Task 2: Conduct an Interview Request permission from the school head to allow you to conduct an

interview with a classroom teacher. (In the university, we are not called as classroom teachers but
as instructors or professors since we have varied academic ranks. The designation applies to
basic education teachers perhaps.).
Ask the following questions:
1. What types of instructional materials are used by the teacher?
There are various types of instructional materials we usually used to facilitate and
reinforce teaching and learning. Among them includes the modules that we authored
and devised, instructional decks based from the topics in our learning and course
syllabus, projector and television for viewing as one of the macro skills and research
articles/scholarly readings that we retrieve from credible sources. We blend
conventional and digital IMs in our classes.
2. How are these instructional materials produced and made available to the teachers for utilization?
In the university, we were assigned specific subjects for us to write the content and
frame learning activities based from the Professional Standards for Teachers (PPST) and CMO
# 75, series of 2017. Modules were intellectual properties by the professor in charge. These are
made available for teachers and students in soft and hardcopies. As to instructional decks and
research articles/scholarly readings, we curate them based on their purpose and the needs of
students. The rest of the enumerated IMs are made available by the offices of the dean and the
chairman, mostly procured by the campus/university.
3. Does the teacher utilize self-learning modules for their learners? Yes, absolutely.
How are self-learning modules accomplished by the learners?
Self-learning modules were crafted during the pandemic to continue the
teaching-learning system and were still available during the face-to-face instruction.
Technically, we give soft and hard copies to students under our care as lecture and
activity notes. They serve as reference and record of the discussed topics in the class. In
the absence of the teacher or possible cancellation of classes due to various reasons, self-
learning modules are accomplished by the learners. This means that their learning is
self-directed and its quality – is their choice. We give minimal instructions for them to
follow and relevant questions are encouraged to be posted in various platforms (Group
chat, private and direct messages) for points of clarification.
4. Does the teacher use online learning resources for their learners? How are they utilized?
We are using online learning resources (like EBScoHost and ScienceDirect websites for
researches and references) and for our learners In my case, I also explored online
language tools like Kahoot, Quizziz and Canva when they were once free of charge. The
university also subscribed to Google applications which are very useful for online
discussions. As to face-to-face scheme, Google classroom is utilized for submission and
curation purposes.
5. What are the challenges encountered by the teacher when using instructional materials in
face-to-face, blended, and online learning?
Various challenges include the availability of instructional materials (since we share
resources with other units), poor internet connection for online learning (since we have
limited wifi connections), availability of rooms (infrastructure problems) and class size
(assigned rooms defeat the purpose of accommodating all learners). The most
demandign task then is the provision of quality and teaching ( and hopefully) learning
despite these challenges.