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Promising Practices

This document outlines 12 promising practices for distance learning being utilized in school districts in the Philippines during the COVID-19 pandemic. These practices include using textbooks and worksheets instead of printed materials to save resources, distributing materials over Facebook, creating quality assurance teams, tailoring activities and homework guides, involving community members in materials distribution, establishing mobile teachers, providing supplementary materials, assigning home learning facilitators, creating video lessons, tutorials on assessment, online group chats and meetings, and broadcasting lessons over the radio. The practices aim to continue instruction while reducing costs, printing needs and physical gatherings during the pandemic.

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Carl Correos
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47 views28 pages

Promising Practices

This document outlines 12 promising practices for distance learning being utilized in school districts in the Philippines during the COVID-19 pandemic. These practices include using textbooks and worksheets instead of printed materials to save resources, distributing materials over Facebook, creating quality assurance teams, tailoring activities and homework guides, involving community members in materials distribution, establishing mobile teachers, providing supplementary materials, assigning home learning facilitators, creating video lessons, tutorials on assessment, online group chats and meetings, and broadcasting lessons over the radio. The practices aim to continue instruction while reducing costs, printing needs and physical gatherings during the pandemic.

Uploaded by

Carl Correos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PROMISING

PRACTICES
FROM THE MONITORING OF DISTRICTS
THE UTILIZATION OF
TEXTBOOK-BASED
INSTRUCTION AND
1 LEARNING ACTIVITY
SHEETS (LAS)
This is to resolve issues of bulk
printing of ADMs and SLMs
resulting to scarcity of printing
materials and equipment.
Carrascal NHS was able to
initiate quasi-experimental
research between the use of
textbook-based instruction with
teacher-made worksheets and
Learning Activity Sheets (LAS)

3
The statistical result shows NO
SIGNIFICANT
DIFFERENCE as to the
performance/achievement level
of both learner groups. This
means that textbooks with
worksheets can be a viable
learning materials for student
learning to save the time and
resources of bulk printing.

4
THE UTILIZATION OF
OFFICIAL FACEBOOK
PAGE FOR
2 DISTRIBUTION OF
LEARNING
MATERIALS
To still continue the delivery
despite Executive Order in
Carrascal to defer the release of
modules due to local
transmission and localized
lockdown, the school was able
to deliver 85% of the learning
materials through the use of
official Facebook page. The
remaining 15% are those
without internet access at home
or data at their phones.
6
This allowed the district to
realize that this can be a useful
strategy to be implemented also
in other schools within the
district to establish their official
FB page for this purpose. In this
way printing cost and equipment
will be saved and gathering of
people will be controlled.

7
THE CREATION OF
INTERNAL AND
EXTERNAL QUALITY
3 ASSURANCE TEAMS
IN SCHOOLS AND
DISTRICT
The creation of Quality Assurance
Teams in schools an district both internal
and external will ensure that teacher-
made materials undergo two-way
evaluation system so that contents,
activities and assessments are aligned to
the target competencies. In this way the
development of learning materials in the
schools and district and production will
be easier and faster. These teams also are
now made ready for the coming
development of Learning Activity Sheets
based on textbooks for the Second
Quarter.
9
THE TAILOR-FITTING OF
ACTIVITIES AND
DESIGNING OF FLEXIBLE
WEEKLY-HOME
4 LEARNING GUIDE FOR
LEARNERS PRACTICAL
USE AND ENGAGEMENT
TO LEARNING
MATERIALS
The tailor-fitting of activities which
includes trimming down the number of
activities in ADMs and SLMs reduced
the printing cost to around 40%. The
activities also reduced teachers’
engagements to bulk printing of learning
materials and exhaustive preparation and
sorting of bulk copies of LMs. The
weekly home learning guide was now
designed to have flexible options
allowing learners to decide what subjects
to work first or last according to their
choice and interests.

11
THE INVOLVEMENT OF
BARANGAY OFFICIALS,
TANODS OR PUROK
REPRESENTATIVES, PARENT
5 FOCALS OR
REPRESENTATIVES TO
RETRIEVE, DISTRIBUTE
MODULES TO LEARNERS
AND RETURN MODULES TO
SCHOOL
This practice is designed by some
schools for the purpose of limiting the
movement or gathering of people. This
is also one way of resolving
undelivered or unclaimed learning
materials to remote and geographically
challenged areas. Barangay officials,
parent representatives identified
learners within their area serve as focal
persons in rotational basis who will
take charge of retrieving, distributing
and returning of learning materials.

13
THE ESTABLISHMENT OF
TASK-FORCE MOBILE
TEACHER TO DELIVER AND
6 RETRIEVE LEARNING
MATERIALS TO REMOTE
AREAS
Teachers with motorcycles and other
vehicles were grouped and assigned
to deliver learning materials to
remote or marginalized areas. These
teachers have already assigned areas
where they will directly bring the
materials to the barangays or places
which are hard-to reach by
transportation. The distribution and
retrieval was smooth because
families on that locations will just
wait for the materials to be
distributed and returned.
15
THE PREPARATION OF
SUPPLEMENTARY
7 WORKSHEETS FOR
POSSIBLE INTERVENTION
TO LAGGING LEARNERS
Teachers are prepared already
supplementary worksheets for
learners who will not meet the
expected proficiency level during
the formative tracking. These
supplementary materials will be
used by teachers for the possible
intervention of learners who
lagged behind the competencies.

17
THE ASSIGNMENT OF HOME
LEARNING FACILITATORS
8 WITH CELLPHONE LOAD
PROVIDED FROM SCHOOL
FUNDS
The schools were able to identify
group of home and community
learning facilitators who will
assist learners at home. These
learning facilitators were given
load assistance by the schools
coming from other sources of
funds to ensure that LFs can
connect to teachers anytime in the
assisting learners to understanding
the lessons better.

19
THE PROVISION OF
TEACHER-MADE DIGITIZED
LESSONS (AUDIO-VIDEO
9 LESSONS) DISTRIBUTED
ALONG WITH THE
LEARNING MODULES
The teachers were able to produce
Self-made Digitized Lessons
(Audio-video Lessons) as
supplementary to his modules.
This was distributed in OTGs and
USBs alongside with the Learning
Modules. The digitized lessons
assisted learners as they go
through with the activities in the
learning modules.

21
THE PROVISION OF
TUTORIAL OR EXPLAINER
10 VIDEOS ON PORTFOLIO
ASSESSMENT UPLOADED TO
FACEBOOK AND YOUTUBE
The teachers were able to produce
tutorial videos or explainer videos
posted on Facebook accounts and
Youtube to help other teachers
understand portfolio assessment.
In this way, some teachers who
have clarifications on portfolio
assessment can refer to these
videos.

23
THE CREATION OF GROUP
CHATS, GOOGLE MEETS,
AND ZOOMS FOR
MONITORING OF
11 LEARNERS, ANSWERING
QUERIES OF STUDENTS AND
DEEPENING OF KEY
CONCEPTS OF THE LESSON
The teachers are creating different
media platforms to reach out
learners remotely. Since most
learners are now into technology,
these technologies were used now
by teachers to monitor learners
access to materials and lessons,
answer queries of students and
deepen key concepts of the lesson.

25
THE USE OF RADIO-BASED
INSTRUCTIONS OF CARMEN
12 ANHS AND MADRID NHS AS
SUPPLEMENTARY TO THE
LEARNING MODULES
These schools were able to
transform learning modules to
School-on-Air lesson scripts to be
broadcasted to radio stations
during the identified timeslot.
This assisted the learners because
they will be able to listen to the
discussion while answering their
learning activities.

27
Thank You…

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