Miriam College

Online Campus Primer

Basic Education Unit

Basic Education Unit

Miriam College Online

Campus Primer

TABLE OF CONTENTS

STATEMENT OF PHILOSOPHY

DEFINITION OF TERMS

REQUIREMENTS FOR ONLINE CAMPUS ACCESS

OVERVIEW OF THE ACADEMIC PROGRAM

Grading System

Assessments

Daily Schedules

Class Size

Student Wellness and Formation

Co-Curricular and Extra-Curricular Activities

Guidance and Counseling

Prescribed Attire for Students

Student Conduct Behavior

MC-Katatagan—The Heart of the Online Campus

Values Education and Social Awareness—The Hands

and Feet of the Online Campus

Class Representation

Miriam College is a trailblazing institution of learning that is

committed to provide excellent academic programs imbued with

the Maryknoll spirituality of Christian discipleship and mission,

social responsibility, and the values of Truth, Justice, Peace, and

Integrity of Creation.

Miriam College’s strategic direction towards fulfilling its

significant role in leading innovation and transformation in

Philippine education embodies the context of quality, relevance,

and sustainability. The quality of programs and implementation

remains the top priority of the institution, which defines its high

standard of education.

The primary goal of Miriam College in whatever circumstance is

learning continuity and education for all. The school undertakes

a consultative and collaborative decision-making process by

coordinating with all stakeholders to assess the most

appropriate and relevant decisions to undertake, especially

during times of uncertainties. The creation of the online campus,

meant to ensure continuity of learning at Miriam College, is

STATEMENT OF PHILOSOPHY

DEFINITION OF TERMS

A learning portal where students can log in and access the following activities

and resources:

1. Recorded lectures and demonstrations by their teachers

2. Links to reading materials and learning supplements

3. Academic consultations

4. Counseling services

5. Online library resources

6. Co-curricular activities

7. Peer support

All materials and links which are uploaded on the portal will be curated by

academic supervisors, through Google Classroom. Learning sessions will be

done using a combination of synchronous and asynchronous sessions.

ONLINE CAMPUS

Sometimes also referred to as location independent learning, asynchronous

learning takes place when students learn the same material at different

times and locations by providing access to the teaching materials, online

platforms/tools for registration, instruction, communication and discussions,

usually found in a common or shared learning space or portal. Asynchronous

online learning allows the learners to have a flexible time frame in

accomplishing tasks, to adapt to self-guided lessons at their own pace, and

to allow them to adjust and find delight in the new mode of learning while

managing their other personal interests and concerns.

ASYNCHRONOUS LEARNING

DEFINITION OF TERMS

Synchronous learning being the opposite of asynchronous is where students

learn at the same time by giving them the opportunity to attend lectures

through webinars, participate in video conferencing, live online discussions,

etc.

SYNCHRONOUS LEARNING

In an online class, the Learning Partner is an assigned adult outside the school

community whom the student could rely on for assistance, guidance, and

support in understanding and meeting the learning objectives and academic

requirements. The Learning Partner may be a parent, guardian, or tutor.

LEARNING PARTNER

Below are the device and connectivity requirements for Online Campus access:

RECOMMENDED ALTERNATIVE

Device Laptop or Desktop Computer

Minimum Requirements

OS: Windows 7/10 or Mac OS

10.12

Processor: Intel Core i3 or equiva-

lent

Memory: 2-4 GB

Audio: Headphones with micro-

phone

Storage: 500 GB

With Camera

Smart phone or tablet /

iPad

OS: Android 9.0 or

iOS 12.0 for iPad or

iPhone

Connec-

tivity

DSL / Fiber

Minimum Requirement: 1 MBPS

Mobile data or WiFi

REQUIREMENTS FOR

ONLINE CAMPUS ACCESS

The current goal of MC is to provide a learning space and mode of delivery for

students to continue their education, in the form of a online campus. It

acknowledges that its students are currently located in various learning contexts;

hence, the curriculum of the program offerings have been redesigned with

versatility and flexibility as the main features of its content and mode of delivery.

The specific aim is to engage students in flexible learning which is a combination of

online asynchronous and synchronous learning activities and when necessary,

offline modalities that aim to achieve priority curricular goals per academic level. In

this manner, students from pre- school to high school will have access to continued

education with greatest versatility for independent or collaborative learning and

interaction.

OVERVIEW OF THE ACADEMIC PROGRAM

Grading System

Essential skills that could be measured using online learning engagement will be the

focus for the First Quarter for each level. These skills are also found in the same

Progress Report used in previous years. Essential skills will be graded accordingly

while marking the rest of the unmeasured skills with Not Assessed or NA. This new

descriptive grade will be added for Nursery and Kindergarten as a key descriptor

only for the First Quarter.

The Child Study Center uses a grading system that is qualitative-descriptive. The

focus of the Progress Report is on describing children’s behavior - what they can do

and the progress they have made. Remarks are based on observable and

measurable demonstrations of skills and knowledge that occur naturally as children

engage in various activities in school. Each descriptive grade follows a set of rubrics

that measures the student’s performance on identified skills and competencies per

quarter. Descriptive grades per level are as follows:

Child Study Center

First Step Nursery Kindergarten

EV - Evident

EM - Emerging

NE - Not Evident

N - Not Assessed

CE - Consistently Evident

EV - Evident

EM - Emerging

NE - Not Evident

CE - Consistently Evident

OE - Oftentimes Evident

SE - Sometimes Evident

EM - Emerging

The Department of Education, along with other experts in the field of education,

recommends that schools focus on the acquisition of the most essential learning

competencies, given the context of online distance learning and the current teaching

-learning conditions. Adopting a descriptive evaluation of performance allows

students to focus on the actual learning rather than the numerical scores or grades.

Hence, the Lower School, Middle School, and High School Units will use the grading

system detailed below:

The rating system for special subjects in the Lower and Middle Schools shall remain

the same.

Grading System

Acronym Definition Description Grade Range

HP High Proficiency The student demonstrated high proficiency 90 – 100

P Proficiency The student demonstrated proficiency in 80 – 89

AP Approaching Proficiency The student demonstrated approaching

proficiency in all target competencies for

75 – 79

BP Beginning Proficiency The student demonstrated beginning profi-

ciency in all target competencies for the

70 – 74

Grade Components

Lower School Middle School High School

Rated Learning Activities

(70%)

Tests / Pagsusulit

Oral Tests / Pasalitang Pag-

susulit

Practical / Performance Tests

Laboratory Sheets (in STEM

and Science)

Proficiency Tests (in Mathe-

matics)

Graded Seatwork / Marka-

dong Gawain

End Tasks (30%)

End-tasks are authentic and/

or alternative assessment

activities designed to show-

case the skills and knowledge

learned over a period of

time. These can be adminis-

tered individually or by

groups of 2-3 students.

These can also be subject-

based or integrated, where

two or more subject areas

collaborate to develop one

output that assesses and

evaluates the sets of skills of

both or all disciplines.

Performance- and Project-

based Tasks

Tests

Participation

The practice of administering

quarterly examinations for

English, Filipino, Araling

Panlipunan, Mathematics,

and Science as well as the

End-of-Quarter Assessment

for Christian Living Education

will be stopped.

Performance Tasks

Specific Subject Tasks / Out-

puts

Quizzes and Tests

Seatwork, Worksheets, Drills,

and Exercises

There will be a shift to project-based assessments, in line with the objective to foster

critical thinking and in consideration of various limitations caused by the shift to the

online distance learning mode. While traditional pen-and-paper tests will still be

administered, students will be given more creative assessments which will focus on

creating, synthesizing, designing and evaluating. Some sample projects are as

follows:

Assessments

CSC Houses for Kindergarten

The students will begin the inquiry on houses with a KWL chart to brainstorm every-

thing they know about houses. Using the same chart, questions will be generated by

the students as guiding questions for planning their investigation. Activities include

research, interview with experts, designing and building a prototype of a house, etc.

At the end of the project investigation, the completed KWL chart will serve as a guide

for student reflection on the whole process. Presentation of the project will be done

on a specified date with parents or guardians.

LS Tara’t Maghanda! para sa Filipino-Araling Panlipunan ng Baitang 1 (Mga Pagkaing

Angkop sa Bawat Panahon)

Ito ay isang pasalitang gawain sa Filipino-Araling Panlipunan kung saan itinatampok

ng mga mag-aaral ang kanilang kakayahan sa paghahanda ng pagkaing angkop sa

iba’t ibang panahon. Dito, ilalahad at gagawin ng mag-aaral ang mga hakbang sa pa-

ghahanda ng pagkain gamit ang mga bahagi ng pananalitang natutunan nila sa Fili-

pino. Pagkatapos, ipaliliwanag nila kung bakit angkop ang pagkaing napili sa pana-

hon tulad ng tag-araw at tag-ulan. Sa gawaing ito, masasanay ang mga mag-aaral sa

pagsasalita sa wikang Filipino, kasabay ng pagkatuto ng mahahalagang paksa sa

asignaturang Araling Panlipunan.

Assessments

MS STEAM@Home

Science, Technology, Engineering/English, Art, and Mathematics @ Home is a home-

based project given to Grade 6 to 8 students every quarter. It is based on the theme or

current lessons of the quarter. What makes this project special is the idea that a learn-

ing partner – parent, sibling or any relative – works with the student to accomplish the

task assigned to them. The main objective of this activity is to promote collaboration

among family members in doing activities related to science, technology, engineering,

art, and math. Through collaboration, the family discovers the joy of conducting experi-

ments and building inventions and develops interest in various STEAM fields. Sample

projects include creating a planet brochure using PowerPoint Presentation, creating a

digital poster for cell analogy, and creating a short blog on busting fake news.

HS Infographics Creation

COVID-19 Information Campaign (Collaboration between Earth and Life Sciences, PE &

Health, and Empowerment Technologies)

From the lessons on Biostatistics, Epidemiology, and Infectious Diseases, and Graphic

Presentations, students will make two infographics using their desired application or

software, taking into consideration the principles of layout and design. The first in-

fographic must contain the correct explanation of how Covid-19 spreads, infection

rates, and exponential growth/doubling time. The second infographic must have accu-

rate information on medically-accepted practices on curbing the spread of the disease.

Each infographic must meet the following requirements:

A. Width: not more than 600 pixels

B. Length: not more than 1800 pixels

C. Format: PNG

The overall layout, design, and creativity of the infographics will be part of the marking

scheme. The students will submit the infographics to their teacher through Genyo.

Grading rubrics for each subject will be prepared for this activity.

Daily Schedules

• The students’ and teachers’ wellness shall be deemed a priority. Hence,

multiple short breaks will be provided throughout the day.

• The maximum limits for online engagement will be followed:

First Step, Nursery, and Kindergarten 1 hour

Grade 1 2.5 hours

Grades 2 to 12 3.5 hours

• Should students be unable to join synchronous sessions, provisions will be

made for recordings to be accessed through G Suite.

• Students may join academic consultation periods daily.

The schedules were designed with the following guidelines:

Daily Schedules

First Step

TIME LEARNING ACTIVITIES

Grp. 1 - 8:30-8:50 / 12:30-12:50

Grp. 2 - 9:45-9:05 / 1:45-2:05

Grp. 3 - 11:00-11:20 / 3:00-3:20

Circle Time

• Prayer

• Arrival song, attendance

• Message of the Day

Grp. 1 - 8:50-9:20 / 12:50-1:20

Grp. 2 - 9:05-9:35 / 2:05-2:35

Discovery Time/Library/Mindfulness

• Storytelling

• Learning Activity

Grp. 1 - 8:15-8:30 / 12:45-1:00

Grp. 2 - 8:55-9:10 / 1:25-1:40

Grp. 3 - 9:35-9:50 / 2:05-2:20

• Music and Movement

• Recap of the Day

• Goodbye prayer and song

Daily Schedules

Nursery and Kinder

TIME LEARNING ACTIVITIES

Grp. 1 - 8:00-8:15 / 12:30-12:45

Grp. 2 - 9:15-9:30 / 1:30-1:45

Grp. 3 - 10:30-10:45 / 2:45-3:00

Circle Time

• Prayer

• Songs

• Calendar

• Attendance

Grp. 1 - 8:15-8:50 / 12:45-1:05

Grp. 2 - 9:30-10:05 / 1:45-2:20

Grp. 3 - 10:45-11:20 / 3:00-3:35

Discovery Time

• Story

• Learning activity

• Literacy/Numeracy

** Discovery Time will alternate with

Library and Mindfulness on identified

Grp. 1 - 8:50-9:00 / 1:05-1:15

Grp. 2 - 10:05-10:15 / 2:20-2:30

Recap of the Day

Goodbye Prayer / Song

Daily Schedules

Grade 1

AM Session PM Session M T W Th F

7:45 12:45 Homeroom

8:15 1:15 Independent Study on Schedule of the Day

and Goal Setting

8:30 1:30 Synchronous or Independent Learning Session 1

9:00 2:00 Wellness Break

9:10 2:10 Synchronous or Independent Learning Session 2

9:40 2:40 Wellness Break

9:50 2:50 Synchronous or Independent Learning Session 3

10:20 3:20 Wellness Break

10:30 3:30 Daily Closure Activity / Exercise

10:45 3:45 End of Students’ Online Class

1:00 – 2:00 9:00 – 10:00 Individual Student Inquiry Period (ISIP)

Daily Schedules

Grade 2-5

M T W Th F

7:45 Homeroom

8:15 Independent Study on Schedule of the Day and Goal Setting

8:30 Synchronous or Independent Learning Session 1

9:10 Wellness Break

9:20 Synchronous or Independent Learning Session 2

10:00 Wellness Break

10:10 Synchronous or Independent Learning Session 3

10:50 Wellness Break

11:00 Synchronous or Independent Learning Session 4

11:40 Wellness Break

11:50 Daily Closure Activity / Exercise

12:00 End of Students’ Online Class

1:00 – 2:00 Individual Student Inquiry Period (ISIP)

Daily Schedules

Grade 6-8

Time M T W TH F

7:45 – 8:00 Morning Prayer / Daily Check-in

8:00 – 8:40 Homeroom AP Science PE Music

8:40 – 8:45 Transition

8:45 – 9:25 CLE English CLE Math Filipino

9:25 – 9:40 Recess

9:40 –

10:20

Filipino HELE AP English Math

10:20 –

10:25

Wellness

Break

10:25 –

11:15

Science Computer Foreign

Language

Art Student Ac-

tivity Pe-

riod

11:20 –

12:00

Consultations

12:00 –

1:00

Lunch

1:00 – 2:00 Independent Learning

Daily Schedules

Grade 9-10

Time M T W TH F

8:30 – 8:45 Morning Prayers/ Homeroom Period

8:45 –

10:00

Christian

Life

Mathemat-

ics

English Science Foreign

Language

10:00 –

10:30

Recess

10:30 –

10:45

Music /

Business

and Trade

Filipino Health Social Stud-

ies

Computer

Education

11:45 –

12:45

Lunch

1:00 – 2:15 Well-

Being /

Guidance

Sessions /

Consulta-

tion Period

PE Well-

Being /

Guidance

Sessions /

Consulta-

tion Period

Well-

Being /

Guidance

Sessions /

Consulta-

tion Period

Study Pe-

riod / Inde-

pendent

Study

Daily Schedules

Grade 11-12

Time M T W TH F

8:30 – 8:45 Morning Prayers/ Homeroom Period

8:45 –

10:00

Specialized

Subject 1

Specialized

Subject 2

Applied

Track Sub-

ject 1

Applied

Track Sub-

ject 2

Core Sub-

ject 2

10:00 –

10:30

Health Break

10:30 –

10:45

Core Sub-

ject 1

Core Sub-

ject 3

Christian

Life / Intro-

duction to

Philosophy

of the Hu-

man Person

PE and

Health

Core Sub-

ject 4

11:45 –

12:45

Lunch

1:00 – 2:15 Core Sub-

ject 5

Specialized

Subject 3 /

Applied

Track Sub-

ject 3

Well-

Being /

Guidance

Sessions /

Consulta-

tion Period

Well-

Being /

Guidance

Sessions /

Consulta-

tion Period

Study Pe-

riod / Inde-

pendent

Study

Below are the maximum class sizes for the online campus:

Student Wellness and Formation

Class Size

CSC 15

LS 20

MS 20

HS 34

To allow students to adjust to the changes in the online learning mode, student

activities will be on hold for the First Quarter. These include student or grade level

assemblies, recollections and retreats, social action activities, field trips, varsity

trainings, and club activities. However, to provide students holistic formation during

the online engagement, interest-based activities will still be offered. The students

will have the option to join online workshops on creative writing, digital art,

painting, cooking, physical fitness, hip hop dancing, photo or video editing, and

leadership formation in the online campus. Selected student-led organizations in the

Middle School and High School units will also be allowed to facilitate their activities

as long as these will be done online.

A simplified version of the Homeroom program will be in place in the online campus

so Homeroom Teachers will be able to manage “check-in” and team-building

activities for the class. In these activities, the primary goal is for teachers to have

venues to determine specific academic goals and other personal needs and concerns

of the student. Such activities may be done in synchronous or asynchronous modes.

Co-Curricular and Extra-Curricular

Activities

All Guidance Counselors will also be available for online and telecounseling during

school hours. When readily available, the various personality, career assessment

and achievement tests facilitated by the Guidance Office will be done through the

online campus. All other services of the Guidance, Testing, and Research Centers,

such as assistance in college applications, will also be offered online.

Guidance and Counseling

Students are expected to be presentable and wear appropriate attire during online

classes. Wearing of the school uniform is not a requirement.

Prescribed Attire for Students

MC believes that all the members of its community, especially the students, are a

reflection of the school’s core values and principles. This holds true for the students’

conduct and behavior, whether in the physical campus or online setting. For this

reason, all existing school rules and regulations apply at all times, including in the

online learning setting. This guideline also adheres to other existing policies of the

school regarding online behavior of students and employees covering the following

areas: acceptable use and clear functions of gadgets, proper care of gadget, and

safety features of gadgets.

MC also implements the rules and regulations of Republic Act No. 10627, otherwise

known as the Anti-Bullying Act of 2013, to prevent or manage cases related to

cyberbullying as reflected in all Student Handbooks. Hence, anyone who sets a poor

example and/or cause embarrassment or damage to school’s reputation or violate

school rules in their online engagements will be subjected to an inquiry and

disciplinary action if so warranted. Miriam College will handle reports of misuse and

abuse of information and information technology resources in accordance with

existing policies and procedures issued by appropriate units/offices including but

not limited to Data Privacy and Management, Employee Social Media Use, and

Guidelines on Use of iPads (for Middle School and High School students).

Student Conduct / Behavior

The Miriam College (MC)-KATATAGAN program is a whole school approach to

promoting resiliency. Coordinated primarily by the Guidance, Testing, and Research

Centers of the different units, the program aims to promote the mental health and

well-being of its students and staff. The program uses as symbol the bamboo, a

strong and versatile plant, which represents characteristics of resiliency and grit. A

resilient person exhibits having katatagan ng loob or matatag na loob most

especially in challenging situations, and grit is a characteristic that must be honed

starting from the early years of life and nourished until adulthood.

The KATATAGAN program will be accessible in the online campus. It will be

managed by the guidance counselors and the homeroom advisers. Various resources

on student wellness will be made available. The resources will be grouped in two

categories, namely, Self-CARE activities and Grit and Gratitude (G&G) Stories.

MC-Katatagan—

The Heart of the Online Campus

MC-Katatagan—

The Heart of the Online Campus

Self-care begins with mindfulness, a simple practice of bringing a gentle,

accepting attitude of the present moment. When students pay attention to the

here and now, they develop focus, curiosity, compassion, and empathy.

Online activities such as webinars, recorded videos, small group interactions or

focus group discussions and homeroom modules on self-care will be offered.

The following are the themes which will be covered by the self-CARE activities

for the first and second quarters. Another set of themes will be released for the

succeeding quarters:

Calming Anxiety and Coping with Stress

Adjusting to Daily Routines of the “New Normal”

ReConnecting with Family and Friends through Technology

Effectively Setting Priorities and Balancing Work/School and Home

Duties

Thematic activities, such as storytelling sessions, physical, music, or art

activities will be designed for younger students. Mindfulness activities will also

On Self-CARE

MC-Katatagan—

The Heart of the Online Campus

Selected student leaders and faculty will also be tapped to share their “Grit

Stories” and “Gratitude Stories” to serve as inspiration for MC students, faculty

and staff. These stories will be presented in various formats: short videos,

creative written works, and visual or digital art.

Online Campus Ministry – The Soul of the Online Campus

The Campus Ministers will facilitate online Eucharistic celebrations during

special occasions. This will be announced through the students’ Google

calendars. Weekly and monthly reflections on Sunday Gospel Readings will also

be made available for student use. Such resources will not only serve as

supplementary materials for their Christian Life classes but will likewise guide

students in their journey of spiritual growth and faith formation. Information on

the history and origin of Maryknoll/Miriam College will be available for new

students, and special features on the life of Mother Mary, Mother Mary Joseph,

and selected saints will be provided in the online campus through special

activities. Supplementary spiritual activities will also be designed to provide

alternative activities for class recollections/retreats and Day of Prayer. These

activities will be done in close coordination with CL teachers and the Miriam

Identity, Spirituality and Mission Office (MISMO).

On Grit and Gratitude

To ensure everyone’s health and safety, social action activities will be suspended in

the Basic Education Unit for the coming school year. However, all subject areas will

integrate topics that will promote values education and social awareness in the

students. Social Justice and Truth are among the core values of the school. Hence,

despite the suspension of actual social action initiatives, alternative learning

activities will be in place to help students understand, appreciate, and develop a

sense of moral responsibility towards those in need. The general aim is to move

students toward solidarity with the marginalized sectors of society, and advocate

certain principles and goals that are within the bounds of the law of our country and

of Catholic teachings.

Values Education and Social Awareness—

The Hands and Feet of the Online Campus

Two (2) Class Representatives and Assistant Class Representatives will be elected by

each class during the first few weeks of online learning via Genyo. Their primary

task is to represent the class in various online activities and meetings that will be

facilitated by the faculty or the Student Council. Students may also approach their

representatives if they have homeroom related concerns that they wish the class or

the Homeroom Teacher to address. For CSC and LS units, concerns may be coursed

through by the parents directly to the Homeroom Advisers or Subject Teachers.

The MS Student Council Officers have already been elected. The HS will schedule

their SC elections and Míting de Avánce in August also via Genyo. The SC candidates

will be given a chance to conduct an online campaign in July. All SC officers will

prepare student activities that can be conducted online to promote school spirit and

leadership and unify the student body.

Class Representation

We would like to assure all parents that careful and

purposive preparations have gone into the planning

of the online campus, and we look forward to

welcoming the students back come school opening.

Miriam College will continue to rise to the

challenges resulting from this pandemic with a firm

resolve to deliver an education that empowers, like

Mary, to lead in service.

S U BT I T L E T E X T