PARENTS’-AND-GUARDIANS’-ORIENTATION-KIT-2

OPARENTP PARENTS’ AND GUARDIANS’ ORIENTATION KIT PARENTS’ AND GUARDIANS’ ORIENTATION KIT This school year, the Ateneo de Davao Grade School will engage its pupils in a different experien

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OPARENTP PARENTS’ AND GUARDIANS’ ORIENTATION KIT

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PARENTS’ AND GUARDIANS’ ORIENTATION KIT

This school year, the Ateneo de Davao Grade School will engage its pupils in a different experience with distance online learning to ensure the health and safety of its community

It is a brave step for everyone To the administrators, it means putting up new systems, channels, and protocols To the faculty, it means retooling and translating teaching methods to online platforms And to the staff, it means relocating and up-skilling to better support instruction

Nevertheless, throughout this metamorphosis, the grade school remained faithful to its goal of providing quality instruction and formation to its pupils

I can only be grateful to the courage of these men and women whose commitment has put together this document that paints how this new school year will be This orientation kit will serve as a guide to our community It is not absolute, in the same way that circumstances and the world that we are in now is ever changing We shall improve it as we move forward

in our quest to continuously upgrade our services

We dedicate this hard work to our pupils and to the parents who entrusted us with their children’s education The trust of our parents, guardians and pupils inspires us to give our best at all times

It is in this spirit of commitment, gratitude, and openness that we welcome you all to this school year

Mrs Geraldine Nina Rocel A Libron

Headmaster

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II THE VISION – MISSION OF THE ATENEO DE DAVAO UNIVERSITY, THE GRADE SCHOOL GOALS AND CORE VALUES

VISION

The Ateneo de Davao University is a Catholic, Jesuit, and Filipino University

As a university it is a community engaged in excellent instruction and formation,

robust research, and vibrant community service

As Catholic, it proceeds ex corde ecclesiae, from the heart of the Church

As Jesuit, it appropriates the mission of the Society of Jesus

and the spirituality of St Ignatius of Loyola

As Filipino, it contributes to and serves Mindanao

Approved by the Board of Trustees, August 10, 2019

MISSION

It participates in the reconciliation by the Father

of humanity with Himself

of human beings with one another,

of humanity with the environment

It strengthens faith It promotes humane humanity

It engages in intercultural, interreligious, and inter-ideological dialogue especially in Mindanao

It responds to the needs of the Bangsamoro, the Bangsamoro Autonomous Region in Muslim Mindanao,

as well as the needs of Lumad communities

It promotes the creation of wealth and its equitable distribution

It strengthens its science and technology instruction, research, and technopreneurship in Mindanao

It promotes cultural understanding and friendship with its Asian neighbors

It promotes lifelong learning and the dialogue between academe and the world of work

It protects and promotes the environment as “our common home.”

It develops ADDU sui generis leaders who appropriate this mission for life

It treasures and works with its alumni

Approved by the Board of Trustees, August 10, 2019

THE GOALS OF THE ATENEO DE DAVAO UNIVERSITY

education as well as for life-long use This can be realized through excellent instruction and formation, robust research and vibrant community service

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As a Catholic School

It brings pupils to Christ, who is the Heart of the Church It strives to cooperate with the Divine Grace

in the formation of young Christian boys and girls committed to the truth about God, man, and nature

It aims to develop in the pupils the following:

1 Continuing search for truth in all disciplines leading to the ultimate truth, Jesus Christ

2 Understanding of the importance of the integration of Christian doctrine, moral, and prayer life

3 Respect for diversity of faith

4 Desire to constantly love and serve the Lord

As a Jesuit School

It helps pupils to experience the Ignatian way of living and to share in the mission of the Society of Jesus according to their level of maturity It aims to develop in the pupils the following:

1 Humanistic habit of mind that includes critical thinking

2 Excellent personal, social, and communication skills

3 Sensitivity to cultures and faiths one’s own and others

4 Ability to reflect and make good judgment and to put such decision into action

5 Leadership in various human undertakings as a form of commitment and service to God and others

6 Virtues that enable them to promote faith that does justice

As a Filipino School

It supports the continuing development of the country towards a better quality of life for Filipinos It aims to develop in the pupils the following:

1 Understanding and appreciation of their Filipino identity, values, and culture

2 Sensitivity to the culture of the Muslims and the lumads (indigenous peoples) in Mindanao

3 Deeper commitment, loyalty and love for one’s country

4 Appreciation, protection and preservation of the country’s products, natural resources, historical places, and tourist spots

5 Leadership spirit in the service of Philippine society especially in Mindanao

6 Understanding of the concept of peace that is manifested through words and deeds

7 Understanding of the truth that creation of wealth and its equitable distribution is an imperative

to social justice

8 Growing awareness of global challenges and issues in relation to Philippine context

AdDU GS CORE VALUES: THE 5 C’s

Christ-centered individual: “I will follow Jesus.”

Committed Filipino: “I will always do my best.”

Concerned individual with Conscience: “I know what is right or wrong”

Competent learner: “I am smart.”

Compassionate pupil: “I am kind.”

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GRADE SCHOOL

To guide all academic administrators, teachers, pupils, and parents on the shift from conventional face-to-face engagements to online transactions in the elementary academics, this primer is published It contains information about the online process of:

Shifting From Conventional to Online Classroom

A Guiding Principles

B Designing Online Classroom Instructions

1 Planning Online Curriculum

2 Preparing Online Lessons

3 Institutional Support

C Delivering Online Classroom Instructions

1 Online Teaching of a Subject

2 Approaches to Delivering Online Class

3 Pupil’s Learning in a Subject

4 Assessment of Pupil’s Academic Performance in a Subject

5 Academic Interventions

D Schedule of Online Classes

1 Overview of Grade School Class Schedule

2 Types of Class Schedule

Academic Administrators’ Supervision and Monitoring of Online Classes

Roles of the Parents in Online Classroom

Support Programs/Services

Admission and Enrolment

A Preschool Admission Guideline

B Grade School Admission Guideline

C Online Enrollment

This primer defines the current academic policy for elementary academic education at AdDU until officially revised Comments from the parents through the AGSCA are welcome to improve our system

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GRADE SCHOOL ONLINE LEARNING

Ateneo de Davao University Grade School unit pursues its mission to provide quality education to our pupils through the online classroom as an alternative mode during this pandemic This is the best option now with limited mobility and our adherence to social distancing The following points will walk you through this transition

A GUIDING PRINCIPLES

The following principles are highlighted and observed in the whole process of planning and implementing the curriculum

Cura personalis or “care for the whole person” The focus of every instruction is the pupils The teacher

must understand the world of the learners and the context within which teaching, and learning take place Emphasis is given on what works for pupils on how they learn, how to facilitate their learning, what strategies are effective in facilitating their learning, how to make them participate actively in their learning, and how to address their learning needs

Non multa sed multum or “not many but much” Essential topics are taught to ensure the development

of essential knowledge, skills, and attitudes in every pupil in the class To make it more manageable for the pupils to handle the content, the essential topics are chunked at the level of the learning objectives A maximum of two related learning objectives is developed in each lesson

Excellence and Magis or “more or to a greater degree” It is to provide a firm structure and assure a

certain level of quality control consistent with the school’s vision-mission and goals The school strives to form a learner who is Christ-centered, committed, competent, with a conscience, and compassionate

B DESIGNING ONLINE CLASSROOM INSTRUCTIONS

The online classroom is defined as a classroom that is conducted primarily through the internet The Grade School uses Google Classroom in preparing and administering online classes This system is supplemented with other available similar platforms, digital tools, and applications It also allows shareable links and collaborative tools that provide room for pupil engagement in ways to learn the skills they need to succeed

1 Planning Online Curriculum

a The ADDU-GS’ conduct of online classroom instructions is guided by the university framework in planning and implementing a curriculum The framework puts more clarity on the essential questions:

WHY TEACH?

HOW TO TEACH?

HOW TO ASSESS?

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b The Online Instruction Delivery Plan (OIDP) for each subject is prepared to ensure quality online classroom instructions

An OIDP is a complete plan in teaching a subject to a class through the online method and practice of teaching It contains the reasons for teaching the subject, the activities on how pupils' learning is assessed, the activities on how essential topics of the subject are taught, and the development of knowledge, skills, and attitudes in every pupil

1) Quarterly OIDP for grade school and Annual OIDP for preschool

2) Quarterly Class Schedule: Preschool follow the 5-day class cycle, that is Monday to

Friday schedule While Grade 1 to Grade 6 follows the 6-day class cycle (Please refer

to item – D Schedule of Online Classes page 7.)

3) Detailed Weekly Class Schedule

2 Preparing Online Lessons

a The online lessons are prepared and administered by individual faculty and supervised by respective Subject Area Head/Academic Head

b Essential topics reflected in the OIDP reinforce the principle of “non multa sed multum” or

“not many but much” Each topic will be presented in chunks or segments to make its presentation more understandable and easy to follow

c Each online lesson is composed of the following parts (Although flexibility is observed for each lesson.)

1) Introduction to the lesson 2) Objective/s

3) Instructions for learners (on the tasks, online conference, deadlines of outputs, schedule of assessments, etc)

4) Content (online resources for pupils to explore and work on) 5) Assessment (formative assessment; reflection on tasks done, content or values/attitudes)

d The learning methodologies utilized are consistent with the nature of each subject (See Goal

and Outcome in the OIDP in teaching the subject)

e Various learning styles of students are considered, and the material resources chosen are age appropriate

f Enough time is given in the preparation of online lessons The lessons prepared undergo a process of enhancement through collaborative critiquing involving the following:

1) Department teachers, Grade Level Heads and Subject Area Heads

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2) Headmaster and her assistants – Academics, Administration, Formation, and Students Affairs

3) Selected pupils of the previous level take pre-selected online lessons (To get feedback

from the pupils whether the lessons are easy to follow or not)

g Material resources are reviewed to ensure their alignment with the standards

3 Institutional Support

a Faculty members are assisted in the transition from classroom teaching to online teaching

b Online teaching training continues throughout the progression of the online classes

c Support for on-going curriculum development is provided

d Support for building and maintaining the online infrastructure is addressed by an office/department in the university

e The mechanism is in place to closely monitor online classes This is to provide supervision

to the faculty

C DELIVERING ONLINE CLASSROOM INSTRUCTIONS

Learning is an individual activity The teacher provides the learning experience and helps the pupils to draw more understanding from the experience and hone their skills At the end of each topic, the pupils will be asked to step back, reflect, and look at how they responded to the experiences This provision

is given for pupils to review their learning experiences

1 Online Teaching of a Subject

A subject that is taught to a class through online method is operationally termed in AdDU-GS as

“online class of a subject” (e.g online class in Math 2, online class in Science 5, and the like)

a The teacher assigned to an online class of a subject allots a weekly schedule for individual

or small group online conference as frequently as needed The conferences will allow him/her to process the learning of the pupils and to assist each pupil to better understand the concepts

b The teacher prepares the details of the weekly tasks by filling out the Google forms that are shared by the Subject Area/Academic Head

c For a teacher to teach an online class using an online pedagogy, he/she must comply with the following:

He/she must have 1) Knowledge in using Google Classroom He/she has completed the online training provided by the university or has the basic knowledge in using the Google Classroom

2) Created an online class for the subject using the Google Classroom 3) Uploaded the Online Instruction Delivery Plan

4) Prepared the Unit Online Lessons for the first quarter during summer

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d During the school year, the teacher must

1) Prepare and enhance online lessons

• By the end of July 2020, the second quarter online lessons are ready for posting

• By the end of September 2020, the third quarter online lessons are ready for posting

• By the end of November 2020, the fourth quarter online lessons are ready for posting

2) Encode the weekly tasks for each class in the Weekly Class Schedule through Google docs form uploaded by the Subject Area/Academic Head and shared with the Grade Level Head and Asst Headmaster for Academics

This is accomplished on or before Thursday of each week The Weekly Class Schedule will be uploaded every Friday of the week

3) Prepare the assigned summative assessments

Summative assessments (SAs, QAs, oral and listening skills, ETs) will be given online using appropriate and manageable digital tools These will be conducted in a manner that the integrity of the assessments will be protected

4) Enlist the pupils by sending an invitation to join his/her class

5) Orient the class on the contents of the OIDP for the quarter, the online learning materials, and the schedule of online class

6) Assess pupils’ understanding of concepts, make sure that assignments are turned in regularly and log into the classroom

7) Monitor regularly the pupils’ progress and help those who are falling behind by providing intervention/s

8) Provide feedback on the pupil's progress

9) Allow time for online follow-up and consultation with pupils and parents

2 Modes of Delivering Online Class

a There are two modes of delivering online instruction that the school will implement, namely:

1) Individualized instruction wherein a pupil accesses the essential knowledge of the topic

by reading the notes or viewing the video topic presentation prepared by the teacher

of the subject

2) Guided instruction wherein a pupil accesses the essential knowledge of the topic by

participating in an actual online class conducted by the teacher

b Both modes will be utilized by the teacher in delivering online lessons For pupils with a weak

or unstable internet connection, the teacher will make arrangements with the parents on how

to better deliver online instructions

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c The following are different types of online learning components that are utilized in an online instruction, such as:

1) Online learning contents refer to the following:

Simple learning resources These are non-interactive resources such as

documents, PowerPoint presentations, videos or audio files These are

non-interactive resources in the sense that pupils can only read or watch content

without performing any other action These are valuable minds-on learning resources even though they have limited physical interactivity

Interactive online lessons These are web-based activities where the pupils interact

with the resource by providing answers and feedback online such as using Google forms, etc

Simulations These are highly interactive forms of online learning that immerse the

pupil in a real-world situation and respond dynamically Examples are simulations of laboratory experiments

2) The online classroom is when a teacher teaches in real-time to a group of pupils

(guided instruction) through a video conferencing platform ( Zoom, Google Meet, etc) Both the teacher and the pupils are present at a given time for the online conference

3) Collaborative activities range from discussions and knowledge-sharing to working

together on a common task Discussion forums, group chats, Google forms are used for online collaboration among pupils The pupils can comment and exchange ideas or contribute to group learning by sharing their knowledge

4) Online academic interventions are given to pupils who have difficulty in performing the

tasks and do not meet the expected performance The interventions may come in the form of providing differentiated learning materials/instruction and/or online remediation sessions

d Moreover, the online learning of the pupil is teacher-facilitated that combines both synchronous and asynchronous learning

1) Synchronous learning takes place in real-time interactions That is, the pupil and the teacher are online, at the same scheduled time but in different places The pupil interacts with the teacher in real-time using technologies and tools like video conference tools (Zoom, Google Meet, etc), messenger chat, shared whiteboard, and applications)

2) Asynchronous learning happens both online and offline The teacher posts the lessons

or materials at one time, and the pupil can work on them during his/her independent study time Other similar tools and technologies for this include learning platforms (e.g Google Classroom), web platforms, emails, online forums, social media platforms, and many more

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3 Pupil’s Learning in a Subject

a The pupil is oriented on the following:

1) Online Instruction Delivery Plan and the Students’ Weekly Schedule and tasks 2) Navigation and important features of the Google Classroom

3) Ground rules for online behavior, discussion, attendance, the accomplishment of tasks and home works

4) Online assessments 5) Online conferences 6) Grading system

b During orientation, the pupil is advised on the demands of the subject to guarantee that he/she has self-motivation and commitment to learning at a distance

c Pupil interaction with the teacher is facilitated through a variety of ways such as but not limited to – Google Meet, Zoom, Microsoft Team, Google Meeting, etc

d Topics are delivered in such a way that pupil’s mastery of the lesson is ensured before moving forward in the lessons

e Specific expectations are set for the pupil concerning the minimum amount of time per week for study, homework assignments, and video conferences

f The quarter lessons require the pupil to engage in analysis, synthesis, and evaluation as part

of the classroom tasks

g Regular individual feedback is shared with the pupils and their parents

4 Assessment of Pupil’s Academic Performance in a Subject

a Formative assessments are uploaded in the Google Classroom or through other digital tools and applications The scores on the formative assessment tasksare used to measure pupil’s progress

b Assessments are aligned to the competencies of each topic Scoring guides (rubrics) for are also made available to the pupils so they know what is expected of them in the assessments Feedback to pupil assigned tasks is provided promptly through scheduled consultations and conferences with the teacher

c Summative assessments (SAs, QAs, oral and listening skills, ETs) will be given online using appropriate and manageable digital tools These will be conducted in a manner that the integrity of the assessments will be protected

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The following is a list of interventions that can be provided by the teacher to the pupil:

a Conference, academic counselling and mentoring

b Extended time for activity/assessment

c More detailed daily guide exercises

d Remediation sessions (once a week per subject)

e Differentiated instructions

f Materials modification

g Extend more support in instruction by providing opportunities for pupils to process and practice the target skills or behavior and breaking the material into smaller chunks and segments

h Small group instructions

i Articulate instructional intervention to parents (coaching)

j Progress monitoring review and discussion with the pupil and parent/s

D SCHEDULE OF ONLINE CLASSES

1 Overview of Grade School Class Schedule

a In preparing the class schedule, the following were considered:

1) Age and nature of the pupils 2) Pupils’ screen time exposure 3) Enough time for learning and guided instructions 4) Consideration of adult supervision at home

b An online class is conducted every day from Monday to Friday every week The subjects are not taught every day but are arranged alternately

c The table below presents an overview of the schedules of the different levels

Levels Class

Sessions

Class Duration (Individualized and Guided)

Scheme in Managing

Class

Session/s per Subject

Playschool Daily Half-day By batch

(5 pupils per batch)

Daily Nursery Daily Half-day By batch

(7 pupils per batch)Kinder Daily Half-day By batch

(9 pupils per batch)Grade 1 Daily Half-day By batch (at least 18 pupils per batch)

Academic subjects: Twice in a class cycle Non-Acad: Once in a class cycle

Grade 2 Daily Half-day By batch (at least 19 pupils per batch)Grade 3 Daily Half-day By batch

(at least 19 pupils per batch)Grade 4 Daily Half-day By batch

(at least 19 pupils per batch)Grade 5 Daily Half-day By batch

(at least 19 pupils per batch)Grade 6 Daily Half-day By batch (at least 19 pupils per batch)

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2 Types of Class Schedule

The Grade School adopts two types of class schedule, the 5-day, and the 6-day class cycles

a In the 5-day class cycle, the subjects are scheduled in 5 days from Monday to Friday This

is the regular schedule in the conventional face-to-face class This also means that the class

schedule every week from Monday to Friday is the same throughout the year This kind of schedule will be followed by the Preschool

The tables below show the activities in Preschool half-day session The sessions are a balance of synchronous learning and asynchronous learning modes

PRESCHOOL CLASS SCHEDULE Batch 1: Morning Session

7:30-7:50 Preparation time (Preparation of materials, setting up gadgets)

7:50-8:00 Waiting for all children to join google meet/zoom

9:20-10:30

Asynchronous Learning (Individual Activity)

Playtime Answer of Assignments Practice Maintenance Skills in Math (e.g Happy Numbers) Arts and Crafts

Enhance Practical life skills (Dressing up, setting up table )

Batch 2 : Morning Session

8:00 - 9:10

Enhance Practical life skills (Dressing up, setting up table ) 9:10:9:30 BREAK

9:30 - 9:50 Preparation time (Preparation of materials, setting up gadgets)

9:50 - 10:00 Waiting for all children to join google meet/zoom

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All sessions will be done through video conferences There are 5 pupils in each cluster

The remaining time is allotted for the individual study period with the parent/responsible adult

b In a 6-day class cycle, all the subjects are arranged and spread out in 6 days to equitably distribute the sessions It means that the schedule varies each week based on the spread of

the subjects' allotment This schedule will be followed by Grades 1-6

The tables below show the class schedule of our Grade School pupils The sessions are a balance of synchronous learning and asynchronous learning modes

Grade 1 Class Schedule

First Batch / Morning Session

8:00 – 8:10 AM

Synchronous Learning

HTT 8:10 – 9:00 AM 1st Period

1 Individual study: Work on assignments, explore the given materials

2 Teacher-Parent online consultations

Second Batch / Afternoon Session

8:00 – 11:00 AM : Asynchronous Learning

1:00 -1:20 Preparation time (Preparation of materials, setting up gadgets)

1:20-1:30 Waiting for all children to join google meet/zoom

2:50 -4:00

Enhance Practical life skills (Dressing up, setting up table )

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Class Schedule Grades 2-6

Second Batch: Afternoon Session

1:40 – 2:40 PM 2nd Period

2:40 -3:40 PM 3rd Period

As shown in the tables above, the child's learning time begins at 8:00 - 3:40 for Grade 1, while for Grades 2 - 6, the child's learning time begins at 7:50 - 3:40 Within these learning times, we schedule three online classes per day either in the morning or in the afternoon

A section is divided into clusters If the child belongs to the morning cluster, three online classes via video conferences are scheduled in the morning while the afternoon session is for offline activities, remedial sessions, or formation sessions

If your child belongs to the afternoon cluster, the three online classes via video conferences are scheduled in the afternoon while the morning session is for offline activities, remedial sessions, or formation sessions

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The GREEN and YELLOW cells below show the complete 6-day class cycles

FIRST QUARTER SCHEDULE (SIX DAYS IN A CYCLE)

Pupils’ General Assembly

GS Community Orientation

Orientation with the HT

Subject Orientation

Feast of Peter and Paul

Subject Orientation

HTT, IT, Math, English

HTT, CLE Filipino, ART

HTT, Science, Araling Panlipunan

PE

July 15-22

PE

HTT, CLE, Filipino, ART

HTT, Science, Araling Panlipunan,PE

Cycle 4 July 23-30

HTT, Science, Araling Panlipunan ,

PE

Holiday Feast of St

of Our Lady of Assumption

PE

Ninoy Aquino Day

Cycle 7 Aug 19-28

Araw ng Pasasalamat (tentative)

PE

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3 The teacher prepares the details of the weekly tasks by filling out the Google forms that are shared by the Subject Area Heads/Academic Heads to the Grade Level Heads, and Asst Headmaster for Academics using the format shown below:

Note: This has to be done on or before Thursday of each week The Weekly Class Schedule will be uploaded every Friday of the week

GRADE 4 DAPITAN WEEKLY CLASS SCHEDULE

Week 6: July 20-24, 2020 MORNING SESSION (BATCH 1)

Details will be provided

7:50 – 8:00 am

HOMEROOM TEACHER’S TIME (HTT)

Details will be provided

87:50 – 8:00 am

7:50 – 8:00 am

8:00 – 9:00

HOMEROOM GUIDANCE (HG)

1 Take the survey and post your

question and/or reflection in the

Stream

2 At 8:30 am chat online with your

teacher for clarification or

1 Prepare the assigned materials

2 Practice doing the different

stitches: running, cross, and

back stitches by following the

teacher as she demonstrates it

1 Complete the online Math

assignment on division and fact

Details will be provided

11:20 am onward: LUNCH BREAK

AFTERNOON: Open schedule for the following:

(To be filled out by the teacher or heads of offices for Special Support Program by coordinating with GLH)

3 Special programs for pupils and parents (Student Development Center, Instructional Media Center, Campus Ministry Office, Office of the Student Affairs,

and Ecoteneo)

4 Information dissemination from different offices

Note: Only the first day is filled out

E GRADING SYSTEM

The same grading system will be used (refer to the Student Handbook) since only the mode of delivery

is changed But expect a slight modification in the Deportment rating brought about by certain limitations of online or distance learning The Google Classroom, like any other platform, is very helpful

in disseminating information, delivering the lesson, and collecting outputs and assessments The conferences will allow the teachers to observe habits of works, behaviors, and character traits of the pupils But this online face-to-face interaction is limited, thus, the administration will carefully look into the Deportment rating and make the necessary modification The modification in the Deportment rating will be communicated to the pupils and parents at the start of classes for the school year 2020-2021

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ACADEMIC ADMINISTRATORS’ SUPERVISION AND MONITORING

OF ONLINE CLASSES

Instructional supervision and monitoring are essential in an educational institution Supervision enables administrators to reinforce and enhance teaching practices that contribute to improved student learning In the context of utilizing the online platform in teaching the subjects and in any situation that deems it necessary, the Academic Administrators ensure that a faculty member assigned to teach an online class of

a subject complies with the necessary preparations and requirements, and carries out planned lessons The following are important features of monitoring at the level of Academic Administrators:

1 The Grade School has been using Google drive and Common drive as online repositories for instructional materials such as curriculum map, subject matter budget (It is a quarterly schedule indicating when the following are implemented: teaching the topics, conduct of assessments - FAs, QAs, and ETs), assessment plans, unit and learning plans, and other resources (PowerPoint presentations, e-learning materials, etc.) The files are arranged per school year and quarter The department teachers, Subject Area/Academic Head and Asst Headmaster for Academics has access

to these repositories

a All the instructional materials are checked by the Subject Area/Academic Head

b Work progress is monitored using an online monitoring sheet

2 For Google Classrooms, the teachers are asked to invite the SAH, AHAA, AHA, HM, and GLH as teachers for the administrators to be on board in monitoring and supervising the conduct of online classes

co-3 Administrators are given training/s for online monitoring and supervision

4 To continue the conduct of on-going professional growth, the Subject Area/Academic Head conducts the following online sessions in each department:

a Grade level professional learning community (PLC) to discuss topics related to their experiences: difficulties and successes, strategies, and methods they find effective, academic concerns, problems to solve, etc

b Department meetings and training

c Weekly review of online classes via a department chat group

d Regular conferences with individual teachers

5 For each quarter, the following documents are checked and monitored whether they are uploaded online promptly:

a Online Instruction Delivery Plan

b Quarterly Class Schedule (except for Grade 1)

c Detailed Weekly Class Schedule

d Weekly online lessons (e-learning materials, formative assessments)

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ROLES OF PARENTS IN ONLINE CLASSROOM

While our online program is enforced, it is required that a parent or another responsible adult* is available at home to serve as a coach Since teacher control and supervision are very limited in an online classroom, the mode demands greater autonomy, discipline, and self-motivation on the part of the pupils A responsible adult must make sure that the learner can stay connected and immersed in learning Thus, the active involvement of a parent/guardian in the online learning of their child is a requisite to the pupil’s success in the online classroom experience

*Responsible adult is a person who is over the age of 18 and authorize by the parent or legal guardian to assist and be with the child during online classes This person should guide the child for discipline, monitor the child’s activities, and provide assistance as needed

The parents’ level of involvement will vary based on their child’s grade (age) and level of independence The parent/legal guardian or designated representative will need to provide substantial support to his/her child throughout the online class and should be with the child physically as needed

1 Monitoring Daily or Weekly Task

Parent's physical presence is very helpful especially during the first few weeks of the classes and

as the pupil becomes more comfortable and self-motivated with online learning, the monitoring can slowly decrease

Daily or weekly monitoring should include the following:

a Checking the number of assignments that are completed daily

b Understanding of the concepts

c Affirming on-task behavior (does not browse social networks, etc)

2 Encourage and Motivate

a Praise your child’s success and point out areas for improvement

b When you help your child understand a concept or complete assignments, be encouraging without giving the answers away

c Coach your child and certainly work with him/her If something becomes too difficult or he/she doesn’t seem to understand, call/inform the teacher and request for assistance

3 Help remind your child that he/she is still bound by the rules and other provisions set out in the Student Handbook

4 Help teach your child to be an independent learner by encouraging him/her to get the answer himself/herself and letting him/her know that you have confidence in his/her ability to do it in

his/her own Negotiating or setting a time limit for accomplishing tasks will also help him/her stay focused on his/her work with less supervision

5 Follow the guidelines in giving feedback to the school

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