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1. HISTORY AND NATURE OF MULTI-GRADE PROGRAM Teachers

2. Underpinning Philosophies and Principles of Multigrade Teaching Bases of the Multigrade Program in the Philippines Table of contents

3. Bases of the Multigrade Program in the Philippines

4. Department of Education (DepEd) Memoranda Philippine Constitution: Bases of the Multigrade Program in the Philippines EFA, MDGs, and SDGs

5. - Key legal basis: The Philippine Constitution (1987) - Ensures the right to quality education for all citizens Legal Foundations

6. Article XIV of the Philippine Constitution Section 1: The state shall protect and promote the right to quality education. Section 2.1: Establishment of an integrated system of education relevant to societal needs.

7. Department of Education (DepEd) Memoranda DepEd Orders that guide multigrade classes Highlighting D.O. #96 (1997) and D.O. #81 (2009)

8. DepEd Order #96 (1997) Guidelines Multigrade classes defined as two or more grades under one teacher Class size: 8-35 students Infrastructure: 3-room school buildings for multigrade classes

9.  Regular training for multigrade teachers Special Hardship Allowance for teachers Monitoring and support programs for teachers Teacher Support in DepEd Order #96

10. - Focus on improving access to quality education in remote communities - Emphasis on teacher training, resources, and support DepEd Order #81 (2009) Guidelines

11. Special Hardship Allowance   Strict implementation of the Special Hardship Allowance for multigrade teachers Ensures teachers’ welfare and motivation in remote areas

12. Teacher Training and Resources   Training for teachers on multigrade education Provision of training resources and learning packages

13. International Support for Multigrade Education   International agreements supporting education in remote areas EFA, MDGs, and SDGs as frameworks for multigrade education

14. Education for All (EFA) The UNESCO (United Nations Educational, Scientific and Cultural Organization) commits to the achievement of "full and equal opportunities or education for all (EFA). In addition, Article 26 of the 1948 Universal Declaration of Human Rights states that: "Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary Education shall be compulsory" (Mundy & Manion, 2021).  

15. EFA Goals Related to Multigrade Education Goal 2: Ensure primary education access for all, including marginalized groups Goal 3: Improve quality education and measurable learning outcomes

16. Millennium Development Goals (MDGs) The Millennium Development Summit and the Millennium Development Declaration in 2000 set out eight Millennium Development Goals (MDGs). MDG No. 2 is "Achieve universal primary education" (Mundy, K., & Manion, C., 2021).

17. - Education for Sustainable Development Launched in 2015 at the United Nations Sustainable Development Summit, the seventeen Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development officially came into force on January 1, 2016. - SDG 4, focusing on quality education, aims to ensure "Inclusive and equitable quality education and promote lifelong learning opportunities for all" (Mundy, K., & Manion, C., 2021). - To fulfill the above-mentioned goals, countries have increased access to learning opportunities for all school children especially in the remote rural areas through the creation of the multigrade classes. Sustainable Development Goals (SDGs)

18. Underpinning Philosophies and Principles of Multigrade Teaching

19. To be more adaptive and active, multigrade teachers must have understanding of epistemologies underpinning multigrade teaching (Brown, 2010).

20. Constructivist approach is utilized in multigrade teaching. Constructivist educators focus on how students make sense of their experiences and socially construct meanings. (Dossey,1992; Sierpinska & Lerman, 1996 as cited in Brown, B., 2010). Multigrade teaching then implies that in a student-centered environment, learning is more likely to flourish.

21. Constructivist approach is utilized in multigrade teaching. Constructivist educators focus on how students make sense of their experiences and socially construct meanings. (Dossey,1992; Sierpinska & Lerman, 1996 as cited in Brown, B., 2010). Multigrade teaching then implies that in a student-centered environment, learning is more likely to flourish.

22. Multigrade teaching is best practiced in a setting where learners can engage and work together (Little, 2005; Kyne, 2005; Lingam, 2007 as cited in Brown, B., 2010). Another key constructivist perspective sees learning as occurring through problem solving and language-based practice.

23. —Someone Famous In the study of Msimanga (2021), it was found out that effective teaching in a multigrade classroom takes place when the students are afford opportunities for self-directed learning, peer tutoring is properly used, learners are engaged in cooperative learning, learners' learning styles are recognized and the students are given opportunities to learn from their families.

24. Self-directed learning allows the students to be actively involved in their own learning process and to work on their own. Peer tutoring effective learning because students learn effectively when sharing their views with other students. This can be used when the teacher is busy with another grade level and one learners to effective learning because students learn effectively when sharing their views with other students. This can be used when the teacher is busy with another grade level and one learner takes a leading role in his/her grade level. Learning is a social process. Consequently, the family, as part of the learner's social life, is very important in the learning process.

25. Cooperative learning is key in multigrade classes because effective learning takes place when the students collaborate with each other to generate new knowledge in a student-centered environment ( Msimanga , 2021. Furthermore, scholars of the cooperative learning approach have identified specific principles underlying this phenomenon, namely positive interdependence, heterogeneous groups, individualized learning performance, interpersonal and small-group skills, diversity, human rights and social justice, life skills and reasoning skills (Johnson & Johnson, 1987 as cited in Van Wyk, 2019).

26. Multigrade teachers must recognize that students have different strengths and abilities, and that they prefer to learn in different ways. Thus, varied teaching strategies and assessments must be utilized to cater to the varied learning styles of the students Msimanga , 2021). In multigrade teaching, differentiation is used to cater to the varying needs of the students. Differentiation refers to how the same teacher organizes learning for different individuals and/or groups of learners. Differences be that of subjects taught, input/stimulus, learning, and expected outcomes (Little, 2004)

27. In multigrade teaching philosophies and approaches, we can surmise that multigrade teaching adheres to the following principles: (1) Children are unique. (2) Children can learn best from experience. (3) Children can do and learn well from one another. (4) The role of the teacher is to provide a conducive learning environment. (5) The curriculum must cater to varied interests, abilities and levels. SUMMARY

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