1. Open High School Program in the Philippines:
INSTRUCTIONAL DELIVERY, TEACHER ROLES,
aND RECOMMENDATIONS FOR FUTURE ACTION
Leah Gustilo, Ph.D.
Abigail Del Puerto
Alejandro Ibanez
Carlo Magno, Ph.D.

2. What is Open High School Program (OHSP)
OHSP is an Alternative mode of secondary education that uses distance learning.
Underpinned by BP 232 , ensuring the right of every individual to quality education.
It caters to students who are unable to attend the regular program due to physical and financial constraints.
Open to all Filipinos who have the capacity to do independent and self-directed learning.

3. “For the OHSP to succeed, the learner must be ready for self-directed learning...”
Dr. Lolita Andrada
Source: OHSP: Learning Anywhere and Anytime. Retrieved from:

4. Enclosure no. 2 to DepEd Order No. 35, s
Enclosure no. 2 to DepEd Order No. 35, s. 2012, --Guidelines for Implementaiton
Readiness Level
Appropriate Learning Mode
Not yet ready for independent learning
Transition program/bridging gap.
Teacher-guided and self paced.
Almost ready for independent learning
Blended learning: combination of face-to-face learning and distance/home schooling
Ready for independent learning
Independent learning on their own/Homeschooled with the option to seek teachers’ or experts’ guidance.

5. The Study
Commissioned by FAPE and in partnership with DepEd, DSIC initiated an evaluation of the OHSP implementation in selected private schools
On November 2013 to January 2014, 18 schools with Open High School Program (OHSP) were visited by DLSU and UP researchers to conduct a study on the different components of OHSP.
Focus Group discussions (FGD) with 109 OHSP teachers in selected schools were conducted.

6. What roles do teachers play in an OHSP school?
Research Questions
How do selected private schools deliver instruction in OHSP in the Philippines?
What roles do teachers play in an OHSP school?
What recommendations can be made in order to improve the implementation of OHSP in the Philippines.

7. Delivery Method Findings
OHSP schools under study deliver instruction through face-to-face sessions.
Only one school has integrated the online component of blended learning

8. Schedule of Face to Face Instruction
Type of Meeting F %
Daily 4
22%
Weekends (Saturday and/or Sunday) 10
55%
Saturday and Friday 1 6%
Twice a month 2
11%
Thrice a week

9. Amount of Time per subject in FTF
most subjects are allotted an hour to two hours each

10. Hundred percent of the OHSP classes have instructor-led classroom learning using direct instruction similar to traditional regular teaching , facilitation, and individualized tutoring .

11. Synchronous Component (FTF)
Instructor-led lecture and discussion with the class
(similar to traditional set up)
Instructor-led small group discussion/coaching
Collaborative learning: fast learners help the slow ones
One-on-one mentoring/remedial lessons

12. Synchronous Component Online
Students and teachers meet as a class at the same time in different places using Edmodo (institutionalized)
Facebook chat facility is used by teachers to meet their students online for individualized mentoring (Individualized with those who can manipulate the technology).

13. Asynchronous Component
assigning students activities to do at home using the FAPE modules and/or resources reproduced from traditional textbooks
Utilizing Facebook to scaffold home schooling by posting announcements, assignments, clarifications, and the like.
Although technology is used by teachers to aid distance learning, this is not a reality in all schools at all times.

14. Instructional Materials
FAPE modules, textbooks from regular classes, downloaded materials from links listed in the modules, and Project EASE materials (downloadable from DepEd’s website).

15. The easiest fallback materials that teachers resort to are the textbooks they use in their regular and/or ESC classes.
The majority of the teachers interviewed either supplement FAPE module lessons or replace them with the ones found in the textbooks

16. Important Finding: OHSP instruction is an “extension” of traditional teaching in the regular program.

17. Teachers’ Roles in OHSP
OHSP teachers play multiple roles. Bonk and Dennen’s (2003) framework , which includes pedagogical, social, managerial, and technological roles is a good way to categorize what teachers do in OHSP.

18. Pedagogical Roles conducts individual and group teaching;
simplifies difficult concepts to make them understandable to students
Conducts remedial activities to meet students’ academic needs.
Evaluates student’s learning

19. Social Roles
humanizing teacher-student relationships: they have personalized and individualized their approach to teaching and monitoring students’ progress, using all avenues such as face to face meetings and personal communication through text and Facebook messages.

20. Managerial they individually assign tasks and check them.
they monitor student’s individual progress and provide remediation to their problems.
they keep performance and attendance record of students
they assign students roles such as class president, secretary, messenger (one who texts everyone regarding class updates), and more.

21. Technological
communicate with their students through mobile text messaging, Facebook and Skype.
One coordinator for OHSP has taught his students how to avail of free internet connection though their mobile phones.

22. Results of the means and percentage distribution show that the role with the highest percentage is the managerial role; this is followed by the pedagogical role and the social role.
The technical role has the lowest percentage. It is interesting to note that this result coincides with the present state of affairs in OHSP as the technological component of the program is not yet fully implemented .

23. Psychosocial
The majority of the teachers consider themselves as brothers, sisters, mothers, community workers or counselors to their students. They cry with them and get involved in solving their problems. They went beyond transmitting information and evaluating them.

24. Collaborative
Having a new program with a targeted special population (e.g., drop out, out of school youth, working students, etc), the collaborative role of the teachers basically promotes partnership and positive relationship among other important stakeholders (i.e., parents, colleagues, administration).

25. Why is OHSP an ‘extension’ of Traditional Learning
(1) incomplete and too advanced OHSP modules
(2) Unavailability of OHSP website
(3) lack of proper training of OHSP teachers on how to implement and conduct OHSP classes
(4) teachers’ workload
(5) students’ low capacity for independent learning.

26. Recommendations Revisit OHSP’s objectives, approach, and methodology.
* student and teacher readiness
* mechanics for monitoring and evaluation
Support from all sides
* parents
* school
*government

27. 3. Review Teachers’ workload and compensation
Teachers’ lack of time due to workload may be the reason why they resort to using the instructional materials in the regular program.

28. Make resources available
1. modules
2. Technology component—computers and internet connection

29. “For the OHSP to succeed, the student must be ready for independent learning, the teachers must be ready to teach in OHSP, the school must have the resources, the community must support it, and the government must constantly evaluate its policies and outcomes”