POLICY GUIDELINES ON THE

IMPLEMENTATION OF LEARNING
DELIVERY MODALITIES FOR THE
FORMAL EDUCATION
MEMORANDUM DM-CI-2020-00162
General Overview of the Memo
• the map of learning;
• resources for each DLDM;
• and proposed actions to address potential challenges
in implementing these DLDM.
 Appendix A: General Guidelines and
Considerations
1. Modalities of Distance Learning
A. Modular Distance Learning (MDL)
1. Digital Modular Distance Learning (DMDL)
2. Printed Modular Distance Learning (PMDL)
 General Guidelines and Considerations
1. Modalities of Distance Learning
B. Online Distance Learning (ODL)
C. TV-Video/Radio-based Instruction (TV-Video/RBI)
c.1. TV-Video (SLM-based)
c.2 TV-Video (MELCs Mapped)
c.3. Radio-Based Instruction (RBI)
D. Blended Distance Learning (BDL)
 General Guidelines and Considerations
2. Schools and Community Learning Centers (CLCs) are
authorized to decide on the specific DLDM which may
be deemed appropriate in their context.
 General Guidelines and Considerations

3. Schools shall be guided by the Omnibus Guidelines on the

Implementation of Community Quarantines
 Inter-Agency Task Force (IATF)
 Office of the President (OP)
 General Guidelines and Considerations
4. The DLDM may be changed when deemed necessary and possible based on,
but not limited to, any of the following:

 Health and physical distancing protocols and other guidelines set in their respective
areas;
 Availability of public transport;
 Changes in the health status of the learner;
 The learner’s assessment results showing that the learner is not doing well in the
learning delivery modality chosen; and
 Indications and reports of negligence and abuse validated through home visitations.
 General Guidelines and Considerations
5.As much as possible, the primary learning resource
that shall be used are the self-learning modules (SLMs)
developed by the regions for the implementation of the
Alternative Delivery Modes.
 General Guidelines and Considerations
6. Other learning resources
 Textbooks
 learners’ materials,
 MELCs-aligned teacher-made videos,
 audio-lessons,
 modules,
 activity sheets,
 interactive e-materials
*may supplement the required learning resource for each learning delivery modality
 General Guidelines and Considerations
7. To make learning manageable for learners, they may be given a set
time frame to undertake a lesson or accomplish an activity. The setting of
the time frame shall be guided by the suggested time allotment a MELC
can be mastered.

Learners who are not meeting expectations shall be provided with

remediation while those who may accomplish the tasks as contained in
the SLMs shall be given enrichment activities.
 General Guidelines and Considerations
8. To ensure that learners are on task and are guided on what
they are expected to accomplish within a specific week,
teachers shall prepare a Weekly Home Learning Plan.
Sufficient break times shall be ensured.
 General Guidelines and Considerations

9. Schools shall organize their own mechanism to

ensure that all learners receive copies of the SLMs in
print or digital format
 General Guidelines and Considerations
10. Additional learning materials developed by
supervisors, specialists, and teachers may be used to
support the SLMs.

11. Schools shall ensure contextualization and

integration of learning content.
 General Guidelines and Considerations
12. It is recommended that a learning facilitator or a household partner
should be available to guide and support the learning process of the
child at home.

13. The learning facilitators shall be capacitated on their roles through a

capacity-building program that shall be organized by the schools.
 General Guidelines and Considerations
For learners without available learning facilitators at home,
subject teachers or a cluster learning facilitator may:
 conduct home visits following social distancing protocols
may communicate through text messages, phone/live chats,
 through other available forms of communication to provide assistance or
remediation.
 General Guidelines and Considerations
14. The following teachers shall be exempted from home
visitation during ECQ, MECQ and GCQ:
teachers who are sixty (60) years old and above;
 teachers with immunodeficiency, comorbidities, or other health risks;
 teachers who are pregnant; and,
 teachers affected by their respective local COVID severity classification in
their area of residence
 General Guidelines and Considerations

15. Strong school, home, and community partnerships shall be

forged to ensure the effectiveness of any DLDM chosen.
Appendix B: DESCRIPTIONS AND CONSIDERATIONS
FOR EACH DLDM

B1: Modular Distance Learning

1.1 Digital Modular Distance Learning (DMDL)
The SLMs in different digital formats
1.2. Printed Modular Distance Learning (PMDL)
Printed SLMs
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS
FOR EACH DLDM
2. 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.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

3.Monitoring of learner progress and setting up of a

feedback mechanism shall be ensured to help learners
meet the most essential learning competencies while
seeing the connection of one lesson to the next to
reinforce the coherence of the curriculum.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

Monitoring of learner progress and setting up of a feedback mechanism

shall be ensured to help learners meet the most essential learning
competencies while seeing the connection of one lesson to the next to
reinforce the coherence of the curriculum.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
5. Timely and appropriate monitoring and feedback for consultation
and intervention purposes shall be put in place through various touch
points such as text messaging, and audio/video calls, whichever is
accessible to the learner. If possible and allowed, face-to-face
interaction may be utilized for this purpose.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

6. Members of the family and other stakeholders within the

community who are trained as learning facilitators shall be
engaged to provide learners with instructional support as
needed in the absence of a classroom teacher.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
B2:B. Online Distance Learning
1. A class adopting Online Distance Learning shall follow the regular
planning standards in the organization of classes set by the DepEd.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

2. It shall be applicable in schools where both the teachers and learners

have access to digital devices, such as laptops, tablets, smartphones,
and desktop computers, with available online resources and Internet
connectivity.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

3. The learning resources

self-learning modules (SLMs),
textbooks (TXs),
Primer Lessons,
activity sheets,
 teacher-made videos and other supplementary learning materials,
and Open Educational Resources (OERs
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
Self-learning modules and Primer Lessons shall be converted into different
digital content formats such as video/audio lessons, interactive/inclusive
electronic SLMs (e-SLMs) and shall be available through the following:
 DepEd Learning Resources Portal,
DepEd Commons,
DepEd Learning Management System (LMS) and/or different DepEd
recognized LMS
Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
edmodo

Deped
schoology
recognized Google classroom
LMS

moodle
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

4. Where feasible, 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.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
5. Schools may adopt a combination of synchronous and asynchronous
online teaching in consideration of the Screen Time Guidelines by Age
as recommended by the American Academy of Pediatrics (AAP) and
World Health Organization (WHO) which is as follows:
Grade 6 to 8 – maximum of 2 hours daily
 Grades 9 to 12, a maximum of 4 hours daily
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

6. In the preparation of the Weekly Home Learning Plan and Class

Programs, schools shall comply with the recommended screen time for
learners.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

7. Online activities shall be complemented with locomotion, motor-

sensory, and audio tools which will support subjects related to
performing arts and clubs. Learners shall be provided with activity
sheets and be given performance-based tasks to accomplish.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

8. Learning facilitators/household partners like parents,

guardians or responsible adults at home shall supervise and
monitor the screen time of the learners.
Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

9. Learners and parents shall be capacitated on the use

of learning management system (LMS), the DepEd
Commons, and the LR portal.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
10. Schools may organize professional development (PD)
activities to enhance teachers understanding of and skills in
the use of LMS.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

11. Online materials may be designed for collaborative tasks

that will engage learners to work in real-time. Online tools
may be used for virtual collaboration among peers.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

12. Schools shall determine the appropriateness of learning

management system or educational platform in the delivery of
instruction.
Open-source LMS must be user friendly to be able to execute a variety
of functions that work together to provide a seamless experience for
both teachers and learners.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

13.Teachers are expected to give assignments and learning tasks. The

quantity of online activities is not equivalent to quality.
Tasks assigned to learners should include those that require them to
get up and move away from their devices.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

14. Synchronous learning shall be conducted using live webinars, video

conferencing, live chat or instant messaging. Teachers are highly
encouraged to use Google Meet to record a specific activity especially
for performance task-based output.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
15. Synchronous learning in each subject may be done at least once to
a maximum of three times per week depending upon the age and grade
level of the learners.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

16. For asynchronous online platform, LMS or any educational

platform shall be utilized for self-paced learning.
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

• Teachers shall present lessons in more than one format within the
learners’ capacity; this is to address the diverse learning profile of
learners when it comes to understanding and perceiving information.
Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM

B2.C. Television/Radio-Based Instruction (TV/RBI)

 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
B2.D. Blended Distance Learning
1. Blended distance learning is a combination of any of the sub-categories of distance learning.
ODL and PMDL,
ODL and DMDP,
ODL and TV-Video (SLM-based),
ODL and TV-Video (MELCsMapped),
MDL and TV-Video (SLM-based),
MDL and TV-Video (MELCsMapped).
 Appendix B: DESCRIPTIONS AND CONSIDERATIONS FOR
EACH DLDM
2. Strategies for learners’ engagement in all types of distance learning
shall be utilized by teachers.
It is advised that teachers check in often with students either by
sending them instant messages or a bullet pointed summary of what is
expected of them, or by conducting a quick survey every week to
monitor learner’s difficulties and to see how they have been
progressing in the lesson.
Appendix C:
Map of the
Learning
Resources Needed
for Each Sub-
Category of
DLDM
Appendix C:
Map of the
Learning
Resources Needed
for Each Sub-
Category of
DLDM
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

1. DepEd Order 42, s. provides the legal basis of lesson plan

preparation for the basic education.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2. Given the new context for learning and the unique procedures in
every modality, the Weekly Home Learning Plan shall be developed
following these procedures:
2a. Refer to the Most Essential Learning Competencies (MELCs) in
different subject areas.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2b. Gather the self-learning modules and other learning materials needed
for the self-paced learning mode.

2c. Using the SLMs as reference, accomplish the Weekly Learning Plan by
taking into consideration the learning competencies, key concepts/essential
understandings, and the learning tasks/formative assessments needed to
track learner’s progress in relation to the attainment of content standards
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2d. Subject area teachers must collaborate to come up with a set

of Weekly Home Learning Plans for one entire quarter/grading
period by integrating all subjects in one learning plan.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2e. When preparing the Weekly Home Learning Plan, teachers

should be guided with a long-term vision of what they want
their learners to master and achieve in terms of content and
competencies at the end of the school year.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2f. Teachers are advised to adopt strategies that respect the

unique contexts and diversity of learners in terms of their
readiness, learning interest, and learning profile.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

2g. In plotting the learning tasks, teachers should strike a

balance between academic rigor and socio-emotional aspect
of learning.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

3. The Weekly Home Learning Plan shall consist of the following parts:
3a. Learning Area
3b. Learning Tasks
3c. Learning Competencies
3d. Mode of Delivery
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

4. The Weekly Home Learning Plan shall be communicated through the

parents for their reference and guidance.
Copies of the plans for the entire first quarter may be distributed to
parents during the first Parent-Teacher Association (PTA) meeting
before the start of the school year.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

5. The Weekly Home Learning Plan shall aid teachers and parents in
keeping track of the day-to-day in-school and off-school general
learning processes.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

6. The Weekly Home Learning Plan shall be prepared by teachers

implementing Distance and Blended Learning while the DLP or DLL
shall be prepared by teachers implementing F2F learning.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

7. The Individual Learning Monitoring Plan, on the other hand, is a

more specific tool which shall be used by teachers and learning
facilitators for learners who lag behind as shown by the results of their
formative and summative assessments.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

8. For learners who are given intervention activities, their Weekly Home
Learning Plan shall be adjusted to suit their comprehension level
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

9. The Individual Learning Monitoring Plan shall be utilized to monitor

learner progress based on the given intervention strategies. Specifically,
it shall be used to:
a. Serve as feedback data for learners who are provided with
intervention activities;
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

b. Provide a mechanism of support to learners who are lagging behind.

c. Make the parents/guardians aware of the academic progress of their
children,
d. Help decide on the effectiveness of the learning modality adopted for the
learner
e. Guide teachers in adjusting learning content and tasks based on the
characteristics,cognitive ability, readiness, interest, and profile of the learner
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

10. The Individual Learning Monitoring Plan shall consist of the following parts:
a. Learner’s Needs
b. Intervention Strategies
c. Monitoring Date
d. Learner’s Status
e. Significant Progress
f. Insignificant Progress
g. Mastery
• Insignificant Progress refers to a status where a
learner “did not meet expectations” of the learning
standards and received a grade of 75 and below for
the first quarter and did not improve performance in
the succeeding quarters.
Significant Progress refers to a status where a learner has
significantly improved performance after provision of
intervention strategies by meeting learning standards as
manifested by an increase in his assessment results, e.g., from
“did not make expectations” in the previous quarter to “fairly
satisfactory” with a grade scale of 75- 79 in the succeeding
quarter.
Mastery refers to a status where a learner has reached a level
of mastery after provision of intervention strategies by
meeting learning standards as manifested by an increase in
the assessment results, e.g., from “did not meet expectations”
or “fairly satisfactory” in the previous quarter to “satisfactory”
with a grade scale of 80-84 or “very satisfactory” with a grade
scale of 85-89 in the succeeding quarter, respectively.
Appendix D: Weekly Home Learning Plan and Individual Monitoring Plan

11. It should be noted that the Individual Learning Monitoring Plan is

used only for learners who are not showing progress in meeting the
required learning competencies.
Appendix F:
Individual
Monitoring
Plan
 Appendix E:
Weekly Home
Learning Plan
Appendix F:
Individual
Monitoring
Plan
 Appendix F:
Individual
Monitoring Plan
Appendix G: MATRIX OF REQUIREMENTS OF THE DISTANCE LEARNING DELIVERY MODALITIES
(DLDM)
Thank you very much!