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Lesson 1: Phylosophy
underlying the
multigrade education
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Introduction
It is obvious that a combined class of
students differs a lot from the
conventional type of student class of
a single grade. That means that the
way that the students of multigrade
class should be taught must be
different as well.
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For children to learn effectively in
mult-igrade environments, teachers
need to be well-trained, well-resourced
and hold positive attitudes to
multigrade teaching. Mult-igrade
teaching in many views represents a
more demanding teaching situation and
special attention should be given to it.
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Multi-grade Education
Multi-grade education is a teaching approach
where students from different grade levels are
taught in the same classroom. This usually
happens in schools with fewer students or
limited resources, where it isn’t possible to have
separate classes for each grade.
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Constructivism
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• Constructivism emphasizes that
learners build their own understanding
and knowledge of the world, based on
their experiences.
• Jean Piaget – considered father of
constructivism.
• His theories indicate that humans
create knowledge through the
interaction between their experiences
and ideas.
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Humanism
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• Humanism in education is centered
around the development of the whole
child, emphasizing emotional well-
being, personal growth, and self-
actualization.
• Abraham Maslow – an American
psychologist who proposed the
hierarchy of needs
• Considered the father of the humanistic
movement
• Focused on the theory of self-
actualization
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Humanism
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• Carl Rogers –was a psychologist and a
leading proponent of humanistic
psychology.
• focused on the self-actualization
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Progressivism
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• Progressivism is a forward-thinking
educational philosophy that stresses
experiential learning and problem-
solving.it focuses on preparing students
to live in a democratic society and
develop critical thinking skills.
• John Dewey – referred to as the
“Father of progressive education
• Believe that all aspects of study need to
be linked to materials based on
students every day life-experiences.
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Pragmatism
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• Pragmatism, particularly in education,
focuses on practical outcomes and the
importance of learning through
experience.
Main Proponents
• Charles Sanders Peirce
• William James
• John Dewey
• George Herbert
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Social Reconstructionism
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• Social reconstructionism focuses on
education as a means to address social
issues and promote societal change.
• Theodore Brameld- founded the social
reconstructionism as a response to the
horrors of world war II.
• He believed that education had the
responsibility to mold human beings
into a cohesive and compassionate
society.
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Differentiated Instruction
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• Differentiated instruction is based on
the belief that students have varying
levels of readiness, interests, and
learning profiles.
• Carol Ann Tomlinson – a leading
modern day proponent of differentiation
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Inclusive Education
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• Inclusive education promotes the
integration of all students, regardless of
their abilities or backgrounds, into
general education classrooms.
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Critical Pedagogy
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• Critical pedagogy emphasizes the
development of critical thinking skills
and encourages students to question
and challenge societal structures.
• Paulo Freire – widely regarded as the
founder of critical pedagogy
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Educational Policies in Teaching Multigrade
Classes
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November 14, 1997 – DO 96, S. 1997 - Policies and
Guidelines in the Organization and operation of Multigrade
(MG) Classes
1.It is a declared policy of the DECS to build a school in
school-less barangay where enrollment and population
growth trends warrant the establishment of new schools and
to organize multigrade classes to offer the complete six (6)
grade levels to children in the remote barangays.
2.In support of this program, the following policies and
guidelines in the organization and operation Multigrade
Classes in the country are being issued:
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a. A multigrade class is a class with 2 or more grades taught by a single
teacher in a complete or in complete elementary school.
b. Regional Directors and School Division Superintendents are
responsible for organizing these classes, prioritizing access for
children in remote areas and completing incomplete schools. Class
sizes should ideally be between 8 and 35 pupils, with larger classs
(more than 3 grades) being reorganized into smaller ones (at most 3
grades) whenever possible.
c. School plant, Facilities, and Furniture of Multigrade Classes. Priority
is given to allocating 3-room school building to multigrade classes,
especially where existing buildings are substandard or need
rehabilitation.
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d. The provision of textbooks and other support instructional materials as
follows:
• Minimum Multigrade Instructional Package (MIP)
1. Minimum Learning Competencies for MG Classes (MLC-MG),
2. Budget of Work for MG Classes (BW-MG).
3. Lesson Plan for MG classes (LP-MG), and
4. Multigrade Teachers Handook (MG-HB).
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• Minimum Learning Package (MU) for multigrade pupils consisting of:
1. Textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as
much as possible on a 1:1 ratio,
2. The Multilevel Materials (MLMs) on at least 1 set to 3 pupils ratio.
e. The Multigrade Curriculum and Program
Multigrade schools/classes shall offer the New Elementary Schools
Curriculum (NESC) and adopt an of the suggested class program.
f. Support, Welfare and Incentive Program for Multigrade Teachers
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to attract and retain effective teachers in multigrade schools the following
measures should be implemented:
i. Regular monitoring and training are mandated to sustain learning gains
and provide instructional support, especially considering challenges like
distance and transportation issues. Principals or supervisors can collect
actual transportation expenses incurred during monitoring visits.
ii. MG teacher training is prioritized, receiving a share of the 5% INSET funds.
iii. Where resources allow, at least one classroom should be designated as
lodging for teachers/administrators living far from school.
iv. All MG teachers qualified for the Hardship Allowance (as per DECS Order
No. 73, s. 1996) receive it. Those not meeting the criteria will receive a
“Special Hardship Allowance for MG Teachers”. Criteria for the availment
of the Hardship Allowance for multigrade teachers shall be issued on a
year to year basis.
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g. Provisions of DECS Order 38, s. 1993 not superseded in this Order are
deemed still effect.
h. This Order shall take effect immediately.
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IMPLICATIONS FOR TEACHING MULTIGRADE
CLASSROOM
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Here are the common questions that deal with implications of teaching
multigrade:
1. What is the extent of multi-grade teaching in the country? In what types of
schools, and in what location, is it prevalent?
2. Do the enrollment projections and costs of provision suggest that multi-
grade teaching will continue in many schools?
3. What are the qualifications and educational backgrounds of the teachers
who teach in multi-grade setting? What are the conditions under which
they work?
4. Is multi-grade teaching a recognized field of specialization in teacher
training institutes?
5. Have or could adequate resources been allocated to libraries and other
materials necessary to support self-learning?
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6. What are the recruitment criteria used to select supervisors of multi-grade school? Do they
have any experience of teaching at the primary level, let alone multi-grade primary? How
might they gain this experience? What steps might be taken to promote into multi-grade
supervisory positions those teachers who have demonstrated prowess in multi-grade
teaching?
7. Are there general guidelines on effective multi-grade teaching? Are guidelines developed
with teachers on the timetabling of multi-grade teaching?
8. Are the teachers aware of the different ways of organizing the multi-grade classroom? (eg.
Subject staggering, subject grouping, common timetable, integrated day?) Are teachers able
to discriminate between optimal ways of organizing the teaching of different subjects?
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9. Are teachers able and willing to encourage self-study and peer
learning in multi-grade settings? Do teachers have access to an
adequate supply of high quality materials for self-study and peer
learning? Do teachers have the possibilities of creating their own
materials for self-study and peer learning?
10. Are teachers aware of the variety of ways of grouping students
for learning (eg whole class, sub-groups, pairs, individuals?) and
of different criteria for subgroups (eg. By achievement, interest,
friendship)?
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Multigrade – common in primary grade education, involves a single teacher
instructing students from multiple grade levels, ages, and abilities within the same
classroom. While sometimes referred to as having two or more primary school
grades in one class, a more accurate description is the teaching of students with
varied ages, grades, and skill levels in a single group. This educational structure has
various names across different countries, including “composite”, “combination”,
double, split, mixed-age, vertically grouped, multiple, family, and multilevel” classes.
Multiage classrooms – are compose of students spanning more than one year,
who stay with the same teacher for over a year. These classrooms are made up of
mix abilities and ages, mirroring natural groupings found in the neighborhoods,
communities and in the world. The structure fosters idea exchange, behavioral
modeling, responsibility, nurturing, and leadership and social skill development.
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Several principlesand practices to multiage classrooms:
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1. teacher is the facilitator of learning (rather than the keeper of
knowledge)
2. Developmentally appropriate, child centered, continuous Learning
3. Integrated Curriculum
4. Attention to education of the whole child
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Multilevel Classrooms – refers to students centered classrooms in which student
learn across two or more grades and are taught by the same teacher for two or more
years.
Reasons for Establishing Multilevel Classrooms
Decisions to create multilevel classrooms are based on pedagogical and/or
demographic considerations:
• Some schools/divisions/districts choose multilevel programming for philosophical
reasons. These deliberately formed multilevel classrooms emphasize a continuum
of learning, rather than maintaining grade differences. In such classrooms students
work with the same teacher for two or more years.
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• In communities with low student populations, all Early years student, all Middle
Year students, or all students from Kindergarten to Grade 8 may be taught in the
same classroom.
• Other schools may have two or more grades assigned to the same teacher to
manage shifting enrollment. These classroom are often viewed as a temporary
measure within a school.
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Content Title 04
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