ISO 9001:2015 CERTIFIED

Certificate Number: AJA18-0149

REVIEW ON DEPED
LEARNING RESOURCE
STANDARDS ON
INSTRUCTIONAL DESIGN
- version5 (04-25-19)
QMS ISO 9001:2015
 Objective

• To equip the developers and LR evaluators

(LREs) with the guidelines to ensure
consistency in the development of learning
materials aligned with the K to 12 Curriculum.

 This is based on the premise of providing

access to learning opportunities to all types of
learners with learning materials that are user
friendly and flexible.

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Activity 1: Answer the
question below.
• What are the activities that are to be conducted
before the start of the Learning Resource
development?
• What are the things that are to be considered
prior to the development of our non-print
learning resources?
• What evaluation tools are we to utilize to
ensure that our resources are suited to our
learners?

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 Prior to Developing ADM
Learning Resources
1. Mapping of K to 12 Competencies

2. Conduct orientation of module writers

to ensure adherence to the standards,
understanding of the concepts of ADM,
and consistency across development
process.

3. Train writers on module development.

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4. Conduct module writing workshops following the
materials development process
a) Identification of needs (data collection, data analysis)
b) Input sources (relevant unit standard, community needs,
learner needs, industry needs, taking into account new
technology, policies/directions)
c) Resource mobilization (financial, human, infrastructure,
technology)
d) Piloting/validation
e) Revision and finalization
f) Implementation
g) Evaluation (review, revision)
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INSTRUCTIONAL
DESIGN

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Considerations

1. Types of Learner (independent learner, dependent

learner)
2. Reading comprehension level (use results of Phil IRI)
3. Motivation to learn by himself/herself (use
observable characteristics found in Form 138/Report
Card)
4. Accessibility of learner to tutor/facilitator/
community resource persons (parents/older siblings
who are literate, literate neighbor or community
resource persons)
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Structure and Design

• Learning materials must promote effective

learning and assessment strategies and must
have a clear structure and sequence such that
the learner can easily use them.

• Key Stage 2 (Intermediate Level/ Grade 4 to

Grade 6)

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• Be easy for the learner to navigate
• Present a visually attractive design
• Provide activities and learning strategies
designed to motivate learners, e.g.,
developmentally-appropriate, engaging, play-
based and provide opportunities for interaction;
• Use words/language appropriate for the level of
the target learner

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Language

• The mother manuscript must be written

in English except for the Filipino-based
subjects.

• Kinder to Grade 3 will be contextualized

using the Mother Tongue.

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CONTENT

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1. Content is inclusive. It uses the learner’s
contexts, situations and individual differences. It
incorporates local cultures/heritage/ themes.
2. Content provides for the development of
higher cognitive skills such as critical thinking,
creativity, learning by doing, inquiry approach,
problem-solving, and other 21st century skills.
3. Content is free of ideological, cultural, religious,
racial, and gender biases and prejudices.

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4. Development of desirable values and traits such as:
•  Love of God
• Patriotism/Nationalism
• Honesty/Integrity
• Environmental Consciousness
• Initiative and Self-direction
• Leadership and Responsibility
• Productivity and Accountability
• Communication and Collaboration
• Flexibility and Adaptability
• Social and Cross-cultural Skills
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5. Content arouses and sustains the interest of
learners.
6. Content uses appropriate language.
7. Content should provide accurate and up to
date information which are free from
conceptual error, factual error, grammatical
error, computational error, typographical
error, obsolete information and plagiarized
content.

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8. Content ensures integration across disciplines.
Content-based instruction is highly recommended
for language learning.
9. Content provides for correct unlocking of concepts
and definitions of unfamiliar or technical terms.
10. Sufficient input and examples are provided to
support general statements.
11. Sentences and paragraphs are well-organized and
use clear transitions.
12. Sources should be cited based on the Chicago
Manual of Styles (CMOS)
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LEARNING
ACTIVITIES

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1. Activities are scaffolded (simple to complex)
and logically-arranged.
2. Application activities are varied, creative,
doable and realistic to meet the needs and
individual differences of learners.
3. Activities are flexible - allowing learners to
choose activities which suit their physical and
intellectual capacities, time and condition
allowing experiential learning activities.

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4. Directions are clear, complete, easy to follow
and include illustrations/diagrams whenever
necessary.
5. Adequate warning/cautionary notes are
provided in topics and activities where safety
and health are of concern.

Note: Caution or warning should be provided in

doing activities like experiments in Science,
EPP/TLE/TVL. Focus on theories except laboratory
activities.
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ASSESSMENT
STRATEGIES

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1. Uses multiple formative assessment modes
and approaches aligned with learning goals to
assess student learning throughout the module,
i.e. self-check activities, pre-test and posttest.

2. For activities/tests which would require learners

to write answers, directions should indicate that
these will be written in separate sheets.

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4. Rubrics and answer keys are provided for the
tests given.

5. For self-test, provide feedback or answer keys.

For open-ended questions, provide sample
answers.

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Field Testing Validation
Instrument

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Field Testing Validation
Instrument

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Field Testing Validation
Instrument

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Guidelines on the Content
Evaluation

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Guidelines on the Content
Evaluation

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Guidelines on the Content
Evaluation

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Guidelines on the Content
Evaluation

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Guidelines on the Content
Evaluation

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Guidelines on the Content
Evaluation

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Evaluation Tool for Content

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Guide in Language Review

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Guide in Language Review

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Guide in Language Review

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Guide in Language Review

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Summary Language Findings

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Summary Language Findings

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Guidelines
on Layout
and Design

Department of Education Region VIII

Guidelines on Layout and
Design

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Guidelines on Layout and
Design

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Guidelines on Layout and
Design

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Guidelines on Layout and
Design

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Evaluation Tool for Layout
and Design

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Evaluation Tool for Layout
and Design

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Evaluation Tool for Layout
and Design

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Evaluation Tool for Layout
and Design

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Evaluation Tool for Layout
and Design

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Evaluation Tool for Layout
and Design

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