Presentation for Multigrade class

1. HISTORY, NATURE ,
AND STATUS OF
MULTIGRADE
PROGRAM

2. CONTENTS
01
02
* HISTORY OF MULTIGRADE
CLASS
* ROLES OF MULTIGRADE
PROGRAM
*BASES OF MULTIGRADE
PROGRAM IN THE PHILIPPINES
* UNDERPINNING PHILOSOPHIES
AND PRINCIPLES.
*PRACTICES AND
STRATEGIES IN
IMPLEMENTING MULTIGRADE
INSTRUCTION
*STATUS OF MULTIGRADE
TEACHING IN THE

3. OVERVIEW
In many places, education systems are structured in such
way that students typically advance from grade to grade as
peers of the same age. They are called monograde classes.
However, in some places, the students population is not
sufficient to complete a grade level. Geographic location,
low population density, cultural factors, socio economic
constraints and other factors. Multigrade system is
developed to provide full and sufficient quality education.
This means that the school children in challenging or
deprived circumstances will receive the same education as

4. In this chapter we will be introduced to the
history and nature of Multigrade Classes. The
bases of implementation and unpinning theories
and principles in Multigrade teaching will be
discussed. This chapter delves into the status of
Multigrade Teaching in the Philippines as well as
the Multigrade teaching practices and strategies
in Southeast Asia.

5. HISTORY AND NATURE OF MULTIGRADE
PROGRAM
HISTORY AND NATURE OF MULTIGRADE
CLASSES
In the 1800s, one room schools consisted of students of
varied ages and abilities. Students learned together as a
single class. In fact the first government schools in North
America And Europe were Multigrade Classes (Brunswic and
Valerien. 2004 as cited in “Quality Indicators of Multigrade
Instruction in Southeast Asia 2012).

6. UNESCO (2015 as cited in “A review of the Current
situation and Practices of Multigrade Schools in the
Philippines” 2020) defined Multigrade teaching as the
teaching of classes of learners who are not only from
different grade levels, but are also from diverse age
groups, cultures and abilities. A Multigrade class has
two or more grades under one teacher with 8 to 35
students. ( Villalino, 2010, as cited in “ Quality indicators
of Multigrade Instruction in Southeast Asia “ 2012).