MCC Flex 3.

Introduction
Mabalacat City College has gone a long way from the production of procedural
guidelines of MCC Flex 1.0 in 2020 and its improvement and modification in MCC Flex 2.0 in
2021. This current document is a response to the veritable challenges and opportunities for
Mabalacat City College to go through major updates in its internationalization efforts and
technological innovations. Hence, MCC Flex 3.0 emerged. As the College ventures back this year
on face-to-face instructional delivery, it envisions a new era of mindful, inclusive, and lifelong
education in these ever-challenging and changing times.
While still taking into consideration health safety standards in its operations, the
academic year 2022-2023 will present ground-breaking technological innovations that will
connect it to other colleges and universities around the globe; and implement new programs
and approaches that will take the College to the next level of academic engagement through
strengthened research and community outreach, an inclusive program for students who double
up as laborers, and a special support program for those students who excel academically in
their chosen fields of specialization. These new program and instructional innovations will be
part of MCC’s contribution in creating a model framework for other local colleges and
universities across the Philippines. In so doing, MCC presents a brief description of the different
components of curricular and instructional delivery, programs and support units that make up
the operational profile of MCC for the incoming semester.
Part A: The Learning Design Framework of MCC presents its instructional approach that
is responsive to the changing times brought about by the pandemic, covid-19. It presents the
different learning modalities that would be responsive to the still prevalent albeit improving
health situation of the country. It outlines the innovative instructional programs and three
possible teaching and learning modalities that would be dependent and aligned with national
and local government health standards of operations for higher education institutions.
Part B: The Description of Learning Delivery Modalities presents MCC’s various
approaches of delivering quality, world-class instruction through its novel instructional
approaches using international connections to colleges both in the Eastern and Western
hemispheres. It also presents two new learner-responsive programs that cater to the needs of
the working student and the academically advanced prodigies, while still maintaining the
quality of instruction being given to students in the mainstream s. The two earlier-mentioned
programs are MCC’s response to the growing number of students who are also providers for
their families, and the small but promising number of gifted students who need that special
attention and guidance required by their exceptional talents and intellectual gifts.
Part C: The Roster of Essential Learning Resources begins with internationalization
opportunities afforded to all MCC students and faculty whose goals include augmenting not

1|Page
only their academic needs but also advancing their knowledge and life skills. This also begins
with the students the habit of regularly providing for their own personal and professional
development. The Roster highlights the special services both online and onsite, and the
technological and media platforms that MCC Library provides everyone who needs the national
and international references for their research and studies. A sample learning module which is
provided online and is used in all class courses is provided, together with all the computer and
laboratory facilities and simulation rooms used by students in their job immersion courses.
Part D: The Illustration of Class Schedules and Shifting Systems presents the classes that
have onsite and online classes, together with the number of students who attend said classes. It
provides pertinent MCC personnel and faculty the ability to set, modify, and adjust class and
laboratory schedules of students in their respective classes.
Part E: The Brief Description of Class Sizes and Laboratory Procedures shows the
particular number of students being instructed in the general education and major courses of
the programs. The class codes, course descriptions, teaching modality, schedules of face-to-
face classes, the number of students, and room assignments are detailed in this section in order
for academic personnel to properly map out instructional services they provide the learners.
Part F: The Student Support Services identify the support services provided by MCC to
all its students which include personal and academic counseling from the Guidance and
Counseling Office. This also includes student discipline and character development services,
health services, a center for culture and the arts, and a sports development program office for
their specific service functions.
Part G: The Updated Crisis Management Plan is an inter-office plan of MCC to help guide
students, faculty, non-teaching personnel in the gradual easing back into face-to-face classes,
still taking into account the health protocols provided by the local government unit and the
Commission on Higher Education. Security and safety is very much a prime consideration in the
operations of Mabalacat City College.
The stated components of this document are detailed descriptions and some are
procedural guidelines and policies that will help MCC personnel and students navigate through
the new normal while looking ahead to a future of great challenges and opportunities.
Go Crimson Tribe!

2|Page
Part A: Learning Design Framework
Mabalacat City College is ever-responsive not only to the community it serves but
also to the local government office (LGU) that gave birth to its existence, and national
governing and regulatory body of the Commission on Higher Education (CHED). As such,
MCC always follows strictly the rules and guidelines it is given to ensure primarily the
safety of its clientele and constituents, and the quality of instruction that it pledges to
provide its students. Hence, following are the modalities vis-à-vis the programs and
teaching approaches that are stated as a response to the current and future health
mandates the government may impose.
 

 
 
No Face-to-Face (Online) 
The No Face-to-Face (Online) modality is a special modality that focuses primarily to
provide academic assistance and appropriate consideration to working students (professionals
in their own right) of the college. It aims to provide a unique and flexible academic program
that suits their work schedules, through the use of a combination of asynchronous and
synchronous (live conference) delivery of instruction. Plus (+) provides opportunities for
students with health concerns to continue their learning at MCC. They are the ones with high
cases of co-morbidities or are bed-ridden. MCC ensures that it provides inclusive education to
students with these unique life situations.   

3|Page
 The MCC Pro+ is intended for working students and students with health concerns
whose schedules and situations are all not in consonance with the regular class hours of their
programs. Their subjects or courses will be the same as those enrolled in the regular programs.
The difference lies in the modality, expectations, and outputs. As students take their online
classes through online synchronous delivery, MCC Pro+ students will not have to join the live
class conferences, and their absences will not be counted against them. Instead, they will be
allowed to asynchronously view the recorded lesson deliveries of the class on a time convenient
for them. Instructors may opt to ask for the same requirements as the regular students or they
may opt to give the Pro+ students a different set of requirements (separate quiz, or
performance task) that display the competencies required in the course. These requirements
will still follow the timetable provided by the instructor. A separate grading sheet may be
created for MCC Pro+ students and hence may follow a slightly modified grading scheme, based
on the approval of the Dean. A separate schedule for personal consultation and advising will be
mutually agreed upon by the instructor and the student. (See Annex A)

Blended Limited Face-to-Face 

The blended limited face-to-face modality is for courses or subjects that have laboratory
sessions, physical activities, performance test, return demonstrations, on the job trainings, and
other activities that require actual attendance for instructors to fully evaluate their authentic
demonstration of skills and competencies acquired. These sessions are pre-scheduled by the
Field of Specialization Heads (FoSH) through a letter sent to the vice-president for academic
affairs (VPAA) for approval of academic merit in the conduct of onsite class. Once approved, the
VPAA will upload the names of students to an online portal for the Health Services Unit (HSU)
where each student will be vetted their health requirement documentations. Once approved by
the HSU, they will be given an online pass which will serve as their permit to enter the campus.
Meanwhile, the vice-president for administration (VPA) will be notified in order the disinfection
crew to prepare the classrooms with all necessary steps for disinfection.  
Note that blended or limited face-to-face classes are a combination of onsite and offsite
(online) lesson delivery modes. Blended classes will have 20% onsite and 80% online
instructional deliveries. Listed in the succeeding sections are classes which will conduct blended
learning.  

Smart Classrooms 
The Smart Classrooms which will use state-of-the-art Huawei Interactive Smart Boards
will be employed in blended learning. Since we do not want to have overcrowded classes,
certain classes will have only 50% of the students come on campus. These students will be
taught face-to-face by the instructors using the Huawei interactive Smartboards and will be
simulcast online to the other 50% of students who are at home. This way, safety is still in check
by not overcrowding the classes, and still have all students experience learning the
content.  The schedule for utilization of Smart Classrooms is shown in Annex B.

Face-to-Face Classes  
Face-to-face classes include the Honors Program.  The Honors Program is crafted by
Mabalacat City College in order to provide the best learning opportunity to the best and the

4|Page
brightest of MCC from whichever Institute they belong. The general goal of the program is to
give the top achievers of MCC the highest quality instruction that the College can provide. It is
through this program that we will hone the most deserving students of a rigorous academic
program requirement that only the top 1% of students will be able to fulfill. The graduates of
this program are expected to create innovative ideas for their institute and the College,
produce the highest level of academic outputs, and represent MCC to national and international
competitions. Hence, it is imperative that they report onsite to a Drill Master who will give
instruction, provide training, do individual and group coaching, and organize academic
competitions for the participants.  

The curriculum for the program is a modified and enhanced set of course requirements
for the General Education Courses that they have in each course program. The GE courses of
the Honors Program will have higher expectations than the regular classes. To illustrate,
Purposive Communication for the participants will include article and grant-writing proposals as
their final output. Another would be the creation and implementation of ethical organizational
standards of behavior and operation as an application to their Ethics class. (See Annex C)

Alert Levels 
Depending on the existing alert level classification given by the IATF and LGU mandates,
MCC will respond with the kind of modality it will utilize in its instructional delivery. For Alert
Levels 4 and 5, MCC will have NO F2F CLASSES, only purely online delivery. For Alert Levels 3
and 2, blended or limited face-to-face teaching modality will be employed. For Alert Level 1 or
No Alert, MCC will conduct face-to-face classes for most of its courses. With every alert level
classification, MCC will follow all health guidelines provided by the LGU and our Health Services
Unit.  

HyFlex  
HyFlex learning, or hybrid-flexible (HyFlex) is MCC's student-first approach to online and
in-person hybrid learning. It is a learning model that affords students flexibility to choose how
they want to participate in the class. They may opt to do face-to-face synchronous class
sessions in a classroom, face-to-face synchronous class sessions via video conferencing, or
asynchronous participation with video recordings and online assignments, all the while using
the Smart Classrooms mentioned earlier. 
In a HyFlex class, all class materials and sessions are available online or in-person and
can be accessed at any time. The goal of HyFlex is to create the aforementioned three
modalities that have the same learning outcomes. The key component that differentiates
HyFlex learning from hybrid learning is the student’s ability to choose – in a hybrid learning
environment, material is offered in-person and online. In a HyFlex learning model, students can
pick and choose the pathway that fits their current needs and can expect to be on the same
level as other class members. 
The flexibility of HyFlex approach to learning benefits both students and educators. The
HyFlex provides the flexibility for both educators and students to return to fully in-person or
remote learning depending on the number of cases. Students who may not be available for

5|Page
face-to-face instruction may still benefit from the convenience of online delivery. Students who
prefer in-person learning, have the dedicated technical implements and classroom space where
can take advantage of socializing with peers if they please. 

Part B: Description of Learning Delivery

Modalities; Instructional Approaches
MCC has developed learning modalities and approaches that support our
internationalization goals, and the establishment of inclusive and learner-sensitive
programs. These curricular and instructional approaches are borne out of the growing
need of some students to balance earning a living while studying, and the support we
want to give students who have exceptional talents and intellectual acumen.

MCC Pro+ 
MCC Pro+ for the Academics Department is a program that aims to primarily provide
academic assistance and appropriate consideration to working students (professionals in
their own right) of the college. It aims to provide a unique and flexible academic
program that suits their work schedules, through the use of a combination of
asynchronous and synchronous (live conference) delivery of instruction.  
Working students of MCC who are not yet doing their OJT or Internship programs
are the primary beneficiaries of this approach.  The MCC Pro+ is intended for working
students whose schedules are all not in consonance with the regular class hours of their
programs. Their subjects or courses will be the same as those enrolled in the regular
programs. The difference lies in the modality, expectations, and outputs. As students
take their online classes through online synchronous delivery, MCC Pro+ students will
not have to join the live class conferences, and their absences will not be counted
against them. Instead, they will be allowed to asynchronously view the recorded lesson
deliveries of the class on a time convenient for them. Instructors may opt to ask for the
same requirements as the regular students or they may opt to give the MCC Pro+
students a different set of requirements (separate quiz, or performance task) that
display the competencies required in the course. These requirements will still follow the
timetable provided by the instructor. A separate grading sheet may be created for MCC
Pro+ students and hence may follow a slightly modified grading scheme, based on the
approval of the Dean. A separate schedule for personal consultation and advising will be
mutually agreed upon by the instructor and the student. 
The advantages of this approach give students flexible study hours; personalized
lesson delivery and appropriately modified tasks and output requirements; special
consultation and advising with faculty. (Annex A)

6|Page
Honors Program
The Honors Program (Crimson Honors) is crafted by Mabalacat City College in order to
provide the best learning opportunity to the best and the brightest of MCC from whichever
Institute they belong.
GENERAL GOALS
The general goal is to give the top achievers of MCC the highest quality instruction that
the College can provide. It is through this program that we will hone the most deserving
students of a rigorous academic program requirement that only the top 1% of students will be
able to fulfill. The graduates of this program are expected to create innovative ideas for their
institute and the College, produce the highest level of academic outputs, and represent MCC to
national and international competitions.
SELECTION PROCESS
Participants are selected from the top-scorers in the selection and screening process of
the Admissions Office. The top 50 candidates who scored the highest will be given a battery of
tests and individual interviews to further reduce their number to the top 15. They are the ones
who will be participating in the rigorous academic and co-curricular activities where they will
represent MCC in various competitions and representations all over the country.
CURRICULUM
The curriculum for the program is a modified and enhanced set of course requirements
for the General Education Courses for each course program. The GE courses of the Honors
Program will have higher expectations than the regular classes. To illustrate, Purposive
Communication for the participants will include article and grant-writing proposals as their final
output. Another would be the creation and implementation of ethical organizational standards
of behavior and operation as an application to their Ethics class.
HONORS PROGRAM DIRECTOR
The Honors Program director is called the Drill Master. The drill master coordinates
expert faculty members from the school and assigns teaching loads and schedules for the
delivery of specific courses for the participants. Additionally, the Drill Master provides coaching
and mentoring schedules for the group, and is in charge of coordinating and directing all
external and international activities for the students.
FACULTY
The faculty members who will be chosen to teach the Honors courses will be top-caliber
experts from different MCC departments. They will consist of doctors in education, in
philosophy, in public administration, attorneys, public accountants, and engineers. They will be

7|Page
the ones who will deliver specialized instruction on advanced academic and other project
requirements for the program participants.
LEARNING OPPORTUNITIES
The Honors Program will expose the participants to a wide array of learning experiences
from academic and co-curricular activities like quiz bees, science, math and artistic
competitions; exposure trips and school representations in various school functions from
different colleges and universities, and possible exposure trips and cultural exchange programs
nationally and internationally. Additionally, the participants will experience a built-in feature of
collaboration programs like Massive Open Online Courses (MOOC) from Harvard EdX, and
exchange programs with Asian countries of Korea, Japan, and Vietnam; Argentina; Texas and
Colorado, USA. Finally, participants get to do work immersion promptly in their major courses.
PRIVILEGES
The participants will enjoy the following unique educational benefits: International
Student Exchange Program, Transnational Education, Internship Abroad, Financial Assistance,
Priority Access to School Facilities, Access to Topnotch Professors, Specialized Academic and Co-
Academic Programs, and Advance Board Exam Reviews, to name a few. (Annex C)

Collaborative Online International Learning (COIL) Program 

MCC and Langara entered a partnership under the Collaborative Online International Learning
(COIL) Program last September 2021 through the MCC Internationalization Office, wherein students of
both institutions will collaborate to develop a public domain resource database project. The COIL
Program was under the guidance of 2 professors, one for each institution, who will guide them
throughout the duration of the international program. It engaged 35 Langara students and 50 MCC
IASTE students. This international collaboration intends to equip students with increased intercultural
awareness, enhanced communicative skills, and digital literacy skills to work in virtual teams while
engaging in global problem solving. 
For Academic Year 2022-2023, preparations are underway as MCC teams up again with Langara
College for another batch of Collaborative Online International Learning Program come first semester of
MCC’s Academic Year in September 2022 which will coincide with Langara College’s fall semester. 
This year, it will be the upperclassmen from MCC’s AB-History program who will be joining this online
cultural exchange opportunity. MCC’s new Smart Hybrid Classroom facilities will be utilized by the
students as they go on live virtual sessions and activities with their counterparts on the other side of the
globe. 
The COIL Program is spearheaded by the Office of the Vice President for External and
Internationalization Affairs as part of the Internationalization efforts of MCC - preparing and providing its
students a global perspective on education. 
 

Regular Students 
8|Page
 Regular students are those who do not belong to the Honors Program or MCCPro+, since they
can attend regularly scheduled classes either onsite or online.  Regular students in MCC will have classes
earlier labeled as “hybrid” and “online” delivery mode for their courses. Instructors of regular students
have their scheduled onsite classes at the MCC Main and Dapdap campuses, and also their scheduled
online classes by their respective professors. The “hybrid” experience—or the use of Smart Classrooms
earlier mentioned will also be available to them on demand and by request of their instructors. The
hybrid classroom is a combination of onsite teaching and online delivery since it uses the Huawei Smart
boards for the class.  
The combination of online education and classroom learning will afford regular students the
best of both worlds. Social interaction in traditional classes and the convenience of online digital
platforms are good learning experiences for regular students of MCC.  
Furthermore, since they have regular access to onsite learning services, they have ready access to all
ancillary services provided by the college.  

Part C: Roster of essential learning

resources and technology-aided provisions
MCC boasts of learning resources that were thought of as “outside the box” when it comes to
co-curricular and extra-curricular activities. These are international partnerships with education
providers who have pledged their partnership with MCC to help enrich our students’ academic
experience, while providing micro-credential on skills and trainings that they acquire for free. MCC
students need not go abroad to learn from the best Universities and Professors. Learning in MCC is
therefore boundless extending from academic programs to lifelong learning.  

INTEGRATION OF MASSIVE ONLINE OPEN COURSE (MOOC) AS AN EXTRA CO-CURRICULAR PROGRAM 

With the surfacing of extensive virtual technologies, Mabalacat City College is taking advantage
of the opportunities to ensure that internationalization opportunities become inclusive to all students,
teaching, and non-teaching personnel of the school. MCC has entered into a partnership with a MOOC
provider, Edx to provide learners with educational resources crafted by the best and top universities in
the world. With Edx, learners can choose from a wide variety of courses that would augment not only
their academic needs but will also advance their knowledge and life skills. With MCC’s partnership with
Edx, students receive validated certificates as proof for the completion of all activities and assessments
provided by the program. Studies show that some universities around the world have started
considering students’ MOOC certificates for their credentialing system. Moreso, some companies have
also accepted employees’ MOOC participation as part of their professional development. (See Annex D)
 
MCC and EdX 
Edx is a MOOC provider that was developed by the Massachusetts Institute of Technology. It has
been revolutionizing the traditional form of limited learning into something that goes beyond the four
walls of a lecture room. Edx does this by collaborating with different top universities around the world in
the delivery of relevant courses that will contribute to the advancement of knowledge and skills. Edx has
provided MCC with more than 150 FREE courses since 2021. To date, there are about 800 to 900
learners who finished various courses.  
 

9|Page
 

 LIBRARY SERVICES 
We physically transformed the library into a well-designed space conducive    for learning and
leisure reading.  We expanded our collections and   even opened a digital section.  Then the pandemic

10 | P a g e
happened.   University and College libraries all over the world became empty spaces.  Book Collections
became a pit for dust and molds.   Students depended on their Wi-Fi connection and gadgets   for
learning materials instead of risking lives to enter libraries.  This is the situation today   and the challenge
to our unit.   Physical space and book collections became false measures   of quality and adequacy of
library facilities.  We have more 3500 students, multiply to 8 subjects   minimum of 3 reference books
per subject.  We can only do so much.   
Accessibility and Technology became the gold standard of our service. Hence, we immediately
sought for e-resources through partnerships. However, for a local college   with the majority of students
coming from poor families, the greatest challenge is not to deprive anyone of the opportunity    to
digitally read, learn and get academic support.  Therefore, priorities shifted.   Instead of printed books to
expand our collections, we purchased a tablet to loan our students and   invested on providing digital
hubs in seven barangays with computers and     Wi-Fi connection so that they can connect and enter
library virtually or to simply google for references.    
For students to conveniently access us, we coordinated with MIS for digital library system. We
also went big on communication our Facebook and website page were up with regular updates and
recommended books for reading. We also enriched our library service for mental health and wellness of
employees and students   
And because we want to promote the habit of reading to our users, we maximized our school
spaces by placing chairs along the stairs and putting up what we call “STUDENTS TAMBAYAN” where
they can read their favorite books anytime and anywhere at their comforts. 
Aside from the physical improvement of the main library, together with the faculty, we put up
our academic studio for board courses, where our students who will take up their board examinations
can have a private space for review provided with reference materials. We proceeded   with the
purchases of books and e-subscriptions so that when face-to-face resumes, we are more than prepared. 
We have a facility for serious academic engagement   and facility that caters to the behavior of this
generation intensified by the pandemic situation such   as the reading behavior of millennials through
gadgets while comfortably lying down (pictures on Annex E).   
 
Delivery of Services and Programs 
Face to Face  ONLINE 
First come, first served basis will be Ask-a-Librarian Service 
implemented, ten (10) students at a time will be Library staff provides information services,
allowed inside the library.  answers inquiries, find answers to factual
  questions, help with search strategy,
Library users shall sanitize their hands before references to books, articles, web resources,
entering the library premises. An alcohol spray etc., via online. 
will be provided at the circulation desk.   
  Online Library Materials Request 
Time-in and time-out of the library users shall Through this service, library users may request
be monitored/recorded for contact tracing a copy or link of e-book, scanned copy of
purposes.  articles or chapter of the book (in compliance
  with the copyright law and fair use) and it will
Only allowed/marked tables and chairs shall be be sent via email and FB messenger. 
used by the library users.   
  Tablet Loan Service 
Library users will leave the library materials Enrolled students of MCC can borrow tablets in
used on the box located at the circulation desk the library for their online classes and in
for disinfection.   accessing American Spaces, STARBOOKS,

11 | P a g e
  and other Open Educational Resources.  
Library users must not take off their face mask,  
observed proper physical distancing, sneezing Online Library Instruction 
and coughing manners must be observed at all Faculty and students may request library
times while inside the library.  instruction/orientation on how to use the library
  and its resources.  For scheduling and
E-LIBRARY  appointments library users may send request
1. First come, first served basis will via email, FB messenger and text message. 
be implemented, twenty (20)  
students at a time will be allowed Current Awareness 
inside the E-library.  The LSU created the MCC Library FB page to
2. Library users shall wash or disseminate relevant information thru posting of
sanitize their hands before entering featured books, random reading motivations,
the E-library premises. An alcohol supplementary information, links of OERs
spray will be provided at the front (Online e-Resources), and library
desk.  updates/announcements. 
3. Time-in and time-out of the  
library users shall be Online Quizzes 
monitored/recorded for contact LSU will provide fun-learning quizzes
tracing purposes.  accessible online via library Facebook page.
4. Only allowed/marked areas shall This activity will help students in destressing
be used by the library users.  from their all-day academic responsibilities. 
5. Gadgets shall be
cleaned/disinfected before and after
use. 
6. Library users must not take off
their face mask, observed proper
physical distancing, sneezing and
coughing manners must be
observed at all times while inside
the library. 
 
For online classes, Academic Affairs implemented the use of different media platforms (e.g. EdX,
Microsoft 365, MS Teams) The main platform for online classes is Microsoft Teams which allows
flexibility and convenience to both the students and instructors through the interactive video
conferencing and equipped with teaching features like Microsoft White Board and Microsoft SharePoint.
Also, it will give teachers the freedom to use platforms based on their students’ technological capacity
and convenience. 

Microsoft teams is just a part of Microsoft 365 that all students and faculties have access to their
MCC Microsoft 365 account with several platform packages included (e.g. MS Word, Excel, One Drive). 

12 | P a g e
   
ON LINE MODULES
Below is a sample of one of the modules being used in the courses. Every course from every
program has been able to create a module the complements the requirements of the outcomes-based
teaching and learning plan (OBTLP). Every module may be accessed online and can be responded to by

13 | P a g e
every student taking the course. The module is then viewed by the instructor, grade it, and then return
to the responding student for feedback. The modules in Annexes F and G present a learning material
packet for the College of Arts and Sciences.

[This module below may be removed and placed as annex F and G at the end.]

CYCLE 2
2nd Semester | A.Y. 2021-2022

MODULE 2
The Stages of Development and
Development Tasks
MARCH 23 – 29, 2022

14 | P a g e
 Elective 4
The Child and Adolescent Learners and
Learning Principle

JENNIFER BUNGQUE-ILAGAN, EdD

Instructor

Institute of Teacher Education

METHODS 1

1
Module 2- The Stages of Development and Developmental Tasks
ELECTIVE 4 (The Child and Adolescent Learners and Learning Principle)

Objectives:

At the end of this lesson, student should be able to:

15 | P a g e
 1. Describe developmental tasks in each developmental stage

2. Describe the stages of prenatal development and recognize the importance of

prenatal care
3. Discuss physical, cognitive, and emotional development that occurs from infancy
through childhood
4. Discuss physical, cognitive, and emotional development that occurs during
adolescence
5. Discuss physical, cognitive, and emotional development that occurs in adulthood

Overview:

As discussed at the beginning of this subject, developmental psychologists often divide

our development into three areas: physical development, cognitive development, and

psychosocial development. Mirroring Erikson’s stages, lifespan development is divided into

different stages that are based on age. We will discuss prenatal, infant, child, adolescent, and

adult development.

Topic Outline

1. Pre-natal period
2. Infancy
3. Early, Middle and Late Childhood
4. Adolescence

16 | P a g e
 5. Early, Middle and Late Adulthood
6. Developmental Tasks

Lesson Proper

For every developmental stage, there is an expected developmental task. What happens

when the expected developmental task are not achieved at the corresponding developmental

stage? How can you help children achieve these developmental tasks?

John Santrock's research focuses on family processes and children's socioemotional

development. He conducted the first major research study on comparisons of children in mother

and father custody families.

2

Prenatal Period

How did you come to be who you are? From beginning as a one-cell structure to your
birth, your prenatal development occurred in an orderly and delicate sequence.

There are three stages of prenatal development: germinal, embryonic, and fetal. Let’s

take a look at what happens to the developing baby in each of these stages.

Germinal Stage (Weeks 1–2)

In the discussion of biopsychology earlier in the book, you learned about genetics and
DNA. A mother and father’s DNA is passed on to the child at the moment of
conception. Conception occurs when sperm fertilizes an egg and forms a zygote.
A zygote begins as a one-cell structure that is created when a sperm and egg merge.

17 | P a g e
 Embryonic Stage (Weeks 3–8)

After the zygote divides for about 7–10 days and has 150 cells, it travels down the
fallopian tubes and implants itself in the lining of the uterus. Upon implantation, this multi-
cellular organism is called an embryo. Now blood vessels grow, forming the placenta.

Fetal Stage (Weeks 9–40)

When the organism is about nine weeks old, the embryo is called a fetus. At this stage,

the fetus is about the size of a kidney bean and begins to take on the recognizable form of
a human being as the “tail” begins to disappear.

From 9–12 weeks, the sex organs begin to differentiate. At about 16 weeks, the fetus is

approximately 4.5 inches long. Fingers and toes are fully developed, and fingerprints are visible.

By the time the fetus reaches the sixth month of development (24 weeks), it weighs up to 1.4

pounds. Hearing has developed, so the fetus can respond to sounds. The internal organs, such as

the lungs, heart, stomach, and intestines, have formed enough that a fetus born prematurely at

this point has a chance to survive outside of the mother’s womb.

Prenatal Influences

During each prenatal stage, genetic and environmental factors can affect development.
The developing fetus is completely dependent on the mother for life. It is important that the
mother takes good care of herself and receives prenatal care, which is medical care during
pregnancy that monitors the health of both the mother and the fetus.
A teratogen is any environmental agent—biological, chemical, or physical—that causes
damage to the developing embryo or fetus. There are different types of teratogens. Alcohol and 3
most drugs cross the placenta and affect the fetus. Alcohol is not safe to drink in any amount
during pregnancy.

Infancy ( birth – 2 years)

The average newborn weighs approximately 7.5 pounds. Although small, a newborn is
not completely helpless because his reflexes and sensory capacities help him interact with the
environment from the moment of birth. All healthy babies are born with newborn reflexes:
inborn automatic responses to particular forms of stimulation. Reflexes help the newborn survive
until it is capable of more complex behaviors—these reflexes are crucial to survival. They are
present in babies whose brains are developing normally and usually disappear around 4–5
months old. Let’s take a look at some of these newborn reflexes. The rooting reflex is the

18 | P a g e
newborn’s response to anything that touches her cheek: When you stroke a baby’s cheek, she
naturally turns her head in that direction and begins to suck. The sucking reflex is the automatic,
unlearned, sucking motions that infants do with their mouths. Several other interesting newborn
reflexes can be observed.
What can young infants see, hear, and smell? Newborn infants’ sensory abilities are

significant, but their senses are not yet fully developed. Many of a newborn’s innate preferences

facilitate interaction with caregivers and other humans. Although vision is their least developed

sense, newborns already show a preference for faces. Babies who are just a few days old also

prefer human voices, they will listen to voices longer than sounds that do not involve speech

(Vouloumanos & Werker, 2004), and they seem to prefer their mother’s voice over a stranger’s

voice (Mills & Melhuish, 1974).

Physical Development

In infancy, toddlerhood, and early childhood, the body’s physical development is rapid.

On average, newborns weigh between 5 and 10 pounds, and a newborn’s weight typically

doubles in six months and triples in one year. By 2 years old the weight will have quadrupled, so

we can expect that a 2 year old should weigh between 20 and 40 pounds. The average length of a

newborn is 19.5 inches, increasing to 29.5 inches by 12 months and 34.4 inches by 2 years old

(WHO Multicentre Growth Reference Study Group, 2006).

We are born with all of the brain cells that we will ever have—about 100–200 billion

4
neurons (nerve cells) whose function is to store and transmit information (Huttenlocher &

19 | P a g e
Dabholkar, 1997).

Early, Middle and Late Childhood

During early childhood (ages 3–6), the frontal lobes grow rapidly. Therefore, by the time

children reach school age, they are developmentally capable of controlling their attention and

behavior.

Motor development occurs in an orderly sequence as infants move from reflexive

reactions (e.g., sucking and rooting) to more advanced motor functioning. For instance, babies

first learn to hold their heads up, then to sit with assistance, and then to sit unassisted, followed

later by crawling and then walking.

Motor skills refer to our ability to move our bodies and manipulate objects. Fine motor
skills focus on the muscles in our fingers, toes, and eyes, and enable coordination of small
actions (e.g., grasping a toy, writing with a pencil, and using a spoon). Gross motor skills focus
on large muscle groups that control our arms and legs and involve larger movements (e.g.,
balancing, running, and jumping).
As motor skills develop, there are certain developmental milestones that young children

should achieve. For each milestone there is an average age, as well as a range of ages in which

the milestone should be reached.

Cognitive Development

In addition to rapid physical growth, young children also exhibit significant

development of their cognitive abilities. Piaget thought that children’s ability to

20 | P a g e
understand objects—such as learning that a rattle makes a noise when shaken—was a

cognitive skill that develops slowly as a child matures and interacts with the

environment. Today, developmental psychologists think Piaget was incorrect.

Researchers have found that even very young children understand objects and how

they work long before they have experience with those objects (Baillargeon, 1987;

Baillargeon, Li, Gertner, & Wu, 2011).

Just as there are physical milestones that we expect children to reach, there are

also cognitive milestones. It is helpful to be aware of these milestones as children gain

new abilities to think, problem solve, and communicate.

5

Preschool-age children (i.e., 3–5 years old) also make steady progress in

cognitive development. Not only can they count, name colors, and tell you their name

and age, but they can also make some decisions on their own, such as choosing an

outfit to wear. Preschool-age children understand basic time concepts and sequencing

(e.g., before and after), and they can predict what will happen next in a story. They also

21 | P a g e
begin to enjoy the use of humor in stories.

Cognitive skills continue to expand in middle and late childhood (6–11 years old).

Thought processes become more logical and organized when dealing with concrete information.

Children at this age understand concepts such as the past, present, and future, giving them the

ability to plan and work toward goals. Additionally, they can process complex ideas such as

addition and subtraction and cause-and-effect relationships. However, children’s attention spans

tend to be very limited until they are around 11 years old. After that point, it begins to improve

through adulthood.

Children communicate information through gesturing long before they speak, and

there is some evidence that gesture usage predicts subsequent language development

(Iverson & Goldin-Meadow, 2005). In terms of producing spoken language, babies

begin to coo almost immediately.

During the early childhood years, children’s vocabulary increases at a rapid pace.

This is sometimes referred to as the “vocabulary spurt” and has been claimed to involve

an expansion in vocabulary at a rate of 10–20 new words per week. Recent research

22 | P a g e
may indicate that while some children experience these spurts, it is far from universal

(as discussed in Ganger & Brent, 2004). It has been estimated that, 5 year olds

understand about 6,000 words, speak 2,000 words, and can define words and question

their meanings. They can rhyme and name the days of the week. Seven year olds

speak fluently and use slang and clichés (Stork & Widdowson, 1974).

By 4 years old, children can cooperate with other children, share when asked,

and separate from parents with little anxiety. Children at this age also exhibit autonomy,

initiate tasks, and carry out plans. Success in these areas contributes to a positive sense of self.

Development of a positive self-concept is important to healthy development. Children

6
with a positive self-concept tend to be more confident, do better in school, act more

independently, and are more willing to try new activities (Maccoby, 1980; Ferrer & Fugate,

2003). Formation of a positive self-concept begins in Erikson’s toddlerhood stage, when children

establish autonomy and become confident in their abilities.

Adolescence

Adolescence is a socially constructed concept. In pre-industrial society, children were

considered adults when they reached physical maturity, but today we have an extended time

between childhood and adulthood called adolescence. Adolescence is the period of development

23 | P a g e
that begins at puberty and ends at emerging adulthood, which is discussed later.

Physical Development

As noted above, adolescence begins with puberty. While the sequence of physical

changes in puberty is predictable, the onset and pace of puberty vary widely. Several

physical changes occur during puberty, such as adrenarche and gonadarche, the

maturing of the adrenal glands and sex glands, respectively. Also during this time,

primary and secondary sexual characteristics develop and mature. Primary sexual

characteristics are organs specifically needed for reproduction, like the uterus and

ovaries in females and testes in males. 

The adolescent brain also remains under development. Up until puberty, brain

cells continue to bloom in the frontal region. Adolescents engage in increased risk-

taking behaviors and emotional outbursts possibly because the frontal lobes of their

brains are still developing.

Cognitive Development

More complex thinking abilities emerge during adolescence. Some researchers suggest

this is due to increases in processing speed and efficiency rather than as the result of an increase

in mental capacity—in other words, due to improvements in existing skills rather than

development of new ones (Bjorkland, 1987; Case, 1985). During adolescence, teenagers move

beyond concrete thinking and become capable of abstract thought.

Cognitive empathy begins to increase in adolescence and is an important component of

social problem solving and conflict avoidance. According to one longitudinal study, levels of

24 | P a g e
cognitive empathy begin rising in girls around 13 years old, and around 15 years old in boys
7

(Van der Graaff et al., 2013). Teens who reported having supportive fathers with whom they

could discuss their worries were found to be better able to take the perspective of others

(Miklikowska, Duriez, & Soenens, 2011).

Psychosocial Development

Adolescents continue to refine their sense of self as they relate to others. Erikson referred to

the task of the adolescent as one of identity versus role confusion.

As adolescents work to form their identities, they pull away from their parents, and

the peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007).

Adulthood

Adulthood begins around 20 years old and has three distinct stages: early,

middle, and late. Each stage brings its own set of rewards and challenges.

Physical Development

By the time we reach early adulthood (20 to early 40s), our physical maturation is

complete, although our height and weight may increase slightly. In young adulthood, our

physical abilities are at their peak, including muscle strength, reaction time, sensory

abilities, and cardiac functioning. Most professional athletes are at the top of their game

during this stage.

Middle adulthood extends from the 40s to the 60s. Physical decline is gradual. The skin

25 | P a g e
loses some elasticity, and wrinkles are among the first signs of aging. Visual acuity decreases

during this time. Women experience a gradual decline in fertility as they approach the onset of

menopause, the end of the menstrual cycle, around 50 years old. Both men and women tend to

gain weight: in the abdominal area for men and in the hips and thighs for women. Hair begins to

thin and turn gray.

Late adulthood is considered to extend from the 60s on. This is the last stage of physical

change. The skin continues to lose elasticity, reaction time slows further, and muscle strength

diminishes. Smell, taste, hearing, and vision, so sharp in our twenties, decline significantly. The

brain may also no longer function at optimal levels, leading to problems like memory loss,

dementia, and Alzheimer’s disease in later years.

Cognitive Development 8
Unlike our physical abilities, which peak in our mid-20s and then begin a slow
decline, our cognitive abilities remain steady throughout early and middle adulthood. Our
crystalized intelligence (information, skills, and strategies we have gathered through a lifetime of
experience) tends to hold steady as we age—it may even improve.

Psychosocial Development

According to many theorists, including George Vaillant (2002), who studied and
analyzed over 50 years of data, we need to have and continue to find meaning throughout our

26 | P a g e
lives. For those in early and middle adulthood, meaning is found through work (Sterns & Huyck,
2001) and family life (Markus, Ryff, Curan, & Palmersheim, 2004). These areas relate to the
tasks that Erikson referred to as generativity and intimacy. As mentioned previously, adults tend
to define themselves by what they do—their careers. Earnings peak during this time, yet job
satisfaction is more closely tied to work that involves contact with other people, is interesting,
provides opportunities for advancement, and allows some independence (Mohr & Zoghi, 2006)
than it is to salary (Iyengar, Wells, & Schwartz, 2006).

Summary

At conception the egg and sperm cell are united to form a zygote, which will begin to
divide rapidly. This marks the beginning of the first stage of prenatal development (germinal
stage), which lasts about two weeks. Then the zygote implants itself into the lining of the
woman’s uterus, marking the beginning of the second stage of prenatal development (embryonic
stage), which lasts about six weeks. The third phase of prenatal development (fetal stage) begins
at 9 weeks and lasts until birth. The body, brain, and organs grow rapidly during this stage.
Our physical, cognitive, and psychosocial skills grow and change as we move through
developmental stages from infancy through late adulthood.

The transition from adolescence to adulthood can be challenging due to the timing of

puberty, and due to the extended amount of time spent in emerging adulthood. Although physical

decline begins in middle adulthood, cognitive decline does not begin until later. Activities that

keep the body and mind active can help maintain good physical and cognitive health as we age.

Social supports through family and friends remain important as we age.

Developmental Tasks
9
Infancy and Middle Adolescence Early Middle Later
Early Childhood (13-18) Adulthood Adulthood Maturity
Childhood (6-12) (19-29) (30-60) (61- and
(0-5) over)
-Learning to -Learning - Achieving -Selecting a - Helping -Adjusting to
walk physical skills mature mate teen-age decreasing
necessary for relaxations children to strength and
-learning to ordinary with both -learning to become health
take solid games sexes live with a happy and
food partner responsible -Adjusting to
-Building a -Achieving a adults retirement
-learning to wholesome masculine or -Starting a and reduced
talk attitude feminine family -Achieving income
toward social role adult social

27 | P a g e
 -Learning to oneself -Rearing and civic -Adjusting to
control the -Accepting children responsibility death of
elimination -learning to one’s spouse
of body get along with physique -Managing a -satisfactory
wastes agemates home career -Establishing
-Achieving achievement relationship
-Learning sex -Learning an emotional -Starting an with one’s
differences appropriate independence occupation -Developing own age
and sexual sex role of adults adult leisure group
modesty -Assuming time activities
-Developing -Preparing for civic -Meeting
-Acquiring fundamental marriage and responsibility -Relating to social and
concepts and skills in family life one’s spouse civic
language to reading. as a person obligations
describe Writing and -preparing for
social and calculating an economic -Accepting -Establishing
physical career the satisfactory
reality -Developing physiological living
concepts -Acquiring changes of quarters
_Readiness necessary for values and middle age
for reading everyday ethical system
_learning to living to guide -adjusting to
distinguish behavior aging parents
right from -Developing
wrong and conscience, -Desiring and
developing a morality and a achieving
conscience scale of values socially
responsible
-Achieving behavior
personal
independence

-Developing
acceptable
attitudes
towards
society

10
Evaluation/Assessment/Activity

A. Personal Application Questions

28 | P a g e
 1. Which parenting style describes how you were raised? Provide an example or two to
support your answer.

2. Would you describe your experience of puberty as one of pride or embarrassment?

Why?
3. Your best friend is a smoker who just found out she is pregnant. What would you tell
her about smoking and pregnancy?

B. Put a check (√) beside those statements that are correct and an (×) beside those that are

wrong.
_______1.Developmental tasks are only for the first 3 stages of human development.

_______2.Failure of achieving developmental tasks in an earlier stage also means failure

for the learner to master the developmental task in the next stage.

_______3.Preschool age corresponds to early childhood stage.

______ 4.Adolscence is middle and the late childhood stage.

_______5.Teenage is middle childhood.

______ 6.Mastery of fundamental skills is a major concern during earl childhood.

_______7.Play is a great need of children in middle childhood.

_______ 8. Preparing children for school readiness is the major concern of middle
childhood.

_______ 9. For every developmental stage there is an expected developmental task.

_______10. One’s physical, cognitive, and psychosocial skills grow and change.

29 | P a g e
 C. Describe developmental tasks in each developmental stage.

References:

Corpus, B. et.al. (2018). The child and adolescent learners and learning principles. Lorimar

Publishing Inc. Manila, Philippines.

The Stages of Development and Developmental Tasks. (2016). Retrieved from

https://www.slideshare.net/tin072787/module-2-the-stages-of-development-and-
developmental-tasks

Santrock, J. W.(2002). Life-span development. (8th ed.). McGraw-Hill Companies. NewYork.

USA.

11

Santrock, J.W. (2005). A topical approach to life-span development. McGraw-Hill Companies.

NewYork, USA.

Stages of development. Lumen introduction to psychology. Retrieved from

https://courses.lumenlearning.com/wsu-sandbox/chapter/stages-of-development/

OFFICIAL MCC MODULE DISCLAIMER

It is not the intention of the author nor the publisher of this module to have monetary gain in
using the textual information, imageries, and other references used in this publication. This module is
only for the exclusive use of bona fide student of Mabalacat City College.

In addition, this module or no part of it thereof may be reproduced, stored in retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, and or/otherwise,
without the prior permission of Mabalacat City College.

30 | P a g e
Prepared by:

JENNIFER BUNGQUE-ILAGAN, EdD

Instructor

[End of Module]

 
 
LABORATORY FACILITIES BEING USED IN INSTRUCTION
MCC is able to provide laboratory facilities and simulation rooms for special programs that
mimic the different industries that MCC programs offer like a restaurant, travel agency, hotel reception
and suites, computer work stations like that of CISCO, and a Mac laboratory. See photos below of these
laboratories and simulation rooms. Then we have the Smart Classrooms. These classrooms are equipped
with state-of-the-art technology for teaching in the hybrid modality of on-site and online instruction.

Every institute utilizes different laboratories like the biology or chemistry labs. These science
labs have been replenished of supplies like chemicals, reagents, and laboratory tools like beakers, test
tubes, microscopes, etc. This laboratory facility supports learners of the sciences.

MCC also has speech laboratories where language teachers can properly model speech patterns
in oral communication and interpersonal dealings. This functions really well for students who plan on
going to BPO industries after graduating. The Cisco Lab and MAC Lab are another such learning facility
which model occupations that involve the use of computers. Jobs that deal with information technology
and web applications are served well by these laboratories.

Then we have our simulation rooms that represent or mimic what students would experience in
the outside world of work. These simulation rooms are actually laboratories that copy the physical setup
of restaurants, cafes, kitchens, hotels rooms, and travel agencies. These labs serve our students well in
immersing them to an environment that is similar to real life.

Note that all our laboratories are utilized with the current health requirements like social
distancing and the proper wearing of face masks.

12

31 | P a g e
12
B.S IN HOSPITALITY MANAGEMENT & B.S IN TOURISM MANAGEMENT
LABORATORIES

[These can be removed and placed as Annex H.]

32 | P a g e
33 | P a g e
34 | P a g e
35 | P a g e
B.S IN INFORMATION TECHNOLOGY AND
BS IN ACCOUNTANCY LABORATORIES
CISCO LAB 1

36 | P a g e
CISCO LAB 2

37 | P a g e
COMPUTER LABORATORY 1

COMPUTER LABORATORY 1

38 | P a g e
MAC LAB 1

MAC LAB 2

39 | P a g e
SMART CLASSROOM 1

SMART CLASSROOM 2

SMART CLASSROOM 3

40 | P a g e
SMART CLASSROOM 4

41 | P a g e
Smart Classroom Utilization 
The Huawei Smartboards are intended to be used by MCC students for purposes of
extending our learning opportunities beyond the four corners of the classroom or the screen.
The following guidelines in the use of the Smart Classrooms will be followed: 
 Smart Classroom 1 and 2:  These classrooms are intended for courses which are under
MCCPro+ modalities. This modality lends itself to the flexibility of instruction in a hybrid
setting of simultaneous on-site and online instruction.  
 Smart Classroom 3 is intended for classes involved with internationalization efforts such
as, but not limited to COIL, exchange and (inter-school and international) programs, and
the Honors Program since they are also involved with many inter-school functions and
exposures.  
 Smart Classroom 4 is for specialized classes such as Methods of Teaching, and module-
based courses, and other classes which are specially requested by instructors.  
 Idea Hub (portable) can be used in consonance with the utilization of the Cultural Hall
for trainings, conferences, and special events as requested by heads of each institute.
Physical education and cultural exchange presentations like dance, and other musical
presentations.  (See Annex H for photos)
 
 

Part D. Illustration of class schedule,

including applicable shifting system
 
Cyclical Student and Teacher Schedule

For the Academic Year 2022-2023, MCC will be conducting classes using a Cyclical or Rotational
Face-to-Face Schedules scheme. This schedule allows for our students to attend their scheduled face-to-
face classes, while still accomplishing their assigned tasks on other scheduled online days. An example of
this schedule scheme is outlined below. On the first week, Instructor will be attending scheduled
ONSITE classes on Monday, Wednesday, and Thursday. Their Tuesday and Thursday classes will be
conducted virtually or ONLINE. On the second week, all classes will be taught ONLINE either through
live discussions or asynchronous mode. This will also afford our students to work one their assigned
submissions for the first and second week. One the third week, Instructor will be conducting ONSITE
classes on Tuesday and Thursday, while having ONLINE classes on assigned courses for Monday,
Wednesday, and Friday. Health protocols stated in the General Health Guidelines will be followed in all
classes conducted in the campus.

Refer to Table 1 of the sample schedule below.

Table 1: Daily Alternating Model

Monday Tuesday Wednesday Thursday Friday

Instructor Instructor teaches Class Instructor Instructor teaches Class Instructor teaches Class
teaches Class 1, 2, and 3 teaches Class 4, 5, and 6 7 and 8 onsite
1, 2, and 3 virtually/asynchronous 4, 5, and 6 virtually/asynchronous

42 | P a g e
 onsite onsite
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours
Monday Tuesday Wednesday Thursday Friday
Instructor Instructor teaches Class Instructor Instructor teaches Class Instructor teaches Class
teaches Class 1, 2, and 3 online teaches Class 4, 5, and 6 online 7 and 8 online
1, 2, and 3 4, 5, and 6
online online
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours
Monday Tuesday Wednesday Thursday Friday
Instructor Instructor teaches Class Instructor Instructor teaches Class Instructor teaches Class
teaches Class 1, 2, and 3 onsite teaches Class 4, 5, and 6 onsite 7 and 8
1, 2, and 3 4, 5, and 6 virtually/asynchronous
online online
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours
Another simpler model may be adopted utilizing the straight weekly assignment. On the first
week, the Instructor will conduct all classes ONSITE. On the second and third week, all classes will be
done ONLINE with a combination of synchronous and asynchronous mode of delivery. See Table 2
below:

Table 2: Weekly Alternating Model

Monday Tuesday Wednesday Thursday Friday

Instructor teaches Instructor teaches Instructor teaches Instructor teaches Instructor teaches
Class 1, 2, and 3 Class 1, 2, and 3 Class 4, 5, and 6 Class 4, 5, and 6 Class 7 and 8 onsite
onsite onsite onsite onsite
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours
Monday Tuesday Wednesday Thursday Friday
Instructor teaches Instructor teaches Instructor teaches Instructor teaches Instructor teaches
Class 1, 2, and 3 Class 1, 2, and 3 Class 4, 5, and 6 Class 4, 5, and 6 Class 7 and 8 online
online online online online
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours
Monday Tuesday Wednesday Thursday Friday
Instructor teaches Instructor teaches Instructor teaches Instructor teaches Instructor teaches
Class 1, 2, and 3 Class 1, 2, and 3 Class 4, 5, and 6 Class 4, 5, and 6 Class 7 and 8 online
online online online online
4.5 hours 4.5 hours 4.5 hours 4.5 hours 6 hours

In line with the CHED Memo on the requirements to be presented by the College for the
transition to Face-to-face classes, MCC presents the following as a sample of teaching modalities for
different courses under the Institute of Arts and Sciences to be implemented this coming 1 st Semester
Academic Year 2022-2023. 
 
1. Full Face to Face Classes 
Implementation of full face to face classes to General Education Courses to the Honors Program
initiated by the College.  Instructors who will be handling these courses will be given additional
compensation aside from their regular teaching loads. 
Full Face to face Classes will be implemented to all On-The-Job Training courses of AB History and
BS Biology.  All enrolled 4th year students will be required to attend onsite training of partner industries
within the duration of their OJT. 
  
2. Hybrid Classes 

43 | P a g e
 Major courses from each program (AB History and BS Biology) will adopt the Rotational/ Rolling of
scheduled online and face to face classes.   
 
Specifically: 
 
SCHEDULE OF FACE TO FACE
PROGRAM  TEACHING MODALITY 
CLASSES 
OCT 3-7 
OCT 17-21 
NOV 7 - 11 
ABH HISTORY  HYBRID  NOV 14-18 (MIDTERM EXAM) 
DEC 5-9 
JAN 9-13 
JAN 23-25 (FINAL EXAM) 
SEPT 26-30/ OCT 1 
OCT 10 - 15 
OCT 24-29 
BS BIOLOGY  HYBRID  NOV 14-19 (MIDTERM EXAM) 
NOV 28-30/ DEC 1-3 
JAN 2-7 
JAN 23-25 (FINAL EXAM) 
 
 Moreover, some General Education Courses that require skills performance will adopt the hybrid
classes in order to do actual demonstrations at school.   
 
These are the following: 
 

GENED COURSES  TEACHING MODALITY  SCHEDULE OF FACE TO FACE CLASSES 

SEPT 26-30 
OCT 10 - 14 
OCT 24-28 
MATHEMATICS IN THE MODERN
HYBRID  NOV 14-18 (MIDTERM EXAM) 
WORLD 
NOV 28-30/ DEC1-2 
JAN 2-6 
JAN 23-25 (FINAL EXAM) 

OCT 3-7 
OCT 17-21 
NOV 7 - 11 
ENGLISH 101  HYBRID  NOV 14-18 (MIDTERM EXAM) 
DEC 5-9 
JAN 9-13 
JAN 23-25 (FINAL EXAM) 

NOV 14-19, 2022  

(MIDTERM EXAM) 
PE1 
HYBRID   
PE2 
JAN 23-25, 2023  
(FINAL EXAM) 
NSTP1 (ROTC1)  HYBRID  SEPT 26-30 
OCT 10 - 14 
OCT 24-28 
NOV 14-18 (MIDTERM EXAM) 
NOV 28-30/ DEC1-2 
JAN 2-6 

44 | P a g e
 JAN 23-25 (FINAL EXAM) 
 
 
3. Purely Online Classes 
 
With the launching of the MCC PRO plus, most General Education Courses will implement the 3-
Day Seminar type of teaching also known as Webinar.  This will be purely online classes, using the MS
Teams as the official LMS of MCC.  The instructors of these General Education Courses will have to
identify the Most Vital Content Knowledge (MoViCK) to be the presented on the 3-days scheduled
virtual seminar.  
GENED COURSES  TEACHING MODALITY  SCHEDULE OF VIRTUAL SEMINARS 
SOCSCI 101  
SOCSCI 102 
SCIENCE 101 (STS) 
3-DAYS VIRTUAL SEMINAR  PREFERABLY: OCTOBER* 
ENGLISH 102 
SOSLIT 
MCC 101 
ELECTIVE 1 (GWS) 
SOCSCI 103 
SOCSCI 105 (ETHICS) 
3-DAYS VIRTUAL SEMINAR  PREFERABLY: NOVEMBER* 
NSTP1 
FILDIS 
RIZAL 
ENGLISH 103 (for BSCA) 
SOCSCI 104 /GEC 106 
FILIPINO 101 
3-DAYS VIRTUAL SEMINAR  PREFERABLY: DECEMBER* 
DALUMATFIL 
ELECTIVE 3 (PEACE ED) 
BUSINESS LOGIC 
 
*Virtual seminar schedule may subject to change depending on the request of GenEd instructors. 

SAMPLE IHTM SCHEDULE

The following are the teaching modalities for different courses under the Institute of
Hospitality and Tourism Management for the BS in Hospitality Management and BS in Tourism
Management to be implemented this coming first and second semesters of Academic Year 2022-
2023.  
 
Full Face to Face Course/s 
  Full Face-to-face classes will be implemented to all Practicum (On the Job Training) for
both BSHM and BSTM programs. Students will be deployed on different industry establishment
to complete their Six Hundred hours course requirement. The schedule for this will be on the
Second Semester, Academic year 2022-2023.  
 
The following are the face-to-face courses: 
 
Program  Course Title  Course Code  Face-to-Face Schedule 
Practicum A (Hotel Phase)  PRAC1 
BSHM 
Practicum B (Restaurant Phase)  PRAC2 
March-July 2023 
Practicum A (Airport/Airlines)  PRAC1 
BSTM 
Practicum B (Agency/Promotion)  PRAC2 

45 | P a g e
  
Hybrid Courses (with limited face-to-face) 
Hybrid classes (with limited face-to-face) modality will be implemented to some Tourism
& Hospitality Core (THC), Tourism Professional Core (TPC) and Hospitality Professional Core
(HPC)  courses, this will include all laboratory courses for First Semester, A.Y 2022-2023. These
courses requires hands on/actual simulation of outputs as part of the Outcomes Based Learning.  
 
The following are sample courses for Hybrid modality: 
 
Program  Course Title  Course Code  Face-to-Face Schedule 
Fundamentals in Food Service Week 3, Week 6, Week 10,
HPC-FOODSERV 
Operations  Week 13 
Fundamentals in Lodging
BSHM  HPC-LODGING  Week 2, Week 6, Week 10 
Operations 
Entrepreneurship in Tourism and Week 2, Week 11, Week
THC10 
Hospitality  15, Week 18 
Global Culture and Tourism Week 2, Week 11, Week
TPC1 
Geography  15, Week 18 
BSTM 
Applied Business Tools and
TPC9  Week 2, Week 9, Week 17 
Technologies in Tourism 
 
Full Online Courses 
Full online/virtual classes will be implemented to some Tourism & Hospitality Core
(THC), Tourism Professional Core (TPC) and Hospitality Professional Core (HPC)  courses
specifically to courses that are lecture based and introductory/pre-requisites of the succeeding
laboratory courses. In delivering these courses it  will utilized LMS platform (MS Teams) or
recorded discussion. Moreover, these courses are also those that are applicable for the MCC Pro
Plus.  
 
The following are the sample courses applicable for Online courses: 
 
 Program  Course Title  Course Code  Asynchronous Schedule 
Macro Perspective of Tourism and THC-
Hospitality  MACROTOUR 
Risk Management as applied to THC-
Safety, Security and Sanitation  SANITATION 
First Semester, 
BSHM/BSTM Tourism and Hospitality
THC-TOURMAR  A.Y 22-23 
Marketing 
Agri Tourism  TMPE1 
Heritage  HERITAGE 
  
These are courses from the IBCE department and their respective modes of instructional delivery.
Institute of Business and Computing Education

46 | P a g e
BACHELOR OF SCIENCE IN ACCOUNTANCY
Summary of Courses - Face to Face Schedule
1st Semester - Academic Year 2022 – 2023

BSA 4A
UNITS ESTIMATED
COURSE FACULTY IN FACE-TO-FACE
COURSE TITLE SCHEDULE NO. OF
CODE LEC LAB CHARGE SCHEDULE
STUDENTS
October 3, 2022 (week
HUMAN 4), November 7, 2022
MON /WED
PROF BEHAVIOR GERALYN A. (week 9), November
3 3 1:00PM -
ELEC3 IN QUIAMBAO 16, 2022 (week 10),
2:30PM
ORGANIZATION January 25, 2023
(week 18)
AUDITING IN A MON /WED November 16, 2022
AUD5 CIS 3 3 6:00PM - LOUGENE CASTRO (week 10), January 25,
ENVIRONMENT 7:30PM 2023 (week 18)
September 19, 2022
(week 2), October 19,
MON /WED
ACCOUNTANCY DR. JOSEPHINE C. 2022 (week 6),
RESEARCH2 3 3 2:30PM -
RESEARCH EVANGELISTA November 16, 2022
4:00PM
(week 10), January 25,
2023 (week 18)
October 6, 2022 (week
REGULATORY
4), November 10, 2022
FRAMEWORK THURSDAY
ATTY. IRIS ANN (week 9), November
LAW 3 AND LEGAL 3 3 6:00PM - 40
VALENCIA 17, 2022 (week 10),
ISSUES IN 9:00PM
January 19, 2023
BUSINESS
(week 17)
November 7, 2022
AUDITING AND (week 9), November
MON /WED
ASSURANCE PAULINE DELA 14, 2022 ( week 10),
AUD3 3 3 4:00PM -
CONCEPTS AND CRUZ January 16, 2023
5:30PM
APPLICATION 2 (week 17), January 25,
2023 (week 18)
AUDITING AND
FRIDAY November 18, 2022
ASSURANCE PETERSON
AUD4 3 3 6:00PM- (week 10), January 27,
SPECIALIZED MANALAC
9:00PM 2023 (week 18)
INDUSTRIES
October 13, 2022
PRINCIPLES AND (week 5), November
THURSDAY
PROF METHODS OF REBECCA Q. 17, 2022 (week 10),
3 3 3:00 PM-
ELEC4 TEACHING LISING December 1, 2022
6:00PM
ACCOUNTING (week 12), January 26,
2023 (week 18)

Sample Laboratory Schedule

47 | P a g e
 This is an MS Teams link where the deans, field of specialization heads, the VP for
Admin, and the VPAA have access to and have the ability to input and/or modify their
classes who will be using the laboratories and lecture rooms. This is MCC’s unified
system that tracks the attendance of face-to-face classes in both campuses.

PART E: Brief description of class sizes

and laboratory procedures
MCC class sizes for the General Education Courses may range from 35 to 50 students.
These are generally larger in population due to the fact that all freshmen students take

48 | P a g e
these said courses. Following are courses that fit this class description: Life, Works and
Writings of Rizal; Science, Technology and Society; Purposive Communication; Art
Appreciation; Readings in Philippine History; Technical Writing; Advance Speaking and
Writing; PE 1 to 4; NSTP 1 and 2; Gender, Women and Society; Mathematics in the
Modern World; Understanding the Self; Contemporary World; and MCC 101 and 102
(Mabalacat Studies).

Major courses (depending on their course programs) range from 20 to 45 in a class. A

sample of this is shown below:

MABALACAT CITY COLLEGE

SCHOOL OF ARTS AND SCIENCES
1ST SEMESTER AY 2022-2023
 
FIRST YEAR (New Curriculum)

EXPECTED
COURSE TEACHING SCHEDULE OF FACE ROOM
CLASSCODE NO. OF
DESCRIPTION MODALITY TO FACE CLASSES ASSIGNMENT
STUDENTS

SEPT 26-30
OCT 10 - 14
OCT 24-28
MATHEMATICS IN NOV 14-18
BIO1AMATH101 THE MODERN HYBRID (MIDTERM EXAM) DB114 50
WORLD NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
BIO1AFUNCORE101 GENERAL BOTANY HYBRID (MIDTERM EXAM) DB114/LAB1 50
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
BIO1AFUNCORE102 GENERAL ZOOLOGY HYBRID (MIDTERM EXAM) DB114/LAB1 50
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)

49 | P a g e
 NOV 14-19, 2022
(MIDTERM EXAM)
MOVEMENT MCC DAPDAP
BIO1APE1 HYBRID 50
ENHANCEMENT COVERED COURT
JAN 23-25, 2023
(FINAL EXAM)

           

SECOND YEAR (New Curriculum)

EXPECTED
COURSE TEACHING SCHEDULE OF FACE ROOM
CLASSCODE NO. OF
DESCRIPTION MODALITY TO FACE CLASSES ASSIGNMENT
STUDENTS
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
BIO2AFUNCORE104 MICROBIOLOGY HYBRID (MIDTERM EXAM) DB115 38
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
BIO2AFUNCORE105 GENERAL ECOLOGY HYBRID (MIDTERM EXAM) LAB1 38
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)

NOV 14-19, 2022

PHYSICAL ACTIVITY (MIDTERM EXAM)
MCC DAPDAP
BIO2APE3 TOWARDS HEALTH HYBRID 38
COVERED COURT
AND FITNESS JAN 23-25, 2023
(FINAL EXAM)

           

THIRD YEAR (Old Curriculum)

EXPECTED
COURSE TEACHING SCHEDULE OF FACE ROOM
CLASSCODE NO. OF
DESCRIPTION MODALITY TO FACE CLASSES ASSIGNMENT
STUDENTS

50 | P a g e
 SEPT 26-30
OCT 10 - 14
OCT 24-28
CELL AND NOV 14-18
BIO3AFUNCORE108 MOLECULAR HYBRID (MIDTERM EXAM) DB115/ LAB2 32
BIOLOGY NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
GENERAL
BIO3AFUNCORE109 HYBRID (MIDTERM EXAM) DB115/ LAB1 32
PHYSIOLOGY
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
           

FORTH YEAR (Old Curriculum)

EXPECTED
COURSE TEACHING SCHEDULE OF FACE ROOM
CLASSCODE NO. OF
DESCRIPTION MODALITY TO FACE CLASSES ASSIGNMENT
STUDENTS
SEPT 26-30
OCT 10 - 14
OCT 24-28
NOV 14-18
BIO4ASPECORE102 BIOINFORMATICS HYBRID (MIDTERM EXAM) DB114/ LAB1 28
NOV 28-30/ DEC1-2
JAN 2-6
JAN 23-25 (FINAL
EXAM)
SEPT 26-30/ OCT 1
OCT 10 - 15
OCT 24-29
NOV 14-19
BIO4ASPECORE103 PLANT PHYSIOLOGY HYBRID (MIDTERM EXAM) DB114/ LAB1 28
NOV 28-30/ DEC1-3
JAN 2-7
JAN 23-25 (FINAL
EXAM)

PART F: Student Support Services

MCC is known for championing student welfare and development in all its forms. The
following support services outline the value that MCC puts on its most valuable
clientele--the students.

51 | P a g e
INSTITUTIONAL PLANS FOR STUDENT SUPPORT SERVICES 
GUIDANCE AND COUNSELING SERVICES 
Face to Face  ONLINE 
Face-to-face Counseling   Online Counseling  
Students who need help and need face-to- Students who need help online but cannot
face counseling can avail themselves of visit the Guidance Services Unit onsite can
this service via booking system through the avail themselves of the
GSO FB page or their attending guidance TELECOUNSELING and ONLINE
associate.   CONSULTATION through the GSO FB
  Page and MS Teams account.   
Face-to-Face Routine Interview / 
Individual Kumustahan Session with Online Consultation  
First Year Students   Online consultation is a service provided to
This program with first year students is like the students to aid them in their academic
a getting to know interview where basic concerns and give them professional help
information is asked, a brief background of and guidance on mental health and well-
the environment in their community, and being.   
their mental health status will be assessed.  
Results of the routine interview will serve Online Kumustahan: Student Daily
as a baseline for the monitoring program of Check-In  
the unit.     As the Guidance Services shift to the online
  platform, one way of reaching out and
Focus Group Discussion  checking the mental health and coping of
To lessen the online learning fatigue, virtual the students is through this service. The
Focus Group Discussions in the form of  Guidance Associates will message the
Kuwentuhan will be facilitated by the students from their assigned Institutes via
Guidance Advocates onsite, following the FB Messenger.  
health and safety protocols, and online via  
Google Meet/MS Teams.    Online Information Service 
The activities include but are not limited to The Guidance Services Office provides
Kuwentuhan, Kumustahan, Structured relevant personal, social and educational
Learning Experiences, and Peer Support information that are not ordinarily provided
Group Discussion.  through online classroom instructions by
means of online infographics and postings
with topics ranging from: mental health,
self-care and social support.    
 
 
 
  
STUDENT DISCIPLINE AND CHARACTER DEVELOPMENT 
Face to Face  ONLINE 
Distribution of Affidavit of Disseminating the School Policy for
Understanding of School Policy form for Student Decorum 
Student Decorum   For the other year levels or re-enrollees,
For Freshmen and Transferee students, the the list of policies would be disseminated

52 | P a g e
briefing and signing of the Affidavit of via email through sending a PDF format of
Understanding of School Policy form is the e-handbook to their MCC email. This is
included as part of the enrollment process. a copy that could be downloaded and be
This form encapsulates the list of policies read asynchronously.  
and guidelines that must be observed as  
part of student decorum both onsite and Online Class Orientation for Code of
online. They will also be provided a PDF Conduct  
format of the complete e-handbook to their The other year levels or re-enrollees would
MCC email.   also be given a reiteration of the code of
  conduct during the class orientation of the
General Orientation for Code of teachers on their first day of classes.  
Conduct    
Freshmen and Transferee students would Online Referral of Student Discipline
also be provided with a more in-depth Cases  
orientation regarding the code of conduct. Cases regarding student discipline which
This is conducted within the first month of are for further validation could be referred
the start of class wherein the students to the CCD Officer via online messaging
would be scheduled by batch.    platforms.   
   
Onsite Referral of Student Discipline Online Processing of Certificate of Good
Cases   Moral Character for former Senior High
Cases regarding student discipline which School Students  
are for further validation could be referred Requests for CGMC from former Senior
directly to the CCD Officer on the main High School Students could be made to the
campus.   CCD Officer via MS Teams and would be
  scheduled for pick-up on the main
Processing of Student Discipline campus.  
Cases  
Students who are referred to the CCD
Office for disciplinary processing would be
contacted and scheduled for an onsite
appointment.  
 
Onsite Processing of Certificate of Good
Moral Character for former Senior High
School Students  
Requests for CGMC from former Senior
High School Students could be made
directly to the CCD Officer on the main
campus. 
HEALTH SERVICES 
Face to Face  ONLINE 
The Health Services Unit is open for face- Health Services Unit Facebook Page
to-face consultation where the student can Activities:  
consult their health concerns to the HSU  
Personnel on duty face-to-face.     e-Tanong kay Dok (e-consultation)  

53 | P a g e
  e-Consultation, an online platform through
Home Visitation   the Health Services Unit Facebook Page,
With mental health awareness being put aims to help the student populace of
into light during this time of pandemic Mabalacat City College. With a simple
quarantine, a Home-Visit is necessary with Facebook message from the students
students suffering from anxiety and describing their health problems the
depression.    available Health Services Unit Personnel
This program is in collaboration with the will answer immediately.  
Guidance Services Unit. The student will be  
assessed by the HSU personnel and the e-Referrals  
school counselors to make the best Upon assessment of the student
possible care plan and referral to concerned, the Health Services Unit
institutions.  Personnel will refer to offices and higher
institutions if the case is beyond their
capabilities to provide the best possible
care.  
 
e-Medical & e-Dental Health Education  
The Health Services Unit Personnel
consistently posts health information on the
HSU Facebook page. This health
information is both medical and dental
information that are ways of taking care of
oneself during the “new normal.”  
 
CULTURAL AND ARTS PROGRAMS 
Face to Face  ONLINE 
Students’ Performing Arts   Online Auditions for Performing Arts  
To further enhance, utilize, and highlight The College held the audition for the
the talents of the students, the College has students’ performing arts in which the
its students’ performing arts who are being adviser, together with the head of the
trained for event performances of the performing team evaluated the auditionee. 
college.   
The physical conduct of activities and
training of the performing arts group is
dependent on the restrictions being
implemented by the government which
varies from time to time. In any case, all
necessary health protocols are strictly
observed for the safety of all performers.  
 
Programs and Events  
Face-to-face programs and events are also
carried out by the college like ASEAN
Cultural Programs, Christmas Concerts,
and Holy Week Presentations. 

54 | P a g e
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
SPORTS DEVELOPMENT PROGRAMS 
Face to Face  ONLINE 
Varsity Trainings   Online Training Drill tutorial  
The Mabalacat City facilities will be open Modified training programs of each sport
for all the sports training of the students. are still present on the Sports Office Page.
Face-to-face training will be conducted in It serves as the training programs for the
the main and Dapdap Campus.   students to get physically fit and for the
  student-athletes to continue their trainings
“Start Small, Start Now”:    amidst this pandemic. 
An introduction to sports   
 
The Mabalacat City College Student-
athletes will share their expertise with the
community. There will be a chosen sports
to be taught every month. The tutorial
consists of 3-5 members of the community/
student of MCC who wants to learn specific
sports. Student-athletes will be taught
fundamental skills in sports and the sports
office will provide the required equipment
and materials needed.  
 
The above-mentioned program is subject to
the existing level of restrictions being
imposed by the government. 
 

PART G: Updated Crisis Management Plan

As a response to the most recent order of CHED in conducting blended instructional
modality, MCC has come up with an inter-disciplinary approach to a crisis management plan
that would guide its personnel in the gradual return to face-to-face classes and work. The

55 | P a g e
following plan was developed by the different MCC units to ensure all facets of the College are
taken into consideration.
The crisis management plan was derived from and a revision of the MCC LF2F plan of
2021. The main difference being that MCC Flex 3.0 now has provisions for the rotational face-
to-face classes conducted in lecture rooms and Smart Classrooms. It outlines the steps MCC
personnel would take in any case there is a covid case in the academic groups. The following
narrative describes the procedures of the surveillance team with the task of monitoring,
disinfecting, and reporting incidences in case there is contamination.

56 | P a g e
57 | P a g e
58 | P a g e
59 | P a g e
1. Room Capacity per Area

Area No. Maximum Capacity

MCC Main
Lecture Rooms 6 20 seats + 1 instructor

60 | P a g e
 COIL Room 1 12 seats + 1 instructor
Library 1 20 students
e-Library 1 20 students
B Computer Lab 1 20 seats + 1 instructor
S Computer Lab 1 12 seats + 1 instructor
CISCO Lab 1 12 seats + 1 instructor
MAC Lab (Red Apple Room) 1 12 seats + 1 instructor
AIOT Lab 1 12 seats + 1 instructor
Speech Lab 1 12 seats + 1 instructor
Hometown Restaurant 1 20 students
Hot Kitchen 1 5 persons
Cold Kitchen 1 5 persons
VIP Lounge 1 5 persons
Travel Agency 1 5 persons
Front Office/Reception 1 5 persons
Junior Suite 1 5 persons
Laundry Room 1 3 persons
Tambayan 5 4 persons
Quadrangle 1 500 persons
Gym 1 150 persons (100 if used for sports activities)
Dormitories 2 20 students
Isolation Facility 2 1 person
MCC Dapdap
Lecture Rooms (including 10 (7 20 seats + 1 instructor
simulation rooms) lecture;
3 SRs)
Academic Clinic 1 30 persons
CHEM Lab 1 20 seats + 1 instructor
BIO Lab 1 20 seats + 1 instructor
Lab Storage 1 2 persons
Computer Lab 1 20 seats + 1 instructor
Covered Court 1 800 persons
Customs Lab 1 5 persons
Isolation Facility 1 1 person

Student-led Group Discussions:

Student-led group discussions and consultations may be allowed in the tambayan, student
center, libraries and laboratories. Proper physical distancing will be observed in all classes.

2. Facilities Guidelines
i. MCC shall maximize and improve natural ventilation in all rooms and common
areas, with upgraded ventilation systems in line with the guidelines of the DOLE
DO No. 224, series of 2021a.

61 | P a g e
 ii. MCC shall assess ingress and egress with physical distancing to determine the
impact on the time needed for student movement between classrooms and
building.
iii. MCC shall require students to go straight to their assigned rooms upon entering
the campus. If students arrive early and their rooms are not yet available, they
shall be directed to go to the study hall/cafeteria/communal areas where physical
distancing shall still be strictly observed. They shall not be allowed to loiter.
iv. MCC shall require faculty and instructors to have seating plans indicating the
assigned seats of students. Students shall not be allowed to sit just anywhere but
will be utilizing the assigned seat throughout the semester.
v. MCC shall implement a one-way foot traffic system to limit human intersection,
contact, or interaction. There shall be markings on the floors indicating the
directions and proper distancing to follow from the entrance gate to the room and
within the room. MCC shall limit human intersection, contact, or interaction in the
said areas.
vi. MCC shall limit the movement of students including and will prohibit students from
moving from one room/area to another without proper authority or reason.
vii. Classrooms/laboratories/communal areas/other school facilities, as well as
equipment used by the students, shall be cleaned and disinfected at the end of
each school day.
viii. MCC shall observe the following floor plan to ensure a physical distance of at
least 1.5 meters is strictly observed.
ix. MCC shall have the maximum number of students present inside the classrooms,
laboratories, libraries, gymnasiums, covered courts, and other facilities which will
be used for limited face-to-face classes following the 1.5-meter physical distance
and IATF-premised maximum venue capacity.
x. Students shall wear face masks and will be required to regularly disinfect with
alcohol.
xi. The classroom-seating plan will be as follows (next page):

62 | P a g e
 White board

63 | P a g e
 B. Academics
Learning Continuity Plan (MCC Flex and MCC Plus) and Delivery of Instruction

For A.Y. 2022-2023, MCC plans to continue the strategies that were established in the prior
academic year, but with the addition of the limited or rotational face-to-face classes that are mentioned
here. As the threat of the covid-19 virus still looms and the World Health Organization has not yet
reduced the world alert from pandemic level to endemic, MCC will still be following the stated learning
delivery mode which here follows:

To enhance the delivery of instruction, a more focused and more engaged interaction between
professors/instructors and their learners will ensue. Hence, the Smart Classrooms are there with this
focus: simultaneous/hybrid onsite and online mode of course delivery

To sustain and improve quality of education, MCC now has sophisticated infrastructure,
equipment, digital tools and e-library resources which students and mentors can utilize.

All materials and activities will already be made available at MCC and online, following the
directives of the Commission on Higher Education (CHED) on the adoption of a Flexible Learning Scheme
in the New Normal.

MCC will continue to offer its blended teaching and learning approaches through the following:
rotational face-to-face class schedules through Smart Classroom and laboratories; asynchronous online
learning refers to the mode of learning that does not require real-time interaction, (Libasin et al., 2021),
flexible learning which is an innovative approach for delivering well designed, learner-centered, and
interactive learning environments to anyone, anyplace, anytime by utilizing the attributes and resources
of the Internet, digital and other modes of learning in concert with instructional design principles (Khan,
2007), with the use of a combination of digital and non-digital technology, (Magsambol , 2021).

The learning management systems (LMS) will integrate interactive learning environments and
administration and facilitate customized online instructional materials, coordinating administration of
instructors, users, courses, and content in a centralized and automated system (Ifenthaler, 2012).

Synchronous online learning process will happen in real time, requiring the engagement of the
instructor and the students at the same time or accessing them from different locations, (Libasin et al.,
2021).

Onsite instructional delivery will be in Lecture Rooms and Laboratories for face-to-face lessons
and Smart Classrooms using the Huawei Digital Smartboards for hybrid instructional delivery. MCC Flex
3.0 will allow learning experiences of its students using various devices such as smartphones and
computers with internet support in synchronous or asynchronous approaches. Online lectures and
discussions will still be delivered synchronously via MS Teams, MCC’S Conferencing Application and
Learning Management System.

The uploaded materials in a particular course are accessible to all students enrolled on it. With
MS Teams, the teacher can easily mark the activities and the students can see them immediately. MCC
will also work on the additional utilization of another LMS which is the Region III-Learners’ Academic
Management Portal or R3LAMP. This academic management portal is one of the priority projects under

64 | P a g e
the Central Luzon Regional Higher Education Action Plan (CLRHEAP) that aims to 1) effectively
implement flexible learning; 2) encourage the maximum use of technology in teaching and learning; and
3) assist in LMS provision and training in response to the CMO No. 04, series of 2020.

Learning activities and assignments shall be accomplished by students during onsite and
asynchronous sessions. On their asynchronous tasks, the students will be able to demonstrate their
capability in using interactive technologies as they are given the freedom on their path towards self-
directed learning opportunities.

The faculty members must prepare activities for discussion forums through hybrid delivery
mode. The discussion forum allows students to discuss and learn from each other. This is a way of
exposing the students in the actual and created virtual community of the class.

The utilization of video recorded discussions can be integrated during synchronous sessions
especially for the MCCPro+ learners. The same material can be uploaded by faculty members for
reference of students in their asynchronous sessions.

Faculty members will provide their students a copy of their OBTLs on or before their first
meeting via MCC’s LMS. The faculty will create a link via Microsoft Forms where the students can
confirm their receipt and understanding of the OBTL Plan. Consolidated data in excel form will be
submitted to Institutes’ Clerks who will consolidate the submissions of faculty to be forwarded to the
OVPAA. The OVPAA must receive consolidated copies 15 days after the first day of the start of classes.

The Institutes concerned shall facilitate the conduct and assessment of face-to-face
demonstrations such as those in Physical Education courses, laboratory or skills-based courses including
Laboratory experiments, Programming, Culinary and Tourism. This will be part of the blended learning
which will now include the limited onsite cyclical scheduling of classes mentioned here.

The safety and security of both the faculty and students are given priority in the MCC Flex 3.0 as
the College requires the compliance by all to laws, rules, regulations, and policies governing these
matters. Accessing information is restricted through the use of passwords and authentication of
identification of faculty and students.

All sensitive information shall be safeguarded and shall be treated with utmost confidentiality.
Provisions of the Student Handbook shall generally govern MCC students; however, due to the
implementation of the flexible learning mode, some items in the handbook are adjusted to suit flexible
learning. This MCC Flex 3.0, Continuity Plan (MCC Flex and MCC Plus) and Delivery of Instruction, will be
taken into account when planning and executing academic and non-academic operations.

65 | P a g e