Much ado about 'blended learning'
Published Jul 23, 2022 12:05 am
PAGBABAGO
Dr. Florangel Rosario-Braid
DepEd Order No. 34 required all public and private schools to switch to five-day in-person classes starting Nov. 2. In fact, they can start full-in-person classes as soon as schools open on Aug. 22 but can also choose from any five-days of in-person classes; blended learning modality or three days of in-person classes and two days of distance learning, or full distance learning during a transition period until Oct. 31.
But some private schools would like to continue with blended learning as the face-to-face classes “pose serious transition issues” for some schools.
While DepEd would be able to build more classrooms, private schools are unable to do so at this time. Especially those that are affected by typhoons and other calamities, or which lack the resources to build more classrooms. Even the Pulse Asia Survey commissioned by Sen. Sherwin Gatchalian which showed that about 94 percent of adult Filipinos agreed that the government must now hold full in-person classes. The private schools do not disagree with the directive but are merely requesting for more flexibility in utilizing other platforms
We anticipate that the President would address this problem in his SONA this Monday. It is an issue that faces not only our country but many other places all over the world.
In the future restructuring, we should be guided by certain realities and a vision of what tomorrow would look like. And it includes the following:
(a) That indeed, a return to classroom or face-to-face learning is necessary. This is because three years ago, the country, hit by the unexpected pandemic rendered the school system, families, and teachers and students alike, unprepared to face the sudden shift. Not only were they unprepared in terms of lack of trained teachers and insufficient learning technology and capacity to utilize it, but also psychologically (sudden absence of classroom interaction), but also the inadequate technology infrastructure with poor internet connectivity in several parts of the country, or where it is available, often breaks down.
(b) The shift to face-to-face learning should be done seamlessly, i.e., that the “blended” concept remains in that teachers and students should continue utilizing online technology as a partner in the learning process. Teachers and students alike would agree on the important role of internet in enriching their knowledge about the world. Therefore, the future is that of “blended learning.” Even with all our best plans in equipping our teachers with more training, only the best trained in classroom and online technology would survive and prevail.
(c) Unfortunately, the country is now faced with enormous learning challenges. Our students’ performance in early education (which is the most critical stage in learning) are below par and it would take some time to catch up with the rest of our Asian neighbors and other countries. Thus, the return to “F2F” learning must include a “catch-up” plan if we wish to compete on the world stage. It must require a retooling of the teacher and the provision of technology that would complement the skills training. It is training in skills in leadership, negotiation, as well as citizenship.
(d) Because our present underdevelopment is primarily due to the unequal distribution of resources, our attention in the restructuring of education must focus on how to educate the learner to be more aware of the cause and consequences of this reality. This would mean examining our curricula – subjects, content, how we teach and learn, and how we apply this knowledge in enhancing our awareness and sensibilities in arresting the forces of destruction, and in bringing us into the kind of future we would like to build – one where everyone has freedom to express oneself, to experience justice, to become what he/she wants to be, live in peace, devoid of fear and discrimination, share, connect, and be engaged with the community and the rest of the world, and in harmony with fellowmen and nature.
Thus, this restructuring back to face-to-face learning is not merely a simple change in the system of learning. It is an opportunity to re-examine ourselves and the way we have designed the structures of our society and more importantly, how we have implemented the demand and command of our Constitution and our laws. Because the outcome in this re-examination would be the most significant guide to our restructuring of our learning system.
Please e-mail me at [email protected]
Dr. Florangel Rosario-Braid
DepEd Order No. 34 required all public and private schools to switch to five-day in-person classes starting Nov. 2. In fact, they can start full-in-person classes as soon as schools open on Aug. 22 but can also choose from any five-days of in-person classes; blended learning modality or three days of in-person classes and two days of distance learning, or full distance learning during a transition period until Oct. 31.
But some private schools would like to continue with blended learning as the face-to-face classes “pose serious transition issues” for some schools.
While DepEd would be able to build more classrooms, private schools are unable to do so at this time. Especially those that are affected by typhoons and other calamities, or which lack the resources to build more classrooms. Even the Pulse Asia Survey commissioned by Sen. Sherwin Gatchalian which showed that about 94 percent of adult Filipinos agreed that the government must now hold full in-person classes. The private schools do not disagree with the directive but are merely requesting for more flexibility in utilizing other platforms
We anticipate that the President would address this problem in his SONA this Monday. It is an issue that faces not only our country but many other places all over the world.
In the future restructuring, we should be guided by certain realities and a vision of what tomorrow would look like. And it includes the following:
(a) That indeed, a return to classroom or face-to-face learning is necessary. This is because three years ago, the country, hit by the unexpected pandemic rendered the school system, families, and teachers and students alike, unprepared to face the sudden shift. Not only were they unprepared in terms of lack of trained teachers and insufficient learning technology and capacity to utilize it, but also psychologically (sudden absence of classroom interaction), but also the inadequate technology infrastructure with poor internet connectivity in several parts of the country, or where it is available, often breaks down.
(b) The shift to face-to-face learning should be done seamlessly, i.e., that the “blended” concept remains in that teachers and students should continue utilizing online technology as a partner in the learning process. Teachers and students alike would agree on the important role of internet in enriching their knowledge about the world. Therefore, the future is that of “blended learning.” Even with all our best plans in equipping our teachers with more training, only the best trained in classroom and online technology would survive and prevail.
(c) Unfortunately, the country is now faced with enormous learning challenges. Our students’ performance in early education (which is the most critical stage in learning) are below par and it would take some time to catch up with the rest of our Asian neighbors and other countries. Thus, the return to “F2F” learning must include a “catch-up” plan if we wish to compete on the world stage. It must require a retooling of the teacher and the provision of technology that would complement the skills training. It is training in skills in leadership, negotiation, as well as citizenship.
(d) Because our present underdevelopment is primarily due to the unequal distribution of resources, our attention in the restructuring of education must focus on how to educate the learner to be more aware of the cause and consequences of this reality. This would mean examining our curricula – subjects, content, how we teach and learn, and how we apply this knowledge in enhancing our awareness and sensibilities in arresting the forces of destruction, and in bringing us into the kind of future we would like to build – one where everyone has freedom to express oneself, to experience justice, to become what he/she wants to be, live in peace, devoid of fear and discrimination, share, connect, and be engaged with the community and the rest of the world, and in harmony with fellowmen and nature.
Thus, this restructuring back to face-to-face learning is not merely a simple change in the system of learning. It is an opportunity to re-examine ourselves and the way we have designed the structures of our society and more importantly, how we have implemented the demand and command of our Constitution and our laws. Because the outcome in this re-examination would be the most significant guide to our restructuring of our learning system.
Please e-mail me at [email protected]