"Schools should put a premium on the instructional management tasks of teachers in their workload or assignments (e.g. teachers should not be burdened on printing and distribution of modules);"
DepEd Memo OUCI-2020-307 (READ)
To help reduce stress and anxiety, the following measures are highly recommended:
a. Schools may determine activities contained in the Self Learning Modules (SLMs) or Learning Activity Sheets (LAS) for the first quarter which may be declared as optional so that learners are enabled to focus only on the most essential activities while allowing the fast learners to perform additional tasks;
Examples:
(i) On pretest/post-test with 6 or more items. Learners may answer five (5) items only
(ii) The additional; enrichment activities in the SLM maybe for the fast learners
For Key Stage 1
For a grade level with one teacher in a section handling all the subjects like in Grade 1, the teachers may consider interdisciplinary integration to moderate the activities to be accomplished. Such integration will be based on the development of reading and writing skills and numeracy.
For Key Stage 2, 3, 4
For a grade level with several teachers handling the subjects in a section like in Grade 7, the teachers may negotiate for interdisciplinary integration to moderate the activities to be accomplished across the SLM/LAS.
b. Additional learning activity sheets may be made available for fast learners who need enrichment activities;
c. For the succeeding quarters, learning tasks in the SLMs or other development materials may be streamlined to ensure that learning development is manifested and that activities or exercises sufficiently cover/ develop the learning competencies leading to mastery (e.g. not too many times of the same difficulty level to cover the same MELCs);
d. Schools should put a premium on the instructional management tasks of teachers in their workload or assignments (e.g. teachers should not be burdened on printing and distribution of modules);
e. Support to the mental-health/socio-emotional wellbeing of teachers, students, and their parents or learning facilitators should be expanded by organizing group wellness sessions and the like;
f. Time allotment for the completion/submission of activities/task of learners may be reconsidered;
g. Learners and home learning facilitators found to be experiencing difficulties shall be provided additional support by the teachers/learning support aides;
For example, a household may have at least (2) learners across the different grade levels from K to 12 who are academically challenged and may not be able to do the SLM/LAS activities independently. Such households may be prioritized for visits by Learning Support Aides.
h. Quarter 1 is extended until December 12, 2020. Quarter 2 shall be from January 4, 2021, to February 27, 2021, Quarter 3 shall be from March 1, 2021, to April 24, 2021, and Quarter 4 shall be from April 26, 2021, to June 11, 2021.
i. The week of December 14-19, 2020 will be devoted to In-Service Training (INSET) which may include MELCs-based Quarter 2 planning for Distance Learning Delivery MOdalities (DLDM). Based on the retrieved modules in Quarter 1, the MELCs actually covered relative to their targeted weeks of implementation may be studied. The results of the study shall be the basis in programming the MELCs and their corresponding modules for Quarter 2 implementation starting on January 4, 2021.
In addition, the week may also be used for other activities at the Regional Office (RO), Schools Division Office (SDO), and school levels to assess the implementation of the contextualized Learning Continuity Plan (LCP) and gather evidence as a basis for plan adjustments.
j. Based on the assessment, external stakeholders and partners (LGUs, CSOs, private organizations, and individuals) may be tapped to provide much-needed support like materials, equipment, and mechanisms, among others to help teachers, learners, and parents in addressing the challenges in the distance and home-based learning (e.g., provision of solar lamps to unenergized homes, study tables, electronic gadgets, prepaid internet cards, school supplies, other logistical support, etc).
Teachers should not be burdened on printing and distribution of modules - DepEd Memo
Reviewed by Anonymous
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November 06, 2020
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Reviewed by Anonymous
on
November 06, 2020
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