Grace Relief Education Intervention Program


Education is a human system, which is an open-ended, ambiguous, and experimental process of learning that puts into consideration the idiosyncratic nature of each learner. Therefore, values and purpose should lead the way while educational technology should play a supportive role in making a paradigm shift from mechanistic conception of education to a collaborative concept that gives teachers the autonomy to facilitate personalized learning while learners are given some degree of ownership in the learning process. Thus, achieving adaptability and sustainability of education in a constantly changing and dynamic global environment.

In view of the foregoing, the desideratum of Grace Relief Education Intervention Program encapsulates personalized learning and a student-centered curriculum structured on a relationship-based format that is blended with the culture of bricolage in a customized learning environment, which reflects learners’ needs, interests, and goals.

Program Mission Statement

Educating individuals to discover their passionate value-added interest, and to unleash their innate capabilities to fulfill their selfless purpose in life; in serving others for a better world.

Education being a human system could be culturally configured based on three attributes of human beings, namely: (a) naturally different and diverse – recognizes that each student is an individual with distinct learning style, learning pace, learning path, and learning aspiration. (b) imaginative and curious – teaching is a creative profession not a delivery profession, so, teachers should facilitate learning as they mentor, provoke, engage, and stimulate the students. Standardized test should only be diagnostic (c) inherently creative – a culture of bricolage (culture of continuous improvement), that is, trying new things in the pursuit of personalizing students’ learning. Teachers are to awaken the students’ creative power by facilitating personalized learning. Personalized learning is tailoring education to the individual’s needs, interest, and aptitude; and given the learner a degree of ownership of the learning process.

The flexibility, adaptability, and sustainability required for education to become the tool for human development, transformation, and change for a better world and future, demand for a shift from fixed structures largely organized around administrative convenience to a structure of fluid network, which is a relationship-based format. Therefore, redefining school as an environment in which students draw resources to satisfy their own needs, to support their growth, and help realize their potential rather than places where they are forced to acquire knowledge and skills imposed on them by adults or worse yet, the government. Grace Relief Education Intervention Program will provide a pool of educational resources for students to draw the input to satisfy their needs, support their growth and development for a lifelong learning that will help them to realize their potential. Students shape their own learning experiences. Learning is shared event for teachers and students. Learning is organic and taken place through self-motivation and self-regulation (Ackoff & Greenberg, 2008).

The assumptions for the learning design concept that will meet the needs in our learning environment are the constructivism theory postulated by Jean Piaget (1896-1980) and Connectivism by George Siemens and Stephen Downes (2005). Constructivism posits that knowledge is created through genuine experiences, and that, learning is active construction. It engenders what is known as cognitive schema theory, which is a dynamic process that requires one to collect information, and constantly reorganize that information in the brain. The Lord Jesus Christ who is the role model of Christian Leadership taught his disciples through parables and graphic illustrations (cognitive schema) to enhance understanding due to the complexity of human cognition. In the light of the foregoing, GRII learning environment will be organized as activity groups to foster experiential learning, hands-on learning, and project-based learning. Connectivism on the other hand complements constructivism and builds on previously established theories to posit that our constant connectedness to technology as part of the learning process gives us the opportunity to make choices about our learning. Connectivism promotes group collaboration, group discussions that allows differing opinions and perspectives in decision making and problem-solving. It supports learning experiences via social media, online information networks, and digital information assistants. Thus, GRII education intervention will integrate digital media tools into our learning strategies to engage the learners. We will collaborate with EdTech companies and other organizations whose mission aligns with ours to leverage resource-based values to enhance our strategic objectives and mutual achievement of our social impact.

In view of the current reality that people spend most of their time on digital media technology to get their daily tasks done as well as interact and communicate with one another, it will be reasonable to use digital media tool to engage the learners. Learning takes place when students are effectively engaged. Learning in this digital age is self-directed and peer driven. Google hangout, Google Meet, Zoom, LinkedIn, Facebook, You Tube, Email, Skype, WhatsApp, Instagram, and Tweeter among others will be used as tools to create a robust learning environment for the GRII.

A Digital Media Matrix
Learning Theory
Learning Strategies
Learning Technology
A collaborative, connected context
Peer-to-Peer learning Ideation for real-world application of knowledge gleaned Threaded Discussion
Google Hangout, Live chats, Zoom, Google Meet, WhatsApp etc.
Activity design promotes participation
Learner’s option, customized feedback
Google Docs, Audacity
Visual thinking facilitates perception and action
Graphic organizers, Images, Simulations
Animation software, digital photos, digital visual arts
Reflective thinking brings awareness
Journaling, Blogging, E-Portfolio
Web 2.0 and 3.0, 4.0. and 5.0 tools. Mobile Apps
Authentic, situated learning
“A day in the Life”; Project-based learning activities
You Tube of learning scenarios
Education Intervention Flagship Program

The education intervention flagship program of GRII is the community career center among other educational programs that take care of the needs of various demographic groups.

Community Career Center
  • Career Talks – eliciting their passions and connecting them with their purpose in life while influencing them to have a shift in meaning perspectives that will enable them to question their own assumptions, values, and opinions for a change in social practice.
  • Career Trips – reflective thinking, journaling, ethnography, and unleashing creativity.
  • Digital Media Lab – visual-thinking learning activities to facilitate the perception and action of the learners
  • Career Projects – project-based learning activities in a collaborative and connected context
  • Counseling Services – to meet them where their interests are
  • Coaching and Mentoring – to impart design-thinking mindset and help them work out what they are thinking.

Program Intervention Framework

The intervention framework comprises of the building blocks for designing the model for GRII’s education intervention program. The building blocks are highlighted below.

The Physical Space

Designing an informal learning space that factor-in visual-thinking learning activities to facilitate the perception and action of learners in a collaborative and connected context that promotes the participation of all the learners.

The System of Work

- The system of work is self-directed, peer-driven, collaborative, and digital media technology-infused to meet learners where their interests are.
- Teachers help the students to identify, discover, trace, and follow that interest.
- Teachers in this learning environment serve as facilitators of learning experiences, mentors, and coaches who guide the students, listen to them, evaluate, and ask further questions to help the students to work out what they are thinking.
- Teachers are given the autonomy of how to lead their students to mastery
- Students are given flexibility around pace and time of demonstrating mastery
- Teachers work with students to shape the curriculum and customize it to individual learner’s path to mastery of knowledge and skills
- Grades are given for good questions to arouse students’ curiosity and generate learning
- Students are given the opportunity for peer-teaching, peer-review, and peer-assessment.

The Flow of Information in the System

- Learning is shared event for teachers and students
- Peer-teaching and peer-mentoring
- Students teaching and mentoring one another
- The flow of information within the system is generative dialogue
(Co-creating a novel or larger framework that builds upon everyone’s view)
Students’ voices are respected in decision making to choose their individual learning paths
- Ideas are generated from all the stakeholders (divergent sources) students inclusive to stimulate divergent thinking
- Group discussions are established to generate collective intelligence
- Teachers gives students constant feedback in real-time


- Student-centered curriculum (Curriculum is flexible enough to allow teachers to adapt it to student’s need in real-time)
- Knowledge content (Contains core academic subject matter)
- Learner’s disposition content (Contains critical thinking, communication, collaboration, creativity, and social emotional skills)
- Project-based learning activities content
- Digital literacy, Connectivism, and Play content (Game-based learning and gamification)


- Reflection: Self-review, peer review
- Collaboration: Team Skills, Collaborative medium, Interdisciplinary projects
- Problem-solving: Real-world problems
- Project-based learning
- Digital Media Technology Fluency
- Assessment: Timely and real-time feedback
- Clear and Transparent goals
- Self and peer assessment

Leadership Skills to Make Learning Space Sustainable

Systems thinking approach is deployed in the informal learning environment where the components of a system which comprises of structure, culture, and processes undergo changes by applying Senge’s core learning capabilities known as the three-legged stool (seeing systems, collaborating across boundaries, creating a desired future; Senge, et al., 2010, p. 44).

The Concept of Sustainability

- Deploy leadership strategy to transform the traditional learning space for the emergence of learning that will sustain each individual learner throughout their life.
- Develop students’ innate capacity to sense and shape their future
- Design innovative curriculum to prepare future students and teachers
- Commitment to a deep set of human values that support the future

Implementation Strategy

Creating a learning environment with flexibility and adaptability to deal with the complexities and changes related to education in a dynamic global environment. Our design mirrors a commitment to a deep set of human values that support the future. The process we applied stems from the natural process of change in living systems namely adaptability, diversity, and creativity - creative orientation (Senge, et al., 2010, p. 50).