BADANGAM: An indigenized multi-grade teaching model

Abstract

Multi-grade teaching has played a vital role in molding learners especially in areas lack classrooms, teachers, and other learning resources. Given its vital role, researches have been conducted exploring the pedagogical knowledge, skills, and challenges in multi-grade teaching. However, more investigations are needed to document the lived experiences and teaching mechanisms of multi-grade teachers. In such lights, this phenomenological study was undertaken to describe the lived experiences of the teachers and their teaching mechanisms in multi-grade teaching. Through interviews with eight (8) with the aid of an aide-mèmoire, the study produced extended texts as a result of transcribing the interview recordings. These extended texts were subjected to cool and warm analyses which revealed that the participants' views on multi-grade teaching as challenging, fulfilling, love, and learning. In addition, the study surfaced the teaching mechanism of the participants which were dubbed as BADANGAM: Beginning with the Learners in Mind, Activating Interests through Varied Activities, Designing with the Learners in Mind, Adhering to Principles, Netting Learning through Varied Activities, Going Multi-Modal, Asking Questions, and Making Use of Varied Assessment. With these mechanisms, the BADANGAM Model in multi-grade teaching was formulated. Finally, the study recommends the provision of mitigation and intervention program and assistance to multi-grade teachers that shall help them outwit the challenges they face, the provision of reinforcing and additional trainings and seminars on teaching mechanisms in multi-grade teaching, the use of the BADANGAM model in multi-grade teaching, and the conduct of studies to test the effectiveness of the developed model.

The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools

“…(Taole et al, 2012) are of the view that teacher education programs cannot continue a dominant focus on mono-grade teaching while multi-grade teaching is practiced in schools. Velasco et al, (2022)pointed out that assessment is very important for effective instruction because itis a process of determining what the students know, what they are capable of doing and what they are interestedin. In the case of multi-gradeteachers, they make sure that they assess their learners using variety of assessment.…”

Panorama of Hi-tech and Hi-touch English language instruction: Precursor to a hybrid teaching model

“…With these criteria, the 15 participants were identified; however, saturation of data led the researcher to the 10 participants of the study. Notably, data saturation occurs when no new data surface during the data gathering and patterns from the significant statement of the participants are established (Azarias, 2022, Velasco et al, 2022.…”

“…Research Instrument -In gathering pertinent data, an interview guide was constructed first. This interview guide contains a priori codes which served as basis in formulating the questions to be asked during the interviews (Velasco et al, 2022). Then, the aide-mèmoire was constructed based on the interview guide development containing a priori codes that should serve as bases in constructing the interview questions (Azarias, 2022).…”

“…After explaining the nature and direction of the study, their consent in participating in the study was sought. It is to note that the consent form used in the study indicated that all the information that the participants provided are to be used solely in the research to provide security, privacy, and dignity to the research participants (Velasco et al, 2022). Furthermore, the schedules of interviews were set according to the convenience and availability of the participants.…”

Teachers’ Resilience: A PHENOMENOLOGICAL STUDY ON THE COPING MECHANISM OF TEACHERS HANDLING MULTI-GRADE CLASSES

“…Multi-grade teaching. This term means a practice in which learners from different ages, skill levels, and class levels continue their education and training together in the same class and are taught by one teacher (Velasco, Ramos, & Azarias, 2022). As used in this study, this term refers to the practice of the teacherparticipants, wherein the learners they teach come from different grade levels.…”