Republic of the Philippines

Romblon State University

Romblon, Philippines

Module 1: The Overview of Multi-grade Classes

What are multi-grade classes?

A multi-grade class consists of two or more different grade levels in a single
grade classroom manned by one teacher for an entire school year.
What are the other labels for multi-grade education?
Multi-grade, multi-age, mixed-age, vertical grouping, combination, composite,
double-grade, split-grade, dual-age, hyphenated, non-graded, etc.
Where is multi-grade classes located?
It is often implemented in elementary schools located at remote and sparsely-
populated localities.
Why multi-grade classrooms are created?
Because of logistical reasons such as declining or uneven enrollments (Veenman,
1996; Burns & Mason, 2002; Mulryan-Kyne, 2007

What are these?

 Single-grade classes have students only from one grade.
 Multi-grade classrooms are comprised of two (or more) grades and one teacher who
teach them.
 Pedagogic multi-grade classes have students from two (or more) grades but are
taught by a team of teachers.

Is teaching in multi-grade classrooms difficult?

 Based on the researchers
1. “ It is commonly stated in the literature that multi-grade teaching is more difficult
than single teaching”
2. “Multi-grade classes hold instructional potential for some, but them potentially
difficult for most.
 Multi-grade classes lead to a negative instructional effect and that they increase
teachers’ stress and may jeopardize/threaten teachers’ motivation and
commitment to teaching.
 “Most teachers, when asked about their feelings toward and organizational and
teaching strategies for combination classes, responded negatively and preferred
not to teach them”
 “[Teachers] report that these classes require more planning, are more difficult to
teach, and diminish instruction and curriculum coverage.”
 “Multi-grade teachers pressed for instructional time and the mastery of basic
skills (e.g. reading, writing, and mathematics) might neglect science, social
studies. And other subjects, which would lead to negative achievement effects in
these areas.”

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Advantages of multi-grade class

 Improve Learning: Problem-solving, higher-level thinking, and learning methods
develop at an earlier point with multi-grade classrooms; simply because of the
immersion experience that brings students together.
 Students are more exposed to Pre-learning and Re-teaching: students are
continuously exposed to re-teaching, as they listen in on, and benefit from lessons
which are being taught. Students are also exposed to re-teaching. These both
prepare and stimulate the young students thinking.
 Teacher can teach two and more grades at the same time.

Disadvantages of Multi-Grade Classroom

 Schools practicing multi-grade teaching often suffer from inadequate material
resources.
 In remote areas, teachers’ passivity, irregularity, ill planning, non-accountability
and engagement in non-academic pursuits create and maintain a low school
profile.

Academic Achievement Results from Multi-grade Classrooms:

 Findings have shown no differences in academic achievement between multi-
grade classrooms and single-grade classrooms
 Mason and Burns write: “We conclude that multi-grade classes have at least a
small negative effect an achievement as well as potentially negative effects on
teacher motivation.”

Conclusion
 The research is not definitive because there are factors that have not really been
teased out as of yet.

Lesson 1.1: Theories and Principles Behind the Multi-grade Teaching

A Multi-grade class is made up of students in several (two or three) grade levels

with one teacher for an entire school year.
Multi-grade schools are those which have classes that combine students of
different ages and different abilities in one classroom.
Multi-grade class involves students of different ages and developmental levels.
With different skills and learning abilities, learning together with one teacher.

Multi-grade teaching is based on several basic principles about how children learn
and how teachers can teach effectively to respond to their needs:

1. Each Child is Unique.

2. Children learn best from experience. Children learn from doing.
3. Children can and do learn well from one another.
4. The role of the teacher in a classroom involves setting-up and managing a
learning environment that is conducive to learning and teaching.

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5. The implementation of the school curriculum must take into consideration the
varied abilities, levels and interests of a particular group.
6. The value of any educational program will be judged according to how well it
is able to achieve the goals of the program-whether the children actually
learn, what they are expected to learn and how well they have learned.
7. The advantage of being in a heterogeneous group like a multi-grade class is
that children who have certain strengths and weakness can be helped rather
than be punished for their weakness, and their strengths built-on rather than
wasted.

Lesson 1.2: Multi-grade Program in Philippine Education (MPPE) An Overview

MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION

MULTIGRADE SCHOOL
It organized as matter of necessity remote barangays, aside from the limited
enrollment, the distance of the barangay to a school, teacher shortage, lack of funds for
school buildings and other facilities also led to the organization of multigrade schools in
the different parts of the country.

MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION PROVIDES:

 A complete education cycle or expand access in sparsely populated, remote, isolated
areas.
 Maintain educational services in barangays with decreasing enrollment.
 Maximize the use of thin resources like lack of classrooms and other resources and
teachers.

FOUR SPECIFIC OBJECTIVES OF THE MPPE:

Aims to assess how well the MPPE was implemented in line with existing
standards and policies.

Identify factors that contribute and hinder in achieving the goals of MPPE.

Aims to describe the contribution of the Multigrade program to student learning and
school quality.

Intends to examine the role of the program in improving access to quality education
in disadvantages school communities.

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PROGRAM COMPONENTS
 Curriculum and Materials Development
 Staff Development
 Monitoring and Supervision
 Research and Evaluation
 Physical Facilities
 Community Support

Module 2: Learning Environment in Multi-grade classes

Lessson 2.1: Physical Environment

The term Physical Environment refers to the overall design and layout of given
classroom and it's learning center.
Factors that you need to consider to settings up physical environment in multi-grade
class:
 Space
 Students
 Materials and equipment
 Order and arrangements

Space
It needs to consider the space especially when trying to renovate multigrade
classroom. Know if the space is huge, wider and comfortable.

Students
As a teacher, one important thing that needed to do is to know the students and
their background, attitude, behavior and intelligence.

Materials and equipment

Choose the appropriate material and equipment that will supplement teaching and
learning and provide materials like books, charts, visual aids, manipulative and
equipment like television, projector and computer set ups.

Order and Arrangement

In order to manage a classroom with proper discipline and active classroom set up
is important.

The importance of physical environment in multi-grade classes is very important

because it enhances the learning environment. A positive physical environment allows
children to grow and develop through activities, colours and textures.

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Lesson 2.2: Cooperative Learning Environment

MULTIGRADE SCHOOLS
Combine students of different ages and abilities in one classroom, under the
direction of one teacher. They take a variety of organizational forms, ranging from a
grouping of several formal grade divisions under the direction of one teacher to a
completely non-graded learning environment.

COOPERATIVE LEARNING
A collaborative (or cooperative) learning approach involves pupils working
together on activities or learning tasks in a group small enough to ensure that everyone
participates. Pupils in the group may work on separate tasks contributing to a common
overall outcome, or work together on a shared task.

10 STRATEGIES TP BUILD ON STUDENT COLLABORATION IN THE

CLASSROOM

1. Deliberately select which students will work together

Left to their own devices, students will sort themselves into groups of friends who
share common bonds. However, when a teacher creates the groupings, he or she can
match students by strengths and weaknesses, deliberately mixing ability, diversity and
social capability.
2. Size the groups for maximum effectiveness
If a group is too small, ideas and discussion may not be diverse or energetic
enough; if too large, some students won’t get involved. Optimum group size tends to be
four to five.
3. Teach your students how to listen to one another
Among young learners, active listening isn’t a natural skill. Taking time to discuss
and practice listening skills with your students – teaching them to make eye contact,
avoid interruption and repeat important points – has both short and long term benefits.
4. Set the rules of language and collaboration
There will always be one or two students in each group who will be more likely to
take the lead – or take over. Take the time to teach students how to clarify issues, how to
paraphrase, how to disagree constructively and how to build on what others have
contributed.
5. Make goals and expectations clear
Specific goals and expectations are important. If students are not clear on the
goals they are expected to meet, group work has the potential to trail off into socialization
or apathy.
6. Assign roles to the members of each group
With roles delineated, students are able to better understand what is expected of
them. With roles like leader (directs the group’s actions for the day), recorder (takes notes
and does all writing), encourager (enables discussion and gives positive feedback) and

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checker (checks the work and hands it in), its clear how each student needs to fulfill his
or her responsibilities.

7. Use real-world problems, not imaginary ones

With practical, real-world assignments, students find information through
research and forming real opinions. If you find a scenario that they feel involved in – an
environmental issue, a recent Supreme Court case, a complicated social issue – they will
take more ownership of the project. Even better, select a problem from the students’ own
community and challenge them to solve it.
8. Consider giving each group a different task
Delegating tasks gives each group a sense of importance and emphasizes the fact
that large problems are solved by people working together. By solving different pieces of
an issue, your student groups will have a more personalized learning experience and will
better refrain from ill-spirited competition or “borrowing” each other’s work.
9. Play a game to get students warmed up
This is particularly helpful for younger students, who may not be sure of their
roles in the group or the classroom. Cooperative games require children to use the same
skills that they do in collaborative schoolwork, and they can see results quickly.
10. Evaluate each group on its own merit
If you judge groups in relation to each other, students will feel like their success
or failure is not entirely in their own hands. Try a system where you can give grades per
how well each group met its goals, and/or how each student performed the duties of their
assigned role. You can also reward by category, as in best discussions, best research or
most original solution.

FIVE ELEMENTS OF COOPERATIVE LEARNING

1. Positive Interdependence:
You'll know when you've succeeded in structuring positive interdependence when
students perceive that they "sink or swim together." This can be achieved through mutual
goals, division of labor, dividing materials, roles, and by making part of each student's
grade dependent on the performance of the rest of the group. Group members must
believe that each person's efforts benefit not only him- or herself, but all group members
as well.

2. Individual Accountability:
The essence of individual accountability in cooperative learning is "students learn
together, but perform alone." This ensures that no one can "hitch-hike" on the work of
others. A lesson's goals must be clear enough that students are able to measure whether
(a) the group is successful in achieving them, and (b) individual members are successful
in achieving them as well.

3. Face-to-Face (Pro-motive) Interaction:

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Important cognitive activities and interpersonal dynamics only occur when students
promote each other's learning. This includes oral explanations of how to solve problems,

discussing the nature of the concepts being learned, and connecting present learning with
past knowledge. It is through face-to-face, promotive interaction that members become
personally committed to each other as well as to their mutual goals.

4. Interpersonal and Small Group Social Skills:

In cooperative learning groups, students learn academic subject matter (taskwork)
and also interpersonal and small group skills (teamwork). Thus, a group must know how
to provide effective leadership, decision-making, trust-building, communication, and
conflict management. Given the complexity of these skills, teachers can encourage much
higher performance by teaching cooperative skill components within cooperative lessons.
As students develop these skills, later group projects will probably run more smoothly
and efficiently than early ones.

5. Group Processing:
After completing their task, students must be given time and procedures for
analyzing how well their learning groups are functioning and how well social skills are
being employed. Group processing involves both task work and teamwork, with an eye to
improving it on the next project.

Lesson 2.3: Material Resources

What is learning resources or materials?

Learning materials or resources

The materials that instructors may use to carry out instruction and facilitate the
achievement of a student's educational goals. These resources can be used by teachers as
well as the students to gain more knowledge on a particular topic.

The development of a multigrade LAC resources guide support the

implementation of DepEd order No. 35, s. 2016, enjoining all regions in the country to
implement the Learning Action Cell (LAC) as a platform for teacher's continuing
professional development at the school level.

The Multigrade LAC Resource Materials for Multigrade Teachers will provide
many opportunities for multigrade teachers to become effective classroom teachers. The
different session guides were designed to address several issues on the implementation of
K to 12 Curriculum in multigrade schools, specifically, on instructional planning,
instructional delivery such as on the use of ICT tools, and monitoring and evaluation of
school performance.

Lesson Plan-
It is a teacher's daily guide for what students need to learn, how it will be taught,
and how learning will be measured. A good lesson plan should include the following 5

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components; lesson topic, class objectives, procedure, time management, and student
practice.

Visual Aids
Visual aid is any material that gives shape and form to words or thoughts. Types
of visual aids include physical samples, models, handouts, pictures, videos, infographics,
etc. Visual aids have come a long way to now include digital tools such as overhead
projectors, PowerPoint presentations, and interactive boards.

Printed Material
Simply put, print sources are sources that have been published in printed format,
such as many daily newspapers, magazines, academic or trade journals, books, etc.

Module 3: Classroom Management

Lesson 3.1: Managing Learner's Behavior

“The Ultimate goal of education is to mold young people into well-rounded
individuals. That often includes making sure that the teaching and learning process flows
as asmoothly as possible.” –Unknown

Learner Behavior
Different Behavior of the Lerner Inside the Classroom
1. Talkers – they are the ones who prefer to talk and discuss. They often find
themselves talking to those around them.
2. Tactile/Kinesthetic Learner – they may find themselves hard to sit still for long
period of time.
3. Bullish – they are the one who seek harm or intimidate.
4. Truant – learners who repeatedly go outside.
5. Awkward and shy – they silently deal with their selves.
6.
Glasser’s Choice Theory suggests that students behave according to how their needs will
be fulfilled and satisfied.

William Glasser (1999) proposes that behavior is propelled by an inherent need to

satisfy five basic needs:
1. They need to love and belong.
2. They need to survive.
3. The need to feel empowered.
4. The need to be free.
5. The need to be happy.
Thus, it is essential that the teacher establishes a relationship with the students to be able
to address their individual needs.

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B.F. Skinner (1982) suggests that the teacher manage the students’ behavior through
rewards and punishment. According to Skinner, the teacher reinforce good behavior by
giving external rewards like praises, prizes, or good grades.

In contrast, Alfie Kohn (2006) believes that students’ behavior can be manages
well if they are given the opportunity to satisfy their curiosity. In this theory, Kohn
suggests be given the freedom to pursue concepts that interest them instead of imposing
predetermined lessons on them. When students are engaged in learning concepts of their
choice, they become more involved in their own learning. Teachers, according to Kohn,
need not to use grades or rewards to motivate students. Students learn because they see
the relevance of what they are learning on their own lives.

Today, the issue of learners’ behavior in the school continue to surface as one of
the most challenging problems in education. Misconduct creates tension for both the
teacher and students as it disrupts the flow of lesson. it changes the classroom dynamic as
the attention shifts from the academic tasks to the problem caused by disruptive behavior.
Hence, for learning to happen, classroom management, appropriate discipline must be
implemented. Productive classroom environments supports students, engagement, and
achievement. Let’s talk about some behavior management strategies you can tap into to
enhance students’ behavior and allow teaching and learning to procees as planned.
1. Maintain a routine
2. Set rules together with students
3. Create stimulating lessons
4. Use positive language
5. Develop positive relationship with your students
6. Adjust your scoring methods

Lesson 3.2: Peer Tutoring

Form of mentorship that usually takes place between a person who has lived
through a specific experience and a person who is new to that experience with the same
age.

IMPORTANCE
● Allows for higher rates of student response and feedback which results in better
academic achievement
● Creates more opportunities for students to practice specific skills which leads to
better retention.

EFFECTIVENESS
● Students feel more comfortable asking groups rather than large classes. Peer
tutors have often experienced the same difficulties and can help students through learning
process
● Some approaches have been shown to have a positive effect equivalent to
approximately five additional months progress within one academic year.

PRINCIPLES

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● Abraham Maslow: viewed the need for Love and Belonging” in his theory
“Hierarchy of Motivatonal Model” which he described in 1954 as a step toward
achievement. In this view, the deprevation or more basic needs hinders progress along the

path to achievement. In Maslow’s model, people must have love and belongingness
issues satisfied in order to needs of achievement.
Example: A student with deprived relationship concersn will be less able to
participate in classroom learning opportunities. This ability to learn is built on
faoundation of comfortable relationship with others, including peers and family and
classroom learning is all about learning with and in the presence of others.

● Behaviorism: provides one way to explain the association between the motivation to
learn and peer interactions. In basic theories, relationship between people affect learning
only as much as people reinforce each other (or not) in the acadic arena.

Example: If the peer group encouragess education and leraning, then the
individual student within the group will value leraning because the individual is
reinforced or rewarded for behavior that indicates that learning is valued. On the other
hand, student in peer groups that do not value education lack the simulation and
reinforcement needed to encourage personal learning. These peer groups presumably
stimulate and reinforce other values.

● Social Learning Theory: proponent of this theory is “Albert Bandura” that speaks
precisely to the interactions involved in learning. Observational or “vicarous” learning
based upon learning by watching then “modelling” or acting similarly to others. If the
student views and works with people who appreciate learning by engaging in the learning
activities then the student who will engage in learning and might work harder.

Example: If a student is involved to its peer that has positive attitudes and
behaviors toward education will allow and teach others to set goals that includes
opportunities to learn and achieve. However, if a student be with a peer that do not
convey positive attitude towards learning then the students observing these model or peer
will not proritize learning in their own lives. They will learn to prioritize other goals.

● Lev Vygotsky: in 1978 also presented ideas on the facilitation of learning through
experiences mediated by other people. In his explanations, the learner cannot reach full
potential without the aid of others. The processes of guiding, the learner to higher stages
of cognitive functioning rely on the human relationship.

Example: Mentors- for instance, a tecaher or more capsble peers- can raise the
students’ competence through the “Zone of Proximal Development (ZPD)”.

ZPD is defined as the gap between what a student can do alone and what the
student can achieve with assistance. In this view assistance is transitional, a “scaffold”
that is removed when it is no longer needed and the student has internalized another’s
support.

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Lesson 3.3: Group Management

Overview
In a classroom with good multigrade practice, there were be lots of small group
happening. It is one of the most useful strategies a multigrade teacher can employ. A
multigrade teacher cannot the whole class in one group all day and meet the needs of
individual students with their different levels of experiences, maturity and abilities.

What are the benefits for students working in group?

 Talk to each other and clarify their thinking and learning.
 Think of more ideas than they would individually or in a whole class group.
 Learn from each other and teach each other, explain question and remind each other in their
own language in a way in which they are most comfortable.
 Share experiences with each other.

How can students be grouped?

The students can be grouped in a variety of different ways for different purposes. This
will maximize participation by all the group members.
Students may work in the following groupings:

 Mixed Ability Groups

With other students of different ability levels. They could be called by “animals” names
to identify them clearly.
 Similar Ability Groups
With other students of some ability levels, who are at similar stage of development in
English, Filipino, Math. Instructions can be efficient and effective to pupils with similar
ability levels. They could have color names to identify themselves.
 Temporary Groups
With others who have a temporary specific common learning need the teacher has formed
this group for specific purpose for one lesson. For example, a small group of students
may need more instruction about writing a sentence but the remainder of the class have
already mastered this skill.
 Gender Groups
For short times to learn specific skills needed.
 Friendship Groups
This can be motivating, if the students can concentrate well with their friends. Sometimes
students may encouraged to choose their group members.

Managing Groups in the Classroom

The teacher’s role in managing groups in the classroom could fit into three broad
categories of activities.

Teacher’s Role
 Teacher Interactive (direct teaching)

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Teacher is directly teaching or assessing a group and the teacher-student interaction is
intensive.
 Teacher Supervised (guided and checked)
The students work together in their group with some guidance and monitoring by teacher.

 Teacher Independent (peer group support)

The group works on the revision activity (e.g from a learning centre) requiring little
teacher assistance. The teacher monitors this group from a distance.

 Group Task Board

Is a helpful organizational tool when working with groups. It would enable the students
to become more independent and take responsibility for getting group organized
and working quickly while the teacher is working with the group marked T for
teacher time.

 Peel Off Grouping Strategy

It is used when the teacher needs to teach new skills in their ability level group. This
allows for outside of their grade level with children of the same ability and progress at
their own pace of learning.

Module 4: Monitoring and Evaluating Student

Learning
Lesson 4.1: Monitoring and Evaluating Student Achievement Using Various
Evaluation Methods
Student learning is defined as the measurable skills, attitudes and knowledge of
the learner as a result of participation in an educational activity. Monitoring each
individual student’s learning can be a challenge. It is easy for a teacher to ask the whole
group a question, but doing so is not an effective strategy to determine individual
student’s progress. Assessment for the purpose of improving student learning is best
understood as an ongoing process that arises out of the interaction between teaching and
learning. It involves the focused and timely gathering, analysis, interpretation and use of
information that can provide evidence of student progress.

Examinations provide information about students’ achievements once or twice a

year and generally focus on their reading and writing skills. However, there are
opportunities to monitor, assess and provide feedback on your students’ progress in every
lesson. ‘Feedback’ in this context means constructively informing students of their
performance in respect of a particular learning objective and guiding them as to how to
improve or build on this.

Monitoring, assessment and feedback can relate to many aspects of students’

listening, speaking, reading and writing development. By gathering information on your

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students in a continuous way, and identifying those students who are experiencing
difficulty or those who are ready for further challenges, you can adjust your teaching to
better meet the needs of everyone in the class.

“4 Monitoring Techniques that Deepen Student Learning”

 Student Reflection
 Revising Knowledge
 Accountable Answers
 Summarizing

The primary purpose of assessment and evaluation is to improve student learning.

Information gathered through assessment and evaluations helps teachers to identify their
difficulties as well as to detect weaknesses in programs to improve more the learning of
individual learners.

Assessment
Assessment is a method of gathering your school performance data that aims to
collect information to specify and verify problems concerning your learning achievement.
Some proof of your learning success can be manifested in your test, written works,
journals, portfolios and other learning task (Navarro, et al…. 2017).

Information about student achievement can be assessed through both direct and
indirect measures.
 Direct Measures
May includes homework, quizzes, reports, essays, research projects, case study
analysis and rubrics for oral and other performances.
 Indirect Measures
May include course evaluation. Students surveys, course enrollment information,
retention in major, alumni surveys, and graduate school placements rates.

METHODS TO EVALUATE STUDENT ACHIEVEMENT

 Summative Assessment
Tests, quizzes and other graded course activities that used to measure student
performance. They are cumulative and often to reveal what students have
learned at the end of unit or the end of a course. Within a course, summative
assessment includes the system for calculating individual student grades.
 Formative Assessment
Is to monitor student learning to provide ongoing feedback that can be used
by instructors to improve their teaching and by students to improve their
learning.
 Observation and Interaction

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Individual interaction between you and your students provides some
opportunities to evaluate their progress and retention.
 Performance Assessment
Are very effective for measuring the process and the product involved with
student achievement. It is an actual performance is assessed through a
completed task or work.

EVALUATION
Involves judging or deciding about the quality of your school performance for
your teacher to implement a possible course of action. When your assessment
information is collected, synthesized, and thought about, your teacher is in a position to
judge the quality of your performance and what classroom course of action should be
done or what action is most appropriate.

According to Patton (1987), defined EVALUATION as a process which involves

gathering of information and uses the results to analyze and judge the value and
worthiness of something.

CHIEF PURPOSE OF EVALUATION

* The improvement of individual learners.

Other Purposes of Evaluation

 To maintain standard
 To select students
 To motivate learning
 To guide learning
 To furnish instruction
 To appraise educational instrumentality

Importance of Evaluation
Provides a systematic method to study a program, practice, intervention, or initiative to
understand how well it achieves it's goal. Evaluations help determine what works well
and what could be improved in a program or initiative.

Types of Evaluation
 Diagnostic Evaluation
 Summative Evaluation
 Formative Evaluation

Module 5: Teaching and Learning Processes in the Multi-Grade

Classes

Lesson 5.1: Instructional strategies in Multi-grade classes

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Instructional strategies are techniques teachers use to help students become
independent, strategic learners. These strategies become learning strategies when students
independently select the appropriate ones and use them effectively to accomplish tasks or
meet goals.

Instructional strategies can:

 Motivate students and help them focus attention.
 Organize information for understanding and remembering.
 Monitor and assess learning.

To become successful strategic learners students need:

 Step-by-step strategy instruction.
 A variety of instructional approaches and learning materials.
 Appropriate support that includes modelling, guided practice and independent
practice.
 Opportunities to transfer skills and ideas from one situation to another.
 Meaningful connections between skills and ideas, and real-life situations.
 Opportunities to be independent and show what they know.
 Encouragement to self-monitor and self-correct.
 Tools for reflecting on and assessing own learning.

Effective instructional and learning strategies can be used across grade levels and
subject areas, and can accommodate a range of student differences. Instructional
strategies that are especially effective in the health education program include:
 cooperative learning
 group discussion
 independent study
 portfolio development
 journals and learning logs
 role-playing
 cognitive organizers
 literature response service learning
 issue-based inquiry.

Lesson 5.2: Teaching schemes in Multi-grade Classes

Instructional schemes are special learning plans/ arrangements which permits
structural flexibility, collaborative teaching, and resource sharing aimed at
individualizing and maximizing intervention for a special child.

List of schemes doable within the Philippine context:

Pull out within the room
A child with special needs enrolled in a regular classroom may be individualized
without removing him from homeroom. One option is to deliver the instructions to a
child by seating him in an area with the classroom wherein he can be monitored by the

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teacher directly while performing is assigned task. He may be moved to his area because
he may need close supervision from the teacher.
This type of instructional scheme allows the child to be in his own classroom for
the entire day even through he may be given differentiated to suit particular needs. It
reduces any stigma may come with being pulled out from the class during class hour.
Pull out in another venue

When it is not appropriate to provide for the individualization inside the

classroom from learning or behavioral concern, the child may be pulled out to another
venue apart from the classroom. In some school, there is a small room adjacent to the
classroom where instructions can take place. The teacher can address the needs of the
child individually without the distraction that regular classroom can give.
Resources room plan
Individualization may occur in a resource room, a separate room within the
school where special instructional materials and equipment are kept. The child may be
pulled out from the regular class to receive instructions in the resource room on a certain
subject areas.
Placement of the resources room should not exceeds 50% of the child schedule in school.
Assistantanship Plan
This is a co- teaching option where one teacher has a primary teaching
responsibility. Such lead teacher is assisted by another teacher without assuming direct
teaching responsibility. This assistant teachers assist learners with their work,
monitors behavior, simplifies instructions, correct assignments, observation and record
critical incidents among others.
Team teaching plan
The instructional scheme employs the presence of two teachers in the class. They
both present the lesson to the students and may devise a system on how they share
responsibility in handling the class. They may share lecturing on the same topic or divide
which subjects will be thought by whom.
Shadow teaching plan
Analysis (ABA)or behavior management intervention. In this plan, the home
therapist serves as the child shadow teacher in school. In case the child is not attended to
by home therapist, the parent employs or the school provides a shadow teacher for him
(the child).
Applied behavior analysis (ABA)
Is a scientific disciplines concerned with analyzing the principles of learning
theory and systematically applying this knowledge to change behavior of social
significance.
The shadow teacher of the child's works collaboratively with the class teacher and
assume the following functions in schools:
1. He works with and for the child in the most non- disruptive/ non attention getting
ways.
2. He derives the lesson from the class teacher.
3. With the class teacher permission, he can simplify the lesson and use appropriate
instructional materials during seatwork.
4. He assist in directing the child's attention towards the class teacher.

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 Republic of the Philippines
Romblon State University
Romblon, Philippines
5. He assist in physical/ behavioral management of the child during routine ( lining
up, putting toys in place etc.) and also during group activities ( circle time, action,
singing etc.)
6. He records the development progress of the child
7. He confess with the class teacher about the progress of the child.
8. He reports to the class teacher in child's home achievement whenever needed.

9. He assist in the child smooth and positive mainstreaming with his peers in class
10. He restrains himself from being solicitous by giving the child the helpful
opportunities to do things / task himself.
Support service plan
Individualization can also occur in a support - service plan program. A child
whose needs require the employ of support- service give such as physical therapist,
occupational therapist, speech therapist, psychologist and counsellors can receive
instructions in the therapist own clinic or office. The IEP is used as the instructional
program alongside the support service givers therapeutic program.
Integration plan
Integration is a placement that include a child with special needs both in a special
class and in a regular class. With the special class remaining at the child's station, he is
admitted in the regular class for integration in non- academic areas ( Dizon, et al ,2001).
Both special education teacher and regular class teacher work together,
coordinating activities wherein the child with special needs can participate in with the
other regular children.
Multigrade / Multilevel Plan
In this plan the child can take once or two subjects in one or two grade levels
other than his current grade levels placement depending achievement in the different
subjects.
If for example, the child is in Grade 2.0 expect in math with grade 3.0 equivalent,
then he goes to grade 3.0 class for his math. If, however he performs with grade 1.0 level
in reading the he is placed in the grade 1.0 class only for reading.
In multigrade teaching, the teacher can follow different approaches like:
 Direct observation
 Lesson oriented teaching
 Group learning
 Supervision method

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