THE 2020 ONLINE AND SELF-

GUIDED PFA MODULES

Supplemental to the SEES Manual
 Facilitation Skills for Online PFA
Delivery

 The online PFA delivery refers to the use of online

platforms such as Microsoft Teams, Workplace by
Facebook and Google Meet are recommended based
on DepEd’s Office of the Undersecretary for
Administration (OUA) Memorandum 00-042-00420.
The skills listed herein are both useful in delivering
PFA online and PFA in a classroom setting.
 Skills in delivering PFA online:

o Active Listening - the ability to grasp both content

and feeling or a speaker’s total meaning. These are
many levels of active listening:

 Listening for content – This involves

reflecting back what the speaker said either by
repeating or paraphrasing their message in your own
words.
 Clarifying – This involves checking your understanding
by asking questions about the content.

 Reflecting Feelings – This is said to be the deepest

type of listening. This involves the ability to interpret
what a person might be feeling even when he/she did
not specifically identify their emotions.
o Integrating – In the context of groups, integrating
means summarizing people’s ideas or responses by
highlighting the common themes of the discussion as
well as unique responses. It is also important in
integration especially at the end of each module to
focus on significant learnings of the participants.
o Process Observation and Analysis – refers to the
ability to observe not just one person at a time but
also the interactions and atmosphere within a group.
POA is also the ability not just to listen to content
(what people are saying) but also process (what is
happening in the group)
In a traditional classroom, it is easy to watch for
students who are falling asleep, fidgeting, or not
paying attention. However, for remote learning,
facilitators need to look for body language in the
bandwith. This means seeking out subtle signals that
indicate the level of participant engagement and
knowledge transfer.
The facilitators may to look at:

 Participation – is everyone participating?

 Patterns of Communication – Are there some

participants dominating the discussion?

 Group atmosphere – Is the atmosphere friendly or

tense?
 Response time – A slow response may mean that a
student is engaged in reflective thought or has no
idea what your talking about.
 Technology interference – It is advisable for
facilitators to do a student orientation first so that
time will not be wasted while they figure out how to
virtually raise their hands, answer the poll or write in
the chat box
o Communication Skills – Once facilitators know what signals
to look for, the following techniques can help increase the
effectivity of the remote learning:
. Pay attention to your vocal delivery
. Use visually attractive and readable
learning materials.
. Be precise.
. Build rapport
o Creating an Atmosphere of Unconditional Acceptance and
Support
. Telling learners that there is no
wrong or right opinion.
. Showing encouragement using
non-verbal communication.
. Encouraging everyone to
participate;
. Showing respect for each student
by not ridiculing them
. Setting ground rules within the group
including respect for each other; and
. Stepping in when you feel that a
learner is being embarrassed or
ashamed.
Facilitation Skills for PFA through Self-
Guided Modules:

The needed facilitation skills for the PFA providers

are:
o Communication
. Encouraging Self-Directed Learning
- study habits;
- Learning styles; and
- Areas of strength and weaknesses
 . Providing effective feedback –meaningful
feedback is:
- Personal;
- Task-related;
- Specific;
- Positive; and
- Timely
o Time Management/Organization Skills
. Answer the 4 modules on PFA
. The teacher should read and provide
feedback on their answers.
. One-on-one session to those who may
need it or refer students who may need
additional help.