1 e-lective-1-module-1-lesson-1-and-2-week-1-2

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1. E Lective 1-Module 1 Lesson 1 and 2 Week 1-2
Bachelor of Elemtary Education (Bato Institute of Science and Technology)
StuDocu is not sponsored or endorsed by any college or university
1. E Lective 1-Module 1 Lesson 1 and 2 Week 1-2
Bachelor of Elemtary Education (Bato Institute of Science and Technology)
Downloaded by Matteo Barolo (matt_barulo@yahoo.com)
lOMoARcPSD|8782142

BATO INSTITUTE OF SCIENCE AND TECHNOLOGY
Dolho, Bato, Leyte
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
Module 1: The MPPE
I. Introduction/Background
The Department of Education
(DepEd) continues to hold multigrade
classes in an effort to ensure that
Filipino students in remote areas
complete their basic education. A
multigrade class consists of two or
more different grade levels in a
single grade classroom manned by
one teacher for an entire school year.
Since 1993, the Multigrade
Program in Philippine Education
(MPPE) has significantly contributed
to the Department of Education's
(DepEd) need to democratize access
to education while ensuring its
quality in around 19% of public
elementary schools in isolated,
underserved, and sparsely populated
communities.
II.Learning Outcomes
1. Identify information on
MultiGrade Program in
Philippine Education (MPPE)
such as:
a. Policies,
b. Definition,
c. Program components
d. Support programs, and
e. Expected benefits
2. Identify MPPE support
programs in
the region/ division/district/
school.
3. Basic principle underlying
multigrade teaching.
4.Appreciate the Multigrade
Program in Philippine Education
(MPPE) as part of the educational
system in our country.
III. Activity
Directions: Answer the
following questions.
1. What is MPPE?
2. What are the support
programs in Multigrade
Education?
3. What are the advantages in a
multigrade class?
4. What are the challenges in a
multigrade class?
IV. Analysis
Based on your response…
1. What did you feel in doing the
activity?
2. What have you realized after
answering the activity?
V. Abstraction
Lesson 1: MPPE
Overview
Multigrade
Program in
Philippine
Education
MPPE
Multigrade Program in
Philippine Education
ELECTIVE 1 TEACHING MULTIGRADE CLASSES
FIRST SEMESTER A.Y. 2021-2021
Overvi
ew
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Dolho, Bato, Leyte
An education delivery
system to democratize access to
and improve the quality of
elementary education through the
completion of incomplete schools
and the organization of
multigrade classes.
Why MPPE was
conceptualized?
To provide a complete education
cycle or expand access in
sparsely populated, remote,
isolated areas. To maintain
educational services in barangays
with decreasing enrolment.
Definition of Multigrade Class
 a class consisting of 2 or more
grades handled by one
teacher.
 is generally opened in primary
schools located in distant and
sparsely populated areas.
 is usually opened in areas
where the number of enrollees
for each grade level does not
warrant the opening of single
grade class.
Lesson 2: Programs and
Components
Of Multigrade
Teaching
Programs and Components
1. Curriculum Development
The term 'multigrade teaching'
generally refers to a teaching
situation where a single teacher
must take responsibility for teaching
pupils across more than one
curriculum grade within a timetabled
period. Schools with multigrade
classes are referred to as multigrade
schools. In today's knowledge
economy, curriculum development
plays a vital role in improving the
economy of a country. It also
provides answers or solutions to the
world's pressing conditions and
problems, such as environment,
politics, socioeconomics, and other
issues on poverty, climate change
and sustainable development.
Multigrade classrooms offer
increased potential for scaffolding
because students of different ages
and abilities are learning
together. Both social and cognitive
learning can be scaffolded across
age and gender boundaries and
make greater use of student’s
readiness to learn. Here are some of
the Salient Features of the
MULTIGRADE CURRICULUM:
* Budget of Work (MG – BOW)
* Lesson Plan for Multigrade classes (MG-
TLP)
* Multigrade Handbook
* Multilevel Materials
* 100 Book Library
2. Staff Development
Effective professional
development should help teachers learn
how to use their limited time in an
efficient and effective manner.
3. Monitoring and Supervision
School monitoring and evaluation
help in providing a consolidated source
of information showing the progress of
the school. Monitoring and evaluation
give a basis for both questioning and
testing assumptions. Monitoring and
evaluation should be an integral
component of any particular school since
it helps in planning.
4. Research and Evaluation
A careful evaluation design helps
program managers assess progress,
identifies barriers and facilitators,
determines whether the evidence of
progress is valid and reliable, and allows
staff to make adjustments in order to
enhance future effectiveness.
5. Physical Facilities
The findings suggests that the
availability and effective utilization of
school physical facilities play a
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Dolho, Bato, Leyte
significant role in enhancing learners’
academic performance, while
inadequacy of such physical facilities
could contribute to poor academic
performance in students especially in
the multigrade.
6. Community Support
The support community
agencies/groups or stakeholders can
provide to families allow parents to
better meet the needs of and support
their children, thereby helping set the
proper conditions for learning and
improving school climate for all.
Community involvement is one way to
help schools produce a more capable
workforce.
7. Incentives and Awards
Theoretically, teacher
incentives motivate teacher behaviors
that improve student learning and
reward teachers who demonstrate
desired behaviors or whose students
show improved learning. ... Moreover,
some research suggests that extrinsic
rewards, such as salary bonuses,
actually reduce motivation rather than
stimulate it.
Support Programs
1. Multigrade Demonstration School
Projects
(MDSP)
- was organized in selected divisions of
the country.
- with financial assistance from UNICEF.
- will serve as working models for the
application of:
1.) Effective teaching strategies and
process for supervision.
2.) Active parent and community
participation; and,
3.) Innovate approaches to multigrade
teaching.
2. DepED-CCFPI Little Red
Schoolhouse Project
This program provides
disadvantaged children access to
complete elementary education
through construction of
schoolhouses and teacher training
in public elementary schools
located in remote, underserved
areas nationwide.
3. Pupil Learning Enhancement
Program (PLEP)
This program has been designed
to supplement the needs and
requirements of a classroom
setting. Basically, designed by
module on a term basis to monitor
and assess progress, often under
the recommendation of the
homeroom teacher.
4. Search for Multigrade
Teacher -Achiever
The search is open to all
multigrade teachers who have
rendered dedicated and exemplary
services in teaching MG classes in
public schools for the last three (3)
years.
5. The Multigrade School
Training Video
This project is a documentary
video on multigrade teaching
practices. It shows effective
teaching strategies and other
important information about the
multigrade school.
6. Congress on Multigrade
Education
This activity is in consonance with the
Department of Education’s policy
improving access and quality in
elementary education.
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Dolho, Bato, Leyte
MODULE 2: Basic
Principles
Underlying
Multigrade
Teaching
Lesson 3 – Basic Principle
Underlying Multigrade
Teaching- Explained
1. Children are Unique
 Every child has unique character
strengths and abilities that allow him
or her to express their individuality in
a social environment. It is what makes
them “special”. Children grow at
different rates in many different areas.
2. Children Learn Best from Experience
 Students learn not to fear mistakes,
but to value them. Experiential
learning is designed to engage
students' emotions as well as
enhancing their knowledge and skills.
Playing an active role in the learning
process can lead to students
experiencing greater gratification in
learning.
3. Children Can and Do Learn Well From
One Another
 Learning from each other is a
natural way of picking up
knowledge and skills. As children
and as adults we learn by
watching each other, even more
so by copying each other's
actions. ... A peer learning class
needs to be arranged differently.
They are given challenges, tasks,
and resources.
4. The Role of the Teacher in A
Classroom Involves Setting-Up and
Managing Learning Environment That
Will Be Conducive to Learning and
Teaching
 Teachers or Multigrade
teachers play vital roles in the
lives of the students. Beyond
simply educating, teachers
serve many other roles in the
classroom. Teachers can set
the tone of their classrooms,
build a positive learning
environment, mentor and
nurture students, become
strong role models and listen
and look for signs of trouble
6. The Implementation of The School
Curriculum must take into
Consideration the Varied Abilities,
Levels and Interests Within a
Particular Group
7. The value of any educational
program will be judged according
to how well it is able achieve the
goals of the program – whether
the children actually learn what
they are expected to learn and
how well they have learned.
8. Inter-aging or the combination of
children of different ages is more
respectful of individual needs of
learners and reflects real-life
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Dolho, Bato, Leyte
Lesson 4 – Advantages &
Challenges
Advantages of Multigrade
Classes
Learners
 maximum social interaction
between / among peers.
 cooperative learning is
predominant
 will learn to be independent,
self-directed learners can learn
to be more resourceful
 stigma associated with failure
and repetition is removed
 prepared real-life situations
where there is constant
interaction between people to
different ages, varied skills
and abilities
 girls who are often expected to
stay at home or at least close
to home to take care of
younger siblings or the
household will have more
chances to go to school are
located within the community
 evidence suggest that
multigrade learners can attain
higher achievement level
especially in math, science
and languages
 requires more discipline,
greater concentration and
more focus in order to benefit
from effective strategies e.g.
peer teaching, group work,
self-directed learning.
Teacher
 can make the most of inter-
age, multi-level situation to
facilitate learning processes.
 can get to know learners more
and carefully assess their
needs and adopt appropriate
teaching strategies
 can innovate and experiment
with different forms of
instructional delivery, learning
materials and experiences.
 learns to work with different
groups and deal with
curriculum content across
subject areas.
Challenges of Multigrade
Classes
Learners
 less reliance on direct supervision
by teacher.
 requires more initiative and
resourcefulness to function
effectively in a multigrade classes.
 may receive less individual
attention from a less experience
teacher or
one who is not well-trained in
multigrade teaching.
TEACHER
• requires more preparation of
curriculum learning materials.
• requires more careful study of
learner’s developmental
characteristics across the age
levels involved in the class,
approaches and strategies that
are effective and viable within a
multigrade class
• more investment in organization
of the classroom as a learning
environment
• more meticulous and systematic
records-keeping to track learner
progress, curriculum development
and implementation is required
VI. Application
Directions: 1. Using the Venn
diagram below, Compare and
contrast a MULTIGRADE CLASS to
a MONOGRADE CLASS.
MULTIGRADE
MONOGRADE
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Dolho, Bato, Leyte
VII. Test Your
Understanding
Directions: Describe the
“MPPE” using the diagram.
VIII. References
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
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Dolho, Bato, Leyte
Prepared by:
ERMINA C. MILLOREN, MAEd
PRISCO A. PASCO, JR., DevEdD
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