Casas - Day 1

Name: Nikki Shann V.
Casas Course&year: BEEd- III

Date: January 11, 2021 Day 1
Course Title: Educ 323- Teaching the Multi-grade Classes
EXPLORE:
Activity 1
Write down what you understand about Multi-grade class. Write your own
definition and what you know about teaching and learning in the Multi-grade
classroom.
Multi-grade class refers to a composition of two or more grade levels in a classroom

taught by one teacher in a year. Teaching Multi-grade means integrating subjects into
one lesson plan or teaching pupils across more than one curriculum grade within a
timetabled period. Teaching Multi-grade in school often implemented in far flung schools
or remote areas. The learning of Multi-grade pupils depends on how a teacher
trained well to be effective and to impart knowledge that pupils will accessed to
compromise the normal curriculum by integrating it all for one classroom with different
grade levels. For me, this Multi-grade class is more in accessing education than
quantity.
Activity 2
Read the statements that follow. Write YES if the statement is correct and NO if it
is wrong.
NO 1. Multi-grade teaching is grade level centered.
NO 2. Multi-grade class has one teacher running between two classrooms to teach
separate programs.
NO 3. Multi-grade means two classes working in isolation in the same room, seated
at each end of the classroom and being taught separate programs by one
teacher.
NO 4. Multi-grade classes is opened in primary and secondary schools.
YES 5. The curriculum for the grades being combined is integrated.
EXPLAIN:
Questions
1. Where did multi-grade start?
 Multi-grade starts in North America.
2. Reasons why multi-grade classes were established?
 Matter of necessity for remote barangays

 Limited enrollment
 Teacher shortage
 Lack of funds for school building and facilities
3. What does research say about the achievement level of pupils in the multi-grade
class?
 Research says about the achievement level of pupils in the multi-grade class
were found to be much better than some of their counterparts in the single grade
classes. The pupils acquire better cognitive skills and established more desirable
attitudes and behaviors die to multi-aged groupings.
Activity 3:
Compare your definition with what you have just read about Multi-grade. How was
your definition similar or different?
My Definition about the Multi-grade and the definition I read from the Module were
somehow closely similar. My definition was basically what I u understand from the word
“Multi-grade” and what I heard from those who teachers who experienced teaching
multi-grade in remote areas. The only difference is that in module it was broadly
defined.
Why is there a need for Multi-grade teaching?
There is a need for multi-grade teaching because in some places like remote areas,
education cannot be easily accessed by pupils and there is teacher storage and
somehow luck of funds. With this multi-grade teaching, education is possible for them to
accessed and continue schooling. It allows children to finish grade level than missing a
grade or being a retake.
Activity 4:
What are your opinions on Multi-grade teaching? Do you think it is only suitable
for remote schools? Do you think Multi-grade teaching will address the issues
and problems?
I can say that Multi-grade teaching is effective and efficient for far flung areas or remote
areas. This will help more students to access education and the teacher to be more
flexible and productive and creative when it comes to using strategies in teaching
different level of students. This will enhance teacher’s skills specially integrating
different curriculum to one. Yes, it is suitable for remote schools because of the low
enrollees and the teacher shortage. Yes, it will address some issues and problems. For
me it is more practicality and at the same time challenging for a teacher to become
multi-grade facilitator of learning.
Activity 5:
What disadvantages or problems could you see with implementing Multi-grade

programs on schools?
The disadvantages or problems I could see with implementing Multi-grade programs on

schools are:
 Multi-grade system is difficult to implement in large schools with heavy
population.
 Textbooks in use for teaching meet the need of mono-grade teaching schools
practicing multi-grade teaching often suffer from inadequate material resources.
 In remote areas, teacher’s passivity, irregularity, ill planning, non-accountability
and engagement in non-academic pursuits create and maintain a low school
profile.
Activity 6
A Problem for me to solve:
Total Enrolment – Grade 3-6 125 students
4 classroom 20 Grade 3
4 Teachers 35 Grade 4
15 Grade 5
50 Grade 6
Solution: Grade 3 = 20/4 = 5 grade 3pupils per teacher/Classroom
Grade 4 = 35/4 = 8 to 9 grade 4 pupils per teacher/Classroom
Teacher/ Classroom 1 2 3 4 Total
Grade 3 pupils 5 5 5 5 20
Grade 6 pupils 13 13 12 13 50
Pupils per teacher 30 30 30 31 125

In a classroom
 As per classroom, there should be total of 31 students or pupils from grade

3-6 in 1 teacher and the other 3 teachers are 30 students each in a
classroom.

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Name: Nikki Shann V.

Casas Course&year: BEEd- III

Multi-grade class refers to a composition of two or more grade levels in a classroom

 Multi-grade starts in North America.

2. Reasons why multi-grade classes were established?

 Matter of necessity for remote barangays

What disadvantages or problems could you see with implementing Multi-grade

The disadvantages or problems I could see with implementing Multi-grade programs on

A Problem for me to solve:

Total Enrolment – Grade 3-6 125 students

Solution: Grade 3 = 20/4 = 5 grade 3pupils per teacher/Classroom

Grade 4 = 35/4 = 8 to 9 grade 4 pupils per teacher/Classroom

Grade 5 = 15/4 = 3 to 4 grade 5 pupils per teacher/Classroom

Grade 6 = 50/4 = 12 to 13 grade 6 pupils per teacher/Classroom

Teacher/ Classroom 1 2 3 4 Total

Pupils per teacher 30 30 30 31 125

 As per classroom, there should be total of 31 students or pupils from grade

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