THE NEW
EDUCATION
NORM
Presenter:
VENUS M. ALBORUTO, PhD
VENUS M. ALBORUTO, PhD
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Education Program Supervisor/
Learning Resource Supervisor
2020 Gokongwei Brothers
Foundation Hero Teacher
Awardee
2019 Global Teacher Prize Finalist
2019 the Many Faces of the
Teacher Honoree
2018 Provincial Awardee for
Outstanding Science Educator
2017-2018 Metrobank finalist
2016 Ki Hajar Dewantara Award
for Best Science Teacher in
Southeast Asia finalist
2016 Regional Outstanding
Master Teacher
2014 DOST SEI National Winner
2012 Provincial Outstanding
Secondary School Teacher
Objectives:
01
Understand the concept of new normal in education
02
Discuss the challenges posed by the new normal in
basic education
03
Identify student-centered approaches and practices
to effectively support student well-being and
engagement with learning in the “new” normal
01
Understanding the New
Normal Phenomenon
Are we
“New Normal”
ready?
GUESS THE LOGO
GUESS THE LOGO
GUESS THE LOGO
GUESS THE LOGO
GUESS THE LOGO
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Education
in the “old
normal”
What is meant by new normal?
A PREVIOUSLY UNFAMILIAR OR ATYPICAL SITUATION
THAT HAS BECOME STANDARD, USUAL, OR EXPECTED.
Shift from public space to
personal space
From
Physical to
Virtual
Interaction
From
classroom
lectures
to individualized and differentiated
asynchronous learning
From structured class programs to learning at
their own pace
Redesigning
learning
programs
and
materials
Redesigning
learning
programs
and
materials
Shift of
responsibility
in learning
facilitation
of monitoring classes and evaluating teacher
performance
New and alternative means of
evaluating learning to monitor
student individual achievement
Use of Games and Digital Quizmakers in Assessment
Giving Automatic Feedback in Google Classroom
and other LMS
Use of Padlet and Jamboard
Graded Recitation During Online Class
Video Presentation
Application of
what student
learned from
the modules
Research Project
Simulation
Portfolio
Project-based
assessments
Learning Delivery
Modalities
• Coordination
between DepEd,
LGUs and local
health authorities
• Stringent health
standards
• Schools have been
validated as
compliant with the
standard School
Safety Assessment
Tool (SSAT)
Modality #2
DISTANCE LEARNING
Learning happens purely at home
Can be modular or online, TV or Radio-Based instruction or a
combination of these
Parents are given the option to choose DL modalities applicable to
their child
Modular Distance Learning (MDL)
May be Digital Modular Distance Learning (DMDL) or Printed Modular
Distance Learning (PMDL)
Learners with devices at home like laptop, desktop, or tablet, may adopt
DMDL.
For DMDL, SLMs in different digital formats such as flat PDF, educational
videos, audio lessons, and others are stored in CD/flashdrives while for
PDLM, the SLMs in printed form are distributed to learners
Online Distance Learning (ODL)
Applicable to schools where
both the teachers and
learners have access to
digital devices with available
online resources and internet
connectivity
features the teacher facilitating
learning and engaging learners’
active participation using various
technologies accessed through the
internet while they are
geographically remote from each
other during instruction.
Blended Distance Learning (BDL)
ODL and TV
Video/ RBI
(SLM-Based)
ODL and
DMDL
Blended
Distance
Learning
ODL and PMDL
MDL and
TV-Video/
RBI (SLMbased)
02
Challenges posed by the new
normal in basic education
Access
Cost
Flexibility
Method
03
Student-centered approaches and
practices to effectively support
student well-being and engagement
with learning in the “new” normal
As this school year nearly ends, and some
students are learning remotely, while others
are heading back in person, we urge
educators to pause and reflect on what
worked — and didn’t — during the school year.
While we eagerly await the moment when all
schools can safely resume in person, we
strongly caution against reverting back to the
“normal” way of doing things.
“Normal” was not working for so many
students prior to COVID-19.
Student-centered approaches and practices to effectively
support student well-being and engagement with learning in the
new normal
1. Prioritize human connections and relationships.
Student-centered approaches and practices to effectively
support student well-being and engagement with learning in the
new normal
1. Prioritize human connections and relationships.
2. Redesign the school schedule to allow more hours for sleep,
playtime, downtime, and family time (PDF).
Student-centered approaches and practices to effectively
support student well-being and engagement with learning in the
new normal
1. Prioritize human connections and relationships.
2. Redesign the school schedule to allow more hours for sleep,
playtime, downtime, and family time (PDF).
3. Build in more flexibility to curriculum and assignments.
Student-centered approaches and practices to effectively
support student well-being and engagement with learning in the
new normal
1. Prioritize human connections and relationships.
2. Redesign the school schedule to allow more hours for sleep,
playtime, downtime, and family time (PDF).
3. Build in more flexibility to curriculum and assignments.
4. Consider that “less is really more” and focus on transferable
skills.
Student-centered approaches and practices to effectively
support student well-being and engagement with learning in the
new normal
1. Prioritize human connections and relationships.
2. Redesign the school schedule to allow more hours for sleep,
playtime, downtime, and family time (PDF).
3. Build in more flexibility to curriculum and assignments.
4. Consider that “less is really more” and focus on transferable
skills.
5. Offer more student-selected, authentic learning experiences.
THE ELEPHANT ROPE
As a man was passing the
elephants, he suddenly
stopped, confused by the fact
that these huge creatures were
being held by only a small rope
tied to their front leg. No
chains, no cages. It was
obvious that the elephants
could, at anytime, break away
from their bonds but for some
reason, they did not.
He saw a trainer nearby and
asked why these animals just
stood there and made no attempt
to get away. “Well,” trainer said,
“when they are very young and
much smaller we use the same
size rope to tie them and, at that
age, it’s enough to hold them.
As they grow up, they are conditioned to believe they
cannot break away. They believe the rope can still hold
them, so they never try to break free.”
No matter how much the world tries
to hold you back, always continue
with a belief that what you want to
achieve is possible.
Believing you can do it is the most
important step in actually achieving
it.
Keep learning. Embrace new
experiences, see opportunities,
and surprise yourself with
what you can do.
Thank you
very much!