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More Happenings at FEU Cavite


Stronger Partnerships in Facing the Future

FEU Cavite Basic Education and Senior High School building won the “People’s Choice Award” in the Haligi ng Dangal 2020

With Ar. Daniel Lichauco of Archion Architects, the building resonated the Filipino design and architecture while promoting spaces for students of FEU Cavite that are excellent for learning.

Aside from providing well-ventilated and cozy architecture, and conveniently-sized rooms, the building inspired collaboration between architects to make enduring works that reflect what we value as Filipinos.

BED i-TAMS e-Learning

The FEU Cavite BED iTAMS 

iTAMS stands for Integrative, Technology-empowered, Adaptive, and Multimodal Schooling learning approach.  


Learners from Preschool to Grade 3 (Early Childhood) are guided through “Thematic Learning or Thematic Instruction” – a way of teaching and learning where emphasis is given to choosing a specific theme for the teaching of one or many concepts. Areas of the curriculum are connected together and integrated within a theme.  

Students from Grades 4 to 10 (Elementary and Junior High School) are given either performance-based or outcomes-based projects employing “Integrative Learning” – a way of learning where students apply the concepts they learned from the lessons from different related subjects. 


Teaching and learning will happen remotely for most parts of the school year. Delivery of instruction will be through CANVAS and/or via age-appropriate learning platforms for pre-K to Grade 10 learners. CANVAS is the school’s Learning Management System (LMS).  To know more about CANVAS, please visit 


Curriculum has been reviewed, revised, and enriched to align with the Department of Education’s Minimum Essential Learning Competencies (MELCs) and the school’s vision, mission, and aspiration. The curriculum adapts to the different flexible learning strategies that the school will use to best serve the needs of the students. 

Multimodal Schooling 

FEU Cavite BED uses flexible learning options such as online distance learning, modular distance learning, and blended learning. Online distance learning (ODL) and/or modular distance learning (MDL) will be adopted for the first two (2) quarters. If and only when GCQ is lifted, then, blended learning will be implemented. Necessary information and orientation about health and safety protocols will be disseminated accordingly.  

Online Distance Learning (ODL) for Pre-K to Grade 3 Learners

 Guided pure online learning for the 1st quarter or until the official announcement of a pandemic-free condition is made  

  • Assigned class groups: maximum of three (3) Preschool, four (4) Grade 1, and four (4) Grade 2 learners per group 
  • Scheduled synchronous activity: virtual discussion/video conferencing led by the teacher to ensure interactive and engaging learning experiences and virtual discussion/video conferencing with parents or guardians for consultation and feedback 
  • Scheduled asynchronous session: completion of online activities, study guides, and learning modules 
  • Recorded learning resources: video lectures/discussions prepared by the teachers and uploaded on CANVAS or other online platforms 
  • Flexible assessment: based on learner’s readiness as reflected in the Mastery Learning Path 


Time MONDAY Synchronous Tuesday Asynchronous Wednesday Synchronous Thursday Asynchronous Friday Synchronous 
8:00-8:30 ECEssion 1: “All About Myself” Group A  ECEssion 2: “All About Myself” Group A ECEssion 3: “All About Myself” Group A ECEssion 4: “All About Myself” Group A ECEssion 5: “All About Myself” Group A 
8:30-9:00 BREAK 
9:00-9:30 ECEssion 1: “All About Myself” Group B ECEssion 2: “All About Myself” Group B ECEssion 3: “All About Myself” Group B ECEssion 4: “All About Myself” Group B ECEssion 5: “All About Myself” Group B 
9:30-10:00 BREAK 
10:00-10:30 ECEssion 1: “All About Myself” Group C ECEssion 2: “All About Myself” Group C ECEssion 3: “All About Myself” Group C ECEssion 4: “All About Myself” Group C ECEssion 5: “All About Myself” Group C 
10:30-11:30 LUNCH BREAK 
11:30-12:00 ECEssion 1: “All About Myself” Group D ECEssion 2: “All About Myself” Group D ECEssion 3: “All About Myself” Group D ECEssion 4: “All About Myself” Group D ECEssion 5: “All About Myself” Group D 
12:00-2:30 – ECEssion with Parents (Groups A-D) – ECEssion with Parents (Groups A-D)  

Synchronous (S): live/virtual/online class (average of 30 minutes, three times a week) 
Asynchronous (AS): online modules, reading/writing activities, pre-recorded videos, art projects, etc. (average of 1 hour for pre-K and Kinder and 2 hours for Grades 1-3) 

Online Distance Learning (ODL) for Grades 4 to 10 Students   

A combination of Synchronous and Asynchronous activities/sessions will be used for instructions in all subjects. 


Period Time Monday and Thursday Tuesday and Friday Wednesday 
8:00-8:45 Math (S) Science (S) Asynchronous Activities 
9:00-9:45 Math (AS) Science (AS) 
10:00-10:45 English (S) MAPEH (S) 
11:00-11:45 English (AS) MAPEH (AS) 
1:00-1:45 TLE (S) AP (S) 
2:00-2:45 TLE (AS) AP (AS) 

Synchronous (S): live/virtual/online class
Asynchronous (AS): independent work, consultations, CANVAS modules 

ODL Technical Requirement  

Optimizing ODL experience 

GADGET Computer 5 years old or newer (if possible) 1GB of RAM and 2GHz processor 
Smart Phone or Tablet Android apps require version 5.0 or later iOS apps require version 12 or later All Android and iOS support the two most recent versions of their respective operating systems 
INTERNET  CONNECTIVITY Minimum of 512Kbps speed 
SUPPORTED BROWSERS Chrome 80 and 81 Firefox 75 and 76 Edge 80 and 81 Safari 12 and 13 (Macintosh only) 

For your information:

Distance Learning takes place between the teacher and the learners who are geographically  remote from each other during instruction. Three (3) types: 

  • Online distance learning 
  • Modular distance learning 
  • TV/Radio-based instruction 

Blended Learning is a combination of face-to-face and online distance learning, modular distance learning, and/or TV/Radio-based instruction. 

Please connect with us: 

  • BED iTAMS Primer will be sent to your email for other details.  
  • For comments, questions, and other concerns related to this, please send them to  
  • Follow our official FB pages for updates: 



FEU Cavite Employees 100% Vaccinated against COVID-19

FEU Cavite is a safe place: Employees 100% Vaccinated against COVID-19

In an effort to provide a safe and secured environment to its community, FEU Cavite continues to implement stringent health and safety protocols and adheres to the guidelines set by the government. FEU Cavite employees are now 100% #TamBakunado or fully vaccinated against COVID-19 and are now preparing for the face-to-face classes.

All employees reporting physically on campus and guests are still required to wear face masks, accomplish the daily health checklist, undergo temperature check upon entry, practice social distancing, frequent handwashing, and sanitizing. Since the onset of the COVID-19 pandemic, different areas in Basic Education, Senior High School, and Higher Education departments are equipped with alcohol dispensers and handwashing stations, isolation tents, and signages that would help implement safe distancing.

On December 17, 2021, in partnership with the Municipality of Silang, Tamaraws from 12 to 17 years old will take their 2nd jab of #TamBakunado: Vaccination Program at the Basic Education and Senior High School Building.

Congratulations, Sir Moses!

FEU Cavite Higher Education Department Chair of BSBA Accountancy and Business Administration Programs presented his paper to the 9th National Business and Management Conference.

Mr. Moses Manalang, Department Chair of FEU Cavite Higher Education BS Accountancy and Business Administration Programs, successfully presented his research paper entitled “Exploring Necessity Entrepreneurship in the Philippine” to the 9th National Business and Management Conference with the theme “Publish and Flourish: Strengthening Business Education through Research and Capacity-Building” on November 20, 2021.

Mr. Manalang wrote about necessity entrepreneurs who are driven to enter into their own business out of need earn a modest living, and how they mobilize their resources. He also differentiated this type of entrepreneur from an opportunity entrepreneur who engages in a business by choice.

Here is the abstract of his paper:

Little has been written about the necessity entrepreneurs particularly on how they mobilize resources before starting their business. Most of the scholarly articles about this group describe them as unemployed, low-skilled individuals, undercapitalized but still pursue their venture to earn a modest amount just to get through the day for them and their families. In short, necessity entrepreneurs are forced to entrepreneurship contrary to most literature that entrepreneurship is a choice.

The research questions I intend to address in this study are:
1. How do Filipino necessity entrepreneurs mobilize resources to start a venture?
2. How do Filipino necessity entrepreneurs’ resource mobilization process (resource
optimization or resource bricolage) differ from that of the opportunity entrepreneurs?

This study will spotlight necessity entrepreneurs’ resource mobilization and compare it with opportunity entrepreneurs using Desa and Basu (2013) resource mobilization framework. The resource dependence theory (RDT) and the resource-based view (RBV) are the theoretical underpinnings considered in this study to explain the resource mobilization dynamics of necessity entrepreneurs.

Bases on this conceptual framework, I propose the following:

Proposition 1a: Necessity entrepreneurs see no alternative for earning money but to be self-employed forcefully setting their limit to procure resources, are more likely to adopt material resource bricolage.

Proposition 1b: Necessity entrepreneurs who are low-skilled and can’t even be gainfully employed tend to utilize self-taught skills acquired from their home industry are more likely to adopt skill resources bricolage.

Proposition 2a: Opportunity entrepreneurs belong to the upper end of the earnings distribution which means they can procure resources are more likely to adopt material resource optimization.

Proposition 2b: Further, opportunity entrepreneurs, who possess a high human endowment that enable them to innovate products using their skills are more likely to adopt skill resources optimization.

A positivist multiple case study research design will be used to approach the aims of this study. On a positivist paradigm, data will be taken “as is”. In-depth interview will be the main activity in collecting data using a semi-structured interview guide. Positivist case study will involve pattern matching technique in data analysis to confirm if the Case narratives follow the pattern of the framework or whether the interview results are congruent to the propositions presented. Rival explanations will be sought when patterns do not coincide. A case study protocol is also developed to allow the logic of replication. Data collection through semi- structure interview of selected cases is on-going.

necessity entrepreneurship, resource mobilization, bricolage, resource optimization, resource- based view, resource dependence theory, case study.


Mathematics Teachers Association of the Philippines – Tertiary Level

International English Language Teachers Association – Philippines

FEU Cavite Higher Education Department signed a Memorandum of Agreement and Memorandum of Understanding with the International English Language Association – Philippines (IELTA PH) on November 18, 2021.

FEU Cavite will host the 2021 national conference of IELTA PH on November 20, 2021 via Zoom. With the theme Expanding One’s Horizon: Recognizing the Importance of Professional Growth and Personal Development, back-to-back webinars will be delivered by resource speakers from FEU and IELTA PH.

Topic: Student-Centered Learning: Facilitating ELT Classrooms in the New Normal
Speaker: Dr. Aisa Arlos, FEU’s Director of Quality Assurance Office

Topic: Essence and Essentials of Integrating Speaking, Reading, and Writing Skills
Speaker: Dr. Lucky Cario, Department of Education – Manila and IELTA Honorary Member

FEU Cavite Higher Education Department in partnership with the Mathematics Teachers Association of the Philippines – Tertiary Level will hold a faculty development webinar workshop series with a theme Mathematics Teaching beyond the New Normal.

On November 20, 2021, Mr. Guillermo Bautista, Jr. of UP NISMED will talk about the topic “Teaching Mathematics through Problem Solving with Geogebra” via Zoom.

BED Book Month

Reading, in this day and age, has become even more important. It is considered the pillar of literacy. Promoting literacy is essential to prepare the youth for success. Beyond the functional level, being literate plays a significant role in transforming students into socially engaged citizens. Being literate means being able to communicate effectively, understand and cope with current events, and be equipped well enough for the challenges of life.

Pursuant to DepEd Order N. 029 s. 2021, commemorating November as Literacy and Information Services Month and Celebration of National Book Week by National Commission for Culture and the Arts, National Committee on Libraries and Information Services, Philippine
Librarians Association, National Library of the Philippines, and Cultural Center of the Philippines, FEU Cavite takes these celebrations as an opportunity to leverage and address the academic climate and needs of the children.

The activities proposed for this annual celebration are in preparation for the students to improve their reading performance and develop a love for reading (future-ready learner) through exposing them to societal issues that need to be addressed especially during these trying times. It is also a wonderful opportunity to inculcate values among the learners (values-driven) as they are the next stewards of our environment and future leaders in their chosen field.

Schedule of Activities

November 12Launching
November 15 to 19Outcomes: Book Cover
November 23Outreach: Read Aloud
Getting Engaged in Reading with Parents and the Community
November 29 to December 3Outstanding: PAD-Cast
(Pondering and Discovering Books)


Leadership Initiative for Future-Ready Tamaraws or LIFT

The Leadership Initiative for Furture-Ready Tamaraws or LIFT is a student leadership development program of the Basic Education Department Student Affairs Office which generally aims to provide various training and development activities/programs for FEU Cavite student-leaders and students.

Specifically, this program aims to:

  1. Provide leadership education and training for aspiring student leaders and those who have been actively involved in student organizations;
  2. Develop continuously the leadership skills and competencies of incumbent officers of recognized student organizations;
  3. Instill appreciation and love for learning among FEU Cavite Tamaraws in all aspects be it from co-curricular or extra-curricular activities; and
  4. Involve FEU Cavite students in activities that will enhance their self-awareness and sense of social responsibility.

Calendar of Activities:

November 3Initial Meeting
November 17Asynchronous
Topic: Getting to Know One’s Strengths and Weaknesses
Individual Training and Development
December 1Synchronous
1st session Student Leadership Training
Topic: What is Leadership? Who is a Leader?
Individual Training and Development
December 15Asynchronous
Topic: Essential Leadership Skills
Individual Training and Development
February 16Synchronous
2nd session Student Leadership Training
Topic: Team Work and Collaboration
Group Training and Development
February 23Asynchronous
Topic: Building Effective Relationships
Group Training and Development
March 16Synchronous
3rd session Student Leadership Training
Topic: Mid-year Team Building Activity
Group Training and Development
April 6Asynchronous
Topic: Creating a Shared Vision
Group Training and Development
April 20Synchronous
4th session Student Leadership Training
Topic: Global Citizenship
Community Training and Development
April 27Asynchronous
Topic: Community Involvement
Community Training and Development