October 30, 2020
OUCI-2020-307
To: MINISTER, MBTHE-BARMM
REGIONAL DIRECTORS
SCHOOLS DIVISION SUPERINTENDENTS
ALL OTHERS CONCERNED
1. The provisions of DO 12, s. 2020 on the Basic Education Learning Continuity Plan (BE-LCP) recognize the value of flexibility in the teaching-learning process based on contextualization.
Flexible learning offers rich learning choices from multiple dimensions of study, applies learner-centered constructivist which is indicated by a shift from the teacher taking learning responsibilities to the learner taking responsibilities, and requires learners to be more skilled at self-regulation in terms of goal-setting, self-monitoring, self-instruction, and self-reinforcement. In a flexible learning environment, teachers promote active learning by creating engaging and effective situations (UNESCO 2020).
2. The Secretary, in collaboration with the Executive and Management Committees, has been closely monitoring the delivery of basic education services in the public schools since the start of classes on October 5, 2020.
3. Because of some key challenges noted, there is a need to recalibrate the strategy of assigning responsibilities of teachers and learning activities to the learners with the assistance of their parents.
The need to adjust the assigned tasks for the learners is anchored on the fact that learners have long been disengaged from academic learning since the onset of the pandemic last March 2020.
By ensuring flexibility in teaching and learning, stress and burden of learning through the multiple distance learning modalities offered by DepEd will be reduced as the learners are guided to focus on the Most Essential Learning Competencies (MELCs).
4. 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).
Coordination with barangay/purok officials on matters related to child safeguarding and child protection shall be strengthened.
5. The Regional Offices (ROs), Schools Division Offices (SDOs), and public schools are fully authorized to implement other measures deemed appropriate for their respective contexts.
6. The measures suggested are expected to enable learners and learning facilitators to navigate through the challenges of the new normal in the teaching and learning process and make necessary adjustments throughout the school year.
7. Immediate dissemination of this Memorandum is desired.
DIOSDADO M. SAN ANTONIO
Undersecretary
DepEd Memo - Suggested measures to reduce stress and anxiety during distance learning
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