Regional conference on writing modules

1. Division Orientation of
Araling Panlipunan, DISS and
Social Science Writers,
Illustrators on SMILE Learning
Packet Preparation
July 27, 2021
AGENDUM:
GUIDELINES ON THE CONVERSION OF SLMS TO LEARNER’S
PACKETS

3. Objectives:
1. Present findings on the regionally developed SLMs and LAS
in AP
for Grades 1-12.
2. Reiterate the guidelines in the conversion of AP SLMs to
Learner’s
Packets.
3. Facilitate discussions of suggestions and recommendations to
improve
the development and QA process of the AP Learner’s
Packets.

4. On Quarter 1 & 2 SLMs
Findings
Developed AP-Q1 SLMs were not yet
MELC based.
Competency was sub-tasked and resulted
to having several lessons in 1 SLM.
Some content were duplicated.
Content and images have copyright
issues.
Expected Action
 Use the MELC
 MELC can be sub-tasked if it’s intended
for 2 or 3 weeks.
 Focus on the MELC and consider the
sequence of topics
 Cite properly the sources and look for
images classified for “fair use”

5. On Quarter 1 & 2 SLMs
Findings
Provided links for reading materials or
videos which were used as bases in
answering the learning tasks
Too many and colorful images, boxes,
graphics.
Grammatical errors
Some social content violations (i.e. use of
brands, gender bias
Expected Action
Links can be included in the
additional/enrichment activities but not in
the practice tasks. (consider learners
without gadgets and internet connections)
 Minimize use of graphics as decoration,
stick to essentials.
 Material must be language reviewed and
edited.
 Be neutral and respectful

6. On Quarter 3 & 4 LAS
Findings
Learning tasks were not aligned with the
MELC.
 Has 1 learning task (reflection about the
lesson)
Learning tasks were knowledge based.
Learning tasks were not sequentially
arranged according to level of difficulty.
Expected Action
 Consider the MELC in crafting the
learning activities.
 2-4 learning tasks
-scaffolded
-aligned with the MELC
-varied
-a combination of activities on knowledge,
analysis, synthesis, application
-a combination of pen and paper test,
game/puzzle, performance (depends on
the MELC), extension of learning
(depends on the MELC)

7. On Quarter 3 & 4 LAS
Findings
Content under overview of the lesson
lacks coherence or logical connection.
Too many pages
Expected Action
 Material must be content reviewed and
edited.
 Minimum of 4 pages and a maximum of
10 pages

8. Learning Packets
• A learning packet is a unit of study on any given topic
which allows the student to work somewhat
independently from his/her teacher. Most learning
packets contain a self-assessment test to find out exactly
where the student is with respect to a particular skill.
• Good learning packets combine a variety of multi-
sensory activities. In addition to text, the packet must
contain games, debates, movies, records, graphs,
puzzles, cartoons, charts, research topics, surveys,
picture interpretations, maps, songs, etc.
Source: https://eric.ed.gov/?id=ED100299

9. SMILE Learner’s
Packet
SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS

10. Considerations
What are the key skills or concepts to be
taught in the learning packet?
What reading material/s, references are
available?
What multi-sensory materials are available?
What relevant, appropriate and interesting
activities can learners do?
Are these arranged logically?
Do the questions encourage students to
apply, analyze, synthesize and evaluate ideas?

11. Considerations
7. Are the instructions
understandable?
8. Is language correctly and
appropriately used?
9. Has a provision been made for
student self-evaluation?
10. Are there lesson links from
previous and succeeding packet?

12. Guidelines on the Conversion
of SLMs to LPs

13. 1.Preferably, same teams of writers, illustrators per grade level will work on
the conversion of SLMs to LPs.
1- Tabaco City 6- Camarines Norte
2- Iriga City 7- Sorsogon City & Sorsogon
3- Camarines Sur 8- Catanduanes
4- Albay & Legazpi City 9- Naga City
5- Ligao City 10- Masbate City & Masbate
DISS- Camarines Sur PPG- Sorsogon
DIASS- Iriga City CESC- Sorsogon City
UCSP- Ligao City
TNCT- Albay
2. The regional and division LA EPS shall manage and facilitate the
conversion. They are expected to provide technical assistance to the
development teams
A. Development Teams

14. 2. The SUGGESTED instructional design of LAS in Regional Memo No. 86, s.
2020 shall be adopted. The learning areas are free to make modifications in
the content design, if deemed appropriate and necessary.
B. Instructional Design of Learner’s Packets

15. B. Instructional Design of Learner’s Packets (same with LAS)
Based on RM 86 format Modified format

16. B. Instructional Design of Learner’s Packets (same with LAS)
Based on RM 86 format
I. Panimulang Konsepto
II. Kasanayang Pampagkatuto mula
sa MELCs
III. Mga Gawain
IV. Rubrik sa Pagpupuntos
(kung kinakailangan)
V. Susi sa Pagwawasto
(para sa guro)
VI. Sanggunian
Inihanda ni:
Modified format
I. Kasanayang Pampagkatuto mula
sa MELCs
II. Overview/Pangkalahatang Ideya
III. Mga Gawain
IV. Rubrik sa Pagpupuntos
(kung kinakailangan)
V. Susi sa Pagwawasto
(para sa guro)
VI. Sanggunian
Inihanda ni:

17. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
I. Kasanayang Pampagkatuto mula sa MELCs
State the MELC. If it is to be sub-tasked, the number of weeks must be considered.
MELC should be stated but needs to indicate the specific focus enumerated as
a. ________, b. ________
Example:
APV-Q3-LAS#3: Natatalakay ang impluwensya ng mga Espanyol sa kultura ng mga
Pilipino.
a. panahanan; b. panlipunan; c. relihiyon; at d. pananamit
APV-Q3-LAS#4: Natatalakay ang impluwensya ng mga Espanyol sa kultura ng mga
Pilipino.
a. musika at sayaw; b. arkitektura; at c. pagpapangalan

18. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
II. Overview/Pangkalahatang Ideya
Contains a brief introduction, key concepts and a brief information
about the lesson. It should hit the main points of the lesson and should
avoid giving a lot of detail that are not directly related to what is expected
to be learned. Content which includes information, facts and ideas
should be accurate and be presented logically.

19. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
III. Mga Gawain
Be concerned about the level of difficulty of the activities. It should be
scaffolded, varied, aligned with the MELC and consider the average learners in
crafting the learning tasks ( to consider the diverse type of target users – not
too easy and not too difficult). However, SDO and schools can modify the
activities considering the capabilities of the target learners.

20. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
III. Mga Gawain
Suggested activities:
Gawain 1: Review of previous lesson that has direct connection with the new lesson
Game/Puzzle
Vocabulary test/Unlocking of difficult words related to the lesson
Situational activity as a lead to the next activity
Test of pre-requisite skill to answer succeeding activities
(i.e. 4 major directions, basic map reading)

21. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
III. Mga Gawain
Suggested activities:
Gawain 2: Learning tasks aligned with the MELC which can be a combination of
a. simple recall and analysis
b. enrichment activities with processing questions
c. enrichment activities with application
Gawain 3: Learning tasks aligned with the MELC that will enrich and extend students’ learning
and apply learned competency to real life situation.
a. reflection
b. additional task, i.e. poster, slogan (age appropriate and not too difficult)
c. extended activity, simple, relevant, feasible, customized
(can be a project/performance task) i.e. interview with a member of the family,
community, work by pair/team (possible for ODL/blended)
(age appropriate and not too difficult)

22. B. Instructional Design of Learner’s Packets
AP Learner’s Packet
IV. Rubrik sa Pagpupuntos
(if necessary)
V. Susi sa Pagwawasto
(For teacher’s use)
VI. Sanggunian
Provide list of references which includes books, news article, website content, images,
maps, graphs
Inihanda ni: Name of Writer, school and division

23. 1. The medium of instruction (MOI) used in the learning area/grade level shall
be the language of the learner’s packets. Kinder to Grade 3 materials are
expected to be in MT except in English and Filipino subjects.
2. The SMILE Learner’s Packet will not have a cover page. A template shall
be provided for a uniform layout of the learner’s packet. The template shall
bear the official heading and the DepEd Region V logo at the uppermost
center of the page. The footer shall bear the page numbers at the center of
the page and learner’s packet code at the lower left-hand corner. The code
shall bear this information: RO_Learning Area-Grade Level_Quarter Number
and Learner’s Packet Number (ex. RO_English_Grade 5_Q1_LP 5)
C. Language/Layout

24. 3. The name of the writer/illustrator/layout artist of every Learner’s Packet will
be indicated at the last page of the Learner’s Packet.
4. Final copies of the Learner’s Packets in Word File shall be submitted by the
AP Regional Learning Area Supervisor to the Regional LRMS for uploading in
MS Teams. All CLMD and CID supervisors will be given access to the
Learner’s Packets once uploaded.
C. Language/Layout

25. RO_English_Grade 5_Q1_LP 5
English- Grade 5
Simplified Module Intended for Learning
Encounters

26. 1. Every learning area is expected to organize a quality assurance team
which may be composed of supervisors, school heads, master teachers and
key teachers who are not members of the development team. The regional
learning area supervisors are expected to lead the quality assurance of the
materials in their respective learning areas.
2. Evaluation of AP Learner’s Packet shall be on content, format, language,
and design.
3. The quality assurance team shall evaluate the learner’s packets for
educational soundness and conformance to guidelines and standards. The
evaluation tool for LAS shall be used for this purpose.
D. Quality Assurance

28. 4. For security reasons, all learner’s packets that are on the stage of
development and quality assurance shall be labeled as “FOR QUALITY
ASSURANCE”. This label shall be removed after final QA at he region and
before uploading in MS Teams or Google Drive by the regional LRMS.
5. Once completed a separate issuance will be issued for guidelines on
utilization of the Learner’s Packets.
D. Quality Assurance

30. Technical
Specifications

33. Activity Duration Dates
Orientation with Development Teams 1 day Between July 13-16, 2021
Remote Workshop on Conversion of Q1
SLMs to LPs
2 weeks July 19-30, 2021
Quality Assurance and Finalization of Q1 LPs 2 weeks August 2-13, 2021
Submission to RO LRMS for Uploading 1 week August 16-20, 2021
Remote Workshop on Conversion of Q2
SLMs to LPs
2 weeks August 23-September 3, 2021
Quality Assurance and Finalization of Q2 LPs 2 weeks September 6-September 17, 2021
Submission to RO LRMS for Uploading 1 week September 20-24, 2021
F. Timeline

34. Thank you!