Multigrade Teachers Competencies of Datal Basak Ip Integrated School: Basis for Professional Development Plan

Abstract

INTRODUCTION

This study aims to determine the different teaching strategies used by the teachers in multi-grade classes. Specifically, this study seeks to answer the following questions: What are the strategies employed by multi-grade teachers? What are the best practices in the teaching strategies of multi-grade teachers? What are the areas for improvement in terms of teaching strategies of multi-grade teachers? This study was conducted to determine the teaching strategies employed by the teachers in the multi-grade classes at Datal Basak IP Integrated School, West Maasim District, Sarangani Division, S.Y 2017-2018.

METHODS

Using the STAR and SCOPE class observation tool, the researcher observed classes to identify the best practices of Multigrade teacher in terms of teaching strategies and areas that need to be improved.

RESULTS

In the multi grade classes, it was observed that the MG teachers employed different teaching strategies such as; Using of teaching hooks, constructivist instruction through differentiated instruction, Indigenized and localized Instructional materials, Problem-based learning through Higher Order Thinking Skills and enabling questions, think-pair-share and group activities. Multigrade teachers show best practices in using shifting in teaching, their ability to transfer and facilitate learning from one grade level to another. Also, the integration of the Differentiated Instruction in the teaching-learning process, addressing the different multiple intelligences of the learners. Teachers have a problem in managing the allocated time per subject area. Teachers have a problem in constructing and delivering the HOTS or enabling questions to the class.

DISCUSSIONS

Base on the results of the study. It shows that the strategies employed by the multi-grade teacher's majority of the learners are T'boli, and only a few are exposed to the urban area. Teachers are encouraged to contextualize and indigenized the class instructional materials. All topics and examples in the lesson were set in the local settings. With this, all learners will be able to relate to the discussed lesson and can share their ideas on the specific topic. Problem-based learning; this strategy promotes critical thinking by presenting students with interesting and puzzling problems to solve. Think-pair-share was also observed in the multi-grade classes since teachers have a limited time of class discussion. One of the best practices of a multi grade classes is the ability of the teachers to use the "SHIFTING" . Shifting is the transfer of a teacher from one grade level to another. The ability of the teacher was tested on how she/he will be able to facilitate the classes they are handling. Since there is a scarcity of teachers' time on during the class discussion, these teaching hooks will supplement the lesson since it was aligned on the lesson competencies. It is incorporated on the group activities; every learner has a different role to do depending on their interest.