This document provides an overview and guidelines for parents on the implementation of different learning modalities for the upcoming school year at Alabel Central Integrated SPED Center. It discusses the online and modular distance learning options, requirements, class programs, assessment, and use of learning materials. Parents are oriented on monitoring their child's progress, submitting assignments, and accessing resources. Guidelines on health and safety, as well as responsibilities of teachers, students, and parents are also reviewed to facilitate effective remote learning amid the COVID-19 pandemic.

1. PARENTS’ ORIENTATION ON
IMPLEMENTATION GUIDELINES OF
THE DIFFERENT MODALITIES OF
LEARNING
Republic of the Philippines
Department of Education
Region XII
Division of Sarangani
Alabel 1 District
ALABEL CENTRAL INTEGRATED SPED CENTER
August 11-14, 2020
High School Department

2. TOPICS:
Information about
the school and its
services
Requirements for
the modality
Class program
Communication
method and
arrangement
 Online learning platforms
used for synchronous and
asynchronous online
teaching-learning and how
they work
Monitoring of learning
activities and progress
Accomplishment of learning
tasks and assignments
 Submission of outputs

3. TOPICS:
Assessment
(formative,
summative,
quarterly and
portfolio
assessments)
Mechanism for
giving feedback and
follow-up
Provision and access to
learning resources
 How to use the Self-
Learning Modules, video
lessons and learning
activity sheets
 Support to learners and
families

4. TOPICS:
Data Privacy Act:
How to ensure
protection and
safety of learners
and families’
information and
privacy
INPUTS ON COVID-19
PANDEMIC
MULTIPLE
INTELLIGENCIES
POSITIVE DISCIPLINE

5. The
School
and Its
Services
ROMMEL P. JOLO, T-I
CHAIRMAN

6. Briefer:
Today, a crisis has again challenged the resilience and
positivism of the Filipino people. Things have happened
and changed our normal life. The COVID-19 Pandemic
which has caused the death of thousands and continued
to threat more lives has brought fear to most of us. Our
government has shifted focus from their normal concerns
to mitigating and addressing the critical effect of the
pandemic attack. Economic condition has been affected.
People have to stay inside their homes limiting
movements while the government has to provide relief
resources and support to its citizenry to ensure their well-
being and safety.

7. • So, amid all these, how is education in the Philippines affected
with the pronouncement of the president that there shall be no
face-to-face learning in education unless a vaccine is discovered
and made available to control widespread of the virus?
• DepEd SOCCSKSARGEN Region’s Learning Continuity Plan
sets the directions, strategies and efforts of the Region to ensure
continuity in education.
• With all of these learning resources now prepared and available
for the new normal of learning delivery, the need to ensure that all
are implemented effectively and efficiency, this implementation
guide for the different learning delivery modalities is issued for the
proper guidance of all concerned.

8. About the school today
1. Precautionary measures are
implemented on the following:
- Online Enrolment
- LESF through drop boxes (by Purok)
- Skeletal Workforce

9. Services
1. Setting Up the class
- The teachers have gathered the complete details of learners’
residential addresses, email addresses and online accounts,
names of family members that can act as parent-teachers and their
contact information, and the name and contact information of a
person in the community that can be contacted in case the family
does not have any communication means. This information shall
be utilized for organizing online classes and for communicating
with the learners and parents to monitor the learning activities at
home, monitor the learning progress of the learners, provide
guidance and do follow-ups.

10. Homeroom Activities
1. As provided in DO 7, s. 2020, “School Calendar and
Activities for School Year 2020 – 2021”, the school
should conduct homeroom activities that include
health and psychological activities particularly
psychological first aide for learners, discussion on
the characteristics and effects of the pandemic,
orientation on precautionary and preventive
measures such as water, sanitation and hygiene
(WASH), and other topics related to COVID-19
pandemic on August 17 – 22, 2020.

11. Provision of Learning Resources to Learners
Each learner should be given a printed copy of the Self-
Learning Modules (SLMs) and Learning Activity Sheets
(LASs) and the electronic copy of the Video Lessons
(VLs) in all of his/her subjects for free together with all
the available textbooks, big books, story books and other
learning resources in schools before the opening of
classes. The school may opt to give to learners the
number of SLMs and LASs needed for one (1) week, two
(2) weeks, or one (1) month depending on what the
school thinks is better to do.

12. THE DIFFERENT LEARNING DELIVERY MODALITIES
1. ONLINE DISTANCE LEARNING (ODL) + MODULAR
DISTANCE LEARNING (MDL): Supplemented with
Video Lessons
- Online Distance Learning is a modality that the
teacher uses with the aid of a computer and internet
connection and the different online platforms for
synchronous and asynchronous learning to deliver the
content of the lesson to the learners.
1. MODULAR DISTANCE LEARNING (MDL):
SUPPLEMENTED WITH VIDEO LESSONS

13. THE DIFFERENT LEARNING DELIVERY MODALITIES
 Synchronous online learning involves real-time
teaching-learning engagement between the teacher
and the learners where they both go online on a
specified time but at different places using the online
learning platforms such as Microsoft Teams, Google
Meet and Zoom. In this modality, learners learn
directly from the teacher and interaction and
feedback are in real-time.

14. THE DIFFERENT LEARNING DELIVERY MODALITIES
 On the other hand, asynchronous online learning
involves the use of a Learning Management System
(LMS) like Google Classroom, Moodle, Edmodo and
Schoology where the teacher and the learners do not
necessarily access the learning platform at the same
time. The teacher provides a learning task in the LMS
and learners can access and work on them anytime.
Interaction and giving of feedback are not in real time.

15. THE DIFFERENT LEARNING DELIVERY MODALITIES
 In the context of DepEd SOCCSKSARGEN Region, online
distance learning also involves the use of the Modular
Distance Learning’s Self-Learning Modules (SLMs) that
learners work on within a specified timeline. The lesson
presentation and discussion of the teacher during online
learning is based on the SLMs however this does not limit
the teacher from providing other tasks and activities that will
further enrich learning. This will also be supplemented by
video lessons that learner can watch, as many times as they
can, to have a clear and deep understanding of the concepts
presented.

17. Requirements for Parents/Guardians
with Kinder to Grade 12 Learners

18. • Have laptop or desktop computer with enabled web
camera, and smartphone or cellular tablet at home for
learner’s use
• Have good internet connection at home
• Have designated learning space at home, preferably at
least 4 square meters in area, with table for the computer
or laptop, chair and other learning materials
• Have email accounts and know how to use them. The
email account of the parent will be used for registering ang
accessing with the identified online platforms for
synchronous and asynchronous learning, since learners
whose ages are below 18 are not recognized to create
email accounts

19. • Have knowledge about the internet, World Wide Web and
how online learning works
• Have time to guide and assist the learner with his/her
learning tasks. For parents/guardians with Kinder to grade
3 learners and for SPED learners, they, or somebody else,
should have a dedicated time to teach the children
especially those with reading difficulties and special needs
• Monitor his/her child’s daily learning activities
• Communicate regularly with the teachers to report or clarify
• Submit learner’s outputs to the teachers like accomplished
SLMs, projects, etc.
• Know how to collaborate for learning with other parents

20. CLASS
PROGRAM
ROMMEL P. JOLO, T-I
CHAIRMAN

21. ONLINE
DISTANCE
LEARNING +
MODULARE
DISTANCE
LEARNING
PAUL ANGELO BERGADO, T-I
GRADE 8 – ONYX ADVISER

22. ODL ( Online Distance Learning ) +
MDL (Modular Distance Learning)

23. MDL (Modular Distance Learning)

24. ACCOMPLISHMENT OF
LEARNING TASKS AND
ASSIGNMENTS
JANICE L. MARZAN
GRADE 8- SAPPHIRE ADVISER

25. • What should the learners/pupils
prepare/submit for assessment?
• Portfolio- notebook, folder,
clearbook compilation per subject
• E-portfolio- folder of outputs(in
her/his phone/computer) to be
submitted to subject teachers
• Combination of both

26. What will be the contents of
portfolio and E-portfolio?
● Written works
● Performance tasks
● Product pictures
● Videos

28. CLASSROOM
ASSESSMENT
MARIA FE T. MARAJAY, T-I
GRADE 8- EMERALD ADVISER

32. What are the tools to be used in the
assessment?
-aside from teacher/ subject teachers
● Rubrics assessment tools
● Testimonies of parents
● adults in the community may also be
considered

33. Submission of outputs
● Online
● Messenger
● Email
● Dropbox
● ADL Express

34. MONITORING OF LEARNING
PROGRESS, AND GIVING
FEEDBACK AND INTERVENTION
RINA I. SAIRAL, T-I
GRADE 8 - RUBY ADVISER

35. Teachers need to keep track of the
learning progress of learners. Significant
information on learning experiences, both
milestones and difficulties, should be properly
monitored and recorded. This information is
necessary to guide the teachers what
appropriate feedback and intervention should
be given to learners.

36. For all learning delivery modalities
implemented in school there should be a
tracking mechanism for learning
progress. The following information shall
be properly captured and recorded by
every subject teacher:

37.  Target SLM to be accomplished
daily/weekly: Subject area SLM and
Module Number
 SLMs and parts of the SLM
accomplished at the end of the week

38. Learners’ record of performances or
scores in every assessment in the SLM,
portfolio assessment and other
assessment activities
Specific difficulties encountered by
learners in accomplishing the SLM and
other learning tasks

39.  Date of submission of
accomplished SLMs and outputs
 Reason/s for the delayed
submission of accomplished SLMs,
outputs and learning portfolios

40. Record of SLMs, learning
portfolios or tasks not
accomplished or submitted
based on the information
gathered on learner’s
performance,

41. the subject teacher should
promptly give feedback and
guidance to learners and
parents. When there is difficulty
understanding the concept or
doing the task, the subject
teacher

42. should provide specific
intervention such as, but not
limited to, home visitation and
tutorial, additional learning
activity, and provision of
additional learning resources.

43.  The use of Learning Activity Sheets
(LASs) shall be maximized to deepen
concept understanding and acquisition
of knowledge and skills.
 Enrichment activities or additional
challenging tasks can be given by the
teachers to fast learners.

44. PROVISION AND ACCESS TO
LEARNING RESOURCES
GENEVEIVE D. DUCENA, T-I
GRADE 8 - DIAMOND ADVISER

45. Provision of Learning Resources to
Learners
 Each learner should be given a printed copy of
the Self-Learning Modules (SLMs) and Learning
Activity Sheets (LASs) and the electronic copy of
the Video Lessons (VLs) in all of his/her subjects
for free together with all the available textbooks,
big books, story books and other learning
resources in schools before the opening of
classes.

46. The school may opt to give to
learners the number of SLMs
and LASs needed for one (1)
week, two (2) weeks, or one (1)
month depending on what the
school thinks is better to do.

47.  The instruction for access to DepEd
commons and the online link to learning
resources in the division and region should
be provided to learners and parents.
Request of learners or parents for
electronic or digitized copies of the SLMs,
VLs, LASs and other learning resources
available should be granted.

48. * Parents need to “facilitate” their
child’s learning (such as scheduling)
* Parents may follow the suggested
schedule the school provided.
* Parents can coordinate with the
teachers and advisers for the
program through messenger,
email, text, or call.

49. USING THE SELF-
LEARNING MODULES,
VIDEO LESSONS AND
ACTIVITY SHEETS
GENALYN T. MONTERDE, T-I
GRADE 8 - AMETHYST ADVISER

50. Description
Modular Distance Learning is a modality that the
teacher uses with the aid of the Self-Learning
Modules (SLMs) to deliver the content of the
lesson to the learners at their homes with the
active participation of parents or other people who
act as learning facilitators, para-teachers, tutors,
learning partners, assistants, advisers, counselors
or guides to ensure that the learners focus, study
and accomplish the activities in the SLM and on
the different learning tasks given by the teacher.

51. Parts of the SLM
What I Need
to Know
Alamin
What I know
Subukin
This will give the learner an idea of the
skills or competencies he/she is
expected to learn in the module.
This part includes an activity that aims
to check what the learner already
knows about the lesson to take. If
he/she gets all the answers correct
(100%), he/she may decide to skip this
module.

52. Parts of the SLM
What’s In
Balikan
What’s New
Tuklasin
This is a brief drill or review to help the
learner link the current lesson with the
previous one.
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

53. Parts of the SLM
What is It
Suriin
What’s More
Pagyamanin
This section provides a brief discussion
of the lesson. This aims to help the
learner discovers and understands new
concepts and skills.
This comprises activities for independent
practice to solidify learner’s understanding and
skills of the topic. He/she may check the
answers to the exercises using the Answer
Key at the end of the module.

54. Parts of the SLM
What I
Have
Learned
Isiaisip
What I Can
Do
Isagawa
This includes questions or blank
sentence/paragraph to be filled in to
process what the learner learned from
the lesson.
This section provides an activity which
will help the learner transfer his/her new
knowledge or skill into real life situation
or concern.

55. Parts of the SLM
Assessment
Tayahin
Additional
Activities
Karagdagan
g Gawain
This is a task which aims to evaluate
the learner’s level of mastery in
achieving the learning competency.
In this portion, another activity will be
given to the learner to enrich his/her
knowledge or skill of the lesson learned.
This also tends retention of learned
concepts.

56. Parts of the SLM
Answer Key
Susi sa
Pagwawasto
This contains answers to all
activities in the module.

59. DRY- RUN
ON USING
ONLINE
PLATFORM

60. OPEN
FORUM

61. REMINDERS

62. • CREATE ALBUM IN YOUR
SMARTPHONE FOR THE E-
PORTFOLIO
• BRIGADA ESKWELA (BOND
PAPERS, INK, ALCOHOL)

64. DISTANSYA
USA TA AMIGO
UG AMIGA.

65. GALIT- GALIT NA
MUNA TAYO
NGAYON.

66. HIWALAY KUNG
HIWALAY,
PARA DILI TA
MAGMAHAY.

67. PLEASE OBSERVE
SOCIAL
DISTANCING