling pananaw
2. Paraan ng pagsasagawa o pagkakamit sa mga karapatan ng b
batang Pilipino

D. Paglalahat
Anu-ano ang mga karapatan ng bawat batang Pilipino?
Bakit mahalaga na malaman natin ang ating mga karapatan? Ano
ang nararapat gawin sa ating mga karapatan? Bakit? Paano natin
pahahalagahan ang ating mga karapatan?
E. Paglalapat
Ang bawat bata ay gagawa ng kanyang sariling simbolo na
ilalagay sa kahon ng kayamanan o treasure box.
Unang Baitang. Kulayan ang simbolo at isulat kung ano ito.
Ikalawang Baitang: Sumulat ng isang maikling talata kung
bakit ito ang napili mong simbolo
Ikatlong Baitang: Pumili ng isang karapatan at isasadula in

F. Pagtataya
Unang Baitang:
Tama o Mali. Iguhit ang kung tama at kung mali.
_________1. Bawat bata ay may karapatan bilang batang Pilipino.
_______2. Maaaring bilhin ang ating mga karapatan.
_______3. Hinahadlang ng pamahalaan na mapaunlad ang kasanayan.
_______4. Ang bawat bata ay may karapatang makapag-al
_______5. Maaari tayong magpahayag ng ating saloobin

Ikalawang Baitang: Pagpipili-pili (Multiple choice)

Ikatlong Baitang: Pagpipili-pili (Multiple choice)

G. Takdang Aralin
Magpangkat-pangkat at isadula ang ibat-ibang karapatan ng
bawat batang Pilipino.
2. Grouping by the Same Ability (Type 1)
 Lesson Design in English
I. Intended Learning Outcomes
Through a poem, the multigrade pupils must have done the
following with 85% correctness:
A. defined synonyms:
B. paired words synonymously; and
C. completed a story by writing the correct synonym of the
given words.
II.. Learning Content
Skill Focus: Identifying synonyms
Value Integration: Tranquility/ Peace
References: Pado, Felicitas, et al, Reaching Out 2, pp. 56-60 Cancio,
E., et al, Milestones in Reading 2, pp. 78-82
Materials: picture of a kite, charts.

III. Learning Experiences

A. Motivation
Have you tried playing kites with your friends?
B. Unlocking of Difficulties
Present sentences to help the pupils unlock the meaning of the
following words:
• Tranquil
• Trembling
• Whirling

C. Presentation
Present the poem, "How the Little Kite Learned to Fly".
Read the poem orally with proper expression.
Read the poem together with the class making sure that the
standards for oral reading are followed.
D. Discussion
a. Poem
What did big kites tell the little kite?
What did the little kite tell to himself?
How did the little kite feel as he rose up in the sky?
If you were a little kite would you do the same thing?
(Facilitate a discussion of responses)
b. Skill focus
Ask the pupils to point out which words have the
same meaning with the following:
sad, happy, tall, hot, fast, pretty:
Guide the pupils to pair words having the same meaning.
E. Generalization
What are synonyms?
F. Application
Match words with the same meaning.
G. Diagnostic Test
Have the pupils answer a 10-item test on synonyms.
H. Grouping by ability
1. Fast group (scores 8-10)
Let the pupils answer activity sheets for this level
group.
2. Average Group (scores 5-7)
Have the pupils answer the activity sheets for this level group.

3. Slow Group (scores 4 and below)

A. Corrective Instruction
- Provide an intensive review and mastery of the skill.
- Have the pupils answer activity sheets for this level/group.
2. Grouping by Same Ability (Type 2)
Lesson Design in Mathematics
I. Intended Learning Objectives
Through varied activities, the multigrade pupils with 80%
efficiency are expected to:
A. identify primary and secondary directions;
B. build directional vocabulary,
C. enhance ability to follow and give directions; and
D. locate places in map using primary and secondary directions.
II. Learning Content
Concept: Primary directions are north, south, cast, west
Secondary directions are northeast, northwest.
southeast and southwest.
Skill focus: Locating places using primary and secondary
directions
Value Integration: Responsibility
References: Mathematics in a Challenging World 1 & 2, Sybia
C. Ortiz, pages 304-307, 400-409 Kiddesk Edmark,
page 15
Materials: big illustration of the primary and secondary
directions sample map showing common scenic spots
in our country, multi-leveled materials
III. Learning Experiences
1. Pre-test (10 items)
Lead the pupils to study a map and complete the given
sentences by filling out the primary and secondary directions

2. Grouping
A. Fast Group (scores 7-10)
Activity 1: Locate places in the map
Activity 2: Use primary and secondary directions to complete
the given sentences.
Activity 3: Draw objects by following the given directions.
Activity 4: Give or point the right directions.
B. Average and Slow Groups (scores 6 and below)
1. Engagement
Who sits in front of you? At your back? On your left/right?
Are there other ways of telling the location of a particular
place, person or objects?

2. Exploration
Present to the class a simple map that shows common scenic
spots in our country with big illustrations of primary and secondary
directions.
3. Explanation
Ask questions which will require the pupils to locate places
and objects in the map, such as: What is found north of the waterfalls?
What are the primary and secondary directions?
Guide the pupils to state why maps and directions are
important.

4. Elaboration
5. Whole class
Have the pupils work on exercise in telling and locating
directions.
6. Grouping
The teacher will provide multi-level materials/modules to the average
and slow groups.

5. Enrichment
3. Center-Based Learning Activity (Multiple
Intelligences)
 Lesson Design in MAPEH
1. Intended Learning Outcomes
Given varied learning activities, the multigrade pupils must
have completed the following with 85% proficiency:
A. described who Santa Claus is;
B. discussed the story of Santa Claus;
C. explained the good deeds of Santa Claus;
D. sang and danced Christmas Santa music;
E. spread good deeds of Santa Claus through distribution of bundles
of joys to the helpers of the school;
F. made a Santa Claus design from recycled materials
G. analysed pictograph on the bundles of joy given to a community;
H. created a Christmas village of Santa Claus;
I. role-played the character of Santa Claus;
J. associated the role/life of Santa Claus to one's existence and
K. reflected on one's personal experience on the given activities in
center-based learning.
II. Learning Content
Theme: Christmas: Who is Santa Claus?
Value: Be a blessing to everyone
References: https://www.youtube.com/watch?v=zEHELYq40g
https://www.youtube.com/watch?v=7d5rKjvhQvg
Materials: recycled CD, crayons, paste, construction papers.
sticks, and pictures, bundles of joy, worksheets

III. Learning Experiences

1. Engagement
What comes to your mind in every Christmas season?
What do you love to do during Christmas?
Who makes every child happy during Christmas?
Who is Santa Claus?

2. Exploration
Present a video on the story of Santa Claus:
https://www.youtube.com/watch?v=zEHELYq40gE
https://www.youtube.com/watch?v=7d5rKjvhQvg
Video clip of Polar Express Movie:
https://www.youtube.com/watch?v=uKwwpmC021Q
3. Explanation
Discussion on the wonderful life, good deeds of Santa Claus
and connect it to the real meaning of Christmas

4. Elaboration
A. Whole Class
(Music Smart)
Singing and Dancing of Christmas Santa Claus music
(Interpersonal/People Smart)
Through small groups, distribute special bundles of joy to the
helpers of the school (janitors, guards, gardeners, etc.)
B. Centers (Multiple Intelligences)
A. Linguistic/Word Smart
Color the adjective words that describe Santa Claus
in a given story.
B. Nature Smart
Create/Draw a Christmas village(North pole) of
Santa Claus.

C. Art Smart
Let the pupils create a Santa design from recycled materials.
D. Logical/Number Smart
Analyze the given pictograph on the bundles of joy given to a
community.

E. Interpersonal/People Smart:
Through small groups, distribute special bundles of joy to the
helpers of the school (janitors, guards, gardeners, etc.)

F. Existential/Thinking Smart:
Compare the role life of Santa Claus to one's life.
5. Evaluation
(Intrapersonal/Self- Smart)
Writing of a journal that reflects one's personal experience on the
given center-based learning activities.
4. Teaching Different Concepts
5. Cooperative Learning
 Lesson Design in Mathematics

1. Intended Learning Outcomes

Given varied learning activities, the multigrade pupils must
have done the following with 85% accuracy:
A. identified the different sides of a rectangle,
B. discussed what perimeter is;
C. explained how to compute the perimeter of a rectangle,
D. measured and solved the perimeter of the given areas in the
campus,
E. assumed assigned task in a group:
F. worked collaboratively in small group:
II. Learning Content
Concept: Perimeter of Rectangle
Value: Teamwork/Working collaboratively in a group
References: Todays Math 1, 2 & 3; Realistic Math 2
Materials: cut-out word rectangle, Manila paper, markers,
pieces of chalk

III. Learning Experiences

1. Engagement
Story of Dora trekking in the rectangular field and looking for
the treasures using a map
2. Exploration
Think-Pair: Which part of the rectangle is width?
Which part of the rectangle is length? How many
widths are there in a rectangle?
How many lengths are there in a rectangle?
3. Explanation
What is the distance around a rectangle?
How many widths are there in a rectangle?
How many lengths are there in a rectangle?
What shall we do with the two widths and two lengths of a rectangle?
What mathematical operation can be used to find the perimeter of
rectangle?
How do we solve for the perimeter of a rectangle?

4. Elaboration
A. Small Mixed Group
1. Distribute activity cards.
2. Assign tasks/roles to group members.
Recorder:_______
Time Keeper:_______
Runner:__________
Checker:_______
 Reporter:________
3. Measure the identified place in the campus using a meter stick.
4. Draw the location of the place, label and write the dimension.
5. Solve for the perimeter of the given place.
6. Discuss among members and check the final answer
7. Share the output with the class.

B. Facilitate the presentation of group outputs.

C. Debriefing activity (Journal Writing)
"How difficult was it to measure and solve for the perimeter of the
assigned places in the campus? Did everyone in the group participate
actively? How does teamwork assist your learning?
5. Evaluation
Answering worksheets by grade level.
Thank You
and
God Bless!!!