1. The document discusses adapting education to the "next normal" in light of the COVID-19 pandemic through blended learning. 2. Blended learning combines both online and in-person learning to limit face-to-face interactions while continuing education. 3. The document outlines how to adapt curriculum, assessment, technology use, and the roles of educators to support blended learning.

1. ADAPTING TO THE
NEXT NORMAL
LEARNING SETUP:
BLENDED LEARNING
K E R E N J O Y B . W I G A N E d D
Education Program Specialist II
Department of Education-SDO Aurora

2. QUARANTINE
ALCOHOL
FACEMASK
PHYSICAL/ SOCIAL
DISTANCING
LOCKDOWN
FIRST DOSE
BOOSTER
MODULE
DISINFECT

3. NORMAL
NEXT NORMAL
NEW NORMAL

4. ADAPTING TO THE
NEXT NORMAL
LEARNING SETUP:
BLENDED LEARNING
K E R E N J O Y B . W I G A N E d D
Education Program Specialist II
Department of Education-SDO Aurora

5. ADAPTING TO THE
NEXT NORMAL
LEARNING SETUP:
BLENDED LEARNING
K E R E N J O Y B . W I G A N E d D
Education Program Specialist II
Department of Education-SDO Aurora

6. The coronavirus (COVID-19) pandemic
has been more than a crisis; it has been
a global wake-up call to change our
paradigms and the way we perceive the
world.

7. Not surprisingly, the pandemic has altered the way we
interpret the normal as well as the way we live.
Normal, by its nature, is a relative term and, presently,
we have different derivations of it: Normal, new
normal, and next normal.

8. The COVID-19 pandemic has created unprecedented
challenges economically, socially, and politically across the
globe. More than just a health crisis, it has resulted in an
educational crisis. During lockdowns and quarantines, 87% of
the world’s student population was affected and 1.52 billion
learners were out of school and related educational
institutions (UNESCO Learning Portal, 2020).
The suddenness, uncertainty, and volatility of COVID-19 left
the education system in a rush of addressing the changing
learning landscape.

9. The disruption of COVID-19 in the educational system
is of great magnitude that schools and learning
centers have to cope with at the soonest possible
time. The call is to develop a resilient learning system
using evidence-based and needs-based information
so that responsive and proactive measures can be
instituted.

10. Coping with the effects of COVID-19 in higher
education institutions demands a variety of
perspectives among STAKEHOLDERS.

11. In the context of the pandemic, universities have to
start understanding and identifying medium-term
and long-term implications of this phenomenon on
TEACHING, LEARNING, STUDENT EXPERIENCE,
INFRASTRUCTURE, OPERATION, AND STAFF.
Scenario analysis and understanding of the context
of each university are necessary to the current
challenges they are confronted with.
-(Frankki et al., 2020).

12. Universities have to be resilient in times of
crisis. RESILIENCY in the educational
system is the ability to overcome
challenges of all kinds–trauma, tragedy,
crises, and bounce back stronger, wiser,
and more personally powerful.
- (Henderson, 2012)

13. The educational system must prepare to
develop plans to move forward and
address the new normal after the crisis.
To be resilient, higher education needs to
address teaching and learning continuity
amid and beyond the pandemic.

14. The teaching and learning process assumes a
different shape in times of crisis. When disasters
and crises (man-made and natural) occur, schools
and colleges need to be resilient and find new
ways to continue the teaching–learning activities
-(Chang-Richards et al., 2013).

15. Blended Learning
Blended Learning, as defined by the Department of Education
(DepEd), refers to “face-to-face with any or a mix of online
distance learning, modular distance learning, and TV/Radio-
based Instruction.”
It is designed to enable the schools to “limit face-to-face
learning, ensure social distancing, and decrease the volume of
people outside the home at any given time.”

16. The Curriculum
One key component in migrating to flexible modality is to
consider how flexibility is integrated into the key
dimensions of teaching and learning. One major
consideration is leveraging flexibility in the curriculum.
The curriculum encompasses the recommended, written,
taught or implemented, assessed, and learned
curriculum.
-(Glatthorn, 2018)

17. The Curriculum
Curriculum pertains to the curricular programs, the teaching,
and learning design, learning resources as assessment, and
teaching and learning environment.
-(Glatthorn, 2018)

18. The Curriculum
Curriculum recalibration is not just about the content of what is
to be learned and taught but how it is to be learned, taught, and
assessed in the context of the challenges brought about by the
pandemic. A flexible curriculum design should be learner-
centered; take into account the demographic profile and
circumstances of learners–such as access to technology,
technological literacies, different learning styles and capabilities,
different knowledge backgrounds and experiences - and ensure
varied and flexible forms of assessment
-(Ryan and Tilbury, 2013; Gachago et al., 2018)

19. Assessment
Adjustment on the types of assessment measures is a major
factor amid the pandemic. There is a need to limit requirements
and focus on the major essential projects that measure the
enduring learning outcomes like case scenarios, problem-based
activities, and capstone projects. Authentic assessments have to
be intensified to ensure that competencies are acquired by the
learners. In the process of modifying the curriculum amid the
pandemic, it must be remembered that initiatives and evaluation
tasks must be anchored on what the learners need including
their safety and well-being.

20. The Role of Technology in Education
Technology provides innovative and resilient solutions in
times of crisis to combat disruption and helps people to
communicate and even work virtually without the need
for face-to-face interaction. This leads to many system
changes in organizations as they adopt new technology
for interacting and working.
- (Mark and Semaan, 2008)

21. The Role of Technology in Education
However, technological challenges like internet
connectivity especially for places without signals can be
the greatest obstacle in teaching and learning continuity
especially for academic institutions who have opted for
online learning as a teaching modality. Thus, the
alternative models of learning during the pandemic
should be supported by a well-designed technical and
logistical implementation plan.
-(Edizon, 2020)

22. 1. Educators must be future-focused.
As educators, we can teach the content outlined in our
curricula and academic standards, while simultaneously
helping learners develop the required skills of modern
learners. Since these are uncertain times, educators can
take the opportunity to practice project-based learning,
flipped learning, maker learning, or another student-
centered learning approach.

23. 2. Educators must be life-long learners.
Educators must continuously learn, unlearn, and relearn
to improve their instructional craft. New research findings
and advancements in teaching methodologies are
reported each day, but this further information vital to
educators is lost in the sea of information overload.
Educators can explore micro-courses, workshops, or
certification training to brush up on their face-to-face,
blended, and online teaching practices.

24. 3. Educators must be facilitators of
learning, not sages on stages.
Despite the longstanding tradition of doing just this, the job of
educators is not to stand up in front of students and show them
how smart they are. Instead, an educator’s job is to empower
students to become independent thinkers and doers. Educators
must shift the responsibility for learning from the teacher, where
it has traditionally been, to their students, where it belongs.

25. 4. Educators must be expert generalists,
not specialists.
Expert generalists have effective analytical processing and
application skills. They study many different fields to
understand more profound principles across domains in
order to make connections.

26. 5. Educators must embrace discovery
learning.
When educators depend too heavily on the “teaching as telling,
learning as listening” instructional model, it can cheat learners
out of that ‘aha’ moment where they connect prior knowledge
to discover something new. Modern educators must constantly
strive to be creators of engagement, not just ‘know-it-alls’ or
‘content dispensers.’

27. 6. Educators must enhance instruction
with real-world meaning.
One of the essential uses of information is in solving real-
world problems and creating something new or better.
For learners to undertake these endeavors, they will need
to depend on educators to craft problems for them to
solve; or products for them to create. Educators must be
crafters of real-world problems.

28. Although there are plenty of other roles and
responsibilities educators must develop, these six are
very practical and transferrable to any academic setting
– virtual or face-to-face. Although the pandemic is
unnerving and unsettling, it is forcing people inside and
outside education to question longstanding practices
and change its antiquated system into more of a fluid
and adaptable model.

29. Be POSITIVE.

30. Teacher’s Pledge
•I pledge to be a positive teacher and positive influence
on my fellow educators, students and school.
•I promise to be positively contagious and share more
smiles, laughter, encouragement and joy with those
around me.
•I vow to stay positive in the face of negativity.
•When I am surrounded by pessimism, I will choose
optimism.
•When I feel fear, I will choose faith.
•When I want to hate, I will choose love.

31. Teacher’s Pledge
•When I want to be bitter, I will choose to get better.
•When I experience a challenge, I will look for
opportunity to learn and grow, and help others grow.
•When faced with adversity, I will find strength.
•When I experience a setback, I will be resilient.
•When I meet failure, I will move forward and create a
future success.
•With vision, hope, and faith, I will never give up and will
always find ways to make a difference.

32. Teacher’s Pledge
•I believe my best days are ahead of me, not
behind me.
•I believe I’m here for a reason and my purpose is
greater than my challenges.
•I believe that being positive not only makes me
better, it makes my students better.
•So today and every day I will be positive and
strive to make a positive impact on my students,
school and the world!

33. BE PROUD, YOU ARE
A FUTURE TEACHER!
HAPPY TEACHER
EDUCATION WEEK!
K E R E N J O Y B . W I G A N E d D
Education Program Specialist II
Department of Education-SDO Aurora

34. THANK YOU!
K E R E N J O Y B . W I G A N E d D
Education Program Specialist II
Department of Education-SDO Aurora