Effective Learning Experience for Students in the New Normal

There are many aspects of learning that have changed, and one thing that is certain is that the way life
was before the pandemic will not be coming back soon, if ever.

Here are four big changes that students must adapt to, ensuring that they are set up for success in the
classroom, online learning, and in work placements.

Adjust to the new normal in your own way. The situation is uncertain, and it is ok to take the steps you
need to, in order to gain the focus, you need on learning something new. Remember to talk to someone
if you feel that you need help and support. Focus on what is within your own control, who you want to
be right now, and in the future. Patience with yourself and having flexibility is very important, especially
when you are learning new skills!

Establish a routine. Having a healthy and balanced routine will help you get the most out of school.
Having a set daily routine helps you not only while at school, but it is also important to schedule

Focus on your success. Keep moving forward with studying and achieving your goal. Every day, focus on
the positive things that happen, whether they are big or small.

Talk to others! Know that you are not alone and that we are all in this together. Communicate with your
friends, family, classmates and instructors about how you are feeling, and what help you may need.

We are living in extraordinary times, and as humans, we are resilient and always open to changes.
Keeping calm and carrying on will help us all get through difficult times.

Educational Assessment and Evaluation for 21st Century

Education in the 21st century emphasizes globalization and internationalization. In line with this, the
educational systems is suggested to be equipped with ICT resources both hardware and software, and
curricula must be designed to promote a collaborative learner‐

centered environment to which the 21st

students will relate and respond (Boholano, 2017). Therefore, the 21st

century teachers are encouraged to be technology savvy to keep up with the students since they are
likely to be that as well. More and more teachers nowadays integrate their learning activities with
technology, i.e. the use of such devices as computer, laptop, smartphones, internet, and applications.
The students also need to be facilitated to develop the 21st

century competencies, namely critical thinking, communication, collaboration, and creativity and
innovation (Fullan, 2013:9). He defines the five competencies as follow: critical thinking in the 21st
century is described as the “ability to design and manage projects, solve problems, and make effective
decisions using a variety of tools and resources”; communication in a 21st century context refers not
only to the ability to “communicate effectively, orally, in writing, and with a variety of digital tools” but
also to “listening skills”; collaboration in a 21st century context requires the ability to “work in teams,
learn from and contribute to the learning of others, use social networking skills, and demonstrate
empathy in working with diverse others”; creativity is often described as “the pursuit of new ideas,
concepts, or products that meet a need in the world; and the last, innovation is often defined as “the
realization of a new idea in order to make a useful contribution to a particular field”. Moreover, McCoog
argue that to acquire 21st century skills, the students must be encouraged to create new ideas, evaluate,
and analyze the material presented, and apply that knowledge to their previous academic experiences.

To facilitate students to develop those competencies and skills, the teachers start using available
resources on the internet, i.e. educational purposed software or application both desktop and mobile
based and integrate them into their classroom. Jati and Dewi (2018) explain at a workshop that the
technology integration is divided into three categories, namely technology for learning sources,
technology for thinking skills, and technology for interactive learning. The teachers may use such
application found in the website as www.breakingnews.com as learning resources to provide students
with quizzes on grammar and listening and reading activities. Besides, the students may also be
encouraged to access a library online at www.ello.org and make the best use of the available menus
using their PC or mobile phone. Moreover, the technology may also be used for interactive learning as it
is provided by www.kahoot.com where the students can be given interactive quizzes either as pre or
post learning activities.

Developing Assessment Tools for Decoding Skills of Young Learners

As it has become increasingly apparent that substantial numbers of children are failing to become skilled
readers, a consensus is emerging among reading researchers, practitioners, and policy makers
concerning the critical role that decoding plays in the reading process (Snow, Burns, & Griffin, 1998).
Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled
reading (Adams, Treiman, & Pressley, 1997; Fletcher & Lyon, 1998; Rack, Snowling, & Olson, 1992; Share,
1995; Stanovich & Siegel, 1994; Vellutino, Scanlon, & Sipay, 1997). Automatic word recognition, which is
dependent on phonic knowledge, allows the reader to attend to meaning; likewise, slow, belabored
decoding overloads short‐term memory and impedes comprehension.

While this renewed interest in phonics is certainly a welcome development, we will make limited
progress unless decoding instruction is grounded in what we know about the stages of reading
development, the structure of the English language, and the strategies students employ to learn it. With
rare exception, classroom practice is not informed by these principles. As we shall see, problems abound
not only with the approaches to decoding typically found in whole‐language and “literature‐based”
programs but also with programs associated with traditional phonics.
MODELS OF BLENDED LEARNING AND ITS APPROACHES

Blended learning models are methods for encouraging hybrid learning. Schools and teachers create
experiences and opportunities that combine face‐to‐face learning with distance learning.

Blended learning began primarily as an approach designed to augment traditional instruction methods
for students who attended classes in a physical school building all day, every day. However, these
methods have also been leveraged to support a combination of in‐person education and at‐home
learning. There are several different, distinct models, but they all share several important aspects.

What Are the Characteristics of Blended Learning Models?

Blended learning models usually leverage a combination of in‐person instruction techniques, teacher‐led
online modules, and self‐paced learning. Students may participate in a combination of independent
study, small group learning, and whole‐class instruction, whether online or in person. Often, schools use
elements of station rotation, a situation in which individual learners or small groups shift among the
various learning configurations, on their own or according to a predetermined schedule.

Regardless of which model is employed, ASCD recommends that educators incorporate the following
attributes as they design blended learning experiences:

Attention‐grabbing content introductions that activate student engagement.

Modeling and chunking strategies for helping students develop new skills.

Checks for understanding and assessments that align with learning goals.

Opportunities for interacting with other students to collaborate and process together.

Scaffolding encourages learners to connect their understanding with meaningful scenarios.

Parent Involvement: Establishing Strong Home‐School Connections from Start of Classes

Home is the eternal school of life. Our children learn best when significant adults in their lives work
together to encourage and support them. Schools alone cannot address all of our child’s developmental
needs: The need for a strong partnership between schools and families to educate children may seem
like common sense. In simpler times, this relationship was natural and easy to maintain. Teachers and
parents were often neighbors and found many occasions to discuss a child’s progress. Children heard the
same messages from teachers and parents and understood that they were expected to uphold the same
standards at home and in school.
Localization and Contextualization in the K-12 Curriculum

Applying Subject Integration in Lesson Planning Maximizing Productivity in this Digital Age

One of the key features of the K‐12 Social Studies (Araling Panlipunan) curriculum is the delivery of
lessons through localization and contextualization. The principle of localization and contextualization is
not new to DepEd teachers for it is already embedded in our mission which states “To protect and
promote the right of every Filipino to quality, equitable, culture‐based, and complete basic education…”
Also, the concept of localization and contextualization is being stipulated in the provisions of our 1987
Philippine Constitution particularly on Article XIV, Section 14 of the 1987 Philippine Constitution which
states that “The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and intellectual
expression” and Article XIV, Section 5. (1), which states that “The State shall take into account regional
and sectoral needs and conditions and shall encourage local planning in the development of educational
policies and programs.”

Technically speaking, localization is the process of adapting and relating the content of the curriculum
and the process of teaching and learning to local condition, environment, and resources. Meanwhile,
contextualization is the process of presenting a lesson in meaningful and relevant context based on
previous experiences and real‐life situations. In commonality, both adhere to making the lesson flexible,
fit, creative, relevant, meaningful, and adaptive to students’ level of understanding and instructional
needs.

The concept of localization and contextualization falls on the idea that students learned best when
experienced in the classroom have meanings and relevance in their lives. Things students do and
associated with them are the learning that lasts forever. Applying the rule for learning by doing, applied
to learn, and manipulative learning is also a must in executing localization and contextualization in
teaching. If students were put in an actual learning environment letting them manipulate, relate, and
adapt to various learning opportunities and resources available within the locality or community,
profound learning will be assured and realized. It helps teachers and students comprehend concepts by
relating and presenting a lesson in the context of the prevailing local environment, culture, and
resources. Hence, lessons are becoming more real‐life, customized, and appropriate.
ASSESSMENT & REPORTING

Assessment and Reporting are integral parts of the teaching and learning program at Blackwood Primary
School and important aspects of the work of teachers and students. Assessment & Reporting combine
to support students to achieve high standards and to provide the basis for guiding further learning, as
well as informing parents about their child’s achievement.

Assessment

Assessment refers to all the ways we gather information about progress in a student’s learning.
Assessment tasks should reflect the objectives and criteria and be meaningful and relevant. They may
include tests, observations, peer discussions, work samples, presentations/performances and projects.

Criterion‐referenced assessment is the basis of all formal assessment at Blackwood Primary School.

This means that the assessment criteria are decided when planning the learning and explicitly
communicated to students prior to the assessment task/s. In the PYP, teachers ensure that all
assessments tasks, including prior knowledge assessments connect with the central idea and lines of
inquiry.

Rubrics are developed based on the assessment criteria and are used by teachers and students to
evaluate learning.

An Approach to Spiritual Development in Schools

new analysis of pupil wellbeing has called for a re‐evaluation of how schools support ‘spiritual
development’, arguing that the present legal requirement is vague, confused, and has been appropriated
for political ends.

The assessment appears in one contribution to a new international academic review examining the role
of education in supporting students’ sense of ‘wholeness and purpose’. The philosophical and historical
study, by the University of Cambridge academic, Dr Daniel Moulin‐Stozek, traces the origins and history
of what British schools today call ‘Spiritual, Moral, Social and Cultural development’ (SMSC).

Promoting spiritual development has been a statutory duty of schools in England and Wales since 1944.
Rather than referring to a single subject, it is an umbrella term for a general requirement that activities
across the curriculum should stimulate – among other things – reflection, creativity, imagination,
wonder, and an appreciation of different values and faiths.
Maximizing Productivity in this Digital Age

Life in the digital world is increasingly distracting. Whether it’s someone next to you, your cell phone,
tablet, computer, TV, or any of the other devices that distract, it’s hard to resist the constant
bombardment of notifications. However, part of being productive in the digital age is using these devices
and the apps on them. So how do you balance the need to focus with the need to use technology?

Plan Ahead and Often

Always be planning. You can use productivity tools like Evernote and Asana to keep your personal life
productive and workflow tools like Monday, Jira, or Zapier to keep your work life more productive by
using hard data to track the number of tasks you complete each day and the time taken to complete
them. That way, you can measure the effect that using these tools has on the way you work. You’d be
amazed how many people wake up without a thought of what they plan to get done that day. Even those
that have a plan forget to record it in some way and it rarely gets done. Go against the grain. Find a tool
you like to keep track of your daily productivity.

Click here for a list of workflow and productivity tools.

Embrace “Do Not Disturb”

Learn to say no to distractions. This can be simply avoiding things that you know distract you. Maybe you
play video games too much or watch too much television. More likely than not you spend too much time
doing who knows what on your phone. Saying no involves saying no to both yourself and the people in
your life that distract you. Ever get ready to start a bunch of work only for the office chatterbox to stroll
in and start talking your ear off about their new car? Don’t go with the flow. Say no and get your work
done.

Stop Procrastinating

Remember that plan for the day you made? Don’t stop working until everything on your list is done.
Believe it or not, that extra work will actually make you more relaxed. Why? Because instead of staying
up late worrying about what you forgot to do or have to do first thing in the morning, you’ll be ahead of
the game. Know what you’re capable of getting done in one day, plan it out to the T, and get it done
before you call it a day.
Effective Learning Experience for Students in the New Normal

The COVID‐19 pandemic has changed the education landscape globally, and the Philippines is no
exception. With schools closed and classes moved online, students have had to adapt to a new way of
learning. Learning in the new normal is composed of blended learning, and it’s likely to stay for a while
as new variants of the virus continue to spring up.

The Department of Education[1] has planned to open face‐to‐face (F2F) classes in November 2022,
bringing the education sector back to its feet, and private schools have supported it. Furthermore, CHED
has allowed colleges and universities to decide on returning to F2F classes on their own.

Whether blended learning or F2F, learning in the new normal takes as much, if not more, time and
energy as any classroom learning. You must be organized and self‐motivated to do well in your online
class, and it’s not always easy, but it’s doable.

.CURRENT TRENDS IN EDUCATION

Trying to keep track of every innovation in education can be daunting. Which ones are simply fads, and
which can make an actual impact on teaching and student success? We’re here to help break it all down.

We’ve rounded up 15 of the most important educational trends you need to know. Some of these might
be relatively new to you, but trends like Genius Hour could be great additions to your classrooms.
Others, like metacognition, have been around for decades and are just as vital as ever for students today.

Collaborative Learning

Collaborative learning is when two or more students work together to learn something. At Purdue
Polytechnic High School, an XQ school in Indianapolis, Indiana, students collaborate on projects to solve
complex problems related to real‐world issues like sustainability, public transportation, and conservation.
Throughout these ambitious projects, students learn how to become self‐aware team members.

It’s a great example of how students can become Generous Collaborators, one of XQ’s core Learner
Outcomes, and highlights why collaborative learning should be a part of every classroom. By providing
students opportunities to work together to solve problems, understand ideas, and create new solutions,
teachers prepare students with the skills to communicate and work with others with enthusiasm and
humility.

This style of learning can also incorporate two of XQ’s research‐backed Design Principles: meaningful and
engaged learning with community partnerships for inspiration. That’s what teachers at PSI High, an XQ
school in Sanford, Florida, did by working with Sanford Museum for a project where students designed
their own “micro museums.” Learning about the history of their local community was even more
interesting because students had a direct connection to the work.

Personalized Learning
Personalized learning, also known as student‐centered learning, takes a holistic approach to education
by giving students control over what material they learn and how they learn it. In this model, student
interest drives learning; therefore, it looks slightly different in every classroom. But there are some
common features all successful personalized learning shares, including:

How to Become Effective Educator Series 1

Effective teachers should have high expectations for their entire class. Whether a student constantly
makes hundreds on tests or a fifty, each student should be given positive reinforcement in class. Effective
teachers should exhibit positive expectations to ensure each student believes they can excel.
Transmitting positive reinforcement by telling each student they have high abilities and are a capable
learner will allow students to excel to their highest abilities. In addition, setting positive expectations in
the classroom will help students who do not have proper motivation and support at home.

Effective teachers should always exhibit enthusiasm in the classroom. Enthusiasm will allow your
students to be interested in class discussions and classroom activities. Effective teachers should speak in
expressive ways, not a monotone style. In addition, gestures with arms and constantly moving around
the classroom will allow your students to be interested in the classroom discussion. Effective teacher
should also maintain eye contact with their students at all times.

Educators need to have proper classroom management skills in order to be effective teachers. Classroom
management is not about disciplining your class, it deals with how to effectively manage the classroom.
Classroom management deals with how to take roll, keep an effective grade book and how to discipline
students.

One of the most important skills for an effective teacher to master is how to design and implement
lessons in the classroom. Designing lessons involves how to cater the needed curriculum into
discussions, activities and assignments. In addition, an effective teacher should also be able to evaluate
whether or not their students mastered the lesson.

An effective teacher should always establish rapport with their students. Establishing interpersonal
relationships with students is crucial to form a trusting bond with each student. Effective teachers should
be available outside of class to answer questions and provide additional help to students. In addition, an
effective teacher should show tolerance to differing points of view during class.

Educational Technology
From the ancient abacus to handheld calculators, from slide projectors and classroom film strips to
virtual reality and next‐generation e‐learning, educational technology continues to evolve in exciting new
ways — inspiring teachers and students alike.

Technology is continually changing the way we work and play, create and communicate. So it’s only
natural that advancements in digital technology are also creating game‐changing opportunities in the
world of education.

For teachers, technology is opening up new possibilities to enrich and stimulate young minds. Today,
there is growing excitement around the potential for assistive technology, virtual and augmented reality,
high‐tech collaboration tools, gamification, podcasting, blogging, 3D printing, artificial intelligence,
personalized learning and much more.

Here, we’ll explore some of the most promising examples of educational technology and some specific
edtech tools and trends. But first let’s take a closer look at what we mean when we talk about
“educational technology,” because the discussion can refer to both:

The theory and practice of educational approaches to learning, as well as

The technological tools that assist in the development and communication of knowledge

What is Educational Technology? [Tools & Media]

One important definition of educational technology focuses on “the technological tools and media that
assist in the communication of knowledge, and its development and exchange.”

Take augmented reality and virtual reality, for example. Writing about the “Top 6 Digital Transformation
Trends In Education” in Forbes.com, technology innovation specialist Daniel Newman discusses using AR
and VR to “enhance teacher instruction while simultaneously creating immersive lessons that are fun
and engaging for the student.” He invites us to imagine using virtual reality to transport students to
ancient Greece.

Gamification combines playing and learning by utilizing gaming as an instructional tool, according to
Newman, who explains that incorporating gaming technology into the classroom “can make learning
difficult subject matter more exciting and interactive.”

3 P's of Successful Career

Throughout the highs and lows of my entrepreneurial journey during the last seven years, I have
attributed my ability to overcome adversity to three critical qualities. I’m a firm believer that everyone
arrives on Earth for a reason. Each possesses special gifts and talents to contribute to society. Our
biggest challenge is determining our gifts. Some find them early; others find them later. It took me 35
years to figure out mine and how to harness them to make a difference for others.

I can’t tell you exactly how to find your gifts, but I can offer some advice for harnessing them when you
do. They are the three P’s necessary for entrepreneurial success:

Passion: Without passion, you may as well forget your mission. Passion separates winners from losers. If
all else is equal, bet on the team or individual with the most passion.

Why is passion important? People feel strongly about things rooted in their passions. You know you are
truly passionate about something when you are willing to do it for free and take on significant risk. Many
years ago, a fellow Wharton alumna was so determined to succeed in the music business that upon
graduation, she decided to reject a lucrative investment‐banking job and accept a position as a secretary
at a record company. Sixteen years later, Sylvia Rhone, W’74, became the first African‐American woman
to head a major record label—now that’s passion.

[Editor’s note: Rhone was head of Elektra from 1994 to 2004, served as president of Universal Motown
Records until 2011 and now leads Vested in Culture at Sony.]

Patience: Patience enables you to stay the course even under the most difficult circumstances. There are
no shortcuts to success. Be patient, stay focused and stay true to yourself.

For me, it all started with education followed by a series of career opportunities, which allowed me to
accumulate a unique set of skills and expertise that complemented my education and life experience.
The common thread throughout is my ability to connect with people. I was fortunate to have mentors to
call on for advice. That advice and my learning helped me gravitate toward those opportunities most
compatible with my personality and with the best long‐term growth potential. As I look back at each
individual career move, none make sense individually. Collectively, over 35 years, those moves make
sense given that I am now innovating at the intersection of procurement, technology and emerging
business development.