Guidelines on the Delivery of Differentiated Alternative Modes of Teaching-Learning

1. Simplify the requirements so that students will not feel overwhelmed. For most of them, this
may be the first time that they will be experiencing blended learning or purely online learning
(by whatever platform) in ALL subjects. Therefore, they will be faced with so many activities to
do outside of the class and may feel burdened with the bulk of requirements and resource
materials to read or to view. Simplification will help curb students’ worries that they may not
be able to accomplish set targets of performance.

2. Stick to what students absolutely need to know. For example, If it is a video that they need to
watch, assign them to view only the segment that they need to watch instead of assigning the
whole video which may take hours to finish; or assign them to read only certain pages in a
resource material relevant to the assignment rather than the whole set if not necessary.

3. It takes more time to read and respond to text messages and emails, than to respond to a verbal
instruction or discussion. Therefore, give clear instructions and give clear examples of what and
how to do things. Specify when the expected date of submission of the output is, and how to
submit.

4. Encourage students that “they can do it” and not to have fear in distance learning, especially in
these trying times brought about by the COVID 19 outbreak.

5. Respond positively and immediately to students’ inquiries sent online or through social media
such as text messages or the group chat, and give further instructions or feedback as needed.

6. Praise and recognize students’ efforts to accomplish required tasks.

7. For any needed logistics support, deans’ offices will please coordinate with the ICT Department.
Feel free also to bring your concerns to the Office of the VPAA if there are other areas of
logistics where you will need support of.
Guidelines on Ensuring the Maximization of Faculty Manhours in the Use of Distance Learning

1. On the use of Google Classroom, other learning platforms and social media accounts such as
Messenger Chatroom, Group Texting, or emails, the Dean should be a member of the “class” or
the “group”. In this way, the Dean can check whether the activity, as reflected in the learning
plan, is on-going and being implemented.

2. On the use of other modes such as assigning modules, reading materials, problem-solving
exercise, case problems, projects and other similar mechanisms, the Dean may require from the
faculty proofs of students’ accomplishments of requirements such as reflection papers, solved
problems, case analysis, sample projects, and others, to be shown at a certain time agreed upon
between the Dean and faculty.

3. Periodic reports may be provided by the faculty to the dean on their implementation of
alternative teaching-learning modes, the outcomes, challenges encountered, and
recommendations for delivery improvement.

4. The Dean will monitor/check and report to HR the faculty’s attendance (if applicable) and/or
engagement in these activities.