Opportunities and Challenges in Multigrade Teaching Using Direct and Indirect Teaching Methods with Zurashi and Watari Approaches in the Philippines: Kagay-Anon Ria Schools Experiences

Abstract

This project study aimed to identify the opportunities and challenges encountered by the Kagay-anon1 teachers’ utilizing direct and indirect teaching methods cultivated in Japan; facilitate the multi-grade teachers’ practices for continuing professional development; and determine the observed patterns of behavior of learners in the teaching and learning process. The participants of this project were purposely selected based on the prioritization matrix. Document analysis, In-depth interview (IDI), and Focus group discussions (FGDs) served as sources of information. Coding and thematic analyses were employed. Findings revealed that teachers have learned new concepts in multi-grade teaching, improved teaching competence, boosted self-esteem, enhanced the structure and organization in lesson planning, understood the dynamics of lesson study, initiated proactive actions for the learners, shared responsibility through student learning facilitator, given technical assistance from superior, and empowered to be resourceful and innovative. However, teachers affirmed that they have encountered challenges in their classroom such as physical set-up, class size, boards, and IMs preparation. Despite the challenges, multi-grade teachers have observed positive changes in the behavior of learners. It is recommended that the identified challenges could be addressed with the help and support of the internal and external stakeholders as well as other existing professional learning communities.