Guidelines and

Specifications for
ADM Modules
Grace U. Rabelas
EPS-LRMD Section
 Instructional Design (ID) is the
systematic framework used in
designing printed learning resources.
It translates the principles of teaching
and learning into plans for teaching-
learning strategies, developmental
activities, and evaluative measures
that complement the contents.
 
 Instructional Design (ID) Framework
Instructional
Instructional Design
Design
Key
Key Concepts
Concepts Process
Process KK to
to 12
12 Curriculum
Curriculum
from
from RA
RA 10533:
10533: •• Content
•• Research
Research Content Standards
Standards
(Enhanced
(Enhanced Basic
Basic Education
Education Act
Act of
of •• Performance
Performance Standards
Standards
2013)
2013) •• Planning
Planning •• Learning
Learning Competencies
Competencies
•• Learner-Centered
Learner-Centered Curriculum
Curriculum •• Development
Development
•• MTB-MLE
MTB-MLE Framework
Framework
•• Constructivist
Constructivist Pedagogical
Pedagogical •• Evaluation
Evaluation
Approach
Approach •• Validation
Validation

Learning
Learning Resources
Resources that:
that:
•• Aligned
Aligned to
to the
the KK to
to 12
12 curriculum
curriculum
•• Contain
Contain expert
expert system
system of of knowledge
knowledge
•• Integrative
Integrative and
and multidisciplinary
multidisciplinary
•• Have
Have provision
provision for
for differentiated
differentiated instruction
instruction
•• Have
Have provision
provision for
for reflective
reflective thinking
thinking
•• Have
Have provision
provision for
for parental
parental and
and community
community involvement
involvement
ADM Modules are:

SELF- INTERACTIVE STRUCTURED DESIGNED

CONTAINED IN NATURE FOR SELF-
ASSESSMENT
Elements of an ADM
Module
1. Introduction/Learning Objectives
• It contains learning objectives to be developed in a material.
• It introduces briefly the topic/content of the module

What I
Need to Alamin
Know
Clustered Competencies
• Use knowledge of context clues to find the meaning of unfamiliar
words (synonyms) (VOC DEV)
• Distinguish fact from opinion in an informational text (RC)
• Get information from an advertisement (SS)
• Identify prepositions in sentences (G)
• Express interest in different texts by reading available print materials
(Informational) (ATTITUDE)
• Nakagagamit ng pahiwatig upang malaman ang kahulugan ng mga
salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan -
kasingkahulugan (PT)
• Nasasagot ang mga tanong sa binasang tekstong pangimpormasyon
(PB)
• Nagagamit nang wasto ang mga pangngalan sa pagsasalita tungkol -
sa sarili sa mga tao,sa mga hayop sa paligid - sa lugar, bagay at
pangyayari sa paligid (WG)
• Nakasusulat ng balita na may huwaran/ padron/ balangkas (PU)
2. Pretest
• This is given to check learner’s prior knowledge about the
lesson
• It must contain not more than 10 items

What I
Know Subukin
3. Lesson Proper
Review

What’s In Balikan
3. Lesson Proper
Activity 1
- Introduces the new lesson through a story, an activity, a
poem, song, situation, etc.
-Provide input about a concept or content (mini-lesson)

What’s
Tuklasin
New
Examples may take
several forms:
• reference to things learners already know
• anecdotes and stories
• case studies
• pictures (photographs, diagrams, maps etc.)
• audio and video material
• real objects
• graphs, charts, tables and figures
• calculations showing all the steps to a solution
quotations from other people
• examples provided by other learners
• examples learners provide from their own
experience
• Content shall provide a balance use of literature and
informational text or fictional to nonfictional text
(2009 NAEP Reading Framework):
K to 5 – 50:50
Grades 6 to 12 – 55:70
• Informational texts for grades K-5 are defined as
“biographies and autobiographies; books about
history, social studies, science, and the arts; technical
texts, including directions, forms, and information
displayed in graphs, charts, or maps; and digital
sources on a range of topics
• It shall provide activities that would develop basic Science processes
- Observing
- Asking questions
- Measuring
- Classifying
- Inferring
- Finding patterns
- Predicting
- Communicating
Lesson Proper
Discussion of Activity 1
• Questions that will help the learner discover and understand
the concept.
• Questions shall be asked in a logical manner

What is Suriin
It?
Lesson Proper
Enrichment Activities
• Two or more varied activities.

What’s
Payam
More?
anin
A writer of a module should bear in mind two
important points:

How to promote intrinsic How to trigger interest

motivation among the through specific strategies?
learners to complete the
tasks?
The overall purpose of activities is to help the
learners learn in the following ways:
Remember the Understand the Make use of the
ideas in the ideas in the ideas in the Learn by doing
module module module

Apply their
Bring in their own Reflect on their Obtain information
learning to their
experience and own thought and that the module
work or personal
examples feeling cannot provide
life

Provide
Identify their Keep a record of
involvement to Monitor their own
strengths and what they have
achieve important progress
weaknesses done
objectives
5. Generalization
• A question, fill in the blank sentence/paragraph to process
what the learner learned from the lesson

What I
Isaisip
Have
Learned
5. Application
• An activity that shall transfer the skills/knowledge gained or
learned into real-life concerns/situations

What I
Isagawa
Can Do
5. Post Assessment
• The task given shall validate the concepts and provide more
opportunities to deepen the learning.
• A 10-item test may be provided.

What’s the
Score?
Pagtataya
5. Additional Activities
• An activity in any form that can increase the strength of the
response and tends to induce repetitions of actions/learning.

What’s Karagdagang
More To Gawain
Do?
Language
1. Materials shall use the everyday language of the learner.
2. It shall use appropriate language and vocabulary.
3. The length of the sentences, paragraphs shall be age-
appropriate.
4. The language to be used for the mother manuscript shall be:
4.2. Grades 4 to 12
Filipino, EsP – Filipino
English, Science and Math – English
MAPEH , EPP-TLE
Grades 4 to 5 – Filipino
Grades 6 to 12 – English
Illustrations
1. Illustrations shall adhere to the Social Content Guidelines.
2. Filipino characters (if applicable) shall be the subject of illustration.
3. People, animals, places, and objects shall be appropriate to the age,
grade level and context of the learners.
4. Illustrations shall clarify and/or enhance concepts.
5. Illustrations and visuals shall be gender and culture sensitive.
6. Cover art shall be original and simple.
7. Cover art shall be appropriate to the age, grade level and culture of
the learners.
8. Cover art shall have elements such as colors, artwork and title.
9. Title written in the cover art shall convey the theme of the book and
must be interesting to the leader.
10. Cover art shall bear the official DepEd and ADM logo.
Technical
Specifications
Front outside
cover
Outside back
cover
Copyright Page
Title page
Typography
Other body text specifications
• Leading space shall be at 1.15 points.
• Spaces between subtitles and paragraphs shall be two (2) points.
• Pages shall be complete and properly sequenced.
• There shall be no overprinting / double printing.
• Textline for K to 3 shall be justified.
• Beginning page for JHS and SHS shall be consistent on the right or left-
hand page.
• Answer key shall be upside-down on the inside-back cover and shall be
written in font size 9.
Body text
• K to 3 shall be flushed to the left; ragged right
• Grades 4 to 12 – justified
• Page number shall be centered at the bottom of the page.
• Citations for graphics and visuals shall be on the same page.
• There shall be no just one word or half a word on paragraph
endings.
• Inside pages shall be in Arabic numerals.
• Pages shall not end with hyphenated word or
awkward page turn.
• Pages shall be of the same length.
• The last page of the manuscript shall occupy at
least half of the text area.
• There shall be at least two (2) lines of the text
below a text head at the foot of the page
Social Content Guidelines
•Social Content refers to
themes or topics for which
the DepEd prescribes certain
guidelines when these
themes or topics are included
or referred to in lessons in
the learning resources.
Themes or topics
• The Filipino Learner
• The Filipino Nation and Philippine Society
• Citizenship and Social Responsibility
• Individuals and Social Identities
• Social Institutions
• Gender
• Media, Technology, and Communication
• Health and Safety, and Environment
• Refrain from giving importance and attention to
popularized fads, transitory personages and events,
and untested theories or views
• Include foreign products and values only as needed
and appropriate to the competencies being
covered. When included, these foreign practices
must be featured in ways that do not prejudice
Philippine products, practices, and values
• Avoid humiliating statements towards persons with
disability. Do not use their impairment to throw
funny story or joke. Do not use persons with
disability as a subject of caricature. Do not label
them as beggars or as liabilities of society.
• Encourage to use politically correct terms on labeling
persons with disabilities such as person with visual
impairment, person with hearing impairment, person with
intellectual disability, person with psychosocial disability,
person with Down Syndrome, person with cerebral palsy,
person with autism, person with ADHD, person with learning
disability, person with paraplegia, etc. In this manner, we
recognize the person before their disability so as to focus on
the person and not his or her disability. Do not use the term
blind when referring to person with visual impairment unless
the person is with total blindness.
• Avoid the depiction of physical, sexual, verbal,
and mental abuse of adults and children as
well as violent sports and entertainment
• Avoid featuring or including situations and
materials that encourage or rationalize crime,
violence, and the maligning of people
• Avoid sexist language, bias, prejudice, and
stereotyping of various genders in the
depiction of behaviors, home and family roles,
professions, occupations, and contributions to
society
• Use religious references, symbols,
celebrations, and language free of bias
• Avoid using commercial brand
names and corporate logos
• Avoid incorporating any form of
commercial solicitation and
advertising
Magna Carta of Women SEC. 13. Equal
Access and Elimination of Discrimination in
Education, Scholarships, and Training –

• (a) The State shall ensure that gender stereotypes

and images in educational materials and curricula
are adequately and appropriately revised.
Gendersensitive language shall be used at all times.
Gender Fair Words
Text with sexually charged meaning
Examples: Try to do the following with a partner.
a. walk tall
b. eat properly
c. clean the body after a day’s activity
From science textbooks:

• See and touch some of your body parts as you

look through the mirror. Ask a classmate of the
same sex to stand beside you.
• Do you want to know how you were born by
your parents?
• Discourage the habitual use of tobacco and alcohol,
and the use of narcotics, restricted drugs, and other
addictive substances
• Promote proper nutrition and avoid featuring junk
food and their enjoyment
• Highlight technological innovations as products of
human ingenuity
 COPYRIGHT
MANAGEMENT in DepEd-
developed Learning Resources
 • Intellectual property rights are the
Intellectual rights given to persons over the
creation of their minds. They usually
property give the creator an exclusive right over
the use of his/her creation for a certain
rights period of time. (World Trade
Organization)
Scope of IPR
• As defined in the Intellectual Property Code of the Philippines:
Copyright and related rights, patents, trademarks and service marks,
geographic indications, industrial designs, layout designs of integrated
circuits, and protection of undisclosed information.
 Copyright is the legal protection extended to the
owner of the rights in an original work that s/he
has created.
• Copyright as Human Right
Everyone has the right to the protection of moral and material interests
resulting from scientific, literary, or artistic production of which s/he is the
author. (Universal Declaration of Human Rights)
• Copyright as Automatic
Copyright already exists upon the very creation of an original work,
irrespective of their mode or form of expression, as well as their content,
quality, and purpose. (IP Code of the Philippines)
Protected Intellectual
Creations
(IP Code of the Philippines)
• Books, pamphlets, articles and other writings, periodicals,
newspapers, lectures, sermons, addresses, dissertations
prepared for oral delivery whether or not reduced in writing or
other material forms, letters, dramatic or dramatic-musical
compositions, choreographic works or entertainment in dumb
shows, musical compositions with or without words, drawing,
painting, architecture, sculpture, engraving, lithography and
other works of art, models or designs for works of art, original
ornamental designs or models for articles of manufacture
whether or not registrable as an industrial design, works of
applied art, illustrations, maps, plans, sketches, charts, three-
dimensional works relative to geography, topography,
architecture or science, drawings or plastic works of a scientific
or technical character, photographic works including works
produced by a process analogous to cinematography or any
process for making audio-visual recordings, pictorial
illustrations and advertisements, computer programs, and
other literary, scholarly, scientific, and artistic works.
DDLR Copyright Management
• The development team shall be oriented on the proper use of
attribution, referencing, and acknowledgment, as well as completion
of copyright inventory form.

• Licensing of third-party materials that are not within fair use shall be
done prior to the development. This is for the developers to shift to
alternative options should copyright owners decline in the
developers’ request to use their materials
 • In the quality assurance, a plagiarism
check shall be done. A percentage of not
higher than 5% of the original work shall
not be copied. Plagiarism checking can
be done through online or offline anti-
plagiarism services.
DDLR
• The produced learning resources shall
Copyright be managed by the SDO or RO through
Management the LRMDS. Only upon the intended use
shall the learning resources be utilized.
• All original creations included in the
learning resources shall be registered to
the Department of Education
• In cases where private individuals or
entities seek the approval of DepEd
in distribution or mutilation of
original contents, an authorization
letter shall be addressed to the head
of office detailing the specific title of
content, the number of copies to be
produced, and nature of
reproduction.
• Using original contents in
commercial reproduction is not
permitted.
• Uploading locally developed LRs in
the LR Portal can be done only if
licensing of materials includes the
said distribution scheme.
Definition of Terms
• Copying – the act of reproduction in tangible form
• Plagiarism – copying without attribution, thereby owning someone
else’s works
• Infringement – the substantial use of copyrighted work without
permission
• Purpose and character of the use
• Nature of the copyrighted work
• Amount of copyrighted work
• Effect of the use of on the potential market
Types of Plagiarism (from the Plagiarism Spectrum of Turnitin)
• Submitting another’s work, word for word, as one’s own
• Copying significant portions of text from a single source without alterations
• Changing key words and phrases but retaining the essential content of the source
• Paraphrasing from multiple sources, made to fit together
• Borrowing generously from the writer’s previous work without citation
• Combining perfectly cited sources with copied passages without citation
• Mixing copied materials from multiple sources
• Including citations to non-existent or inaccurate information about sources
• Including proper citation to sources but the paper contains almost no original work
• Including proper citation, but relies too closely on the text’s original wording and/or
structure
 Source noting is deemed important in
developing learning resources wherein
writers find the need to use third-party
materials such as news and journal articles,
tables, graphs, and illustrations.

In such cases, a source note should immediately

LR Referencing
follow the said materials. For styling purposes,
source notes should be one 1 point smaller than
the regular text, should be flushed right, and
Guide should be in regular font except for italicized titles
for books and long works following the DepEd
Stylebook

Please refer to DepEd Stylebook

Version 2017. The word “Source”
should be written in bold face.
Source Notes in Images
Creator, name of work, and fact of publication, in that order.

Every image should have a title or name. In cases where the title is not explicitly stated, Untitled or a descriptive title
should be written.

If the image is owned by the single author of a book or publication, there is no need to include a source note. If there
are more than one authors, a shortened note should be written.

For layout purposes, the source note may be written on the left side of an image.

If the image includes a caption, the source note should immediately follow, enclosed in parentheses .

There is no longer a need for bibliographic entry if fact of publication is complete.

ELECTRONIC RESOURCES
Photographs and Images
First Name Middle Initial Last Name, “Title
of Image,” Title of Blog, Date of Posting,
URL Address.

Source: Renata G. Rovillos, “More than a

Thousand Choices of Chocolate,” The
Clumsy Ninja Travelogue, January 7, 2011,
www.ninjatravels.wordpress.com/clumsytr
avels/bohol.
In Print
First Name Middle Initial Last Name, Title of Image, in Title of Print
Material, Publishing City: Publisher, Date Published.

Source: Dinnah A. Bañares, The Immobile Batmobile, in Inspirations of Comicon,

San Diego: Comic-con Prints, July 2007.
Free Royalty Images from the Internet
First Name Middle Initial Last Name, Title of Image, Free Royalty.
Source: Jom Alda, Alligators, Free Royalty. www.clker.com.

Creative Commons Images

Name of Creator, Title of Image, URL Address. Copyright information.
Jejomar Alda, Free Thinking Athlete, www.freephotos.com/stopper. Creative
Commons AttributionNonCommercial-ShareAlike 3.0 Generic.
 In Museum or Gallery
First Name Middle Initial Last Name, Title
of Image, Medium if appropriate, Size of
work if appropriate, Date Created,
PHOTOGRAP Collection Title, Museum/Institution,
Location.
H OR IMAGE
Source: Rone Ray M. Portacion, The
Immobile Batmobile, oil in canvas, March
2005, Child Superheroes, Big Bang
Museum, Chile.
IPR Inventory Form
Writer’s Sworn Certification
Workshop 2 Mechanics
• Choose a competency/set of competencies from the curriculum map.
• Write a module following the required format.