1.

How do community involvement in school and community education create social

change? What are some of the changes created?

According to a recent policy brief from the National Education Association (NEA),
“when schools, parents, families, and communities work together to support learning,
students tend to earn higher grades, attend school more regularly, stay in school longer,
and enroll in higher level programs”. With these important benefits in mind, it is clear that
a focus on increasing community involvement programs and opportunities should be a
consistent goal for your school.
All communities value education for their children. Families either have power to take
command and use it for the wellbeing of their children’s education or outsiders exploit
and dominate those who are powerless and leave them worse off. Education as one of
the public goods, therefore, must not only be valued by the community and the people,
but must be advanced and protected or preserved. This is the responsibility of all
community role players, stakeholders as well as educational institutions.
From that, students will be expected to pursue more on their studies and will become
beneficial to the society and educated when they become professionals in different
fields. Some of the societal benefits of education are: a) promotes equality and
empowerment b) promotes good citizenship and civic involvement c) reduces crime; d)
reduces gender-based violence; e) reduces child marriage; and f) reduces maternal
death rates.

2. Aside from the examples given in our class, cite and discuss at least three
innovative cases of community involvement related to education that are feasible
for implementation during the new normal.

 Conduct a livelihood training to parents and students through virtual or face-to-face (if
possible) by inviting experts or livelihood trainers. In this way, they can engage
themselves into business to earn profits for their daily living specially to the parents
that cannot go out to their work brought by the pandemic.
 Installation of public wifi to every barangay to support the online classes of students
by cooperating with the barangay officials and other benevolent donors.
 Educating the community about the new normal by conducting online or face-to-face
lectures and the other opportunities they can do to cope up with the situation by
cooperating with expert lecturers
 Adopting the Gulayan sa Paaralan Program or other agricultural activities that could
help benefit the society and the people as well.

3. Discuss the symbiotic relationship between 1) the school or any public or private
agency/organization and 2) community in the implementation of fieldworks and
community education.

School and community partnerships are a shared responsibility and reciprocal

process whereby schools and other community agencies and organizations engage
families in meaningful and culturally appropriate ways, and families take initiative to
actively supporting their children’s development and learning. Schools and community
organizations also make efforts to listen to parents, support them, and ensure that they
have the tools to be active partners in their children’s school experience. Partnerships
are essential for helping students achieve at their maximum potential and, while parent
 and community involvement has always been a cornerstone of public schools, greater
recognition and support of the importance of these collaborative efforts is needed.
The school and the community are the mainsprings of effective and powerful
forces that can create a wholesome climate for mutual gains and betterment. They can
forge a kind of partnership where both are willing to share information as well as
responsibilities to the best interest of the children while in school. Likewise, when dealing
with members of the community. Parents from the community are ready to offer much-
needed assistance in terms of resources while teachers are equally committed to spend
time, effort, and expertise in serving the school children. Ensuring strong alliance is
guaranteed to foster sound academic practices in the school, civic mindedness, and
public accountability in the community. A positive affiliation is an overwhelming bond that
all stakeholders are willing to be part of.

4. Identify and discuss at least three community education programs/projects that

are realistic and achievable and can be implemented by your respective agency.
Discuss how these community education programs are implemented under the
new normal.

 Online education as an imperative for institutions

Online teaching and learning are going to be more regular and teachers must be
prepared to teach online. Online learning is not new. What is new is that schools are
embracing it as vital to how the next generation of learners are taught.

In a world where disasters and disruptions are increasingly becoming the norm, it is
imperative for schools and universities to train teachers on how to teach online and to
encourage them to devote their time to teaching online at least as a drill mechanism to
prepare for unexpected events. It is not just about the pandemic we are experiencing
right now. Other events, such as earthquakes, floods and other calamities will compel
teachers and students to stay home to teach or study online.

We will see more classes being conducted through web video conferencing. Some
schools and universities will use a learning management system (LMS), such as Google
Classroom, Moodle, Blackboard Learn and Canvas, to enable students to complete
assignments, deliver presentations, take assessments and receive immediate feedback
from their teachers online.

 Use of open textbooks

With the Covid-19 crisis forcing schools into online instruction, we will see a rise in the
adoption of open educational resources (OER) as an inexpensive alternative to
traditional textbooks. Over the years, many educational materials have been developed
and made freely available for teachers and students to use, adapt, share and reuse.
Low-cost (and even free) quality educational content is ideal for online instruction; it is in
a digital format and it can be embedded into a school’s LMS.

Many sites offer a wide range of content and tools to help implement OER for just about
any course, such as MIT Open Courseware, OER Commons, Lumen Learning, Merlot II
and OpenStax CNX. Recently, DepEd launched its own open online learning platform,
DepEd Commons, to support public school learners and expanded its features to cater to
private school students.

 Blended learning and flipped classrooms

As governments ease out of lockdowns, we will begin to see schools adopting the
blended learning approach. Those who are necessitated to move to online learning
during the Covid-19 crisis will start to realize the full benefits of virtual education as
teachers and students return to their physical classrooms. The conscious and careful
blending of face-to-face instruction and online methods can draw the best of both worlds
and create the best teaching and learning experience.

Some schools will also start combining blended learning with a flipped classroom
approach. In a flipped classroom, the typical classroom lecture and homework elements
are reversed. At home, the students watch short video lectures and other asynchronous
content, while activities traditionally assigned as homework are now done in-class with
the teacher answering student questions and helping them apply course concepts during
class time.

 Online education at the core of every school’s strategic plan

Online education will be a priority not only as a potential source of revenue, but also
acknowledged as core to every school’s strategic plan for institutional resilience and
academic continuity. For school leaders to manage efficiently the transition to online and
blended learning environments, most schools will invest in learning design by hiring
instructional designers and educational technology consultants. Other schools lacking in
finances will find it more viable to outsource some of its educational resources,
capabilities and processes. Some schools will depend on online learning providers to run
their online programs.

Despite technological advancements, the difficulties and limitations posed by technology

are challenges that every teacher faces when using technology inside the classroom.
However, this should not prevent or discourage teachers from using tech. Every teacher
has to try. Otherwise, teachers will lose their relevance in this digital age.

The Covid-19 crisis presents an opportunity for the education sector to come together,
forge connections and share what works. We may have not seen this before the crisis,
but we are missing a greater opportunity if we do not do this now.