Learners Guide - Guro21 c1 Edit 8 Aug 2020 v28 Iflex2 Region X b12

Version 3
GURO21
Gearing Up Responsible and Outstanding Teachers in
Southeast Asia for the 21st Century
Course 1: Facilitating 21st Century Learning
Learner’s Guide
Southeast Asian Ministers of Education Organization

Regional Center for Education Innovation and Technology
Updated as of 3 August 2020

Table of Contents
1. Overview ........................................................................................................................................... 2
2. Course Learning Outcomes ............................................................................................................... 2
3. Modality ............................................................................................................................................ 2
4. The INNOTECH Flexible Learning Management System (iFLEX) ........................................................ 3
5. Target Learners ................................................................................................................................. 6
6. Flexible Learning Tutors (FLTs) .......................................................................................................... 6
7. Course Policies and Requirements .................................................................................................... 7
7.1 Enrollment Procedure ................................................................................................. 7
7.2 Orientation .................................................................................................................. 9
7.3 Synchronous (Online Chat) Sessions ........................................................................... 9
7.3.1 Participating in the Chat Session ................................................................... 10
7.3.2 Immediate response when unintentionally logged-off .................................. 13
7.4 Asynchronous (Forum) Discussion ............................................................................ 14
7.4.1 Procedures for accessing Forum .................................................................... 15
7.4.1.1 Replying to an Existing Discussion Topic........................................................ 15
7.4.1.2 Creating Your Own Discussion Topic .......................................................... 17
7.5 Course Requirements ................................................................................................ 18
7.6 Procedures in the submission of the written course requirements .......................... 20
7.6.1 Assignments 1 and 2 ..................................................................................... 20
7.6.2 Reflection Paper ............................................................................................ 24
7.6.3 End-of-Course Action Plan ............................................................................. 24
7.6.4 Other Documentary Requirements ................................................................ 24
7.6.5 Plagiarism ..................................................................................................... 28
8. Course Calendar ............................................................................................................................. 29
9. Assessment of Learning .................................................................................................................. 30
9.1 Rating Rubric Guide and Criteria ............................................................................... 32
9.1.1 Checking your (per activity) Rating and Written Feedback............................ 33
9.1.2 Checking your Final Rating (Course Rating) ................................................... 34
9.1.3 Online Resources ........................................................................................... 34
9.2 Revalida..................................................................................................................... 36
9.3 Course Certificate...................................................................................................... 37
10. Contacts and Links ....................................................................................................................... 37
Appendices ......................................................................................................................................... 38
Let’s Apply What You Learned: A Guide in Preparing the Assignments for Modules 1 and 2 39
End-of-Course Reflection Paper/Questionnaire ..................................................................... 46
End of Course Action Plan ...................................................................................................... 47
Course Dropping Form ........................................................................................................... 49
Change of Rating Form ........................................................................................................... 50
Procedure in Changing the Password..................................................................................... 51
Procedure to upload your profile picture .............................................................................. 52
1 | P a g e GURO21 | Course 1
1. Overview
This Learner’s Guide is designed Gearing Up Responsible and Outstanding Teachers in Southeast Asia
for the 21st Century or GURO21 is a menu of flexible learning courses that aim to address the teachers’
needs in relation to the technological advances and changing educational trends of the 21st century.
GURO21 is also expected to enhance the teachers’ knowledge, skills, attitudes, and values on teaching
and learning in the new century.
to provide you with the needed background information, detailed components, and requirements of
the course. Familiarize yourself with the various parts of the Learner’s Guide to enable you to
complete the course with flying colors.
2. Course Learning Outcomes

At the end of this course, you are expected to be equipped with the knowledge, skills, attitudes, and
values (KSAVs) required for 21st century learning that you can pass on to your students to help them
face the challenges of the 21st century.
This course will also develop your facilitating skills to effectively play your role as teachers in the 21st
century by developing the following:
• Personal lifelong learning plan to enable you to respond to the challenges in teaching and learning
in the 21st Century
• A Professional Development Plan to become a “Good Teacher”; and
• Classroom Management Plan to effectively manage your classroom activities
3. Modality
The course is primarily delivered online. It has been designed to be interactive and self-instructional.
It also incorporates the Four A’s (Activity, Analysis, Abstraction, and Application) of the adult learning
process.
As a learner, you will be studying the materials following the prescribed course schedule.
You will join other learners to form one class (composed of approximately 15 learners) and will meet
online once every week, for a total of four weeks, for the live/synchronous (real-time) three-hour chat
sessions using SEAMEO INNOTECH’s Flexible Learning Management System known as iFLEX.
An assigned Flexible Learning Tutor (FLT), from the pool of SEAMEO INNOTECH’s experts (i.e. former
and current officials from partner Higher/Teacher Education Institutions or the Ministries of Education
from the SEAMEO member countries), will facilitate your online sessions.
You will be given access to a learning package that contains the self-instructional learning materials
before the commencement of the course. Upon receipt, you are expected to study at your own pace
and follow the prescribed schedule for the synchronous and asynchronous sessions and deadlines for
the submission of the course requirements.
4. The INNOTECH Flexible Learning Management System (iFLEX)
The INNOTECH Flexible Learning Management System (iFLEX) is the online learning platform for this
course. It is based on the open-source online platform known as Moodle (Modular Object Oriented
Dynamic Learning Environment).
Only registered users of the course may log-in and benefit from the online features of the iFLEX.
Additional features of iFLEX include real-time chat messaging system, discussion forum, and document
submission capability. In iFLEX, you just need to point at and click on the assigned links or buttons.
The sample GURO21 Class Page in the iFLEX is shown above.
1. Go to http://iflex2.innotech.org
2. Enter your username and password in the space provided or on the upper right-hand corner of
the “iFLEX Welcome page,” and click the log in button. If you have not registered to iFLEX yet,
please read the instructions on how to register in the appendix section
3. You can find your class page on Course overview.
4. Now you can use any of the interactive tools of iFLEX
5. To exit iFLEX, simply click on your name in the dropdown menu (located on the upper right hand
side of the class page) and then click Log out.
Note: You are required to change your default password (please refer to Appendix F) to protect your account.
The course management team shall not be responsible for any issue/incident that may arise later if you did not
change your password.
5. Target Learners
The course is offered to Classroom Teachers like you, and preferably with the following qualifications:
• Computer literate and have access to internet;

• Able to understand, speak, and write in the English language;
• Able and willing to utilize course lessons and share them with other Classroom Teachers and their
school heads; and
• With a minimum of 3 years’ experience
As a learner, you should ideally be capable of navigating your way through the World Wide Web or
the Internet.
Given that the course utilizes access to the internet, a stable internet connection (in school, at home,
or at the nearest internet café) and electrical power are necessary.
The iFLEX is best viewed using the free and open source web browser such as “Mozilla Firefox”,
“Google Chrome”, “Safari”, “Internet Explorer”, and “Microsoft Edge”.
6. Flexible Learning Tutors (FLTs)

The FLTs will provide learning support and guidance to help you in completing the course. They will
be assigned for each group of approximately 15 learners. They are also expected to:
1. Conduct online class sessions using iFLEX for a minimum of three hours pre chat session, for
a total of four sessions, following the agreed schedule;
2. Post discussion topics in the Forum, respond to your post and as may be necessary, provide
additional guidelines to facilitate your learning;
3. Ensure that you have complied with the course requirements following the prescribed format
and schedule;
4. Ensure that you have accomplished the “Other Course Documentation” requirements (i.e.
course evaluation form, pre- and post- self-rating competency checklists and others as may
be required);
5. Respond to your queries related to the course;
6. Monitor your performance, evaluate and provide written feedback and ratings on all your
submitted written requirements;
7. Remind you on any announcements from SEAMEO INNOTECH as regards the course activities
and other milestones; and
8. Accomplish and submit the iFLEX-based “Learners Summary of Ratings Form”.
7. Course Policies and Requirements
7.1 Enrollment Procedure
You can request an official from the Department of Education (DepEd) to nominate you as a
DepEd scholar.
You can also enroll independently. However, you are required to pay the full course fee prior
to the conduct of the first chat session. Thus, you will not be considered officially enrolled if
you fail to complete the required payment.
Once “officially enrolled” and given aces to iFLEX, you are expected to personally upload your
picture in the iFLEX (at least prior to the start of the first chat session). Your failure to do so
will also lead to the invalidation of your enrolment.
Once the course has started, dropping may be allowed but the course fee will no longer be
refunded. Should you wish to drop from the course, you are required to accomplish the Course
Dropping Form (see Appendix “D”) and submit this to the Course Management Team. The
deadline for dropping is before the 3rd chat session. Failure to secure an approved Dropping
Form will mean retention in the official list of enrolled learners and consequently an
incomplete or deficient rating.
Payments:
A special deposit account has been created with Banco De Oro (BDO) in order to fast track
your individual payments to SEAMEO INNOTECH and to effect the timely release of your
official receipts.
Kindly refer to the details below
Banco De Oro (BDO)

Account type: Savings
Currency: Peso
Account Number: 4070015720
Account Name: SEAMEO INNOTECH
Account Code: GC1R10B12
In this approach you will need to input the account code (i.e. GC1R10B12) in the accomplished
BDO Deposit slip. The full payment of the course fee will be required within a week before the
start of the first chat session. The Official Receipts (ORs) will thereafter be released and
forwarded to your nominated address in at least two weeks.
Should you decide however to pay in installments, you are required to deposit half of the
course fee to the special BDO account a week before the start of the first chat session and the
other half or the balance, within one month before the scheduled Revalida. The ORs will
thereafter be released and forwarded to the DepEd Regional/Division Coordinator in at least
two weeks.
You may refer to the examples below:
For full payment

SAMPLE FOR GURO21 COURSE 1
SEAMEO INNOTECH
407 0015 720
6,000 6 6,000
DELA CRUZ, JUAN GC1R10B12
20 1 20
Bank
Transaction
Fee
6,020
For installment
First Payment
SEAMEO INNOTECH
407 0015 720
1,000 3 3,000
20 1 20
Bank
Transaction
Fee
3,020
Second Payment
SEAMEO INNOTECH
407 0015 720
1,000 3 3,000
20 1 20
Bank
Transaction
Fee
3,020
For security purposes and to ensure that you can fully concentrate in both the Orientation or
Revalidation sessions, there will be no on-site collection of payments and issuance of ORs.
Thus, you are encouraged to deposit your payments directly to BDO two weeks before the
Revalida and receive your ORs during or after the graduation ceremonies.
No Refund Policy: You are also encouraged to pay the course fee in the exact amount in order
to avoid cases of excess or overpayments. Per existing SEAMEO INNOTECH policy any request
for refund for excess or overpayments will no longer be allowed.
7.2 Orientation
Prior to the start of the course, you will be required to attend either an online or face-to-face
orientation. You will be informed of the date and venue in advance.
During the orientation, the main features of the course will be discussed, and your questions
and concerns will be responded to. In addition, you will be given access to the self-
instructional learning materials. However, should you fail to attend, the course management
team shall not be liable for any difficulties that you may encounter later.
7.3 Synchronous (Online Chat) Sessions
The online chat can be accessed in the iFLEX under “Chat”. You are
expected to participate in a three-hour chat session, once a week for a
total of four weeks for the duration of the course. Participating in a live
(synchronous) chat session is similar to participating in a face-to-face
class, although it is more challenging because you and your facilitator
do not have the benefit of eye contact, body language, and other non-
verbal communication cues.
Prior to the chat sessions, take note of the chat schedule and login at
least 30 minutes before the specified time to test the reliability of your
internet connection. During chat sessions, you are expected to:
• Participate actively: i.e. with entries between 30 to 150 per chat session
• Take time to read the entries of your FLTs and co-learners, and respond appropriately
• Focus on the discussion threads
• Provide comprehensive and specific responses to move discussions forward. As a rule,

follow-up your short responses with an explanation, description or elaboration, and
examples when necessary.
• Never engage in private conversations with your co-learners
• Be prepared by working on the assigned topics and readings
• Take note of the instructions given by your FLTs
• “Beep” the technical support staff when in need of assistance and resort to private
messaging for immediate technical assistance.
• Maximize the use of multimedia resources and links to complement the discussions with
your FLT and co-learners
7.3.1 Participating in the Chat Session
To participate in the synchronous Chat discussion, click on Chat.
You will then see the link Click here to enter the chat now. Drag the cursor to the link and
click.
Your computer will then launch a new window where you can start to chat with your co-
learners and your FLT.
On the right-hand side of this page, you will see a list of learners inside the chat room with
their corresponding picture and the term beep.
You can click on the Beep button beside your FLT or co-learners’ name if you want to call their
attention.
The recipient will either hear the sound of beep or see the phrase “(Your Name) has just
beeped you!” However, the other participants in the chat will not be able to hear or read it.
Your FLT and/or co-learners can also beep you during the chat session. However, frequent use
of beep can also be distracting to you and the recipient. Thus, it is expected that you will use
the beep button judiciously or only when extremely necessary.
Dialogue Box
Message Pane
All messages to the chat are posted in the dialogue box where you will also see your picture*,
your name and the time when you sent your messages.
Your Name
Message posted
Time message was
posted
*You are expected to upload your picture in the iFLEX prior to the start of the first chat session. Failure to do so will
invalidate your enrollment.
To start participating in the session, drag your cursor to the rectangular box or message pane
at the bottom of the chat window, click on it and start typing your message. As soon as you
finish typing your message, hit the Enter key on your keyboard.
7.3.2 Immediate response when unintentionally logged-off
During a chat session, it is possible to be logged off due to problems associated with internet
connection or power outage. If this happens, just re-enter the ongoing chat session,
click on the Chat link on the iFLEX class page,
then hit Click here to enter the chat now. You may now continue exchanging messages with
your FLT and co-learners.
If you want to see the discussion when you were logged off, just click on the hyperlink View
past chat sessions. Also, if you were absent on the scheduled chat session, you can also refer
to the link to review the transcripts of the previously scheduled chat session.
In case you miss a chat session due to a family emergency or other valid reasons, you are
required to view the past chat session and upload your reflection or contributions to the
session in the Forum.
Just click here to re-enter the

chat room
Just click here to view the past or

just concluded chat transcript
Choose the date and time of the previously scheduled chat session that you would like to read
and click on the link See this session.
7.4 Asynchronous (Forum) Discussion
You may also participate in asynchronous online discussion. This can be

accessed in the iFLEX under the heading “Forum”. It is considered
asynchronous because you have the option to post your responses to the
topics within the day or two, before or after the chat sessions. The
discussions are the forum are intended to capture inputs beyond the chat
sessions. The FLT is expected to initiate the Forum discussions. You are then expected you to
post your response at the soonest time you can. When directed, you can also create your own
discussion topic/s.
Here are some of the other ways in which Forum can be used in the course:
• Self-Introduction. This is usually done before the start of the class. Your FLT normally
prepares the discussion forum topic with some guidelines on what you need to include
when introducing yourself.
• Reflection on the previous chat session. After each chat session, your FLT may ask you to
post your reflections. For your response, please take note of the guidelines.
• Discussion of key points and issues related to the learning materials. Since the three-
hour chat sessions, every week may not be enough to cover everything that needs to be
discussed, your FLT may post a topic on a weekly or on a per lesson basis. Ask your FLT for
details and guidelines regarding this matter.
• Extension of the topic after a chat session or a preview of a topic prior to a chat session.
Topics can be posted either prior to or after your chat session. Your FLT will announce if
there are such postings in the Forum.
Below are the guidelines you should follow when using Forum:
1 Follow the basic Etiquette:
• Do not use foul language
• No personal attacks on fellow learners or your FLT
• Take note of the topic being discussed and make sure that your posting is related to
it; if not, you may not be on the right forum
• Do not turn the forum into a private discussion
• Do not flood the forum with the same or repeated messages

2 Plan your posts. Prepare a draft before encoding it in the Forum.
3 Follow the parameters set by your FLT. Take note of the questions that need to be
answered, the length of the needed responses, and other specific requirements.
4 Check the grammar, composition and structure of your posts.
5 Take note of the appropriate Forum post where the responses should be placed. Some
learners inadvertently end up creating their own post because they did not reply to the
right Forum post.
6 When asked, respond and comment on the posts of other learners.
7 Always provide comprehensive or detailed responses.
7.4.1 Procedures for accessing Forum
Forum can be accessed by clicking on the Forum icon on the class page.
When you click on Forum, you will see four columns under the Add a new discussion topic: (1)
Discussion, (2) Started by, (3) Replies, and (4) Last Post.
You will see the discussion topics under the Discussion column; the one who created the discussion
topic in the Started By column; the number of responses to a particular topic under Replies column;
and the name, date, and time the last person posted a response to the Last Post column.
7.4.1.1 Replying to an Existing Discussion Topic
To post a response to an existing discussion topic, click on the topic or subject that you want to
respond to under the Discussion heading.
The box shows the person who started the topic, its subject, the date and time that it was created and
its content. Click Reply at the lower right-hand corner of the discussion box to post your ideas your
selected topic.
Upon clicking Reply, you should be able to see an MSWord-like space below the topic where
you can type your responses.
Click on the Post to forum button once you finish typing your response.
Click Post to forum

when you are done typing
your responses
After doing this, you can now see your response under the name of your FLT or your co-learner
who posted the topic.
7.4.1.2 Creating Your Own Discussion Topic
You can also create your own discussion topic in the Forum function of iFLEX. To do this, click
the Forum icon on your class page. You will then be directed to a page Add a new discussion
topic button. Click the button and you will create a new discussion topic.
You will then be directed to a page with MSWord-like features. Place the cursor on the subject
field to type the topic that you want to start. Click the space provided below and type your
thoughts on the topic. You can also decide to attach document/s by dragging your file to the
attachment file section. Click on the Post to forum button once you finish.
1
2
Click here and type your
thoughts about the
subject/topic.
You can drag and drop files

here
Click here once you have

finished responding
7.5 Course Requirements
Aside from participating in the synchronous and

asynchronous sessions, you also need to submit a number of
written requirements to be able to complete the course. You
are expected to submit them following the prescribed
schedule/s or guidelines as posted in the iFLEX.
The following are the four (4) written requirements to be

submitted.
a. Two (2) Module Assignments
Take note of the expectations on the assignments
especially in terms of scope, sequence, or length. You
are expected to upload your module assignments
under the heading Written Requirements, under the
Assignment section (see Appendix A for the module
assignment guidelines).
b. Reflection Paper
By the end of the course, you will be asked to accomplish the

Reflection Questionnaire (See Appendix B for the End of Course
Reflection Questionnaire). The following are the questions that
need to be responded to.
c. End-of-Course Action Plan
The End-of-Course Action Plan (ECAP) is a compilation of SMART

(Specific, Measurable, Attainable, Results-oriented, Time-bound) goals
to help you maximize the transfer of your learning after completing
GURO21 flexible learning course. It aims to translate your essential
learning into new behaviors, practices and results.
The contents should integrate, synthesize, and apply the core

competencies that have been discussed in the course. Your ECAP should be uploaded under
the heading Written Requirements, specifically in the Action Plan section of the iFLEX class
page. You are advised to follow the Template (see Appendix C).
Some FLTs may require additional requirements. When this happens, you need to consult
him/her on what to expect and the deadline for submission.
Here are some guidelines on the submission of the written course requirements:
1 Submit written requirements on time. Take note of the deadline. The submission dates
are posted under the Course Calendar.
2 Make sure that you have covered all aspects of the written requirement.
3 Submit only one file.
4 Submit the written requirements in the appropriate sections of iFLEX (i.e. Assignment 1,
Assignment 2, Reflection Paper, and Action Plan). If you fail to follow these instructions,
you will be given a rating of “C” or “Deficient”.
5 Non-submission or submission of a requirement that is of poor quality will result in
receiving a rating of “C” rating. Note that receiving two “C” ratings in any of the course
requirements will automatically result to a final rating of “C” and you will not be invited
to attend the Revalida/Graduation.
7.6 Procedures in the submission of the written course requirements
The written course requirements will need to be uploaded in the iFLEX, under the button
Written Requirements. There you will see the following: Assignment 1, Assignment 2,
Reflection Paper, and Action Plan.
7.6.1 Assignments 1 and 2
In order to submit your completed assignment, you will

need to click on the button Written Requirements. You
will then see in the next page: Assignment 1 and
Assignment 2. Click Assignment 1 if you want to submit
your assignment for Module 1 and Assignment 2 if you
want to submit your assignment for Module 2.
After clicking the Assignment 1 button, you will be

directed to a new page where you can see the detailed information on
the status of your submission. If you have not yet submitted your
assignment, the Submission status would be No attempt. You will
therefore not be graded. To change this status, you need to click the
button Add submission.
Click here to submit your
written requirement.
When you click on the Add submission button, you will be directed to a new page that looks
similar the Forum where you can drag and drop files. It will look similar to the picture below.
Drag and drop the file

here.
Click the name of the file

that you want to upload
As soon as you have uploaded your assignment, you will see the Word document file icon and
filename of your submitted assignment in the dialogue box.
Word document file icon
Click the Save changes button to effect the change made and to
ensure that you have successfully uploaded your file
Thereafter click the Save changes button. The page will then look similar to the picture below.
In case you submitted a wrong file or would want to submit a new file, click on the Edit
Submission button.
On the new window that will appear, click on the word document file icon.
Word document file icon
To remove the file from the uploaded file module, just click on the Delete button.
A new window will pop-up as a security measure asking you if you are really sure that you
wanted to delete/remove the file. Just click on the OK button if you want to delete/remove
the file, otherwise, click Cancel.
Once your file has been deleted follow the same steps in the submission of the assignment.
7.6.2 Reflection Paper
To submit your accomplished End of Course

Reflection Questionnaire, click on the icon
Reflection Paper under the icon Written
Requirements. The process is similar to the
submission of assignments where you need to
click Add submission to upload a file. Locate the
file that needs to be submitted using Windows
Explorer, click on the file name of your Reflection
Paper and then drag and drop files to the File submissions module.
7.6.3 End-of-Course Action Plan
To submit your End of Course Action Plan, follow

the process similar to that of submitting the
module assignments and reflection paper.
Note: The maximum file size that may be uploaded to iFLEX for each
written requirement is 10MB.
7.6.4 Other Documentary Requirements
Aside from the written requirements, you are also expected to

accomplish the Competency Checklist and the Course
Evaluation.
These are self-assessments tools. It will assist you and your FLT in
measuring your level of mastery of the competencies covered in
the course prior to and after studying each of the modules.
To accomplish the self-rating questionnaire, click on the Competency Checklist icon
on the class page. After that, you will see 4 icons that will lead to their respective
assessment questionnaires.
The Competency Checklists will enable you to compare your knowledge before and
after studying the course modules.
Before reading Module 1, click on the icon for the Module 1 Pre-Test. Read and follow
the given instructions. Answer by clicking on the small circles preceding the statement
that you feel best to represent your current knowledge, skills, attitude and values.
At the bottom of the page, you can see the Save and Submit questionnaire buttons.
Click the Submit questionnaire button as soon as you are finished.
Click Submit questionnaire as

soon as you are finished
On the other hand, if you wish to continue working on your self-assessment test at a
later time, simply click the Save button.
Click Save if you want to

finish the questionnaire
some other time
As soon as you finish accomplishing the questionnaire, you will be able to see the summary of
your responses. Click on the Continue button to bring you back to the class page. Perform the
same steps for answering the Post-Module Self-Rating Competency Checklist after you have
completed Module 1 and again after completing Module 2, respectively.
Another assessment tool is the Course Evaluation (CE). The CE should be
accomplished after the submission of all your course requirements or at least
a day before the scheduled Revalida. Your rating and feedback is needed in
order to continuously improve our flexible learning courses.
Accomplishing Course Evaluation is similar to accomplishing the

Competency Checklist. First, you have to click on the Course
Evaluation icon in order to see the questionnaire.
Once on the page, you will see the Dimensions and Elements of the evaluation followed by
five possible ratings. You just need to choose a rating for each Element.
These buttons are located before each statement. There are also items in the course
evaluation where you have to type your comments/recommendations. Just click on the space
and start typing your responses.
Type your
Responses
here
Once you are finished answering all the items, click on the Submit Questionnaire button.
Please be reminded that you cannot change your answers once you have clicked on Submit
Questionnaire.
Click Submit questionnaire when

you are finished
7.6.5 Plagiarism
Learners are expected to prepare and submit their original work and to follow the Chicago Manual of
Style for source citation in referring to another author’s work, specifically when:
• quoting or using the exact words of another; (

• paraphrasing or using the ideas of another in your own words;
• summarizing or using the main points of another; and
• translating the original text and summarizing or paraphrasing it.
Thus, any submitted written requirements that are not properly cited can be assumed to have been
copied from an author or from another Learner's written requirements, which is considered
as plagiarism.
As cited by the Philippine government’s Department of Justice (DOJ) in its DOJ Advisory Opinion No.
2, series of 2012:
“Supreme Court has described Plagiarism as the "deliberate and knowing presentation of
another person's original ideas or creative expressions as one's own," if committed under
certain circumstances, can amount to criminal violation of the Intellectual Property Code, the
E-Commerce Act or the Cybercrime Prevention Act.”
Subject to proper investigation and with the confirmation of your sponsors (as applicable), you may
be:
• automatically dropped from the course; and/or

• required to refund to your office the course fees and other financial/non-financial support
that were earlier provided for your participation in the course.
8. Course Calendar
The Course Calendar is an iFLEX feature that highlights the major
activities during the course and their respective dates.
Click on the Course Calendar button to see the course schedule.
Next page is a sample course calendar.
Sample Course Calendar
ACTIVITIES TOPICS SCHEDULE

Chat 1 Module 1 Between Sep 14 to 20, 2020
Lesson 1. “Learning to Know” as a 21st Century
Teacher
Forum Discussion Revisiting the Four Pillars of Learning (An Anytime after the chat session on Sep
excerpt from Revisiting the Four Pillars of 14 or 20
Learning: Roles of the Pillars in the Reorientation
and Reorganization of Curriculum) Z. Nan-Zhao
Chat 2 Module 1 Between Sep 21 to 27, 2020
Lesson 2. ”Learning to Live Together” and
“Learning to Do” as a 21st Century Teacher
Lesson 3. “Learning to Be” as a 21st Century
Teacher
Forum Discussion Who is a Lifelong Learner? (An excerpt from Anytime after the chat session on Sep
Revisiting Lifelong Learning for the 21st 21 or 27
Century) Medel-Anoñuevo, et al.
Course Break September 28 to October 11, 2020
Submission of Assignment for Module 6 October 12, 2020
Chat 3 Module 2 Between October 12 to 18, 2020

Lesson 1. The 21st Century Teacher as Subject
Matter Expert
Forum Discussion Eight Habits of Highly-Effective 21st Century Anytime after the chat session on
Teachers, A. Churches October 12 to 18
Chat 4 Module 2 Between October 19 to 25, 2020

Lesson 2. The 21st Century Teacher as a
Facilitator of Learning
Lesson 3. The 21st Century Teacher as a
Classroom Manager
Forum Discussion • Facilitating Learning: Issues on Learner- Anytime after the chat session on
Centered Teaching, D. Pan October 19 to 25
• Teaching and Learning Philosophy and
Strategies, UC Regents
BREAK Preparation for Written Course Requirements Oct 26 to Nov 8, 2020
Submission of Assignment for Module 2 Nov 9, 2020
Submission of Reflection Paper and Action Plan Nov 16, 2020
Revalida/Participant Verification Process Last week of January 2021
9. Assessment of Learning
The course utilizes a number of authentic assessment methodologies to monitor and evaluate your
progress or performance. Primary among these is the use of a self-assessment checklist. As mentioned
earlier, you will be asked to accomplish an online diagnostic self-assessment checklist to determine
your pre-course competency level on the topics covered by the course.
You will be evaluated through your submitted written requirements (module assignments, reflection
paper, and action plan) and your participation in the chat and forum discussions.
The written requirements will allow your FLT to assess your application of higher order thinking skills
and newly gained or enhanced competencies.
You will also be asked to keep a compilation of your written requirements throughout the duration of
the course. This compilation is known as your Learning Portfolio.
Letter grades shall be used in evaluating your submitted written requirements and participation in
the chat and forum discussions. Each grade corresponds to adjectival descriptions and the FLTs’
narrative feedback. You will receive either of the following ratings:
• High quality (between A to A+) feedback – Exceeds Minimum Standards (as described in the Guide
for Grading Learner’s Written Course Requirements)
• Satisfactory quality (between B to B+) feedback – Meets Minimum Standards (as described in the
Guide for Grading Learner’s Written Course Requirements)
• Low/Poor quality (C) feedback – Does Not Meet Minimum Standards (as described in the Guide
for Grading Learner’s Written Course Requirements)
In case you miss a chat session due to a family emergency or other valid reasons, you are required to
view the past chat session and upload your reflection or contributions to the session in the Forum.
You are also expected to immediately inform your FLT about your submission. Once the course is
over, you will no longer have a chance to submit your written requirements.
Guide for Grading Learners’ Written Course Requirements
C
Dimension B
A+ A B+ Did Not Meet
Learning Meets Minimum
Excellent Very Satisfactory Satisfactory Minimum
Output Standards
Standards
Module • Submission of a • Submission of a high • Submission of a • Submission of a • Incomplete

Assignment very high-quality quality or almost satisfactory module satisfactory module contents or no
s module assignment perfect module assignment that assignment that submission at
that assignment that covers most of the covers most of the all;
comprehensively comprehensively tasks and steps tasks and steps • Failure to
covers all required covers all required required, indicating required, indicating follow the
tasks and steps, tasks and steps, an average to good an average to good assignment
indicating mastery indicating mastery of understanding of the understanding of the format
of the concepts and the concepts and concepts and topics concepts and topics • Module
topics discussed in topics discussed in discussed in the discussed in the assignment not
the module; the module; module and other module and other substantive
• Perfectly followed • Perfectly followed course activities; course activities; enough to
the prescribed the prescribed • Generally followed • Generally followed reflect learning
module assignment module assignment the prescribed the prescribed and
format and exceeds format and exceeds assignment format assignment format competencies
the competency the competency • Assignment has been • Assignment has been
standards set in the standards set in the resubmitted and resubmitted but did
module with no module but with already contained the not contain the
comments or inputs minor (i.e. 1 or 2) required revisions or inputs or
for improvement comments for inputs from the FLTs recommendation /
from the FLT improvement • Completed all the suggestions for
• Completed all the • Completed all the required contents improvement
required contents required contents • Completed all the
required contents
Reflection • Submission of a • Submission of a high • Submission of a • Submission of a • Failure to

Paper high-quality quality or almost satisfactory reflection satisfactory reflection submit a
reflection paper perfect reflection paper indicating an paper indicating an reflection
incorporating an paper incorporating adequate grasp of adequate grasp of paper
insightful summary an insightful lessons in a fairly lessons in a fairly
of lessons learned summary of lessons readable format; readable format;
in a well-organized learned in a well- • Reflection Paper has • Reflection Paper has
written output and organized written been resubmitted and been resubmitted but
with no comments output but with already contained the did not contained the
or inputs for minor (i.e. 1 or 2) required revisions or required revisions or
improvement from comments for inputs from the FLTs inputs from the FLTs
the FLT; improvement from • Reflection paper • Reflection paper
• Perfectly follows the FLT; generally follows the generally follows the
the prescribed • Perfectly follows the prescribed guidelines prescribed guidelines
format/guidelines prescribed set in the Learner’s set in the Learner’s
format/guidelines Guide Guide
Action Plan • Prompt submission • Prompt submission of • Submission of an • Submission of an • No submission

of a high quality a high quality action action plan action plan or poor quality
action plan at the plan at the end of the demonstrating an demonstrating an action plan
end of the course, course, indicating acceptable acceptable submitted
indicating feasible/ feasible/realistic plan understanding of understanding of showing low or
realistic plan showing application concepts and tasks; concepts and tasks as poor grasp of
showing application of specific • Action Plan has been indicated in the competencies
of specific competencies gained resubmitted and module gained in an
competencies and presented in a already contained the • Action Plan has been action plan
gained and well-organized required revisions or resubmitted but did that is poorly
presented in a well- written output but inputs from the FLTs not contained the organized and
organized written with minor (i.e. 1 or • Action plan generally required revisions or with missing
output; 2) comments for followed the inputs from the FLTs elements
• Action plan improvement from prescribed format • Action plan generally
perfectly followed the FLT; follows the
the prescribed • Action plan perfectly prescribed format set
format follows the in the module
prescribed format
Guide for Grading Learners’ Contribution to the Online Activities
Criteria A+ A B+ B C Did Not Participate

Promptness • Responds to most • Responds to most • Responds to • Responds to • Does not • Learners who
and posts within 24 hours posts within 48 hours most posts most posts respond to do not log in
initiative in several days several days most posts; any of the
responding • Did not require • Requires occasional chat sessions
occasional prompting prompting but after initial after initial • Rarely
to Forum discussion discussion will be
but generally, generally, participates marked “No
posts
demonstrates good demonstrates good • Limited • Limited actively Attendance”
self-initiative self-initiative initiative initiative • A learner
should attend a
Relevance chat • Frequently or • Frequently or • Occasionally • Occasionally • Posts topics
minimum of
session consistently posts consistently posts posts posts that are not
three online
contributions topics related to topics related to messages or messages or related to
chat sessions
discussion; discussion; topic topic the
to qualify for
• Prompts further • Prompts further • Most posts • Most posts discussion
an “A” or “B”
discussion of the discussion of the are short in are short in content;
rating.
topic topic length and length and • Makes short
• Two missed
• Cites additional • Cites additional offer no offer no or irrelevant
sessions will
references related to references related to further further remarks
automatically
the topic the topic insight into insight into
result in a “C”
the topic the topic
Rating
9.1 Rating Rubric Guide and Criteria
This information will guide you on how your FLTs assess the quality of your submitted written
requirements and participation in the course discussions (i.e. Chat and Forum).
Please note that the FLTs are guided by the following in rating your participation
Activity Weight
Participation in online discussions for both the 15%
Forum and Chat for Module 1
Participation in online discussions for both the 15%
Forum and Chat for Module 2
Module 1 Assignment (Module 1) 20%
Module 2 Assignment (Module 2) 20%
Reflection Paper 10%
Action Plan 20%
Total 100%
Note that if you missed two of the four chat sessions under Module 1 or 2, you will
automatically receive a “C” rating for the category. Getting two “C” ratings in any of the course
requirements will result in an overall rating of “C”.
In determining the final grades, your FLTs will be guided by the following:
Letter Rating Numerical Rating in iFLEX Equivalent

A+ 4 Excellent
A 3.5 Very Good
B+ 3 Good
B 2.5 Passed
C 2 Deficient
9.1.1 Checking your (per activity) Rating and Written Feedback
One of the main features of iFLEX is its feedback mechanism. The process
allows you to check your grades and the feedback of your FLT for all your
submitted requirements. To check your grade and FLTs feedback for your
Assignment 1, click on the Written Requirements icon.
Click on Assignment 1 button, where you will see on the upper part of the
page Submission status. This will let you know the status of your submitted
requirement — grade and the date it was graded.
At the next part of the page, you will see the Feedback given by your FLT
9.1.2 Checking your Final Rating (Course Rating)
To check your final ratings, click Ratings in the class page and a matrix
showing the grades that you earned for every submitted requirement
and your participation in the online sessions. A summary/compilation
of your FLTs feedback for each of your submitted written requirement
is also shown in the matrix.
9.1.3 Online Resources
The next section contains instructions on how to access the resources that
will help you fulfill and get excellent marks on your submitted requirements.
iFLEX also contains online resources that you can access at your own phase.
They are intended to provide you with a wide array of sources of scholarly
information that will enable you to thoroughly discuss topics covered in the
modules with your FLT and co-learners. You will also find this information
useful when you work on your Module Assignments, Action Plan, and
Reflection Paper. They include subscriptions to international journals, videos,
reading materials, and references.
Once you clicked the Online Journal icon you will see the following online
resources: Harvard Educational Review, Journal of Cases in Educational
Leadership (JCEL), SEAMEO INNOTECH Knowledge Products: Journals,
MT4T, Weaving Identities and Tool kit on DRRM.
Toolkit for
Building
Disaster-
Resilient School
Weaving
Once you clicked on Course Materials you will be able to see the icons of GURO21 Learning
Package and Assignment Templates and Guides
For the Learner Package, you will have access to the following Modules 1 and 2, Required
Readings, and Learners Guide and the Assignment Templates.
Videos – is a collection of short videos that were uploaded in the YouTube. The videos were
intended to provide you additional inputs on how to successfully prepare/develop the specific
requirements of the courses.
To access the instructional videos, drag your cursor to the Videos icon and
click.
To view a particular video, click the Play button. To resize the video screen, click on the square
box on the lower-right hand corner of the video screen. To increase the volume of the audio,
click on the volume speaker icon, and then drag the volume bar up to your desired volume.
As soon as you are done watching the video, click on the “X” mark on the lowermost right-
hand corner of the screen to close it. To view more videos, scroll down the page and click on
the video you selected and then click on Play.
9.2 Revalida
The Revalida or Participant Verification Process (PVP) is the term for the final activity that
will complete the course. During the verification process, all your submitted course
requirements will be validated in order to find out if you personally composed and prepared
them. It will also be an opportunity to determine or validate your course learnings. The
verification process can either be face-to-face or online.
For the face-to-face Revalida, SEAMEO INNOTECH will announce the schedule and the venue.
On the other hand, for the online revalida, the schedule and venue will be determined in
coordination with the concerned official or coordinator from your Ministry. Furthermore, the
MOE focal person and the learner should be together in the same venue. Located offsite will
be the SEAMEO INNOTECH representative and your FLT. The online Revalida may either use
the Chat facility of iFLEX or other available technologies using Voice Over Internet Protocol or
VOIP (e.g., Skype, Yahoo Messenger, Big Blue Button, Google Hangout etc.).
During the verification process, you will also need to bring with you a copy of your Learning
Portfolio. The learning portfolio is a compilation of all the printed copies of your submitted
requirements and other pieces of evidence in order to prove that you are the original author.
The learning portfolio is made up of the following record or copies of:
• Module 1 and 2 assignments;

• End of Course Reflection Paper and;
• End of Course Action Plan.
The contents of the learning portfolio should be shown to your FLT (or his/her representative
and the other members of the panel).
Passing the PVP would entitle the learners to join the succeeding graduation ceremonies and
receive the International Certificate of Competence. (Note: Only learners who received an
overall rating of “A” (or Excellent) or “B” (or Passed) will officially be invited to the Revalida
by the Course Management Team.
However, should you receive an overall Final rating of “C” (Deficient), you will instead be given
a grace period of 10 working days after the Revalida to complete the deficient requirements
including making arrangements for your own special face to face or online revalida.
An accomplished Change of Rating form (see Appendix E) should thereafter be submitted to

the course management team. If you fail to complete the requirements during the grace
period of two weeks after the Revalida, the “C” rating becomes permanent and the Certificate
of Competence will no longer be given.
9.3 Course Certificate
Receiving an e-copy of the International Certificate of Competence after successfully

meeting the standards or have gained the expected competency outcomes for the course.
Alongside the certificate, you will also receive a rating card indicating your overall
performance and the SEAMEO INNOTECH Alumni Membership Card.
The link to the downloadable copy of the Certificate will be sent to your registered email
address.
10. Contacts and Links

For any concerns, suggestions or feedback please feel free to contact the Course Management Team
(CMT):
Email : coursemanager@seameo-innotech.org
Telephone : +632 89247681 to 84, loc. 182 or 150 or 188
Telefax : : +632 89264462
Mobile No. : +63 9178613022
The CMT is available from Mondays to Fridays from 9:00am to 5:00pm. For other concerns outside of
these hours, kindly call or send an SMS to the Course Manager’s mobile phone.
Appendices
A Guide in the preparation of the Assignments for Modules 1 and 2
B End of Course Reflection Paper/Questionnaire
C End-of-Course Action Plan Template
D Course Dropping Form
E Change of Rating Form
F Procedure in Changing your Password
G Procedure to upload your profile picture
“A”
Let’s Apply What You Learned:

A Guide in Preparing the Assignments for Modules 1 and 2
MODULE 1 ASSIGNMENT
• Go back to Activity 1.8 on 21st century literacies on page 50 and prepare a Personal Lifelong
Learning Plan (PLLP);
• The PLLLP is a compilation of SMART (Specific, Measurable, Attainable, Results-oriented, Time-
bound) self-learning activities that will be implemented for a period of five (5) years. The identified
programs are expected to enable you to be “good or strong” to the “21st Century Literary Areas”
where you consider yourself still weak or developing and to continue to be “good or strong” in
areas where you rated yourself as “good or strong.”
The PLLP contains the accomplished and School Head-approved and photo-documented PLLP Matrix
(Components 1 and 2), the Reflection Paper (Component 3) that will be submitted as one file to your
FLT via the iFLEX.
Component 1: Accomplished PLLP Matrix (Table 1.1). Below is a guide in the accomplishment of
the Matrix:
a) Column (1) 21st Century Literacies: List the seven 21st Century Learning Literacy Areas
b) Column (2) Level of Competency: Using the Rubric (Table 1.2) as guide, identify the literacy
areas that you believe you are Strong or Good or Developing or Weak.
c) Column (3) Target KSAV: Based on your assessment of your level of competency, identify the
top three specific Knowledge or Skill or Attitude or Values where you believe you still need to
improve (if Developing or Weak) on or further enhance (if Good or Strong);
d) Column (4) Activities to Improve/Enhance Competency: Identify the self-learning activity/s
that will respond to the identified KSAV;
e) Column (5) Support/Resources Needed: Identify what resources you need to accomplish your
self-learning activity/s;
f) Column (6) Barriers/Challenges: Identify what can be the possible barriers or constraints
which may prevent you from undertaking each of the self-learning activity you identified;
g) Column (7) Solution/Action: Identify the possible solutions/action to the barriers or
constraints which may prevent you from undertaking each of the self-learning activity you
identified.
Table 1.1. PLLP Matrix
21st Century Level of Target Knowledge or Activities to Time Support/ Barriers/ Solution/
Literacies (1) Competency Skill or Attitude of improve/ Framework Resources Challenges Action
(2) Values for each enhance (5) Needed (6) (7) (8)
literacy (3) competency (4)
Arts and
Creativity
Ecoliteracy
Cyberliteracy
(Computer & ICT)
Financial Literacy
Media Literacy
Social/
Emotional
Literacy
Globalization &
Multicultural
Literacy
Table 1.2 PLLP Rubric/Level of Competency
WEAK DEVELOPING GOOD OR COMPETENT STRONG

I Needs further I am currently learning how to I can do/understand this, but I I can do/ understand this
improvements or cannot do/understand this need to learn more or improve very well
do/understand this yet • Has developed the • Developed the fundamental • Exceeds core
• Struggles with fundamental knowledge knowledge and skills and requirements in terms
understanding and skill and core core understandings, and of knowledge, skills
• With basic or yet to understanding with little can transfer them and understandings,
be acquired guidance independently; and can transfer them
knowledge or skill in • Strengths and need for • Shows the needed automatically
order to aid improvement are about knowledge or skill but • Many strengths are
understanding equal improvement still desired present
Adapted from DepEd Order No. 73, s. 2012 & SEAMEO INNOTECH Competency Checklist Questionnaire
You may refer to the abstract of an accomplished PLLP Matrix for further details
Abstract of an Accomplished PLLP Template Matrix
21st Century Level of Target Self-Learning Specific Support Barriers/Challeng Solution/Act

Literacies Competency Skill (for Activities to Time Resources es to accomplish ion points to
each Acquire each Frame Needed to each activity or to address
literacy) Target Skill work Acquire each acquire resources each
skill needed barriers or
challenges
CYBER- Good Use of Enroll in Nov Personal Funds Lack of interest in Initiate/draft
LITERACY ICT in the courses on the 2018 to MOOE/ the use of ICT or seek
(Computer class- use of ICT May School Funds official
and ICT) room 2019 approval in
developing
policies on
the use or
adoption of
new
technologies
FINANCIAL Developing Credit • Conduct June to • Personal Conflict with Prioritize the
LITERACY Manage Desk Dec Funds intervening tasks completion
ment Review 2018 • Moral in school and at of the tasks
(Journals, support home
Magazine from
s, relatives
Newspape or friends
r articles) to sustain
• Conduct the
Internet practice
Search/ca
se study
analysis
Developing Hand- • Attend June to • Personal Personal Prioritize the
ling workshops Dec Funds commitment or completion
personal or small 2018 • Moral dedication to of the tasks
finance testimonial support sustain the
s on from practice
handling relatives
personal or friends
finances to sustain
• Conduct the
desk practice
review
Learner’s Signature: _________________ Reviewed/Approved by: Dr. Segundina Cruz__

Principal III
Component 2: School Head-approved and photo-documented PLLP Matrix. The accomplished
PLLP Matrix discussed with your School Head and documented with pictures with his/her inputs
and signature.
Component 3: A Reflection Paper. A 500-word essay about your experience and learning
insights while preparing your PLLP.
MODULE 2 ASSIGNMENT:
The assignment for Module 2 will have three parts: (1) Video-documentation of the Teaching
Demonstration and the accomplished 21st Century Classroom Facilitating Skills Questionnaire; (2)
Professional Development Plan (PDP); and (3) Classroom Management Plan (CMP) that will be
submitted as one file to your FLT via the iFLEX.
Part 1- Enhancing 21st Century Classroom Facilitation Skills

(40% of the Overall Grade for Module 2 Assignment)
As an upcoming GURO21 course graduate, you are excited to showcase “good teaching” skills. As
discussed in the GURO21 Course Module, “good teaching is now understood to involve a process of
facilitating learning rather than being the simple transmission of knowledge from the teacher to the
learner.”
In this regard, you are expected to perform the following:
1. Conduct a teaching demonstration (or Teaching Demo) for a maximum of 20 minutes to cover a
content area/lesson that you are very familiar with;
2. Record your teaching demo and feature your classroom and learners;
3. Upload the recording of your teaching demo in either YouTube or the other video sharing site/s
and provide the URL link; and
4. Finally, assess your teaching demo by accomplishing the “21st Century Classroom Facilitating
Skills” Questionnaire (Table 2.1, next page)
Table 2.1: 21st Century Classroom Facilitation Skills Questionnaire
Aspects Observations Strengths Areas for Action Points

Improvement
Facilitation style
Accommodation of students’
learning styles
Provision of learning
environment that is conducive
for:
• Active learning
• Higher order thinking
• Contextual learning
Questioning and reacting skills
Part 2 – Professional Development Plan
• Identify specific competency (i.e. Knowledge or Skill or Attitude or Values) gaps or challenges that
will enable you to become a “Good Teacher” and prepare a Professional Development Plan (PDP);
• The PDP is a compilation of SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound)
professional interventions that you will either join or implement for a period of two (2) years. The
identified professional interventions are expected to respond to the gaps or challenges that
prevents you from becoming a “Good Teacher”;
The PDP includes the (Component 1) accomplished and School Head-approved PDP Matrix (Table
2.1) and (Component 2) a 500-word essay that provides a detailed description of each of the
identified professional interventions;
Below is a guide in the accomplishment of the PDP Matrix:
• Column (1) Required Competencies: Identify the specific competency (i.e. Knowledge or Skill or
Attitude or Value) that you need to improve (i.e. gaps or challenges) or further enhance;
• Column (2) Type and Specific Professional Intervention: Using Table 2.2 as guide, identify the
Professional Intervention (i.e. Training or Education or Development) and the learning activity/s
that you will need to respond to your identified need/s;
• Column (3) Significance of the Activities: Identify the reason/s for the identification of the
intervention and its importance;
• Column (4) Requirements: Identify what resources you need to accomplish your self-learning
activity/s;
• Column (5) Barriers/Challenges: Identify what can be the possible barriers or constraints which
may prevent you from undertaking each of the identified intervention and identify possible
solutions/action.
Component 2: Essay descriptions of the identified Professional Interventions for each

identified competency gaps. On a separate sheet that provides the rationale (in 300-500
words) for the interventions.
Table 2.1 Professional Development Plan Matrix
Name and School: _____________________________ Specialization/Subjects Handled: ______________________
Required Competencies Type & Specific Professional Significance of Requirements (4) Potential Barriers and
(1) Intervention (2) the activities (3) Solutions (5)
Learner’s Signature: __________________________ Reviewed/Approved by: ____________________
Table 2.2 Interventions to Address Learning Needs using the 70-20-10 Model*
Type of Description
Intervention
Employee • Short-term learning intervention
Training • To improve match between job requirement and individual knowledge, skills and attitudes
• After training, the individual is able to apply learning immediately
Employee • Intermediate-term learning intervention
Education • Helps the individual qualify for advancement and thus achieve their future career goals.
• Often associated with career development
Employee • Long-term intervention
Development • Focuses on stimulating new ideas or insights through planned learning
Examples:
Participating in specialized programs or Giving short-term assignment to stimulate insights or Job
Rotation or Coaching
Source: Learning Sessions on Staff Development by Ms. Maribel Aglipay, Principal Partner of the Philippine Society of Training and Development
You may refer to the abstract of an accomplished PDP Matrix for further details
Abstract of an accomplished PDP Matrix
Name and School: F. SANTOS ELEMENTARY SCHOOL Specialization/Subjects Handled: SOCIAL STUDIES/ SOCIAL
STUDIES
Required Type & Specific Professional Significance of the Requirements Potential Barriers (P) and Solutions (S)
Competencies Intervention activities
Thinking Training – Attend short-term • To encourage the • Course Fees • P - Lack of opportunity to be physically
critically and courses related to critical students to think present in the training venue
creatively thinking and Higher Order critically • S – Reserve a specific time within the week
Thinking Skills • To enhance the • Between August or find alternative modalities other than
learning experience to September F2F
of students 2018 (ones or
twice per week)
Promoting Training – Attend short • To practice multiple • Course Fees • P - Lack of opportunity to be physically
independent- courses teaching strategies, teaching strategies present in the training venue
learning, and specifically focused on • To enhance the • Between April- • S – Reserve a specific time within the week
collaborative independent learning and learning experience May 2019 (ones or find alternative modalities other than
team-work collaboration/team work of the students or twice per F2F
development week)
Integrating Development – Engage in • To encourage co- • Course Fees • P - Lack of continued interest from co-
diverse Coaching/Mentoring/ teachers to think • Between July faculty members
classroom Introduce in INSET sessions critically or practice 2018-March 2019 • S – Continuously encourage co-Faculty
techniques HOTS (ones during a members to participate by adding value to
scheduled INSET the attendance in the sessions
session) • S – Seek support from DepEd to consider
the sessions as part of CPD credits, etc.
Applying the Education – Enroll in a • To encourage co- • Course Fees • P – Financial viability and the need to be
Socratic Certificate Course in Socratic teachers to think • Between March physically present to Intervening Tasks for
Teaching Teaching Method critically or logical 2018-May 2018 DepEd
technique reasoning • S – Seek financial and moral support from
the School Heads
• S – Encourage other teachers to attend
Learner’s Signature: ________________ Reviewed/Approved by: Dr. Segundina Cruz__

Principal III
Part 3: Classroom Management Plan

1. With your PDP as guide and in consultation with your class/school stakeholders, develop a
Classroom Management Plan (CMP).
2. In developing your CMP, be guided by the following
• Your teaching style and strategies
• Planned classroom activities
• Classroom layout that you believe will maximize learner/student participation
• Social distancing and good health practices
3. You may also include visual representations of the layout of your classroom (Note: should you
decide to adopt or copy an existing Classroom Layout, make sure you acknowledge its source)
4. Prepare a reflection on the insights and challenges while preparing your CMP and its relevance in
your other role as a “Classroom Manager” to your 21st century students.
5. Submit your CMP to your School Head for further improvement and approval/signature.
“B”
End-of-Course Reflection Paper/Questionnaire
This Reflection Paper is about everything that you learned from the GURO21 Course 1 flexible learning
course. Accomplish the questionnaire below and submit your accomplished End of Course Reflection
Questionnaire to your FLT via iFLEX.
Guide Questions Response/s

How relevant and applicable were the course
contents in helping you enhance your
competencies as 21st Century teacher?
What significant learning insights did you gain

from the course?
What challenges or difficulties did you

encounter during the course?
What areas related to 21st Century teaching

and learning do you still need to improve on
and why?
What can you say about your overall

experience (i.e. comment on chat, forum,
course requirements, FLT competency, and
the online modality)?
What are your other comments / suggestions

in order to improve the content coverage and
future course deliveries?
“C”
End of Course Action Plan

1. The Action Plan is a compilation of SMART (Specific, Measurable, Attainable, Results-oriented,
Time-bound) goals to help you maximize the transfer of your learning after completing GURO21
flexible learning course. It aims to translate your essential learning into new behaviors, practices
and results.
2. The contents should integrate, synthesize, and apply the core competencies that have been
discussed in the course. Table 4.1 (below) is the End of Action Plan Matrix
Table 4.1 End-of-Course Action Plan
Concepts to be Activities or Date and Human Financial Material & Indicators of Success
Applied/ Projects & Duration (3) Resources Resources other (7)
Shared (1) Objectives (2) Needed (4) Needed (5) Resources
Needed (6)
Below is a guide in the accomplishment of the End-of-Course Action Plan Matrix:
• Column (1) Concepts to be Applied/Shared: Look over your notes or training materials in order to
identify what new learning occurred. Among the new learning, identify what you want or intend to
share with your stakeholders;
• Column (2) Activities or Projects and Objectives: Identify activities or events or professional
Interventions (i.e. Training or Education or Development) that you want to implement in relation to
the new learning that you want to share, the reasons for identifying them, its importance and your
expected outputs or outcomes;
• Column (3) Date and Duration: Identify the specific dates and expected duration of the activity/s;
• Column (4) Human Resources Needed: Identify who among your stakeholders or the human resources
you need to accomplish your activity/s;
• Column (5) Financial Resources Needed: Identify how much resources or the budget allocated for
each of the identified activity/s;
• Column (6) Material and other Resources Needed: Other than human and financial resources, identify
what other resources you need for each of the identified activity/s;
• Column (7) Indicators of Success: Refers to the key performance indicators or common term for
criteria used to measure the benefits of the project. It can also refer to your responses to the
following questions: What does success look like? How do I know I've completed the project? How
do I know I've done a great job? How will all this be measured?
Below is an Abstract of an accomplished ECAP Matrix for further details.
Abstract of an accomplished End-of-Course Action Plan
Name of School: F. SANTOS ELEMENTARY SCHOOL
Concepts to Activities or Date and Human Financial Material & other Indicators of Success
be Applied/ Projects & Duration Resources Resources Resources
Shared Objectives (Beginning & Needed Needed Needed
Ending Dates)
Integrating Training on November 17- Subject Php20,000 Manila and bond • Program/ Policies
HOTS in integrating HOTS 21, 2015 Supervisors, (refer to papers, Marker developed with inputs
teaching in teaching and Teachers, etc. the pens, meta cards, from stakeholders
and learning; (1) attached etc. • At least 80% of the
learning Encourage co- budget) invited participants
teachers and attended;
other • At least 80% of invited
stakeholders to stakeholders expressed
contribute to the commitment to
increase in the support the identified
quality of projects
teaching and
learning in the
school
Learner’s Signature: ________________ Reviewed/Approved by: Dr. Segundina Cruz_

Principal III
“D”
Course Dropping Form
“E”
Change of Rating Form
“F”
Procedure in Changing the Password
1. Click the drop-down arrow on the upper right-hand corner beside your name.
2. From the dropdown choose “Preferences”
3. From the preferences, choose Change password
Note: The password must have at least 8 characters and should a combination of the following:
a digit, eg. “4”

a lower case letter, eg. “a”
a upper case letter, eg. “A”
Special Character, eg. “#”
Example: P@55w0rd
4. Click Save changes in order to save your new password.
“G”
Procedure to upload your profile picture
1. Click the drop-down arrow on the upper right-hand corner beside your name
2. From the drop-down choose “Profile”
3. From Profile choose “Edit profile”
4. Scroll down to fine “User Picture”
Please follow the format of Alumni ID picture
• Submit high resolution photo [1x1/square] that is not blurry, grainy or pixelated.
Photo should be properly exposed with no shadow.
• Use a clear image of your face. Do not use filters.
• Have someone else take your photo. No selfies.
• Face the camera directly with full face in view.
• Have a neutral facial expression or a natural smile, with both eyes open.
• Use plain white or off-white background.
5. Click “Update profile” in order to save any changes in your profile

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Version 3

Course 1: Facilitating 21st Century Learning

Southeast Asian Ministers of Education Organization

Updated as of 3 August 2020

2. Course Learning Outcomes

• Computer literate and have access to internet;

6. Flexible Learning Tutors (FLTs)

5. Respond to your queries related to the course;

8. Accomplish and submit the iFLEX-based “Learners Summary of Ratings Form”.

Kindly refer to the details below

Banco De Oro (BDO)

For full payment

7.3 Synchronous (Online Chat) Sessions

• Focus on the discussion threads

• Provide comprehensive and specific responses to move discussions forward. As a rule,

• Never engage in private conversations with your co-learners

• Be prepared by working on the assigned topics and readings

• Take note of the instructions given by your FLTs

To participate in the synchronous Chat discussion, click on Chat.

click on the Chat link on the iFLEX class page,

Just click here to re-enter the

Just click here to view the past or

You may also participate in asynchronous online discussion. This can be

1 Follow the basic Etiquette:

• Do not use foul language

• No personal attacks on fellow learners or your FLT

• Do not turn the forum into a private discussion

• Do not flood the forum with the same or repeated messages

7.4.1.1 Replying to an Existing Discussion Topic

Click Post to forum

7.4.1.2 Creating Your Own Discussion Topic

You can drag and drop files

Click here once you have

7.5 Course Requirements

Aside from participating in the synchronous and

The following are the four (4) written requirements to be

a. Two (2) Module Assignments

By the end of the course, you will be asked to accomplish the

c. End-of-Course Action Plan

The End-of-Course Action Plan (ECAP) is a compilation of SMART

The contents should integrate, synthesize, and apply the core

7.6.1 Assignments 1 and 2

In order to submit your completed assignment, you will

After clicking the Assignment 1 button, you will be

Drag and drop the file

Click the name of the file

To submit your accomplished End of Course

7.6.3 End-of-Course Action Plan

To submit your End of Course Action Plan, follow

7.6.4 Other Documentary Requirements

Aside from the written requirements, you are also expected to

Click Submit questionnaire as

Click Save if you want to

Accomplishing Course Evaluation is similar to accomplishing the

Click Submit questionnaire when

• quoting or using the exact words of another; (

• automatically dropped from the course; and/or

Click on the Course Calendar button to see the course schedule.

Next page is a sample course calendar.

Sample Course Calendar

ACTIVITIES TOPICS SCHEDULE

Course Break September 28 to October 11, 2020

Submission of Assignment for Module 6 October 12, 2020

Learner’s Signature: _______________ Reviewed/Approved by: Dr. Segundina Cruz

Name and School: _______ Specialization/Subjects Handled:

Learner’s Signature: ______ Reviewed/Approved by:

Learner’s Signature: ______________ Reviewed/Approved by: Dr. Segundina Cruz