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Name: Year: Subject: Assessment Ii Date: Instructor/Professor: MR. ROMEO REDULLA

To ensure students are learning during online instruction, the teacher should: 1) Design simple lessons with clear instructions and accessible resources. 2) Use a single, stable online platform for consistency. 3) Focus on long-term, student-driven projects with checkpoints to promote autonomy. 4) Create personalized touchpoints like emails and comments to maintain human connection.

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Normina Cagunan
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159 views

Name: Year: Subject: Assessment Ii Date: Instructor/Professor: MR. ROMEO REDULLA

To ensure students are learning during online instruction, the teacher should: 1) Design simple lessons with clear instructions and accessible resources. 2) Use a single, stable online platform for consistency. 3) Focus on long-term, student-driven projects with checkpoints to promote autonomy. 4) Create personalized touchpoints like emails and comments to maintain human connection.

Uploaded by

Normina Cagunan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: PAGKIASAN, AIZA M.

Year: III YEAR BSED- FIL-A


Subject: ASSESSMENT II
Date: NOVEMBER 9, 2020
Instructor/Professor: MR. ROMEO REDULLA

QUESTION:

 Amidst COVID 19 pandemic where popular teaching/learning modalities are


modular and on-line, what and how can a teacher do to know/ensure that
students are truly learning?

The COVID-19 has resulted in schools shut all across the world. The education has
changed dramatically, with the distinctive rise of e-learning, whereby teaching is
undertaken remotely and on digital platforms. Online learning has been shown to
increase retention of information, and take less time, meaning the changes coronavirus
have caused might be here to stay.

There are, however, challenges to overcome. Some students without reliable internet
access and/or technology struggle to participate in digital learning; this gap is seen
across countries and between income brackets within countries. 

WHAT?
In helping the students to learn, the teacher should developed a  blended, self-
paced, mastery-based instructional model that empowered all the students to
learn, whether the students were in the room or not.

The teacher should:

1. Knows what it’s like to explain new instructions to the students. It usually
starts with a whole group walk-through, followed by an endless stream of
questions from students to clarify next steps. While this process can be
frustrating at times, students can always rely on each other and the teacher
in the room when they’re stuck.

As a result, simplicity is key. It is critical to design distance


learning experiences that have very clear instructions and utilize only one
or two resources. It’s also best, when possible, to provide resources like
readings as PDFs that students can always access. There the teacher will
know that the students are truly starting to learn.

2. You need a single digital platform that the students can always visit for
the most recent and up-to-date information. It can be tempting to jump
around between all the cool edtech applications out there—especially as
so many of them are offering free services right now—but simplicity and
familiarity are invaluable. Students need to feel comfortable going to the
same place to access the same tools. The farther away you are from your
students, the more important it is to cultivate stability and practice norms.  

Additionally, if attendance was a challenge before, distance learning is


going to magnify it. So students need a place to go when they fall out of the
loop. Filling in gaps is only going to get harder when the teacher cannot
quickly engage in individual or small group instruction. The students are
going to need to take control of their own learning. The teacher’s goal is to
create a clear framework that allows them to do that.  

3. Efficiency is the key when designing distance learning experiences.


Planning is going to take more time and require a high level of attention to
detail. The teacher will not be able to correct mistakes on the fly or
suddenly pivot when kids are disengaged.

To effectively manage the time and sanity, the teacher will


prioritize longer, student-driven assignments and tasks that buys  their time
to keep planning future units—and that get the students off the computer.
Focus on building toward long-term projects where students have
autonomy and a clear set of checkpoints and deadlines that need to be met.
When possible, create opportunities for students to discuss what they’re
learning with their families and include an element of student choice to
really build engagement. 

4. What the students will miss the most is the human connection that is
cultivated in the classroom. The little interactions that the teacher will
have with them in the hallways, before and after class or during breaks in
lessons, are irreplaceable. While it can be tempting to focus on content in
their distance learning assignments and instructional videos, what matters
more is creating structures for personalized touchpoints with the students.

The teacher can create these touchpoints through any medium


you like: emails, video messages, phone calls, messages through the
learning management system, comments on shared documents, etc. Create
a structure and stick to it. The students will see the investment of the
teacher and they will know that the teacher care about it.

It’s important to bear in mind that cultivating an engaging distance


learning experience is hard. It takes time and an incredible amount of
patience.

HOW?

 Communicate in multiple formats


 Provide active learning opportunities
 Make Learning Social
 Provide timely and useful feedback
 Add self-assessment opportunities
 Improve course accessibility for all

- THE END -

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