Modular and Online Distance

Education/Learning

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Presentation Outline
 Adjusted School Calendar for SY 2020-2021 (DepEd Order 30, s. 2020)
 SLM vs LAS: Are they the same?
 SLM/LAS-based WHLP
 Home Learning Types A, B, C, D
 Differentiated Home Learning Supervision (by school/purok/sitio)

 Assessing Learning (DepEd Order 31, s. 2020)

 Formative vs Summative (WW & PerT)
 SLM/LAS-based Formative/Summative Assessment
 sources of evidences/documents for the Learner’s Portfolio
 Performance Task Management (eg home-based, plant 3x, etc)
 Portfolio Development and Rubrics
 Metacognition/Reflection

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“Synthesizing the Lecture of CarBry MakSor”
Context of Flexible Learning

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How flexible is flexible learning?
 Flexible learning (in favor of the learners)
 Flexible learning delivery (facilitates flexible learning)
 Flexible learning delivery modality/ies (based on context
and circumstance)

 In flexibility, stress, anxiety and depression are

addressed (for the teachers, learners and parents)

 Promote mindfulness, meditation and prayer

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relevant to CIA for ALL2

DEPARTMENT OF EDUCATION 5
CIA for ALL2
Be context-sensitive on
No two learners have the learner assessment in
same contexts on flexible flexible learning.
learning.

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Adjusted School Calendar (DO 30, s. 2020)
-205 days
 October 5, 2020 – June 11, 2021
 Quarter 1: October 5 - November 28
 Quarter 2: December 1 – February 6
 Quarter 3: February 15 - April 10, 2021
 Quarter 4: April 12, 2021 – June 5, 2021

 Christmas Break- December 21, 2020 -Jan 3, 2021

 EOSY/School Rites: June 7-11, 2021
 Last Day of the SY: June 11, 2021
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Fast Facts
 ADM modules are also known as
Self-Learning Modules (SLMs).
They act like teachers!

 SLMs are not the same as

Learning Activity Sheets (LAS).
LAS acts like a “textbook”.

 Amid the pandemic, SLMs are

most preferred.

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Fast Facts
 In the absence of SLMs, use
the textbooks and/or Learning
Activity Sheets.
 In preparing the WHLP, only
the MELCs part is non-
negotiable. All other parts are
negotiable that must be
addressed by an effective,
efficient and dedicated and
compassionate teacher.

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 ANATOMY OF SLM
(14 Elements or Parts of SLM)
SLM’s Front Matter (4 elements) SLM’s Body (7 elements)
1. Cover Page 5. Introduction
2. Copyright Page 6. Pre-assessment
3. Title Page 7. Lesson Proper (5 sub-elements)
4. Introductory Message a) Review
b) Activity
c) Discussion of the Activity
d) Mini-lesson
e) Enrichment Activity
SLM’s Back Matter (3 elements) 8. Generalization
9. Application
12. Answer Key
10. Post Assessment
13. Reference
11. Additional Activity
14. Back Outside Cover
DEPARTMENT OF EDUCATION
Grades 4 to 12 SLM (a focus on elements 5 to 12)

5
6
7

8
9
10 12
11 Answer key
DEPARTMENT OF EDUCATION
 ANATOMY OF LAS
(8 Parts of LAS)
1. Cover Page
2. Copyright Page
3. Topic / MELC (code spells the time allotment)
4. Background Information for the
Learners/Lecture
5. Set of 3-5 Activities after the Lecture
6. Reflection
7. References
8. Answer Key
DEPARTMENT OF EDUCATION
 SLM vs LAS
(according to parts)
Elements
5 1. Cover Page
6 2. Copyright Page
7 3. Topic / MELC (code
spells the time
allotment)
4. Background
Information for the
Learners/Lecture
5. Set of 3-5 Activities
after the Lecture
8 6. Reflection
9 7. References
10 12
11 8. Answer Key
Answer key
DEPARTMENT OF EDUCATION
Self-Assessment and Self-Regulation

• “Educators who provide regular

opportunities for learners to self-
assess and set goals often report a
change in the classroom (home
learning culture).”
• This is the reason why SLMs have
Answer Key! 14

-McTighe & O’Connor, 2005

-Seven Practices for Effective Learning
DEPARTMENT OF EDUCATION
Suggested Procedure in Preparing SLM-based WHLP

DEPARTMENT OF EDUCATION
Suggested Procedure in Preparing LAS-based WHLP

DEPARTMENT OF EDUCATION
 Realities on the Ground (based on M&E 3 SDOs
Sample Pictures from SDO Abra Ifugao & Benguet, October 2020)

• Monograde vs multigrade home learning

• Monograde ( 1 learner only)
• Multigrade (may be 2, 3, 4, 5, etc. number of learners)
– K to 6
– Gr 7-10
– K to 10
– Gr 11-12
– K to 12

DEPARTMENT OF EDUCATION
 Realities on the Ground (based on M&E 3 SDOs
Sample Pictures from SDO Abra Ifugao & Benguet, October 2020)
Increasing degree of school/teacher/community supervision

Adult support vs. Type of Learner

– Type A: supportive adult with an independent learner
(challenging for K to 3)
– Type B: supportive adult with a learner dependent on
supportive adult
– Type C: challenged adult with an independent learner
(challenging for K to 3, esp. 3Rs)
– Type D: challenged adult with a learner dependent on
supportive adult (challenging for K to 12 most especially K
to 3, esp. 3Rs)
Watch out for Type C and Type D households!
Especially on Type D households with multigrade!
DEPARTMENT OF EDUCATION
 Type A

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 Type A

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 Type A

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 Type A

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 Type A

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 Type A

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 Type A

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 Type B

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 Type B

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 Type B

DEPARTMENT OF EDUCATION
 Type B

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 Type B

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 Type C

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 Type C

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 Type C

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 Type C

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 Type C

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 Type C

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 Type C

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 Type D

DEPARTMENT OF EDUCATION
 Type D

DEPARTMENT OF EDUCATION
Household Types A, B, C, D
Home-School-B/LGU Partnerships for Home Learning

• Data-driven strategic LCP

• #school-age children varies per household
• parental/guardian & home support varies
• 360o - home learning environment as
laboratory varies
• One-size-fits all does not work but establish
homogeneity/heterogeneity of groupings
• strategic LR delivery
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• Involvement vs engagement
 Differentiated Home Learning Supervision
(by teachers / heads)
• Assessment Plan
– Based on Accomplished LESF, determine the
households type (A, B, C, D).
– In order of priority, “visit” first those in Type D, then
Type C, then Type B/A. Prioritize multigrade
household over monograde.
– Prepare a structured interview script (related to
SLM/LAS, assessment (written and performance),
challenges, etc)
– Observe the provisions of DepEd Order 11, s.
2020 (Alternative Work Arrangements)

DEPARTMENT OF EDUCATION
 Differentiated Home Learning Supervision
(by teachers / heads)

• Implement the Plan / “Visitation” Proper (take

note of the seriousness of their challenges)
• Post Visitation meeting cum Debriefing +
agreements
• Act on agreements
• Keep evidences of “visitation”/supervision
• Note: Avoid posting on FB sensitive situations of
households. Keep them strictly confidential!

DEPARTMENT OF EDUCATION
Classroom/Home Learning Assessment
DepEd Order 12, s. 2020 (Basic Education – Learning Continuity Plan
(BE-LCP), page 35

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DEPARTMENT OF EDUCATION 44
What is a Portfolio in Education?

A portfolio is a purposeful
collection of student work that
exhibits the student's efforts,
progress and achievements in one
or more areas [over time].
(Northwest Evaluation Association, 1990)

DEPARTMENT OF EDUCATION 45
 Learner Ownership and Control of
Electronic Portfolio Development
D
Intrinsic E
G
Motivation Process R
E
E

Purpose O
Purpose F
Extrinsic
C
H
Contents Contents Contents O
I
C
ORGANIZATION CONTROL LEARNER CONTROL E

Learner Control vs. Organizational Control

Assumption:
Greater Learner Control leads to more Intrinsic Motivation

DEPARTMENT OF EDUCATION 46
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 DepED Order 31, s. 2020 (p.4)

WW

PerT

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21st Century Skills Framework

In support to
DepEd Order 8, s. 2015
CLASSROOM ASSESSMENT
DepED Order 31, s. 2020 (p.6)

Generally,
PerT>WW

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DO 31, Order
DepED s. 2020 p s.
31, 7 2020 (p.7)

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 Learning Continuity and Learning Assessment Plan (LCLAP)
(Based on DepED Order 31, s 2020)
Modules / Learning Delivery Names of Formative and
Learning Technologies Textbooks Modalities Learners Summative
Assessments*
(where no physical (trust and compassion
face-to-face) are important in
feedback giving)
1. High-Speed (a) Live Streaming eSelf- Online Distance Students 1-5 ePortfolio (WW,
I. With / MOOC & Learning Learning (5) PerT)
(4G) &
Internet Computer/ PAD /
Social Software Modules (synchronous vs WW may be
DepEd Commons (eSLM) asynchronous) synchronous and
Smartphone LMS ebooks asynchronous
eLAS
2.Low-Speed (a) Multimedia Printed SLM Online Distance Students 6- ePortfolio (WW,
(4DSL/2G/LAN) & Document & Textbooks Learning 10 (5) PerT)
Social Software LAS (asynchronous) WW may be
Smartphone
asynchronous
3.Broadcast 3a. TV & (c ) TV & SMS Printed SLM Modular Distance Students 11- Portfolio (WW, PerT)
II. Feature phones Textbooks Learning with TV, 30 (20)
LAS etc WW, PerT may be
Without periodically
delivered/picked up
Internet by the
3b. Radio & (d ) Radio and SMS Printed SLM Modular Distance Students 31- parents/community
Feature phones Textbooks Learning with 35 (5) partners
LAS Radio, etc

4. Without (e) Deliver study Printed SLM Modular Distance Students 36-
any devices materials Textbooks Learning 50 (15)
LAS

Synchronous – happening at the same time/simultaneously Promote PLANT, PLANT, PLANT for Performance Task
* written work (WW), Performance tasks (PerT) Reference: DO 8, s. 2015, DO 12, s. 2020 p 35 and DO 31, s. 2020
DEPARTMENT OF EDUCATION 52
 LAS/SLM-based Assessement & Grading
(compliant with DO 31, s. 2020)

Elements Formative Assessment

Scores
5 1. Cover Page • Record all
6 2. Copyright Page • Establish patterns as
7 3. Topic / MELC (code bases for (a) learner
reflection and (b) in
spells the time giving feedback by
allotment) teacher
4. Background
Information for the Summative Assessment
Learners/Lecture Scores (WW and PerT)
5. Set of 3-5 Activities • Record all
• Check integrity
after the Lecture • Establish patterns
• Check Authenticity
8 • Part of grade
9 6. Reflection
10 12 7. References
Other PerT
11 Answer key 8. Answer Key • E.g. PLANT, PLANT, PLANT

DEPARTMENT OF EDUCATION
PerT>WW at Home
- kitchen
- dining area
- garden (front yard, backyard, etc)
- poultry, piggery, etc
Possible kitchen and dining schedules as
opportunities of learning
- breakfast
- lunch
- dinner
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WW+PErT in Plant 3x!
WW+PErT in Animal Raising!
“Performance
Task”
Management

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 15k MT/month of assorted
vegetables exported outside CAR

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 Assess learning flexibly and
compassionately!
• In terms of retrieval of evidences of
learning (formative and summative)
–Weekly, every after 2-3 weeks, monthly
or quarterly?
–“One size fits all” cannot work. Learners
under Type C specially Type D
households with multigrade will have
great challenges

DEPARTMENT OF EDUCATION
 Assess learning flexibly and
compassionately!
• Giving performance tasks
– Connect with what are available in the home learning
environment (e.g. kitchen, house, front/backyard)

– Try the integrated approach (requires teachers in all learning

areas per grade level to make plan for integrated Performance
Task

– Try the PLANT, PLANT, PLANT approach especially to Type D

households (e.g. leading to livelihood activities)
• Obtain barangay/purok officials’ observation and feedback in
their rounds of monitoring. Neighbors may also give feedback

DEPARTMENT OF EDUCATION
 Suggested Parts of the Flexible Class Record

Students Household Type Profile Formative Summative Reflective/Meta

(A, B, C or D) (WW, (WW, PerT)* cognitive
PerT)*

*implement flexibly DepEd Order 8, s. 2015

*interpret DepEd Order 12, s. 2020 on Assessment
*simplify DO 31, s. 2020 Interim Guidelines on Assessment

DEPARTMENT OF EDUCATION 62
ToK Digital Learning Portfolio Reflection Rubric

DEPARTMENT OF EDUCATION 63
 Metacognition
Student-generated rubrics offer one more way
to increase metacognition
Involving students in the process of self-
evaluation empowers them in the development
of critical thinking skills
-McTighe & O’Conner
Through metacognition, students can develop
these skills that are transferable to new
learning situations
-Abbott, 1997
DEPARTMENT OF EDUCATION 64
Fishermen / Fishers of Men amid COVID-19

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Bayanihan

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Philippine Professional Standards for School Heads (PPSSH)
Job Summary: Sets, the mission, vision, goals and objectives of the school, creates
an environment conducive to teaching-learning process, implements, monitors and
assesses the school curriculum and is accountable for higher learning outcomes

Domain 1, Leading Strategically, Domain 3, Focusing on

consists of seven strands: Teaching and Learning, consists
1. Vision, Mission and Core Values of seven strands:
2. Policy review and 1. School-based curriculum
implementation review and contextualization
3. School planning and 2. Teaching standards and
implementation pedagogies
4. Research to improve school 3. Teaching performance
performance feedback
5. Programs, projects, and 4. Learning assessment
activities 5. Learning environment
6. Learner’s voice 6. Learner discipline
7. Career awareness and
7. Monitoring and evaluation opportunities 67
processes and tools
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS (PPST), DO 42, s. 2017

Domain 5, Assessment and Reporting, is

composed of five strands:

1. Design, selection, organization and utilization of

assessment strategies
2. Monitoring and evaluation of learner progress
and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and
achievement to key stakeholders
5. Use of assessment data to enhance teaching
and learning practices and programs
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 Search for Meaning amid Pandemic
Emily Esfahani Smith’s TED presentation
“There is more to life than being happy”.

Book: “The Power of Meaning: Finding Fulfillment in a World Obsessed With69Happiness”,

Gawis a agew tako am-in!