DATA-DRIVEN

OUTPUT
BEED 1-A (GROUP 5)

Submitted to:

Mrs. Lodyvina Angeles Ph.

Submitted by:

Capinlac, Jacqueline S.

Dela Cruz, Rhea F.

Enrile, Jonalyn F.

Feliciano, King Vernard

Ignacio, Marielle I. (Leader)

Orgaz, Azilei D.

Ramos, Jansel M.

Wayway, Mariel C.

May 2022
 ACTIVITY 1:

Storm of Ideas

Directions: Complete the table below. Think of 5 topics (problems, issues, trends)
related to your current subject, identify the SDGs that covers the topic and write a
compelling title.

Topic SDG Title

Multi-grade Teachers' #4: Quality Teaching Strategies of

Teaching Strategies in Education, Multi-grade Teachers
ASEAN Countries #8: Decent Work and in ASEAN Countries
Economic Growth

Communication Skills of #4: Quality Improving Macro Skills

Students Education of Students Amidst
Pandemic

Economics Status of #4: Quality Salary Rate of

Elementary Educators in Education Elementary Educators
ASEAN countries #8: Decent Work and in ASEAN Countries
Economic Growth and Crimes Committed
#16: Peace, Justice, Related in Teaching
and Strong Profession
Institutions

Correlation of Reading #4: Quality Listening and Reading

Comprehension and Education Comprehension in
Listening Comprehension English of the
of Elementary Students Elementary Students
in ASEAN countries

Difficulties in Learning #4 Quality Foreign Language

English As a Second Education Learning Difficulties in
Language Teaching

ACTIVITY 2:
Pool of Data
Directions: From the topics you wrote in Activity 1, choose one topic/title and identify
the important variables on that topic then do data mining. The answer should be
submitted in soft copy.

Title: "Teaching Strategies of Multi-grade Teachers in ASEAN Countries"

Variables: Teaching Strategies, Community, Year

Data Set On: Teaching Strategies, Community, Year

Table1:
Countries Teaching Strategies

Brunei

Cambodia • Provides regular education monitoring reports.

• Special education for learners is provided.
• Trends in school participation

Indonesia • A teacher does not separately teach two classes for different programs.
• Teaching and learning are done using a theme. However, a certain
competency that cannot be included in one theme can still be separately
taught.
• The instructional strategy chosen by a teacher is based on the number
of
students and the kinds of techniques and methods used.
• The instructional strategy should mirror the different forms of
instructional and active learning, which must be creative and effective as
well as enjoyable.
• To make a good plan, one multigrade class should be taught by one
teacher for two years.
• Teaching and learning materials should be based on the content
standards
• Implemented by the National Standard of Education (NSP).
 Laos • Teachers prepare the lesson plan on the same or different subjects to
the
combined grade level.
• Teacher use the jump- jump approach;
• Teachers can teach all grades on the same subjects;
• Learning environment and facilities
• Classroom management
• Curriculum development of both multigrade and monograde teaching
used the same national curriculum and textbooks.
• Teaching and learning materials
• Oral one to support MGT is one of the Teaching methods by using first
language of ethnic children in the classroom to support the Teaching of
the LAO language and other subjects.

Malaysia • Teachers adopt new pedagogy system which will be cost effective and
time saving
• Teacher-Led Initiatives in Supporting Learner Empowerment among
Malay Tertiary Learners.
• Waldorf Method- Teachers delivering knowledge in this type of method
must be Waldorf certified to apply this approach that aims in engaging
children with a dependable routine.
• The Montessori Method- This method is used with children and it
explains the need of freedom to a child and the importance for a child’s
exposure to experiences and materials
• The Kumon method- This is a special type of learning method and very
individualized; children here start at a level where they can attain a
perfect score by studying on their own through works sheets that are
designed to allow students to figure out how to solve problems on their
own.
• Casual preparations for teaching.
• Slow learners and fast, learners will often receive insufficient
individualized attention.
• 5E Inquiry Learning Model
• Flipped Classroom Approach
• Elicitation Strategy
• Group Discussion Strategy.
• Guided Discovery Strategy.
• Mind Mapping Strategy.
• Mixture of Strategies.
• Flexibility in Pedagogies
• Synchronous and Asynchronous Lesson
• Involvement of Mass Media
 • Online Teaching Support

Myanmar • Questioning
• Interaction
• Discussion
• Reinforce
• Self-instruction
• Individual teaching
• Group teaching
• Improve preschool quality to better prepare children for primary school
• Implement quality kindergarten education
• Redesign the basic education curriculum emphasizing 21st century
skills
• Implement the new curriculum through strengthened curriculum
management, dissemination and monitoring and evaluation systems
• Improve assessment and examinations

Philippine • Classroom Management

s • Collaborative Learning
• Using Differentiated Instruction
• Connecting the teaching to real-life situations
• Integrating technology in teaching
• Flexibility of the teacher.
• Daily Lesson Log
• Shifting Lessons
• Peer Tutoring
• Use of Differentiated Learning Activities
• Use of Cooperative learning
• The Multiple Intelligences Class
• Instructional Material Sharing
• Organizing Instructional Materials
• Indigenizing the curriculum/ use of Mother tongue
• INSETs
• Collaborative Effort between Parents and -Teachers in Promoting
Projects
• Partition of Class
• Anecdotal Record
• Treatment of Minority (Aetas)
• Maximization of idle time

Singapore • Independent study

• Direct Instruction
• Paired or peer study
 • Small group work
• Teach Less, Learn More to focus on the quality of education, and not
quantity.
• Mid-year exams were removed from certain boards to free up time and
space in schools. Students are encouraged to meet the challenges of an
increasingly complex world by becoming lifelong learners.
• The Ministry of Education has decried announcing ranks of students to
discourage unhealthy competition among students.
• Approach classrooms with a highly-scripted way of teaching, making
teachers 'teach to the test' instead of adapting to children's different
needs.

Thailand • Teaching in a differentiated classroom and meeting learners’

individual needs
• Assessing student readiness through a variety of means
• Reading and interpreting clues about interests and learning
preferences
• Creating a variety of ways for students to gather information and
Ideas
• Developing varied ways by which can explore their own ideas
• Presenting varied channels by which students can express and
expand their understanding.
• Managing a differentiated classroom by having the ability to organize
and focus on providing essential
Information, understanding, and skills.
• Grammar-Translation Method
• Direct Method
• Communicative Language Teaching Approach
• Collaborative Teaching Approach

Vietnam • Self-directed learning

• Peer tutoring
• Classroom organization
• Focus on instructional delivery and classroom management
• Teachers have choices to make in order to implement their daily
teaching plans most efficiently.
• They can choose to teach the whole class directly
• Supervise children who are working individually or working in
groups
• Teaching a group directly while indirectly supervising the others.
• Direct teaching can be to the whole class, to groups or individuals
• Grammar-Translation Method
• Direct Method
• Communicative Language Teaching Approach
 • Collaborative Teaching Approach
• Pupils can be divided into activities so that she could manage the
demands made on her time

REFERENCES:

Ballesteros, M. & Ocampo, R. (2016). Best Practices of Multigrade Teaching in Luna,

Apayao,Philippines. International Journal of Novel Research in Education Learning,
Vol.3,Issu6,pp:(6173)https://www.noveltyjournals.com/upload/paper/BEST%20PRACTICES
%20OF%20MULTIGRADE-848.pdf

Irimia, R. & Gottschling, M. (2016). Taxonomic revision of Rochefortia Sw. (Ehretiaceae,

Boraginales).Biodiversity Data Journal 4: e7720.https://doi.org/10.3897/BDJ.4.e7720

Dr. Souvanvisay. Promising Practices Of Multi-grade Teaching In Lao Pdr - Ppt Download
https://slideplayer.com/slide/12741186/

Shareefa, M. (2021). Using differentiated instruction in multigrade classes: a case of a small

school, Asia Pacific Journal Of Education, 41:1, 167-181,
DOI:10.1080/02188791.2020.1749559.https://www.tandfonline.com/doi/abs/
10.1080/02188791.2020.1749559?needAccess=true&journalCode=cape20

Naparan, G.B.,& Alinsug, V.G.(2021).Classroom strategies of multigrade teachers.

https://doi.org/10.1016/j.ssaho.2021.100109

MULTIGRADING CLASSES Application And Teacher's Preparation In Low Enrolment Schools

In
Malaysia,https://www.researchgate.net/publication/342832620_MULTIGRADING_CLASSES_A
pplication_And_Teacher%27s_Preparation_In_Low_Enrolment_Schools_In_Malaysia

HE Daw Aung San Suu Kyi (2016,) National Education Strategic Plan 2016-21 Summary
https://planipolis.iiep.unesco.org/sites/default/files/ressources/myanmar_nesp-
english_summary.pdf

Mohiddin, Mohammad, et al. (2015) “Multigrade Malaysia - [PDF Document].” Fdocuments.in,

https://fdocuments.in/reader/full/multigrade-malaysia

Tieocharoen, W., & Rimkeeratikul, S. (2019). Learning Strategies and Teaching Methods
in Thai and Vietnamese Universities. Arab World English Journal, 10 (3) 99-
112.https://dx.doi.org/10.24093/awej/vol10no3.7
 ACTIVITY 3:
From Visuals to Insights
Directions: From the data sets you data-mined, create visualization by means of any types of
graph/figures suitable for the variable/data then write insights about it.

Teaching Strategies

Brunei Cambodia Indonesia Laos Malaysia

Provides regular Doesn’t separately Teachers prepare Adopt new

education teach two
Teaching classes
Strategies the lesson plan on pedagogy system
monitoring reports. for different the same or which will be cost
Special education programs using a different subjects effective and time
Myanmar for Philippines
learners is Singapore
theme. to theThailand
combined saving.Vietnam
Teacher-
provided. Trends The instructional grade level. They led initiatives in
Improving pre- Collaborative
in and
school Teach
strategy less,chosen
learn Teaching in a
use the jump-jump Focus
supporting learner on
school quality and cooperative
participation. more
by a teacher onis
to focus differentiated
approach. instructional
empowerment.
quality learning using the
basedquality on of
the classroom
Curriculum and delivery
They are using and
kindergarten differentiated education,
number and notof meeting
development and of classroom
Waldorf method,
education to better instructional quantity.
studentsMid-year
and the providing
both learners’
multigrade management
Montessori and
prepare children materials and exams
kinds wereof individual
and needs.
monograde discipline.
method, Kumon
for primary school. integrating removed
techniques from and Assessing student
teaching used the Teachers
method. have
Slow
Redesign the technology in certain
methodsboards used and to readiness
same through
national choices
learnerstoand make in
fast,
basic education teaching and free up time
should mirror the and acurriculum
variety and of order to implement
learners will often
curriculum connecting the space
different in forms
schoolsof means.
textbooks.ReadingOral their daily
receive teaching
insufficient
emphasizing 21st teaching to real- and encouragedand
instructional to and
one tointerpreting
support plans
individualized most
century skills. life situations. meet
active complex
learning clues
MGT is one of about
the efficiently
attention. andAlso, can
Improve Doing daily lesson challenges
and its materials by interests
teaching methods and choose
they are to teach
the 5E the
assessment and log, shifting becoming
should be basedlifelong learning
by using first whole
Inquiry class
learning
examinations to lessons, peer learners.
on the content They preferences.
language of ethnic directly.
model, Supervise flipped
assess students' tutoring and have decried
standards. Developing
children invaried the children
classroomwho are
knowledge. Self- organizing and announcing
To make aranks good ways by which can
classroom to working
approach, individually
instruction and sharing IMs ofplan,students one to explore
support their own the (self-directed
elicitation strategy,
individual teaching showing how discourage
multigrade class ideas,
teaching of their the learning) or working
group discussion,
and questioning, flexible the unhealthy
should be taught understanding
LAO language and in
guided discovery
interaction and teachers are. Also, competition
by one also their skills.
other subjects. groups
and mind mapping (peer
discussion, indigenizing the among
teacherstudents.
for two The Grammar- tutoring)
strategies, or can be
reinforce, group curriculum or the Independent
years. study Translation and teaching
flexibility a group in
teaching are also use of mother and paired, peer Direct methods, directly
pedagogies, and while
acknowledged. tongue. Attending study or small and indirectly
online teaching
INSETs for more group work are Communicative supervising
modality. the
experiences. also knowledge in Language others. The
Collaborative acquiring. Teaching and Grammar-
effort between Approach Collaborative Translation and
parents and classrooms with a Teaching Direct methods,
teachers in highly-scripted approaches are and
Insights:

Based from the given concept map above, it shows that multigrade teachers from
ASEAN countries have their own unique ways of teaching or handling multi-grade. They
are using variety teaching tactics to ensure a successful and to quality teaching and
learning process for each student. Through these teaching strategies, it will help the
teacher to know where the learners learned the best. Also, different kinds of teaching
strategies can become more powerful in learners' competencies. It also shows the
similarities and differences in teaching strategies in ASEAN countries. These strategies
are also dedicated or as a reference to all learners all over the world to develop and
improve their knowledge and learning process, it is either individually or grouply.