Week 9

Teaching Process Articulation of Teaching Theories and Models in the Classroom

I. ACTIVITY

Answer the following questions. (Individual)

1. How do we teach during this “new normal” with remote, blended, hybrid, and
online platforms?
2. What are your experiences as teachers?
3. How do we teach socio-emotional learning if classes are online or during remote
learning?

During the onset of the pandemic, our institution implemented an online distance
learning modality. Students must attend 2 to 3 days of online classes a week depending
on the complexity of the lesson, while the remaining 2 days will be asynchronous. The 2-
day asynchronous is usually allotted for the formative assessments, written works, and
enrichment activities.
We use Zoom, Google Meet, Facebook Group Chat, and Google Classroom as
our means of communication. During the asynchronous sessions, we use google forms
for their written works and summative assessments.
The sudden shift to ODL is not easy as it sounds. There are lots of factors that
need to be considered; students’ internet connectivity, class engagement, learning
materials, reliability and credibility of student’s assessment, and on top of that their well-
being. Everyday Friday, we upload the budget of work (BOW) for the coming week so they
may be aware of the schedules and tasks needed to accomplish. In my synchronous
classes, especially primary and intermediate levels, I make use of game-based learning
applications, videos, and different approaches which can fit their learning needs. I made
sure that I maximize the technology in my discussions which I have seen as effective. In
addition, students participated and were actively engaged in the learning process. Aside
from that, I was able to capture their interest and at the same time, they can appreciate
that learning is fun and worthwhile. In my synchronous sessions, I post the tasks and
rubrics in google classroom together with the formative assessment that needs to be
accomplished. To ensure that the students will answer written works on time, we inform
them about the deadline for submission and the time at which the form will not accept
responses anymore.
Hence, we all knew that there is no perfect approach to learning because of the
diversity of learners. The major issues and challenges that we experienced during the
ODL modality are as follows:
 • Challenges arise particularly on the reliability of students’ assessments since the
written works and summative assessments were done asynchronously.
• Difficulty in communication with the student who is no longer participating in the
activities and the parents as well.
• Implementation of programs and interventions was limited, therefore, we cannot
cater students who were categorized as nonreaders or below average.
• Completion of requirements of students
• Students, especially JHS, were difficult to motivate. A lot of follow-ups and
reminders to submit their tasks, but, still no submission.
• Schools need to adhere to DepEd’s act that no Filipino learner should leave
behind.
• Not all competencies were met due to the lack of teaching days.

Indeed, ODL is not easy as it sounds. With regard to the socio-emotional learning online,
on Fridays, we typically conducted our homeroom kumustahan to our advisory class for
feedback, checking their progress, and answering students’ concerns. Aside from that
we also conducted extra-curricular activities via online such as quizbee, story telling
contest, and peer activities. On top of that, I still prefer face-to-face classes because
learning and participation is evident.