DR. JENNIFER M. OESTAR
EDUCATION PROGRAM SPECIALIST, SMME
School Governance and Operations Division
Department of Education, Division of Lucena City
TOPIC ASSIGNMENT
1.Module preparation and its parts, integrating the
Most Essential Learning Competencies (MELCs)
2.Development of
effective modules for Basic
Education (Pre-elementary to Senior High School)
3.Teaching strategies and assessment of learners for
ODL and MDL modes of learning.
DEPARTMENT OF EDUCATION
4
Day 1- SESSION OBJECTIVES
1.Review teachers on DepEd’s Basic Education’s Learning
Continuity Plan (BE-LCP).
2.Orient teachers on budget or work and lesson exemplar design
and preparation aligned to the Learner’s Material for any
modality.
3.Provide guidance and understanding in Preparing
Teachers’ Material using IDEA teaching learning delivery
process.
DEPARTMENT OF EDUCATION
5
REFERENCES
DepEd Most Essential Learning Competencies (MELCS)
DepEd Order 12, s. 2020. Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in the Light of the COVID-19 Public Health Emergency
DepEd Order 42, s. 2016 . Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.
PIVOT4A Budget of Works for Most Essential Learning Competencies
Regional Memorandum No. 296, s. 2020, re: Guidelines on the Preparation of PIVOT I-D-E-A Lesson
Exemplar.
Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite skills [Meeting presentation]
First
Regional
Management
Committee
Meeting,
Imus
City,
Philippines.https://www.depedimuscity.com/RD%20Cabral%20bats%20for%20'more%20res
ponsive'%2 0PPAs.php
DEPARTMENT OF EDUCATION
6
PIVOT Learning Continuity Plan
Enrollment by Sector for School Year 2019-2020
Enrolment by Key Stage
Sector
Key Stage 1
Key Stage
2
Key Stage 3
Key Stage
4
Kinder to
Grade 3
Grade
4 to 6
G7-G11
G11-G12
Private
194, 185
136, 897
272, 157
Public
1,036, 525
782, 627
872
1,231,582
SUCs/L
UCs
TOTAL
Learners
with
Special
Needs
(ES &
JHS)
Total
270, 022
938
874, 199
937, 290
180, 695
10, 173
2,947, 310
824
3,4622
6,613
0
11, 771
920,348
1,212,909
457,330
11,111
3,833,280
DEPARTMENT OF EDUCATION
7
Learning Continuity Plan
DEPARTMENT OF EDUCATION
8
IATF Approves the BE-LCP, School Opening on August 24, 2020
“The Basic Education Learning Continuity Plan of the Department of Education
(DepEd) as presented is hereby adopted the essential points which are as follows:
1.Opening of classes for the basic
education shall be on 24 August
2020 and ending on 30 April 2021;
2.Opening of private schools will be
allowed within the period provided by
law. Provided that school learning
continuity plan shall be submitted;
no face-to-face classes will be allowed
earlier than August 24, 3030; and
from August 24, face-to-face learning
shall only be allowed when the local
risk severity grading permits, and
subject to compliance with minimum
health standards;
DEPARTMENT OF EDUCATION
9
IATF Approves the BE-LCP, School Opening on August 24, 2020
3.Adoption of various learning
delivery options such as but not
limited to face-to-face, blended
learnings, distance learnings, and
homeschooling and other modes of
delivery shall be implemented
depending on the local COVID
Risk Severity Classification and
compliance with minimum health
standards; and
4.Conduct of curricular and cocurricular activities involving
gatherings such as science fairs,
showcase of portfolios, trade fairs,
school sports, campus journalism,
festival of talents, job fairs, and
other similar activities is
cancelled, except those conducted
online.
DEPARTMENT OF EDUCATION
10
Legal Basis on the Opening of Classes
Opening of classes must be within the period
authorized by Republic Act No. 7797, which is on
the first Monday of June but not later than the last
day of August.
DEPARTMENT OF EDUCATION
11
Legal Basis on the Opening of Classes
DEPARTMENT OF EDUCATION
12
BE Learning Continuity Plan
DEPARTMENT OF EDUCATION
13
PIVOT Learning Continuity Plan
It is anchored on National Learning Continuity Plan
(NCLP), it is DepEd CALABARZON’s plan to further
intensify, contextualize and continue learning the
core strength, based from the flagship program
known as CALABARZON’s PIVOT to Quality Basic
Education (PIVOT 4A QUBE).
DEPARTMENT OF EDUCATION
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Learning Continuity Plan Inclusions
DEPARTMENT OF EDUCATION
15
Sample Scheduling for Elementary Grade
DEPARTMENT OF EDUCATION
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Sample Scheduling for Elementary Grade
DEPARTMENT OF EDUCATION
17
Sample Scheduling for Elementary Grade
DEPARTMENT OF EDUCATION
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Sample Scheduling for Elementary Grade
DEPARTMENT OF EDUCATION
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Unfreezing Activity
DEPARTMENT OF EDUCATION
20
Unfreezing Activity
DEPARTMENT OF EDUCATION
21
Unfreezing Activity
DEPARTMENT OF EDUCATION
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Unfreezing Activity
DEPARTMENT OF EDUCATION
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Unfreezing Activity
DEPARTMENT OF EDUCATION
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DepEd reduces learning competencies in streamlined K to 12
curriculum
DEPARTMENT OF EDUCATION
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Sample Learners’ Material
26
DEPARTMENT OF EDUCATION
Sample Kto12 Curriculum Guide and Teachers’ Guide
27
DEPARTMENT OF EDUCATION
Sample Kto12 Curriculum Guide
28
DEPARTMENT OF EDUCATION
Sample Kto12 Curriculum Guide
29
DEPARTMENT OF EDUCATION
DepEd reduces learning competencies in streamlined K to 12
curriculum
Learning
Competencies (LCs)
defined as
“knowledge,
understanding,
skills, and attitudes
that students need to
demonstrate in every
lesson and/or
learning activity.”
Most
Essential
Learning
Competencies (MELCs) shall
serve as a primary reference of
all schools, Schools Divisions,
and
Regional
Offices
in
determining and implementing
learning delivery approaches
that are suited to the local
context and diversity of learners
while adapting to the challenges
caused by COVID-19.
Most Essential Learning Competencies
are the identified essential competencies in all learning areas, serve as the intended
curriculum content in LCP implementation.
DEPARTMENT OF EDUCATION
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Reasons for adapting Most Essential Learning Competencies
Most Essential Learning Competencies (MELCs) to
be used nationwide by filed implementers for SY
2020-2021 only.
• response to current
pandemic
• long-term response to
call for SDG4, resilient
education system
DEPARTMENT OF EDUCATION
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Sample Most Essential Learning Competencies
DEPARTMENT OF EDUCATION
32
Clarification on the use of Most Essential Learning
Competencies (MELCs)
REMINDERS:
Schools are hereby instructed to
refer to the MELCs in creating
learning
activity
sheets,
selflearning
modules,
and
other
instructional materials. Moreover,
schools are enjoined to adhere to
the content of the MELCs and
refrain from creating a new list of
learning competencies for different
learning areas.
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Average number of days/per MELC in a quarter= 40 days per quarter
DEPARTMENT OF EDUCATION
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Most Essential Learning Competencies (MELCs) Sample
DEPARTMENT OF EDUCATION
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Most Essential Learning Competencies (MELCs) Sample
DEPARTMENT OF EDUCATION
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Most Essential Learning Competencies (MELCs) Sample
DEPARTMENT OF EDUCATION
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Most Essential Learning Competencies (MELCs) Sample
DEPARTMENT OF EDUCATION
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PIVOT LCP-ICLeA Framework (Budget of Work)
Enabling Competencies
While MELC is readily available,
the region identified LCs that are
pre-requisites in the proficient
demonstration of the MELC.
Thus, PIVOT Budget of Work
(BOW) will serve as a reference in
the development of the learning
plan.
Can be accessed
through DM 306
s. 2020
DEPARTMENT OF EDUCATION
44
FRAME FOR THE MELC PIVOT4A BUDGET OF WORK
MELC
Personal
Competencies
Learning Habits
DEPARTMENT OF EDUCATION
Mastery
45
BUDGET FOR WORK
ELEMENTARY
Lessons are designed for 40
meetings/sessions in a quarter.
HIGH SCHOOL
36 meetings/sessions are
allocated for lessons for Grades 710 considering the one day of
weekly lesson is allocated for
independent/cooperative learning
(ICL) as per DepEd Order No. 21,
s 2019.
DEPARTMENT OF EDUCATION
46
How to use Budget of Work?
A.
B.
C.
D.
E.
F.
G.
Quarter
Domain
Most Essential Learning Competencies (MELC)
Learning Competencies
No. of Days Taught
Enabling Competencies.
Most Essential Learning Competencies (MELC) number
DEPARTMENT OF EDUCATION
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How to know Learning Domains in English?
48
DEPARTMENT OF EDUCATION
Sample Budget of Work in English (Elementary)
DEPARTMENT OF EDUCATION
49
Sample Budget of Work in English (Secondary)
DEPARTMENT OF EDUCATION
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Budget of Work in Science (Features/Elements)
The PIVOT 4A Budget of Work (BOW) in Science is a resource material in
teaching Science that contains learning competencies in sequence of
domain/strands per quarter as follows
MT- Matter
LT – Living Things and Their Environment
FE – Force, Motion and Energy
ES – Earth and Space
Spiral Progression
Matter (MT) - Changes that Matter Undergo - Properties and Structure of Matter
Living Things and Their Environment (LT) - Parts and Functions of Animals and
Plants - Heredity: Inheritance and Variation - Biodiversity and Evolution - Ecosystem
Force, Motion and Energy (FE) - Force and Motion - Energy
Earth and Space (ES) - Geology - Meteorology - Astronomy
51
DEPARTMENT OF EDUCATION
Sample Budget of Work in Science (Elementary)
52
DEPARTMENT OF EDUCATION
Sample Budget of Work in Science (Secondary)
53
DEPARTMENT OF EDUCATION
Sample Budget of Work in Mathematics (Elementary)
The number of days
suggests the number of
class time the
teacher/facilitator
should devote to the
learning competency. On
a quarterly basis, the
number of days allotted
is 40 class days.
54
DEPARTMENT OF EDUCATION
Sample Budget of Work in Mathematics (Secondary)
55
DEPARTMENT OF EDUCATION
Sample Budget of Work in Araling Panlipunan
Mula sa unang baitang hanggang ikalabindalawang baitang, naka-angkla
(anchor) ang mga paksain at
pamantayang pang-nilalaman at
pamantayan sa pagganap ng bawat
yunit sa pitong tema:
1. tao, kapaligiran at lipunan
2. panahon, pagpapatuloy at pagbabago,
3. kultura, pananagutan at pagkabansa,
4. karapatan, pananagutan at
pagkamamamayan
5. kapangyarihan, awtoridad at
pamamahala,
6. produksyon, distibusyon at pagkonsumo
7. at ungnayang pangrehiyon at
pangmundo
56
DEPARTMENT OF EDUCATION
Sample Budget of Work in Araling Panlipunan
A. Markahan
B.Pinakamahalagang Kasanayang Pampagkatuto (MELC)
C. Kasanayang Pampagkatuto
D. Bilang ng Araw ng Pagtuturo
E. Pagpapaganang Kasanayan o Enabling Competencies.
F.Pinakamahalagang Kasanayang Pampagkatuto o MELC (Bilang).
57
DEPARTMENT OF EDUCATION
Sample Budget of Work in Araling Panlipunan (Elementary)
58
DEPARTMENT OF EDUCATION
Sample Budget of Work in Araling Panlipunan (Elementary)
59
DEPARTMENT OF EDUCATION
Sample Budget of Work in Araling Panlipunan (Secondary)
60
DEPARTMENT OF EDUCATION
Sample Budget of Work in MAPEH (Elementary)
61
DEPARTMENT OF EDUCATION
Sample Budget of Work in MAPEH (Elementary)
62
DEPARTMENT OF EDUCATION
Sample Budget of Work in MAPEH (Elementary)
63
DEPARTMENT OF EDUCATION
Legal Basis for IDEA Instructional Process Design
Conceptualized for this purpose, the IDEA instructional process
design is an abridged and refined format based from the provisions of:
• DepEd Order No. 42, s. 2016 (Policy Guidelines on Daily Lesson
Preparation for the K to 12 Curriculum).
• Existing policies set in the Philippine Professional Standards for
Teachers – Results-Based Performance Management System (PPSTRPMS).
DEPARTMENT OF EDUCATION
64
PIVOT LCP- Implementation Plan
DEPARTMENT OF EDUCATION
65
Legal Bases on the Creation of Lesson Exemplar
THEN
DO 42, s. 2016
Preparing lessons through
Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) to
provide teachers with
opportunity for reflection on
what learners need to learn,
how learners learn and how
facilitate learning process.
NOW
RM 296, s. 2020
Parts of original DLP/DLL are
converted to PIVOT 4a lesson
exemplars for teachers to
manage and maximize their
time, LR adjustments,
preparations and other
teaching resources.
DEPARTMENT OF EDUCATION
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NOW
Learners’ Material
Teachers’ Guide
DLL/DLP
THEN
PIVOT 4A Learners’
Module
Lesson Exemplar
DEPARTMENT OF EDUCATION
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Format using the IDEA Instructional Process Based from ICLeA
Framework
DEPARTMENT OF EDUCATION
68
Teachers’ Material Format Now and Then
Parts of the DLL/ DLP
Teachers’ Material
Before the New
Normal
• Teachers’ Guide
• Daily Lesson Log
• Detailed Lesson
Plan
1.
2.
3.
4.
5.
6.
Reviewing Previous Lesson
Establishing a Purpose
Presenting Sample
Discussing Concepts
Developing Mastery
Finding Practical
Application
7. Making Genralizations
8. Evaluating Learning
9. Enriching Activities
DEPARTMENT OF EDUCATION
New Material
Parts of the Lesson
Exemplar
1.Introduction
2. Development
3. Engagement
4. Assimilation
69
ICLeA Framework
DEPARTMENT OF EDUCATION
70
PIVOT LCP- ICLeA Framework
DEPARTMENT OF EDUCATION
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Curriculum Design for PIVOT 4A BOW (Pawilen, 2019)
DEPARTMENT OF EDUCATION
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ICLeA Framework
PIVOT 4A BOW uses the PIVOT 4A
Curriculum Design anchored to the Intent –
Content - Learning Experiences - Desired
Learning Outcomes (Assessment) or ICLeA
Framework.
DEPARTMENT OF EDUCATION
73
IDEA Teaching and Learning Process
DEPARTMENT OF EDUCATION
74
IDEA Teaching and Learning Process
The PIVOT 4A lesson exemplar
preparation and curriculum delivery
process follow four (4) main
teaching-learning phases with the
teacher as facilitator of learning
using the I-D-E-A instructional
process for a 30-minute to one-hour
lesson depending on the nature or
set-up of each learning area.
DEPARTMENT OF EDUCATION
75
Parts of the Lesson Exemplar and Philosophical Anatomy
Philosophical and Psychological Anatomy of the IDEA Exemplars
Introduction
Authentic Learning
Activities that promote essential life skills, allows students to
explore, discuss and meaningfully construct concepts and
relationships in contexts of real-world problems and projects
relevant to the learner.
Development
Mastery Learning
Learning activities based on the premise that that students will
achieve a high level of understanding in a given domain if they
are given enough time
Engagement
Experiential
Learning
The process of learning through experience, and is more
specifically defined as "learning through reflection on doing".
Assimilation
Meaningful
Learning
Reflective Learning
The learned information is completely understood and can now
be used to make connections with other previously known
knowledge, aiding in further understanding.
DEPARTMENT OF EDUCATION
76
GUIDE CONCEPTS IN PREPARING PIVOT 4A LESSON
EXEMPLARS
The Parts of PIVOT 4A Lesson
Exemplar (Ang mga Bahagi ng
Lesson Exemplar)
Introduction
Panimula
Note: Assessment should
already be embedded or
incorporated in each
phase/part.
The General Guide/Concept
(English Version)
Ang Pangkalahatang
Gabay/Konsepto (Tagalog
Version)
The teacher utilizes appropriate
strategies in presenting the
MELC and desired learning
outcomes for the day or week,
purpose of the lesson, core
content and relevant samples.
This allows teachers to
maximize learners awareness of
their own knowledge as regards
content and skills required for
the lesson.
Gumagamit ang guro ng mga
angkop na estratehiya sa
paghaharap ng MELC at mga
ninanais na outcome ng
pagkatuto para sa araw o linggo,
layunin ng aralín, pangunahing
nilalaman at mga kaugnay na
halimbawa. Nabibigyan nitó ng
pagkakataon ang mga guro na
maipabatid sa mga mag-aaral
ang kaniláng sariling kaalaman
tungkol sa nilalaman at
kasanayang kailangan para sa
aralín.
77
DEPARTMENT OF EDUCATION
GUIDE CONCEPTS IN PREPARING PIVOT 4A LESSON
EXEMPLARS
The Parts of PIVOT 4A Lesson
Exemplar (Ang mga Bahagi ng
Lesson Exemplar)
Development
Pagpapaunlad
The General Guide/Concept
(English Version)
Ang Pangkalahatang
Gabay/Konsepto (Tagalog
Version)
The teacher presents activities,
tasks, contents of value and
interest to the learners. This
shall expose the learners on
what he/she knew, what he
/she does not know and what
she/he wanted to know and
learn. Most of the activities and
tasks must simply and directly
revolved around the concepts to
develop and master the skills or
the MELC.
Ang guro ay naghaharap ng mga
aktibidad, gawain, nilalaman na
mahalaga at kawili-wili sa mga
magaaral. Ilalantad nitó sa mga
mag-aaral sa kung ano ang alam
na nilá, ano ang mga hindi pa
nilá alam at kung ano ang gusto
niyang malaman at matutuhan.
Karamihan sa mga aktibidad at
gawain ay dapat na uminog
lámang sa mga konseptong
magpapaunlad at
magpapahusay ng mga
kasanayan o ng MELC.
78
DEPARTMENT OF EDUCATION
GUIDE CONCEPTS IN PREPARING PIVOT 4A LESSON
EXEMPLARS
The Parts of PIVOT 4A Lesson
Exemplar (Ang mga Bahagi ng
Lesson Exemplar)
Engagement
Pakikipagpalihan
The General Guide/Concept
(English Version)
Ang Pangkalahatang
Gabay/Konsepto (Tagalog
Version)
The teacher allows the learners to
be engaged in various tasks and
opportunities in building their
KSA’s to meaningfully connect
their learnings after doing the
tasks in the D. This part exposes
the learner to real life situations
/tasks that shall ignite his/ her
interests to meet the expectation,
make their performance
satisfactory or produce a product
or performance which lead him/
her to understand fully the skills
and concepts .
Pinahihintulutan ng guro ang mga
magaaral na makisali sa iba’t ibang
gawain at oportunidad sa pagbuo ng
kaniláng mga KSA upang
makahulugang mapagugnay-ugnay
ang kaniláng mga natutuhan
pagkatapos ng mga gawain sa D.
Inilalantad ng bahaging ito sa
magaaral ang totoong
sitwasyon/gawain ng búhay na
magpapasidhi ng kaniyang interes
upang matugunan ang inaasahan,
gawing kasiyá-siyá ang kaniláng
pagganap o lumikha ng isang
produkto o gawain upang ganap
niyang maunawaan ang mga
kasanayan at konsepto. 79
DEPARTMENT OF EDUCATION
GUIDE CONCEPTS IN PREPARING PIVOT 4A LESSON
EXEMPLARS
The Parts of PIVOT 4A Lesson
Exemplar (Ang mga Bahagi ng
Lesson Exemplar)
Assimilation
Paglalapat
The General Guide/Concept
(English Version)
Ang Pangkalahatang
Gabay/Konsepto (Tagalog
Version)
The teacher brings the learners to
a process where they shall
demonstrate ideas, interpretation ,
mindset or values and create
pieces of information that will
form part of their knowledge in
reflecting, relating or using it
effectively in any situation or
context. This part encourages
learners in creating conceptual
structures giving them the avenue
to integrate new and old learnings.
Itinuturo ng guro sa mga magaaral ang proseso na maipakikita
nilá ang mga idea, interpretasyon,
pananaw, o halagahan at
makalikha ng mga piraso ng
impormasyon na magiging bahagi
ng kaniláng kaalaman sa
pagbibigay ng repleksiyon, paguugnay o paggamit nang
epektibong nito sa alinmang
sitwasyon o konteksto. Hinihikayat
ng bahaging ito ang mga mag-aaral
na lumikha ng mga estrukturang
konseptuwal na nagbibigay sa
kanilá ng pagkakataong
pagsamahin ang mga bago at
80
lumang natutuhan.
DEPARTMENT OF EDUCATION
Parts of the Lesson Exemplar
Idea Instructional Process
Parts in ADM Modules
Introduction
• What I need to know?
• What’s new?
Development
• What I know?
• What’s in?
• What is it?
Engagement
• What’s more?
• What I can do?
• What other enrichment activities can I engage in?
Assimilation
• What have I learned?
• What can I do? (Assessment)
DEPARTMENT OF EDUCATION
81
IDEA Instructional Process
DEPARTMENT OF EDUCATION
82
IDEA Teaching and Learning Process Adjustmnts
IDEA Teaching and Learning
Process
Focus
Adjustments Due to Diverse
Learners (Zape, 2019)
Introduction
Panimula
• Learning Competency
• Learning Outcomes
• Core Content & Values
Recall
Development
Pagpapaunlad
• Concepts and Basic Skills
Developmental Activities
Remediation
Engagement
Pakikipagpalihan
• Learning Opportunities
• Hands-on Engagement
Activities
• Learning Points
• Performance or Output
Reflection
Assimilation
Paglalapat
• New Skills
• Habits of Minds
• Life Skills
Relearning
DEPARTMENT OF EDUCATION
83
PIVOT LCP- ICLeA Framework
DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program).
1.Diagnostic
-to determine where the students are in terms of readiness to demonstrate or
learn new competencies (worksheets, activity sheets)
2. Formative
-to fix and strengthen newly learned KSAVs through short quizzes,
essays/reflective writing, practice exercises (worksheets, activity sheets)
3. Summative
-to determine extent of achievement administered upon completion of a unit and
at the end of the quarter for grading purposes.
DEPARTMENT OF EDUCATION
84
PIVOT 4A Lesson Exemplar Format for Grade 1-10
DEPARTMENT OF EDUCATION
85
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
86
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
87
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
88
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
89
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
90
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
91
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
92
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
93
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
94
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
95
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
96
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
97
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
98
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
99
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
100
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
101
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
102
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
103
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
104
DEPARTMENT OF EDUCATION
Sample PIVOT 4A Lesson Exemplars using the IDEA
Instructional Process
105
DEPARTMENT OF EDUCATION
Skills To be Learned for Each Strand in IDEA
Indicators of Performance for
INTRODUCTION Phase
Target is COMMUNICATION SKILLS
(Part of Authentic Learning)
Verbal
Communication
Body Language
Physical
Communication
Writing
Storytelling
Visual
Communication
Humor
Quick Wittedness
Listening
Presentation Skills
Interviewing
Public Speaking
106
DEPARTMENT OF EDUCATION
Skills To be Learned for Each Strand in IDEA
Indicators of Performance for
DEVELOPMENT Phase
Target is for COLLABORATION (Part of Mastery Learning)
Team Building
Influencing
Decision-Making
Strategic Planning
Inspiring
Supervising
Coaching
Selling
Negotiation
Mentoring
Persuasion
Leadership
Delegation
Diplomacy
Responsiveness
107
DEPARTMENT OF EDUCATION
Skills To be Learned for Each Strand in IDEA
Indicators of Performance for
ENGAGEMENT Phase
Target is for CRITICAL THINKING
(Part of Experiential Learning)
Networking
Interpersonal
Relationship
Network Branding
Resilience
Emotional
Intelligence
Self-Awareness
Emotion
Management
Self-Leadership
DEPARTMENT OF EDUCATION
Adaptability
Assertiveness
Competitiveness
108
Skills To be Learned for Each Strand in IDEA
Indicators of Performance for
ASSIMILATION Phase
Target is for CREATIVTY (Part of Meaningful and
Reflective Learning)
Problem-Solving
Trouble Shooting
Critical Thinking and Making Connections
Innovation
109
DEPARTMENT OF EDUCATION
Learning Activity Sheets
110
DEPARTMENT OF EDUCATION
LEARNING DELIVERY MODALITIES
DEPARTMENT OF EDUCATION
111
SOME REMINDERS ON MODULE PREPARATION
Guide on Objectives Preparation
DEPARTMENT OF EDUCATION
112
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Action Words to Express Learning Objectives
DEPARTMENT OF EDUCATION
113
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Activities to Facilitate Learning Objectives
DEPARTMENT OF EDUCATION
114
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
When to Use Learning Objectives
DEPARTMENT OF EDUCATION
115
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Guide on Objectives Preparation
DEPARTMENT OF EDUCATION
116
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Setting of students’ objectives
DEPARTMENT OF EDUCATION
117
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Setting your expected product or performancebased output for conditioning.
DEPARTMENT OF EDUCATION
118
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Activating Prior Knowledge/ Connecting to
Previous Lessons
Setting Student Expectation
DEPARTMENT OF EDUCATION
119
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Activating Prior Knowledge/ Connecting to
Previous Lessons
Setting Student Expectation
DEPARTMENT OF EDUCATION
120
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Activating Prior Knowledge/ Connecting to
Previous Lessons
Setting Student Expectation
DEPARTMENT OF EDUCATION
121
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Activating Prior Knowledge/
Connecting to Previous Lessons
Setting Student Expectation
DEPARTMENT OF EDUCATION
122
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers to Use in
Modules
DEPARTMENT OF EDUCATION
123
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers to Use in
Modules
DEPARTMENT OF EDUCATION
124
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers to Use in
Modules
DEPARTMENT OF EDUCATION
125
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers to Use in
Modules
DEPARTMENT OF EDUCATION
126
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers to Use in
Modules
DEPARTMENT OF EDUCATION
127
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Sample Graphic Organizers
to Use in Modules
DEPARTMENT OF EDUCATION
128
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of Rubrics/ Criteria for
Performance/Product-Based Tasks
DEPARTMENT OF EDUCATION
129
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of Rubrics/ Criteria for
Performance/Product-Based Tasks
DEPARTMENT OF EDUCATION
130
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of Rubrics/ Criteria for
Performance/Product-Based Tasks
DEPARTMENT OF EDUCATION
131
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of Rubrics/ Criteria for
Performance/Product-Based
Tasks
DEPARTMENT OF EDUCATION
132
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of Rubrics/
Criteria for Performance/
Product-Based Tasks
DEPARTMENT OF EDUCATION
133
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of
Reflection part for
students
DEPARTMENT OF EDUCATION
134
SOME REMINDERS ON LEARNING MODULE/ LESSON
EXEMPLAR PREPARATION
Presence of
Reflection part for
students
DEPARTMENT OF EDUCATION
135
SOME REMINDERS ON LESSON IMPLEMENTATION
Indicators to be observed
in the observation period
per Quarter
DEPARTMENT OF EDUCATION
136
SOME REMINDERS ON LESSON IMPLEMENTATION
Shows how
teachers are
scored in the
delivery of lessons
they prepared
DEPARTMENT OF EDUCATION
137
(Enclosure to DepEd Order No. 012, s. 2020)
DEPARTMENT OF EDUCATION
138
LEARNING DELIVERY MODALITIES
The learning delivery modalities
that schools can adopt may be
one or a combination of the
following, depending on the
COVID-19 restrictions and the
particular context of the
learners in the school or
locality.
DEPARTMENT OF EDUCATION
139
LEARNING DELIVERY MODALITIES
A. Face to Face (F2F) Learning
B. Distance Learning
a. Modular Distance Learning
b. Online Distance Learning
c. TV and Radio-based Instruction (RBI)
C. Blended Learning
a. F2F and Online Distance Learning
b. F2F and Modular Distance Learning (print, ecopy/offline)
c. F2F and TV/Radio-Based Instruction
d. F2F and Modular/Online/ TV/Radio-based Instruction
Homeschooling as Alternative Delivery Mode
DEPARTMENT OF EDUCATION
140
LEARNING DELIVERY MODALITIES
DEPARTMENT OF EDUCATION
141
LEARNING DELIVERY MODALITIES
DEPARTMENT OF EDUCATION
142
LEARNING DELIVERY MODALITIES
DEPARTMENT OF EDUCATION
143
LEARNING DELIVERY MODALITIES
Face-to-face. This refers to a learning delivery
modality where the students and the teacher are
both physically present in the classroom, and there
are opportunities for active engagement, immediate
feedback, and socioemotional development of
learners
Face-to-face option may also be feasible in very low
risk areas such as the geographically isolated,
disadvantaged, and conflict affected areas (GIDCA)
with no history of infection and with easily
monitored external contacts, but with teachers and
learners living in the vicinity of the school
DEPARTMENT OF EDUCATION
144
DISTANCE LEARNING
Distance Learning
This refers to a learning delivery
modality where learning takes place
between the teacher and the
learners who are geographically
remote from each other during
instruction.
This modality has three types
• Modular Distance Learning (MDL)
• Online Distance Learning (ODL),
and
• TV/Radio-Based Instruction.
DEPARTMENT OF EDUCATION
145
LEARNING DELIVERY MODALITIES
What is Distance Learning?
This refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote from
each other during instruction.
What is Modular Distance Learning?
Learning is in the form of individualized instruction that allows learners
to use self-learning modules (SLMs) in print or digital format/electronic
copy, 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.
What is Online Distance Learning?
It features the teacher facilitating learning and engaging learners’ active
participation using various technologies accessed through the internet
while they are geographically remote from each other during instruction.
What is Home Schooling?
It is an alternative delivery mode (ADM) that aims to provide learners with
equal access to quality basic education through a home-based
environment to be facilitated by qualified parents, guardians or tutors
who have undergone relevant training.
DEPARTMENT OF EDUCATION
146
MODULAR DISTANCE LEARNING
Type/Modality/Approach/Strategy
• Learning is in the form of individualized instruction that allows learners to use self-learning
modules (SLMs) in print or digital format/electronic copy, 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. Learners access electronic copies of learning materials on a
computer, tablet PC or smartphone. CDs, DVDs, USB storage and computer-based applications can
all be used to deliver e-learning materials, including offline e-books. The teacher takes the
responsibility of monitoring the progress of the learners.
• The learners may ask assistance from the teacher via email, telephone, text message/instant
messaging, etc. Where possible, the teacher shall do home visits to learners needing remediation or
assistance. Any member of the family or other stakeholder in the community need to serve as parateachers.
Suggested Platforms/Resources/Mechanisms:
• The use of Learning Resource Materials/Modules in multimedia (slides, video and audio files)
• Digital Packets (Learning Materials)
• The use e-learning materials
• The use of computer-based learning resources
DEPARTMENT OF EDUCATION
147
ONLINE DISTANCE LEARNING
Online Distance Learning
The internet is used to facilitate learner-teacher and peer-to-peer communication. Online learning
allows live synchronous instruction. It requires participants to have a good and stable internet
connection. It is more interactive than the other types of distance learning and the responses are in
real-time. The learners may download materials from the internet, complete and submit
assignments online, and attend webinars and virtual classes. This is practiced effectively by using a
Learning Management System or related technologies. The DepEd Commons and DepEd Learning
Resource (LR) Portal fall in this category.
Type/Modality/Approach/Strategy
It features the teacher facilitating learning and engaging learners’ active participation using various
technologies accessed through the internet while they are geographically remote from each other
during instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication.
Online learning is a form of live synchronous platform where it requires both parties to have good and
stable internet connection. It is often more interactive than the other types of distance learning. The
responses is real-time. The learners may download materials from the internet, complete and submit
assignments online, attend webinars and virtual classes. This is practiced effectively by using a
Learning Management System or related technologies. The use of DepEd Commons and LR Portal falls
in this category as both requires internet connectivity to have access.
DEPARTMENT OF EDUCATION
148
ONLINE DISTANCE LEARNING
Suggested
Platforms/Resources/Mechanisms:
The use of virtual classrooms e.g. Google
Classroom, Edmodo, Schoology
The use of Web-Enhanced Learning
Activities
Free access to OERs (Open Educational
Resources)
Access to LR Portals
Access to DepEd Commons
Free access and observance of Intellectual
Property Rights to some of the educational
sites/resources:
BrainPop
Curiosity Stream
Tynker
Outschool
Udemy
iReady
Beast Academy (Math)
Khan Academy
Creative Bug
Discovery Education
Youtube Channels:
Crash Course Kids
Science Channel
SciSchow Kids
National Geographic
Free School
Geaography Focus
TheBrainScoop
Kids Learning Tubes
Geek Gurl Diaries
Mike Likes Science
Science Max
SoulPancake
Online board games
e-library (Kindle)
DEPARTMENT OF EDUCATION
149
ONLINE DISTANCE LEARNING
Blended Learning
This 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. Blended
learning will enable the schools to limit face-to-face learning, ensure social distancing,
and decrease the volume of people outside the home at any given time. Critical for
implementation will be the production of the needed teacher’s and learner’s learning
materials (LR Portal and DepEd Commons will be maximized), as well as the support of
media institutions like TV and radio stations.
Suggested Platforms/Resources/Mechanisms:
The use of print/non-print learning materials such as but not limited to the following:
• Modules
• Worksheets
• Activity Sheets
• The use of gadgets for K to 3 SpEd learners
DEPARTMENT OF EDUCATION
150
HOME SCHOOLING
Homeschooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to
quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training. It allows families to
educate according to their personal faith, philosophy, and values, and to adjust learning
schedules around family schedules and circumstances. However, there remain several
issues in its implementation, including the supervision of licensed teachers and
alignments with the curriculum. Thus, this modality will be the subject of a later DepEd
issuance before its expansion.
Suggested Platforms/Resources/Mechanisms:
• The use of the print materials/learning resources ( modules, worksheets, activity
sheets, etc.)
• The use of digital packets (learning materials)
DEPARTMENT OF EDUCATION
151
Curriculum and Instruction strand has identified some of the factors that
need to be assessed in order to determine the learning delivery options:
Risk Severity Grading/IATF Policy
-Whether teachers and learners are allowed to be in school
- Physical distancing
School Context
- Health status of teachers
- Readiness of principals and supervisors to lead and manage multiple learning delivery modalities
- Availability of learning resources/materials: Textbooks/print modules; offline learning resources;
online learning resources; educational TV and radio broadcast resources
- Teachers’ readiness and capacity to facilitate multiple learning delivery modalities
Learners’ Context
- Capacity to complete self-directed learning resources
- Access to learning resources and technology
- Parental, home, and community support
- Capacity to guide learners in understanding lessons
DEPARTMENT OF EDUCATION
152
Learning Resources:
School Context
• In addition to the textbooks distributed to the schools, SLMs shall be made available in print and
digital format (PDF Flat and Interactive) for use this incoming school year. They will be converted
to inclusive interactive e-books where videos, audio and even sign language interpretations can be
embedded to respond to the needs of the children with disabilities.
• SLMs in PDF Flat shall be uploaded to the DepEd LR Portal while the SLMs in digital interactive,
inclusive e-books, and video lessons shall be uploaded to DepEd Commons. SLMs will also be
converted to video-taped lessons and radio scripts for radio-based instructions.
DEPARTMENT OF EDUCATION
153
Based on the ongoing inventory by the Bureau of Learning Resources of print, digital
offline and online materials, and educational videos, DepEd presently has the following:
DEPARTMENT OF EDUCATION
154
Strategies for Kto3
• They rely heavily on the guidance of adults as
caregivers and as facilitators of learning.
• The delivery of instruction for them should be
anchored on the principles:
❑ developmentally-appropriate practices
❑ age-appropriate
❑ individually appropriate
❑ socio-culturally appropriate.
DEPARTMENT OF EDUCATION
155
Strategies for Kto3
• Since early grades learners need adult guidance,
a combination of face-to-face learning delivery
with the teacher and modular learning at home
may be employed
• For modular learning at home, the guidance of
trained para-teachers is required. Facilitator’s
Guide shall be made available to para-teachers.
DEPARTMENT OF EDUCATION
156
Adaptations for Learners with Disabilities
• Adaptations, such as (close) captioning, transcribing to
braille, sign-language interpretation, or providing
different format options, shall also be considered for
learners with disabilities.
• Materials for learners such as, but not limited to, SLMs
and other print materials; TV clips/videos; and online
materials can be designed to be accessible to learners
with hearing, visual, and/or any other impairments.
DEPARTMENT OF EDUCATION
157
Assessment
• The learning outcomes in the form of knowledge, skills, attitudes,
and values (KSAVs) will be assessed.
• Learners shall prepare their portfolio/e-portfolio to include written
works, and performances (and products), whether hardcopy,
softcopy, or a combination of both.
• The portfolio/e-portfolio content will be assessed using rubrics that
capture the evidence of learning.
• Testimonies of parents and other adults including community leaders
aside from teachers may also be considered in the assessment.
DEPARTMENT OF EDUCATION
158
Assessment
• Where face-to-face learning and blended learning is possible,
summative tests will be administered in school.
• For learners who are on distance learning, summative tests may be
administered when physical classes shall be allowed in their
respective areas.
• National examinations are a necessary part of quality assurance, and
provide important feedback on the system’s performance, thus, the
administration of national examinations shall continue amidst
COVID-19.
• DepEd shall issue specific guidelines on assessments taking into
consideration the physical limitations imposed by COVID-19
DEPARTMENT OF EDUCATION
159
DEFINITION OF MODULE
https://www.youtube.com/channel/UCSvsuC4BMk_hGge7D-e53Q
DEPARTMENT OF EDUCATION
160
Unfreezing Activity
Step Left
Step Right
Step In
Step Out
Level 1. Say what I say and Do what I say
DEPARTMENT OF EDUCATION
161
Unfreezing Activity
Step Left
Step Right
Step In
Step Out
Level 2 . Say Opposite what I say and Do What I say
DEPARTMENT OF EDUCATION
162
Unfreezing Activity
Step Left
Step Right
Step In
Step Out
Level 3 . Say what I say and Do Opposite what I say
DEPARTMENT OF EDUCATION
163