2nd Sem - Multi-Grade Classes
2nd Sem - Multi-Grade Classes
2nd Sem - Multi-Grade Classes
Vision
A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.
Mission
Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and technical expertise in agriculture and fisheries,
forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and collaborate with other institutions and communities through responsive, relevant and research-based extension
services.
Core Values
1. Stewardship
2. Competence
3. Resilience
4. Integrity
5. Balance
6. Excellence
7. Service
Goals
1. Quality education
2. Globally competitive graduates
3. Creativity, innovative ideas and scientific approaches
4. Research competence and capability
5. Community extension services
6.Values and attitudes imbued with patriotism and nationalism, critical thinking, and lifelong skills
Objectives
1. To develop relevant expertise and competence in the academe and deliver quality education for the total development of BEED students;
2. To produce globally competitive BEED graduates skilled in their major field of specialization and BEED graduates with skills geared towards enhancing employability and satisfying manpower needs;
3. To develop creativity and scientific approaches and encourage innovative ideas in the academe in order to provide efficient and effective services in the elementary level;
4. To develop research competence among BEED students in order to contribute to the general advancement of knowledge;
5. To facilitate the development of skills and attitudes necessary for success of the Pre-service Elementary teachers who shall be employable locally and abroad;
6. To extend educational and entrepreneurial expertise of community development; and
7. To develop students’ moral character, critical thinking, aesthetic, environmental and cultural values.
Course Description:
This is a course that deals with the theories, principles and concepts of multi-grade learners and classes. It includes pedagogical approaches and contextualized learning environments for
the different grade and age levels are grouped for instruction in different school situations.
Prerequisite: NONE
Program Outcomes:
1. Demonstrate in-depth understanding of the development of elementary learners
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning
4. Design and implement assessment tools and procedures to measure elementary learning outcomes
5. Create and utilize materials appropriate to the elementary level to enhance teaching and learning
6. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum
Course Requirements:
1. Do and answer the tasks and activities given properly and honestly.
2. Students must always follow the date of submission. Late requirements will not be accepted.
3. Own compilation of outputs is needed.
4. Do not forget that you are a student, and that you are expected to follow school rules and regulations.
5. Passing score in major examinations should be attained.
Method of Computation
raw score
The raw score will be converted to 100% grade using the formula implementing the zero-based grading system: Percent Grade= x 100
total number of items
Grade Percentage Equivalent
Course Outline
Second Semester
multi-grade
Reflective Discussion Graded reporting on the history of multigrade classes
Brainstorming Activity
Case analysis
2.
Compare
multi-grade
and mono-
grade teaching
The students should be able to:
1. Discuss the history of multigrade classes
2. Identify the role of a multigrade teacher
3. Synthesize the bases of multigrade Program in
the Philippines
4. Explain the underpinning learning theories and
principles of multigrade teaching
5. Describe the status of multigrade teaching in
the Philippines
6. Describe the practices and strategies of
multigrade teaching in Southeast Asia
7. Identify solutions to the challenges in the
implementation of multigrade teaching
3-5 Chapter 2: Organizing and Managing a Multigrade The students should be able to: Lecture-Discussion Making of classroom floor plan
Classroom 1. Discuss how to organize and manage a
Lesson 1: Organizing the Physical Environment multigrade classroom Reflective discussion Making of classroom rules
2. Identify ways in organizing the physical
environment of a multigrade classroom Situational Analysis Crafting a timetable
Lesson 2: Managing Students’ Behavior 3. Design a plan that illustrates an efficient use of
space in a multigrade classroom Small Group Discussion Making of Sample Budget of Work
4. Discuss ways to manage the behavior of
Lesson 3: Organizing and Managing Group students in a multigrade classroom Paper and Pencil Test
5. Establish clear routines, procedures and rules
for a multigrade class
Lesson 4: Managing Instructional Time 6. Determine ways of grouping students in a
multigrade classroom
7. Prepare timetable to properly manage
6-8 Chapter 3: Teaching in the Multigrade Classroom The students should be able to: Lecture-Discussion Matrix completion on differentiating instruction by
1. Discuss the different strategies applied in content, process and product
Lesson 1: Concept of Differentiated Instruction Multigrade teaching Observation of Actual Multigrade classes
2. Use appropriate strategies in Multigrade Observation report of multigrade class
Lesson 2: Whole Class Teaching teaching Reflective Discussion
Creating lesson outline on ability grouping
Lesson 3: Group Teaching
Collaborative Learning Activity Creating activities for cooperative learning strategies
Lesson 4: Cooperative Learning
Creating schedules and activities for peer tutoring
Lesson 5: Peer Tutoring
Paper and Pencil Test
Lesson 6: Self-Directed Learning
MIDTERM EXAMINATION
5 Chapter 4: Assessment in Multigrade Classes The students should be able to: Lecture-Discussion Matrix on differentiated assessment methods on a given
9-10 1. Describe how monitoring, assessment and topic
Lesson 1: Monitoring, Assessment and Evaluation in evaluation is done in multigrade class Small Group Discussion
Multigrade Classes 2. Explain the principles and purpose of Create sample rating scale and self-evaluation tool
assessment Collaborative Activities
3. Describe different assessment methods and Paper and Pencil Test
Lesson 2: Purpose and Methods of Assessment tools appropriate for multigrade classes
4. Create assessment tools appropriate for
multigrade classes
Lesson 3: Information Gathering Techniques
11-13 Chapter 5: Lesson Designs for Multigrade Teaching The students should be able to: Lecture-Discussion
1. Explain the importance of preparing lesson Paper and Pencil Test
designs
Lesson 1: Lesson Designing 2. Identify different steps in various formats in Making Lesson Designs Grade lesson design
lesson designing
3. Create lesson designs using the different Classroom Observations
Lesson 2: Format and Parts of Lesson Designs formats as applied in Multigrade teaching
Peer critiquing of classroom demonstration
14-16 Chapter 6: Research and Partnership in Multigrade The students should be able to: Lecture-Discussion Paper and Pencil Test
Teaching 1. Explain the importance of research and
partnership in Multigrade Teaching Analyzing a research study on multigrade education
Lesson 1: Research in Multigrade Teaching 2. Discuss researches related to multigrade Research Activity
teaching Narrative from the interview of a multigrade teacher
Lesson 2: Partnership in Multigrade Teaching 3. Identify the different agencies that are in Reflective Discussion
partnership with Deped in the implementation
of Multigrade Program Interview
4. Cite different partnership activities
5. Identify issues in Multigrade Teaching that can
be addressed through research and partnership
FINAL EXAMINATION
REFERENCES:
CMO 74, 75, 76, 77, 78, 79, 80 s. 2017
Deped Orders
Mathot, G. B. (2001). A Handbook for Teachers of Multi-Grade Classes UNESCO Vol 1. Pp 13-18
Brown B. (2010). Multigrade Teaching A Review of Issues, Trends and Practices Implications for Teacher Education in South Africa
Montlabo I. C. et. al. (2022). Teaching Multigrade Classes. LORIMAR PUBLISHING INC.
RYAN C. GADON, MEM LYN F. REYES, MEM PROF. MARIO A. FETALVER JR, Ph.D
Instructor I Chair, Education Department Campus Director