FLEXIBLE LEARNING FAQs: STUDENTS’ GUIDE FOR A.Y. 2021 – 2022

Flexible learning is an intervention that addresses learners’ unique needs in terms of place, pace, process, and products of learning. The flexible instruction from Pre-school to Graduate School will be conducted in various modes: online, blended, or off-line. However, no mode shall be conducted in a physical, face-to-face manner.a

Flexible learning with no physical face to face instruction is the safest mode of delivery to the kind of market RMC caters considering the current health condition of Davao City. It allows flexibility of time, place, audience, and technology. Because flexible learning is delivered through distance education and educational technology, learning experience may vary depending on the type of technology, availability of devices and internet connectivity, level of digital literacy and approaches. (SEAMEO)

The Instructional Design Matrix (IDM) prepared by the faculty guides each class. The IDM contains the learning outcomes (the essential topics to be covered), the learning tasks and activities (how the topics are to be taught), the learning resources, and the assessments (formative and summative). This matrix ensures that all essential contents are delivered just like they are delivered in the regular classroom setting.

How flexible learning looks like in online learning in the Basic Education from Kinder to Grade 6:

Here, the class program follows a schedule from Monday to Friday. However, one class day is only for three hours and thirty minutes. The teachers assign specific tasks each day for the students to accomplish. The teachers adopt strategies to prepare students to start a lesson or transition to another online class.

In online classes, two modes of learning will be followed:

1. Individualized Instruction – students read the notes of topics accessed beforehand  or view a video of the topic prepared by the teacher;
2. Guided Instruction – students participate in an actual, real-time online class conducted by the teacher.

In Preschool, pupils learn in a one-hour maximum video conference. After the conference, the teacher assigns detailed tasks to the learners.

In blended or off-line classes, a class follows a Monday to Friday schedule. The teacher adjusts the mode of delivery to ensure the continuity of inclusive and accessible education.

In Secondary to Higher Education levels, regular classes follow a program for the whole week scheduled on MWF, TThS, or Sundays. Teachers will demonstrate in a laboratory the laboratory component of some courses or subjects. Students may be required return demonstrations to show their skills development. Teachers may provide students with individualized and guided instructions in accessing essential knowledge of the topics of the course or subjects.

In addition to the Instructional Design Matrix (IDM), blended and offline mode of learning delivery also requires a detailed schedule guide and instruction for each of the topics to be covered according to the timeline. This will aid the students in the individualized instruction and independent study on what to accomplish every grading period. 

In online mode, interaction in class discussion is similar to regular classroom setting. In blended mode, minimal interaction occurs depending on class schedule and digital platform used. Assessment is performance-based, project-based or tasks-based using assessment rubric for portfolio, research papers, automated exams  with pool or bank of questions, video recorded student reports or laboratories.  Assessments are either formative or summative and will be used in the three modalities of implementing flexible learning.

Yes. For online classes, the teacher or instructor will upload weekly to Google Classroom the class guide with detailed instruction for the day to day classes of the week. Learning resources to study and work on will also be provided.

For blended and offline modalities, the teacher or instructor will provide printed modules, audio tapes, video tapes, CDs, storage devices, or learning packets with detailed guide and instruction for each topic of the course or subject. The teacher or instructor also sets a specified schedule for follow up for student guidance and awareness.

For online mode, lessons are delivered using Google Classroom complemented with formats applicable to the learning styles of the students. Other options are online face-to-face discussion (using Zoom, Google Meet, Edmodo, or Cisco Webex), videos, PowerPoint (with teacher or instructor voiceover), interactive labs and models, discussion forum with other interactive tools, and the RMC-installed digital platform.

For blended and offline mode, lessons are delivered in printed or electronic modules, video, audio, podcasts, webcasts, or the RMC-installed digital platform.

Maximum number of hours required per day:

• Kindergarten pupils: one (1) hour.
• Grades 1 to 6: three (3) hours and thirty (30) minutes.
• Junior and Senior High School: four (4) hours.
• Higher Education (using online learning modality): depends on the number of units enrolled.

Online learning mode strictly requires class attendance. An attendance checking system monitors the students’ participation in individualized and guided online instruction.

Blended and offline modes of learning still check attendance on specified schedule as indicated in the detailed guide of the course or subject.

YES. Regardless of flexible learning modality–online, blended, or offline– attendance to set time schedule is required.

In order to ensure quality instruction, online classes follow the number of students per class session:

• Preschool: 5-6 learners per session 
• Grade 1: 13-14 learners per session (regular class divided into 3)
• Grades 2-6: 19-20 learners per session (regular class divided into 2)
• Secondary: Regular class size per session 
• Higher education: Regular class size per session 

Blended and offline classes are grouped by set and are flexible enough to deliver the specified time schedule without sacrificing the desired quality and learning outcome of the students.

These are intended for individual study  (reading assigned materials, doing assignments and assigned tasks), collaborating with classmates, working on enrichment and remediation activities, conferring with the guidance counselors, holding academic counseling with faculty, and joining some formation sessions and activities.

Student performance is assessed through quizzes, short tests, periodical examinations, participation in discussions, and assignments.

Some subjects or courses may require textbooks to supplement student learning through independent home study.

The grading system used in the regular classroom is still applied in any flexible learning mode, be it online, blended, or offline. Formative and summative assessments will be conducted and complemented with digital tools and platforms according to the policies, standards and guidelines of DEpED, TESDA, and CHED.