Safeguarding

Education
Applying a 21st century skillset to transition
learning during emergencies: a whole-of-
school approach
 Module 2:
Distance learning with a 21st century skillset

Module learning objectives:

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• Develop learning disruption/transition
do not put anything scenarios;
in here
• Use planning outputs to build strategies to
transition education;
• Create a matrix of expectations for the ‘whole-
of-school’
• Understand the technological resources to make
online learning possible
 Distance learning is any learning that
is not face-face.

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• Online learning;
• Module learning
 What are 21st century skills

Learning and Information, Life and

Innovation Skills Media and
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Technology Career Skills
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in here
• Critical thinking • Flexibility
• Information
• Creativity literacy • Productivity
• Communication • Media
curation and literacy • Leadership
collaboration • ICT use
https://www.oecd.org/site/educeri21st/40756908.pdf
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Content
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+ y

Technology
 • Stable learning environment;
• Alternative style of learning;
Traditional distance learning models
• Incorporated as blended learning;
• Model that is appropriate vs.
for the learner;
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Emergency distance learning models
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• Unstable learning environment;

• Not incorporated with blended learning;
• Model forced upon the learner;
• Used as a stop-gap measure in learning disruptions,
especially for young learners
 The emergency distance learning
dilemma
• Not age appropriate;
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placed here please
do not put anything
learning?
in here • Lack of technological capacity;
• What amount of internet penetration is enough for
online learning at home? (available to some or all
students? No child left behind consideration)
• Imperfect, rapid onset;
• Lack of system testing and teacher and parent
training
 distance learning for COVID-19
response and beyond

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Think forward
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 Adaptive distance learning

• Distance learning model needs to be multi-modal;

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placed here please • EdTech is important but have contingencies;
do not put anything
in here • Ensure content can be transferred to many
mediums (learning packets 🡪 webinars 🡪
interactive radio)
• Visual, audio and text content
• Collaborative platform(s) for sharing content,
lesson plans and activities a must!
 Learning disruption/ transition
scenarios (plan for all)
• Temporal and spatial scales (2 months, one
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year—here, there everywhere?);
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in here • Types of disruption
 Learning transition environments

Short term with Short term

electricity and without
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internet electricity and
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Distance internet
learning
model
Long term
Long term with without
electricity and electricity and
internet internet
 Learning disruption assumption matrix (example)

Outbreaks/Pandemics Environmental disasters

(plausible heath epidemics in (plausible disasters in your
your region, typhoid fever, region, earthquake, forest fire,
dengue fever, measles…) storm surge…)
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Factors -physical -varying risk -No -No
that may distancing tolerance some internet/electricit internet/electricit
affect students/teacher y for 2 days y for 10 days
traditional s not available -Moderate -school
learning for in-class damage to damaged
learning infrastructure
-some learners
affected but not
all
 Emergency distance learning case
studies (COVID-19 response)
Thailand
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Thailand
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https://bangkok.unesco.org/content/education-minister-nataphol-teepsuwan-covid-19-strategy-thailand
Learner categories Primary (Grade1-6) and secondary students
(Grade7-12)
Learning pedagogy Primary students: one-way communication via
television;
Secondary students: interactive engagement with
teachers; TV and online platforms
Content Previously developed distance learning content and
newly created content
Logistics School is postponed 1.5 months; teachers to
enhance their ICT skills;
Parents and caretakers expected to act as teaching
assistants
Assessment National testing standard
 Edmonton public schools,Alberta, Canada
Learner categories Four categories (K-3, Grades4-6, Grades7-9, Grades10-
12)
Learning K-6: 5 hours of content per week,
expectations 7-9: 10 hours per week,
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placed here please Priority learning K-3: focus on literacy and numeracy
do not put anything subjects 4-6: literacy and numeracy; science and social studies
in here through cross-curricular learning
7-9: mathematics, literacy, science and social studies
curriculum
10-12: language, social studies, mathematics, biology,
chemistry and physics
Logistics SchoolZone platform for school updates and student
progress for parents; Google classroom for connecting
teachers;
Online content to help parents assist learners
Assessment Regular feedback and assessment; provincial testing
cancelled
https://www.mhcbe.ab.ca/download/241465 and https://epsb.ca/schools/goingtoschool/academics/distancelearning/
 Alexandria City Public Schools (ACPS), Virginia, USA
Learner categories preK-grade2,
Grade3-5,
Grade6-8,
Grade9-12
Learning expectations K-2: learning packets and 3.5 hours of new content
Your video will be everyday via TV; storyhour website
placed here please 3-5: 1hr teacher direct instruction online; 45mins self-
do not put anything directed study and 1 hour virtual office hours
in here 6-8: learning packets, full day 4 course learning, teacher
available for online consultation;
9-12: full 4day school week online with Monday
designated teacher administrative day
Priority learning subjects Priority standards; content specialists
Logistics Google classroom, Chromebook (grades 9-12);
Learning at home together video series and FB page for
collaboration; teachers interact with students via Zoom,
Canvas or email
Assessment Fourth Quarter Progress not assessed; for upper level
https://www.acps.k12.va.us/continuityoflearning
students: pass (>60% of assignments) or no grade
 Emergency Distance learning model
What’s missing?

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• Elective and non-essential courses not
include in emergency model;
• No extra-curricular activities
 Emergency Distance learning model
Expectations and realities

Le
ar
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ga ti o
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r u s
stu F
d en
ta
tte
nd
an
c e
 Emergency
Communication
Distance
Learning

Ex
lo g
Model

pe
no

ct
Learners

ch

at
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io
Te
Pedagogy
PreK-grade2

ns
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Content
do not put anything Grade3-6
in here
Grade7-9

sy e g
m nt
Grade10-12

a g in
ste me
an r n
Le utc

m L ea
ar om
O

ni e
ng s

Assessment
 Emergency
Teacher Communication
Distance
Learning

Ex
log
Model

pe
no

ct
ch
Learners:

at
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Te

io
placed here please PreK-grade2

Pedagogy

ns

Content
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Grade3-6 t
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Grade7-9 e n
Grade10-12 em
g

Le tco
na

Ou
ar me
a m
m te

nin s
n g ys

g
School district n i s
a r
Le

Assessment
 FRAMEWORK

Pedagogy
Content
Learning Content Expectations
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management Technology (hours of
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system coursework)

Learning Outcomes
 Education
continuity plan

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Communication
plan Technology assessment

Emergency distance
learning plan
Constraints
emergency distance learning

⮚ Learning priorities and outcomes

⮚ Technology (infrastructure, devices and
capacities)
⮚ Learning management system
⮚ Coursework expectations
 distance learning plan (ex.)
Gr Communication Coursewor Learning Learning Expectation Assessme
ad k Tools/Technolo approaches s of learner nt
e expectation gy
s/schedule

7 -Weekly email 10 hours Zoom for Synchrono (attendanc Weekly

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placed here please coursewor 1 hour day etiquette/ s marked
do not put anything -zoom meeting k/week -google via zoom responsibil
in here with students classroom to ities) -qualitative
once a week -4 day access -self- assessmen
school assignment/lea directed - t
-weekly week rning learning plagiarism,
learning (Tuesday- packages, ,uniform, participatio
package Friday) assessments -group profession n mark
provided every and student exercises alism on
Tuesday forum zoom
(mute
-smart microphon
phone/high e)
speed internet
 distance learning plan importance
⮚ Your mission statement—tool for
decision making
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⮚ Summarizes your distance learning
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approach
⮚ Provides you with a framework—makes
lesson planning less overwhelming
⮚ Provides transparency to students and
parents
⮚ Shows respect to the student
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 Pe
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Technology
 Distance learning considerations for young
learners (distance learning not advised):
• Children aged 2-7 learn better through play-
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do not put anything • Keep online learning for young learners
in here
short—TV programs are a better option;
• Focus on numeracy and literacy
(fundamental building blocks), less focus on
21st century skills;
• Storytelling inspires reading
http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-
and-COVID-19-Outbreak.pdf
 Con’t…:

• K- grade 2or3 is a natural cognitive grouping;

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placed here please • No more than 3 hours/day of organized
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learning (distance learning);
• Less focus on tech more focus on parents;
• Radio and television technology modes;
and/or online storytelling
 Learning priorities for young learners

Pe
nt
y
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d
nte
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✔ Literacy

ag
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+

og
✔ Numeracy

Co
Technology
Literacy on the radio(Liberia and
Sierra Leone):
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• Radio scripts developed by Rising Academy use the

Ministry of Education to reach students who lack
internet access
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Rising on air, script sample

(https://www.risingacademies.com/onai
r):
 Distance learning plan components:
Learner Pedagogy Core Time Resource Content Assessme
learning expectation expectations (Concepts nt
Outcome and topics)

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placed here please K- Constructi literacy 3 x 25min -parent/ Radio Quarterly
do not put anything grade2 vist- radio adult script reading
in here Interactiv broadcast guardian developed assessme
e radio s -pen and by partner nt
instructio paper organizatio (voluntary)
n n
(storytelling
/understan
ding
sounds/rea
ding)
Numeracy through play-based
learning:
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do not put anything • Child takes the initiative to play and the
in here
teacher asks questions to inspire learning;
• Aka. purposeful play, or hands-on learning;
• Inspires thought
 How to incorporate play-based learning into a distance learning model?

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Brief instruction manual:

Teaching parents in guided child play
 Brief instruction manual includes:
Objective: Teacher teachers the parent (not the student)
to be the learning facilitator for their young learners
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• Clear learning outcomes of each unit/quarter
(numeracy);
• Examples for learning context like outside, outside, and
colouring;
• Provide questions the parents can ask their children for
each learning context to inspire critical thinking and
problem solving AND numeracy
Math questions:

• Outside: How many trees/houses/people can you

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see? How many two level houses can you count?
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What percentage of the sky consists of clouds? How
in here tall is that tree? What’s faster, walking to ___ house
or going to the sari sari store?
• At home: How many slippers can you count? What
time is it? When I return in 20 mins what time will it
be?
• Colouring: How many colours will you use to paint
the X? If it takes you 15 mins to draw the house, how
long will it take you to draw two more houses like
that?
Instruction manual medium:

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placed here please
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manual can be paper based, audio, youtube
in here tutorial; video instruction, blog-post (apply
21st century skills);
• Communication/role of teacher: Teacher
connects with the parent/child every week
for child learning updates and to provide help
Literacy through storytelling:

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story as a child?)
in here • Storytelling teaches literacy
• Introduces words and concepts
• Engages learners
• Use their imagination
Remote storytelling (technology
lite)
• Choose an age appropriate story and audio record yourself
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reading the story;
placed here please • Share the audio recording via a social messaging platform;
do not put anything • Record another audio file with 2-3 questions and insights from
in here the story (prompt learners to think about what words they are
hearing for the first time, or how they imagine a place/thing
mentioned in the story)
• Ask the learner (with help from their parents/caretakers) to
reply (via social messaging platform) to your questions and send
in their own 2 minute story that they have created themselves
Social messaging platforms

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 Digital storytelling via YouTube

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 Distance learning model component:
Learner Pedago Core Time Resource Content Assessme
gy learning expectatio expectation (Concepts and nt
Outcom n topics)
e
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placed here please K- Const Literac 20 -parent/adult Choose Quarterly
do not put anything grade2 ructivi y mins/day guardian stories that reading
in here st -Internet align with the assessme
Storyt Tablet/ concepts and nt
elling computer/ topics (voluntary)
smartphone
 Challenges of teaching and learning
through parents
Young
Teacher Parent
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learner
do not put anything
in here • Many parents don’t want to be teachers;
teachers don’t want to teach parents;
• Adults can be more reluctant to use
technology;
• Assessment through parents has inherent
bias
 Overcoming the challenges

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placed here please Teacher Parent
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• Empower parents;
• Technology lite for teaching and sharing
content;
• COMMUNICATE!
 Communication with parents

Technology in distance Ed
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Grade level
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UNICEF 19 covid decision tree and EdTech blog, 2020

 Getting the technology right
• Digital 2019 report: Filipinos are
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ranked number 1 for internet usage
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at 10 hours/day
in here • Most internet accessed via smart
phone
• Instagram and FB often a free promo
with mobile data package
 y assumpt ion
Technol og

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4G Learner has access
to a smart phone
in here

and mobile data

with some wifi
access
https://www.ibo.org/globalassets/news-assets/coronavirus/online-learning-continuity-planning-en.pdf
 “ What makes school fun
is interacting with your
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“
classmates, otherwise
you’re like a robot.
 B l o om ’s
found a t ion a l
• “objects of change progress” are

grou n
Foundationald in g s home environment/peer group
and instructional material
groundings:
Technology in the • Technology can mimic one-one
learning; this learning style has
classroom been shown to increase learning
outcomes

Bloom, Benjamin S (June–July 1984). "The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring" (PDF). Educational Researcher. 13 (6): 4–16
 EdTech:
• Technology is not enough to encourage
learning, pedagogy is crucial;
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do not put anything • Good pedagogy🡪 apps support cognitive
in here
development
• How technology is used is more important
than what technology is used

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis, 2018
 Distance learning considerations for
all learners:
• Short videos are better for learning and
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downloading with low bandwidth;
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do not put anything • Some subjects are easier to move online
in here
than others (math is difficult);
• Traditional teacher style lectures are more
easy to transition to an online environment;

http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-
and-COVID-19-Outbreak.pdf
 Going forward with EdTech:
• Increase learner technology use as
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communication with the parent decreases;
placed here please • Mindful of the realities of communication
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in here infrastructure;
• Prioritize technology that offers
• synchronous activity
• Tutor-like learning style
• Pedagogy, pedagogy, pedagogy
http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-
and-COVID-19-Outbreak.pdf
 Daily ‘distance learning’ activities of a
teacher
• Interacting with students (moderating student forums,
video chatting, replying to email or messages);
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placed here please • Giving assignments and receiving assignments;
do not put anything
in here • Marking assignments and providing feedback and
returning assignment;
• Building lesson plans;
• Creating content;
• Posting grades;
• Sharing resources/learning packets
Your video will be
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Management System
Google Classroom

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Google Classroom website, Accessed June 2020

 Google Classroom

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 Moodle
• Explore video
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 Learning Packets: typical workflow
1. scan section of course material from textbook
with questions for the week assignment
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2. collate scans
do not put anything 3. send to students via a FB chat group
in here
4. students complete exercise, take picture of
the completed exercise
5. send by to the teacher via FB messenger
6. mark and send grade via private FB message
 Learning Packets: LMS workflow
1. scan section of course material from
textbook, and collate scans
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in here 3. Students get a notification via LMS app
4. students complete exercise, a quiz in the LMS
5. Student receives result immediately, student
grade is filed in database and automatically
updated
 LMS orientation
• Teacher should take user training on how
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the LMS works (youtube tutorial)
placed here please
do not put anything • Teacher and student download the mobile
in here
app; need email addresses’ to login (for
google classroom-only gmail accounts)
• Teacher needs to assist students in learning
the LMS platform (make this process a
class!)
 Putting it all together-building lesson
plans for the 21st century learner!

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lesson plans
1. Familiarize. Understand the “new”
for distance learning priorities and Most essential
learning: learning competencies (MELC))
2. Curate. Content is created, organized,
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do not put anything
in here learning priorities;
3. Interact. Students learn via peer-peer,
teacher-lead, or self-assessment activity
4. Re-iterate. Information to knowledge
transformation (spiral approach)
 1. Be familiar with “new” learning priorities: Most
essential learning competencies (MELC) —share
with students and parents
Grade level (Low primary)
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Numeracy and
placed here please
literacy Low secondary
do not put anything Numeracy,
in here literacy High secondary
mathematics,
(reading), literacy, science
science and and social language, social
social science studies studies,
mathematics,
biology,
chemistry and
physics
 2. Curate

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100
more
 DepEd Commons

✔ Content is context and language

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placed here please appropriate
do not put anything
in here ✔ No undue burden for copyright issues
✔ Aligned with the most essential
learning competencies
✔ Allows for collaboration
opportunities, sharing best practices
Creation: TEDEd

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Platform for video-based lessons—watch,

create, share, collaborate and discuss!
 TEDEd

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EarthSchool (TEDEd and UNEP collaboration)
 ✔ Easy use for students and teachers
✔ Short videos, engaging questions
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student progress
✔ Multi-modal for the diverse way learners
learn
✔ Allows for each collaboration between
teachers
 Khan Academy

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Complete courses in math, science, computing,

history, art history, economics, and more featuring
videos and exercises
 Khan Academy-Math

• dfas
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 Khan Academy-Math

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 Khan Academy and Google Classroom

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 ✔ Dashboard allows teachers to track
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student progress
in here
✔ Multi-modal for the diverse way learners
learn
✔ Mobile app
✔ Gamification
✔ Interactive with google classroom
 Sharing content with students*

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✔ Links in email/FB learning packets
do not put anything
in here ✔ Uploads to LMS
✔ Introduce it during zoom meeting—
course code

*Always reference material

 3. Interact (Pedagogy)

✔ 5 types: constructivist, inquiry-based,

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integrative
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✔ Synchronous and asynchronous

✔ Use 21st century skills
✔ Remember technology constraints
and distance learning constraints
 ✔ Free* video conferencing platform;
✔ Synchronous learning
✔ Teachers use: explain content, have
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assessment, take attendance, present
material (PPTs)
✔ Student use: peer virtual meet-ups,
attend classes, presenting
projects/assignments, have
discussion
 ✔ Easy to use platform;
✔ Share a class code with students and
they can login, do not require an
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✔ Administrator has control to
mute/unmute mics and manage the
chat group;
✔ Traditional style of teaching can be
achieved
✔ Not idea for younger learners
 ✔ Mobile messaging apps;
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✔ Share multimedia (pictures, text, audio and
placed here please
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video)
in here ✔ Low-tech—doesn’t require email, just phone
number
✔ Create groups
✔ End-end encryption (FB does not offer
encryption)
✔ Protects media and content of messages
 g a p p s
i n
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e s s ag
M
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g o gy ?
s p e da
a Photo voice
audio/visual presentation
 Photovoice
✔ Participatory action research method;
✔ Reflective learning;
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✔ Participant is given a prompt(s): “What
placed here please
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does environmentalism mean to me” or
in here
“How does globalization affect me on a
daily basis”, or “what are my favourite
things to do everyday”
✔ Participant takes 5 pictures and creates a
simple narrative for each picture
 ✔ Photos and narrative
can be sent together as
one media item;
✔ Younger learners can
Your video will be
placed here please send audio files instead;
do not put anything
in here ✔ Everyone sees the
images
✔ Photovoice can suit a
variety of ages in
reflective learning
through a low tech way
 Contextualize a lesson: geography example

✔ Learners contextualize a lesson

✔ Use photo and text features to
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✔ Reflective learning;
✔ Alternatively: ask the student to choose
an assignment that can be done with the
messaging technology (based on
teacher’s criteria)
 Transformation interface (pedagogy)

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Content Technology
 Transformation interface (pedagogy)

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Content Technology
 lesson plans for
distance ✔ Mix of content—combined scans,
learning screenshots, word docs, excel tables
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hyperlinks, embedded audio files and
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✔ Be clear and consistent with your
action words: Think, answer,
consider, watch, read, and write.
✔ Source information properly—be the
example
 If you see this symbol you can legally
reuse, collaborate with the material
Creative commons
-publications and
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video
do not put anything
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Public domain
-any material where copyrigh
has expired or government
publications
Wikicommons
-pictures
 Content and copyright
✔ Ensure you have author’s permission to share content

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Examples

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 Learning plan example:
Grade 7
Introduction
How has the landscape of the Philippines changed over the centuries and what has
influenced the change? Globalization, exchange of ideas are two major drivers that
Your video will be continually influence changes in your community—in the buildings where you live, and walk
placed here please by. Take time to think about the buildings in your barangay, which ones are new, old,
do not put anything different, what are they made of and what is the importance of their architecture? Think
in here about their physical structures, what makes them strong and stable and what skills were
used to construct them. Architects and engineers are involved in the construction of
buildings, what math concepts do they use when building.

Learning Objective
Social science-Filipino history-xx code
English-xx
Science-Chemistry-Molecular structures-xx code
Math-Geometry-xx code
 Assignment:
1. Read (article below or link) Architecture the global Filipino way, by Architect Felino A. Palafox,
Learning Jr. Manila Times, September 21, 2017
Consider the following:
plan • What are common architecture styles in your barangay?
• What is the oldest building in your barangay?
example • What are new words and concepts in the article [30 mins]
[copy and paste article here]

2. Watch the TedEd EarthSchool video for day 7 Quest 7 – The nature of engineering (link) and
Your video will be
Answer the quiz in the think session of the webpage [30 mins]
placed here please
do not put anything
3. Read the DepEd commons, xx, 2020 content below and do the activities 1-5 and 7-9 on pages
in here
245-250. [30 mins]

4. Login to Khan Academy

a. Watch videos 1) Scale Drawings and 2) Scale Drawings: Centimeters to kilometers and
complete the practice test for scale drawings. [15 mins]
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-scale-
drawings/v/scaled-drawings-worked-examples

5. Participate in the mandatory 2-3pm Zoom meeting. Meeting code xxxxx. Be prepared to
share your answers with the class for this assignment and discuss assignment topics. [1 hour]

For questions about the assignment post in the Google classroom chat under week 7 forum.
 4. Re-iterate

✔ Manage data so the students can easily

Your video will be look back on material;
placed here please
do not put anything ✔ LMS is crucial;
in here
✔ Give student data, teacher’s content and
discussion events a single home (LMS)
 Data
Your video will be
placed here please
do not put anything
in here

Data

Classroom learning Distance learning

 Data management considerations
Teacher and student content
• Who has ownership over the data?
Your video will be • Where will the data be stored and will it be password
placed here please
do not put anything
protected?
in here • What happens to the data after the school year?
• How will school privacy rules be incorporated?
• How will the data be shared, if shared, how will consent
be given?
• Minimum standard for third party data platforms, like
google?
 Student assessment

Your video will be

placed here please • Assessment is an important feedback
do not put anything
in here mechanism for teachers and students;
• Formative assessment can be accomplished
in a distance learning model;
• Ethical and validity concerns that should be
considered
 Formative assessment

Your video will be

placed here please • Asynchronous: one on one zoom meetings,
do not put anything
in here tests and quizzes, or distributed paper
tests;
• Teacher feedbacking, grading of
assessments;
• Synchronous: timed testing.
 Ethical considerations

Your video will be

• Digital divide: quality of smart phones and
placed here please internet;
do not put anything
in here • Various home learning environments;
• Learner’s digital skillset;
• Hesitation of single learners to verbalize
challenges of their learning environment;
• Are assessments ethical in forced distance
learning?
 Validity considerations

Your video will be • Many methods for students to be

placed here please
do not put anything
“assisted” during formative assessments in
in here online or distance learning;
• Creates animosity among learners for those
who “play by the rules” and those who
don’t.
 Alternatives to report cards
(final marks)
Your video will be
placed here please • Pass/incomplete (fail)—based on a set of
do not put anything
in here criteria (60% completion of assignments);
• Provide a summary report of learning
components introduced to the learner;
• No assessment at all—only as student
requirement for HEIs
 Conclusion
• The distance learning model is critical for learning
continuity and is a major component of the learning
Your video will be continuity plan;
placed here please
do not put anything • Use tools and frameworks to make the transition to
in here
distance learning successful;
• Be realistic of technological capacities for lesson plan
success;
• Expect less; don’t stress;
References
SUPPORTING THE K-12 EDUCATION RESPONSETO COVID-19 IN B.C.,
Integrated Planning Framework for School Districts and Independent
School Authorities. BC Ministry of Education. Updated 27 March 2020 (
https://www.csf.bc.ca/wp-content/uploads/ressources/k-12-covid-19-in
tegrated-planning-framework-march-27-2020-1.pdf\
)
Continuity of Learning PLANNING GUIDE FOR TEACHERS. BC Ministry of
Education. 1 May 2020
Inter-agency Network for Education in Emergencies (INEE). (2020).
Technical Note: Education during the COVID-19 Pandemic. New York, NY.
https://inee.org/resources/inee-technical-note-education-during-covid-
19-pandemic
References
Are students still learning during COVID-19? Formative assessment can
provide the answer. Julia Liberman, Victoria Levin and Diego Luna-
Bazaldua. April 27, 2020. https://blogs.worldbank.org/education/are-
students-still-learning-during-covid-19-formative-assessment-can-
provide-answer
https://knowingtechnologies.com/
UNESCO National learning platforms and tools
https://en.unesco.org/covid19/educationresponse/nationalresponses