Curriculum Response of Higher Education For Teacher Education Amid Pandemic

and Beyond

Desired learning outcomes

1. Identify the implications of the incurrence of COVID-19 pandemic to Teacher

Education Curriculum.
2. Propose adjustments to the curriculum during a pandemic.
3. Identify ways and means to address the curriculum in relation to the situation that
prevails during the pandemic.

Curriculum Modification

Curriculum Modification is a process of making adjustments to existing

programs in higher education, specifically teacher education in order to respond to the
needs of the learners amid and post pandemic. It is a change from an existing
curriculum that creates an impact to the delivery of lessons but it does not affect the
curriculum’s learning goals.

Curriculum Modification in Higher Education During Post Pandemic

1. Focusing on the Essentials: Mapping the needed and Enduring Outcomes in

the Recommended and Written Curriculum
2. Rearranging the College Course Offerings: For example, the theories and
concepts courses that can be delivered online is not yet possible dur to the risk of
infections. The laboratory-based field study and practicum courses can be
offered later when face to face is already feasible.
3. Offering Elective or Cognate Courses that Relate to the Pandemic: In the
global health crisis, it is imperative that the curriculum and be adjusted by
offering courses that needed to survive and thrive amidst that challenges of the
pandemic.
4. Modifying the Taught Curriculum: Another way of modifying the curriculum and
ensuring learning continuity during the pandemic is the implementation of
multiple learning delivery or modalities. Considering that the face to face modality
is not feasible, teachers may consider feasible diatant learning options like
module-based learning, project based and television broadcast.
 5. Modifying the Assessed Curriculum: Adjustments on the assessment
measures can be also be considered amid the pandemic.

Flexible Learning Distant Option

1. Module Based Learning: It is a pedagogical approach where knowledge and

skills are organized and structured in modules that focus on certain parts of a
larger subject area. The approach contains learning processes that are
structurally designed to combine different learning methods and strategies to
create a comprehensive and effective learning experience for those who will
carry out the learning measures.

2. Project Based Learning: It involves students designing, developing, and

constructing hands-on solutions to a problem. The educational value of PBL is
that it aims to build students’ creative capacity to work through difficult or
ill-structured problems, commonly in small teams.
3. Television Broadcast: It enhanced the student learning by stimulating interest,
providing real-life examples, and improving language skills.
4. Synchronous Learning: The virtual or physical gathering of instructors and
students at the same time and place and interacting in “real-time”.
5. Asynchronous Learning: Students accessing materials at their own pace and
interacting with each other over long periods.

The Context of Teaching and Learning

Since the WHO declared a pandemic on March, 2020, everything has changed
including people's way of life. The World Health Organization brought a fundamental
guidelines to avoid contamination and transmission of the COVID-19 virus during the
pandemic. These guidelines includes wearing a facemasks all the time specially when
going out, washing hands frequently with soap and water, practicing a social distancing
anywhere atleast 2 meters away from another person, eating healthy foods to build a
healthier body, doing exercise and practicing health etiquette. The WHO released a
general health protocol to ensure the safety of the people and one of these protocols is
staying at home to stay safe and healthy.
Appropriate Teaching Delivery During the Time of Pandemic and Beyond

● No internet connectivity: The students without internet connection may use

printed self-learning modules or learning packets which are distributed through
means that will follow social distancing. The modules can be picked from
strategic distribution centers.

In place with no risk of COVID-19, a group of not more than 10 students may
meet face to face but the health protocols should be followed.

● Limited Internet Connectivity

Asynchronous Learning: A teaching delivery where students are doing their
work independently based on what has been instructed online by the teacher.
They can also access online learning at different times.This will allow flexibility in
the learner’s schedule. They can learn on their own pace.

Students are provided with learning materials or packets which may either be
printed, recorded tutoriala and open educational resources.

● Excellent Internet Connectivity:

Synchronous Learning: Real time teaching and learning using online platforms
like Zoom, Facebook, Messenger, Google Meet, or Google Classroom. This is
also called remote learning. In this, teacher prepares an instructional guide like
lesson plans where most of the delivery will be lecture or demonstration. It is
similar to whole class instruction. There is a very little interaction at the end of the
session through a question and answer. Synchronous learning can be followed
by asynchronous learning.

What are the emerging challenges in the flexible teaching and learning modality
during the pandemic?

One of the challenges faced in the flexible teaching and learning modality is the
slow internet connection. Not every students can attend synchronous learning activities
and some students went to far places to seek for stable internet connectivity just to
attend online classes. Another challenge is the poverty of some students because they
are not able to attend classes since the money intended for a food is not for load.

Everybody is new to it and everyone are still adjusting. The unexpected power
outage is also one of the challenges specially in the middle of online classes or exams.
In some instances, some students can't easily understand what's being taught because
of the limited interaction of the teachers and students, distractions can also occur during
their synchronous classes.

What would institutions do to ensure curriculum continuity in teacher education?

Institutions shall continue the delivery modes of learning to ensure curriculum

continuity in teacher education. The institutions should also continue to improve and
implement the curriculum through the modalities.

Presentor: Togonon, Mariel Jane F. (BSEd Math 2)