Presentation of Dr. Richlyn Vicente on Multigrade Teaching during the CITE 3S Seminar

1. THE CHALLENGES OF
MULTIGRADE
TEACHING
By:
Richlyn F. Vicente, BEEd – GenSci
MAED – GenEd, Ph. D. Ed.

2. WHY MULTIGRADE CLASSES EXIST?
 Multigrade classes were organized as a matter of necessity for
remote barangays where the number of children enrolled could
not meet the required number to organize a single grade class
and assign the necessary teacher for each class.
 Distance of the barrio and small number of students for each
class.
 Shortage of funds teachers and school buildings.

3. HOW COULD I
DEAL MY
PUPILS
TODAY?

4. WHAT ARE THE ADVANTAGES AND CHALLENGES
OF A MULTIGRADE CLASSES?
Learner
Advantages
 Maximum social interaction between/among peers.
 Cooperative learning is predominant.
 Will learn to be independent, self-directed learners
can learn to be more resourceful.
 Prepared for real life – situations where there is
constant interaction between people of different
ages, varied skills and abilities.
 Can learn to assume leading or supporting role as
needed in different work situations.

5.  Stigma associated with failure and
repetition is removed.
 Girlswho are often expected to stay
home or at least close to home to take
care younger siblings or the household
will have more chances to go to school
since schools are located within the
community.

7. CHALLENGES
Requires more discipline, greater
concentration and more focus in order to
benefit from effective strategies e.g peer
teaching, group work, self directed learning.
Less reliance on direct supervision by
teacher.
Requires more initiative and resourceful to
function effectively in a multigrade class.
May receive less individual attention from a
less experienced teacher or one who is not
well-trained in multigrade teaching.

8. TEACHERS
Advantages Challenges
 Requires more preparation
 Can make the most of
inter-age, multi-level of curriculum learning
materials.
situation to facilitate
learning processes.
 Requires more careful study
of learner’s developmental
 Can get to know characteristics across the
students more and age levels involved in the
carefully asses their class, approaches and
needs and adopt strategies that are effective
appropriate teaching and viable within a
strategies. multigrade class.

9.  Can innovate and  More investment in
experiment with different organization of the
age groups and deal with
classroom as learning
curriculum content across
subject areas. environment.
 Shares responsibility for  More meticulous and
facilitating learning with systematic record keeping
pupils, parents, other to keep track of student
community members.
progress, curriculum
development and
 More opportunities for
implementation is
activity – centered,
experience – based required.
approaches rather than
whole group,
lecture/drill/rote methods of
teaching.

10. Community and School System
Advantages
1. Efficient means of providing educational services to
thinly populated areas and remote communities.
2. Efficient means of using limited educational resources
such as trained teachers, classrooms, and materials.
3. Maintaining small barrio schools help to build and
sustain the identity of the community and the cultural
life of the people in the community.

11. Challenges
Student achievement may be poor if programs
do not have the required resources and teachers
are not properly trained.
Requires investment in training of teachers,
supervisors and administrative personnel to
prepare them for the demands of multigrade
teaching and administration of multigrade schools.

12. WHAT DOES EFFECTIVE MULTIGRADE
TEACHING INVOLVE?
Systematic, well-organized and planned
instructional delivery and grouping.
A well – managed classroom that is conducive
to learning because the necessary resources are
available and the necessary discipline among the
students has been developed so that they can
focus on learning.
A cooperative learning environment where self-
directed learning is balanced with teacher –
directed activities, peer teaching and group work.

13. A teacher who is well – prepared to actually serve
as a FACILITATOR of learning rather than as the only
source of knowledge in the classroom and who is well –
prepared to apply a variety of instructional strategies
and techniques to suit the varied needs of learners.
A well – designed curriculum that allows for and
encourages integration of subject matter areas and a
variety of activities as learning experiences for the
students.

14. BASIC PRINCIPLES OF MULTIGRADE TEACHING
 Children are unique.
 Children can learn best from experience.
 Children can and do learn well from one another.
 The role of teacher in a classroom involves setting
– up and managing a learning environment that will
be conducive to learning and teaching.
 The implementation of the school curriculum must
take into consideration the varied abilities, levels
and interests within particular group.

15.  The value of any educational program will be
judged according to how well it is able to achieve
the goals of the program – whether the children
actually learn what they are expected to learn and
how well they have learned.
 Inter – aging or the combination of children of
different ages is more respectful of individual needs
of learners and reflects real – life.

16. THE COMPONENT OF A MULTIGRADE
CLASSROOM
Teacher
Facilitator
Instruction
Manager
Observer
Evaluator
Planner

18. HOW CHILDREN LEARN BEST AND HOW
TEACHERS TEACH EFFECTIVELY
 Methods Teachers Frequently Use
 Lecture
 Recitation
 Discussion
 Direct Instruction
 Individualized Instruction and independent Study
 Grouping as an Instructional Strategy
 Self Directed Learner
 Peer Teaching

19. CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR
AN EFFECTIVE MULTIGRADE TEACHING
Instructions
 Provides different lesson in every subject for the two
grade level.
 Plans learning activities to suit pupils’ ability and
interest.
 Divide class into small group and individual group within
a day.
 Time management is shown by alternating whole group
periods with small group activities and individual work
within a day.
 Prepares different sets of test by grade.

20.  Provides pupils with necessary materials to work
independently after whole group or small group
instruction.
 Allows one grade to work or read independently or
in group while discussing lessons to other grade
level.
 Treats two grade level as one in the class with
different activities suited to their level.

21. Pupil Management
 Assign seats for individual whole group activity.
 Schedules classroom routine such as flag ceremony,
attendance taking, and classroom maintenance activity.
 Provides attendance chart to be filled up by pupils as soon as
they arrive in class.
 Prepares daily/weekly job chart for the children to accomplish.
 Establish clear class routines such as passing of papers,
falling in line and doing individual/group works.
 Provide an access to all pupils.
 Involve children in classroom maintenance by using the “Job
Chart”.
 Allows pupils to sit by grade level facing to their own
blackboard.
 Schedules daily routines and activities.

22. Discipline
1. Sets classroom rules and regulations for the
children to follow.
2. Talks privately to the disruptive pupils.
3. Explains classroom rules clearly.
4. Imposes rules in passing or checking papers,
quizzes and assignments.
5. Treats pupils with justice and fairness.
6. Assign pupil secretary to monitor class behavior.
7. Requires pupils to fall in line before entering and
leaving the classroom.
8. Checks then accomplishments for daily routinary
activities.
9. Treats pupil with justice and fairness.

23. CLASSROOM ATMOSPHERE
 Blackboards are in opposite walls of the classroom.
 Classroom lay out is flexible to cater indoor game.
 Desks/chairs are lighter capable to be moved and
can be moved freely for group activities.
 Furniture and equipments are in movable type
capable for arranging and rearranging.
 Learning materials are properly arranged and
prepared by teachers.
 Provides a variety of arrangements throughout the
year.

24.  Arranges furniture in such a way it provide for
convenient flow.
 Labels the areas of the classrooms and containers
of materials for the children to easily learn its usage
and function.
 Classroom is attractively and neatly arranged.
 Maintain cleanliness and orderliness inside the
classroom.
 All parts of the room are well ventilated

25. A DIALOGUE
WITH THE LORD

26. “WHAT IS THAT IN YOUR
HAND? “THE LORD ASKS.”
“AN OLD ROD,” MOSES
ANSWERS.
“THEN, TAKE THAT ROD WITH
WHICH YOU SHALL DO SIGNS,
AND GREAT MIRACLES WILL BE
ACCOMPLISHED,” SAYS THE
LORD.
AND MOSES OBEYS THE
LORD, THAT WHAT IS TOLD.

27. THE LORD THIS TIME ASKS A
MULTIGRADE TEACHER. “WHAT IS
IN YOUR HAND?”
“TIME, RESOURCES AND
ABILITIES.”
“ WHAT IS THAT YOU ARE IN?”
“A SCHOOL,” ANSWERS THE
A MULTIGRADE TEACHER
“WHY ARE YOU THERE?” THE
LORD ASKS AGAIN.
“I WAS THERE TO GUIDE
CHILDREN.”

28. “AND WHO ARE THAT CHILDREN?”
“THE CHILDREN ARE THE
FUTURE, AND I AM THE
PRIVILEGED MULTIGRADE
TEACHER WHO IS ALLOWED TO
SPEND DAYS WITH THE FUTURE.
IN THIS PLACE I BUILD LOVE,
TRUTH AND JUSTICE. THIS IS THE
PLACE THAT CREATES A
STRUCTURE THAT LASTS NOT
ONLY FOR A CENTURY BUT
FOREVER.”

29. THE LORD SMILES AND
GIVES THE MULTIGRADE
TEACHER THE SIGN OF
BLESSINGS.

30. FINALLY THE LORD IN HIS TENDER VOICE
SAID:
“GO AND CONTINUE SERVING WITH:
LOVE, UNDERSTANDING, JOY,
HOPE AND OPTIMISM
AREN’T YOU GLAD TO BE
PRIVILEGED MULTIGRADE TEACHER?

31. Thank You , Good Luck!
God bless!!!!!
See you in the workforce in the near future………………