This document provides guidelines for district focal persons/coordinators and learning facilitators for the implementation of Project e-MTAP 2.0. It outlines the responsibilities of district coordinators which include advocating for the project, organizing virtual learning sessions, ensuring appropriate teacher-learner ratios, and submitting reports on the impact of the intervention. It also describes the duties of learning facilitators such as preparing for sessions, introducing lessons interactively, addressing learner questions, and being committed to helping learners master concepts. The schedule for the 7 virtual learning sessions to be held from November to April is also included.

1. Virtual Orientation of
District Learning
Facilitators on the
Implementation of
PROJECT e-MTAP 2.0

2. Guidelines for the District Focal
Persons/Coordinators and Learning
Facilitators on the
Conduct of Project EMTAP

3. 1. Be an advocate of the Project e-MTAP 2.0
and all other similar interventions or
Innovations in your district.
Guidelines for the District Focal Persons/Coordinators

4. 2. Coordinate with your district supervisor in organizing
and meeting your district EMTAP Learning Facilitators who
will be facilitating the seven(7) EMTAP Learning Sessions in
the District. Disseminate the schedule stated as follows:
Guidelines for the District Focal Persons/Coordinators

5. Session No. Quarter 1 Quarter 2
1 November 26, 2021 March 4, 2022
2 December 3, 2021 March 11, 2022
3 December 10, 2021 March 18, 2022
4 December 17, 2021 March 25, 2022
5 January 7, 2022 April 1, 2022
6 January 14, 2022 April 8, 2022
7 January 21, 2022 April 15, 2022
Schedule of the Virtual Learning Sessions for Quarters 1 and 2

6. 4. Work with the District Learning Facilitators to facilitate in the organization
of classes for the EMTAP learners in your district. EMTAP Learners are the
learners who need interventions but not necessary the bottom 10% of the
class. They will be participating in EMTAP Interactive Learning Sessions
using google meet platform. Learners who do not have access to the
platform shall receive Asynchronuous Learning Sessions. Initiatives like
conducting Community Learning for Asynchronuous Learning Sessions are
encouraged in order to accommodate as many learners needing
interventions as possible.
Guidelines for the District Focal Persons/Coordinators

7. 5. Make sure that all EMTAP classes should observe the
following teacher-learner ratio when conducting the
following modalities:
 1 is to 30 if the session will be conducted online
 1 is to 15 if the preferred modality of learners is printed-
modular
Guidelines for the District Focal Persons/Coordinators

8. 6. Ensure that Learning Resource Materials are
available at least 2 days before the conduct of
EMTAP online-learning sessions. For printed-
modular modality, make sure also that all Learning
Resource Materials are delivered to the learners 5
days before the scheduled session.
Guidelines for the District Focal Persons/Coordinators

9. 7. Lead in the Conduct of LAC Sessions or
Capacity Building when necessary.
Guidelines for the District Focal Persons/Coordinators

10. 8. Conduct regular virtual monitoring on the
implementation of EMTAP Learning Sessions.
Guidelines for the District Focal Persons/Coordinators

11. 9. Provide feedback on the conduct of the
learning sessions and give recommendations for
the improvement of succeeding sessions.
Guidelines for the District Focal Persons/Coordinators

12. 10. Administer the conduct of EMTAP Pre and
Post-Test.
Guidelines for the District Focal Persons/Coordinators

13. 11. Submit report that includes the actual
number of EMTAP learners, number of EMTAP
learning facilitators, challenges and issues and
the impact of the intervention.
Guidelines for the District Focal Persons/Coordinators

14. Guidelines for the District Learning
Facilitators

15. 1. Account for the EMTAP learners in the class,
map out the learners’ preferred platform and
modality.
Guidelines for the District Learning Facilitators

16. Guidelines for the District Learning Facilitators
2. Present the primary objective of the EMTAP
sessions to help pupils/students learn the
unmastered MELCs during the previous
quarters.

17. Guidelines for the District Learning Facilitators
3. Introduce yourself. Be extra-friendly,
energetic, project with humor and show utmost
concern about their learning. Establish rapport
with the learners to encourage maximum
participation in the virtual discussions.

18. Guidelines for the District Learning Facilitators
4. Execute your lessons through the Session
Guides and resource materials prepared by
the Division Learning Facilitators through
synchronous interactive learning sessions.
Manage your one and a half time allotment as
budgeted in the Session Guides.

19. Guidelines for the District Learning Facilitators
5. Always be thoroughly prepared for the Learning
Sessions. For this purpose, always ask the District
Math Focal Person/coordinator for the Learning
Resource Materials at least two(2) days before the
start of the session. Avoid being too dependent on
the material. The learners must observe that you
know your materials well.

20. Guidelines for the District Learning Facilitators
6. Find time to dry run the EMTAP Synchronous
Interactive Learning Sessions. This way you will
master presenting the materials online using the
appropriate platform and minimize technical
glitches in running the sessions.

21. Guidelines for the District Learning Facilitators
7. Closely monitor the pupils/students when
conducting printed-modular modality. A limited
face-to-face tutorial can be done if possible but
be sure that this activity is properly coordinated
with the community likewise IATF protocols
should be observed.

22. Guidelines for the District Learning Facilitators
8. In its interactive sense, the learning
facilitators shall address all questions and
queries of the learners concerning the topic
intellectually and professionally to ensure
objective on mastery of the unmastered
MELCs.

23. Guidelines for the District Learning Facilitators
9. As a learning facilitator who will play a major
role in the implementation of this intervention,
the solution to address the learning gaps of our
learners who are most affected by this
pandemic lies on your dedication and
commitment.

24. “There’s a difference between interest and
commitment. When you’re interested in
doing something, you do it only when
circumstance permit. When you’re
committed to something, you accept no
excuses, only results.”
― Art Turock