FAST FACTS: DepEd's modular learning

SEP 22, 2020 6:16 PM PHT

BONZ MAGSAMBOL
image

INFO
https://www.rappler.com/newsbreak/iq/things-to-know-deped-modular-learning
MANILA, PHILIPPINES

How does DepEd's modular learning work?

On October 5, public schools will reopen in the middle of a still untamed coronavirus outbreak in
the country that has so far claimed over 5,000 lives and left 4.6 million Filipinos jobless.

Despite calls to postpone classes until 2021, the Department of Education (DepEd) maintains that
education of millions of Filipino students should not wait. (READ: 'Ill-informed': DepEd dismisses
calls for academic freeze)

To make sure that learning remains unhampered, DepEd will be implementing a distance learning
approach – a learning delivery mode where interaction takes place between the teacher and the
students who are geographically remote from each other during instruction. This means lessons
will be delivered outside the traditional face-to-face setup. (READ: FAST FACTS: DepEd’s distance
learning)

As technology and internet connectivity remain a problem for most students, DepEd will be
providing printed module materials for them. (READ: No need to buy gadgets, printed materials
will be given – DepEd)

Education Undersecretary Diosdado San Antonio said that almost 13 million public school students
or 59% of roughly 22 million enrollees this year will be using printed modules. That would require
felling an enormous number of trees to produce paper. (READ: Briones says modular learning
'expensive,' has 'big effect' on environment)

To give you an idea, Senator Ralph Recto, an economist, estimated that 93.6 billion pages of
learning modules for millions of public school students will be needed just for one full academic
year.

In a virtual press briefing on Monday, September 21, Education Undersecretary Anne Sevilla said
that students might have to share modules by next year because there aren't enough funds to
reproduce learning materials. (READ: Students might have to share modules next year due to lack
of funding – DepEd)

How does DepEd's modular learning work?

Under DepEd's printed modular learning system, students will be provided with self-learning
materials (SLMs). Teachers will be giving students SLMs per quarter. That will mean students will
be receiving 4 sets of SLMs for one whole academic year.
Distribution. The SLMs will be distributed to parents before the opening of classes. For students
whose parents are not available to get these from schools, there will be designated pick up points
in their barangays. The distribution will be done at least 4 times for the school year.

Aside from SLMs, workplans will also be distributed to students. But unlike SLMs, this will be given
to students weekly as this indicates the schedule of lessons and activities the students will have to
do every week. Again, parents or anyone who will guide the students at home will be the ones to
get this from teachers or in designated pick-up points.

Retrieval. Accomplished activity sheets will be retrieved by teachers from parents. They will have
to submit the activity sheets to teachers in school or in designated pick-up points.

This kind of setup, however, poses risks. Teachers and parents raised concerns over using the
modular learning approach due to fears of contracting the coronavirus.

Even though the DepEd said they will coordinate with the local government units (LGUs) for the
distribution of the learning modules, especially in high-risk areas, teachers will still have to retrieve
them in designated pick-up points. This means they will have to go out and expose themselves to
their communities. (READ: Is it safe? Teachers fear exposure to coronavirus in modular learning
setup)

Assessment. Students' learning progress will be assessed through summative exercises and
performance tasks. DepEd said schools will not be holding periodical examinations for this school
year to prevent "distance cheating."

While DepEd acknowledges the importance of periodical tests in assessing students'

understanding of the lessons, Education Undersecretary Diosdado San Antonio said that the
pandemic compelled them to be "more creative and flexible in implementing summative
assessment schemes without sacrificing assessment’s credibility."

San Antonio also advised teachers to do occasional conversations with students throughout so
they would know their learning progress

No need to buy gadgets, printed materials will be given – DepEd

MAY 28, 2020 3:00 PM PHT

BONZ MAGSAMBOL
image

INFO
https://www.rappler.com/nation/deped-says-no-need-buy-gadgets-printed-materials-will-be-
given
MANILA, PHILIPPINES

The Department of Education says it will find a way to bring printed learning materials to students
The Department of Education (DepEd) on Thursday, May 28, said that parents don’t need to buy
gadgets for their children in the conduct of classes this year because schools will be providing
printed module materials for them.
During a televised press briefing, DepEd Undersecretary Nepomuceno Malaluan said that the
department is preparing printed materials for students who don’t have gadgets and access to the
internet.
"Kahit ho walang gadget at internet, kami po ay naghahanda din ng mga printed learning modules
at gagawan natin ng paraan na ihatid sa mga tahanan o kaya merong coordinated na pag-pick up
nitong mga printed learning modules na ito," Malaluan.
(Even if they don't have gadgets and internet access, we're preparing printed learning modules
and we'll find a way to bring them to their homes or there would be coordinated pick-up points for
this printed learning modules.)
President Rodrigo Duterte himself rejected moves to reopen schools on August 24 due to the lack
of COVID-19 vaccine, clashing with the DepEd' earlier announcement that it could resume face-to-
face classes in areas with relaxed quarantine protocols.
Malacañang later clarified that the President was referring to physical classes. Health Secretary
Francisco Duque III also clarified that opening classes would be "safe" as long as health protocols
are observed.
DepEd Secretary Leonor Briones earlier said that distance learning is a major component of
learning delivery for the incoming school year. Distance learning means lessons will be delivered
outside the traditional face-to-face setup.
Parents and students have criticized the DepEd's decision, as household expenses have risen in the
aftermath of the lockdown. Some questioned the soundness of the policy because many
households don't even have access to the internet or to a computer. (READ: No student left
behind? During pandemic, education ‘only for those who can afford’)
During Thursday’s virtual briefing, DepEd said that it will be conducting another round of survey
starting June 1, which is also the start of the month-long public school enrollment.
Undersecretary Annalyn Sevilla said that DepEd is asking help from local government units to hand
out surveys in their areas. – Rappler.com

Modular learning most preferred by parents: DepEd

Jaehwa Bernardo, ABS-CBN News
Posted at Jul 30 2020 12:38 PM | Updated as of Jul 30 2020 06:56 PM

Teachers and school employees help to prepare Elementary school modules for blended learning
for the coming school opening at the Geronimo Santiago Elementary School in Manila on July 21,
2020. Jonathan Cellona, ABS-CBN News
MANILA (UPDATE) — Learning through printed and digital modules emerged as the most preferred
distance learning method of parents who enrolled their children in the coming school year, based
on a survey conducted by the Department of Education (DepEd).

During the 45-day enrollment period in public schools that ended July 15, parents and guardians
were made to answer the DepEd's Learner Enrollment and Survey Form. It asked them about their
preferred alternative learning mode, and sought to profile the enrollee's readiness for distance
education.
Survey results released Thursday by the DepEd showed that 8.9 million parents preferred modular
distance learning, where students at home would study through self-learning modules.

No need to buy gadgets: DepEd says to provide printed modules

Over 4 million parents chose blended learning, which is a combination of learning through
modules, online classes, television and radio, according to the survey results.

Online learning was the third most preferred modality, picked by 3.4 million parents, followed by
educational TV, chosen by 1.3 million.

Around 6.5 million parents that took the survey said they have a way to the connect to the
internet while 6.3 million said otherwise.

Over 3.4 million survey respondents said they have internet connection at home.

More than 3.6 million respondents said they have television without cable at home, while nearly
2.6 million said they have television with cable.

The survey also showed some 937,000 parents chose radio-based instruction, while a little over
half a million picked "other modalities," which was unspecified.

Around 1.8 million parents said they have radio at home.

Over 2 million respondents, meanwhile, said they had no access to gadgets, television and radio at
home.

An unstable mobile or internet connection was also seen as the top challenge that may affect a
child's learning process through distance education, according to the survey.

Nearly 5.9 million parents said they have smartphones at home, while 3.8 million said they have
"basic" cellphones.

Parents and guardians of those who enrolled in private schools also participated in the survey,
Education Undersecretary Jesus Mateo told reporters.

The DepEd did not say how many parents or guardians answered the survey, which allowed them
to choose more than one distance learning modality.
The results of the LESF will be used to help schools decide which distance learning mode to
implement, according to the DepEd.
"These data and information were used by every region, school division and school in designing
their respective learning continuity plan (LCP), particularly in making decision on what learning
modalities will be implemented," the agency said in a statement.
"These data were also used in determining the budget requirements for the LCP," it added.
Education Undersecretary Diosdado San Antonio earlier said the DepEd has started printing self-
learning modules for students who will be unable to participate in online classes in the coming
school year.
Printing of self-learning modules underway: DepEd
Classes in public schools are scheduled to start on August 24 while private schools are allowed to
start earlier upon seeking the approval of DepEd field officials.
Government prohibited the conduct of in-person classes for the rest of the year due to the
ongoing threat of the coronavirus pandemic.
President Rodrigo Duterte has approved the DepEd's proposal to hold in-person classes next year
in areas with low risk of COVID-19 transmission, assuming that a vaccine against the virus would be
available by then.
Duterte OKs January face-to-face classes on hopes of COVID-19 vaccine: Palace
Around 22.3 million learners have registered for the coming school year, DepEd data showed early
Thursday.
DepEd reaches target enrollment rate
-- With a report from Jasmin Romero, ABS-CBN News

Another alternative learning modality for the new normal is Modular Distance Learning.

Modular Distance Learning features individualized instruction that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable to the learner. Learners under Modular Distance Learning can also use other
resources such as Learner’s Materials, textbooks, activity sheets, study guides, and
other study materials.

Usually, teachers will have to deliver appropriate learning materials. However, students
can also access these materials by downloading electronic copies through their
computer, tablet PC, or smartphone.
Source: DepEd
The teacher takes the responsibility of monitoring the progress of the learners. If
possible, they will conduct home visits to check on each student’s progress and
performance
You Might Also Want To Read: Self-learning Module: Here’s what you need to know

Likewise, learners may ask for assistance from the teacher via email, telephone, text
message/instant messaging, etc. Parents or any member of the family, on the other
hand, may serve as a guide or para-teachers to learners at home.

Materials/gadgets students will need/use:

 Digital format
 Computer, Tablet, Smartphone, CD/DVD, USB
 Printed Module
 Textbook, Activity sheets, Study guide

[Go back to DepEd Distance Learning: Here’s what you need to know]

—(Source: Department of Education)
“Modular distance learning or real modules given to houses of students account for 80 percent
while online distance learning accounts for 20 percent wherein multimedia resources are used but
the only problem is the strength of internet connectivity in rural areas,” Dr. Reynante Caliguiran,
Tuguegarao City division schools superintendent, told the Philippine News Agency (PNA) in an
interview on Monday.
Caliguiran said education officials have been working to produce modules while online teachers
will assist students.
Class advisers are also tasked to enroll students through a remote procedure, he added.
In Isabela, the schools division has been “positive” in embracing blended learning, according to Jay
Gallegos, the province's education program supervisor and division information officer-designate.
“We are not obliging parents to buy gadgets for their children for online learning. In fact, we
converted files into digital format and accessible through learning resource systems like DepEd
Commons and other applications,” he told the PNA also on Monday."
Read more:
https://www.pna.gov.ph/articles/1104692
#DepEd #DepEdPhilippines #DepEdTayo #DepEdBayanihan #WeHealAsOne

OPERATIONAL
GUIDELINES ON THE
IMPLEMENTATION OF
DISTANCE LEARNING
DELIVERY MODALITIES
IN DEPED-NAGA CITY
FOR SCHOOL YEAR 2020-
2021
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
2
FOREWORD
“In the midst of the corona virus crisis, the call remains the same that education must continue,
whether face-to-face or virtual with or without physically going to school. What we assure our
learners,
parents, teachers, and the general public is that any decision we will make for the continuation of
learning
will have their health, safety, and well-being as primary consideration.” These were the words of
our
Department of Education Secretary Leonor Magtolis Briones.
DepEd Naga City- ”Naga Thrives-LCP,” aims to respond to the this call. DepEd Naga
acknowledges the goal of sustaining the delivery of quality, accessible, relevant, and liberating
basic
education for all school-age children amidst Covid-19 emergency, and in order to adopt a
wellcoordinated and aligned school-based procedures, these operational guidelines were
prepared.
A Technical Working Group was commissioned to perform the task of preparation, review, and
publication of this handbook. The purpose of this document is to strategically spark the creative
minds
for continuing education amidst various challenges schools are facing today. This will be
implemented
in this time of Covid-19 public health emergency.
We shall overcome! So, on to the brave new world.
MARIANO B. DE GUZMAN, CESO VI
OIC, Schools Division Superintendent
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
3
TABLE OF CONTENTS
i. Foreword
ii. Table of Contents
iii. Introduction
iv. Flexible Learning Delivery Modalities
Distance Learning Delivery Modality
a. Modular Distance Learning (MDL)
a.1 Printed Modular Distance Learning (PMDL)
a.2 Digital Modular Distance Learning (DMDL)
• Self-Learning Modules
• Learning Activity Sheets
• Various Ways to Distribute Modules
b. Online Distance Learning (ODL)
c. TV/Video/Radio-Based Instruction (TV-Video/RBI)
c.1 TV-Video (SLM-based)
c.2 TV-Video (MELCs Mapped)
c.3 Radio-Based Instruction (RBI)
d. Blended Distance Learning (BDL)
e. Home-School Based (HSB)
f. Face-to-Face (F2F)
v. Induction of New Teachers on Different Distance Learning Delivery Modalities
vi. Assessment of Learning
vii. Weekly Home Learning Plan
viii. Individual Learning Monitoring Plan
ix. Alternative Work Arrangement
x. Roles
xi. Organization of Classes
xii. Loading of Teachers
xiii. Procedural Contextualization
xiv. Acronyms
xv. Appendices
xvi. References
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
4
INTRODUCTION
The directive of the President is that no face-to-face classes will be held at the start of the school
year
2020-2021. This urged the issuance of DepEd Order No. 12, s. 2020, Adoption of the Basic
Education Learning
Continuity Plan for school Year 2020-2021 in the light of the Covid-19 Public Health Emergency,
Unnumbered
Memorandum dated July 21, 2020, Suggested Strategies in Implementing Distance Learning
Delivery Modalities
(DLDM) for School Year 2020-2021, Regional Memorandum No. 51, s. 2020, Guidelines on the
Distribution and
Utilization of the Regionally Developed Self-Learning Modules (SLMs), Division Memorandum No.
145, s. 2020,
Creation of Technical Working Group on Operational Guidelines on the Implementation of
Distance Learning in
DepED-Naga City for SY 2020-2021 and Division Memorandum No. 102, s. 2020, Adoption of
Learning Continuity
Plan (LCP) for DepEd-Naga City. These issuances have made possible the finalization of this
Operational
Guidelines.
It is in this light, that DepEd Naga City hopes to sustain the dream of the delivery of quality,
accessible,
relevant, and liberating basic education for all school-age children amidst Covid-19 emergency.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
5
FLEXIBLE LEARNING DELIVERY MODALITIES (FLDM)
There are various flexible learning delivery modalities to ensure that there is learning continuity of
learners amidst Covid-19 health emergency. With the current situation, where face-to-face
learning modality is
far from being real, the most suggested learning modality is the Distance Learning Delivery
Modality (DLDM) in its
various forms.
The data gathered from the Learner Enrollment and Survey Form (LESF) of the schools in the
Division of
Naga City had guided the school administration in making the decision in the adoption of the
Distance Learning
Delivery Modality/ies (DLDM) that will be used. The choice of modality/modalities of the parent
and/or learner,
the learner’s context, access, and readiness were considered. At present, all public elementary and
secondary
schools will use the Modular Distance Learning (MDL), 7 out of 28 elementary and 4 out of 11
secondary schools
will also adopt the Online Distance Learning (ODL).
The choice of modality/modalities of parent and/or learner maybe changed by them when
deemed
necessary and possible based on, but not limited to, any of the following:
a. Health and physical distancing protocols and other guidelines set in their respective areas;
b. Availability of public transport;
c. Changes in the health status of the learner;
d. The learner assessment results showing that the learner is not doing well in the learning delivery
modality chosen; and
e. Indications and reports of negligence and abuse validated through online visitations.
The members of the family or other stakeholders within the community may engage themselves in
providing instructional support to the learners.
In any of the flexible learning delivery modalities that will be used in the distance learning, the
primary
learning resource that will be used are the Self-Learning Modules (SLMs). The Self-Learning
Modules were
developed by the different regions (DepEd Central Office issuance) and by the different divisions
within Region V
(ROV issuance). The teachers may choose from any of self-learning modules that they believe can
effectively
deliver the needed knowledge and skills most appropriate to their learners. These modules may be
enhanced
using the Learning Activity Sheet (LAS) target specific competencies needed by the learners. These
LAS are
teacher-prepared activity sheets.
Distance Learning Delivery Modalities (DLDM)
Distance Learning is a kind of education of students who are not physically present at the school
setting.
It is institutionally-based. It encompasses Distance Learning Delivery Modalities (DLDM). DLDM are
learning
methodologies that make sure learning takes place between the teacher and learners who are
geographically
remote from each other during instruction. The idea is that despite the geographical distance, the
teacher and the
learners are not separated, instead interconnected in different ways and manner.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
6
During this Covid-19 health emergency, Distance Learning Delivery Modalities (DLDM) are
preferred by
schools. Cited examples of DLDM are the following:
a. Modular Distance Learning (MDL)
a.1 Printed Modular Distance Learning (PMDL)
a.2 Digital Modular Distance Learning (DMDL)
b. Online Distance Learning (ODL)
c. TV-Video/Radio-based Instruction (TV-Video/RBI)
c.1 TV-Video (SLM-based)
c.2 TV-Video (MELC-Mapped)
c.3 Radio-Based Instruction (RBI)
d. Blended Distance Learning (BDL)
a. Modular Distance Learning (MDL)
Modular Distance Learning (MDL) involves individualized instruction that allows learners to use the
Printed Modular Distance Learning (PMDL) Self-Learning Modules (SLMs) in printed form or the
Digital Modular
Distance Learning (DMDL) Self-Learning Modules (SLMs) in digital format that may be stored in
CD/DVD/USB Flash
drive/pen drive, and power bank or any storage device which may be used by the learner in
accessing the SLM
files.
a.1 Printed Modular Distance Learning
The Printed Modular Distance Learning is the most popular mode of distance learning. It is a set of
learning
opportunities that is organized around a well-defined topic which contains the elements of
instructions, specific
objective, teaching learning activities and evaluation. It is being preferred by many learners as the
best modality.
It entails the least financial obligation on the part of the learners. Gadgets are not needed to
perform tasks.
The learners simply use the printed copy of the Self-Learning Modules (SLMs). It allows them to
use the
self-contained package of learning activities intended to understand certain lessons. Learning
Activity Sheets (LAS)
are also in printed format.
a.2 Digital Modular Distance Learning (DMDL)
Those learners with devices at home like smartphone, laptop, and/or desktop may adopt the
digital
modular distance learning. This means that the Self-Learning Modules (SLMs) can be accessed
through digital
formats such as CD/DVD, flash drive, other external hard drive or downloaded format using any of
the gadgets
mentioned above. The SLMs and LAS can be accessed offline and digital in format.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
7
SELF-LEARNING MODULES (SLMs)
The Self-Learning Modules (SLM) contains a complete and thorough learner engagement in the
task
anchored on the Most Essential Learning Competencies (MELCs) which were carefully deemed
essential to be
learned amidst this Covid-19 pandemic. The printed and digital copies of SLMs are K to 12
compliant. They are
developed as an Alternative Delivery Mode (ADM) Learning Resources that were quality-assured to
ensure MELCs
are achieved at a given period of time. They are developed following the Alternative Delivery
Mode (ADM)
Learning Resources Standards. The SLMs have passed quality-assurance.
The Department of Education (DepEd) has prepared Self-Directed Learning Materials for the new
modalities
covering all subject areas. These materials will be in addition to the textbooks (TXs) and teacher’s
manuals (TMs)
currently being used in public elementary and secondary schools. The materials were developed at
the levels of
the central, region and division offices by team of writers and validators who are subject area
specialists,
commissioned by the DepEd.
A digital copy of the Nationally-Regionally-Initiated Self-Learning Modules can be accessed through
(https://bit.ly/R5SLMs) as provided by Division EPS LRMS. The EPS LRMS shall provide Technical
Assistance (TA)
in its utilization. These modules will be used in accordance with the Unnumbered Division
Memorandum Dated
July 21, Guidelines on the Distribution and Utilization of Regionally Initiated Self- Learning
Modules.
AGREEMENTS
DIVISION LEVEL
1. These materials shall be downloaded, segregated, and distributed to the school heads by the
LRMS EPS in Google Drive, CDs or flash drives, and shall provide Technical Assistance (TA) in its
utilization. A copy
of all the modules for the remaining quarters shall be provided to all schools as soon as they are
available.
SCHOOL LEVEL
1. Before printing of the SLMs, the principal/teacher vice versa shall coordinate with each other for
the most appropriate SLMs to be used at the option of the teacher. The teacher’s choice of SLMs
to be printed
shall prevail.
2. The allocation of the SLMs for purposes of printing shall be based on the enrollment data
reported
in the Basic Education Information System (BEIS). School Heads shall manage the printing and
distribution of
materials to teachers and learners through the school MOOE, Special Education Fund and other
local funds.
3. Printed SLMs shall be received by teachers ready for distribution to learners based from the
number of learners enrolled in their class. Teachers shall reflect in their accomplishment report
the number of
SLMs received/retrieved/used by learners on a particular day of the week. This report will be
submitted to the
grade dean/SH for consolidation.
4. The School Head shall submit the report to the PSDS/EPS for monitoring purposes.
5. SLMs may be distributed to the learners via online or through other modes (e.g. bgy
hall/officials,
PTA officer, kiosk etc.) taking into consideration the health protocol required by the IATF, at least
once a week or
on a case to case basis depending on the ability of the learner to comply/perform the task/s.
6. SLMs may also be retrieved in the same manner as it was distributed.
7. Learners may utilize answer sheets to maximize the use of SLMs.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
8
LEARNING ACTIVITY SHEET
A Learning Activity Sheet (LAS) is a teacher-made activity sheet. It contains reinforcement activities
or
practice exercises that will help the learners better understand the competencies in a particular
lesson.
Commonly, the learners respond to the question or perform a specific activity. In addition, it is also
used as
evidenced-based performance of the learner.
The parts of the suggested Learning Activity Sheet (LAS) are the following:
A. Part 1 – Information
1. School Logo
2. Learner’s Information
B. Part 2 – Learning Activity Sheet
1. Introductory Concept/Gawaing Pagkatuto
2. Learning Skills from the MELCs/Kasanayang Pagkatuto mula sa MELCs
3. Activities/Mga Gawain
4. Reflection/Repleksiyon
5. Rubric for Scoring/Rubrik sa Pagpuntos (if Necessary)
6. Answer Key/Susi sa Pagkatuto
7. References/Sanggunian
Here is an example of the different parts of a Learning Activity Sheet with brief explanation.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
9
This will guide the teachers in the preparation of a contextualized Learning Activity Sheet (LAS) for
reinforcement and engagement of learners. (Lifted from the PPT Presentation of EPS Grace
Rabelas – CLMD –
LRMDS)

Republic of the Philippines

Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
10
Various Ways of the Distribution of Self-Learning Modules
and Learning Activity Sheets
Option 1 – Barangay Distribution and Retrieval of Modules Flowchart
Option 2 - PTA Distribution and Retrieval of Modules Flowchart
Option 3 - School-Based Distribution and Retrieval of Modules Flowchart
SH to Teacher to Parents
(B.)
Option 4 – Kiosk-Based Distribution and Retrieval of Modules Flowchart
Option 5 – Online
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
11
Option 5 - Digital Downloading and Uploading of Modules
b. Online Distance Learning (ODL)
The Online Distance Learning (ODM) is a distance learning delivery modality that engages the
teachers
and the learners who are physically remote from each other but are interconnected through
online. It needed a
network that can make this possible. This means that both the teachers and learners must have
any of the
following: laptops, desktops computers, smartphones, and internet connectivity.
ODM can be synchronous or asynchronous. It is synchronous when both the teacher and the
learners can
have an interface and discussion via real time. Moreover, it may be conducted through: webinars,
video
conference, live chat, google meet, zoom and others. The presence of the teacher is expected to
facilitate this
modality. It is asynchronous when the learners can download recorded video lessons. This is also
self-paced by
the learners. Learners are provided with suggested time frame to work on the assigned task. They
can adopt
flexible time frame to finish the task needed. Collaboration between the teacher and the learner
can be done
through various online resources. Where feasible, learners who opted for ODM, may also be
provided the printed
copies of SLMs.
Online Distance Learning activities must include locomotor, motor-sensory, and audio activities
that will
support the Teaching-Learning Process (TLP) to better engage the learners in meaningful activities.
The teacher
who utilizes the ODM must have ready text versions of their lessons as well. In this way, it shall
help maintain
learning equity for learners with bandwidth challenges by giving them opportunity to review
materials that they
are unable to stream on video.
The teacher and the learners in ODM must observe protocols set by the school in the online
engagement
especially during real time. Both the teacher and the learner must wear school uniforms during the
real time
class. Digital empathy must also be observed by the teacher to foster cooperation and teamwork
within and
among the learners in the synchronous class.
The learners and parents who opted for ODM must be capacitated on the use of the various
resources
that will be adopted/adapted by the teachers in the TLP.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
12
c. TV-Video/Radio-Based Instruction (TV-Video/RBI)
The Television-Based/Radio-Based Instruction (TV/RBI) Modality are for those learners who have
access to
television networks and/or radio stations. Lessons are delivered via the television network or radio
station.
Learners watch the educational television or listen to the radio programs to attend classes through
provided
scheduled broadcasts facilitated by DepEd. Learners are also provided with the necessary printed
Self-Learning
Modules (SLMs) and Learning Activity Sheets (LAS) when needed. Absolute guidance is necessary
during the
viewing and listening time.
c.1 TV-Video (SLMs-based)
The lessons are delivered through the television network. The source of the lessons are based on
the SelfLearning Modules nationally or regionally prepared
c.2 TV-Video (MELC Mapped)
The lessons are delivered through the television network. The source of the lessons are Most
Essential
Learning Competencies (MELC) mapped nationally or regionally prepared.
c.3 Radio-Based Instruction (RBI)
The program was originally launched in 2004 through the Bureau of Alternative Learning System
(BALS) and
was aimed to increase the access of marginalized learners to basic education. Its primary goal is
the improvement
of basic education by utilizing radio broadcast. It hopes to provide a viable delivery system for
basic education. It
expands access in basic education.
The Radio-Based Instruction will provide learning opportunities for listeners who are in their
homes. It will
enable parents/guardians to guide their children in the learning journey.
The tasks needed in order use RBI as a learning modality are the following: the school must be able
to
determine the learners who have access to the radio broadcast; Coordinate with a local radio
station for the
schedule of broadcast and inform the learners of the schedule; it is a must to train a team of
teacher writers and
broadcasters who will conduct RBI, convert modules to radio scripts following the appropriate
format.
d. Blended Distance Learning (BDL)
Blended distance learning is a combination of any of the sub-categories of distance learning. The
combination
maybe, but not limited to, ODL and PMDL, ODL and DMDL, ODL and TV-Video (SLM-based), ODL
and TV-video
(MELCs-Mapped) MDL and TV-Video (SLM-based), MDL and TV-Video (MELCs-mapped) and others.
Combining
different modalities that are possible to both the teachers and the learners will ensure better
delivery of the
lessons and competencies.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
13
e. Home-School Based (HSB)
Homeschooling is legal in the Philippines. It is based on article XIV. Section 1 (2) of the Philippines
Constitution, which states that the country will “Establish and maintain a system of free public
education in the
elementary and high school levels. Without limiting the natural right of parents to rear their
children. The
adaptation of the homeschool education in the Philippines has encouraged parents to actively
participate in the
academic growth of their children at their own discretion guided by the institution (schools) where
the learner is
enrolled.
f. Face to Face (F2F)
The F2F learning delivery modality is where the students and the teacher are both physically
present in the
classroom. There are opportunities for active engagement, immediate feedback, and socio-
emotional
development of learners. This is the regular and most popular learning modality. During
emergencies, this
modality is not advised. The physical opening will depend on the risk severity grading or
classification of a certain
community pursuant to guidelines from the Department of Health (DOH), the Inter-Agency Task
Force (IATF) for
the Management of Emerging Infectious Diseases in the Philippines and the Office of the President
(OP) per
Paragraph 5 of DO no. 7, s. 2020. There is the possibility of limited Face to Face on the 3rd
quarter/January 2021,
but we will await further announcement related to this. Decisions shall be coordinated with DOH,
DepEd and LGU,
and pilot testing and inspection must be done jointly with the National Task Force against COVI-19.
The host LGU
must be ready to support financially as well as in other ways to comply with the requirements for
limited face to
face learning.
Pursuant to DepED Order No. 14, s. 2020, the following priorities must be done if F2F engagement
will
happen:
a. Increase physical and mental resilience through: strengthening the implementation of the SBFP;
mental
health and psychosocial support School-based Psychological First Aid (PFA) shall be given to
learners within the
first month of the resumption of classes, in house counselling session, on line counselling and
advocacy on health
education and nutrition; learners engagement in daily physical activities provided physical
distancing will be
observed; personnel in DepEd shall be encouraged to engage in at least 30 minutes of daily
physical activities,
subject to the strict observance of physical distancing and proper hygiene safety, and smoking and
drinking of
alcoholic beverages shall be discouraged.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
14
b. Reduce transmission by making sure that the school facilities are ready to receive students and
personnel. They must follow stringent social distancing measures as well as strengthen programs
promoting
hygiene compliance to the standard set in DO No. 10 s. 2016. Meanwhile, WINS in schools shall
ensure provision
of: (1) adequate clean water and soap for hand washing as swell as hand soap/sanitizers/alcohol
and other
disinfectants in restrooms, classrooms and entrances; (2) regular routine monitor, replace, and
replenish needed
materials for cleaning; (3) intensive cleaning and disinfection; (4) use of facemask and face shield
in entering the
school campus; (5) school personnel must regularly and closely monitor the health of their
students; (6) Students,
teachers, and personnel who will be detected as having respiratory symptoms shall not be allowed
in
schools/offices; and CLCs that will be allowed to deliver face to face learning will be required to
conduct
orientation on proper respiratory etiquette, for learners, teachers and personnel per DO No. 12, s.
2020 p. 42-44.
c. Reduce contact through: Strict physical distancing; provision and installation of temporary
barriers
between cubicles/chairs/desks; restrictions on mass gatherings (e.g. flag ceremony, face to face
office meetings,
PTA meetings; reduce class size from 15 to 20 learners per classroom; and classroom shall
maximize available
ventilation (air conditioning units in classrooms are discouraged per DepEd Task Force COVID-19
(DTFC Memo No.
025 s. 2020.
d. Reduce duration of infection by: (1) detection and isolation of symptomatic individuals must be
ensured
in all schools and offices per DM no. 15 s. 2020, First Set of Policy Directives of the DepEd Task
Force Ncov; (2)
establish/refurbish a school clinic to provide basic health services to learners, teachers and
personnel or visitors
(health assessment, physical examination, first aid treatment and management of symptoms; (3)
Students,
teachers, or personnel who are exhibiting symptoms shall immediately be referred to the school
health personnel
or nearest barangay/municipal/city health center for evaluation or referral to a hospital for
possible testing; (4)
Should there be an infected student, teacher, or personnel, contact tracing within the school or
office shall be
done and quarantine of students, teachers, or personnel who had direct contact with the infected
person shall be
observed; (5) Disinfection of the places within the school or office where the infected had been
should
immediately follow; and (6) proper use of personal protective equipment (PPE) for emergency
situations and
management of quarantine facilities as detailed in the required health standards per DM No. 15 s.
2020 First Set
of Policy Directives of the DepEd Task Force NCOV.
Even in the absence of F2F classes schools are governed by DepED Order No. 14, s. 2020,
particularly its
Enclosure No. 2.
INDUCTION OF NEW TEACHERS ON DIFFERENT DISTANCE LEARNING
DELIVERY MODALITIES
The appointment of new teachers by the Schools Division Superintendent during the school year
entails a
system of continuous transitioning into the different learning modalities. Hence, the Human
Resource
Development Section shall create a google drive folder for each of the modalities, containing the
videos and slide
presentations on Distance Learning Modality Webinar Series. The Public Schools District
Supervisors, Principals,
Master Teachers and School IT Coordinators shall take charge of making these online resources
accessible to
incoming teachers. This shall facilitate their ongoing induction to the flexible learning options.
Similarly, teachers
who were unable to join the webinar series shall also be inducted to the learning modalities by
accessing the
aforementioned Google Drive folders. After viewing all videos on Learning Modalities, the PSDS
and Principal shall
coordinate with the SGOD-HRD Section for the issuance of Certificate of Completion.
Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
15
ASSESSMENT OF LEARNING
PERFORMANCE-BASED ASSESSMENT IN DISTANCE LEARNING
In accordance with the Department Memorandum dated July 21, 2020 from the Office of the
Undersecretary, USEC Diosdado M. San Antonio on the POLICY GUIDELINES ON THE
IMPLEMENTATION OF
LEARNING DELIVERY MODALITIES FOR THE FORMAL EDUCATION, the following Assessment Policy
in the Division
of Naga City is hereby deduced and aligned with the suggested strategies in implementing and
managing Distance
Delivery Modalities (DLDM).
The related literature on performance-based assessment is the one written by Michelle Berger on
April15, 2020 entitled, “How to create a grading and assessment policy for Distance Learning”. The
following were stressed:
1. Only grade student performance on standards most essential to course content. To create
lessons
for a shortened instructional period, teachers must select only the standards most essential for
students to demonstrate proficiency on overarching course objectives.
2. Substitute performance tasks for traditional assessments. To mitigate concerns around
technological limitations and potential cheating in a remote environment, consider replacing end-
of-unit assessment with performance tasks. Performance tasks reflect the foundational standards
from the unit. These tasks require students to demonstrate their thought process as they solve
problems or respond to prompts.
3. Adopt existing grading policies to avoid starting from the scratch. Schools should create a
comprehensive grading and assessment plan, ensure that the plan includes: the components of
the
curriculum that teachers should grade, the assessment instrument that teachers should use, and
the
format of students’ final grades.
What Assessment Policy will be adopted in Distance Learning?
Appendix D, item 1, page 14 of Department Memorandum No. 12, s. 2020 from Undersecretary of
Curriculum and Instruction along “Weekly Home Learning Plan and Individual Monitoring Plan,”
states that:
DepEd Order 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education
Program) provides the legal basis of lesson plan preparation for the basic education. It indicates
the necessity of lesson planning as a “critical part of the teaching and learning process” (p.3) which
serve as a guide for instruction and contains details of what a teacher and learners will do in order
to meet the required learning competencies.
Further, the same Order explains how the lesson plan should answer the following questions: (a.)
What should be taught? (b.) How should it be taught? (c.) How should learning be assessed?
The provision of Deped Order No 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation for
K-12
Basic Education Program still holds. In the aforementioned Department Order, it has three major
components which will be aligned in distance learning. Viz:
a. What should be taught? – That refers to the issuance pf the Most Essential Learning
Competencies (MELC) issued by the department.
b. How it should be taught? – That refers to the Appendix D and E issued memorandum Different
Distance Learning Modalities.