Updated: Apr 15, 2021
The unforeseen spread of COVID19 is driving educational institutions to deliver classes in a flexible modality and explore technologies and alternatives that could aid the delivery of instruction in a non-face-to-face mode (Reimers & Schleicher, 2020). As “education must continue even in times of crises whether it may be a calamity, disaster, emergency, quarantine, or even war” (Department of Education, 2020a), proper training for teachers and education leaders must be in place to capacitate them for remote teaching and build resilience against this pandemic scenario (Beteille, 2020).
Southeast Asia Institute of Educational Training, Inc. (SEAIETI) is committed to be a responsive teacher training center to support this cause. The SEAIETI continuously develop programs that aims to upgrade teachers’ competencies to respond effectively and innovatively to the needs and demands of the current students (the 21st century learners) and the ‘New Normal.’
SEAIETI also recognize and aims to support the Professional Development (PD) priorities of upskilling and reskilling our teachings and school leaders that will result in better learning outcomes through the National Educators Academy of the Philippines (NEAP). Likewise, it supports Sulong EduKalidad, which envisions moving together forward to prepare the education system for the future (Department of Education, 2020b).
Thus, this online training program, which will be delivered through alternative modality to adhere to the guidelines of the ‘New Normal,’ is proposed to promote innovative strategies and alternative modalities of teaching and learning, and disseminate information and technological breakthroughs to assist the educational process.
Education in The Digital Era
As the world move further into the 21st century and because of the unforeseen circumstances that the country faces, there has been a substantial growth in online or virtual education. These experiences are increasing and becoming inevitable for all ages from young children, K-12 students, university students, even adults in the workplace.
Education is being redefined as technologies advance and new formats are being made. Hence, this training course will familiarize teacher participants in the virtual learning scenario. It will also hone their skills in using technology to support the teaching-learning process and increase teachers’ productivity. Additionally, they will gain understanding about the concepts of seamless learning, which is an important aspect of a virtual learning environment.
Dr. Celina Sarmiento a full- time faculty member of the College of Flexible Learning and ePNU at Philippine Normal University- Manila and a Part-time Faculty Member at De Las Salle University- Dasmarinas. She holds a Bachelor of Science Degree in Mathematics for Teachers, cum laude, from the Philippine Normal University.
Also, she placed No. 6 in the 2007 Licensure Examinations for Professional Teachers. She completed her Masters of Education in Mathematics from the Philippine Normal University and earned my degree in Doctor of Philosophy in Science Education Major in Mathematics from De La Salle University- Manila.
Innovation in Education
Technological innovations are making significant impact on educational systems at all levels. Social networking tools, educational software and applications, online courses, teaching aids, and other emerging technologies are drastically changing the traditional classroom environment. Thus, this training course aims to equip teacher participants with the proper understanding of the effects that technological innovations have on students, teachers, and schools. It is also expected that they will be exposed to the critical strategies and techniques needed to manage and the use of technology in innovating the way they deliver education.
Engr. Timothy Wooi is a dedicated Lean Consultant cum Trainer with over 30 years of experience. Besides Lean Consultancy, he is also an international speaker in educational leadership and management. He is a motivational speaker and team-building facilitator that helps organizations from schools and universities with young scientists in concepts of innovation.
For the past decade, he has expanded lean thinking with green initiatives, helping organizations to improve sustainability and social responsibility through lean lenses in various industries from manufacturing, healthcare and education. He was a part of the team of small bike riders from Malaysia who travelled 24 countries over five months on just a small 125 cc scooter. He is a passionate and friendly trainer who is well- respected in the community.
Great instructional skills won’t matter if students in the classroom are disengaged and out of control. Fostering and displaying appropriate students behavior expectations are achieved through a well-managed and organized classroom. Classroom Management and Classroom Organization have to be considered as high priorities and areas of concern. When preventive, proactive, and positive approach is evident in a classroom, then it ensures that learning is on its course. Creating a focused and nurturing classroom will empower students to be more responsible for their own behavior, an increased in learning will be demonstrated and gives the teacher more time to teach effectively and meaningfully.
Organizing and Implementing Instruction, Monitoring Student Progress and Potentials are vital cores in achieving student’s satisfactory and exemplary academic, social, and behavioral progress. When providing instructional services, considerably, the manner of delivering instruction must be geared towards student’s individual needs, strength and weaknesses. While differentiated instructions target highly intellectual level students to uncover deeper layers of learning, simultaneously, structuring lessons to support lower level students or students with learning disabilities (both identified or unidentified) is so significant in meeting and achieving student’s maximum potentials of learning.
Miss Edita Soliman is a Special Education Teacher for Students with Disabilities at the Pasadena Independent School District: South Houston Intermediate School in Houston, Texas, USA since 2002 where she also conducted several trainings and workshops for teachers.
Prior to her stint in the US, she pioneered Special Education teaching in the Division of San Fernando- Pampanga High School handling students with hearing impairments.
We are in an unprecedented ‘new normal’. The COVID-19 pandemic has shuttered schools for all education levels across the globe leaving 1.6 billion students out of school; combine that with the countless days students miss school due to inclement weather and we should see that safeguarding education deserves our immediate attention.
In this training course ‘safeguarding education’, teachers and administrators will learn strategies to ensure education services continue in times of disaster and crisis, such that learning remains innovative and engaging for teachers and students. Information learned in this training will also help strengthen education delivery for everyday learning.
Miss Colleen Curran is a Risk- Management Consultant from Alberta, Canada. In 2018, she conducted trainings for the International Federation of Red- Cross and Red Crescent Societies’ Southeast Asia Disaster Risk Governance. She also conducted trainings on the Application of Space-based Technology and ICT to Strengthen Disaster Resilience. The trainings were conducted in Bangkok, Thailand.
She has a degree in Geography from University of Lethbridge in Alberta. She pursued her Masters in Environmental Studies at the York University in Toronto. She once served as Project Officer of the Philippine Disaster Resilience Foundation and a Knowledge Management Consultant to the Asian Development Bank.
Instructional benchmarking is a measurement of quality of teaching programs and strategies of a given school. These are then compared to the existing standards and programs and strategies of other school/s. Benchmarking is done for several reasons. First is to determine the aspects of instruction where improvements are called. Secondly, it is done to analyze how teachers and practitioners achieve high levels of performance. The other reason is to use the information to improve performance. With all these in mind, it is necessary that teachers have to witness first hand on how other teachers succeed in the delivery of knowledge and information to their students through sound instructional practices. With this in mind, the organization is conducting this demofest.
The program serves three purposes. The first is to provide teachers to showcase their practices and researches that resulted into improved performance of their students. The other is to give other participants an opportunity to benchmark on practices that have created better results. Lastly, the program should serve as venue for teacher-participants to collaborate with an end in coming up with strategies anchored on new knowledge shared by speakers/facilitators.
Dr. Erico Habijan is the President of Pamantasan ng Lungsod ng Marikina. Previously, he served as Chief of Basic Education Program Curriculum and Learning Management Team of the Department of Education- Region IV- A. He also served as the Director of the National Educators’ Academy of the Philippines. A former school head of DepEd, he served as National President of the Philippine Schools’ Principals Association. He also served as National President of National Organization of Professional Teachers, Inc.
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Beteille, T. (2020). Supporting teachers during the COVID-19 (coronavirus) pandemic. World Bank Group. https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic
Department of Education (2020a). Learning while staying at home: Teachers, parents supports DepEd distance learning platform. https://www.deped.gov.ph/2020/03/21/learning-while-staying-at-home-teachers-parents-support-deped-distance-learning-platform/
Department of Education. (2020b). Unity statement of the Department of Education. https://www.deped.gov.ph/2020/05/01/unity-statement-of-the-department-of-education-deped/
Department of Education. (2018). RPMS-PPST: Helping teachers improve delivery of quality basic education. https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-teachers-improve-delivery-of-quality-basic-education/
Deparment of Education. (2017). DO 42, S.2017 – National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Reimers, F.M. & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Organisation for Economic Co-operation and Development (OECD). https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v2.pdf
Scott, C.L. (2015). The futures of learning 1: Why must learning content and methods change in the 21st century?. UNESCO Education Research and Foresight. https://unesdoc.unesco.org/ark:/48223/pf0000234807