Session Title Innovative Development for Teachers

Duration 1 hour
Target Participants Sangali NHS and Bolong NHS Teachers
Learning Objectives To familiarize teachers on Innovative Development for Teachers in the New
Normal
References https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full

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Introduction:

The COVID-19 pandemic has  Teaching and Learning Continuity Power point 10 mins.
created unprecedented Amid and Beyond the Pandemic presentation
challenges economically,
socially, and politically across
the globe. More than just a
health crisis, it has resulted in
an educational crisis. During
lockdowns and quarantines,
87% of the world’s student
population was affected and
1.52 billion learners were out of
school and related educational
institutions (UNESCO Learning
Portal, 2020). The suddenness,
uncertainty, and volatility of
COVID-19 left the education
system in a rush of addressing
the changing learning

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landscape.

DO: Call new teachers to

share teaching experience
during their first year of
teaching
DO: Introduce the topic to -Blended Learning 5 mins.
the participants -Distance Learning
- Online Learning
Instructions: List down the
innovations of the new normal
education.

Present the objectives: After the session, the participants will be 5 mins.
 Familiarize with the able to:
Innovative Development  Know the Innovations and
for Teachers in the New Development for Teachers in the New
Normal Normal
 Recognize concerns and  Prepare a school action plan to
challenges in education address the concerns and challenges.

Activity 1:
DO:
Directions: Creatively present
the message of the quoted line:
“It’s very difficult for me to
Learners find the new normal
education very challenging as they are 10 mins
dependent on direct instruction.

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learn on my own in the confines
of my home, but I don’t have a
choice.”
DO: Facilitate the discussion by
asking the following questions. 10 mins

Analysis Technology provides innovative and

1. What is the Role of resilient solutions in times of crisis to
Technology in Learning combat disruption and helps people to
communicate and even work virtually
Continuity?
without the need for face-to-face
interaction. This leads to many system
changes in organizations as they adopt new
technology for interacting and working
(Mark and Semaan, 2008). However,
technological challenges like internet
connectivity especially for places without
signals can be the greatest obstacle in
teaching and learning continuity especially
for academic institutions who have opted
for online learning as a teaching modality.

For many years, students have been

2. What is the Emerging exposed to traditional, face-to-face
theme of teaching and classroom-based teaching. Outcomes-based
learning? education has been integrated into the
curriculum and its implementation, but the
learning delivery is still under the actual
supervision of teachers. Due to ECQ

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students have to shift to independent
learning through the home-based tasks
assigned to them by their teachers.

3. What can you say In an attempt to address the

about the learner’s and disruption of classes and promote
teacher’s learning continuity of learning, teachers immediately
environment? resort to online learning as the most
workable way of delivery of the lessons. In
this new learning setup, students are forced
to stay at home and transfer their
classrooms to the same location. In most
cases, it is often overlooked that learners
come from different home settings and have
different home arrangements.

To address the competencies which

4. What strategic/
were left at the time of the class
innovative approach suspension, discipline-based course
was utilized to prepare mapping was conducted. A series of cluster
the teachers for the meetings by faculty members teaching
new normal? similar courses teaching load were done for
the revision of the unified Home Learning
Plan, Monitoring Plan, integration of the
outcomes-based teaching and learning
strategies using flexible learning platforms
such as distance and online learning
options, and the learning assessment

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strategies suitable for individual student
needs.
Abstraction 10 mins.
Summarize the important points/ Flexible learning capacitation of faculty
presented and discussed was also addressed as online/blended
DO: Facilitate discussion of learning was new to the teachers . The
answers/ provide feedback. division offices conducted an up-skilling
and webinars through series of online
trainings on module development for
flexible learning distance education and the
use of an online learning management
system for faculty members.
Application: 10 mins.
Design an innovative The implementation of the strategic
development school/ response/ action plan entails the
action plan for the next collaborative engagement of all
school year to address stakeholders. The process requires the
the challenges and involvement of the administration, faculty,
concerns. staff, students, parents, and other
stakeholders that enables the institution to
move forward, managing and mitigating
risks successfully
Closure
Teaching and learning continuity amid Schools have to strategically analyse
the pandemic requires an analysis of for best, possible and worse scenarios in
the parameters by which the school the areas of curriculum and instruction,
operates from the perspective of the student engagement, and technology and
stakeholders to include the students, infrastructure.

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faculty, curriculum, and external
stakeholders. By being not only an issuer of educational
DO: content but a master curator of learning
Wrap- up the important resources, teachers like us are designing
points and acknowledge efficient and effective synchronous and
participants for their asynchronous learning activities for
invaluable time and continuous engagement of students.
cooperation. Educators need to design assessment and
grading systems and think on their
purposes and priorities. Encouraging
student learning is the best and not just let
students accountable for their own
learning. Mentors must think that in times
of remote learning, continuous feedbacking
from students on their learning can help
them reflect on their strengths.

Teachers have to be equipped not

only in knowledge but also with positive
values and optimism to accept the
changes brought by the pandemic.

Prepared by : Rosemarie P. Gontinas

MT-I

Noted by: CHRISTINE Y. GUINACARAN,Ph.D.

SSP- II

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