My Personal Lifelong Learning Plan
Everything changes in our volatile, uncertain, complex, and ambiguous (VUCA) environment, and an excellent teacher who prepares for and anticipates unfathomable and unknown events is one-step ahead. A teacher must successfully construct a system despite its complexity; be flexible and inventive in response to trends; be open to learning outside the books; and value the emergence in order to carry out the planned strategic activities. This clearly emphasizes that a teacher must be well-informed while making curricular and management decisions about the issues at hand.
To be able to establish an operational system in a VUCA environment, the key clienteles (students, teachers, and administrators) of an educational institution must be considered. As teachers and leaders of creative change, maximizing potential, and lifelong learning, students must possess a variety of abilities in order to compete with others after graduation. To do this, teachers must learn how to bank on collaboration, co-creation, and coopetition. They should, however, be visionary, creative, and critical.
In transformative
leadership, the teacher must manage and recognize classroom changes. In the
past, everything functioned nicely with simply paper, pen, and chalk. Things have
changed since then. As a result, advocating for smart education entails seeking
out suitable teaching practices that may have a positive influence on all
learners. It should also be emphasized that in order for learners to progress,
classrooms should be designed for the future.
But what happens in DepEd physical classrooms?
The development of public-school classrooms is modeled after the top schools in the world 30 years ago. And, why are we falling behind? Though we realize the tremendous improvements that have happened, we continue to doubt the quality of education in the Philippines. Remember, we are still in the Third World. Even if we fight for it, we will always be a part of this classification. This would not change until our leaders recognize that the Philippines has to move forward and think about the future more than others could.
And do you believe we can stay up with
the rest of the world in this fast-changing VUCA environment? YES, if we
acknowledge the importance of modifying our teaching approaches and our goals
for the future Filipino learners. Yet, my response is NO if we continue to
insist on outdated information and methodologies from the past.
Utilizing systems thinking
A key element of what we do, how we comprehend the nature of the problems, and how we promote change is systems thinking. The future that systems thinking foresees is different. It can assist decision-makers in achieving more rapid and long-lasting educational advancement that has a significant impact on the present and next generations of children and youth.
As teachers we should know how to look for its pattern at all times. You must initially perceive a systematic representation as a single image in order to comprehend it. The pattern may then be seen by looking at each particular feature. In order to clearly grasp the overall composition in a comprehensive organizational painting, you might need to concentrate on each individual component.
However, a functioning school is vulnerable to crises, especially if it has goals, systems, and people. Teachers must be adaptable, agile, and transformational. Because an organization is dynamic, it cannot be precisely compared to perfect symmetries which have predetermined patterns of future. This means that teachers must be alert to potentially serious occurrences that might compromise an institution's integrity and objectives.
Given this, eliminating the linear model of decision-making should also be a consideration in organizational management. It should be understood that every activity should take the larger picture into account. Systems thinking is therefore essential. Lack of awareness of situational loops makes it difficult for a leader to perform effectively. The need for a sophisticated framework of problem-solution should be emphasized since organizational growth demands it.
The ability to learn how to maximize
the potential of people, understand the internal and external environment,
utilize resources religiously, and monitor and evaluate programs is one-step
forward towards the achievement of the vision, mission, and goals of every
learning institution. Although it may not sound simple, this also emphasizes
how revolutionary change is affecting teachers. Undoubtedly, a teacher's
ability to learn, re-learn, and unlearn is a key component of their excellence.
Planning for Lifelong Learning
Given the prevalence of these problems as we progress toward the development of new paradigms of teaching, I believe it is vital to plan for a personal lifelong learning plan that is supportive of these changes. Being able to plan for the future is a crucial attribute of a 21st century teacher.
There are various topics of concern in the twenty-first century that we should investigate and improve. Personally, after almost ten years in academia, I have found myself on the growth continuum. It has been a process of preparation, execution, and reflection. I have also attempted to enhance my weaknesses, particularly in classroom management and the art of questioning. And one of the distinguishing characteristics that I should continue to hone is the capacity to employ new teaching tactics. I should also use technology in the classroom to better adjust to my students' needs.
My own lifelong learning plan focuses on the critical literacies I should have and is based on my deficiencies. I believe that digital literacy, cyber literacy, and media literacy are essential for educating Gen Z and preparing for tech-savvy Gen Alpha learners. My pedagogy should be improved as well, because I was educated by Baby Boomer professors/ teachers and was equipped for a millennial generation. Certainly, my preparedness lagged well behind today's developments, as did everyone else's. As a result, my digital literacy development plan is also in-sync with the influence of social media and Internet access.
Similarly, to support the growth of my affective teaching skills, I should strengthen my social/emotional literacy. Emotional literacy is being self-conscious and aware of your own feelings, as well as understanding how to control them, such as the capacity to remain calm while furious or to reassure oneself when in doubt. It involves empathy, which is the ability to be sensitive to the feelings of others. This literacy is essential in a VUCA society. It is beneficial to understand how to deal with challenging situations, how to respond to varied levels of stimulus, and how to manage personal and professional sentiments and emotions.
Finally, globalization and
multicultural literacy are critical in understanding how the world is evolving.
Our classroom lessons should be translated into other languages, cultures, and
perspectives. We should not just focus on the community to which we are linked,
but also on our neighboring countries. It would not, in the long run, decrease
our nationalism and identity. However, it will make us more conscious and allow
our perspectives to reflect the requirements of a changing society,
particularly on a worldwide basis. This also emphasizes the need for us to
reconsider our future decisions in light of the Fourth Industrial Revolution,
Gamification, Artificial Intelligence, Hyper Education, and Open School
Systems.
|
21st Century Literacies (1) |
Level of Competency (2) |
Target KSAV (3) |
Self-Learning Activities (4) |
Time Framework (5) |
Support Resources Needed (6) |
Barriers/ Challenges (7) |
Solution/Action points (8) |
|
Digital Literacy/ Cyber Literacy &
Media Literacy |
*Knowledge of media & technology uses and
potentials
*Ability to process information
*Ability to distinguish fake news/
misinformation
*Ability to utilize technology for learning |
*To improve the storage and management
of student data
|
*Online searching on how to manage big
data
*Utilizing the concepts learned in
post-graduate studies
*Using free and relevant online tools |
Dec 2022- July 2023 |
*Free online journals
*YouTube Tutorials
*Technology Blog Sites
*Free eBooks
*Google Application
*Google Chrome Extension Application
*Targeted training |
*Time constraint
*Difficulty in understanding
technological jargon and computer programming language
*Limitations on the overall performance
of gadgets/ mobile phones/ laptops/ computers
*Limited internet connectivity |
*Preparing task priorities and
organizing activities
*Asking the help of IT experts
*Procuring high-end technologies
*Downloading/ Uploading files in school
when teachers are going home |
|
*To explore and integrate other
applications/ software that are valuable for teaching and learning |
*Leveraging the internet contents in
different platforms
*Exploring the best practices of other successful
countries in terms of technology use in curriculum and Instruction |
Dec 2022- July 2023 |
*Research journal articles on technology
interventions in school
*YouTube Tutorials
*Educational Technology Blog Sites
*Technology/ gadgets for smart
classrooms
*Short-term course |
*Applicability of interventions
utilizing foreign materials/ high-end technologies
*Educational software/ applications
needing subscription
*Budget allocation/ prioritization of
the provision for smart classrooms |
*Innovating and contextualizing
intervention materials
*Looking for other (free) educational
software/ application options
*Linkage with the LGU and NGO for
financial assistance |
||
|
*Ability to adjust with the different circumstances/
situations/ contexts
*Understanding the nature of learners
and co-workers
*Maintaining a professional image
through trustworthiness, regular attendance and punctuality, good grooming,
and effective communication
*Ability to make personal sacrifices to
meet the needs of the organization
|
*To provide a supportive, safe, and
motivating learning environment for students and teachers |
*Assessing learners' needs, interest,
intelligences, and styles
*Addressing inclusivity and
gender-sensitivity in lesson planning
*Advocating gender and development |
Dec 2022- July 2023 |
*Aptitude, intelligence, and other behavioral
testing kits/ materials
*Instrument/ assessment material
development training
*Designing scoping lesson plans |
*Inability to communicate the results of
various tests
*Limited budget for training
*Time constraint
*Non-alignment of ideal lesson plans to
the type and level of learners
*Societal acceptance of differences such
as IP and LGBTQIA+ |
*Monitoring and evaluation of curricular
activities
*Asking support from LGU through SEF and
PTA
*Reforming the curriculum to address the
struggling learners
*Instituting measures on inclusivity |
|
|
*To foster camaraderie and promote
professional ethics |
*Enhancing social skills through
exploring diverse backgrounds
*Conducting home-visitation and conferencing
with students, & parents/ guardians
*Integrating ethical principles in instructional
delivery |
Dec 2022- July 2023 |
*Team-building activities
*Budget for home-visitation
*SLAC sessions on professionalism and
teaching ethics to learners |
*Limited budget for employees' rest and
recreation
*Time constraint for targeted
home-visitations
*Inability to act as role models to
learners |
*Asking support from LGU through SEF and
PTA
*Prioritizing teachers' mental health
and wellbeing
*Hiring of additional NTP to assist in
catering the needs of learners
*Reviewing the Code of Professional
Ethics |
||
|
*Ability to communicate with others clearly
*Ability to accept the reactions of
others
*Self-awareness skills |
*To increase my self-regulation and
empathy and manage my stress and emotions |
*Practicing Meditation and Physical
Exercises
*Continuing my Advocacy for Helping
Learners in Need
*Utilizing Strategies in Managing Stress
and Emotions -Daily Exercise/ Physical Active Breaks -Healthy Balanced Diet -Prioritizing Schedules -Sleep -Creating a Social Support Network |
Dec 2022- July 2023 |
*Mental and Health Wellness Program in Schools
*Sponsorship from Alumni
*Team-Building Activities/ Rest and
Recreation Activities
|
*Time constraints/ Absence of the
program
*Work overload/ Multiple ancillary tasks
*Ability to support multiple students
*Budget needed for gender and
development/ Unplanned and unbudgeted activities |
*Inclusion in the School Improvement
Plan
*Reduction of ancillary tasks
*Strengthening time-on-task
*Advocating student scholars/
Adopt-a-student program
*Allocating funds for GAD activities and
team-building activities |
|
|
Globalization and Multicultural Literacy |
*Knowledge of the diverse cultures
*Participation in the CommTech Nusantara
2021 (An International Cultural Short-Term Course in Indonesia)
*Exposure in training and conferences
with diverse background and identities |
*To promote globalization and diversity
among teachers and learners |
*Integrating cultural contexts in daily
lessons
*Benchmarking on the best practices of
other countries through online means
*Watching the vlog contents of other
nationalities in developing a culturally-diverse classroom
*Socializing with peers through SLAC sessions |
Dec 2022- July 2023 |
*Budget allocation for cultural seminars
and symposia
*Linkage with other institutions for
teacher/ student exchange programs
*Budget for SLAC sessions |
*Difficulty in integrating cultural
contexts in mathematical, scientific and technical subject areas
*Less priority on exchange programs |
*Advocating for measures which helps in
creating a culture of respect and acceptance through curricular Integration/
SLAC sessions
*Creating a comprehensive framework for
addressing the cultural diversity
*Providing a curriculum guide specifically designed
for this area where teachers can utilize/ benchmark |
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