CURRICULUM VITAE

Portfolio
in
ELEC- LSubmitted to:
Dr. Artemio Rey Adajar
Instructor

Sumitted by:
Michelle P. Hambre
BEED- 4 L
Michelle P. Hambre

Kihare, Tankulan, Manolo Fortich, Bukidnon 8703

[email protected]

I. PERSONAL INFORMATION

Age: 37 years old

Sex: Female

Birthday: December 16, 1983

Religion: Fundamental Baptist

Civil Status: Married

II. EDUCATIONAL BACKGROUND

Elementary: Mother Katutungan Elementary School

Katutungan, Wa-o, Lanao del Sur

Graduated 1997

Secondary: Manolo Fortich National High school

Tankulan, Manolo Fortich, Bukidnon

Graduated 2001

Tertiary: Northern Bukidnon State College

III. AFFILIATION

P.I.O, KAMFIL Club A.Y. 2019-2020

Vice President, Fourth year Section L, A.Y. 2021-2022

Table of contents
 Prelim

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 1

Questions

1. What is Multigrade teaching?

2. What might be different in a Multigrade classroom?

Answer

1. Multi-grade teaching is a method in which a teacher will teach alone in one classroom with
two or more different grade level students.

2. A multi-grade classroom is a classroom with different grade level students, different ages,
students with different abilities and different learning needs and different types of instructional
materials to be used by one teacher in one classroom

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 2

Questions

1. Why is there a need for Multigrade teaching?

2. What are your opinions on Multigrade teaching?

3. Do you think it is only suitable for remote areas? Why?

4. Do you think Multigrade teaching will address the issues and problems? Why?

Answer

1. Why is there a need for Multi-grade teaching?

There is a need for multi-grade teaching to impart knowledge to those who are underserved
students. Education should be for all. Multigrade teaching will help to provide the educational
needs of the children who are living in remote areas that lack attention from the government
and educational sectors.

2. What are your opinions on Multigrade teaching?

Multi-grade teaching is to teach students in one classroom with different grade levels. It is

a situation of teaching different students by one teacher which encountered different types

of a student's abilities and different learning needs.

3. Do you think it is only suitable for remote areas? Why?

Yes, it is suitable for remote areas because of lack of facilities/classrooms and teachers. Most
of the remote areas have children that need education but they are underserved, to cater the
educational needs, multigrade teaching is applicable for this situation.

4. Do you think Multigrade teaching will address the issues and problems? Why?

For me,Yes. Multigrade teaching will address the problem mostly occurring in remote
areas in terms of educational needs of the students. It is the best solution for the problem of
having different students in an area with a limited number of classrooms and teachers.

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 3

Questions

1. Why is there a need for Multi-grade teaching?

There is a need in multigrade teaching for the reasons that have an increase access to education,
to overcome the shortage of teachers, modernize teaching methods, reduce dropout rates and
repetitions, achieve universal primary education, increase participation, cohort survival, and
literacy rates, and provide incentives as means of teacher rationalization to meet short falls during
the period of reform implementation.

Answer

There is a need in multigrade teaching for the reasons that have an increase access to education,
to overcome the shortage of teachers, modernize teaching methods, reduce dropout rates and
repetitions, achieve universal primary education, increase participation, cohort survival, and
literacy rates, and provide incentives as means of teacher rationalization to meet short falls during
the period of reform implementation.

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 1

Ask or Interview a Teacher who is handling a Multigrade class or a teacher who handled a
Multigrade class. Use the following guide questions:

1. How might the physical arrangements of the classroom be different in a Multigrade

classroom?

2. How might the way students work be different in a Multigrade classroom?

3. How might the teache’rs program be different in a Multigrade classroom?

4. How might the responsibility for teaching and learning be different in the Multigrade
classroom?

Answer

Teacher Rosalie Guinayao Lindaban is a multigrade teacher in Gauron Elementary School

and I ask her the given questions about multigrade classroom and here are questions and her
answer s.

1. How might the physical arrangements of the classroom be different in a Multigrade

classroom?

Physical arrangement of multigrade classroom is very different than a usual single grade
classroom. In a multigrade classroom, the teacher will have to think of ways on dividing the
space of the room equally according to the number of grade level he/she is handling. Some
teachers provide divisions using curtains, others use bulletin boards or any materials which will
be able to divide the classroom space. This is very necessary to avoid and minimize learning
disruption of every grade level within one classroom. When it comes to classroom structuring,
teacher’s think of various ways wherein he/she can follow the classroom structuring guidelines
that will still cater all the grade level expectations of the different grade levels he/she is handling
and occupying the same classroom.

2. How might the way students work be different in a Multigrade classroom?

Alternation of work is necessary in multigrade classroom. While the teacher discusses

lessons on the other grade, the other grade levels are then provided by paper works. But before
letting them to do their paper works, instructions should be given first. Instructions should be
brief and easy enough to be understood by the learners. All questions from the learners
regarding the paper work should be answered first. Everything should be cleared before
proceeding. This is very importance so that once the teacher starts to discuss lessons to other
grade levels, there will be no more asking questions and disruptions coming from other grade
levels whom are given paper works. When the teacher is done with the discussion to that
certain grade level, paper works or activities are given to them also, so this time teacher will
have time to discuss lessons for the other grade whom are first given paper works.

3. How might the teache’rs program be different in a Multigrade classroom?

Teachers program in a multigrade classroom is very hectic especially if the grade level
he/she is handling have quite far different topics and learning objectives. There are also some
lessons which can be merged since they have almost the same learning objectives. Still it would
take for a teacher to have effective plan and ways on how she could merge and execute lessons
that would be successful enough in obtaining the learning objectives.

4. How might the responsibility for teaching and learning be different in the Multigrade
classroom?

Teacher of a multigrade classroom has a great responsibility of every child’s learning

under his/her care. Since learners come in different ages, behaviors, emotionally, family
backgrounds, norms, beliefs and traditions, religious and most especially intelligences, the
teacher should find means to provide in every way to meet the needs of every learner. It’s a
very challenging role for a teacher especially with the kind of learners we have today. Prolonged
patience is really virtue in handling multigrade classes.

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 2

Answer the following:

1. What are your opinions on Multigrade Teaching?

2. Do you think it is only suitable for remote schools? Why?

3. Do you think Multigrade Teaching will address the issues and problems? Why?

Answer

1. What are your opinions on Multigrade Teaching?

Multigrade teaching is a method in which one teacher will teach two or more different
grade levels of students in one classroom. It is an educational program to cater the educational
needs of the children who are living in one area that have insufficient teachers.

2. Do you think it is only suitable for remote schools? Why?

I think it is suitable only in remote schools because mostly remote areas are places that
have insufficient children but it has different grade levels. For example, in one village there are
30-40 students and these students have different grade levels so the number of teachers
needed is only one and multigrade teaching is applicable in this situation.

3. Do you think Multigrade Teaching will address the issues and problems? Why?
 I think yes, because since there are insufficient number of students with different grade
levels then multigrade teaching is the solution to these problems. One teacher is able to handle
this small number of students even though they were in different grade levels.
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

PRELIM EXAM

Answer the following:

1. What are the advantages of multigrade classes?

2. How does multigrade classroom function?

3. Why do we have multigrade classes in the Philippines?

4. What is multigrade teaching in the Philippine setting?

Answer

1. What are the advantages of multigrade classes?

These are the advantages of multigrade teaching:

• Advance learning of the lower grade level of the students shall be observed from the
higher grade level discussion by the teacher.

• Reduce class competition between two or more grade levels.

• Recall and remember the past lesson, while the teacher discusses the lower grade level,
the higher grade level will recall and remember it.
• Modeling, the higher grade level students serve as a model, how they socialize and in
expectations.

• Create strong teacher-student relationship, the long time teaching of students will build
a strong relationship in which the teacher will be able to have more knowledge about the
interests, strengths and weaknesses of the students.

2. How does multigrade classroom function?

The multigrade classroom function, by the alternation of work. While the teacher
discusses lessons on the other grade, the other grade levels are then provided by paper works.
But before letting them do their paper works, instructions should be given first. Instructions
should be brief and easy enough to be understood by the learners. All questions from the
learners regarding the paperwork should be answered first. Everything should be cleared before
proceeding. When the teacher is done with the discussion to that certain grade level, paper
works or activities are given to them also, so this time teacher will have time to discuss lessons
for the other grade level who are first given paper works.

3. Why do we have multigrade classes in the Philippines?

In my own opinion, the Philippines have multigrade classes because there are a lot of
elementary schools in isolated, underserved, and sparsely populated communities in the
Philippines that need Filipino students in remote areas to complete their basic education.
According to Villalino,2010, there are areas where enrollment lacks teachers making it necessary
for different grade levels to be combined. Thus, in areas that are isolated and sparsely
populated, geographically inaccessible, or deficient in educational resources, multigrade classes
have been adopted as strategy to ensure Education for All. As of school year 2008-2009, there
were 37,697 public elementary schools and 12,225 of these or 32% were multigrade in nature.

4. What is multigrade teaching in the Philippine setting?

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.
Midterm

Northern Bukidnon Community College

 Kihare, Manolo Fortich, Bukidnon, 8703
[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

ACTIVTY 1

1. Identify at least 3 disadvantages or problems could you see with implementing Multigrade
program in schools. Discuss each.

2. Identify at least 3 advantages in implementing Multigrade program in schools. Discuss each.

Answer

1. Identify at least 3 disadvantages or problems could you see with implementing Multigrade
program in schools. Discuss each.

• It requires more discipline, greater concentration and more focus in order to benefit
from effective strategies.

- In peer-teaching, group work and self-directed learning, the students with no discipline
is not effective on the strategies like these.

• Less reliance on direct supervision by teacher.

- The students will need to wait for the teacher to finish from the other class.

• Requires more initiative and resourceful to function effectively in a multigrade class.

- Learners are less relied with the teacher because of the situation that they need to have an
ability to be resourceful and initiate things independently for the function to be effective.

2. Identify at least 3 advantages in implementing Multigrade program in schools. Discuss each.

• Maximum social interaction between/ among peers.

-It is possible to have social interaction as they go coordinate, collaborate and learn from each
other. It will allow them to build strong relationship as schoolmates, classmates, friends, and
brothers or in sisters.

• Cooperative learning is predominant.

-Students can share their ideas, experience and perspective with regards to their lessons or
activities with each other.

• Will learn to be independent

-They will train to be independent and self-directed learners and they will practice critical
thinking in analyzing and doing their assigned task.
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 1

Interview a Teacher handling or had experience handling a multigrade class.

Questions:

1. What are the advantages of handling multigrade class on the part of the teacher?

2.What are the challenges of handling multigrade class on the part of the teacher?

3. Based on the response of the teacher, make a reflection as a future teacher who will possibly
handle a multigrade class.

Answer

1. What are the advantages of handling multigrade class on the part of the teacher?

- As a multigrade teacher, I could say that multigrade class is a big challenge to me but it
will help me to harness my teaching skills using different strategies by handling different grade
levels in one classroom. I could be able to build strong relationship with them in a prolong time
and to know them more to assess their needs and it will help me to adopt/ use appropriate
teaching strategies. Aside from that, I become more resourceful when it comes to classroom
structuring, teacher’s think of various ways wherein he/she can follow the classroom structuring
guidelines that will still cater all the grade level expectations of the different grade levels he/she
is handling and occupying the same classroom (Rosalie Guinayao, Multigrade teacher)

2. What are the challenges of handling multigrade class on the part of the teacher?
 - For me, the challenges that I have been encountered by handling multigrade class are
the lack of resources on how to structure my classroom, short time to prepare the curriculum
materials, handling students with different age, behavior and learning needs.

3. Based on the response of the teacher, make a reflection as a future teacher who will possibly
handle a multigrade class.

As a future teacher, to be a teacher is not easy especially when you are handling
multigrade classes but it is not only a profession, it is a duty to impart knowledge to your
students. Based on my interview, the love and passion of a teacher towards her students is
important. If you love your profession, you will be a superhero in which you can do everything
just to help your students. A teacher that has a multi-tasking ability and lots of hands to deliver
activities in different grade levels in one classroom.
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 2

Multigrade Teachers need to know the following: Discuss each.

1. Know Their Students

2. Know Their Curriculum

3. Know Their Teaching Strategies

Multigrade Teachers need to know the following: Discuss each.

1. Know Their Students

- By knowing their students, teacher should be able to understand differences between

pupils to motivate them to learn and guide them. By knowing their students, teacher can
deliver exactly what they need. By having a deeper understanding of them you can approach
them like a friend and guide them like a mentor to make them change their behavior and
attitudes and develop strong relationship with students.

2. Know Their Curriculum

- In multi-grade situations teachers have increased curricular responsibility. They are

accountable for curriculum mandates and student learning outcomes for a greater number of
courses over several grade levels. They must be knowledgeable of the curriculum for each
grade level and develop strategies for its provision. By knowing the curriculum, teacher will able
to know, whom do I teach? What must I teach? How do I teach? When do I teach? And Why
do I teach this?

3. Know Their Teaching Strategies

-Teachers should know their teaching strategies to be able to connect or impart

knowledge to the students with different age and grade levels in one classroom. Therefore
teacher will make his/her classroom well organized and he/she will handle his/her class
effectively in which strategies help students begin to understand the process of learning.
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 2

1. What does effective Multigrade teaching involved?

2. What are the basic principles of Multigrade teaching?

Note: You may interview a Multigrade teacher or do research.

Answer

1. What does effective Multi-grade teaching involved?

The effective Multi-grade teaching involved different strategies used by the teacher to
impart knowledge which is the main function of a multi-grade teacher. Through of this, the
learning of the students can be meaningful and effective because of individual differences of the
students will be catered. Aside from the different strategies used by the teacher, the passion
and love of the teacher to teach is important to have effective multi-grade teaching. Another
thing is the Systematic, well-organized and planned instructional delivery and grouping. A well –
managed classroom that is conducive to learning because the necessary resources are available
and the necessary discipline among the students has been developed so that they can focus on
learning. A cooperative learning environment where self-directed learning is balanced with
teacher –directed activities, peer teaching and group work.
2. What are the basic principles of Multi-grade teaching?

The basic principles underlying multi-grade teaching are:

• Children are unique. They are individuals and no two children are alike physically,
emotionally, socially and intellectually. Each child is a unique individual. They will each have
their own life experiences and feelings about themselves. They have different likes and dislikes,
interests and needs.

• Children learn best from experience. Children learn by doing using their senses,
exploring their environment of people, things, events and places.

• Children can and do learn well from one another. They learn concretely as they work in
groups or in pairs that different people have different points of view. Children can be more
honest with one another especially children from ages 7 and above who are more comfortable
with peers.

Source/Reference: Richlyn F. Vicente, BEEd – GenSci MAED – GenEd, Ph. D. Ed.

https://www.slideshare.net/Pilmathe2001/pp-multigrade
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Midterm Exam

Answer the following:

1. What is your goal in teaching multigrade classes?

2. What is the purpose of implementing multigrade schools?

3. Why is multi grade classes teaching exists in the Philippines?

Answer

1. What is your goal in teaching multigrade classes?

As an aspirant teacher, my goal is to teach children, to share all my abilities and knowledge
and to provide access to quality education not just for one class but for those who needs
education especially in remote areas wherein the community has an adequate or insufficient
sources in education. The most important is the education on how I going to help children to
learn.

2. What is the purpose of implementing multigrade schools?

 The purpose on implementing multigrade school is to provide access to quality education for all
school-age children in remote communities where enrolment does not warrant the organization
of monograde classes.

3. Why is multi grade classes teaching exists in the Philippines?

For me, multigrade teaching exist in Philippines because there some areas that are isolated,
underserved, and sparsely populated communities that needs quality education in which the
Education for All is implemented and exercise.
Finals
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 1

1. How does a multigrade classroom function?

2. What are the benefits of multi grade classroom?

Answer

1. How does a multigrade classroom function?

Multigrade classroom function by having one teacher and has different age level and
different grade level in one classroom and such areas multigrade schools not only aim to give
enrolment and continuous attendance in school environments, but also to provide knowledge
and pedagogy of good standards and in addition to play a wider role in social development.

2. What are the benefits of multi grade classroom?

* To creates diverse yet balanced groupings of students of mixed ages with different abilities,
including special needs and gifted students.

*Enhanced social and natural settings in multiage classrooms can help raise students’ social
and emotional skills.

* According to Logue, 2006 Research on early childhood multiage grouping found that student
disobedience was considerably less prevalent in multiage groupings than in single-age
classrooms; and because of higher rates of language exchange among mixed-age children, those
in multiage groupings had higher language development as well.
 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 1

Have research on the different seating arrangement in a multigrade classroom.

Name: Hambre, Michelle P.

Course and Year: BEED-4L

FINAL Performance Task 1

Have research on the different seating arrangement in a multigrade classroom.

Seating Arrangement As you organise your classroom, note all the factors that influence
the plan of your classroom. In the previous unit, you learned that the timetable must be flexible.
The same is true for the classroom. You must be able to rearrange the classroom furniture just
as you are able to rearrange the furniture in your own home.

Model 1: A Classroom Arrangement

You will notice that the learners’ and

the teacher’s sitting positions allow them to see
the chalkboards. There is enough space for
learners to move around. Notice that the
teacher is also in a position where she or he can
see all the learners. The youngest students are
close to the teacher because they need help
more often than the older ones. Young students are also at an age when an adult’s presence is
important to them. They need to be reassured. The time-out area is close to the teacher
because the teacher must keep an eye on a child who has to be disciplined. Therefore, the
teacher needs to be close to the child to ensure that the learner does what is required of him or
her while in the time-out area. You must always remember that the learner must learn
something from being disciplined. You must not forget the presence of the learner in the time-
out area. The learner should return to his or her place after a specified period. There are two
chalkboards in two areas of the classroom. This means that all learners are close to a board.
Such an arrangement is helpful for learners with poor eyesight. You should have low chalk and
display boards so that the students can use them. Special furniture, such as wheelchairs, may be
necessary for some learners. There may be times when you will need to go to the authorities to
request special items like wheelchairs. Now let us look at additional resources that are
important in a multigrade classroom.

Students’ Desks. Frequently, teachers tend to allocate desks or tables to learners but
fail to guide learners on how to care for their desks. Learners need to know how to keep their
desks tidy.

Walls. Although teachers are not always consulted when classrooms are built, you could
still mention to the principal or school authorities that light colours such as white, light blue and
light pink influence learning in a positive way. In some cases, the school can buy the paint and
the Parents and Teachers Association can paint your classroom.

Light in the Class. In most parts of Africa, light and fresh air are easy to obtain. Learners
should be reminded to open their windows in order to allow fresh air in the classroom. In some
Southern African Development Community countries, it is very hot. If classrooms are not well
ventilated, the learners will be drowsy.

Model 2: Classroom Arrangement for Story Time

Model 2 looks different because the learners will

be listening to a story told by the teacher and the learners
themselves. Therefore, the classroom furniture was
rearranged to accommodate the story-telling session. You
will need to keep in mind that the teacher will have
chosen a story that the learners in all four grades will enjoy. There will be times when the story
will only be appropriate for the youngest or the oldest learners. The arrangement will then
change, depending on the story to be told and the learners involved. Do remember that you also
have an outside classroom space that you could use for story telling. The outside classroom
space must also be arranged. You need to be sure that on a hot day, your learners will sit under
shade. You also need to be close enough to keep track of the children who are working on their
own in the classroom.

Shop and Display Corners. In classroom Models 1 and 2, there are areas such as class
shop, learning centre and reading corner and dress-up or home corners. These areas are
described below.

The Class Shop. You can set up a make-believe store or market in your classroom.
Students can pretend they are shoppers or shop-keepers in order to practise a number of skills,
including language, social skills and mathematical skills. The learners and you need to collect the
following empty basic household items for your class shop: cans of beans, beef soup powder,
cartons of milk, cans, boxes of matches and maize meal containers.

Reference:

http://oasis.col.org/bitstream/handle/11599/725/Module02_Part2.pdf?
sequence=5&isAllowed=y#:~:text=In%20a%20multigrade%20classroom%2C%20the,role%20in
%20managing%20the%20class.

UNIT 4: Classroom Organisation

 Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Activity 2

1. How do students work in a multigrade classroom?

2. What would be the problems encountered by multigrade classes in the Philippines?

Answer

1. Since the teacher cannot be everywhere or with each student simultaneously, the
teacher shares instructional responsibilities with students. A context of clear rules and routines
makes such shared responsibility productive. Students know what the teacher expects. They
know what assignments to work on, when they are due, how to get them graded, how to get
extra help, and where to turn assignments in. 

Students learn how to help one another and themselves. At an early age, students are expected
to develop independence. The effective multigrade teacher establishes a climate to promote
and develop this independence. For example, when young students enter the classroom for the
first time, they receive help and guidance not only from the teacher, but from older students. In
this way, they also learn that the teacher is not the only source of knowledge. 

Instructional grouping practices also play an important role in a good multigrade classroom. The
teacher emphasizes the similarities among the different grades and teaches to them, thus
conserving valuable teacher time. For example, whole-class (cross-grade) instruction is often
used since the teacher can have contact with more students. However, whole-class instruction
in the effective multigrade classroom differs from what one generally finds in a single-grade
class.
2. In the Philippines, the most common problems in multigrade classrooms are preparation and

planning of daily lessons, the inadequacy of instructional materials, classroom management

supervision,

familiarity of different schemes in teaching multigrade classes, application of teaching

methodology in real

teaching-learning situations, lack of school facilities, schedule of activities, big class size, poor
working

conditions of teachers, inadequate pre and in-service training of teachers in specific skills related
to

multigrade teaching, and concern about the academic achievement of children (Mirando, 2012,
p. 117).

Despite the challenges of teachers assigned in a multigrade environment, they give their best for
their

students' learning experience to be productive and meaningful (Naparan & Alinsug, 2021). They
even

shared part of their salaries to produce learning materials for their students (Castigador, 2019).

Multigrade teaching constitutes a work environment full of difficulties and problems. T

Reference:

1. Miller, Bruce (1991). Teaching and Learning in the Multigrade Classroom: Student
Performance and Instructional Routines. ERIC Digest.

https://www.ericdigests.org/pre9221/teaching.htm#:~:text=In%20the%20multigrade
%20classroom%2C%20more,individuals%2C%20while%20other%20work%20continues.

2. Genesis Balongkit Naparan1, Ivy Leigh P. Castañeda, MaEd1 (2021). Challenges and
Coping Strategies of Multi-Grade Teachers
 file:///C:/Users/user/Downloads/510-Article%20Text-2082-1-10-20210501.pdf

Northern Bukidnon Community College

Kihare, Manolo Fortich, Bukidnon, 8703

[email protected]

Name: Hambre, Michelle P.

Course: BEED-4L

Subject: ELEC-4L

Performance Task 2

Submit at least 2 sample Multigrade Class Lesson Plan.

Lesson Plans for Multigrade Classes Grades 1 and 2

Learning Area: Mathematics

Quarter: 1 Week: 5 Grade Level Grade 1 Grade 2

Content Standard:

Grade 1-

The learner demonstrates understanding of ordinal numbers up to 20th.

Grade 2

Understanding of ordinal numbers up to 20th.

Performance Standard:

Grade 1
The learner is able to recognizes and represents ordinal numbers up to 20th in various forms
and contexts. Grade 2- recognizes and represents ordinal numbers up to 20th in various forms
and contexts.

Competencies

Grade 1

7. identifies the 1st through the 20th with the emphasis on 11th to 201th object in a given set
from a given point of reference. (M2NS-Ie-16.2)

8. reads and writes ordinal numbers from 1st through the 20th. (M2NS-Ie-17.2)

9. identifies and uses the pattern of naming ordinal numbers from 1st to the 20th. (M2NS-Ie-
18)1)

Grade 2

10. identifies the 1st through the 20th with the emphasis on 11th to 201th object in a given set
from a given point of reference. (M2NS-Ie-16.2)

11. reads and writes ordinal numbers from 1st through the 20th. (M2NS-Ie-17.2)

12. identifies and uses the pattern of naming ordinal numbers from 1st to the 20th. (M2NS-Ie-
18)

Day 1

Lesson Objectives

Grade 1

To visualizes, identifies, reads and writes the ordinal numbers from 1st through the 20th object
of a given set from a given point of reference.

Process Skills: visualizing, identifying, reading and writing ordinal numbers.

Values Integration: Orderliness

Grade 2
To visualizes, identifies, reads and writes the ordinal numbers from 1st through the 20th object
of a given set from a given point of reference.

Process Skills: visualizing, identifying, reading and writing ordinal numbers.

Values Integration: Orderliness

Subject Matter

Arranging Numbers

Ordinal Numbers Learning Resources

BOW, CG, TG, LM

Materials: * Drawing of sets of objects * Cardboard/sheets of paper * Pentel Pens/Pair of

Scissors/Glue BOW, CG, TG, LM

Materials: * Cut outs or real objects of fruits, animals, etc.

* Cardboard * Pair of Scissors/Glue

Procedure

Use these letter icons to show methodology and assessment activities.

Direct Teaching

Group Work

Independent Learning

Assessment

Grouping Structures (tick boxes):

 Whole Class - Describe the parts of the lesson (for example the introduction), where you may
address all grade levels as one group.

 Mixed Ability Groups  Grade Groups

 Ability Groups

 Friendship Groups

 Other (specify)

 Combination of Structures

Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITY

Arrange the jumbled numbers from 1 to 50. Cut and paste it on a manila paper. Appendix 1 How
do you arrange/keep your things?

Grade 1

Divide the class into 2 groups and do the activity given. Arrange the pictures according to their
names and the numbers attached to it. Cut the pictures and paste on a bond paper accordingly.
Appendix 3 and 4

Grade 2

Divide the class into 2 groups and do the activity given. Arrange the pictures according to their
names and the numbers attached to it. Cut the pictures and paste on a bond paper accordingly.
Appendix 3 and 4

Grade 1

Process the group outputs. What is ordinal number? How do we write ordinal numbers in
words? How do we write ordinal numbers in figures/symbols? Appendix 7

Grade 2

Process the group outputs. What is ordinal number? How do we write ordinal numbers in
words? How do we write ordinal numbers in figures/symbols? Appendix 7

Grade 1

Count from left to right. Write the ordinal numbers of the given objects. Appendix 9

Grade 2

Count from left to right. Write the ordinal numbers of the given objects. Appendix 9

Grade 1

Fill up the missing information in the chart by writing the ordinal number in symbols. Appendix
11

Grade 2
Fill up the missing information in the chart by writing the ordinal number in symbols. Appendix
11

Day 2

Lesson Objectives

Grade 1

To identifies and uses the pattern of naming ordinal numbers from 1st to the 20th and beyond.

Process Skills: identifying and using the pattern of naming ordinal numbers Values Integration:
Orderliness

Grade 2

To identifies and uses the pattern of naming ordinal numbers from 1st to the 20th and beyond.

Process Skills: identifying and using the pattern of naming ordinal numbers

Values Integration: Orderliness

Subject Matter

Grade 1

Patterns of Naming Ordinal Numbers

BOW, CG, TG, LM Materials: * Activity Sheets * Manila Paper

Grade 2

Patterns of Naming Ordinal Numbers

Learning Resources

BOW, CG, TG, LM Materials: * Activity Sheets * Manila Paper

Procedure

Use these letter icons to show methodology and assessment activities.

Direct Teaching

Group Work

Independent Learning

Assessment

Grade 1

Grouping Structures (tick boxes):

 Whole Class Describe the parts of the lesson (for example the introduction), where you may
address all grade levels as one group.

 Mixed Ability Groups

 Grade Groups

Grade 2

 Ability Groups  Friendship Groups  Other (specify)

 Combination of Structures

Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITIES

Arrange the jumbled letters from A to Z. Cut and paste it on a manila paper. Appendix 12

The name of the cyclists are given in order. Complete the chart given and answer the given
questions. Appendix 15 and 16.

Group 1

Check and discuss the activity done by the pupils. Appendix 19 How do you use the pattern of
naming ordinal numbers beyond 20? The numbers beyond 20 are written with the name of the
tens followed by the first, second, third, etc.

Group the class into 3 groups. Use the letter chart to answer the given questions. Appendix 21

Write the ordinal number symbol of the following ordinal number words. Appendix 23

Grade 2

The name of the cyclists are given in order. Complete the chart given and answer the given
questions. Appendix 15 and 16.

Check and discuss the activity done by the pupils. Appendix 19 How do you use the pattern of
naming ordinal numbers beyond 20? The numbers beyond 20 are written with the name of the
tens followed by the first, second, third, etc.

Group the class into 3 groups. Use the letter chart to answer the given questions. Appendix 21

Write the ordinal number symbol of the following ordinal number words. Appendix 23

Day 3

Lesson Objectives Answer the summative test with at least 80% mastery.
Subject Matter

Weekly Assessment

Learning Resources

Testing materials

Procedure

Use these letter icons to show methodology and assessment activities.

Direct Teaching

Group Work

Independent Learning

Assessment

Grouping Structures (tick boxes):

 Whole Class Describe the parts of the lesson (for example the introduction), where you may
address all grade levels as one group.

 Mixed Ability Groups

 Grade Groups

 Ability Groups  Friendship Groups

 Other (specify)

 Combination of Structures

Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITY

Play the “Boat is sinking”. Group the pupils in a certain number.

Grade 1 .

Write the word corresponding to the given position. Appendix 25

Grade 2

Write the word corresponding to the given position. Appendix 25

Remarks/ Reflection
REFERENCES

GRADE 1

BOW, CG K to 12 Mathematics, TG Mathematics2 page 48 -56 LM Mathematics2 page 33-37

Grade 2

BOW, CG K to 12 Mathematics, TG Mathematics2 page 48 -56 LM Mathematics2 page 33-37

Prepared by: Checked by: NELIA D. MONFORTE

JUVY C. LUNA-GALAMAY Teacher Principal

Sample of Multigrade Class Lesson Plan

GRADE 2 And 3

Subject English Mathematics

Duration

30 minutes

Date

19-05-2001

Topic Looking and Finding Vertical Multiplication

Reference English TG part B.pp40-44 Math BK3 Trs Book

T/aids Word cards, BB, classroom objects Sticks

Objectives -Talk about the position of things in a dialogue form

-Read new words correctly

-Form letter w Multiple 2 or 3 figure numbers by numbers from 2 to 10

Introduction Ask the children to do some concrete demonstration related to prepositions.

Get on the desk, under the desk

Pupils to receive the different preposition e.g. on, near between

Tell the children to write down the tables of multiplication to ten.

Remarks: Slow learners will arrive at table of five while the fast learners will arrive at the table of
ten.

Ask the pupils on different multiplication sentences E.g. What is 2x9, 3x5

Development The children will look orally for some sentences with preposition. The teacher
can give children some objects and they have to do the movement and then make the
sentences. Singing the song morning stars. All the children will come in front of the class
(individual) and present to a part of the table of multiplication they wrote down.

The children will read the sentences they found, the teacher will write them on the BB.
The teacher will introduce the text with some prepositions in it (chart)

The children will read the text sentence-by-sentence, individual. The teacher will give the
children some individual exercise.

5 to 10 exercises, slow learners 3-5 and fast learners 7-10

Conclusion The children will do a lot of individual reading exercises that they will present
for the whole class. The teacher will go around and try to identify the problems. A child with
problem will come to the BB and solve the problem classically.

Game for grades The teacher will say the children that they need to make a shopping list
for the next lessons on the market place. One student says the first item for example bananas.
The second pupil ad a shopping item and repeat first bananas and then his item, and so on. You
can do the game several times.

Semi-Detailed Lesson Plan in Multi-Grade Class

(Science 1, 2)

I. Objective

1. Identify some parts of the plants

2. Compare the different kinds of plants

3. Show appreciation to the parts of the plants by telling its important

II. Subject Matter

 Topic: Parts of the Plants

 Concept:

1. Plants have different parts (roots, stems, leaves, fruits and flowers)

2. The different kinds of the plant has a specific work and its uses.
 Instructional Materials: Cut out pictures, activity sheets.

 References:

1. Exploring and Protecting Our World 1(Carmelita C. Coronel, Copyright 2005)

2. Science Spectrum 1 (Nenita H. Apolinario, Copyright 2004)

3. The Science Connection 2(Eliosa Opena,RicardoTalay, Copyright 2000)

4. Science for Young Minds 3 (Teresita A. Amarol,Copyright 2001)

III. Procedure

Teachers Activity

A. Preliminary Activity

1.1 Sing a song

(The teacher will sing first song, afterwards the students will sing the song)

“The Farmer Plants the Seeds”

(Tune: The Farmer in the Dell)

The Farmer plants the seeds, the Farmer plants the seeds,

Hi-Ho the dairy o, The Farmer plants the seeds,

The rain begins to fall, the rain begins to fall,

Hi-Ho the dairy o, the rain begins to fall,

The Sun begins to shine, the Sun begins to shine

Hi-Ho the dairy o, the Sun begins to shine

The winds begins to blow, the winds begin to blow

Hi-Ho the dairy o, the wind begins to blow

The Plants begins to grow, the plants begins to grow

Hi-Ho the dairy o, the plants begin to grow

B. Development Activity

“Do you have plants at home?

What are those plants you see in your surrounding?

Are the plants useful to us?

“In our body, we have different parts.

What are the parts of our body?

“Like our body, the plants have different parts. Plants also have its characteristics and uses,

“For us to know more about the plants, we are going to have an activity.

(The teacher will divide the class into three according to their level. Each group will be given an
activity to work on)

Group1: (Identify the parts of the plants)

Activity: Arrange the puzzle plant and label each part when it is form

Group2: (Functions of the parts of plant)

Activity: Identify the parts of the plant according to the given uses. Complete the missing letter.

Group 3: (Comparing parts of the plant)

Activity: Identify the characteristics of the given parts of the plants according their color, size
and shape.

Parts of Plants Color Size (Big/Small) Shape

1.

2.

3.

4.

5.

(After the activity, each group will post their work on the board and discuss what they have
done)

: Discussion

“The activity you have done today is all about Parts of the Plant.

Again, what are the parts of the plants?

“The common parts of the plants are roots, stems, flowers and fruits.

Some plants also have parts not common to other plants like branches, flowers and fruits.

(The teacher will discuss the plants parts and its functions)

“The roots hold the plants. They get water and nutrients from the soil.

“The stem holds the leaves, flowers and fruits. It carries water from the roots to the leaves.

“The leaves make food for plant. The leaves get air and sunlight to make food.
“The flowers make seeds. It also makes the place colorful and beautiful.

“The fruit holds the seeds. The seed protects the baby plant.

(The teacher will discuss the different characteristics of plants according to their size, shape and
color)

“The Roots have hairy, fine roots growing near the soil or one big root which grows deep down
the soil. Trees have big and fine roots that holds strong the ground.

“The stem, plats have big and small body. Some plants are woody. Woody plants like trees live
for many years for they have strong, big and hard stems. Some plants non-woody stem, their
stems re soft and can easily be cut using the fingers. Small plants have non-woody stem.

“The leaves have different sizes and shape

“The fruit have different shapes. Some are big and small. They also differ in colors.

“The flowers are found in the garden. There are big flowers and small ones. Flowers are also
different colors.

“There are many plants around us.

We can see different plants in our surroundings. Plants have different parts and functions.

Though plants have differences. Plants are important to us. A plants give us oxygen and also it
gives fresh air. It also gives foods to eat. Plants also beautifully our environment.

We must take good care of the plants we have and gives them o\important.

C. Application

Group 1

Activity: Match the correct answer.

Group 2

Label the parts of the plants below

Group 3:

A. Choose the best answer

1. Which part of the plants does not belong to the group? Underline your answer.

a) Roots

b) leaves

c) stem

d) coconut
Prepared by:

Emnace, Rubilyn P. BECEd-III

Appendices
References

Miller, Bruce (1991). Teaching and Learning in the Multigrade Classroom: Student
Performance and Instructional Routines. ERIC Digest.

https://www.ericdigests.org/pre9221/teaching.htm#:~:text=In%20the%20multigrade
%20classroom%2C%20more,individuals%2C%20while%20other%20work%20continues.

Genesis Balongkit Naparan1, Ivy Leigh P. Castañeda, MaEd1 (2021). Challenges and
Coping Strategies of Multi-Grade Teachers
file:///C:/Users/user/Downloads/510-Article%20Text-2082-1-10-20210501.pdf

http://oasis.col.org/bitstream/handle/11599/725/Module02_Part2.pdf?
sequence=5&isAllowed=y#:~:text=In%20a%20multigrade%20classroom%2C%20the,role
%20in%20managing%20the%20class. UNIT 4: Classroom Organisation

Ruiting Song, Terry E. Spradlin, and Jonathan A. Plucker. VOLUME 7, NUMBER 1, WINTER
2009
https://files.eric.ed.gov/fulltext/ED504569.pdf

 DepEd Teacher Contributor

https://www.teacherph.com/life-teachers-multigrade-class/

Richlyn F. Vicente, BEEd – GenSci MAED – GenEd, Ph. D. Ed.

https://www.slideshare.net/Pilmathe2001/pp-multigrade

Classroom strategies of multigrade teachers

https://doi.org/10.1016/j.ssaho.2021.100109
Documentation