Northwestern Visayan Colleges

Kalibo, Aklan
Graduate School

SUPERVISION OF INSTRUCTION AND ANALYST OF TEACHING

Educ 211

Submitted by: Submitted to:

CHARLINE A. RADISLAO Dr. REINALDA MAGDALUYO,CESO IV
MaED Student Instructor

SUPERVISION ON TEACHING MULTI-GRADE CLASSES

 MULTI -GRADE CLASSES
- refers to the practice in primary education of teaching children from a number of grades in one class.
- teaching two or more grade levels in one classroom.
 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.

In other countries ,multi-grade classes can also be called:

 Vertically grouped
 Family grouped
 Multi aged class
 An ungraded class (when there are three or more grade level).

 Multi grade Program in the Philippine Education ( MPPE )

- Multigrade schools were the first kind of schools in North America.
- The one-room school house was the most common model of formal education programs of elementary school
children before the 1880s.
 They provide quality education programs in rural parts of Scotland , Britain and in Scandinavian
countries.
- In France, Netherlands and Canada the small villages and towns consider multigrade schools as better
alternatives to single grade schools. (Tomas and Tomas 1992).

 In the Philippines

 The first mission schools were organized as multigrade schools. Single grade schooling was introduced
during 1900s by the americans.
 Multigrade schools were organized as matter of necessity for remote barangays.
 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
a country.
 There is a negative impression that multigrade classes are poor substitutes for single grade classes and
were organized just to answer the problem of access and not quality.
  On the contrary, multigrade classes are considered quality effective in the industrialized countries
where they are part of the educational system especially in more sparsely populated areas.
 Studies abroad have shown that pupils can benefit from the multigrade programs when these are
proper implemented.

SUPPORT PROGRAMS:
1. The Multi-Grade Demonstration Schools Projects (MDSP)
- was organized in selected divisions of the country with financial assistance from UNICEF.
2. Pupil Learning Enhancement Program ( PLEP)
- focused on the development, production, and printing of teaching and learning materials covering all
grade levels and subject areas.
3. Search for Multigrade Teacher Achiever
- The search recognizes the exemplary performance, contribution and dedication of MG teachers to the
development of school children in disadvantaged, deprived and underserved schools in a far-flung areas
4. 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 schools.
5. Congress on multigrade education
- It aims to raise the participants’ awareness on the Multigrade Program in the Philippines and other
countries; enhance their knowledge on effective instructional strategies and best practices to improve MG
instruction; and share among themselves effective practices in managing and supervising MG schools.

BENEFITS FOR CHILDREN AND TEACHERS:

• A multi-grade class brings together children of different ages and stages of development in a learning
environment, which prepares them for real-life situations.
• The children can learn social skills when working together in a small groups.
• The children often develop healthier social relationships and more positive attitudes.
• The children will learn to be resourceful and more independent , self-directed learners and gain the skills
and attitudes of learning how to learn.
• The children can progress at their own pace of learning with the opportunities to join a faster paced or
slower paced group.
• Good multi-grade teachers do not use just the ‘chalk and talk’ style of teaching (or lecturing).
• Teachers can make the most of the inter-age multi-level situation to facilitate the learning process.
• Teachers get to know the children better as individual.
• Teachers learn to work with different age groups and deal with curriculum content across subject areas in
an integrated approach.
• Teachers can share the responsibility of teaching and learning with the students, parents and other
community members.

ORGANIZATION OF MULTI-GRADE CLASSES

 The minimum enrolment of 8 pupils and the maximum of 35 pupils per class shall be observed. Whenever
possible and when teachers and other facilities warrant, MG classes composed of more than three (3)
grades per class should be converted to at most 3 grades to a class.

SUPPORT WELFARE AND INCENTIVE PROGRAM FOR MULTI-GRADE TEACHERS

a) regular monitoring of MG classes to sustain training gains and to provide them with technical as well as
instructional support .
 b) regular training of MG teachers on multi grade teaching in district, division and /or regional level should be
given priority share from 5% INSET funds.
c) whenever resources /situations permit, at least one (1) classroom should be designated as lodging place of
teachers/school administrators whose residences are considerably far from the school.
d.) granting of the Special Hardship allowance for MG Teachers (SHA-MG).

FEATURES OF MULTIGRADE CLASSROOM MANAGEMENT

1. Learning Corners/ Centers /or Areas
- These are semi-private spaces (ideally partially enclosed by a low blackboard ,easel or shelf) for small
grouped or individual work, with or without teachers guidance or supervision depending upon the nature of the
activity.
2. Blackboards
- As much as possible these should be placed on opposite walls of the room to permit flexibility in arranging
and moving about the classroom.
3. Classroom furniture
- such as tables, chairs, small benches, or desks.
4. Display boards/ shelves
- These are open or close display or storage cabinets of books and materials in use.
5. Ventilation and lighting
- All parts of a MG classroom should be well ventilated and adequately lighted.
6. Outdoor space
- all part of a MG learning environment is the door space which should be utilized to the fullest during fine
weather.

HUMAN RESOURCE
A. Learners- the child is the center in every educational process.
B. Parents - parents are partners in the education of their own children.
C. Community Members- provides material and financial resources as a form for support school.
D. Teachers
 Multi grade teacher is to teach students by imparting knowledge not just follow a curriculum.
 Teacher must be able to develop skills and inculcate desirable values and attitudes among pupils.
 The teacher is expected to be versatile and utilize different strategies to make learning meaningful and
effective for all students in his or her classroom, no matter what individual differences may exist
among the students.

SUGGESTED PROGRAM OPTIONS FOR MULTIGRADE CLASSES

I. SUBJECT STAGGERING
- Subjects requiring more teacher – pupil interaction are grouped with those requiring less in a grades class, one or
two grades work independently on Arts while the teacher works intensively with another group in English or Math..
II. SUBJECT INTEGRATION
- Subjects which easily led themselves to integration are presented by the teacher to all grades at the same time.
III. COMMON TIMETABLE
- A subject is presented to all grades by the teacher in a given schedule with each grade having prescribed work
program planned by the teacher.
IV. SUBJECT GROUPING
- Filipino as a subject are taught on Mondays, Wednesdays, and Fridays while those in English are taught in
Tuesdays and Thursdays.
  NATIONAL BUDGET
a) Special Hardship Allowance (SHA)
- refers to the allowance granted to qualified teachers under any of the following situations:
 Being assigned to hardship post
 Performing multi-grade teaching
 Carrying out mobile teaching functions
 Alternative learning system
SHA=(Basic salary x rate per distance) x number of present days present in a month over number of
working days in a month.
Example: (10 933.00x15%)x(17/22)
=P1 639.95x0.77
=P1 262.76
Wherein: P10 9333.00
15%= rate corresponding to the distance of hardship post
17= number of days present in a month
22= total number of working days in a month

 Six key instructional dimensions affecting successful multigrade teaching have been identified from
multigrade classroom research (Miller, 1991).
1.Classroom organization
2. Classroom management and discipline
3. Instructional organization and curriculum
4. Instructional delivery and grouping
5. Self-directed learning
6. Peer tutoring
 Six general types of activities found in most class rooms:
i. Quiet or individual study
ii. Testing
iii. Whole class instruction
iv. Partner work
v. Group discussion
vi. Reference work

REFERENCES:
• petermerckx.tripod.com/multinset/id1.html
• multigrade01.tripod.com/id3.html
• www.nied.edu.na/multigradeteaching/..
• MPPE BUREARU OF ELEMENTARY EDUCATION STAFF DEVELOPMENT DIVISION