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1. A responsive curriculum adapts itself to the needs of a dynamic community. How

did the Department of Education do this to respond to the COVID crisis?
The world is adjusting to a new reality that was unimaginable three
months ago. COVID-19 has altered every aspect of our lives, introducing abrupt
changes to the way governments, businesses, and communities operate. The
crisis offers an important reflection point for education leaders to question the
status quo and explore new approaches for delivering quality education to
millions of children.
For months now, our united efforts against the COVID-19 pandemic are
producing promising results in defeating the unseen threat. Still, our country and
the world at large are facing new challenges brought about by this unforeseen
public health crisis. As we continue to confront the issues brought about by the
pandemic, we in the Department of Education (DepEd) are addressing
challenges in the basic education through the Learning Continuity Plan (LCP),
which will be in effect by the time School Year 2020-2021 opens on August 24,
2020.
The LCP is our major response and our commitment in ensuring the
health, safety, and well-being of our learners, teachers, and personnel in the time
of COVID-19 while finding ways for education to continue amidst the crisis for the
upcoming school year.
Putting it into perspective, we have delayed the opening of classes to
ensure that our learners and teachers are given time and be properly equipped to
adjust to this new learning environment. Our policies will also be continuously
guided by science and by the advice of our health experts. Education can and
must continue but only under the conditions and health protocols set by the DOH
and the World Health Organization (WHO).
We have repeatedly consulted and collaborated with our partner
institutions and organizations in crafting the LCP, which includes key features on
K-12 curriculum adjustments; alignment of learning materials; various modalities
of delivery; and corresponding teacher and parent/guardian training for
homeschooling. These modifications on certain policies and practices were
necessary steps in adapting to the “new normal” while still remaining true to the
framework of Sulong EduKalidad and Education Futures.

2. Interview a teacher on his/her stand on DepEd‟s reduction of the learning

competencies to the most essential. What does he/she think about it?
COVID-19 accelerated and expanded the scope of the decongestion
process. The curriculum of senior high school (SHS), the new and more complex
program, bore the main brunt of the criticism. But it was elementary education
 that suffered the biggest reduction in the Most Essential Learning Competencies
(MELC).Educators are now wondering whether the reduction might have been
too severe and whether the graduates of the “streamlined” system will learn the
competencies needed for SHS and college. We will not have enough evidence to
reassure these educators, or to confirm their fears, until we see how the students
are learning the new MELC. Educators are now wondering whether the reduction
might have been too severe and whether the graduates of the “streamlined”
system will learn the competencies needed for SHS and college. We will not
have enough evidence to reassure these educators, or to confirm their fears, until
we see how the students are learning the new MELC.

3. Among the various curriculum delivery modes, which will be most effective in
your particular setting in times of crisis? Why?
There is a continuum of technology-based learning, from „pure‟ face-to-
face teaching to fully online programs. Every teacher or instructor needs to
decide where on the continuum a particular course or program should be.
A blended course combines face-to-face elements, such as classroom or
laboratory sessions, with online learning elements such as narrated
presentations, videos and online forums. Blended courses include online
content/activities to support face-to-face learning, or divide learning into online
components and face-to- face components.

4. Research on the following then share your findings in class:

a.) Three (3) accredited Alternative Delivery Modes done by DepEd
 Blended Learning
This refers to a learning modality that allows for a combination of
face to face and online distance learning (ODL), face-to-face and
modular distance learning (MDL), face-to-face and TV/Radio-based
Instruction (RBI), and face-to-face learning and a combination with two
or more types of distance learning.
 Home Schooling
It is an alternative delivery mode (ADM) that aims to provide
learners with equal access to quality basic education through a home-
based environment to be facilitated by qualified parents, guardians or
tutors who have undergone relevant training.
 Distance Learning
This refers to a learning delivery modality where learning takes
place between the teacher and the learners who are geographically
remote from each other during instruction.
b.) The difference between home-based schooling and home schooling
In homeschooling, the parent acts as the teacher. Traditionally, in
homeschooling, the parent designs the curriculum and teaches the child in
his/her own time. To be able to reintegrate into a regular school, the child
needs to take the assessment test administered by the Department of
Education of the Philippines (DepEd). However, there are homeschool
providers that are accredited by the DepEd. By enrolling in these providers,
the curriculum and materials are already provided, and the child‟s transcript
and accomplishments are officially credited. Therefore, it becomes easier
when the child enrolls in a regular school or goes into college. On the other
hand, home-based learning is teacher-based. This means that a formal
instructor is responsible for the education of the student. The teacher
prepares the curriculum, instructs the child, implements deadlines, and
coaches and motivates the learner.

c.) How formal education differs from ALS?

Formal Education ALS
Has the Basic Education Curriculum Has the ALS curriculum
(BEC)
Utilizes learning modules. Contains
the objectives and description of the
module, learning activities, pre and
posttest. Modules for the basic and
lower elementary learners come with
a facilitators guide.
Utilizes the principles of Pedagogy or Utilizes the principles of Andragogy,
the Science of learning among the science of adult
children
Generally makes use of end-of- Generally makes use of end-of-
school year achievement tests for all program tests which may be given at
learning levels starting in Grade 1 to any time that a learner completes the
4th year High School. program. For the Basic Literacy level,
this test is called the Assessment of
Basic Literacy (ABL Test) and it
measures basic reading writing and
numeracy skills.
Self-Check

1. What does MELC stand for? Why did DepEd come up with it?
Most Essential Learning Competencies or MELC, according to DepEd,
“are defined as what the students need, considered indispensable, in the
teaching-learning process to building skills to equip learners for subsequent
grade levels and subsequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education but may
not be necessary in building foundational skills.” Moreover they added, “The
MELC‟s will enable the Department to focus instruction to the most essential and
indispensable competencies that our learners must acquire, as we anticipate
challenges in learning delivery.”
2. What are alternatives to face-to-face curriculum delivery mode?
 Distance Learning (Modular Distance Learning, Online Distance
Learning)- This refers to a learning delivery modality where learning
takes place between the teacher and the learners who are
geographically remote from each other during instruction.
 Blended Learning (Online Distance Learning, Modular Distance
Learning, and TV/Radio-based Instruction)- This refers to a learning
modality that allows for a combination of face to face and online
distance learning (ODL), face-to-face and modular distance learning
(MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-
face learning and a combination with two or more types of distance
learning.
 Homeschooling- It is an alternative delivery mode (ADM) that aims to
provide learners with equal access to quality basic education through a
home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.

Self-Reflect

Do we need to have a crisis to think of decongesting curriculum for greater focus

on the most essential? Should this happen only in times of crisis like COVID?

Is there such a thing as best flexible learning option?

Firstly, students and teachers have realized how exhausting it is to be on screens

all day long. Remote learning has reminded us that powerful learning can only happen
when we are engaged, energetic and focused. If it becomes a question of filling in hours
then we are missing the point.
 Second, schools have understood that this is not just remote learning, it is
learning during a pandemic. Anxiety, uncertainty, fear and isolation have become more
prevalent. Checking in with students to make sure that they are coping has become
extremely important, as has allowing students opportunities to connect with one another
in chats or video conferences during remote lessons.

Thirdly, many students have been left behind because of lack of access to
appropriate bandwidth or devices and lack of school readiness while others have been
able to accelerate their digital learning through sophisticated software, access to high
performing devices and highly trained teachers. This digital divide has been
exacerbated by the crisis and will leave gaps in many children‟s learning. Governments,
districts, and schools must make every effort to ensure that systems and infrastructures
are able to cope with future lockdowns to minimize this.

The appropriate strategy in most countries is to use all possible delivery modes
with the infrastructure that exists today. Use online tools to assure that lesson plans,
videos, tutorials, and other resources are available for some students and probably,
most teachers. But also, podcasts and other resources that require less data usage.
Working with telecommunication companies to apply zero-rate policies can also
facilitate learning material to be downloaded on a smartphone, which more students are
likely to have.

Radio and TV are also very powerful tools. The advantage we have today, is that
through social networks, WhatsApp or SMS, ministries of education can communicate
effectively with parents and teachers and provide guidelines, instructions and structure
to the learning process, using content delivered by radio or TV. Remote learning is not
only about online learning, but about mixed media learning, with the objective of
reaching as many students as possible, today.