Bichronous Approach: Blending Synchronous and Asynchronous Teaching

[Music] [Music] [Music] [Applause] [Laughter] for this afternoon this is uh the sixth installment of our uh september series so we hope you're safe okay and uh to our public school teachers congratulations for your second division [Music] pandemic school year congratulations greet our teachers from the chat you may want to start jumping so we can actually start from the first one as early as 1 11 pm go ahead you start [Music] teacher aileen medina watching from kagayan good afternoon [Music] very very generous sharing uh her insights and uh i don't know ideas as well okay teacher louis jacobs teacher livestream teacher leo velliantes teacher jenny rose teacher maria cecilia flores teacher meg's megs dominus teacher osmar mercado teacher priscilla montalba from sdo qcg tamo es or elementary school teacher grace barduke teacher mary grace baste teacher elda gonzalez from zamboanga city teacher emmy abigan and uh teacher flori paris okay and of course i'll be ending my part uh with the teacher uh pastor manny garcia who's always with us blessing our live streams came from imo city cafeteria teacher aaliyah rose vasquez good afternoon hsec tagbilaran city uh um [Music] it's a rustler kabasa professor godfrey g mendoza a teacher joseph grace garduke teacher rose and teacher lorena bellano and our last greeting to teacher christie mohammed okay i think ap is any idea about uh this uh concept of biker news approach research and sir franco two minutes without having heard your presentation yet uh [Music] why not blending them together yeah and the perfect combination of both synchronous and asynchronous uh context not in the core for doing this and uh so john d uh there's a reason why we put this session in our recharge um series yeah for september it's because okay we believe no not insights recontextualization at a red definition of vikram's approach um purpose of using them together to reinforce learn learning on maybe the same topic or the same skill or on a continuing learning process and hopefully we get a clearer idea of bikerness approach now which uh actually um the best way to approach them maybe the best way to approach um the online learning setup nathan and sabine siri way past the pandemics okay [Music] [Music] [Music] uh how best to make use of each one's strengths and let them work together so good luck sir franco good luck so teachers um let's start now for our session for today um um hopefully we get to finish by uh by 4 pm for today but again just like always we invite all your insights know and comments will also engage you in the chat as well okay so please do let us uh know about your insights your concerns uh chat and again teachers just like we always do okay um discussion and to promote um i don't know exchange of ideas between us educators and that's what we hope to do today okay so again teachers i am uh francois lopez your google for education certified trainer administrator of kagapati and i will be talking about today by goodness approach the blending of synchronous and asynchronous e-learning approaches for distance learning um we will what we will call work for today so teachers uh before i even start okay let's um go first with our session objectives so that we are all at the same page okay so uh for this session okay what we're going to do is to evaluate the blending of synchronous and asynchronous approach for a more toro uh sorry for a more thorough bicronus approach identify best practices for synchronous and asynchronous approach and um [Music] synchronous and asynchronous and bikers approaches teachers discussions approach all the teachers know i personally know that sir louis jacob are doing blended approach no so they're definitely doing a bike runs approach okay um for for us for example online learning uh setup okay um we are also doing a bike runs approach so we have um zoom meetings or google meet meetings and then we give materials to uh after class or before class that's a baikonus approach okay even teachers know naga go home visitation printed modules for um for reading a test or follow up with the modules etc by kris approached intelligent teachers now essentially okay uh and that's we're going to clarify later as the teachers there's really backgrounds approach is by concept no maybe new to some people but by practice it's not new okay okay uh so so again what what uh what we intend to do today is to basically you know uh re-contextualize redefine uh baikrones approach and maybe revisit some practice sk that may be can be corrected can be improved okay later on for a more effective approach for distance there is teachers know for our teachers uh in the public school system second pandemic school year okay okay so the first one is um the first context that where where i'm coming from and where this topic is coming from is the idea that there is a disconnected synchronous and sync asynchronous approach so in most cases based on my conversations based on my observations and based on the experiences my experience then no no as an educator and um with my um interaction with some teachers know there is this disconnection about on synchronous and asynchronous approach in most cases teachers are often made to choose no whether they go uh dominantly synchronous or dominantly asynchronous and sometimes there's also that um idea that um for example uh i go for a sequence for this lesson okay and then for this lesson i will go for asynchronous okay so there's now a disconnect note to the two approaches because it's being used in isolation okay to the different lessons you know in one unit or in one semester everyone in one quarter okay so this is the first thing that we'll have to talk about later on okay is this really necessary how does it affect learning okay okay uh that's the first thing that um uh i will try to address in this session okay second is uh there is that linear arrangement and utilization of synchronous and asynchronous approach so uh in most cases uh it's all about a linear progression of synchronous now um asynchronous asynchronous asynchronous then synchronous session again and so on and so forth okay so is that also a beneficial way of approaching distance learning a linear arrangement or uh your progression or sorry approach nothing is always in a line okay so uh one cup comes after another okay um can it be a combination of in one lesson say for example that in one lesson you both have an asynchronous and synchronous session for that okay something like that okay um teacher luciana's question is there and the conceptual difference between hybrid and biker news classes um there is not much no um strategy luciano uh i think it's more on the terminology itself the etymology of itself is coming from the use of synchronous and asynchronous modalities and therefore um um as as a term okay to refer to the combination of asynchronous and synchronous right so that's our second one i hope that i was able to address that on teacher luciano um there's also this myth of independent learning okay so teachers okay um this is the big elephant in the room that uh i'd like to also address okay okay of course not recording independent learning and before it's one of the goals of um of distance learning uh right now okay uh to train our students in a more independent um um to give them a space no and to give them an opportunity to become independent learners okay there's that meat right there okay that um that's so in a way you know dominates the approaches in education asynchronous support i'm already promoting uh independent learning synchronous indexability spoon feeding back on okay so we're also going to unpack that later on okay um uh you idea that automatically we're already promoting um uh independent learning cases for example if the asynchronous um lesson was not a well-designed game to actually you know uh scaffold the skate to to give proper instruction will act that actually provide um independent learning uh opportunities for the students okay i doubt so so we're also going to talk about that later on okay so it did demystify nothing young independent learning know in the context of asynchronous and synchronous learning okay uh there's also this uh danger of compliance right um uh how well our synchronous and asynchronous sessions are designed in such a way that we are actually able to engage our students okay hindi lan for compliance um submissions okay so teachers know we'll have to revisit once again if for example if um that's why there is there's also this that's one of the reasons why you know my uh my tendency sometimes a preference for um synchronous sessions how well how we designed our lessons no to actually engage our students beyond just mere compliance okay so yeah i think uh i don't know um reasons no why we have to revisit our ac will my students submit and will my students actually go through my lesson my asynchronous lesson because it's worth undergo uh going through or is it worth uh studying is it worth doing right so you need a giving question at the end later on when we talk about asynchronous uh approach okay and of course educational amnesia um this one teacher is actually coming from uh in relation to the institutional amnesia okay we're in we might have been so engrossed in learning for example tech tools we might have been so engrossed in uh for example choosing uh modalities such as uh asynchronous or synchronous game but we might be forgetting the essential or the core of what we're doing and why we're doing that okay so say for example if you're uh using for example an um a um a technology tool no uh is that tool actually being usually to uh derive learning from our students why are we teaching sometimes okay because of the so many things no that we are trying to choose from trying to choose tools try to choose modalities trying to choose um uh i don't know um approaches or strategies in online learning federal teachers online learning okay i am pursuing this topic and i am sharing this topic with you okay now hopefully madras nothing we will not again 100 be able to address all of them and maybe solve all of them now uh but at least okay we get to create a discussion that um solutions can sprout from atin today okay now aside from the teachers of course we also now have to remember that we are constantly uh still know uh within um this context of the buccal world since okay actually in the mind prior even prior to the pandemic teachers now we are already in the book of world okay that uh the world is a volatile okay uh there is this volatility uh in our world okay that um we can't really expect no um things to happen uh this is the same way that it happens every time okay uh the world now can turn directions okay change directions every time okay then that also defines our classes teachers our classes are also volatile okay um it it's it's composed no of um of many people of uh of uh instances for example connectivity big glycogen well in a signal etc okay so all of those things should also be considered okay so in a macro scale volatility world nothing but at the same time our online classes is also volatile and that's something that we also have to adapt to okay okay uh uncertainty okay there is this definite uncertainties no um um outside of our classes inside our classes so okay we can't like fully expect everything to happen uh the way we want it to happen right that's um there are factors and there are factors that we cannot control okay in our classes and outside of the world that we have to prepare our students for as well okay complexity teachers know um the online classes cannot just be defined by just for example if i um do and a presentation that's it already learning process especially right now is also uh demands no um so many uh dynamics and are actually affected by so many factors that i don't know what it is to say for example you're in a classic you also have to consider for example how complex your class is how how many factors are affecting the online learning say for example one of your students does not have a good connection one of your students are actually exposed to what orbit 19 and one of your student uh does not have a device at all no so latimer factors then actually should be considered again teachers know um i'm i'm i'm putting i'm adapting the concept of vocal world within our online classes we know that um this concept of the vocal world speaks about the world itself you know how volatile how uncertain and how complex the world is okay but um if we take that into our class as well uh in our online teaching um situation that is very similar as well okay you also have the concept of ambiguity okay um not everything has an answer okay uh not everything has a um no no the definite que costing uh that can explain everything all right that's that that's the true teachers now that's the reason why we are constantly asked to be adaptive okay and that's what we're going to use later on your concept now adaptability as a framework for online classes because um while we are teachers who are educators are good planners okay good organizers okay but now teachers know um the online setup demands us to go beyond just being be very organized a well-planned okay we are also being asked to be very adaptive okay again the world is volatile the world is uncertain the world is complex the word is ambiguous we can't always plan for everything right so when you approach your classes teachers when you approach your online classes that's also one of the the things you'll have to consider that that your online classes okay exemplify these characteristics that we that our online classes are booka online classes no okay so again teachers i took that concept no um uh to um and apply it no into our online classes okay so teachers with that okay we are given these situations you know and given all of this uh things you know that um surrounds us and defines our online classes some framework that i'd like to share with you called the adaptive design for learning okay and this is um i don't know um a course that i took okay this is um a course not given to us as educators or members of the jesuit community okay uh this was designed by the ateneo soul and provided to the educators not the jesuit schools which i'd like to share to all of you because it's so brangandapunyano uh beneficial you know for teachers especially in an online distance modality okay so it is to be able to navigate in our vuca online classes okay or our very volatile okay um uncertain okay complex ambiguous online classes okay so nothing uh going teachers no yeah or we'll use this framework nepal the adaptive design for uh learning cohort otherwise known as adl okay so pictures let's now move on and uh basically adl is a framework now used by ateneo for online learning or for distance learning okay and there are five no important um um factors know or principles of the adaptive design for learning um as us made and constructed by uh okay and the first one is called adaptability okay adaptability and design and delivery okay uh so it's not just about adaptability and design okay okay so that it can navigate in the i don't know the volatility the uncertainty the complexity and the ambiguity of our classes okay second teachers know um second principle is active uh and interactive learning okay um it's all about okay making your classes know come to life okay it's about engaging your students okay before we had um sessions on uh on on on student engagement because we have to engage our students okay just our students have to constantly engage our content our processes and to constantly come up with uh different outputs from our classes okay third one is the thesis of online learning uh understanding the thesis of online learning teachers know allows us to better understand how do we conduct online classes okay and of course topic for today which is the asynchronous and synchronous uh the relationship of the two and the balance of the two and the fourth modularity which um basically most of us are actually doing okay so these are teachers skill the five principles know of adaptive design and this is how we're able to um to conduct no online learning um at this point in time with uh during the pandemic and again teachers know uh this will only be applied now for online learning teachers okay this is adapted design for learning right so even if this is um you apply this in a face-to-face setup this could actually work as well okay and because it's it's in general sense no um although it was designed by ateneo okay uh for uh primarily for online learning now it actually can be applied even in a distance learning modality okay marami salama teacher journaling for that okay so let's talk about first adaptability okay so our design for online learning should be adapted adaptable no it should be able to adapt to the different circumstances and situations in your classes uh and also adapt in a way that it becomes more inclusive teachers know during our um series on uh on differentiated learning and um other sessions no last uh uh being inclusive okay because if your classes know if your designs and your delivery is not adaptive enough you will be um whether it's intentional of course it will always be unintentional because teachers i believe will never know intentionally exclude other students okay but if we do not design our our classes uh adaptive enough no it will consequently uh exclude other students okay so let's talk about that first adaptability because if we talk about adaptability in delivering kids we're actually um talking about um when um delivery on um whether you can deliver it um in a synchronous session or in an asynchronous session or in a blended way okay so it must be able to uh when you when you design for example a lesson okay it can't that idea there is it should be and it it can something that can be repurposed not in another modality okay so you um i get in and delivering it and of course okay uh we already talked about that uh last august as well when we talk about delivery it's about thinking about different ways to deliver a content say for example you can deliver it in a video okay you can deliver it in a podcast you can deliver it in a in a in a paper for example or a reading material etc okay aside from that no your um design should also be um your your your lessons know your online lessons should also be um adaptability there is also adaptability in design okay what do you mean by adaptability in design it means that your materials can be packaged in different ways say for example the basic design uh for example the entertainer that we're using is of course online um online classes okay so we design our classes no thinking it will be delivered online right but then okay on top of that basic design is that contextualized layer okay that actually now defines no further um how that basic design will be delivered okay maybe for example we can contextualize the the access of our students to um to internet okay we have to also consider for example the access of our students in um in devices etc okay that will now um i don't know shift k or um change know how that basic design will be delivered to your students okay second teachers know is that always have a low bandwidth version okay uh i know you said in low bandwidth version last augustine so i hope teachers you get to visit our august series uh is that uh whenever you deliver for example contents online okay say for example in a synchronous session okay there must be a way for some students who have no access to internet to access those information say for example if i will give a video okay um of a uh for my students to watch in an asynchronous manner okay um and i have students know who the nest who do not have access to a stable internet or telegram zero access no uh or mobile data uh then i might have to produce uh for them no uh a written or a transcript of uh that video okay so that uh those who can watch the video okay okay uh good for them definitely but for those who can watch there's that transcript that can actually uh they can read without even watching the video but get the same content right that's that's the kind of low bandwidth version that we can produce okay um for example photos okay uh you are attaching for example photos in your online resources or um in your presentations okay then you might want to also provide a text okay that accompanies that okay so that if i can for example download the photo or view the photo because i don't have data i could read the caption and understand just the same what the photo is all about so i'm not left behind okay um i'm guessing no what the photo um sent by my teacher esque or um i don't know provided by the teacher okay so yeah teachers need to talk low bandwidth version teachers learning packages or printed learning packages is actually an adaptability in design so teachers characteristics adaptability in design okay so many of our students do not have access to an internet connection of course network provide direct and learning packets or printed modules for them to be able to access the same learning opportunities just like the others okay okay second um second concept or second principle okay of adaptability and design is what we call active and interactive learning so if you teach us learning put teachers know or our online class sk or online learning should be about student centered or learner centered right uh it's all about uh think thinking uh for example name design thinking principle nathan is that whenever you design a uh a lesson okay you should always start with your students okay with your students in mind okay what will my students do in this lesson when we are in a video conference what are my students doing okay when my students are reading this module what are they doing okay so they're it's always asking that question okay uh so that whenever you keep on asking that question teachers know what my students are doing you are also ensuring okay that your students are doing something while they're engaging your module or while you while they are in your video conference in a synchronous session there will be a point where in your students are not doing anything in your class okay and therefore they're not really engaging fully in your classes so important lesson planning you're designing an activity always ask yourself what are my students doing in this activity okay that should guide you right away okay so uh teachers let's not forget now whenever we use for example technology the technology it's not about the technology but it's about learning okay so this is the one of the our problems that education is still about learning okay your tools your um uh all of these things know that you are um um uh using your approaches teachers okay it's all about means for learning okay so we've gotten okay so whenever you for example it is a tool for them you will always have to ask yourself how will this facilitate learning okay if i'm you go with this for example catalina pagosa in bichronos and sinkholes and asynchronous blending how will bacon's approach facilitate training questions we're not like going out of that game and teachers that online learning now and it is one of the pitfalls of online learning online okay that whenever we go online we always think there's learning whenever for example we meet our students in a synchronous session nakarita in zoom call or google meeting automatic learning we always have to rethink about that because online learning is still focused on the learning aspect highlight not end we just went online teachers know so i didn't go nothing before okay and then purpose no and then direction happened before uh prior to the pandemic we are still doing that okay online learning is not just merely going online okay the focus should remain on the learning aspect right now i think um online learning okay and again that that's features that's also applied um to those notes our teachers who are producing printed modules so whenever we print modules it's not just about okay i'm going to print this module so that my students have something to read okay whenever i print for the the most for example or i produce the modules i will have to constantly ask myself okay what these modules are for okay how will this develop for example 21st century skills okay uh how will this develop communication how will this develop critical thinking skills how will this develop collaboration how will this develop um i don't know um um creativity no no i think my [Music] of the first pandemic school year last year but uh uh that's the reason of this uh that's one of the points of this discussion is to revisit that okay recharge season we'll have to rethink and revisit those things okay so online learning focus ties to learning teachers okay let us um let uh let there be more no let there be less of us more of them that's active active learning teachers know if you notice that there's always more of you for example okay uh regardless if it's a synchronous or asynchronous then there's a less active learning in there okay um and again um it's all about thinking again about nematodes of being learning learner-centered and student-centered okay less of us more of them okay it doesn't mean teachers are pictures a picture no no education okay uh take note that you actually as educators have an elevated role in educator now hindi language for example before okay again i was in grade school or high school most of my teachers are are experts in their content and they deliver their content very well know uh main role my teachers talking before we are not just um i don't know uh someone that delivers content okay we are now designers of instruction we are now facilitators of the teaching learning process now in this especially in this setup right now okay so again less of us more of them we will now fade into the background okay to design the instruction to guide them as they interact and they engage with content right the thesis of the online learning is also very important when you talk about adaptive um design according to that neo um principle and this thesis teaches to define the different um approaches or modalities of uh online learning okay so uh this is actually no and one of the our audience earlier he um um mentioned it already online learning okay you're actually uh you actually have the young concept and content coach and community okay and teachers know um concepts are actually what makes um online learning very dynamic so if you have for example a constant access to content or you are able to have your students access content in a more meaningful way uh then definitely you know your online learning is an elevated one okay but teachers don't forget okay it should be the classification right there is meaningful content it can't be just any content okay it must be the content that we're actually going to use no to um to make them acquire a new skill or to make sense of the world etc okay so it's a meaningful content not just any content okay of course the next one is called uh your coach okay the coach teachers okay of course the presence of the teacher online right so whenever you meet them okay uh online or you're actually uh and serving as a coach you know for them to be for them to be able to navigate um in an online platform okay give them access to information etc okay and teachers know um ateneo okay did not just choose the word coach just because it starts with the letter c okay to fit in the idea of three c's now um the the coach id her teachers is one of a very deliberate um uh way not to chef okay our focus on as educators delivering content that as a coach you really have to guide your students on how to learn okay teachers know in our role as educators we are not just going to um uh teach them okay or we're not just going to allow them to learn something we're actually ha we actually have to teach them how to learn as well okay or reflect on their own learning okay and of course the last one teachers know is community okay that uh this is the community of learners these are the learners uh within um same class maybe or same group okay and that's actually very important teachers now because our students cannot learn in isolation okay they cannot like fully grow into the person that we want them to be by just sitting on their desk not doing uh their own work of um during the entire year of online classes okay always the community of learners okay will play a big part no and a huge part no in uh in uh helping a student develop in a full um sense okay as a person okay and here's this one this uh the combination of this different this three system um actually shows you the different um online modalities so you have the remote teaching where in the coach usually um i don't know encounters the class in a synchronous session but some content are being delivered no uh on um offline okay or um in an asynchronous session okay so maybe sending readings okay or posting uh discussion boards okay etc okay the online learning is the full set of the three c's okay we're in you have access to a content to coach into the community um this is uh purely delivered no in an online learning setup okay uh we're in um um these three elements can actually interact with each other okay and of course you also have your remote study you know this is the a little bit of extreme wherein um all materials are actually in a sense for uh self-study this actually what most of our public school teachers are doing okay by sending modules or learning pap story uh students okay they actually um are promo i don't know uh doing self-study teachers of course what we want to do i mean we want to have is the the full package of online learning which is content coach and community so yeah but the online learning tile regardless if we're using asynchronous and synchronous do my students have access to content am i delivering content okay second is there a coach as an educator am i able to guide my students in um accessing information uh processing information etc okay um am i able to promote no interaction with my um within my classes okay uh do i do breakout rooms do i assign group projects uh do my students um get to interact with other students uh within my class that's an a full online learning setup okay and teachers know okay online learning is that everything happens online okay it could actually also happen offline now okay uh using and uh maybe um resources sent asynchronously or resources uh that can be accessed offline and we'll clarify that more later on we're not saying that remote teaching and remote self study are wrong t-shirts of course these are adapted adaptive measures uh to be able to um to include more students within the learning process okay so pero sana and praten is that we want uh i know the idea of um um those three interacting on the same level okay so here's marketa you know from a traditional class it was set up before no in a traditional class of course you have the community um the biggest portion of the of um a traditional class is content and uh the coach no secondary but in an adaptive design uh of learning uh or adaptive learning um at the design of learning these three are actually equal in amount no okay so that's what we want okay that they're equally engaging each other all of this content coach and the community okay yes okay teachers um i don't know um let's not forget teachers know that the goal of learning of online learning is to interact with the content instructor and other learners so if you are missing one of these factors now you'll have to really really think about the online learning process okay and to obtain support during the learning process in order to acquire knowledge to construct personal meaning and to grow from the learning experience okay so um me of course no we have gone far already but there's still um far away ahead teachers ahead of us teachers know that uh learning should go beyond just receiving information okay so say for example being put in teachers now for example um if you for example give readings to your students it can't be just the reading skills and ask your students for example to read a reading okay so maybe for example when you assign a reading then you might want to contextualize that reading why would your students read that are there questions right after are there processing questions right after in your synchronous session will you actually process that information okay um so it's not just it should not have never been um uh just them reading for example a material for example another one is video okay we assign them a video it can't just be watching a video okay when you for example assign your students to watch a video make sure that you provide them guide questions and make sure for example you might want to also give them opportunity for example in a breakout room to discuss about the video okay let them talk about uh insights know what they got from the video etc okay because hindi launcher padding been gaming information and that's it okay because that is not learning you just simply gave information okay learning is a more complex process of making meaning of making sense of the information all right so yeah but nothing again i might revisit again okay okay and of course teachers know ginago and the mata modularity okay teachers have successfully done modularity you know uh disability system modularity is uh creating a meaningful chance um of uh upper lessons okay so um instead of for example giving a one whole unit of lessons we're actually chunking it in smaller pieces okay so that it's easier to digest or to be digested by our students okay um it's it's the analogy there is cake okay so for example you can't give a cake to a person and expect that person to digest the entire cake all together okay that's the reason why we cut the cake okay we cut the cake so that we can uh that that the person or the person who's going to consume the information can actually digest it okay maybe that's a simple way of why we're chunking information okay and of course interim uh checkpoints uh of like for example five lessons it can't be ju to lead to luna five lessons after one lesson checkpoint i or maybe after two lessons left let's have a checkpoint okay for example the checkpoint could be a synchronous session let's meet let's talk about the mojo okay okay that makes it i don't know more cohesive okay your modulus also the students are not completely um left alone that promotes independent learning already we still have to be there okay again as a coach guide them see to it that they're actually able to successfully accomplish the task teachers let's not commit no uh the the mistake of putting them in the panic zone let's revisit uh the zone of proximal development um by vygotsky uh while we want them to go out of their comfort zone zone okay so whenever we want to stretch our students capabilities we have to be there to actually guide them in order for them to stretch themselves outside of their comfort zones that is your that's our no no that makes modules meaningful okay so um again there is that deliberate designs within your modules that um that makes it meaningful okay and of course the last element of um of the adl no or the adapted design of learning is that um i don't know as in of course also in uh in my school in savior's school is that we believe that um more asynchronous and less uh synchronous okay so there should be more time for students to actually study and to actually engage content information and learn skills in their own time and pacing okay so again we're not choosing okay online okay um or even asynchronous okay it can't be that that way no okay these two are actually working together okay this is a matter of balancing it um i don't know um to be able to achieve a good results or a student outcome from our students and to support student learning right uh synchronous and asynchronous okay so let's now teach teachers to talk about uh approach and why why do we have to talk about this and um how do we approach no bichronos approach okay so the first one is that we'll have the first scape define okay synchronous and asynchronous alumni put that into teachers now we've gone through an entire year now and perhaps synchronous and asynchronous terms that's one of the most mentioned terms no in the in 2020 you were not mistaken by educators okay synchronous and asymptotic okay and uh because understanding these two concepts gives you a better idea how to blend them kasich understanding of their advantages and disadvantages then we might have we have or we might have a problem okay blending them together okay so let's revisit teachers now when we talk about synchronous um teachers okay we're actually talking about um it's defined as a course in which all content is delivered online okay students can engage with it from anywhere however there are real-time meetings which students have to engage with at the same time synchronous that regardless of real-time meetings okay like example we meet every tuesday uh from uh from eight a.m to nine a.m and that's definite okay you either see it or you'd either attend it or you i you you miss it that's that's the call okay that's uh no no the idea of synchronous capacity synchronous teachers if it's a begin the learning happens um at the teacher's space okay we should be in an actual definite time okay that was set by the teacher okay so this is our learning time 8 a.m to 9 00 a.m is our learning time that's synchronous okay because you are um i don't know learning together okay as a class okay now when we talk about benefits and uh drawbacks of uh synchronous case so there are actually um quite often a few so for synchronous teachers cinque sessions um sessions there's always a sense of immediacy and spontaneity last time for example this session on low bandwidth session game um synchronous sessions give you that immediate ability to feedback immediate ability to address concerns immediate ability to actually deliver content okay so for example student reading material for them to be able to engage with the content okay you can actually go there in a secret session and engage your students in a learning process that's the beauty of synchronic sessions okay um second okay they are ideal for personal interactions okay so there's there's that more personal touch okay um even if teachers know i don't know uh about you but um uh it's it's also not as personal because you also sometimes just see thumbnails okay or people moving in boxes in your gallery but that gives you the closest key to personal interactions no given our situation right now you can actually see them in those tiny boxes and see how they look like no unlike for example in asynchronous that's really totally no no interaction right there okay uh they can produce a greater sense of community okay because we are studying as a class for example okay you actually see other learners in the room okay you can actually chat with them when there's breakout room there's actually interaction okay but the problem with saying students teachers is that there might be problems with scheduling okay um sometimes for example some students might have no connection okay or sometimes uh some students are i don't know um bothered okay by a family concerns okay so they can't attend at that very specific time okay so for example eight to nine a.m okay uh synchro sessions may be challenging for people with families and busy schedule okay so what if example uh both parents k are working so problematic okay um so that that's also one of the things that you also have to consider for example even those who are printing modules you also have to consider that okay how would parents know who are working um during the day okay would be able to assist their kids or do i design my modules enough that so that there should be less parents intervention so that my students can independently actually acquire or accomplish the module okay they are biased to the more extroverted and articulated learners okay uh let's admit the teachers to hindi students are um are i don't know are confident in in speaking or confident in actually uh being in a part of a large group okay even it's in just in a zoom call or in a google meet okay pulaski not everyone is actually i think everyone's articulate by the way i am i i personally believe that but we are articulate in different ways some people can express better in words some people can express themselves better in in in visual way some people can express themselves in in other forms okay so we are articulate differently okay but uh when you go to zoom for example zoom call or google meeting game you are actually sometimes in most cases no we are boxing our students to be able to articulate their cons their ideas um in an oral form and maybe for some that's not just possible or not very difficult for some okay and maybe the most important no drawback of a synchronous session is that there there's a limited time for reflection teachers or complex lessons okay it's so hard to ask our students or expect our students that they get that right away it's a simple session at the end okay so for example like a concept for example someone foreign formula it can't be expected now right at that moment after 60 minutes k of synchro session student okay or for uh some concepts that you have to um to reflect on cataloging time for reflection okay it seems like a rush okay uh given this drawbacks and um benefits okay okay next is what are the best practices in synchronous sessions of best practices uh so the first one is uh set direction okay so when we are doing synchronous session teachers know be deliberate hindisha pudding okay schema students call backs you say green sessions coming in right it can't be just that okay so in your learning plan teachers know in your um in your schedule it's because something important will be done there something very relevant or that will affect the learning process okay so it can't be just just because uh the schedule right deliberately when we are um scheduling a single session especially teachers know we will ask our students to go online we will ask our students to spend money for example for mobile data it must be something really uh meaningful uh worthwhile uh nothing like okay actually students second focus on active learning okay let your students do something during your synchronic sessions there's actually should be no ways to engage your students in different ways um where in your students are interacting and um doing um ideas your students should be doing something in your class okay um so maybe for example after a 10 minute input or 15 minutes of a discussion okay go give them like example a um a survey okay or you can actually also give them um someone you know some activities uh to um to further digest the concept or you can actually put them in the breakout room and talk about the the the topic or the concepts discussed etc or maybe for example if it's a skill okay then practice the skill okay give them exercises during your synchronous sessions which you can actually give feedback to right away thursday report about class point and um making your presentations more interactive okay okay next is be flexible teachers you can't expect uh everything to happen according to plan alumni as teachers that's why the bang with online classes okay you always have to have a plan b okay and of course not accept the flow of the the moment say for example um during your synchronous session instead of delivering a um your lesson you had to answer as many questions of your students about the thing the the readings that you gave them or the videos that you uh you asked them to watch okay teachers know take that opportunity learning opportunities or teaching moments nothing my students those are teaching moments okay so take that time okay because actually by doing so no you're actually able to uh attend to the actual needs of your students okay yes maybe mccarthy and tainan delays i think maybe starting um uh learning plans or uh unit plans okay but uh you were able to engage your students in a more meaningful discussion okay so be flexible okay during your synchro sessions that given situation or circumstances okay and of course be the host okay teachers now facilitate discussions um tell them when they can ask questions okay give them a moment to ask questions okay moderate for example exchange of ideas in the chat call their attention for example good insights from the chat etc okay so be that dynamic host that um facilitates the exchanges of ideas no and um engagement in the class okay uh i know we we we're not all that in middleware energetic every time uh host level we are clear no and we're able to actually facilitate the flow of the session properly right but uh we can maximize the time keep it short teachers okay um for for example for uh for college level um our um our synchro sessions would usually last between an hour or um one hour and a half okay for university level four for high school students um uh 40 minutes and 50 or 50 minutes should be our maximum teachers okay for younger students teachers okay uh it should be even less no um 15 minutes to 20 minutes of synchron session should be enough now um sir franco what if for example i want a longer session what should i do teachers okay but you'll have to chunk them so say for example you're planning to do a whole um 60 minutes synchronous session for your maybe for your grade one grade two students or grade four grade five students make sure to chunk it one hour you can chunk it into three 20 minutes first okay and then activity 20 20 minutes some activities etc and so on and so forth okay so chunk your sessions your synchronic sessions if uh longer sessions cannot be avoided do not ever do a full 90 minutes or um 120 minutes to a kinder student you cannot expect um i know no um attention okay that attention span from our students okay they will somehow um lose interest and uh will uh disengage from your classes we don't want that we don't want disengage students okay so keep it short or keep it in chunks okay that's our i don't know our idea okay okay let's now go to um um asynchronous okay so we'll talk about asynchronous basically we're talking about uh online learning defined in the letters as a course where there's no online real-time meetings okay so you don't actually meet on online okay uh instead game materials and content are delivered online but can be accessed by the students on their own pacing and their own schedule i think asynchronous again okay so say for example in my example okay that your students need to watch okay um for your lesson that's an asynchronous okay uh you assign them some readings okay uh that's an asynchronous okay you give them a worksheet to be submitted next meeting that's asynchronous okay that's those are some asynchronous activities okay now some um benefits and drawbacks of asynchronous so when you talk about benefits for example we're talking about uh flexibility very flexible and asynchronous now it can actually be in terms of example in medium content can be delivered in multiple ways okay for example same content can be delivered in a website can be delivered in a video can be delivered in a text podcast as well that's audio okay you can actually do that okay and flexible in a way that your students can access them in their own time i can't access it this morning i'll access it in the afternoon i have something to do in the afternoon i can access in the morning that's very flexible it allows your students to actually able to access the uh the information or the content without the burden of having to attend a very definite time right and that takes now into consideration the context of your students okay since your students might be for example uh have kobe 19 etc or uh are bothered with some issues then they can actually prioritize for example that to access information or content later on okay practicality okay uh in terms of um um uh use no okay uh very practical then asynchronously because of the multitude ways that we can actually present content okay and uh it will also be practical as well for for the teachers because um uh they don't need to set a particular time okay they don't need to consume for example bandwidth uh etc okay and also for the students because they can freely schedule okay um their uh their own pace uh during an asynchronous session affordability features affordable spatial format for our students regardless if we are in the pandemic or not in the pandemic later on okay um affordability um is because um you're not going to ask them in a video conference therefore they don't need to consume that much bandwidth or the uh mobile data good if they have unlimited internet but if none they'll have to buy mobile data that's that they will have to know um spend money on okay uh even for example post pandemic um having a asynchronous key will not require students to travel okay and therefore more affordable okay maybe of course no it will ask them to invest in a device okay but those devices can actually be used for a long term okay now teachers that's actually you know uh even post pandemics um say for example in the case of singapore okay prior to the pandemic actually singapore had already have that experiment okay they already have a way or they already have trained their teachers know to teach one day per week on online okay so when they entered the pandemic no last year and this year they had not much problem because their teachers are fully equipped and they actually know how to navigate in online learning and teachers that's also something that we can look forward to in the future that we're in we might be teaching uh in a blended way no in a bikerness way where we meet our students in the classroom maybe three days four days in a week and then we meet them two days or one day in as an asynchronous or online setup that's a possibility okay but of course asynchronous teachers know is that uh isolation okay um even as teachers know we also experience that um it's so hard uh mentally and emotionally to uh you know to sustain ourselves in an online distance learning setup okay and that's true for all not only for our students okay for our teachers as well okay uh being isolated being for example in a room or in a space in your house no uh talking to uh facing your computer has some mental and emotional um uh impact not thought to all of us require self-discipline disciplines students it boils down to the collaboration of the parents and the teachers because it can't be just assumed that all students are expected to be self-disciplined uh on the same level okay you will always have students that let's not do anything let's not submit anything or just not like engage in anything that you do okay that's um i know one of the challenges of asynchronous assign kind of module for example uh teachers sometimes no i have heard stories for example that modules were left unanswered or were not were not done okay um again that's uh that definitely caused them no um uh learning and or learning of opportunity to learn okay in your class okay lack of instant feedback okay uh it's so hard to give feedback and asynchronous unless you're using uh tools okay that actually helps you say for example google form that gives immediate feedback but otherwise um um feedback in um in an asynchronous session is not as immediate okay so limited contact with instructor as well okay uh you can't be there you know you can insert yourself in the modules okay and um have yourself no um uh engage or interact with your students okay so yeah best practices in asynchronous sessions know how to best um do um asynchronous sessions so the first one is create a dynamic agenda okay so um it can be done by simply listing down okay so always uh try to imagine no um when you assign your your asynchronous session okay so budget your time properly okay so still think about a particular period in uh of the day it can't be that you're assuming that the students okay will do everything within a day right so for example okay you still put a time on your uh on your agenda asynchronously for example you have four activities that can be done in an hour okay so it's it's really up to the student if he will do it in an hour pero um um communitablino um the activist can be done in hours so for example activity number one is 20 minutes activity number two can be done in 30 minutes activity number three can be done in um 20 minutes and so on and so forth and then put all activities and make sure that your activities are not the same like example it can't be watch a video watch a video watch a video watch a video okay that's not going to uh i don't know engage your students no asynchronously so for example you can do watch a video answer these questions about the video okay and then for example share your knowledge okay about the video in maybe a share board okay and then create something right say for example um can you create an image no or a photo or a drawing that reflects the ideas of the video so teachers uh in all of those things kay uh you're able to engage your students in different ways by simply doing different things no by creating dynamics within your lessons variations and differentiation in your approaches okay that's for creating dynamic okay second make it interactive okay always um think about these two things okay um provide a thinking time in this opening their direction okay so for example you ask them to read an article okay students okay read this article okay and after the teachers know it can't be for example submit a reflection paper on this one it can't be that like that no so for example if you ask them to um to read an article the next question should be or should the next section should be a processing okay it's either a contact a classmate and talk about the article okay or it could be for example um i don't know interview okay someone in your household about the topic discussed in the article or it could be a set of prompts or questions that your students can answer to be able to see if they actually understood the article okay that's that's another that's the idea okay uh and of course doing time is example reading article definitely reading okay after that okay um after that particular um reading activity okay so always provide your student do your students know a doing time engaging with the content but for example like interesting concept asynchronous mode make sure that your students actually use it say for example okay unless on uh world war ii okay it's conflict okay so maybe for example if i ask my students to watch a video about world war two and then they asked them about reflection or questions about uh that video i may ask for example what i'm going to ask them for example is uh can you identify modern day conflict okay so in that way by using the understanding of conflict in world war ii and then apply in the modern world okay our students get to process that idea of conflict no in very uh varying degrees and ways so again um interactive no our students must be doing something okay it can't be just reading every time okay okay or watching a video okay or uh of course also recommend pacing teachers no okay uh the message i always recommend that you have a recommended pacing okay so for example you produce a module okay uh in that module for example sorry reading this art article okay so that must be for example or this activity can be done in 20 minutes so your students have that idea as well oh 20 minutes foreign spend it or uh what i can spend in this one so i could budget my time okay because if without providing pacing or recommended pacing for that particular activity your students can easily get lost in procrastination in doing it some other time in not uh no no not developing that self-discipline within them okay okay exit pass for example so we put uh we put the activities for the asynchronous or for all the things that we're going to do for the day and then we give them um uh what should be submitted within the day say for example so that now tell gives your students know a clear idea or a clear goal and objective what to do in your uh asynchronous activity clear deliverables that your students are also working with other subjects sorry on other subjects so given in the day for example for other subjects okay so be considerate okay but be very clear i know for submissions okay and of course teachers know provide mid-weight feedback now um especially for long modules printed i really admire our teachers know who are doing home visitation because that's also a form of giving feedback i i thank you so much okay for doing that because that's actually helping our students imagine teachers okay um just like that midway midway the your midway feedback now allows some correction allows um i don't know setting directions okay or reinforcing things with your students again applies regardless if you're online or um online modules okay or printed modules now do we have a tendency to treat them separately okay nah okay for this lesson synchronous okay and that now uh uh is the problem okay when we talk about asynchronous and synchronous okay in itself teachers okay both the uh both singles and asynchronous have absolutely their own advantages and disadvantages okay but they're actually both good approaches but in when it comes to online learning it can't be treated that they are separated instead they can they have to actually be treated in a way that they overlap okay that they complement each other that they help each other advantages or sorry drawbacks asynchronous that's why we're talking about blending because what we want to do here is to use them together in such a way that they complement each other not that they are isolated or compartmentalized from each other we want to combine these two approaches because essentially teachers know um synchronous and asynchronous are actually complementary i don't know approaches to online learning um okay um asynchronous learning is actually used more on cognitive e-learning where we acquire content when we explore content asynchronous dimensions of e-learning where for example we interact with a teacher we interact with uh with other students so these are two uh polar opposite approaches okay but if you just uh meet them meet dueno and uh try to blend it together you're actually going to get both worlds no you're going to get cognitive participation you're going to get personal participation all together in one learning approach okay approach teachers okay and that's precisely why this session was making to make you realize how important it is to deliberately blend synchronous and asynchronous okay so this is um how exactly do we do this okay how do we um um um blend properly our synchronous and asynchronous and maybe talk about some activities no uh that are that we can do for synchronous and we can do for asynchronous as well okay so let's start off with dichronous uh approach now what is this bikers approach basically teachers bikers approach is a blending of both synchronous and asynchronous teachers please focus on the word blending right so it's not just using okay it can be using synchronous and asynchronous but you're not actually doing baikonus okay so when we talk about bike laneus the key word there is blending and in that sense teachers know when we say blending is that you are um you are both using the approaches so that they complement each other all right um so that your lessons are actually can be uh will be delivered no online but could also still be accessed no anywhere from the world in any time by your students asynchronously all right so yeah so it's the overlapping of the two or the intersection of the two okay of the synchronous and asynchronous okay now teachers um some uh benefits know of uh bikers um approach okay is that number one learning at their own pace okay so you still have you still get that idea of learning at their own pace you are not trashing your students your students are learning um at the moment they are uh i don't know um ready to learn okay and they are uh no no um prepared to learn okay so you get that using a baikonus no okay without and again for example you get that as well okay second okay uh is that you also get immediate feedback and interaction uh you can only get this during asynchronous but you can actually get that uh get this one as as open um as needed in um in an asynchronous session okay so you also get an immediate feedback and interaction okay again teachers know i think that learning education is still a social process in the context of this in a social context okay for for i don't know especially in the philippines and of course can you also get no communicating in an enhanced audio visual and learning environment since we still get while our students get to learn in their own pace they still get uh that uh i don't know opportunity to learn in an audio visual online learning environment where they can actually get to see the contents okay get it to be explained by the teacher okay uh exchange ideas with the classmates exchange ideas with the teachers etc okay so all of this are the advantages no of um of your um bikers approach right now let's look at uh when and why synchronous and asynchronous so that we can blend it together okay so teachers okay um when do we uh use async uh the first one is that uh it's all about use um um asynchronous when your students need to reflect on complex issues or complex terms again for example you introduce the concept in asynchronous allow them to reflect on it or process it in an asynchronous session connection now depending for example now like delivery kind of complex concept no i think your students time to reflect on it in an asynchronous session okay concept or issue uh that we delivered in an asynchronous learning e-learning so that their students have more time to grasp it okay to um to actually consume it or to actually look for it or study it okay or more overwhelmed okay for uh synchronous k we can um uh deliver okay less complex issues that we can actually readily explain explained atmos digestible during our synchronous session in most cases because it's too complex and the more complex issues you can introduce in synchronous but process in asynchronous sorry teachers make connection at i o okay second when synchronous meetings cannot be scheduled because of work family and other commitments okay so that's also another optional so always get to know your uh the context of your students okay um so that uh you can use uh asynchronous in order to complement the learning process okay um without meeting them in a video conference okay so you're going to repurpose the entries adapted in design and lessons small so that even for example you you design a lesson to be delivered no in a synchronous session you can actually repurpose it so that it can be given or um an abscess by your students asynchronously for synchronous e-learning uh um get getting acquainted for example okay uh introduction um introductions um orientations a synchronous session say for example to just market the technolon i assigned it in our google classroom it can't be like that okay langan for example for example for your project emit momentum students small so that you can explain to them the project okay the context of the project how they're actually going to do the project and the rest are asynchronous see how synchronous session are working hand-in-hand with asynchronous planning of tasks teachers know better you're into luan for example students for a project for example or assessments that you are asking them to do all right those things know what consults immediate feedback etc during the time okay again you can only do that during asynchronous session okay why okay um we do think asynchronous because students have more time to reflect because the sender does not expect an immediate answer so sometimes no um a classic example of the teachers is that they are sometimes very among instances that our students are fighting in the classroom for example before okay and we're asking them to say sorry to each other actually for example then sorry to each other they're actually not able to reflect on what exactly is wrong what what what wrong did they did they did they do palazzo did i do okay um complex issues and concepts okay we cannot expect our students to write away know it and master it so pediment introduce asynchronous then master it over an asynchronous session because students become more committed and motivated because a quick response is expected okay now because our students demand for for lessons or activities that um you can i don't know you can engage your students for an immediate a quick response that can actually motivate your students not to um to learn more for example uh my multisynchronous case so that you can unpack for example certain concepts in a reading material that you assign them you can do that okay and of course how um so use uh asynchronous means such an email discussion boards and blogs for uh synchronous e-learning you can use video conferencing uh instant messaging and chat teachers i already discussed this last time no hindi langan synchronous video conference for example so they will just go live in the chat okay by present participate in activities etc that's that's synchronous learning okay you're all learning at the same time in a specific period in time okay you can also do for example teachers documents you can ask them for example you can do a class presentation or you can do for example uh editing of a document participants when you are online in a document for example that's also synchronous video conference among other things okay to complement basically video conferencing okay all right let's now look at some best practices of bikrano's approach the first one features is um this one is i'm sharing for personal experience teachers know in order for me to make sure that my synchronizations and my asynchronous sessions are blending it out to each other and are actually supplementing and complementing each other i use a matrix um planet delivers so that i know that as i progress into my lessons okay i actually i'm actually using um both synchronous and asynchronous no in a more blended way okay so this is an example teachers know of my uh uh is uh outside of this matrix now okay so for example asynchronous etc okay to do to use that no in my synchro session on september 30. okay uh again um because we don't want it to be compartmentalized we want them to be working with each other and for each other thing blended no or blending approach and ghosts teaches notes deadlines etc so yeah uh example uh makes it a lot easier uh to make sure uh to plan your uh your your um synchronous sessions your asynchronous and if those things are um i don't know uh or your synchros and a series are working together okay that's your uh designing a matrix okay second teachers uh in a bike rooms approach key always make sure that you share your resources are accessible offline or uh in an asynchronous manner okay so for example government can press station you might want to give them a pdf of that okay um for example okay record uh share the recording to them okay uh you have a um a references that you use in your synchro session is sharing sunderland and ebik's a billion teachers so that when you engage them in an asynchronous they can actually defend their understanding of your lesson they can engage further know from your synchro session going to your asynchronous session okay that's for sharing resources plus teachers students students and academic problems etc okay uh for our classes no okay for our students second be deliberate in making connections for example um your next how will my asynchronous connect to them to my synchronous or in such a way predominantly easy pen or machus including ion i will now anticipate i don't have an asynchronous session code so that i can already give instructions provide clarifications before they get into that asynchronous so you are also always always constantly thinking no constantly building those connections from asynchronous to synchronous from synchronous to asynchronous okay so that you are making sure that your learning process is not like nippo okay that it flows from one session to another regardless if it's um um learning lessons complex and complicated though i just use no well okay uh at least this is for me um it guides me as well as young acting modalities and approaches okay that shifts that shift that that ships from asynchronous to synchronous okay uh every week okay i know and of course teachers know my vertical stacking of approaches your concepts don't then you might want to follow it up with a synchronous activity wherein you meet together to process or unpack the lesson to introduce the concepts and give clarifications before your students engage into an asynchronous hindi lesson one asynchronous lesson two synchronous lesson three a significant one for example lesson one okay will enter into an open forum and actually i'm going to invite my co-administrator noki to also um um join me okay and uh we'll be talking more on um like uh specific lessons or specific specific uh activities okay that are best done in a synchronous or asynchronous case and it will also uh address some of your questions in the chat and then uh into our stream teachers okay uh because that ends now teachers know i was able to cover as much grounds and open up discussions no and revisiting synchronous and asynchronous approaches okay let's welcome into our stream parapo samantha home uh discussing uh questions and um insights now and i'm sure our teachers um they're very engaged actually in the chat and are probably reflecting already what are the things that they've been doing if they're doing it right or um there are things that they still want to improve on so um this is this is actually new to me i mean i don't i i'm not really familiar that there's that biker news no i i think there's one question what's the difference between hybrid and micronus sir fraction yeah i mentioned a teacher uh essentially um of a time of learning okay so when we talk about for example by kunis you have a combination of time of learning with others um and time of learning uh by yourself okay or self-paced learning um hybrid could actually be um more on um approaches activities and strategies okay super snappy setting for example hybrid it could be beyond just the concept of self self-learning and self-peace it could be a hybrid because um you're delivering lessons in multiple modalities etc okay so see by kris learning with others and self-paced learning okay and i think uh manolita white has that at the same time yes what's the difference between blended and by kernels learning when we talk about blended learning is that uh pedestrian when the students are learning when the time of learning okay so uh again synchronous we are learning with a group okay when we are i don't know um when we are in asynchronous we are learning by ourselves uh and engaging content on our acquiring skills not on our own okay so again well and i think teachers can relate when we enter the online learning setup indigenous strong young supports amateur standard and that do we have to admit that now okay we're caught in a rush okay our administrators were caught in the rush our schools were caught in um there's actually no precedent okay before this um prior to the pandemic at the station that's the reason why we wanted to revisit because maybe there are some things that we have to correct right um when we talk about synchronous and asynchronous and now you know bikers uh learning or approach okay yes sir franco there's there's this um request from sir army please qualify the term blending from blended learning i i think biker news is blending asynchronous and and meaningfully um blended learning flexi learning bikeness learning is that we use different approaches and put them together okay so in this case for example um in bikers now we're putting asynchronous and synchronous learning time uh in order to uh i don't know to address some single approaches what we do is to put them together play the strengths of each other uh to be able to uh no no to uh patch the image post nothing that's the same with blended okay um you're doing blended learning for example in order for example to address knowing problems blended learning such as um flip learning okay wherein you are um i don't know blending the face-to-face interaction giving materials outside the fear classes it's precisely because uh hindi kayak classroom okay so what you do is to give the content outside of the classroom and then process the content inside the classroom okay is that you are using multiple um approaches okay in order to address no young you needs no new is that when you talk about blended learning when you talk about flexi learning when you talk about microns learning uh it's a combination of approaches okay that you are using parallel okay and we're we're on the same page okay well i try to scroll down i have my own question for you while we also wait for the teachers no to um key in your questions so that we can make that part of the discussion um while i was listening to you i was thinking if no because you're planning no um this is something to do with the timetable or the scheduling of the tasks of the kids of the students no um do you have a specific time or would you recommend a specific time for a specific subject such that they can work on their asynchronous task or um okay that actually defeats the purpose of asynchronous learning if you set that a very rigid time now where students have to work on a particular task that actually um um repeats the idea of asynchronous teacher power when you talk about asynchronous it's really about giving your students no time to digest no and time to engage the content in a more uh i don't know uh um i don't know um flexible way okay um um during their own time okay so instead of for example giving them region time it's actually giving them you want to talk about so our students could easily for example schedule it themselves okay for example on and science uh this uh i have to work with for example teacher paul no not um maybe for example for a student i'd like to work on easy tasks first i'll work on the easy task of science easy tasks of uh young students success an option on how they would like to uh engage with your activities video conference that could also dictate if our students can work no um are actually working asynchronously video conference para technically it requires the rigor or uh the pressure of an acing of a synchronous session synchronous now uh we can't always put our students in a pressured cooker or pressure cooker digestion content accomplishing us etc yes okay uh just to add though because this is something that you know um i'm sure um different schools would be venturing in sooner or later when we try to inch by inch go back to i know face to face no um definitely there will be that combination of different approaches um i was just thinking about um i'd like uh to get your thoughts on this now so when we talk about asynchronous tasks these are the tasks for student learning but what if you need to get a specific feedback from them so about self-paced learning now but of course deadlines can be said um [Music] i think that that defeats the purpose of annoying yes yes whenever you design your async it must be deliberately timed in your case should be working on asynchronous class science math in english uh um can assign say asynchronous tasks every tuesday or every thursday something like that okay so whenever if you are the teacher you know angola mudapag how long will my students accomplish this okay i'm not going to say if they have to accomplish this in um like strictly in that time peril how long okay so for example um if i'm going to actually get a deadline by for example you need to submit this work by 5 pm i know they may work from 8 a.m to 5 p.m asynchronous foreign more or less about within five before five billion okay so you can actually assign that now and crucial language is that as a teacher as an as an educator you'll have to make sure that the task is doable in that particular period of time that i can actually know my accomplishment i don't know for like for four hours or five hours of um combined work so so imagine for example students go do a ball in one hour students in an hour okay i'm just going to give him enough time to budget his time all throughout the day and give my submissions at the end of the day that's your asynchronous center okay okay there's a question here sir franco that i asked to you know um given that this is from uh miss maverick given that students have the needed infrastructure so complete now what is the foremost consideration in scheduling a biker news approach for example competencies learning readiness or other things actually that by planning or by designing your bike that in itself will provide a very good structure okay uh why so maritime combination and synchronous and asynchronous it allows you to um really solidify you know young learning process okay by providing um synchronous sessions where feedbacks and interactions are given okay at the same time you give them asynchronous where in um depend uh enriched um interaction engagement with the content is given is there like a specific time or um i don't know um um ways to schedule your bike i can't really say i don't know um for a definite answer to the teacher about pair for me the most the consideration jen is for me the complexity of the skill and the lesson okay so say for example if if i'm going to deliver a very complex concept okay or skill that i want my students to learn kids i will definitely use bikers approach okay for example if it's a simple concept or another issue teacher power i could easily deliver that in synchronic session i could um talk about it discuss it and then give activities to it better for example sobrang complex i will definitely know combine synchronous and asynchronous so that i could make sure that there's a transfer of knowledge okay plus if it's a skill they get to practice the skill all throughout now in both synchronous and asynchronous okay so i'm really going after complexity of uh of lesson and complexity of um of my unknown of um of the skill okay i know new levels of your learning level of your learners because if the for example the concept is too too complex okay indicating that just know in one sitting then you definitely have to chunk it no into different uh approach again by kronos approach for your um for your lessons okay for me it's always a combination mostly a combination okay of um synchronous and asynchronous uh your synchronous and asynchronous must complement each other you know there must be a connection okay these are the things you're going to do for your asynchronous okay that builds a connection right away making the lavender lesson connection okay or uh for example asynchronous activities of a class instructions asynchronous or class make sure that you um do these activities because these are the things we're going to uh process and we're going to enrich in our synchronous so for example in another video the connection is what blends synchronous and asynchronous okay i don't know per possibly designed asynchronous and synchronizations uh and in that way i know teachers know possibly and deliberately design them on uh asynchronous and um it will flow and you will never you will not know uh not know uh that you are already doing a blended uh by cruise approach okay so i guess these are all thank you snow thank yous miss versus actually reiterated that if the teacher is a master of his or her own content and the students know what they actually need then it will really help in planning you know i i answer my human question of teachers also like that no teacher power okay um somebody discussed about your uh your i know your adaptive design okay that your designs should be adapted okay so since meruka teacher um teacher um charity then appear online you can you can actually start from there okay so start from a pure online design okay and then whenev when you dis when you design that no um you're going to have a conscious airport that when you're designing your pure online activities that these are activities that can be repurposed in other modalities perfect example teacher pow okay uh if i have a pure online class no um so pedal for example um deliberate is um i can say for example watch a video or video from a presenting concept okay now if i'm going to put that in a modular um section i can now for example maybe break down into handouts that presentation so i will flash that out into a presentation which my students can view in a pdf form okay so that can be viewed no in a modular asynchronous manner okay now um for the modular printed one i could easily print click um the the handouts or even the presentation itself okay that no if i challenge you um to um to build a tower out of sticks no using tape tape sticks okay and then uh at the end of i don't know uh of the construct marshmallows cases failed to do the marshmallows marshmallow so that you can consider the weight of the marshmallow that will be supported by your structure so that your design at the start is adaptive enough not to actually stand no and um i don't know um do what it's supposed to do okay say marshmallow test i also failed that i realized with the marshmallow in mind okay so always always do that at the start of the planning okay yes yes our teachers no more you know with with regards to the different pedagogies running around um and um challenging this as the whole education system not only here in the philippines but all over the world no but the question is you just really have to pick your own battle no parang because no and i i'm sure even if there are prescribed ways by your school you just have to blend it really together by really planning it it's a start yes yes we are swamped with the documents no um so teachers powerful personally i sometimes i really work um i definitely also work hard now but i also i always work smarter then okay i don't know what i do is that i always have that matrix okay so regardless for example for example for planning or mag splash out of lesson of course uh it could come later young lesson plans it could be something that um all throughout your we still have like around 14 minutes que pero we'll just give you first your evaluation evaluate napoleon we can still uh discuss and talk about this um be reminded no and we invite you for the last part of our september series it's going to be on uh september 30 on one note okay good morning good news microsoft um expert trainer you know i uh have been contacted by the project manager of microsoft okay so we're going to expect more projects now hopefully um and then with um miss jinkino okay so september family [Laughter] yeah so teachers evaluation link it's uh https at the followingurl.com slash recharge06 you also have your qr code i hope it works i do i did check that kanina um foreign how synchronous and asynchronous blending can be done okay perfect example in teacher power is when we assign videos um students not anything is a common mistake no i don't know some of our educators know that when you um assign videos okay uh it's a stand-alone material okay that's usually what happens okay it's example students now okay um when you assign for example videos teacher pal okay uh there there are two ways not to blend um let's say for example videos can it's asynchronous definitely okay so what you can do is that when you're doing video it's either you give uh questions okay um uh with the video but uh they can uh really enrich their understanding of the video okay um second is that to blend it with your synchronous make sure that it's either uh it will be processed on your next synchronous session so there should be that processing question okay so it could take for example teacher power like five minutes uh 10 minutes of your synchronous session to process your um your under your asynchronous materials by giving materials ahead of time okay example reading materials okay so make sure then for example assigned time and reading materials that we actually incorporate that in our lesson presentations that that that promotes the connections for our students um and they will also see a sense of why i need to do asynchronous asynchronous teachers it must really be designed well and so that our students do not see and experience repetition if they see a repetition in your asynchronous and synchronous they will either disengage in your synchronous or they will disengage in your asymptotes either way they will disengage either way for let's avoid that i know um situation actually yeah i totally agree with what you've been saying and if if done right no we can really save time no with the presence of this no with the presence of multiple approaches but when you look at it um when done right you can actually save time we can even cover more content know that um that we usually tell no actually um we've been practicing cancer synchronous and asynchronous in our in our school and the challenge there is it's there's not enough time for me to be able to discuss everything to the students but but face it we cannot really teach everything now that we're online we cannot expect the same length of time that we have as in face to face no it's definitely shorter that's why there's that presence of asynchronous and if done right the activity is there that should supplement already for some of the topics that can actually be done asynchronously um doing online it's not even the same time that you have school because that's by that's violating the annuity the uh the screen time there's a screen okay so you cannot really do that so um doing doing a synchronous a correctly in conjunction blended with uh synchronous will really save time okay so when you properly blended the tuna teacher you will save time you will increase student on your engagement you will also uh see improvement in performance of your students that's why um blending together is really i know um the way to go okay yeah and again blending no not just using someone important i'm emphasizing it is a challenge for teachers but basic but more than that it's a challenge to the students the students now they are challenged with their self-management skills [Music] i can only work if i'm under direct support but it's not it but it's not so um aside from the content that we're teaching we really have to teach our students the discipline but we have to provide them scaffolds so that they can survive so um before giving out any asynchronous tasks please make sure that you've discussed it with the students or else you'll end up students just emailing you back and forth teacher i don't understand what we're supposed to do clarificatory questions [Music] so while uh it's not always it will not always fall no all of this no uh burden to our teachers as brilliant artists espero let's also do our party so let's make sure that our tasks are doable uh independently by our students capan soberan difficult and that's nothing that it actually requires a parent that it will um start you know like uh a precedent not to our students now i just have to always ask my parents out yeah but if the students feel that they can actually survive without an assistance from their parents or um a tutor they will find themselves doing things on their own okay ideally teacher pauper uh we'll have to keep i don't know we'll have to uh stay hopeful with that and we need that idea okay for us teachers so let's just decide now um with that with that in mind totally agree okay good so uh teachers and again thank you for uh for joining us today you know and um for having us once again in this session for those who are um having a hard time accessing please take note that it's zero six not oh six numbers just uh scan the qr code parameters because others were already uh able to access it okay so teacher power is again and again thank you for being with uh with me today you know in this session and giving all your insight as well to our teachers okay who have been giving their insights okay uh thank you and uh and again happy weekend teachers teacher pao you have a message or a reminder teachers yes we're not to be here and kts um won't be able to thank you enough and our teachers not for sharing your generous time i'd like to present this certificate of gratitude to you know for always always sharing your thoughts your time your expertise yeah and so thank you thank you so much sir franco and to all our teachers also for tuning in my name is and um always stay safe and negative no from the core video [Music] you

Channel: Franco Nicolo Addun

Views: 9,119

Rating: 5 out of 5

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Id: vHjhOeVkEkQ

Length: 150min 19sec (9019 seconds)

Published: Sat Sep 25 2021