GEARING

UP RESPONSIBLE AND
OUTSTANDING TEACHERS OF SOUTHEAST
ASIA FOR THE 21 ST CENTURY

Course 1: Facilitating the Development of 21st

Century Skills for Southeast Asian Teachers
 Access: via iFLEX
q iFLEX is an online learning delivery platform

q Can be accessed at http://iflex1.innotech.org/

q All learners will be given a username and

password to “get in” and do course work in
iFLEX
q Username – first letter of first name, middle initial
and complete surname (no caps)
q Password – P@55w0rd (”0” is zero)
http://iflex1.innotech.org
GURO21 Course 1 Class Page
From 2008-2012 – www.innotech,org
From 2008-2012 – www.innotech.org
http://iflex.innotech.org

From 2012-2014
http://iflex2.innotech.org
2017… http://iflex1.innotech.org
Our Faculty
q Experts and practitioners in
Educational Management and
Leadership
q University Presidents, Executives,
Deans and Faculty of Graduate
Schools
q Ministry officials, deputy ministers and
specialists
q Super Principal and now Deputy
Minister of Higher Education of
Malaysia - Datuk Mary Yap Kain Ching
THE LEARNING PROCESS

n Use of Self-instructional
Modules
n Discussion sessions

n Provisions for learning

support
n Face-to-Face or Online
Revalida
 LEARNING OUTCOMES
Equip yourselves with the knowledge, skills,
attitudes, and values (KSAVs) required of 21st
century teachers; and
Develop and enhance your facilitating skills to
effectively play your role as teachers in the 21st
century, specifically by:

◦ developing a personal program to master your specialization;

◦ enhancing your facilitation skills as 21st century teachers; and
◦ creating a plan to effectively manage your classroom activities
Module 1: Equipping Teachers with the
Knowledge, Skills, Attitudes and Values for the
21st Century
Lesson 1. ”Learning to
Know” as a 21st Century
Teacher
Lesson 2. ”Learning to
Live Together” and
“Learning to Do” as a 21st
Century Teacher

Lesson 3. “Learning to Be”

as a 21st Century Teacher
Module 2: Facilitating 21st Century
Learning
Lesson 1. The 21st Century
Teacher as Subject Matter
Expert
Lesson 2. The 21st Century
Teacher as a Facilitator of
Learning
Lesson 3. The 21st Century
Teacher as a Classroom
Manager
 Required Reading
1. Revisiting the Four Pillars of Learning
(An excerpt from Revisiting the Four
Pillars of Learning: Roles of the
Pillars in the Reorientation and
Reorganization of Curriculum)
2. Who is a Lifelong Learner? (An
excerpt from Revisiting Lifelong
Learning for the 21st Century)

3. Eight Habits of Highly-Effective 21st Century Teachers,

4. Facilitating Learning: Issues on Learner-Centered Teaching,
5. Teaching and Learning Philosophy and Strategies
WRITTEN
COURSE
REQUIREMENTS
Module 1 Assignment: PLLP
Identify the literacy areas where you are
Strong, Good or Competent, Developing, or
Weak
Develop a personal lifelong program to
address the areas where you are still weak at,
and enhance those that you are already good
or strong at.
Write your Personal Lifelong Learning Plan
(PLLP) by accomplishing the template provided
PLLP Template: 2-5 year S.M.A.R.T. Plan
21st Century Level of Activities to Time Support/ Barriers/ Solution/
Competency improve/enhanc Framework Resources Challenges Action
Literacies (Strong, Developing, e competency Needed
Good or Competent,
Weak)

Arts and Creativity

Ecoliteracy
Cyberliteracy
(Computer & ICT)

Financial Literacy

Media Literacy
Social/Emotional
Literacy

Globalization &
Multicultural
Literacy
 21st Level of Activities to Time Support/ Barriers/ Solution/
Century Competency improve/ Frame - Resources Challenges Action
Literacies enhance work Needed
competency
Good • Research and June -Dec • Financial
Issues/ • Initiate/draft
Cyberlitera play with new 2018 and concerns: or seek
cy technologies – other• Absence of school
(Computer gaming, support school officials
& ICT) blogging, • School policies on approval to
chatting, et al policiesthe adoption develop
• Take advantage that will
of the new policies on
of continuing support technologies the
educational/ innovati
• Absence of use/adoption
training on school of new
opportunities – infrastructure technologies
attend seminars/ – PC, internet • Attend or
conferences on connection take
new Lack of interest advantage of
technologies, et in ICT opportunities
al to use ICT
(i.e. play
internet-
Adapted from http://prezi.com/axwyhvl8qleg/personal-lifelong- based
learning-plan/ games, buy
gadgets, etc.)
PLLP Rubric
WEAK DEVELOPING GOOD OR STRONG
COMPETENT
I cannot do/ I am currently I can do/understand I can do/
understand this yet learning how to this but I need to learn understand this
do/understand this more or improve very well
• Needs further
improvement or • Has developed • Developed the • Exceeds core
struggles with the fundamental fundamental requirements in
understanding knowledge and knowledge and terms of
• With basic or yet skill and core skills and core knowledge, skills
to be acquired understanding understandings, and
knowledge or with little and can transfer understandings,
skill in order to guidance them and can transfer
aid • Strengths and independently; them
understanding need for • Shows the needed automatically
improvement are knowledge or skill • Many strengths
about equal but improvement are present
still desired
Adapted from DepED Order No. 73, s. 2012 & SEAMEO INNOTECH Competency Checklist Questionnaire
Fish Bone Analysis a.k.a. Ishikawa Diagram
 Module 1, PLLP…
q Discuss your lifelong learning plan with your School
Head for feedback and recommendations for
improvement. Use his/her feedback to further improve
your plan.
q Also write a 300 to 400 word reflection paper on the
PLLP that you have developed. In your essay, include
your insights and experiences in writing your PLLP, and
the challenges that you foresee in implementing it.
q Submit your module assignment with supporting
documentation to your Flexible Learning Tutor for
review and feedback.
 Module 2 Assignment: Part 1
q Develop your own Professional Development Plan (PDP)
focused on mastering your subject matter by
accomplishing the template
q On a separate sheet, describe the professional
development activities (300-500 words) to be undertaken
by giving a rationale why each is essential for your
professional development goals.
q Submit the PDP to your School Head for further
improvement and approval. Based on the feedback
received, think about the follow-up actions you will take to
further improve your plan.

Note: 30% of the Overall Grade for Module 2 Assignment

PDP: 1-2 Year S.M.A.R.T. Plan
Name and school _____________ Specialization/subjects handled: B.S.E. Social Studies/AP

Type of Significance of the Anticipated Required Potential barriers

professional activities in impact in the resources & in achieving the
development enhancing mastery professional support measures PDP goals and
of subject areas practice/ to implement the how they will be
students PDP Activities addressed

Mentor newly New teachers Mentees will • School No established

hired AP need support feel at ease Policies on school policies
faculty systems that will and be Mentoring; on Mentoring
members on help them see motivated to • Approval of (refer to
the latest teaching as a teach better immediate attached
strategies on collegial supervisor explanation for
teaching AP profession • Willingness details)
of identified
mentee

Learner’s signature ____________________ Reviewed/Approved by: ____________________

 Interventions to Address
Learning Needs
Interventions - actions to close the discrepancy
between actual and desired performance.
Training - Orientation Training, Qualifying
Training, Cross Training, Basic Training
Education - Remedial Education, Qualifying
Education, Continuing Education
Development - Participating in specialized
programs, Giving short-term assignment to
stimulate insights, Job Rotation, Coaching
M2, Part 2: Enhancing my Facilitation
Skills
Scenario:
A week after your last chat session for GURO21, you were
asked to cover a content area/lesson that you are most
confident in handling in class. While you have been used
to the “lecture-discussion” method, the reflection part in
your Daily Lesson Log required you to use a different
strategy in order to engage your students.
As an upcoming GURO21 graduate, you are excited to
showcase your new skills as a “Facilitator” and to translate
your “new” understanding of collaborative learning to
better engage the learners.
M2, Part 2: Enhancing my Facilitation
Skills
Using your DLL as your guide, design a learning activity
that will allow your students to be active learners and to
showcase their learning styles.
q Identify the expected learning competencies that your students
will gain based on the content and performance standards.
q List the process questions and the key learning points to be
highlighted.
q Indicate the assessment method and the practical connection of
the lesson to real life setting
q Allot a duration for the learning activity
If you need to group the class, indicate the criteria for the grouping.
M2, Part 2: Enhancing my
Facilitation Skills
Invite your school head, subject panel head, and a
group of teachers to act as your “Learners”
Provide them with the feedback form on how you
facilitated the debate:
Based on the given feedback, formulate an action plan
to show how you will make and implement the
recommended improvements.

Note: 40% of the Overall Grade for Module 2 Assignment

Module 2, Part 2
Module 2, Part 3: Classroom
Management Plan
Develop a classroom management plan focusing on a
conducive learning environment for your students.
Construct a suitable grid or matrix to indicate how you
intend to analyze your teaching strategies to promote
student participation and collaboration in classroom
activities, and evaluate your own strengths and areas for
growth in communicating at your students’ level.
Include visual representations such as photos or art
drawings of your perception of an ideal learning
environment in a 21st century classroom
(Note: Should you decide to adapt or copy an existing classroom, kindly make sure
that you identify the source).
Module 2, Part 3: Classroom
Management Plan
Consult with your teaching supervisor and ask him/her
to review your classroom management plan. Prepare a
reflection on the insights you gained from the
professional consultation. Describe how you will refine
this plan to make it relevant to your role as a classroom
manager to your 21st century students.
Submit the three parts of your module assignment with
supporting documentation to your FLT for review and
feedback.

Note: 30% of the Overall Grade for Module 2 Assignment

End-of-Course Reflection
Paper
The Reflection Paper is about everything that
you learned from the course (both Modules 1
and 2). Fill out the table and submit the
completed table on iFLEX under Reflection.
Refer to the Learners’ Guide for the template of
the Reflection Paper/Questionnaire.
The Reflection Paper should be about 2-3 pages
(approx 500 words) in length
End-of-Course Action Plan
The action plan designed to assist the learners
in implementing the skills and knowledge that
they gained in the course.
The action plan should integrate, synthesize,
and apply the core competencies that have
been discussed in the course
See the Learners’ Guide for the template of the
Action Plan.
 End of Course Action Plan
Concepts Activities or Date and Human Financial Material & Indicators of
to be Projects & Duration Resources Resources other Success
Applied/ Objectives (Beginning & Needed Needed Resources
Shared Ending Needed
Dates)
Integrating Training on April-May Subject Php20,000 Manila and • Program/
HOTS in integrating 2018 Supervisors (refer to the bond Policies
teaching HOTS in (3 days per , Teachers, attached papers, developed
and teaching and session) etc. budget) pentel with inputs
learning learning; (1) pens, meta from
Encourage co- cards, etc. stakeholders;
teachers and • At least 80%
other of the invited
stakeholders participants
to contribute attended;
to the increase • At least 80%
in the quality of invited
of teaching stakeholders
and learning in expressed
the school commitment
to support
the identified
projects
 Project Success
Key performance indicators (KPIs)
(sometimes called key success indicators,
or KSIs) is a common term for criteria used
to measure the benefits of a project. The
KPIs are the reason that the project was
launched

Source: http://office.microsoft.com/en-us/project-help/define-your-
project-goals-and-success-criteria-HA001211137.aspx
 Defining Project Goals and
Success Criteria
You should ask the following questions:
"What does success look like?"
"How do I know I've completed the
project?"
"How do I know I've done a great job?"
and finally, "How will all this be
measured?"
The Six R’s of Performance
REACH Ø Physical presence
REVENUES Ø Sales
RETURNS Ø Bottom line profit
RECOGNITION Ø Image and reputation
RATINGS Ø Product rating by
clients
RESPONSIVENESS Ø Impact on the market
FINAL
REQUIREMENT
End-of-Course Revalida
A required interview
to:
•validate if course
submissions are
really done by the
learners themselves,
and
•determine their
course significant
learning insights
GRADING SYSTEM
OR ASSESSMENT
CRITERIA
Learners’ Assessment
Chat and Forum for Module 1 15%

Chat and Forum for Module 2 15%

Module 1 Assignment 20%

Module 2 Assignment 20%

End-of-Course Reflection Paper 10%

End-of-Course Action Plan 20%

 Rating Scale
A Excellent

B Pass

C Deficient
A Learner will be graded by the assigned Flexible
Learning Tutor (FLT). Anyone who gets 2 Cs in any
requirement automatically gets an overall rating of C
 PLAGIARISM

Supreme Court has described as the

"deliberate and knowing presentation of another
person's original ideas or creative expressions as one's
own",
if committed under certain circumstances, can amount to criminal violation of
the Intellectual Property Code, the E-Commerce Act or the Cybercrime
Prevention Act.

Plagiarism should be avoided, Cultivate the habit of attribution.

When in doubt, cite.

Source: DOJ Advisory Opinion No. 02, Series of 2012

http://www.doj.gov.ph/news.html?title=DOJ%20issues%20Advisory%20on%20Plagiarism
&newsid=133#sthash.e9ZMy55n.dpuf
 PLAGIARISM
Sanctions
Automatically dropped from the course; and
Refund of all financial and non-cash support (or
equivalent in cash) provided by the sponsoring
institution

Referencing Tools
APA or Harvard System of Referencing
http://www.staffs.ac.uk/support_depts/infoservices/learning_supp
ort/refzone/harvard/
Alumni Membership Card
 Indicative Schedule
Activities Date/s
Wk1 - Chat No. 1 Week of March 12, 2018

Wk2 - Chat No. 2 Week of March 19, 2018

Wk3/Wk4 – Course Break March 26-April 8, 2018

Wk5 – Submission of Assignment for 1st Module April 9, 2018

Wk6 - Chat No. 3 Week of April 9, 2018

Wk7 - Chat No. 4 Week of April 16, 2018

Wk8 – Course Break April 23-May 6, 2018

Wk9 - Submission of Assignment for 2nd Module May 7, 2018

Wk10 – Submission of Reflection Paper and Action Plan May 14, 2018

Wk11 – Revalida (Tentative) 2nd week June 2018