The overall goal of the learning continuity plan for ALS is to sustain the gains of the Duterte administration in the delivery of quality and relevant second chance basic education programs for out-of-school youth and adults while ensuring the health and safety of both learners and teachers during the COVID-19 emergency and in the transition to the new normal.
The ALS K to 12 curriculum will be further enriched and made relevant to address cross-cutting and emerging issues. The learning goals (outlined in the individual learning agreement) and the recognized prior learning of an ALS student will determine the competencies in the ALS curriculum that will be given focus in learning activities and the amount of time needed for coverage and mastery.
Training programs that will be relevant as we move forward post-COVID, such as entrepreneurship in industry 4.0, digital citizenship, health promotion, and agribusiness will be made available.
Table of Contents
DepEd ALS Learning Delivery Options for School Year 2020-2021
Inclusiveness in existing learning delivery modalities will be strengthened so that more women, PWDs, and members of IP and marginalized communities are reached. To address the issue of social distancing and limited learner access to the internet (which limits possibilities for online instruction), ALS teachers shall be encouraged to utilize the following options for the continuance of ALS learning interventions:
Blended approach for advanced Elementary and Secondary level learners
The existing modules for the advanced Elementary and Secondary level are instructionally designed to support self-learning e.g., they are grouped into manageable lessons with pre-and post-tests, self-directed learning activities, and written in conversational/interactive style. These modules can serve as the primary source of content delivery. Other available materials can also be used for supplemental learning. Learners can report to the CLC on an agreed staggered schedule to pick up copies of modules that they can study independently throughout the week. During their weekly CLC visit, they shall return completed modules for use by other learners. ALS teachers will need to devise a modified library system to manage the borrowing of modules by learners.
The ALS teachers’ task is to design weekly learning plans/agreements with their individual learners. The existing Individual Learning Agreement (ILA) template can be used for this purpose. The agreement shall cover specific learning objectives for the week and identify the modules and resources to be accessed e.g., worksheets, radio, TV, internet, and other learning activities that can support the attainment of these learning goals.
The ALS teachers shall assign weekly assessment tasks for evaluating their learning progress. The module post-tests can be used for this purpose and supplemented by other teacher-made assessments. The module post-tests can be supervised by the ALS teacher during their weekly CLC visit, or by parents, peer learners, or learners’ siblings. It is important for learners to practice their writing and higher-order thinking skills. To achieve this, ALS teachers can send questions via SMS or other messaging platforms that learners can answer.
Learners will be given writing tasks on the modules and should be encouraged to submit a weekly written learning reflection. The writing tasks are expected to train learners to practice higher thinking skills, as they document the new knowledge and skills they have gained, the learning challenges they faced, and what parts of the module they did not fully understand and need additional help from their teacher. These reflection paper and other learning outputs should be discussed with the ALS teacher during the weekly CLC visit.
During the week, the ALS teachers may provide remote learning support by answering queries, giving feedback, and providing socio-emotional support to learners through social media platforms.
Peer learning can also be introduced. Learners can organize online or social media groups. If learners live near each other, and their LGU allows small gatherings, they could meet in pairs/triads to discuss their learning activities.
The working folder/portfolio will continue to play a very important role in ALS. The teacher will review the portfolio outputs, learning journal/notebook entries and reflection papers with individual students and agree on the following week’s learning contract deliverables and learning strategies.
Face-To-Face Learning Sessions for lower elementary and basic literacy level learners (subject to the guidelines of IATF)
Basic literacy and lower elementary level learners need more face-to-face facilitator-aided support than advanced elementary and secondary ALS learners. It is difficult to provide this learning support remotely given the weak literacy skills of BL and LE level learners. ALS teachers who wish to continue offering basic literacy and lower elementary A&E classes will have to conduct these face-to-face learning sessions on an agreed schedule with learners in an appropriate learning environment.
ALS teachers will need to prepare a class program and set a maximum number of learners per session that complies with the physical distancing requirements.
If the learning center/location is too small to accommodate all learners, the class may be divided into sub-groups with different schedules.
Radio-Based Instruction (RBI) or Broadcast of ALS “Ibang Klase” TV episodes of Knowledge Channel
For RBI, DepEd has developed some audio materials and scripts that ALS teachers can access, download, and store. ALS teachers are also encouraged to develop their own radio scripts based on the ALS K to 12 Basic Education Curriculum (BEC) to be quality-assured by the Division ALS Focal Person and Learning Resource Supervisor. They would then need to coordinate with their local community radio to secure airtime for the broadcast of radio-based materials.
TV, such as the Knowledge Channel, maybe a source of supplemental learning given lack of internet access in some areas. Knowledge Channel videos can also be downloaded for free from the website www.knowledgechannel.org. Some of these videos have accompanying lesson guides.
Online learning for learners with gadgets and access to the internet
Learners with ICT equipment such as computers, mobile phones/pads, and other digital devices and have access to the internet can continue learning through the DepEd Commons, DepEd Learning Resource Portal, ICT4ALS application developed by UNICEF with DepEd ALS teachers and the AralMuna application. DepEd Commons can be accessed free through Smart and Globe.
ALS teachers can also save the soft copies of ALS modules in the cell phones or mobile devices/pads of their learners, if available or when circumstances allow.
With support from partners, innovations will be introduced to update and improve the DepEd learning resource portals, while securing the integrity of online assessments.