Division Virtual

Orientation of
Instructional Concerns
in EPP/TLE/TVL/TVE
August 13, 2020
• Walkthrough of MELC, BOW to Modules
• Lesson Exemplar/Learning Plan
• Assessment- DepEd Order 8 s. 2015, DepEd Order 36 s 2016
• Individual Monitoring Plan
• Considerations on Distance Learning Modality
• Role of a teacher in the New Normal
• Information about TV/RBI
• Learner’s Packet
RM 306 S 2020
HOW TO USE MELCs IN TEACHING EPP/TLE/TVL
• There are MELCS that have broad stroke competencies
which have to be unpacked by the teachers;

• Sub learning competencies that are redundant or recurring

were removed to satisfy the 8 to 9 weeks’ allotment per
quarter;

• For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan

(EPP) / Technology and Livelihood Education (TLE), there is a
quarter 0, again this is consistent with the coding of EPP/TLE
Curriculum Guide as it gives leeway to the school of which
among the components needed emphasis per quarter.
HOW TO USE MELCs IN TEACHING EPP/TLE/TVL
• For Grades 7/8 Exploratory, there is an option to choose
four mini courses in ICT/AFA/HE/IA or one of the
components may be chosen for the duration of the whole
year.
• For Grades 7/8 Exploratory, the last two to three weeks are
allotted for entrepreneurship.

• In addition to Exploratory TLE 7 and 8, MELCs for these

Grade Levels are similar to that of Grades 4 to 6 in a way
that these grade levels contain quarter 0. Furthermore,
modifications below were made to show a clearer articulation
of standards.
HOW TO USE MELCs IN TEACHING EPP/TLE/TVL
• For most of the TLE/TVL specializations, the Curriculum Guides
remain as is. MELCS were not identified because the competencies
are based on the Training Regulations of TESDA; hence, omitting
some learning competencies may have an impact on the National
Certification Assessment. This also applies to SHS TVL
specializations EXCEPT for the following cases:

• Handicraft and other TLE/TVL specializations that are non-NC

 
• The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing,
Barbering and other TLE/TVL specializations similar to these are also
recommended to be offered this year. These have National
Certification Assessment but the performance/skills can be done both
in school or at home.
PIVOT4A BOW (Budget of Work)
As per the Regional Memo (RM) no. 306 s. 2020:
EPP for Grade 4-6 (complete)
⚬ Grade 7/8 Exploratory
￭ Home Economics (6 specializations with BOW)
￭ Agri-Fishery and Arts (1 specialization with BOW)
￭ Industrial Arts (8 specializations with BOW)
￭ ICT (3 specializations with BOW)

⚬ Grade 9-12
￭ Home Economics (7 specializations with BOW)
￭ Agri-Fishery & Arts (No BOW included)
￭ Industrial Arts (No BOW included)
￭ ICT (No BOW included)
MELC (Most Essential Learning Competencies)
As per FINAL MELCs issued:
⚬ EPP (Grade 4-6) - included
⚬ Grade 7/8 Exploratory with MELCs
￭ Home Economics - only 6 specializations
￭ Agri-Fishery & Arts - only 1 specialization
￭ Industrial Arts - only 7 specializations
￭ ICT - only 3 specializations

⚬ Grade 9-12 -
￭ Home Economics - only 7 specializations
￭ Agri-Fishery & Arts - no MELC at all
￭ Industrial Arts - no MELC at all
￭ ICT - no MELC at all
ASSISTANCE GIVEN
CRAFTING OF
All TLE/TVL Courses offered were summarized,
MELC/BOW
and one of the schools offering same
specializations will craft MELC/BOW based on
the briefer notes (if not included on the one
provided by DepEd).
MODULE WRITING
SDO Cavite was tasked to write modules for
G7/8 Exploratory. Pool of writers for different
specializations were invited to write and
submit modules.
LEARNING PACKETS (LPS)
Learning Packets were explained
through a video tutorial with the help of
an ICT teacher. LPs will be collected
through components
MODULES & SLM
Self Learning Modules (SLMs) will be used in
replacement of PIVOT4AQUBE Modules.
CBLMs and K-12 Modules were collected and
organized to serve as references of SLMs
and LPs.
RO.NO. 10 S 2020
PIVOT4A Lesson Exemplar
The PIVOT 4A BOW lesson exemplar preparation and
curriculum delivery process follow four (4) main
teaching-learning phases with the teacher as a
facilitator of learning using the I-D-E-A Structure for a
30-minute to one-hour lesson depending on the nature
or set-up of each learning area. These phases include
the following: Introduction - the I Phase,
Development - the D Phase, Engagement - the E
Phase and Assimilation - the A Phase.
All public elementary and
secondary school teachers in the
region may opt to prepare a
lesson in: (a) a daily basis and/or
(b) a period when an LC or MELC
has to be taught,

i.e. if an LC and/or MELC has to be

taught for five (5) days based from the
PIVOT 4A BOW, the teacher may
prepare a PIVOT 4A Lesson Exemplar
good for five (5) days.
DO 42 s. 2016 RO. 10 s. 2020
DO 42 s. 2016 RO. 10 s. 2020
DO 42 s. 2016 RO. 10 s. 2020
DO 42 s. 2016 RO. 10 s. 2020
Regional Memorandum DEVELOPMENT OF PIVOT
4A LEARNERS’ PACKETS FOR ALL KEY STAGES

Specifically, this activity aims to:

a. plot the available instructional resources and

learning references in meeting the prescribed Most
Essential Learning Competencies (MELCs);
b. b. embed instructional resources and learning
references in the learners’ packets; and
c. c. provide directions to help learners achieve the
MELCs with the aid of enabling competencies
and/or pre-requisite skills.
Regional Memorandum DEVELOPMENT OF PIVOT
4A LEARNERS’ PACKETS FOR ALL KEY STAGES

PIVOT 4A learners’ packets are instructional guides

that learners can use in the absence of new modules
and/or other learning materials.

They contain instructions to direct learners to the

learning resource, its title and the specific page where
the MELCs are presented and developed.
How to Accomplish Learner's Packet Template
(SDO-Cavite)
D.O NO.8 S,2015
D.O NO.36 S,2016
What is assessment?

• Assessment is a process that is used to keep track

of learners' progress in relation to learning
standards and in the development of 21st-century
skills; to promote self-reflection and personal
accountability among students about their own
learning; and to provide bases for the profiling of
student performance on the learning
competencies and standards of the curriculum.
What do we assess in the classroom?

• Content Standards
• Performance standards
• Learning Competencies
• Concept Development
TWO TYPES OF ASSESSMENT IN CLASSROOM

1. FORMATIVE ASSESSMENT

BEFORE LESSON PROPER AFTER

Interviews Observations Checklists
Games Multi media Discussions
Checklist presentations Games
KWI activities Quizzes recorded but not Performance task that
( What I know, What I want to
know, What I learned ) graded emanate from the lesson
Open ended Recitation objectives
questions Simulation activities Short quizzes
Written work
2. SUMMATIVE ASSESSMENT

• Measures the different ways learners use and apply all

relevant knowledge, understanding, and skills.
• It is usually conducted after a unit of work and/or at the end of
an entire quarter to determine how well learners can
demonstrate content knowledge and competencies
articulated in the learning standards.
• Results of these assessments are used as bases for computing
grades.
2. SUMMATIVE ASSESSMENT

Individual and Collaborative Summative Assessment

• Learners may be assessed individually through unit tests and
quarterly assessment.
• Collaboratively, learners may participate in group activities in
which they cooperate to produce evidence of their learning.
The process of creating a learning project is given more
weight or importance than the product itself.
2. SUMMATIVE ASSESSMENT
Components of Summative Assessment

• Written Work (WW)

• Performance Tasks (PT)
• Quarterly Assessment (QA)
Grading System

• The K to 12 Basic Education Program uses a standards-

and competency-based grading system. These are found
in the curriculum guides. All grades will be based on the
weighted raw score of the learners' summative
assessments.
• The minimum grade needed to pass a specific learning
area is 60, which is transmuted to 75 in the report card.
The lowest mark that can appear on the report card is 60
for Quarterly Grades and Final Grades.
Grades Computation

• In a grading period, there is one Quarterly Assessment

but there should be instances for students to produce
Written Work and to demonstrate what they know and
can do through Performance Tasks.
• There is no required number of Written Work and
Performance Tasks, but these must be spread out over
the quarter and used to assess learners' skills after each
unit has been taught.
Grades Computation
Grade 1 to Grade 10 ( EPP/TLE):

WRITTEN PERFORMANCE QUARTERLY

WORK (20%) TASK (60%) ASSESSMENT (20%)
• Unit/ Chapter Tests • Products • Objective test
• Written output • Technical drawing output • Performance based
• Prototype building
• Essays assessments
• Products/ projects using
• Diagrams, charts, and locally available materials
• combination
models • Performance-based tasks
• Work designs and plans • Skills demonstration
• Skills application
• Laboratory exercises
• Oral tests
• Design, creation, and layout
of outputs/ diagnose and
repair equipment
Grade 11 to 12:
Grades Computation at the end of the SY

Grade 1 to 10
Grades Computation at the end of the SY
Grade 11 to 12
Two quarters determine the Final Grade in a semester
Reporting of Learners Progress

DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90 – 100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Below 75 Failed
Expectations
Promotion and Retention

• A Final Grade of 75 or higher in all learning areas allows

the student to be promoted to the next grade level.
Table 1 1 specifies the guidelines to be followed for
learner promotion and retention.
Promotion and Retention
Promotion and Retention
Reporting of Learners Progress

Classroom assessment serves to help teachers and

parents understand the learners' progress on
curriculum standards. The results of assessment are
reported to the child, the child's remedial class
teacher, if any, and the teacher of the next grade
level, as well as the child's parents/ guardians.
 POLICY GUIDELINES ON AWARDS AND
RECOGNITION FOR THE K TO 12 BASIC EDUCATION
PROGRAM
The Policy Guidelines on Awards and Recognition for the K to 12
Basic Education Program articulates the recognition given to
learners who have shown exemplary performance in specific areas of
their school life. These guidelines are anchored in the Classroom
Assessment for the K to 12 Basic Education Program (DepEd Order
No.8 s.2015), which supports learners’ holistic development in order
for them to become effective lifelong learners with21st-century
skills.
This policy aims to give all learners equal opportunity to excel in
relation to the standard set by the curriculum and focus on their own
performance rather than to compete with one another. It recognizes
that all students have their unique strengths that need to be
identified, strengthened, and publicly acknowledged.
What awards do we give?

Classroom Awards are recognition given to learners in each class or section.

A simple recognition may be given per quarter, semester, or at the end of the
school year. Awardees are given merit by the adviser and/or other subject
teachers in recognition of the learners’ outstanding performance in class.

Grade-level Awards are given to qualified learners for every grade level at
the end of the school year. Candidates for the awards are deliberated by the
Awards Committee (AC) if they have met the given criteria.

Special Recognition is given by the school to the learners who have

represented and/or won in competitions at the district, division, regional,
national, or international levels. This is to publicly affirm learners who have
brought honor to the school.
Classroom Awards

1. Performance Awards for Kindergarten

Learners in Kindergarten should be recognized for their most

evident and most prominent abilities. They can also be
recognized for showing significant improvement in a specific area
(e.g., from having poor fine-motor skills to being able to draw or
write well). Since kindergarten learners have no numerical grades,
teachers are advised to recognize outstanding achievement of
learners based on the different domains and/or learning
competencies of the kindergarten curriculum at the end of every
quarter.
Classroom Awards

2. Conduct Awards

These awards are given to learners who have been observed to

consistently demonstrate the DepEd core values (Maka-Diyos,
Makatao, Makakalikasan, Makabansa).

2.1. Character Traits for Kindergarten to Grade 3

These awards are given to younger learners to affirm their
positive traits and attitudes or to recognize significant
improvement in their behavior.
Classroom Awards

2. Conduct Awards

2.2. Conduct Awards for Grades 4 to 12

• Given at the end of the school year which will be based on the
evaluation of the adviser and subject teachers, using the
guidelines stipulated in Section VI of DepEd Order No. 8, s.
2015
• Must have consistently and dutifully carried out the core
values of the Department
• Must have obtained a rating of at least 75% “Always Observed”
(AO) at the end of the school year (with at least 21 out of 28
AO rating in the report card)
Classroom Awards

3. Academic Excellence Award

The Award for Academic Excellence within the quarter is given to
learners from grades 1 to 12 who have attained an average of at
least 90 and passed all learning areas.
Grade Level Awards

1. Academic Excellence Award

• Given to learners from grades 1 to 12 who have attained a

General Average of at least 90 and a passing Final Grade in all
learning areas
Grade Level Awards

2. Leadership Award

• Given to learners in grades 6, 10, and 12 who have

demonstrated exemplary skills in motivating others and
organizing projects that have significantly contributed to the
betterment of the school and/or community
Grade Level Awards

3. Award for Outstanding Performance in Specific Disciplines

These awards are given to recognize learners in grades 6, 10, and
12 who have exhibited exemplary skills and achievement in
specific disciplines.
• Athletics
• Arts
• Communication Arts
• Mathematics
• Science
• Social Sciences
• Technical-Vocational Education (Tech-Voc)
Grade Level Awards

4. Award for Work Immersion

• Specific to Senior High School (SHS) tracks
• Given to grade 12 graduating students who have exemplified
outstanding performance based on the terms of reference or
engagement set by the school and evaluation of the direct
supervisor and subject teacher
• Have received high efficiency rating for their diligence and
consistency in performing their duties and responsibilities
throughout the immersion program
Grade Level Awards

5. Award for Research or Innovation

• Specific to the SHS tracks
• Grade 12 graduating students—individuals, pairs, or groups of
not more than four members
• must have led the planning and execution of a research or
innovation to advance the potential applications of
technology, or research whose findings can be used to drive
better efficiency and productivity as well as to improve the
lives of the people in the school and/or community
Grade Level Awards

6. Award for Club or Organization Achievement

• Created positive impact on the school and/or community it
serves through the implementation of all its planned projects
and activities, provided strong support to the implementation
of the school activities and attainment of the school’s
objectives, and taken great strides to help its members
develop their potentials.
What do awardees receive?

The grade-level awardees shall receive certificates, medals, and/or plaques

from the school, bearing the official seal of the Department (DepEd Order
No. 63, s.2011).
Schools are required to follow the specifications to ensure the quality of
awards, certificates, and medals and uphold the prestige of the awards.
What do awardees receive?
How do school determine school awardees?

• An Awards Committee (AC) shall be organized by the school head or

principal in every school for each grade level at the beginning of the
school year.
• For small schools, only one (1) AC shall be organized. The committee
must be composed of at least three (3) members from the teaching staff,
guidance counselor or designated teacher.
• The total count of committee members should be an odd number. The
chairperson of the AC could be any of the teachers, department head,
grade-level chairperson, or curriculum head.
• No member of the AC must be related within the second degree of
consanguinity or affinity to any of the candidates for awards.
DISTANCE LEARNING

- refers to a learning delivery modality

where a learner is given materials or
access to resources and he/she
undertakes self-directed study at home
or in another venue.
TYPES OF DISTANCE LEARNING
Modular Distance Learning
refers to a learning delivery that is
in the form of individualized
instruction where learners use
self-learning modules (SLMs) in
print or digital format, whichever
is applicable in the context of the
learner, with the guidance of any
member of the family or other
stakeholder in the community
trained to serve as learning
facilitators.
Online Distance Learning
refers to a learning delivery modality
where the teacher facilitates learning
and engages learners' active
participation using various technologies
connected to the internet while they are
geographically remote from each other.
The internet is used to facilitate learner-
teacher, learner-content and peer-to-peer
interaction. Online learning may be
through a synchronous or asynchronous
platform;
TYPES OF DISTANCE LEARNING

TV-based instruction/Radio-based
instruction refers to the use of
television or radio programs
on channels or stations
dedicated to providing learning
content to learners as a form of
distance education.
Blended Distance Learning:
Any combination of the above DL
types. Thus:
• MDL and ODL
• MDL and TVBI/RBI
• ODL and TVBI/RBI
• ODL, TVBI/RBI and MDL
MODULAR DISTANCE LEARNING
• Self-learning Modules (SLMs) which are K to 12
compliant are developed following the ADM Learning
Resources Standards. The SLMs are designed to provide
ample time for mastery and sufficient practice to ensure
that the targeted most essential learning competencies
are achieved.

• Clearly defined goals are attainable within the specific

time frame by taking into consideration the learners’
learning capacity based on their grade level.
MODULAR DISTANCE LEARNING

• Learners shall be provided with the suggested time

frame to work on their assigned tasks.

Flexibility in finishing each module is accorded to learners

with respect to their learning needs, characteristics, and level
of understanding to ensure that they have secured mastery
of learning contents which is also an essential prerequisite for
success in the succeeding modules.
MODULAR DISTANCE LEARNING

• Orientation of modular teachers are expected to conduct prior

to the opening of classes
• Prepare the routinary activities (monthly) and monthly
accomplishments
• Harvest, check and record all the learners output and have an
individual feedback to the learners and parents/learning
facilitators
• Have a record book/logbook on the queries given by the
parents and technical assistance provided
ONLINE DISTANCE LEARNING
• Orientation of the learners on the different platforms and
protocols in synchronous online class.

• Orientation of the parents/learning facilitators on the 20/20/20

rule and learning management system , online security and
protection, digital footprint, promotion of digital honesty, and
parental guidance and supervision,

• Orientation of the teachers on the different platforms and role of

the “buddy system” during the session of online class. Consider
the appropriateness of LMS or educational platform in the
delivery of instruction.
ONLINE DISTANCE LEARNING
• Strictly follow the recommended number of hours
of AAP and WHO
• Kinder -1 hour
• Grade 1-5 1.5 hours
• Grade 6-8 2 hours
• Grade 9-12 4 hours ( 2 hours am/2 hours pm)

• Schedule of observation of online class reflected on the instructional

supervisory plan and with the approval of the teacher.
• Learners may also be provided with printed copies of SLMs in
consideration of the allowable screen time by key stage or as a
support should there be a power interruption.
• Lesson exemplar (ecopy) submitted to the school head.
ONLINE DISTANCE LEARNING
• List of the email address of the learners and
learning facilitators
• Acceptance of the learners to be included in the
platform to be used ( FB room, google classroom,
moodle)
• Upload the learning materials needed on the
online class
• Ensure the stability of the internet connectivity
• Ensure that the microphone and videos are
functional.
ONLINE DISTANCE LEARNING
• Online teaching need to focus on the content/skills needed to
develop rather than the use of different technology.
• Schools shall ensure contextualization and integration of
learning content. Contextualization shall allow flexibility of
learning content and the processes needed to be related to a
particular setting, situation or area of application to make
competencies relevant, meaningful, and useful to all learners.

• Feedback is necessary to measure that learning took place

• Record the result of the formative assessment of the learners
in order for the teacher to track those learners needed
intervention/remediation
ROLE OF TEACHERS
MODULAR
• Planner
• Guide
• Call center agent ONLINE
• Record keeper • Guide
• Coach technology literate
• Motivator
• Safety and sanitation person
• Role Model
in charge • Individual Mirror
• Co-learner
• Effective communicator
• TV/RBI shall be implemented in areas with access
to Television Networks and/ or radio stations with
programs dedicated to deliver the DepEd
TV/Radio-based lessons.

• TV and radio-based lessons utilized for these

platforms are converted self-learning modules
where the sequence of presentation is similar with
what other learners use in online and modular
distance learning.
• TV/RBI should be implemented when
supplemented with Learning Activity
Sheets that serve as assessment tools to
determine whether learners learned the
concept presented in TV or radio-based
lessons.

• Materials for learning exercises, enrichment

activities, and assessment may be
provided in printed form.
THANK YOU….
Q & A/ Open Forum