CAPACITY BUILDING ON HYBRID LEARNING VIS-À-VIS LEARNING ASSESSMENT ACROSS MODALITIES

[Music] great afternoon to each and every one of us we hope that you are all in good condition this is the first day of our capacity building on learning delivery hybrid blended learning brought to you brought to us by the curriculum implementation division for our day one attendance please scan our qr code or type in the link on the screen please always uh time in before the start of the program the time in will close at 2 pm the number of hours to be reflected in the electronic certificate of participation is a system-based generation so timing in and evaluation are very important error or failure to time in and evaluate is irreversible because it is generated in a system-based manner so to our 118 viewers both in youtube unlisted account of adep edus mourinhos and of course deputy mourinho's official facebook page welcome to this capacity building on learning delivery hybrid blended learning once again please scan the qr code or type in the link as shown in the screen for our attendance in this day one of capacity building [Music] next slide please the curriculum implementation division has been working towards the continuous learning delivery since the department of education has decided that learning must continue even in the midst of pandemic the unceasing efforts of the curriculum implementation division are seen and reflected in its commitment to provide comprehensive and responsive programs and projects for all learners across their varied learning needs and capacity gearing towards the attainment of quality basic education in this contemporary era it continuously envisions to be part of learners holistic development by providing essential and lifelong learning and contextualized programs and projects that would enhance their knowledge skills and attitude today june 10 2021 is the first day of the set the two-day capacity building on learning delivery hybrid blended learning for proficient and highly proficient grade one to grade twelve teachers in the city schools division of dus mourinhos we are live streaming at dep edes mourinho's youtube unlisted link and dep ed das mourinho's official facebook page let us stand for the singing of the national anthem after which is an opening prayer and the singing of dasmarines hymn through audiovisual presentation [Music] pilipinas [Music] [Music] [Music] oh [Music] oh [Music] is dear god thank you for the opportunity to meet together please help us to come together to make this institution reflect your kingdom [Music] breathe life into our ideas and decisions help us build a team that has love and respect at its heart give us the strength to continue working for your kingdom in this time of pandemic lord come give us the inspiration to be the best we can be may we be a shining example of your goodness and truth within wherever we are inspire our thoughts discussions and ideas and continue to remind us that all that we do here today all that we accomplish is for the pursuit of truth for the greater glory of you we ask these things in your name [Music] [Music] amen [Music] uh [Music] [Music] foreign my god [Music] [Music] is [Music] [Music] oh [Music] [Music] is [Music] [Applause] is [Music] [Music] we hope and pray once again that we are in a that we are all in good condition despite the challenges of coffee 19 pandemic right now we are gearing towards the end of school year 2020 2021 and we have a lot of paper works aside from our responsibilities at home and arena preparation attends ldm portfolio through luck or learning absent cell esme preparation sbm checking of forms [Laughter] please type in and we will read some of your comments a little later for our day one attendance please scan the qr code or type in the link on the screen always time in before the start of the program and sabina i think hrtd the time in will close at 2 p.m the number of hours to be reflected in the electronic certificate of participation is a system-based generation so timing in evaluate and evaluation are very important a roar or failure to time in and evaluate is irreversible lopez oh [Music] and to welcome us virtually let us call in from the office of the assistant schools division superintendent our dear asds bernadette luna for the welcome remarks hello hi mom am i being hurt jeff yes ma'am thank you thank you for that uh introduction um well of course my greetings to our oic sda sergeant to the chief of the cid manjema cortes to the chief of the sgod ceremony resurrection and to the cid family the eps the psdss and to the school heads to the teachers to all the participants of this afternoon's activity which is the hybrid learning modality which i think is very timely because this is in this is sort of an advanced uh preparation that's why the s the csd odasma decided to have this orientation because we are preempting the possibility of uh allowing the depth and allowing the the face-to-face learning delivery mode by the day considering that the vaccination program of the government uh has reached almost 50 percent and and the target is by september or october immunization um all concerned uh people or a majority now the of the populists will be vaccinated in fact i heard last night from the news that uh the in america uh the the vaccination for ages for children ages 12 to 15 is already allowed there was a pediatrician who suggested why not let's let's start uh opening our our our mind to that kind of program but the government is still thinking [Music] the hybrid delivery mode hybrid learning delivery mode is a combination of uh face-to-face and virtual or online it is done simultaneously i online or virtual so uh to orient us more and to learn about to about of this uh hybrid learning what really hybrid learning is all about i'm sure that we have invited with the expertise of our invited resource speakers and our very own sir noel and channel i'm sure that this afternoon uh is gonna be another learning experience uh to all of us and i am very glad with the response no of the teachers so thank you very much for the very positive outlook uh thank you for being so responsive to all the programs and projects of our department that's why we look into different approaches we we want to make sure i belong to so happy learning everyone sit back relax and enjoy the afternoon thank you very much god bless thank you thank you thank you very much are very positive and very live asds bernadette luna and to inspire us all prior to the unpacking of learning in this capacity building for hybrid hybrid blended modality let us call in from the office of the school's division superintendent our very able officer in charge sergey mundo m six good afternoon sir good afternoon ah to my csdo family uh greetings to esdes badet mamjema cermany and all the personnel in csu desmond city to our participants and of course my appreciation and thanks to the our source person for today uh brother ricky aguirre thank you very much sir um for this and for this activity and to all the participants and to all the members of the pedestrians this pandemic has brought us many things this pandemic gave us many challenges and sacrifices in the education sector especially in the deliberate of public education to our learners but i'd like you to to remember this in whatever endeavor that we are into and to the future activities and challenges ahead of us that we will be dealing to we will be responding to uh of course the activity the hybrid learning blended learning is really a preparation for a more uh challenging and more complex because it's a combination of face to face but i'd like to share this uh anecdote that happened to me sometime in my sex journey uh when the executive director of the sales board the former director and asked me what is public service for me or what is your definition being in the third level or being in the department of education and without in a split second i answered self-satisfaction at first at first the director took it negatively because being in the deaf end being in the third level being a teacher i hate to satisfy only myself but i qualified it sabiko mom a director i said self-satisfaction that i was able to render and deliver the mandate and more than the mandate that are in me so my my dear brothers and sisters indepedes mourinhos especially to our teachers and school heads who are in the in the front line in the delivery of instruction in the schools please remember this always this pandemic is a history for sure this will be recorded well in the history and the the different challenges that we've been and the challenges will be going through ahead of us are challenges and please be very proud of yourselves and ourselves that during this challenging and difficult time we were able to deliver our mandate and our selfless service to our learners and to our fellow teachers and to our fellow adept and personal employees in the department of education i want you to feel and claim that satisfaction the satisfaction that despite the many challenges you are part on the process of giving solution you were part of the process in giving your extra time in risking your lives in giving up your resources your time your finances and everything from you all for the delivery of education for our learners and for building this nation and with that as we continue to claim that with ourselves we will not be wary and hindi tayo pangihina and atayu until our retirement tender after thank you very much and congratulations for this activity thank you very much and good afternoon thank you very very much to our officer in charge of the city schools division of des moines sir non-canton hoss and to acknowledge the participants in this activity doctor fragilized the charming education program supervisor will do the favor good afternoon ma'am good afternoon doctor i like the actual fear thank you so much okay a great afternoon to all welcome aboard to grade 1 to grade 12 proficient and highly proficient t-shirt teachers be learning and be happy on capacity building on hybrid learning vis-a-vis assessment across modalities i will read your school for checking of attendance you can type your name and school to be acknowledged and don't forget to put hashtag hybrid learning so let's start the ball rolling let's have the teacher from cluster one hybrid learning learning hashtag highly learning so let's start from das mourinho's elementary school and harvey green vlog [Music] let's have the francisco let's have the teachers from sabang elementary school [Music] let's have semaida memorial school and for cluster one francisco r bursaga integrated high school dr chapter okay so let's move on let's have classroom two humayun elementary school nanjandina puba anglanca an elementary school champion integrated high school for cluster 2 let's have lanka national high school and cluster 1 yes now let's move on for cluster three let's have deltin j haramillia elementary school malinta elementary school lancia bakayo champaign senior high school okay thank you so much so let's move on on plaster four dr chaparri and gorgeous psds and cluster one except dr joni jeff i marquez and also the handsome and cute now psds and cluster two we have dr john g nepomuceno the gorgeous the dark and handsome and single psds of class support dr desaldo a bellas okay so let's move on for the cluster five we acknowledge also the the singer the nightingale psds of cluster five let's have dr emily ah el bellain and so let's have the dust maneuvers to central school how about the sun miguel elementary school then let's have the sultan ismael elementary school how about the victoria elementary school and we have the das marinas integrated high school atuana manu hashtag hashtag delano from classroom i agree behind you let's have the pioneer the moderate okay of all psds yeah the loving mother of class 36 let's have mom good afternoon talma let's go on and on elementary school good afternoon how about the celitran elementary school nandito in puba national high school and last but not least dr joseph yourself senior high school ma'am of cluster seven let's have mr big b villiador good afternoon service elementary school thank you sir big how about the salawag elementary school hindi patatalo ampiela elementary school susun let's move on for cluster seven the one and only sds i don't know what is the right objective for this peripheral argument lagging the clean the gorgeous and the handsome psds of cluster seven let's have dr jessie a la you can good afternoon sir yes ma'am from cluster eight dr jesse the yoga yes okay let's call in beauty style elementary school how about the santa cruz elementary school another big school for cluster eight let's have the san nicolas elementary school thank you mamarovi pati honey parent supervisor and class 37 thank you good afternoon ma'am roby let's have the palipara national high school and the polyparently senior high school grabber thank you airport iii elementary school yes thank you sir and uh happy thursday happy learning and happy happy thank you so much and of course the last but the least and the low profile pattern and cluster nine let's have the psds please welcome mr michael m de guzman good afternoon sir mike angatikum partner yeah so let's have nandito how about the teachers from pintung gubat elementary school are you in paliparan pintung gubat oh yuan thank you so much how about the santa cruz sorry santa cristina elementary school [Music] let's have the dust mourinhos is integrated high school and to close the checking of attendance national high school okay all teachers all psds and all our principals are well presented to attain or to be present in this kind of training or a seminar so dr chap good day and god bless thank you so much very good and very active presentation of participants by our education program supervisor from raj rafael and to give us the statement of purpose and the program flow ladies and gentlemen one of the proponents of this capacity building the education program supervisor of aralim panjipuden sir alejo s filio jr thank you very much dr jeff no before i will uh proceed to the statement of the purpose memorial school the small west national high school and then congressional integrated high school oklahoma doctor [Music] allow me to present and read the statement of the purpose and the flow of the program of this training sergey okay for for the statement of the purpose okay so again once again allow me to read though this training was conceptualized uh with the idea that learning shall continue despite pandemic as mentioned before no and as education as the education landscape changes depedas mourinho skips abreast with these changes in which one of this is the possible adoption of a limited face-to-face as one of the modalities this coming school year 2021 2022 moreover the results of issac for school year 2019 2020 and the application of indicators to be rated in classroom observations relative to dependent memorandum phrod 202100110 title guidelines and the implementation of the rpms for school year 2020 21 were also considered in this training and uh this activity aims to uh from the enabling objectives first enhance knowledge skills and competence of teachers in the implementation of hybrid or blended learning and apply cot indicators in this modality and second provide informative learning in developing items for assessment in different learning modalities and this training we have uh for the expected outputs enhance teachers knowledge skills and competence in the implementation of hybrid or blended learning and the application of three indicators during classroom observation and that is for the part of teachers and for the expected outcome outcomes uh increased academic performance for learners in distance education as reflected in their quarterly grades and for the program flow for the day one from one two three uh we have the opening program as uh as we did no and after that after the opening program uh we will immediately proceed to the session one uh concerning hybrid learning as alternative classroom teaching approach disability alternative classroom observation to be delivered by uh brother roderick and perhaps speaker in that particular session and that is from uh one two three and perhaps on dependencies until 4 30 this afternoon and then after that we will proceed to the open forum from 4 30 to 5 00 pm probably and uh for the day two we will start uh again at 1pm for the preliminary snow until 1 15 and then to be followed by session 2 to be delivered by uh cern well the eps of uh english novel and shadow no uh concerning on review of interim guidelines for assessment and grading in light of the basic education learning continuity plan followed by test development and validation process from three to four thirty and uh we will close at exactly 4 30 and probably will end until 5 o'clock thank you very much all right thank you so much to our very humble and of course very supportive education program supervisor sir george ophelio and to introduce to us the person who has this special task this afternoon in dissecting the topic for session one let us have the full of wheat and grit education program supervisor mr antonio faustino jr hi sir good afternoon hello dr jeff good afternoon yes yesterday everyone good afternoon dr jeff yes a great day everyone a blessed day to all our our viewers especially to the top management of course of dep edaz mourinhas to our schools division superintendent sergey mundo cantons our asds mom bernadette luna to the two chiefs ceremony and mom gem of course to my fellow educators a pleasant day we are blessed for having a speaker who is an expert in his field and that being our partner in sharpening minds and shaping our learner's dreams i i won't be reading a 13-page information but in condensed our speaker work as a college professor for both undergraduate and graduate levels at philippe normal university focus on module development student research and extension programs from 2004 to 2009. then he became the editor-in-chief of akla publishing from 2009 to 2011 where he was tasked to benchmark instructional materials in and from singapore and contextualize it to the philippines setting after that he was taken in by the department of education central office as consultant designer and writer for the k-12 program for universal kindergarten and english curriculum and evaluator for technology and livelihood education modules for grade 7 and 8 also he was taken as consultant and writer for english 3 module which served as model for all modules development for english grades four to six in 2014 he was taken in by the united states assistance for international development as language consultant from rti pill ed data in the contextualization of early grade reading assessment agra for grade 3 and early grade assessment for mathematics assessment ecma for waraway language which are now commonly known as early language literacy and numeracy assessment for grade one after this he was taken in by the education assessment division ayad as consultant in the development and validation of national entry assessment for grades 4 7 and 11 and exit assessment for grade 6 10 and 12 on campus journalism program of the department of education while having all of these independent consultancy projects in depth ed and other private schools association in the country he was serving the sisters of medical's philippine administrative research and development center or sms ardc as their academic and curriculum consultant moreover he is one of the top 10 reading and preschool specialists in the philippines and is assault after resource speaker lecturer and consultant to various seminars and conferences here and abroad he was one of the invited plenary speakers at the 50th regional language center singapore with the team transcending boundaries in language learning language arts and elt across the curriculum he has written various books modules let review materials for philippine normal university and for other colleges and universities all over our country he graduated with a bachelor of early childhood education degree laude and a certificate in reading specialization recipient of service and leadership award he received his master of arts in teaching with specialization and reading at philippi normal university outstanding reading graduate he took phd in reading education at pnu and took psd in english studies units at the university of santo tomas manila and now finishing phd in curriculum and instruction at the philippine normal university manila ladies and gentlemen it is my honor to present to you our guest speaker brother roderick montreal aguirre great day to you sir hi sir uh good afternoon sir siri um in your microphone yes technology really is something that we need to be uh uh be ready about anyway when technology backs down we have iot people who would support us with that anyway let me share again my power presentation with you and i think i know what's the how are supposed to do it let me share screen first and then tab and go back to the stream yard and then share screen ornamento all right and there you go um is my is my screen okay my presentation is online already yes it is um already shared okay audio on audio check all right well what's good thing about uh the hybrid learning delivery is that when we call hybrid is that we already have existing materials that could be transformed into a more context-based learning delivery when i say context-based delivery we need to look at the possible different contexts of our students and what we're going to discuss this afternoon may be something that is uh still quite new in the philippines although personally we already had a pilot of hybrid learning in vehicle reason being is that one of the uh district supervisor of tibi albay do we always a good friend of mine and a graduate of the sisters of mary um ask help from from the sisters of mary and of course from myself and came up with a huge favor to implement a high breed kind of distance learning education because based on the results of the media of the school year 2020 and 2021 there are a lot of negative negative if not low returns of quality of learning from the students reason is that they found out because of the distance learning education and mdl or modular learning deliveries teachers recognize and analyze that there are a lot of non-reading or struggling readers amidst their school and that's a huge problem now because there's a difference between the demand from the student in an mdl to an online to a face-to-face in the face-to-face interaction those students who are struggling readers cannot be easily pinpointed because the major skill that they need to use would be listening skills what we are able to identify will be students who are probably low skills on listening comprehension because it's face to face but because of the distance education and uh two modalities we implemented mdl that's the module distance learning and then we have also the online distance learning we found out that the major requirement for students to survive this modalities of distance education is illiteracy i've mentioned this before to bayer of the central office that when they design the learning materials that will be disseminated to the field they need to consider the literacy level because prior to the pandemic we already had a data showing that there's a huge percentage of population in the philippines who are in junior high school who are struggling readers i don't want to use the word uh non-readers because a profound word for it i would just say struggling readers um i think sir noel and other psds would you know know already what the definition between a struggling reader and a non-reader but the point here ladies and gentlemen is that that element was not considered a lot of students i would say uh uh in in the beagle i could only mention be called to ideal because they're the ones who piloted this uh with us of course when we decide the hybrid learning delivery um we found out that a lot of students were not able to accomplish we're not able to accomplish the activities in the module and also our students are enrolled on the odl were not able to fully finish the the activities online not necessarily because that they are you know procrastinating or they have uh study habits problems it could be one of those intervening factors that contribute to not being able to deliver all of those required learning deliverables from our students but primarily it was found out by the the teachers in the in the two people that students had problems understanding what was written on the module and what was written on the online module because even if it's online it still is written majority of the materials that we post online are written and if there are videos the videos are support to the understanding of the students of whether it's uh uh an mdl or online module now what we could say now here is that here's the problem now with the onset of the of the mdl and odl there's a huge possibility that we will have more struggling leaders this coming year this coming school year as never have seen before so we will be expecting that hence the idea of hybrid now what's good thing what we did with dewey okay with the wee alba tv is that in the second half of the school year in fact actually we started just january that could be second half i suppose we drastically changed the way the odl and the mdl are are delivered to the students one considerations would be the font sizes the phone styles because there should be a different standard of the of the creation of the instructional materials for students in the primary grade levels not to mention the preschool or the kindergarten and then for the grade four to grade six or the middle school or key stage two and then we have the key state street the junior high school would have different uh type of guidelines for the creation of those instructional materials and therefore my point taken here is that the designing of the hybrid entails a lot of training on our teachers who develop the materials even even if this materials are downloaded from the central office the central office designs this materials this learning materials to accommodate general hypothetical understanding of context of all students in the philippines but it has to be contextualized this materials downloaded a different division and then it down to the districts and then download it down to the schools are to be contextualized depending on the capacity identified capacity of our citizen that we're going to discuss today when we talk about hybrid learning we're not only talking about what's available in the community but we're looking at the capacity of the students all right titled before you know all right i'm just happy to share what we have been doing with tv sorry to shift the filipino i think i'm okay to say speaking filipinos or all filipinos here so i think we're not going to use visaya or whatever um i'll be just using english and filipino apps called code switching every now and then what happened is that uh most of the teachers most of the teachers in beakel tui you would may ask sir i was supposed to be part of the abc plus of the usaid in the philippines but i declined because i was not allowed by the congregation that i belong to to take on another responsibility and will entail me to travel since our school the sisters sister semi congregation and its schools is implementing a bubble community uh a bubble community program no one will get out no one will get in so i was not allowed to accept the responsibility of the abc plus but nonetheless the abc abb abc plus is now a partner of beagle specifically on tv on helping creating hybrid learning deliveries all right so i'm happy to tell you that the things that i'll be sharing with you are these are some of the designs that we have piloted into interviewing initially we have initial data and feedback as to whether they work or not or wouldn't work so that's what i'm going to share with you i want to share this hybrid designs that are so theoretical but may not be practicable or implementable in your own uh respective uh localities or respective places in das marinas so i think i will skim over this because it's already been mentioned by sir jojo so the trained worship objectives you have enabling enhanced knowledge and skills implementation of hybrid learning so we'll discuss a little bit how it's done but unless because of the i really love to share everything i want to share with you how do we create modules for pres for kinder how do we create modules for um for grade one to grade three grade four to grade six that's something that i love to share but i'll just give you a more a generic overview and perhaps later on uh when we go to specific specificities of your program creating the hybrid we can probably have another sharing of ideas i go this training capacity and sharing of ideas because i have changed a lot by you know by my training instead of having all of this more theoretical and conceptual my idea of training the teachers is sharing what works and doesn't work and what i have done as a curriculum consultant what i have done and sharing to you the pros and cons of it just to be to be honest and just to be realistic with you know uh real talk people all right again i would like to share my advocacy that our goal here is to make sure archer not just our teachers out but our goal here is not only to take care of the needs of the learners hybrid learning is also taking care of the needs of the teachers because there are a lot of teachers who have been trained to handle average learners average learners but maina had may not have been given training to handle struggling learners and those students who are gifted or students who are with high high capacity uh capacity and ability towards learning or academic training so our teachers may be lacking on those skills so the things that i'll be sharing with you i would say these are the preparations should be done given this design and then this would be the preparation and support that the teachers will need and there probably would be some changes about how we look at how we section our students and maybe some legality problems because debit order not debit order it's republic one zero five three three and the irr of republic one zero five through three entails that the section should be heterogeneous sectioning hybrid learning may not be conducive to those specifications or stipulations in the implement implementing rules and regulations on the k-12 curriculum just skipping over this so we will have enhanced your knowledge for expected outputs and outputs so let's this will be the outline so we'll just touch a little about distance education and what's being implemented in department education in the philippines and i will then already mention mdl and odl and then of course i think you've already heard about our our uh our ems tea i think yes you know of course you know mimosa and us okay so those already have been there in place of department education that does distance education all right but there's also a tinge of blended and hybrid there we'll discuss it a little while then we have what's blended education and what element of distance education and then of blended education get be combined together to create a hybrid type of learning developer delivery on that note with these questions we will now be able to find we will not be able to do that for us to be able to do high breed learning is that our distance education materials primarily the modules the learning modules are already in place it is easy for teachers to to transition from distance and blended uh education or learning delivery from distance blended education to higher brain designs are the same is the selection of students tama bong definition karina puni asds sds about about hybrid but then again the question hangs that how do we select those students who should be on the face limited face-to-face that's the question that hybrid learning answers okay so i think this is more like uh a day a conversation so uh so i'll drink water and then we'll answer the question what what hybrid learning delivery is most appropriate for the varying context of students and teachers given the key stages so i am giving your heads up that the design of hybrid learning for the elementary may be varied from preschool to grade one to grade three that will be clustered together and then the design for grade 4 to grade 6 will be different the blended learning approach the difference of that is that the blended learning approach could be chosen as if we could only choose one blended approach for all grade levels but if we go for high breed we're looking at also considering that there are different learning context demands of the different key stages as identified in the k-12 curriculum okay and then how do schools plan and prepare for hybrid learning delivery modes i will just touch a little on the steps how we can you know initially start preparing for the hybrid uh design that you have you have chosen i'll just present the hybrid designs suggests but at the end of the day it will be the decision of every school i'm sorry but the hybrid uh hybrid learning delivery mode designs cannot be uh division wide it has to be decided on the decided on per school in fact the best way is per section or per class let's start with the first question what is distance education i think you know that already now the business education implemented in 20 at the school year 2020 and 2021 uh gave us a new gave us with a transition curriculum um i don't know if i'm supposed to say this but the melcs are considered to be the transition curriculum curriculum once the pending is pandemic is over the central office will release the final k-12 cgs so we are the central office now is on the last stage of the finalization of the final evaluated and validated uh k-12 curriculum so in the 2021 supposedly on the school year 2020 and to 21 on the road map of the k-2 implementation the philippines the final k-12 cd should have been released and therefore refinement of the learning modules downloaded the different divisions should have should have started only that because of the pandemic um to lessen to lessen the burden i don't know if it's less than really the burden because because of the new mlc of the mlcs it required new preparations from the teachers anyway my point there is that the mlcs would be a transition curriculum and will be phased out once the pandemic is over because it will it we will go back we go back to the k-12 curriculum but we will be using the final sieges heads up just a heads up for you guys now in distance education we're looking at two perspectives because when you say distance education the teacher is physically absent or separated from the learners and this is what we call as two-faceted perspective the distance teaching and the distance learning now the business teaching could be on what we call as remote definitely remote but it could also be a remote face-to-face it could be a remote uh materials that materials uh or modular um delivery now in the case in the public school system what was uh the design that was used primarily was mdl and odl but what's the requirement there is the scope and sequence already provided for us by the department education central office in the form of mdlcs and then uh by and then even for the module pedagogical design the central office already dictated what how that the learning delivery should be designed because the the learning materials have already been developed if not on the central level it was developed in the regional level or division level and the schools will have just to contextualize its delivery to or deliver just specifically that to the different students and finally the instructional plans now the instructional plans would be more of a schedule of the delivery and taking and sending out uh this modules to the students i remember um a member of our congregation by the name of uh uh cyrus cyrus who died from covet 19 because of you know i was also a teacher from the division of dust marines i don't know specifically what school all right but he was um an aspirant in our congregation anyway so the instructional plan poses as a home schedule for our students giving them a schedule of what's what to be done what page what module or part of the module should be should be accomplished a certain time and so on and so forth pero the difference between distance education and a hybrid is that there's only one schedule for all students and i think department of education central office just released one schedule and then probably other divisions regions that i know like in vigo made some certain modifications but is still using the central office uh backbone a central schedule home schedule or learning schedule as a backbone for whatever modification was done nonetheless the idea there that all students would have to follow not considering not considering of course whether students are readers that's one second considering whether the parents of the students are readers now let's say readers let's make it more broad literate in the case of okay in the case of delivering synchronous delivery that would be okay because we have odl that the teachers will go online students will go online together okay together uh the feedback on this design on odl synchronous delivery is that students get cut off because we got connectivity so modifications were done again we're talking about in vehicle okay modifications were done by pre-recording the lectures of the teachers being uploaded to the local lms of subscribed by the by the region region five and then uh the students when they have connectivity they download that all right the problem is that there are you know few the parents and the students um not all of them in that locality have access if not owning uh those required gadgets to be able to do odl so this is one of the many problems of the odl it requires uh connectivity it requires uh technology nagawabusa makati kasi of the poor to buy all of this unless the local government would you know provide them with that anyway now on the asynchronous delivery asynchronous delivery we found out again contextualize it in vehicle that's the experience that we had we found out that most of the students struggled to understand what was written on the module they struggled so much so that's why they relied on their parents that's where when you saw a lot of news on television and over the radio and on tick tock uploading videos about parents doing the modular activities for their kids the reason definitely for beagle was that the kids struggled so much with literacy and understanding module and no matter how we require the students to do the activity on their own it's just that they required okay ah a scaffold a literate and adult who would help them understand the module now i cannot say it's a negative thing because if the parents okay if the parents are not teachers they do not know how to support the learning of their students at home so what we did with that with that locality in beagle is that immediately i suggested you should orient your parents or the parents of the students for para teaching skills parent teaching skills in a sense that they should also be given an idea how to support their kids using the module what happened i think in most cases in the philippines in this education why it failed so much is because we did not consider that the parents or the primary caregivers at home must also perform okay perform as a parent teacher because the teacher is not there what if there are some instructions some pictures that the students cannot understand a good example would be the most controversial uh material in the elementary young black amok the material was used in b col we call as mother than element in the learning and development of the materials it may be wrong in the culture of another place in the philippines like tagalog region but it's right in that place alas the controversy and i was questioned because i was one of the consultants and i said the material was used for mother tongue well the point there is that parents people and community were not thoroughly uh oriented as to their role in the support of the modular distance learning angnakita landing the odl becomes more of a support because i don't know if in your case there is a full odl implementation the one school that i i i helped in cebu did a full odl full odl as in monday to friday night odl after the first quarter and dumbing teachers nagar mental health problem why it's very demanding to do odl online materials videos materials because odl requires not just online material but also module all right so when we do test hybrid learning uh modalities okay so this is what we need to consider though all right in the blended and distance education we consider what the schools could offer and we found out that it is only one of the perspectives in in considering how we can really continuously serve our students in the philippines now let's look at this this is what i suggest though this is why you suggest and have been suggesting so i suggest that let me hide this that the teacher and the school be allowed to decide what distance education be distance education or hybrid education design is appropriate for their student what works for one group of students or for one school may not work for another school especially that we are implementing heterogeneous heterogeneous uh sectioning so if we have this three designs okay we have a synchronous the most the students who are appropriate for a synchronous okay won't say asynchronous mdl or modular distance learning or remote odl nothing remote odl ibiza being all the materials are uploaded on the lms and then the citizens download them and then still go back home still work on their own there's also what we call as synchronous online synchronous online is a teacher face the teacher is online live discussing so independent situated in hindi now my suggestion my suggestion to tv i'm not suggesting this to you but i suggested this story and what happened it really works a lot so those students in a section um learners these are students who are self-propelled with good have been learning on their own using the modules these are students who are independent and who have established good study habits boxing habits in good study habits they know and so they are self-propelled to do the task provided for them but it's not just that we need to also consider that they are highly literate remember hindi intelligence independence and study habit all right highly literate but not literate in written form since they're working on their own comprehension skills level to qualify for the synchronous this is where we failed in the in the mdl we assumed that all students are readers not considering especially that prior to the pandemic there was already a report that we have about well this was a vehicle 70 percent a population of the students enrolled in the public schools of beakel are struggling readers so in that note they cannot qualify for asynchronous all right next would be hi pure asynchronous uh all right and with high academic performance absolutely high academic performance so definitely synchronous success and pure asynchronous grade one is not really academic performance it is just a feedback on their maturity on the different domains i should know because i designed it capability of the child to survive in a formal school in grade one so most specifically high academic performance at the age at the by grade three setback is a great trip because beginning reading palang silas agreed one grade two expected lymphalongs readers fully readers in the middle of grade three therefore the results for academic performance for pure asynchronous as a design for pure mdl would start only for grade four and above grade 3 mdl beginning readings because the elements of beginning reading and early literacy in early overseas would be oral exposure with me on creating radio broadcasting stories is that they created a time synced with the time that the students are supposed the preschool students and grade 1 students are supposed to have story time so now get out and local radio of the stories created by department of education in collaboration with dswd guidelines child protection and so and so forth on broadcasting so they had to ensure that it yielded results why the teachers was able to tell the parents and even the local government was able to tell the parents through the barangay officials how can students read what's in print and they have no oral input to that and that's what they did for kinder up to grade three again local government the local radio station and the local television that was channel 7 and channel 8 to air out support the programs of department education really great all right that's the design that i the program that i suggested to mable batanga city and they said that they're going to follow suit i hope it worked well i never heard after that anyway so that's for the pure asynchronous now for pure synchronous oxidability asynchronous it can be pure online and then of course city sense education but what happened face-to-face so pure synchronous it is pure online uh delivery of learning i had one school in cebu who did odl i'll tell you the the the the effects of that i know hybrid hybrid designer for independent learners who have good academic performance literate but lacking in good study habits is the capacity the wi-fi capacity connectivity in your locality in your locale would really suffice that kind of a program and this is like my support okay fine odl most of the materials are most of the learning takes place online but then again it could have been prevented if the people in that locality accepted especially that school accepted that there is a connectivity problem a tech problem hence mdl combined with next is the synchronous and synchronous it's a combination of what's being provided for the asynchronous and synchronous definitely qualified latin sudjante for a combination of synchronous and asynchronous but definitely combination for students who are struggling those students are struggling cannot survive a synchronous it has to be combined with the secrets therefore for all learners especially for students who are saying have high academic standing high literacy level had good study habits may have shorter amount of time for the online learning while for those who are struggling will have more time later on we'll go discuss how there will be how they will be grouped all right okay wait next we have what is blended learning uh versus hybrid okay do you think that nothing how we can use the designs of the blended learning delivery modalities and then turn that into a hybrid form so there is no one design for hybrid it depends on the profile of your students so the requirement for hybrid design for for delivery of learning to our students is dependent on the profile of your students it depends on what profile you wanted to consider but i would like to suggest that we make we be comprehensive with the profiling of our students so blended learning is a learning experience that integrates online with traditional face-to-face class activities in a planned pedagogical pedagogically valuable uh manner it takes in asabi learning approach is a combination okay of limited face-to-face limited face-to-face and then mostly uh mostly distance or mdl now the point of blended learning is that section section is the same design for all other sections that's the downside with blended learning it universalizes it generalizes all the needs of students but you have experience that the needs of one section may not be the same needs of another section therefore blended learning needs to be modified hybrid above dialog modified to the felt needs of the students enrolled in your section i'll tell you later on what we did to modify that so these are some of the designs of the blended learning matrix so we have local synchronous that's face-to-face we have local asynchronous we have site specific learning division office is that what they did is they requested the help of the local government especially the barangay that the students will do their film viewing because modules that go into my schedule of the teacher and the students it could be face-to-face synchronous it could be remote synchronous it could be to a video conference texting telephone cyber links and so synchronous asynchronously asynchronous there is a specific place that can be done if we allow our students to go to school and maximize the places uh school especially for what i would say collaborative work collaboration in different places i'm not sure if that's uh it would be safe for the marines but but then again sativipo there have they have about really really low cases of covered 19 so the iatf again my iatf approved the limited face-to-face interaction for the second half of school year 2020 and 2021. uh i'll just give you a heads up it yielded after after somehow uh novice readers so the struggling readers in grade 2 said some teachers will be the one to conduct face to face while those students who are already could uh our novice readers napoleon can read on their own on the kind of layout of the modules so what happened here is that that the school setup was changed drastically was changed drastically instead of having sections they only have two clusters of students in every grade level except of course for preschool and green one but see they are concerned to be older but their primary objective was that are they readers when they did the hybrid learning designs at the middle of the school year 2021 2022 their consideration is the literacy skills of the citizens i don't know why this specifically focused on that probably because they are recipient of the usaid literacy program so that's why they focus uh they focus on that but i tell you after a month all the uh i think 70 as the report the 70 of the struggling readers in that the group was promoted to novice readers high quality returns all learning activities require literacy so this is the decision i would say the decision of tv albay is really really strategic because they seguro dialing why am i laughing it should be bad anyway so this is blended journey okay when we combine them together it becomes now high breed uh learning modalities but the hybrid learning modalities uh you need to consider you need to understand what you need to consider okay let's now proceed so let's look at the models of blended learning one by one i think you know what face-to-face driver is so this is where the teacher drives the instruction and augments the digital tools so face-to-face delegate now the question is in the distance education perspective who needs face-to-face driver learning modality all the students but then again number of hours or our frequency of face to face so in a loud timing aitf and say three face to face in a week okay three three days in a week with you know the number of minutes 15 minutes for the elementary 60 minutes for the high school so three days long so is 20 of the population of the students if we have about 50 we're talking about 100 1050 we're talking about about five or ten students concrete sessions and we're talking about uh 30 students face to face the question is how will the teacher prioritize the face-to-face driver design for those students are struggling for the students who should have face-to-face song literacy level second study habits uh good literacy level um poor study habits perhaps and then low academic standing antagon one session one one face-to-face session in a week the point there ladies and gentlemen is that when we hybrid the face-to-face driver blended design is that the decision we make who will avail of the face-to-face driver is we select the students who need it most the student who needs the support of the teacher or group of teachers that they need to learn because they can learn faster because there is a teacher support those students who can learn on their own may just go directly to mdl you know tv so if you want a copy of that all you have to do is write a letter from a letter to the central office having uh to avail of the copy of elna how we hybrid the blended face-to-face driver another one is what we call ass rotation student cycle through a skilled schedule of independent online study and face-to-face classroom time so on top of rotation punatin is that again there are students who will avail a one-to-one okay one-to-one face-to-face interaction with the teacher face-to-face remote okay face-to-face remember that means online now the the question would be what's the hybrid catch of it i mean what would be the qualification for a rotation of individual students who will qualify for a face-to-face interaction with the students definitely students who are struggling okay struggling not just with the academics but also with their um i could say study habits independence would go for one to one face-to-face yes they did a one-to-one terrorist they created um face-to-face and then a teacher only those students who are after two weeks still struggle after the face-to-face driver so napoleon from the students who qualified for the limited face-to-face identified students who struggle with that rotation one is that the students have now a time to be with the teacher now what was the result of it the teachers told me that at first it was difficult for them to do it but then as the time went by they found out that the most uh the the cost the main cause of the student why they struggle so much is that they have not established trust with the teacher they have not trusted the teacher but with with the one-on-one the teacher and the struggling student was able to get to know each other okay got to know to each other and the student and the teacher having the rotation program established that connection and therefore the student was able to uh compensate for the lacking of the necessary skills to survive the kind of blended approach being implemented in region 5. they are now on their second month it just so happened it was a pilot of just two schools had it been okay had it been a combination for combination teachers can handle remediation not all teachers can handle face to face must demanding face to face um emotional affiliation and teacher and student to the point that once that student uh graduates or moves on to another grade level the teacher suffers from separation not to mention also that the student one way or the other also uh experiences uh anxiety disorder or anxiety separation disorder pero the student can easily adjust but the adults like the teachers have problems with that so aitf i'm sorry abc plus is looking at the debriefing processes for those who would go through rotation rotation so what we did you know congregation to help the teachers who went through rotation in one on one cycle with the identified students for the debriefing one where the other case qualified for rotation so that the the the abc plus and the vision sought help from us to help that into the briefing strategies emotionally they were able to go back to mainstream back to mdl that's that's the good side about hybrid learning we are able to identify students are really struggling and that student who struggled or those group of students who struggle so much must benefit from the person the low percentage that we are allowed to conduct face to face another one is what we call as a flex okay the flex is most of the curriculum is delivered via a digital platform and teachers are available for a face-to-face consultation and support so it's a teacher i scaffold or support most lms based lms learning management system now i don't know if it's working for the the public school system but this is what we did for uh two schools here in cavite but it's a private school so everything is uh by the lms now the parents and the students can consult with the teacher on a given platform like a chat a chat platform or a video conferencing platform but it's mostly consulting the teacher on what the students are struggling on and therefore be able to compensate the teacher and i was able to think about creating uh intervention programs requirements so the responsibility now the teacher since it's now in all nasa elements intervention programs and in remediation programs whatever problem arises in the flex program like in the case here in imos a problem arose because again the student was able uh the student had uh i don't know if i'm gonna mention it he was not able to survive the flex program reason being is that he was suffering from um bipolar bipolar bipolar but there are times videos there is no intervention program all students must go that's the downside of blended it does not consider individual uh deviant okay deviant uh responses and deviate behaviors of students given the kind of blended learning design so the hybrid comes in is that the teacher should should should uh create intervention programs and remediation programs but here's the catch the teacher who are supposed to provide intervention progress of a flex program or a mediation program should be given training onto how to conduct remediation and intervention what happened is that the administration thought because she is a teacher it's and and being a teacher she should know how to do intervention and remediation hindi pool because he another degree of remediation intervention they are taught to teach the subject and there is minimal training for them to conduct and create intervention programs and remediation programs and these are two separate programs that they need to think about not the best of the bureaucratic bureaucratic system that the program should be submitted to the the principal and the principal will have to approve that and recommend that to the division office it takes a lot so i think the hybrid there is for the public school is that to come up with a system that would be easier for the teachers to really conduct intervention and remediation programs well just a suggestion though this is what we did this is what we did for a part of imos assistant superintendent so what we did is initially created limitation platforms or sorry limitation materials for grade one grade to grade three okay on on on literacy but i think that's the problem there's already a material available for say students who struggle with a certain lesson materials double preparation so what the the sds did in the emos that was you know before using of course uh edgar i think sir nobel was there when i trained the the the division of imos to conduct using the materials of agra to conduct to specifically use the material to identify students who should qualify for remediation specific flex program so the material should be ready now another one design is the labs also known as uh the curriculum is delivered by a digital platform but in a consistent physical location students usually take traditional classes in this model as well mary we use labs because they were using uh a bubble community program there are teachers working from home so our students uh they are at school they they live in the school and then classrooms are turned into lecture workshops or work uh lecture laboratories the students were able to uh somehow appreciate somehow appreciate but some of the feedback of the full lab blended approach is that it becomes boring eventually it becomes boring because they are not able to see who their teachers are and then everything is everything is on on the television so what we did with the hybrid the hybrid of labs is that we requested some of the school of the teachers to stay in the school to stay in the school they have to undergo of course the iatf requirement that they need to be um quarantined for 14 days and swab tests and all so after all of this teachers who may not stay inside school so we now have 50 teachers working from home and then we have 50 50 working uh staying at school so what we did is we combined we combined a face-to-face face-to-face interaction with the students of this teacher staying at school for the labs and then two to three days would be for our teachers are working from home via the uh online this only is a good design if the students are all together in one place where cover 19 is not rampant that means the sisters of mary okay we you are using the labs stay in fifty percent of our teachers are staying in the school and then fifth and hundred percent of our sisters are staying in the school and then thirty percent of our personnel are staying at school and then hundred percent of our students are staying at school all right so this works but i think this will not work for the public school system where all teachers go home and the students travel and all and social districts cannot be observed that's this won't work no matter how hybrid you make of it that won't work next would be self blend okay now what happens here the true blended approach making it hybrid is when the students choose to augment their traditional learning with online course work meaning a hybrid punatindito is that ito enough subjects face-to-face interaction modality would work for him or her i mean it works for those students who would admit their weaknesses and strengths and school would offer all of those modalities hybrid modalities the labs the the rotation the the limited face to face we have limited facilities we have limited teachers and all of those limitations would not necessitate the effectiveness of the implementation of self-led but in the united states being done a great friend of mine who's teaching a teaching in maryland is doing they're doing self blend um but it's working really well because it addresses the the learning styles of the students and at meeting and the students are able to compensate for uh their individual uh weaknesses and strengths it's really good though and the sixth one and the last one would be the online driver so the students complete an entire course through an online platform with possible teacher check-ins all curriculum and teaching is delivered by a digital platform and face-to-face meetings our schedule are made available if necessary all right okay nothing face-to-face meetings online driver this is a design being used by the lasalle university that's marinas if those who are enrolled in the graduate school of the cell investments they're using an online driver blended hybrid approach so what they did what they do is that they combine the schedule into um depending on the number of students okay depending on the number of students in the class what they do is that it's a combination of synchronous then asynchronous and then the the students like us would choose we only have say according to the part according to according to this uh the mid term midterm and then final term submit term we have about uh eight sessions eight sessions we are allowed we are allowed a maximum four face-to-face interaction all the rest via synchronous it's the same number for the final term four four four maximum four uh face-to-face so now we are allowed to choose which of those schedules should we want to have face-to-face so that is an online driver physically but it could be a hybrid by identifying those who would qualify for a face-to-face uh face-to-face local meetings okay what's the downside of this the downside is that we are admitting and we are uh how to call this assuming that students are independent learners what workforce for online driver and self blend it requires a lot of maturity level in our students which i think eludes so much most of our students in the public school i don't want to generalize but it's um most of our students especially in the elementary level cannot cannot so cannot really subject or cannot subscribe to self blend and online driver reason being is that our students are not that independent and still learning to be confident and independent learners okay now hybrid learning now just to you know give a more concrete idea of it is an educational approach for some individuals some individuals participate in person and some participate online instructors and facilitators teach remote and in-person learners at the same time using technology like video conferencing blended learning designs let's have an example okay let's have an example of a height hero genius pre pre-school or kindergarten and primary class let's say the consideration here is that our students are still you know beginning literate and their literacy level is their law pakistani considers primarily literacy level in heterogeneous pre preschool and primary class because they are still beginning literates they are still beginning readers so we have to consider that fact next primary learning support at home since our students are still learning beginning leaders beginning listeners beginning academic learners are still struggling to acclimatize to the demands of the of the different subject area so what we can do for the high breed of this section class we could have the first homogeneous group or group one will be students who are already beginning readers they are already novice readers and then they have high family support at home boxing okay research showed in vehicle that a lot of struggling readers at school identified struggling with this at school have parents who are also uh non-literate and then they are not able to cope with the the the learning in school because when they go back home and when they ask support from their parents the parents cannot provide him with the support because they are also struggling readers if not non-readers in tv what happened in tv okay what happened to me in this case in the kinder and primary most of the identified non-readers don't put ipo category leaders because they cannot read yet in the language alibaba cannot read in mother tongue cannot read in english in filipino casinos reading now um based on the survey the teachers and the local government with the help of the with the help of the barangay officials they were able to do survey that with of course using the eggra a grandmother tongue for grade one agra mother tongue and filipino for grade two and agra english for grade three this is the materials that they used um so the literacy level especially for preschool and primary class as our basis for the hybrid uh design for this coming school year what happened with this the survey result is that most of most of the students who were non-readers who were still non-readers from grade from preschool optical grade 3 where kids or learners belonging to families whose parents are also non-readers of the language [Music] that's another point another one is that some of the students were not able to really be able to be really be able to understand the concepts in mathematics and science in grade four five six is because most of the students were most of the parents of the students were dropped out or were not able to reach grade four five thousand six i'm talking about vehicle classroom is that they consider the this two considerations in creating a hybrid design for preschool or kindergarten the primary class the literacy level of the students based on the results of the tests of egra uh egra and egma so you need to have a get told of the of the test of agra and egma there are two languages of it we have egra egma in mother tongue filipino english because you need to identify because materials are two major well languages for grade one to grain three mother tongue filipino in english otl industry languages all right s just write a letter to the regional office i forgot those uh the specific tests on it uh we'll still using the irido four four five six okay that now another design that we somehow considered for the intermediate class intermediate class 1.0 for grade 4 5 and six is the clustering of our students in base of hindi napo and considerations okay we did literacy level plus academic performance of learners teacher an academic performance is looking at academic performance of the students in the key stage one or in the first at the primary grade level from grade one to grade three so you almost advanced readers are clustered advanced readers with high academic performance in grade one to grade three they are in the homogeneous group one that's a homogeneous group too well those students who are still struggling readers in grade four five six yet their academic performance is high uh sorry is high is considered to be another group and then the other the third group would be uh low literacy level low academic performance so talent had low that's the third cluster but in tiwi what they did based on their other review literacy level performance considered as one homogeneous group in one class in in that section and then but after explaining explaining it to them i mean i explaining it to them i said literacy performance tangata for your hybrid design homogeneous group one i high literacy and high academic performance homogeneous tournament uh i low literacy level and performance at low per academic performance level academic or mata as to where indicators for clustering and how clustering the students in a section based on what hybrid is appropriate for their needs in all combinations of especially for the grade one to grade three most of the schools in the public school is self-contained subjects now let's look at how preparation would go so let's have what what department education has been implementing in the field we have the resm focus teaching for elementary also known as reading science mathematics teaching okay so we can have a hybrid design given the kind of considerations that we have the literacy level and the academic uh the literacy level literacy level the academic performance and their and the support at home we can create free designs so we can say now mdl the mdl ac the mdl program for this section will be for all learners in that section and then odl would be for shifting clustered or group learners face-to-face interaction scaffolding are group learners look at your look at your consideration is it low literacy level is it low study habits is it low academic performance design no not i okay only that in in tv album they decided that the considerations for hybrid learning designs for every section or for every school would be for elementary would be literacy level academic performance of the students in the previous grade levels and then home support so i'm shifting into the classroom group clustered or group learners would be dependent on how many groups are created based on those qualifications all right remember we're treating this perception going for grade level homogeneous then that would be a direct violation of developmental rules and regulations of the k-12 curriculum which requires all schools in the philippines both public and private schools to implement heterogeneous classroom i'm not sure though if it will be allowed but in our school i wrote a letter to the secretary allowing us to do homo genius requested for a homogeneous sectioning para we're able to address same standards of the mlcs but we're able to formulate a more appropriate design so that learning will take place and then the other one is an mffl mfl means modified face-to-face learning okay so design again different designs from blended and distance education and then clustering the the students within the section depending on their identified okay identified uh factors okay so mfl punatin would be struggling students face-to-face would to the standard set by the department of education or by our curriculum in terms of how this learning competence behave as far as the identified learning outcomes and standards prescribed by the melcs or if you're using the capable curriculum still then medicate the 12 curriculum cgs i'm parched okay now wait lamb all right now this is another heated just let's go to high school senior high school i'm sorry high school lemonade because it could be the same design for uh junior high school and senior high school but i'll tell you later on what modifications that we did so we could come up here with three groups look at the differences of the of uh the sizes of the circles so the considerations that we did okay for the high school hybrid piloting designs for tv is maturity high school independent basila discipline basilan not the problem on mental capacity perhaps so that could be a problem all right or but attitude problem so but surety is one of those considerations now the problem is this is what i mean is what we hired okay it's just that i have friends in the philippine psychological society psychological society of the philippines i have friends there and then i ask them to you know lend a little help to the poorest of the poor schools in b col and to our school for free so there were the ones who gave us the profiling the personality profiling because personality tests and maturity tests or achievement tests psychological testing to our students not not being administered by a registered psychologist if you look at our implementing rules and regulations all psychological tests must be administered by a registered psychologist the psychometrician is not a registered psychologist they are registered psychometricians they are the ones who interpret the they're the ones who collapse who how to call this categorize they're the ones who uh put together the data so that it will be easy easy for evaluation and interpretation all right so the point being is that on the maturity i personally suggested that the maturity should be considered because in my experience in my experience in in my in as a classroom teacher before in high school marami talaga that okay discipline for me in high school based on my experience was a key role for the students to be able to survive high school discipline discipline they go together so we did we enlisted the help of the of the psychologists from the psychology society of the philippines and cem center for educational measurement i think you know that center i used to work there so sila pu gases so all all students who are mature high maturity level have high study habits high literacy level and high academic performance they are grouped as homogeneous group one but based on our data okay in our data in our school there's only about ten percent of that population that's why i represented it with a school as a small circle because they constitute only a short a small percentage of the population of a particular class not to mention almost of the population in the great level they constitute almost eight to ten percent only of the population ibizabe this is psychological society the philippines accepted my invitation because i'm insurgent this sister said mary a representative of graduates in public schools in lausanne from from upper lausanne to lower luzon up to bicol up to south represented so they they accepted it to say it's a good so only 10 8 to 10 of the grade 7 entering our school are really with maturity goods the high study habits high literacy level and academic performance now what's good thing about this is that there are students who have average maturity level low study habits but the maturity level is you know something that is a foundation in the lower grades and then um in structural literacy level classification literacy test we have independent instructional and uh uh frustration level again only thing nothing independent beyond the grade level uh qualifications literacy level is higher than those required for grade six okay than the homogeneous one now for those who are in the home engineers group too these are students who yielded instructional level results in their literacy test boxing habinating instructional these are students who are at tamala literacy level for the grade level ibiza with the support of the teacher that's what i call instructional level they categorize this homogeneous classroom plus they have just average academic performance in our experience okay in our population for our schools we have four schools um what we accept from the field from the uh for the greater luzon is that okay that's what we call as that about um 60 okay 60 of the students who enter our school are not really high in maturity not really high in study habits just instruction level literacy level and then just okay academic performance but there is about 20 okay there's about 20 to 20 20 to 30 percent of the students who have low maturity level low study habits low literacy level and low academic performance homogeneous group 3. is the acronym for student at risk so we call them ah these are the starkids so what we did with the homogeneous group the homogeneous group three students have the same design as the homogeneous and homogeneous group two average learners and designed as the homogeneous group one that's the the the cream of the crop exposure not only with the student but the learning experiences so whatever the homogeneous group one has and homogeneous group two has the homogeneous group three must have that plus plus face-to-face interaction with the teacher now the question is you know after doing this all the teachers and even the sisters were happy that the students identified the homogeneous group 3 were able to become mainstream when they entered grade 8 7 indiana 3 groups 2 because we have homogeneity which we have sought permission from the central office of program so let's have an example of this this is what we call this esm focus teaching be implemented by department education um central office uh most specifically for junior high school esmt is uh we call as um english science and mathematics teaching so the same design we have mdl for all students and we have odl for shifting clustered of group of students face to face with a teacher and then definitely mfl or modified face-to-face learning especially for struggling readers so this is what i'm saying when we call hybrid hybrid blended learning approach or hybrid learning modalities we profile the students and when we profile the students we provide appropriately for their group what works and doesn't work and research showed struggling readers benefit more with face-to-face interaction when i say face-to-face interaction it is face-to-face local interaction remote time face-to-face remote casino face-to-face there's emotional detachment this is what happened in tv the result of the struggling learners being having establishing the having established really good rapport uh with the teacher doing mfl uh limited mfl or modified mfl was able to trust the teachers they have low self-esteem they will pretend to be listening to you but their minds are closed this is what what we have found out and i think um those who are taking uh masters on on language teaching all those who are learning or taking curriculum instruction you one of the top most okay topmost reasons why struggling learners become even more struggling learners is because of their self-esteem and self-concept and by that we should be able to help them get out of who they think they are by establishing rapport and establishing that trust from the student to the teacher that's why putin and hype design for all our sections for the limited face-to-face interactions because they benefit from that you know my presentation i'm sorry but i cannot kissing i in my contract for the sisters in mary and for a b c plus that's of course our idf it is a privacy problem in the mind i'm just a consultant at the end of the day it's still their uh their output all right now the last question would be do i still have enough time okay i still have enough time because i would like to have more more time for for us to interact a little workshop for you if it's okay for the group i don't know if it can be done but for 15-minute workshop okay last question how do schools plan and prepare for hybrid learning delivery modes now i would like to share with you that uh what we've been doing for uh that the one in tv and in the sister summer is because we have been developing five-year curriculum cycle what's it have been happening five year curriculum cycle we have research and appraisal it is something we evaluated first the curriculum that we have been using prior to the implementation of the five-year curriculum now the implementation the five-year curriculum that we did is we started with 2014 and then 2014 15 16 17 18 19 it ended last year before the pre-pandemic so in the first curriculum cycle that we did we focus more on the curriculum development okay this is in connection with the sisters of mary and the other schools that i handle in big oil so i don't give a name is a curriculum development what we did is we developed all the materials right the modules and the powerful presentation and the audio files now audio files for uh for the teachers to consider whether the students are remedial is because the audio file was initially originally created as part of the curriculum development for students are struggling the students who are struggling they needed more support in whatever's homework or materials that they need hence miracle audiophiles elements in doing delivery of recording of audiophiles for say lessons you have to use objective voice i think you know the the broadcasting you know uh voice elements there so audio files for what we call as a hybrid mdl next after that on the second then after the first year of creating the curriculum development we had initial curriculum initial implementation that was in 2015 nepal in the 2015 we found out that there are some activities in the modules and in the power presentation that needed that needed modification based on the results of the tos based summative test and quarter assessment plus the exit tests i'm not sure though it's debit order number 43 i think uh seriously 2019 about the exit test uh you know what you know not to mention i'm one of the consultants for the exit test in the national level so we have also the curriculum revisions and innovations after a year the current curriculum revisions innovation so in short in 2019 completo and manga schools i then adapted schools young sisters modules completed our presentation so it was easy for us to categorize these materials into high braid type of a design for this for the schools depending on the profile of our students because the materials were already there it's easy for us to just modify in short it's easy to do to go hybrid when all the materials are there to start with the module should be there what happened in the department of education at the public school i would like to be honest with this is that i think distance learning modular distance learning modules and since the modules based on the mandate has to be contextualized a region or a division to contextualize the learning materials not to mention that some of the materials provide there are no learning modules downloaded to the field so not developed so what in the struggle of high breed is that when they're when they're but when there is when there are no materials existing it becomes easy when the materials are there we did that on the first five curriculum cycle we we used some of the videos that we got from khan academy with their permission from youtube from ted talk here's the catch we did a qualitative research on this um it's funny though contrasts so delivery as a first language while the teacher's use of the language is a second language and struggling at it so some of the comments in our qualitative research said uh the young comments and negatives of videos that the video the one speaking of the video the ones that the speaker in the video is too fast in delivering their information that's why it is difficult for us to understand accent english the first time especially for those from 10 talk and from khan academy now for for some students they are able to understand now and keep up with the lectures in the video but they get disappointed when the teacher who's struggling in english or filipino would be the ones now explaining the concept so one way or the other downside so what we did with the video the video for the hybrid design of it is that we did a recording of teachers so we trained the teachers so that they will be recorded and editing and this is what san mateo rizal is doing from kaveti province division what they did is they created an online television show to support teachers recorded videos so the currency is a local try to look at san mateo rizal especially for the lower grades for the elementary foot elementary elementary foundations hybrid supports to this teacher to the teachers the more the more videos uh there are more demand for videos under the leadership of monsieur they did an online and online television so but what the what mam sherlou mamsherelu did with the san mateo group is that they designed uh a community reading program [Music] um online then using the facebook streaming regularly to support the teachers creation of video is that i was asked to validate their program had they not contacted me to validate program i wouldn't know that san mateo already implemented a high breed support to the mdl or modular distance learning of san mateo okay so five year curriculum cycle with the five curriculum cycle cassette materials development is created the problem with with the problem with the implementation of the distance learning modalities for the department of education public school system is that you will all you are all forced to create new modules because the m m lcs we wrote a letter to the central office saying that materials prepare for blended or distance education it was converted and migrated to whatever hybrid or blended learning but a design that they opted to use anyway i'm just saying that so these are the things that we went through so i'm sharing with you now how we did the preparation for the for the hybrid uh learning modalities first of course we did use the data from theos based summative quarter exit assessment tools learning styles and literacy tests these were the basis when we did the hybrid designs per section across sections by grade level angry nothing into videos it converts nothing into audio files so madeline convert migrate that they they yielded really good results among the students and i hope you did that for the materials that you implemented for the school year 2020 2021 other humana that yield them high results on the summative tests in quarter one quarter two because it's a feedback whether the module or that type of module is effective in in the learning process we did quarter exit assessment quarter assessment as well as basis for evaluating whether the the whole program or design puna men is appropriate and then we did an exam exit set exec decided exit assessment tools servicing one exit are we just created a localized casino central office um exit tests in my case of course being uh true to the order this uh debit orders uh different orders released by the central office local exit exit assessments okay and then we did again as i've said the current learning styles assessment with the help of the psychological society of the philippines at the cem or center of educational measurement and then of course literacy tests that's my specialization too so i have access to this materials for assessment anyway so with all of this we were able to identify which of those modules should be retained for this coming school year so when i go on up with nami um from from this whole month of may we were able to evaluate anima this 20 20 21 2 00 test results and then you go convert is now they are now converting the modules into power presentation and the power presentation will be converted into audio files audio files video files where the teacher will be recorded explaining some of the concepts in the slides and embed that and convert it into a p4 so that will be easy for odl so in the sense we're still on developing really good modules for the hybrid learning designs that we are going to implement this coming 2022 so face on that's what they did all right so it's description for the uh uh looking at whether okay material 8 series of 2015 so according to this is the the overall great description action to be taken this action to be taken is with the consensus of the cem the center for educational measurement uh to categorize the the categorized action to be taken to the group of students if they categorize under this descriptors according to the description provided by us by the department of education debit order number eight series of 2015. so 74 percent and below according to deputy number eight series of twenty did not need expectations so in description action taken remediation so congratulations use your quarter assessments use your final grade to categorize your students according to whatever categories they may fall under so you may use debit order number eight as basis for clustering students who would fall into whatever homogeneous groups they would belong in the section so 74 and below did not meet expectations fairly satisfactory and satisfactory look at fairly satisfactory and satisfactory you have close teacher supervision and minimal teacher or peer supervision to be submitting 75 up to 84 percent could be categorized as one cluster you remediation one cluster of students in your section and then 75 to 84 would be um the another cluster homogeneous group for the section could be instructional we found out that the students who that the outstanding students can explain clearly better than the teacher how they learn the concepts in the module to struggling students interaction via online of students who are uh fast learners independent learners to the to the struggling learners some categorization punishment seventh the remediation would be one group one homogeneous group close teacher supervision and minimal teacher supervision is teacher supervision one cluster bullet and then enhancement enhancement some clustering philosophers very satisfactory outstanding they constitute the ten percent homogeneous uh homogeneous cluster one serpent one two three four five clustering but in our case based on teachers or we are spreading our teachers efforts too thinly to the point now oh not identifying natalia pero hindi namana monitor teacher because this is the best okay this is the best basis data based approach to clustering students according to what type of hybrid learning should be delivered to them okay so okay a good example of how we interpreted this so um in our excel amongst teachers summative test be a pt or be a quarter assessment this is individualized individual okay well in your case within the sections is across sections for every quarter young population i mean the population or the students who would qualify to be in a homogeneous group one homogeneous group two homogeneous group three in your case it can be within the section they are they move depending on their performance as based on the excel in in bedlam based on the the matrix that i showed you a while ago i'll just check and get my time okay anyway and then we have sections two so if we have individual feedback to the school then we have also bisection so in most schools in the philippines so what we did a did not meet expectations i don't go in you have to give remediation to them but you have to specifically identify who are those needing in remediation and so on and so forth so in short the way our assessment is uh how to call this delivered and assessed and evaluated gives us feedback as to what actions should be taken at what program to be taken agreement our materials remediation is available not available young teachers our experience before is that even if we recommended to the teacher that they need to provide remediation to these particular students he didn't get to be beginning so what we did is that our previous materials were converted into different types of levels of delivery it could be instructional independent and remediation it's the same content don't have a misnomer materials now instructional is the way the materials are designed is that we map out expected learning outcomes of the lower grades to the higher grade levels in progression progression beside the spiral progression and you know that but what we did specifically for phase 2 is that we integrated technology and they are in the odl we converted the standards the performance standards uh set by the m mdlcs into technology enhanced now odl we we converted some of those activities their outcomes for the quarter for appropriate for odl so on category per quarter they're becoming specific modifications of the outcomes same standard but i think simpler and i think the idea there is that we provide them with a simpler doable practical outcomes for those struggling students tapos those who who qualify for odl technology enhanced i suppose and then for the um for the modular i think they could be given a choice which one they would like to uh accomplish by matalini they are already independent learners so that's what they did a good example would be um uh hypothesis we had one for aralim and arlington in grade 10 uh quarter one we had um livelihood livelihood program or library program odl uh homogeneous class homogeneous group one and homogeneous group two what they did is a a livelihood education online uh online education uh online live load live load program for a particular community chosen hypothetical so what happened here is that we converted into you know ordinary proposal proposal into a television show in a sense nonetheless standard only that from traditional paper pencil we elevate that to the level that they belong to in the hybrid design that we that we enrolled them on but four the students are struggling saying same output but different modalities that's the demand for hybrid if you have two to three homonyus grouping in a class you will the teacher will have to think of or the school will have to come together to think of three or two two to three possible appropriate uh learning outcomes that match the kind of design for one section remember in casing a section i'm thinking i'm blended and some we categorize the population within the class into smaller groups according to the identify profile that we have set for the creation of the hybrid designs within a class or within section all right i'm sorry for i am i'm looking at my time because i'm requesting busana that um i i leave around 4 30 because fgd fgd at counseling training for all the teachers and our adopted schools implementation problem is implementation counseling information perspective so we are now i am i'm providing the teachers with the skills how is it fgd and counseling integrated in odl and mdl okay that's why i'm asking thank you very much for that though all right so for that what we did is s-a-m-t okay this is the design or the the design that we created for the um re-modification the the improvement and perhaps of the the learning outcomes set by the melc's so substitution if the among augmentation means instead of the students reporting orally in person their project proposal or a library project proposal that what they're going to do now is they're going to record their project proposal and it will be saved on a flash drive perhaps or as an mp4 and then it's sent as a file to the to the teacher technological skills uh the student need to know how to record using perhaps cell phones so with this being appointed so i mean elos posts unexpected learning outcomes the school provided online trainings for all students who will have to convert their reports into uh recorded videos so online training how to record to create recorded videos using cell phones if not the students but the young parents using the cell phones especially using the cell phones you know what's being commonly used in the homes the teachers will be frustrated a versa teacher because the ones that are expected to be submitted are not the ones being really submitted to the teachers so trading is there paraguala to fulfill the realization of the expected learning outcomes modification happens okay modification happens when collaborative efforts is being used the collaborative effort it's like um [Music] you require students you require students to uh put together put together different media different media to come up with an output let's go back to the library education so live education is that they're going to create a video with a combination of powerpoint presentation with videos and some of uh videos and some textual and textual input so um unlikes augmentation video recording that is of other technological skills so that's why it's called modification all the more the students needed to be given training on this all right could homogeneous one be able to uh create learning outcomes up to modification or after red definition homogeneous group three which is who are the remedial students substitution acquisition of the standards but not the transitioning of the standards into tech into tele telemeters technology enhanced learning environments or technology advanced outcomes so um homogeneous group 2 which are the instructional level students but it's really from augmentation up to modification and then in terms of accomplishing given the kind of standards for the outcomes yes since we are implementing hybrid and the groups the sections our section is grouped into two or three and we have required our students to have separate appropriate outcomes depending on their category of their groups within the section it is most appropriate that we provide them with a different level of difficulty of the outcomes hence since there is now an element of difficulty and a modification of what they're able to accomplish or or or produce at the end of a learning episode or at the end of the quarter it's only fitting that they will have different sets of performance rubrics or performance-based analytic rubrics all the materials are there all the materials are there so it's easy to transition to hybrid so i have just a word of caution for you people out there do not go hybrid if your materials are not would not suffice to go for hybrid why masasayang design is it blended or hybrid that really addresses the specific needs we consider the specific needs or the clustered needs of students within the section unlike for blended we don't consider those we just consider them as one section as one class we're talking about differentiated learning we're talking about we're talking about differentiated learning hybrid learning the delivery modes are within the perspective and principles and tenets of uh differentiated learning or individualized learning and it will solve most of our recurring problems in the philippines and by the way i think the department of education is moving towards hybrid yet will begin training and training all this hybrid telegraph so we still have enough time consolidate all your materials that you have used this school year from 2020 2021 think the new you'll see the results of the test what work and did it work then start migrating it to mdl odl and for um mfl for high breed okay hybrid book but then again little question left how do you profile your students the design should still be based on the profile of your students now the phase three is about the creating of the learning materials okay now the creating of the learning materials would be um education for elementary and high school font size and font styles would also differ not to mention also the layout will also differ and also what we call as graphical graphical and illustration as opposed to textual percentage will be different now the lower the grade levels are the percentage of pictures in the picture of the the percentage of pictures and and text would be we will have 70 pictures in the lower grades and 30 words in the grade in the middle grades that's for grades four to grade six we know lower grades that would be from grade one to grade three pan upon preschool and preschool definitely is ninety percent pictures ten percent words facilitators they're still dependent on pictures but the things agreed for the grade 5 the percentage number of pictures with words would be now about 50 pictures 50 words by grade 7 to grade 10 we now have a percentage of 60 to 70 percent words to 40 to 30 to 40 pictures by the time they reach senior high school it becomes now like preschool it will now become about 80 to 90 80 to 90 percent words to 10 10 to 20 pictures so yoon lang po and pinaka basa creating materials they are aware of the percentage sentence because the younger the students are the the more mental pictures they need some mathematics a science and old subject here in the lower grades is highly dependent on the pictures that they represent if you're teaching students addition the additional concepts must be represented by pictures if you say one plus one that is abstract in the minds of the student it has to be represented by one what one one chicken joy plus one chicken joy becomes two chicken joy it has to be concretized with the picture just my sample though the point there is that it has context that you have to look at the pictures the selection of the pictures that is within okay within the easy context of students fine but there's a rule the materials being provided for in the lower grace must be sanitized when you say sanitized there must be no pictures showing negative negative behaviors that would subliminally uh be subliminally embodied by our students a good example would be junk foods have no place junk foods ammunitions have no place in the elementary levels why all positive and must be sanitized all right targeting science school and napoleon has been acceptance of deviant but of course no sexual individuals not to mention of goals of course uh the the question of uh gender equality the number of male in a pic the number of female and male in the picture and that means but i will not discuss this with you because creating the learning materials for different learning modalities would would take us a lot of time next time another training set how do we create um powerpoint video audio files for otl as one of the hybrid designs for a section who of students who will go odl i don't put on designs for for my modules for for for those students who will fall under uh homogeneous category one i know module software is on the designer modules oh uh sergeant-behind training i already had trainings in manila amanila training on modules development for hybrid variable training on hybrid anyway so that would be phase three so some people put nothing done so we have heterogeneous pre and primary class so homogeneous group one would definitely need audio files would need online files i represented with a picture with uh with a word file and then videos plus modules the book represent the modules so the younger the the lower the grades are the more materials needed in a hybrid learning modality one modules madelina kasich convert and parts and modules into audio files for the inconvertment and videos again please i could say they're really really innovative i suppose they acknowledge mdl and hybrid odl is that the literacy results are literacy test results of students across grade levels and grade levels across grade levels i mean the division created the support to the teachers to the schools they acknowledge that not all teachers in the schools within that this division will have will be able to provide a hybrid type of of delivery of learning materials especially for remedial students because they lack training not to mention enough time to prepare materials to deliver really good effective remedial programs another one is the heterogeneous intermediate class we have about uh say category literacy level academic performance of learners so we have two groups same materials materials but still they are grade four to grade six okay odl so yeah all right then we have of course heater agents inter intelligence high school where's the high school example for the elementary we have for mdl all learners they'll be using audio files and then the uh the modules for odl shifting clustered learners the materials needed are the modules definitely casing all of them should go through mdl they're on top of the mdl metropolit i mean uh scheduled on the uh rotational or the odl so okay lavender module audio files plus powerpoint or videos but the things that mfl elegant materials modified face-to-face uh learning okay for high school would be the same though the same design call like this follow yes sir thank you thank you very much for reminding me for pointing that out oh wait wait wait wait wait how about this one kitten a poster sir jess yes sir yes sir thank thank you very much so let's just have an example for intermediate or elementary for those in us again sections again i don't know how how the central office will be open to the idea that could we have for the implementation of the hybrid homogeneous section in munataya but uh a hybrid design spoon nathan is within the school not within the section within the section teachers [Music] according to their identified profile collaborative teaching teachers for grade level i mean i don't know how you're going to go about this but you know um subjected yes i have to ask the permission of the secretary since it's of implementing rules and regulations of a republic act so it has to be the letter of permission must come from the secretary secretary uh with the help of course with sir dance dating attic regional director very supportive so we have odl so shifts in shifting or rotational point of identified clustered groups homogeneous groups in a section so you will observe that there are more materials needed so mdl casing alapuna and then audio files and then from the things odl students are students who are classified as homogeneous group uh too the students can be will need materials on uh modules audio files and then powerpoint or videos as well or online materials for the mfl for no materials venus mdld migrate the materials into all of this hybrid designs casting up existing materials once the materials are there because to be honest it yielded really high results that you hybrid because it addresses the specific needs of students based on what you have profiled them as their weakness or weaknesses you address them when the problem arrives killing with the problem arises the quarter is already done or probably the whole year has already has already gone by the teachers but with the high breed i commend for me i commend the central office for but by thinking that this time around let's go for hybrid that truly is within the perspective of individualized learning or differentiated learning so another one example before hydrogen's classroom for materials we have again as i said we our category format for profiling for the high school will do charity study habits the thirsty level and academic performance of learners we were able to create three groups on this the possible materials needed for this would be same as elementary only that perhaps the audio files will now be sorry the audio file style would [Music] i think they still need audio files are as great as as as a as a major requirement in the elementary x elementary because they are still learning how to read and how to learn the language and therefore audio files are necessary but for the high school they are now becoming more of an optional but i think powerful presentation and and modules especially for online materials and for mdl and nfl are really really important now if you ask me sir what is an appropriate powerpoint and video presentation uh design for say hybrid hybrid learning deliveries i will enable time as much as i would like to give you an orientation in that that could be another session altogether so so far so i think i'm now ready for question all right thank you very much uh brother ricky we will now entertain questions pop please post your your clarifications your queries for in in the chat box now we will uh uh try to address the clarifications and questions we've learned a lot and i particularly profiling of our learners and the consideration or the hybrid about the learner's maturity independence in terms of c academic performance study habits dissertation is about to study habits so important [Music] thank you very much i mentioned it i forgot i forgot to mention it one of the one of the identified factors in tv vehicle why the students are struggling readers is that the parents are struggling readers themselves division is decorated an intergenerational literacy program so on social workers because of the pandemic people were more collaborative and became more open now to the realities that indician and teachers if that can be done because my lexicography my lexicography uh project was in vehicle i collected uh dying words learners may forget the competencies we taught but they will never forget or will not forget how we made them feel no recovery strategy will be effective without equity at its heart the power of the caring and vibrant [Music] what i could say is that i think that your division the division of das marines um you already have a copy of if you need uh instruments to yield the profile data that you needed you already have a copy of the edgar i already gave you a copy of vegra indicate a so again uh if you have a copy of that you may use the agra because it's already been standardized and um the last time i checked with uh with usaid it has already been released to the department of education for public use so copyright infringement on that is very supportive yes yes sir and i guess a well explained chubby bunny thank you so much and hybrid yeah yeah i just have to be i just had to be more realistic when we do hybrid because a lot to consider subletting generalized and consideration nothing but that thing that is hybrid we become more specific to the context and needs of our students hence profiling is very important even [Music] all right so it's more of the appreciation to ours at youtube and sat in facebook you have more you have easy access to experts the lasalle university is just beside you and i would like to also read poetry comment mr franciscan at 39 days um the developers the distribution and the level of modules obese instructions yes the [Music] we have this partnership with the local um um good afternoon i think we have done that at high school before that is when we have a lot of students in the classroom thank you very much for this new learnings and enlightenment about the how you did the learning and the thanksgivings for all your share knowledge sir hybrid hashtag hybrid learning our direction the educational system of the philippines is moving towards hybrid that you already provided your teachers with a heads up of the hybrid learning modalities [Laughter] [Music] foreign okay another appreciation thank you sir for sharing this session to us an honor of teaching is not teaching those students who are easy to to teach but the real struggle is teaching students who needs students who need more intervention you know teacher elementary school my first stint of teaching was in santan elementary school and became a public school demo teacher for for english for grade 3 grade 6 and then great at that time first year high school tawa so and i have to admit that it requires more specialized skills and the fulfillment it brings to the teacher once the struggling student identified struggle students are are returned to mainstream i'm set up [Music] for in the morning i teach in the elementary but the things happen i was teaching in the high school level but i learned in both in youtube school year from mom jasmine levita thank you so much sir uh well delivered topic on hybrid learning thank you very much welcome welcome all right so the challenge is accepted by the president of uh the school heads in yeah billion baldest challenge accepted good vibes thank you thank you i'll be just uh one text away i've always been you know at the disposal of the division of city division of this marines and before we end and we park sir uh we part uh this program any parting words proficient and highly proficient teachers in the city schools division of the smith okay um this is more of an inspiration for me based on my experience as a teacher for quite some time and handling teachers for almost more than two decades hi i'm jenny ross shout out to her okay um one thing that i realized is that it's not really important how intelligent the teacher is what's important is her or his compassion towards the students if the teacher's compassion and compassion towards the learning of our students all the rest will fall into place everything will be at her or his disposal so we call them as people who rationalize things because they can but for student for teachers who are who have high compassion towards their students learning okay they are the ones who find joy in all the stress that they encounter in the profession please let's find more develop more compassion towards certain i know that you know the question of salary is there i've been there i've been there and i'm still there to be honest i'm still a teacher but to be honest um the love and the respect that when we see our students look at us by back because we have taught them well is more enough treasure than than money i'm telling you this because i have reached a stage an age to you inspired me to be who i am right now when a student just one student returns to us and says we we or we are the person or the teacher was the pivotal influential person for that student to become who he is right now and very successful successful at that kite that's already a feedback that we have done something good in our life just one student that's enough thank you very much more compassion more training for teachers and let us all work together it cannot be done by one student because teaching is not a one-man show or one-woman show it has to be done thomas said it takes a village to educate a child and let us be part of the village not out of the village and a problem village thank you very much yes yes once again thank you so much brother ricky aguirre i tell you one takes away like my sister is thank you so much sir at this juncture let us acknowledge the technical working team of this capacity building of course headed by our officer in charge office of the school's division superintendent sergey mundo anton hoss assistant school superintendent mom bernadette luna of course our cid chief dr cortes our proponents of this activity sir antonio ina junior and sir alejo s philia junior education program supervisor thank you for the hrd support of dr vanessa barkarze senior education program specialist and surgeon anticipation program specialist attendance registration and evaluation dr cesar chester lieve sir vic villadore for document project in rafael and mom rowena for the food and refreshments you know for the program invitation and certificates you go to virtual food sorry for that uh program invitation and certificates and of course de la santas support and program material sir carl adel and uh sir noel and siado sir joel salazar for the process observation sir michael de guzman dr jesse la yuga and dr gianna pomoseno and the members of the technical working committee dr trisar bellas and dr emily delano individually we are one drop together we are mission and as we close this day one program let us once again acknowledge the presence of the lord through a closing prayer in the name of the father and of the son and the holy spirit further as we want to give honor to you thank you lord for all the marvelous things you have done today thank you for your love that you have revealed to us and for the love that we share today who took the time to gather here today and let protection be on them throughout the rest of the week let the work done here to shine and let it all be for your glory bless each of us and keep us safe until we are able to gather together again we pray for all the words that you have sown into our hearts this day watch over them protect them [Music] may they root and produce wonderful things things of beauty and great blessings to many and as we leave this place now lord thank you that you walk with us may we be alert your promptings and live in your endless love for yours is the kingdom the power and glory in this age and forevermore glory be to the father and the holy spirit as it was in the beginning is now a diverse [Music] [Music] [Applause] [Music] we want to serve you better please accomplish our day one evaluation through food or type in the link posted on the screen is the day one of the capacitive building hybrid learning delivery for capacity building on learning delivery hybrid blended learning see you once again tomorrow at the apple evaluation link please again the number of hours to be reflected in the electronic certificate of participation is a system base generated so timing and evaluation are very important the evaluation link will close at five o'clock p.m will be will close at eight a.m until tomorrow night hrtd the see you again tomorrow you

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Published: Thu Jun 10 2021