CURRICULUM RESPONSE OF

HIGHER EDUCATION FOR

TEACHER EDUCATION AMID
THE PANDEMIC AND BEYOND
Cabinta, Shawie
Domes, Emilyn
Mangayabas Angelica
Pelingan, Gleirica Jhoy
DESIRED LEARNING
OUTCOMES
• Identify the implications of the occurrence of COVID-19
pandemic to the teacher education curriculum.
• Propose adjustments to the curriculum during a pandemic
• Identify ways and means to address the curriculum vs-a-
vis the situation that prevails during the pandemic.
 INTRODUCTIO
N
• The changes brought by the pandemic
• What are the effects of the pandemic to the
educational system?
• How did we adapt/ are we adapting to the
changes presented to us by the pandemic?
CURRICULUM
MODIFICATION
• IS THE 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.
CURRICULUM MODIFICATION
1. FOCUSING ON ESSENTIALS
• Mapping the needed and enduring outcomes in the recommended
and written curriculum
NEEDED OUTCOMES ENDURING OUTCOMES

-ARE THE DESIRED KNOWLEDGE, SKILLS, -ARE THE DESIRED KNOWLEDGE, SKILLS,
AND VALUES THAT ARE REQUIRED TO AND VALUES THAT HAVE OVERARCHING
LEARN HIGHER CONCEPTS. APPLICABILITY IN REAL-LIFE SITUATIONS.
EXAMPLE:
EXISTING STATEMENT OF OUTCOMES IN A SYLLABUS MODIFIED STATEMENT OF OUTCOME TO COVER THE
ESSENTIAL
At the end of the 3-unit course, the students should At the end of the 3-unit course, the students should
be able to : be able to :

1.Mount an art exhibit (concept development, post 1.Create their own work of art through virtual
production, marketing, documentation, critiquing) production or exhibit.
2.Create Their own works of art and curate their own
production of exhibit. (In this way, there is only one outcome instead of two)
2. REARRANGING OF THE COLLEGE
COURSE OFFERINGS
• Example:
The theories and concept courses that can be delivered online may be offered
in the first two years while face to face delivery is not yet possible due to risks
of infections.
The laboratory based, field study, and practicum courses can be offered later
when the face to face modality is already feasible.
3.OFFERING OF ELECTIVE OR
COGNATE COURSES THAT RELATE
TO THE PANDEMIC
• SOME OF THE PROPOSED ELECTIVE COURSES THAT ARE DEEMED ESSENTIAL ESPECIALLY IN THE TEACHER EDUCATION PROGRAMS ARE
THE FOLLOWING:
-Change management
-Disaster risk management
-Flexible Learning & Teaching Strategies
-Resilient Education
-Alternative assessment
-Remote teaching
-Health & Mental Health awareness
-Instructional materials and development for blended instruction
-Active learning principles and practices
-Psycho-social support during crisis
4. MODIFYING THE TAUGHT
CURRICULUM
• Another way of modifying the curriculum and ensuring learning
cotinuity during the pandemic is the implementation of multiple
learning delivery modalities.

• Example: correspondence teaching, module based learning, project

based, telivision, broadcast, computer access instruction,
synchronous and asynchronous online learning and etc.
5. MODIFYING THE ASSESED
CURRICULUM
• Adjustments in the assessment measures can also be considered
amid the pandemic. There is a need to limit requirement and focus on
the major essential projects that measure the enduring learning
outcomes like case-scenario problem based activities and capstone
projects.