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 14 Learning Continuity Plan Inclusions DEPARTMENT OF EDUCATION 15 Sample Scheduling for Elementary Grade DEPARTMENT OF EDUCATION 16 Sample Scheduling for Elementary Grade DEPARTMENT OF EDUCATION 17 Sample Scheduling for Elementary Grade DEPARTMENT OF EDUCATION 18 Sample Scheduling for Elementary Grade DEPARTMENT OF EDUCATION 19 Unfreezing Activity DEPARTMENT OF EDUCATION 20 Unfreezing Activity DEPARTMENT OF EDUCATION 21 Unfreezing Activity DEPARTMENT OF EDUCATION 22 Unfreezing Activity DEPARTMENT OF EDUCATION 23 Unfreezing Activity DEPARTMENT OF EDUCATION 24 DepEd reduces learning competencies in streamlined K to 12 curriculum DEPARTMENT OF EDUCATION 25 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 30 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 31 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 33 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 34 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 35 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 36 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 37 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 38 Average number of days/per MELC in a quarter= 40 days per quarter DEPARTMENT OF EDUCATION 39 Most Essential Learning Competencies (MELCs) Sample DEPARTMENT OF EDUCATION 40 Most Essential Learning Competencies (MELCs) Sample DEPARTMENT OF EDUCATION 41 Most Essential Learning Competencies (MELCs) Sample DEPARTMENT OF EDUCATION 42 Most Essential Learning Competencies (MELCs) Sample DEPARTMENT OF EDUCATION 43 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 47 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 50 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 66 NOW Learners’ Material Teachers’ Guide DLL/DLP THEN PIVOT 4A Learners’ Module Lesson Exemplar DEPARTMENT OF EDUCATION 67 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 71 Curriculum Design for PIVOT 4A BOW (Pawilen, 2019) DEPARTMENT OF EDUCATION 72 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