Implementation Guide For The Learning Delivery Modalities 3

Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
IMPLEMENTATION
GUIDE
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v1.0
LEARNING DELIVERY
MODALITIES
THE SOCCSKSARGEN REGION
CONTEXT
Curriculum and Learning Management Division
Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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Website: depedroxii.org
Email: region12@deped.gov.ph
SOCCSKSARGEN REGION
TABLE OF CONTENTS
I. INTRODUCTION………………………………………………………………………………………………………………. 4
II. PRE-OPENING SCHOOL PREPARATION………………………………………………………………………….. 6 Page |
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 Organization of Classes by Grade Level………………………………………………………………………….. 6
 Class Programming…………………………………………………………………………………………………… 7
 Individual Teaching Load……………………………………………………………………………………………. 8
 Orientation with Learners, Families and Communities on the Learning Delivery Modalities……….. 10
 Setting Up the Class………………………………………………………………………………………………….. 11
 Homeroom Activities………………………………………………………………………………………………….. 12
 Provision of Learning Resources to Learners……………………………………………………………………. 13
III. THE DIFFERENT LEARNING DELIVERY MODALITIES……………………………………………………………. 13
IV. ONLINE DISTANCE LEARNING (ODL) + MODULAR DISTANCE LEARNING (MDL) ………………………… 16
 Standard Requirements for the Implementation of ODL + MDL……………………………………………. 18
 Facilitating Synchronous Online Learning………………………………………………………………………. 24
 Facilitating Asynchronous Online Learning…………………………………………………………………….. 25
 The Class Program…………………………………………………………………………………………………….. 26
V. MODULAR DISTANCE LEARNING (MDL) ……………………………………………………………………………… 26

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 Standard Requirements for the Implementation of ODL + MDL…………………………………………… 50

 Facilitating Modular Distance Learning…………………………………………………………………………. 54
 The Class Program……………………………………………………………………………………………………. 56 Page |
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VI. TV/RADIO-BASED INSTRUCTION + MODULAR DISTANCE LEARNING (MDL) ……………………………. 80
 Standard Requirements for the Implementation of TV/RBI + MDL……………………………………….. 80
 TV/RBI Lesson Episode Scheduling………………………………………………………………………………. 86
VII. IMPLEMENTING SPECIAL EDUCATION (SPED) IN THE NEW NORMAL OF EDUCATION……………….. 88
 Transition Program……………………………………………………………………………………………………. 88
 Non-Graded…………………………………………………………………………………………………………….. 91
a. Learner with Intellectual Disability ………………………………………………………………………….. 91
b. Visually Impaired/Learners with Difficulty Seeing…………………………………………………………93
c. Autism Spectrum Disorder/Children with Autism………………………………………………………… 95
 Pull-Out………………………………………………………………………………………………………………….. 97
 Individualized Teacher Program……………………………………………………………………………………. 100
VIII. ASSESSMENT IN THE NEW NORMAL OF EDUCATION……………………………………………………………. 100
IX. MONITORING OF LEARNING PROGRESS, AND GIVING OF FEEDBACK AND INTERVENTION……….. 101
X. STRATEGIES TO ADDRESS ISSUES AND CONCERNS IN THE IMPLEMENTATION
OF THE DIFFERENT LEARNING DELIVERY MODALITIES………………………………………………………. 102

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I. INTRODUCTION
Education is a right. Every learner has the right to quality basic education. The 1987 Philippine Constitution, Article XIV,
Section 1 provides that, “The State shall protect and promote the right of all citizens to quality education at all levels, and shall Page |
take appropriate steps to make such education accessible to all”. With this, the Department of Education (DepEd), as duty 4
bearer, ensures that this right is enjoyed by all Filipino learners. As DepEd Secretary Leonor Magtolis-Briones says, ”Education
must continue even in times of crisis whether it may be a calamity, disaster, emergency, quarantine, or even war”.
The statements above are grounds for the department to continue exploring and doing researches related to curriculum
in the education system. Curriculum development is based on the needs of the particular era. The continuing change is the
results of various factors such as but not limited to environment, rise of technology and occurrence of unexpected events like
calamities both man-made and natural.
Today, a crisis has again challenged the resilience and positivism of the Filipino people. Things have happened and have
changed our normal life. The COVID-19 Pandemic which has caused the death of thousands and continues to threat more lives
has brought fear to most of us. Our government has shifted focus from their normal concerns to mitigating and addressing the
critical effect of the pandemic attack. Economic condition was affected. People have to stay inside their homes limiting
movements while the government has to provide relief resources and support to its citizenry to ensure their wellbeing and safety.
So, amid all these, how is education in the Philippines affected with the pronouncement of the president that there shall
be no face-to-face learning in education unless a vaccine is discovered and made available to control widespread of the virus?

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DepEd SOCCSKSARGEN Region, considering the situation, has set a plan to address the challenge of the time. With the
development of DepEd SOCCSKSARGEN Region’s Learning Continuity Plan that sets the directions, strategies and efforts of
the Region to ensure continuity in education, the Curriculum and Learning Management Division (CLMD), through its Learning Page |
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Resources and Management System (LRMS) unit and the Regional Education Program Supervisors in-charge of the different
learning areas, was tasked to organize the different teams composed of CID chiefs, division supervisors and personnel, school
heads and teachers to develop the different learning resources needed for the new normal of education.
The team subtask and do a budget of work for the Most Essential Learning Competencies (MELCs) in the different learning
areas. From here, the Self Learning Modules (SLMs), video lessons, Learning Activity Sheets (LASs) and lesson plans were
developed by the schools division offices. These learning resources were submitted to the Regional Quality Assurance Team
(RQAT) assigned in each SDO to quality assure and finalize them for reproduction and distribution to all learners and schools
in the region. These learning resources are imperatives to ensure quality learning delivery using new strategies and modalities
in the new normal of education.
With all of these learning resources now prepared and available for the new normal of learning delivery, the need to ensure
that all are implemented effectively and efficiency, this implementation guide for the different learning delivery modalities is
issued for the proper guidance of all concerned.

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II. PRE-OPENING SCHOOL PREPARATION
 Organization of Classes by Grade Level

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The School shall ensure that learners are reached out and have enrolled for school year 2020 – 2021. The learning 6
delivery modalities preferred by the parents for their children should be clearly indicated in the Learner Enrollment and
Survey Form (LESF). This information is vital as basis for the organization of classes.
Before finalizing the different classes, class advisers should communicate with the parents to confirm their chosen
modality. It should be clarified with the parents the requirements for the learning delivery modality they opted for their
children. It is possible that parents may have chosen for Online Distance Learning but they do not have internet
connectivity in their area; matters like this should be clarified with them.
In organizing the classes for the different grade levels, the class advisers and subject teachers must work together
to harmonize their schedule for the synchronous online learning to avoid conflict in schedule. Learners with the same
chosen modality should be placed in the same class considering the ideal number per class for every grade level. It is
advised that learners of the same grade level and modality living in closer proximity should be in the same class. This will
facilitate easy communication and follow-up with the learners and parents, and the possible learning collaboration among
learners in the Modular Distance Learning.
For small schools with only one (1) class in a grade level, learners may be grouped in a class according to modality.

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 Class Programming
Online Distance Learning (ODL) + Modular Distance Learning (MDL)

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The class advisers and the subject teachers should prepare the class programs for the whole school that reflect the 7
time allocation for each subject. The following should be integrated in the class program:
a. Signing – in time and preliminary activities (Checking of attendance, prayer, etc.)

b. Schedule for synchronous online learning observing the daily allowable screen time
c. Schedule for asynchronous online learning and modular learning
d. Schedule for remote cooperative learning
e. Schedule for Homeroom/Guidance Program
f. Additional teaching-learning activities on Saturdays
Modular Distance Learning (MDL)
The school may adapt class program for MDL that can be on week-long or per-day target accomplishment of
modules whicever is convenient and beneficial for the learners. As learners are working on their modules at home, it
should be clear with the learners that there is still a schedule for the accomplishment of tasks per subject.

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TV/Radio-Based Instruction (TV/RBI) + Modular Distance Learning (MDL)
When there is a TV or radio station that offer TV/RBI that can reach the area of the learners, the class advisers and
subject teachers should indicate this in the class program. The exact time for the on-air delivery of the lesson should be Page |
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reflected in the class program. Aside from this, another option is to come up with a separate scheduling with specific time
and day a lesson in a learning area and grade level be aired through TV/RBI. This is done so that learners can prepare
the SLM they need for that aired lesson.
 Individual Teaching Load
The teaching load has to reflect the teacher’s daily schedule for online learning and modular learning and other
teaching activities such as synchronous and asynchronous online teaching, monitoring of learning progress, preparing
learning activities, giving feedback, communicating and doing follow-ups, and other teaching-related activities.
For K to 3, the “one class, one teacher” rule is suggested.
A sample individual teacher loading is provided in the next page for reference.

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SAMPLE INDIVIDUAL TEACHING LOAD

SY 2020 - 2021
Name of Teacher: Juan P. Santos College Degree: BSE – Mathematics
Subject Taught: Mathematics 7 & 8 Class Advisory: Grade 7 - Narra
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Time Monday Tuesday Wednesday Thursday Friday Saturday
G7 – Narra G7 – Narra G7 – Narra G7 – Narra G7 – Narra 9
7:00 am - 8:00 am (ODL) (ODL) (ODL) (ODL) (ODL) This time shall be
SODL AODL & MDL AODL & MDL SODL AODL & MDL utilized for
G7 – Narra remediation.
8:00 am - 9:00 am Teaching-Related Activities Teaching-Related Activities (ODL) Teaching-Related Activities Teaching-Related Activities enrichment and other
HGP learning activities.
G8 – Eagle G8 – Eagle G8 – Eagle G8 – Eagle G8 – Eagle Follow-up can be done
(MDL) (MDL) (MDL) (MDL) (MDL) with learners through
9:00 am – 10:00 am
online, text, call or
MDL MDL MDL MDL MDL
home visitation when
G8 – Parrot G8 – Parrot G8 – Parrot G8 – Parrot G8 – Parrot possible and allowed,
10:00 am – 11:00 am (ODL) (ODL) (ODL) (ODL) (ODL) or any means of
AODL & MDL SODL AODL & MDL AODL & MDL SODL communication.
G8 – Owl G8 – Owl G8 – Owl G8 – Owl G8 – Owl
11:00 am – 12:00 pm (ODL) (ODL) (ODL) (ODL) (ODL)
SODL AODL & MDL AODL & MDL SODL AODL & MDL
12:00 pm – 1:00 pm Lunch Break
G7 – Yakal G7 – Yakal G7 – Yakal G7 – Yakal G7 – Yakal
1:00 pm – 2:00 pm (MDL) (MDL) (MDL) (MDL) (MDL) As per DO 7, 2020,
MDL MDL MDL MDL MDL “Teachers will not be
required to report to
Teaching-Related Teaching-Related Teaching-Related Teaching-Related Teaching-Related
2:00 pm – 3:00 pm school for work and
Activities Activities Activities Activities Activities
engage in teaching
G7 – Molave G7 – Molave G7 – Molave G7 – Molave G7 – Molave activities on Saturdays
3:00 am – 4:00 am (MDL) (MDL) (MDL) (MDL) (MDL) and Sundays”
MDL MDL MDL MDL MDL
Legend:
SODL – Synchronous Online Distance Learning
AODL & MDL – Asynchronous Online Distance Learning and Modular Distance Learning activities of the teacher such as, but not limited to, preparing
learning activities, monitoring of learning progress, evaluating leaners’ outputs, giving feedback, communicating and doing follow-ups
HGP - Homeroom/Guidance Program

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 Orientation with Learners, Families and Communities on the Learning Delivery Modalities
The school has to strategize how to orient and train the learners and their families on the learning delivery modalities
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they preferred in light of the guidelines issued on health protocols in this time of COVID-19. It is suggested to have a face-
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to-face orientation and training when allowed by the DOH, IATF and local government units. Health and social distancing
protocols shall strictly be observed to ensure the health and safety of all.
When the situation does not permit the conduct of the activity in this manner, other alternative options shall be
explored such as online videoconferencing, radio announcement, community-based public address or “rekurida”, magazines,
primers and/or brochures.
The training and orientation activity shall cover the following topics:
a. Information about the school and its services

b. Requirements for the modality
c. Class program
d. Communication method and arrangement
e. Online learning platforms used for synchronous and asynchronous online teaching-learning and how they work
f. Monitoring of learning activities and progress
g. Accomplishment of learning tasks and assignments
h. Submission of outputs

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i. Assessment (formative, summative, quarterly and portfolio assessments)

j. Mechanism for giving feedback and follow-up
k. Provision and access to learning resources Page |
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l. How to use the Self-Learning Modules, video lessons and learning activity sheets
m. Support to learners and families
n. Data Privacy Act: How to ensure protection and safety of learners and families’ information and privacy
 Setting Up the Class

The subject teachers have to gather the complete details of learners’ residential addresses, email addresses and
online accounts, names of family members that can act as parent-teachers and their contact information, and the name
and contact information of a person in the community that can be contacted in case the family does not have any
communication means. This information shall be utilized for organizing online classes and for communicating with the
learners and parents to monitor the learning activities at home, monitor the learning progress of the learners, provide
guidance and do follow-ups. Other information such as availability of TV and radio at home should also be extracted from
the accomplished LESF to know who can benefit from TV and Radio-Based Instruction. The school should make it clear
to the parents how this information is kept and protected.
Teachers for the online learning should create the class-team for synchronous learning and videoconferencing using
MS Teams, Google Meet, or Zoom and the Learning Management System like Google Classroom for asynchronous learning

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where learners are registered and have access. It can also be an arrangement for parents to have access to these online
platforms to have up-to-date information of their children’s learning progress and that they can provide immediate
assistance and interventions as parent-teachers. Page |
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The subject teachers must have a complete list of learners and contact details of every class they are handling.
(Refer to the attached template, Class Master List and Contact Information). They should send information to every learner
using any means of communication on the schedule of class meetings to get to know each other, discuss teaching-learning
schedules and arrangements, subject requirements, curricular and co-curricular activities, school clubs and
organizations, and to make learners familiarize with the use of online platforms, modules, TV and Radio-Based
Instruction, video lessons and learning activity sheets. For online learners, this can be done online by sending them the
online link for the virtual meeting. However, for the modular learners, as face-to-face meeting is not allowed, teachers
may make use of a public address or “rekurida” strategy where they go to communities and do the orientation though a
sound system. All possible means of communications such as group texting, group calling or even home visitations when
possible should be maximized to connect with the learners and parents.
 Homeroom Activities
As provided in DO 7, s. 2020, “School Calendar and Activities for School Year 2020 – 2021”, the school should
conduct homeroom activities that include health and psychological activities particularly psychological first aide for
learners, discussion on the characteristics and effects of the pandemic, orientation on precautionary and preventive

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measures such as water, sanitation and hygiene (WASH), and other topics related to COVID-19 pandemic on August 17
– 22, 2020. It is suggested that SDO shall come up with a uniform resource package and delivery platform for this activity
that will be implemented in all schools in the division. Page |
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 Provision of Learning Resources to Learners
Each learner should be given a printed copy of the Self-Learning Modules (SLMs) and Learning Activity Sheets
(LASs) and the electronic copy of the Video Lessons (VLs) in all of his/her subjects for free together with all the available
textbooks, big books, story books and other learning resources in schools before the opening of classes. The school may
opt to give to learners the number of SLMs and LASs needed for one (1) week, two (2) weeks, or one (1) month depending
on what the school thinks is better to do.
The instruction for access to DepEd commons and the online link to learning resources in the division and region
should be provided to learners and parents. Request of learners or parents for electronic or digitized copies of the SLMs,
VLs, LASs and other learning resources available should be granted.

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III. THE DIFFERENT LEARNING DELIVERY MODALITIES
The current difficult situation brought about by the COVID 19 pandemic that affected our nation made DepEd
SOCCSKSARGEN Region more innovative in ensuring the continued delivery of accessible, quality and liberating basic education Page |
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services for the learners. In light of this crisis where normal delivery of face to face instruction becomes limited and constrained,
the region is taking proactive action to provide learners with the most appropriate learning delivery modalities that would benefit
them the most.
DepEd SOCCSKSARGEN Region ensures that the learning delivery modalities that will be implemented in schools are
those that best address the needs of learners. The parents’ choice of the modalities for their children that is reflected in the
Learner Enrollment and Survey Form (LESF) shall be the basis of the modalities to be offered in schools with consideration to
access, conditions/situations, readiness, available learning resources and legal issuances.
In the context of the present situation, DepEd SOCCSKSARGEN Region will implement a combination of Online
Distance Learning, Modular Distance and TB/Radio-Based Instruction and will be supplemented with the use of video
lessons.
For reference, the next table presents the different learning delivery modalities that can possibly be implemented.
However, with constraint of face-to-face learning, the Region decides to implement a combination of modalities under
Distance Learning. When the health situation and legal issuances would permit the conduct of face-to-face learning, the Region
would accordingly adapt to make the implementation of different modalities responsive to the needs of learners.

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The Different Learning Delivery Modalities

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Face-to-Face Distance Learning Blended Learning ADM 15
Pure Face-to-Face (F2F) Online Distance Learning (ODL) F2F + ODL Homeschooling/Home
Education Program
(Per DECS Memorandum No 216,
s. 1997 & DO No. 21, s. 2019)
Modular Distance Learning (MDL) F2F + MDL
TV/Radio-Based Instruction
(TV/RBI)
ODL + MDL F2F + TV/RBI
ODL + TV/RBI F2F + ODL + MDL
ODL + MDL + TV/RBI F2F + MDL + TV/RBI
MDL + TV/RBI F2F + ODL + MDL + TV/RBI

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IV. ONLINE DISTANCE LEARNING (ODL) + MODULAR DISTANCE LEARNING (MDL): Supplemented with Video Lessons
 Description
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Online Distance Learning is a modality that the teacher uses with the aid of a computer and internet connection 16
and the different online platforms for synchronous and asynchronous learning to deliver the content of the lesson to the
learners.
Synchronous online learning involves real-time teaching-learning engagement between the teacher and the learners
where they both go online on a specified time but at different places using the online learning platforms such as Microsoft
Teams, Google Meet and Zoom. In this modality, learners learn directly from the teacher and interaction and feedback
are in real-time.
On the other hand, asynchronous online learning involves the use of a Learning Management System (LMS) like
Google Classroom, Moodle, Edmodo and Schoology where the teacher and the learners do not necessarily access the
learning platform at the same time. The teacher provides a learning task in the LMS and learners can access and work
on them anytime. Interaction and giving of feedback are not in real time.
In the context of DepEd SOCCSKSARGEN Region, online distance learning also involves the use of the Modular
Distance Learning’s Self-Learning Modules (SLMs) that learners work on within a specified timeline. The lesson
presentation and discussion of the teacher during online learning is based on the SLMs however this does not limit the
teacher from providing other tasks and activities that will further enrich learning. This will also be supplemented by video

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lessons that learner can watch, as many times as they can, to have a clear and deep understanding of the concepts
presented.
In this modality, there is an allowable daily screen time for synchronous online learning specified for each key Page |
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stage in the basic education cycle.
Key Stage Daily Allowable Screen Time
 Key Stage 1 (Kindergarten to Grade 3) At most 1 hour

 SPED Non-Graded In a special case, this daily allowable screen time
can be extended to a maximum of 2 hours
provided there is enough offline time between to
asynchronous sessions for learners to rest their
eyes. This happens when there is more than 1
subject in a day that have two asynchronous
online sessions
Key Stage 2 (Grade 4 to Grade 6) 2 to 3 hours
Key Stages 3 and 4 (JHS and SHS) 2 to 4 hours

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 Standard Requirements for the Implementation of ODL + MDL
For effective implementation of online learning delivery modality, there are standard requirements that need to be
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complied with and instituted for all that are involved in the learning of the children.
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Teachers
a. Have knowledge and understanding how to use the internet, World Wide Web, internet browsers, websites, online
learning platforms, Open Educational Resources (OER) like DepEd Commons, educational software, messaging
applications and social media platforms.
b. Know how to organize and facilitate learning activities using Microsoft Teams, Google Meet, Google Classroom,
Edmodo, Moodle, and Schoology
c. Have knowledge on protocols during synchronous and asynchronous online learning and know how to
implement them
d. Know how to use the Microsoft Office’s Word, PowerPoint, Excel and others, or similar software.
e. Know how to edit video using a video editing software
f. Have DepEd email account, Viber, FB and Messenger accounts and know how to use them
g. Know how to utilize the LR Portal and the DepEd Commons for teaching and learning
h. Clearly understand the Self-Learning Modules and how it is utilized for learning

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i. Have personal or issued laptop or desktop computer with enabled web camera and smartphones or cellular
tablet and printer.
j. Have good internet connection at home and in school Page |
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k. Prepare the class program which reflects the schedule for synchronous online learning and other online and
offline learning activities including the specific on-air delivery of the lesson using TV/Radio-Based Instruction if
this is available in the area
l. Prepare the class master list with complete contact information about the learners and their parents/guardians
such as:
 Name of the learner and his/her contact number and email account if he/she is 18 years old and above
 Name of parents/guardians and older siblings/relatives living with the family and their contact numbers and
educational qualifications
 Email account of the parent that will be used for registering with the learning platform if his/her son is below
18 years old
 Complete residential address
m. Provide to the learners the needed printed copies of the Self-Learning Modules (SLMs) and Learning Activity
Sheets (LASs), and the electronic copies of the Video Lessons (VLs), textbooks and any available learning
resources in school, for free.
n. Regularly monitor each learner’s learning progress using the Daily Learning Progress Monitoring Plan

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o. Check learners’ outputs and portfolio promptly and provide immediate feedback online or through other means
of communication to learners and parents/guardians
p. Regularly communicates with learners and parents Page |
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q. Provide interventions such as remediation and enrichment
r. Can prepare online-based assessment/test
s. Conduct summative and quarterly assessments using appropriate online/offline tools and venues
Additional Requirements for SPED Teachers
t. Provide technical assistance to parents on the use of appropriate materials and equipment
u. Prepare checklist of expected academic and behavioral outputs for monitoring
v. Use teaching strategies and skills development activities to meet the student’s needs.
Parents/Guardians
 For Parents/Guardians with Kindergarten to Grade 12 Learners

a. Have laptop or desktop computer with enabled web camera, and smartphone or cellular tablet at home for
learner’s use
b. Have good internet connection at home

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c. Have designated learning space at home, preferably at least 4 square meters in area, with table for the computer
or laptop, chair and other learning materials
d. Have email accounts and know how to use them. The email account of the parent will be used for registering Page |
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ang accessing with the identified online platforms for synchronous and asynchronous learning, since learners
whose ages are below 18 are not recognized to create email accounts
e. Have knowledge about the internet, World Wide Web and how online learning works
f. Have time to guide and assist the learner with his/her learning tasks. For parents/guardians with Kinder to
grade 3 learners and for SPED learners, they, or somebody else, should have a dedicated time to teach the
children especially those with reading difficulties and special needs
g. Monitor his/her child’s daily learning activities
h. Communicate regularly with the teachers to report or clarify
i. Submit learner’s outputs to the teachers like accomplished SLMs, projects, etc.
j. Know how to collaborate for learning with other parents
 For Parents/Guardians only with Kindergarten and SPED Non-Graded Learners

a. Have time to teach the child for 30 minutes up to a maximum of 1 hour and 30 minutes. If not possible during
daytime, it can be scheduled at around 5:00 PM to 8:00 PM or during Saturdays and Sundays.
b. Sep-up a child’s learning space at home, if possible it should have, but not limited to, the following:

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 Laptop or complete set of desktop computer with enabled web camera

 Table for the computer and a chair
 Small table and chair for other learning activities such as writing, drawing, clay molding, paper-cutting, Page |
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etc.
 Mat
 Paper and notebooks
 Pencil (big, black and colored)
 Crayon
 Big books
 Art materials
 Educational toys
 Age-appropriate games, puzzles, hand instruments and blocks
 Molding clay
 Pictures of alphabet, numerals and other age-appropriate pictures
 Phonics listening materials
 Phonics flashcards
 Boardgame and playing card
 Tactile

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 Writing board
Additional Materials for Learners Enrolled in Transition Program
 Gardening tools Page |
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 Carpentry tools
 Cooking tools/utensils
 Sewing tools/equipment
 Housekeeping tools/equipment

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 Facilitating Synchronous Online Learning

Teacher initiates teaching
The figure at the right shows how synchronous online
learning takes place. Teacher uses material to
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PowerPoint,
explain. video, etc.
PowerPoint,
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During the online teaching using a synchronous video, etc
Learners synchronously
online learning platform and a videoconferencing tool, the learn online.
teacher and the learners interact with each other in real-

time. The material used by the teacher to deliver the content Learners ask Teacher assigns Learners discuss
questions. questions online.
such as the presentations (Microsoft PowerPoint or similar
software), recorded videos, pictures, and others become Teacher responds. Learners respond.
Learners interact
with each other.
his/her instructional media. Through this, learners are

presented with the concepts/content of the lesson and Teacher give additional
explanation.
engaged with the learning tasks and/or assessment
activities. This provides the basis for the interaction. The
Learners ask No
No
communication channel is varied: teacher to learners; any further
questions
learners to teacher; or learners to learners.
Yes
Yes
For synchronous online learning, the teacher and Teacher proceeds to the
next lesson.
learners can immediately respond and give feedback to each Source: Chen, et. Al, A model for synchronous learning using the internet:
Innovations in Education and Teaching International, Vol. 42, No. 2, May 2005
other. Curriculum and Learning Management Division

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 Facilitating Asynchronous Online Learning

The figure at the right shows how asynchronous Teacher prepares lesson,
learning/assessment
online learning happens using the LMS (Google Classroom, task, feedback Page |
25
Moodle, Edmodo, Schoology, etc.) and other online
platforms (Gmail, Viber, Messenger, etc.).
Teacher shares/sends Teacher accesses/retrieves
lesson/ task/feedback to learners’ outputs in the
With the use of LMS or online platform, the teacher the LMS/online platform LMS/online platform
can deliver the content of the lesson, provide learning task,

conduct assessment or give feedback to the learners Learning
Management System
(LMS)
anytime. This material is shared by the teacher at a (Google Classroom, Moodle,
Edmodo, Schoology, etc.)
particular time, then learners would just need to access the Online Platform
(Gmail, Viber,
Messenger, etc.)
LMS or online platform to get the material and work on it.
The outputs of the learners are submitted to the teacher
through the LMS or online platform. This type of online Learners access the Learners submits outputs
LMS/online platform for through the LMS/online
learning provides flexibility as the teacher and the learners the lesson/task/feedback platform
can access/share/retrieve/work the material at their most

convenient time. Learners study/
work on the
lesson/task/
Through the asynchronous online platform, learners feedback
can communicate with each other and collaborate. Curriculum and Learning Management Division

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 The Class Program
The class program for ODL + MDL should clearly reflect the specific time each day for synchronous online learning
Page |
and the asynchronous and modular learning. This has also to include the schedule for Homeroom/Guidance Program.
26
The schedule for Remote Cooperative Learning is also added to encourage learners to connect and collaborate
with other learners and share their learning experiences.
The time allotted for synchronous online learning shall also be flexible considering the maximum allowable screen
time for each key stage. Schools can reduce the time for synchronous online teaching-learning to one hour every
week per subject from Grades 4 - 12 as they see fit and beneficial for the learners.
The sample class programs presented for Kindergarten to Grade 3 provide enough time in the afternoon that can
be utilized for accomplishing the modules and other learning tasks.
The sample class programs provide guidance how the different subjects and the time for synchronous and
asynchronous online learning and modular learning be organized. Schools can contextualize the programs by
modifying the subject placement and the time schedule for each subject and the synchronous and asynchronous
and modular learning.

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Kindergarten
The class program for Kindergarten for the online distance learning follows the Blocks of Time, however the regular
time allotment for the different learning activities/blocks is reduced to make it more suitable for distance learning. Page |
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Flexibility for parent-led activities at home, like indoor/outdoor activities, is encouraged depending on the readiness and
interest of the learner.
The parent should always ensure that equipment and materials especially for online learning like the laptop or
desktop computer with enable web camera is set-up before the start of the online learning session. The signing-in online
shall be done by the parent.
During the online learning, the parent should assist the learner. Instruction from the teacher should be checked
by the parent if followed properly by the child.
Even for online distance learning in Kindergarten, lessons shall still be based on the Self-Learning Modules (SLMs).
The learning activities in the SLMs shall be followed by the teacher and performed and accomplished by the learner with
the guidance of the parent. Learner’s outputs and performance shall be evaluated to determine the learning progress.
This shall also be used as basis for the provision of remediation or enrichment activities that may be given to the learner
to ensure that the target knowledge, skills and attitudes are acquired.

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CLASS PROGRAM
ODL + MDL
KINDERGARTEN
Page |
SY 2020 – 2021
28
Time
Activity
Time Allotment Monday Tuesday Wednesday Thursday Friday Saturday
(Blocks of Time)
(in minutes)
Preparation
8:00 AM – 8:05 AM 5 Parent-led Parent-led Parent-led Parent-led Parent-led
(Arrival Time)
8:05 AM – 8:10 AM Meeting Time 5 Parent-led Parent-led Parent-led Parent-led Parent-led
8:10 AM – 8:20 AM Signing-In Online 10 Parent-led Parent-led Parent-led Parent-led Parent-led
This time shall
8:20 AM – 8:30 AM HGP 5 Teacher-led Teacher-led Teacher-led Teacher-led be utilized for
Work Period 1 remediation.
enrichment
8:30 AM – 8:55 AM Numeracy 25 Teacher-led Teacher-led Teacher-led Teacher-led Teacher-led
and other
Online learning
8:55 AM – 9:00 AM Meeting Time 2 5 Parent-led Parent-led Parent-led Parent-led Parent-led activities.
Follow-up can
9:00 AM – 9:10 AM Recess 10 Parent-led Parent-led Parent-led Parent-led Parent-led be done with
9:10 AM – 9:15 AM Quiet Time 5 Parent-led Parent-led Parent-led Parent-led Parent-led learners
through online,
Stories/Rhymes/ text, call or
Poems/Songs home visitation
9:15 AM – 9:25 AM 10 Teacher-led when possible
(Monday only) and allowed, or
Online any means of
Work Period 2 communication
.
9:25 AM – 9:45 AM Literacy 20 Teacher-led Teacher-led Teacher-led Teacher-led Teacher-led
Online
Indoor/Outdoor
Games
9:55 AM – 10:00 AM Meeting Time 3 5 Parent-led Parent-led Parent-led Parent-led Parent-led

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Grade 1
Since the daily allowable screen time for Kinder to Grade 3 is at most one (1) hour, the teacher may maximize this
allowable screen time by still doing online teaching with the next subject using the remaining allowable screen time. Page |
29

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SAMPLE CLASS PROGRAM – A

ODL + MDL
GRADE 1, 1st Semester

SY 2020 – 2021 Page |
30
Time Subject Monday Tuesday Wednesday Thursday Friday Saturday
This time shall be
Asynchronous Asynchronous Asynchronous Asynchronous utilized for
8:00 AM – 8:50 AM Mother Tongue Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL remediation.
enrichment and
Asynchronous Asynchronous Asynchronous Asynchronous other learning
8:50 AM – 9:20 AM Filipino Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL activities. Follow-
Asynchronous Asynchronous Asynchronous Asynchronous up can be done
9:20 AM – 9:50 AM EsP Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL with learners
Asynchronous Asynchronous Asynchronous Asynchronous through online,
9:50 AM – 10:30 AM Araling Panlipunan Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL text, call or home
Asynchronous Asynchronous Asynchronous Asynchronous visitation when
10:30 AM – 11:10 AM MAPEH Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL possible and
allowed, or any
Asynchronous Asynchronous Asynchronous Asynchronous means of
11:10 AM – 12:00 PM Math Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL communication.
12:00 PM – 1:00 PM Lunch Break

Remote Remote Remote Remote
Synchronous/
1:00 PM – 1:40 PM HGP 40 Cooperative Cooperative Cooperative Cooperative
Asynchronous ODL
Learning Learning Learning Learning
Note: In this Sample Class Program – A, the teacher has the option to change the schedule of the subject for
synchronous online learning to earlier time of the day like in the case of HGP and Mathematics which can be scheduled
during Thursday 8:00 AM -8:40 AM and Friday at 8:00 AM – 8:50 AM, respectively.

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SAMPLE CLASS PROGRAM – B

ODL + MDL
GRADE 1, 1st Semester

SY 2020 – 2021 Page |
31
7:40 AM – 7:50 AM Signing-In Online Signing-In Online Signing-In Online Signing-In Online
This time shall be
HGP HGP HGP HGP
utilized for
8:00 AM – 8:10 AM Synchronous/ Synchronous/ Signing-In Online Synchronous/ Synchronous/
remediation.
Asynchronous ODL Asynchronous ODL Asynchronous ODL Asynchronous ODL
enrichment and other
Filipino
8:10 AM – 8:35 AM learning activities.
Araling Panlipinan Synchronous ODL MAPEH Mother Tongue Mathematics
Follow-up can be
Synchronous ODL EsP Synchronous ODL Synchronous ODL Synchronous ODL
8:35 AM – 9:00 AM done with learners
Synchronous ODL
through online, text,
9:00 AM – 10:00 AM EsP call or home visitation
Asynchronous when possible and
10:00 AM – 11:00 AM Araling Panlipunan MAPEH Mother Tongue Mathematics
ODL/MDL allowed, or any means
Asynchronous Asynchronous Asynchronous Asynchronous
Filipino of communication.
ODL/MDL ODL/MDL ODL/MDL ODL/MDL
11:00 AM – 12:00 PM Asynchronous
ODL/MDL
Filipino
Remote Cooperative Remote Cooperative Remote Cooperative Remote Cooperative
1:00 PM – 2:00 PM Asynchronous
ODL/MDL

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ODL + MDL
GRADE 1, 2nd Semester

SY 2020 – 2021 Page |
32
Asynchronous Asynchronous Asynchronous Asynchronous This time shall be
7:30 AM – 8:20 AM Mother Tongue 50 Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL ODL/MDL utilized for
Asynchronous Asynchronous remediation.
Asynchronous Asynchronous
8:20 AM – 8:50 AM Filipino 30 Synchronous ODL ODL/ ODL/ enrichment and
ODL/MDL ODL/MDL
Offline MDL Offline MDL other learning
Asynchronous Asynchronous Asynchronous Asynchronous activities. Follow-
8:50 AM – 9:20 AM EsP 30 Synchronous ODL up can be done
Araling Panlipunan Asynchronous Asynchronous Asynchronous Asynchronous with learners
9:20 AM – 10:00 AM Synchronous ODL through online,
40 ODL/MDL ODL/MDL ODL/MDL ODL/MDL
Asynchronous Asynchronous Asynchronous Asynchronous text, call or home
10:00 AM – 10:30 AM English 30 Synchronous ODL visitation when
Asynchronous Asynchronous Asynchronous Asynchronous possible and
10:30 AM – 11:10 AM MAPEH 40 Synchronous ODL allowed, or any
means of
Asynchronous Asynchronous Asynchronous Asynchronous communication.
11:10 AM – 12:00 PM Math 50 Synchronous ODL
Synchronous/
1:00 PM – 1:40 PM HGP Cooperative Cooperative Cooperative Cooperative
Asynchronous ODL

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ODL + MDL
GRADE 1, 2nd Semester

SY 2020 – 2021 Page |
33
7:50 AM – 8:00 AM Signing-In Online Signing-In Online Signing-In Online Signing-In Online
HGP HGP HGP HGP This time shall be
8:00 AM – 8:10 AM Synchronous/ Synchronous/ Signing-In Online Synchronous/ Synchronous/ utilized for
Asynchronous ODL Asynchronous ODL Asynchronous ODL Asynchronous ODL remediation.
Filipino MAPEH enrichment and other
8:10 AM – 8:35 AM
Araling Panlipinan Synchronous ODL Synchronous ODL Mother Tongue Mathematics learning activities.
Synchronous ODL EsP English Synchronous ODL Synchronous ODL Follow-up can be
8:35 AM – 9:00 AM
Synchronous ODL Synchronous ODL done with learners
9:00 AM – 10:00 AM EsP English through online, text,
Asynchronous Asynchronous call or home visitation
10:00 AM – 11:00 AM Araling Panlipunan Mother Tongue Mathematics when possible and
ODL/MDL ODL/MDL
Asynchronous Asynchronous Asynchronous allowed, or any means
Filipino MAPEH
ODL/MDL ODL/MDL ODL/MDL of communication.
11:00 AM – 12:00 PM Asynchronous Asynchronous ODL/
ODL/MDL Offline MDL
Filipino MAPEH Remote Cooperative Remote Cooperative
Remote Cooperative
1:00 PM – 2:00 PM Asynchronous Asynchronous Learning Learning
Learning
ODL/MDL ODL/MDL

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Grade 2
The daily time allocation for English and Filipino of 30 minutes in Grade 2 has increased to 50 minutes in Grade
Page |
3. The synchronous online schedules for some subjects that fall in the afternoon may be transferred to earlier time in the 34
morning so that by afternoon the learners can focus more on working with their modules and other learning tasks.

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ODL + MDL
GRADE 2
SY 2020 – 2021 Page |
35
Asynchronous Asynchronous Asynchronous Asynchronous remediation.
ODL/MDL ODL/MDL ODL/MDL ODL/MDL enrichment and
9:10 AM – 9:40 AM EsP Synchronous ODL activities. Follow-
9:40 AM – 10:20 AM Araling Panlipunan Synchronous ODL with learners
10:20 AM – 11:10 AM English Synchronous ODL text, call or home
visitation when
possible and
Asynchronous Asynchronous Asynchronous Asynchronous allowed, or any
ODL/MDL ODL/MDL ODL/MDL ODL/MDL means of
communication.
11:50 AM – 1:00 PM Lunch Break
Synchronous/
1:00 PM – 1:40 PM HGP 40 min Cooperative Cooperative Cooperative Cooperative
Asynchronous ODL
1:40 PM – 2:30 PM Mathematics Synchronous ODL
Note: In this sample class program, the Mathematics period from 1:40 PM – 2:30 PM can be transferred to 1:40 PM –
1:40 PM together with HGP period. The additional time requirement for Mathematics can be adjusted to extend beyond
1:40 PM to meet the require time for the subject.

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ODL + MDL
GRADE 2
SY 2020 – 2021 Page |
36
7:50 AM – 8:00 AM Signing-In Online
This time shall be
HGP
1 hr utilized for
Synchronous/Asynchronous ODL
remediation.
Filipino MAPEH Mother Tongue
8:00 AM – 8:30 AM English enrichment and other
Synchronous ODL Synchronous ODL Synchronous ODL Mathematics
Synchronous ODL learning activities.
Araling Panlipinan EsP Synchronous ODL
8:30 AM – 9:00 AM Follow-up can be
Synchronous ODL Synchronous ODL
done with learners
9:00 AM – 10:00 AM Araling Panlipunan EsPs through online, text,
Asynchronous Asynchronous ODL/
10:00 AM – 11:00 AM English Filipino Mathematics call or home visitation
ODL/MDL Offline MDL when possible and
Asynchronous Asynchronous Asynchronous
MAPEH Mother Tongue allowed, or any means
ODL/MDL ODL/MDL ODL/MDL
11:00 AM – 12:00 PM Asynchronous Asynchronous of communication.
ODL/MDL ODL/MDL
MAPEH Mother Tongue
Remote Cooperative Remote Cooperative Remote Cooperative
1:00 PM – 2:00 PM Asynchronous Asynchronous
Learning Learning Learning
ODL/MDL ODL/MDL

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Grade 3
Starting Grade 3 to Grade 6, Science is allotted 50 minutes daily.
SAMPLE CLASS PROGRAM – A Page |

ODL + MDL 37
GRADE 3
SY 2020 – 2021
8:50 AM – 9:20 AM EsP Synchronous ODL
9:20 AM – 10:00 AM Araling Panlipunan Synchronous ODL
10:00 AM – 10:30 AM English Synchronous ODL
11:10 AM – 12:00 PM Mathematics Synchronous ODL
1:00 PM – 1:50 PM Science Synchronous ODL
Synchronous/
1:50 PM – 2:30 PM HGP Cooperative Cooperative Cooperative Cooperative
Asynchronous ODL

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ODL + MDL
GRADES 4 - 6
SY 2020 – 2021 Page |
38
7:30 AM – 8:20 AM Science Synchronous ODL
Asynchronous Asynchronous Asynchronous Asynchronous remediation.
ODL/MDL ODL/MDL ODL/MDL ODL/MDL enrichment and
9:10 AM – 9:40 AM EsP Synchronous ODL activities. Follow-
9:40 AM – 10:20 AM Araling Panlipunan Synchronous ODL with learners
10:20 AM – 11:10 AM English Synchronous ODL text, call or home
Asynchronous Asynchronous Asynchronous Asynchronous visitation when
11:10 AM – 12:00 AM Mathematics Synchronous ODL possible and
allowed, or any
Asynchronous Asynchronous Asynchronous means of
11:10 AM – 12:00 PM EPP Synchronous ODL Synchronous ODL
ODL/MDL ODL/MDL ODL/MDL communication.
1:00 PM – 1:40 PM MAPEH Synchronous ODL
Synchronous/
1:40 Pm – 2:40 PM HGP Cooperative Cooperative Cooperative Cooperative
Asynchronous ODL

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ODL + MDL
GRADE 4 - 6
SY 2020 – 2021 Page |
39
7:50 AM – 8:00 AM Signing-In Online
HGP
1 hr Synchronous/ This time shall be
Asynchronous ODL utilized for
remediation.
Filipino English Math Science EPP
8:00 AM – 8:50 AM enrichment and other
Synchronous ODL Synchronous ODL Synchronous ODL Synchronous ODL Synchronous ODL
learning activities.
Araling Panlipunan EsP MAPEH
8:50 AM – 9:30 AM Follow-up can be
Synchronous ODL Synchronous ODL Math Science Synchronous ODL
done with learners
Filipino English Asynchronous Asynchronous EPP
9:30 AM – 12:00 PM Asynchronous Asynchronous ODL/MDL ODL/MDL Asynchronous
call or home visitation
when possible and
12:00 PM – 1:00 PM allowed, or any means
Filipino English EPP of communication.
Remote Cooperative Remote Cooperative
1:00 PM – 1:50 PM Asynchronous Asynchronous Asynchronous
Learning Learning
Araling Panlipunan EsP MAPEH
Remote Cooperative Remote Cooperative
1:50 PM – 3:30 PM Asynchronous Asynchronous Asynchronous
Learning Learning

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Grades 7 – 12 (JHS & SHS)
For Grades 7 – 12, the time for synchronous online learning engagement in every subject is 2 to 3 hours a week
Page |
depending on the need to ensure that learners learn the lesson. Teachers in a class should coordinate with each other in 40
order to harmonize learners’ online learning schedule.
The SIGNING-IN ONLINE TIME for all learners should be 10 minutes before the start of any online synchronous
learning session. This is to check on the internet, video and audio connections.
For SHS, the number of subjects offered in every semester varies from five (5) to eight (8) subjects. With this, the
class program shall be adjusted accordingly.
For any additional subjects under Special Interest Programs (STE, SPJ, SPFL, SPS and SPA) and ALIVE
Program, the time can be extended until 5:00 PM, and the time allotted for remote cooperative learning in the
class program can be fully utilized for synchronous and synchronous online and modular learning.

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ODL + MDL
GRADE 7 – 10
SY 2020 – 2021 Page |
41
Asynchronous ODL/ Asynchronous ODL/ Remote Cooperative This time shall be
7:00 AM - 8:00 AM Filipino Synchronous ODL Synchronous ODL
Offline MDL Offline Learning utilized for
Asynchronous ODL/ Asynchronous ODL/ Remote Cooperative remediation.
8:00 AM - 9:00 AM English Synchronous ODL Synchronous ODL enrichment and
Offline MDL Offline MDL Learning
Remote Cooperative Asynchronous ODL/ Asynchronous ODL/ other learning
9:00 AM – 10:00 AM Math Synchronous ODL Synchronous ODL activities. Follow-up
Learning Offline MDL Offline MDL
can be done with
Asynchronous ODL/ Remote Cooperative Asynchronous ODL/
10:00 AM – 11:00 AM Science Synchronous ODL Synchronous ODL learners through
Offline MDL Learning Offline MDL
Asynchronous ODL/ home visitation
Offline MDL when possible and
Asynchronous ODL/
11:00 AM – 12:00 PM MAPEH Synchronous ODL Synchronous ODL Vacant Time allowed, or any
Offline MDL
means of
communication.
Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/
1:00 PM – 2:00 PM TLE Synchronous ODL Synchronous ODL
Offline MDL Offline MDL Offline MDL
Remote Cooperative Remote Cooperative Asynchronous Asynchronous
2:00 PM – 3:00 PM AP Synchronous ODL
Learning Learning ODL/Offline MDL ODL/Offline MDL
HGP
Asynchronous ODL/ Remote Cooperative Remote Cooperative
3:00 PM – 4:00 PM EsP Synchronous ODL Synchronous/
Offline MDL Learning Learning
Asynchronous

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SOCCSKSARGEN REGION

ODL + MDL
GRADE 7 – 10
SY 2020 – 2021 Page |
42
HGP This time shall be
8:00 AM – 9:00 AM Synchronous/ utilized for remediation.
Mathematics Filipino English Science
Asynchronous ODL enrichment and other
Synchronous ODL Synchronous ODL Synchronous ODL Synchronous ODL
Remote Cooperative learning activities.
9:00 AM – 10:00 AM
Learning Follow-up can be done
Remote Cooperative with learners through
10:00 AM – 11:00 AM online, text, call or
Learning
Mathematics Filipino English Science home visitation when
Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/
Remote Cooperative
Offline MDL Offline MDL Offline MDL Offline MDL Learning possible and allowed, or
11:00 AM – 12:00 PM any means of
communication.
EsP Araling Panlipunan Remote Cooperative
1:00 PM – 2:00 PM Synchronous ODL Synchronous ODL Learning
TLE MAPEH
Synchronous ODL Synchronous ODL
EsP Remote Cooperative
2:00 PM – 3:00 PM Asynchronous ODL/ Araling Panlipunan Learning
Offline MDL Asynchronous ODL/
TLE MAPEH
Remote Cooperative Offline MDL Remote Cooperative
3:00 PM – 4:00 PM Asynchronous ODL/ Asynchronous ODL/ Learning
Offline MDL Offline MDL Learning

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SAMPLE CLASS PROGRAM – C

ODL + MDL
GRADE 7 – 10
SY 2020 – 2021 Page |
43
EsP This time shall be
8:00 AM - 9:00 AM Filipino
Filipino English English Synchronous ODL utilized for remediation.
Asynchronous ODL/
Synchronous ODL Offline MDL Synchronous ODL
Asynchronous ODL/ EsP enrichment and other
9:00 AM – 10:00 AM Offline MDL Asynchronous ODL/ learning activities.
Offline MDL Follow-up can be done
Araling Panlipunan with learners through
10:00 AM – 11:00 AM
Synchronous ODL online, text, call or
Mathematics Mathematics Science Science home visitation when
Asynchronous ODL/ Asynchronous ODL/ Araling Panlipunan
Synchronous ODL Offline MDL Offline MDL
Synchronous ODL possible and allowed, or
11:00 AM – 12:00 PM Asynchronous ODL/
Offline MDL any means of
communication.
Araling Panlipunan
1:00 PM – 2:00 PM Asynchronous ODL/
MAPEH MAPEH TLE TLE Offline MDL
Asynchronous ODL/ Asynchronous ODL/ HGP
Offline MDL
Synchronous ODL Synchronous ODL Offline MDL
2:00 PM – 3:00 PM Synchronous/
Asynchrounous ODL
Remote Cooperative Remote Cooperative Remote Cooperative Remote Cooperative Remote Cooperative
3:00 PM – 4:00 PM
Learning Learning Learning Learning Learning

Telefax No.: (083) 2288825/ (083) 2281893
SOCCSKSARGEN REGION

ODL + MDL
GRADE 11 – 12 (1st Semester)

SY 2020 – 2021 Page |
44
Time Subject & Teacher Monday Tuesday Wednesday Thursday Friday Saturday
Asynchronous ODL Asynchronous ODL Asynchronous ODL This time shall be
7:00 AM - 8:00 AM Subject 1 Synchronous ODL Synchronous ODL
& MDL & MDL utilized for
Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/ remediation.
8:00 AM - 9:00 AM Subject 2 Synchronous ODL Synchronous ODL enrichment and
Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/ other learning
9:00 AM – 10:00 AM Subject 3 Synchronous ODL Synchronous ODL activities. Follow-up
can be done with
10:00 AM – 11:00 AM Subject 4 Synchronous ODL Synchronous ODL learners through
Offline MDL Offline MDL Offline MDL online, text, call or
Asynchronous ODL/ home visitation
Offline MDL when possible and
Asynchronous ODL/ Asynchronous ODL/
11:00 AM – 12:00 PM Subject 5 Synchronous ODL Synchronous ODL allowed, or any
Offline MDL Offline MDL
means of
communication.
1:00 PM – 2:00 PM Subject 6 Synchronous ODL Synchronous ODL
Asynchronous PE&H Asynchronous
ODL/Offline MDL Synchronous ODL ODL/Offline MDL
HGP
Asynchronous ODL/ Synchronous/ Remote Cooperative
Offline MDL Asynchronous ODL Learning

Telefax No.: (083) 2288825/ (083) 2281893
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SAMPLE CLASS PROGRAM - B

ODL + MDL
GRADE 11 – 12 (1st Semester) Page |

SY 2020 – 2021 45
Time Monday Tuesday Wednesday Thursday Saturday

8:00 AM – 10:00 AM
Subject 1 Subject 3 Subject 5 Subject 7 This time shall be utilized
Synchronous ODL Synchronous ODL Synchronous ODL Synchronous ODL for remediation. enrichment
and other learning activities.
Follow-up can be done with
Subject 1 Subject 3 Subject 5 Subject 7 learners through online,
10:00 AM – 12:00 PM Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/ text, call or home visitation
Offline MDL Offline MDL Offline MDL Offline MDL when possible and allowed,
or any means of
communication.
Subject 2 Subject 4 Subject 6 HRG
Synchronous ODL Synchronous ODL Synchronous ODL Synchronous/
1:00 PM – 3:00 PM
Asynchronous ODL
(1 hour only)
PE&H
Synchronous ODL
Subject 2 Subject 4 Subject 6
(3:00 PM – 4:00 PM)
3:00PM – 5:00 PM Asynchronous ODL/ Asynchronous ODL/ Asynchronous ODL/
Offline MDL Offline MDL Offline MDL Remote Cooperative
Learning
(4:00 PM – 5:00 PM)

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V. MODULAR DISTANCE LEARNING (MDL): SUPPLEMENTED WITH VIDEO LESSONS
 Description
Page |
Modular Distance Learning is a modality that the teacher uses with the aid of the Self-Learning Modules (SLMs) to 46
deliver the content of the lesson to the learners at their homes with the active participation of parents or other people who
act as learning facilitators, para-teachers, tutors, learning partners, assistants, advisers, counselors or guides to ensure
that the learners focus, study and accomplish the activities in the SLM and on the different learning tasks given by the
teacher.
This modality provides the learners a great opportunity to develop independence and a sense of responsibility in
accomplishing the tasks at their own pace, and acquire better self-study learning skills as they engage themselves in the
learning concepts presented in the SLM.
In this modality, there is a uniform class program given to learners that guides them every day what SLMs to work on.
As the class program presents the target SLMs to be accomplished every day, this does not limit the learners from working
on other SLMs. Work progress on different SLMs generally depends on the learners’ pace and readiness. While the class
program provides a clear direction what SLM to work on a particular time, it also facilitates easy monitoring and follow-up
of learning activities and progress in accomplishing the SLM.

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The SLM has the following parts and corresponding icons:
Parts of the SLM Purpose

Page |
What I Need to Know 47
This will give the learner an idea of the
Alamin skills or competencies he/she is expected
to learn in the module.
What I know This part includes an activity that aims to
Subukin check what the learner already knows
about the lesson to take. If he/she gets all
the answers correct (100%), he/she may
decide to skip this module.
What’s In This is a brief drill or review to help the
Balikan learner link the current lesson with the
previous one.
What’s New In this portion, the new lesson will be
Tuklasin introduced to you in various ways such

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as a story, a song, a poem, a problem

opener, an activity or a situation.
What is It Page |
This section provides a brief discussion of
48
Suriin the lesson. This aims to help the learner
discovers and understands new concepts
and skills.
What’s More
This comprises activities for independent
Pagyamanin practice to solidify learner’s
understanding and skills of the topic.
He/she may check the answers to the
exercises using the Answer Key at the end
of the module.
What I Have Learned This includes questions or blank
Isiaisip sentence/paragraph to be filled in to
process what the learner learned from the
lesson.

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What I Can Do This section provides an activity which

Isagawa will help the learner transfer his/her new
knowledge or skill into real life situations Page |
49
or concerns.
Assessment This is a task which aims to evaluate the
Tayahin learner’s level of mastery in achieving the
learning competency.
Additional Activities In this portion, another activity will be
Karagdagang Gawain given to the learner to enrich his/her
knowledge or skill of the lesson learned.
This also tends retention of learned
concepts.
Answer Key This contains answers to all activities in
Susi sa Pagwawasto
the module.

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The MDL modality is also be supplemented with the use of video lessons that provide learners better understanding
of the lessons and concepts presented in the SLMs.
Page |
 Standard Requirements for the Implementation of MDL
50
To ensure the effective implementation of modular distance learning, there are standard requirements that need to
be complied with and instituted for all that are involved in the learning of the children.
Teachers
a. Have knowledge and understanding how to effectively use the Self-Learning Modules (SLMs), the different parts
of the SLM and its purpose to develop understanding of concepts and skills
b. Organize the people/para-teachers in community to provide learning assistance to the learners
c. Know how to utilize the LR Portal and the DepEd Commons for teaching and learning
d. Clearly understand the Self-Learning Modules and how it is utilized for learning
e. Have personal or issued laptop or desktop computer and printer needed for printing learning materials and
learning activities/tasks prepared for the learners
f. Prepare the class program which reflects the schedule for working on the SLMs of the different subject areas
including the specific on-air delivery of the lesson using TV/Radio-Based Instruction if this is available in the
area

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g. Prepare the class master list with complete contact information about the learners and their parents/guardians
such as:
 Name of the learner and his/her contact number, if available Page |
51
h. Provide to the learners the needed printed copies of the Self-Learning Modules (SLMs) and Learning Activity
resources in school.
i. Regularly monitor each learner’s learning progress using the Daily Learning Progress Monitoring Plan
j. Check learners’ outputs and portfolio promptly and provide immediate feedback to learners and
parents/guardians through any means of communication
k. Regularly communicates with learners and parents
l. Provide interventions such as remediation and enrichment
m. Conduct summative and quarterly assessments using appropriate online/offline tools and venues
Parents/Guardians
 For Parents/Guardians with Kindergarten to Grade 12 Learners

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a. Have time to guide and assist the learner with his/her learning tasks. For parents/guardians with Kinder to
Grade 3 and SPED Non-Grade learners, they or somebody else should have a dedicated time to teach the children
especially those with reading difficulties and special needs Page |
52
b. Have designated learning space at home, preferably at least 4 square meters in area, with table and chair and
other learning materials
c. Have cellphones needed for communicating with teachers
d. Have basic knowledge about the SLM and how to assist learners
e. Monitor his/her child’s daily learning activities
f. Communicate regularly with the teachers to report or clarify
g. Submit learner’s outputs to the teachers like accomplished SLMs, projects, etc.
h. Know how to collaborate for learning with other parents
 For Parents/Guardians only with Kindergarten Learners

i. Have time to teach the child for 30 minutes up to a maximum of 1 hour and 30 minutes. If not possible during
j. Sep-up a child’s learning space at home, if possible it should have, but not limited to, the following:

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 Small table and chair for other learning activities such as writing, drawing, clay molding, paper-cutting,
etc.
 Mat Page |
53
 Crayon
 Big books
 Art materials
 Molding clay
 Phonics flashcards
 Tactile
 Writing board

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 Gardening tools
 Carpentry tools
 Cooking tools/utensils Page |
54
 Facilitating Modular Distance Learning
The success of modular distance learning lies on the engagement of learners and parents in learning as there is
less direct interaction and supervisions from the teacher; with greater autonomy for learning, greater responsibility and
commitment to learning is expected. The engagement of parents in learners’ education is essential to ensure learning
success. With this, teachers need to make sure that learners and parents are equip with the proper mindset, attitude and
understanding how independent study and self-learning work to better prepare them for modular learning. They should
continuously provide guidance to the learners as they progress through different learning tasks in the module. They
should regularly communicate with learners and parents to keep track of their learning progress.
The next figure shows the process flow of learning in modular distance learning and the specific tasks of the teacher,
learners and parents/para-teachers need to perform.

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Page |
55
Teacher prepares the training

package for parent-teachers
and para-teachers
Parents and para-teachers are Teacher assesses the learners’

trained on the use of SLMs Teacher provides learners with portfolios and performance
and on basic learning printed SLMs and interview the learners and
facilitation. parent-teachers/para-teachers
Parents/para-teachers assist Teacher monitors (through text

Learners study and
learners in studying and or call) and guides the Learners prepare learning
accomplish the SLMs and
accomplishing the SLMs and learners, parent- portfolios
learning tasks.
learning tasks. teachers/para-teachers
Parents submit outputs to the Teacher checks and evaluates Teacher provides feedback and
teacher learners’ outputs returns learners outputs

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Page |
56
 The Class Program
There are two sample class programs from Grade 1 to Grade 12 presented here for the Modular Distance
Learning. The first involves a week-long accomplishment of the SLMs; that is, there is a time or period every day
from Monday to Friday that learners will work on all the SLMs. The second design involves a per day
accomplishment of 1 or 2 subject SLMs.
The class program for Kindergarten still follows the Blocks of Time with the inclusion of Homeroom/Guidance
Program to provide teachers more structured and ample time to monitor learning progress and provide appropriate
intervention.
For Modular Distance Learning, the idea of allowing learners to come up with an individual learning
plan (similar to a class program) that reflects what modules each of them wants to accomplish on a particular
day and time was considered. However, after a thorough study of the matter, it was found out that with the
big number of learners in a class, the subject teachers will have difficulty monitoring the learners, that is

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why there are uniform class program designs prepared that learners will have to adopt for working on the
different subjects’ SLMs.
For any additional subjects under Special Interest Programs (STE, SPJ, SPFL, SPS and SPA) and ALIVE Page |
57
Program, the time in the class program can be extended, and the time allotted for remote cooperative learning
can be fully utilized for the subjects.
Kindergarten
Kindergarten learners, to have a good grasp of the concepts and skills they are taught, need somebody to
guide and assist them. Hence, for the modular distance learning, the role of the parents or somebody is imperative.
The next table provides guidance to parent-teachers of the specific activities and tasks to do for each Block
of Time. They need to familiarize them to be able to help the learners and ensure that they learn the skills and
concepts presented.
Following this table is a class program for Kindergarten under the Modular Distance Learning that still follows
the Block of Time with reduced time allocation per block or activity.
Number of Reduced Description of Learning Sample Competencies Task To Do by Parents

Blocks of Time
Minutes Number of Activities Linked to Daily Routine /Guardians

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for Regular Minutes

Class for MDL
Fine motor skills such as
Preparation 10 5 Period of individual, peer Since the class will Page |
scribbling, drawing, 58
or group exploration of happen at home and the
(Arrival Time)
building with blocks,
the different play areas parent will serve as a
molding figures using
or activity centers in the teacher, during this
playdough
classroom while waiting period, the parent may
Language literacy and
for the other children to start preparing learning
communication skills
arrive. materials, modules, set up
such as using greetings
tables, chairs small
and polite expressions
chalkboard, etc.
Socio-emotional skills
such as autonomy,
working with others, and
self-regulation.
Introductory or Language, Literacy, and The parent may start the
Meeting Time 1 10 5
preparatory activities for Communication lesson by teaching the
the day which include: Skills such as following child to perform the
instructions, expressing following preliminaries.

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x class circle for teacher- ideas, participating in

e.g. Prayer, songs,
guided conversations or
exercises
recitation (e.g., prayer, discussions Page |
59
songs, etc.) x teacher-led
physical exercises
Task To do by the Kindergarten Teacher
 This time is allotted for the Kindergarten teacher to connect and communicate
with learners through their parents.
 The teacher shall prepare a schedule when she will be calling with every
parent in his class.
 This activity will apprise the teacher of the learning progress of the learners
Homeroom/Guidance that can be used as basis for the provision of remediation, enrichment and
20
Program other tasks necessary for the growth and development of the learners.
Note:
The phone call time spent by the teacher with the learner depends on the
completeness and sufficiency of information the teacher obtained from the learner
needed to determine what knowledge, skills and attitudes he/she already
acquired. This has to take around 3 – 5 minutes

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Numeracy skills such as At work period 1, the

Work Period 1 45 minutes 25 Children work in small
recognizing and writing parent may focus on
Numeracy groups, in pairs, or
numerals, comparing numeracy.
individually on either Page |
quantities, etc. e.g. teaching counting 60
teacher assigned or
numbers 1-10
child-initiated activities. Work and Study Skills
understanding the
such as ability to
number concepts as
accomplish tasks within
provided in the module.
allotted time, ability to
stay focused
Note:
In the module, it is
designed that every
Monday is reading of
stories/poems/rhymes in
the big books or any story
books. The story will be
integrated to the lessons
from Tuesday to Friday.

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Meeting Time 2 10 5 The children are once Language, Literacy, and The parent may integrate
again gathered by the Communication Skills the importance of proper
teacher as a whole such as following hand washing and using Page |
61
group. Also, a time to instructions, recalling face mask to prevent
prepare for washing information children from getting sick
hands before eating like the COVID-19.
snacks.
Personal Autonomy or
Recess 15 10 Nourishing break for the This time, the parent may
self-help skills (feeding
learners. Proper teach the child how to use
self, use of utensils, etc.)
etiquette for eating will the utensils properly, open
be part of the teacher’s Fine motor skills such as containers and wash it
instruction as this break opening lids and after using. This will
is facilitated. containers improve the child’s fine
motor skills and allowing
him/her to perform self-
help skills. This may also
develop child’s
independence or
autonomy. The parent

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may also teach the

benefits of eating healthy
foods, identifying healthy Page |
foods and junk foods. 62
Quiet Time 10 5 During this time, Following instruction At this period, the child
children can rest or may rest, take a nap, or
engage in relaxing may engage in relaxing
activities. activities while the parent
is also preparing materials
for the next activities to be
conducted.
The parent will do the
Stories/Rhymes/Poems 15 10 This is a teacher guided Language, Literacy and
read-aloud. If the parent
Songs interactive read-aloud Communication Skills
Done every
does not know how to
activity for stories, such as recalling story
Monday
read, the child’s older
rhymes, poems, or details, relating personal
only
sibling or somebody may
songs. experience to story
help or assist in reading
events, etc.
stories/rhymes/poems or

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they may play an offline

video lesson.
Page |
Note: 63
Stories/rhymes/poems
will be taught on Monday
only.
At work period 2, the
Work Period 2 40 20 Children work in small Cognitive skills e.g.
parent may focus on
groups, in pairs, or identifying attribute of
Literacy
literacy.
individually on either objects match, sort,
e.g.
teacher assigned or arrange objects in
letter sounds, letter
child-initiated activities. sequence according to a
recognition and alphabets.
specific attribute;
reasoning and problem
solving skills Note: if the parent may
have difficulty of teaching
letter sounds she may use
the offline video or ask the
assistance of older sibling

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of a child, or other people

who can help them.
Gross and Fine Motor During this period, the
Indoor/Outdoor Games 20 10 Activities include sports, Page |
Skills such as balancing, parent may join the 64
simple athletics,
running, throwing, indoor/outdoor games.
movement activities, and
catching This to ensure the child’s
outdoor games.
safety. To make more
Receptive and Expressive
meaningful, he/she can
Language Skills such as
involve other siblings to
following instructions,
participate in the activity.
etc.
Children are given time Language, Literacy and
Meeting Time 3 5 5 The parent may synthesize
to pack away. Teachers Communication Skills
all the things the child
synthesize the teacher’s such as expressing
learned. The parent may
learning experiences. feelings, describing
request the child to pack
Reminders and learning experiences, following
his/her own things and
extensions are also given instructions, etc.
arrange properly. During
during this period.
Self-help skills such as this period, the parent can
packing own things, even give instructions to
what are the things to do

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return things to the and prepare for the next

proper place, etc. lesson.
Page |
65
CLASS PROGRAM
MDL
KINDERGARTEN
SY 2020 – 2021
Time
Activity
Time Allotment Monday Tuesday Wednesday Thursday Friday Saturday
(Blocks of Time)
(in minutes)
Preparation This time
8:00 AM – 8:05 AM 5 Parent-led Parent-led Parent-led Parent-led Parent-led shall be
(Arrival Time)
utilized for
8:05 AM – 8:10 AM Meeting Time 5 Parent-led Parent-led Parent-led Parent-led Parent-led remediation.
8:10 AM – 8:30 AM HGP 20 Teacher-Lead: Teacher makes schedule to connect with learners enrichment
and other
Work Period 1-umeracy learning
Self-Learning Module activities.
Follow-up
can be done
9:00 AM – 9:10 AM Recess 10 Parent-led Parent-led Parent-led Parent-led Parent-led with learners
9:10 AM – 9:15 AM Quiet Time 5 Parent-led Parent-led Parent-led Parent-led Parent-led through
online, text,
Stories/Rhymes/ call or home
Poems/Songs visitation
9:15 AM – 9:25 AM 10 Parent-led when
(Monday only) possible and
Big Books/SLMs allowed, or
9:25 AM – 9:45 AM Work Period 2 - Literacy 20 Parent-led Parent-led Parent-led Parent-led Parent-led any means of

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Self-Learning Module communicati

on.
9:45 AM – 9:55 AM Indoor/Outdoor Games 10 Parent-led Parent-led Parent-led Parent-led Parent-led
Note: From Tuesday to Friday schedule, Work Period 2, Indoor/Outdoor Games and Meeting Time 3 may be scheduled earlier Page |
66
starting at 9:25 AM to maximize the time.
SAMPLE CLASS PROGRAM - A
(Week-Long SLM Accomplishment)
MDL
GRADE 1
1stSemester
SY 2020 – 2021

7:30 AM – 7: 40 AM HGP This time shall be
utilized for
7:40 AM – 8:30 AM Mother Tongue remediation.
8:30 AM – 9:00 AM Filipino enrichment and other
9:00 AM – 9:50 AM Mathematics Follow-up can be done
9:50 AM – 10:30 AM Araling Panlipunan with learners through
10:30 AM – 11:10 PM MAPEH home visitation when
possible and allowed,
11:10 AM – 11:40 AM Esp or any means of
communication.
1:00 PM – 1:30 PM Remote Cooperative Learning

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Note: This sample class program provides for the schedule of target SLMs (subject areas) to be accomplish on a particular time
of the day. In this scheduling, the learners work on all the SLMs every day for a particular period until the end of the week. The
time in the afternoon can be utilized to collaborate with other learners (through text or call) and to continue working on the Page |
67
SLMs.

(Per Day SLM Accomplishment)
MDL
GRADE 1
1stSemester
SY 2020 – 2021

utilized for
(1 hr.) remediation.
Araling
Mathematics MAPEH learning activities.
Mother Tongue Panlipunan Follow-up can be done
8:00 AM – 12:00 PM (4 hrs. & 10 (3 hrs. & 20 Remote
(4 hrs. & 10 min.) (3 hrs. & 20 with learners through
min.) min.) Cooperative online, text, call or
min.) home visitation when
Learning possible and allowed,
or any means of
communication.

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EsP Remote Remote Remote

Filipino
1:00 PM – 5:00 PM (2 hrs. & 30 Cooperative Cooperative Cooperative
(2 hrs. & 30 min.)
min.) Learning Learning Learning
Page |
Note: This sample class program provides for the schedule of target SLMs (subject areas) to be accomplish in a day. This 68
scheduling gives more focus on tasks considering that there is/are only 1 or 2 SLMs to work on in a day

MDL
GRADE 1
2ndSemester
SY 2020 – 2021

utilized for
9:00 AM – 9:50 AM Mathematics Follow-up can be done
9:50 AM – 10:30 AM Araling Panlipunan with learners through
10:30 AM – 11:10 PM MAPEH home visitation when
11:10 AM – 11:40 AM Esp or any means of
communication.
1:00 PM – 1:30 PM English

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Page |
69

MDL
GRADE 1
2ndSemester
SY 2020 – 2021

utilized for
Araling
or any means of
communication.

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EsP English Remote Remote

Filipino
1:00 PM – 5:00 PM (2 hrs. & 30 (2 hrs. & 30 Cooperative Cooperative
(2 hrs. & 30 min.)
min.) min.) Learning Learning
Page |
70

MDL
GRADE 2
SY 2020 – 2021

utilized for
9:20 AM – 10:00 AM Araling Panlipunan Follow-up can be done
10:00 AM – 10:30 AM EsP with learners through
10:30 AM – 11:10 AM MAPEH home visitation when
11:10 AM – 12:00 PM Mathematics or any means of
communication.

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Page |
71

MDL
GRADE 2
SY 2020 – 2021

utilized for
Araling
or any means of
communication.

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EsP English Remote Remote

Filipino
1:00 PM – 5:00 PM (2 hrs. & 30 (4 hrs. & 10 Cooperative Cooperative
(4 hrs. & 10 min.)
min.) min.) Learning Learning
Page |
72

MDL
GRADE 3
SY 2020 – 2021

utilized for
communication.

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1:50 PM – 2:40 PM Science
Page |
73

MDL
GRADE 3
SY 2020 – 2021

utilized for
Araling
or any means of
communication.

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EsP English Science Remote

Filipino
1:00 PM – 5:00 PM (2 hrs. & 30 (4 hrs. & 10 (4 hrs. & 10 Cooperative
(4 hrs. & 10 min.)
min.) min.) min.) Learning
Page |
74

MDL
GRADES 4 - 6
SY 2020 – 2021

utilized for
7:40 AM – 8:30 AM EPP remediation.
communication.

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1:50 PM – 2:40 PM Science
Page |
75

MDL
GRADES 4 - 6
SY 2020 – 2021

utilized for
Araling
EPP Panlipunan Follow-up can be done
or any means of
communication.

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EsP English Science Remote

Filipino
1:00 PM – 5:00 PM (2 hrs. & 30 (4 hrs. & 10 (4 hrs. & 10 Cooperative
(4 hrs. & 10 min.)
min.) min.) min.) Learning
Page |
76

MDL
GRADE 7 - 10
SY 2020 – 2021

Filipino
7:00 AM – 8:00 AM HGP
Name of Teacher
English Name of Class This time shall be utilized for
8:00 AM – 9:00 AM remediation. enrichment and other
Name of Teacher Adviser learning activities. Follow-up can
Math  Remote be done with learners through
9:00 AM – 10:00 AM online, text, call or home visitation
Name of Teacher Cooperative when possible and allowed, or any
Science Learning means of communication.
10:00 AM – 11:00 AM
Name of Teacher  Finishing of
11:00 AM – 12:00 PM Araling Panlipunan unaccomplished

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SLMs/learning
Name of Teacher
activities
English  Remote Page |
1:00 PM – 2:00 PM
Name of Teacher Cooperative 77
MAPEH Learning
2:00 PM – 3:00 PM
EsP unaccomplished
3:00 PM – 4:00 PM SLMs/learning
Name of Teacher activities

MDL
GRADE 7 - 10
SY 2020 – 2021

HGP
(8:00 AM – 9:00 AM)
This time shall be utilized for
Mathematics Filipino English Science Name of Class remediation. enrichment and
Adviser other learning activities. Follow-
up can be done with learners
8:00 AM – 12:00 PM  Remote through online, text, call or
Cooperative home visitation when possible
Name of Name of Name of Learning and allowed, or any means of
Name of Teacher communication.
Teacher Teacher Teacher  Finishing of
unaccomplished

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SLMs/learning
activities
EsP MAPEH AP TLE  Remote Page |
Cooperative 78
Learning
1:00 PM – 5:00 PM Name of Name of Name of  Finishing of
Name of Teacher
Teacher Teacher Teacher unaccomplished
SLMs/learning
activities

MDL
GRADE 11 – 12
SY 2020 – 2021

SHS Subject 1
7:00 AM – 8:00 AM HGP
Name of Teacher
SHS Subject 2 Name of Class This time shall be utilized for
8:00 AM – 9:00 AM remediation. enrichment and other
Name of Teacher Adviser learning activities. Follow-up can
SHS Subject 3  Remote be done with learners through
9:00 AM – 10:00 AM online, text, call or home visitation
Name of Teacher Cooperative when possible and allowed, or any
SHS Subject 4 Learning means of communication.
10:00 AM – 11:00 AM
11:00 AM – 12:00 PM SHS Subject 5 unaccomplished

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SLMs/learning
Name of Teacher
activities
SHS Subject 6  Remote Page |
1:00 PM – 2:00 PM
Name of Teacher Cooperative 79
SHS Subject 7 Learning
2:00 PM – 3:00 PM
SHS Subject 8 unaccomplished
3:00 PM – 4:00 PM SLMs/learning
Name of Teacher activities

MDL
GRADE 11 - 12
SY 2020 – 2021

HGP
(8:00 AM – 9:00 AM)
SHS Subject SHS Subject SHS Subject SHS Subject Name of Class
This time shall be utilized for
remediation. enrichment and
1 2 3 4 Adviser other learning activities. Follow-
up can be done with learners
8:00 AM – 12:00 PM  Remote through online, text, call or
Cooperative home visitation when possible
Name of Name of Name of Name of Learning and allowed, or any means of
communication.
Teacher Teacher Teacher Teacher  Finishing of
unaccomplished

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SLMs/learning
activities
SHS Subject SHS Subject SHS Subject SHS Subject  Remote Page |
5 6 7 8 Cooperative 80
Learning
1:00 PM – 5:00 PM  Finishing of
Name of Name of Name of Name of
unaccomplished
Teacher Teacher Teacher Teacher
SLMs/learning
activities
VI. TV/RADIO-BASED INSTRUCTION (TV/RBI) + MODULAR DISTANCE LEARNING (MDL): SUPPLEMENTED WITH VIDEO
LESSONS
 Description
TV/Radio Based Instruction is a modality that the teacher uses to deliver the content of the lesson to the learners
with the use of television or radio stations that run on-air lesson episodes that are recorded for the different Self-Learning
Modules.
This modality is used for areas where TV and radio broadcasts are available.
In this modality, radio scripts are developed and are anchored on the SLMs. Also, learners will be provided with
video lessons based from the different contents of the SLM that they can watch at home.

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 Standard Requirements for the Implementation of TV/RBI

Page |
To maximize the use of this modality for learning, the following standard requirements are expected to be met: 81
Teachers
a. Have complete list of TV and radio stations that run the lesson episodes for TV/RBI.
b. Have knowledge of the specific location of learners as within reach of the broadcast
c. Keep records of learners that watch/listen to the TV/radio broadcast
d. Have knowledge of the reach of the TV or radio broadcast.
n. Have knowledge and understanding how to effectively use the Self-Learning Modules (SLMs), the different parts
of the SLM and its purpose to develop understanding of concepts and skills
o. Organize the people/para-teachers in community to provide learning assistance to the learners
p. Know how to utilize the LR Portal and the DepEd Commons for teaching and learning
q. Clearly understand the Self-Learning Modules and how it is utilized for learning
r. Have personal or issued laptop or desktop computer and printer needed for printing learning materials and
learning activities/tasks prepared for the learners

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s. Prepare the class program which reflects the schedule for working on the SLMs of the different subject areas
including the specific on-air delivery of the lesson using TV/Radio-Based Instruction if this is available in the
area Page |
82
t. Prepare the class master list with complete contact information about the learners and their parents/guardians
such as:
 Name of the learner and his/her contact number, if available
u. Provide to the learners the needed printed copies of the Self-Learning Modules (SLMs) and Learning Activity
resources in school.
v. Regularly monitor each learner’s learning progress using the Daily Learning Progress Monitoring Plan
w. Check learners’ outputs and portfolio promptly and provide immediate feedback to learners and
parents/guardians through any means of communication
x. Regularly communicates with learners and parents
y. Provide interventions such as remediation and enrichment
z. Conduct summative and quarterly assessments using appropriate online/offline tools and venues

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Parents/Guardians
Page |
 For Parents/Guardians with Kindergarten to Grade 12 Learners 83
a. Have a TV or transistor radio at home
k. Have time to guide and assist the learner with his/her learning tasks. For parents/guardians with Kinder to
Grade 3 and SPED Non-Grade learners, they or somebody else should have a dedicated time to teach the children
especially those with reading difficulties and special needs
l. Have designated learning space at home, preferably at least 4 square meters in area, with table and chair and
other learning materials
m. Have cellphones needed for communicating with teachers
n. Have basic knowledge about the SLM and how to assist learners
o. Monitor his/her child’s daily learning activities
p. Communicate regularly with the teachers to report or clarify
q. Submit learner’s outputs to the teachers like accomplished SLMs, projects, etc.
r. Know how to collaborate for learning with other parents
 For Parents/Guardians only with Kindergarten Learners

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s. Have time to watch the TV or radio lesson episode with the learner. This is necessary for parent to be able to
effectively assist the learner, they too should have clear and deep understanding of the lesson or concepts.
t. Have time to teach the child for 30 minutes up to a maximum of 1 hour and 30 minutes. If not possible during Page |
84
u. Sep-up a child’s learning space at home, if possible, it should have, but not limited to, the following:
 Small table and chair for other learning activities such as writing, drawing, clay molding, paper-cutting,
etc.
 Mat
 Crayon
 Big books
 Art materials
 Molding clay

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 Phonics flashcards Page |
85
 Tactile
 Writing board

 Gardening tools
 Carpentry tools
 Cooking tools/utensils

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Page |
86
TV/Radio-Based Instruction
Lesson Episode Scheduling
Grade Saturday Sunday

Time Monday Tuesday Wednesday Thursday Friday
Level (SHS) (SHS)
7:00 AM – 7:30 AM K K K K K K Core Subject Applied/Specialized
MT (1 hr, Core Subject Applied/Specialized
7:30 AM – 8:00 AM 1 Filipino Math AP MAPEH
1st Sem)
English (not Core Subject Applied/Specialized
8:00 AM – 8:30 AM 1 Filipino offered in Math EsP MAPEH
1st Sem)
8:30 AM – 9:00 AM 2 Filipino English Math EsP MT Core Subject Applied/Specialized
9:00 AM – 9:30 AM 2 Filipino English Math AP MAPEH Core Subject Applied/Specialized
9:30 AM – 10:00 AM 3 Filipino English Math Science MT Core Subject Applied/Specialized
10:00 AM – 10:30 AM 3 EsP English Math AP MAPEH Core Subject Applied/Specialized
10:30 AM – 11:00 AM 4 AP Filipino Math Science EPP Core Subject Applied/Specialized
11:00 AM – 11:30 AM 4 EsP English Math Science MAPEH Core Subject Applied/Specialized
11:30 AM – 12:00 PM 5 AP Filipino Math Science EPP Core Subject Applied/Specialized
12:00 PM – 1:00 PM SHS Core/Applied/Specialized Subjects
1:00 PM – 1:30 PM 5 EsP English Math Science MAPEH Core Subject Applied/Specialized

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1:30 PM – 2:00 PM 6 AP Filipino Math Science EPP Core Subject Applied/Specialized

2:30 PM – 3:00 PM 7 AP Filipino Math Science TLE Core Subject Applied/Specialized
3:30 PM – 4:00 PM 8 AP Filipino Math Science TLE Core Subject Applied/Specialized Page |
4:00 PM – 4:30 PM 8 EsP English Math Science MAPEH Core Subject Applied/Specialized 87
The Lesson Episode Scheduling presented here provides guidance on what grade level and subject area shall be aired
on a particular time and day. This will serve as guide when partnering with TV or radio stations that offer a time slot for
TV/RBI; for example, Radio X offers the time slot 10:30 AM – 11:30 AM daily to DepEd, then that time slot will be utilized for
airing lesson episodes for Grade 4 subjects from Monday to Friday, one (1) or two (2) SHS Core subjects on Saturday, and
another one (1) or two (2) SHS Applied/Specialized subjects on Sunday.
As reflected in the schedule, SHS subjects are scheduled on Saturdays, Sundays and from 12:00 PM to 1:00 PM. It is to
be noted that some SHS subjects can either be offered in Grade 11 or Grade 12, or in first semester or second semester, so
the scheduling of subjects in Grade 11 and Grade 12 is not uniform in all schools. This has to be considered in choosing what
particular SHS subject shall be aired when there is limited airtime slot for TV/RBI.

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In the TV/RBI Lesson Episode Scheduling, each subject area per grade level is allotted either 30 or 60 minutes per
week. The time allocation for each subject area shall be used as basis for determining the length and coverage of the video
lessons or radio script that is based on the Self-Learning Modules (SLMs). Page |
88
The schedule for accomplishing the SLMs under this modality should follow the class program presented per
grade level in the Modular Distance Learning, however, schools are encouraged to make adjustments with the time
and subject placement to consider the schedule of TV/RBI lesson episode, provided it is convenient to the learners.
VII. IMPLEMENTING SPECIAL EDUCATION (SPED) IN THE NEW NORMAL: TRANSITION PROGRAM AND NON-GRADED
The class programs for Transition Program and Non-Graded learners are designed based on the combination of online
learning and modular learning. As strongly recommended, teachers will coordinate with the parents on the schedule of online
sessions as well as on the necessary arrangements of the appropriate class scheduling suitable for the distance learning.
Learner’s outputs and performance shall be evaluated to determine the learning progress. This shall also be used as basis for
the provision of remediation that may be given to the learner to ensure that the target knowledge, skills and attitudes are
acquired therefore, the parent’s assistance, attention and commitment to teach his own child is greatly encouraged.
 Transition Program

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The activities under the transition program includes the following:

a. Homeroom Guidance Program /Preparatory Activity,
b. Interactive Story-Time Activities, Page |
89
c. Transition Curriculum for Learners with Disabilities
c.1 Enrichment Skills
c.2 Functional Academic Skills
c.3 Life Skills
c.4 Livelihood Skills
c.5 Pre-Vocational Skills
d. Supervised Recess
e. Engaging Indoor/Outdoor Activities
f. Supervised Lunch
g. Guided Learning
h. Winding Up
The said learning components will be taught by the teachers separately during weekdays (Monday-Friday).
Therefore, only one component will be concentrated and discussed each day.

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Page |
90
TRANSITION PROGRAM
SY 2020 – 2021
7:00 AM – 8:00 AM Homeroom/Guidance Program/ Preparatory activities

This time shall be
8:00 AM – 8:30 AM Interactive Story Time Activities utilized for remediation.
Functional Follow-up can be done
Academics Livelihood with learners through
Life-Skills
Enrichment Skills Pre-Vocational online, text, call or
8:30 AM - 9:30 AM home visitation when
Skills Skills Skills possible and allowed, or
any means of
communication.
9:30 AM – 10:00 AM Supervised Recess


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Engaging Indoor/ Outdoor Learning Activities

10:00 AM – 11:00 AM
12:00 PM – 1:00 PM Supervised Lunch
1:00 PM – 2:00 PM Guided Learning Page |
Winding Up 91
2:00 PM –2:30 PM
 Non- Graded
A. Learners with Intellectual Disability

The activities for the Learners with Intellectual Disability/Difficulty in Remembering and Concentrating includes
the following:
a. Homeroom Guidance Program Preparatory Activity
b. Interactive Story-Time Activities,
c. Curriculum for Learners with Intellectual Disability/ Difficulty in Remembering and Concentrating
c.1 Socio-Emotional & Behavioural Development; Creative and Aesthetic Development
c.2 Physical Health, Well-Being and Self-Help
c.3 Motor Development

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c.4 Cognitive Development

c.5 Language Development
d. Supervised Recess Page |
92
f. Supervised Lunch
g. Guided Learning
h. Winding Up
The content areas will be taught by the teachers separately during weekdays (Monday-Friday). Therefore, only one
component will be concentrated and discussed each day.
Learners with Intellectual Disability/Difficulty in Remembering & Concentrating

(Non-Graded)
SY 2020 – 2021

7:00 AM – 8:00 AM HGP/Preparatory Activity This time shall be utilized
for remediation.
8:00 AM – 8:30 AM Interactive Story Time Activities enrichment and other

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learning activities. Follow-

Socio- up can be done with
Emotional & learners through online,
Behavioural Physical text, call or home
visitation when possible
Development Health, Well Motor Cognitive and allowed, or any Page |
8:30 AM - 9:30 AM Language
Being & Self- Development Development means of communication. 93
Creative & Help Development
Aesthetic
Development
Engaging Indoor/ Outdoor Learning Activities
10:00 AM – 11:00 AM
12:00 PM – 1:00 PM Supervised Lunch Break
1:00 PM – 2:00 PM
Guided Learning
2:00 PM – 3:00 PM Winding Up
B. Visually Impaired/ Learners with Difficulty in Seeing

The activities for the Visually Impaired includes the following:
a. Preparatory Activities,
b. Interactive Story-Time Activities,
c. Curriculum for Visually Impaired
c.1 Pre-Mobility (1st Quarter); Basic Mobility Skills (2nd-4th Quarter)
c.2 Pre-reading and Writing Skills
c.3 Early Numeracy

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c.4 Self-Help Skills; Kagandahang Asal

c.5 Development of Aesthetic Skills
d. Supervised Recess Page |
94
f. Supervised Lunch
g. Guided Learning
h. Winding Up
The learning components will be taught by the teachers separately during weekdays (Monday-Friday). Therefore,
only one component will be concentrated and discussed each day.
Visually Impaired/ Learners with Difficulty in Seeing
Non-Graded
SY 2020 – 2021
This time shall be
7:00 AM – 8:00 AM HGP/ Preparatory Activity utilized for

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Pre-Mobility remediation.
Early Self – Help learning activities.
( 1st quarter) Numeracy Skills Development of Follow-up can be done
with learners through
Pre Reading Aesthetic Arts Page |
8:00 AM – 9:00 AM Basic Mobility and Writing (Mathematics Kagandahang home visitation when 95
Skills skills Readiness) Asal possible and allowed,
or any means of
communication.
(2nd quarter
to 4th quarter)
10:00 AM – 11:00 AM Engaging Indoor/ Outdoor Learning Activities
1:00 PM – 2:00 PM Guided Learning
C. Autism Spectrum Disorder / Children with Autism
The activities for Children with Autism includes the following:

a. Preparatory Activities,
b. Interactive Social Story (Story-Time Activities)

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c. Curriculum for Children with Autism

c.1 Cognition and Communication
c.2 Behavioral Management Page |
96
c.3 Daily Living
c.4 Psychomotor & Interpersonal Skills
c.5 Psychosocial/ Socio-Emotional
d. Supervised Recess
f. Supervised Lunch
g. Guided/ Independent Learning
h. Winding Up
The learning components will be taught by the teachers separately during weekdays (Monday-Friday). Therefore,
only one component will be concentrated and discussed each day.
Children with Autism/ Difficulty in Performing Adaptive Skills

(Non-Graded)
SY 2020 – 2021

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7:00 AM – 8:00 AM HGP/ Preparatory activity
8:00 AM – 8:30 AM Interactive Social Story /Story Time Page |

97
Cognition & Behavioral
Psychomotor &
Communication Management This time shall be
Interpersonal Psychosocial/ utilized for
8:30 AM – 9:30 AM Daily Living Skills Socio-Emotional remediation.
Follow-up can be
done with learners
9:30 AM – 10:00 AM Supervised Recess call or home
visitation when
10:00 AM – 11:00 PM 1.Indoor / Outdoor Activity or any means of
communication.
1:00 PM – 2:00 PM GUIDED/ INDEPENDENT LEARNING
 Pull-Out

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The pull-out class, is intended for the learners who are enrolled in the regular class but still needs intervention.
The resource room teachers will assist the identified learners using Self-Learning Modules (SLMs) and will follow the
proposed class program. All the lessons will still be delivered using the Online learning supplemented by the Self-Learning Page |
98
Modules.
During weekdays (Monday-Friday), the resource teacher will be accommodating clientele per hour. It is therefore
expected that the teacher will be giving activities based on the needs and grade level of the clientele.
Class Program for Resource Room Teacher


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Pull-out
SY 2020 – 2021
Time Monday Tuesday Wednesday Thursday Friday Saturday Page |
7:00 AM – 8:00 AM HGP/Preparatory activities 99
Clientele No.1 (HI) Clientele No.1 (HI) Clientele No.1 (HI) Clientele No.1 (HI) Clientele No.1 (HI)
8:00 AM – 9:00 AM
Grade: 1 Grade: 1 Grade: 1 Grade: 1 Grade: 1
Subject: Math Subject: Math Subject: Math Subject: Math Subject: Math
Clientele No. 2 (HI) Clientele No. 2 (HI) Clientele No. 2 (HI) Clientele No. 2 (HI) Clientele No. 2 (HI)
This time shall be
9:00 AM – 10:00 AM utilized for
Grade: 2 Grade: 2 Grade: 2 Grade: 2 Grade: 2 remediation.
Subject: English Subject: English Subject: English Subject: Math Subject: Math enrichment and
other learning
Clientele No. 3 (HI) Clientele No. 3 (HI) Clientele No. 3 (HI) Clientele No. 3 (HI) Clientele No. 3 (HI)
activities. Follow-up
10:00 AM –11:00 PM can be done with
Grade: 4 Grade: 4 Grade: 4 Grade: 4 Grade: 4 learners through
Subject: English Subject: English Subject: English Subject: English Subject: English online, text, call or
home visitation
12:00 PM – 1:00 PM Lunch Break when possible and
Clientele No. 4 (HI) Clientele No. 4 (HI) Clientele No. 4 (HI) Clientele No. 4 (HI) Clientele No. 4 (HI) allowed, or any
means of
1:30 PM – 2:30 PM communication.
Subject: English Subject: English Subject: Filipino Subject: Filipino Subject: Filipino
Clientele No.5 (HI) Clientele No.5 (HI) Clientele No.5 (HI) Clientele No.5 (HI) Clientele No.5 (HI)
2:30PM - 3:30PM
Subject: Filipino Subject: Filipino Subject: Filipino Subject: Filipino Subject: Filipino

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 Individualized Teachers Program
All SPED teachers handling learners with disabilities will be delivering the content areas required by the Department
Page |
of Education. These different content areas based on the various exceptionalities will be taught respectively every session.
100
Individualized Teachers Program

SY 2020 – 2021

HGP/Preparatory Activities
Functional This time shall be
7:00 AM – 8:00 AM Enrichment Academics Pre-Vocational utilized for remediation.
Life-Skills Livelihood Skills enrichment and other
Skills Skills
Skills Follow-up can be done
8:00 AM – 9:00 AM Clientele (3) Clientele (3) Clientele (3) Clientele (3) Clientele (3) with learners through
9:15 AM – 10:15 AM Clientele (2) Clientele (2) Clientele (2) Clientele (2) Clientele (2)
home visitation when
10:30 AM – 11:30 AM Clientele (1) Clientele (1) Clientele (1) Clientele (1) Clientele (1) possible and allowed, or
12:00 PM – 1:00 PM Lunch Break any means of
communication.
1:00 PM – 2:00 PM Clientele (3) Clientele (3) Clientele (3) Clientele (3) Clientele (3)
2:15 PM –3:15 PM Clientele (1) Clientele (1) Clientele (1) Clientele (1) Clientele (1)

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VIII. ASSESSMENT IN THE NEW NORMAL OF EDUCATION
The learning outcomes in the form of knowledge, skills, attitudes, and values will be assessed. Learners shall prepare
their portfolio/e-portfolio to include written works, and performances (and products), whether hardcopy, softcopy, or a Page |
101
combination of both. The portfolio/e-portfolio content will be assessed using rubrics that capture the evidence of learning.
Testimonies of parents and other adults including community leaders aside from teachers may also be considered in the
assessment.
Where face-to-face learning and blended learning is possible, summative tests will be administered in school. For learners
who are on distance learning, summative tests may be administered when physical classes shall be allowed in their respective
areas.
National examinations are a necessary part of quality assurance, and provide important feedback on the system’s
performance as regards curricular reforms, professional development of teachers and educational leaders, provision of financial
resources and learning materials, and student’s learning outcome. Thus, the administration of national examinations shall
continue amidst COVID-19.
DepEd shall issue specific guidelines on assessments taking into consideration the physical limitations imposed by
COVID-19.
Source: DO No. 012, s. 2020, “Adoption of Basic Education Learning Continuity Plan for
School Year 2020 – 2021 in the Light of COVID-19 Public Health Emergency”

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IX. MONITORING OF LEARNING PROGRESS, AND GIVING FEEDBACK AND INTERVENTION

Teachers need to keep track of the learning progress of learners. Significant information on learning experiences, both
milestones and difficulties, should be properly monitored and recorded. This information is necessary to guide the teachers Page |
what appropriate feedback and intervention should be given to learners. 102
For all learning delivery modalities implemented in school there should be a tracking mechanism for learning progress.
The following information shall be properly captured and recorded by every subject teacher:
 Target SLM to be accomplished daily/weekly: Subject area SLM and Module Number
 SLMs and parts of the SLM accomplished at the end of the week
 Learners’ record of performances or scores in every assessment in the SLM, portfolio assessment and other assessment
activities
 Specific difficulties encountered by learners in accomplishing the SLM and other learning tasks
 Date of submission of accomplished SLMs and outputs
 Reason/s for the delayed submission of accomplished SLMs, outputs and learning portfolios
 Record of SLMs, learning portfolios or tasks not accomplished or submitted
Based on the information gathered on learner’s performance, the subject teacher should promptly give feedback and
guidance to learners and parents. When there is difficulty understanding the concept or doing the task, the subject teacher
should provide specific intervention such as, but not limited to, home visitation and tutorial, additional learning activity, and

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provision of additional learning resources. The use of Learning Activity Sheets (LASs) shall be maximized to deepen concept
understanding and acquisition of knowledge and skills. Enrichment activities or additional challenging tasks can be given by
the teachers to fast learners. Page |
103
X. STRATEGIES TO ADDRESS ISSUES AND CONCERNS IN THE IMPLEMENTATION OF THE DIFFERENT LEARNING
DELIVERY MODALITIES
The next table presents the different issues and concerns that may cropped up in the implementation of each modality
and the strategies that can be employed to address them. There can be other issues and concerns that may have not been
captured, but the basic principle we live to deal on these issues and concerns is that “For every problem there is a
solution”, and eventually, collectively as a team we can work things out and find the best solution to every problem.
Strategy/Responsibility
Modality Issues and Concerns
Parent/Family Teacher/School LGU/Community
The Learners/Families  Inform the class  The school will  People in the
have the gadgets and adviser/school of this orient/assist/train the community who have
Online Distance
internet connectivity but concern learners/families on knowledge about ICT
Learning
do not have knowledge ICT, creation of online and the different online
about ICT, creating accounts and the use learning platforms

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email and social media of online learning should assist and help
accounts, and the platforms the learners.
different online learning Page |
104
platforms
Intermittent and slow  Select a service  Record all synchronous  The LGU/community
internet signal provider that delivers online sessions so that can coordinate with
the faster connection learners who lost their the service providers
connection during the for possible upgrade of
 If financial capacity session can watch the facilities and services
would warrant, have a recorded online lesson like installation of
separate internet additional signal
connection at home booster or
dedicated only for transmission tower in
online distance the area
learning
 Paid for the
installation of faster
and free wifi

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connection or LAN in
the community that
learners can have Page |
105
better internet
connection.
The learners/families  The learners can start  Establish partnership  The LGU can allocate
wish to choose the with the Modular with LGU, NGOs and budget for the
Online Distance Distance Learning and education procurement of
Learning modality but later transfer to Online stakeholders for gadgets to be given to
do not have the gadgets Distance Learning support to learners learners and the
and internet when they already installation of free
connectivity have the gadgets and internet wifi
internet connectivity connection or LAN in
that the families are the community
able to acquire
through their efforts,
handwork and
initiative.

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Modular Distance The parents do not have  The parents, in  The teacher schedules  The LGU and
Learning time during daytime to collaboration with the regular home visits, if community can
assist the learner to teachers provide tasks the situation permits, organize, in Page |
106
work on his/her SLM that learner can work to assist the learner collaboration with the
and other learning tasks independently during school, a team of para-
daytime  The teacher calls the teachers in the
learner while he/she is community to help
 Parents can schedule working on the SLM to assist the learners
the tutorial after office provide guidance
hours for a reasonable
duration that they also  The school organizes
do not exhaust and trains para-
themselves; or they teachers in the
may schedule this on community to assist
Saturdays and the learners
Sundays

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 Find tutors for the

learners
The learners do not  The families should  Establish a mechanism  The LGU should Page |
107
have printed copies of inform immediately the for distribution of SLMs provide budget
the SLMs they are school that they did to learners that allocation or support
supposed to accomplish not receive the SLMs includes the schedule such as provision of
in a week for the week for early distribution. printing machines,
bond paper, ink and
 The families, as  The class adviser and other supplies and
support to big expenses subject teachers should materials needed for
incurred for module have tracking record of the reproduction of
reproduction, may SLM distribution to SLMs and other
print their own copy of learners. learning resources.
the SLMs from the soft
copies provided by the  The community and
school. other organization can
donate equipment and
materials needed for

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reproduction of SLMs
and other learning
resources Page |
108
The parents or any  There are so many  Orient/train the  Provide learners with
members of the family ways that parents and parents and other TV and video player
do not have any other family members family members how they need to watch the
education to assist the can assist the learners they can effectively video lessons
learners in that do not require any assist the learners.
accomplishing the educational  The LGU and
modules and other qualifications. These  Have a scheduled community can
learning tasks are some of the community/home visit organize, in
following: to assist learners with collaboration with the
 Communicate their learning tasks school, a team of para-
promptly with the teachers in the
teachers regarding  Find time to connect community to help
learners’ learning with the learners assist the learners
difficulty and through phone calls to 
experience guide them in

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 Provide for the needs accomplishing the

of the learners such SLMs and other
as learning learning tasks Page |
109
materials and
supplies  The school organizes
 Monitor and guide and trains para-
learners with their teachers in the
learning schedules community to assist
and ensure that they the learners
work on it
 Connect with  Provide learners with
neighbors or find the copy of the video
other persons who lessons that they can
can help the watch on TV
learners with their
learning tasks
 Try to have a TV and
video player at home so

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that the learners can

watch the video lessons
TV/Radio-Based There is no TV or radio  Inform the class  Provide learners with • Community leaders or Page |
110
Instruction signals in the adviser/school of this printed copy of the volunteers can be
community concern SLMs engaged to distribute
and collect the
 Utilize public address accomplished
or rekurida strategy: modules. They can
 Teachers will be also serve as para-
deployed in different teachers or tutors to
areas in the guide and help
community with a learners accomplish
complete set of their modules and
portable sound other learning tasks.
system and they
deliver the lesson • For families or areas
following a script where there is no
while learners are available TV, LGUs,

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instructed to follow NGOs and donors will

using their Self- be partnered to donate
Learning Modules TV sets with player. Page |
111
(SLMs) These TVs will be set
 This will be up in strategic areas in
scheduled 3 times a the neighborhood for
week - Monday, learners to watch their
Wednesday and lessons and work on
Friday. On Tuesday their modules at home.
and Thursday, Health protocols will
learners will be strictly be observed
working on the
SLMs with their • Local leaders will be
parent-teachers or requested to manage
anyone in the family and maintain the TV
or community that sets including the
can help them in regular showing of
video lessons.

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accomplishing the
modules
 3 to 5 subjects will Page |
112
be covered every
Monday and
Wednesday with 30
minutes allocation
per subject. Ideally,
this will be done in
the morning. Friday
will be utilized to
check on the
accomplished
modules and for
follow-up. All
collected modules
will be returned on

Telefax No.: (083) 2288825/ (083) 2281893
SOCCSKSARGEN REGION
the next Monday

with feedback
Page |
113
 Maximize the use of
video lessons
 Copy of the video
lessons in USB or
CD will be provided
to learners or their
parents/guardians
together with the
schedule of
watching the video
lesson and the
accomplishment of
SLMs

Telefax No.: (083) 2288825/ (083) 2281893
SOCCSKSARGEN REGION
NOTICE TO ALL Page |

114
This Implementation Guide version 1.0 for the Different Learning Delivery Modalities to be implemented
in SOCCSKSARGEN Region was crafted to provide proper guidance to schools on the implementation of the
different learning delivery modalities.
The need to come up with this Implementation Guide is COMPELLING and URGENT as the school
opening is so fast approaching and our learners, parents, teachers, school leaders, DepEd
SOCCSKSARGEN Region personnel and education stakeholders must know how these modalities are
implemented; what are the infrastructure, facilities and equipment required; what are the roles,
functions and responsibilities of each one involved in the education of the children; and how we can
mobilize everyone and take appropriate action to ensure equitable and quality basic education for our
learners.
Some provisions in this Implementation Guide will be further improved and aligned accordingly with
DepEd CO policy issuances.

Telefax No.: (083) 2288825/ (083) 2281893

Implementation Guide For The Learning Delivery Modalities 3

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Republic of the Philippines

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

 Standard Requirements for the Implementation of ODL + MDL…………………………………………… 50

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

II. PRE-OPENING SCHOOL PREPARATION

 Organization of Classes by Grade Level

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Online Distance Learning (ODL) + Modular Distance Learning (MDL)

a. Signing – in time and preliminary activities (Checking of attendance, prayer, etc.)

Modular Distance Learning (MDL)

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

TV/Radio-Based Instruction (TV/RBI) + Modular Distance Learning (MDL)

 Individual Teaching Load

For K to 3, the “one class, one teacher” rule is suggested.

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

SAMPLE INDIVIDUAL TEACHING LOAD

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

a. Information about the school and its services

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

i. Assessment (formative, summative, quarterly and portfolio assessments)

 Setting Up the Class

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

 Provision of Learning Resources to Learners

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

III. THE DIFFERENT LEARNING DELIVERY MODALITIES

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

The Different Learning Delivery Modalities

Modular Distance Learning (MDL) F2F + MDL

ODL + MDL F2F + TV/RBI

ODL + TV/RBI F2F + ODL + MDL

ODL + MDL + TV/RBI F2F + MDL + TV/RBI

MDL + TV/RBI F2F + ODL + MDL + TV/RBI

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Key Stage Daily Allowable Screen Time

 Key Stage 1 (Kindergarten to Grade 3) At most 1 hour

Key Stage 2 (Grade 4 to Grade 6) 2 to 3 hours

Key Stages 3 and 4 (JHS and SHS) 2 to 4 hours

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

 Standard Requirements for the Implementation of ODL + MDL

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

 For Parents/Guardians with Kindergarten to Grade 12 Learners

Curriculum and Learning Management Division

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

 For Parents/Guardians only with Kindergarten and SPED Non-Graded Learners

Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal