This document discusses flexible learning options (FLOs) for students at risk of dropping out of school in the Philippines. It defines FLOs and the Alternative Delivery Mode (ADM) program, which uses flexible, nontraditional approaches to education delivery like blended learning, distance education, and e-learning. The document emphasizes that FLOs expand opportunities for marginalized learners and notes challenges like addressing different learners' needs. It provides an example learning plan matrix and encourages reflecting on effectively teaching diverse groups.

1. MR. JULIUS B. PAEZ, RB
Sinalhan
Integrated
High
School
FLEXIBLE LEARNING
OPTIONS (FLOS)
School Monitoring , Evaluation and
Assessment (SMEA) Coordinator
SHS –TVL Teacher

2. 1. What Republic Act states the provision of
relevant, equitable, and inclusive education to all
Filipino children and the mandate of the
Department of Education?
Pre-Test
A. RA 9155
B. RA 10533
C. RA 8047
D. RA 10143

3. 2. What is the program that address the
learning needs of the marginalized
students including learners at-risk of
dropping out?
A. K to 12 Program
B. Alternative Learning System
C. Alternative Delivery Mode
D. School Feeding Program

4. 3. The following are the common
challenges on the part of students
that lead to dropping out
except_________.
A. financial problem
B. working student
C. extra-curricular activities
D. family problem

5. 4. What particular provision is enclosed in
Sustainable Development Goal No. 4?
A. Addressing the learning needs of Filipino
children in education.
B. Ensure inclusive equitable quality
education and promote lifelong learning
opportunities for all.
C. Protect and promote the right of all citizens
to qualify basic education.
D. Provide opportunities to out -of - school
youth (OSY).

6. 5. Technology plays vital role in flexible
learning. _________ is learning electronic
technologies to access educational
curriculum outside of the traditional
classroom.
A. Computer-assisted learning
B. Teleteaching
C. On-campus classroom learning
D. E-learning

7. Terminal Objective:
At the end of the session, the participants
should be able to:
Demonstrate knowledge of managing classroom
structure that engages learners , individually or in
groups in meaningful exploration, discovery and
hands-on activities within the available learning
environment.

8. Enabling Objectives:
a. Identify classroom structure for flexible learning options
(FLOs) in engaging learners individually or in groups.
b. Understand the existing programs that espouses FLOs
to address learner’s needs whether individual or in
groups.
c. Develop learning plan that address learners’ individual
or in group needs.

9. Flexible
Learning
Options (FLOs)

10. • a. A student accidentally got pregnant and
decided to discontinue her education.
b. How would you challenge your student who is about
to drop his classes because of financial problem?
c. A highly gifted student manifests behavioral
problem and has very poor attendance record.

11. Legal Bases:
1987 Philippine Constitution and Rule
1.1 of Republic Act 9155. “The
Department of Education shall protect
and promote the right of all citizen to
qualify basic education and shall take
appropriate steps to make such
education accessible to all”.

12. a system of free and compulsory
public education in the elementary level and
free public education in high school level.
Emphasis:

13. Ensure Inclusive and Equitable Quality Education
and promote lifelong opportunities for all.
Philippine Education System and
Sustainable Development Goal SGD No. 4:

14. Target 4.1: By 2030, ensure that all girls and boys
complete free, equitable and quality primary and
secondary education leading to relevant and effective
learning outcomes Indicator 4.1.1 Proportion of children
and young people: (a) in grades 2/3; (b) at the end of
primary; and (c) at the end of lower secondary,
achieving at least a minimum proficiency level in (i)
reading and (ii) mathematics, by sex
GOAL 4: Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all

15. Target 4.2: By 2030, ensure that all girls and boys have
access to quality early childhood development, care and
pre-primary education so that they are ready for
primary education
Indicator 4.2.1 Proportion of children under 5 years of
age who are developmentally on track in health,
learning and psychosocial well-being, by sex
Indicator 4.2.2 Participation rate in organized learning
(one year before the official primary entry age), by sex

16. Target 4.3: By 2030, ensure equal access for all
women and men to affordable and quality technical,
vocational and tertiary education, including
university
Indicator 4.3.1 Participation rate of youth and adults
in formal and non-formal education and training in
the previous 12 months, by sex.

17. The department saw it fitting, proper and
timely to institutionalize the Alternative
Delivery Mode (ADM) program to address the
learning needs of the marginalized students
including learners at the risk of dropping out.

18. DepEd’s goal is that all school-aged children
be in school and recipients of quality
education.
As classroom managers , we are expected by
the department to manage classroom to
engage learners individually and in groups
within a range of physical learning
environment.

19. The Alternative Delivery Mode (ADM)
It refers to the nontraditional education program
recognized by the Department of Education
(DepED) which applies a flexible learning
philosophy and a curricular delivery program
that includes non-formal and informal sources of
knowledge and skills.

20. • ADMs are tried and tested alternative modalities of
education delivery within the confines of the formal
system that allow school to deliver quality education
to marginalized students and those at risk of
dropping out in order to help them overcome
personal, social and economic constraints in their
schooling.
It is stated in DepEd Order No. 54, 2. 2012 :

21. • Evaluation conducted on the different ADM
modalities
• E-IMPACT- Enhanced Instructional
Management by Parents, Community and
Teachers
• MISOSA - Modified-in-School Off- School
Approach
• OHSP - Open High School Program

22.  It is multilayered and multifaceted.
 A continuum approaches interms of time, pace, content
and mode of learning applied in varying degrees.
 Its overarching purpose is to increase opportunities and
options available to learners and give them greater control
over their learning through a variety of learning modes and
interactions.
 It is not an alternative mode of education but an
overarching driving force that provides learners greater
choice.
Flexible Learning

23. Flexibility can be found in :
• Blended learning:
• Computer assisted learning
• Computer-managed instruction
• Distance education
• Independent learning
• Mobile learning
• Multimedia learning
• E-Learning

24. • On-campus classroom
learning
• Resource- based learning
• Online learning
• Open learning
• Teleteaching
• Virtual learning

25. Flexible Learning Options (FLOs)
 These are alternative ways for those learners who
are classified as students-at risk of failing and
dropping.
 They can also be used for students disengaged from
mainstream schooling such as those who are over-aged,
working, or those with financial and family problems.
 It can take place in-or-off campus

26. • The Open High School Program OHSP is
aligned with the School Improvement's Plan
goal of producing functionally literate
learner/graduate with mastery of basic
competencies capable of problem-solving and
productive member of his family/community.

27. Challenges:
This program will cater different kinds of
learners with different concerns at the same
time possibly from multi-grade level. Therefore,
the teacher needs to be careful in searching for
flexible learning materials suited to the needs
of every learner.

28. LEARNING PLAN MAKING
Direction: Given specific types of learners, suggest
strategies and learning materials to be used so that
effective transfer of learning can happen.
MATRIX OF A PROPOSED ACTION PLAN:
Learner Description Grade Level Strategies Suggested Materials
1. Product of
broken family who
could not regularly
come to class
because of work
as the learner has
become the
breadwinner of his
siblings.

29. Learner Description Grade Level Strategies Suggested Materials
2. Child of a
diplomat who is
to be
homeschooled
due to parents’
frequent travel.
The above given cases are extreme, you are requested to apply your imagination in
preparing the learning plans for
each child. Imagine the resources that both learner have and
have not access. How can you optimize the use of these resources
to maximize learning? How can you assist the least privileged learner in this case

30. If you will make a # (hashtag) post , what
would it be to encapsulate your greatest
learning in this module?
Reflection:

31. I can be a more effective teacher when….
I realized that the crucial role I play in the life
of my FLOs learners….
Complete the following statements:

32. Closure:
“We cannot drive people, we must direct
their development.
Teach and Lead!”
-Woody Williams

33. Thank you!