This Pride Month, RCTQ is re-introducing resource materials it jointly developed with the National Educators Academy of the Philippines (NEAP) for basic education teachers and their mentors/master teachers to guide them in practicing Indicator No. 3.1.2 of the Philippine Professional Standards for Teachers (PPST)—“Use differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences”.

The modules on ‘addressing learners’ gender, needs, strengths, interests, and experiences during the pandemic and beyond’ aim to equip teachers and mentors with necessary skills, knowledge, and values to use differentiated, developmentally appropriate learning experiences to address concerns on learners’ gender, needs, strengths, interests, and experiences (GNSIE).

While the modules were created in the context of the pandemic where teachers grappled with different learning modalities, former RCTQ senior program manager Dr. Levi Elipane, who led the RCTQ team in developing the materials, said that “even in traditional learning environment beyond the pandemic, these modules will serve as relevant instructional resources as they will guide teachers and mentors in creating an inclusive environment that promote respect for all students regardless of their sexual orientation, gender identity, gender expression and sex characteristics (SOGIESC).”

“At the same time, the modules will guide teachers in actively addressing any instances of bullying, harassment, or discriminatory behavior targeting lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) students,” Dr. Elipane said.

Both modules were designed for teachers to embrace different learning approaches and modalities through distance and blended (multi-modal) learning, and address issues of how different approaches and modalities best suit different teacher-learning circumstances.

NEAP OIC Director Dr. Jennifer Lopez said that “creating an inclusive classroom environment for LGBTQI students is crucial for their well-being, sense of belonging, and academic success.”

“These modules will help foster this kind of inclusivity, and will help create a supportive environment and address any misconceptions or biases. They help educate teachers and students about LGBTQI+ identities, experiences, and issues; and help them understand appropriate language and terminology, as well as the challenges that LGBTQI+students may face. This knowledge will help you create a supportive environment and address any misconceptions or biases,” Director Lopez said.

The modules are suitable to use in learning action cells, online presentations, classroom applications and mentoring. Both materials include mentor’s guides for every experienced teachers (master teaches) and school leaders (school heads and supervisors) to mentor and further support teachers.

RCTQ’s assistance to NEAP is premised on DepEd Order No. 11, s. 2019 or the Implementation of the NEAP Transformation, which named the Center as the provider of technical assistance. The Development and Validation of COVID-Responsive Modules on PPST Indicators 3.1.2 and 3.4.2 project, under which these modules were developed, was supported by the Australian government through its Philippines COVID-19 Development Response Plan.  (RCTQ Comms)

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This Pride Month, RCTQ is re-introducing resource materials it jointly developed with the National Educators Academy of the Philippines (NEAP) for basic education teachers and their mentors/master teachers to guide them in practicing Indicator No. 3.1.2 of the Philippine Professional Standards for Teachers (PPST)—'Use differentiated, developmentally appropriate learning experiences...
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