Ester B. Ogena
Felicia I. Yeban
Marilyn U. Balagtas
Zyralie L. Bedural
Benito E. Benoza
Bon Samuel P. Atienza
WEBINAR SERIES
June 2020
FOREWORD
Greetings!
As President of the Philippine Association of Private Schools, Colleges and Universities (PAPSCU), I
am delighted to introduce this e-Toolkit to the private schools in the country. We understand that the
current challenges to the education sector, because of the global COVID-19 pandemic, require
schools to consider alternative modalities for education delivery that would cater to the needs of our
learners. PAPSCU has conceived of preparing its member institutions and other private schools to
the imperative of transitioning to new ways of instructional modes as advised by both the
Department of Education (DepEd) and the Commission of Higher Education (CHED). It has requested
the team headed by Dr. Ester B. Ogena to collaborate with us on a project through online training of
schools as our preparatory strategy for the school year 2020-2021.
The project entitled Education Imperative for the New Normal: Planning for Flexible Learning, which is
funded by the Philippine Education Assistance Committee (PEAC) through its Assistance to
Programs and Initiatives to Reform Education (ASPIRE), will deliver a series of webinars in June 2020
for school heads, decision makers, instructional leaders, and head-teachers across the country and
will make use of this e-toolkit which is being made downloadable at the PEAC and PAPSCU websites.
The e-toolkit serves as a guide for the participants in the PAPSCU-ASPIRE webinars and is intended
to guide the schools in transitioning from face-to-face instruction to options that they will decide on
based on the procedures suggested in the kit.
I wish to acknowledge the authors of this e-toolkit: Dr. Ester B. Ogena, Dr. Felicia I. Yeban, Dr. Marilyn
U. Balagtas, Dr. Zyralie L. Bedural, Mr. Benito M. Benoza and Mr. Bon Samuel P. Atienza for
contributing their talents and collaborative efforts on this important document. Due
acknowledgment is likewise given to PEAC for the support of the project and to SEAMEO-INNOTECH
for packaging the e-Toolkit.
LOURDES ALMEDA-SESE, EdD
President, Philippine Association of Private Schools,
Colleges and Universities (PAPSCU), Inc.
President, Saint Michael’s College of Laguna
i
PREFACE
School year 2020-2021 will always be remembered as historically challenging and different from
other years in the life of the Philippine education system, both for the public and private schools. The
private schools face multifarious tests for their existence but mindful of the need to deliver education
services in performing their missions guided by directions provided by the Department of Education
(DepEd) and the Commission on Higher Education (CHED).
To assist the private schools in the country, the Philippine Association of Private Schools, Colleges
and Universities (PAPSCU) packaged a project entitled Education Imperative for the New Normal:
Planning for Flexible Learning with the support of Philippine Education Assistance Committee
(PEAC) under its Assistance to Programs and Initiatives to Reform Education (ASPIRE). The project
targets to capacitate the private schools through their leaders and decision makers, instructional
leaders and head-teachers to understand what they need to know, what to prepare and what actions
to do in designing a realistic strategic plan for flexible learning for schools.
The Project Team who was tapped to do the webinars for the project thought it best to come-up with
an e-Toolkit to guide the webinar participants in developing their strategic plans. The authors of this
e-Toolkit are all members of the Project Team. The e-toolkit consists of the following important
guides for the schools: scanning the environment (which includes collection and analysis of data from
the school, teachers, students and their parents); technology affordances and requirements; flexible
learning options for schools; assessment mechanisms for flexible learning; and engaging their
stakeholders. The e-Toolkit uses the Google environment for the conduct of surveys and MS Excel
for the worksheets.
We highly appreciate PAPSCU and PEAC for giving the Project Team an opportunity to be of help to
the private schools through the webinars and this e-Toolkit. Likewise, we thank SEAMEO-INNOTECH
for its support in packaging this document.
ESTER B. OGENA, PhD
Team Leader
PAPSCU-ASPIRE Project
ii
TABLE OF CONTENTS
Foreword ........................................................................................................................................... i
Preface ............................................................................................................................................ ii
Contents ......................................................................................................................................... iii
List of Tables ................................................................................................................................... vi
List of Figures .................................................................................................................................. vi
List of Annexes ................................................................................................................................ vi
Definition of Terms ......................................................................................................................... vii
List of Abbreviations .......................................................................................................................... x
Introduction ...................................................................................................................... 1
The Schools and the Challenge of COVID-19 Pandemic ............................................................... 1
The imperative for learning under the Pandemic ......................................................................... 1
The e-Toolkit and its purpose ....................................................................................................... 1
Scanning the Environment ................................................................................................. 2
What to Know .............................................................................................................................. 2
What steps are needed .............................................................................................................. 2
Step 1. Downloading, opening and saving survey data .......................................................... 2
Step 2. Deriving data on essential indicators for flexible learning options .............................. 7
Step 3. Interpreting and analyzing data for flexible learning option decisions16 ..................... 9
What to Do .................................................................................................................................. 18
Flexible Learning ............................................................................................................ 19
What to Know ............................................................................................................................ 19
Flexible Learning Options ....................................................................................................... 19
Curricular Approaches ........................................................................................................... 20
Lessons from the Early Adopters ........................................................................................... 21
What to Do ................................................................................................................................. 23
Transitioning to Remote Learning ......................................................................................... 23
Proposed Structure of the Virtual Lesson .............................................................................. 27
iii
Educational Technology Affordances................................................................................. 30
What to Know ............................................................................................................................ 30
A. School ................................................................................................................................ 30
B. Teacher .............................................................................................................................. 37
C. Students ............................................................................................................................. 37
D. Parents ............................................................................................................................. 38
What to Check ............................................................................................................................ 38
A. School ............................................................................................................................... 38
B. Teacher ............................................................................................................................. 40
C. Student .............................................................................................................................. 41
D. Parents .............................................................................................................................. 41
What to prepare ......................................................................................................................... 42
A. School ............................................................................................................................... 42
B. Teacher ............................................................................................................................. 43
C. Student .............................................................................................................................. 43
D. Parent ............................................................................................................................... 43
What to do ................................................................................................................................. 44
A. School ............................................................................................................................... 44
B. Teachers ............................................................................................................................ 44
C. Student .............................................................................................................................. 45
D. Parents .............................................................................................................................. 45
Assessment .................................................................................................................... 46
What to Know ............................................................................................................................ 46
What is assessment of learning? ........................................................................................... 46
Why assess learning? ............................................................................................................ 46
What to target when assessing learning? .............................................................................. 47
What are the guiding principles when assessing learning? .................................................... 47
What are the methods and tools in assessing learning? ........................................................ 49
Who could assess learning? ................................................................................................... 50
How to assess learning in different modalities? ...................................................................... 50
What to Check ............................................................................................................................ 52
What learning targets does your school assess? .................................................................... 52
How are these learning targets being assessed at present? ................................................... 52
What available tools does the school have to assess the learning targets? ............................ 52
iv
What platforms, applications and tools does the school use in assessing student’s learning? 52
What to Prepare/Take Care Of ................................................................................................... 53
How to prepare the school, teachers, parents,
and students to be ready on assessment as it transitions
from face-to-face to online or other modalities? .................................................................... 53
What to Do ................................................................................................................................. 53
What assessment tools need to be prepared
at the beginning, middle and end of the school year?.............................................................. 53
Engaging Stakeholders .................................................................................................... 61
What to Know ............................................................................................................................ 61
What Information Would Be Needed ...................................................................................... 63
What To Analyze ........................................................................................................................ 64
Steps in Stakeholder Analysis ................................................................................................. 64
What To Check ........................................................................................................................... 66
What To Do ................................................................................................................................ 67
Client Touchpoints – Engaging Stakeholders ......................................................................... 67
Different Tools for Different Goals ......................................................................................... 68
The PAPSCU Board .......................................................................................................................... 70
The Authors .................................................................................................................................... 71
v
LIST OF TABLES
Table 1. Coverage of the Four Questionnaires................................................................................... 6
Table 2. Indicators from the school’s questionnaire ...................................................................... 122
Table 3. Flexible learning option categories for teachers ................................................................ 133
Table 4. Students and Parents’ Responses for Possible Learning Options ...................................... 155
Table 5 . Conditional Calculations ................................................................................................. 166
Table 6. Flexible leaning options for students based on students and parents’ data ....................... 177
Table 7. Flexible Learning Options ................................................................................................ 199
Table 8. Suggested Screen Time for Synchronous Activities based on Grade Level ...................... 221
Table 9. Template for Integration of Subject Area Competencies ................................................... 23
Table 10. Classification of Learning Competencies ......................................................................... 24
Table 11. Need to Know Competencies and Topics ......................................................................... 24
Table 12. Topics That May be Fused by Common Color Codes ........................................................ 25
Table 13. Fused Topics That May be Further Grouped According to Delivery Mode ........................ 26
Table 14. Independent or Unique Competencies ............................................................................. 26
Table 15. Framework for Weekly Home Routine Activities .............................................................. 27
Table 16. Weekly Home-Routine Schedule ..................................................................................... 28
Table 17. Budget of Work ................................................................................................................ 28
Table 18. Important Assessment Principles ..................................................................................... 48
Table 19. Methods in Assessing Learning ........................................................................................ 49
Table 20. Targets for Assessment and Assessors’ Credibility........................................................... 50
Table 21. Suggested Techniques in Assessing Learning Targets in Various Instructional Modalities
........................................................................................................................................................ 50
Table 22. Platforms on Online Assessment ..................................................................................... 52
Table 23. Stakeholder Analysis Worksheet ..................................................................................... 66
Table 24. Kinds and Strategies for Delivering Messages to Stakeholders ........................................ 68
LIST OF FIGURES
Figure 1. Steps of YOBSS Model ....................................................................................................... 2
Figure 2. The Survey Respondents, and Sample Online Links to the Questionnaires ........................ 3
Figure 3. Comparison of Curricular Approaches Per Learning Option .............................................. 20
Figure 4. Framework for Rethinking of the Curriculum with Survival Skills...................................... 22
Figure 5. Instructional Transition Process: Migrating F2F Practices to Remote Learning................. 23
Figure 6. Tips for Developing the Remote Learning Activities ......................................................... 29
Figure 7. Sample Operations Structure ........................................................................................... 39
Figure 8. Purposes of Assessment in Learning ................................................................................ 46
Figure 9. Learning Targets of Assessment ...................................................................................... 47
Figure 10. Alignment of Assessment with Curriculum and Instruction in a Flexible Learning
Environment ................................................................................................................................... 48
Figure 11. The Education Stakeholders ......................................................................................... 661
Figure 12. Stakeholder Mapping Tool ............................................................................................. 64
vi
LIST OF ANNEXES
Annex A. Learning Targets and their Modality for Assessment at Present and in the Coming School
Year ................................................................................................................................................ 55
Annex B. Assessment Approaches and their Modality for Assessment in the Coming School Year . 56
Annex C. Scanning Available Assessment Tools in the Learning Environment .................................57
Annex D. Things to Do to Prepare Key Stakeholders for Assessment in Flexible Modalities ............ 58
Annex E. Stakeholder Touchpoints ................................................................................................. 69
vii
DEFINITION OF TERMS
Flexible Learning is anchored on a set of educational philosophies and systems, concerned with
providing learners with increased choice, convenience, and personalization to suit the learner’s needs.
In particular, flexible learning provides learners with choices about where, when, and how learning
occurs. Sometimes, it is also referred to as personalized learning.
Remote Learning is delivered where the student and the educator, or information source are not
physically present in a traditional classroom environment.
Remote – Print refers Modular Distance Learning (MDL) which uses printed modules for distribution
to learners as the main tool to deliver
Remote – Online (Asynchronous) is the use of digital materials for instruction purposes. Such
materials will be distributed to students via the internet or digital storage tools such as USB and the
like. Use of asynchronous activities and digital materials is considered due to limited internet
connectivity
Remote – Online (Synchronous) is optimizing internet connectivity and online tools to deliver
instruction.
Face-to-Face (F2F) learning refers to the traditional mode of conducting classes in the classroom.
Blended Learning is a style of instruction that combines electronic and online media as well as
traditional F2F teaching.
Online Learning encompasses a wide variety of study and learning conducted or facilitated via the
use of the internet. It is also referred to as virtual or digital learning. This is a kind of
learning experience which is enhanced through the use of computers and/or gadgets with
connectivity, both outside and inside the facilities of the educational organization. The instruction
most commonly takes place in an online environment.
Digital learning is any type of learning that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which include blended and virtual learning.
Modular instruction is defined as the training of learners which is done either partly or entirely based
on modules.
Learning Competencies refer to the capability to apply or use a set of related knowledge, skills, and
abilities required to successfully perform a set of learning tasks. They also provide basis for the level
of knowledge and abilities for assessing competency attainment.
Assessment of learning refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or educational
needs of students.
Stakeholders are people, organizations or parties that have an interest in the school and can either
affect or be affected by its education programs. They can be both internal or external stakeholders
of the school.
viii
Gadget/Device is an electronic piece of equipment with practical use designed to serve a special
purpose or perform a special function. Examples are smart cell phones and tablets that have
internet capabilities.
Internet is an electronic communications network that connects computers and organizational
computer facilities around the world. Internet connectivity refers to the ability to connect or
communicate from one computer with another or computer system.
Uniform Resource Locator (URL) is a network identification which is used to specify addresses on
the World Wide Web.
Wifi stands for Wireless Fidelity. It is the name of a popular wireless networking technology that
provides users with wireless high-speed Internet and network connections
Digital platform refers to the environment in which a piece of software is executed. It also refers the
wider environment which refer to applications, tools, and programs.
Learning Management System (LMS) is a software application for the administration,
documentation, tracking, reporting, automation and delivery of educational courses, training
programs, or learning and development programs.
Bandwidth refers to measurement of the amount of information that can be sent between
computers.
Megabites per second (Mbps) which refers to units of data transfer speed.
Megabyte (MB) is a measure of storage capacity on a computer.
Gigabytes (GB) is a unit of measure to quantify computer memory or storage capacity.
Universal Serial Bus (USB), is a standard type of connection for many different kinds of devices.
Template is a pattern or model for doing similar things.
Technological Pedagogical Content Knowledge (TPACK) Model is a framework to understand and
describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a
technology-enhanced learning environment.
Substitution, Augmentation, Modification, and Redefinition (SAMR) Model is a framework
created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology
integration.
ix
LIST OF ABBREVIATIONS
PAPSCU – Philippine Association of Private Schools, Colleges and Universities
PEAC - Philippine Education Assistance Committee
ASPIRE - Assistance to Programs and Initiatives to Reform Education
F2F – Face to Face
App – Computer application
URL - Uniform Resource Locator
Wifi - Wireless Fidelity
MDL -Modular Distance Learning
LMS - Learning Management System
Mbps - megabites per second
MB - Megabyte
GB - Gigabytes
USB – Universal Serial Bus
OS – Operating System
TPACK - Technological Pedagogical Content Knowledge
SAMR - Substitution, Augmentation, Modification, and Redefinition
YOBBS - Yeban Ogena Bedural Scanning System
2
INTRODUCTION
THE SCHOOLS AND THE CHALLENGE OF COVID-19 PANDEMIC
The effect of COVID-19 to various sectors around the world cannot be overemphasized. In the
Philippines, not only the government and economic sectors are working hard to find solutions to the
problems that are projected to have long term effects, but likewise the education sector that has
experienced unequalled disruptions at modern time to schooling at all levels. The repeated reports
on the absence of the needed vaccine as a cure to halt the pandemic with still unknown period for
clinical testing of candidate research related solutions echo loudly to the public. Mindful of the health
implications and the indispensable need to support students to learn, schools nonetheless are called
into action.
But schooling will never be the same again. Schooling has always been done through face-to-face
delivery mode, sometimes in tandem with online learning, for some who can afford the technology,
connectivity and knowledge requirements. Considering that the conduct of classes in schools pose
great risks to students under the current condition, it is understandable that parents are heavily
worried with schooling as earlier defined and schools need to offer them feasible options for
instructional delivery.
THE IMPERATIVE FOR LEARNING UNDER THE PANDEMIC
Both the Department of Education (DepEd) and the Commission on Higher Education (CHED)
recognize the need to provide undisrupted opportunities for learning to students despite the COVID19 pandemic and have correspondingly made statements on the need for flexible/alternative delivery
mechanisms for implementing their programs. DepEd recently unveiled its Most Essential Learning
Competencies (MELC) as a guide for schools in developing their respective Learning Continuality
Plans (LCPs). The universities are likewise doing their corresponding planning activities to respond to
CHED’s call for flexible learning strategies.
THE E-TOOLKIT AND ITS PURPOSE
This e-toolkit intends to guide the schools in preparing their educational plans and strategies for
laying out their programs for the coming school year 2020-2021 with data-based information from
the school, teachers, students and their parents. It provides for suggestions on the following
important elements for school planning:
1. scanning the environment – which includes data collection and analysis
2. educational technology affordances
3. flexible learning options
4. assessment
5. stakeholder engagement
Schools that will transition from face-to-face instruction to flexible learning are expected to be
helped by this toolkit through the basic information provided on the five important elements. In each
of these elements for school planning, the toolkit provides answers to questions on what to know,
what to check and what to do, among others.
1
SCANNING THE ENVIRONMENT
The work on scanning requires going through the process of doing three separate surveys to intended
respondents to generate information from the levels of school, teachers, students and their parents.
The analysis of data from these groups of respondents would provide a good estimate and confidence
level for schools in determining the most appropriate flexible learning options for their education
delivery programs.
WHAT TO KNOW
The scanning process being presented in this toolkit provides for an easy-to-follow and practical
procedure for schools to do in three steps. The Yeban Ogena Bedural Scanning System (YOBSS) serves
as the framework for discussing the process and analysis of data using existing productivity tools.
WHAT STEPS ARE NEEDED
The YOBSS model covers steps 1 to 3 as shown on Figure 1 below.
Figure 1. Steps of YOBSS Model
Step 1. This step requires the conduct of online survey of schools, teachers and students with
their parents using the following instruments represented by A, B and C. Three independent data
collection activities will be done – one set each for the school (A), the teachers (B) and the students
with their parents (C). Questions for parents are included in the student questionnaire. Thus, it is
expected that there are four respondent groups in the survey (as shown by the four blue boxes in
Figure 2).
The links in Figure 2 for A, B, and C point directly to the google forms for each questionnaire. When
clicked, you will be prompted to sign into your Gmail account to make a copy of each form. (A Gmail
account is preferred since the survey forms were created using the google environment). Once you
sign in, the forms will be stored automatically in your google drive, which makes you (as
representative of the school) as the owner of the survey.
For each of the questionnaires (A, B, and C), a google link is provided to secure the responses of the
said respondents. The sample links as indicated in Figure 2 can be modified to specify their locations
in the host school.
2
Figure 2. The Survey Respondents, and Sample Online Links to the Questionnaires
The sample links in Figure 2 for A, B, and C point directly to the google forms for each questionnaire.
When clicked, you will be prompted to sign into your Gmail account to make a copy of each form. (A
Gmail account is preferred since the survey forms were created using the google environment). Once
you sign in, the forms will be stored automatically in your google drive, which makes you (as
representative of the school) as the owner of the survey.
Use these links for developing your own questionnaires A, B and C:
Questionnaire A: Survey for school
Questionnaire B: Survey for teachers
Questionnaire C: Survey for Students with their parents
3
Once you click on each link you will be asked to sign in and the image below will appear on your
screen:
Click “Make a Copy” (in red) to open the questionnaire. You can also log in to your Google Drive to
check if these questionnaires have already been copied. Once you have obtained a copy of these files,
you become the owner. This means you can already send the questionnaires to the persons who will
respond on behalf of the schools, to the teachers, and to students and their parents. Email
notification is enabled so that the you are alerted once new responses come in.
To send the forms to your intended respondents, click on the “Send” (in red) button found on the
upper right of the form. You can send the form via email, link, or via Facebook or Twitter. If you want
to send using a link, you can shorten the URL by ticking the Shorten URL button. You can now copy
and paste the link and send the form through email or any kind of social media.
4
The coverage of the questionnaires are shown in Table 1. Information on important
elements/indicators for each category of respondents are identified. Items with responses on
“availability”, “capacity”, “reliability” and others that can indicate a range of responses from high,
moderate, low to none are scored 4 to 1, respectively, with 4 as the highest.
It would be ideal that 100% of the intended respondents give their answers to the items in the
questionnaires to capture the true context or situation of the target groups.
The responses will be collected online by the schools. Each school is expected to directly receive the
online responses of its target groups. When the data are received on the specified last day for data
collection, the school should be ready to go to Step 2 of YOBSS.
5
Table 1. Coverage of the Four Questionnaires
School (A)
Teacher (B)
1. Basic Information:
▪ program offerings
2. On Students:
▪ enrollment per
grade level
▪ student
beneficiaries from
government’s
financial
assistance
program
3. On Teachers:
▪ teachers on board
▪ support to faculty
members for
online learning
4. On Technology
▪ LMS used in
school
▪ reliability of
internet
connectivity
5. Availability of school
Learning Continuity
Plan
1. Basic Information:
▪ residence of
teachers
▪ highest educational
attainment
▪ grade level handled
for teaching
2. Availability and use of
technologies:
▪ capacities of
devices/gadgets
owned
▪ reliability of
internet service at
home
▪ if internet is not
available at home,
other options for
the teacher go for
connectivity
▪ capability on using
other social media
platforms,
productivity tools,
creative tools, LMS,
e-learning hubs for
teaching
▪ other e-learning
hubs not mentioned
but used by the
teacher
▪ capability on online
applications for
assessment
▪ other online
applications (apps)
used for teaching
and assessment
▪ other suggestions
and concerns
Student with Parent (C)
Student
Parent
1. Basic Information:
▪ Grade Level
▪ Residence
▪ School and school
type
2. Socio-Demographic
factors:
▪ members of the
family
▪ number of family
members in school
▪ family’s combined
income
▪ beneficiary of
government
financial aid
3. Availability and use of
technologies:
▪ capacity of
devices/gadgets
▪ what parents can
provide (if gadgets
are not available
▪ reliability of
internet services at
home
▪ capability on use of
social media
platforms
▪ capability on use of
productivity tools,
creativity tools,
LMS, and e-learning
hubs
4. Others:
▪ where the student
can use internet, if
not available at
home
▪ reason if not using
e-learning hubs
mentioned
▪ experience on
online submission
of assignments
▪ willingness for
alternative learning
modes
1. Extent of support for
the learner
▪ Capability to tutor/
mentor child
▪ priority for
attending online
meetings with
teachers
▪ capability on
following online
schedules at home
▪ willingness to
follow
teacher designed
learning routines at
home
2. Parents’ technology
support
▪ willingness to have
alternative learning
delivery modes
▪ willingness to
provide for
minimum gadget
needs at the start of
school year
▪ amount willing to
spend for online
learning (tuition
and miscellaneous
fees)
3. Learning space at
home
▪ capability for
dedicated learning
space at home
▪ presence of
conducive home
learning
environment
4. Others
▪ view on challenges
and limitations of
online learning at
home
▪ capability of local
unit/ barangay to
support
▪ online learning
other suggestions
and concerns
6
Downloading, opening and saving survey data
Data collected should be downloaded from the Google Form and saved into the Microsoft Excel file
format. The steps to be followed are presented below:
Downloading data
a) To download the survey data, go to the google drive where the google form questionnaire is
stored and open the survey form.
b) Click “Responses” then click on the vertical ellipsis (in red) to show the download button.
c) Click on the download button (in red) to download the survey responses into your computer.
7
Opening data
a) Go to the downloads folder and click on the downloaded file with the .csv file extension.
b) Right click on the file and choose Open with Microsoft Excel.
Saving survey data in Excel format
a) Go to File and select Save As to save the data into a Microsoft Excel format.
b) Save data into your desired file location in your computer.
8
Step 3. Deriving data on essential indicators for flexible learning options
One important purpose of data collection is to survey the school’s context and capacity of students
and teachers in order to determine the appropriate flexible learning options to be adopted and
implemented by schools. The surveys mentioned in Figure 2 are expected to yield data on the school,
teachers and students with their parents which will be used to derive essential indicators that will
inform the decision-making process.
A pilot run of the surveys was done and generated preformatted files with color codes that serve
guide for users of this toolkit. Schools can “copy and paste” their own survey data files into the
preformatted template sheets to generate the identified indictors for the profiles of the school,
teachers and students and their parents. The templates for the pre-formatted forms are given below:
1. Preformatted sheet indicators for schools - https://bit.ly/indicatorsteachers
2. Preformatted sheet indicators for teachers - https://bit.ly/indicatorsteacher
3. Preformatted sheet indictors for students and parents - https://bit.ly/indicatorsstudent
To use the data from the surveys, download the Excel sheet templates. From the survey data, select
the Excel cells that have the responses, including titles and then paste them into the respective
preformatted sheet. Make sure that the number of respondents is correct. The preformatted file may
not have equal number of respondents as yours. Make sure to adjust accordingly (i.e., if preformatted
sheet has more spaces for respondents, make sure to delete the excess rows, but if your data has
more respondents just copy and paste them all in each indicator. These are shown in the screenshot
images below.
In copying the survey data from the saved Microsoft Excel file, we can see your data similar to this.
Then, in pasting the survey data into the preformatted template, the process as shown below will be
done.
9
(Make sure to put the cursor on cell A1, then right click to select Paste Special, then choose values to
paste the values only from your data file but maintaining the formatting of the destination file.)
Since the sheets are preformatted, indicators will be automatically calculated once values from the
data are pasted. These indicators are color coded. The process on how those indicators were derived
are discussed below. The ways to interpret these indicators are discussed in the next section.
Below are examples of how your data should appear with corresponding color codes.
1. Sample preformatted indicators for schools
10
2. Sample preformatted indicators for teachers
3. Sample preformatted indicators for students and teachers
The following section discusses how the indicators for the school, teachers and students and their
parents were derived using the survey data.
11
School data
The survey for schools will generate two indicators that can serve as basis for schools to determine
their readiness for online teaching and learning as well their adequacy of support to faculty members.
Table 2 shows the specific questions from which these indicators are derived.
Table 2. Indicators from the school’s questionnaire
Questions Number
Q11. Reliability of internet connectivity at
school
1 – No internet connectivity at all
2 – Low reliability
3- Moderate reliability
4 – High reliability
Indicators and Categories
Infrastructure readiness to online
teaching and learning
Ready for online learning – if internet
reliability is greater than 2 (moderate to
high reliability)
Not ready for online learning – if internet
reliability is 1 or 2 (no internet or low
reliability)
Q12. School support to faculty members for 4. Faculty support for online teaching and
online learning (i.e., Professional sharing,
learning
Gadget provision, Internet connectivity,
With adequate support to faculty – if average
Online instructional materials support)
of Q12 for all categories is greater than 2
1 – No support at all
2 – Low support
No adequate support to faculty – if average
3- Moderate support
of Q12 for all categories is 1 to 2.
4 – High support
12
Teacher data
For teacher data, there are eight questions that serve as basis for arriving at three flexible learning
options: 1) Remote – print (modular), 2) Remote – online asynchronous only, and 3) Remote – online
both synchronous and asynchronous. The data generated from such questions are transformed into
meaningful categories, which become the basis for arriving at the categories of flexible learning
options (see Table 3).
Table 3. Flexible learning option categories for teachers
Question numbers and
categories
Q9. What devices do you
own that can be used for
online teaching?
Data transformations
Gadget capability
Capable for online teaching – if teacher has either
computer (laptop, desktop, tablet)
Not capable for online teaching – if teacher has
mobile or smart phone only
Q10. How reliable are
your internet services at
home for online learning?
Internet reliability
With reliable internet connection – If internet
reliability level is moderate to high in any of the
mobile phone, DSL/Cable, or Fiber/WiFi
No reliable internet connection – If internet
reliability is low to none in either mobile phone,
DSL/Cable, or Fiber/WiFi
Q12. What is your
capability in using the
following social media
platforms (e.g., FB,
messenger, twitter)?
Capability on using social media
Capable of using social media platforms – if
capability level to use social media is from
moderate to high
Limited capability in using social media platforms
– if capability level to use social media is from
low to none
Q13. What is your
capability in using
productivity tools (e.g.,
Word, Excel PPT,
conference tools,
scheduling tools, notetaking tools, scheduling
tools, instant messaging,
file managers)?
Capability on using productivity tools
Capable of using social creativity tools – if average
of capability level on the given examples of
productivity tools is greater than 2
Limited capability on using creativity tools – if
average of capability level on the given examples
of productivity tools is 2 or lower
Categories of flexible
learning options for
teachers
1. Remote – Print
(Modular) - If teacher
is not capable for
online teaching or
have no reliable
internet connection,
or with only limited
capability in using
social media
platforms
2. Remote – online
asynchronous online
distance teaching
only - If teacher is
capable for online
teaching or with
reliable internet
connection, or
capable of using
social media
platforms
3. Both synchronous
and asynchronous
online distance
teaching – If teacher
is for online distance
teaching and
capable of using any
of the productivity
tools, creativity
tools, LMS,
integrating content
from eLearning hubs
and capable of using
online applications
for assessment
13
Question numbers and
categories
Data transformations
Q14. What is your
capability in using
creativity tools (e.g.
photography tools, video
editing tools, storytelling apps, infographic
maker tools, drawing and
doodle applications)?
Capability on using creativity tools
Q15. What is your
capability in using the
learning management
systems (e.g., Google
classroom, Edmodo,
Blackboard, Schoology,
canvas, Moodle)?
Capability on using LMS
Q16. What is your
capability in integrating
contents from the elearning hubs into your
teaching (e.g. Khan
Academy, Genyo, DepEd
Commons, Coursera,
Udemy, YouTube Crash
Course)?
Capability on integrating contents from elearning hubs
Q18. What is your
capability in using the
online applications for
assessment (e.g., Google
forms, Microsoft forms,
LMS-based quizzes and
assessment, ePortfolio
development sites)?
Capability on using online applications for
assessment
Categories of flexible
learning options for
teachers
Capable of using social creativity tools – if average
of capability level on the given examples of
creativity tools is greater than 2
Limited capability on using creativity tools – if
average of capability level on the given examples
of creativity tools is 2 or lower
Capable of using LMS – if average of capability
level on using LMS is greater than 2
Limited capability on using LMS – if average of
capability level on using LMS is 2 or lower
Capable of integrating content from e-learning
hubs – if average of capability level of integrating
content is greater than 2
Limited capability of integrating content from elearning hubs– if average of capability level on
integrating content is 2 or lower
Capable of using online applications for
assessment – if average of capability level of
using online applications for assessment is
greater than 2
Limited capability on using online applications for
assessment– if average of capability level on
using online applications for assessment is 2 or
lower
14
Students and parents’ data
Based on the students and parents’ data, three can be identified as basis for decision-making on the
type of flexible learning delivery for each student. The indicators that can be derived are gadget
reliability, internet connectivity and students’ risk of dropping out. Thus, the survey asks questions on
the availability and capability of devices among teachers and students, as well as the availability and
reliability of their internet connection. In addition, the survey also targets to determine the student’s
risk of dropping out based on some indicators from the questions answered by the parents in the
students and parents’ questionnaire. Table 4 shows the corresponding questions asked of students
and their parents and teachers which provide measures for the said indicators.
Table 4. Students and Parents’ Responses for Possible Learning Options
Indicators
Question number and categories
Measurement levels
Gadget reliability
Q14. What is the availability and
capability of the following
devices/gadgets at home?
• Desktop computer
• Laptop computer
• Tablet computer
• Smartphones
1 – Gadget/Device not
available
2 – Low capability
3 – Moderate capability
4 – High Capability
Internet
connectivity
Q16. What is the level of reliability of
your internet service?
• Mobile data
• DSL/cable internet
• Fiber/Wireless internet (Wifi)
1 – No internet connectivity at
all
2 – Low reliability
3 – Moderate reliability
4 – High reliability
Q28. How capable are you to
tutor/mentor your child during remote
learning sessions?
1 – Not capable at all
2 – Low capability
3 – Moderate capability
4 – High capability
Q35. What is the capability of your child
to follow online class schedules at home?
1 – Not capable at all
2 – Low capability
3 – Moderate capability
4 – High capability
Q36. What is your willingness to adhere
to learning routines
1 – Not willing at all
2 – Low willingness
3 – Moderate willingness
4 – High willingness
Students’ risk of
dropping out
15
The indicators’ measurement levels are used to create the categories through conditional
calculations. Table 5 shows how these values were calculated with their corresponding categories.
Table 5 . Conditional Calculations
Indicators
Categories of
indicators
Conditions for calculation
7.
6.
5.
Gadget availability and
reliability
8.
With reliable gadget
for online learning
If any of the gadgets (i.e., desktop computer, laptop
computer, tablet computes, smartphones) is
available, the student is considered to have reliable
gadget for online learning
No reliable gadget for 9.
online learning
If student does not have any of the gadgets
mentioned
11. With minimum
12. If student has moderate or high connectivity either
connectivity for online
mobile data, DSL/Cable internet, Fiber/WiFi
education
10. Internet connectivity
13. Online education not 14. If student has low or no connectivity in any of the
feasible
following: mobile data, DSL/Cable internet,
Fiber/WiFi
15. Students’ risk of
dropping out
16. Low risk
17. If average of Q28, Q35 and Q36 is = or >3
18. Medium risk
19. If average of Q28, Q35 and Q36 is =2 but <3
20. High risk
21. If average of Q28, Q35 and Q36 is = or >3
Step 3. Interpreting and analyzing data for flexible learning option decisions
School data
The two indicators derived for schools, which are readiness for online teaching and learning and the
adequacy of support to faculty members should inform decision makers of schools on the type of
flexible learning options that they can implement. Schools that are capable of online learning and
those with adequate support for faculty may be ready for online distance teaching and learning.
Otherwise, they may consider remote-print or modular delivery of teaching and learning.
Teachers’ data
The indicators derived using the teachers’ data, as shown in Table 3, allow for users of this toolkit to
group or cluster the teacher-respondents in three categories: 1) those who can only do remote – print
or modular; 2) those who can do remote – online but asynchronous online distance teaching only, and 3)
those who can do both synchronous and asynchronous online distance teaching. The color codes will
allow the decision makers to have an easier clustering of teachers based on these indicators by using
the sort and filter function in Excel.
16
Students and parents
Based on the Table 6, students and parents’ data will allow schools to identify the students who can
do remote-online or remote – print or modular, those who meet minimum requirements for synchronous
or asynchronous online education, and the level of risk of students dropping out which should inform
the kind of monitoring that teachers should conduct on their students. Clustering of students based
on these indicators through the color codes can be easily done through the sort and filter function in
Excel.
Table 6. Flexible leaning options for students based on students and parents’ data
Indicators
Categories of
indicators
With reliable gadget
for online learning
Conditions for calculation
If any of the gadgets (i.e.,
desktop computer, laptop
computer, tablet
computes, smartphones) is
available, the student is
considered to have reliable
gadget for online learning
Remote-online
No reliable gadget for
online learning
If student does not have
any of the gadgets
mentioned
Remote – print or modular
Count the number of
students. If numbers are
low, raise the necessary
number of devices by
tapping various
stakeholders to allow them
to move to remote-online.
If numbers are significantly
large, printed materials can
be used.
With minimum
connectivity for online
education
If student has moderate or
high connectivity either
mobile data, DSL/Cable
internet, Fiber/WiFi
Have minimum
requirement for remote
synchronous online
education
Online education not
feasible
If student has low or no
connectivity in any of the
following: mobile data,
DSL/Cable internet,
Fiber/WiFi
Have minimum
requirement for remote
asynchronous online
education
Low risk
If average of Q28, Q35 and
Q36 is = or >3
Less monitoring
Medium risk
If average of Q28, Q35 and
Q36 is =2 but <3
Occasional monitoring
High risk
If average of Q28, Q35 and
Q36 is = or >3
Frequent monitoring
Gadget availability
and reliability
Internet
connectivity
Students’ risk of
dropping out
Flexible learning option
17
WHAT TO DO
Once the schools have the appropriate survey data and transformed these data into corresponding
indicators for their schools, teachers and students with their parents as shown in the YOBSS
processes from Steps 1 to 3, they can have data-driven decision-making on which flexible learning
options to adopt in their schools. The next section of this toolkit discusses the various flexible learning
options, their advantages and disadvantages.
Another layer in the decision-making process, after the surveys have been analyzed are some
questions that schools may need to answer. These are:
1. Are the numbers significant to constitute a class of students for a specific flexible learning
option? Or should a specific option be adopted for the whole school?
2. What are the costs and benefits for adopting a particular flexible learning option? For example,
if online learning is chosen, what are the costs of faculty training, gadget provisions to faculty
or students? If modular learning has been identified, what are the costs of printing the materials
and the shipping to students’ homes and retrieval so teachers can assess students’ work?
18
FLEXIBLE LEARNING
Having examined the information on the school, teachers, students and their parents, the next step
is to plan for alternative strategies for education delivery. In doing this, the schools need to be aware
of and make a decision on various available options.
WHAT TO KNOW
Flexible Learning Options
The Department of Education has identified flexible learning options available to parents to choose
from.
a) Face-to-Face (F2F) refers to the traditional mode of conducting classes in the classroom.
Limited F2F may likewise be implemented. This may be made available to low risk areas.
However, strict health protocols have to be strictly followed.
b) Remote – Print refers Modular Distance Learning (MDL) which uses printed modules for
distribution to learners as the main tool to deliver;
c) Remote – Online (Asynchronous) is the use of digital materials for instruction purposes. Such
materials will be distributed to students via the internet or digital storage tools such as USB
and the like. Use of asynchronous activities and digital materials is considered due to limited
internet connectivity; and
d) Remote – Online (Synchronous) is optimizing internet connectivity and online tools to
deliver instruction.
The choice of option will depend on the result of environmental scanning by the schools. Once the
school has gathered and analyzed the data on digital capability of teachers and students as well as
the support that can be provided by the parents/guardians and the community, the instructional
leaders are now ready to determine the options available to the school given the limitations and
affordances shown in the data. Table 7 below shows the flexible learning options that are available
and their advantages and disadvantages.
Table 7. Flexible Learning Options
Options
Advantages
Disadvantages
Face-to-Face
Everyone’s comfort zone
Risky without vaccine
Default system
Added cost for social distancing
requirements
Remote – Online
(Synchronous)
Preponderance of online resources
Issues with digital divide
Technology-aided
Filipino learners are not self-directed
Remote – Online
(Asynchronous)
Self-paced
Issue with digital divide
Technology-aided though limited
Filipino learners are not self-directed
Remote – Print
Self-paced
Not as interactive
Can reach the unreached
Dependent on a distribution system
All of the above
All of the above
Inclusive
Cumbersome
Blended
19
The best option or a combination of options (blended) for the individual teacher and learner is
determined by the environmental scanning system discussed in the previous section. The risk of
being left behind is likewise determined which would necessitate the adoption of certain measures
to mitigate the risks.
Curricular Approaches
There is a growing misconception that the emergency response to the disruptions created by the
pandemic is best driven by the educational technologies available for use for uninterrupted learning.
It can be argued that an appropriate approach to the curriculum remains the most critical in the
success of whatever option is selected.
In the time of the pandemic, it is argued that the pre-COVID19 curriculum cannot be automatically
migrated to any of the options other than the face-to-face delivery. Mastery of the competencies
cannot retain its primacy. The pandemic has surfaced the fundamental issue of the pre-COVID19
system which is its inability to develop self-managed learners who inevitably would be needed to
thrive in the new normal. The relocation of the place of learning from the classroom to the homes of
learners combined with the imperative to develop new ways of doing things as survival response to
the pandemic make the day-to-day activities at home as the critical spaces where the competencies
may be embedded. Figure below shows how the curriculum is approached per delivery option.
Figure 3. Comparison of Curricular Approaches Per Learning Option
20
Lessons from the Early Adopters
There are schools, both local and abroad, that have implemented remote learning. There are lessons
that can be learned from their experiences such as:
a) Teachers tend to over compensate. Teachers tend to give students too much materials to
cover to offset their “absence” in the students’ learning space which is the home. This has
unnecessarily overwhelmed both the students and their parents.
b) F2F Curriculum cannot be automatically migrated to remote learning. The continued
relevance of the curriculum has been questioned both by parents and learners. Workbooks
and worksheets have discouraged learners’ creativity to explore more interesting issues or
problems that they actually experience in the time of the pandemic.
c) On-screen time should be limited. Online education does not mean being on-screen all the
time. The American Pediatric Association (APA) recommended screen time for different
group age inclusive of different media such as television, computer, and other gadgets. The
Australian Department of Health has likewise set maximum screen time for children ages 517 to two (2) hours a day. These guidelines may be used to determine the maximum screen
time for the American Pediatric Association (APA) recommended screen time for different
age groups inclusive of different media such as television, computer, and other gadgets. The
Australian Department of Health has likewise set maximum screen time for children ages 517 to two (2) hours a day. These guidelines may be used to determine the maximum screen
time for synchronous activities which have to be limited depending on the grade level as
suggested in the Table 8.
Table 8. Suggested Screen Time for Synchronous Activities based on Grade Level
Grade Level
Minimum/Day
Maximum/Day
Early grades (Pre-K-Grade 3)
30 minutes
45 minutes
Grades 4-6
45 minutes
1 hour
Grades 7-10
1 hour
1 ½ hours
Grades 11-12
1 hour
2 hours
College Level
2 hours
3 hours
d) Parent involvement is critical. Parents maybe untrained to replace the teachers in facilitating
learning but their involvement is critical for remote learning to succeed. Support to parents
by way of basic orientation and regular parent-teacher conference must be provided by the
school.
e) Stronger communication and relationship. Teachers, parents, and the students must
regularly communicate. There is a need to build a stronger relationship among these three
actors in the educative process.
21
f)
Team approach to instructional delivery is necessary. Subject area teachers must plan
together the learning tasks of the learners. If grade level teachers do not coordinate what
they plan for their common students, the learner will get overwhelmed by the bulk of work
planned for them. Common themes and competencies may be identified to design a more
integrated learning plan for the students which is more meaningful and holistic.
g) Feedback is key. Teachers’ lack of physical presence in the lives of the students is best
compensated by regular feedback to students of their progress resulting from their
accomplishment of the designed learning intervention.
Figure 2. Framework for Rethinking of the Curriculum with Survival Skills
These lessons from the early adopters point to a rethinking of both the curriculum and the approach
to deliver it via remote learning. Figure 2 provides a framework that can be used by schools in
rethinking the curriculum with emphasis on survival skills. These skills will have to take center stage
in conceptualizing a COVID Survival Curriculum.
22
WHAT TO DO
Transitioning to Remote Learning
There are five (5) steps that schools have to go through to transition to remote learning as shown in
Figure 5.
Figure 5. Instructional Transition Process: Migrating F2F Practices to Remote Learning
The following steps need to be undertaken:
STEP 1: Create a matrix of horizontal integration of subject area competencies chunked weekly.
Use Template A in Table 9.
Table 9. Template for Integration of Subject Area Competencies
1st Grading
Period
SOCIAL STUDIES
MATHEMATICS
SCIENCE
ENGLISH
FILIPINO
MAPEH
VALUES
EDUCATION
TLE
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
STEP 2: Review the curriculum. Select the need to know and nice to know competencies during
the pandemic. Use template B in Table 10.
23
Table 10. Classification of Learning Competencies
1st
SOCIAL STUDIES
MATHEMATICS
SCIENCE
ENGLISH
Grading
Period Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
FILIPINO
MAPEH
TLE
VALUES EDUCATION
1st
Grading
Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know Competencies Need to Know Nice to Know
Period
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
STEP 3: Determine the topics that will deliver the identified need to know competencies. Use
Template C in Table 11.
Table 11. Need to Know Competencies and Topics
1st Grading
SOCIAL STUDIES
Period
TOPIC
VALUES
EDUCATION
TOPIC
MATHEMATICS
TOPIC
SCIENCE
TOPIC
ENGLISH
TOPIC
FILIPINO
TOPIC
MAPEH
TOPIC
TLE
TOPIC
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
24
Once Table 11 is completed, ask yourselves the following guide questions:
1. Are there topics across subject areas that can be fused?
Color code the competencies/topics that may be fused as shown in Table 12.
Table 12. Topics That May be Fused by Common Color Codes
25
2. Are the topics best delivered synchronously? Asynchronously? Project-Based? If there are
fused competencies/topics that can be further clustered, integrated or are related, fill-up
Table 13.
Table 13. Fused Topics That May be Further Grouped According to Delivery Mode
If there are stand-alone, independent competencies/topics or those that cannot be fused
with any other subject area, fill-up Table 14.
Table 14. Independent or Unique Competencies
26
STEP 4: Design a desired weekly home-routine activity. Use this to identify how the topics are best
delivered.
Table 15 provides for a framework on the proposed weekly home routine activities. This can be used
to guide the teachers in designing the learning intervention that will deliver the competencies by
embedding the learning tasks seamlessly into each of the routine activities. A framework of activities
for Grades K-3, 4-6, Junior and Senior High Schools may be correspondingly developed by the schools.
Table 15. Framework for Weekly Home Routine Activities
TIME
HOME ROUTINE ACTIVITIES
6:00 AM
Personal Management Time
7:00 AM
8:00 AM
Exercise and Well-Being Time
9:00 AM
On-Screen Time (Formal Lesson to Start Class)
10:00 AM
Life-Hacks/Life skills/DIY Time (off-screen)
11:00 AM
12:00 PM
Lunch
1:00 PM
Reading and Nap Time
2:00 PM
3:00 PM
On-Screen Time (Assessment to Formally End Class)
4:00 PM
Family Time
5:00 PM
Creativity/Productivity Time
6:00 PM
Personal Management Time
7:00 PM
Dinner
8:00 PM
Study Time
9:00 PM
Reading Time and Bed Time
STEP 5: Embed learning tasks in the weekly home-routine activities that will achieve the
competencies. Use Template D in Table 16.
For the on-screen time, this can be used as formal virtual lesson which can be used by the subject best
delivered off-screen or through practice and hands-on experience. The last on-screen time of the day
is used for assessment and monitoring by the teacher.
27
Table 16. Weekly Home-Routine Schedule
WEEKLY SCHEDULE
LEARNING TASKS/ACTIVITIES
TIME
6:00 AM
HOME ROUTINE ACTIVITIES
TOPIC/ CONTENT
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Personal Management Time
7:00 AM
8:00 AM
Exercise and Well-Being Time
9:00 AM
On-Screen Time (Formal Lesson
to Start Class)
10:00 AM
11:00 AM
Life-Hacks/ Lifeskils/ DIY Time
(off-screen)
12:00 PM
Lunch
1:00 PM
Reading and Nap Time
2:00 PM
3:00 PM
On-Screen Time (Assessment to
formally end Class)
4:00 PM
Family Time
5:00 PM
Creativity/ Productivity Time
6:00 PM
Personal Management Time
7:00 PM
Dinner
8:00 PM
Study Time
9:00 PM
Reading and Bed Time
By way of summary, the Budget of Work will look like Table 17.
Table 17. Budget of Work
Grade Level ____
Week No. ___
WEEKLY SCHEDULE
COMPETENCIES Needed for Survival
TIME
SOCIAL STUDIES
VALUES
MATHEMATICS
EDUCATION
SCIENCE
ENGLISH
LEARNING TASKS/ACTIVITIES
FILIPINO
MAPEH
TLE
6:00 AM
7:00 AM
8:00 AM
TOPIC/ CONTENT HOME ROUTINE ACTIVITIES
MONDAY
TUESDAY WEDNESDAY THURSDAY
FRIDAY
Personal Management Time
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
Exercise and Well-Being Time
On-Screen Time (Formal Lesson
to Start Class)
Life-Hacks/ Lifeskils/ DIY Time
(off-screen)
Lunch
Reading and Nap Time
On-Screen Time (Assessment to
formally end Class)
Family Time
Creativity/ Productivity Time
Personal Management Time
Dinner
Study Time
Reading and Bed Time
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
9:00 PM
Proposed Structure of the Virtual Lesson
The virtual lesson will consist of the following activities:
1. Preliminaries
1.1. Prayer
1.2. National Anthem
1.3. Exercise
28
2. Lesson Proper
2.1. Hook - Drill/ Game / Activity
2.2. Teacher Input
2.3. Show and Tell
2.4. Deepening
2.5. Recap
3. Feedback/Assessment (2nd On-screen time)
In summary, Figure gives the following tips in crafting the remote learning activities.
Figure 6. Tips for Developing the Remote Learning Activities
References
https://www.intel.com/content/www/us/en/education/right-device/screen-time-and-learning-brief.html
https://pediatrics.aappublications.org/content/pediatrics/138/5/e20162591.full.pdf
29
EDUCATIONAL TECHNOLOGY AFFORDANCES
Information on available educational technology resources in the school together with the data
gathered from the surveys of teachers, students and their parents are valuable inputs for discussion
in this section.
WHAT TO KNOW
A. School
1. Owned devices by teachers and students (or parents)
Schools venturing into the distance learning paradigm primarily need a device which can bridge
the gap in communication. These devices, regardless of type, function to make communication
possible despite the varying distance between the teacher and all the students.
1.1. Types of device
available
Mobile phones, laptops, desktops, tablets
1.2. Lowest level of
device available to
community
There is a need to determine the lowest possible owned device model in
order to measure how many teachers and students can be
accommodated. It can also be seen as gauging what portion of the school
community cannot meet the average model of devices required to satisfy
certain functions like video chat/conferencing. This will then serve as a
guide for the school to create program extensions where the distance
learning program can be more inclusive.
1.3. Availability
during designated
class hours
While many households and many individuals possess a mobile phone at
the very least, the personal device may or may not be able to provide the
function required to engage distance learning. It is possible that the
mobile phone may be too small for document processing, or the tablet is
already slow and nearly outdated, rendering it insufficient for daily
activities.
In this case, devices—whether personally owned or not—which can be
used for class time should be determined of its availability during
designated class hours. Devices cannot only be available to download
modules or worksheet sent by teachers. Devices should be available to
the learner during class hours.
30
2. Platforms or learning management systems which can be used to transfer content from teacher
to student and vice versa.
The second most important thing to consider is the platform to be used. In very specific instances,
this is the learning management system. Platforms refer not just to the software installed in a
device but also to the wider environment which refer to applications, tools, and programs. One
platform may have applications and tools which can co-exist with the user interface of a specific
tablet and software, but native applications to that software will prove to be more complimentary
than ones not native to it.
The learning management system allows for the teachers to manage the content uploaded
digitally and for the students to engage the content. This also needs to be determined because
this allows for better management.
There are two basic considerations when choosing a learning management system:
2.1. Free LMS
Free learning management systems like Google classrooms or Edmodo
allow the teacher to upload, download, and manage the content. The
teacher can also manage the class by monitoring submissions and assigning
tasks. The security on this type of LMS makes use of passwords and codes
available only to the users. This kind of LMS is recommended to schools
that are looking for a platform to manage the content and the class without
seeing the need to configure the device’s functions.
2.2. Paid LMS
Paid learning management systems function similarly to the examples
mentioned above. The main difference is on the security because this type
of LMS allows the school to configure the device
according their preference and policies (i.e. not allowing game installation
or hiding the browser at a certain time of the day). Once configured, the
device can be safely but securely monitored by school in a remote manner
providing more security to the devices of the students. This LMS is
recommended to schools that would like to reconfigure the devices more
precisely based on their policies.
31
3. Internet speed needed to conduct daily lessons
3.1. Bandwidth
required to
download files
and images
The school should be informed of the bandwidth required to download the
file size they project will be engaged with a lot during the program.
3.2. Minimum
required
bandwidth to
send and
receive online
messages (in
chosen app)
The school should know in exact figures the requirements to send and
receive online messages. This will allow them to calculate the capacity of
the community’s basic internet access in accommodate the aspect of
communication in their program.
For the other requirements, consider the following tables:
a. Instructional Materials
Items and its estimated file
size
Minimum Speed & Time it
takes
to upload file
Min. Speed & Time it takes
to download file
Text only documents (1015 pages) 1MB
.5Mbps - 16 seconds
.5Mbps - 16 seconds
Text with images (10-15
pages) 1-3MB
.5Mbps - 16 seconds
.5Mbps - 16 seconds
Text with videos (10-15
pages) 5-10MB
.5Mbps - 83 seconds to
2 minutes
.5Mbps - 83 seconds to 2
minutes
Videos (3-5 minutes) 20MB
.5Mbps - 16 seconds
.5Mbps - 16 seconds
Audio clip (3-5 minutes)
5MB
.5Mbps - 83 seconds
.5Mbps - 83 seconds
Slide presentation (50
slides) 1-3MB
.5Mbps - 16 seconds
.5Mbps - 16 seconds
Note: It is very uncommon for Internet Providers to recommend .5Mbps as Standard. Most Home
base internet connections have speeds that range from 3Mbps - 10Mbps.
Upload speed of larger file sizes may be different from the download speed. Most Internet
connections are asymmetric, which means, download speed may be faster than upload speed
because they’re designed to provide much better speed for downloading than uploading.
32
b. Communication
Items
Per Person
10 - 30 pax
30 - 40 pax
40 - 50 pax
Sending and receiving
emails (considering
emails with large
attachments)
.5 - 3Mbps
3 - 5 Mbps
5 - 10 Mbps
10 - 20Mbps
Using chat apps
(per message sent and
received)
.5 - 3Mbps
3 - 5 Mbps
5 - 10 Mbps
5 - 10 Mbps
Minimum:
.600kbps
Recommended:
1.5Mbps
5 - 10 Mbps
5 - 10 Mbps
20 Mbps - 25
Mbps
Video Conference Call
(1 hour)
c. Basic Usage
Items
Per Person
10-30
30-40
40-50
50-60
Browsing
Minimum:
.5Mbps
10-15 Mbps
15 Mbps 25Mbps
50Mbps Above 50Mbps Above
Audio
streaming
For Standard
Definition:1.5
Mbps
15-20 Mbps
20 Mbps 30Mbps
50Mbps Above 50Mbps Above
Video
streaming
For Standard
20-30 Mbps
Definition: 1.5 3Mbps
30Mbps 50Mbps
50Mbps Above 50Mbps Above
d. Learning Management System (School)
Items
50-60 pax
60-70
70-80
80-90
90-100
Basic without
profile
management
25Mbps
25-50Mbps
50-100Mbps
100Mbps
above
100Mbps
above
Basic with
profile
management
25Mbps
25-50Mbps
50-100Mbps
100Mbps
Above
100Mbps
above
Note: Internet speed requirement depends on activity. Internet speeds are greatly needed when
devices are in preparation for school use (e.g. download/update of iOS and apps, registration to MDM,
file sharing)
33
Some additional points to consider:
Download Speed Matters
when:
• Watching an online video
(example: Youtube)
• Streaming music services
• Reading online articles
What can you do with 3Mbps of
internet connection?
Upload Speed Matters
when:
Considering that you have the connection for
yourself and this is what you have at home
(can be done all at the same time)
• Having a video conference
• Sending emails with large
documents
• Uploading videos to online
services like google drive/iCloud
drive etc.
• Email
• Basic apps for communication
(Viber, WeChat etc)
• Browse the web
• Audio Streaming at Standard
Quality
• Watch Videos at 480p (or
lower) resolution
• Upload files at a reasonable
speed
• Video Conference with good
quality
e. File Sizes and their Average download time (Seconds = S, Hours = H, Minutes = M)
File Size
.5Mbps
3Mbps
6Mbps
10Mbps
18Mbps
25Mbps
50Mbps
1MB
16 s
2s
1s
<1s
<1s
<1s
<1s
3MB
50 s
8s
4s
2s
1.5 s
1s
<1s
5MB
83 s
13 s
6s
4s
2s
1.5 s
<1s
20MB
5.5 m
55 s
27 s
16 s
9s
6.5 s
3s
1GB
4.5 h
47 m
24 m
14 m
8m
5m
2.5 m
2GB
9h
95 m
48 m
28 m
15 m
11 m
5m
12GB
53 h
9h
4.5 h
3h
1.5 h
1h
34 m
34
f. Teacher/Student Requirement Perspective
Instructional Materials
Communication
Browsing
Items
Text only
documents
Text with
images
Text with
videos
Videos
Audio clip
Slide
present
ation
Email
Chat
Apps
Video
Conference
Browsing
.5Mbps
Achievable
Achievable
Achievable
Achievable
Achievable
Achievable
Achievable
Achievable
Standard
quality
At standard
loading
time
Low standard
quality
Low standard
quality
At
reasonable
loading
time
Standard better
quality
Standard better
quality
Audio
Video
streaming streaming
3Mbps
At best
At best
At best
At best
At best
At best
achievable
At best
Standard better
quality
6Mbps
At best
At best
At best
At best
At best
At best
At best
At best
At Good
quality
At Good
loading
time
At Good
quality
At Good
quality
10Mbps
At best
At best
At best
At best
At best
At best
At best
At best
At Best
Quality
At best
Loading
time
At Best
Quality
At Best
Quality
18Mbps
At best
At best
At best
At best
At best
At best
At best
At best
At Best
Quality
At best
Loading
time
At Best
Quality
At Best
Quality
Achievable - task can be done at standard speed
At best - task can be done with great upload/download speed
35
g. Parent Requirement Perspective
Number of Children
1-2 Children
Standard bandwidth requirement for daily
school activities
3mbps
3-4 Children
3mbps - above
5-6 Children
5mbps - above
7-8 Children
10mbps above
9-10 Children
15mbps - above
Here are some activities that students in other schools do:
•
•
•
•
•
Online class through video conference
Video streaming (example: YouTube) for studying
Use of Learning Management Systems (LMS)
Upload and download of materials (example: word and power point documents,
video and audio files)
Online Examinations
4. Communication tools to be used by both teachers and students
Accessibility
The communications tools to be used should be easily downloadable and accessible to everyone in
the community. If the chosen communication tool is functional but would require a device with
higher specification that the community cannot accommodate, then another tool needs to be
chosen.
5. How to troubleshoot a system
5.1. How to
accommodate technical
concerns of teacher and
students
This pertains to the structure and nature of responding to the technical concerns of
teachers and students. It is highly probable that nearly all students experience
glitches on a daily basis, but the school may not be able to fully address these
individually.
5.2. Structure and scope
of technical support
A predetermined structure must be in place to know how the school will respond to
technical concerns of both its teachers and students.
5.3. Possible problem
scenarios (for
contingency)
Knowing the possible flaws of the device or the platform will allow the school to
prepare its technical support team well ahead.
36
B. Teacher
1. Interface of platform
or learning
management system
The teacher needs to fully know how to navigate and use the platform or
learning management system adopted for instructional use. Mastery or near
mastery of the platform lessens possible challenges especially during
synchronous sessions.
2. Core features of
identified
device/applications
Knowing the core features provides opportunities to maximize the
device/applications for instructional use.
3. Available free
applications which
can be used for
instruction or
enhancement of
materials
There are free applications, or free versions of applications, available which
can be used to enhance instructional materials or synchronous activities.
4. Integration models
(SAMR, TPACK)
Integration models inform the approach of the teachers for both the
synchronous and asynchronous parts of a lesson, particularly with how to
utilize technology in managing and delivering lessons.
5. Conduct of
Assessment
Formative and Summative Assessment - Applications used in synchronous
and asynchronous activities allow for these types of assessment to still be
possible even in online distance learning. Document processing and
presentation applications are some applications that can be used. Other
applications which simulate, substitute, or enhance the functions of the tools
used in the classroom should be explored (Google forms for written exams,
camera for recording videos, education apps for specific subjects or skills).
6. Free and accessible
online learning
resources
There are many free online learning resources created by classroom teachers
or educational groups. These learning resources offer insights and
techniques which can be used by the teachers.
7. Ensuring security in
the platform to
protect class/students
Access to the learning management system or online platform should be
strictly monitored by the teacher. The teacher should take note of the
password and regularly change it, if possible.
C. Students
1. Interface of platform or
learning management
system
Knowing how the platform/learning management systems works lessens the
extraneous load for the student in distance learning.
2. Core features required to
accomplish daily tasks
(documents, activities)
The student should also be trained, ideally ahead of the beginning of classes, of
the core features which are required to accomplish their tasks like document
processing application features to make it easier, for example, for them to
produce documents.
3. Function of free and
accessible application (if
required by the teacher)
If there are any applications required by the teacher to accomplish tasks or
outputs, the students should be first trained on how to use them.
4. How to communicate
with teacher for
additional academic
support
There should be a way for the student to reach out to the teacher should support
be needed. Ideally, this should be within the learning management system or the
communication tool used, but in instances when these are not possible, students
may be allowed to contact their teacher through basic chat applications. This way
should be known by the student.
37
D. Parents
1. Interface of platform or
learning management
system
The household as student support
2. Schedule of synchronous
sessions, deadlines for
submissions, how to
monitor student
accomplishment/submissi
on
The parents should be fully aware of the policies and instructions in order to
reinforce them at home while the teacher does it from the classroom end.
3. How to communicate with
teacher for concerns
Similar to the student, the parent should be provided of means to communicate
to the teacher for all concerns relevant to the program. The parent should be
made aware of these ways.
The parents should know also know how to use the platform in order to aid their
child should assistance be required. It is only the parents who can act as the
student support at home because the assumption will be that the sibling of the
student are also attending to their own classes in the function of students.
WHAT TO CHECK
A. School
1. Policies
1.1. Existing (what
already covers
distance learning)
1.2 Need to be
developed (to cover
aspects missed by
existing)
1.3 Operations
structure to cover
and implement
policies
The school administration needs to study which of its policies already cover the
distance learning program (i.e. cyber bullying).
Existing policies which do not fully cover in a clear manner new situations presented by
the distance learning program should be developed (i.e. scheduling and attendance
tracking)
The totality of the policies, informed by the newly developed ones, should also follow a
structure of implementation. Key people should be designated and given tasks to ensure
effectiveness of the program.
See sample operations structure in Figure 7.
38
School Administration
Principal
Academic Chairs
Admin Coordinator
Student Affairs Head
Parents Council Head
Figure 7. Sample Operations Structure
2. Ratio of technical support to teacher/student
The number of people to be assigned in managing the technical concerns of teachers and students
needs to be checked in order to determine the capacity of the school to accommodate real-time
concerns and system check and updates.
3. Competency of technical support to maintain and troubleshoot chosen platform or device
3. 1. General skills
The technical support, while knowledgeable in their field of specialization, should be
and knowledge of IT provide enough lead time and resources for them to study thoroughly the more specific
(internet, hardware, features of the device or platform.
software)
3.2. Device/platform The technical support should also be made familiar with troubleshooting skills native to
specific skills and
chosen platform. Required knowledge vary from platform to platform.
knowledge (google,
Apple, Microsoft)
4. Survey of devices available
4.1. Lowest device
that can be
accommodated
(teacher/student end)
The school administration needs to conduct a survey to determine what are the
models and devices available to community, particularly the lowest level of device
present.
4.2. Capacity of
community to
accommodate or to
make compromise
with technological
demands
The school administration also needs to decide what is the lowest level it will
accommodate in terms of allowing its use in the learning participation, and it also has
to determine provisions to accommodate devices it leaves out of its program (i.e.
modular approach, device loan).
39
B. Teacher
1. Skills and competency level of teacher in technology
1.1. Navigation of
device interface
Checking of the competency level will inform the training steps to be taken.
1.2. General
competence in
technological tools
such as documents
and slide presentation
Checking of the competency level will inform the training steps to be taken.
1.3. Basic
troubleshooting skills
The teacher’s troubleshooting skills need to be checked in order to know if it will be
sufficient during implementation.
1.4. Level of learning
in varied device
applications
The capacity of the teacher to learn new applications also needs to be considered.
More support is to be given to teachers with challenges in learning new applications.
2. Availability of resources and tools
The subject teachers need to check how much learning materials are available to them
2.1. Supplementary
learning materials whether on the internet or physical books which can inform their instruction.
for academic
subject
2.2. Core features of
Different subjects can benefit differently from the any device or platform. This needs to
device or platform be checked to know the need for other learning resources and materials support.
that can be used
in subject
2.3. Third-party
Third-party applications are also essential to distance learning when using technology. It
applications that greatly enhances the materials and activity of the teacher in the classes if third-party
can be used in
apps are known and utilized well.
subject
3. Reliability of personal internet access
The school will not be able to provide or cover every internet access of its teachers. It needs to
determine the capacity of the personal internet access of its teachers, or check if everyone has a
personal internet access whether by internet provider or mobile data.
40
C. Student
1. Available device for
school use
The available device for school use should be determined. While a laptop may yield the
same performance in terms of output similar to a tablet, a mobile phone may not be
the same case. Many have smart phones capable of video chat, but these are hardly
sufficient for classroom outputs.
2. Self-assessment on This also needs to be determined because the disparity in the basic skills of the
technology
teacher and students in terms of using certain platforms and applications for
competency
distance learning should not deviate from each other too much. As much as
possible, the basic skills have been acquired by both.
3. Level of learning
autonomy (through
assessment
conducted by
teacher)
There is a considerable amount of time and opportunity in a distance learning
program which relies on learner autonomy. All the students are to be checked
on this matter which can be done even through survey sheets.
4. Available offline
and online
resources for
studying
Additional learning resources availability needs to be determined in order to
add to the teacher’s catalogue of references for students. This also informs the
teacher of the need to create learning resources should there be a lack in
availability.
5. Reliability of
internet access
This functions similarly to the personal internet access of the teacher.
6. Basic
troubleshooting
skills
The student will need to be taught basic troubleshooting skills relevant to his
end like resetting password should he forget his.
D. Parents
1. Available space/room Conduciveness
for synchronous
A room, or a space in a room, needs to be afforded to their child. This should be free from
classes
distractions and with proper lighting. This space should also not impede internet signal.
2. Technology
The parents’ level of troubleshooting also needs to be checked. The only support that the
competency to
students will have is their parents at home.
troubleshoot internet
and device problems
(if needed)
41
WHAT TO PREPARE
A. School
1. Program structure for operations: administrator and teachers
All functions required to run the program should have a corresponding role/point person.
1.1. Teacher-support
(integration,
technical,
disciplinary)
Teachers can be assigned the roles specifically for integration, technical, and
disciplinary. The integration focuses on ways and techniques to combine traditional
instruction with technology, the technical is the IT/MIS, and the disciplinary focuses on
student behavior in the distance learning program.
1.2. Student-support
(academic,
technical)
The program structure should also have roles to accommodate the academic and
technical concerns of students.
1.3. Parent-support
(academic
enrichment,
possibly technical)
Mostly academic in nature, this should be assigned to a teacher. The parent focus
should be different from the student point person.
2. Program structure for operations: device/platform
2.1. strengths and
weaknesses of
device/platform
There needs to be a program, manual, or journal detailing the strengths and
weakness of the device/platform. This is for the clear reference of teachers in
order for them to know what to capitalize on and what to remedy.
2.2. manual-like
reference for
device/platform
functions and
malfunctions
There needs to be a compilation of the functions and possible malfunctions of
the device/platform. This will greatly help the technical support in minimizing
the required time to figure out how to troubleshoot problems when they arise.
3. Initial training modules
3.1. Educational
technology
fundamentals
Fundamentals such as theories and concepts relevant to educational technology
should be the first modules to be implemented.
3.2. Technical training
on device
The second set of modules should focus on the technical aspect of the device/platform.
3.3. Integration models
Preferred integration models should be run as the third set of modules.
3.4. Catalogue of
relevant apps and
tools
The catalogue of apps and tools should be determined, run as a module prior to
implementation, and continuously updated even during the actual implementation.
3.5. Learning resource
materials for
teachers
The school should prepare enough learning resources, whether sourced or produced by
the school itself, for the teachers to help them sustain the lesson during the
implementation.
4. Support program for teachers and students who do not have the capacity to engage
• Internet access
• Device loan
• Modular learning subprogram
42
B. Teacher
1. Activities and
learning materials to
accommodate
varying studentsituations at home
The school should be ready to accommodate different student-situations such as
having a modular program in hand and for students who really do not have any access
to a functional internet connection.
2. Assessment tools to
accommodate
distance learning
Varied assessment tools should be in place and not simply pen and paper test in a
digital format. A differentiated approach to assessment may help especially for the
varying level of learner autonomy.
3. Communication
approach with parent
for feedback,
monitoring, and
assistance
A structure for parent-communication should include not just reporting but feedback
from the parents as well.
4. Reference materials
to enrich distance
learning instruction
The teacher should have available resources for varying topics relevant to their
program throughout the implementation.
C. Student
1. Updated device
software
Regardless of the device model, the latest device software is ideal.
2. Offload device of
unrelated and
unnecessary apps to
free up space
Uninstall or offload these apps to free up space. This allows for the device to function
in a faster manner making it more functional.
3. Digital library
access/Non-digital
learning materials
The students should have access to both digital and non-digital learning materials.
4. School dedicated
email address
The email to be used by the student for the duration of the program is ideally exclusive
for school functions.
5. Digital storage
External drives can be quite expensive. Free digital storage are available for use.
D. Parent
1. Available study area for the learner following the recommended conditions.
2. Distance learning schedule at home needs to be in place to avoid having the students do
other activities during class hours.
3. Readily available troubleshooting manual (general concerns, can be provided by the school)
43
WHAT TO DO
A. School
1. Discuss distance learning program prior to implementation (roles, policies, etc.)
1.1. Teachers
The teacher needs to be informed how the operations will pan out because it is entirely
different as in traditional face-to-face or classroom-based lessons. The processes and
their roles should be clear to them.
1.2. Students and
parents
The student and parents need to be informed of the processes akin to learning
instruction and support (i.e. assessment tools and remediation means)
2. Conduct initial training
2.1. Technical
Device, platform, LMS, troubleshooting
2.2. Integration models
SAMR ( Substitution, Augmentation, Modification, and Redefinition), TPACK
(Technological Pedagogical Content Knowledge)
2.3. Enrichment
(theories,
strategies)
The school may make use of additional theories such as Community of Inquiry or
Transactional Distance to enrich the perception of the teachers towards distance
learning.
3. Develop applications and tools catalogue
4. Develop learning resource materials for teachers apart from existing ones
5. Observe assigned roles
There should be strict implementation of assigned roles.
6. Produce report of program regularly (for review)
This will be used for the continuous improvement of the program even on a weekly basis.
7. Address weaknesses of program
The problems cannot be left unattended until the second full possible run of the program
(next school year). They have to be addressed as soon and as efficiently as possible.
B. Teachers
1. Learn new technological
aspects (apps, device,
platforms)
Apart from the ones run by the school in the initial modules, the teacher should
actively learn different aspect of technology on different scales and levels.
2. Incorporate integration
models specifically for
distance or blended
learning program
Different modalities require different integration models.
3. Revise existing activities
and learning materials
It is not recommended to create from scratch. Existing lessons and activities just
need to be reworked to incorporate distance learning principles.
4. Learn basic
troubleshooting skill
44
C. Student
1. Learn technological aspect relevant to school activities and outputs (educational and
productivity apps)
2. Learn security measures for digital online storage
D. Parents
1. Adhere to program schedule released by the school.
2. Communicate regularly with teacher for feedback and reviews.
3. Prepare a conducive study area (good lighting conditions, less noise).
45
ASSESSMENT
Assessment is an important component of curriculum and instruction. It tells if the curriculum was
delivered as planned and if its intents were attained or not by the target learners. It also tells if
instruction has been effective in helping the learners attain what is essential as defined by the
curriculum. This section guides the schools in preparing for assessment intended for flexible learning
options.
WHAT TO KNOW
What is assessment of learning?
Assessment is a process of gathering both quantitative and qualitative data that could describe what
the learner knows and can do as a result of instruction. It is needed to have basis in making sound
decisions about student’s learning. It could happen at any point in the instructional process.
Why assess learning?
There are many purposes of assessment. For convenience, they could be easily understood by
remembering the three purposes: Assessment for, of and as Learning (See Figure 8). The three
conjunctions that connect “assessment” and “learning” explain the role of assessment in learning.
Figure 8. Purposes of Assessment in Learning
Assessment for learning emphasizes the need for assessment to monitor progress of learning,
which means that it should be done before, during and even after instruction. Assessment for
learning needs examination of the growth and development in the process of learning to
ensure students attain the essential competencies set by the curriculum. Assessment of
Learning emphasizes certification of the attainment of the essential competencies set for the
students in the grade level. Assessment as learning emphasizes the need for students to be
trained to monitor and reflect on the attainment of their own learning goals, which should be the
same as that which the curriculum intends to respond to.
46
What to target when assessing learning?
When assessing learning in flexible modalities, aim to be holistic as the curriculum targets as well for
the students’ holistic development. There could be five targets to think of, namely: knowledge,
reasoning, skills, product, and affect (See Figure 3).
Figure 3. Learning Targets of Assessment
Knowledge tells the facts, concepts, principles, theories, processes and contexts that one knows as a
result of instruction. Reasoning tests that one understands and explains knowledge gained from
instruction. Skills require demonstration of what one knows and is capable of applying in real life.
Product requires evidence of what one knows and is capable of producing in real life. Affect or
disposition refers to attitudes and values desired of the learner to possess as a result of instruction.
What are the guiding principles when assessing learning?
Assessment of learning should be carefully done as its results could make or break the life of the
learner being assessed. To be student-centered in assessing learning in flexible modalities, the rule is
constructive alignment, that is to align assessment with the curriculum and instruction in whatever
modality is implemented (See Figure 40).
47
Figure 40. Alignment of Assessment with Curriculum and Instruction in a Flexible
Learning Environment
In addition, assessment should be purpose-driven, valid, reliable, authentic, fair, practical, continuous,
holistic, balanced and ethical. To be student-centered in assessing learning whatever modality of
instruction is used, one should practice it guided by important principles as indicated in Table 18.
Table 18. Important Assessment Principles
Assessment Principles
Practiced or
Not
1. Purpose-driven, which means that when assessing learning, begin with a clear purpose
as to what you aimed to gather. This should be well-communicated to the learners
including your expectations of what you mean by success in attaining your purpose.
2. Valid, which means that whenever you gather data, see to it that your method, tool,
and analysis are appropriate and consistent with your intent.
3. Reliable, which means that when you gather data, see to it that they come from
multiple sources that should provide consistent information to ensure that you can rely
on them as basis in making decisions.
4. Authentic, which means that whatever tool or task that is designed for assessment, it
should reflect what the students experience in real life.
5. Fair/Inclusive, which means that whenever a tool is designed, it should reflect a
language or a situation that the learners could relate with or understand and considering
the resources accessible to them. The tool should be free from biases and prejudices.
6. Practical, which means that whenever a tool is designed, it should be used or
administered with ease to avoid wasting time and resources of the assessee and assessor.
48
Assessment Principles
Practiced or
Not
7. Continuous, which means that data collection about students’ learning should happen
before, during and after instruction to be able to see pattern and relationship in the
information gathered to arrive at sound judgment and decision making. Learners should
receive timely feedback from their assessment to serve its purpose of informing ongoing
learning and instruction.
8. Holistic, which means that when gathering data about students’ learning, gather all
aspects of the learner that could be developed in the process of learning to cover affect,
behavior, and cognition or all learning targets set.
9. Balanced, which means that when gathering data about students’ learning, use varied
appropriate tools and methods as there is no perfect tool or method but each one has its
own strength to complement with the weakness of another.
10. Ethical, which means that when gathering data about students’ learning, gather them
with learner’s or parent’s consent and handle carefully the information when
communicated to relevant stakeholders to ensure learner’s safety, health and security.
The results of assessment should be communicated to the learners and relevant stakeholders to
check on the attainment of targets set so that appropriate intervention could be done, if necessary.
Remember, the more principles you consider in your practice, the more student-centered you are in
assessing learning.
What are the methods and tools in assessing learning?
There are different methods in assessing learning. Refer to the Table 19 to know which method is
best to use for a certain learning target.
Table 19. Methods in Assessing Learning
Objective
Test
Targets
1. Knowledge
2. Reasoning
3. Skills
4. Product
Use of
selectedresponse and
shortresponse test
**
*
*
*
*
5. Affect or
Disposition
**Most appropriate * possible
Written
Test
with Rubric
Test that
requires
construction of
answers like
essay and
problem
solving
*
**
*
*
*
Performance
Task with
Rubric
Portfolio
Assessment
Self-Report
Actual
Demonstration
of Skills and
Creation of
Products of
Learning
Actual
collection and
exhibit of
works that
assessor has to
examine with
rubric
Use of scales,
checklists, and
other tools that
the assessee has
to accomplish
himself/herself
*
*
**
**
*
*
*
*
**
**
*
*
*
*
**
49
Who could assess learning?
The following are the assessors of learning and the targets where they could be considered credible
to participate in the assessment process.
Table 20. Targets for Assessment and Assessors’ Credibility
Targets
Teacher
Self
Peer
Parents
**
**
**
**
*
*
*
*
*
**
*
*
**
**
*
*
*
**
**
**
1. Knowledge
2. Reasoning
3. Skills
4. Products
5. Affect or Disposition
**Most credible * possible
Practicum
Site Personnel
*
*
**
*
**
How to assess learning in different modalities?
There are different modalities in assessing learning. All of these modalities are possible to use if
assessment is done for the purpose of helping the students learn. The integrity of assessment data is
not at all an issue if assessment is non-graded. This means assessment is used to help the students
monitor the progress of their own learning given their goals. However, when assessment is graded
and results are used to make a decision whether to pass or not a student in a course or if he or she
deserves or does not deserve promotion or recognition, it should be carefully done to avoid damaging
the motivation and desire of the student to learn more. Table 21 shows the suggested techniques in
assessing a particular learning target considering the modalities used in the delivery of instruction.
Use any one or combination of them to accommodate all the possible resources that the students
have access to at home and when in school to learn keeping in mind the purpose of learning and
assessment.
Table 21. Suggested Techniques in Assessing Learning Targets
in Various Instructional Modalities
Learning Targets
Technique
Formative (Non-graded Assessment)
Test
Exercises/
(development of
Quizzes with
knowledge and
feedback
reasoning)
Task
Actual doing w/
(development of
or w/o video
reasoning, skills,
and rubric
product and
affect)
Portfolio
Working
(development
Portfolio with
knowledge,
multiple
measures
Schoolbased
Homebased/
Remote
Offline
Home-based
Remote Online
(Synchronous)
Home-based
Remote Online
(Asynchronous)
Blended
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
50
Learning Targets
Technique
Schoolbased
Homebased/
Remote
Offline
Home-based
Remote Online
(Synchronous)
Home-based
Remote Online
(Asynchronous)
Blended
*
**
**
**
**
**
reasoning, skills,
product, and
affect)
Summative (Graded Assessment)
Test (certification Quarterly
of knowledge and Assessments
**
*
**
reasoning)
Achievement
Tests
Task
Actual doing
(certification of
with video if
reasoning, skills,
homebased
**
**
*
product and
and with rubric
affect)
Portfolio
Documentary
(certification of
or Show
knowledge,
Portfolio with
**
**
*
reasoning, skills,
multiple
product, and
measures
affect)
*Comparability of the condition for assessment for all students is low
**Comparability of the condition for assessment for all students is high
51
WHAT TO CHECK
Now that you have been refreshed with what you should know about assessment, check how ready
you are to do this in this coming school year 2020-2021 and beyond given all the possible modalities
in a flexible learning environment.
What learning targets does your school assess?
Check these learning targets using the tool in Annex A. The tool shows the five learning targets and
the possible modalities (e.g. face-to-face, online, blended, technology-aided, and all other
possibilities) to assess them given the resources the students could access when they are at home or
in school to learn.
How are these learning targets being assessed at present?
Check how these learning targets are best assessed considering the modality available. Remember
the principles in assessing when you decide on the approach and tools to use and considering the
resources of the learners in the way assessment is to be administered. Use the tool in Annex B to
know your practice in assessing at present.
What available tools does the school have to assess the learning targets?
There are assessment tools that are commercialized like the standardized tests and those that
teachers could design for their own class. When aiming for student-centered assessment, it is still
better to use tools that the teachers have developed based on their instruction especially if they grade
the students after using them. However, if the purpose of assessment is to have basis on the
effectiveness of instruction based on nationally accepted curriculum, commercialized assessment
tools that could serve the purpose could be more practical to use if they are available and affordable
to the students. To know what tools are available for use this coming school year before, during and
at the end of instruction, use the tool in Annex C.
What platforms, applications and tools does the school use in assessing student’s
learning?
Please check what platforms your students, teachers and the school have access to in case you go
online in assessing learning. Indicate possible frequency of use if all, some, few or none.
Table 22. Platforms on Online Assessment
Platforms for Online Assessment
Student/Parent
Use
Individual
Teacher Use
School-wide
Use
1. LMS
2. Google or MS Forms
3. Emails
4. Social Media
5. Video conferencing (skype,
zoom, Google Meet, MS Teams,
etc.)
6. Others, please specify.
52
WHAT TO PREPARE/TAKE CARE OF
After checking the targets, approaches, tools, modalities and platforms that will be considered in
assessing learning, prepare your school, teachers, parents and students on your process in assessing
learning.
How to prepare the school, teachers, parents, and students to be ready on assessment
as it transitions from face-to-face to online or other modalities?
The school is used to the traditional face-to-face assessment that is usually conducted in the
classroom. Considering the current pandemic situation and the need to comply with the health
protocols, use the time before classes start for the school year to prepare the teachers, students,
parents and support staff on assessment that is either print-based or computer-based, face-to-face
or distance, synchronous or asynchronous or other formats. Use the tool in Annex D to know what
and how to prepare the school, teachers, students and parents on the process in assessing learning
considering the modality of instruction.
WHAT TO DO
After preparing the teachers, students, parents and support staff on the modality of instruction for
the essential competencies and their corresponding assessment, then ensure the readiness of all the
tools to be used for assessment considering all the people that will be involved in using them.
What assessment tools need to be prepared at the beginning, middle and end of the
school year?
In preparing for the opening of classes and the modality of instruction that the school will implement,
it is advised that the tools for assessment are correspondingly prepared prior to the start of the school
year. If they are not yet ready for use, then strategize the start of their development as soon as
possible. Use the matrix in the next page as a guide in doing the tools.
53
Modality
Assessment
Tools Needed
(School-based/
Home-based
offline/online)
Format
(Paper,
computerbased or both)
Developer
(Commerciali
zed/
Teacher
Made)
Months of Development
1
2
3
4
5
6
7
8
9
10
A. Beginning of the School Year
1. Diagnostic
Test
2. Pre-Test
3. Others
B. Middle of the School Year
1. Formative
Tests
2. Quarterly
Tests
3. Performance
Tasks with
Rubrics
4. Quarterly
Portfolio
with Rubrics
5. Others
C. End of the School Year
1. Achievement
Tests
2. Culminating
Performance
Task with
Rubrics
3. Whole Year
Portfolio
Exhibits with
Rubrics
4. Others
54
Annex A. Learning Targets and their Modality for Assessment at Present and in the Coming
School Year
Instructions: The following are the different modalities in assessing learning. Which of the following
is the school ready to observe or practice when assessing learning in this time of COVID-19 pandemic?
Check (✓) all the modalities that are used at present for each learning target.
Put a STAR ()for those that you intend to consider this coming school year.
Assessment Modalities
Knowledge
Learning Targets
Reasoning
Skills
Products
Affect
1. Pure School-based Face to
Face with the teacher
2. Pure Home-based/Remote
Offline with or without
parent’s intervention
3. Pure Home-based/Remote
Online with or without
parent’s intervention
4. Blended School- and Homebased Offline Assessment
5. Blended School- and Homebased Online whether
synchronous or asynchronous
6. Portfolio/Evidence-based
online
7. Portfolio/Evidence-based
couriered
8. Technology-Aided
Assessment (e.g.
Televisions/Radios/
Mobile Phones)
9. Combination of three or
more modalities
(Please specify what are to be
combined)
10. Other Modalities (Please
specify)
55
Annex B. Assessment Approaches and their Modality for Assessment in the Coming
School Year
Instructions: The following are the approaches in assessing learning. Which of the following is the
school ready to use in a given modality when assessing learning in this time of COVID-19 pandemic?
Check all the approaches and modalities possible in assessing learning in your school when school
year starts.
Assessment Modalities
Objective
Test
Assessment Approaches
Constructed
Performance
Portfolio
-Response
Test
Assessment
Test
SelfReport
1. Pure School-based Face to Face
with the teacher
2. Pure Home-based/Remote
Online with or without parent’s
intervention
3. Pure Home-based/Remote
Offline with or without parent’s
intervention
4. Blended School- and Homebased Offline Assessment
5. Blended School- and Homebased Online whether
synchronous or asynchronous
6. Portfolio/Evidence-based online
7. Portfolio/Evidence-based
couriered
8. Technology-Aided Assessment
(e.g. Televisions/Radios/Mobile
Phones)
9. Combination of three or more
modalities (Please specify what
are to be combined)
10. Other Modalities (Please
specify)
56
Annex C. Scanning Available Assessment Tools in the Learning Environment
Instructions: Please check which of the following tools the school has or is using at present. Check
also those that the school is capable of accessing given its resources.
Tools
A. Assessment Before Instruction
1. Standardized/Commercialized pre-assessments
for different subject areas and grades
2. Teacher-made pre-assessment for different
subject areas and grades
3. Standardized diagnostic assessment for different
subject areas and grades
4. Teacher-made diagnostic assessment for different
subject areas and grades
5. Other assessments before instruction (Please
specify)
B. Assessment During Instruction
1. Quizzes Bank
2. Exercises
3. Rubrics for performance tasks
4. Other assessments while instruction is going on
(Please specify)
C. Assessment After Instruction
1. Quarterly Tests
2. Achievement Tests
3. Rubrics for Culminating Performance Tasks
4. Rubrics for Portfolio Assessment
5. Other assessments while instruction is going on
(Please specify)
Paper Format
Online Format
57
Annex D. Things to Do to Prepare Key Stakeholders for Assessment in Flexible Modalities
Instructions: Check those things that the school has prepared to be ready to implement the needed
assessment of learning in whatever modality possible considering the resources of the students.
A. Principal
What to Do
Subscribe to a secure LMS as a platform for online
instruction and assessment.
2. Procure server and applications needed for online
instruction and assessment.
3. Meet the faculty and discuss with them the modality of
instruction and assessment you will use this coming
school year.
4. Group the faculty according to the subject area that
they deliver.
5. Let them review the current curriculum and pick the
most essential ones for instruction and assessment.
6. Let the faculty teaching the same subject area and level
create one virtual classroom in the LMS for their
subject area to start building their formative and
summative assessments.
7. Let the faculty teaching the same areas design
together in the LMS the targets, content, delivery,
approach and assessment of the subject area that they
teach based on the chosen essential competencies.
8. Let the faculty divide the work, validate each other’s
work, and finalize it together.
9. Let the faculty transform their online course created
into its paper format.
10. Replicate the final course created for online teaching
based on the number of classes formed.
11. Decide which essential competencies would need faceto-face or online assessment.
12. Assign at least one faculty to facilitate a class created.
Paper-based
Assessment
✓
1.
13. Monitor progress of work of the faculty and listen to
their needs in preparing their course to be possible for
online delivery.
14. Meet the parents and students to discuss requirements
for instruction and assessment and the things that they
need to do.
Online
Assessment
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
58
B. Teachers
What to Do
1. Form into groups according to the subject area you
will deliver.
2. Review the current curriculum and pick the most
essential ones.
3. Create one virtual classroom in the LMS and design
the content and delivery of the course given your
identified essential competencies.
4. Structure your course based on what you intend to
do in your day to day online instructions.
5. Integrate reading, listening, viewing, games and
other engaging activities when designing instruction
in the LMS.
6. Design assessment with automated feedback either
using Google or MS Forms or in the LMS.
7. Transform the online course created into its paper
format as possible option for students who have
poor or no internet connection.
8. Identify assessment that would need synchronous
administration. Schedule it and ready the tools and
rubrics for use.
9. Deliver the course with students’ engagement and
with feedbacking to their works.
10. Make the students feel one’s presence in their
classroom.
Paper-based
Assessment
Online
Assessment
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Paper-based
Assessment
Online
Assessment
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C. Parents
What to Do
1. Know the school’s platform for communication,
2.
3.
4.
5.
6.
7.
instruction and assessment.
Explore materials prepared for instruction either
print or online.
Assist or monitor the child as she/he performs the
activities prepared by the teacher for home offline or
online instruction and assessment.
Assist or monitor the child in submitting outputs and
assessments if online or couriered.
Assist or monitor the child as she/he tries to
understand the design of all tools for assessment.
Assist or monitor the child when scheduled for online
synchronous administration of assessment.
Submit all forms and tools expected of the parents
when monitoring or assisting the child in his/her
instruction and assessment at home.
59
D. Students
What to Do
1. Familiarize oneself with the school’s platform for
2.
3.
4.
5.
communication, instruction and assessment.
Explore materials prepared for instruction and
assessment either print or online.
Perform the activities prepared by the teacher for
homebased offline or online instruction and
assessment.
Know how to submit outputs and assessments if
online or couriered.
Understand the design of all tools for assessment.
6. Know schedule and tools of assessment that would
need synchronous administration.
Paper-based
Assessment
Online
Assessment
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
60
ENGAGING STAKEHOLDERS
An often-quoted African saying, “It takes a village to raise a child,” underlines the importance of
various players in developing future citizens. The current pandemic situation compels the schools to
transition from classroom-based instruction to applying different remote teaching strategies that
require careful planning and the involvement of different stakeholders. Stakeholders within the
communities are considered to play an important role and may be harnessed to support the schools’
learning activities.
WHAT TO KNOW
A stakeholder can be described as any person, group or organization who may be affected by the
activities of the school, or those, in turn, who can influence or affect the activities of the school. A
school does not exist in isolation; it is part of a community and operates within a given locale.
Within the school, there are several individuals and groups who would be affected by decisions on the
choice of learning and teaching modalities. Outside the schools, there are also individuals, groups
and organizations who are affected by changes, or those who can hinder or facilitate making these
changes. Figure 5 shows the different types of education stakeholders.
In a larger context, education development initiatives are greatly influenced by international
covenants and programs aimed at improving teaching and learning, including international
assessments. The Philippine education sector aligns itself with the internationally agreed policies,
standards and initiatives that aims for delivering quality education to learners.
Figure 51. The Education Stakeholders
61
Based on their roles in the teaching-learning process, some can be considered internal stakeholders,
i.e., those within the school establishment; some are external stakeholders who influence or are
affected by school operations.
Internal Stakeholders. Aside from the teachers, the school administrative staff such as clerks,
secretaries and accountants, school nurses, librarians, cafeteria concessionaires and even those in
maintenance would be affected by Management decisions. Their jobs would need to be aligned with
the changes. They may need different qualifications and training. If the school is part of a corporation,
the Board of Directors and others in the corporate structure are part of the operational environment
of the school.
External Stakeholders. Outside the institution, there are government agencies, community leaders,
local organizations, business establishments and agencies who are in a position to support or hinder
plans. In making the shift to remote learning, telecommunication service providers, courier services,
village organizations and various other services may play a part in the supply and service chain. School
alumni, some of which may be decision-makers, can either be allies or supporters or would need to
be won over. All have interests and concerns and the change management strategy should take these
concerns into account.
Parents form a critical group among the school’s stakeholders. In a remote learning environment,
they would be expected to play a more active role in instruction and work in partnership with the
teachers in delivering and managing instruction. They serve as the main channel of information to
the learners, and they would have first hand experience on how the learner engages the materials
and lessons. From being the key client in the conventional education setting, the parent, guardian or
care-giver steps in to be a partner in teaching and learning.
Stakeholders can be further classed into primary or secondary stakeholders. Primary stakeholders are
the parties who are directly affected by changes in your organization. Those who are affected by the
changes downstream are secondary stakeholders.
Effective engagement of the parents as a critical stakeholder group, requires effort at obtaining and
organizing information on this important sector. Surveys and direct interviews should yield useful
information which would help develop a “persona” or a profile of the parent; this may be done through
indirect observation.
•
The parents’ education background is a useful indicator of their capability to be a partner in
teaching their children. It would be useful to know if they have prior training or experience in
teaching, or if there are family members who are interested in teaching. Aside from
identifying ready partners, knowing the education levels would also indicate the kind of
information needed by the parents and guardians to function as partners.
•
Part of the background information needed should also give clues on the time a parent or a
guardian can devote to home learning activities. One strategy for engaging the parents is the
use of learning contracts, where learners and their parents/guardians make a commitment to
do all the activities and undergo assessments.
•
Among other demographic characteristics, the family’s economic status would also be useful
in the profile. School planners would have an idea on the manageable level of investment
they could make. Access to hardware and services and their sustainability relate closely to
household income.
62
Stakeholders vary in terms of their power or influence. Some have the mandate to exercise regulatory
authority, such as the Department of Education field office, the local government unit that issues
permits and licenses, including enterprises that have direct involvement in school operations. Others
have influence among organizations and in the community. Their influence may be driven by key
issues or causes of their organization. Others influence business operations because of their business
processes, such as banks and financing institutions.
Development oriented organizations can give access to resources and services that a school needs.
Introducing innovations in education may be facilitated through incentives, or be saddled by
requirements and taxes. Telecommunication utilities and Internet Service Providers (ISPs) can make
it easier to run online programs; special discounts or assured uninterrupted service for education
purposes may be negotiated.
Not all stakeholders and those that influence school operations are organized and formal. With
parents as a key stakeholder group, the Parents Teachers Association (PTA) is a formal body that
holds influence. Among the parents and guardians, though, there are discrete, informal groups and
patterns of influence. School managers must be sensitive to these informal networks and structures
and purposively seek out views and opinions coming from them.
The external stakeholders and their interests are diverse – including the manner they can influence
changes in school operations. It is essential for planners to identify them, map out their interests and
concerns, as well as their potential impact on school operations. An analysis of the stakeholders
would guide future actions to avoid the pitfalls and make stakeholders allies in the change process.
WHAT INFORMATION WOULD BE NEEDED
Information on stakeholders is essential in planning and guiding the way to engage them. Enrolment
forms and information recorded in previous years could be reviewed and analyzed. For current issues,
surveys and interviews can be done by telephone or online.
Another useful tool is the Focus Group, which should yield valuable insights on the stakeholders’
thinking, their key interests and apprehensions, if any. Discreet observation of the participants’
behavior during the discussions would also give ideas on the leadership and power structures within
the group.
Carefully planned FGD sessions need to be prepared carefully. One should first define the main
objective(s) for the session and plan how such would be facilitated. This would include crafting key
questions and developing the agenda for the discussions. The FGD should generate data and insights,
hence recording and documenting the session should be part of the plan.
Based on the school management’s objectives, the suitable participants should be identified. To
reach the ideal number of having between six to eight participants, a short list identifying the primary
invitees and alternates should be drawn up.
Facilitation of the FGD is crucial. Facilitating discussions should ensure even participation, careful
wording of the key questions, ensuring a neutral attitude and being able to summarize the discussions
to reflect the views evenly and fairly. The facilitator’s observations during the session should be noted
and included in the documentation. FGDs can be also done online using the different online
discussion platforms.
63
In planning the change process, a map of stakeholders would be useful to know which ones are key,
which ones could facilitate making changes, and those that would influence success. Figure 6 gives
an example of a stakeholder mapping tool to identify and set categories of stakeholders.
Figure 6. Stakeholder Mapping Tool
WHAT TO ANALYZE
Initiatives that involve various players also require an understanding of the stakeholders and the
issues that bind them. Stakeholder analysis will enable schools to assess their nature, interests,
expectations and resources to better manage these interests. Planning for remote learning initiatives,
for instance, must take care that these actions are designed in ways that would appeal to the different
stakeholders (or address apprehensions and doubts) and improve the likelihood of garnering support.
Stakeholder analysis is also done to map and help understand patterns of interaction among
individuals and groups and guide the management in policy-making and navigating through conflicts.
Steps for Stakeholder Analysis
There are various models that guide doing a stakeholder analysis; but across these models, the
analysis would involve three basic steps:
•
Identify your stakeholders (mapping)
→ Brainstorm on who your stakeholders are; they may be individuals, groups or
institutions
64
•
Set and define categories of stakeholders
Consider them in terms of their level of influence and level of interest in the school’s
operations, whether they are internal or external stakeholders, or key. Set a priority on how
to engage them.
→ Understand the school’s key stakeholders.
Go deeper to determine what motivates stakeholders; what they may contribute. In
defining the stakeholders’ interests, assess how much they would want to be
involved. How critical would their involvement in achieving success? Define what
resources – knowledge, expertise, networks, formal or informal influence are on the
table. Understanding them in these terms would guide your engagement.
Stakeholders should also be assessed in terms of their potential to threaten the
school and its initiatives as well as their potential for cooperation.
•
Identify appropriate levels of stakeholder engagement
Drawing from the analysis of the stakeholders, including their potential as benefactors and
threats, an appropriate mode and strategy for engaging them could be formulated.
Broadly, one can engage stakeholders in four ways:
→ Inform. Essentially one-way communication done through media announcements,
press releases, position statements, and prepared statements. Essentially, moving
and sharing information without provision for a two-way dialogue.
→ Consult. Meaningful consultation would mean presenting proposals and options,
actively seeking feedback that would be input in planning. Most commonly done
through focus groups, individual interviews or surveys. The maximal benefit from a
stakeholders’ knowledge of local conditions and opinions. decision making, power
and control structures is gained.
→ Involve. Stakeholders are engaged in identifying options and implementing actions
coming out of their inputs.
→ Collaborate / Empower. Shared decision-making and action based on shared goals. It
involves a lengthier, more complex process and greater preparation.
The work on stakeholder analysis can be facilitated through the worksheet on Table 23.
65
Table 23. Stakeholder Analysis Worksheet
Stakeholder
Role /
Category
How
Important?
(Low,
Medium,
High)
Parent
High
Current
Level of
Support?
Our Interest?
Their
Interest?
Strategy for
Engagement
(Low,
Medium,
High)
(Low,
Medium,
High)
Medium
Threat
Potential?
Enrolment
and
cooperation in
instruction
Quality
learning for
their children
at a
reasonable
price
Medium
Inform,
Involve,
Collaborate,
Empower
Local
Government
Unit
Medium
Medium
Approval and
support for
initiatives
Adherence to
regulations
High
Inform,
Collaborate
Local Business
– Computer
Shop
Medium
Medium
Cooperation in
instruction;
shared
learning space
New market
for service
Medium
Inform,
Involve,
Collaborate
Stakeholder
Stakeholder
Stakeholder
WHAT TO CHECK
Introducing change into the school community involves a process of engaging the different players
and stakeholders. Some have their pre-conceived ideas, others may feel threatened with the changes,
others would be enthusiastic. Some are Innovators who are enthusiastic about making the change
and gung-ho over new practices and ways of doing things. Others require a lot more time and
observation to take a more positive outlook. Most of the stakeholders adopt changes over some time.
Some prefer to lead change, and in the process influence others. Some others quickly see the value
of the innovation and after a “wait and see” phase, embrace the change once they have seen results
and better performance. Others take to change later, only when technologies are fully mature,
mostly after most others have already accepted it. The last group never fully adopts an innovation
mainly because of an aversion to any change.
Understanding how readily stakeholders take to changes would guide better planning and
maximizing support for change.
66
WHAT TO DO
Client Touchpoints – Engaging Stakeholders
Introducing change into the system demands preparation and understanding of the audience or the
stakeholders. Developing a stakeholder map, conducting an analysis and planning the modes of
engagement will go a long way into developing a productive relationship. Taking some practices from
marketing, understanding the process could give some practical clues, especially in putting ideas and
seeking their support.
One of the concepts in marketing is the touchpoint, an influential action initiated through
communication, a human contact or interaction. Each touchpoint is a message that "touches" a
stakeholder customer in some way. These touchpoints create the client experience. At each stage in
the engagement cycle, key messages can be crafted as part of a strategy to produce the desired effect.
These stages were described as:
•
Awareness. Relationships with stakeholders begin when they are first aware of the service.
Schools making the transition to remote learning should give timely and appropriate
information to the parents and students about the new services and modalities.
•
Discovery. The relationship progresses to knowledge when the clients learn a little more of
the new services.
•
Consideration is the stage at which the client has enough knowledge to consider engaging the
school’s new product or service.
•
Selection, or trial, represents the actual enrolment or engagement of the school’s service.
•
Client satisfaction is the next stage wherein the school sustains the clients’ satisfaction thus
developing their loyalty.
•
Referral. Eventually, the client serves as an advocate, as they inform others and encourage
others to follow suit.
At each stage in the stakeholder engagement, the goal is to create a consistently positive experience,
with carefully crafted messages using different communication tools. Annex E shows a worksheet for
strategies and messages to be employed at the different touchpoints at stages of client relationship.
67
Different Tools for Different Goals
There are different mechanisms that can be used for different types of messages. Some examples of
the kind of messages and the appropriate channels for delivering them are given in Table 24.
Table 24. Message and Strategies for Delivery to Stakeholders
Kind of Message
Generic Messages
Strategies for Delivering Messages
•
•
•
•
• Lectures/briefings
Interacting with
Stakeholders
Sharing Complex
Information
Radio
TV Broadcasts
o Public service announcements
Leaflets
Brochures
• Meetings
• (Phone) Help desk
• Social media
o Facebook,
o Twitter
o Web forums
• Specialized printed materials
• Reports
• Website
The above-mentioned examples underline the importance of the social media and interactive
communication. Maintaining client and stakeholder relationships hinge on communication - moving
across ideas to the other persons in the proper way, at the right time for the a given purpose.
Communication is even more important in making and communicating change and in ensuring a
desirable stakeholder experience.
REFERENCES
SEAMEO INNOTECH. 2017. E-IMPACT (Instructional Management by Parents, Community and
Teachers) Guidebook
SEAMEO INNOTECH. 2020. Education in Emergencies Guidebook, Module 3
SEAMEO INNOTECH. 2017. Program on Excellence in Stakeholder Engagement for Southeast Asian
(SEA) School Leaders: A Learning Guide
Sharma, R. 2006. The 6 Principles of Stakeholder Engagement. Supply Chain Management Review,
Censeo Consulting Group
The Western and Pacific Child Welfare Implementation Center & Los angles Department of Children
and Family Services. 2013. Stakeholder Engagement: Tools for Action
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Annex E. Stakeholder Touchpoints
Touchpoints
(How do we reach
clients/ stakeholders and
how do they reach us?)
Awareness
Discovery
• Press releases
• Advertisements
• Social Media posts
• Flyers and leaflets
• Public service
announcements
• Website
• Brochures
• E-mail
• Contact phone
• Course
catalogue
Engagement
• Proposals
• Program
Prospectus
• Website
• Direct sale
• School visits
• Video
testimonials
Active Client
Successful Client
• Periodic
reporting
• Parent
consultation
• Meetings
• Feedback
sessions
• Positive
feedback
• Re-enrolment
• Active
participation in
school activities
Refer
• Referrals
• Testimonials
Client Wants?
Client Information
Needs?
Desired Client
Experience
How Do We Improve/
Enhance the
Experience?
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PAPSCU
PHILIPPINE ASSOCIATION OF PRIVATE SCHOOLS,
COLLEGES, AND UNIVERSITIES
Board of Trustees
(2019-2020)
Members
Atty. Hernando B. Perez
Lourdes Almeda-Sese, EdD
PAPSCU President
President, Saint Michael’s College of Laguna
Jose Paulo E. Campos, Ed.D.
PAPSCU President Emeritus
President, Emilio Aguinaldo College
Antonio M. Del Carmen, Ph.D.
PAPSCU Vice-President
President, STI Sta. Rosa, Laguna
Prof. Dante Francis M. Ang II
PAPSCU Treasurer
Vice Chairman & Acting Dean,
The Manila Times College
Atty. Joseph Noel M. Estrada
PAPSCU Corporate Secretary
Royce S. Torres, Ph.D
PAPSCU Trustee
President, Iligan Medical Center College
Former Justice Secretary
President, University of Batangas
Official Representative to PAPSCU:
Dr. Abegayle Machelle M. Perez-Chua, VPAA
Dr. Renato P. Legaspi
President, Central Luzon College of Science &
Technology
Official Representative to PAPSCU:
Dr. Rene Paulo M. Legaspi, Senior Vice President
Caroline Marian S. Enriquez, DBE
President, Our Lady of Fatima University
Dr. Rodolfo S. San Felipe
President, Tomas Claudio Colleges
Dr. Patricia B. Lagunda
President, Baliuag University
Dr. Peter P. Laurel
President
Lyceum of the Philippines University-Batangas
Dr. Reynaldo D. Faustino
Luz T. Duque-Hammershaimb, MD
PAPSCU Trustee
President, Lyceum Northwestern UniversityDagupan
President, National Alliance of Private Schools Phils.
(NAPSPHIL)
President, Juan Sumulong Memorial Junior College
Dr. Catherine Recto-Banta
President, Alitatag College, Inc.
Atty. Remelisa G. Alfelor-Moraleda
President, University of Northeastern Philippines
70
THE AUTHORS
Ester B. Ogena, PhD
Felicia I. Yeban, PhD
Marlilyn U. Balagtas, PhD
Dr. Ogena is the Project Team Leader of this PAPSCU-APSPIRE
Project. She held positions as former President of Philippine Normal
University and former Director of the Science Education Institute,
Department of Science and Technology. She was also the Founding
President and Chairperson of the ASEAN Teacher Education
Network. She holds a PhD in Educational Research and Evaluation
from the University of the Philippines and has pursued post graduate
studies at Kiel University, Germany and Gronobe University, France.
Dr.Yeban teaches human rights and social science education at the
Philippine Normal University. She has served PNU in various
capacities such as VP for Finance and Administration, VP for
University Relations, Dean of the College of Graduate Studies and
Teacher Education Research, and Associate Dean of the Faculty of
Behavioral and Social Sciences. She moderates “Buhay Guro”
streamed on Teachers’ Summit facebook group. It is an online
meeting of teachers and education leaders to discuss educational
issues from the teachers’ perspective. She obtained her PhD in
Development Studies from De La Salle University.
Dr. Balagtas is the University Professor and former Dean of the
College of Flexible Learning and e-PNU at the Philippine Normal
University. She was likewise the Inaugural Director of the PhilippineAustralian National Research Center for Teacher Quality (RCTQ).
She’s also the President of the Philippine Educational Measurement
and Evaluation Association, Inc. (PEMEA). She holds a PhD in
Educational Research and Evaluation from the University of the
Philippines and a post-doctoral fellowship for research leadership
from the University of New England, Australia.
Dr. Bedural is currently the Associate Dean of the Faculty of
Behavioral and Social Sciences at Philippine Normal University. She
taught at the Christian University of Thailand and has worked with
projects at the University of the Philippines-Population Institute and
the International Labor Organization. She finished her PhD in Social
Studies Education from Universitas Pendidikan Indonesia.
Zyralie L. Bedural, PhD
71
Benito E. Benoza, MA
Mr. Benoza is currently the Manager, Knowledge Management and
Networking Office of SEAMEO INNOTECH. His career spans various
positions in the Philippines and international organizations – among
them are UNESCO office for East Asia, the Southeast Asian
Ministers of Education Secretariat and INNOTECH. He was a visiting
research fellow at the University of Tsukuba, Centre for Research
and International Cooperation in Education and Development
(CRICED) in 2012. He holds an MA in Educational Management
(ETEEAP) from the Philippine Normal University.
Mr. Atienza is the Curriculum Development Supervisor at Power Mac
Center - Education Business Team. He has taught in PAREF
Southridge School. He is an MA candidate in Literary and Cultural
Studies at the Ateneo de Manila University.
Bon Samuel P. Atienza,
MA (Cand.)
Ogena, E.B., Yeban, F. I., Balagtas, M. U., Bedural, Z. L., Benoza, B. E. & Atienza, B. S. P. (June 2020).
Education Imperative for the New Normal: Planning for Flexible Learning. E-Toolkit for
the Philippine Association of Private Schools, Colleges and Universities, Inc. Webinar
Series (June 2020) https://peac.org.ph/wp-content/uploads/2020/06/Final.PAPSCUToolkit28June2020.pdf
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Produced in Cooperation with
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