Bridging The Gap Of The Implemented Modular Learing Modality In The New Normal

Abstract

The qualitative research design with content analysis was employed to twenty (20) teachers during the interview. Data were thematically interpreted. The study revealed that challenges of remote learning will be greater for vulnerable or disadvantaged students, who are most at risk of disrupted learning continuity and of other potential harms while out of school. To bridge the learning gap in the new trends of educational system. Teacher engagement and contact with these students will therefore be critically important.Effective remote teaching is neither teacher-led nor student-directed. Teaching activities should be maximized in order to promote metacognitive strategies. Likewise, teachers’ must flexible in using different platforms such as dialogue, centralized radio, and TV broadcasting. Hence, to continue achieving the benchmark of teaching, (1) teacher’s must priority students’ who are vulnerable and (2) enhance remote instruction for cognitive engagement.