The school is the place where students learning and their future educational success take place. As a facilitator of learning, planned to fully infused the 21st century learning skills, the passion to teach is my major key component to provide enthusiasm and environment conducive to students’ life long learning. I supposed that the way students learned depends largely on the teachers’ facilitating skills creative design. Right now, the teachers are tasked to face the great challenges in the attainment of the 21st century.

Philippine education of which information communication and technology plays an important role in infusing effectively the 21st century skills. The powerful vision of the 21st century Philippine education brings together the business community, foundations, education leaders, and policy makers for a common good - ensure every student’s success as citizens and workers in the 21st century.
In response to this great endeavor, The Foundation of Upgrading the Standard of Education (FUSE) conducted a series of training nationwide to upgrade the standard of Philippine educational system. Likely, FUSE also provides the teaching support materials to the trained teacher participants. The said training offers me an opportunity to gain additional content knowledge and teaching skills thus improving my capability and confidence in teaching Chemistry. Furthermore, it significantly boosts my passion to teach Chemistry and empower me to share the teaching skills acquired in the training to my contemporaries.

This new teaching methodology that I learned from FUSE bestows a unique experience on my part. The well designed video episodes enhance the students’ full understanding of the different concepts of Chemistry and its applications in the real world situations. It also provides non-linear access to information, allowing students to understand a very abstract concept of mole in particular. It allows students to access information in depth, affording complex representations of fundamental concepts and comprehensive illustrations of more abstract topics. In this way, it broadens my teaching perspective towards the attainment of deep life long learning of my students.

Furthermore, the video materials given to me by FUSE do not end up in unlocking abstract concepts but rather a precursor in the designing of my Performance-Based Learning (PBL) activities. The PBL activities moved to a more student-centered view of learning and require a fundamental shift in my role as a teacher. It is no longer that the teacher seems predominantly as a dispenser of information, but rather as a facilitator of the student’s learning. The introduction of problem-based learning with a consequent fundamental change in the student –teacher relationship has highlighted this change in the role of the teacher from one of information provider to one of facilitator. It is not only a pure mastery of core subjects, but moving beyond the focus on basic competency in core subjects to promote understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes; as such the students act a certain role to play - in combating the global climate change as an example.

Founded by Dr. Lucio C. Tan on December 1, 1994, FUSE seeks to improve the skills in English, Science and Mathematics teachers. Its programs include regular teacher training workshops; a post-graduate scholarship program for Science and Engineering teachers; production and distribution of telecourses in English, Elementary Science, Chemistry, Physics and Math; and a host of other educational programs in partnership with government and private learning institutions.