CHED-SIKAP Grant for MSU-IIT – College of Education as Delivering Institution

CHED-SIKAP Grant for MSU-IIT – College of Education as Delivering Institution

by J-Roel Semilla

The College of Education-Graduate Studies is now accepting applications for the CHED-SIKAP Grant of  CHED!

MSU-IIT is one of the universities in the country qualified to implement the CHED Scholarships for Instructors’ Knowledge Advancement Program (SIKAP) starting this first semester of AY 2021-2022.

The SIKAP grant aims to “provide opportunities for Higher Education Institutions’ (HEIs) teaching personnel, or former teaching personnel who wish to go back to the academe, to acquire their advanced degrees”, among others.


  • Doctor of Philosophy in Science Education in Chemistry


  • Master of Arts in Education


Guidance and Counseling

  • Master of Science Education



                   Secondary Mathematics

                   Elementary Mathematics

                  General Science


  • Master of Science in Physical Education

For the admission requirements, please visit: Just tap or click Resources on the same webpage to download the required Admission Forms. Complete all admission requirements and submit documents to that website or

Apply now!

Finnish Professor conducts series of lectures on flexible learning

Finnish Professor conducts series of lectures on flexible learning

The Department of Technology Teacher Education (DTTE) of MSU-IIT College of Education (CED) welcomed their visiting professor, Dr. Hanna Teras, a faculty from School of Professional Teacher Education at Tampere University of Applied Sciences, Finland on January 11, 2021. Dr. Teras is the first visiting professor hosted by DTTE.

As visiting professor, Dr. Teras conducted online lectures on flexible learning modality to faculty members of CED via Google Meet on January 15, 22, February 5, 12 and 19, 2021. 

Three Levels of Thinking and Teaching of Biggs 

In her first lecture, Dr. Teras talked about Keeping the Student Engaged and Motivated in Flexible Learning. She emphasized in her discussion the Three Levels of Thinking and Teaching of Biggs.  According to the Finnish professor, Level 1 thinkers refer to What Students Are. She said that there are two types of students – the good students who are the engaged ones and the poor students who are considered as the less engaged. 

Level 2 thinkers refer to What Teachers Do. She explained that a good teacher is one who is entertaining and uses all kinds of tips and tricks, utilizing various pedagogical teaching tools and methods. However, if students do not learn, the teacher is blamed for his teaching skill deficits.  

The third level of thinking is What Students Do level which she describes as a good learning level. She said that this level is not the result of what the students and teachers are like, but primarily as a result of what the students are doing. 

“Learning takes place through the actions of the students with the help of the teacher taking into consideration the use of appropropriate pedagogical design,” she added. 

Dr. Teras also linked the topic to the results of her study which indicates that to improve student engagement in online learning, there must be a clear learning management system (LMS) design and instructions, accessible materials and activities, as well as having checkpoints such as self-assessment, milestone and feedback. 

Authentic Tasks in Online Learning 

Her second lecture was about Designing Appropriate Authentic Task in Online Learning. Dr. Teras defined authentic learning as a meaningful learning experience that is active, constructive, intentional, and cooperative. 

She said that “authentic tasks involve authentic problems leading students to better understanding and transfer of learning through solving complex problems, creative thinking and collaborative work.” 

Dr. Teras explained that, based on the Authentic Learning Model of Herrington, Reeves, & Oliver (2010), technology enables the creation and sharing of authentic contents and facilitates collaboration in doing authentic tasks. Hence, it is viewed as an effective tool for learning. 

Research-based Teaching

During the fourth session, the Finnish professor presented the topic Research-based Teaching by Conducting Effectiveness Evaluations Through Action Research. She conveyed to the participants that action research is a reflective practice whose results bring a beneficial change to those who are affected by it such as the students, colleagues, department and university in a particular social setting. 

In addition, Dr. Teras said that “it is a form of an experiential cycle of professional development to systematically improve teacher’s practice to benefit our students.”

The last session was devoted to the Consultation and Reflection on Teaching in the InFLex Implementation. The facilitators shared the general reflections of the participants on the training based on the synchronous and asynchronous activities. Dr. Teras provided insights and suggestions on how the training design could be improved. 

Dr. Amelia T. Buan, CED Dean, shared her plans to form a group of peer facilitators in the college to assist and provide stronger support to the faculty in creating a more engaging and flexible learning environment for the students.

Dr. Buan is currently engaged in one of the BUKA Projects which promote equity and access to higher education in Malaysia, Indonesia and Philippines through the use of inclusive instructional design (ID) and learning analytics (LA) in online and blended learning, especially in the context of Open and Distance Learning (ODL).

To know more about this activity, you can read the BUKA REACH Project that supports teachers on innovative flexible learning.

Webinar discussing PE curriculum in the new normal held

Webinar discussing PE curriculum in the new normal held

by Darlton-Ace Tero, CED

The Department of Physical Education (DPE) of the College of Education hosted a webinar on Physical Education Curriculum Standards, Designs and Strategies for Higher Education Institutions (HEI’s) and Department of Education (DepEd) during the New Normal on April 15, 2021. 

The webinar that was held via Zoom featured four education experts from MSU-IIT, Commission on Higher Education (CHED)-Region X, and Department of Education (Central Office) as resource speakers discussing topics on PE curriculum in the new normal and flexible learning.

Prof. Corazon T. Biong, PhD, Chairperson of the MSU-IIT’s  College of Education’s Curriculum Committee and faculty member of the Department of Physical Education, discussed Curriculum Planning, Development, Implementation and Evaluation in the New Normal. 

In her talk, Prof. Biong presented the methods and strategies of the DPE’s implementation of the Innovative Flexible (InFlex) learning-teaching modality, Remote Teaching Learning (RTL) synchronous and asynchronous delivery,  and MSU IIT’S Online Learning Environment (MOLE). She also shared what learning materials can be used and that there are other online resources that can be utilized by PE teachers.

To improve curriculum strategies, Prof. Biong encouraged the participants to partner with local and international HEIs, with CHED and DepEd, and other stakeholders. 

Education Supervisor II of CHED Region X, Ms. Rose Mae T. Lumasag also gave a lecture on Guidelines for Higher Education Institutions in the Implementation of Flexible Learning.

“As to how to continue teaching and learning beyond the usual face to face institution and with the current situation of the new normal is through a ‘Catch Up’ plan of HEIs, which would include specified alternative modes of teaching and learning delivery; contact hour requirements for subjects/programs; modified internship/ OJT activities; adjustment on the assessment of student’s outcomes; and decision on graduation platforms,” Ms. Lumasag said.

She also pointed out that under the leadership of Chairman Prospero E. De Vera III, by virtue of  Republic Act. No. 11469 “Bayanihan to Heal as One Act” and the approved guidelines in the implementation of flexible learning, there is an urgent need to explore other innovative learning modalities that will facilitate migration from traditional ways of doing instruction to flexible teaching and learning options. 

“The learners are differently situated in terms of individual time, places and mode of paces, that is why the innovative options of flexible learning allows customization on the delivery modes in order to respond to the students’ need for them to access quality education in the new normal. Flexible learning will give liberty to the students to choose the kind of delivery mode convenient to them according to the capacity of their resources and convenience to their economic status,” she said.

Ms. Lumasag asserted that teachers of HEIs should provide quality education and not make any reasons to lower down the standards due to the pandemic. Profession enhancement for the faculty developmental plan should also be considered.

Dr. Lordinio Vergara, CHED Technical Committee Member in PE and Sports and Wellness Management, discussed in the webinar the following topics: The Physical Education Teacher Education (PETE) and Proposed Tertiary Curriculum; COVID-19 Crisis Context and Education Response; and Philippine Normal University’s (PNU) Approach to Flexible Learning and PNU’s IPEHRDS Initiatives.

Dr. Vergara said that the 2012 Technical Panel for Teacher Education (TPTE) made a series of meetings and workshops for the review of CHED Memorandum Order No. 30, series of 2004. The said meetings have led to the development of a framework for Philippine Teacher Education in the 21st century, pathways for the undergraduate degree programs, as well as guiding principles and assertions for the revision of the teacher education curriculum. 

He said that the guiding principles of the Current Imperatives for the 21st Century Teacher Education Curriculum led to a greater emphasis on teacher values, 21st century skills and pedagogical content knowledge, expansion of roles and responsibilities that are shared to other professional’s new job opportunities, and personalizing learning for individual students to accommodate greater diversity in different learning context.

Dr. Vergara, who is also the Vice-President of the University Relations and Advancement of the Philippine Normal University (PNU) also talked about the PNU’s approach to learning and PNU-IPHERDS initiatives. He said that PNU’s approach is the “Flexible Learning Delivery”: KAWAY-ARALAN sa BAGONG KADAWYAN. 

He shared that the PNU Outcome-based Teacher Education Curriculum (PNU OBTEC) has an embedded Flexible Learning Activity (FLA) as an instructional design. FLAs are multi- and interdisciplinary activities to support the expected outcome of the course. Most FLAS are done using learning management systems. 

The webinar’s fourth resource speaker was Mr. Jerry F. Crausus, Supervising Education Program Specialist, Bureau of Curriculum Development – DepEd Central Office. His topic focused on K-12 Physical Education Standards, Designs, and Strategies in DepEd During the New Normal.

During his talk, Mr. Crausus cited the difference between the traditional and K to 12 PE. He said that traditional PE is about developing the skill competence in sports and activities, existing resources, has sports-dominated content and is teacher-centered, while the K-12 PE Curriculum is standards-based, has desired learning outcomes, and is learner-centered. 

Mr. Crausus also mentioned that standards (content and performance standards) should be retained, focus still on the attainment of 21st century skills, the codes and tagged materials must be retained for merged and retained competencies, and all learning areas still be taught and must be aligned with the Sulong Edukalidad framework. 

Mr. Crausus pointed out that motivation is important to distant learners and teachers should aim to make a cognitive, affective and psychomotor evaluation that ignores the interruptions in the continuity of learning and includes the individual capacities of the students. He added that the fitness level of the students should always be given consideration and ensure regular movement in order for them to be healthy especially during the pandemic.

To watch a replay of the webinar, you may click here.

CED trains K-3 teachers on design thinking

CED trains K-3 teachers on design thinking

The MSU-IIT College of Education (CED), in partnership with DOST-Science Education Institute and the Department of Education-Regional Office 10, organized an online regional training titled “Design Thinking in K-3 Science and Mathematics Teaching” on April 21-23, 2021.

Sixty-six kindergarten, Grade 1, Grade 2, and Grade 3 teachers from the public elementary schools in the region participated in the three-day activity which was held via Zoom.

The training aimed to promote the Design Thinking mindset to K-3 teachers by letting them experience the Design Thinking process in a series of workshops. Besides making the teachers design thinkers, the training likewise intended to promote Design Thinking amongst K-3 learners. To do this, the participants were tasked to develop lessons in Science and Mathematics that incorporate the principles and processes of Design Thinking. The lessons were critiqued, revised, and prepared for implementation in their respective classes.

The lectures on the importance of early childhood education, characteristics and needs of K-3 learners, and the state of K-3 teaching and learning in the Philippines and in Region 10 also enriched the participants’ understanding of the gaps in the K-3 Science and Mathematics teaching that they may fill in using Design Thinking as an approach to problem solving.

The messages of the DOST-SEI Director Dr. Josette T. Biyo, DepEd-10 Regional Director Dr. Arturo B. Bayocot, Jr., and CED Dean Dr. Amelia T. Buan elaborated the purpose of the training and inspired the participants to actively participate in the sessions.

The training is part of the DOST-SEI’s Project Science Teacher Academy for the Regions (STAR) where MSU-IIT is a partner university. MSU-IIT STAR trainers served as resource persons and workshop facilitators: Dr. Manuel B. Barquilla, Everlita E. Canalita, Jun Karren V. Caparoso, Grace P. Liwanag, Joneil B. Medina, Ivy Claire V. Mordeno, Joan Rose T. Luib, Mary Joy F. Luga, and Charity I. Mulig-Cruz.

CED Dean Dr. Amelia T. Buan, who is a STAR trainer herself also helped facilitate the workshops. Dr. Nick C. Pañares and Dr. Marino O. Dal, regional education program supervisors in Science and Math likewise served as resource persons. Mr. Rex Sario, a Master Teacher of Balogo Elementary School in Pangantucan, Bukidnon was also invited to share his school’s success story in implementing Design Thinking.

 The participants received certificates of completion with 15 CPD credit units. They are expected to cascade the training in their respective schools and divisions within the year.

— Contributed news

Belgian Visiting Prof Talks on Digital Teaching and Researching

Belgian Visiting Prof Talks on Digital Teaching and Researching

by J-roel B. Semilla, CED-DPRE

Through a Google Meet virtual conference, the College of Education (CED) met its third visiting professor, Prof. Dr. Ir. Wim Van Petegem, from the Faculty of Engineering Technology of Katholieke Universiteit (KU) Leuven, Belgium. 

The Belgian professor talked about teaching and researching in a digital world with CED faculty and students during the March 4, 2021 online lecture.

He also discussed with them the different models of digital literacy and emphasized the characteristics of a digital scholar using his Digital Scholar Framework. 

Dr. Petegem said that “a digital scholar is someone who is involved in teaching, research and service, who thinks about how he positions himself in the digital world, and who behaves as an author, storyteller, creator, integrator and networker.”

A digital scholar is someone who employs digital networked and open approaches to demonstrate specialism in the field, he added.

During the question and answer session, Assoc. Prof. Onnah Pierre P. Talle of the English Department of the College of Arts and Social Sciences asked Dr. Petegem what was the most important in his Digital Scholar Framework: teaching, research, or service.

“I think they are all important in a way that the turning arrows symbolize that you cannot teach without doing research if you want to become a digital scholar. Even as a teacher, you always have to ask yourself, ‘Am I doing it the right way?’ and trying to answer the question means that you engage in research. And as a teacher and researcher, you have a responsibility towards society particularly to your students”, the Belgian professor said. 

As part of his visiting professorship, Dr. Petegem has a consultation session with the different research groups of CED on March 8, 10, and 11, 2021, to guide the teams in the initial steps of their research projects. 

A follow-up consultation will be conducted on July 5, 8, and 14, 2021 to help the teams in the analysis and discussion of their data. The final output of this endeavor will be a paper presentation or publication so that the CED researchers can share with others the results and insights gained from the research projects.

Dr. Petegem was the head of KU Leuven’s Media and Learning Center from 2001 to 2012. Later, he became Director of the Teaching and Learning Department. He regularly gives training in different countries on innovation in education. He is actively involved in different networks of universities to improve education in an international context. 

Dr. Petegem is also a regular panel member of review committees to assess the quality of education in Flanders and the Netherlands, and a partner in many implementation and development projects financed by the European Commission. 

Dr. Petegem’s lecture was also live-streamed through CED-AVMC’s Youtube channel and was hosted by the CED’s Department of Professional Education.

Topics : digital world  digital scholar

DTTE conducts Webinar Series on Technical-Vocational Education

DTTE conducts Webinar Series on Technical-Vocational Education

by J-Roel Semilla

To provide relevant and timely information on teaching in an Innovative and Flexible (InFlex) modality, the Department of Technology Teacher Education (DTTE) conducts webinar series on technical-vocational education in collaboration with partner universities and TESDA on November 18, 23, 24 and December 4, 2020.

Delivered through Google Meet and Zoom platforms, the department invited competent speakers to share their expertise in skills transfer, competency-based instruction, and research. It was also simultaneously aired in Youtube so that the majority of the participants could attend.

In the first session, Dr. Romeo S. Ebonite, the speaker from Technological University of the Philippines (TUP) Manila, talked about How the Pandemic has Impacted Technology Teacher Education in the Philippines pointing out the main challenges of administrators and teachers such as professional development, resistance to change, new schooling models, delivering informal learning, failures, and personalized learning.

To adapt to these challenges, the speakers told the participants to use the three As: Adapt to the new normal; Adopt strategies most appropriate to the current situation; and, Adept under strategies technologies of modes of teaching and learning deliveries.

The next webinar was about The Teaching of Technology Education Subjects in the Time of Pandemic. Dr. Gaspar S. Gayona, a resource speaker from TESDA Regional Office VI, described an effective educator of the 21st century who is a collaborator, visionary, and one who is culturally-sensitive to provide equity in order to create a highly engaged classroom. She said “Good teachers create an environment of students working together as active learners. Hence, powerful learning demands a well-prepared teachers in and out of the cyberspace.”

Moreover, Dr. Gayona also pushed to infuse the thinking process into the curriculum by utilizing higher-order learning outcomes, increasing the use of project work and in-course assessment, and incorporating a large-scale real-world case study to integrate content, thinking, and other process skills across the curriculum.

For session 3, the topic was about The Role of TESDA on Skills Transfer Among Technology Education Students in the Time of Pandemic with Dir. El Cid H. Castillo. The speaker from TESDA Bukidnon Provincial Office underscored the United Nations sustainable goals which are no poverty, zero hunger, quality education, and decent work and economic growth which are aligned with the long-term vision of the Philippines by 2040.

As a government agency which manages and supervises technical education and skills development in the country, the primary goal of TESDA is expressed in the slogan Abot Lahat. Dr. Castillo said, “We must win the hearts and minds of the people through TVET as a solution in stamping out the cause of poverty, what TESDA does directly impacts on the lives of the people.”

The speaker also promoted the e-TESDA open educational resource and encouraged the participants to avail such a program. The TESDA Online Program (TOP) aims to make technical education more accessible to Filipino citizens through the use of information and communication technologies. It provides an effective and efficient way to deliver technical education and skills development services to a wide range of users at a lesser cost.

In the fourth session, Dr. Paulito C. Nisperos, from Don Mariano Marcos Memorial State University, discussed Competency Based Instruction in Remote Teaching and Learning. He explained that competency-based instruction is a framework that reconsiders time, space, appraisal, and other central components of training to guarantee all students build up the abilities they need to succeed. Competency-based learning or CBL is custom-made to meet diverse learning capacities and prompt more productive results.

Dr. Nisperos reminded the school-leaders that “as we embark on this journey toward embracing online learning, the school leaders and decision-makers should not forget the students and families who may be put at a disadvantage because of the current problems on equitable access to education and lack of funding.”

He further noted that every child has the right to high-quality education, so the decision to move online should not make high-quality education a privilege only for those students who can access the internet. As educators, his role is to break down barriers that prevent students from accessing and enjoying high-quality education. In this new normal, to uphold the right to high-quality education is to provide multiple pathways to learning that can accommodate every student.

The fifth session was about Design Thinking in Technology Education with Dr. Sasiteph Pitiporntapin, a speaker from Kasetsart University, Bankok, Thailand. Before the fifth session took place, the DTTE department together with the CED Dean, Dr. Amelia T. Buan organized a 2-day consultation with the resource speaker.

Since design thinking is commonly applied in Science and Mathematics, the consultation was done to establish the relevance of applying design thinking concepts in the field of Technology Education through product design and development. A questionnaire was sent to determine the needs, perception and acceptance of the participants about Design Thinking as an approach in the classroom and as a research methodology.

During the webinar proper, Dr. Pitiporntapin defined design thinking as a creative problem-solving process, to create meaningful solutions to prototype, solve complex problems, and understand the users and designer’s tool kit to integrate the needs of people.

He said further that “Since we have experiences when it comes to designs in terms of chairs, toilet, room numbers and even a nonstick frying pan, design thinking is very significant to overcome these problems by allowing us to think outside the box.”

In the final session, Dr. Sarah O. Namoco, a speaker from the University of Science and Technology of Science and Technology – Cagayan de Oro, talked about Research in Technology Education in the New Normal. The discussion went to quantitative and qualitative forms of research. Research objectives and questions must fill in the gap which is the discrepancy between what is known, what should know, and what to answer.

She stressed that the next time when we look at the research, we should not look at it as a puzzle that is difficult to decipher, but instead a problem that needs an immediate solution. Although the time was very limited, her talk was clear and comprehensive.

Overall through this webinar series, DTTE aims to strengthen it collaboration with other higher educational institutions, TESDA, and other stakeholders for future endeavor particularly in instruction, research and extension.