LCP

1. PROPOSED LEARNING CONTINUITY PLAN
DURING THE COVID-19 PERIOD
(Curriculum and Instruction Strand)
April 21, 2020
DIOSDADO M. SAN ANTONIO
Undersecretary for Curriculum and Instruction

2. K
What I Know
W
What I want to Learn
L
What I learned
LEARNING
MODALITIES

3. STRATEGIES AND CONSIDERATIONS FOR
VARIOUS LEARNING OPTIONS
RISK LEVEL LEARNINGOPTIONS STRATEGIES CONSIDERATIONS RESOURCES
POTENTIAL
PARTNERS
Very Low
Risk
Traditional Face to Face
To be implemented in schools belonging
to
“very low risk level areas” (those that are
practically not affected areas)
Feasible when:
schools where teachers are practically
residents of the community where the
school is located or teachers are also
residents “very low risk” areas
DepEd
Teachers’
Guid
e
Learner’
s
Material
Paren
ts /
Loca
l
Gov
e
rnm
e
nt
Unit
s
Face to Face and Modular
Learning
1. Digital Format -PDF Flat
2. Digital Format – Interactive
Materials
Blended Delivery-
Flipped Classroom (only for
those with Internet
Connection)
For social distancing to still be observed,
class size may be reduced, where half
of the class may report to school on
certain days; say Monday and Tuesday
for the usual traditional Face-to-Face
Delivery while the other half may be on
Modular Learning off-school(at home)
then exchange mode in the next two
days; say Wednesday to Thursday.
Fridays may be set as “assessment
day” which may be conducted in school
or at home.
The learners who are on “off-school”
shall use the Alternative Delivery Mode
(ADM) modules or its equivalent either
modular print / digital format, whichever
is applicable in the context of the child.
ADM modules shall be converted to
digital format (PDF Flat or Interactive
Materials) The e-copy or PDF flat
copies shall be uploaded to the DepED
LR Portal while interactive materials
and video lessons shall be made
available at DepEd Commons.
ADM Modules can also be converted to
video lessons for ETV and radio script
for Radio-based instruction
ETV / OERS may be included to
supplement learning and/or deepen
learning
The MISOSA and e-IMPACT can also
be utilized in areas where learners are
safe.
The Alternative Delivery Mode modules
shall be used by learners who are on
“off- school” mode. This means that
those “in- school on F-to-F” undertake
the same lesson/master the same
learning competency with those who
are on ‘off- school”.
Ensure that all learners shall be issued
the printed copy of the modules.
Learners with computers/gadgets and
internet connectivity at home can use
the digital copies of the modules which
shall be made available in the DepED
LR Portal for the PDF Flat copies and
DepEd Commons for the Interactive
Materials.
DepEd to ensure that digital copies of
the modules in digital format can be
availed offline
Ensure that all teachers have Teacher’s
Guides in a Learning Area/s and Grade
level/s they teach/handle.
For DepED to consider procuring
supplementary reading materials to
support the improvement of the reading
performance of children
For teachers to develop activity-based
materials for mastery learning
For DepEd to support conversion of
modules to video lessons and radio
script by engaging experts to do the
technical work.
The Flipped Classroom can be
considered only for those who can work
online given that it is a combination of
F-to-F and online learning.
DepEd
Teacher
s
Guides
Learner’
s
Material
s
DepEd
ADM
Module
s Other
ADM
Modules
Suppleme
n
tary
Learning
Materials
Lesson
Exemplar
s
Suppleme
n
tary
Reading
Materials
ETV/
OERS
Save
the
Child
r
e
n
UNIC
EF
RTI
SEA
M
EO
Innot
ech
DIC
T
LGU
s
TV
Netw
orks
Radi
o
Stati
o
ns
DEPARTMENT OF EDUCATION

4. STRATEGIES AND CONSIDERATIONS FOR
VARIOUS LEARNING OPTIONS
Low to
High
Distanc
e
Learnin
g
through
Module
s
The learners shall use
the
Alternative Delivery Mode
(ADM)
modules or its equivalent
either
modular print / digital format,
whichever is applicable in the
context of the child.
ADM modules shall be converted
to digital format (PDF Flat or
Interactive Materials)
The e-copy or PDF flat copies
shall be uploaded to the DepED
LR Portal while interactive
materials and video lessons shall
be made available at DepEd
Commons.
ADM Modules can also be
converted to video lessons for
ETV and radio script for Radio-
based instruction
ETV / OERS may be included to
supplement learning and/or
deepen learning
Supplementary Learning
Materials for the development of
Essential Learning Competencies
shall be converted into video
lessons/Radio Script
ADM Modules can be converted
to radio script for Radio-based
instruction
Ensure that all learners shall be issued the
printed copy of the modules.
Learners with computers/gadgets and
internet connectivity at home can use the
digital copies of the modules which shall
be made available in the DepED LR
Portal for the PDF Flat copies and DepEd
Commons for the Interactive Materials.
DepEd to ensure that digital copies of the
modules in digital format can be availed
offline
Ensure that all teachers have Teacher’s
Guides in a Learning Area/s and Grade
level/s they teach/handle.
For DepED to consider procuring
supplementary reading materials to
support the improvement of the reading
performance of children
For teachers to develop activity-based
materials for mastery learning
For DepEd to support conversion of
modules to video lessons and radio script
by engaging experts to do the technical
work.
For DepEd to consider provision of
Laptops
to teachers who do not have it.
For DepEd to partner with DICT for
possible free WIFI in communities
For DepED to engage stakeholders for
the provision of gadgets to learners, say
“Donate a Gadget (new or
old(workable)” for the learners and
even for teachers
For DepED to lend teachers whatever
available computers in school to perform
their tasks.
For DepED to partner with TV and Radio
Stations for TV/Radio Based Instructions
For DepEd to engage members of
families and stakeholders as para
DepEd ADM
Modules
Other ADM
Modules
ETV/ OERS
Save
the
childre
n
UNIC
E
F
RTI
SEAM
E
O
Innote
ch
DIC
T
LGU
s
DEPARTMENT OF EDUCATION

5. STRATEGIES AND CONSIDERATIONS FOR
VARIOUS LEARNING OPTIONS
Distance
Learnin
g
through
Online
Fully online.
ADM modules may be converted
to course materials and
discussion space supported
online such as open source
systems. For DepEd to consider provision of
Laptops to teachers who do not have
it.
For DepEd to partner with DICT for
possible free WIFI in communities
For DepED to engage stakeholders for
the provision of gadgets to learners,
say “Donate a Gadget (new or
old(workable)” for the learners and
even for teachers
For DepED to lend teachers whatever
available computers in school to
perform their tasks.
For DepED to partner with TV and
Radio Stations for TV/Radio Based
Instructions For DepEd to engage
members of families and stakeholders
as para teachers
ADM
modules
Open source
systems
DIC
T
LGU
s
Homesc
hooling
Modular Learning in print of
digital
format can be used
BLD to finalize the revised draft policy
on
homeschooling to include public
schools
as implementers
Assurance that parents are engaged in
the “Learning from Home” work of the
child.
Modules
Reference
books
Parents
DEPARTMENT OF EDUCATION

6. LEARNING MODALITIES in
NEW NORMAL
(Letter A & B of Paragraph V Deped Order No.
12 s. 2020)
ERIC D. VALLE, LPT, MaEd
Teacher II
DepEd, Camarines Sur

7. OBJECTIVES
DEPARTMENT OF EDUCATION
1. Ensure that learners are prepared to acquire the skills necessary for
success in the next grade;
2. Align available learning materials curriculum standards;
3. Ensure safe and conducive learning environment.

8. OUR OVERALL GOAL
We aim to sustain delivery of
quality, accessible, relevant and
liberating basic education
services for all school-age
youngsters in the midst of
COVID-19 emergency via flexible
learning options.
DEPARTMENT OF EDUCATION

9. Paragraph V of DepEd no. 12. s. 2020
Major adjustments are being made at the central and field
levels to enable DepEd to deliver distance learning at a magnitude
never done before. While the task is daunting, it also compels the
Department to implement innovations already being done by
DepEd and by its education partners, just on a larger scale. Thus,
we are not really starting from scratch.

10. Ph. V – A. Streamlining the K to 12 Curriculum into the Most
Essential Learning Competencies (MELC)
The DepEd Curriculum and Instruction strand, through
the Bureau of Curriculum Development, has identified
within the full K to 12 curriculum the Most Essential
Learning Competencies (MELCs)
The identification of the MELCs is not only in response to
the challenge of delivering learning in the time of COVID-
19 but is actually the accelerated result of the
curriculum review that the Secretary has directed as
early as two years ago.

11. 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.
1. 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.
In areas under the Moderate and High-risk severity grading, this is not
possible. However, there are learners with disabilities whose conditions require face-to-
face instruction. This will be the subject of further discussion within DepEd, with
partners, and with parents.
Ph. V – B. Learning Modalities

12. 2. 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 television (TV)/Radio-Based Instruction.
2.a Modular Distance - Learning involves individualized
instruction that allows learners to use SLMs in print or digital format,
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 personal computer (PC), tablet PC, or smartphone. CDs,
DVDs, USB storage, and computer-based applications can all be used to
deliver e-learning materials, including offline ebooks.
Ph. V – B. Learning Modalities

13. IMPORTANT NOTES AND
CONSIDERATIONS
DEPARTMENT OF EDUCATION
Important notes for ADM Modules:
• ADM modules are self-instructional modules which can be
accomplished by learners with no or minimal supervision of the
teacher and written in language that can be easily understoodby
them.
• Each Learning Competency in the CG has a corresponding module.
• Some ADM modules are already developed and submitted for quality
assurance to BLR while regions continue developing lacking modules
in the grade level/learning area assigned to them.
• The ADM modules can be printed especially for those without
gadgets, combination of modular print and digital format for those
who have gadgets and internet connectivity.
• Given that the ADM modules were intended for use by temporary
school leavers, efforts have to be made enrich the lesson in the
modules by developing more activities to deepen understanding.

14. 2.b Online Distance Learning. Features the teacher
as facilitator, engaging learners' active participation through the
use of various technologies accessed through the internet. The
internet is used to facilitate learner-teacher and peer-to-peer
communication.
Synchronous Asynchronous
2.c TV/Radio-Based Instruction. Utilizes SLMs
converted to video lessons for Television-Based Instruction and
SLMs converted to radio scripts for RadioBased Instruction.
Ph. V – B. Learning Modalities

15. 3. 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/or 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.
4. Homeschooling. This is an ADM that aims to provide
learners with quality basic education that is facilitated by qualified
parents, guardians, or tutors who have undergone relevant
training in a home-based environment.
Ph. V – B. Learning Modalities

16. A matrix of the learning delivery modalities, considerations and strategies is
attached as Annex “D”. In addition, the Curriculum and Instruction strand has identified
some of the factors that need to be assessed in order to determine the learning delivery
options:
1. Risk Severity Grading/IATF Policy –
- Whether teachers and learners are allowed to be in school
- Physical distancing
2. 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.

17. 3. 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.

18. 1. What Learning Modalities fits your preferences?
WHY?

19. What learning modalities does the picture shows?

29. THANK YOU!
Children are most
Important.