Annex “D”

Considerations and Strategies in the Implementation of Learning Delivery Modalities

LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES

MODALITIES COVID-19 CONTEXT
Upon recommendation by the Schools Division Offices, after Strategies across all Learning Delivery Modalities and Homeschooling as Alternative
consultation with the schools under their respective Delivery Mode
jurisdictions, the Regional Directors shall decide on the learning
delivery modalities deemed appropriate in the context of the • Establish the needed health and safety protocols as appropriate
local conditions (given the local health situation, situation of the
communities being served, options of parents/guardians, • Establish safety nets for learners against violence and abuses at home and in the
available resources including manpower, and learners specific community. This can include the provision of hotlines and setting-up of help desks in
needs, and other considerations) and consistent with the coordination with DSWD.
COVID-19 guidelines and regulations.
• Provide mental and psychosocial support services to learners

• Prepare the following for K to 3 learners:

o ADM learning modules of various formats
o Leveled reader materials in print and digital format with consideration for mother
tongue of learners
o Primer lessons in 19 languages
o Primer lessons for Grade 1 to 3 (including bridging materials) in print, digital and
audio formats, accompanied by big and small books

• Train school personnel for the Learning Delivery Modality/ies opted for

• Conduct regular Parent-Teacher Conferences to ensure updating and mutual support in

facilitating the learning process.

• Establish strong home-school- community collaboration

A. Face to Face (F2F) Learning

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 LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT
Purely Face-to-Face • Greater risk of COVID-19 Additional Strategies for all F2F classes
Learning exposure
• Reduce class size to an allowable number of learners for each class, to a maximum of 15
learners in classes using table and chairs, and 20 learners in classes using armchairs to
ensure physical distancing in schools

• Adjust class and teacher schedules

• Provide additional school buildings and makeshift classrooms for additional learning
space

• Request for the use of other community spaces close to the school as learning spaces
(e.g., LGU covered court, worship halls)

• Assign Education Program Supervisors/Public Schools District Supervisors to facilitate

learning in monograde or multigrade if additional personnel needed in some schools
Additional Specific Strategies
• Primary option for learners
with disabilities whose • Ensure needed learning materials are available (e.g., braille books, audio-based
conditions require face to face materials)
delivery
• Primary option for Additional Specific Strategies
geographically isolated,
disadvantaged and conflict • In the absence of teachers from the locality, education graduates who are not yet licensed
affected areas (GIDCA) on the or learning facilitators in the community may be tapped, but with supervision
following assumptions: arrangements with a regular teacher of a nearby school or by mobile teachers.
✓ Area’s location is under
very low infection risk • If teachers who are from medium risk areas are to be deployed to GIDCA communities,
✓ There is no electricity and they need to be tested to ensure that they are COVID-negative. They are to stay in the
internet connectivity community of deployment for longer durations.
✓ Teacher/s from the
locality available • Ensure quarantine area for teachers who come from outside the community

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LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT

B. Distance Learning
Lesser risk of COVID-19 exposure Additional Strategies for all Distance Learning Sub-modalities

Area’s location is moderate to high • Continue developing Self-Learning Modules (SLMs) for Alternative Delivery Mode
risk (ADM)

If some learners opt for this learning • Map CGs/MELCs, delivery and assessment with materials currently available in LR
delivery modality, class size in Portal and DepEd Commons
schools is reduced so physical
distancing is easier to implement on • Provide SLMs to learners in their appropriate format
campus
• Check availability of gadgets and equipment for learners and teachers as appropriate

• Provide load allowance and travelling expenses for teachers who provide assistance to
learners needing assistance and remediation, subject to availability of funds and
applicable rules and regulations.

• Require teachers to prepare learning plans, home learning tasks of learners and
individual monitoring plan for learners

• Ensure the availability of community learning facilitators (e.g., parents, guardians,

other adults) to support learners while learning from home

• Assign personnel at the school and division level who can respond to queries from
families and community learning facilitators regarding the modality opted for

a. Modular Distance Additional Specific Strategies

Learning

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LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT
• Train community learning facilitators for this distance learning delivery sub-modality

• E-IMPACT can be implemented as appropriate

b. Online Distance Additional Specific Strategies

Learning Learners have the needed gadgets
and reliable internet connectivity • Train school officials, teachers and partners to convert SLMS to PDF Flat, interactive
digital format, inclusive e-books, video-taped lessons and radio scripts from SLMs

• Upload PDF Flat SLMs in the LP Portal and SLMs interactive digital format and
inclusive e-books and video-taped lessons to the DepEd Commons.

• Maximize LR Portal and DepEd Commons as sources of materials

• Maximize MS Teams, Google Meet, ZOOM and other virtual classroom meeting
platforms

• Schedule online screen time

• Train community learning facilitators for this distance learning delivery sub-modality
c. TV and Radio- Additional Specific Strategies
based Instruction
(RBI) • Teachers and partners to produce video-taped lessons and radio-scripts from SLMs

• Explore institutional partnerships with media partners for radio and TV/based
instruction

• Train community learning facilitators for this distance learning delivery sub-modality

C. Blended Learning
Lesser risk of COVID-19 exposure Additional Strategies for all Blended Learning Sub-modalities

Area’s location is low to high risk

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LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT
• Train school officials, teachers and partners to convert SLMS to PDF Flat, interactive
If schools opt for this learning digital format, inclusive e-books, video-taped lessons and radio scripts from SLMs
delivery modality, class size in
schools is reduced so physical • Ensure needed learning materials for sub-modalities (e.g., ADM self-learning modules,
distancing is easier to implement interactive materials, inclusive e-books, video lessons) are available and accessible for
on campus learners

• Check availability of gadgets and equipment for learners and teachers as appropriate

• Assign Education Program Supervisors/Public Schools District Supervisors to facilitate

learning in monograde or multigrade in community organized classes

• Require teachers to prepare learning plans, home learning tasks for learners, and
individual monitoring plan for learners

• Assign personnel at the school and division level who can respond to queries from
families and community learning facilitators regarding the modality opted for

a. F2F and Online Additional Specific Strategies

Distance Learning Learners have the needed gadgets
and reliable internet connectivity • Upload PDF Flat SLMs in the LP Portal and SLMs interactive digital format and
inclusive e-books and video-taped lessons to the DepEd Commons.

• Maximize LR Portal and DepEd Commons as sources of materials

• Maximize MS Teams, Google Meet, ZOOM and other virtual classroom meeting
platforms

• Schedule online screen time

• Train community learning facilitators for this distance learning delivery sub-modality

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LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT

b. F2F and Modular Additional Specific Strategies

Distance Learning Can be an option for learners with
(print, e- disabilities whose conditions allow • Ensure needed learning materials (e.g., ADM self-learning modules in print and e-copy,
copy/offline) for blended learning LMs, textbooks, braille)

Can be an option for schools in • Request for the use of other community spaces as learning spaces (e.g., LGU covered
GIDCA communities where court, worship halls) if clustered sessions will be done (e.g., e-IMPACT)
physical distancing is needed due
to infection risks in the area (e.g., • Assign Education Program Supervisors/Public Schools District Supervisors to facilitate
OFWs returning from abroad) learning in monograde or multigrade in community organized classes

• E-IMPACT and MISOSA can be implemented as appropriate

c. F2F and Additional Specific Strategies

TV/Radio- Can be an option for schools in
Based GIDCA communities where there is • Teachers and partners to produce video-taped lessons and radio-scripts from SLMs by
Instruction no internet connectivity and radio- teachers and partners
based instruction has been done
through ALS and/or a TV is • Explore institutional partnerships with media partners for radio and TV/based
available instruction

• Request for the use of other community spaces close to the school as learning spaces
(e.g., LGU covered court, worship halls) if clustered sessions will be done (e.g., e-
IMPACT)

• Schedule on-screen time

d. F2F and • Ensure that learning materials are converted to other formats needed (e.g., radio scripts,
Modular/Online/ Primary option for learners with video-taped lessons, braille, inclusive e-books with Filipino sign language interpretation)
TV/Radio-based disabilities whose conditions and
Instruction family situation can accommodate • Explore institutional partnerships with media partners for radio and TV/based
instruction

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LEARNING DELIVERY CONSIDERATIONS IN THE STRATEGIES
MODALITIES COVID-19 CONTEXT
a combination of face to face and
TV/RBI. • Request for the use of other community spaces close to the school as learning spaces
(e.g., LGU covered court, worship halls) if clustered sessions will be done (e.g., e-
Can be an option for schools in IMPACT)
GIDCA communities where there is
no internet connectivity and radio- • Schedule on-screen time
based instruction has been done
through ALS and/or a TV is
available

• Homeschooling as Alternative Delivery Mode

Homeschooling Lesser risk of COVID-19 exposure Additional Specific Strategies for this Alternative Delivery Mode (ADM)

Can reduce class size so physical • Learners are enrolled in accredited schools
distancing will be easier to
implement in schools • Ensure that learning materials are converted to other formats needed (e.g., radio scripts,
video-taped lessons, braille, inclusive e-books with Filipino sign language interpretation)
Primary option for learners with
unique circumstances, such as • Ensure that a qualified and trained Learning Facilitator who may be the parent or a tutor
illness, special education needs, on is available, subject to supervision by a regular teacher and by school.
frequent travel with parents, and
other similar contexts which make • Ensure that a Homeschool Coordinator is designated in the school
it difficult for them to come to
school on a regular basis.