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The Value of Face-to-Face Classes: An Argumentative Exploration of In-Person Learning

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• Bain, K. (2004). What the best college teachers do. Harvard University Press.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.
• Friedman, T. L. (2013). Revolution hits the universities. The New York Times, A25.
• Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1(1), 16013.
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.

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The dilemma of face-to-face classes

One key feature of this pandemic is the extremely difficult choices it has forced governments and people in general to make. Like the challenge of ensuring public safety and health while preventing the collapse of the economy and the loss of livelihood of a great number of people, the resumption of face-to-face classes is another tough dilemma being faced by policymakers.

President Duterte recently rejected a proposal by the Department of Education (DepEd) to resume face-to-face classes while vaccines are not available. This is a sensible approach to take, given that vaccines are key to not only minimizing risks in reopening the economy but also to regaining a semblance of normalcy. However, given that most vaccines currently approved for use around the world under emergency use authorization are not recommended to be administered to children under 16 years old, getting young people back into the classrooms needs serious consideration by the education sector and parents.

In response to the pandemic in March last year, schools shut down as stringent community quarantine or lockdown was put in place by the government. As the restrictions started to slowly ease up from enhanced to general community quarantine in various parts of the country in the latter part of 2020, schools adapted and started implementing online and/or distance learning. The results of that experience have not been encouraging so far, and certain issues continue to be highlighted, particularly the inequities faced by marginalized and vulnerable segments of society who have fewer resources to make full use of alternative modes of learning.

Unicef Philippines has also voiced out the negative effects of school closures among children, such as learning loss, high dropout rates, and mental health and socio-emotional issues. A World Bank study on the impact of COVID-19 on Philippine households cited by the UN body found that only 20 percent of school-aged children were engaged in learning activities while adhering to community quarantine guidelines.

There is no question that something needs to be done about the education of children during this pandemic. This is a dilemma that many governments and families are grappling with around the world. School closures are taking a toll on the education of the young, and online and distance learning modes are proving to be not that effective. At most, these are stop-gap or complementary measures, because being in school learning and socializing with their peers is a crucial part of children’s education and growth as human beings.

But, just as the need to resume classes is crucial to the education and well-being of children, the question of health and safety is as important. Data from the World Health Organization suggest that children under the age of 18 make up 8.5 percent of reported cases with relatively few deaths from COVID-19, compared to other age groups. This group generally experiences mild disease at most. However, there are reports of critical illness among children with preexisting conditions. The risk of infection for children exists, so this is a gamble every parent will have to weigh. And that is apart from the health and well-being of teachers, which should have a preeminent place as well in the consideration of policymakers wrestling with options for pandemic-era education.

Perhaps it’s just best to consider the 2020-2021 school year as a lost year. Perhaps the national government should just ride out what’s left of the school year and decentralize the process. Let the provincial units of the DepEd, for instance, work with local government units in adopting approaches suitable to the health situation in their areas in terms of closing out the school year. In the meantime, the education department, with other relevant agencies, can start focusing on and preparing for the coming 2021-2022 school year. Learn from the experiences and lessons of this lost year, so that necessary measures and policies can be implemented to ensure that children are able to resume their education in a safe environment.

——————

Moira G. Gallaga served three Philippine presidents as presidential protocol officer.

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Cautious and gradual reopening of limited face-to-face classes in Philippine tertiary schools

Jose ma w gopez.

Center for Christian Formation and Praxis, Angeles University Foundation, Angeles City 2009, Philippines

In a recent correspondence, the authors suggested that secondary schools must adhere to health protocols and national and international guidelines so that the delivery of face-to-face classes will not risk students’ and educators’ health. With this, this paper proposes that even in higher education, a well-planned execution of face-to-face classes must be done. Thus, the gradual reopening of face-to-face classes becomes a necessity in order to gain a sense of normalcy in the middle of a pandemic.

A recent correspondence tackled the adherence of secondary schools to health protocols as a significant factor in the delivery of face-to-face classes, following national and international guidelines in mitigating the effects of the coronavirus disease (COVID-19). 1 This article highlights how, in the Philippines, the Commission on Higher Education (CHED) and the Department of Health have prepared a joint memorandum circular regarding the guidelines on the gradual reopening of limited face-to-face classes of higher education institutions (HEIs).

Face-to-face classes are limited to students of medicine and allied health courses. Campuses in areas under general community quarantine and modified general community quarantine are only allowed to reoperate physically with programs on medicine, nursing, medical technology, medical laboratory science, physical therapy, midwifery and public health. 2

For students and school staff, bringing of face masks, face shields and other personal hygiene kits, such as ethyl alcohol (70%), hand sanitizer, cleansing wipes/tissue/hand towel and hand soap, is required. 2 They are discouraged to buy food outside the campus to avoid physical contact during breaktime periods. They are to eat in their assigned seats inside classrooms with clear partition because they will remove their face masks and face shields while eating and drinking. They are to stay at home when they are symptomatic. Only students who are least 20 years in age are allowed to attend face-to-face classes.

For HEIs, collaboration with the local government units is needed, with a presented contingency plan for resumption of the limited physical classes. The maximum number of students should be allowed, provided that a distance of 1.5 m must be observed between each student. 2 Moreover, extracurricular activities are banned to avoid mass gatherings. Schools shall re-design the layouts of their facilities to ensure physical distancing. 2 Health declaration forms and body temperature are still to be taken at the entrance of the school premises. Another responsibility of the school administrators is to ensure the transparent partition between the faculty and the students while classes are ongoing. School libraries are also open with limited time to encourage students to maximize the use of online library services. 2 Also, all school facilities and equipment are to be cleaned and disinfected regularly.

Without prior notice, the CHED may order the immediate suspension of any school that will violate health protocols and other provisions prescribed under the circular. This effort of the Philippine government is to augment the number of health workers during this pandemic. 3 A youth group in the country, however, clamors that the government must not allow face-to-face classes until the vaccination program takes place, 4 which is a hot issue nowadays. 5 Ultimately, the gradual reopening of face-to-face classes becomes a necessity in order to gain a sense of normalcy in the middle of a pandemic.

Conflict of interest

The author declares no conflict of interest in this paper.

No funding was received for this paper.

Predicting nursing students' intention to attend face-to-face classes on school reopening: A theory of planned behavior application

Affiliations.

• 1 College of Nursing, West Visayas State University, Iloilo, Philippines.
• 2 Department of Sociology and Behavioral Sciences, De La Salle University, Manila, Philippines.
• 3 College of Nursing, San Beda University, Manila, Philippines.
• PMID: 35487879
• DOI: 10.1111/nuf.12732

Background: The COVID-19 pandemic has resulted in school closures and the reopening of schools is considered to be a possible approach to start reversing learning deficits. However, the literature is scarce on the determinants of intention to attend face-to-face classes among nursing students.

Method: This cross-sectional study examined students' intention to attend limited face-to-face classes on school reopening, and its association among the core constructs of the Theory of Planned Behavior. Undergraduate nursing students of one university in the Philippines (n = 322) answered an online questionnaire. Predictor variables were determined by multiple linear regression analysis.

Results: Results demonstrated that nursing students had a high intention (4.47 of 5) to attend limited face-to-face classes. First- and second-year students had significantly higher intention to attend limited face-to-face classes than third- and fourth-year nursing students. Multiple regression analysis suggested that attitude (β = .127, p = .001), subjective norm (β = .400, p = .000), and perceived behavioral control (β = .326, p = .000) positively predicted students' intention to attend face-to-face classes.

Conclusion: As many schools prepare for the gradual reopening of campuses, the different beliefs of students may be considered by nursing schools to better understand students' intention for face-to-face instruction.

Keywords: cross-sectional studies; education; intention; nursing; students.

© 2022 Wiley Periodicals LLC.

• Attitude of Health Personnel
• Cross-Sectional Studies
• Education, Nursing, Baccalaureate*
• Students, Nursing*
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Iowa Reading Research Center

Effective Literacy Lesson: Constructing an Argumentative Claim

Editor’s Note: This blog post is part of an ongoing series entitled  “Effective Literacy Lessons.”  In these posts, we provide a brief summary of the research basis for an approach to teaching reading or writing skills, and an example of how a teacher might “think aloud” to model what students should do in completing portions of the lesson. The intent of these posts is to provide teachers a starting point for designing their own effective literacy lessons.

Research Basis

The ability to construct clear arguments is critical for writing in academic, professional, and social settings (Newell, Beach, Smith, & VanDerHeide, 2011). An effective approach to teaching writing skills is explicit instruction, in which teachers directly teach students a writing skill or strategy and provide targeted and scaffolded practice (Gillespie & Graham, 2014). In addition, providing opportunities for peer- and self-assessment, as well as teacher feedback, have been found to improve writing ability (Graham, Harris, & Santangelo, 2015). Thus, it is important for teachers to deliver explicit instruction in which students learn to construct strong arguments (Andrews, Torgerson, Low, & McGuinn, 2009).

Lesson Materials

For Teachers:

• Scripted purpose, introduction, and modeling
• Plan for guided and independent practice
• Argumentative Claim Checklist (see Supplemental Resources for Teachers)
• Evidence for opposing sides of two arguments

For Students:

Argumentative Claim Checklist

Instructional Sequence

Lesson appropriate for grade 6.

This sequence is appropriate for students who have (a) chosen a controversial topic about which to write an argumentative essay (e.g., the minimum wage, social media), (b) read one or more texts about the topic, and (c) gathered evidence to support opposing sides of an argument related to the topic. Teachers can help students choose controversial topics by providing examples, such as those provided by  The Learning Network from the  New York Times .  In addition, teachers can help students conduct preliminary searches related to a topic of interest to ensure that there is an argument related to the topic and sufficient evidence to support opposing sides of the argument.

After gathering evidence, students are ready to evaluate the evidence and form a strong argumentative claim, the foundation for an argumentative essay. In order to model writing an argumentative claim, teachers should prepare evidence for two opposing sides of an argument. The evidence for the arguments used in the following instructional sequence is from  ProCon.org , a site with some useful controversial topics to choose from.

1. Establish the Purpose and Specify Objectives

Teacher script:  Today you will learn to write strong argumentative claims. Writing a strong argumentative claim is important because it is the foundation for an argumentative essay. By the end of class, you will write an argumentative claim based on the evidence you have gathered.

2. Introduce the Concept and Skill

Teacher script:  An argumentative claim introduces a writer’s main argument, which will be supported by reasons and relevant textual evidence throughout the essay. The argumentative claim is presented in the first paragraph of an argumentative essay.

A strong argumentative claim has three important characteristics. It is debatable, focused, and clear. A weak argumentative claim may result in confusion or a lack of interest in the reader. In addition, a weak claim may be difficult to support with evidence, which will decrease the effectiveness of the argument. Therefore, it is important to begin an argumentative essay with a strong argumentative claim.

3. Model Writing an Argumentative Claim

Teacher script:   The first step to writing an argumentative claim is to review the evidence you have collected about the topic. I have collected evidence related to the benefits and drawbacks of using social media. I need to re-read the evidence I have collected and identify the argument I want to make  (display the Argumentative Claim Checklist with a document camera or interactive whiteboard) . I know the argumentative claim needs to be debatable, which means that it needs to make a claim about which people can have different opinions. In addition, the argumentative claim needs to be focused, which means that it makes a specific claim about one side of the argument. Finally, the argumentative claim needs to be clear, which means that the reader can understand exactly what my position is and knows what the rest of the essay will be about.

When I review my evidence, it seems that the drawbacks of social media are more important than the benefits. Bullying, depression, lower grades, and the spread of false information can all negatively impact people. Therefore, I might think about writing something like this  (writing on the document camera or interactive whiteboard) : “Some things about social media are bad for people.” I will use my checklist to see if this claim meets all of the criteria.

The first criterion says that the argumentative claim should be debatable. I ask myself, “Is it possible for two people to disagree about my claim?” I do not think this claim meets that criterion because everyone would probably agree that there are at least some drawbacks to social media. The second criterion says that the argumentative claim should be focused. I ask myself, “Is this claim about a specific part of the topic, such as a specific setting or group of people related to the topic?” I think this claim could be more focused by narrowing the argument to specific consequences of social media or its effects on specific people. The third criterion says that the argumentative claim should be clear. I ask myself, “Will the reader of my essay know exactly what I am going to write about after reading my claim?” I do not think the reader of my essay will know exactly what I am going to write about after reading this argumentative claim or anticipate the kinds of evidence I might provide. Because this argumentative claim does not meet the three criteria on my checklist, I need to revise my argumentative claim.

I will review the textual evidence again. Several pieces of evidence are related to the negative effects of social media on specific groups of people: teenagers and students. I think that two people might disagree on whether or not teenagers should be able to have their own social media accounts. In fact, I have heard disagreements between adult family members and their children about this topic. Writing a claim about a specific group of people will help my claim be more focused. I will try writing a new argumentative claim. This time, I will start my sentence with the specific group of people on which my essay will focus, so the reader knows exactly what I will be writing about. I also will take a more specific position related to that group of people. Because teenagers may be bullied, get lower grades, or feel depressed as a result of using social media, I will argue that they should not use social media at all  (write on the document camera or interactive whiteboard: “Teenagers should not be allowed to have their own social media accounts”) .

I will check my revised argumentative claim with my checklist. I think this claim is debatable because someone else might think that teenagers should be allowed to have their own social media accounts. Another person might think that teenagers should have social media accounts that are monitored by their parents  (check off the first criterion on the checklist) . The second criterion says that the claim needs to be focused. I think this claim is focused because I narrowed the topic to a specific group of people, teenagers, and I am making a specific statement about the topic when I say that teenagers should not have their own accounts  (check off the second criterion on the checklist) . The third criterion says my claim should be clear. I think that the reader will understand my position and anticipate the kind of information I will include in the rest of my essay  (check off the third criterion on the checklist) . Because I have checked all three criteria on the checklist, this is a strong argumentative claim.

4. Provide Guided Practice in Writing an Argumentative Claim

Display the new topic and evidence below. Ask students to work with a partner to develop an argumentative claim about school uniforms. Remind them that they should use the Argumentative Claim Checklist to make sure the argumentative claim is strong. Explain that once they are finished, each pair will share the argumentative claim with another pair of students, who will evaluate the strength of the claim by using the Argumentative Claim Checklist. If the argumentative claim does not meet all three criteria, the pair will revise the claim and share with their peers for further evaluation. As students work, circulate the room and provide feedback using the Argumentative Claim Checklist. Be sure to redirect any misunderstandings or errors using language from the checklist.

5. Provide Independent Practice and Evaluate Student Work

Ask students to retrieve the evidence they have collected about a particular topic and independently write an argumentative claim. Remind students to use the Argumentative Claim Checklist to make sure the claim is debatable, focused, and clear. After the lesson, evaluate each student’s argumentative claim with the Argumentative Claim Checklist. If a student’s claim does not meet all three criteria, ask the student to revise the claim and resubmit it for additional evaluation.

Supplemental Materials for Teachers

Students can use the three-part checklist to ensure that their argumentative claim is a strong foundation for the rest of their essay.

Andrews, R., Torgerson, C., Low, G., & McGuinn, N. (2009). Teaching argument writing to 7- to 14-year-olds: An international review of the evidence of successful practice.  Cambridge Journal of Education ,  39 , 291–310. doi:10.1080/03057640903103751

Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities.  Exceptional Children ,  80 , 454–473. doi:10.1177/0014402914527238

Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis.  The Elementary School Journal ,  115 , 498–522. doi:10.1086/681964

Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research.  Reading Research Quarterly ,  46 , 273–304. doi:10.1598/RRQ.46.3.4

• argumentative claim
• Effective Literacy Lessons
• lesson planning
• textual evidence

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Face-To-Face Classes and Online Classes Comparison Essay

Description

Face to face classes are better then online classes

Argumentative Essay

• Write a 750-1000 word argumentation/persuasion essay using any approach as a method of development.
• You MUST cite a minimum of four references/sources all from CTC Library's online databases. Research is REQUIRED for this essay.

An effective argumentative essay must have evidence to make its case; most arguments that occur in daily life happen in the heat of the moment and are more likely directed toward saving one's own pride than toward giving clear and supportive proof to one's claims.

Writing Approach

Knowing how to brainstorm is going to save you from writing a weak essay. Also, knowing how to support your claims with evidence from outside sources will further strengthen your essay. For that reason, this assignment requires the use of four references/sources  all from CTC Library's online databases . In addition, you will add a Works Cited page at the end of your essay. Finally, your Works Cited page will be in MLA (Modern Language Association) format so that all information provided will be easy for your reader to find. Before attempting this essay:

• Review all of the chapter sections located in Lessons 6 and 7.
• Review the available documents and sources located at the Helpful Resources folder on the course menu.
• Use MLA format

Writing Assignment

Purpose: to persuade Method of Development: your choice Choose your own topic, but make sure that it is something that can actually be argued.  You cannot argue something that is a fact. Factual statements cannot be supported.  They can be verified as true, but they cannot be argued.  You can argue for or against something that can be supported by research. Some examples are: Should teenagers be able to play violent video games? Should cellphones be allowed in the classroom? Is social media destroying the way we communicate? __________ (insert player name here) is the greatest player in the history of ___________ (insert sport name here).The above items can be argued, but there are many others to choose from. The choice is yours. If you have something in mind but you are unsure if it will work as an argumentative/persuasive essay, please send me a message through the Messages link for assistance. You may NOT choose one of the following topics: Abortion, capital punishment, euthanasia, religion, _____ (child, drug, spouse, etc) abuse, save the ____, or any other topic that is so closely tied to an individual's moral/religious foundation that an individual cannot be persuaded by rational argument.   Also be sure that your argument (thesis statement) is a true two-sided argument.  For example, you can't argue that cancer is a devastating disease because, aside from being too broad a topic, clearly cancer can be devastating.  You can't argue against child abuse because no one in the mainstream would argue that it's acceptable to abuse children. Of course some people take the position that any corporal punishment constitutes abuse while others may feel that restrained physical punishment is acceptable.

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Innodata Inc. (INOD) Falls 30% on Claims of "AI Washing," Then Hit With Securities Class Action - Hagens Berman

HAGENS BERMAN, NATIONAL TRIAL ATTORNEYS, Encourages INOD Investors with Substantial Losses to Contact Firm

San Francisco, California--(Newsfile Corp. - April 3, 2024) - Hagens Berman urges Innodata Inc. (NASDAQ: INOD) investors who suffered substantial losses to submit your losses now .

Class Period: May 9, 2019 - Feb. 14, 2024 Lead Plaintiff Deadline: Apr. 22, 2024 Visit: www.hbsslaw.com/investor-fraud/inod Contact An Attorney Now: [email protected] 844-916-0895

Innodata Inc. (INOD) Securities Fraud Class Action:

The litigation challenges Innodata's claims about its AI technology and Goldengate platform, which the company calls a "proprietary, state-of-the-art" "core AI technology stack."

The complaint alleges that Innodata misrepresented and failed to disclose that: (1) Innodata did not have a viable AI technology; (2) its Goldengate AI platform is a rudimentary software developed by just a handful of employees; (3) it was not going to utilize AI to any significant degree for new Silicon Valley contracts; and (4) it was not effectively investing in research and development for AI.

The truth emerged on Feb. 15, 2024, when activist short seller Wolfpack Research published a report, "Exposing INOD's 'Smoke and Mirrors' AI," concluding that IPOD "is a manually data-entry business driven by offshore labor, not innovation."

Wolfpack observed that Innodata's business is "deteriorating," and reported that a former employee said about the company's claims concerning AI that "management was 'putting lipstick on a pig.'" Wolfpack said that, while Innodata purports to be supporting generative AI with four of the five biggest tech companies in the world, "[w]e think this is grossly misleading; INOD has a large offshore labor force that specializes in basic data annotation, what a former high-level employee has described as 'banging away on keyboards.'"

As to Goldengate, Wolfpack said, "our analysis indicates Goldengate is a rudimentary software developed by just a handful of employees" and "a former employee told us that potential customers would trial Goldengate for free, but these trials didn't convert to sales because results were horrible."

This news sent the price of Innodata shares crashing 30% lower on Feb. 15, 2024.

"We're investigating whether Innodata may have made false and misleading claims about the use of AI in their platforms," said Reed Kathrein, the Hagens Berman partner leading the firm's investigation.

If you invested in Innodata and have substantial losses, or have knowledge that may assist the firm's investigation, submit your losses now »

If you'd like more information and answers to frequently asked questions about the Innodata case and our investigation, read more »

Whistleblowers: Persons with non-public information regarding Innodata should consider their options to help in the investigation or take advantage of the SEC Whistleblower program. Under the new program, whistleblowers who provide original information may receive rewards totaling up to 30 percent of any successful recovery made by the SEC. For more information, call Reed Kathrein at 844-916-0895 or email [email protected].

About Hagens Berman Hagens Berman is a global plaintiffs' rights complex litigation law firm focusing on corporate accountability through class-action law. The firm is home to a robust securities litigation practice and represents investors as well as whistleblowers, workers, consumers and others in cases achieving real results for those harmed by corporate negligence and fraud. More about the firm and its successes can be found at hbsslaw.com . Follow the firm for updates and news at @ClassActionLaw .

Attorney advertising. Past results do not guarantee future outcomes. Services may be performed by attorneys in any of our offices .

Contact: Reed Kathrein, 844-916-0895

To view the source version of this press release, please visit https://www.newsfilecorp.com/release/204204

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