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Republic of The Philippines: Lapasan, Cagayan de Oro City

The document describes the author's experience teaching during the COVID-19 pandemic. It discusses how classes were disrupted and the plans and tasks that could not be completed as a result. It also describes the preparedness and response of the Department of Education to the crisis through various learning delivery modalities. Finally, it rates the author's flexibility as an 8 out of 10 and outlines a positive plan to deliver quality science instruction using available resources.

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Leah Mae Rico
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64 views5 pages

Republic of The Philippines: Lapasan, Cagayan de Oro City

The document describes the author's experience teaching during the COVID-19 pandemic. It discusses how classes were disrupted and the plans and tasks that could not be completed as a result. It also describes the preparedness and response of the Department of Education to the crisis through various learning delivery modalities. Finally, it rates the author's flexibility as an 8 out of 10 and outlines a positive plan to deliver quality science instruction using available resources.

Uploaded by

Leah Mae Rico
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines


UNIVERSITY OF SCIENCE AND TECHNOLOGY OF
SOUTHERN PHILIPPINES
Lapasan, Cagayan de Oro City

TERM PAPER

In Partial Fulfillment for


the Requirement in Chem 600
Chemistry Education Workshop

Submitted By
LEAH MAE R. CASING
PHD-Science Education (Chemistry) - I

Submitted To
MARIA THERESA M. FAJARDO, PHD
Instructor/Professor

June 13, 2020


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Write a term paper to contain the following:

1. Write about your experience as a teacher in this pandemic. Describe what happened

to your class, your plans, and the tasks that you were supposed to perform if classes

were not disrupted.

The adoption of learning delivery modalities is widely experienced across

education around the world because of the pandemic. As a teacher, learning delivery

modalities will become my “new traditional model” or the “new normal” in course

delivery. Because of COVID-19, I prepare myself to use technology and open

educational resources in teaching.

My class, my plans, and the tasks that I were supposed to perform if classes

were not disrupted would be imparted to my students. I should have to prepare lesson

exemplar and learning activity sheets in my Science class so that my students would

enrich their skills and abilities in understanding and analyzing the topics. Perhaps, in our

division conducted Webinars on the preparation of our learning delivery modalities.

2. Describe your own organizations preparedness and response to the pandemic. What

were the actions of your educational leaders to combat or to respond to the covid crisis?

Amid the public health emergency due to COVID-19, the Department of

Education (DepEd) remains active and committed to find ways to provide learning

opportunities to all Filipino learners for School Year (SY) 2020-2021. The actions of our

educational leaders to combat or to respond to the covid crisis are having its Basic

Education Learning Continuity Plan (BE-LCP) titled Learning Opportunities Shall Be

Available: The Basic Education Learning Continuity Plan in the Time of COVID-19.
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DepEd announced a greater emphasis on multiple learning delivery modalities such as

blended learning, distance learning, and homeschooling, on top or to replace face-to-

face learning modality in order to reduce possible exposure of learners and teachers to

COVID-19.

3. Rate your flexibility and ability to respond to the crisis form 1-10 with 10 as the

highest. Describe and narrate the things that you realized regarding your school, your

students, your immediate supervisors and yourself in relation to the disruption to our

educational system.

I will rate 8 for my flexibility and ability to respond to the crisis. The teachers in

our school prepare the learning delivery modalities which include traditional face-to-face

learning (limited and have social distancing), distance learning, blended learning, and

homeschooling. These are the things that I realized regarding our school, our students,

our immediate supervisors and yourself in relation to the disruption to our educational

system: learning that is in the form of individualized instruction allows learners to use

self-learning modules (SLMs) in print or digital format/electronic copy, whichever is

applicable in the context of the learner and other learning resources like Learner’s

Materials, textbooks, activity sheets, study guides and other study materials. Learners

access electronic copies of learning materials on a computer, tablet PC or smartphone.

CDs, DVDs, USB storage and computer-based applications can all be used to deliver e-

learning materials, including offline e-books. The teacher takes the responsibility of

monitoring the progress of the learners. The learners may ask assistance from the

teacher via email, telephone, text message/instant messaging, etc. Where possible, the
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teacher shall do home visits to learners needing remediation or assistance. Any

member of the family or other stakeholder in the community need to serve as para-

teachers

4. As we heal as one, describe or design a positive plan that would make it possible to

deliver quality science instruction using available resources in your home, community or

organization as well as what is available and accessible to your students.

As we heal as one, positive plan for learning has profound implication for the

competencies which as a teacher I need to prepare to effectively teach on the new

normal to my students. A generation ago, when teachers could reasonably expect that

what they taught would last for a lifetime, teaching a fixed syllabus of content was at the

center of education in most countries. Today, where individuals can access content on

search engines, where routine rule based knowledge is being digitized or outsourced,

and where jobs are changing rapidly, teachers need to enable people to become

lifelong learners, to manage non-rule-based complex ways of thinking and complex

ways of working that computers cannot take over easily. The past was curriculum

centered, while the present is learner centered, which means that education systems

increasingly need to identify how individuals learn differently and foster new forms of

educational provision that take learning to the learner and allow individuals to learn in

the ways that are most conducive to their progress.


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Goal: A positive plan that would make it possible to deliver quality science

instruction using available resources in my home, community or organization as well as

what is available and accessible to my students.

Table 1. Quality Science Instruction Delivery Positive Plan and Timelines

Implementation Responsibilitie
Resources Timeline
Steps s

I.Prepare Offline
and Online
Learning Delivery Science School Fund June 1, 2020
Modalities for Teacher MOOE to
Quality Science Cash Allowance June 30, 2020
Instruction like LGU
Lesson Exemplars
and Learning
Activity Sheets

II. Develop EBook Science School Fund July 1, 2020


using Kotobee Teacher MOOE to
Author and Kotobee Cash Allowance July 31, 2020
Reader Applications LGU

III. Use the Lesson


Exemplars and Science School Fund August 1, 2020
Learning Activity Teacher MOOE to
Sheets that are Cash Allowance April 30, 2021
converted to EBook LGU
in Science delivery.

IV. Conduct an
action research Science School Fund June 1, 2021
similar intervention Teacher MOOE To
to address Quality Cash Allowance March 31, 2022
Science Instruction LGU
Delivery

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