DepEd orients pilot F2F classes implementers; urges teachers to balance academic rigor and learner’s wellbeing

    DepEd orients pilot F2F classes implementers; urges teachers to balance academic rigor and learner’s wellbeing

    In its bid to support the pilot implementation of limited face-to-face classes, the Department of Education (DepEd) held an orientation with the 100 identified school implementers and their instructional leaders on the teaching-learning component.

    Through a virtual platform organized by the Bureau of Learning Delivery (BLD), over 485 CLMD and CID chiefs, education program supervisors, school heads, and teachers in Grade 1 to 3 and SHS TVL track gathered to learn about the operational dynamics and interplay between distance learning and face-to-face classes.

    BLD specialists delivered their sessions on Designing Learning Progress Checklist (LPC), Implementing Considerations for Inclusivity, Developing the Weekly Home Learning Plan, and Understanding the Blended Learning Process as the critical areas to be considered in the combined in-school and off-school approaches.

    Each session was immediately followed by an open forum to raise questions and clarify concerns on the teaching-learning process that come along with the novelty of blended learning.

    The sessions were followed by a workshop on the development of LPC as the primary assessment tool that would spell the difference in the learner’s performance vis-à-vis the targeted learning competencies for the second quarter.

    To achieve a narrative of learning progress, Undersecretary for Curriculum and Instruction Diosdado M. San Antonio said, “We have to ensure that learners are on-task and that every moment we spend with them is productive. We have to be patient and considerate of our learners because their well-being is as important as the efforts we exert to foster their cognitive development.”

    Meanwhile, BLD Director Leila P. Areola reiterated shared responsibility as the core principle where the pilot implementation of face-to-face classes is anchored, emphasizing the importance of working together to ensure each learner’s safety by adhering to strict health and safety protocols.

    “Conducting the limited face-to-face classes is as important as looking at it with the same perspective to make ourselves as co-owners of this endeavor to ensure that learning happens,” Areola added.

    A memorandum on the suggested deliverables for the teaching-learning component of the pilot implementation of limited face-to-face classes is set to be issued to regions with pilot school implementers.

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