Guidelines on the Distribution and Utilization of the Regionally Developed Self-Learning Modules

(SLMs)

ON DISTRIBUTION/ACCESS

1. The self-learning modules cover all learning areas for all grade levels, except for Mother Tongue
which should have been developed at the divisions as provided in Regional Memorandum 36, s.
2020. The intended users of the SLMs are teachers and learners of DepEd Region 5 (Bicol). These
shall be distributed to them for FREE.

2. The modules are for teaching and learning purposes only. In no way, the SLMs shall be printed
or electronically reproduced for commercial purposes.

3. No part of the SLMs shall be shared publicly to any form of social media, i.e., Facebook, Google+,
WhatsApp, and the like. This also applies to derivatives of the modules such as e-books, audio,
video and other multi-media formats.

4. The SLMs may be printed or reproduced in digital format (CD, DVD, external drives) utilizing the
MOOE and other local funds subject to COA rules and regulations. If resources will allow, 1:1
printed module-learner ratio must be followed.

5. If modules cannot be printed on a 1:1 student-module ratio, learners without access to

electronic gadgets and internet may be given priority to the printed modules. Those with access
to technology may be provided with digital copies of the modules through email, other
electronic means of communication and through USB, CD/DVD and other external storage
devices.

6. The manner of distribution and retrieval of the modules shall be determined by the schools, in
consideration of their context and available resources.

7. Any DepEd personnel who will be directly and indirectly involved in the unauthorized
distribution of the modules, as specified in nos. 1-6 shall be dealt with administratively. The
LRMS supervisors shall see to it that printed modules are equitably distributed and that
guidelines on distribution and access are followed.

ON UTILIZATION

1. The modules contain self-teaching and self-learning materials which will enable students to
work independently with minimum teacher assistance. For young learners, a parent or tutor is
needed to assist them as they engage with the modules at home.

2. The modules are designed to guide the learners on understanding the concepts and learning
the skills. However, the modules may not be sufficient to master the lessons, thus, as
provided in a memorandum issued by the Office of the Undersecretary for Curriculum and
Instruction dated May 6, 2020, teachers shall be tasked to prepare weekly learning activity
sheets/worksheets. This is to supplement the modules for purposes of remediation or
 enhancement. The learning activity sheets/worksheets shall be anchored on the MELCs and
aligned with the self-learning modules.

3. Teachers may include in the worksheets/learning activity sheets recommended readings and
activities which are DepEd-developed or approved learning resources specifically mentioned
at DepEd Order 12 s, 2020 and those at the DepEd LR Portal, DepEd Commons and other
Open Educational Resources.

4. Remain flexible with pacing and student assignments. The usual class will schedule not be
suitable for home-based learning. However, learners can stay engaged, connected, and
abreast of learning expectations if the modules and accompanying resources offer student
choice and are made available at the beginning of the week and are due by the end of the
week or before the start of the next week.

5. To be developmentally appropriate, teachers must consider the time and pace of

engagement of learners with the modules in a remote setting. The following
recommendations and guidelines are presented as suggested minimum and maximum times
of engagement by each student in remote learning activities:

Grade Level Minimum Maximum Recommended Length of

*Sustained Attention
Kinder 30 minutes/ day 90 minutes/day 3-5 minutes
Grade 1-2 45 minutes/day 90 minutes/day 3-5 minutes
Grade 3-5 60 minutes/day 120 minutes/day 10-15 minutes
Grade 6-8 90 minutes/day 180 minutes/day 1 subject area
Grade 9-12 120 minutes/day 270 minutes/day 1 subject area
*Sustained Attention is the may ability to focus on an activity or stimulus over a period of time.
Source: Remote Learning Recommendations During the COVID-19 Emergency (2020). Illinois State Board of Education.
https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdf

6. In consideration of the number of minutes of engagement suitable for a grade level, the
type and complexity of the learning activities required in a module, among other factors, the
teacher may decide for a schedule and assignment of module per learning day. Thus, it is
possible that learner may engage with only 1-2 modules a day. Learning activities other than
the module may be done. Flexibility in home-based learning allows learners to grasp
concepts at their pace and ensure comprehension before moving to the next lesson.

ON CONVERSION OF MODULES TO OTHER FORMATS

1. The modules may be converted to radio and video script, electronic book, interactive
materials, games and other multimedia formats. However, it must be ensured that no
third-party contents are included in the module to be converted. Uploading of converted
formats to sites like YouTube is highly discouraged, to avoid copyright infringement. Such
materials can be made available offline through CD/DVD, USB and other external storage.
ON ASSESSMENT

Pending the release of a national policy on classroom assessment in the different learning delivery
modalities, these basic guidelines must be considered:

1. The pre-test and post-test in the modules shall serve as self-assessment for the learner
to check on his/her knowledge of the lesson before and after the engagement with the
module. The teachers may give additional assessment aligned or congruent with the
module/lesson objectives. As much as possible, assessment strategies focus on outputs
that can be done at home i.e. creative project, research, learning journal, portfolio and
whatever is appropriate and doable.

2. Considering the present context of teaching and learning, the emphasis for all
schoolwork must be on learning and not compliance. Learners must be allowed the
flexibility to redo, show progress and complete their lessons. Keeping learners
emotionally and physically safe while continuously engaged in learning should be given
priority.

3. Teachers need to have constant communication with the learners and their parents to
gather and provide feedback. Feedback can be used to adjust learning tasks. “The
teacher takes the responsibility of monitoring the progress of the learners. The learners
may ask assistance from the teacher via email, telephone, text message/instant
messaging, etc. Where possible, the teacher shall do home visits to learners needing
remediation or assistance.” (DO 12, s. 2020)

ON MONITORING

1. Learning area supervisors shall monitor the utilization of the modules and give report as
to the issues and concerns relative to the accuracy of the information on the material or
the material's effectiveness. These shall serve as bases for enhancing the resource
materials. Public Schools District Supervisors and school heads are tasked to monitor
the teachers’ preparation and utilization of learning activity sheets to ensure
appropriateness and efficiency.

REFERENCES:

DepEd Order No, 12, s. 2020 (Adoption of the Basic Education Learning Continuity Plan for
School Year 2020-2021 In Light of the COVID-19 Public Health Emergency)

Memorandum DM-CI-2020-000. Clarifications on the Use of the Most Essential Learning

Competencies (MELCs) and Other Related Issues. May 6, 2020.

Remote Learning Recommendations During the COVID-19 Emergency (2020). Illinois State
Board of Education. https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdf