ENHANCING PPST TEACHING-LEARNING

COMPETENCY DURING PANDEMIC

By: Keith Tristan S. Reyes

Secondary School Teacher III
 OBJECTIVES
A. address SAT Priority Areas
B. bridge learning gaps through interventions and intensify learning gains,
C.enhance teachers of the three classroom observation indicators:

a. Apply Knowledge of Content within and across curriculum teaching areas (PPST Indicator 1.1.2)

b. Plan and deliver teaching strategies that are responsive to the special education needs of learners
in difficult circumstances, including geographic isolation, chronic illness; displacement due to
armed conflict, urban resettlement or disasters; child abuse and child labor practices (PPST
Indicator 3.4.2)
c. Select, develop, organize and use appropriate teaching and learning resources, including ICT, to
address learning goals (PPST Indicator 4.5.2)
 TEACHING AND LEARNING IN TIMES OF
CRISIS
• The teaching and learning process assumes a different shape in times of crisis. When
disasters and crises (man-made and natural) occur, schools and colleges need to be
resilient and find new ways to continue the teaching–learning activities (
Chang-Richards et al., 2013). One emerging reality as a result of the world health
crisis is the migration to online learning modalities to mitigate the risk of face-to-
face interaction.
• However, this sudden shift has resulted in problems especially for learners without
access to technology. When online learning modality is used as a result of the
pandemic, the gap between those who have connectivity and those without widened.
The continuing academic engagement has been a challenge for teachers and
students due to access and internet connectivity.
• Considering the limitation on connectivity, the concept of flexible learning
emerged as an option for online learning especially in higher institutions in
the Philippines. Flexible learning focuses on giving students choice in the
pace, place, and mode of students’ learning which can be promoted through
appropriate pedagogical practice (Gordon, 2014).
• The learners are provided with the option on how he/she will continue with
his/her studies, where and when he/she can proceed, and in what ways can
the learners comply with the requirements and show evidences of learning
outcomes.
• Flexible learning and teaching span a multitude of approaches that can
meet the varied needs of diverse learners. These include “independence in
terms of time and location of learning, and the availability of some degree
of choice in the curriculum (including content, learning strategies, and
assessment) and the use of contemporary information and communication
technologies to support a range of learning strategies” (Alexander, 2010).
• One key component in migrating to flexible modality is to
consider how flexibility is integrated into the key dimensions of
teaching and learning. One major consideration is leveraging
flexibility in the curriculum. The curriculum encompasses the
recommended, written, taught or implemented, assessed, and
learned curriculum (Glatthorn, 2000).
• Curriculum pertains to the curricular programs, the teaching,
and learning design, learning resources as assessment, and
teaching and learning environment.
• Adjustment on the types of assessment measures is a major factor
amid the pandemic. There is a need to limit requirements and
focus on the major essential projects that measure the enduring
learning outcomes like case scenarios, problem-based activities,
and capstone projects. Authentic assessments have to be
intensified to ensure that competencies are acquired by the
learners.
• In the process of modifying the curriculum amid the pandemic, it
must be remembered that initiatives and evaluation tasks must be
anchored on what the learners need including their safety and
well-being.
• Curriculum recalibration is not just about the content of what is to be
learned and taught but how it is to be learned, taught, and assessed in
the context of the challenges brought about by the pandemic. A flexible
curriculum design should be learner-centered; take into account the
demographic profile and circumstances of learners–such as access to
technology, technological literacies, different learning styles and
capabilities, different knowledge backgrounds and experiences - and
ensure varied and flexible forms of assessment (Ryan and Tilbury, 2013
; Gachago et al., 2018).
• The challenge during the pandemic is how to create a balance between
relevant basic competencies for the students to acquire and the
teachers’ desire to achieve the intended outcomes of the curriculum.
• The learners’ engagement in the teaching-learning process needs
to be taken into consideration in the context of flexibility. This is
about the design and development of productive learning
experiences so that each learner is exposed to most of the learning
opportunities. Considering that face-to-face modality is not
feasible during the pandemic, teachers may consider flexible
distant learning options like correspondence teaching, module-
based learning, project-based, and television broadcast.
• For learners with internet connectivity, computer-assisted
instruction, synchronous online learning, asynchronous online
learning, collaborative e-learning may be considered.
 PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS

• Teachers play a crucial role in nation building. Through quality

teachers, the Philippines can develop holistic learners who are
steeped in values, equipped with 21st century skills, and able to
propel the country to development and progress. This is in
consonance with the Department of Education vision of
producing: “Filipinos who passionately love their country and
whose values and competencies enable them to realize their
full potential and contribute meaningfully to building the
nation” (DepED Order No. 36, s. 2013).
• The Philippine Government has consistently pursued teacher
quality reforms through a number of initiatives. As a framework
of teacher quality, the National Competency-Based Teacher
Standards (NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic
Education Sector Reform Agenda (BESRA), and was facilitated by
drawing on the learning considerations of programs, such as the
Basic Education Assistance for Mindanao (BEAM), the
Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
• The Philippine Professional Standards for Teachers, which is built on NCBTS,
complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher
quality in the K to 12 Reform through well-defined domains, strands, and
indicators that provide measures of professional learning, competent
practice, and effective engagement. This set of standards makes explicit
what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes, and eventually quality education. It is
founded on teaching philosophies of learner-centeredness, lifelong learning,
and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire
for personal growth and professional development.
 THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER
TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES.

• Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

• 1. Content knowledge and its application within and across curriculum areas
• 2. Research-based knowledge and principles of teaching and learning
• 3. Positive use of ICT
• 4. Strategies for promoting literacy and numeracy
• 5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
• 6. Mother Tongue, Filipino and English in teaching and learning
• 7. Classroom communication strategies
• Domain 2, Learning Environment, consists of six strands:
• 1. Learner safety and security
• 2. Fair learning environment
• 3. Management of classroom structure and activities
• 4. Support for learner participation
• 5. Promotion of purposive learning
• 6. Management of learner behavior
• Domain 3, Diversity of Learners, consists of five strands:
• 1. Learners’ gender, needs, strengths, interests and
experiences
• 2. Learners’ linguistic, cultural, socio-economic and religious
backgrounds
• 3. Learners with disabilities, giftedness and talents
• 4. Learners in difficult circumstances
• 5. Learners from indigenous groups
• Domain 4, Curriculum and Planning, includes five strands:
• 1. Planning and management of teaching and learning process
• 2. Learning outcomes aligned with learning competencies
• 3. Relevance and responsiveness of learning programs
• 4. Professional collaboration to enrich teaching practice
• 5. Teaching and learning resources including ICT
• Domain 5, Assessment and Reporting, is composed of five strands:
• 1. Design, selection, organization and utilization of assessment strategies
• 2. Monitoring and evaluation of learner progress and achievement
• 3. Feedback to improve learning
• 4. Communication of learner needs, progress and achievement to key
stakeholders
• 5. Use of assessment data to enhance teaching and learning practices and
programs
• Domain 6, Community Linkages and Professional Engagement, consists
of four strands:
• 1. Establishment of learning environments that are responsive to
community contexts
• 2. Engagement of parents and the wider school community in the
educative process
• 3. Professional ethics
• 4. School policies and procedures
• Domain 7, Personal Growth and Professional Development,
contains five strands:
• 1. Philosophy of teaching
• 2. Dignity of teaching as a profession
• 3. Professional links with colleagues
• 4. Professional reflection and learning to improve practice
• 5. Professional development goals
 ACTIVITY
• From the seven Domains, What do you think should be a priority in time of
Pandemic?
• In a group of four make a simple Daily Lesson Plan, apply teaching strategies that
are responsive to the special education needs of learners in difficult circumstances.
• Use appropriate teaching and learning resources, including ICT, to address learning
goals