DLDM

WHLP
ASSESSMENT
RUBY THERESE P. ALMENCION
Distance Learning Modalities
DM-CI-2020-00162

A. Modular Distance Learning (MDL)

- A.1. Digital Modular Distance Learning (DMDL)
- A.2. Printed Modular Distance Learning (PMDL)

B. Online Distance Learning (ODL)

C. TV-Video/Radio Based Instruction
D. Blended Distance Learning (BDL)
 Basic Concept
General Guidelines
of LSENs
- Timeframe : time allotment per MELC

- Learners not meeting expectations: remediation

- Weekly Home Learning Plan: ensure that learners are
on task
- Subject teachers: may conduct home visits following
social distancing protocols or they may communicate
through text messages, phones/live chats or through
available forms
Modular Distance Learning
- Monitor learners progress and set up feedback
mechanism
- Answer Keys are included for timely feedback because
we are not there face to face with them to give them
feedback
Online Distance Learning
- Kindergarten : Max 1 hr daily (screentime
guidelines)
- Gr 1 – 5 : Max 1.5 hrs
- Gr 6-8 : Max 2 hrs
- Gr 9-12 : 4 hrs daily (2 hrs am, 2 hrs pm)
Weekly Home Learning Plan
- For one entire quarter integrating all subjects
- Balance between academic rigor and socio-emotional
aspect of learning

Parts:
a. Learning Area
b. Learning Tasks
c. Learning Competencies
d. Mode of Delivery
Weekly Home Learning Plan
Day & Time Learning Learning Learning Mode of Delivery
Area Competency Tasks

8-9am Wake up, make up bed, eat breakfast and get ready for an
awesome day!
9-9:30 Short meditation/ exercise/ bonding with family

Monday English --MELC- --activities --send through

(time) based messenger
--parent to hand in
output to the
teacher

(time) Math

Friday Self-Assessment Tasks, Portfolio Preparation, e.g.: Reflective

Journal, etc
FAMILY TIME
Matrix Requirements for MDL
Assessment Learner Support M&E Infra
Formative Summative Assessment Instruction Supple Dept Head/
Assessment (of learning) (teacher) mentary School Head:
(for learning) Instruction collect student
(parent/ progress
facilitator) report* every
two weeks from
Activities -To be conducted in Brgy. -monitors -picks up the teachers Designated
indicated in the CLC when feasible and progress module, learning
modules and in allowed deliver space at
the Weekly -Performance or Product- -discuss outputs, home
Home Learning based learning receive
Plan plan to feedback
WW: learners/
1. Reflect - *Rubric parents/faci -assist
2. Teacher-made test learners Design
PT: - interventions
1. Portfolio coordinate for learners
2. PT based on the CG if w/ teacher who are
feasible struggling or
having difficulty
in this learning
mode
Individual Learning Monitoring
Plan
- Used for learners who are not showing progress in
meeting the required learning competencies
- Template
 PORTFOLIO
Source: Enc. 7 of the June 30 draft DO
and the Capstone Project

 There is no hard and fast rule that states a clear list of items to
be included (collective decision even with parents, even the
assessment criteria)
 May also include evidences or testimonies of learning
progress from teachers, learning facilitators or parents
(emails, interviews, conversations, teacher’s notes to parents,
teachers comments on student work)
 Fundamental principle: COLLECT – SELECT - REFLECT

10
The Following should be established before:

- Benefits of the portfolio

- Clear expectations
- Models of successful portfolio
- Scaffold student learning and encourage self-assessment
- Tie portfolio to Assessment
- Make it social by allowing other learners to views and
comment

- Teachers are advised in producing showcase

portfolio – to be submitted after a
quarter/semester

11
WHAT CAN BE INCLUDED IN A PORTFOLIO?
1. Modules
2. Activity Sheets and Progress Chart *
3. Answer Sheets
4. Activity notebooks
5. Other required written outputs of the subject

a. Graphic illustrations of information (charts, concept diagrams,

photographs)
b. Video recordings, Audios (as outputs)
c. Paragraph showing mastery (You may include the answer in the
Reflect part of your Module)
d. Write ups, drawings, picture of the product made, testimonies of
people who have seen/used the product
e. Research-related writings, survey results, instruments
f. Creative Outputs: poems, songs, scripts, stories
 Parts of the Learning Portfolio
1. Cover Page
2. Table of Contents
3. Portfolio Entries
a. Artifacts (best work which may include the actual output,
reflection papers, others)
b. Description and comments about the Artifacts (briefly
describe through narratives what, when, how and why you have
chosen those artifacts
c. Reflections (insights, realizations about the lessons)
4.Feedback of the Parents/Guardians
Grading:
Excellent – Comprehensiveness, reflection, shows consistent
effort and significant progress, quality, creativity, originality,
ingenuity; navigaton is clear and intuitive
Chalis 2005

Indicators:
A. Key Knowledge (MELC)
B. Sustained Inquiry
C. Authenticity and Creativity
D. Deep Reflection
 LEARNER’S
PROGRESS CHART

DEPAR TMENT OF EDUCATION

English Learning Kits (Module)

 Cover Page  Sum Up

 Copyright Page  Apply What You Have Learned

 Introductory Message  Reflect

 Begin  Learn More

 Target  Assess What You Have Learned

 Try This  Glossary

 Recall  Answer Key

 Do This  References

 Explore

 Keep This in Mind

DEPARTMENT OF EDUCATION
Learner’s Progress Chart

DEPARTMENT OF EDUCATION
Learner’s Progress Sheet

DEPARTMENT OF EDUCATION
Learner’s Progress Chart

DEPARTMENT OF EDUCATION
Learner’s Progress Chart

DEPARTMENT OF EDUCATION
Learner’s Progress Chart

DEPARTMENT OF EDUCATION
wo most important days in you
are the day you are born
and the day you find out why.

Mark Twain