Multigrade Teaching Module 1 PDF

# MODULE IN ELEC-EED MUTIGRADE CLASSES ## Multigrade Teaching Definition The term "multigrade teaching" generally refers to a teaching situation where a single teacher has to take responsibility for teaching pupils across more than one curriculum grade within a timetabled period. Schools with mult...

# MODULE IN ELEC-EED MUTIGRADE CLASSES ## Multigrade Teaching Definition The term "multigrade teaching" generally refers to a teaching situation where a single teacher has to 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 most of the world's education systems, formal education is expected to be imparted in a monograde teaching environment, where one teacher is responsible for a single curriculum grade within a timetabled period. Although this is the general norm, in many countries in the world there are schools in which all classes function as multigrade classes. These schools are called "fully multigrade schools". In some other schools only some of the classes function as multigrade classes while others function as monograde classes. These are called as "partially multigrade schools". The term "multigrade teaching" generally refers to a teaching situation where a single teacher has to 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. ## Multigrade Teaching (The Teaching of More Than One Grade of Pupils in One Class by One Teacher) is a Feature of Education Systems the World Over. It dates back to the originals of formal education, and it was not up until the late 1800s that the teaching of one grade in a classroom (monograde) at a time became prominent. Despite this development, multigrade teaching remains a reality and, for some learners, especially in developing countries, is the only way they can access education. Multi-grade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as "multilevel", "multiple class", "composite class", "vertical group", "family classes", and, in the case of one-teacher schools, "unitary schools". It is to be distinguished from mono-grade teaching in which students within the same grade are assumed to be more similar in terms of age and ability. However, substantial variation in ability within a grade often leads to "mixed-ability teaching". There can also be wide variations in age within the same grade, especially in developing countries. ## Teaching Situation Where a Single Teacher Has to Take Responsibility for Teaching Pupils Across More Than One Curriculum Grade Within a Timetabled Period, in Contrast to "Monograde Teaching" Where One Teacher is Responsible for a Single Curriculum Grade Within a Timetabled Period. (Little, 2001) ## Characteristics of Multi Grade Education Researchers and practitioners use many labels for multigrade education, including the following: multigrade, multiage, mixed-age, vertical grouping, combination, composite, double-grade, split-grade, dual-age, hyphenated, nongraded, etc. These terms are often confused, redundant, etc., making researching and thinking about related issues difficult. In this report, I will use the following terms: - Single-grade classrooms are comprised of one grade. - Multigrade classrooms are comprised of two (or more) grades. - Combination Multigrade classrooms are multigrade classrooms that are utilized for logistical reasons. Pedagogic Multigrade classrooms are multigrade classrooms that are utilized for pedagogic (learning-related) reasons. Sometimes multigrade classrooms are created because of logistical reasons such as declining or uneven enrollments (Veenman, 1996; Burns & Mason, 2002; Mulryan-Kyne, 2007). Sometimes multigrade classrooms are created for philosophical and pedagogical rationale. There are strong advocacy groups for pedagogic multigrade classrooms. Some of this advocacy is at odds with the research-in the sense that they claim overwhelming benefits for multigrade classrooms when the research is more balanced and uncertain (I noticed this myself in reviewing the research, but also see Burns & Mason, 1997). It can be helpful to view classes on a continuum from single-grade classes, to combination multigrade classes, to pedagogic multigrade classes (See Mason & Burns, 1997). While many different arrangements are possible, we can talk in generalities as follows: - Single-grade classes have students only from one grade. - Combination multigrade classes have students from two (or more) grades and one teacher who teaches them. - Pedagogic multigrade classes have students from two (or more) grades but are taught by a team of teachers. Pedagogic multigrade classes also tend to be more focused on providing learners individually-tailored learning content than either single-grade or combination multigrade classes. Teachers in combination multigrade classes are less likely to receive the support and structure they need than teachers in pedagogic multigrade classes (Mason & Burns, 1997). Multigrade classrooms are not aberrations, but are used throughout the world, and are likely to continue and grow in use in the future (Mulryan-Kyne, 2007). Multigrade classes, in which teachers work with more than one curriculum grade at the same time, are widespread in developing countries. They are also surprisingly common in industrialised countries. Yet the needs of learners and teachers in multigrade classes often remain invisible to the who plan, design and fund education centrally. In most countries, multigrade classes arise through necessity rather than choice. In many areas, parents do not have the opportunity to choose between sending their child to a school with multigrade or monograde classes. If they choose not to place their child in a multigrade class, the child will remain uneducated. Access to multigrade classes, and the quality of teaching and learning in them, are central strategies in the worldwide fulfilment of Education for All and the Millennium Development Goals for education. Multigrade teaching occurs in primary education when a teacher has two teach two or more primary school student grades in the same class. More general term and probably more accurate is that multigrade teaching refers to the teaching of students of different ages, grades and abilities in the same group. # Implementation Guidelines **a. Organization of Multigrade Classes** The minimum enrolment of eight (8) and a maximum of twenty five (25) pupils per MG classes shall be observed. Whenever possible and when the teachers and other facilities warrant, classes shall be divided as follows: | Grades Offered | No. of Personnel and Classes | |-----|-----| | | **Option 1 Offering 4 classes** | **Option 2 Offering 3 classes** | | Kinder to Grade 6 | Kinder Class = 1 teacher | Kinder Class = 1 teacher | | | Grades 1 & 2 = 1 teacher | Grades 1, 2 & 3 = 1 teacher | | | Grades 3 & 4 = 1 teacher | Grades 4, 5 & 6 = 1 teacher | | | Grades 5 & 6 = 1 teacher | | | **Total** | **4 teachers** | **3 teachers** | A maximum of four (4) MG classes shall be organized per Pure MG School. Each class maybe composed of 2 or 3 adjacent grade levels except the Kindergarten class which will be treated as single grade class and shall be managed by one teacher. (Kindergarten Omnibus Policy DO 47 s. 2016) ## Multigrade Program in the Philippines Multigrade is an education method where a teacher conducts classes to primary students of multiple grade levels in a single classroom. It is applicable to schools located in far-flung or mountainous areas where school teachers are scarce and are forced to teach many grade levels simultaneously. In the Philippine public school system, classes with two grade levels inside a single classroom and handled by the same teacher are called combination classes. Classes with three grade levels conducted in one classroom and handled by a single teacher are called a multigrade or multilevel class. The Ministry of Education in its pursuit to achieve the national education goal "Education for All by 2012", initiated massive expansion of community schools, after the world conference on Education for All (EFA) held in Jomtien, Thailand in 1990. Some of the important ideas of theses major steps of expansion were to take the schools to every community including remote and scattered settlements, so that it contributed towards fulfilling the education policy of reducing the walking distance of young children to schools. Multi-grade teaching was then introduced in 1991 as a key strategy of teaching. The Ministry of Education recognizes that multigrade teaching strategy will continue to be one of the important strategies as number of schools in small and scattered communities has been growing progressively and is likely to continue. Since the introduction of multigrade teaching as a strategy, many teachers were trained through in-country as well as ex-country training programs with the support mainly from the UNICEF. However, due to transfer of teachers on completion of certain number of years in the same school, the multigrade schools have been continuously losing the skilled teachers. As a result, training multigrade teachers either upon their transfer from non-multigrade schools to multigrade schools, or on completion of teacher training has been a cumbersome challenge for the Ministry of Education. The present trend on the growth of multigrade schools indicates that multigrade schools will keep on expanding. Further, the government's commitment to establish extended classrooms will contribute towards even greater progression in the expansion of multigrade schools. This means the demand for training of teachers will phenomenally rise. However, with the introduction of multigrade teaching module in the Colleges of Education, Paro and Samtse, since two years ago, the issue of sustainability is likely to be addressed. ## Multigrade Program As affirmed by the DECS Order No. 38. s. 1993, the Constitution states that the state shall protect and provide the rights of all citizens to quality education at all levels and take appropriate steps to make education accessible to all, and so it is hereby declared a policy that all public elementary schools, as much as practicable and considering the existing facilities and teachers, will offer complete six (6) grade levels to children in the remotest barangay. Thus, the Multigrade Program becomes one of the major thrusts of basic education. This is the education sector's contribution to people empowerment. DECS Order No. 38, s. 1993 spelled out how the incomplete elementary schools shall be expanded to accommodate all school children in schools with less than six (6) teachers. While the priority is still the organization of single grade classes, multigrade classes will be organized, if the number of children to be enrolled does not meet the required number to organize a single-grade class and if there are not enough teachers in a school. So in a two-teacher school for instance, one will handle Grades I-III and the other will handle Grades IV-VI. The implementation of this program aims to make education accessible and provide quality education for all even on rural or far flung areas. Prioritizing the fact that many children are still out of school, the program is effective if and only strongly supported by the government. # ACTIVITY 1 1. Based on the selection, what are the advantages and disadvantages of multigrade system of education? 2. On the situation that there is no available teacher in a monograde school, can you recommend not to accept learners in the grade level that there is no teacher and there is no way to hire one? Why? What solution can you suggest to make every child capable of education?