Post Covid: Education and the New Normal
Good morning Kampuchea. Good morning.
This is Lucien grey with slurred on media. We're a part of Phnom Penh podcast. So
let's imagine for a second that you walk into your living room and in the corner of your living room stands
a time traveller
a time traveller and he looks kind of pretty sure, not as shocked as you because this person this creature knew they were travelling through time. Another traveller looks at you and in your language sees where am I More importantly, when Am I what you resist? You look back and you reply,
this is 2020.
And the Time Traveller applies to you 2020 the first year of the quarantine.
So, post COVID-19
education and the new normal.
Then, you know, normal is a cliche,
meaning what the thing about cliches is that they're
based in truth. They're expressed in a catchy, memorable form. And that's kind of the definition of a cliche isn't that. And usually cliches become overused and become cliches because they carry some truth with them.
I mean, the phrase the great
Depression would have been viewed this way when it was first
coined. Like all cliches, a new normal describes what we will have remaining when all this is over.
It doesn't have to be a bad thing. It's
neither is it good or bad. It kind of just is, that says what it is. It's the new normal. It's the way that we need to act now than where we need to act. Once something has taken place, and in this case, that something is of course, the COVID-19 crisis.
We've got to the point now with COVID, where we're kind of coming to an end in places in the world globally, some places are coming to what they see as a And coming back to normal. Now, this normal may not be the same as the old normal.
It may be a new normal,
but it is at least coming back to normal. And would also in mind is the idea that this normal may be interrupted again. I mean, the Spanish flu, for example, would have been this way, it lasted for two years. And during that time, I believe there were, there were three waves, which could well be the reality of COVID as well.
The Spanish Flu killed about 50 million people in the end.
And I'm sure when people went through that when they went through that they were probably looking at in a very similar to way and waited the way we're looking at it now. Or at least when many people
so the fact is that we don't know when this one We don't know when we'll go back to normal, or we do know is
that normal will probably not be exactly the
same as the normal we started with before it, hence the phrase the new normal. So we don't know when all this is going to be we don't know how it's gonna be.
But we do have ideas we have history to build on.
We know what direction we're gonna go to.
Quite simply, the world will have changed somewhat. By the time we go back
to whatever the new normal ends up being, the world will have changed. That I repeat does not need to be a bad thing
is going to be true
The world is going to change it already has. This is not something to be afraid of rather something to embrace as a reality and embrace that the way we act within society is going to be different. And how we shape that change is going to define the very quality of the change. Now which demographics are going to be hurt the most like everything that's fairly obvious.
disease is a political disease, our most diseases or political diseases, the demographic that will be hurt the most will be the poor. The disadvantaged in one way or another, the vulnerable they will be hurt the most.
here, specifically the demographic which will be hit. Hardest in terms of education will be the middle classes and it may not be
a medical Hit,
it's going to be more of an economic hit that comes afterwards. I mean, I think that globally that new the economic crisis that comes after this is going to be far more severe even than the medical are not taken away from the medical crisis here. But the economic crisis is going to be very severe. Now,
if I was choosing a school,
if I was sending my children to school right now, or when we get back to
this new normal,
how would I choose a school? What would I be looking for? Would I be looking for a school that pretends nothing has happened? Stick its head in the sand try to change nothing? No, no, I wouldn't be but what kind of changes would I be looking for in a school?
Well, let's explore that a little bit. So
there are different ways that schools can can deal with this and then different levels, of which Do you need to look at it? I mean, obviously, there's, there's an organisational level, I mean, making it actually safe
for kids to go back
into school, making it safe for the teachers and the ancillary staff to go back into school and work. That's one level, which we are going to look at. We're gonna look at that a little bit later. I mean, first of all, we're going to we're going to look at the way we were actually going to affect the learning what would I be looking for in a school?
Well, I can see that
there are really three ways to go here. We've got schools that will carry on regardless, they will carry on doing the same things I've always done.
I don't think these schools are going to survive.
But then you have a choice.
you've either got the completely full elearning or a hybrid model, a mixture.
Now, I think that most
good schools most good actual brick and mortar schools, the ones that really do plan for these kind of things, the ones that To survive, the ones that deliver quality
education are going to have to
deliver a hybrid model of education, a mixture of what we're doing right now, which is the distance learning the online learning. And actual time in school now especially early as in primary that time in the school is crucial. real true quality education is difficult to do without
it. A primary still applies
Middle School secondary, it becomes less so tertiary less of a gamble. But at the lower levels, which is what we're going to aim for an aim aim at today. We need to keep our focus on this that learning happens everywhere, not just in school.
Okay, well now for many years that's been a practice and education type of education. We've noticed the flipped classroom.
Well, you know what? the flipped classroom just became very real. So post COVID. Let's
talk about what the the flipped classroom actually is and
is that the hybrid model we could be looking for? Is that the hybrid model that I would be looking for if my child, were going to school if I was looking for a school to send my child to now, would I be looking for the flipped classroom?
I think I probably would be. So let me explain exactly what it is.
Okay, so in a traditional classroom
in our traditional style of learning, the lower levels of learning such as remembering and understanding tend to happen in class and then students are often left to work in groups on their own, on activities that involve the higher levels of learning. Think often outside of the classroom or you know, inside the classroom but without
guidance. Now the flipped classroom does exactly what it says in the title,
it flips this model. Now, let me just talk about the pyramid here because we've got Bloom's taxonomy, Bloom's taxonomy, if you're not familiar with it, is a pyramid. Now at the apex of the pyramid, the higher level learning you have creating the very bottom of the pyramid, the lower level learning you have remembering. Now it goes from remembering up to understanding, these are both low level, then you've got mid level, which is applying knowledge and analysing and then you eventually get to the evaluating and then the peak of creating.
using Bloom's taxonomy, we want to be flipping that classroom. We want to be getting this situation where we've got learning going on at home. Home, we've got learning going on in school.
Now the learning going on at home could be preparation for the class, but it can be other things as well. But it's the lower level things on Bloom's taxonomy. It's the lower level skills, it's remembering, it's understanding these things happen.
These things happen at home.
These are done as a preparation to the class. These
are done during the project, but they're done at home without the support of the teacher, the the kids and come into the classroom. Once they come into the class, that's
where they have
the support of educators. Now, this is where they start using the mid level on the higher level skills. They apply, they analyse, they evaluate, they create all of this very valuable high level skill work. This can be done while in school, with support with educators who are watching who are leading who are guiding, inquiry based learning that we talked about on our last episode lends itself very very well to this is
this This is kind to how it works. I mean, there are so many benefits to this. So many,
so many things that the school can bring to its value proposition by by flipping the classroom.
I mean flipping the classroom nowadays it speaks
the language of the students of
You know, using technology. It's not driven by technology. It's heavily using technology,
but the pedagogy drives it.
The pedagogy should always drive the technology, it shouldn't be the other way
Flipping when you get older, flipping a classroom helps busy students it's easier to arrange time. It helps struggling students but it also helps students who are of a higher ability, it's much easier to extend it's much easier to to support the scaffold, because all this can be done in class in a very flexible situation. Flipping allows students to pause and read Wind their teacher. When the teachers made a video and send that home via google classroom or seesaw, whatever medium they use. They can watch the video they can stop. They can rewind the Compose, they can think about it, they can look up words they're not sure about. You've got your teacher permanently as a data file, which is great. You get to know that as a teacher, you can get to know the students even better. Because you're sitting and doing the creative work doing the high level thinking with your groups, the students student interaction, the group work which is so important to inquiry based learning. That happens more when you flip the classroom.
other areas where
flipping classroom has challenges. You do need to have technology available whether it's the parents the demographic that working with the house, that technology or whether whether you become a one to ones But whatever you do need the technology to back it up. You do need the knowledge, flipping a classroom does not make the teacher's job easier. If anything, it makes it more difficult. So don't expect as a teacher to suddenly be able to flip your classroom and then do it work.
It doesn't work that way.
Flip in a classroom can be a great support for
any of the kids. It really really pushes inquiry
based learning it develops the skills these kids are going to need in
their future life.
a flipped classroom is probably I would be looking for
right now, if I were to choose a school for my kids.
Now this kind of flipped classroom doesn't happen by itself. There are in fact four pillars of flip FL
IP, the F stands for a flexible environment, your environment in school, and if you're in an inquiry based school, an IBO IPC skills, it's really doing it then you're going to have this flexible environment, you need to be able to change your physical space to suit your learning. That's an integral part of a flipped classroom. You need to have a learning culture. That's the need to have lifelong learners. learning needs to be a part of your classroom culture. If it's not, a flipped classroom simply won't work. The eye is intentional content, you don't just pick anything and put it out there. You need to think about what skills you're developing, you need to think where these skills are on Bloom's taxonomy. You need to think
skills you want to develop in your future learners. And then you pick you intentionally pick content to speak to those needs. And then P. P is professional educator. See, this is why the role of the educator becomes more of a guide just like an inquiry based learning become more of a guide than an old school teacher.
Now when you are working in this kind of situation,
the role of a professional educator is even more important and more demanding in a flipped classroom than a traditional one. The traditional classroom is based on norms that are so so
old, many decades old.
the flipped classroom is more demanding,
but it's worth it. But I would I will be having a look at making sure we've got educators and
know what they're doing. You do need that so you've got to have flexible environment, l learning culture, I intentional content p professional educators.
And there are shortfalls are they shortfalls really, I don't know. I mean, it depends.
You know where your school is. I mean, obviously something like this needs to be school wide. It needs to have take up it needs to be back By the school community, you shouldn't just do this because some guy wrote a book and got a book published told you that you need to do it. You shouldn't do it because you think it'll make you a 21st century teacher.
As I said before, pedagogy should always drive technology, it's never
going to be other way around. Don't do it because you think you're gonna look cutting edge, because people will see
right through that.
Now, flipping the classroom does not exempt you from being
a good teacher.
It does mean you're gonna have to be a thoughtful teacher, you're gonna have to be a reflective teacher. This will make you a better teacher.
And teaching is so much more than just delivering
The Internet can deliver content, a video can deliver content, a podcast
can deliver content,
it will not make your job easier.
Oh no, it'll make it more demanding in so many ways.
But it is so so worth This is what I would be looking for. If I were looking for a school
for my child right now.
And as a teacher, you think it'd be the flipped classroom? You know, I know the basis of I know the theory behind it, which
is great. But how do I actually implement this?
How do I make this happen?
Well, the first part is planning, number one planning.
You need to
plan if you fail to plan plan to fail,
because you need to be planned you need to be structured in this approach.
Now the second bit is you can present your lesson if you like, it doesn't have to be just reading into it, you can present a lesson for them to do at home. Now using the platforms like Google classroom and seesaw which we can go into at a later date. Using those platforms, you can record a lesson.
This gives your students
a teacher that they can record naturally they can pause, they can rewind, they can they can can view again, this is another way of getting there, you can record audio, you can make it as creative as your imagination will allow. And you should make it as creative as your imagination will allow. Just make sure it contains all the key elements. You already mentioned the classroom. But it does not have to be as long. In fact, it shouldn't be. Don't forget
to keep to play to the concentration length of your kids.
And don't make a video just for the
sake of making a video.
Only do so when you feel it's appropriate
and it's necessary. It all depends on the educational goal of your lesson. If
you're making a video, make sense. Make a video.
Now you're going to share this now this is why you use your Google Classroom you see so what whatever you happen to be using.
You send the video to the students, you may get engaged and you make it clear. You explained that the videos content will be fully
discussed in class as
well. So you've got Both synchronous and asynchronous learning, you've got learning where you have teachers and educators present. And you've got situations where the educator and the teacher is not present.
And now your students viewed your lesson.
they're prepared to go in more depth. Now this is a skill that they will need to learn. And they can start learning this in grade one and kindergarten way down at the bottom. But once they view the lesson, they can start to go more in depth now, we went back to the inquiry based learning discussion from last week. And we talk a little bit there about your structured inquiry or guided inquiry or true inquiry. Now, this is where this comes in. Now, when you get back in a group work is a really effective way to discuss the topic. So you're separating the groups and you give them a task, they get to write a poem, write a play, they make a video, then make a podcast whatever they need to do to discuss the information that gone. Again, you No margination is your limit and you regroup you get the class back together to share the individuals group work or the end of the group's work with everyone. You ask questions you dive deeper questions are what leads this form of education question. Question question. If robe is set out accepted English means accept nothing, question everything.
After the six steps there, review, revise, repeat.
Now you can
you can go much deeper than this. If you don't have to use videos, you can use other things. You do have to grab the attention of your kids. You do have to work with the kids in school to back up what they're doing out of school. There are going to be limitations. There are going to be situations where your particular students for whatever reason, haven't been able to access the curriculum you'd like them to access. This is going to happen this happens in Classes Well, this is nothing new. If I was looking for somewhere if I was looking for somewhere to send my kids to right now post COVID. With the new normal coming in, I would be looking for somewhere that use something similar to this model. somewhere that had inquiry based learning and flipped classroom somewhere that expected future skills of the kids are educated and therefore develops future skills. I would not be looking for traditional classroom