GURO21

GEARING UP RESPONSIBLE AND

OUTSTANDING TEACHERS OF SOUTHEAST
ASIA FOR THE 21ST CENTURY
Course 1: Facilitating the Development of
21st Century Skills for Southeast Asian
Teachers

Topics for Discussion

AM Session

Learning Outcomes

Modules 1 and 2

Required Readings

Access to iFLEX

Hands-on

Session
PM
How to participate in the chat
session

How to participate/initiate
MyForum postings

How to submit assignments

and other course
requirements

How to access the online

resources

Course Requirements

Templates for Assignment and

other requirements

Course Rules/Policies
Concerns/Suggestions/Feedback
whom to contact

How to access additional

information about the course
contents/iFLEX

How to send private

messages

Notes for further information

Class Schedule

How to change password and

edit personal information in
the iFLEX

GURO21 Course 1 Class Page

LEARNING
OUTCOMES

Equip yourselves with the knowledge, skills,

attitudes, and values (KSAVs) required of 21st
century teachers that you can pass on to your
students to help them face the challenges of the
21st century; and

Develop and enhance your facilitating skills to

effectively play your role as teachers in the 21st
century, specifically by:

developing a personal program for acquiring mastery

of your subject matter specialization;

assessing your facilitation skills as 21st century

teachers; and

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

To be Supplemented by:
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) Z. Nan-Zhao
2. Who is a Lifelong Learner? (An excerpt
from Revisiting Lifelong Learning for the
21st Century) Medel-Anonuevo, et al.
3. Eight Habits of Highly-Effective 21st Century Teachers,
A. Churches
4. Facilitating Learning: Issues on Learner-Centered
Teaching, D. Pan
5. Teaching and Learning Philosophy and Strategies, UC

Access: via iFLEX

iFLEX is an online learning delivery
platform
Can be accessed at
http://www.innotech.org/
All learners will be given a username and
password to get in and do course work in
iFLEX
Username 1st Letter of 1st Name, Middle
Initial and Complete Surname
Password learner

Course Requirements
Online Activities

Weekly three-hour Chat Sessions (i.e. Synchronous)

Weekly Discussions in the My Forum (i.e. Asynchronous)

Accomplish Competency Checklist (Pre and Post-Test per Module)

Accomplish End-of-Course Evaluation

Access online Resources (i.e. videos and links to Refereed Journals)

Written Requirements

Assignments for Modules 1 and 2

End-of-Course Reflection Paper

End-of-Course Action Plan

Face-to-Face or Online Revalida

ONLINE
ACTIVITIES

Chat Sessions
Learners will log in on
iFLEX every week
Learners will be given
a Class Schedule, for
example Saturday,
9am to 12:00nn.
Learners will Chat
with their FLT on their
class page

My Forum Sessions
MyForum is
asynchronous
The Content tutor will
post a Discussion
Topic every week on
the class page, under
MyForum
Learners will respond
to the posted topic
within the assigned
period

Competency Checklist
Intended as a
pre/post selfassessment tool
To assist learners
in assessing
themselves prior
to and after
studying each
module

End of Course Evaluation

Online Resources
Access to Online Journals
such as Harvard
Educational Review and
Journal of Association for
Supervision and Curriculum
Development (ASCD)
Video Clips
Soft copy of the required
readings and
supplementary guidelines,

WRITTEN COURSE
REQUIREMENTS

Written Course Requirements

Assignments
for Modules 1
and 2
End-of-Course
Reflection
Paper
End-of-Course

Module 1
Assignment:
PLLP

Go back to Activity 1.8 on 21st century literacies on

page 50 and identify the literacy areas where you are
Strong, Good or Competent, Developing, or Weak

Then, 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
Literacies

Level of
Competency

Activities to
Time
improve/enhance Framework
(Strong, Developing,
competency
Good or Competent,
Weak)

Arts and Creativity

Ecoliteracy
Cyberliteracy
(Computer & ICT)
Financial Literacy
Media Literacy
Social/Emotional
Literacy
Globalization &
Multicultural
Literacy

Support/
Resources
Needed

Barriers/
Challenges

Solution/
Action

21st Century
Literacies

Level of
Competency

Weak

Cyberliteracy
(Computer &
ICT)

Activities to
Time
improve/
Frame
enhance
-work
competency
Research and
June
play with new
2015
technologies
onwards
gaming, blogging,
chatting, et al
Take advantage
of continuing
educational/
training
opportunities
attend seminars/
conferences on
new
technologies, et
al

Support/
Resources
Needed

Barriers/
Challenges

Solution/
Action

Seek financial
assistance from
Financial personal funds
other sources
to pursue the
support
Initiate/draft or
planned
seek school
activities
officials
Lack of financial
approval to
or other support
develop policies
from the school
on the
officials
use/adoption of
Absence of
new
school policies
technologies
on the adoption
of the new
technologies
Absence of
school
infrastructure
PC, internet
connection

Lack of

Source: adapted from http://prezi.com/axwyhvl8qleg/personal-lifelong-learning-plan/

PLLP Rubric
WEAK
I cannot do/
understand this
yet

Needs further
improvement
or struggles
with
understanding
With basic or
yet to be
acquired
knowledge or
skill in order to
aid
understanding

DEVELOPING
I am currently
learning how to
do/understand
this

GOOD OR
COMPETENT
I can do/understand
this but I need to
learn more or
improve

STRONG
I can do/
understand this
very well

Exceeds core
Has developed Developed the
requirements in
the
fundamental
terms of
fundamental
knowledge and
knowledge,
knowledge and
skills and core
skills and

skill and core

understandings,
understandings
understanding
and can transfer
, and can
with little
them
transfer them
guidance
independently;
automatically
Strengths and
Shows the
Many strengths
need for
needed
are present
improvement
knowledge or
are about
skill but
Adapted from DepED Order
No. 73, s. 2012 & SEAMEO
INNOTECH MyCompetency
equal
improvement
Checklist Questionnaire
still desired

Module 1, PLLP
Discuss your lifelong learning plan with your teaching
supervisor for feedback and recommendations for
improvement. Use his/her feedback to further improve your
action plan.
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.
Submit your module assignment with supporting documentation
to your Flexible Learning Tutor for review and feedback.

Module 2
Assignment: Part 1

Develop your own Professional Development Plan (PDP) focused on

mastering your subject matter by accomplishing the template

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.

Submit the PDP to your Principal/Head Teacher 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
professiona
l
developme
nt
(Refer to
the
attached
suggested
list)

Significance
of the
activities in
enhancing
mastery of
subject
areas

Anticipated
impact in
the
professiona
l practice/
students

Required
resources
and support
measures
to
implement
the PDP
Activities

Potential
barriers in
achieving
the PDP
goals and
how they
will be
addressed

Mentor newly New teachers Mentees will School

No
hired AP
need support feel at ease
Policies on established
faculty
systems that and be
Mentoring; school
members on will help
motivated to Approval
policies on
the latest
them see
teach better
of
Mentoring
Learners signature
____________________
Reviewed/Approved
by: ____________________
strategies
on teaching
as a
immediate
(refer to
teaching AP
collegial
supervisor attached

Module 2, Part 2:
Debate
Identify a topic for the subject you teach. As one of your learning
tasks, have students engage in a debate. Ask 12 students to
volunteer to form two groups of six each; one group takes the
Proposition Stand (support the issue being proposed), while the
other group makes up the Opposition (oppose the proposition).
Have a student chair the session, while another keeps record of the
time as each group discusses the issues for a designated period.
Each student from the Proposition and Opposition presents his/her
respective groups position along with a rationale. After these
presentations, have a student from each side offer a rebuttal.

Following this, allow five volunteers from the floor to offer their
support for or against the views of the two groups. (Refer to the MyVideo
Tips for details)

Module 2, Part 2:
Debate

Using effective questioning and reacting skills, stimulate their

thinking so as to generate new ideas and offer suggestions in the
local context. At the end of the debate, have students individually
write a critical reflection about what they learned from the lesson.

Invite your school head, subject panel head, and a senior teacher to
witness the debate and also to act as judges. 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 MyReflection.
Refer to the Orientation Handbook for
the template of the Reflection Paper.
The Reflection Paper should be about 23 pages (approx 500 words) in length

Should Highlight:

Learning needs related to 21st century facilitating

skills at the start of the course

Brief summary of main learning activities

engaged in during the course

Description of major learnings (knowledge, skills,

attitudes, values) gained from the course with
reference to specific learning outputs (e.g.,
module assignments, pre/post-test results,
discussion group sessions) and significant
learning insights

Evaluative statement regarding the relevance

and applicability of course contents to their
workplace/position as school head

Should Highlight:

Any challenges/areas of learning difficulty

experienced during the course and how they
were addressed/dealt with

Areas related to managing the teaching-learning

process that the learners feel they still need to
further develop/strengthen and ideas/thoughts on
how this will be accomplished

Comments on their experience of the different

modalities of learning (self-instruction, group
discussions, print/Web technologies, tutor
support)

Suggestions for improving the content coverage

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 Orientation Handbook
for the template of the Action Plan.

End of Course Action Plan

Concepts
to be
Applied/
Shared

Activities
or Projects
&
Objectives

Date and
Duration
(Beginnin
g&
Ending
Dates)

Human
Resource
s
Needed

Financial
Resource
s Needed

Material
& other
Resource
s Needed

Indicators
of Success

Integratin
g HOTS in
teaching
and
learning

Training on
integrating
HOTS in
teaching and
learning; (1)
Encourage
co- teachers
and other
stakeholders
to contribute
to the
increase in
the quality of
teaching and
learning in
the school

Nov 16,
2015March 2016

Subject
Superviso
rs,
Teachers,
etc.

Php20,000
(refer to
the
attached
budget)

Manila
and bond
papers,
pentel
pens,
meta
cards, etc.

Program/
Policies
developed
with inputs
from
stakeholder
s;
At least
80% of the
invited
participants
attended;
At least
80% of
invited
stakeholder
s expressed
commitmen
t to support
the
identified

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-yo
ur-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 Rs of
Performance
REACH
REVENUES
RETURNS
RECOGNITION

Physical presence
Sales
Bottom line profit
Image and
reputation
Product rating by
RATINGS
clients
RESPONSIVENE Impact on the
market
SS

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
MyChat and MyForum for Module 1

15%

MyChat and MyForum 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
2.5 >

Excellent

1.5 to 2.5

Pass

< 1.5

Deficient

A Learner will be graded by the assigned Flexible

Learning Tutor (FLT). Anyone who gets 2 Cs in any
major 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, regardless of the

presence of sanctions against it.

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%20Plagi
arism&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_support/refzo
ne/harvard/

Alumni Membership
Card

Concerns, Suggestions
& Feedback
Contact the GURO21 Course Management team:
Email
:: coursemanager@seameoEmail
coursemanager@seameoinnotech.org
innotech.org
Telephone
Telephone :: (+632)
(+632) 924-7681
924-7681 to
to 84
84 local
local nos.
nos.
184
184
Telefax
Telefax :: (+632)
(+632) 928-7913
928-7913
Mobile
Mobile No.
No. :: (+63)
(+63) 9178613022
9178613022
The GURO21
course
management team is available
Website
Website :: www.seameo-innotech.org
www.seameo-innotech.org

from Mondays to Fridays from 9:00 am to 5:00 pm

(Manila Time).

For other concerns outside of these hours, call or

send SMS to the Course Management Teams mobile
phone.

For Further
Information
Refer to your copy of the following:
Learners Orientation Handbook
iFLEX Manual

Schedule
Activities

Date/s

Wk1 - Chat No. 1

July 17-19

Wk2 - Chat No. 2

July 24-26

Wk3 Preparation of Assignment for Module1 (Break)

July 27-Aug 13

Wk4 - Chat No. 3

Aug 14-16

Wk4 Submission of Assignment for Module 1

Aug 14

Wk5 - Chat No. 4

Aug 21-23

Wk6 Preparation of Assignment for Module 2 (Break) Aug 24-Sept 10

Wk7 - Submission of Assignment for Module 2

Sept 11

Wk8 - Submission of Action Plan and Reflection Paper Sept 25

Wk9-10 Revalida (Tentative)

Oct 16

Thank you!

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applications/registratio
n
robbie@seameo-innotech.org
joan@seameo-innotech.org
jessie@seameo-innotech.org
jan@seameo-innotech.org
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3051061267
BPI West Avenue Branch