Remedial Deped
Remedial Deped
The Department of Education (DepEd) issued DepEd Memorandum (DM) No. 42. s.
2020 titled Guidelines for the Remainder of School Year 2019-2020 in Light of COVID-
19 Measures, which enforced directives designating the week of March 16-20 as
examination week in all DepEd schools for any remaining 4th Quarter Examinations. In
areas where classes have been suspended by the relevant national or local authorities
for the week of March 16-20. the 4th Quarter Examination shall no longer be
administered. A grading formula for the computation of the final grade for the 4th
quarter has been provided in the same issuance.
On the other hand, the implementing guidelines for the conduct of remedial classes
during summer for learners with learning gaps or subject area/s deficiency are provided
for in DO 13. s. 2018 titled Implementing Guidelines on the Conduct of Remedial and
Advancement Classes During Summer for the K to 12 Basic Education Program. The
remedial lessons can be made in the form of tutorial, mentoring, coaching, or other
ways of delivering the organized learning experiences, whichever is applicable in the
context of the learner. DO 13, s. 2018 also allows for the use of a combination of face-
to-face, modular, or online learning as delivery modes of instruction depending on the
learner’s profile. However, in compliance with Executive Order No. 112 issued by the the
President of the Philippines on April 30. 2020. where physical classes are suspended in
basic education during Enhanced Community Quarantine (ECQ) and General
Community Quarantine (GCQ), and when any person below 21 years old shall remain in
their residences at all times, distance learning modality shall be utilized, until there is a
decision or regulation by the proper authorities permitting learners and teachers to
leave their home for school purposes.
For Summer 2020, the conduct of remedial, enrichment and advancement classes shall
start on May 11, 2020. and shall end after the completion of the six-week period that
may include Saturdays as stipulated in DO 13, s. 2018. Schools may opt to shorten the
conduct of remedial and advancement classes when the essential learning
competencies have already been attained, while the conduct of enrichment classes may
be extended until the start of School Year (SY) 2020-2021.
Pursuant to Item VI (11) of DO 13, s. 2018. schools that wish to offer remedial or
advancement classes during summer are required to submit a letter of request to their
Schools Division Office (SDO). SDOs are advised to accept applications up to three days
before the start of the summer classes. Changes in the schedule of activities are by
reason of the constraints posed by the regulations relating to COVID-19.
his Department issues the following guidelines to assist schools in determining the
learning modality for remediation and enrichment classes that are suited to the unique
health situation/context of their community. School heads (SHs) shall decide on the
specific details of such classes, subject to the approval of their respective schools
division superintendent (SDS).
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July 16, 2021 – To reinforce learning advancement amidst the pandemic, the Department of
Education (DepEd) has issued guidelines to schools and schools division offices (SDO) on the
conduct of remedial and advancement classes during summer 2021.
In a memorandum sent to officials and school heads, the Department reminded SDOs to assist
schools in determining the appropriate learning modality for remedial and advancement
classes suited to the health situation of their community.
The conduct of remedial, advancement, and enrichment classes for Summer 2021 will be from
July 19, 2021 to August 21, 2021.
“Remedial and advancement classes must be completed within a six-week period that may
include Saturdays. Schools may also opt to shorten the conduct of remedial and advancement
classes when the essential learning competencies have already been attained,” Secretary
Leonor Magtolis Briones noted.
To ensure the protection of learners, teachers, and stakeholders, DepEd required schools to
use distance learning modalities according to the learner’s context, and face-to-face activities
are not allowed.
In this connection, modular learning in print or digital format shall be adopted using Self-
Learning Modules (SLMs) or Alternative Delivery Mode (ADM) self-instructional modules on
competencies in subject areas in which the learner failed.
“Teachers may conduct advance or remedial classes remotely with the help of the resources
stored in the DepEd Commons and DepEd Learning Resources Management and
Development System (LRMDS). This is crucial to help our learners cope up and develop their
skills according to Most Essential Learning Competencies (MELC) in their grade level,”
Undersecretary for Curriculum and Instruction Diosdado San Antonio said.
As mandated, a learner who receives a grade lower than 75 in any subject must be given an
intervention through remediation and must pass the said remedial classes for promotion to the
next grade level. Alternatively, schools may require the learners to attend make-up classes
during the SY 2021-2022.
Meanwhile, Senior High Schools (SHS) may offer advancement classes to SHS learners who
opt to pursue their work immersion before SY 2021-2022. Alternatively, SHS learners may take
advanced subjects before SY 2021-2022 to focus on their work immersion in the succeeding
semester.
DepEd reminded teachers to use the “Interim Policy Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan” for the computation of final grades,
including the utilization of alternative tools and strategies for assessing and supporting learning
for SY 2020-2021.
The Department also required schools intending to offer remedial or advancement classes
during summer to submit a letter of request and soon decide on the specific details of classes
subject to the approval of their respective SDO.
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
In behavioral psychology, reinforcement is a consequence applied that will strengthen an organism's future
behavior whenever that behavior is preceded by a specific antecedent stimulus. This strengthening effect
may be measured as a higher frequency of behavior (e.g., pulling a lever more frequently), longer duration
(e.g., pulling a lever for longer periods of time), greater magnitude (e.g., pulling a lever with greater force), or
shorter latency (e.g., pulling a lever more quickly following the antecedent stimulus).
The model of self regulation has three main aspects of human behavior which are self awareness, self
reflection and self regulation. Reinforcements traditionally align with self regulation. The behavior can be
influenced by the consequence but behavior also needs antecedents. There are four types of reinforcement.
Positive reinforcement, negative reinforcement, extinction, and punishment. Positive reinforcement is the
application of a positive reinforcer. Negative reinforcement is the practice of removing something negative
from the space of the subject as a way to encourage the antecedent behavior from that subject.
Extinction involves a behavior that requires no contingent consequence. If something (good or bad) is not
reinforced it should in theory disappear. Lastly, punishment is an imposition of aversive consequence upon
undesired behavior. Punishment by removal is a common example or removing a benefit following poor
performance. While reinforcement does not require an individual to consciously perceive an effect elicited by
the stimulus, it still requires conscious effort to work towards a desired goal.
Rewarding stimuli, which are associated with "wanting" and "liking" (desire and pleasure, respectively) and
appetitive behavior, function as positive reinforcers;[1] the converse statement is also true: positive reinforcers
provide a desirable stimulus.[1] Reinforcement does not require an individual to consciously perceive an
effect elicited by the stimulus.[2] Thus, reinforcement occurs only if there is an observable strengthening in
behavior. However, there is also negative reinforcement, which is characterized by taking away an
undesirable stimulus. Changing someone's job might serve as a negative reinforcer to someone who has
back problems, (e.g. changing from a labourers job to an office position).
In most cases, the term "reinforcement" refers to an enhancement of behavior, but this term is also
sometimes used to denote an enhancement of memory; for example, "post-training reinforcement" refers to
the provision of a stimulus (such as food) after a learning session in an attempt to increase the retained
breadth, detail, and duration of the individual memories or overall memory just formed. [3] The memory-
enhancing stimulus can also be one whose effects are directly rather than only indirectly emotional, as with
the phenomenon of "flashbulb memory," in which an emotionally highly intense stimulus can incentivize
memory of a set of a situation's circumstances well beyond the subset of those circumstances that caused
the emotionally significant stimulus, as when people of appropriate age are able to remember where they
were and what they were doing when they learned of the assassination of John F. Kennedy or September
11 terrorist attacks.[4]
Reinforcement is an important part of operant or instrumental conditioning.
Operant conditioning[edit]
Main article: Operant conditioning
Reinforcement Punishment
Increase behavior Decrease behavior
Negative punishment
Positive reinforcement Positive punishment
Remove appetitive
Add appetitive stimulus Negative reinforcement Add noxious stimulus
stimulus
following correct behavior following behavior
following behavior
Escape
Active avoidance
Remove noxious stimulus
Behavior avoids noxious stimulus
following correct behavior
The term operant conditioning was introduced by B. F. Skinner to indicate that in his experimental paradigm
the organism is free to operate on the environment. In this paradigm the experimenter cannot trigger the
desirable response; the experimenter waits for the response to occur (to be emitted by the organism) and
then a potential reinforcer is delivered. In the classical conditioning paradigm the experimenter triggers
(elicits) the desirable response by presenting a reflex eliciting stimulus, the Unconditional Stimulus (UCS),
which he pairs (precedes) with a neutral stimulus, the Conditional Stimulus (CS).
Reinforcement is a basic term in operant conditioning. For the punishment aspect of operant conditioning –
see punishment (psychology).
Positive reinforcement[edit]
Positive reinforcement occurs when a desirable event or stimulus is presented as a consequence of a
behavior and the chance that this behavior will manifest in similar environments increases. [13]: 253
Example: Whenever a rat presses a button, it gets a treat. If the rat starts pressing the button more
often, the treat serves to positively reinforce this behavior.
Example: A father gives candy to his daughter when she tidies up her toys. If the frequency of picking up
the toys increases, the candy is a positive reinforcer (to reinforce the behavior of cleaning up).
Example: A company enacts a rewards program in which employees earn prizes dependent on the
number of items sold. The prizes the employees receive are the positive reinforcement if they increase
sales.
Example: A teacher praises his student when he receives a good grade. The praise the student receives
is the positive reinforcement in case the student's grades improve.
Example: A supervisor attaches a monetary reward for the employee who exceeds expectations the
most. The monetary reward is the positive reinforcement of the good behavior: exceeding expectations.
The High Probability Instruction (HPI) treatment is a behaviorist psychological treatment based on the idea
of positive reinforcement.
Negative reinforcement[edit]
Negative reinforcement occurs when the rate of a behavior increases because an aversive event or
stimulus is removed or prevented from happening.[13]: 253
Example: A child cleans their room, and this behavior is followed by the parent stopping "nagging" or
asking the child repeatedly to do so. Here, the nagging serves to negatively reinforce the behavior of
cleaning because the child wants to remove that aversive stimulus of nagging.
Example: A company has a policy that if an employee completes their assigned work by Friday, they
can have Saturday off. Working Saturday is the aversive stimulus; the employees have incentive to
increase productivity to avoid the aversive stimulus.
Example: An individual leaves early for work to beat traffic and avoid arriving late. The behavior is
leaving early for work, and the aversive stimulus the individual wishes to remove is being late to work.
Extinction[edit]
Extinction can be intentional or unintentional and happens when an undesired behavior is ignored.
Example (Intended): A young child ignores bullies making fun of them. The bullies do not get a reaction
from the child and lose interest in bullying them.
Example (Unintended): A worker has not received any recognition for their above and beyond hard
work. They then stop working as hard.
Example (Intended): A cat kept meowing for food in the night. The owners would not feed the cat so the
cat stopped meowing through the night.
Reinforcement versus punishment[edit]
Reinforcers serve to increase behaviors whereas punishers serve to decrease behaviors; thus, positive
reinforcers are stimuli that the subject will work to attain, and negative reinforcers are stimuli that the subject
will work to be rid of or to end.[14] The table below illustrates the adding and subtracting of stimuli (pleasant or
aversive) in relation to reinforcement vs. punishment.
Rewarding (pleasant)
Aversive (unpleasant) stimulus
stimulus
For example, offering a child candy if he cleans his room is positive reinforcement. Spanking a child if he
breaks a window is positive punishment. Taking away a child's toys for misbehaving is negative punishment.
Giving a child a break from his chores if he performs well on a test is negative reinforcement. "Positive and
negative" do not carry the meaning of "good and bad" in this usage.
They are "baited" with virtually irresistible reinforcers that "lure" the student to the trap
Only a low-effort response already in the repertoire is necessary to enter the trap
Interrelated contingencies of reinforcement inside the trap motivate the person to acquire, extend, and
maintain targeted academic/social skills[21]
They can remain effective for long periods of time because the person shows few, if any, satiation
effects
As can be seen from the above, artificial reinforcement is in fact created to build or develop skills, and to
generalize, it is important that either a behavior trap is introduced to "capture" the skill and utilize naturally
occurring reinforcement to maintain or increase it. This behavior trap may simply be a social situation that
will generally result from a specific behavior once it has met a certain criterion (e.g., if you use edible
reinforcers to train a person to say hello and smile at people when they meet them, after that skill has been
built up, the natural reinforcer of other people smiling, and having more friendly interactions will naturally
reinforce the skill and the edibles can be faded). [citation needed]
A chart demonstrating the different response rate of the four simple schedules of reinforcement, each hatch mark
designates a reinforcer being given
Ratio schedule – the reinforcement depends only on the number of responses the organism has
performed.
Continuous reinforcement (CRF) – a schedule of reinforcement in which every occurrence of the
instrumental response (desired response) is followed by the reinforcer. [17]: 86
o Lab example: each time a rat presses a bar it gets a pellet of food.
o Real-world example: each time a dog defecates outside its owner gives it a treat; each time a
person puts $1 in a candy machine and presses the buttons they receive a candy bar.
Simple schedules have a single rule to determine when a single type of reinforcer is delivered for a specific
response.
Fixed ratio: activity slows after reinforcer is delivered, then response rates increase until the next
reinforcer delivery (post-reinforcement pause).
Variable ratio: rapid, steady rate of responding; most resistant to extinction.
Fixed interval: responding increases towards the end of the interval; poor resistance to extinction.
Variable interval: steady activity results, good resistance to extinction.
Ratio schedules produce higher rates of responding than interval schedules, when the rates of
reinforcement are otherwise similar.
Variable schedules produce higher rates and greater resistance to extinction than most fixed schedules.
This is also known as the Partial Reinforcement Extinction Effect (PREE).
The variable ratio schedule produces both the highest rate of responding and the greatest resistance to
extinction (for example, the behavior of gamblers at slot machines).
Fixed schedules produce "post-reinforcement pauses" (PRP), where responses will briefly cease
immediately following reinforcement, though the pause is a function of the upcoming response
requirement rather than the prior reinforcement. [23]
o The PRP of a fixed interval schedule is frequently followed by a "scallop-shaped" accelerating rate
of response, while fixed ratio schedules produce a more "angular" response.
fixed interval scallop: the pattern of responding that develops with fixed interval reinforcement
schedule, performance on a fixed interval reflects subject's accuracy in telling time.
Organisms whose schedules of reinforcement are "thinned" (that is, requiring more responses or a
greater wait before reinforcement) may experience "ratio strain" if thinned too quickly. This produces
behavior similar to that seen during extinction.
o Ratio strain: the disruption of responding that occurs when a fixed ratio response requirement is
increased too rapidly.
o Ratio run: high and steady rate of responding that completes each ratio requirement. Usually higher
ratio requirement causes longer post-reinforcement pauses to occur.
Partial reinforcement schedules are more resistant to extinction than continuous reinforcement
schedules.
o Ratio schedules are more resistant than interval schedules and variable schedules more resistant
than fixed ones.
o Momentary changes in reinforcement value lead to dynamic changes in behavior. [24]
Compound schedules[edit]
Compound schedules combine two or more different simple schedules in some way using the same
reinforcer for the same behavior. There are many possibilities; among those most often used are:
Alternative schedules – A type of compound schedule where two or more simple schedules are in
effect and whichever schedule is completed first results in reinforcement. [25]
Conjunctive schedules – A complex schedule of reinforcement where two or more simple schedules
are in effect independently of each other, and requirements on all of the simple schedules must be met
for reinforcement.
Multiple schedules – Two or more schedules alternate over time, with a stimulus indicating which is in
force. Reinforcement is delivered if the response requirement is met while a schedule is in effect.
o Example: FR4 when given a whistle and FI6 when given a bell ring.
Mixed schedules – Either of two, or more, schedules may occur with no stimulus indicating which is in
force. Reinforcement is delivered if the response requirement is met while a schedule is in effect.
o Example: FI6 and then VR3 without any stimulus warning of the change in schedule.
Concurrent schedules – A complex reinforcement procedure in which the participant can choose any
one of two or more simple reinforcement schedules that are available simultaneously. Organisms are
free to change back and forth between the response alternatives at any time.
Shaping[edit]
Main article: Shaping (psychology)
Chaining[edit]
Main article: Chaining
Chaining involves linking discrete behaviors together in a series, such that each result of each behavior is
both the reinforcement (or consequence) for the previous behavior, and the stimuli (or antecedent) for the
next behavior. There are many ways to teach chaining, such as forward chaining (starting from the first
behavior in the chain), backwards chaining (starting from the last behavior) and total task chaining (in which
the entire behavior is taught from beginning to end, rather than as a series of steps). An example is opening
a locked door. First the key is inserted, then turned, then the door opened.
Forward chaining would teach the subject first to insert the key. Once that task is mastered, they are told to
insert the key, and taught to turn it. Once that task is mastered, they are told to perform the first two, then
taught to open the door. Backwards chaining would involve the teacher first inserting and turning the key,
and the subject then being taught to open the door. Once that is learned, the teacher inserts the key, and
the subject is taught to turn it, then opens the door as the next step. Finally, the subject is taught to insert the
key, and they turn and open the door. Once the first step is mastered, the entire task has been taught. Total
task chaining would involve teaching the entire task as a single series, prompting through all steps. Prompts
are faded (reduced) at each step as they are mastered.
Challenging behaviors seen in individuals with Autism and other related disabilities have successfully
managed and maintained by previous studies using a scheduled of chained reinforcements. [31] Functional
communication training is an intervention that often uses chained schedules of reinforcement to effectively
promote the appropriate and desired functional communication response. [32] The purpose of the chaining
procedures when using it paired with functional communication training are to decrease challenging or
inappropriate behaviors with functional or more appropriate ways to express the individual.
Mathematical models[edit]
A lot of work has been done in building a mathematical model of reinforcement.
This model is known as MPR, short for mathematical principles of reinforcement.
Peter Killeen has made key discoveries in the field with his research on pigeons. [36]
Criticisms[edit]
The standard definition of behavioral reinforcement has been criticized as circular,
since it appears to argue that response strength is increased by reinforcement, and
defines reinforcement as something that increases response strength (i.e.,
response strength is increased by things that increase response strength).
However, the correct usage[37] of reinforcement is that something is a
reinforcer because of its effect on behavior, and not the other way around. It
becomes circular if one says that a particular stimulus strengthens behavior
because it is a reinforcer, and does not explain why a stimulus is producing that
effect on the behavior. Other definitions have been proposed, such as F.D.
Sheffield's "consummatory behavior contingent on a response", but these are not
broadly used in psychology.[38]
Increasingly, understanding of the role reinforcers play is moving away from a
"strengthening" effect to a "signalling" effect.[39] That is, the view that reinforcers
increase responding because they signal the behaviours that are likely to result in
reinforcement. While in most practical applications, the effect of any given
reinforcer will be the same regardless of whether the reinforcer is signalling or
strengthening, this approach helps to explain a number of behavioural
phenomenon including patterns of responding on intermittent reinforcement
schedules (fixed interval scallops) and the differential outcomes effect.[40]
Applications[edit]
Reinforcement and punishment are ubiquitous in human social interactions, and a
great many applications of operant principles have been suggested and
implemented. Following are a few examples.
Animal training[edit]
Main article: Animal training
Economics[edit]
Main article: Behavioral economics
As stated earlier in this article, a variable ratio schedule yields reinforcement after
the emission of an unpredictable number of responses. This schedule typically
generates rapid, persistent responding. Slot machines pay off on a variable ratio
schedule, and they produce just this sort of persistent lever-pulling behavior in
gamblers. Because the machines are programmed to pay out less money than they
take in, the persistent slot-machine user invariably loses in the long run. Slots
machines, and thus variable ratio reinforcement, have often been blamed as a
factor underlying gambling addiction. [50]
Nudge theory[edit]
Main article: Nudge theory
Praise[edit]
Main article: Praise
Video games[edit]
Main article: Compulsion loop
Most video games are designed around some type of compulsion loop, adding a
type of positive reinforcement through a variable rate schedule to keep the player
playing the game, though this can also lead to video game addiction.[64]
Main article: Loot box
reinforcement learning
Joseph M. Carew