COLLEGE OF ST.

JOHN-ROXAS
ONLINE AND MODULAR HOME-BASED LEARNING MODALITIES OVERVIEW
RATIONALE
While there’s an intentional decongestion and a redesigning of the HS curriculum to focus on essential core
competencies and transdisciplinary skills, the HS curriculum remains meaningfully and reasonably challenging and
academically stimulating, maintaining its standards of competence and excellence.
The HS structure and schedule highlight the student-centered design approach in learning, with strong support and
guidance from the teacher who sets the direction, provides important input or mini-lesson and gives well-designed
tasks for student practice.
To help the students cope better with the “new normal” that is online learning, self-management sessions on time
management, study habits, setting goals and coping with stress will be given every Monday during the Homeroom
Period. Also incorporated in the schedule are the check-ins, advisory sessions, consultation hour, guidance check-ins,
mentoring and activity periods (can be utilized for extra-curricular/co-curricular activities.
 AREAS BASIC EDUCATION UNIT – HIGH SCHOOL DEPARTMENT
 JHS Subjects include English, Filipino, Mathematics, Science, TLE, Araling Panlipunan, MAPEH, and
Christian Living, online classes (synchronous) per subject were given two meetings per week with 50 mins
time allotment per session. The rest of the time will be spent for assigned content and task that students
need to accomplish within a time frame.
 SHS Subjects include both the CORE SUBJECTS, CONTEXTUALIZED, AND SPECIALIZED Subjects by grade
level and strand. Synchronous classes per subject were given three meetings per week with 60 mins time
allotment per session. The rest of the time will be spent for assigned content and task that students need
to accomplish within a time frame.
 Released of the Most Essential Learning Competencies (MELCS) as a response to the current pandemic
CURRICULUM and a long-term response to plans of resilience in the educational system. This ensures that education
continuity despite adversities.
 Streamlined learning competencies focus on the MOST ESSENTIAL and INDESPENSABLE, designed based
on what students really need, of high importance in the teaching- learning process to equip them with life-
long learning skills
 ESSENTIAL LEARNING COMPETENCIES ARE CHARACTERIZED BY THE FOLLOWING:
1. Alignment to national or local standards
2. Connects content to higher concepts across content areas
3. Applicable to real-life situations
4. If students leave school, it would still be important to them
5. Can only be learned through formal education
 Prioritized over DESIRABLE LEARNING COMPETENCIES
 MELCS were reviewed and finalized based on the following:
1. Mapping of essential and desirable learning competencies across curriculum
2. Identification of pre-requisite knowledge and skills needed to prepare students for the essential
learning competencies
3. Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area
 CURRICULUM IMPLEMENTATION BY SUBJECT WILL FOCUS ON THE FOLLOWING:
- CONTEXTUALIZATION
- DIFFERENTIATED INSTRUCTION
- MEANINGFUL ACTIVITIES AND SCENARIOS
- ACTIVITIES SHOULD HIGHLIGHT PROCEDURES AND PROCESSES ON HOW AND WHEN TO APPLY THE KNOWLEDGE AND SKILLS IN A
 GIVEN CONTEXT

THE GIVEN PEDAGOGIES WILL BE THE HEART OF THE TEACHING-LEARNING PROCESS IN THE BASIC
EDUCATION UNIT
“Varied HANDS ON, MINDS ON, AND HEARTS ON Learning Activities”
CONSTRUCTIVISM
- PROGRESSIVE LEARNING APPROACH
- STUDENT-CENTERED LEARNING
PEDAGOGIES - knowledge is constructed, not passively absorbed, LEARNERS DRAW IDEAS FROM EXPERIENCES
AND SUGGESTED - learning as an active process,
- actively engaged learnings through experiments and real-world problems
DYNAMIC LEARNING - connecting prior knowledge to new learnings,
- Collaborative activities
ACTIVITIES - Scaffolding activities,
- modelling,
- small or heterogeneous groups
SOCIAL COGNITION LEARNING MODEL
- Observational Learning
- Scaffolding Activities
- Utilization of models, realia, DIY Videos
LEARNING STYLE THEORY
- Experiential Learning
- Consideration of learning styles and preference by giving variety of learning experiences
through the Learning Playlists
SOUND BRAIN-BASED LEARNING
- Learning activities are designed taking into consideration human attention, memory, level of
motivation, and conceptual knowledge acquisition
MULTI/ INTERDISCIPLINARY APPROACH
- Thematic Approach
- integration across other disciplines leading to a meaningful understanding of concepts and its
application to real-life situations.
 CONTEXTUAL LEARNING
- problem/issue-based learning
- inquiry-based approach.
REFLECTIVE LEARNING
- Giving of activities for reflective thinking allowing learners to make sense of and derive meaning
from their experiences.
COOPERATIVE LEARNING
- puts premium on active learning achieved by working with fellow learners as they all engage in
a shared task. Asking relevant questions and discovering new ideas.
- Collaborative tasks
DISCOVERY AND INQUIRY-BASED LEARNING
- Giving of activities that allow students to make use of their experiences in discovering facts,
relationships, and concepts.
PERFORMANCE – BASED LEARNING
- meaningful games and cooperative learning activities
- active experience, participation, and performance, creative expression, aesthetic valuation,
critical response, and interpretation. The skills that are developed include reading/analyzing,
listening/observing, performing, (singing, using musical instruments, movement, acting, and
playing, using different art materials, techniques and processes, responding, composing, and
creating
 ACTIVE LEARNING STRATEGIES USING ZOOM FOR ONLINE CLASS
SUGGESTED TEACHING Goal:
STRATEGIES 1. involve students in doing things and thinking about what they are doing

POLLING
to check the opinions or thought processes of your students by posing a statement or question and
gathering their responses in real time.
encounter (new) information and ideas
e.g., by watching videos or reading PDFs in advance, or from a short presentation you give using
Zoom’s Share Screen feature
engage with information and ideas
e.g., through discussions with their peers using Zoom’s Breakout Rooms feature and documenting their
conversations in collaborative Google Docs
reflect on their learning
e.g., by spending the last five minutes of the online class session engaging in reflective writing and
sharing their thoughts through an open-ended poll on Poll Everywhere.
THINK-PAIR-SHARE
involves posing a short problem, scenario, or question to your students and giving them the time and
opportunity to complete the following steps:
 Think through the problem, scenario, or question individually.
 Pair with a partner to discuss.
 Share their findings or takeaways with the rest of the class.
 This strategy not only gives your students time to process and apply their knowledge and skills on
their own first, it also gives them the opportunity to consult and collaborate with a peer. This
process usually elicits more thoughtful responses while also lowering the stakes of sharing with the
rest of the class. When your students are ready to share, close the breakout rooms so all your
students return to the main room. Ask for volunteers to share their answers or discussion
takeaways by having them use the hand-raise feature in Zoom. Unmute one volunteer at a time so
they can acknowledge their partner and share their response with the entire class. Mute the
volunteer who has spoken before unmuting the next one. Repeat this process until you are
satisfied with the number. One can utilize Zoom’s Share Screen and Breakout Rooms

MINUTE PAPER
A minute paper is a short “paper” that students individually complete in a minute (or more realistically,
under five minutes) in response to a given prompt. Minute papers provide students with opportunities to
reflect on course content and disciplinary skills as well as their self-awareness . This active learning
strategy simultaneously allows you to quickly check your students’ knowledge. Minute papers can be
assigned at the start, during, or at the end of your online class session as you see fit.
 Tools used
 Zoom’s Share Screen feature
 Poll Everywhere
Before your online class session, write an open-ended prompt that students can respond to in less than
five minutes. You can vary the prompt to target specific knowledge and skill sets or solicit big picture free
responses.
Example prompts include:
 What questions about today’s topic are you most interested in exploring?
 What was the most important point of today’s lesson?
 Share an experience from your everyday life that illustrates this principle.
 What steps will you take to maximize your learning for the upcoming test?
 Reflecting on the essay you just submitted, what would you have done differently that would
improve your essay?
SHORT STUDENT PRESENTATIONS
Short presentations provide an opportunity for students to engage in peer instruction. This type of
activity invites students to synthesize and communicate their knowledge. Students can be asked to
research an issue of interest to them that is related to the course topic or work on a problem outside of
class, and to present their findings during an upcoming online class session. This allows students to link
course content with their own interests and lived experiences, and learn from their peers.
Tools used
 Zoom’s Share Screen feature
 Google Slides

1. Written Assignments: short essays, research papers, case study responses.

 Students submit written work electronically.
 Can assign students to small groups to provide peer feedback and build community.
2. Online Discussion: Asynchronous discussion activities (i.e. discussion board, blog).
 The teacher can initiate class discussions with set of questions.
 Opportunity for community building through student moderation.
 3. Concept Maps:
 Provide visual representation of connections between concepts students have learned.
SAMPLE Labeled links show relationships between concepts.
 Good tool for formative assessment to evaluate student’s knowledge at certain checkpoints
ASSESSMENT in the course.
4. Presentations:
TOOLS Student presentations can be modified to the online learning environment
 Students create presentations (i.e. slide deck or poster) to present to instructor and
classmates online and receive instructor and peer feedback.
 Synchronous web-conferencing tools can be used to facilitate these presentations or they
can be recorded and presented asynchronously.
5. Test/quiz/exam:
Traditional multiple choice, short or long answer questions can be delivered via EDMODO
6. “Show and tell.”
Learners document the steps they take on a specific project or problem-solving that they have
learned. Ask them to share this document with the rest of your learners.
7. “Autobiographical sketches”
Learners write a two-page autobiographical note relating and discussing an experience in which
they learned something significant related to your topic. Advise them to focus not only on what
they learned but also why they learned from that particular experience and share it in the
discussion. Others include Diagrams, Charts,Photographs/Illustrations, Articles,
Stories,Songs,Recipes
8. “Response to video
Learners watch a video and respond with a written analysis to specific questions. Then, they share
their thoughts with the rest of the learners.
9. “Collaborative projects”
You can ask groups of two people to collaborate, promote their creativity and produce one of the
above products together. Collaborative assessment strengthens the foundation of an online
 learning community. By learning together have the

LEARNING PLAYLIST

WHAT IS A PLAYLIST?
A playlist is a sequence of resources and/or activities for students to complete.
Features:
• Assigned for a subset of a class period, a full day, a week, or even a full course
• Include content for one skill, one standard, one lesson, one unit, or even cover multi-disciplinary
content • Assigned to one student, a group of students, or all students
• Can be printed or online
• All non-digital playlists, resources, and activities should be accessible to students with minimal teacher
support
WHAT IS THE PURPOSE OF A PLAYLIST?
 When we ask students to complete multi-faceted independent activities, a playlist serves as
guidance and sequencing without real-time teacher actions.
 This allows the teacher to direct students without having to be present, thus freeing up to the
teacher to work 1:1 or with small groups of students, manage behavioral challenges, observe &
respond to academic blockers, offer tech support, and so much more.
 Students are given the unit [lesson, activity, etc.] plan, including access to all the lessons, ahead of
time. With the learning plan in hand, students work through the lessons and assignments at their
own pace.”
 Not all playlists are personalized; they can be assigned the same way to all students. To
personalize, teachers implement playlists in conjunction with personalized learning strategies to
target specific student interests, skills, and needs.

IMPORTANT TERMS:
Synchronous Activity - refers to any activity that is scheduled to happen at an exact time and in a virtual place that has been agreed upon or
announced earlier. This may be used for academic instruction where the teacher facilitates a class in real time to explain concepts or demonstrate skills.
It may also be used for purposes of ensuring student well-being through real time peer-to-peer interactions, among other things.
SAMPLE ACTIVITIES
PODCASTS LIVE ONLINE QUIZZES
WEBINAR LIVE VIDEO CONFERENCE
LIVE CHATS
Asynchronous Activity - refers to any activity, designed by the teacher, that may be done by the student at different times but still within the given
parameters. This allows for flexibility in terms of the learning pace of students, availability of gadgets (if shared with other people), studying/working
time (if a student needs to be assisted by parents who have their own busy schedules), strength of available Internet connection, etc. Asynchronous
learning may also refer to independent work provided by the teacher.
SAMPLE ACTIVITIES
LEARNING PLAYLISTS
RECORDER AUDIO OR VIDEO DISCUSSION
RECORDED VIDEO WITH NARRATION
DISCUSSION BOARD