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Reflective Summary

The document discusses two science teachers at a high school in Cebu City adjusting to distance learning during the COVID-19 pandemic, including initial challenges without in-person experiments and lectures, and exploring new teaching strategies like project-based learning to engage students remotely.

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Rhisia Rabor
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50 views1 page

Reflective Summary

The document discusses two science teachers at a high school in Cebu City adjusting to distance learning during the COVID-19 pandemic, including initial challenges without in-person experiments and lectures, and exploring new teaching strategies like project-based learning to engage students remotely.

Uploaded by

Rhisia Rabor
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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Carreta Night High School is one of the few schools here in Cebu City.

As schools began to close


in second week March due to COVID-19, educators were tasked with finding new ways to
continue teaching their students with little time to prepare. We had the opportunity to speak
with two teachers at the very beginning of the school closures (March), then again at the end of
the school year to learn about their adjustment to distance learning. They reflected on the
changes in their approaches, what strategies worked best for their students, and how they are
preparing for the upcoming school year.

Being a teacher in science, initially it was really impossible for us to teach the subject in this
pandemic period. In regular days, we used to do experimenting of a particular subject matter in
the morning session so that students can see and feel the outcome result, cause and effect. On
the same afternoon, we used to conduct lecture on the same topic. However, all of a sudden,
we have entered into a virtual world of teaching and learning after a country-wide lockdown
was announced. Neither could we do experiment nor take lectures in a lecture classroom in
front of the students. The situation was extraordinary, and no one had any clue how to
continue the teaching–learning process. Initially, few faculties started with sending ppts and
YouTube links to make the process fruitful, but the students did not find it useful and there was
lot of confusion regarding the method of teaching to be adopted. Few institutes started with
online teaching using platforms such as Zoom, Weber and Google Meet.
When I think about it, it’s like the pandemic was the noisiest and biggest wake-up call on so
many levels, one that we didn’t want, at least not in this way. It has pushed us to think critically
not just about our daily lives, but also about what we are doing in our classrooms and in our
schools. When processing thoughts and feelings about this pandemic, something that is so
negative and has disrupted our lives so greatly, I think it’s important that we find a way to
leverage our experiences to our advantage.
Although this is a very challenging time in the world, it is an opportunity to do more for our
students and in an individualized way. We can have our students engage in unique ways to go
beyond just the content and the curriculum they might be learning if still in their physical
classroom setting. By focusing our efforts on bringing in concepts such as project-based learning
(PBL), place-based learning, STEAM curriculum, entrepreneurial ventures, and genius hour, our
students will have more independence and the opportunity to drive their learning, now more
than ever before. With these options, we provide opportunities not only for our students to
explore new ideas, but also to create and build essential skills, regardless of when or where
learning takes place. We have the opportunity to innovate and reimagine learning. But we must
continue to reflect and share our experience with others, because we are truly better together.

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