2. DepEd Region 5 Learning Recovery Initiative
R ecovering
A cademic Achievement by
I mproving Instruction thru
S ustainable
E vidence-Based Learning Programs
3. References
• DO 42 s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION
PROGRAM)
• ADM Standards and Guidelines
• RM 36 s. 2020 (Regional Learning Continuity Tasks and
Guidelines)
• RM 51 s. 2020 (Guidelines on the Utilization and
Distribution of the Regionally-Developed SLMs
• RM 86 s. 2020 (Provision of Learning Resources for Q3 and
Q4 SY 2020-2021)
4. Parts of the Plan
Learning Area Day and Time Materials/References
Learning
Competencies
Lesson Flow
Learning Tasks (Face-
to-Face and Home-
Based Learning)
5. Considerations
i. The plan of the teacher will be based on the approved class schedule.
ii. It is suggested that the target competencies may be the same for both groups in a particular week OR the
teacher may opt to teach the most difficult or least learned competencies during face-to-face classes, while
easier to manage competencies are learned at home.
iii. Other strategies may be employed provided that seamless progression of topics and learning of prerequisite
skills are considered. The teacher must ensure that lesson links are in order.
iv. Textbooks remain as the core material during face-to-face classes while self-learning materials (ADM modules,
regional/division SLMs, learning activity sheets, SMILE Learner’s Packets) will be continuously utilized for
modular distance learning.
v. Integration of technology must be present in both modalities. Radio-based lessons, podcasts, tv and video-
based lessons must be maximized as supplementary material in home-based learning.
vi. Activities and strategies must provide opportunities for maximum engagement of the teacher with the students
while fully aware of existing safety and health protocols.
vii. While following a common framework, appropriate pedagogies must be applied for the different learning areas
and grade levels.
7. REVIEW
Face-to-Face
• The teacher determines the
extent of learners’ prior learning
through a pre-test or activity to
review previously learned skills
or concepts
Home-Based Learning
• Material contains a short pre-
test to know the learner's prior
learning
8. ACTIVATE
Face-to-Face
• The teacher establishes the purpose of
the lesson; provides activities for the
development of the lesson; presents
examples and practices new skills.
Home-Based Learning
• The self-learning material (modules,
learning activity sheets or learner’s
packets) contains activities that lead to
the development of the lesson.
• Input or explanation of a concept is
provided. It is presented in the simplest
way and examples are provided.
• Instructions are given to the learner to
refer to and use a supplemental material
like a textbook, video, link to an online
material, news article, manual, etc. (if
available).
9. IMMERSE
Face-to-Face
• The teacher Initiates discussion
and provides interactive
activities to deepen
understanding of learned
concept/s or skill/s.
Home-Based Learning
• Provides activities for practice of
a learned concept or skill. At
least three (3) different activities
which students may engage in
are presented. Activities are
arranged from simple to
complex.
10. SYNTHESIZE
Face-to-Face
• The teacher leads students to a
generalization and directs them
to practical application of
concepts
Home-Based Learning
• Provides activities or questions
for integration of learning
11. EVALUATE
Face-to-Face
• The teacher provides an
appropriate assessment.
(Paper-based or performance)
Home-Based Learning
• Gives posttest to check student's
learning
12. Plus
Face-to-Face
• Teacher gives assignment or
additional activities for
enhancement or reinforcement
(for learners) or reflection (for
teacher).
Home-Based Learning
• Assignment or additional
activities for enhancement or
reinforcement. Reflection (for
student)
