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INSTRUCTIONAL MATERIAL DEVELOPMENT IN ENHANCING 21ST-CENTURY SKILLS AMONG LEARNERS: CONTEXTS OF STUDENT-TEACHERS AND COOPERATING TEACHERS

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Rowena M. Carreon T-III, Pablo Roman National High School As student-teachers (STs) navigate the actual teaching practices with their internship program, their cooperating teachers' (CTs) support in developing instructional materials (IMs) catering to students' diverse needs and situations makes a difference and has a long-lasting impact on their future careers as teaching professionals. 21st-century skills encompass a variety of skills from learning, technological, social, and other technical skills they need to succeed in real life, even in higher education, or with their future careers.  Many tasks assigned to student-teachers are developing lessons and instructional materials to deliver quality instruction. Though teachers are deemed the best instructional materials, today, learners learn best using tools and materials they can manipulate and interact with. Hence, CTs and STs need to be abreast with instructional materials, both conventional and modern, from printed to ...
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MENTORING STUDENT-TEACHERS IN DEVELOPING 21ST-CENTURY SKILLS AMONG LEARNERS

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 Rowena M. Carreon T-III, Pablo Roman National High School Student teaching is a program before graduation in which student teachers are expected to apply what they have learned from their courses to actual teaching experience. In basic education, it is an opportunity for teachers serving as cooperating teachers (CTs) to mentor and prepare student teachers (STs) for the world of work as teaching professionals.  Both CTs and STs, as curriculum implementers, are expected to transfer and develop the needed 21st-century skills among learners. Through the in-service training given to student teachers (STs), they gained firsthand experience in applying 21st-century teaching methods demonstrated by their cooperating teachers (CTs). By observing how their CTs develop 21st-century skills in students, these future teachers will likely be able to implement these practices in their classrooms. This preparation will be invaluable when they officially enter teaching (Magno et al., 2016). In...
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When Feedback Matters

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When is the last time you give feedback to your students? Is it positive or negative?  We often think that positive feedback does little to encourage and improve learners' engagement in the process. Little do we know that it worked and may increase learning outcomes if done effectively. Wiggins (1998) pointed out that feedback is only effective when it is timely, specific, understandable, and actionable. Here how it works: 1. Feedback should be timely given, rightly after an activity, assignment, or task. 2. Feedback should be clear and specific on what has been done correctly or improved further. 3. Feedback should be within the learners' level of understanding that they can comprehend it on their own. 4. Feedback should be results-oriented; it must motivate learners to do actions they need to perform.  It is better if the feedback is process-oriented than students' personality-oriented. In that sense, learners can focus on completing a learning task rather than focusing o...
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Hurdling Challenges in the Delivery of Effective Education in Times of Emergencies

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No matter what the situations are, quality education must persist. At the center of this process, teachers and learners must work hand-in-hand to deliver meaningful education amidst challenges posed by circumstances.  Every learner has the right to education, and the government and educational institutions must guarantee it at all times. Though circumstances hinder effective delivery, flexible and alternative modalities can be adopted and shared with the stakeholders.  In this crisis, children are in the most vulnerable situations, and keeping them focused on learners would lessen the impact of social restrictions imposed in their communities during this emergency.  Here are some of the essential strategies for teachers to keep up with the challenges posed in delivering education in times of emergencies.  1. Be Adaptive and Receptive to Change Teachers must adopt appropriate learning platforms or modalities suited to the learners' needs and situations. Being adaptive...
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Irog

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Sana nama'y iyong pakinggan Pusong nawalay, nananambitan 'Di man sadyang ika'y iwanan Damdaming ligalig, walang mahagkan O, aking irog; mahal sa buhay Lugod ay ikaw sa habambuhay Mga kinimkim, nais ihayag Aking panaginip, sakdal nang bihag 'Wag sanang limutin, masidhing damdamin Na 'di man palarin, mananalangin 'Di na magtatago, walang sisisihin 'Pagkat ang mabuhay, ikaw ang ibig sabihin
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Hiling

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Ilang beses mang tumayo, nadarapa pa rin Sumigaw ma’ng malakas, walang nakikinig Mga panaghoy, kailan kaya diringgin? Mayroon bang makakasama sa dilim? Walang mapagkunan ng lakas Pabalik-balik sa umpisa Nangungulila sa paglingap May pag-asa bang maaaninag? Wala namang ibang hiling Kundi pusong nakikinig Mga matang ‘di nanghuhusga Mga bisig na kumakalinga
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Pilat

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Walang pakialam sa sinasabi ng iba Takot nama’ng pilat ay maipakita ‘Di lubos yakap ang kapulaan Nangangambang mahusgahan   Magkaroon man ng sugat Ito’y marka ng tagumpay Sa katawan ma’y bakat May ganda ring taglay   Buti pa ang katawan, ‘di napipi sa sakit Samantalang ang puso'y 'di nasanay umimik Yakapin ang kahinaan, buuin ang nawasak Sa paghilom, magandang pilat ay sisikat
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