Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices

Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.

Alternative Learning Methods Employed by Language Teachers in the New Normal of COVID-19

ABSTRACTLearning activities should be conducted effectively to create conducive learning conditions to develop students’ creativity and their higher learning competence. Through conducting appropriate and effective learning activities, the learning objectives and learning competencies are easier to achieve. To create effective learning activities, teachers are required to have adequate understanding and competence in employing learning methods. This study aims to explore effective learning methods to create more creative learning activities for the students. This study found several alternative learning methods that can be utilized in the time of the new normal of covid-19 to continually improve the students’ competence. This study implies that teachers should continually expose themselves to various learning methods to establish conducive learning conditions in the classroom. ABSTRAKKegiatan pembelajaran harus dilakukan secara efektif untuk menciptakan kondisi pembelajaran yang kondusif untuk mengembangkan kreativitas dan kompetensi belajar siswa yang lebih tinggi. Melalui pelaksanaan kegiatan pembelajaran yang tepat dan efektif, tujuan pembelajaran dan kompetensi pembelajaran lebih mudah dicapai. Untuk menciptakan kegiatan pembelajaran yang efektif, guru dituntut memiliki pemahaman dan kompetensi yang memadai dalam menggunakan metode pembelajaran. Penelitian ini bertujuan untuk menggali metode pembelajaran yang efektif untuk menciptakan kegiatan belajar yang lebih kreatif bagi siswa. Penelitian ini menemukan beberapa metode pembelajaran alternatif yang dapat dimanfaatkan pada masa new normal covid-19 untuk terus meningkatkan kompetensi siswa. Studi ini menyiratkan bahwa guru harus terus-menerus mengekspos diri mereka kedalam berbagai metode pembelajaran untuk membangun kondisi pembelajaran yang kondusif di dalam kelas.

“Here Comes a Thought”: Steven Universe as Social Emotional Curriculum

The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.

Implementation of Alternative Delivery Mode Learning Resources Amidst COVID-19 Pandemic: Basis for Intervention Program

This study aimed to assess the implementation of the Alternative Delivery Mode (ADM) Learning Resources as a basis for an intervention program amidst the COVID-19 pandemic. The study employed a descriptive survey research design. Using a universal sampling technique, a total of 30 Learning Resource Coordinators in a selected school division in Central Luzon, Philippines participated in the survey and data gathering. The researchers also used an adapted research instrument to gather essential information for the study. With the help Microsoft Excel, the researchers tabulated and organized the data. Afterwards, the gathered data underwent descriptive statistical analysis using frequency and percentage. The study found that the ADM Learning Resources developed by teachers exceeded DepEd's total number of Most Essential Learning Competencies (MELCs). For the total number of learners who preferred modular printed learning modality, it reached 67.89%. There were 100% ADM Learning Resources provided to learners in all grade levels for the status of printed learning resources. Based on the earlier results, the researcher provided some essential recommendations, particularly an intervention program for this study.

Assessing Civic Literacy in Elementary Social Studies amidst the Pandemic

Assessment in the zenith of the COVID-19 pandemic challenges the teacher’s administration of assessment and evaluation tools to identify learners’ pace in self-learning. This study examined elementary social studies teachers’ assessment tools and practices during the closing of schools and the zenith of distance learning through SLMs. Using content analysis, the researchers examined the SLMs (SLM) and the Most Essential Learning Competencies (MELCs) as the components of the emergency curriculum. The findings exposed the exquisite adaptation of conventional assessment tools among the types of assessment manifested in the SLM. Monitoring and feedbacking, reporting students’ ratings, and authenticity of students’ work were the common problems encountered by teaches. The researchers recommended the utilization of alternative assessment tools to better address the dynamics of civic literacy and flexible appraisal of student achievement. Using technology for assessment will also enhance the delivery of assessment instructions and easiness in validating students’ work.

Integrating Project-based Activity in Improving the Science Academic Performance of Learners in the New Normal

The objective of this paper was to determine the efficacy of Project-based learning in increasing the academic performance of learners in remote learning amidst the pandemic. There were eight (8) Project-based instructional activities across six (6) most essential learning competencies in Earth Science were included in the Grade 9 Unit three Earth Science. The computed t value of 5.08 is greater than the t critical value of 2.0049 at level of significance of 0.05, the statistical decision is to reject the null hypothesis. There is a significant difference between the pre-test and post-test of the respondents who were subjected to project-based activity. Result implied that there is enough evidence to support the claim that integrating project-based activity can effectively improve the academic performance of the respondents. Based on the analysis gathered by the researcher, the use of project-based activity in on-line teaching is highly effective in improving the academic performance of students in Earth Science. Therefore, I, the researcher, recommends the use of project-based method of teaching in the on-line distance learning.

Development of Instructional Material for Practical Research 1

The study aimed to develop a framework for teaching Practical Research and to find out the most appropriate instructional design to use in the development of instructional material for Practical Research 1. It utilized a qualitative research design. The research instrument includes two (2) curriculum guides and forty-five (45) literature searches on the best practices in teaching Practical Research 1. Data analysis used document analysis and thematic analysis. The findings revealed the components of the framework. Among these components are the learning competencies, enhancement/ measurement of prior knowledge, use of instructional material, feedback, and research writing. The most appropriate instructional design for developing the module in Practical Research 1 is the use of 5Es. The 5Es instructional design is used in science instruction and anchored on the principles of constructivism which follows procedural application of knowledge suitable to teaching Practical Research 1 which is deemed science-related. The following recommendations were made: the module in Practical Research 1 should be implemented and evaluated by Grade 11 Practical Research 1 instructors and students; materials containing contents specific to the learner's strand be developed; it is ideal to develop and produce audiovisual materials to add convenience in teaching Practical Research 1, and Practical Research 1 should be taught by teachers who have at least postgraduate units.