ANNEX B.

CEAP Task Force COVID19 for Institutional Assessment and Response

(CEAP TF COVID 19 IAR)

REDESIGNING THE CURRICULUM AND
MODES OF DELIVERY IN THE TIME OF COVID19

OBJECTIVES

1. To offer to member-schools a process for redesigning the curriculum and selecting from different
alternative modes of delivery appropriate to their contexts and needs of the learners (i.e.,
categories of students, resources of the school, the involvement of parents, training of faculty);
2. To provide member-schools with templates, benchmarks, and sample modules which the schools
can re-design and re-align and fit in their own context and needs;
3. To gather feedbacks from member-schools on how they were able to use these proposals.

STEPS to FOLLOW

1. Creating a core group. The main task of this core group is to plan and redesign the curriculum and
modes of delivery in the time of COVID. It is assumed that the students, for the most part, will not
be in school. Part of the initial task of this group is to make an inventory of the educational
needs, current financial, material, and human resources of the school required to be able to
implement this program.

2. Crafting the Assessment Instruments. In order to determine the educational needs, the core
group assesses a) the kind of learners, teachers, and parents they have, their technical
capabilities, their situation; and b) current financial, material, and human resources of the school
required or needed to implement the program.

3. Analyzing the Assessment Results. The core group goes through the results of the assessments
and synthesizes the data to guide the school in identifying where the majority of their learners,
teachers, and parents are; and their current financial, material, and human resource capacities of
the school.

4. Looking at Learning Options and Alternative Modes of Delivery. The core group studies the
template provided by CEAP as a response to the new normal that includes a menu of templates,
benchmarks, and sample modules available to schools with a functional description on how to
implement these.

5. Formulating guidelines. The School formulates guidelines, procedures and policies pertinent to
the mode of delivery chosen.

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 6. Re-designing or Developing Modules. Module development includes four parts:

a) Creating / Adopting Modules. Using the samples provided (which includes online
self-help links) by CEAP, the core group decides to adopt these modules as is, re-
design them accordingly (subject to copyright law or fair use policy of the
organization), or create new ones. This part of module development considers the
following: Technical needs, Process, and Content (TCP). In either module re-
designing or creation of new ones the following essential elements must be present:
1) most essential competencies, 2) well-defined learning objectives and expected
outcomes, and 3) class topics, modules, exercises, etc.

b) Providing Technical Support /Training Teachers and other Implementers. Once the
learning modules have been written/revised, the core group identifies the technical
support necessary, 1) developing and acquiring the learning materials and media
required, 2) providing access to necessary technology infrastructure, and 3)
ensuring the availability of curriculum leaders and IT personnel who will provide
support and supervision for the educational activities (e.g. to lead in the training for
students, teachers, parents, and other implementers, to provide on-demand
instruction, to develop manuals for home-based or remote learning, and
recommend technology integration ideas during lesson planning).

c) Pilot-testing the modules and methods of delivery. To validate the ease of use of
these modules and the methods of delivery in view of refinement, these will be pilot
tested prior to the opening of classes. A feedback mechanism will be put in place to
properly assess the modules.

d) Refining the modules and delivery methods. Once the results of the pilot-testing
have been gathered, necessary refinement on the content of the modules and the
methods of delivery will be made to improve them.

7. Giving the proper orientation to parents. Once the learning modules have been refined, the
parents (or guardians) are now given the necessary orientation on their role in the entire learning
process. If necessary, a manual for parents (or guardians) may be produced to guide them to
properly carry out their roles and responsibilities in the entire learning process.

8. Rolling out. Once the above steps have been accomplished, the school is now ready for distance
learning.

Prepared by:

Subcommittee on Curriculum Redesigning

Subcommittee on Alternative Modes of Delivery

References: (Helping K-12 Schools Transition to Post-COVID 19 Times by Ani Rosa Almario and Reagan Austria,
2020) ; (Re-Engineering The Educational Process, Perry Sprawls, Ph.D. www.sprawls.org)