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    ELECTIVE Activity

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    Nizelle Arevalo
    The document discusses multigrade teaching concepts and status in the Philippines, Thailand, and Indonesia. It provides a table to compare the definition of multigrade teaching, policy support, organizational form, teaching-learning process, and learning environments/facilities in the three countries. The table shows that while there are some similarities, such as mixed-ability groupings and flexible teaching approaches, there are also differences in policies, organizational structures, and community support between the countries.

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    ELECTIVE Activity

    Uploaded by

    Nizelle Arevalo
    2K views5 pages
    The document discusses multigrade teaching concepts and status in the Philippines, Thailand, and Indonesia. It provides a table to compare the definition of multigrade teaching, policy support, organizational form, teaching-learning process, and learning environments/facilities in the three countries. The table shows that while there are some similarities, such as mixed-ability groupings and flexible teaching approaches, there are also differences in policies, organizational structures, and community support between the countries.

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    The document discusses multigrade teaching concepts and status in the Philippines, Thailand, and Indonesia. It provides a table to compare the definition of multigrade teaching, policy support, organizational form, teaching-learning process, and learning environments/facilities in the three countries. The table shows that while there are some similarities, such as mixed-ability groupings and flexible teaching approaches, there are also differences in policies, organizational structures, and community support between the countries.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2K views5 pages

    ELECTIVE Activity

    Uploaded by

    Nizelle Arevalo
    The document discusses multigrade teaching concepts and status in the Philippines, Thailand, and Indonesia. It provides a table to compare the definition of multigrade teaching, policy support, organizational form, teaching-learning process, and learning environments/facilities in the three countries. The table shows that while there are some similarities, such as mixed-ability groupings and flexible teaching approaches, there are also differences in policies, organizational structures, and community support between the countries.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 5

    Nizelle A.

    Arevalo
    BEED III – Block 4
    ELECTIVE (Teaching Multigrade Classes)

    LET’S PRACTICE

    A. Read pp. 6-23. Create a compare and contrast matrix of the multigrade teaching
    concepts and status in the Philippines with two other Southeast Asian countries.

    Complete the table below.

    Multigrade Teaching Country A Country B


    Concepts and Status THAILAND INDONESIA
    PHILIPPINES
    1. Definition A multigrade Multigrade Multigrade
    program or class instruction refers teaching
    refers as a class to teaching described to
    that has 2 or more primary pupils teaching pupils
    grade levels. from various of various levels,
    Multiple grades grade levels, ages, and
    under one teacher ages, and abilities in the
    in complete or an backgrounds same room at
    incomplete skills at the the same time.
    elementary school same time, A teacher in
    with a minimum of generally in the multigrade
    eight students and same class. teaching teaches
    maximum of 35 more than one
    pupils. grade or class at
    the same time,
    either in separate
    classrooms or in
    the same room
    divided by a
    partition.
    2. Policy Support ● Improving ● Organizing ● A ministry
    access to flexible and decree to develop
    education by special types of small-island,
    providing curricula and border, and
    complete grade textbooks remote schools
    levels through was passed.
    combination or ● Improving
    multigrade classes teaching skills ● Multigrade
    teachers are
    ● Implementing ● Providing covered in policies
    policies and incentives for on teacher
    guidelines on multigrade incentives,
    organizing and teachers improvement,
    operating certification,
    multigrade classes awards and
    protection, as
    ● Strengthening well as
    the materials support.
    implementation of
    the multigrade ● Multigrade
    program in the students are also
    country included when
    granting
    ● Providing scholarships or
    special hardship grants.
    allowances to
    multigrade
    teachers

    ● Conducting
    searches for the
    best multigrade
    teachers

    ● Holding a
    National Summit
    for Multigrade
    Teachers
    3. Organizational ● Mixed-ability ● Students are ● Pupils are
    Form groupings by divided into divided into
    grade level exist groups based on mixed-ability
    their age or year groups. For
    ● Grades 1 and of birth. Pupils example, grade 4
    2, grades 3 and 4, with similar is combined with
    and grades 5 and ability, such as grade 6.
    6 maybe grades 1 and2,
    combined. are grouped ● Classes have
    Sometimes only together. students from
    grades 2 and 3 different grade
    and grades 5 ● Students are levels.
    and 6 are sometimes
    mixed. classified as
    "weak," "middle,"
    or "good," and
    then students
    with similar
    abilities from
    different grade
    levels are mixed.
    ● Students are
    also classified
    according to their
    social status.
    4. Teaching- ● Naga's ● The teaching- ● The multigrade
    Learning Process Libmanan District learning process teaching and
    adopts E- begins with an learning approach
    IMPACT modules individual is a complex
    that are directed assessment and process that
    by pre-planned the creation of involves a
    and/or textbook- a brief timetable. competence
    based lessons. It Students are then analysis that
    utilizes a divided into small incorporates
    cooperative groups, and the learning. It
    learning strategy teacher rotates usually involves
    as well as an around to mapping the
    interdisciplinary educate each theme for
    learning approach. group. related
    ● Schools that do competencies,
    not use the E- ● Different resulting in five
    IMPACT system activities, such as themes, each
    rely on a variety mixed-ability taught for three
    of delivery groups, to four weeks. It
    techniques. In matching, and also involves
    certain cases, individual developing
    teachers present activities, are syllabus, which
    subjects that are conducted by includes
    easily integrated teachers for competencies as
    into all grade each group. well as details
    levels at the same Following an of the activities,
    time. In other actual resources, and
    cases, teachers assessment, evaluation.
    work intensely students'
    with one group achievements ● Because most
    on one subject are recorded. students' parents
    (e.g., English or have poor
    math) while socioeconomic
    another group level and the
    works state's economy is
    independently on based on
    another subject agriculture, the
    (e.g., arts). The local community
    approach selected assists students
    is determined by by sharing skills
    the nature of the and expertise,
    subject being while non-
    taught as well governmental
    as the organizations
    personality of the (NGOs) provide
    teacher and the financial and
    students. material support.
    5. Learning ● School ● Using natural
    Environments buildings with laboratories,
    and Facilities enough space, recyclable
    furnishings, and resources, and
    movable chairs. movable facilities.

    ● The same ● Maximum


    setting as regular utilization of free
    schools, but with space
    a learning center
    in each classroom.
    6. Nature of ● Multigrade ● Multigrade ● Every teacher
    Multigrade schools follow schools follow develops his/her
    Curricula the national the national own curriculum
    curriculum curriculum called “KTSP”
    (i.e., a school-
    based curriculum)
    by referring to
    the national
    content standards.
    Assessment is
    made based on
    competencies
    developed on
    the basis of
    school-based
    curriculum. The
    national
    examination is
    conducted based
    on the national
    curriculum
    standards.
    7. Assessment and ● The curriculum ● School-based
    Feedback is integrated and curriculum or
    Gathering includes local content
    differentiated tailored to the
    activities, uses needs of the
    the jump-jump school is used
    approach. (i.e., integrated
    by theme or
    topic or using
    modules for
    each grade).
    Each semester's
    syllabus is
    created.

    Read pp. 25-54. Select one country. Synthesize through a graphic organizer its "Good
    Multigrade Instructional Practices". Answer in the space below.

    GOOD MULTIGRADE
    INSTRUCTIONAL PRACTICES
    IN THE PHILIPPINES

    Collaborative
    Learning

    Classroom
    Management

    Using Differentiated
    Instruction

    Connecting the
    Teaching to Real-life
    Situations

    Integrating Technology
    in Teaching

    Flexibility of the
    Teacher

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