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    Silva, Marlon Ar

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    Teacher Ronel SDO Navotas
    1. The document discusses the challenges Technical and Vocational Livelihood (TVL) teachers face in teaching skills-based subjects under the new distance learning normal due to the COVID-19 pandemic. 2. Some challenges identified include developing self-learning modules, crafting lesson plans for practical skills, creating instructional materials, and assessing student learning. 3. The researchers recommend providing teachers with training and workshops on distance learning strategies, monitoring lesson implementation, and collaborating to address issues through learning action cells.

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    Silva, Marlon Ar

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    Teacher Ronel SDO Navotas
    50 views1 page
    1. The document discusses the challenges Technical and Vocational Livelihood (TVL) teachers face in teaching skills-based subjects under the new distance learning normal due to the COVID-19 pandemic. 2. Some challenges identified include developing self-learning modules, crafting lesson plans for practical skills, creating instructional materials, and assessing student learning. 3. The researchers recommend providing teachers with training and workshops on distance learning strategies, monitoring lesson implementation, and collaborating to address issues through learning action cells.

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    1. The document discusses the challenges Technical and Vocational Livelihood (TVL) teachers face in teaching skills-based subjects under the new distance learning normal due to the COVID-19 pandemic. 2. Some challenges identified include developing self-learning modules, crafting lesson plans for practical skills, creating instructional materials, and assessing student learning. 3. The researchers recommend providing teachers with training and workshops on distance learning strategies, monitoring lesson implementation, and collaborating to address issues through learning action cells.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    50 views1 page

    Silva, Marlon Ar

    Uploaded by

    Teacher Ronel SDO Navotas
    1. The document discusses the challenges Technical and Vocational Livelihood (TVL) teachers face in teaching skills-based subjects under the new distance learning normal due to the COVID-19 pandemic. 2. Some challenges identified include developing self-learning modules, crafting lesson plans for practical skills, creating instructional materials, and assessing student learning. 3. The researchers recommend providing teachers with training and workshops on distance learning strategies, monitoring lesson implementation, and collaborating to address issues through learning action cells.

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    Republic of the Philippines

    Department of Education
    National Capital Region

    SCHOOLS DIVISION OFFICE OF NAVOTAS CITY


    Bagumbayan Elementary School Compound
    M. Naval St., Sipac-Almacen, Navotas City
    Telephone Number: 83327764/83555032/82755239/83327985/
    Website: depednavotas.ph / Email: navotas.city@deped.gov.ph / Facebook: DepEd Division of City Schools, Navotas

    THE CHALLENGES OF TECHNICAL AND VOCATIONAL LIVELIHOOD (TVL) EDUCATION IN THE NEW NORMAL
    SETTING AT SAN ROQUE NATONAL HIGH SCHOOL
    RONEL B. GERAILLO
    ABSTRACT
    The world has faced an abrupt change due to the COVID-19 pandemic. The education sector has its equal share of birth pains as the Department of
    Education strives to adapt and shift its delivery using distance learning. Teaching skills-related subjects in the new normal were challenging. Teachers
    were required to have dynamic learning activities that allowed the transfer of information and the ability to use one's knowledge effectively and readily
    in execution or performance. Teachers of the subject often used apprenticeship, demonstration, performance tasks, and role-playing. However, they are
    also expected to go beyond. The return of face-to-face teaching, lack of self-learning modules, and assessment procedure for differentiated learning
    modality are some of the problems TVL teachers encounter. The study aimed to further explore and investigate the adaptation done by TVL teachers as
    they execute the teaching-learning process of skill-based subjects and what is the solution they made. This would further be assessed on how to
    improve the best practices and adapt it as a systematized program for TVL subjects. Given the circumstances, TVL teachers are expected to come up
    with out-of-box responses.

    INTRODUCTION RESULTS AND DISCUSSIONS

    Following the Department of Education (DepEd) The Technical & Vocational Livelihood (TVL) Education in
    Memorandum No. 012 Series of 2020 or the Adoption of the the New Normal has been challenging. The researchers,
    Basic Education Learning Continuity Plan for School Year therefore, recommended that school leaders may provide
    2020-2021 in light of the COVID-19 Public Health Emergency,
    intensive support to the teachers through relevant pieces of
    the DepEd developed a package of education interventions
    called Basic Education Plan (BE-LCP), Learning Continuity training and workshops to cope with the new education
    streamlined the Most Essential Learning Competencies system in addition the teachers and school leaders may also
    (MELCs) to be delivered in multiple learning modalities and focus on monitoring and evaluating crafting lesson
    platforms. The BE-LCP also serves as a response to the basic exemplars, developing instructional materials, delivering
    education challenges brought about by the COVID-19 content, and assessing learning progress.
    pandemic.
    In developing the BE-LCP, the DepEd initiated a collective The teachers may participate in the training related to their
    effort from the internal and external stakeholders in designing challenges in Face to Face Differentiated Learning in
    a learning education strategy and operational directions to
    collaboration with school, division, regional, and national
    ensure the health, safety, and well-being of all the learners,
    teachers, and personnel of the DepEd. Additionally, the BE- offices. Teachers may conduct School Learning Action Cells
    LCP aims to ensure learning continuity through K-12, facilitate that primarily address the challenges in education.
    the safe return of teaching and non-teaching personnel, and
    learners to workplaces and schools, and community learning REFLECTION
    centers (CLCs), be amenable to equity considerations and
    concerns, and finally to link and bridge the BE-LCP to DepEd’s Technical Vocational-Livelihood or TVL in the new
    pivot under the framework of Sulong EduKalidad and Futures normal faced challenges in the administration of best-fit
    learning modality. Given that the competencies remain the
    STATEMENT OF THE PROBLEM same and flexible, learning options were made available
    1. Competencies to be used in differentiated learning options are
    made available upon implementing the TVL curriculum, upon the implementation of the TVL curriculum, there were
    reservations on the effectiveness of the implementation of
    2. Why is there need to evaluate the experiences of the teachers the strategy.
    and course implementors to identify the challenges related to Based on the findings, the researchers found out the
    the delivery of these courses in different modalities and
    platforms to possibly suggest policy changes. challenges in crafting lesson plans, instructional material,
    delivery of content, and assessment. In crafting the lesson
    METHODOLOGY plan, the primary challenges were contextualization of the
    The participants for the study were TVL Senior High School activities for practical application and the development of
    Teachers of San Roque National City High School. Four (4) teachers activities that were appropriate for distance learning.
    are handling the TVL subject for School Year 2022-2023. TVL For making instructional materials, TVL teachers
    teachers were composed of industry practitioners, holders of National perceived crafting of school based SLM and worksheet,
    Certificates, and/or with Trainer’s Methodology issued by the administering instructional materials, and providing a further
    Technical Education and Skills Development Agency (TESDA). They explanation or deepening of concepts as key tasks
    have relevant experience in the subject assigned to them to ensure
    the alignment of the subject with the dictated standards from the REFERENCE:
    industry. . Yunos, J. M., Sern, L. C., Kiong, T. T., & Hamdan, N. H.
    The researchers utilized validated survey questionaries
    about the challenges of TVL education in the new normal. Questions (2016). THE ISSUES AND CHALLENGES OF VOCATIONAL
    were crafted and validated by subject matter experts. Then, the TEACHER EDUCATION PROGRAM. Proceedings of the
    researchers conducted to sample of the population and then 1 St Annual International Seminar on Transformative
    evaluated. the data gathering tool was administered to the target
    participants. This guide gathered different information from the
    Education and Educational Leadership.
    participants to understand and identify intervention for the problem
    Prepared by: Noted by:
    RONEL B. GERAILLO OLIVAL B. CRUZ Ed. D
    T-II PRINCIPAL IV – San Roque National High School

    ISO Certified:
    P a s s i o n... P u r p o s e . . . P r o d u c t i v i t y . . .
    9001:2015 SDO Navotas City, U N O !

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