To assist the 34 school heads and 733 teachers of the Schools Division of Tayabas City, Curriculum Implementation Division Chief Imelda C. Raymundo, through the leadership of SDS Aniano M. Ogayon conducted a webinar on the capacity-building on ICLeA Framework and on the preparation of learning plans using I-D-E-A Instructional Processes, June 17 and 18.
During the plenary session through live streaming, SDS Ogayon pointed out that Tayabas City must be able to tolerate the changes that happen in education.
“These challenges are temporary, we have to evolve–to evolve courageously,” the superintendent emphasized.
Right after the plenary session on the first day, participants joined their respective classrooms where Education Program Supervisors Sancho Calatrava, Sherwin Quesea, Christian Bables, Richelle F. Quintero, Mildred Galleno, Georgia Talabong, Pelagia Manalang, Louie Fulledo, and EPs II for ALS Teofila Ocumin discussed the ICLeA Framework and walked the SHs and teachers through the Most Essential Learning Competencies (MELC) and Budget of Work (BOW).
The facilitators made the participants understand the need to adapt a holistic approach for the implementation of learning continuity plans, across regions, across SDOs, and across schools. This is why there was a necessity to gather updated and accurate data, information, and details on learners, teachers, and schools, for these are used for informed decision-making.
They further discussed that the Learning Continuity Plan of the Division and of the respective schools should be able to help the school heads and the teachers establish the intent to create the link or interconnectedness between and among mapped out most essential learning competencies, the learning experiences based on collaboration and constructivism and, authentic learning assessment. These are rolled into one framework called the ICLeA or Intent, Content, Learning Experience and Assessment.
The participants were also taught to design lesson plans using I-D-E-A (Introduction, Development, Engagement, and Assimilation), wherein they were given lesson examplars using such instructional processes. Side by side, the I-D-E-A lesson examplars and the parts of the traditional lesson plans were compared.
Guided by the IDEA instructional process, teachers are expected to be creative in delivering their lessons and make their approaches and strategies flexible, responsive and relevant to the needs of the learners using any applicable modalities. They have been required to submit their outputs, their own lesson plans applying I-D-E-A processes.
These efforts are anchored on CALABARZON’s PIVOT 4A Learning Continuity Plan (LCP), designed and geared towards learning resilience, prepared as a contingency measure not only for the COVID-19 pandemic, but also for any form of disasters. (Luzviminda E. Saludares, EPs-II, SDO Tayabas City)