TEACHING MULTIGRADE CLASSES

Prelim Examination

Name: Lady Gleen V. Amado Score:______

Test I. Identification.
1. Common Time Table
2. Congress on Multi-grade Education
3. Multi-grade class
4. Republic Act 9155 or the Governance of Basic Education Act of 2001.
5. Supportive learning environment
6. Observer
7. Republic Act 10533
8. Search for Multi-grade teacher Achiever
9. Connection and Challenge
10. Multi-grade Program in Philippine Education (MPPE)
Test II. Modified True or False.
1. False- the underline word is 35, the correct answer is 25.
2. False- the underline word is mono-grade, the correct answer is multi-grade program.
3. True
4. False- the underline word is uses, the correct answer is do not use.
5. False- the underline word is opening of a mono-grade class, the correct answer is organization
of a mono-grade class.
6. False- the underline word is negative, the correct answer is positive.
7. False- the underline word is multi-grade class, the correct answer is single grade class
8. True
9. True
10. False- the underline word is one year, the correct answer is 2 or 3 years.
Test III. Enumeration.
(1-4) Other terms of Multi-grade classes
1. Combination Class
2. Vertically Grouped
3. Family Grouped
4. Multiaged Class
(5-11) Quality Principles of Learning
5. Supportive learning environment
6. Opportunity to learn
7. Connection and Challenge
8. Action and Reflection
9. Motivation and Purpose
10. Inclusively and Difference
11. Independence and Collaboration
(12-13) Two DECS Order that pursue the introduction of Multi-grade Program in public
school system
12. DECS ORDER NO. 38, S. 1993
13. DECS ORDER NO. 78, S. 1993
(14-17) Scope of the Policy of Multi-grade Program
14. Defines the roles and accountabilities for program manager from the central office (CO) to
the field offices and the schools.
15. Reaticulates the framework for effective implementation of Multi-grade program under the
K-12 system.
16. Redefines the multi-grade schools for learners in remote and disadvantaged areas by
articulating the appropriate multi-grade curriculum support system such as teaches, learning
environment, instructional materials among others.
17. Strengthens community school partnership in support of the Multi-grade program.
(18-21) Crucial Elements in a Multi-grade Classroom
18. Modified Curriculum and Instruction
19. Teacher’s Role
20. Classroom Physical Arrangement
21. Community Participation
(22-24) Elements that contribute to a successful Multi-grade classroom.
22. Learning Centers
23. Learning Materials
24. Furniture and Equipment
(25-28) Benefits of Multi-grade Instruction to MG teachers.
25. Teachers can make the most of the inter-age multi-level situation to facilitate the learning
processes. The older children can be responsible and given opportunities to use their expertise
with the younger children.
26. The teacher gets to know the children better as an individuals when teaching them for 2 or 3
years and is thus able to give them the right kind of help and guidance to suit the children’s
individual needs.
27. Teachers learn to work with different age groups and deal with curriculum content across
subject areas in an integrated approach.
28. Teacher can share the responsibility of teaching and learning with the students, parents and
other community members.
(29-32) Provision found in the Policy of the State in the Education Act of 1982
29. Aid to support the natural right and duty of parents in the rearing of the youth through the
educational system.
30. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound relationship
between them and other member of the school community.
31. Promote the social economic status of all schools personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.
32. Extend support to promote the viability of those institution through which parents, students
and school personnel seek to attain their educational goals.
(33-37) Types of Modified Curriculum and instruction for MG classes
33. Subject Staggering option
34. Subject Integration option
35. Common Time Table
36. Integrated Day option
37. Subject grouping
(38-40) Benefits of Multi-grade Instruction to MG children/pupils
38. The children will learn to be resourceful and more independent, self-directed learners and
gain the skills and attitudes of ‘learning how to learn’.
39. The children can learn social skills when working together in small groups, for example,
leadership skills, organizational skills, listening, sharing. Taking turns, mentoring, negotiating
skills.
40. The children can progress at their own pace of learning with the opportunities to join a faster
paced or slower pace group. Children in the lower grade levels can benefit from the positive
models of the children in higher grade levels in the same classroom.
Test IV. Matching Type.
1. C
2. G
3. F
4. J
5. L
6. B
7. A
8. K
9. H
10. D
Test V. Compare and Contrast
1. Multi-grade class vs. Mono-grade class
Compare: A multi-grade class is educating relating to students of differing grade levels, Mono-
grade is education relating to students of the same grade level.
Contrast: Multi-grade classroom requires attention to the individual students learning style.
Mono-grade are rigid classroom structure that comprise students of similar age and grade, with
no special attention to individual differences.
2. Motivation/ Collaboration
Compare: Motivation involvement goal is in addition to, or even instead of the normal goal of
communicating the substance topic. Collaborating means to work together
Contrast: Motivation are commonly understood as forces acting within the agent that create a
disposition to engage in goal-directed behavior. Collaboration is the process of two or more
people, entities or organizations working together to complete a task or achieve a goal
3. Facilitator vs. Instructor
Compare: Facilitator is the key of learning support person who is responsible for supervising/
facilitating the learning process and activeness of the learner. Instructor transmits knowledge but
chooses means and moments that appropriate, like demonstrating the use of materials, reading
the story aloud and sharing information that is given using direct instruction..
Contrast: Facilitator, on the hand is a process manager first, a content resource second. A
instructor is a content resource. Most content experts share their knowledge through writing or
lectures.
4. Integrated Day Option vs. Subject staggering Option.
Compare: The comparison is the pupil is the one who study the subject independently.
Contrast: Integrated day option there is no failed timetable in this option. Pupils as
independence learners are free to choose what is subject to study and when while subject
staggering option subject requiring more teacher pupil integration are grouped with those
requiring. One or two grades work independently on arts while the teachers works intensively
with another group in English or math.
5. Multi-grade teacher/ Multi-grade teaching
Compare: 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.
Multi-grade teaching is a situation in which one teachers has to teach many grades, all the time.
It happens in all schools where there are more grades than teachers.
Contrast: Multi-grade teachers refers to a teacher handling a multi-grade class. Multi-grade
teaching refers to teaching one class of several grades levels with different curricula under the
supervision of one teacher.
Test VI. Essay
1. To be effective multi-grade school teachers must utilize very good planning and develop
teaching and learning strategies specially targeted for their classrooms. Above all they must be
dedicated and willing to work hard to overcome the problems and the peculiarities of multi-grade
education.
2. Because the main function of the 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.
3. Yes, because It is describe any class in which students of different grade levels are placed
together for administrative reasons. This includes multi-grade classes in both multi-grade schools
where multi-grading is a response to the fact that there are less teachers than grade levels, and
larger schools.