Ester B. Ogena Zyralie L.

Bedural
Felicia I. Yeban Benito E. Benoza
Marilyn U. Balagtas Bon Samuel P. Atienza
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
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 .................................................................................................................. 9
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 ........................................................ 7
Step 2. Deriving data on essential indicators for flexible learning options ..........................9
Step 3. Interpreting and analyzing data for flexible learning option decisions................... 16
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
Educational Technology Affordances....................................................................................... 28
What to Know .......................................................................................................................28
A. School ...........................................................................................................................28
What to Check ...................................................................................................................... 37
A. School ........................................................................................................................... 37

iii
 B. Teacher ......................................................................................................................... 38
C. Student .........................................................................................................................40
D. Parents .........................................................................................................................40
What to prepare .................................................................................................................... 41
A. School ........................................................................................................................... 41
B. Teacher .........................................................................................................................42
C. Student ......................................................................................................................... 43
D. Parent ........................................................................................................................... 43
What to do ............................................................................................................................ 43
A. School ........................................................................................................................... 43
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? ..........................................................................46
What are the guiding principles when assessing learning?................................................. 47
What are the methods and tools in assessing learning? .....................................................49
Who could assess learning? ...............................................................................................49
How to assess learning in different modalities? .................................................................49
What to Check ...................................................................................................................... 50
What learning targets does your school assess? ................................................................ 50
How are these learning targets being assessed at present? ............................................... 51
What available tools does the school have to assess the learning targets? ........................ 51
What platforms, applications and tools does the school use in assessing student’s learning?51
What to Prepare/Take Care Of .............................................................................................. 51
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? .............................................. 51
What to Do............................................................................................................................ 52
What assessment tools need to be prepared at the beginning, middle and end of the school year?
.......................................................................................................................................... 52
Engaging Stakeholders .............................................................................................................59
What to Know ....................................................................................................................... 59
What Information Are Needed .............................................................................................. 61

iv
What To Analyze ...................................................................................................................62
Steps for Stakeholder Analysis .......................................................................................... 63
What To Check ......................................................................................................................64
What To Do ........................................................................................................................... 65
Client Touchpoints – Engaging Stakeholders .................................................................... 65
Different Tools for Different Goals ....................................................................................66

v
LIST OF TABLES
Table 1. Coverage of the Four Questionnaires................................................................................... 6
Table 2. Indicators from the school’s questionnaire ........................................................................ 12
Table 3. Flexible learning option categories for teachers ..................................................................13
Table 4. Students and Parents’ Responses for Possible Learning Options ........................................15
Table 5 . Conditional Calculations ................................................................................................... 16
Table 6. Flexible leaning options for students based on students and parents’ data ......................... 17
Table 7. Flexible Learning Options .................................................................................................. 20
Table 8. Template for Integration of Subject Area Competencies ................................................... 23
Table 9. Classification of Learning Competencies ........................................................................... 24
Table 10. Need to Know Competencies and Topics ......................................................................... 24
Table 11. Framework for Weekly Home Routine Activities .............................................................. 25
Table 12. Weekly Home-Routine Schedule ..................................................................................... 25
Table 13. Budget of Work ................................................................................................................ 26
Table 14. Stakeholder Analysis Worksheet ..................................................................................... 64

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 .............................................. 21
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 ......................................................... 27
Figure 7. Sample Operations Structure ............................................................................................ 37
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 ................................................................................................................................... 47
Figure 11. The Education Stakeholders ........................................................................................... 59
Figure 12. The Stakeholder Mapping Tool ....................................................................................... 62

LIST OF ANNEXES
Annex A. Learning Targets and their Modality for Assessment at Present and in the Coming
School Year
………………………………………………………………………………………………………………. 53
Annex B. Assessment Approaches and their Modality for Assessment in the Coming School
Year……………………………………………………………………………………………………………………… 5
….. 4
Annex C. Scanning Available Tools in the Learning
Environment………………………………………… 55
Annex D. Things to Do to Prepare Key Stakeholders for Assessment in Flexible 5
Modalities…… 6

vi
 Annex E. Stakeholder
Touchpoints………………………………………………………………………………… 67

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.

vii
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.

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.

viii
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.

ix
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 COVID-
19 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).

2
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.

A B
https://docs.google.com/forms/d/e/ https://docs.google.com/forms/d/e/
1FAIpQLSdH6B93OSixz- 1FAIpQLScQTpELUQFOUGXriFtNb1xeH1n_-
zXctfj1rREicBXKSbeNo8o__MTfexJt1olwQ/viewform YUvqsgdnZpoVEp635a1Ng/viewform

SCHOOL TEACHER

STUDENT PARENT

https://docs.google.com/forms/d/e/
C 1FAIpQLSdxm_X34GpMjTAGoYmigmKZ_I2p9KhF5o0bP4
waz8ETTuhAnA/viewform

Figure 2. The survey respondents, and sample online links to the questionnaires

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.

Here are the links for each questionnaire:

1. Survey for school

2. Survey for teachers
3. 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.

5
 Table 1. Coverage of the Four Questionnaires

Student with Parent (C)

School (A) Teacher (B)
Student Parent
1. Basic Information: 1. Basic Information: 1. Basic Information: 1. Extent of support for
▪ program offerings ▪ residence of ▪ Grade Level the learner
2. On Students: teachers ▪ Residence ▪ Capability to tutor/
▪ enrollment per ▪ highest educational ▪ School and school mentor child
grade level attainment type ▪ priority for
▪ student ▪ grade level handled 2. Socio-Demographic attending online
beneficiaries from for teaching factors: meetings with
government’s 2. Availability and use of ▪ members of the teachers
financial technologies: family ▪ capability on
assistance ▪ capacities of ▪ number of family following online
program devices/gadgets members in school schedules at home
3. On Teachers: owned ▪ family’s combined ▪ willingness to
▪ teachers on board ▪ reliability of income follow
▪ support to faculty internet service at ▪ beneficiary of teacher designed
members for home government learning routines at
online learning ▪ if internet is not financial aid home
4. On Technology available at home, 3. Availability and use of 2. Parents’ technology
▪ LMS used in other options for technologies: support
school the teacher go for ▪ capacity of ▪ willingness to have
▪ reliability of connectivity devices/gadgets alternative learning
internet ▪ capability on using ▪ what parents can delivery modes
connectivity other social media provide (if gadgets ▪ willingness to
5. Availability of school platforms, are not available provide for
Learning Continuity productivity tools, ▪ reliability of minimum gadget
Plan creative tools, LMS, internet services at needs at the start of
e-learning hubs for home school year
teaching ▪ capability on use of ▪ amount willing to
▪ other e-learning social media spend for online
hubs not mentioned platforms learning (tuition
but used by the ▪ capability on use of and miscellaneous
teacher productivity tools, fees)
▪ capability on online creativity tools, 3. Learning space at
applications for LMS, and e-learning home
assessment hubs ▪ capability for
▪ other online 4. Others: dedicated learning
applications (apps) ▪ where the student space at home
used for teaching can use internet, if ▪ presence of
and assessment not available at conducive home
▪ other suggestions home learning
and concerns ▪ reason if not using environment
e-learning hubs 4. Others
mentioned ▪ view on challenges
▪ experience on and limitations of
online submission online learning at
of assignments home
▪ willingness for ▪ capability of local
alternative learning unit/ barangay to
modes support
▪ online learning
other suggestions
and concerns

6
It would be ideal that 100% of the intended respondents give their answers to the items in the
questionnaires to capture the true sentiment 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.

Step 1. Downloading, opening and saving survey data

Data collected from Step 1 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 2. 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

2. Preformatted sheet indicators for teachers
3. Preformatted sheet indictors for students and parents

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.

(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.)

9
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 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.

4. Sample preformatted indicators for schools

10
 5. Sample preformatted indicators for teachers

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 Indicators and Categories

Q11. Reliability of internet connectivity at Infrastructure readiness to online

school teaching and learning
1 – No internet connectivity at all
2 – Low reliability Ready for online learning – if internet
3- Moderate reliability reliability is greater than 2 (moderate to
4 – High reliability 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 6. Faculty support for online teaching and
online learning (i.e., Professional sharing, learning
Gadget provision, Internet connectivity,
Online instructional materials support) With adequate support to faculty – if average
1 – No support at all of Q12 for all categories is greater than 2
2 – Low support
3- Moderate support No adequate support to faculty – if average
4 – High support of Q12 for all categories is 1 to 2.

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

Categories of flexible
Question numbers and Data transformations
learning options for
categories
teachers

Q9. What devices do you Gadget capability 1. Remote – Print

own that can be used for (Modular) - If teacher
online teaching? Capable for online teaching – if teacher has either is not capable for
computer (laptop, desktop, tablet) online teaching or
have no reliable
Not capable for online teaching – if teacher has internet connection,
mobile or smart phone only or with only limited
capability in using
social media
Q10. How reliable are Internet reliability platforms
your internet services at
home for online learning? With reliable internet connection – If internet 2. Remote – online
reliability level is moderate to high in any of the asynchronous online
mobile phone, DSL/Cable, or Fiber/WiFi distance teaching
only - If teacher is
No reliable internet connection – If internet capable for online
reliability is low to none in either mobile phone, teaching or with
DSL/Cable, or Fiber/WiFi reliable internet
connection, or
capable of using
Q12. What is your Capability on using social media social media
capability in using the platforms
following social media Capable of using social media platforms – if
platforms (e.g., FB, capability level to use social media is from 3. Both synchronous
messenger, twitter)? moderate to high and asynchronous
online distance
Limited capability in using social media platforms teaching – If teacher
– if capability level to use social media is from is for online distance
low to none teaching and
capable of using any
of the productivity
Q13. What is your Capability on using productivity tools tools, creativity
capability in using tools, LMS,
productivity tools (e.g., Capable of using social creativity tools – if average integrating content
Word, Excel PPT, of capability level on the given examples of from eLearning hubs
conference tools, productivity tools is greater than 2 and capable of using
scheduling tools, note- online applications
taking tools, scheduling Limited capability on using creativity tools – if for assessment
tools, instant messaging, average of capability level on the given examples
file managers)? of productivity tools is 2 or lower

13
 Categories of flexible
Question numbers and Data transformations
learning options for
categories
teachers

Q14. What is your Capability on using creativity tools

capability in using
creativity tools (e.g. Capable of using social creativity tools – if average
photography tools, video of capability level on the given examples of
editing tools, story- creativity tools is greater than 2
telling apps, infographic
maker tools, drawing and Limited capability on using creativity tools – if
doodle applications)? average of capability level on the given examples
of creativity tools is 2 or lower

Q15. What is your Capability on using LMS

capability in using the
learning management Capable of using LMS – if average of capability
systems (e.g., Google level on using LMS is greater than 2
classroom, Edmodo,
Blackboard, Schoology, Limited capability on using LMS – if average of
canvas, Moodle)? capability level on using LMS is 2 or lower

Q16. What is your Capability on integrating contents from e-

capability in integrating learning hubs
contents from the e-
learning hubs into your Capable of integrating content from e-learning
teaching (e.g. Khan hubs – if average of capability level of integrating
Academy, Genyo, DepEd content is greater than 2
Commons, Coursera,
Udemy, YouTube Crash Limited capability of integrating content from e-
Course)? learning hubs– if average of capability level on
integrating content is 2 or lower

Q18. What is your Capability on using online applications for

capability in using the assessment
online applications for
assessment (e.g., Google Capable of using online applications for
forms, Microsoft forms, assessment – if average of capability level of
LMS-based quizzes and using online applications for assessment is
assessment, ePortfolio greater than 2
development sites)?
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 ask 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

Q14. What is the availability and 1 – Gadget/Device not

capability of the following available
devices/gadgets at home? 2 – Low capability
Gadget reliability • Desktop computer 3 – Moderate capability
• Laptop computer 4 – High Capability
• Tablet computer
• Smartphones

Q16. What is the level of reliability of 1 – No internet connectivity at

your internet service? all
Internet
• Mobile data 2 – Low reliability
connectivity
• DSL/cable internet 3 – Moderate reliability
• Fiber/Wireless internet (Wifi) 4 – High reliability

Q28. How capable are you to 1 – Not capable at all

tutor/mentor your child during remote 2 – Low capability
learning sessions? 3 – Moderate capability
4 – High capability

Q35. What is the capability of your child 1 – Not capable at all

Students’ risk of to follow online class schedules at home? 2 – Low capability
dropping out 3 – Moderate capability
4 – High capability

Q36. What is your willingness to adhere 1 – Not willing at all

to learning routines 2 – Low willingness
3 – Moderate willingness
4 – High willingness

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 Conditions for calculation

indicators
9. If any of the gadgets (i.e., desktop computer, laptop
8. With reliable gadget computer, tablet computes, smartphones) is
7. Gadget availability and for online learning available, the student is considered to have reliable
reliability gadget for online learning

10. No reliable gadget for 11. If student does not have any of the gadgets
online learning mentioned

13. With minimum 14. If student has moderate or high connectivity either
connectivity for online mobile data, DSL/Cable internet, Fiber/WiFi
education
12. Internet connectivity
15. Online education not 16. If student has low or no connectivity in any of the
feasible following: mobile data, DSL/Cable internet,
Fiber/WiFi
18. Low risk 19. If average of Q28, Q35 and Q36 is = or >3
17. Students’ risk of
20. Medium risk 21. If average of Q28, Q35 and Q36 is =2 but <3
dropping out
22. High risk 23. 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 Conditions for calculation Flexible learning option

indicators
If any of the gadgets (i.e.,
desktop computer, laptop
computer, tablet
With reliable gadget
computes, smartphones) is
for online learning Remote-online
available, the student is
considered to have reliable
gadget for online learning
Remote – print or modular
Gadget availability Count the number of
and reliability students. If numbers are
low, raise the necessary
If student does not have number of devices by
No reliable gadget for
any of the gadgets tapping various
online learning
mentioned stakeholders to allow them
to move to remote-online.
If numbers are significantly
large, printed materials can
be used.
If student has moderate or Have minimum
With minimum
high connectivity either requirement for remote
connectivity for online
mobile data, DSL/Cable synchronous online
education
internet, Fiber/WiFi education
Internet
connectivity If student has low or no
Have minimum
connectivity in any of the
Online education not requirement for remote
following: mobile data,
feasible asynchronous online
DSL/Cable internet,
education
Fiber/WiFi
If average of Q28, Q35 and
Low risk Less monitoring
Q36 is = or >3

Students’ risk of If average of Q28, Q35 and

Medium risk Occasional monitoring
dropping out Q36 is =2 but <3

If average of Q28, Q35 and

High risk Frequent monitoring
Q36 is = or >3

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 shows the flexible learning options that are available and their advantages and disadvantages.

19
 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 Preponderance of online resources Issues with digital divide
(Synchronous)
Technology-aided Filipino learners are not self-directed

Remote – Online Self-paced Issue with digital divide

(Asynchronous)
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

Blended All of the above All of the above

Inclusive Cumbersome

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 3 below shows how the curriculum is approached per delivery option.

20
 Figure 3. Comparison of Curricular Approaches Per Learning Option

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 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 5-
17 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 next table.

21
 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.
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.
These lessons from the early adopters point to a rethinking of both the curriculum and the approach
to deliver it via remote learning. Figure 4 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.

Figure 4. Framework for Rethinking of the Curriculum with Survival Skills

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 8.

Table 8. Template for Integration of Subject Area Competencies

1st Grading VALUES
SOCIAL STUDIES MATHEMATICS SCIENCE ENGLISH FILIPINO MAPEH TLE
Period EDUCATION

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

23
STEP 2: Review the curriculum. Select the need to know and nice to know competencies during
the pandemic. Use Template B in Table 9.

Table 9. 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

1st FILIPINO MAPEH TLE VALUES EDUCATION

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 10.

Table 10. Need to Know Competencies and Topics

1st Grading VALUES
SOCIAL STUDIES TOPIC TOPIC MATHEMATICS TOPIC SCIENCE TOPIC ENGLISH TOPIC FILIPINO TOPIC MAPEH TOPIC TLE TOPIC
Period EDUCATION

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

24
STEP 4: Design a desired weekly home-routine activity. Use this to identify how the topics are best
delivered.

Table 11 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 11. 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 12.

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.

Table 12. Weekly Home-Routine Schedule

25
 WEEKLY SCHEDULE
LEARNING TASKS/ACTIVITIES

TIME HOME ROUTINE ACTIVITIES TOPIC/ CONTENT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6:00 AM
Personal Management Time
7:00 AM

8:00 AM Exercise and Well-Being Time

On-Screen Time (Formal Lesson
9:00 AM
to Start Class)
10:00 AM Life-Hacks/ Lifeskils/ DIY Time
11:00 AM (off-screen)

12:00 PM Lunch

1:00 PM
Reading and Nap Time
2:00 PM

On-Screen Time (Assessment to

3:00 PM
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 13.

Table 13. Budget of Work

Grade Level ____ Week No. ___ WEEKLY SCHEDULE

COMPETENCIES Needed for Survival LEARNING TASKS/ACTIVITIES
TIME VALUES
SOCIAL STUDIES MATHEMATICS SCIENCE ENGLISH FILIPINO MAPEH TLE TOPIC/ CONTENT HOME ROUTINE ACTIVITIES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
EDUCATION
6:00 AM
Personal Management Time
7:00 AM
8:00 AM Exercise and Well-Being Time
On-Screen Time (Formal Lesson
9:00 AM
to Start Class)
10:00 AM Life-Hacks/ Lifeskils/ DIY Time
11:00 AM (off-screen)
12:00 PM Lunch
1:00 PM
Reading and Nap Time
2:00 PM
On-Screen Time (Assessment to
3:00 PM
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

26
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
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 6 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

27
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.

Types of device mobile phones, laptops, desktops, tablets

available

1.2. Lowest level There is a need to determine the lowest possible owned device model in order to
of device measure how many teachers and students can be accommodated. It can also be
available to seen as gauging what portion of the school community cannot meet the average
community 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 While many households and many individuals possess a mobile phone at the very
during least, the personal device may or may not be able to provide the function required
designated class to engage distance learning. It is possible that the mobile phone may be too small
hours 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.

28
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:

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.

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.

29
3. Internet speed needed to conduct daily lessons

3.1. Bandwidth The school should be informed of the bandwidth required to download the file
required to size they project will be engaged with a lot during the program.
download files
and images

3.2. Minimum The school should know in exact figures the requirements to send and receive
required online messages. This will allow them to calculate the capacity of the
bandwidth to community’s basic internet access in accommodate the aspect of
send and receive communication in their program.
online messages
(in chosen app)

For the other requirements, consider the following tables:

a) Instructional Materials

Min. Speed & Time it takes Min. Speed & Time it takes
Items and its estimated file size
to upload file to download file

Text only documents (10-15 pages) .5Mbps - 16 seconds .5Mbps - 16 seconds

1MB

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.

30
 b) Communication

Items Per Person 10 - 30 pax 30 - 40 pax 40 - 50 pax

Sending and receiving .5 - 3Mbps 3 - 5 Mbps 5 - 10 Mbps 10 - 20Mbps

emails (considering emails
with large attachments)

Using chat apps (per .5 - 3Mbps 3 - 5 Mbps 5 - 10 Mbps 5 - 10 Mbps

message sent and
received)

Video Conference Call (1 Minimum: 5 - 10 Mbps 5 - 10 Mbps 20 Mbps - 25

hour) .600kbps Mbps

Recommended:
1.5Mbps

c) Basic Usage

Items Per Person 10-30 30-40 40-50 50-60

Browsing Minimum: 10-15 Mbps 15 Mbps - 50Mbps Above 50Mbps Above

.5Mbps 25Mbps

Audio For Standard 15-20 Mbps 20 Mbps - 50Mbps Above 50Mbps Above
streaming Definition:1.5M 30Mbps
bps

Video streaming For Standard 20-30 Mbps 30Mbps - 50Mbps Above 50Mbps Above
Definition: 1.5 - 50Mbps
3Mbps

31
 d) Learning Management System (School)

Items 50-60 pax 60-70 70-80 80-90 90-100

Basic without 25Mbps 25-50Mbps 50-100Mbps 100Mbps above 100Mbps

profile above
management

Basic with 25Mbps 25-50Mbps 50-100Mbps 100Mbps Above 100Mbps

profile above
management

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)

Some additional points to consider:

What can you do with 3Mbps of

internet connection?
Download Speed
Upload Speed Matters when: Considering that you have the connection for
Matters when:
yourself and this is what you have at home
(can be done all at the same time)
• Watching an online • Having a video conference • Email
video (example: • Sending emails with large • Basic apps for communication (Viber, WeChat
YouTube) documents etc)
• Streaming music • Uploading videos to online • Browse the web
services services like google • Audio Streaming at Standard Quality
• Reading online articles drive/iCloud drive etc. • 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

32
 g) Teacher/Student Requirement Perspective

Instructional Materials Communication Browsing

presentation

Conference
documents

streaming

streaming
Audio clip
Text with

Text with

Browsing
Text only

images

Videos
videos

Audio
Video

Video
Email

Apps
Slide

Chat
Items

.5Mbps achiev achiev achiev achiev achie achieva achie achie Standar At Low - Low -
able able able able vable ble vable vable d quality standard standa standa
loading rd rd
time qualit quality
y

3Mbps At best At best At best At best At At best achie At Standar At Stand Standa
best vable best d -better reasonab ard - rd -
quality le better better
loading qualit quality
time y

6Mbps At best At best At best At best At At best At At At Good At Good At At

best best best quality loading Good Good
time qualit quality
y

10Mbp At best At best At best At best At At best At At At Best At best At At Best

s best best best Quality Loading Best Quality
time Qualit
y

18Mbp At best At best At best At best At At best At At At Best At best At At Best

s best best best Quality Loading Best Quality
time Qualit
y

Achievable - task can be done at standard speed

At best - task can be done with great upload/download speed

h) Parent Requirement Perspective

Standard bandwidth requirement for daily school activities

1-2 Children 3mbps

3-4 Children 3mbps - above

5-6 Children 5mbps - above

7-8 Children 10mbps above

9-10 Children 15mbps - above

33
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

A. School

How to accommodate This pertains to the structure and nature of responding to the technical
technical concerns of concerns of teachers and students. It is highly probable that nearly all
teacher and students students experience glitches on a daily basis, but the school may not be
able to fully address these individually.

Structure and scope of A predetermined structure must be in place to know how the school will
technical support respond to technical concerns of both its teachers and students.

Possible problem Knowing the possible flaws of the device or the platform will allow the
scenarios (for school to prepare its technical support team well ahead.
contingency)

34
B. Teacher

Interface of platform or The teacher needs to fully know how to navigate and use the platform or
learning management learning management system adopted for instructional use. Mastery or
system near mastery of the platform lessens possible challenges especially during
synchronous sessions.

Core features of identified Knowing the core features provides opportunities to maximize the
device/applications device/applications for instructional use.

Available free applications There are free applications, or free versions of applications, available
which can be used for which can be used to enhance instructional materials or synchronous
instruction or activities.
enhancement of materials

Integration models Integration models inform the approach of the teachers for both the
(SAMR, TPACK) synchronous and asynchronous parts of a lesson, particularly with how to
utilize technology in managing and delivering lessons.

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).

Free and accessible online There are many free online learning resources created by classroom
learning resources teachers or educational groups. These learning resources offer insights
and techniques which can be used by the teachers.

Ensuring security in the Access to the learning management system or online platform should be
platform to protect strictly monitored by the teacher. The teacher should take note of the
class/students password and regularly change it, if possible.

35
C. Students

1. Interface of platform or Knowing how the platform/learning management systems works lessens the
learning management extraneous load for the student in distance learning.
system
2. Core features required The student should also be trained, ideally ahead of the beginning of classes,
to accomplish daily tasks of the core features which are required to accomplish their tasks like
(documents, activities) document processing application features to make it easier, for example, for
them to produce documents.
3. Function of free and If there are any applications required by the teacher to accomplish tasks or
accessible application (if outputs, the students should be first trained on how to use them.
required by the teacher)
4. How to communicate There should be a way for the student to reach out to the teacher should
with teacher for support be needed. Ideally, this should be within the learning management
additional academic system or the communication tool used, but in instances when these are not
support possible, students may be allowed to contact their teacher through basic chat
applications. This way should be known by the student.

D. Parents

1. Interface of platform or The household as student support

learning management The parents should know also know how to use the platform in order to aid
system 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.
2. Schedule of The parents should be fully aware of the policies and instructions in order to
synchronous sessions, reinforce them at home while the teacher does it from the classroom end.
deadlines for
submissions, how to
monitor student
accomplishment/submis
sion
3. How to communicate Similar to the student, the parent should be provided of means to
with teacher for communicate to the teacher for all concerns relevant to the program. The
concerns parent should be made aware of these ways.

36
WHAT TO CHECK
A. School
1. Policies

Existing (what The school administration needs to study which of its policies already cover the
already covers distance learning program (i.e. cyber bullying).
distance learning)

Need to be Existing policies which do not fully cover in a clear manner new situations
developed (to cover presented by the distance learning program should be developed (i.e. scheduling
aspects missed by and attendance tracking)
existing)

Operations structure The totality of the policies, informed by the newly developed ones, should also
to cover and follow a structure of implementation. Key people should be designated and given
implement policies tasks to ensure effectiveness of the program.

See sample operations structure in Figure 7.

Figure 7. Sample Operations Structure

School Administration

Principal

Academic Chairs Admin Coordinator Student Affairs Head Parents Council Head

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.

37
3. Competency of technical support to maintain and troubleshoot chosen platform or device

General skills and The technical support, while knowledgeable in their field of specialization, should
knowledge of IT be provide enough lead time and resources for them to study thoroughly the
(internet, hardware, more specific features of the device or platform.
software)

Device/platform The technical support should also be made familiar with troubleshooting skills
specific skills and native to chosen platform. Required knowledge vary from platform to platform.
knowledge (google,
Apple, Microsoft)

4. Survey of devices available

Lowest device that The school administration needs to conduct a survey to determine what are the
can be models and devices available to community, particularly the lowest level of
accommodated device present.
(teacher/student end)

Capacity of The school administration also needs to decide what is the lowest level it will
community to accommodate in terms of allowing its use in the learning participation, and it also
accommodate or to has to determine provisions to accommodate devices it leaves out of its program
make compromise (i.e. modular approach, device loan).
with technological
demands

B. Teacher
1. Skills and competency level of teacher in technology

Navigation of Checking of the competency level will inform the training steps to be taken.
device interface

General Checking of the competency level will inform the training steps to be taken.
competence in
technological tools
such as documents
and slide
presentation

Basic The teacher’s troubleshooting skills need to be checked in order to know if it will
troubleshooting be sufficient during implementation.
skills

38
 Level of learning in The capacity of the teacher to learn new applications also needs to be
varied device considered. More support is to be given to teachers with challenges in learning
applications new applications.

2. Availability of resources and tools

Supplementary The subject teachers need to check how much learning materials are available to
learning materials them whether on the internet or physical books which can inform their
for academic instruction.
subject

Core features of Different subjects can benefit differently from the any device or platform. This
device or platform needs to be checked to know the need for other learning resources and materials
that can be used in support.
subject

Third-party Third-party applications are also essential to distance learning when using
applications that technology. It greatly enhances the materials and activity of the teacher in the
can be used in classes if third-party 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.

39
C. Student

Available device for The available device for school use should be determined. While a laptop may yield
school use 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.

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.

Level of learning There is a considerable amount of time and opportunity in a distance learning
autonomy (through program which relies on learner autonomy. All the students are to be checked
assessment on this matter which can be done even through survey sheets.
conducted by
teacher)

Available offline and Additional learning resources availability needs to be determined in order to
online resources for add to the teacher’s catalogue of references for students. This also informs the
studying teacher of the need to create learning resources should there be a lack in
availability.

Reliability of internet This functions similarly to the personal internet access of the teacher.
access

Basic The student will need to be taught basic troubleshooting skills relevant to his
troubleshooting end like resetting password should he forget his.
skills

D. Parents

1. Available Conduciveness
space/room for
synchronous classes A room, or a space in a room, needs to be afforded to their child. This should be
free from 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
competency to support that the students will have is their parents at home.
troubleshoot
internet and device
problems (if needed)

40
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.

Teacher-support Teachers can be assigned the roles specifically for integration, technical,
(integration, technical, and disciplinary. The integration focuses on ways and techniques to
disciplinary) combine traditional instruction with technology, the technical is the
IT/MIS, and the disciplinary focuses on student behavior in the distance
learning program.

Student-support The program structure should also have roles to accommodate the
(academic, technical) academic and technical concerns of students.

Parent-support Mostly academic in nature, this should be assigned to a teacher. The

(academic enrichment, parent focus should be different from the student point person.
possibly technical)

2. Program structure for operations: device/platform

Strengths and weaknesses There needs to be a program, manual, or journal detailing the strengths
of device/platform 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.

Manual-like reference for There needs to be a compilation of the functions and possible
device/platform functions malfunctions of the device/platform. This will greatly help the technical
and malfunctions support in minimizing the required time to figure out how to troubleshoot
problems when they arise.

41
3. Initial training modules

Educational technology Fundamentals such as theories and concepts relevant to educational

fundamentals technology should be the first modules to be implemented.

Technical training on The second set of modules should focus on the technical aspect of the
device device/platform.

Integration models Preferred integration models should be run as the third set of modules.

Catalogue of relevant apps The catalogue of apps and tools should be determined, run as a module
and tools prior to implementation, and continuously updated even during the actual
implementation.

Learning resource materials The school should prepare enough learning resources, whether sourced or
for teachers 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
B. Teacher

Activities and learning The school should be ready to accommodate different student-situations
materials to such as having a modular program in hand and for students who really do
accommodate varying not have any access to a functional internet connection.
student-situations at
home

Assessment tools to Varied assessment tools should be in place and not simply pen and paper
accommodate distance test in a digital format. A differentiated approach to assessment may help
learning especially for the varying level of learner autonomy.

Communication approach A structure for parent-communication should include not just reporting
with parent for feedback, but feedback from the parents as well.
monitoring, and
assistance

Reference materials to The teacher should have available resources for varying topics relevant to
enrich distance learning their program throughout the implementation.
instruction

42
C. Student

Updated device Regardless of the device model, the latest device software is ideal.
software

Offload device of Uninstall or offload these apps to free up space. This allows for the device to
unrelated and function in a faster manner making it more functional.
unnecessary apps to
free up space

Digital library The students should have access to both digital and non-digital learning
access/Non-digital materials.
learning materials

School dedicated The email to be used by the student for the duration of the program is ideally
email address exclusive for school functions.

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)

WHAT TO DO
A. School
1. Discuss distance learning program prior to implementation (roles, policies, etc.)

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.

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)

43
3. Conduct initial training

Technical device, platform, LMS, troubleshooting

Integration models SAMR (Substitution, Augmentation, Modification, and Redefinition), TPACK

(Technological Pedagogical Content Knowledge)

Enrichment The school may make use of additional theories such as Community of Inquiry or
(theories, Transactional Distance to enrich the perception of the teachers towards distance
strategies) learning.

4. Develop applications and tools catalogue

5. Develop learning resource materials for teachers apart from existing ones
6. Observe assigned roles
7. There should be strict implementation of assigned roles.
8. Produce report of program regularly (for review)
9. This will be used for the continuous improvement of the program even on a weekly basis.
10. Address weaknesses of program
11. 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

Learn new Apart from the ones run by the school in the initial modules, the teacher should
technological actively learn different aspect of technology on different scales and levels.
aspects (apps,
device, platforms)

Incorporate Different modalities require different integration models.

integration
models specifically
for distance or
blended learning
program

Revise existing It is not recommended to create from scratch. Existing lessons and activities just
activities and need to be reworked to incorporate distance learning principles.
learning materials

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

Figure 8. Purposes of Assessment in Learning

“learning” explain the role 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 the students attain the essential competencies set
by the curriculum. Assessment for learning emphasizes certification of the attainment of the
essential competencies set for the students for the grade. 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.

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 9).

46
 Figure 9. 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 10).

Figure 10. Alignment of Assessment with Curriculum and Instruction in a Flexible

Learning Environment

47
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 follows:

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 re\al 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.

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.

48
What are the methods and tools in assessing learning?
There are different methods in assessing learning. Refer to the matrix to know which method is best
to use for a certain learning target.

Written Performance
Objective Portfolio
Test Task with Self-Report
Test Assessment
Rubric
Test that Actual
Use of scales,
Use of requires Actual collection and
Targets selected- construction of Demonstration exhibit of
checklists, and
other tools that
response and answers like of skills that works that
the assessee has
short- essay and assessor has to assessor has to
to accomplish
response test problem observe examine with
himself/herself
solving rubric
1. Knowledge ** * * * *
2. Reasoning * ** * * *
3. Skills * * ** * *
4. Product * * * ** *
5. Affect or * * * * **
Disposition
**Most appropriate * possible

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.

Practicum
Targets Teacher Self Peer Parents
Site Personnel
1. Knowledge ** * * * *
2. Reasoning ** * * * *
3. Skills ** * ** ** **
4. Products ** * ** ** *
5. Affect or Disposition * ** * ** **
**Most credible * possible

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. The following are 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.

49
 Home- Home-based Home-based
School-
Learning Targets Technique based Online Online Blended
based
Offline (Synchronous) (Asynchronous)

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
reasoning, skills, measures ** ** ** ** **
product, and
affect)

Summative (Graded Assessment)

Test (certification Exercises/
of knowledge and Quizzes with ** * ** * **
reasoning) feedback
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

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.

50
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 and what to emphasize in the
instruction, and how to best deliver it based on the needs of the students, 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.

Platforms for Online Assessment Student/Parent Individual School-wide

Use Teacher Use 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.

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

51
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 below as a guide in doing the tools.

Modality Developer Months of Development

Format
(School-based/ (Commerciali
Assessment (Paper,
Home-based zed/
Tools Needed computer- 1 2 3 4 5 6 7 8 9 10
offline/online) Teacher
based or both)
Made)
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

52
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.

Learning Targets
Assessment Modalities Knowledge Reasoning Skills Products Affect
1. Pure School-based Face to
Face with the teacher
2. Pure Home-based Offline
with or without parent’s
intervention
3. Pure Home-based Online
whether synchronous,
asynchronous, or combined
with or without parent’s
intervention
4. Blended School- and Home-
based Offline Assessment
5. Blended School- and Home-
based 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)

53
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 Approaches
Constructed
Assessment Modalities Objective Performance Portfolio Self-
-Response
Test Test Assessment Report
Test
1. Pure School-based Face to Face
with the teacher
2. Pure Home-based Offline with
or without parent’s intervention
3. Pure Home-based Online
whether synchronous,
asynchronous, or combined with
or without parent’s intervention
4. Blended School- and Home-
based Offline Assessment
5. Blended School- and Home-
based 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)

54
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 Paper Format Online Format

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)

55
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

Face-to-Face Online
What to Do
Assessment Assessment
1. 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 assessment in the classroom.
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. Duplicate the final course created for online teaching
based on the number of classes formed.
✓
11. Decide which essential competencies would need face-
to-face or online assessment.
✓ ✓
12. Assign at least one faculty to facilitate a class created. ✓ ✓
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.

56
B. Teachers
Face-to-Face Online
What to Do
Assessment Assessment
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.

C. Parents
Face-to-Face Online
What to Do
Assessment Assessment
1. Know the school’s platform for communication, ✓ ✓
instruction and assessment.
2. Explore materials prepared for instruction either ✓ ✓
print or online.
3. Assist or monitor the child as she/he performs the ✓ ✓
activities prepared by the teacher for home offline or
online instruction and assessment.
4. Assist or monitor the child in submitting outputs and ✓ ✓
assessments if online or couriered.
5. Assist or monitor the child as she/he tries to ✓ ✓
understand the design of all tools for assessment.
6. Assist or monitor the child when scheduled for online ✓ ✓
synchronous administration of assessment.
7. Submit all forms and tools expected of the parents ✓ ✓
when monitoring or assisting the child in his/her
instruction and assessment at home.

57
D. Students

Face-to-Face Online
What to Do
Assessment Assessment
1. Familiarize oneself with the school’s platform for ✓ ✓
communication, instruction and assessment.
2. Explore materials prepared for instruction and ✓ ✓
assessment either print or online.
3. Perform the activities prepared by the teacher for ✓ ✓
homebased offline or online instruction and
assessment.
4. Know how to submit outputs and assessments if ✓ ✓
online or couriered.
5. Understand the design of all tools for assessment. ✓ ✓
6. Know schedule and tools of assessment that would ✓ ✓
need synchronous administration.

58
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 11 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 11. The Education Stakeholders

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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.

60
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 ARE 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.

61
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 12 gives
an example of a stakeholder mapping tool to identify and set categories of stakeholders.

Figure 12. The 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.

62
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

• 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 14.

63
 Table 14. Stakeholder Analysis Worksheet

Stakeholder How Current Our Interest? Their Threat Strategy for

Role / Important? Level of Interest? Potential? Engagement
Category Support?
(Low, (Low,
Medium, (Low, Medium,
High) Medium, High)
High)

Parent High Medium Enrolment Quality Medium Inform,

and learning for Involve,
cooperation their
in instruction children at a Collaborate,
reasonable
price Empower

Local Medium Medium Approval and Adherence High Inform,

Government support for to Collaborate
Unit initiatives regulations

Local Business Medium Medium Cooperation New market Medium Inform,

– Computer in instruction; for service Involve,
Shop shared Collaborate
learning
space

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.

64
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.

65
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 15.

Table 15. Kinds and Strategies for Delivering Messages to Stakeholders

Kind of Message Strategies for Delivering Messages

Generic Messages • Radio

• TV Broadcasts
o Public service announcements
• Leaflets
• Brochures
• Lectures/briefings
Interacting with • Meetings
Stakeholders • (Phone) Help desk
• Social media
o Facebook,
o Twitter
o Web forums
• Specialized printed materials
Sharing Complex • Reports
Information • 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
Awareness Discovery Engagement Active Client Successful Client Refer

Touchpoints • Press releases • Website • Proposals • Periodic • Positive • Referrals

• Advertisements • Brochures • Program reporting feedback • Testimonials
(How do we reach • Social Media posts • E-mail Prospectus • Parent • Re-enrolment
clients/ stakeholders and • Flyers and leaflets • Contact phone • Website consultation • Active
how do they reach us?) • Public service • Course • Direct sale • Meetings participation in
announcements catalogue • School visits • Feedback school activities
• Video sessions
testimonials

Client Wants?

Client Information
Needs?

Desired Client
Experience

How Do We Improve/
Enhance the
Experience?

67
 PAPSCU
PHILIPPINE ASSOCIATION OF PRIVATE SCHOOLS,
COLLEGES, AND UNIVERSITIES

Board of Trustees Members

(2019-2020)
Atty. Hernando B. Perez
Lourdes Almeda-Sese, EdD Former Justice Secretary
PAPSCU President President, University of Batangas
President, Saint Michael’s College of Laguna Official Representative to PAPSCU:
Dr. Abegayle Machelle M. Perez-Chua, VPAA
Jose Paulo E. Campos, Ed.D.
PAPSCU President Emeritus Dr. Renato P. Legaspi
President, Emilio Aguinaldo College President, Central Luzon College of Science &
Technology
Official Representative to PAPSCU:
Antonio M. Del Carmen, Ph.D.
Dr. Rene Paulo M. Legaspi, Senior Vice President
PAPSCU Vice-President
President, STI Sta. Rosa, Laguna
Caroline Marian S. Enriquez, DBE
President, Our Lady of Fatima University
Prof. Dante Francis M. Ang II
PAPSCU Treasurer
Dr. Rodolfo S. San Felipe
Vice Chairman & Acting Dean,
President, Tomas Claudio Colleges
The Manila Times College
Dr. Patricia B. Lagunda
Atty. Joseph Noel M. Estrada President, Baliuag University
PAPSCU Corporate Secretary
Dr. Peter P. Laurel
Royce S. Torres, Ph.D President
PAPSCU Trustee Lyceum of the Philippines University-Batangas
President, Iligan Medical Center College
Dr. Reynaldo D. Faustino
Luz T. Duque-Hammershaimb, MD President, National Alliance of Private Schools Phils.
PAPSCU Trustee (NAPSPHIL)
Lyceum Northwestern University-Dagupan President, Juan Sumulong Memorial Junior College

Dr. Catherine Recto-Banta

President, Alitatag College, Inc.

Atty. Remelisa G. Alfelor-Moraleda

President, University of Northeastern Philippines

68
 THE AUTHORS

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.
Ester B. Ogena, PhD

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
Felicia I. Yeban, PhD
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 Philippine-
Australian 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.
Marlilyn U. Balagtas, PhD

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
Studies Education from Universitas Pendidikan Indonesia.
Zyralie L. Bedural, PhD

69
 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, criced in 2012. He holds
an MA in Educational Management (ETEEAP) from the Philippine
Benito E. Benoza, MA 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.)

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Produced in Cooperation with

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