The Covid 19 – Impact

Naorbe, Johnpaul B.

NAGPAYONG PINAGBUHATAN PASIG CITY

10 – ARCHIMEDES

Sir Raymond Malana

May 8, 2021
Here we will talk about the pandemic we are experiencing today, we can say this

is the biggest and the hardest challenge right now. But we will fight and fight and pray to god that

after this everything will be calm and back to normal in the midst of a pandemic. Sec. Briones

declared the opening of classes to 24.7 million enrolled learners and 866,512 teachers in basic

education across the country on October 5, which coincided with the celebration of World

Teachers’ Day. “In spite of the pandemic with the outpouring support from our learners, teachers,

stakeholders, and supporters, victory is assured for education. At the beginning of 2020, to stop

the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of

China launched a policy “Suspension of classes without suspending schooling” for the spring

semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate

autonomous learning, the lack of effective online instruction) forced us to modify teaching

strategies during this special period, especially developing courses that are suitable for student

learning at home and improving their key competencies. In order to solve these problems, this

study introduces some theoretical exploration and practical work of curriculum design under the

guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce

TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe

a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is

reported to illustrate the effects of three micro-courses. Results showed that, compared to national

curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced

students’ motivation and facilitated their online learning behavior (such as interactive

communication) for the online courses. The current study has important implications for how to

design effective and interesting online courses suitable under pandemic and capable of improving

students’ thinking abilities and key competencies. The coronavirus COVID-19 pandemic is the
defining global health crisis of our time and the greatest challenge we have faced since World War

Two. The preparation of the government is the DepED prepared some modules and give it to the

students, so that we can keep up with the lesson that will be discussed, also the staff prepare for

this and they train like the school teachers, our teachers had a plan about learning to remain in

touch collectively for mutual support and brief and simple updates on learning technologies

already somewhat familiar. Many institutions had plans to make greater use of technology in

teaching, but the out- break of COVID-19 has meant that changes intended to occur over months

or years had to be implemented in a few days. Different students, different needs not all of us have

a internet connection although have a gadget, the students that going to moving up such as those

transitioning from school to tertiary education, or from tertiary education to employment, face

particular challenges. With this pandemic its hard to students who make the transition to tertiary

education later this year are unlikely to take up ofers to sit their year-end school exams (e.g., the

International Baccalaureate) in a later session. Even those part-way through their programmes will

be anxious until they have clear indications of how their courses and assessment schemes will be

restored after the crisis. Compare before the face to face classes when they move to another level

of study or enter the labour market. Statements from tertiary institutions that they will apply

admission criteria “compassionately” may not always reassure. Starting school or starting a new

school year can be stressful at the best of times, let alone during a global pandemic. You can make

him feel at ease by having an open conversation about what it is that’s worrying him and letting

him know that it’s natural to feel anxious. Children may feel nervous or reluctant to return to

school, especially if they have been learning at home for months. Be honest – for example you

could go through some of the changes they may expect at school, such as needing to wear forms

of protective clothing like masks. Children may also find it difficult being physically distanced
from friends and teachers while at school you could encourage them to think about other ways to

bond and stay connected. Reassure children about safety measures in place to help keep students

and teachers healthy and remind children that they can also help prevent germs spreading by

washing their hands with soap and coughing or sneezing into their elbow. Remind children about

the positives that they will be able to see their friends and teachers (if they are physically returning

to the classroom) and continue learning new things. Studying on our own perspective and our

diligence and perseverance is hard especially to those who are in elementary and those who don’t

read. An asynchronous learning approach helps introverted learners eliminate social anxiety, as

learning in isolation makes them feel safer and more comfortable. Interactive regardless of location

and time barriers. Asynchronous learning is particularly useful if it's difficult for your students to

keep to a specific schedule. Accessing materials, readings, assignments, quizzes and lecture

recordings in a single place allows students to explore topics in-depth and at their own pace.

Assessment of student learning is a fundamental aspect of instruction. Special

challenges and affordances exist in assessing student learning in online environments. This two-

phase study investigated the types of assessment methods being used in online courses and

the ways in which the online environment facilitates or constrains particular methods. In

Phase One, syllabi from 24 online courses were reviewed in order to discover the types

of method being used to assess student learning and contribute to the overall course

grade. Five categories emerged, written assignments, online discussion, fieldwork, quizzes

and exams and presentations. The world after COVID-19 is unlikely to return to the world that

was. Many trends already underway in the global economy are being accelerated by the impact of

the pandemic. This is especially true of the digital economy, with the rise of digital behavior such

as remote working and learning, telemedicine, and delivery services. Other structural changes may
also accelerate, including regionalization of supply chains and a further explosion of cross-border

data flows. This acceleration is the result not only of technological advances but also of new

considerations for health and safety, and economies and labor markets will take time to recover

and will likely emerge changed. With the amplification of these trends, the realities of this crisis

have triggered reconsideration of several beliefs, with possible effects on long-term choices for

the economy and society.

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2021-declares-opening-of-classes-a-victory/

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19-school-return

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