2
Module
FACILITATING LEARNING IN A SENIOR HIGH SCHOOL FLEXIBLE CLASS
Through the Alignment Framework
ENSURING, ASSESSING, AND EVALUATING
LEARNER’S LEARNING IN A FLEXIBLE CLASS OF
UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS
© PEAC
Unit 2505-2507
25th Floor Philippine AXA Life Centre
1286 Sen. Gil Puyat Avenue corner Tindalo Street *
Makati City
Understanding Culture, Society, and Politics Trainers
Lead Trainer:
Ateneo de Davao University
Davao City
Ms. Maricar L. Basallote
Saint Agnes Academy Inc.
Legaspi City
Mr. Ari O’Neil B. Bisquera
University of the Cordilleras Integrated School
Baguio City
Dr. Jerome A. Serrano
Trainers:
Mr. Eldrin Jan D. Cabilin
Pasay City
Mr. Joel G. Filamor
San Beda University
Manila
Mr. Mael B. Neri
Father Saturnino Urios University
Butuan City
Dr. Gregorio R. Sismondo
Holy Trinity Academy
Manila
Ms. Jennefer I. Suplito
Claret School of Quezon City
Quezon City
Ms. Sofia G. Tagud
Xavier University-Ateneo de Cagayan
Cagayan de Oro City
Mr. Herben M. Tautho
University of San Jose-Recoletos
Cebu City
Table of Contents
Introduction: The Instructional Materials ......Error! Bookmark not
defined.
Ensuring Learners’ Learning in a Flexible Class .......................... 2
Assessing Learners’ Progress of Learning in a Flexible Class ..... 4
Assessing Learners’ Progress of Learning in a Flexible Class ..... 5
Samples of:
1. Flexible Instruction Delivery Plan (FIDP)
2. Flexible Class Assessment Activity Map (FCAAM)
3. Flexible Evaluation Map (FEM)
4. Teaching Guide and Learners' learning Material of
a Topic (Contextualized in Flexible Class)
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Introduction
The Instructional Materials
I
of the implementation of flexible modalities of teaching and learning in this
challenging time of the academic operation in Senior High School Institutions, the learning
of every learner must be carefully planned out by teachers. Teachers (and Academic
Administrators as well) must ensure that learning takes place in every flexible class. The
facilitation of learners’ learning must be the core of their implemented curriculum in the
implementation of the school’s intended curriculum. Every learner must be facilitated in learning the
subjects that they enroll in to achieve the competencies as aimed in teaching the subjects.
n the context
The 2020 SHS Teachers’ InSeT had focused in assisting teachers prepare a class using flexible
modalities. This was done by still utilizing the Alignment Framework to ensure alignment of
instructional activities in any modality of teaching.
As the framework of class preparation has been contextualized in flexible teaching and learning,
the mapping of the instructional activities is no longer reflected in the Classroom Instruction Delivery
Alignment Map (CIDAM) but in the modified CIDAM template called Flexible Instruction Delivery
Plan (FIDP).
The FIDP, as it was framed, has considered the context of learners wherein most of them do not
have or have unstable internet connectivity. Thus, it factored-in the (limited) schedule of classes,
flexible modalities of instruction, self-paced learning of learners, and the assessment of learning,
which puts a bias on performance-based assessment in the context of flexible modalities of learning
in planning a flexible class.. (Montalan, G., Elements of a Flexible Class as presented in the PEAC
Webinar on Preparing a Flexible Class for SHS Core Subjects).
In addressing the limited schedule of classes without compromising the competencies that must
be developed in learners, the FIDP features the inclusion of the (Most) Essential Topics from
among those that are articulated in the Curriculum Guide of the subject. This is supplemented by
the inclusion of Flexible Assessment Activities (FAA) and the Flexible Learning Strategies (FLS).
In this module of the 2021 SHS Teacher’ InSeT, the assessment component of the Alignment
Framework is given emphasis in the desire that learning takes place in a flexible class. Thus, apart
from the sample Flexible Instruction Delivery Plan, it provides samples of the Flexible Classroom
Assessment Activity Map (FCAAM) and the Flexible Evaluation Map (FEM). It also provides a sample
of a topic’s Teaching Guide and a Student Learning Material in the context of a flexible class.
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Introduction
FIDP
Ensuring Learners’ Learning in a Flexible
Class Through a Standards-based Learnercentered Flexible Instructional Plan
T
eaching must be always directed toward learner’s learning. The teacher ALWAYS
ENSURE that every learner is learning in any teaching and learning modality. This
involves a careful planning of instructional activities that facilitate the achievement of
learners of the subject’s desired competencies.
By following the Alignment Framework, the plan must be rooted from the reason in teaching
the subject to design appropriate assessment activities and evaluation mechanisms in facilitating
and certifying learners’ learning. In effect, Flexible Learning Activities are framed that target
the development of competencies to assess in learners. This mapping of aligned learning and
assessment activities guide in the articulation of (most) essential topics that must be focused
on in the flexible teaching of the subject. These are shown in figures 1 and 2.
Fig. 1. The Alignment Framework as Contextualized in the Preparation of a Flexible Class of a Subject
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Fig. 2. The Flexible Instruction Delivery Plan
As the reasons in teaching the subject must be based on the standards of the school’s curricular
program, which is primarily framed through the minimum standards, then a Flexible
Instruction Delivery Plan carries the characteristics of a standards-based instructional plan as
shown below.
By using the FIDP in planning a flexible class of a subject, the instructional activities are ensured
to be directed toward the achievement of competencies as desired in teaching the subject. Thus, it
Ensures Learner’s Learning in a Flexible Class
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FCAAM
Assessing Learners’ Progress of Learning in
a Flexible Cass through Formative
Assessment
A
s the teacher ensures learners’ learning in a flexible class, s/he must assess the progress of
learning of every learner. The assessment must be in the context of the learners’
preparations of the evaluation of their learning based on the standards of the subject.
Thus, assessment is viewed as formative while the progress of learning is monitored
before learning is evaluated for certification of academic advancement. Assessment in this
context must be viewed as an assessment for and as learning, where assessment enables
teachers to determine next steps in advancing learner’s learning and guides and provides opportunities for each
learner to monitor and critically reflect on his or her learning and identify next steps, respectively.
To regularly assess the progress of learning of every learner so they are appropriately facilitated
in achieving the subject’s desired competencies, which shall be demonstrated during the
evaluation of their learning (taking assessment as an assessment as learning or a summative
assessment), the teacher must carefully prepare the flexible class assessment activities.
By following the Alignment Framework, the FIDP is complemented with a template that is
use in mapping formative assessment activities geared toward the development of subject’s
competencies. This template is named as the Flexible Class Assessment Activities
(FCAAM). This is shown below.
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FEM
Evaluating Learner’s Learning
in a Flexible Class
L
earner’s achieved learning need to be certified based on the standards of the subject. This implies
that teachers must EVALUATE the learner’s achieved learning in a flexible class based on the
standards of the subject. Thus, this leads to certifying the learner’s learning for an academic
advancement or promotion.
However, as the progress of every learner’s learning is made dependent on the optimum utilization of
formative assessment, the frequency of evaluating learning may be adjusted. It need not be as frequent
as administered in in-person on-campus class if it is framed according to the subject’s competencies that
are desired to be evaluated after the completion the flexible class of a subject. This can be done by using
the template called Flexible Evaluation Map (FEM) as shown below.
The FEM implies that only one summative assessment may be given, and this is the final performancebased requirement of the subject that allows the learner to demonstrate his/her extent of achievement
of the subject’s competencies. However, this evaluation mechanism needs careful mapping of aligned
instructional activities, particularly of the formative assessment activities that enable learners prepare for
the successful completion of the summative assessment.
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Samples
Samples of:
1.
Flexible Instruction Delivery Plan (FIDP),
2.
Flexible Class Assessment Activity Map (FCAAM),
3.
Flexible Evaluation Map (FEM), and
4.
Teaching Guide and Learners’ Learning Material
of a Topic (Contextualized in a Flexible Class)
are provided in the attachments.
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