Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836.
otherwise known as the Philippines Professionalization Act of 1994 and
Paragraph (a), section 6. P.D. No. 223. as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to. observe, and practice
this set of ethical and moral principles, standards, and values.

ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution
shall offer quality education for all competent teachers committed of it’s full
realization The provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary. and secondary
levels whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the
aforesaid levels, whether on full time or part-time basis.
 ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his
own. every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not. directly or indirectly, solicit, require,
collect, or receive any money or service or other valuable material from any
person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to
coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations: provided that, if the
results are inimical to the declared policies of the State, they shall be brought to
the proper authorities for appropriate remedial action.
 ARTICLE III – THE TEACHER AND THE
COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the
youth: he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, educational, economic
and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain for such
activities as gambling, smoking, drunkenness, and other excesses, much less illicit
relations.

Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.

Section 6. Every teacher is intellectual leader in the community, especially in the

barangay. and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved
in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall
be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and shall
pursue such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence, virtues, and productivity in order
to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a descent living.
 ARTICLE V – THE TEACHERS AND THE
PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teacher shall
support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own. and
shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on
the work.

Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has
not been officially released, or remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for
what he may appear to be an unprofessional and unethical conduct of any
associates. However, this may be done only if there is incontrovertible evidence
for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified:
provided that he respects the system of selection on the basis of merit and
competence: provided, further, that all qualified candidates are given the
opportunity to be considered.
 ARTICLE VI – THE TEACHER AND HIGHER
AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate superiors, in which case,
the teacher shall appeal directly to the appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so. they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and
needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to

live up to his contract, assuming full knowledge of employment terms and
conditions.
 ARTICLE VII – SCHOOL OFFICIALS TEACHERS
AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of
all teachers under them such as recommending them for promotion, giving them
due recognition for meritorious performance, and allowing them to participate in
conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher
or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work:
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

ARTICLE VIII – THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and
the promotions of learners in the subject or grades he handles, such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concerns, and shall deal justifiably and impartially with each
of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated

against by the learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration
from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which
are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
 ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him. exercising utmost candor and tact
in pointing out learners deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation: provided that it does not relate to or adversely affect his
work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the
financial matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in. any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such purchase
and disposal: provided they shall be in accordance with the existing regulations:
provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.
 ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is
the highest obligation to live with dignity at all times whether in school, in the
home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary
principles of personal behavior in all relationships with others and in all
situations.

Section 3. A teacher shall maintain at all times a dignified personality which
could serve as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground
for the imposition against the erring teacher of the disciplinary action consisting
of revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23.
Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the Rules and
Regulations Implementing R.A. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following it’s publication in the
official Gazette or any newspaper of general circulation, whichever is earlier.
Additional Notes about Classical & Contemporary
Philosophies
Philosophy of Education (Western Philosophies)

 1. Naturalism. It is probably the oldest philosophic thought in the

west. 1.1. Nature is the be-all and end-all of reality. Its antithesis is
supernaturalism. Nature is the aggregate of things around us.
 1.2. Its educational theme is harmony with nature exemplified in
Rosseau’s Emile and the hedonistic principles of pleasure in the
educative process. 1.3. Its chief educational spokesman is Herbert
Spencer who believes that the goal of education is complete living.
 1.4. The child (pupil) is viewed as a child of nature and so in
inherently good.
 2. Idealism. It is also one of the oldest schools of thought in the West.
It rebelled against the philosophy of naturalism.
 2.1. Its origin is traced to Plato who advocated a doctrine of ideas
(also the doctrine of universals).
 2.2. Since an idea is nonmaterial, idealism stresses a moral and
spiritual reality.
 2.3. Rene Descartes, an idealist, advocated a perfect being. God and
humans are imperfect beings (the believe of the one as the many)
 2.4. Its educational philosophy is ideal-centered. God is the
absolute/perfect ideal. Sometimes, it is regarded as perfectionalism.
 2.5. Plato’s Republic is believed to be the first educational classic/
treatise ever written. It envisioned a society ruled by a philosopher-
king.
 3. Realism. It is attributed to Aristotle, a student of Plato.
 3.1. Realism believes that things exist independent of the mind. Its
origin is tracs to Aristotle doctrine of particulars.
 3.2. It has greatly influenced the socialistic (communistic) educational
philosophy.
 3.3. John Amos Comenius, a great realist, believes that education is
formation and that the school is the true forging place of man.
 3.4. It believes in determinism (man is not free because he is
governed by laws or forces of nature beyond his control). One of the
primary goals if education is habit formation.
 3.5. The teacher is the key figure, a master teacher; one who
transmit knowledge to his pupils (an authority).
 4. Pragmatism. It is the most recent among the four classical
philosophies. 4.1. Pragmatism is the belief that the meaning of an idea
is determined by the consequences when it is put into test or practice
in world of reality. 4.2. Although, Greek in origin, it later became an
American philosophy, the foremost American philosophers are Willliam
James (practicalism), Charles Peirce (experimentalism), and John Dewey
(instrumentalism). 4.3. It believes that change is the essence of reality.
“Everything flows; nothing remains the same.”
 4.4. Its chief method is the experimental method that yields
experimental knowledge.
 4.5. It believes that education is life; a continuous process of
reconstruction.
 5. Existentialism. It is principally a contemporary or modern
philosophy. 5.1. It grew out from the works of European philosophers
particularly Soren Kierregaard (Danish).
 5.2. Its chief principle is “existence precedes essence.”
 5.3. It clamors for individual and freedom in education.
 5.4. It stresses individual decision-making; the teacher offers
knowledge and the pupil can either accept or reject it.
Contemporary Educational Theories
 1. Perennialism. It is a theory founded on the belief that the body of
knowledge that has endured through time and space should form the
basis for one’s education. Rooted classical realism and idealism, the
chief exponent is Robert N. Hutchins. He believes that the basic
principles of education are both timeless and recurring.
 1.1. Purpose. To help students uncover and internalize truths that is
universal and constant.
 1.2. Curriculum and Method: Its curriculum is subject-centered
relying heavily on the disciplines of literature, mathematics, languages,
history, philosophy and religion (liberal education). Reading and
 discussion of the “Great Books” would be the principal method of
study.
 1.3. Teacher. The teacher is viewed as an authority, a master teacher,
whose expertise is not to be questioned.
 1.4. School. The school’s role is to train intellectual elite and to
prepare the young for life.
 2. Progressivism. It grew out from pragmatic philosophy and pats
emphasis on democratic experience and skills on how to think.
 2.1. Purpose. To give the necessary skills and tools with which they
interact with the environment with a constant process of change.
 2.2. Curriculum and Method. Its curriculum is built around personal
and social experiences of the learners. It draws most often from the
social sciences. Scientific methods of inquiry and problem solving are its
favored methods.
 2.3. Teacher. Since the students are capable of thinking and exploring
their own environment the teacher’s role is that of a guide, group
leader, consultant, and facilitator in the student’s activities.
 2.4. School. It is viewed as a microcosm of society, a living learning
laboratory, and a working model of democracy.
 3. Essentialism. It is rooted in the classical idealism and realism. It
clamored for curricular reforms with emphasis on the basics of
essential.
 3.1. Purpose. To transmit the cultural and historical heritage to each
new generation of learners.
 3.2. Curriculum and Method. It puts emphasis on the 3 r’s in the
elementary and a concentrated study of mathematics, sciences,
humanities, languages and literature in the secondary. Mastery of the
basic facts and concepts of essentials is imperative.
 3.3. Teacher. The teacher is a mater of his/her discipline and a model
worth emulating.
 3.4. It becomes one of conserving and transmitting to the present
generation to the rich cultural heritage of man.
 4. Reconstructionism. Also known as social Reconstructionism. It is
rooted in pragmatism and progressivism.
 4.1. Purpose. To raise the consciousness of students regarding social,
economic, and political problems are facing mankind.
 4.2. Curriculum and Method. Its subject is the multitude of social,
political and economic problem of man and uses pragmatic methods of
scientific inquiry.
 4.3. Teacher. The teacher is a social catalyst, a change agent, a social
engineer, and the other roles of the progressivist teacher.
 4.4. School. It becomes the primary agency of societal change.

The Six Philosophies of Education

1. Essentialism
Why teach. This philosophy contends that teachers teach for
learners to acquire basic knowledge, skills and values. Teacher
teaches “not to radically reshape society and intellectual
knowledge that students need to become model citizens.”
What to teach. Essentialist programs are academically rigorous.
The emphasis is on academic content for students to learn the
basic skills or the fundamental r’s – reading, ‘riting, ‘rithmetic, right
conduct-as these are essential to the acquisition of higher or more
complex skills needed in preparation for adult life. The essentialist
curriculum includes the “traditional disciplines such as math,
natural science, history, foreign language, and literature.
Essentialists frown upon vocational courses… or other courses
with ‘watered down ‘academic content. The teachers and the
administrators decide what is most important for the students to
learn and place little emphasis on student interests, particularly
when they divert time and attention from the academic curriculum.
How to teach. Essentialist teachers emphasize mastery of the
subject matter. They are expected to be intellectual and moral
models of their students. They are seen as “fountain” of
information and as “paragon of virtue”, if ever there is such a
person. To gain mastery of the basic skills, teachers have to
observe “core requirements, longer school day, a longer
academic year…”
With the mastery of the academic content as primary focus
teachers rely heavily on the use of prescribed textbooks, the drill
method and other methods that will enable them to cover as much
academic content as possible like the lecture method. There is a
heavy stress on memorization and discipline.
2. Progressivism
Why teach. Progressivist teachers teach to develop learners into
becoming enlightened and intelligent citizens of a democratic
society. This group of teachers teaches learners so they may live
life fully NOW not to prepare them for adult life.
What to teach. The progressivists identified with needed-based
and relevant curriculum. This is a curriculum that “responds to
students’ needs and that relate to students’ personal lives and
experiences.
Progressivists accept the impermanence of life and the
inevitability of change. For the progressivists, everything else
changes. Change is the only thing that does not change. Hence,
progressivist teachers are more concerned with teaching the
learners the skill to cope with change. Instead of occupying
themselves with teaching facts or bits of information that are true
today but become obsolete tomorrow, they would rather focus
their teaching on the skills or process in gathering and evaluating
information and in problem solving.
The subjects that are given emphasis in progressivist school are
the “natural and social sciences. Teachers expose students to
many new scientific, technological and social developments,
reflecting the progressivist notion that progress and change are
fundamental. In addition, students solve problems in the
classroom similar to those they will encounter outside of the
schoolhouse.
How to teach. Progressivist teachers employ experiential
methods. They believe that one learns by doing. For John Dewey,
the most popular advocate of progressivism, book learning is no
substitute for actual experience. One experiential teaching
method that progressivist teachers heavily rely on is the problem
solving method. Other hands-on-minds-on-hearts-on” teaching
methodology that progressivist teachers use is field trips during
which students interact with nature or society. Teachers also
stimulate student’s trough thought-provoking games and puzzles.
3. Perennialism
Why teach. We are all rational animals. Schools should therefore
develop the students’ rational and moral powers. According to
Aristotle, if we neglect the students’ reasoning skills, we deprive
them of the ability to use their higher faculties to control their
passions and appetites.
What to teach. The perennialist curriculum is a universal one on
the view that all human beings posses the same essential nature.
It is heavy on the humanities, on general education. It is not a
specialist curriculum but rather a general one. There is less
emphasis on vocational and technical education. Philosopher
Mortimer Adler claims that the “Great Books of ancient and
medieval as well as modern times are a repository of knowledge
and wisdom, a tradition of culture which must initiate each
generation”. What the perennialist teachers teaches are lifted
from the Great Books.
How to Teach. The perennialist classrooms are “centered around
teachers”. The teachers do not allow the students’ interests or
experiences to substantially dictate what they teach. They apply
whatever creative techniques and other tried and true methods
which are believed to be the most conducive to disciplining the
students’ minds. Students engaged in Socratic dialogues, or
mutual inquiry sessions to develop an understanding of history’s
most timeless concepts.”
4. Existentialism
Why teach. The main concern of existentialists is to help the
students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts,
feelings and actions. Since ‘existence precedes essence’, the
existentialist teacher’s role is to help students define their own
essence by exposing them to various paths they take in life and
by creating an environment in which they freely choose their own
preferred way. Since feeling I not divorced from reason in
decision making, the existentialist demands the education of the
whole person, not just the mind.
What to teach. In an existentialist curriculum, students are given a
wide variety of options from which to choose. Students are
afforded great latitude in their choice of subject matter. The
humanities are given tremendous emphasis to provide students
with vicarious experiences that will help unleash their own
creativity and self
expression. For example, rather than emphasizing historical
events, existentialists focus upon the actions of historical
individuals, each of whom provides possible models for students’
own behavior. Moreover, vocational education is regarded more
as a means of teaching students about themselves and their
potential than of earning a livelihood.
How to teach. Existentialist methods focus on the individual.
Learning is self paced, self-directed. It includes a great deal of
individual contact with the teacher, who relates to each student
openly and honestly. To help students know themselves and their
place in society, teacher employs values clarification strategy. In
the use of such strategy, teachers remain non-judgmental and
take care not to impose their values on their students since values
are personal.
5. Behaviourism
Why teach. Behaviorists’ schools are concerned with the
modification and shaping of students’ behavior by providing for a
favorable environment, since they believe that they are product of
their environment. They are after students who exhibit desirable
behavior in the society.
What to teach. Because behaviorists look at people and animals
as complex combinations of matter that act only in response to
internally or externally generated physical stimuli, behaviorist
teachers teach students to respond favorably to various stimuli in
the environment.
How to teach. Behaviorist teachers ought to arrange
environmental conditions so that students can make the response
to stimuli. Physical variables like light, temperature, arrangement
of furniture, size and quantity of visual aids have to be controlled
to get the desired responses from the learners. Teachers ought to
make the stimuli clear and interesting to capture and hold
the learners’ attention. They ought to provide appropriate
incentives to reinforce positive responses and weakened or
eliminate negative ones.
6. Constructivism
Why teach. Constructivists’ sees to deeply intrinsically motivated
and independent learners adequately equipped with learning skills
for them to be able to construct knowledge and make meaning of
them.
What to teach. The learners are taught how to learn. They are
taught learning processes and skills such as searching, critiquing
and evaluating information, relating these pieces of information,
reflecting on the same, making meaning out of them, drawing
insights, posing questions, researching and constructing new
knowledge out of these bits of information learned.
How to teach. In the constructivist classroom, the teacher
provides students with data or experiences that allow them to
hypothesize, predict, manipulate objects, pose questions,
research, investigate, imagine, and invent. The constructivist
classroom is interactive. It promotes dialogical exchange of ideas
among learners and between teacher and learners. The teacher’s
role is to facilitate this process.

Module 1-Historical Foundations of Educations

Education is the acquisition of knowledge, skills and attitudes that make man
do better. It is not only a preparation for life but it is life itself. This is so
because throughout the life man learns many things in and out of school that
changes his life for the better. Education is informal if the things learned are
outside the school system. It is formal if the things learned are acquired within
a formally organized school system.
Foundation is a base which any structure or system stands. A strong
foundation makes the structure of system firmly established and strong
enough to be able to serve its purpose and to survive calamitous events. The
structure or system is like a house with strong foundation, which cannot be
blown down by a typhoon nor wrecked by an earthquake no matter how
strong these natural disasters are.
Foundations of Education are those systems or sciences upon which
education stands and has its roots, origin, or bases. Foundations of education
are those from which education arose and came into being. They are the
factors that affected education so much particularly, curriculum content. There
are six foundations of education: (1) psychological, (2) sociological, (3)
anthropological, (4) historical, (5) philosophical, and (6) legal foundations.
 1. Psychology. It is the study of human behavior, of how a person
acts and reacts under different situations, consciously or unconsciously,
mentally, physiologically, physically, overtly or covertly. It is the study
of man’s reactions to life stimulations.
 2. Sociology. It deals with the study of human beings living in-
groups, of how people act and interact under different social situations,
and how they relate themselves to one another. Terms that indicate
group action is used here such as cooperate, team work, sociable,
conflict, etc.
 3. Anthropology. It deals with the study of civilizations and culture of
people: their origins, customs, traditions, beliefs, mores, folkways, and
practices. Also included are languages, forms of writing, tools and
weapons, buildings and other physical structures.
ORIGIN OF EDUCATION
 There are two theories concerning the exact origin of Education.
 1. The Theory of Divine Creation advocates when God, in the
beginning of time, created man according to His image and likeness and
commissioned him to multiply and replenish the earth and subdue it and
have dominion over all other creations (Genesis Chapter 1), He equipped
man with intellect and free will. But because man chose to ignore God
and disobey His will, the first couple was banished from the “Garden of
Eden” and severed the former relation between the Creator and man.
 4. History. It deals with study of past events that makes us understand
the present situation, and to enable us to predict future events.
 5. Philosophy. It deals with a systematized truth or principle that
serves as a guide for conduct or thinking. Philosophy is a fixed idea or
principle arrived at after a very rigid scrutiny or study of the state of
things, situations or events.
 6. Legality. Legality refers to the conformity to the laws passed by
the State establish and guide the conduct of an educational system. The
Constitution is the most important legal document that establishes and
guides the conduct of an educational system. It contains the philosophy
of education of the country
EDUCATION is derived from the Latin word “educare” or “educere” which
means to lead forth. It is defined as the process acquiring knowledge, habits,
attitudes, interest, skills and abilities and other intangible human qualities
through training instructions and self-activity, and transmitting these vital
elements of human civilization to posterity.
TYPES OF EDUCATION
 1. Formal Education – refers to the hierarchy structured and
chronologically grade learning organized and provided by the formal
school system and for which certification is required in order for the
learner to progress through the grade or move to higher levels. It
corresponds to the following levels: ∙ elementary education ∙ secondary
education ∙ tertiary education
 2. Non-formal Education – refer to any school-based educational
activities undertaken by the DECS and other agencies aimed at attaining
specific learning objectives for a particular clientele, specially illiterates
and the out-of-school youths and adults, distinct from and outside the
regular offerings of the formal school system. (B.P. 232 Art. III Chapter
1 and 2 Sections 19 and 24).
 3. Informal Education – a type of education, which can be acquired
anytime, and anywhere. It is otherwise known as the education for all
seasons.
 Henceforth, the first couple multiplied, passing the knowledge
acquired from God to their offspring’s, until the time when their children
inhabited the earth possessing the intelligence they inherited from their
parents. These include the ability to communicate, read and write,
knowledge in science and arts, as well as other skills like hunting,
farming, fishing, etc.
 2. The Theory of Evolution, on the other hand, believes that
education started when every primitive man, basically savages, brutish
and animalistic, for he had just evolved from the lower primates, began
his quest to find ways and means to feed, clothe, shelter and
protect himself, and compete with other animals for survival (i.e.
survival of the fittest).

ANCIENT TO ROMAN EDUCATION

  Primitive education focused on survival and security. It was simple, had relatively
narrow social contacts, and was conservative and prone to be superstitious.
Primitive life was tribal, not political.
 Jewish education was more ethical and religious. Their method of instruction was
oral and learning by doing was emphasized. Corporal punishment was
considered an essential element of training.
 China’s policy of isolation made them confident of their protection because they
had no intention of invading other countries. Its education was composed of two
important aspects: school and examinations. The examinations were the bases
for qualifying for government positions.
 The Egypt was considered the cradle of ancient civilization because very
significant historical events took place in this country.
 Spartan education aimed to develop the capacities of men for war, to prepare the
men to defend themselves and their country all times. Athens, on the other hand,
aimed to produce young men and women who were charming and graceful in
manners.
 The Romans were practical people who successfully managed their everyday
affairs. Their education was utilitarian and emphasized the practical application of
learned theories. They developed the virtues essential to the exercise of their
rights and the discharge of their duties and obligations.

THE MEDIEVAL EDUCATION

The early Christian Church ushered in a new hope for the world because it offered a
new ethical force that provided the basis for education. The Christian faith unified the
different sectors of Western Europe through its
THE RENAISSANCE PERIOD AND THE EDUCATIONAL MOVEMENTS OF THE 2Oth
CENTURY
The latter part of the medieval period gave rise to different movements that rekindled
the mind and the spirit. The Renaissance was a period of revival, reawakening or rebirth
of learning.

Some of the movements during the 18th and th centuries were the
following:
 Humanism as a way of life was concerned with the fullest realization of
human existence. It had to distinct phases: Italian or individual
humanism was concerned with individual freedom and the development
of the elite; and the social humanism, which emphasized moral and
social freedom.
 Reformation was a movement during the 16th century against the
abuses of the Catholic Church. Martin Luther was the leading
personality of this movement.
 Catholic-Counter Reformation was a movement of the Catholic Church
to correct the abuses of
government and laws, its services and the work of monasteries in caring for
the poor.
 Jesus Christ emphasized His teaching as “Seek ye first the kingdom of
God and His Righteousness and all those things shall be added unto
you.” He used conversational, gnomic and parable methods in teaching
His followers.
 Monastic education was for the salvation of the individual soul through
moral and spiritual discipline guided by the monastic life of obedience,
poverty and chastity.
 Scholasticism was a philosophical system that aimed to bring reason to
the support of faith and to strengthen religious life and the church
through the development of intellectual power.
“ A premier multidisciplinary technological university “
 Chivalry was the secular counterpart of monasticism. Its aim was to
attain the highest social ideals through form and custom. Likewise, its
 main focus was the development of the character of a gentleman –
honorable, dignified, god-fearing, and respectful of authority.
 Guilds were two distinct types. The merchant guilds were composed of
businessmen who engaged in buying and selling products. Craft guilds
were composed of skilled workers who manufactured and sold their own
products. A guild was a type of commercial and professional association
formed to promote the common interests of its members.
 Saracenic religion was founded by Mohammed whose aim was to
search of knowledge, the application of scientific facts to everyday
living, the development of individual initiative, and an emphasis of social
welfare.
the clergy and to regain the confidence of the people.
 Realism was philosophy that emphasized that education should be
concerned with the realities of life.
 Disciplinism was a doctrine advocating the disciplinary theory of
education, which believed that the mind of the child at birth was a tabula
rasa or blank tablet. The purpose of education was to provide exercises
and discipline for physical, moral and mental processes.
 Rationalism was a movement that upheld the right to opinion, liberty of
conscience and the freedom of thought.
 Naturalism was an educational theory based on a doctrine that
opposed those that were artificial.
 Nationalism was primarily concerned with the preservation and
glorification of the state. It believed that the state must depend on
education as a safeguard against external aggression.
 Developmentalism was based on a child-centered point of view,
recommending a careful study of the child.
SOME OUTSTANDING LEADERS DURING THE RENAISSANCE PERIOD:
 Martin Luther was a German religious reformer who insisted on state –
funded compulsory education for both sexes especially in the
elementary level.
 Da Feltre was believed to be of the first teachers to combine physical
and mental activity in a school situatio

Locke was known as the intellectual ruler of the th century. His theories and
knowledge are widely spread out. He recommended a broader curriculum and
physical training and advocated the disciplinary theory of education that
believed that the mind of the child upon birth was a tabula rasa.
 1. Hieroglyphics – ancient picture-writing system
 2. Papyrus – ancient paper
 3. Mathematics – value of pi = 3.16
 4. Engineering / architecture
Pyramids, dams, dikes, palaces
 5. Geometry – land surveying and measuring
 6. Astronomy – positions of stars and other heavenly bodies to
determined tides, seasons, flood, Calendars composed of 24 hours a day,
7 days a week, months of 30 days with 365 days a year.
 7. Medicine -explored human anatomy
 -Mummification of the dead
 GREEKS – liberal and democratic education
 1. Olympic games
 2. Mythology
 3. Democracy
 4. Philosophy

EDUCATIONAL INFLUENCES OF JESUS CHRIST

Jesus was born ca.4 B.C. and was crucified 33 years after approximately AD
30. In the short stay of Jesus Christ here on earth. He revolutionized man’s
concept of religiosity and theology. His methods of teaching people were
simple and direct and were intended to touch man’s spirituality.
The Teaching Methods of Jesus Christ
Parable – a short story, a weighty similitude used to convey instruction to
ignorant, prejudiced and inattentive hearers.
Ex. Prodigal Son (Luke 15:11:33)
Conversational Method – an intimate, face-to-face, direct, natural, personal
and informal method. It is a sort of question and answer method.
Ex. John 3:1-11 between Jesus and Nicodemus Mat. 22:15-17 about paying taxes.

Proverbial or Gnomic Method – Jesus, in His teachings frequently used

gnomes or proverbs, some were quoted from the Old
Testament and others were His own.
Ex. “For many are called but few are chosen.” Mat. 22:14
 3. Eratosthenes – in the field of Geography and Astronomy
ROMANS – pragmatic and progressive education
 1. Latin language
 2. The Laws of the Twelve Tables
 3. The Roman Senate
The Roman Schools
 1. Elementary – school of the literature Laudi Magister
 2. Secondary – school of the Grammatics or Literatus
 3. Higher education – rhetorical schools Imperial Contributions to
Education
 1. Vespasian (A.D. 69-79) – founded the Roman University and
Roman Library
 2. Trajan (A.D> 98-117) – gave scholarships to poor but deserving
students
 3. Hardian (117-138) – gave pensions for retired teachers and gave
more attention to Law and Medicine than to Philosophy.
 4. Antoninus Pius (138-161) – exempted all Roman teachers from
taxation and military service.
 5. Constantine (306-363) – continued all the privileges, mentioned
above and legalized Christianity by virtue of the Edict of Milan on AD
313.
 6. Julian (361-363) – required that all teachers be licensed and be
given qualifying exams. He eliminated Christian teachers from Roman
schools.
 7. Gratian (367-383) – subsidized all Roman school, and created a
salary scale for teachers.
 8. Theodosius (383-395) – he nationalized all schools and considered
the establishment of private schools a grave crime punishable by law.
EARLY CHRISTIAN EDUCATION
Upon the resurrection of Jesus Christ, He commissioned His disciplines to “go
into the world and preach the Gospels….” (Mathew 28:19), but they received
a lot of persecutions from the unbelieving world. However, when Emperor
Constantine of the Roman Empire proclaimed Christianity as the official
religion of the Roman world, the Christians and their teaching became part of
the mainstream society, and the Emperor himself supported the church and
established school. By virtue of this support, the following Christian schools
were established:
 1. Catechumenal – school for new converts
 2. Catechetical – school for leadership training
 3. Cathedral/Episcopalian – school for the clergy
THE DIFFERENT MEDIEVAL MOVEMENTS IN EDUCATION
The medieval period is also known as the middle age or the Dark Age that
refers to the span of time from the downfall of the Roman Empire in the year
A.D. 476 to the beginning of the Renaissance period about 1333. The different
educational movements during this epoch in history are discussed hereunder:
Monasticism – education was a religious discipline. Education was strict, rigid
and punishment was severe. Education was based on Monastic vows of
poverty, chastity and obedience. During the reign of Charlemagne (772-804),
he supported the Monastic schools and even established court schools to
educate his constituents.
Scholasticism – education was an intellectual discipline. The purpose of this
movement was to bring reason to faith and support theology by using logic.
Saint Thomas of Aquinas (1225-1274) was one of the foremost proponents of
Scholastic movement. He wrote the Summa Theologiac, which became the
basis of the majority of the doctrines of the Catholic Church.
The Medieval University – the medieval universities started as “universitas
magistrorum et scholarium” or corporation of teachers and students chartered
by the pope or the kings. The first organized university was the University of
Bologna chartered by Emperor Frederick I in 1158.
Composition of the medieval university: Studium generale – the student body

Nation – a group of students who had the same place of origin

Councilors – leaders of a nation Facultas – teachers of the same subject Dean – head of the facultas

Rector – head of the Medieval University Chivalry education as a social

discipline. This kind of movement flourished in the Christian countries in
Europe as a response to the increasing educational needs of the sons of the
nobility. Under this system, a boy f noble birth has to pass through the
following stages before he is fully accepted as a member of his social class:
Page – an attendant to the noble courts at the age of 7 years
Squire – an attendant to a knight at the age of 14 years
Knight – a full-fledged warrior who has vowed to:
Protect the women and the poor Defend the church and the state Attack the wicked and Shed blood for the sake of his country and his compatriots

The Guild System – education for the middle class. Towards the end f the
medieval periods, a new class of people arose between the nobles and the
peasant – the bourgeoisie (burgher) or the middle class. These people were
not really rich like the landed gentry, or poor like the vassals, but rather, they
acquired their fortune from the profits in commercial and industrial endeavors
brought about by the “Crusades”. In order to protect their interest, they set up
organizations known as guilds. There were two types of guilds:
Craft guild – organization of skilled craftsmen Merchant guild – organization of
businessmen
Before a person is accepted as a member or any of the guilds, he must pass
through the following stages: Apprentice – a trainee assigned to a master
Journeyman – a trainee who travels from place to place under different
masters and is paid for his labor Master craftsman-a full-fledged member of a
guild
As the number of the middle class increased, the need for more schools to
meet the educational needs of their children also increased which paved the
way for the establishments of the new types of schools, viz:
Chantry schools – schools established through the foundations under the
clergy Guild schools – served as vocational schools who catered to the
children of the members of the craft guild Burgher schools – established to
educate the children of the members of the merchant guilt
ISLAMIC INFLUENCES ON THE EDUCATION
Islam, which means submission to God, a religion that was established by the
prophet Muhammad (570-632) is a monotheistic religion whose followers
worship only one God-Allah. The teaching of this religion is based on the
Qu’ran, their sacred scripture. At the peak of glory of the Islamic civilization
they have contributed the following to the world and to education:
 1. Established the most complete curricula from elementary to
university.
 2. Hindu-Arabic numerals
 3. Advanced learning in
 Pharmacy, surgery and medicine for the preservation of life. 4.
 taught geography using globes
 5. invented the pendulum cock, discovered the nitric acid and sulfuric
acid
 6. used compass, gunpowder
 7. Cultivated rice, silkworm, sugar and cotton
 8. Determined the height of the atmosphere, weight of the air and
specific gravity of bodies.

Some of the leading psychologists whose theories are still

used today:
  Rousseau was the first to develop an educational theory base on a
naturalistic view. He had a profound influence on the theory and
practice of education and insisted on nature as the best guide to the
educational process. He emphasized that stimulus to learning should
come from the children’s curiosity and interest.
 Pestalozzi combined physical, moral, intellectual and manual work. His
emphasis was on helping children to learn by experience and
observation rather than verbalism and memorization.
 Herbart stressed that ideas are developed in the mind through external
stimuli. He considered the lesson plan as a chief device for teaching
and recommended the following steps: preparation, presentation,
association, generalization, and application as the formal steps of
instruction.
 Froebel emphasized that young unmarried teachers should serve as
teachers of children in the kindergarten or preschool level because they
had enough time to attend to the needs of the children.
 Dewey brought the new concept of the social functions to education.
 EDUCATIONAL CONTRIBUTIONS OF SOME ANCIENT
CIVILIZATIONS
 JEWISH – religious education
 1. Synagogues – temple schools
 2. Bible and the Talmud
 3. Rabbis – teacher/priest
 CHINESE – career oriented education
 1. Analects of Confucius
 2. Civil Service Examination (Han Dynasty 206 B.C.)
 a) Flowering talent-whole day exam
 b) Promoted man – 3 days exam
 c) Entered scholar/fit for office – 13 days exam, and those who
passed became the ministers of the emperor
Every examination that an individual passed had a corresponding decoration
in his dress, in his household and certain privileges. EGYPTIAN – practical
and empirical education
The Greek City States
Sparta
Authoritarian government Military city-state Communal life Military academy
At birth, the child is taken care by the mother, but at the age of seven he is
turned over to the paidonomus or a military drillmaster that will teach him the
art of warfare
Athens
Liberal education
Freedom of thought, expression and religion Education was a family
responsibility
Every male child is given a pedagogues or a tutor who will train him to be a
good and responsible citizen

Ancient Athenian Schools

 1. Palestra – gymnastic school Paedotribe – teacher of gymnastics
2. Music school
Kitharist – music teacher
3. Grammar school
Grammatist – teacher of letters
The Sophists were the wandering scholars who went to Athens, taught
Athenian boys but collected fees from them.
Protagoras was the most famous sophist who said that man is the measure of
all things.
The Greek Thinkers flourished in order to counteract the influences of the
Sophists who were not Athenians. Among them were:
Socrates (469-399 B. C.)
Advanced the idea of Gnoth Seauton or know thyself
He believed that knowledge is

virtue and all virtuous actions are based on Knowledge; he introduced

Socratic dialectic method of teaching which is Compose of:

1. ironic (destructive) element 2. majestic (constructive) element
Plato (427-347 B. C.)
Proposed that the society should be divided into classes of people based on
their talent and intelligence:
 a) Philosophical class – guardians or rulers of the society.
 b) Warrior Class – protectors of the society
 c) Artisan or industrial class – workers of the society
He believed that the social class should determine education where the
person belongs he established a school called Academy
Aristotle (384-322 B. C.)
He was the pedagogues of Alexander the Great
He established a school called lyceum
He believed that virtue is brought by doing not y knowing
He advanced the idea that man is a social animal and must use his reason to
attain
His ultimate end which is the summon bonum or highest / supreme
Good.
He postulated that man is composed of two distinct but united entities:
Body and soul.

The Greek Universities

University of Athens – world’s first comprehensive university.
University of Alexandra – founded by Alexander the Great in Egypt.
It had the most advanced library facilities. The Septuagint, which is the Greek
translation of the Hebrew Bible, was translated y 70 scholars in this university.
It had excellent products like:
 1. Euclid – in the field of Geometry
 2. Archimedes – in the field of Physics
Social Science Part 1
1. The Philippines ten-year transaction period before the
granting of complete independence from the Americans
a. Commonwealth Government
b. Third Republic
c. Puppet government
d. Revolutionary

2. The Act/Law that led to the granting of ten year transition

period.
a. Here-Hawes Cutting Bill
b. Tydings-McDuffie Law
c. Parity Rights
d. Independence Law
3. The Chairman of the 1934 Constitutional Convention.
a. Cecilia Munoz Palma
b. Carlos P. Garcia
c.Diosdado Macapagal
d. Claro M. Recto

4. The first appointed head of the Department of Education during

Commonwealth period.

a. Claro M. Recto
b. Sergio Osmeña
c. Rafael Palma
d. Jose P. Laurel

5. The “father of social justice.”

a. Claro M. Recto
b. Sergio Osmeña
c. Rafael Palma
d. Jose P. Laurel

6. The leader of Sakdalista uprising

a. Benigno Aquino
b. Benigno Ramos
c. Isabelo delos Reyes
d. Isabelle Espirito

7. The last department turned over by the Americans to be

government by a Filipino.
a. Department of Public Health and Welfare
b. Department of Trade
c. Department of Education
d. Department of Defense

8. The Rizal Day Celebration reminds us about heroes worth

a. Appreciating
b. Reading about
c. Emulating
d. Studying

9. The Rizal Day Celebration reminds us about heroes worth

a. English
b. Filipino
c. Tagalog
d. Cebuano

10. Section 3, Article XIV states that “All educational

institutions shall include that study of ______ as part of
curriculum.”
a. History
b. Science & Technology
c. Sports
d. Constitution

11. Who has the power of declare the existence of the state of
war?
a. Senate President
b. Chief Justice
c. President
d. Congres
12. “The State shall protect and promote the right of all
citizens to quality education at all levels.” Which government
program is in support of this?
a. Exclusion of children with special needs from the formal
system
b. Free elementary and secondary education
c. Deregulated and secondary education
d. Re-introduction of the NEAT and NSAT

13. The old name of EDSA during early part of American

occupation
a. 19 de junio
b. Highway 54
c. Highway 53
d. Highway 52

14. RA 9155 also known as “_______.”

a. Basic Education Act of 2001
b. Restructured Basic Education
c. Education for All
d. Bridge Program

15. RA 4670 also known as “_______”

a. Board of Higher Education
b. The Magna Carta for Public School Teachers
c. State of National Emergency
d. Calibrated Pre-emptive Response

16. President Ramos’ Medium Term Philippines Development Plan

(MTPDP).

a. Angat Pinoy 2004

b. SONA 2001
c. Philippines 2000
d. Sustainable Development

17. President Estrada’s MTPDP.

a. Angat Pinoy 2004
b. SONA 2001
c. Philippines 2000
d.  Sustainable Development

18. How long can be elected President of the Philippines

serve under 1987 Constitution
a. Two terms, 6 years each
b. Two terms, 4 years each
c. One term for 6 years
d. One term for 4 year

19. Historically, Why does the Philippines have a claim over

sabah?
a. The sultan of Sulu, who received the territory as a gift, has
given the Philippines Government Power to reclaim his
territory.
b. The Malays, the third wave of migrants to the country, own
the territory.
c. Sabah was formerly a part of the Philippines archipelago
d. The Philippines government bought it form the Sultan
Brunei

20. Which of the following describes the Battle of Manila Bay

between American and Spanish naval forces?
a. The Americans ship outnumbered those of the Spaniards.
b. The Spaniards readily won the battle over the Americans
c. It was a mock naval battle between the Spaniards and the
Americans.
d. The Americans won the battle with great difficulty

1.Answer: a
2. Answer: b
3. Answer: c
4. Answer: b
5. Answer: c
6. Answer: b
7. Answer: c
8. Answer: c
9. Answer: b
10. Answer: d
11. Answer: d
12. Answer: b
13. Answer: a
14. Answer: a
15. Answer: b
16. Answer: c
17. Answer: a
18. Answer: c
19. Answer: a
20. Answer: a
DepEd Learning Delivery Modalities
for School Year 2021-2022
The learning delivery modalities that schools can adopt may be one or a
combination of the following, depending on the COVID-19 restrictions
and the particular context of the learners in the school or locality.

Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the
teacher are both physically present in the classroom, and there are
opportunities for active engagement, immediate feedback, and the
socio-emotional development of learners.

In areas under the Moderate and High-risk severity grading, this is not
possible. However, there are learners with disabilities whose conditions
require face-to-face instruction. This will be the subject of further
discussion within DepEd, with partners, and with parents.

Face-to-face option may also be feasible in very low-risk areas such as

the geographically isolated, disadvantaged, and conflict-affected areas
(GIDCA) with no history of infection and very low and easily monitored
external contacts, but with teachers and learners living in the vicinity of
the school.

Any face-to-face learning delivery must have proper risk assessment and
must adhere to the health protocols in place. Potential learning spaces in
the community near the school may be explored to add spaces for the
conduct of classes with the appropriate social distancing.

Type/Modality/Approach/Strategy
 MISOSA
 IMPACT
 OHSP
 Project EASE
 Face to Face and Modular Learning
 Community-based Instruction (ALS)
Modified Shifting of Classes (MSC)

In the shifting of classes, teaching is directly focused on concepts with

corresponding activities. Supplemental activities and Assessments shall
be done, brought by the learners when shifted at home.

The shifting depends on how many days the competencies could be

covered based on the competency codes and the number of
competencies to be covered in all learning areas.

Shifting of Classes with Dyadic Teaching (SCDT)

In this scheme, there would be two teachers inside the class per learning
area. The number of learners they would handle should be the total
number of learners they handled in the normal days. During the dyadic
teaching, learners have to go through a series of individual activities after
teaching the learning competencies to be facilitated, monitored by the
two teachers.

ESM-Focused Teaching (Junior HS) (ESMT)

In this approach, only English, Science, and Mathematics shall be taught
in school. Other learning areas shall be using the modular, home-based
approach.

RESM-Focused Teaching (Elementary) (RESMT)

In this approach, only Reading, English, Science, and Mathematics shall

be taught in school. Other learning areas shall be using the
modular,home-based approach.

Core/Specialized-Focused Teaching (SHS) (CST)

In this approach, only core and specialized subjects shall be taught in

school. Applied subjects shall be using the home-based, life skill,
modular approach.

Distance Learning
This refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote
from each other during instruction. This modality has three types:
Modular Distance Learning (MDL), Online Distance Learning (ODL), and
TV/Radio-Based Instruction.

Modular Distance Learning

Involves individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner, and other learning
resources like Learner’s Materials, textbooks, activity sheets, study
guides, and other study materials. Learners access electronic copies of
learning materials on a computer, tablet PC, or smartphone. CDs, DVDs,
USB storage, and computer-based applications can all be used to deliver
e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners
may ask assistance from the teacher via e-mail, telephone, text
message/instant messaging, etc. Where possible, the teacher shall do
home visits to learners needing remediation or assistance. Any member
of the family or other stakeholder in the community needs to serve as a
para-teachers.

Type/Modality/Approach/Strategy
Learning is in the form of individualized instruction that allows learners
to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever is applicable in the context of the learner and other
learning resources like Learner’s Materials, textbooks, activity sheets,
study guides, and other study materials. Learners access electronic
copies of learning materials on a computer, tablet PC, or smartphone.
CDs, DVDs, USB storage, and computer-based applications can all be
used to deliver e-learning materials, including offline e-books. The
teacher takes the responsibility of monitoring the progress of the
learners. The learners may ask assistance from the teacher via email,
telephone, text message/instant messaging, etc. Where possible, the
teacher shall do home visits to learners needing remediation or
assistance. Any member of the family or other stakeholder in the
community needs to serve as a para-teachers.

Suggested Platforms/Resources/Mechanisms:
 The use of Learning Resource Materials/Modules in multimedia
(slides, video and audio files)
 Digital Packets (Learning Materials)
 The use e-learning materials
 The use of computer-based learning resources
Online Distance Learning
Features the teacher as facilitator, engaging learners’ active participation
through the use of various technologies accessed through the internet
while they are geographically remote from each other during instruction.
The internet is used to facilitate learner-teacher and peer-to-peer
communication. Online learning allows live synchronous instruction. It
requires participants to have a good and stable internet connection. It is
more interactive than the other types of distance learning. The responses
are real-time. The learners may download materials from the internet,
complete and submit assignments online, attend webinars and virtual
classes. This is practiced effectively by using a Learning Management
System or related technologies. The DepEd Commons and LR Portal fall
in this category.

TV/Radio-Based Instruction utilizes SLMs converted to video lessons for

Television-Based Instruction and SLMs converted to radio script for
RadioBased Instruction.

Distance learning modality is most viable for independent learners, and

learners supported by periodic supervision of parents or guardians.

The challenge will be in dealing with learners not capable of independent

learning. This is the subject of further discussion within DepEd, and with
partners and parents.

Type/Modality/Approach/Strategy
It features the teacher facilitating learning and engaging learners’ active
participation using various technologies accessed through the internet
while they are geographically remote from each other during instruction.
The internet is used to facilitate learner-teacher and peer-to-peer
communication. Online learning is a form of a live synchronous platform
where it requires both parties to have a good and stable internet
connection. It is often more interactive than the other types of distance
learning. The responses in real-time. The learners may download
materials from the internet, complete and submit assignments online,
attend webinars and virtual classes. This is practiced effectively by using
a Learning Management System or related technologies. The use of
DepEd Commons and LR Portal falls in this category as both require
internet connectivity to have access.

Suggested Platforms/Resources/Mechanisms:
The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology

 The use of Web-Enhanced Learning Activities

 Free access to OERs (Open Educational Resources)
 Access to LR Portals
 Access to DepEd Commons
Free access and observance of Intellectual Property Rights to some of the
educational sites/resources:

 BrainPop
 Curiosity Stream
 Tynker
 Outschool
 Udemy
 iReady
 Beast Academy (Math)
 Khan Academy
 Creative Bug
 Discovery Education
 Youtube Channels:
 Crash Course Kids
 Science Channel
  SciSchow Kids
 National Geographic
 Free School
 Geaography Focus
 TheBrainScoop
 Kids Learning Tubes
 Geek Gurl Diaries
 Mike Likes Science
 Science Max
 SoulPancake
 Online board games
 e-library (Kindle)

Blended Learning
This refers to a learning delivery that combines face-to-face with any or a
mix of online distance learning, modular distance learning, and
TV/Radio-based Instruction. Blended learning will enable the schools to
limit face-to-face learning, ensure social distancing, and decrease the
volume of people outside the home at any given time.

Critical for implementation will be the production of the needed

teacher’s and learner’s learning materials (LR Portal and DepEd
Commons will be maximized), as well as the support of media
institutions like TV and radio stations.

Suggested
Platforms/Resources/Mechanisms:
The use of print/non-print learning materials such as but not limited to
the following:
  Modules
 Worksheets
 Activity Sheets
 The use of gadgets for K to 3 SpEd learners

Homeschooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners
with access to quality basic education through a home-based
environment to be facilitated by qualified parents, guardians, or tutors
who have undergone relevant training. It allows families to educate
according to their personal faith, philosophy, and values, and to adjust
learning schedules around family schedules and circumstances. However,
there remain several issues in its implementation, including the
supervision of licensed teachers and alignments with the curriculum.
Thus, this modality will be the subject of a later DepEd issuance before
its expansion.

Suggested
Platforms/Resources/Mechanisms:
 The use of the print materials/learning resources ( modules,
worksheets, activity sheets, etc.)
 The use of digital packets (learning materials)
How Childhope Philippines is
Responding to Online Education and
Learning
To ensure that street children and youth beneficiaries can continue learning
during the pandemic and return to school, Childhope Philippines provides
digital learning solutions as part of alternative education modules. With the
online availability of lessons, teachers are trained to deliver interactive
sessions in remote setups. Focus group discussions are conducted after
every session via an online group video call to get insights and improve a
child’s perception. This way, students can be encouraged to participate,
and their learning materials can be enhanced.

Importance of Online Learning

The pandemic has forced everyone to continue having a normal life while
staying at home. As such, people have adopted remote setups like home
offices and online classrooms worldwide. And with the growing demand for
online education, the number of online courses and degrees has likewise
increased.
With the new normal, DepEd designed the Basic Education–Learning
Continuity Plan. This plan aims to ensure the safety of students, teachers,
and staff. It also intends to give quality distance learning by using self-
learning modules. These can be accessed through digital forms, radio, TV,
and online platforms.
Online classes are flexible learning tools widely used in the Philippines.
They are vital because of the following:
 Lessons can be delivered efficiently through technology.
 Lessons and students’ progress can be easily monitored and
recorded.
 Students and teachers can interact even if they are not physically
present in the same room. They can also participate in conferences in
other countries without actually going there.
 Rich and poor students can receive the same high-quality online
education at an affordable price.
Indeed, technology is an important part of education. It links students to
their teachers amid lockdowns and community quarantine. For this reason,
Childhope brings its Alternative Education sessions online. It aims to serve
marginalized street children and youth. Thus, more than 300 of its
beneficiaries can attend classes online.
Advantages and Disadvantages of
Online Learning
Similar to most teaching methods, online learning has its share of
advantages and disadvantages.
Here are some advantages of online learning:
 Efficiency
 Affordability 
 Accessibility of time and place
 Improved student attendance  
 Suitability to various learning styles 
Here are some disadvantages of online learning:
 Sense of isolation
 Need for further teacher training 
 Poor management of screen time
 Distractions and inability to focus on screens
 Technology, accessibility, and connectivity issues 

Why Online Learning is the Future

of Education
Learning has shifted from a traditional mode to online learning. With this shift,
online education is considered the reasonable choice. It is so because it can
be a useful learning method, while serving as a means to enhance students’
skills. Furthermore, online learning paves the way for future advances in
education because of the reasons stated below.
1. It is flexible.
Online education allows teachers and students to have their own learning
pace. They can also set a flexible schedule that fits everyone’s agenda. Thus,
it offers a way on how to balance work and studies.
2. It provides various program options.
With the vast reach of the internet, students and teachers have unlimited skills
and subjects to teach and learn. Universities now offer online versions of their
programs.

3. It is accessible.
Through online education, students and teachers can learn and teach
anywhere in the world. They can do so even if they are at home. Thus, they
save time and money, which can be spent on other important matters.

4. It offers a personalized learning experience.

With online education, students can meet their own needs and skill levels.
Many online learning platforms accommodate one student at a time. In this
way, each student can better interact with his or her teacher. Likewise,
teachers can combine various teaching methods and aids. Thus, they can
improve their lessons.

5. It is more affordable than traditional

learning.
Online education is more cost-effective than traditional ones. With various
payment options, students can easily manage their funds.

According to Anna Abola, commercial marketing manager of Lenovo

Philippines, “Transforming education is critical for the development of society.
It may seem daunting at first, but if it means that the education of our children
will not suffer or take a backseat in the face of disaster, it will be worth it in the
end. After all, technology has long been changing the way students are
learning, and it is high time to keep up.” She added, “We believe that together,
we can overcome the challenges and help students in the Philippines unlock
limitless learning.”