The document discusses the challenges and strategies for effective teaching during the pandemic, emphasizing the importance of pedagogical approaches such as whole brain outcome-based education. It outlines key concepts like context, content, cognition, and character, and suggests innovative methods to engage learners through active participation. Additionally, it highlights the need for educational leaders to foster a culture of trust and innovation that can adapt to future learning environments.

1. Pedagogical
Approaches
in this time
of Pandemic
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2. In which direction is the train heading?

3. On a very dark night, 4 people
wanted to cross a bridge but
they only had a torchlight that
could brighten up the path.
The bridge could only take the
weight of not more than 2
people at any one time and
hence they needed to take
turns to cross it.
Crossing the bridge
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4. The list below shows the time taken for
each person to cross the bridge:
A 1 minute
B 2 minutes
C 5 minutes
D 10 minutes
If the faster person had to keep to the speed
of the slower one, what is the shortest time
needed for all of them to cross the bridge?
Crossing the bridge
SCHOOLS DIVISION OFFICE OF PAMPANGA

5. The list below shows the time taken
for each person to cross the bridge:
A 1 minute
B 2 minutes
C 5 minutes
D 10 minutes
If the faster person had to keep to
the speed of the slower one, what is
the shortest time needed for all of
them to cross the bridge?
Crossing the bridge
SCHOOLS DIVISION OFFICE OF PAMPANGA
On a very dark night, 4 people
wanted to cross a bridge but
they only had a torchlight that
could brighten up the path. The
bridge could only take the weight
of not more than 2 people at any
one time and hence they needed
to take turns to cross it.

6. 2
C, D
A, B
C, D
A
B
B D
A, C
Who’s Crossing? Time Taken
1
5
A
B, C D
B, C
A, D 1
0
1
Total time taken
Common Response
Crossing the bridge

7. 2
C, D
A, B
C, D
A
B
B A
C, D
Who’s Crossing? Time Taken
1
1
0
B
C, D A
C, D
A, B
2
2
Total time taken 17
The shortest time
Crossing the bridge

8. Were you able to arrive
at the correct response?
This is still our ultimate goal
in education despite the pandemic.
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9. The pandemic educational landscape
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10. Two Major Concerns
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11. How do we address teaching-learning effectiveness?
Whole Brain
Outcome-Based
Education
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12. SCHOOLS DIVISION OFFICE OF PAMPANGA
Whole Brain Outcome-Based Education

13. Pedagogical Approaches in
this time of Pandemic
Identify the meaning of Context,
Content, Cognition and Character.
Determine ways on how to innovate
teaching-learning experience based on
equitable access to High Quality Teaching
In the New Normal
Develop understanding on the requisites
of Curriculum Approaches in Innovation
and Research-based teaching practice.

14. What’s the WORD?
Context

15. What’s does it mean?
The surroundings, circumstances,
environment, background or settings
that determine, specify, or clarify the
meaning of an event or other
occurrence

16. Which is NOT a context?
LD Modality Parental
Involvement
Fractions Learning Levels
X

17. What’s the WORD?
Content

18. What’s does it mean?
The important facts, principles and
concepts to be taught. ... It can be in
form of knowledge, skills, attitude and
values that learners are exposed to.

19. Which is NOT a content?
tests Problem Solving SIMM
MELCS

20. What’s the WORD?
Cognition

21. What’s does it mean?
The mental activity including thinking,
remembering, learning and using
language. The focus is on the
understanding of information and
concepts.

22. Which is NOT a Cognition?
Communication Creativity Analysis
Math Apps
X

23. What’s the WORD?
Character

24. What’s does it mean?
The mental and moral qualities
distinctive to an individual or group.

25. Which is NOT a Character?
Critical Thinking Collaboration Assessment Disciplined
X

26. Amidst the health crisis…
Boost in 4Cs (Context, Content, Cognition and Character)
Initiate, Intervene, Innovate on our Teaching – Learning Instruction
Implement and Investigate- Research on it!

27. STRUCTURE TEACHING PRACTICE ADVOCACY
CONTEXT CONTENT COGNITION CHARACTER
 Learning Delivery
Modality
 School Culture
 Learner’s
Environment
 Competency
 Performance
Skill
 Assessment
 Bloom’s
Taxonomy
 Multiple
Intelligence
 4Cs
 Love for Math
Equitable Access to High Quality
Teaching and Learning

28. Understanding the Context
STRUCTURE
School Support
 Budgetary Requirements
 Key Players
 Programs and Policies
Teacher Support  Capacity-Building
 Roles and Responsibilities
Learner Support  Parental Cooperation
 Availability of Resources

29. Understanding the Context
STRUCTURE  Budgetary Requirements
 Key Players
 Programs and Policies
 Capacity-Building
 Roles and Responsibilities
 Parental Cooperation
 Availability of Resources
School Support
Teacher Support
Learner Support

30. How can we make this happen?
STRUCTURE CONTENT COGNITION CHARACTER
Parental Support

31. How can we make this happen?
If the FOCUS is on the
STRUCTURE, how can
we EQUALIZE delivery
of learning
How can you
innovate?
3Ts: TRIAD TEACHING
TECHNIQUES
STRUCTURE
Module + TVBI
Online Platform Video Recorded
Parental Support

32. How can we make this happen?
STRUCTURE CONTENT
If the FOCUS is on the
CONTENT, how can we
EQUALIZE delivery of
learning
How can you innovate?
 Check the learning ability
 Design your own module
 Develop Activity Sheets
 Direct your own video
 Distribute inclusive learning
resources

33. How can we make this happen?
STRUCTURE CONTENT
Comic strips of Lessons

34. How can we make this happen?
STRUCTURE CONTENT
My Very Own Teleskwela for Gr 6-Ilang-Ilang

35. How can we make this happen?
STRUCTURE CONTENT
Develop your own Math App Games on Mobiles

36. How can we make this happen?
STRUCTURE CONTENT
Design Take Homes Activity Materials

37. How can we make this happen?
STRUCTURE CONTENT
Puzzle Up Activity Sheets

38. How can we make this happen?
STRUCTURE CONTENT COGNITION
Parental Support
If the FOCUS is
on the
COGNITION,
how can we
EQUALIZE
delivery of
learning

39. How can we make this happen?
COGNITION
Consider their Multiple Intelligences

40. How can we make this happen?
COGNITION
Make Active Learning happen

41. How can we make this happen?
COGNITION
How can you innovate?
Create avenues for active learning to happen

42. How can we make this happen?
COGNITION
Create avenues for active learning to happen
1.Find examples of shapes (squares, circles, triangles, etc.) and
concepts (perimeter, circumference, area) inside or outside your
house. Draw.
2.List all the geometric shapes and/or concepts you see on your
search. If you want, snap photos or bring your drawing supplies and
sketch them.
3.Estimate the height of your mom’s favorite plant.
4.Calculate how many hours do you sleep in minutes.
5.Make your own multiplication table of your favorite numbers.
6.Play games with dice, or cards, what is the most number that
come out.
7.Put a bunch of different colored marbles in a bag—3 or 4 colors,
and lots of marbles. Keep track of how many marbles of each color
go into the bag. Close your eyes and choose one marble at a time.
Predict the likelihood of choosing a red marble, a blue marble, etc.,
8.Graph the results of the marble picking exercise.

43. How can we make this happen?
STRUCTURE CONTENT COGNITION CHARACTER
Parental Support

44. How can we make this happen?
CHARACTER
If the FOCUS is on the CHARACTER, how
can we MAKE LEARNING FUN AND
FUTURISTIC?
How can you innovate?
 Advocacy Campaigns
 Friendly Competitions
 Portfolio Creativity
 Bring the Learning Online

45. .
Futuristic Learning
Futuristic learning involves a continuous
progress to higher levels of critical and
creative thinking in a collaborative
environment of academic freedom.
Futuristic learning encourages the use of
modern and advanced approaches of
teaching and learning. The skills
acquired should facilitate students’
intellectual, social, and emotional
development.

46. .
Transformational practice

47. Futuristic Learning
Quantity does not mean Quality… we must not consider the
volume but the value..
Innovation is not counted by Numbers but by Impact formed by
Reflections
- Jane P. Valencia

48. Points to Ponder
“As leaders in education, our job is not to control those whom
we serve, but to unleash their talent. If innovation is going to be
a priority in education, we need to create a culture where trust is
the norm.”
- George Couros, The Innovators Mindset

49. Points to Ponder
“The first step in teaching students to innovate is making sure
that teachers have opportunities to be innovators themselves.”
- Suzie Boss, Bringing Innovation to School: Empowering Students to Thrive in a Changing World

50. Futuristic Learning
In the future, education will no longer be restricted to
formalized institutes like schools .
Educators are moving away from traditional
classroom teaching to that of letting students have fun and learn
while they play.
It’s inevitable that students in the future who grow up
with such technology will require much higher levels of
fun and excitement before they see education as
appealing and captivating.

51. Futuristic Learning
As you explore the future of learning, unleash
your imagination, consider new possibilities ,
embrace change and explore how we can create a
better future for all learners.
Thank you!