The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online

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0. Syllabus in E Lective 1 - Teaching Multigrade Classes
Bachelor of Elemtary Education (Bato Institute of Science and Technology)
StuDocu is not sponsored or endorsed by any college or university
0. Syllabus in E Lective 1 - Teaching Multigrade Classes
Bachelor of Elemtary Education (Bato Institute of Science and Technology)
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2. Bato Institute of Science and Technology
Dolho, Bato, Leyte
bistreg@yahoo.com
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
Outcomes-Based Education (OBE) Course Design/Syllabus in (ELECTIVE 1 – Teaching Multi Grades Classes)
Date: August 10, 2021
Schedules: BEED 3d Day: FS Time: 5:30-6:30 Room: JH 4 BEED 3c Day: FS Time: 6:30-7:30 Room: JH 4
I. INSTITUTION
Vision: A high performing Science and Technology institute committed to produce optimistic, versatile and productive individuals who
would be contributors to a strong and happy nation.
Mission: To develop optimistic, versatile and productive individuals proficient in generating better ways of living towards a peaceful and
environment-friendly society.
Core Values: Ingenuity, Nationalism, Self-reliance, Productivity, Integrity, Reliability, Excellence, Dynamism
Institutional Outcome: Quality And Excellence In Producing Innovative And Happy Individuals
II. DEPARTMENT – BEED Department
Goals: The integral transformation of individuals who are competent, disciplined, committed, and God-fearing prepared to shape future
pedagogies with positive attitudes and outlooks in life, with multi-disciplined skills, and with honest motivations and influences in life.
.
Program Objectives:
1. Provide for all students a general education that will promote national identity, cultural consciousness, moral integrity and spiritual
vigor.
2. Equip them with the necessary knowledge, skills, attitudes and values for them to become successful elementary school teachers in
our country.
3. Expose them to the real world of elementary education for them to acquire best strategies worthy of adaption in improving their
learning encounters with students.
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3. 4. Develop an attitude of honest access to the technology in their researches and case study analyses relevant in improving their
classroom management skills an
5. Require them to seriously attend the review of the teacher’s licensure, examination for them to acquire relevant techniques in
passing the said test.
Department Outcome: Competent, discipline, committed, optimistic, and God-fearing future Elementary School Teachers.
III. PROGRAM/DEGREE OUTCOMES: Based on CMO No. 30, s. 2004, Art. IV, Section 6, graduates of a BEED program are teachers who:
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
2. Have a deep and principle understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes;
4. Have meaning and comprehensive knowledge of the subject matter they will teach;
5. Can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches);
6. Have direct experiences in the field/classroom (e.g. Classroom Observations, teaching assistance, practice teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching professions;
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
9. Can reflect on the relationship among the teaching process skills, the learning processing in the students, the nature of the content/ subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
10. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.
IV. COURSE CODE AND TITLE : (ELECTIVE 1 – Teaching MultiGrades Classes)
Course Credit/Units : 3 units
Prerequisites : NONE
School Year/Semester Offered : 2021-2022, First Semester
COURSE DESCRIPTION: This is a course in implementation of multi-grade classes 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 instructions
in different school situations.
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4. V. COURSE/SUBJECT OUTCOMES:
By the end of this course, students must have:
1. Demonstrate in-depth understanding of the theories, principles and concepts of multigrade learners and classes.
2. Display knowledge and skills in pedagogical approaches and contextualized learning environment for the different grade and age levels of learners.
3. Intends to equip students about the contents and features of the Multigrade BOW and helps students understand the importance of using the BOW as an
instructional resource.
4. Intends to acquaint students with the parts and features of the MG-DLP (Multigrade Daily lesson plan/lesson exemplars) Helps students understand how such
parts were woven to come up with a lesson plan suited to the grade level combinations that the multi-grade teachers are handling.
5. Design assessment tools for assessing learning in multi-grade classes
6. Employ teaching approaches and strategies in teaching effectively in a multigrade classroom.
VI. COURSE DESIGN MATRIX:
TIME
TABLE
INTENDED LEARNING
OUTCOMES (ILO)
COURSE OUTLINE OUTCOMES-BASED
TEACHING AND
LEARNING (OBTL)
ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)
COURSE
MATERIALS
Week 1
(August 16-20,
2021)
At the end of the module, the
students must have:
1. recited and explained the
vision and mission of the
school;
2. recited and explained the core
values, institutional outcome
including the department’s
goals and objectives.
PRELIM PERIOD
Module 0: Vision, Mission,
Core Values, and Outcomes
1. The Vision and Mission of
BIST
2. The Core Values and
Institutional Outcome of
BIST
3. The BEED Department
goals
4. The BEED Program
Objectives
Multimedia Instruction
Web-based Instruction
Rubrics
Quiz
 Google Education
Applications
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5. At the end of the module, the
students must have:
1. Identified information on
Multigrade Program in Philippine
Education (MPPE) such as:
a. Policies,
b. Definition,
c. Program components
2. Identified MPPE support programs
in the region/ division/district/
school.
3. Appreciated the Multigrade
Program in Philippine Education
(MPPE) as part of the educational
system in our country.
Module 1 – MPPE Overview
Lesson 1 – The Multigrade
Program in Philippine
Education
Lesson 2 – Programs and
Components of multigrade
teaching
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 2
(August 23-27,
2021)
At the end of the module, the
students must have:
1. Identifies information on
Multigrade Program in Philippine
Education (MPPE) such as:
a. Support programs, and
b. Expected benefits
2. Understood the Advantages &
Challenges of Multigrade Classes
3. Appreciated the Multigrade
Program in Philippine Education
(MPPE) as part of the educational
system in our country.
Module 2 – Basic Principle
Underlying Multigrade
Teaching
Lesson 3 – Basic Principle
Underlying Multigrade
Teaching- Explained
Lesson 4 – Advantages &
Challenges of Multigrade
Classes
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 3 At the end of the module, the Module 3 – Learner’s  Asynchronous  Quiz  Self Learning
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6. (August 30-
Sept. 3, 2021)
students must have:
1. Defined what is learners’ diversity.
2. Identified the factors that affect
learners’ diversity.
3. Given the implication of having
enough knowledge on learners’
diversity.
Diversity
Lesson 5 – Factors that
Bring
About the Pupils’Diversity
Lesson 6 - How Pupils’
Diversity Improves the
Learning Environment
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 4
(Sept. 6-10,
2021)
At the end of the module, the
students must have:
1. Defined what is learners’ diversity.
2. Identified the factors that affect
learners’ diversity.
3. Given the implication of having
enough knowledge on learners’
diversity.
Module 4 – Learning
Opportunities for Diverse
Learners
Lesson 7 – Benefits and
Learning Opportunities that
Pupil Diversity can Bring
Lesson 8 – Differentiated
Instruction
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing

 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 5
(Sept. 15, 16 &
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7. 17, 2021) P R E L I M I N A R Y E X A M I N A T I O N
Week 6
(Sept. 20-24,
2021)
MID-TERM PERIOD
At the end of the module, the
students must have:
1. Identified the human
resources in a multigrade
environment that contributed
to an effective teaching and
learning.
2. Enumerated ways of gaining
the support of the parents and
the community in the
multigrade classroom.
3. Appreciated the importance
of community linking up in a
multigrade system.
Module 5 – Multigrade
Classroom in the
Community
Lesson 9 – Linking-Up
Lesson 10 – Importance of
Multigrade Classroom in the
Community
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 7
(Sept. 27- Oct.
1, 2021)
At the end of the module, the
students must have:
1. Identified the functions and
roles of the multigrade
teacher.
2. Appreciated the roles of a
multigrade teacher.
Module 6 – Functions and
Roles of the Multigrade
Teacher
Lesson 11 – Functions of the
Multigrade Teacher
Lesson 12 – Roles of the
Multigrade Teacher
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 8 At the end of the module, the Module 7 – Classroom  Asynchronous  Quiz  Self Learning
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8. (Oct. 4-8,
2021)
students must have:
1. Identified the three
dimensions of classroom
management
2. Distinguished classroom
management tips for
multigrade teachers
Management in an MG
Classroom
Lesson 13 – Three
dimensions of classroom
management
Lesson 14 – Classroom
Management Tips for MG
Teachers
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 9
(Oct. 13, 14 &
15, 2021) M I D – T E R M E X A M I N A T I O N
Week 10
(Oct. 18-22,
2021)
PRE-FINAL PERIOD
At the end of the module, the
students must have:
1. Understood what is Learning
Support System used in MG
classes;
2. applied the principles in
structuring MG classrooms;
and
3. appreciated the importance of
MG classrooms structuring
and arrangements
Module 8 – Learning
Support System
Classroom Structuring and
Arrangements
Lesson 15 – Policies
underlying Learning Support
System
Lesson 16 – Classroom
Structuring and
Arrangements
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
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9. Week 11
(Oct. 25-29,
2021)
At the end of the module, the
students must have:
1. Identified some instructional
strategies appropriate for MG
classes.
2. Discussed these strategies to
maximize learning in the MG
classes.
3. Made plans of actions on how
to improve teaching in the
MG classes.
4. Appreciated the importance
of these strategies in teaching
MG
Module 9 – Instructional
Strategies and Activities in
the
MultiGrade Classroom
Lesson 17 – Strategies and
Activities in the
MultiGrade Classroom
Lesson 18 – Implications for
Instructional Strategies in
MG Teaching
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 12
(Nov. 1-5,
2021)
At the end of the module, the
students must have:
1. To familiarize oneself with
the contents and purpose of
the Multigrade Budget of
Work
2. To appreciate the benefits of
the BOW as a tool in helping
multigrade teachers in their
lesson preparation;
Module 10 – The
Multigrade Budget of Work
(BOW)
Lesson 19 – Getting to know
the MG-BOW
Lesson 20 – Enhancement of
the MG-BOW
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 13
(Nov. 10, 11 &
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10. 12, 2021) P R E – F I N A L E X A M I N A T I O N
Week 14
(Nov. 15-19,
2021)
FINAL PERIOD
At the end of the module, the
students must have:
1. explained the purpose of
knowing the different
teaching schemes in MG; and
2. identified the the different
types of styles/schemes used
in preparing MG lesson
plans.
Module 11 – TEACHING
SCHEMES in
MULTIGRADE
Lesson 21 – Teaching
Schemes
Lesson 22 – How to apply it
in making Lesson Plans
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 15
(Nov. 22-26,
2021)
At the end of the module, the
students must have:
1. Learned what is a Modified
Curriculum (Subject
Grouping); and
2. Applied the knowledge and
skills learned from this
modified curriculum.
Module 12 – MODIFIED
CURRICULUM
Lesson 23 – Kinds of
modified curriculum
Lesson 24 – Subject
Grouping
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 16 At the end of the module, the Module 13 – A Walkthrough  Asynchronous  Quiz  Self Learning
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11. (Nov. 29 –
Dec. 3, 2021)
students must have:
1. acquainted teachers with the
parts and features of the
lesson plan/lesson exemplars;
and
2. helped students understand
how such parts were woven
to come up with a lesson plan
suited to the grade level
combinations.
of the Multigrade Daily
Lesson Plan
Lesson 25 – Comparing the
MG-DLP with the
Monograde DLP
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 17
(Dec. 6-10,
2021)
At the end of the module, the
students must have:
1. identified the process and
guidelines in preparing the
Multigrade Daily Lesson Plan
(MG-DLP).
2. deepened understanding of
the different teaching
schemes in preparing an MG-
DLP
3. exhibited eagerness in doing
the assigned task
Module 14 – Steps in
Preparing a Multigrade
Daily Lesson Plan (MG-
DLP)
Lesson 26 – Exploring the
MG-DLP
 Asynchronous
Online
Instructions
 Synchronous
Online
Instructions
 Multimedia
Instruction
 Video
Presentations
 Web-based
Instruction
 Collaborative
Learning
 Video
Conferencing
 Quiz
Assignment
in the
Module
 Essay in
Google
Classroom
 Quiz in
Google
Forms
 Essay in
Google
Forms
 Rubrics
 Self Learning
Module
 Electronic Self
Learning Module
 Self-Made
Lecture Videos
 Educational
Videos from
Youtube
 Google Education
Applications
Week 18
(Dec. 13, 14 &
15, 2021) F I N A L E X A M I N A T I O N
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12. VII. COURSE POLICIES AND EXPECTATIONS
7.1 Attendance is a MUST. Attendance in all classes is required. In Blended Learning (combination of Modular and Online), being present in class means that
you have submitted all the activities and assignment in the Module for the week. Here are the weekly points for attendance to be observed:
3 points - for complete on-time submission of assignment and activities;
2 points - for partial on-time submission of assignment or late submission of assignment with valid reason;
1 point - for late submission of assignment with invalid reason;
0 point - for no submission. Students must contact the Instructor and explain the reason(s) for late submission.
7.2 Academic Dishonesty. The most common forms of academic dishonesty are cheating and plagiarism.
Cheating includes but is not limited to:
o Submitting material in an assignment, quizzes, essays or examinations that is not yours as part of your performance, such as copying from
another student’s answer, allowing another student to copy from your exam.
o Using information or devices not allowed by the faculty; such as formulas or a computer program or data, or unauthorized materials, such as a
copy of an examination before it is given.
o Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation.
o Collaborating with others on assignments without the instructor's consent.
o Cooperating with or helping another student to cheat.
o Other forms of dishonest behavior, such as having another person take an exam for you, altering exam answers and requesting the exam be re-
graded.
o Communicating with anyone other than a proctor or instructor during an exam.
Plagiarism includes, but is not limited to:
o Directly quoting the words of others without using quotation marks or indented format to identify them.
o Using altered wording, materials or ideas of others without properly identifying their source.
o Representing an idea or strategy that is significant in one’s own work as one’s own when it comes from someone else.
When Academic misconduct is suspected, the Instructor has the option to recommend a full range of disciplinary sanctions available to the Student Conduct
from the Office of Student Affairs (OSAS).
If you are unsure about something that you want to do or the proper use of materials, then ask your instructor for clarification.
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13. 7.3 Disruptive behaviors. Students are expected to comply with the school regulations regarding appropriate off-line or online classroom behavior. Some
specific examples (but not limited to) of disruptive behavior that may not be tolerated in this class are:
o Posting rude, disrespectful, offensive or inappropriate comments in discussion boards
o Unauthorized sharing of information posted in a course discussion board
o Posting inappropriate links to websites
o Spamming classmates email with inappropriate messages
o Violating netiquette rules
7.4 Netiquette Rules.
o Be kind and professional. Make a point to be kind and respectful in your comments—even if you disagree with someone.
o Don’t abuse the chat box. The class chat box isn’t an instant messenger like you’d use with friends. Treat it like the learning tool it’s meant to be, and try
not to distract your classmates with off-topic discussions.
o TYPING IN ALL CAPS IS INAPPROPRIATE. Most readers tend to perceive it as shouting and will have a hard time taking what you say seriously, no
matter how intelligent your response may be.
o Submit files the right way. You won’t be printing assignments and handing to them to your teacher in person, so knowing how to properly submit your
work online is key to your success as an online student. Online course instructors often establish ground rules for file assignment submissions, like
naming conventions that help them keep things organized or acceptable file formats.
o Read first. Take some time to read through each of the previous discussion post responses before writing your own response.
o Think before you click. What you share in an online classroom is part of a permanent digital record. Whether or not privacy settings are in place, the
internet has a tendency to house things forever, and what you say privately can easily become public. It's worth taking a moment to reflect before hitting
the send button.
7.5 Consultation Hours. All Instructors (Full time and Part-time) will make themselves available for at least 30 minutes per school days at designated hours
found in the Course Syllabus in order to allow students to consult on issues related to their subjects. Students are encouraged to chat/message their Instructors
for any concerns, questions or assistance during consultation hours only. Please respect the Instructor’s worktime and personal time.
7.6 Submissions. Although we implement Flexible Learning, as much as possible, timely submission of assignments and written requirements will be followed.
This is due to rampant INC grades of students during the previous semesters. We try to be lenient only to students who are not abusive and with valid reasons.
7.7 Class Participation. Everyone is expected to offer his or her opinions in online class discussion (chat box), to ask questions relevant to the discussion, to
share information of relevance to the course. However, please do not dominate class discussions in online chat box.
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14. 7.8 Computer Applications. Students are expected to be proficient in using common applications software such as Google Classroom (for asynchronous
online learning), Google Drive, Google Forms, Google Meet (for synchronous online learning), Facebook Messenger, Microsoft Word, Excel, and PowerPoint,
WPS. This is essential as you will be making class presentations and submitting computerized assignments, quizzes, researches, and exams. Students are also
expected to be proficient in submitting (Turn-in or Hand-In) files such as document, Word, WPS, picture in Google Classroom.
7.9 Joining the Class in Google Classroom. To use Google Classroom, you sign in (your Google Account/gmail) on your computer or mobile device and join
classes. After you join a class, you can get work from your instructor and communicate with your classmates. You can join a class in 3 ways:
o A class link—Your instructor sends you the link.
o A class code—Your instructor sends or tells you the class code.
o An email invite—Your instructor sends you the invite.
After you join a class on one device, you're enrolled in that class for all devices.
7.10 School Portal. Students can access the official School Portal for purposes of looking student grades and subject instructors.
7.11 Policy on INC. The grade of “INC” is given if a student’s class standing throughout the semester is “Passing,” but fails to take the final examination or fails to
submit module assignment/activities and other requirements of the subject due to illness or other valid reasons. In case the class standing is not “Passing” and the
student fails to take the final examination for any reason, a grade of 5.00 shall be given.
Removal of the “INC” must be done within the prescribed time [within one (1) SEMESTER] by passing an examination or meeting all the requirements of the
course, after which the student shall be given a final grade based on his/her overall performance.
For purposes of scholastic standing, a grade of “INC” is not included in the computation. When it is replaced by a final grade, the latter is to be included in the
grades during the semester when the removal was made.
7.12 Written Works in the Grading System. “Application” of the 4A’s in the module is the focus in rating the WRITTEN WORKS of our grading system,
considering the following in giving the points:
1. Use of proper writing conventions such as spelling, grammar, syntax, capitalization and punctuation.
2. Mastery of written vocabulary
3. Clarity and fluency of the written works
4. Use clear and logical structure within the text.
7.13 Performance Tasks in the Grading System. “Evaluation/Pagtataya” in the module is the focus in rating the PERFORMANCE TASKS of our grading system,
where content criteria are used to evaluate the degree of a student’s knowledge and understanding of facts, concepts and principles.
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15. 7.14 Long Examination in the Grading System. There are four major examinations given periodically:
1. Preliminary Examination
2. Midterm Examination
3. Pre-Final Examination
4. Final Examination
7.15 Copyright Infringement. This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has the
right to reproduce or copy, share and alter the content of this syllabus without seeking permission.
VIII. GRADING SYSTEM. The course will follow the standard grading system of this school as follows:
Attendance...................................................... 5%
Written Works……………………………... 20%
Performance Tasks ……….…………….…… 35%
Long Examination………………………...…. 40%
TOTAL ………………………………… 100%
PRELIM GRADE + TENTATIVE MID-TERM GRADE = MID-TERM GRADE
2
PRE-FINAL GRADE + TENTATIVE FINAL GRADE = FINAL GRADE
2
MID-TERM GRADE + (FINAL GRADE X 2) = SEMESTRAL GRADE
3
IX. REFERENCES
TEXTBOOK
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16. LAC Resources Materials for MG Teachers, 2020-2021, DepED
Copyright 2020
Department of Education
Bureau of Learning Delivery, Teaching and Learning Division
All rights reserved.
First printed in August 2020
OTHER REFERENCE BOOKS:
Hyry-Beihammer, E. & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland.
10.1108/S1479-368720150000022005.
Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from
ONLINE REFERENCES:
https://unesdoc.unesco.org/ark:/48223/pf0000125919
https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austria
and_Finland/citation/download
X. ADVICES
The following pieces of advice are given for the students to use the syllabus properly:
1. Read the syllabus carefully and understand its contents.
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17. 2. Study in advance the topics that are to be taken up.
3. Do advance research work when time is available.
4. Participate in class discussions (synchronous or asynchronous) and activities; it will help you develop the skills to be mastered.
5. Submit assignments on time. It helps you develop study habits.
6. Go along with your classmates or peers.
7. Consult your instructor for clarification.
8. Submit outputs promptly and neatly.
Prepared by:
ERMINA C. MILLOREN, MAEd
PRISCO A. PASCO, JR., DevEdD
Checked by:
ERMINA C. MILLOREN, MAEd
Noted by:
ANTHONY GERANT P. GARCIANO, DPA
Instructor Department Head College Dean
Approved by:
ALEXA ERINE JOYCE G. LECAROS, MBA
Assistant Executive Vice President
I have read the course syllabus and understand that I have to comply with the requirements of the course and the
expectations from me as a student of (Name of Subject) during the First Semester of School Year 2021-2022. I am
fully aware of the consequences of non-compliance with the abovementioned requirements and expectations.
________________________________________
Printed Name and Signature of Student
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18. COPYRIGHT INFRINGEMENT
This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student
has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission.
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