Schools Division Office- Marikina City

Curriculum Implementation Division

DISTANCE
LEARNING
TEACHER’S HANDBOOK
p

2020 EDITION
TABLE OF CONTENTS
Message of RD……………………………………………………………..………..…..………i

Message of Mayor …………………………………………………………………..………… ii

Message of SDS ………………………………………………………..……………..……… iii

A. Introduction …………………………………………………………………………………1

B. Distance Learning Delivery Modality Implementation...………………………………. 2

C. Legal Bases and Reference…………………………………………………………..…..3

D. Definition of Terms and Acronyms ……………………………………………….…….. 4

E. Process flow, Forms and Templates ……………………………………………….….. 6

I. Distance Learning Delivery Modality …………………………………………...….9

II. Blended Learning Modality Process ……………………………………………21

III. Assessment Guidelines on the Different Learning Modalities .…………….… 23

IV. Monitoring and Evaluation Processes Using Modular Learning Delivery

for K to 12 Learners…..…………………………………………………………... 28

V. Proseso ng Paghahanda sa Remediation …………………………………..….35

VI. Distance Education Monitoring Assessment……………………….………… 36

F. Annexes ……………………………………………………….....………………….

I. Mga Bahagi ng Modyul para sa Kinder ………………………………..…..42

II. Mga Bahagi ng Modyul para sa Grade 1 to 12 …………………………….43

III. Parents and Learners; Feedback Form …………………………………….46

IV. Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan ….…………………………………..… 47
V. Sample Weekly Home Learning Plan ………………………………………48
VI. Reference ……………………………………………………………………...55
VII. Learning Development Team ………………………………………………..56
Message of the Regional Director

i
Message of the Mayor

ii
Message of the Schools
Division Superintendent

Schools Division Office-Marikina City

MENSAHE
Ang pagpapatuloy ng edukasyon sa panahon ng pandemya ay isang malaking hamon sa
bawat isa. Maraming nag-aalinlangan kung paano ito maisakatuparan.
Habang papalapit ang itinakdang araw ng pagbubukas ng klase ang mga pag-
aalinlangang ito ay unti-unting napapalitan ng positibong pananaw na ito ay ating
mapagtatagumpayan.
Mula sa paghahanda ng mga modyul at mga “learning packets” na sama-samang
pinagtutulungan ng mga guro, punungguro, superbisor at pamunuan ng SDO Marikina
hanggang sa malawakang suportang ipinagkakaloob ng ating lokal na pamahalaan at iba nating
stakeholders, naniniwala tayong maipagpapatuloy natin ang pag-aaral malayo man kayo sa
paaralan.
Sa inyo mga minamahal naming mga guro, maraming salamat po sa patuloy ninyong
paglilingkod sa ating mga mag-aaral. Kayo ang tunay naming katuwang ngayon sa panahong
ito.
Gamitin natin ang pagkakataong ito upang higit na mapatatag ang ugnayan ng tahanan
at paaralan.
Nais din naming ipabatid sa inyo na patuloy kaming susubaybay at magbibigay suporta
sa inyo sa pagtugon sa pangangailangan ng ating mga mag-aaral.
Kabilang ang “handbook” na ito sa mga pagsisikap naming na matulungan kayo upang
matagumpay nating maisakatuparan ang distance learning.
We will learn as one!
Mabuhay ang mga guro at mag-aaral ng Marikina!

SHERYLL T. GAYOLA
Assistant Schools Division Superintendent
Officer-in-Charge
Office of the Schools Division Superintendent

iii
A. Introduction

The COVID-19 pandemic forces the schools to physically close to protect the learners
and teachers. Likewise, during calamities and disasters, classes are suspended for the same
reason.

In whichever situation, education must continue because it is the department’s mandate

that the State shall establish, maintain and support a complete, adequate, and integrated
system of education relevant to the needs of the people, the country and society-at-large as
stated in Section 2 of the Republic Act No. 10533 also known as “Enhanced Basic Education
Act of 2013”.

To ensure this, the Department of Education issued orders and memoranda on how the
Learning Continuity Plan (LCP) of each division which are anchored on the DepEd LCP can
be implemented through Distance Learning.

Since Distance Learning has never been implemented in this Division to a larger scale,
thus, it is expected that both teachers and learners need proper guidance on how they can
successfully facilitate learning remotely.

In our commitment to make teaching-learning process successful in distance learning,

this handbook is crafted to provide our teachers and learners a step-by-step guide/process
using the Self-Learning Modules (SLMs) as the basic instructional and learners’ materials.

These are anchored and aligned with the different DepEd issuances which are
contextualized to suit the needs of our teachers and learners.

It is expected that through this handbook every teacher and learner will be able to
successfully perform their assigned task and achieve the desired learning outcomes.

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 B. Distance Learning Delivery
Modality Implementation

DISTANCE LEARNING DELIVERY MODALITY IMPLEMENTATION

Executive Director : Sheryll T. Gayola

OIC, Schools Division Superintendent
Chair : Elisa O. Cerveza
OIC, Assistant Schools Division
Superintendent
Co-Chair : Elizalde Q. Cena
SGOD Chief
Members/ : Anna A. Japone
Secretariat PSDS / CID – D.E. Focal Person

Noemi A. Velario
SEPS / Member
COMMITTEE MEMBERS:
MONITORING AND
INSTRUCTIONAL DELIVERY ASSESSMENT
EVALUATION

A. Online
• Nida P. Andrada • Joseph T. Santos
• Leilani N. Villanueva • Leilani N. Villanueva • Assessment of Learning
(eLearning)
• Ryan Lee Regencia (Learn) • Aaron S. Enano ➢ K to 3 Leah A. de Leon
➢ 4 to 6 Janet S.
Cajuguiran
➢ H.S. Dominador J.
Villafria
B. Purely Modular
• Albert B. Mutia • Remia L. Ricabar
• Galcoso C. Alburo • Zenaida S. Munar
• Freddie D. Viernes • Jovita Consorcia F. Program Assessment
Mani
➢ Anna A. Japone
➢ Doris R. Jasme
➢ Ryan Lee Regencia
C. Blended
• Emily G. Santos • Alberto D. Villamor
• Jessica S. Mateo • Doris R. Jasme
• Ivy Coney A.
Gamatero

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C. Legal Bases and References

• DepEd Order No. 8, s. 2015

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
https://www.deped.gov.ph/wpcontent/uploads/2015/04/DO_s2015_08.pdf
• DepEd Memorandum DM-CI-2020-00162
Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for
School Year 2020-2021
https://region8.deped.gov.ph/wp-content/uploads/2020/07/DM-CI-2020-00162-2.pdf
• DepEd Order No. 012, s. 2020
Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in
Light of the COVID-19 Public Health Emergency
https://www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pdf
• DepEd Order No. 031, s. 2020
Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning
Continuity Plan
https://www.deped.gov.ph/wpcontent/uploads/2020/10/DO_s2020_031.pdf
• DepEd recommends ‘academic ease’ measures to help teachers and learners
https://www.deped.gov.ph/2020/11/04/deped-recommends-academic-ease-
measures-to-help-teachers-
learners/?fbclid=IwAR18KDnB9KgtMbwMi32yfxb4cxGAZcO9hpAlanD2Jqm1z8Fvu0
UO5CS_9tw

3
D. Definition of Terms and Acronyms
ACRONYMS AND DEFINITION OF TERMS:

1. BE – LCP : Basic Education-Learning Continuity Plan is a package of education

interventions that responds to basic education challenges brought about by COVID 19.
(DepEd Order 12, s. 2020 p. 1)
2. MELCs : Most Essential Learning Competencies are the most essential and
desirable learning competencies within the curriculum. These are the identified
prerequisites knowledge and skills needed to prepare students for essential learning
competencies. (DepEd Order 12, s. 2020 Annex C)
3. DLDM: Distance Learning Delivery Modalities may be implemented through the
following modalities:
a. MDL - Modular Distance Learning
b. ODL - Online Distance Learning
c. TV-Video/RBI - TV-Video/Radio-based Instruction
d. BDL – Blended Distance Learning
4. SLMs : Self Learning Modules are designed to provide ample time for mastery and
sufficient practice to ensure that the targeted most essential learning competencies are
achieved. (DM-CI-2020-00162 p. 6)
5. F 2 F : Face to Face refers to a learning delivery modality where the students and the
teachers are both physically present in the classrooms. Moreover, there are
opportunities for active engagement, immediate feedback, and socio-emotional
development of learners.
6. DL : Distance Learning refers to a learning delivery modality where learning takes
place between the teacher and the learners who are geographically remote from one
another during instruction. This modality has four types: Modular Distance Learning
(MDL), Online Distance Learning (ODL), Blended Learning , and Television (TV)/Radio-
Based Instruction.
7. Modular Distance Learning involves individualized instruction that allows learners to
use SLMs in print or digital format, whichever is applicable in the context of the learner.
It also includes other learning resources like learners’ materials, textbooks, activity
sheets, study guides, and other study materials.
8. Online Distance Learning features the teacher as facilitator, engaging learners' active
participation through the use of various technologies accessed through the internet
while they are geographically remote from one another during instruction.

9. TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-

Based Instruction and SLMs converted to radio scripts for Radio-Based Instruction.

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10. Blended Learning refers to a learning delivery that combines face-to-face with any or
a mix of online distance learning, modular distance learning, and TV/Radio-based
Instruction.
11. Homeschooling is an ADM that aims to provide learners with quality basic education
that is facilitated by qualified parents, guardians, or tutors who have undergone relevant
training in a home-based environment.
12. Classroom Assessment is an ongoing process of identifying, gathering, organizing
and interpreting quantitative and qualitative information about what learners know and
can do.
13. Formative Assessment is a process that involves teachers using evidence about what
learners know and can do to assess and improve their teaching.
14. Summative Assessment is an assessment that is usually administered toward the end
of a learning period to measure the extent to which the learners have mastered the
essential learning competencies, the results of which are recorded and are used to
report the learners achievement.
15. Grading is a way of reporting assessment data by assigning a value to the results as a
record of students’ ability, achievement, or progress (Association for Supervision and
Curriculum Development, 2020) (DepEd Order 31, 2020 p.2)
16. Learning Area are the subjects prescribed to be taken by learners in a particular grade
level or key stage. (DM-CI-2020-00162 p. 14)
17. Learning Tasks are formative learning opportunities created for learners to enhance
their understanding of the content, which prompt them to engage intensively in the
subject matter.
18. Learning Competencies refer to the knowledge, understanding, skills, and attitudes
that learners need to demonstrate in every lesson and/ or learning activity (DO 8, 2015)
19. Mode of Delivery refers to the method of submission of learning outputs to include
written work, products, and performances, preferred by the learner/parent based on
their context/situation e.g. online submission through email or LMS posting, personal
submission by the parent to the teacher in school, etc.
20. Weekly Home Learning Plan shall aid teachers and parents in keeping track of the
day to day in-school and off-school general learning processes as they implement the
most suitable and feasible alternative learning modality based on the context of their
school.
21. ILP: Individual Learning Plan is a more specific tool that shall be used by teachers
and learning facilitators for learners who lag behind as shown by the results of their
formative and summative assessments.
22. ILMP: Individual Learning Monitoring Plan shall be utilized to monitor learner’s
progress based on the given intervention strategies.

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E. Process Flow, Forms and Templates
Modular Distance Learning Process

I. Introduction

The Schools Division Office Learning Continuity Plan requires the use of the different
distance learning modalities including Modular Distance Learning (MDL). MDL involves
individualized instruction that allows learners to use Self-Learning Modules (SLMs) in print
or digital format, whichever is applicable in the context of the learner, and other learning
resources like learner’s materials, textbooks, activity sheets, study guides and other study
materials (p.31, DO 12, s. 2020). The teachers are also expected to guide their learners
under this learning modality. Household partners like parents, guardian or sibling
considered as responsible adult should guide and support the learning process of the
learner at home and provide guidance in accomplishing given home learning tasks. To
properly implement this distance learning modality, this process is provided to guide the
teachers, parents and learners.

II. Process/Step-By-Step Guide:

TEACHERS PARENTS/ STUDENTS

GUARDIANS

Prepare the Weekly Home ● Get the modules and Receive the modules and
Learning Plan (WHLP). WHLP observing the WHLP.
minimum health
Note: In the preparation of protocols.
WHLP, Appendix D of DM-CI-
2020-00162, pp.14-15 should ● Check the
be considered with emphasis completeness of the
on items 2, 3, 4, 5, 6 and 8 modules received
and assessment guidelines from the school.
and other issuances.
(See Annex 4)
Monitor the student (or Assist learners in Study and accomplish the
through their parents) in studying and module per learning area
accomplishing the SLMs and accomplishing modules as scheduled and as
provide special instructions if as scheduled in the specified on the WHLP.
necessary, through WHLP, if necessary.
messenger/sms or any ● Read the What I Need to
possible means. Know part.
● Answer the What I Know
part.
● Take the review on
What’s In part.

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 ● Do the activities in
What’s New part.
● Study the What Is It part.
● Do the exercises in
What’s More part.
● Read and think of the
concepts in What I have
Learned part.
● Do the activities in What I
Can Do part.
● Answer the activity in the
Assessment part.
● Do the activity in the
Additional Activities part.

Coordinate with the subject teachers for

clarifications/assistance to overcome the challenging
and/or difficult part/s of the modules and any other
concerns related to MDL through messenger/sms.
The parent may meet the teacher in school as
scheduled, following minimum health protocol.

Respond to clarifications and

inquiries from
parents/guardians/ learners
in studying and
accomplishing the modules
through personal meeting/
messenger/ sms.

Receive the accomplished ● Parent may go to school as scheduled following

outputs as scheduled in the minimum health protocol and submit/place outputs
WHLP through into the pigeon hole/drop box/etc.
● Submit accomplished output as scheduled in the
messenger/sms or if not
WHLP through messenger/sms.
possible, the teacher will get ● Outputs to be submitted:
the submitted accomplished 1. Answer sheet of the Summative/Post
modules in the school. Assessment
Activity
2. Accomplished Parent’s/Learner’s Feedback
Form (see Annex III)
3. Performance output taken from the module
assigned by the teacher. (Isagawa/What I Can
Do or Karagdagang Gawain/Additional
Activities)

7
 Note: Only four (4) performance outputs shall be
required to learners per Quarter. Minimize the
performance outputs to be submitted in
adherence to DepEd Memorandum OUCI-2020-
307 and DepEd Order 31, s. 2020. Teachers are
enjoined to pay attention to item no. 17 (a to d)
p.4 to 5 of the said DepEd Order.

● Check the submitted

outputs and record results.
● Provide the parents
feedback on the evaluation
result of the learners’
performance/ achievement
when the parents get the
next modules and WHLP as
scheduled following
minimum health protocol or
through messenger/ text
messages.
● Prepare Individual Learning
Monitoring Plan for learners
who are lagging behind and
provide intervention
(remediation, enrichment).
Note: In the preparation of
IMP, Appendix D of DM-CI-
2020-00162, pp.15-17
should be considered with
emphasis on items 7, 8, 9,
10 & 11.

Conduct parents’ Attend parents’ Undergo intervention

meeting/conference if conference observing (remediation, enrichment),
necessary or conduct home the minimum health if applicable.
visitation to learners’ who protocols.
need instructional guidance/
support, following health
protocols.

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 DISTANCE LEARNING DELIVERY MODALITY

Teacher’s Guide in Conducting Online Synchronous and Asynchronous Classes

I. Introduction:

Online Distance Learning refers to a learning delivery modality where the teacher
facilitates learning and engages learners' active participation using various technologies
connected to the internet while they are geographically remote from one another. The
internet is used to facilitate learner-teacher, learner-content, and peer-to-peer interaction.
Online learning may be done through synchronous or asynchronous mode. It requires
both teacher and learners to have a gadget with good and stable internet connection. This
is practiced effectively by using a Learning Management System (LMS) or related
technologies. (Sources: Department of Education Memorandum- CI-2020-00162.
Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for
School Year 2020-2021; Llego, Mark Anthony. DepEd Learning Delivery Modalities for
School Year 2020-2021. https://www.teacherph.com/deped-learning-delivery modalities
Retrieved from:
https://apps.carleton.edu/campus/its/peps/assets/Meet__Getting_Started_Instructions_
2020)

SDO Marikina City developed its own Learning Management System for elementary
and high school. The Division eLearning platform for high school has been operational
since 2013 and the Learning Exchange and Resource Network (LEARN) for Elementary
Grades 4-6. All the digitized self-learning modules were uploaded here and ready for use
by both the teachers and the learners for this school year 2020-2021. Detailed procedure
on how to facilitate online classes using the Division eLearning Platform and Google
Classroom with Quizalize apps can be found in the Annex Part of this manual in
consonance with DM-CI-2020-00162 (Suggested Strategies in Implementing Distance
Learning Delivery Modalities (DLDM) for School Year 2020-2021).

II. Synchronous and Asynchronous Learning

This may only be conducted from Monday to Friday. Saturday is allotted for the
assessment activities and completion of learners’ requirements.

Synchronous It is a kind of learning that happens in real time. Learners interact with
their classmates and teacher in a specific virtual space which may happen
through video conferencing, teleconferencing, live chatting, and live-
streaming lectures.

Asynchronous It happens on the learner’s schedule. LMS shall be utilized for self-paced
learning. The teacher will provide online materials for reading, streaming
videos, assignments to completion, and exams for evaluation using a
learning platform.

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 1. SDO-Recommended Learners’ Screen Time
Schools may adopt a combination of synchronous and asynchronous online
teaching in consideration of the following SDO-recommended Learners’ Screen Time
for Synchronous sessions:

a. Kindergarten - maximum of 30 minutes daily

b. Grade 1 to 5 - maximum of 40 minutes daily
c. Grade 6 to 8 - maximum of 1 hour daily
d. Grade 9 to 12 – maximum of 2 hours daily (one hour in the morning and another
hour in the afternoon)
Guidance from parents/learning facilitators during viewing/listening time shall be
required especially for Kinder to Grade 3 learners.

2. Prescribed Online Learning Platforms

a. Grades 4 to 6
● Google Classroom – for organizing lessons + other Google apps such as:
1. Google Forms for online assessment
2. Google Slides for sharing presentations with learners
3. Google Docs for written compositions
● Google Meet - for video teleconferencing
● Quizalize (https://zzi-sh) – for taking interactive online assessments (module
pre-test and post-test, lesson assessment)

b. Grades 7 to 12
● eLearning platform (https://elearningmarikina.ph) – as Digitized Learning
Material (DLM) repository, for discussion forums, and Online Learning
Assessment
● Google Meet – for video teleconferencing
● Quizalize (https://zzi-sh) – for taking interactive online assessments (module
pre-test and post-test, lesson assessment)

III. Three (3) Schemes of Synchronous and Asynchronous Online Teaching and
Learning

1. Synchronous–Asynchronous (S-A)
This scheme shall be used if there are hard concepts and terms that need to be clarified
first by the teacher before letting the learners do the activities on their own.

Time/Duration Learner’s Activity Teacher’s Activity

Synchronous The learner The teacher:
a. Kindergarten - participates in the a. presents the Alamin/ What I Need to
maximum of 30 discussion via online Know part;
minutes daily learning platforms b. unlocks difficult terms and concepts
about the lesson and

10
b. Grade 1 to 5 - and/or video c. sets direction, explains the
maximum of 40 teleconferencing app. requirements of the lesson, and
minutes daily provides clear instructions on
c. Grade 6 to 8 - practice activities.
maximum of 1 hour (NOTE: Teachers are highly
daily encouraged to use Google Meet to
d. Grade 9 to 12 – record a specific activity especially
maximum of 2 hours for performance task-based outputs.
daily (one hour in the Lessons shall be recorded for
morning and another learners who missed the lesson for
hour in the afternoon) viewing later)
Asynchronous The learner: The teacher:
a. completes the a. monitors the learner’s compliance to
Learner’s schedule/ assigned activities the activities/tasks assigned for the
Self-paced via the learning week;
(days in a week) platforms: b. records and answer inquiries posted
- Subukin/ What I by the learners in the group chat or
Know discussion forum;
- Balikan/ What’s In c. generates assessment reports from
- Tuklasin/ What’s the online assessment platforms and
New d. records the results of written works
- Pagyamanin/ and/or quizzes (Post-Assessment) in
What’s More the e-class record.
- Isaisip/What I
Have Learned
- Isagawa/What I
Can Do
- Tayahin/
Assessment
- Karagdagang
Gawain/
Additional
Activities
(as needed)
b. submits
performance-
based outputs in
the Google Drive
created by the
teacher for this
purpose on or
before Friday.

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 2. Synchronous–Asynchronous-Synchronous (S-A-S)
This scheme is like Scheme 1 except that it has another synchronous session for
learners who need assistance from the teacher to catch up with the lesson. The least-
mastered competencies must be taken into consideration by the teacher in preparing
appropriate remedial activities for these learners.

Time Learner’s Activity Teacher’s Activity

Synchronous A: The learner participates in the

discussion via online learning
platforms and/or video
teleconferencing app.
a. Kindergarten -
maximum of 30
minutes daily The teacher:
b. Grade 1 to 5 - a. presents the Alamin/ What I
maximum of 40 Need to Know part;
b. unlocks difficult terms and
minutes daily concepts about the lesson
c. Grade 6 to 8 - and
maximum of 1 hour c. sets direction, explains the
daily requirements of the lesson,
d. Grade 9 to 12 – and provides clear
maximum of 2 instructions on practice
activities (formative).
hours daily (one
hour in the
morning and
another hour in the
afternoon)

Asynchronous The learner The teacher:

a. does the assigned activities
in the platform
- Subukin/What I Know
Learner’s schedule/ - Balikan/What’s In
Self-paced - Tuklasin/What’s New
- Pagyamanin/What’s More
(days in a week) - Isaisip/What I Have Learned
- Isagawa/What I Can Do
- Tayahin/Assessment
- Karagdagang Gawain/
Additional Activities (as
needed)
b. submits performance-based
outputs in the Google Drive
created by the teacher for
this purpose on or before
Friday.
a. monitors the learner’s
compliance to the
activities/tasks assigned for
the week;
b. records and answers
inquiries posted by the
learners in the group chat or
discussion forum;
c. generates assessment
reports from the online
assessment platforms and
d. records the results of written
works and/or quizzes (Post-
Assessment) in the e-class
record.

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Synchronous B: Selected learners participate The teacher:
in the discussion via online a. clarifies concepts / explains
learning platforms and/or video the least mastered
teleconferencing app. competency
Suggested duration: (Note: Selected learners are b. gives appropriate
the ones who missed the enhancement activity for the
30 minutes lesson/ who were not target learners.
able to pass the Post-
Assessment given during the
Asynchronous session.)

3. Asynchronous-Synchronous (A-S)
This scheme is appropriate for lessons that require minimum supervision from an adult
(teacher or parent). Instructions in every activity are clearly defined and easy to follow.
Synchronous session is done for the purpose of providing feedback to learners on the
results of the activities taken.

Time Learner’s Activity Teacher’s Activity

Asynchronous The learner: The teacher:

a. reads the Alamin/What I Need a. generates assessment

to Know part. reports from the online
Learner’s schedule/ assessment platforms;
Self-paced b. does the assigned activities in
the platform b. records the results of written
(days in a week) works and/or quizzes (Post-
- Subukin/What I Know Assessment) in the e-class
- Balikan/What’s In record and

- Tuklasin/What’s New c. prepares report for each

learner’s performance on the
- Pagyamanin/What’s More assigned topic for the week.

- Isaisip/What I Have Learned

- Isagawa/ What I Can Do

- Tayahin/ Assessment

- Karagdagang Gawain/
Additional Activities (optional)

b. submits performance-based
outputs in the Google Drive
created by the teacher for this
purpose on or before Friday.

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Synchronous: The learner participates in the
discussion via online learning
platforms and/or video
Suggested duration: teleconferencing app.
30 minutes
The teacher:
a. presents the assessment
report to the learners;
b. gives follow-up activity to
improve mastery, if needed
and

c. introduces the Alamin/What I

Need to Know part of the
next module.

IV. Preparatory and Post-Assessment Activities through eLearning Platform:

1. Preparatory Activities

Steps Requirement Time/Duration

1. Prepare Weekly Home Learning Plan Budget of Work (BOW), 15-30 minutes
(WHLP) for Online Learning Modality. Uploaded Learning
Materials (LMs)

2. Review the uploaded standard Username, Password, 5-10 minutes

Learning Materials (LMs) Uploaded LMs in the
(adjust if necessary). platform

3. Prepare and upload supplementary Username, Password, 10-15 minutes

materials, if needed. references (website
links, apps, interactive
videos of related topics)

4. Post announcements/ instructions on Username, Password, 5-10 minutes

the prescribed online learning WHLP (Learning Tasks)
platform (eLearning or Google
Classroom Stream).
5. Review the pre-made Tayahin/ Username, Password, 10-15 minutes
Assessment of the SLM via the Copy of the formative
prescribed assessment platforms. and summative tests
Make adjustment/s, if necessary. with answer key

6. Prepare the equipment/gadget, Good internet 5 minutes

presentations, and application to be connection
used during synchronous sessions.

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 2. Post-Assessment Activities:

STEPS Requirement Time/Duration

1. Check the scores of the learners for Generated summary of 1-2 minutes
the Post-Assessment generated from assessment
the platform.
2. Check the outputs of learners in the Google Drive link 10-15 minutes
assigned performance task.
3. Give feedback to learners via chat Google Meet link 20-30 minutes
feature of the platform or through Feedback report
video conferencing.
4. Record the results of the written e-class record 10-15 minutes
works and performance tasks in the
e-class record.

15
 Teacher’s Guide in Using the eLearning Platform

1. Log in to www.elearningmarikina.ph. 2. Click Get Started button.

How to upload lessons

2. Upload by clicking the Upload file

1. Click Manage tab, Upload Lesson. button.

How to Create Quizzes

1. Click the Manage tab. Click the Create 2. Follow instruction.

Assessment tab.

16
 How to share lessons

2. Click Share button

1. Click the Lesson tab. Select the lesson
you want to share.

How to post Announcements

1. Click My Announcement tab. Click the 3. Choose Recipient. Click Post

Post button. Type announcement Announcement button

17
 How to conduct online discussion

1. Select any class at your class list in the 2. Click the Discussion tab.
left side

How to view repository

1. Select any class at your class list on the 2. Click the Repository tab.
left side.

How to view student logs

1. Select any class at your class list in the 2. At the right side, select student and
left side click Logs Info

18
 How to send message to your student

1. Select any class at your class list in the 2. At the right side select student and click
left side Send Message

Teacher’s Guide in Using the Google Classroom

1. Open a Web browser and go to 2. On the Welcome screen, click the

classroom.google.com. You have plus sign at the top and choose
to sign in with your Google Apps for Create Class.
Education account

3. In the Create a Class dialogue box, 4. Create button

type in the Class Name and Section. In create button teachers can
Click create add:
- Assignment
For video tutorial click the link below - Quiz Assignment
https://youtu.be/NXUGXYqXYCE - Questions
- Materials
- post

19
 Learner’s Guide in Using the Quizalize Apps for Assessment

1. Learner visits https://zzi.sh via a web

browser and types-in the class code
provided by the class adviser.

2. Learner types in email (depedmarikina.ph)

and Zzish password (as provided by the
class adviser).

3. Learner selects assigned assessment and

clicks Start.

20
 Blended Learning Modality Process
I. Introduction

SDO Marikina implements Blended Learning as one of the Distance

Learning Delivery Modalities. This blended modality is referred to as the
combination of the Modular and online Synchronous and asynchronous classes.

The learners are provided hard copies of modules and have the capacity to
join the online synchronous classes conducted by the teachers using eLearning
platforms/google classroom/meet.

Another DLDM offered to the learners for distance education is the blended
learning modality – the combination of modular and online synchronous and
asynchronous class.

In this modality the learners are provided copies of modules and have the
capacity to join the online synchronous classes conducted by the teacher and use
of the online learning platforms.

Schools which adopt this combination must meet the requirements of each
type of distance learning.

Online Learning

Online Learning refers to the DLDM using the internet. Learners interact
with their classmates and teacher through video conferencing/teleconferencing
and use of online platforms.

Modular Learning

Modular Learning is a learning delivery in the form of individualized

instruction where learners use self-learning modules (SLMs) with the guidance of
any member of the family or other stakeholder in the community trained to serve
as learning facilitators and studying on a self-paced.

II. Process/Step-By-Step Guide

TEACHERS PARENTS/ STUDENTS
GUARDIANS
For Modular Learning
Prepare the Weekly Home Learning ● Get the modules Receive the modules and
Plan (WHLP). and WHLP WHLP.
Note: In the preparation of WHLP, observing the
Appendix D of DM-CI-2020-00162, minimum health
pp.14-15 should be considered with protocols
emphasis on items 2, 3, 4, 5, 6 and ● Check the
8 and assessment guidelines and completeness of
other issuances. the modules
received from the
school

21
Monitor the student (or through their Assist learners in Study and accomplish the
parents) in accomplishing the SLMs studying and module per learning area
and provide special instructions if accomplishing as scheduled and
necessary, through messenger/sms modules as specified on the WHLP
or any possible means of scheduled in the ● Read the What I Need to
communication. WHLP, if necessary. Know part.
● Answer the What I Know
part.
● Take the review on
What’s In part.
● Do the activities in
What’s New part.
● Study the What Is It part.
● Do the exercises in
What’s More part.
● Read and think of the
activities in What I have
Learned part.
● Do the activity in What I
Can Do part.
● Answer the activity in the
Assessment part.
● Do the activity in the
Additional Activities part.
For Online Synchronous
Conduct online synchronous class Assist/monitor the ● Participate in the online
as scheduled through google meet learners in their platform synchronous
for special instruction: participation in the class.
● topics that are not easy to grasp online synchronous ● Perform tasks assigned
● discuss the common difficulties class. by the teacher.
encountered by the learners.
● lesson requiring demonstration
from teachers.
For Online Asynchronous
● Monitor the learners in Assist/monitor the Perform the tasks
accomplishing their tasks in the learners in their assigned by the teacher in
learning platforms participation in the the learning platform.
● Provide feedback and answer online asynchronous
queries/ clarifications posted by class.
the learners in the learning
platform and post special
instruction when needed.
Note: For learners who prefer to submit their outputs in hard copies or physically
submit it in the school, the following are the required outputs:
● Answer sheet of the:
1. Summative/Post-Assessment Activity
2. Accomplished Parent/Learner’s Feedback Form
3. Performance output assigned by the teacher taken from the module
(Isagawa/What I Can do or Karagdagang Gawain/ Additional
Activities)

22
 ASSESSMENT GUIDELINES ON THE DIFFERENT
LEARNING DELIVERY MODALITIES

INTRODUCTION:

DepEd Order 31, s. 2020 Interim Policy Guidelines for Assessment in Light of
the Basic Education Learning Continuity Plan, ensures that teaching and learning will
continue while looking after the health, safety and well-being of learners, teachers and
personnel. This policy is grounded on the following principles:
a. Assessment should be holistic and authentic in capturing the attainment
of the most essential learning competencies ;
b. Assessment is integral in understanding student learning and
development ;
c. A variety of assessment strategies is necessary, with formative
assessment taking priority to inform teaching and promote growth and
mastery ;
d. Assessment and feedback should be shared responsibility among
teachers, learners and their families; and
e. Assessment and grading should have a positive impact on learning

Thus, this Division crafted a contextualized assessment of learning which

provides a clear step-by- step process for the teachers, learners, parents and
guardians to work collaboratively towards optimum learning.

TYPES OF ASSESSMENT

I. FORMATIVE ASSESSMENT

It is a process that involves teachers using evidence about what learners know
and can do to inform and improve their teaching. This process, through the
teacher’s immediate feedback, enables students to take responsibility for their own
learning and identify areas where they do well and where they need help.

DETAILED INSTRUCTION
A. Modular Learning Delivery Formative Assessment Process
TEACHERS LEARNERS GUARDIANS/ PARENTS
1. Communicate to 1. Answer the different parts of the - Check their answers
learners and/or module: from What I
parents/guardians a. What I Know /Subukin (Pre- Know/Subukin up to
the parts of the Assessment Activity) What I Can
module for b. What’s More/Pagyamanin Do/Isagawa only.
formative Note: Answer only (1) one - Refer to the Key to
assessment and activity from the (3) three given Correction at the last
its purpose activities in the module part of the lessons in
c. What I Can Do/Isagawa the Self Learning
d. Assessment/ Tayahin Modules.

23
2. Refer to the
Parents/ Learners
Feedback Form to
consolidate and
analyze learner’s
performance
3. Identify learners
who need
remediation on the
specific skills to be
developed.

B. ONLINE LEARNING DELIVERY FORMATIVE ASSESSMENT PROCESS

TEACHERS LEARNERS GUARDIANS/ PARENTS
1. Instruct the learners to go 1. Using their DepEd email Ensure the stability of the
online, study and answer address, learners access internet connectivity.
the different parts of the the Google Classroom
module using the Google with Quizalize App.
Classroom with Quizalize
App.
2. Study and answer the Check their answer from
following parts of the What I Know/Subukin up
module: to What I Can
a. What I Know /Subukin Do/Isagawa only.
(Pre-Assessment Activity)
b. What’s More/Pagyamanin
c. Note: Answer only (1) one
activity from the (3) three
given activities in the
module
d. What I Can Do/ Isagawa
Assessment/Tayahin
3. Submit the answer on the
“Assessment/ Tayahin”
part of the Google Drive
Folder repository created
by the teacher.
2. Check and record the
answer of the learners
from the Google Drive
folder repository. (for
eLearning users only)
Note: The results will
not be part of the
computation of grades.
3. Accomplish Parent/
Learner’s Feedback
Form in the google
classroom.

24
 4. Identify learners who
need remediation on the
specific skills to be
developed based on the
results of Parent’s/
Learner’s Feedback
Form and result of the
formative test.

C. Blended Learning Delivery Formative Assessment Process (Modular and

Online)

The teacher may follow the procedure according to the modality chosen by the
learners. (On-line assessment or assessment process for modular delivery.)

Note: Suggested Date of Submission – every Friday

II. SUMMATIVE ASSESSMENT

It is an assessment that is usually administered toward the end of a learning
period to measure the extent to which the learners have mastered the essential
learning competencies. The results of which are recorded and are used to report
the learner’s achievement.
1. Written Works shall be administered to assess essential knowledge and
understandings through quizzes and long/unit tests. Items should be
distributed across the cognitive Process Dimensions (DepEd 8, s. 2015, p.
7) using a combination of selected-response and constructed – response
formats so that all are adequately covered. The teacher shall record the
SUMMATIVE/POST TEST as part of the WRITTEN WORKS. Moreover,
he/she may opt to prepare his/her own post-assessment within the context
of the learners.
2. Performance Tasks refer to assessment tasks that “allow learners to show
what they know and are able to do in diverse ways. They may create or
innovate products or do performance – based tasks including: skill
demonstrations, group presentations, oral work, multi – media
presentations, and research projects. It is important to note that written
outputs may also be considered as performance tasks” (DepEd 8, s. 2015,
p. 7-8, D.O. 31, s. 2020, p.4-5). If the summative test in the module requires
the aforementioned outputs, it shall be recorded as PERFORMANCE
TASKS. (See Annex 5)

DETAILED INSTRUCTION:
A. MODULAR LEARNING DELIVERY SUMMATIVE ASSESSMENT
PROCESS
GUARDIANS/
TEACHERS LEARNERS
PARENTS
1. Communicate/Inform the
learners and parents on the
design and standards for

25
 grading the assessment (see
D.O. #31,s. 2020).
2. Plan the assessment aligned ➢ Read, understand
with the Most Essential and accomplish/
Learning Competencies answer the post-
assigned for the week of assessment/test.
assessment (See budget of
work) or refer to the post-
assessment/test provided for
each module.

B. PERFORMANCE TASKS PROCESS

1. Accomplish/perform the given task ➢ Finish the tasks included
or choose from the module (What I in the weekly module
Can Do/Isagawa) and submit to the
teacher
2. Check, evaluate and record the ➢ Make necessary
results using appropriate rubrics.. adjustment on the
output/tasks.
3. Provide feedback or copy on the
result of the evaluation based on
the rubrics
4. Analyze the results. Identify the ➢ Learners go over the ➢ Monitor the
learners who lag behind. (If, 75% items missed in the test. learners’
of the class passed the test, ➢ Attend the intervention/ remediation
provide immediate feedback to the remediation class class
parents/leaners. Conduct conducted by the
intervention/remediation to the teachers
25% of the learners who failed in
the test. If 50% of the class failed,
teachers reteach the competency
applying a more appropriate
strategy to ensure mastery of the
competency.
5. Identify the least mastered skills ➢ Learners take the ➢ Monitor the
and provide reassessment. If reassessment activity to learners’
results are satisfactory, learners gauge their activity.
can go to the next module. improvement.
6. The same process will be done in ➢ Learners may proceed to ➢ Parents’
the succeeding lessons/modules. the next module. supervise

Note: Only four (4) performance outputs shall be required to students per Quarter. To
minimize the performance output to be submitted in adherence to DepEd Memorandum
OUCI-2020-307 and DepEd Order 31, s. 2020, teachers are enjoined to pay attention to
item No. 17 (a to d) p. 4 to 5 of the said DepEd Order.

26
 C. ONLINE LEARNING DELIVERY ASSESSMENT PROCESS
GUARDIANS/
TEACHERS LEARNERS
PARENTS’
1. Instruct learners to go online on ➢ Using their DepEd email ➢ Ensure the
the scheduled day of assessment. address, learners access stability of
NOTE: If the modules have NO the Google Classroom the internet
Post/Summative Assessment, with Quizalize App. connectivity.
construct a test parallel to the
formative assessment in the
module congruent to the
competency. The number of items
varies. The assessment should be
prepared ahead of time and send
it online.
2. Allow the learners to maximize ➢ Learners answer the
their time in accomplishing the Post/Summative
post-assessment/test. Assessment part on the
Quizalize App. For
performance tasks, submit
the outputs via the Google
Drive folder repository
created by the teacher.
3. Check and record the results of
the summative assessment.
4. Analyze the results. Identify the ➢ Learners go over the ➢ Monitor the
learners who lag behind. (If, 75% items missed in the test learners’
of the class passed the test, with the parent’s remediation
provide immediate feedback to the monitoring. class
parents/learners. Conduct Attend the
intervention/remediation to the intervention/remediation
25% of the learners who failed in conducted by the
the test. If 50% of the class failed, teachers.
teachers reteach the competency
applying a more appropriate
strategy to ensure mastery of the
competency).
5. Identify the least mastered skills Learners take the
and provide reassessment. If reassessment activity to
results are satisfactory, learners gauge their improvement.
can go to the next module.
6. The same process will be done in Learners may proceed to
the succeeding lessons/modules the next module
D. BLENDED LEARNING DELIVERY SUMMATIVE ASSESSMENT
PROCESS (Modular and Online)
The teacher may follow the procedure according to the modality chosen
by the learners.
Note: Suggested date of the test – every SATURDAY
Submission – every MONDAY of the following week.

27
 MONITORING AND EVALUATION PROCESSES FOR MODULAR DISTANCE
LEARNING AND ASSESSMENT FOR K TO 12 LEARNERS

I. Brief Description:

Monitoring and Evaluation of Modular Learning Delivery and Assessment

involves a systematic collection of data on the effectiveness of the standardized
processes followed by the schools to ensure achievement of higher learning
outcomes of learners while observing the health and safety protocols of the IATF -
Inter- Agency Task Force (IATF).

Results of Monitoring and Evaluation will serve as inputs to improve the

instructional delivery and assessment which will further address the needs of learners
included in the purely modular learning modality. This will serve as interim guidelines
while we are waiting for the issuance of the revised RPMS for teachers, to avoid issue
on class observation and rating.

The learning , mastery of skills , competencies , knowledge and values of the

learners reiterated in the Most Essential Learning Competencies (MELCs) are of
utmost importance to SDO Marikina , thus this Monitoring and Evaluation processes
on Modular Learning Delivery and Assessment for K to 12 Learners are formulated.

28
II. Monitoring and Evaluation Processes in the Modular Distance Learning and Assessment of K to 12 Learners

1. School Heads and Teachers will use the processes to orient parents on how to conduct Monitoring and Evaluation of the
Modules used by
their children.
2. Schools will reproduce the Monitoring and Evaluation Tools
3. Teachers will accomplish the monitoring tools and submit to school head
4. School Heads will validate the monitoring reports submitted by teachers
5. School Heads will submit the consolidated reports to SDO Marikina
6. SGOD and CID Monitoring Team will conduct field validation on the monitoring reports submitted by schools
7. SGOD and CID Monitoring Team will submit the validated monitoring reports to ASDS for review and submission to SDS

III. Attachments: Monitoring and Evaluation Tools

Table 1: Monitoring Tool on Congruency of Weekly Home Learning Plans (WHLP) Against Teachers’ Accomplishment
Report

Activities Congruent Remarks

Yes / No
Preparation of Weekly Home Learning
Plan
Content of Weekly Home Learning Plan
Against MELCs
Teachers’ Report on Weekly Home
Learning Plan Against MELCs
Teachers’ Accomplishment Report
against Weekly Home Learning Plan
Assessment Activities prepared by the
teacher aligned with the MELCs/SLMs
Assessment results submitted by the
teacher are consistent with the
validation result (ISLA)

29
TABLE 2: Roles of Persons Involved in the Conduct of Monitoring and Evaluation of Modular Distance Learning and
Assessment of K to 12 LEARNERS
The table below clearly states the specific roles of persons involved in the Monitoring and Evaluation of Modular Instructional
Delivery and Assessment

School’s Practices Role of the Teachers Role of the Role of CID CHIEF/ ASDS SDS SUCCESS
and Processes in School Heads Division INDICATORS
Instructional Monitoring
Delivery and and
Assessment of Evaluation
Modular Learning Team
Delivery for K to ( SGOD / CID-
12 Learners EPS / PSDS)
Report on the Gather Validate report Validate Review report Review 100% of the
Utilization of the Parents/Learner’s submitted by submitted submitted by M & E submitted schools
Weekly Home Feedback Form the teacher report by the Team report of submitted the
Learning Plan School Head ASDS report
Submit gathered data to Submit Report to SDS
*Parents/Learner’s the School Head Submit to
Feedback Form ASDS
Assessment Submit learners’ Validate Validate Identify strengths and Review Learners’
Procedures learning outcomes / reports monitoring learning difficulties of submitted difficulties
assessment results to submitted by report on learners based on report of were
School Head teachers assessment school heads’ reports ASDS identified
submitted by
Prepare Item analysis schools Conduct feedback
on mastered, least Consolidate meetings with
mastered and and submit Submit report EPSs/PSDSs for
unmastered skills both Assessment to ASDS possible technical
in written work and Results to SDO assistance to school
performance tasks heads

Submit report to SDS

30
Table 3: Monitoring Tool of School Heads, Supervisors and M & E Specialists on the
Conduct of Assessment Procedures

School: Principal:
Subject: Grade Level: Quarter: Module #:
Lesson:

Activities Administered Not Administered Remarks

Formative
Assessment

Assessment of
Performance Task

Assessment of
Written Work

Table 4: Monitoring Tool on Strategies in Retrieving Learners’ Outputs, Written Work

and Performance Tasks

Activities Timeliness Observation of Remarks

Safety Protocol
Actual Retrieval of
SLMs

Retrieval of
Learners’ Written
Work &
Performance Tasks

Provision of and
Getting Feedback to
and from Parents &
Learners

31
 Table 5: Monitoring Tool on Summary of Assessment Conducted

School’s Role of the Role of the School Role of Division CID CHIEF/ SDS SUCCESS
Practices and Teachers Heads Monitoring and ASDS INDICATOR
Processes in Evaluation Team S
the (SGOD / CID- EPS /
Assessment PSDS)
of Modular
Distance
Learning for
K to 12
Learners

Monitoring of Submit Report on Validate Report on Validate School Validate report Review 100% of the
Assessment on assessment Assessment Assessment Report submitted by submitted schools have
Modular Distance administered to Conducted by submitted by School Head EPSs/PSDSs report for submitted
Learning learners Teachers decision/ monitoring
Consolidate data as Submit report to policy report on
Submit School reference for technical SDS making assessment
Assessment Report assistance and
to SDO remediation

Submit Report to CID

Chief/ ASDS

32
Table 5A: Teacher’s Report on Summary of Assessment Per Quarter

Name of Grade Level/ Written Works Performance Tasks Remarks

Learner Subject Area (Percentage of Mastery) (Percentage of Mastery) * Needing Remediation
* Needing Enrichment
1 2 3 4 1 2 3 4
Learner 1

Learner 2

Learner 3

Learner 4

Table 5B: Principal’s Report on Summary of Assessment Per Quarter

Name of Teacher Grade Level / Subject Number of Written Number of Performance Remarks
Area Works Conducted Tasks Conducted
1.

2.

3.

4.

5.

33
Table 5 C: Public Schools District Supervisors’ Monitoring Report on School Summary of Assessment Per Quarter

School:

Principal:

Total Number of Teachers Number of Teachers Who Number of Teachers Who Remarks
Conducted Written Works Conducted Performance Tasks

Table 5D: Education Program Supervisors’ Monitoring Report on Summary of Assessment Per Learning Area Per Quarter

Subject Area Number of Teachers Who Number of Teachers Who Remarks

Conducted Written Works Conducted Performance Tasks

Note: The same Monitoring Tools can be used for Blended Learning

34
 PROSESO NG PAGHAHANDA SA REMEDIATION

1. Iipunin ng guro ang Parent/Learner’s Feedback Form na ipinasa kalakip

ng modyul.

2. Gagawa ang guro ng summary ng Parent/Learner’s Feedback Form.

3. Gagawa ang guro ng summary ng resulta ng Post Test at Performance

Tasks.

4. Ibabangga ng guro ang summary ng Parent/Learner’s Feedback Form sa

summary ng Post Test at Performance Tasks upang matukoy kung sino
sa mga mag-aaral ang nangangailangan ng remediation.

5. Itatala ng guro sa Individual Learning Monitoring Plan ang pangalan ng

mga mag-aaral na natukoy, pangangailangan ng mga mag-aaral at
estratehiya sa planong remediation.

6. Sisimulan ng guro ang proseso ng remediation (5 Easy Steps in Content

Remediation).

7. Babalikan ng guro ang Individual Learning Monitoring Plan para ilagay

kung ano ang istatus ng mag-aaral pagkatapos ng remediation.

35
 DISTANCE EDUCATION PROGRAM ASSESSMENT (Modular)

For Modular Modality Link - https://tinyurl.com/SDOMar-DistanceProgram-Modular

Kami sa Komite ng Pagtaya ng Programa ay kasalukuyang nasa proseso ng pag alam

sa antas ng kahusayan ng SDO Marikina at mga pampublikong paaralan sa ilalim nito
sa pagpapatupad ng programang Distance Education sa panahon ng Bagong Normal.
Hinihikayat po namin ang inyong paglahok at sa pamamagitan ng pagsagot sa mga
katanungan sa ibaba ay ay hudyat na ibinibigay ninyo ang inyong pahintulot sa
nasabing surbey. Maraming salamat po.

DEMOGRAPHIC PROFILE

____Oo, pumapayag ako sa paglikom ng datos

____Hindi ako pumapayag

DEMOGRAPHIC PROFILE
Ang sumasagot ay
____ Magulang
____Tagapatnubay
____Nakatatandang Kapatid
____Kamag-anak
____ Mag-aaral

Ang iyong gender ay

____ Lalaki
____ Babae
____Piniling di sabihin
____Iba pa _________________

Antas ng Mag-aaral
____Kindergarten ____Grade 6
____Grade 1 ____Grade 7
____Grade 2 ____Grade 8
____Grade 3 ____Grade 9
____Grade 4 ____Grade 10
____Grade 5 ____Grade 11
____Grade 6 ____Grade 12

Saang paaralan nag-aaral ang inyong anak?

Anong paraan ng pagtuturo/pagkatuto ang ginagamit?
____Online distance learning (pure online)
____Modular distance learning (pure module)
____Blended distance learning
Ginagamit na kagamitang Pagkatuto?
____Self Learning Module
____Learning management system (LEARN for Elem)
____Learning management system (E-Learning System for High School)
____DepEd Commons
____Others... (Iba pa...)__________________
Paraan ng Pagsubaybay sa natutunan ng mag-aaral
____weekly home learning plan
____individual's learner's progress tool and report
____learner's query sheet
____virtual kumustahan
____consultation via videochat
36
____consultation personal messages (messenger)
____consultation via phone call
____consultation via email

Paraan ng pagtaya ng natutunan ng mga mag-aaral

____portfolio / e portfolio
____performance task / output
____Other:
Evaluation - Distance Learning System

Ang SDO Marikina kasama ng mga pampublikong paaralan dito ay nagnanais na

maibigay ang mahusay na serbisyo sa ating mga mag-aaral at nais naming tulungan nyo
kami na mataya ang aming paghahatid ng Distance Education sa ilalim ng Bagong
Normal.
Markahan ang antas ng aming husay sa pamamagitan ng pagtsek sa bilang n katumbas
ng bawat antas:
1 – di mahusay
2 – di gaanong mahusay ngunit maari pang pagbutihin
3 – mahusay ngunit maari pang pagbutihin
4 – mahusay
5 – napakahusay
1 2 3 4 5
1. Paano nyo mamarkahan ang "modular learning delivery modality" na
inyong pinili para sa anak nyo sa ilalim ng Bagong Normal?
2. Gaano kahusay ang paraan ng pagtuturo na ginagamit ng guro?
3. Gaano kahusay ang paaralan at mga guro dito sa paggamit ng batayang
aklat?
4. Gaano kahusay ang paaralan at mga guro sa paggamit ng kagamitang
panturo na gawa ng guro sa na tugma sa MELC?
5. Gaano kahusay/kabisa ang learning platform upang maisagwa mo ang
gawain sa pagkatuto? LEARN (para sa baitang 4-6) eLearning (para sa
baitang 7-12)

LEARNERS' PROGRESS
1 2 3 4 5
1. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
weekly home learning plan?
2. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
individual learners’ progress report?
3. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
feedback sa kamustahan?
4. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
resulta ng pantulong na gawain o “remediation/intervention activities”?
5. (Para sa mga mag-aaral sa ika 4 na baiting na gumagamit ng quizalize)
Gaano kabisa/kahusay ang Quizzalize upang masukat ang iyong
natutuhan sa mga araling nasa modyul.

37
LEARNERS' SUPPORT
1 2 3 4 5
Gaano kahusay ang suportang binibigay ng iyong magulang/gardiyan? Sa
mga Gawain mo sa pag-aaral?
Gaano kahusay ang suportang binibigay ng iyong barangay?

May mga suhestiyon o komento ka ba na nais ipabatid sa pamunuan ng paaralan sa

paraan ng iyong pag-aaral na napili? Isulat sa ibaba.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________

38
 DISTANCE EDUCATION PROGRAM ASSESSMENT (Online)

For Modular Modality Link - https://tinyurl.com/SDOMar-DistanceProgram-Modular

Kami sa Komite ng Pagtaya ng Programa ay kasalukuyang nasa proseso ng pag alam

sa antas ng kahusayan ng SDO Marikina at mga pampublikong paaralan sa ilalim nito
sa pagpapatupad ng programang Distance Education sa panahon ng Bagong Normal.
Hinihikayat po namin ang inyong paglahok at sa pamamagitan ng pagsagot sa mga
katanungan sa ibaba ay ay hudyat na ibinibigay ninyo ang inyong pahintulot sa
nasabing surbey. Maraming salamat po.

DEMOGRAPHIC PROFILE

____Oo, pumapayag ako sa paglikom ng datos

____Hindi ako pumapayag

DEMOGRAPHIC PROFILE
Ang sumasagot ay
____ Magulang
____Tagapatnubay
____Nakatatandang Kapatid
____Kamag-anak
____ Mag-aaral

Ang iyong gender ay

____ Lalaki
____ Babae
____Piniling di sabihin
____Iba pa _________________

Antas ng Mag-aaral
____Kindergarten ____Grade 6
____Grade 1 ____Grade 7
____Grade 2 ____Grade 8
____Grade 3 ____Grade 9
____Grade 4 ____Grade 10
____Grade 5 ____Grade 11
____Grade 6 ____Grade 12

Saang paaralan nag-aaral ang inyong anak?

Anong paraan ng pagtuturo/pagkatuto ang ginagamit?
____Online distance learning (pure online)
____Modular distance learning (pure module)
____Blended distance learning
Ginagamit na kagamitang Pagkatuto?
____Self Learning Module
____Learning management system (LEARN for Elem)
____Learning management system (E-Learning System for High School)
____DepEd Commons
____Others... (Iba pa...)__________________
Paraan ng Pagsubaybay sa natutunan ng mag-aaral
____weekly home learning plan
____individual's learner's progress tool and report
____learner's query sheet
____virtual kumustahan
____consultation via videochat
39
____consultation personal messages (messenger)
____consultation via phone call
____consultation via email

Paraan ng pagtaya ng natutunan ng mga mag-aaral

____portfolio / e portfolio
____performance task / output
____Other:
Evaluation - Distance Learning System

Ang SDO Marikina kasama ng mga pampublikong paaralan dito ay nagnanais na

maibigay ang mahusay na serbisyo sa ating mga mag-aaral at nais naming tulungan
niyo kami na mataya ang aming paghahatid ng Distance Education sa ilalim ng Bagong
Normal.
Markahan ang antas ng aming husay sa pamamagitan ng pagtsek sa bilang n katumbas
ng bawat antas:
1 – di mahusay
2 – di gaanong mahusay ngunit maari pang pagbutihin
3 – mahusay ngunit maari pang pagbutihin
4 – mahusay
5 – napakahusay
1 2 3 4 5
6. Paano nyo mamarkahan ang "modular learning delivery modality" na
inyong pinili para sa anak nyo sa ilalim ng Bagong Normal?
7. Gaano kahusay ang paraan ng pagtuturo na ginagamit ng guro?
8. Gaano kahusay ang paaralan at mga guro dito sa paggamit ng batayang
aklat?
9. Gaano kahusay ang paaralan at mga guro sa paggamit ng kagamitang
panturo na gawa ng guro sa na tugma sa MELC?
10. Gaano kahusay/kabisa ang learning platform upang maisagwa mo ang
gawain sa pagkatuto? LEARN (para sa baitang 4-6) eLearning (para sa
baitang 7-12)

LEARNERS' PROGRESS
1 2 3 4 5
6. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
weekly home learning plan?
7. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
individual learners’ progress report?
8. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
feedback sa kamustahan?
9. Gaano kahusay ang pagmamarka ng pagkakatuto ng bata gamit ang
resulta ng pantulong na gawain o “remediation/intervention activities”?
10. (Para sa mga mag-aaral sa ika 4 na baiting na gumagamit ng quizalize)
Gaano kabisa/kahusay ang Quizzalize upang masukat ang iyong
natutuhan sa mga araling nasa modyul.

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LEARNERS' SUPPORT
1 2 3 4 5
Gaano kahusay ang suportang binibigay ng iyong magulang/gardiyan? Sa
mga Gawain mo sa pag-aaral?
Gaano kahusay ang suportang binibigay ng iyong barangay?

May mga suhestiyon o komento ka ba na nais ipabatid sa pamunuan ng paaralan sa

paraan ng iyong pag-aaral na napili? Isulat sa ibaba.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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F. Annexes
MODULE GUIDE
ANNEX 1- MGA BAHAGI NG MODYUL PARA SA KINDER

42
ANNEX 2- MGA BAHAGI NG MODYUL PARA SA GRADE 1 HANGGANG
GRADE 12

43
44
45
Sasagutan ito ng magulang o mag-aaral upang malaman upang malaman kung paano nakatulong ang
modyul sa pag – aaral ng mga mag-aaral.
ANNEX 3 PARENT/ LEARNER’S FEEDBACK FORM

Pangalan ng Mag-aaral: Pamagat ng Modyul:

Pangalan ng Magulang/ Lagda ng
Guardian: Magulang/Guardian:
Petsa na Natanggap Petsa na natapos ang
ang Modyul: Modyul:

PANUTO: Sagutin ang mga sumusunod nang may katapatan. Lagyan ng tsek (/) ang kaukulang
hanay.
4- Lubos na Sumasang-ayon
3- Sumasang-ayon
2- Di-Sumasang-ayon
1- Lubos na Di-Sumasang-ayon
0- Di Nakita sa Gawain
AYTEM 4 3 2 1 0
1. Nakuha o natanggap ang modyul sa itinakdang araw.
2. Sapat ang oras na inilaan para masagutan ng bata ang lahat ng
Gawain at pagsasanay na nakapaloob sa modyul.
3. Malinaw ang mga panuto sa bawat Gawain o pagsasanay.
4. Madaling maunawaan ng bata ang lahat ng konseptong tinalakay
sa bawat bahagi ng modyul:
4.1 What I Need to Know/ Alamin
4.2 What I Know/ Subukin
4.3 What’s In/ Balikam
4.4 What’s New/ Tuklasin
4.5 What Is It/ Suriin
4.6 What’s More/ Pagyamanin
4.7 What I Have Learned/ Isaisip
4.8 What I Can Do/ Isagawa
4.9 Assessment/ Tayahin
4.10 Additional Activities/ Karagdagang Gawain
5. Malinaw at maayos ang mga larawan na ginamit sa modyul.
6. Sapat at kaiga-igaya ang pagtalakay sa bawat paksa at mga
gawain.
7. Ang mga salitang ginamit ay madaling maintindihan at naaayon
sa edad ng bata.
8. Nasagutan ng bata ang mga Gawain nang maayos kahit walang
gabay ng magulang o guardian.
1. Lagi bang nakikipag-ugnayan ang guro sa inyong anak upang:
a. Magbigay ng gabay sa pag-aaral ng iyong anak sa modyul na
ito? Oo Hindi

b. Mabilis na maipaalam ang resulta o grado ng iyong anak sa

mga itinakdang gawain? Oo Hindi

2. Isulat ang mga puna o suhestiyon upang mapaganda o mapabuti ang

nilalaman ng modyul na ito.
______________________________________________________________
______________________________________________________________
______________________________________________________________
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ANNEX 4

47
48
49
50
51
52
53
ANNEX 5 - Inclosure No. 1 of the DepEd Order Ni. 031, s. 2020 “Interim
Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan”

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REFERENCES

1. Sample Weekly Home Learning Plan (DM-CI-2020-00162 pp.17-25)

2. Individual Learning Monitoring Plan (DM-CI-2020-00162 p.26)
3. Weight Distribution of the Summative Assessment Component of the
Different Learning Areas (DO 31 s. 2020 p. 6-7)
4. Transmutation Table (DO 8, s. 2015 p. 29)
5. Most Essential Learning Competencies (DO 12, s. 2020 pp. 94-831)
6. Homeroom Guidance Program (DO 12, s. 2020 pp. 832-852)
7. Sample Techniques for Each Assessment Strategy (DO 31 s. 2020 p. 10-
11)
8. Sample Summative Assessment Tools that Qualify as Performance Tasks
in Various Learning Delivery Modalities (DO 31 s. 2020 p. 12-19)
9. Sample Integrative Performance Tasks (DO 31 s. 2020 p. 2-24)
10. Sample Rubrics (DO 31 s. 2020 p. 25-27)
11. Sample Self-Monitoring Tool (DO 31 s. 2020 p. 28-29)
12. Guides for Teachers in Determining the Appropriate Performance Tasks for
a Learning Strand (DO 31 s. 2020 p. 36)
13. Classroom Assessment Resource Book (CARB) (DO 31 s. 2020 pp. 39-
249)
14. Summary of Parent/Learners’ Feedback Form

DEPED ORDERS:
1. DepEd Order 8, s. 2015 “Policy Guidelines on Classroom Assessment for
the K to 12 Basic Education Program”.
2. DepEd Memorandum CI-2020--162 – Suggested Strategies In
Implementing Distance Learning Delivery Modalities (DLDM) for School
Year 2020-2021
3. DepEd 12, s. 2020 – “Adoption of the Basic Education Learning Continuity
Plan for School Year 2020-2021 in Light of the COVID 19 Public Health
Emergency
4. DepEd Order 31, s. 2020 “ Interim Guidelines for Assessment and Grading
in Light of the Basic Education Learning Continuity Plan”.
5. DepEd Memorandum OUCI-2020-307 “Suggested Measures to Foster
“Academic Ease” During the COVID-19 Pandemic”.

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 Learning Development Team

Contributors:
Leilani N. Villanueva Freddie Viernes Alberto D. Villamor
Aaron S. Enano Zenaida Munar Doris R. Jasme
Jessica S. Mateo Emily G. Santos Ryan Lee Regencia
Leah A. De Leon Remia L. Ricabar
Joseph T. Santos Anna Japone
Galcoso C. Alburo Nida P. Andrada
Jovita Consorcia F. Mani Albert Mutia
Dominador J. Villafria
Janet S. Cajuguiran
Ivy Coney A. Gamatero

Layout Artist
Maria Isabel G. Tutor
Princess Sarah L. Tibay

Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief Education Supervisor, CID
Officer-In-Charge
Office of the Assistant Schools Division Superintendent

Elizalde Q. Cena
Chief Education Supervisor, SGOD

For Inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: sdo.marikina@deped.gov.ph

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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