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BLENDED-LEARNING-MODULAR-edited final.pptx
This document describes blended modular learning, which combines face-to-face teaching with self-learning modules. It outlines the instructional materials needed, including learning modules, activity sheets, textbooks, and digital resources. The procedures include organizing classes, preparing learning resources, and conducting orientation. Key roles include teachers developing lessons, students completing homework, and school heads ensuring safety and resources. Progress is monitored through student performance and feedback from stakeholders to improve implementation.
BLENDED-LEARNING-MODULAR-edited final.pptx
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- 2. BLENDED MODULAR MODULAR OFFLINE TRADITIONAL CLASS + -PRINTEDMODULES -VIDEOS/PPT -FACE TO FACE OFFLINE
- 3. Modular (Offline Digital, Printed) Traditional Class (Faceto Face) BLENDED MODULAR LEARNING
- 4. Traditional Class (Face to Face) BLENDEDMODULAR LEARNING PPT Offline Asynchronous Videos Digital Module LMs Printed IMs
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- 6. 6 FACETO FACE ANDMODULAR LEARNING A learning modality that combines face to face teaching and the use of self learning modules in print or digital format/electronic copy 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.
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- 8. 8 INSTRUCTIONAL MATERIALS NEEDED LEARNINGMODULES- TAKE HOME ACTIVITY SHEETS TEXTBOOKS TEACHERS’ GUIDE WEEKLY LEARNING PLAN LEARNERS’ MATERIALS E-BOOK VIDEOS POWER POINT PRESENTATIONS
- 9. 9 LEARNING MODULES- TAKE HOMEACTIVITY SHEETS TEXTBOOKS TEACHERS’ GUIDE WEEKLY LEARNING PLAN LEARNERS’ MATERIALS E-BOOK VIDEOS POWER POINT PRESENTATIONS
- 10. 10 INSTRUCTIONAL MATERIALS NEEDED LEARNINGMODULES- TAKE HOME ACTIVITY SHEETS TEXTBOOKS TEACHERS’ GUIDE WEEKLY LEARNING PLAN LEARNERS’ MATERIALS E-BOOK VIDEOS POWER POINT PRESENTATIONS
- 11. 11 INSTRUCTIONAL MATERIALS NEEDED LEARNINGMODULES- TAKE HOME ACTIVITY SHEETS TEXTBOOKS TEACHERS’ GUIDE WEEKLY LEARNING PLAN LEARNERS’ MATERIALS E-BOOK VIDEOS POWER POINT PRESENTATIONS
- 12. II. PROCEDURES ANDPROCESSES 12
- 13. 13 PROCEDURES AND PROCESSES Pre-Implementation A. Organization of classes •For schools with 21 and more enrollees per grade level, classes should be divided into sessions with 15 to 20 learners (max). •Establish profile of learners based on the learners’ context survey •List down learners who have computers and television sets at home •Gather the contact numbers of parents or guardians •Preparation and compilation of learning resources
- 14. 14 PROCEDURES AND PROCESSES Pre-Implementation B. Preparation and compilation of learning resources •Require teachers to prepare weekly learning plans, activity sheets, learning modules based on the MELC •Retrieve and compile all soft copies of learning resources from the offline LR portal such as video lessons, power point presentations, learning modules, activity sheets and other learning materials •Print activity sheets, learning modules and other learning materials for students’/pupils’ used.
- 15. 15 PROCEDURES AND PROCESSES Pre-Implementation C. Capacity building/ orientation of teachers on the implementation of face to face and modular distance learning modality •Conduct an online orientation to all the teachers per district on the conduct of face to face and modular distance learning modality.
- 16. 16 PROCEDURES AND PROCESSES DuringImplementation •In this modality, learners face to face engagement observing social distancing will be twice a week. The class will be divided into two sessions (S1 and S2)
- 17. 17 PROCEDURES AND PROCESSES DuringImplementation ENGAGEMENT DAY (Preferably Monday(S1) and Tuesday(S2)-Face to Face •The teacher meets the learners in a face to face manner observing social distancing and other health protocols. •He/she presents and discusses the lesson for the week •He/she provides home activity sheets and learning modules to the learners which will be accomplished at home. •If the learners have computers and television sets, videos and power presentation of the lessons will also be provided.
- 18. 18 PROCEDURES AND PROCESSES ASSESSMENT DAY (Preferably Wednesday (S1) and Thursday(S2) 1. Collate, validate and check the accomplished activity sheets/learning modules of the students. 2. Supplement the lesson by providing additional inputs and exercises 3. Administer summative/performance assessment 4. Record and provide feedback on the performance of learners 5. Give home enrichment/enhancement activities to learners who meet the 75% proficiency level 6. Advise learners who failed to meet the 75% proficiency level to attend the remediation day
- 19. 19 PROCEDURES AND PROCESSES REMEDIATION/PREPARATIONDAY (Preferably Friday, Morning (S1), Afternoon (S2) •Remediate learners who failed to meet the 75% proficiency level in the summative/performance assessment. •Provide additional activities for learners •Prepare weekly learning plan, instructional materials/LRs for the following week
- 20. 20 PROCEDURES AND PROCESSES ADDITIONALPROVISIONS: • For 15-20 below learners in a class, dividing classes into two sessions is optional • For 21-40 learners, dividing classes into two sessions is compulsory • For 41 and more learners- creating another class with two sessions is recommended • For MG schools- the scheme maybe adapted by grouping their learners according to grade level • For SHS core/applied- 2 hours in school, 2 hours at home per subject area per week • For SHS TVL specialized subjects (lecture)- 2 hrs in school per week • For SHS TVL/STEM Lab/- Preferably Friday (2hrs per session)
- 21. 21 PROCEDURES AND PROCESSES POST-IMPLEMENTATION Quarterlyassessment- •1st day of the Examination- Grades 1, 3, 5, 7, 9 and 11 •2nd day of the Examination- Grades 2, 4, 6, 8 and 10 and 12 •Half of the teachers will act as room examiners and the other half will act as assistant room examiners per school
- 22. III. ROLES ANDRESPONSIBILITIES 22
- 23. 23 STUDENTS •Attend classes onthe scheduled engagement day/face to face sessions. •Enhance/Augment learning by viewing video lessons or power point presentations of the topic Accomplish and submit the activity sheets/learning modules given •Perform tasks assigned at home or in school •Answer formative/summative and quarterly assessment
- 24. 24 TEACHERS •Set up theclassroom suited for 15 -20 learners only observing social distancing •Obtain a profile of all the learners under her/his care •Craft weekly learning plans •Develop and collect home activity sheets, learning modules, videos, e-book, performance tasks, power point presentations of the lessons based on the MELC •Present and discuss the lesson on the scheduled face to face sessions
- 25. 25 TEACHERS •Provide learners withactivity sheets, learning modules, videos, e-book, power point presentations of the topic being discussed. •Retrieve, check and record the submitted activity sheets/modules of the students •Formulate formative/summative/quarterly assessment •Record and track the academic performance of learners •Maintain close coordination with the parents, school heads and Education Program Supervisors on the specific learning area and provide feedback when necessary
- 26. 26 SCHOOL HEADS • Ensurethe safety of the learning environment of the school • Organize classes with 15 to 20 students and assign teachers • Prepare class program of teachers • Apply modified shifting of classes if necessary • Mobilize funds for the module printing and reproduction using school MOOE or local funds subject to accounting and auditing roles • Check the weekly plan of teachers and ensure that instructional materials such as activity sheets, learning modules, videos and power point presentations are available
- 27. 27 SCHOOL HEADS •Monitor andprovide technical assistance on pedagogy, content and assessment •Monitor the conduct of assessment, status of failures , percentage of attendance and number of drop outs every quarter and plan for intervention •Establish strong linkage and partnership with stakeholders •Submit a report on the status of blended learning implementation and provide feedback to the PTA, PSDS and SDO
- 28. 28 PARENTS •Provide basic schoolsupplies to their children( such as pencil/pen, papers, notebooks, crayons and flash drive if possible) •Allocate time in assisting and monitoring their children in accomplishing the home activity sheets/learning modules provided •Provide feedback /ask assistance from teachers on the home tasks/activities given to their children •Attend face to face/online meeting and conferences relative to the implementation of this modality •Monitor the attendance of their children in the face to face sessions.
- 29. 29 PUBLIC SCHOOLS DISTRICTSUPERVISORS •Assist and monitor the organization of classes per school ensuring that health protocols are observed •Inspect the weekly learning plans of teachers as well as the availability of the instructional materials to be used •Oversee the implementation of blended instruction per school •Provide technical assistance on pedagogy, content, assessment and learning resources including the sourcing of funds for reproduction and printing of modules •Gather, consolidate and submit reports on the status of learning delivery •Provide feedback to SDO on issues and concerns met
- 30. 30 EDUCATION PROGRAM SUPERVISORS •Leadin the development and quality assurance of learning modules per learning area •Assist and monitor the weekly learning plans of teachers as well as the availability of the instructional materials to be used •Conduct FEMMS •Provide technical assistance on pedagogy, content, assessment and learning resources •Gather and consolidate reports on the status of learning delivery •Provide feedback on issues and concerns met to SDO and RO
- 31. 31 PTA/BLGU/LGU/ALUMNI and others •Assistin mobilization funds for implementation of face to face and modular learning modality •Support on the monitoring of learners at home and in school. •Facilitate in the observance of healthy protocols in the school
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- 33. 33 Monitoring and Evaluation SuccessIndicator Plan • Periodic Monitoring and Evaluation mechanism. • Conduct of Field Effectiveness Monitoring and Mentoring System (FEMMS) by the Education Program Supervisors and the Public Schools District Supervisors • the number of most essential learning competencies taught per quarter; • the quarterly assessment results are apparently some of the success indicators of the implementation. Sustainability Plan • Availability and completeness of the learning modules across learning areas. • Quarterly COP/workshop on the preparation of LRs per learning area and • Sourcing out of funds for reproduction and printing of modules are deemed necessary.
Editor's Notes
- #2 Option 1 - Homeschooling - mga magulang ang magtuturo sa mga anak. Pati curriculum, pwede nyong mas pagandahin. Option 2 - Remote Learning (Online-Synchronous) - Kung meron kayong means for fully online pwede ito. Pero hindi naman ibig sabihin ng fully online ay nakababad sa internet mga bata. Pwede tong haluan ng asynchronous and performance-based activities. Option 3 - Remote Learning (Online-Asynchronous) - Kung walang connectivity at hindi afford, pwede rin ang asynchronous basta may gadgets mga bata. Option 4 - Remote Learning (Print) - Pwedeng gawing modular. Ihahatid sa mga mag-aaral. Usapin ito ng distribution system. Option 5 - Broadcast and Radio - Pwede rin magkaroon ng DEPED TV and Radio Channels DepEd Usec. Diosdado M. San Antonio