UNIT VII:

Technology
Integration in
the Recovery
Curriculum
 Know Your Reporters!

Marydette Rica Wenylyn Kurl

 Our Agenda
for Today

01 Ice Breaker 02 Technology

Integration
03 Transition
Curriculum
Curriculum (Distance
Education)

04 Integrating
Recovery
05 Demonstration
Lesson
Curriculum in the
Learning Modules
GUESS
THE
LOG
________
______ _________
_________
______
_________
____
_______
Integrating Technology in the Curriculum
is the Future of Education.
AGREE DISAGREE IDK
As a student, have you ever
been so unfocused in class?
Have you ever been so tired
and bored during a
discussion?
What do you think is the
cause of it?
Technology
Integration
Curriculum
 What is Technology Integration?
Technology integration is the use of technological resources—
computers, mobile devices like smartphones and tablets, digital
cameras, social media platforms and networks, software
applications, the Internet, etc.— in daily classroom activities, and
in the management of a school.
Reminisce the days when
you were still attending
online classes
What did you learn from it?
 What can you get from integrating
technology in the curriculum?
Integrating technology provides students with the opportunity to develop
skills that are essential for lifelong learning, such as research, collaboration,
communication, critical thinking, and problem solving.

Provide students with experience using technology to prepare them for a

digital world. Introduces students to word processing, spreadsheets,
databases and data analytics software to give them confidence with
technology and skills using basic productivity tools.
 How effective is technology integration
in teaching and learning?

The effective use of technology in classrooms can increase

student engagement, help teachers improve their lesson plans,
and facilitate personalized learning. It also helps students build
essential 21st-century skills.
 What is the role of technology in the
curriculum?
Technology makes it possible to be more flexible about when and where
teaching and learning take place, and makes it easier for the curriculum
to build on learners' interests and abilities. It provides students with
access to countless online resources, encouraging them to carry out
research and therefore become more independent. It also simplifies
learning by making concepts more accessible.
 Is technology making
education better or worse?
 The Benefits of Integrating
Technology in the Curriculum
Technology empowers teachers to develop creative and interactive
classrooms and gives them access to innovative resources.

By offering digital tools and learning platforms, technology offers great

advantages in education. Students have more information at their
fingertips and build technology skills.

Instead of reading through text sequentially, the teacher or student can

navigate information on a topic using hyperlinks, tabs, accordions, etc.
References can be checked immediately as well.
 The Drawbacks of Integrating
Technology in the Curriculum
Integrating technology in the classroom requires expertise. Teachers may
lack the time and knowledge to implement technology effectively. Using
technology without sufficient knowledge can produce poorer learning
outcomes and cause students to miss out on social interaction.

Devices such as laptops and cellphones in the classroom are bound to

become sources of distraction to students.
Transition Curriculum
(Distance Education)
 What is Transition Curriculum?
• designed for special learners that are intellectually
disabled and those that are physically handicapped.

• Its also designed to meet their special needs and

respond to their specific interest.

• In the transitions programs the learners will enjoy the

an education that will enable them to become functional
in their everyday lives.

 According to Patton, Cronin, and Jairrels, (1997) they

identified the several types of transition programs that are
offered to learners with special needs:
1) Functional Academic 5) Financial Skills

6) Independent Living Skills
2) Vocational Skills
7) Transportation Skills
3) Community Access Skills
8) Social/ Relational Skills
4) Daily Living Skills 9) Self Determination Skills
 Transition Program in the Philippines

• In the Philippines, transition program was already

part of the special education program of the
Department of Education; however it was focused only
on adult learners with special needs.

• Transition program viewed as a coordinated set of

activities for a student designed within an outcome-
oriented process that promotes movement from school to
out -of-school activities.
 Quijano (2007)
• presented the Philippines model of transition
that focuses on enabling every special
•
learners for community involvement and
employment . This model envisions full
participation, empowerment, productivity of
those enrolled in program.
There are 3 Curriculum domains:
• (1) Daily Living Skills
• (2) Personal and Social Skills
• (3) Occupational guidance and preparation

• This model neccesitates the need for support from

professionals and other key people in the community in
order for the individual with special needs to attain
independent living.
• According to Gomez (2022), this model of transition program
can also be used for children in conflict with the law (CICL)

The Transition Program in the Philippines could be

expanded to many different possible points of entry
that will extend the scope of transition program from
young children to adults.

• These may include the following examples:

• (1) Transition to school life
• (2) Transition after post-secondary schooling
 •(3) Transition from school to entrepreneurship
• (4) Transition from school to adult life
• (5) Transition functional life

Importance of Transition Curriculum

• aims to contribute to the holistic development of every Filipino
special learner.
• Aim to realize in K to 12 basic education program of producing
holistically developed and functionally literate Filipino learners in
the context of a special education.
Developing Recovery
Curriculum
What is Recovery Curriculum?
• Professor Barry Carpenter has developed the
Recovery Curriculum, as a response to the losses
described above. It is a• way for schools to help
children come back into school life,
acknowledging the experiences the children have
had.
 Barry Carpenter
• UK's first professor in Mental Health in Education

• He was awarded by distinguished fellowship of the

Chartered College of Teaching, for his leadership of the
Education field during the pandemic

• He was awarded by distinguished fellowship of the

Chartered College of Teaching, for his leadership of the
Education field during the pandemic
 The 5 Losses
• Loss of Routine • Loss of Friendship

• Loss of Structure • Loss of Opportunity

• Loss of Freedom
The loss of daily routine, support, and structure
of coping mechanisms and even of sleep, can
have a profound effect on the developing child.
They may appear quieter, troubled, easily
alarmed. They may lead to panic attacks and
even self harm, physically or digitally
 In response to these losses, Barry
defines five Levels of Recovery:
Level 1:
• these need investing in and restoring.
Relationship

Level 2 : • consider the different ways children have

been learning in their community whilst
Community
schools were closed.
Level 3 : Transparent Curriculum
• explicitly share with students/ parents how
schools are addressing the gaps in learning.
Level 4 : Metacognition
• the need to reskill and rebuild confidence in
learners, re-establish their learning routines, and
help then to redefine themselves as learners.

Level 5 : Space
• to give pupils’ space to be and to
rediscover themselves.
 This construct of the Recovery Curriculum empowers teachers to
take ownership of their classroom because the old frameworks
don’t apply right now – we’re in unprecedented times, after all. The
basis of this curriculum is a basis of need. Of course, schools and
teachers will have to fight the usual battles: trying to fit everything
in, preparing children for standardised testing, worrying about
impressing Ofsted, questioning what impact our choices will have
on our standing in league tables. But hope is that this pandemic,
this discussion surrounding what children need for their wellbeing
and not what they need in order to meet expectations, might be
the chance to press ‘reset’ on how we approach the curriculum and
learning within our classrooms for good.
 Purpose of the Recovery
Curriculum
• to bring all learners back to school but to
organize effective remedial learning, support
their well-being, train teachers, fill digital divides
and equip youth with the skills for work.•
INTEGRATING
RECOVERY
 WHAT IS RECOVERY
CURRICULUM?
It is a way for schools to help
children come back into school life,
acknowledging the experiences the
children have had.
 THE 5 LEVERS THAT CAN HELP THE
STUDENT LEVER BACK INTO SCHOOL LIFE
LEVER 1: RELATIONSHIPS
Reach out to greet them, use the relationships we build to
cushion the discomfort of returning.

LEVER 2: COMMUNITY
We need to listen to what has happened in this time,
understand the needs of our community and engage them
in the transitioning of learning back into school.

LEVER 3: TRANSPARENT CURRICULUM

All of the students will feel like they have lost time in
learning and we must show them how we are addressing
these gaps, consulting and co-constructing with the
students to heal this sense of loss.
LEVER 4: METACOGNITION
It is vital that we make the skills for learning in a school
environment explicit to our students to reskill and rebuild
their confidence as learners.

LEVER 5: SPACE
It is only natural that we all work at an incredible pace to
make sure this group of learners are not disadvantaged
against their peers, providing opportunity and exploration
alongside the intensity of our expectations.
 The focus of a Recovery Curriculum is to
WHAT ARE THE FOCUSES OF allow children, staff and families time and
THE RECOVERY CURRICULUM? space to recover from their experiences.
Chance to remember and re-establish
routines while learning how to integrate
the new routines of staggered break times.
Chance to remember how it feels to spend
time with friends away from home.
Chance to learn to trust other responsible
adults again.
Chance to talk about their experiences
during lockdown and support to process
what they have been through.
A Recovery Curriculum puts wellbeing at
the heart of our school communities.
 WHAT IS THE IMPO
R
OF INTEGRATION IN TA N CE
SCHOOL CURRICULU T HE
An inte
M ?
grated curriculum all
ows children to
pursue learning in a
holistic way, without
the restrictions often
imposed by subject
boundaries. In schoo
ls shouldn't just be
about recovering tim
e lost learning, but
also about giving tea
chers and children
the time, space and
resources to help the
mental health and w ir
ellbeing to also
recover.
 PANDEMIC
CURRICULAR
PROGRAMS FOR
TEACHERS AND
LEARNERS

 WHAT IS CURRICULAR
PROGRAM IN
EDUCATION?
The curricular program is what is
traditionally known as the
curriculum; that is, a program that
outlines the students' expected
learning that gives the indicators for
the process and the assessment
criteria for the achievement of such
learning.
 WHAT IS FLEXIBLE
LEARNING STRATEGIES?
Flexible learning is a combination of
digital and non-digital technology
that ensures the continuity of
inclusive and accessible education
in the form of online, offline, or
blended modes of teaching and
learning processes.
 THREE DISTANCE LEARNING

CATEGORIES
OF FLEXIBLE BLENDED LEARNING
LEARNING
STRATEGIES
HOMESCHOOLING
 DISTANCE LEARNING
A learning delivery modality where learning takes place
between the teacher and the learners who are geographically
remote from each other during instruction.

This modality has three types:

Modular Distance Learning (MDL)

Online Distance Learning (ODL)
TV/Radio-Based Instruction.
MODULAR DISTANCE LEARNING (MDL)
This involves individualized instruction that allows learners to use Self-
Learning Modules (SLMs) in print or digital format, whichever is applicable
in the context of the learner, and other learning resources like learner’s
materials, textbooks, activity sheets, study guides, and other study
materials.

ONLINE DISTANCE LEARNING (ODL)

This features the teacher as facilitator, engaging learners' active
participation through the use of various technologies accessed through
the internet while they are geographically remote from each other during
instruction

TV/RADIO-BASED INTRUCTION (R
This utilizes SLMs converted to video lessons for Television-Based
Instruction and SLMs converted to radio scripts for Radio-Based Instruction.
 BLENDED LEARNING
This refers to a learning delivery that combines face-to-face
with any or a mix of online distance learning, modular distance
learning, and TV/Radio-based Instruction.

HOMESCHOOLING
This is an Alternative Delivery Model (ADM) that aims to provide
learners with quality basic education that is facilitated by
qualified parents, guardians, or tutors who have undergone
relevant trainings in a home-based environment.
HOW DOES A FLEXIBLE LEARNING
ENVIRONMENT HELP TEACHERS BE
MORE EFFECTIVE?
It allows teachers to work in
an environment where they
can collaborate with their
peers more; they can have a
closer relationship with
students and understand their
needs.
WHAT IS THE IMPORTANCE OF
FLEXIBLE LEARNING TO
STUDENTS?
Its overarching purpose is to
increase opportunities and options
available to learners and give them
greater control over their learning
through a variety of learning modes
and interactions. It is not an
alternative mode of education but
an overarching driving force that
provides learners greater choice.
 Integrating Recovery
Curriculum in the Learning
Modules
RECALL:
What is/are:
–The Recovery Curriculum?
–The 5 Losses?
–The 5 Levers?
Who is:
–Barry Carpenter?
RECALL:
Recovery Curriculum
‐Framework is based upon the work of Barry Carpenter and the
Evidence for Learning team, which sets out the importance of
recognising the trauma and loss that children will have been through
during the Covid-19 pandemic.

-A framework for this child-centered approach, a set of ‘levers’

designed to ease children back into life at school whilst acknowledging
the vast and varied nature of their experiences.
 RECALL:
The 5 Losses The 5 Levers of Recovery
‐these five losses become the Curriculum
evidence base and the catalyst for -Relationships
the construction of the recovery -Community
curriculum: -Metacognition
-Loss of Routine -Transparent Curriculum
-Loss of Structure -Space
-Loss of Friendship
-Loss of Opportunity
-Loss of Freedom
 RECALL:
Barry Carpenter

–Professor of Mental Health and Education at Oxford Brookes University

–Founded the Think Piece titled "Recovery Curriculum: Loss and life for our children
and schools post pandemic" alongside his son Matthew Carpenter (principal of Baxter
College in Kidderminster)

–career in education spans for more than 40 years

–according to him, recovery curriculum is a construct, and not written

 What does this mean?

With the recovery curriculum being a construct, and not written, we could say that its
focus is practically towards the student's return to school, while acknowledging the
experiences they had; particularly, their experiences in the Covid-19 Pandemic.

The said curriculum would be more about school social interaction, welcoming back
students and 'reviving' their interest to learn again in school. But this doesn't entirely
mean that modules are excluded in the context. As there are still ways to include this
in their learning modules.

Therefore, we can conclude that the focus of the recovery curriculum are still both on
the classroom (or school in general) and the learning modules.
 Implementing the Curriculum

The Carpenters' Thoughts

-In Matthew Carpenter's school (Baxter College), they have prepared

sessions that are dedicated to drawing out what the learners have learned
about themselves as a learner while working independently.

-they shared that the school authorities provided the learners space for
social interaction and to exercise their liberty, while curriculum leaders
looks at their academic recovery curriculum to consolidate what the
learners have learned.
 Implementing the Curriculum

THE CLASSROOM:
• Re-establish values, group collaborations,
and relationships
• Get to know a new or changed space
• Consult children what they want to learn
about
•Support students to manage themselves
•Support the physical and mental health of
the students
 Implementing the Curriculum

THE LEARNING MODULES:

• Reflection activies - this could be in the form
of:
- Essays (the reflective type)
- Asking questions (ex. What have you
learned about yourself during Lockdown?)
- Establishing a journal entry writing

Additional infos and resources from:

- "A New Direction: 7 creative ways to teach recovery curriculum"
- "Westgate Primary School: The Westgate Recovery Curriculum
Demonstration
Lesson
 What is a Demonstration
Lesson?

–a planned practice lesson in which

student-teachers demonstrate the
teaching of a topic to a class.

–a lesson that you plan and execute for

a group of students, or adults posing as
students, at a hiring school.
 What is a Demonstration
Lesson?

–a planned lesson taught to an

interview committee or a group of
students.

Think of it as an audition to be a
teacher at a school. It can also be
called as simply "demo lesson" or
"demo teaching".
 What to do/how to prepare your
demonstration lesson?

An online blog going by the name "Get-Selected" proposes a framework

on how to do and/or prepare a good demonstration lesson. They call it,
"POISE" framework, which stands for:
P-Prepare
O-Objective
I-Interesting
S-Simple
E-Expectations
PREPARE

•Bring any and all the materials you plan to use -

Being overly prepared means you can avoid
unnecessary challenges and potential mistakes.
Bring all of the materials you will need for the lesson.
It’s one less thing to worry about.

•Prepare everything the night before - Your clothes,

your route, the lesson plan, and all materials needed
for the lesson. You will sleep more soundly and be
clear-headed the next morning.
PREPARE
•Prepare for student interaction - Plan and
rehearse routines students will need to execute
during the lesson.

•Prepare when things go wrong - It doesn’t need

to be perfect, but you do need to clearly
demonstrate a strategy and be prepared to reflect
on how you could improve next time.
OBJECTIVE
•Align the objective with grade-level standards - It is
essential that the objective aligns with grade-level
standards, unless there are special circumstances that the
school has shared with you.

•Communicate the objectives.

•Choose assessments that align directly with the objective,

and assess throughout the lesson, not just at the end.
INTERESTING
If you are doing most of the talking and students are passively
listening (or just appear to be listening, it’s hard to tell if you
aren’t checking) they are probably only partly engaged.
Students should be interacting with you, other students, or the
content, for the duration of the lesson.
Insider Tip: Use a hook to draw
students in right at the beginning of a
lesson. A video, a demonstration, a
joke, or an interesting fact will get
their attention and help them feel
invested in the lesson.
SIMPLE
Sometimes, administrators like to see that you can teach a lesson
from start to finish in the amount of time given. In order to achieve
this, you must keep it simple. This doesn’t mean that you should
“dumb down” the rigor, but you might need to decrease the scope of
your objective. You can always create a back-up plan for extension
activities in case you breeze through the lesson.
A rule of thumb is that the lesson goal
or objective should be simple enough
that students can state what they are
learning when asked.
EXPECTATIONS
Set expectations for behavior before you start your lesson - This is perhaps
the most important piece of advice for you.
-Use a pre-made chart, especially for lower grades, with three
simple rules. Use images to support the words for Special
Education or Grades PK-6.
-Your explanation of the expectations
should be very brief—two minutes at most.
-Make the explanation interactive.
-Post directions for students so they know what
to do during work time.
 Here are the do's and don'ts when doing a demo lesson.
DOs
-Interact with students and encourage them to
interact with you.
-Model instructions or concepts.
-Establish rapport with students.
-Keep in mind the overarching purpose of your
lesson.
-Assess student understanding as you go and
alter instruction as needed.
-Prepare your lesson well ahead of time and
practice, practice, practice!
-Recognize the diverse needs of students.
DON'Ts
-Assume that everything will go as planned.
-Incorporate lots of bells and whistles that
don’t contribute to the effectiveness of the
lesson.
-Gloss over students’ questions in order to
stick to your lesson plan.
-Get in over your head with regard to subject
matter.
-Lose sight of what you want students to
achieve.
-Focus on how well YOU are doing—instead,
focus on how well students are learning.
What do employers evaluate during a
demonstration lesson?
There are many things that your employers
may include in evaluating your demo
lesson. Some can(or might) be:
1. content knowledge.
2. lesson organization.
3. audience ability to comprehend
information.
4. interactions with students/audience.
5. use of available resources.
Why do a demo lesson?

Doing a demo lesson is important

because the purpose of a demo
lesson is to show how well-prepared
you are to teach a lesson, how you
present yourself, and how you
engage students.
 THANK YOU ALL FOR
LISTENING!!

NOW, THAT WE ARE DONE

WITH ALL THE REPORTS, ARE
YOU READY FOR A QUIZ?
FOR SURE YOU ARE;)