Teaching and Learning Continuity Amid and Beyond the

Pandemic
ACTION PLAN AND IMPLEMENTATION

A. Identify and Explain B. Goal

As a consequence of the COVID-19 Institutions must recalibrate the
epidemic in the Philippines, the curriculum, capacitate teachers,
research looked into the obstacles and modernize infrastructure, establish a
concerns that arose in the teaching and strategic plan, and analyze all components
learning process. The data was of the plan in order to maintain continuity
acquired from three respondents made in teaching and learning, according to the
up of students and faculty members findings.
and evaluated using an exploratory
mixed-method triangulation technique.
During school lockdowns, it was
discovered that instructors made
changes to their teaching and learning
plans based on the institution's rules.
Due to restricted or no internet access,
the majority of the students had
trouble adhering to the learning
activities and criteria.
C. Planned Strategies D. Actual Outputs
An exploratory mixed-method Strategic Plan in teaching and
triangulation strategy was utilized in learning.
the research. It was used to gather
separate but complimentary data on a
single topic or research goal, bringing
Identify the learners'/students' profile in
together quantitative and qualitative
methodologies' strengths and terms of the following:
shortcomings in a non-overlapping
way (Creswell, 2006). The data utilized
a.1. Flexible learning activities are
as a foundation for the study's analysis
and planning was obtained through preferred.
the use of a mixed method approach.
a.2. Due to ICT limitations, it is difficult to
complete requirements.

a.3. Optional/additional requirements are

 available.

a.4. Input on learning has been received.

a.5. In terms of online capabilities,

objective 2 is to define the profile of
teachers and students in terms of the
following categories:

b.1. Information Technology is available to

anyone.

b.2. Wifi/Internet access is available.

b.3. Internet connection stability.

Objective 3: generate emergent themes
from the pandemic's teaching and learning
experiences and problems.
E. Outcomes
When schools were closed and personal contact was halted, students claimed that their home
environment was not conducive to learning because of several disturbances, including internet
access. As indicated by the students' responses, there were obstacles faced on the side of the
instructors. The faculty must be actively involved in the teaching-learning process. They are
the driving force behind the learning process, and their active engagement as facilitators,
mentors, or coaches to the students will have an impact on the learning results.
Reflection
Covid19 has a global impact. All people's movements are halted and restricted. Some of the
businesses are closed, the parks are closed, and even our school is closed. We won't be able to
go about our daily routine as we did previously. As a student, this is incredibly disappointing,
and we must find other alternatives to continue our studies.
We don't have to stop studying because of this Covid19. We should pay greater attention to
new inventive learning as a result of this new normal. It's difficult to learn without a teacher
because our parents aren't always there. As a result, we'll have to perform our own research
and learn through technology.