CEAP NBEC Learning Series

Module 1

Dr. Dennis Prince Y. Germano

Learning Companion
Managing Coach, Drucker Learning Solutions
Adjunct Professor, SPU Manila
 Intended Learning Outcome
1. Analyze key-success factors for
teaching and learning in the next
normal.
•This COVID-19 crisis has exposed the need
to further equip Catholic schools with
appropriate learning infrastructure and
technologies, and provide teachers and
students with the skills needed to adapt to a
flexible learning environment.
•This serves as a wake-up call for teachers
and instructional leaders on the importance
of investing on technology and realized
things that only face-to-face interaction can
do.
•Despite multiple pressures, parents have in
large numbers become the teachers of their
children, with a better understanding of the
K-12 curriculum and appreciation of what
the school of their children is doing.
•Sudden shift to distance learning can have
diverging effects on learners, teachers and
parents from families with different socio-
economic and educational background.
•This crisis disrupted teaching and learning
but has been particularly hard on learners
who are not very engaged, do not have
enough parental support or who are living in
the rural communities.
 #RQOTD 1
•How did I and my school respond to this
educational disruption brought about by
COVID-19?
 Phases of Change in the Catholic
Basic Education System

• Facilitating formation
Transition and learning that
• Initial responses withstand disruptions
and lessons (July 2022 and
• Learning continuity beyond)
learned (March-
planning and
July 2020)
execution (August
2020 – June 2022) Reimagination
Disruption
Navigating the Disruption (NPDL, 2020)

Unsettled Learning Growth

Zone Zone Zone
 Unsettled Zone
• The shock and immensity of the change may be
overwhelming.
• Emotions run high and responses focus on
solving the immediate structural and procedural
issues.
•A rapid response is essential in providing
support, getting modules delivered and
building connectivity in underserved areas.
•In terms of pedagogy, learning on-line in the
unsettled zone looks more like traditional
teacher centered and content-driven
practice.
 Learning Zone
•Schools begin to assess and address well-
being and equity issues.
•They also start to consider multiple factors
and the opportunity to reflect on the
possibility to shift from surviving to
navigating the new remote learning
environment.
 Major Challenges (OECD, 2020)
•Continuity of academic learning for students
•Supporting the students who lack skills for
independent study
•Continuity and integrity of the assessment of
student learning
•Support for parents so they can support
student learning
•Well-being of students and of teachers
 Growth Zone
•Schools recognize that they are no longer
working on a temporary or stop- gap
solution. Until treatment, vaccines and large-
scale testing are available to all, the delivery
of education in both physical and remote
settings is essential.
•It becomes clear that technology is a crucial
part of the solution during educational
disruptions.
•What emerges is a recognition that it is time
to move beyond a blend of traditional
teaching and online instruction, both
happening within brick and mortar, to
something more.
 #RQOTD 2
•Which of these zones is my school in at
present?
•What shall we do to successfully
navigate the present and future
disruptions?
Eight points how the Global Compact
on Education intends to ensure
“everyone has access to a quality
education consonant with the dignity of
the human person and our common
vocation to fraternity according to Pope
Francis:
1. Make human persons in their value and
dignity the center of every educational
program, both formal and informal, in
order to foster their distinctiveness, beauty
and uniqueness, and their capacity for
relationship with others and with the world
around them, while at the same time
teaching them to reject lifestyles that
encourage the spread of the throwaway
culture.
2. Listen to the voices of children and young
people to whom we pass on values and
knowledge, in order to build together a
future of justice, peace and a dignified life
for every person.
3. Encourage the full participation of girls
and young women in education.
4. See in the family the first and essential
place of education.
5. Educate and be educated on the need for
acceptance and in particular openness to
the most vulnerable and marginalized.
6. Be committed to finding new ways of
understanding the economy, politics,
growth and progress that can truly stand at
the service of the human person and the
entire human family, within the context of
an integral ecology.
7. Safeguard and cultivate our common
home, protecting it from the exploitation
of its resources, and to adopt a more sober
lifestyle marked by the use of renewable
energy sources and respect for the natural
and human environment, in accordance
with the principles of subsidiarity,
solidarity and a circular economy.
8. Commit courageously to developing an
educational plan within our respective
countries, investing our best energies and
introducing creative and transformative
processes in cooperation with civil society.
 #RQOTD 3
•What shall we do to align our programs
and activities with the Eight Points?
Understanding the Characteristics,
Learning Behavior and Habits of
the Gen Z and Gen Alpha
 Generation Z
•Born between 1996 and 2010; 11 to 25
y/o
•8-9 seconds attention span (Microsoft,
2015)
•Digital natives
•“Well-educated” generation yet
•Prefers personalized and time-efficient
bite-sized learning
•Enjoy learning in a social setting with others
but prefer working on their own (Seemiller
and Grace, 2019)
•Grew up watching YouTube videos for
instructions on just about anything
•Prefer personalized experiences (Netflix,
Samgyup, other DIY experiences)
 Generation Alpha
•Born after 2010; 1 to 11 y/o
•Neo-digital natives
•Shortest attention span
•Will be the most educated Generation of all
time
•Seamless integration of technology into every
aspect of their life
•Artificial intelligence (AI) dominates their
reality and is a natural part of their lives
•Their energies are hard to contain
•Inclined to break free from existing
structures
 #RQOTD 4
•How should we manage learning and
assess the life performance and
educational outcomes of our Gen Z and
Gen Alpha learners?
Issues and Concerns of Learners, Parents,
and Teachers on Distance Learning
• Culled from the sequential explanatory studies of
Daguno, Geraldino, Huerto, Quibod and
Remasog, 2020
• Research participants: students, teachers,
administrators and parents of select Catholic
schools in Luzon, NCR and Mindanao
 Learners’ Issues and Concerns
•Mental, physical and spiritual well-being
•Outdated/no gadget (rural learners)
•Internet connection
•Home environment
•Multiple performance tasks
•Learning environment
•Balancing studies, games and personal
activities
•Family problems
 Parents’ Issues and Concerns
• Focus of their children on their studies
• Mental and physical health of their children
• Lack of skills to facilitate learning at home
• Loss of income and livelihood
• Balancing work-from-home and parental duties
 Teachers’ Issues and Concerns
• Work load
• Mental health
• Internet connection
• Outdated /no gadget (rural teachers)
• Balancing work-from-home and parental duties
(married teachers); work-life integration (single teachers)
• Lack of time for preparation of material, checking
outputs and test results, giving feedback to students
and parents
 Administrators’ Issues and Concerns
• Inadequate financial and material resources
• Organizational changes
• Lack of computer and internet skills
• Managing flexible work arrangements
• Monitoring online and modular classes
• Performance evaluation in the new setting
• Engaging parents
• Developing new programs and services
• Declining enrollment
 #RQOTD 5
•What quantitative and qualitative data do
we need to gather, analyze and utilize to
help us improve the learning outcomes
of our students?
 Key-Success Factors for Basic Education
in the Next Normal
• Key-success factors are elements required for
Catholic schools to achieve their strategic
objectives.
• Strategic objectives are specific performance
targets that will translate a school’s mission and
vision into concrete outcomes in a given school
year.
 Examples of Strategic Objectives
• Improve the learning outcomes across grade
levels in all learning areas by at least 5% higher
than the previous school year.
• Achieve a 100% employment of 58 Grade 12
TVL students within 30 days after graduation.
• (Participants’ examples)
 Steps in Developing KSF
1. Revisit your mission and vision.
2. Formulate strategic objectives (SOs) for one
school year.
3. Identify key-success factors (KSFs) for achieving
the SOs based on the previous discussion.
4. Evaluate the identified KSFs that are truly
essential for achieving the SOs.
5. Discuss with your team how you will implement,
monitor, assess and evaluate the KSF.
 #Playshop 1: Key-Success Factor Analysis
• Identify important factors that will help you and your
school succeed in achieving your strategic objective/s
for SY 2021-2022.
• Assign weight to each factor according to its impact
on your school’s mission and vision.
• Rate the degree of importance of each factor for
learners, teachers and parents using a 4-point scale
(4=highest).
• Get the weighted score by multiplying W by RI.
SAMPLE ONLY Learning Task 1: KSF Weighted Scoring Matrix
(Learning: RI = relative importance; WS = weighted score)
Strategic Objective: Achieve zero beginning (75% and below) of
performance in all learning areas across grade levels
Weight Learners Teachers Parents
Key-Success Factors (W) RI WS RI WS RI WS
Learners’ need assessment 20% 2 0.40 4 0.80 4 0.80
Appropriate learning materials 20% 4 0.80 3 0.60 4 0.80
Independent learning activities 15% 3 0.45 3 0.45 2 0.30
Validity and reliability of 25% 3 0.75 4 1.00 4 1.00
assessment
XXXX 20% 4 0.80 3 0.60 3 0.60
Total 100% - 3.2 - 3.45 3.5