Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web:https://uep.edu.ph Email: [email protected]

College of Education
Bachelor of Physical Education

The Teacher and The School Curriculum

Lesson 8.3:
(Curricular Modification in Basic Education During and Post-Pandemic)

Reporters:
Tamidles, Cyrl Nicole
Tabinas, Kristine
Silvestre, Vanessa S.
BPEd-3B

Tashana kym T. Dorias

Professor
Introduction
The statements above suggest trimming down curriculum to be most essential for effective learning. When
curriculum is focused on essentials, the inch-deep-wide teaching approach is avoided. Teacher teaches the
most essential to a point of mastery. Thus, less becomes more. There is a less to teach because of the focus
on the most essential and as a consequence, learners master the lesson.

Discussion
The various curriculum delivery modes include: 1) Online learning, 2) Alternative Delivery Mode, 3)
Distance learning, 4) Homeschooling, 5) Alternative Learning System.
Online learning
A term to describe an emerging approach to learn at student own premise through advanced information.
Communication technologies (such as blackboard, Google Classroom, virtual reality) either asynrhronous or
synchronously. Education made available through internet.
DepEd considers valid concerns of stakeholders related to online such as connectivity, accessibility lack of
poor internet connection in school, access for teachers and student, availability of equipment such as
computers, smartphones printers for both teachers and students.

Alternative Delivery Mode (ADM)

Refers to the non-traditional education recognized by the Department of Education (DepEd) which applies a
flexible learning philosophy and a curricular delivery program that includes non-formal and informal
sources of knowledge and skills.

THREE (3) ALTERNATIVE DELIVERY MODES

1. Enhanced Instructional Management by Parents, Community, and Teachers (e-IMPACT)
SEAMEO strives to tackle the educational challenges in the Philippine public school system, such as
classroom shortages, insufficient teachers and textbooks, high dropout rates, and limited budget allocations.
Employing a technology-enhanced delivery mode known as e-IMPACT, this innovative approach fosters
peer-led learning, enabling students to engage, interact, and reach their full potential.
Within the e-IMPACT framework, each student gains access to modules and instructional materials,
facilitating their educational journey. Beyond equipping educators as learning facilitators, the school faculty
acquires fresh insights into child education. Parents and community members actively contribute to
sustaining the system, ensuring the continuity of the learning process within households. Consequently, the
entire community undergoes transformation while participating in the learning journey with the child.
Recognizing the significance of extending this alternative learning system, the TaosPuso Foundation
partnered with SEAMEO Innotech and the Philippine Department of Education (DepEd) to support public
elementary schools. In 2010, the foundation assisted Alegria Elementary School in Murcia, Negros
Occidental, in transitioning from a traditional educational system to e-IMPACT. Thanks to TaosPuso
Foundation's support, four more public elementary schools in Luzon and Visayas became e-IMPACT
schools in the 2011-2012 school year: Gaya-Gaya Elementary School (Bulacan), Chrysanthemum Village
Elementary School (Laguna), Central Azucarera de Tarlac Elementary School (Tarlac), and Cantil-e
Elementary School (Negros Oriental).
2. Modified In-School Off-School Approach (MISOSA)
To address challenges related to classrooms, teachers, and educational materials, DepEd schools can adopt
the Modified In-School Off-School Approach (MISOSA). This approach is designed for Grades 4, 5, and 6
classes with a minimum of 50 learners. Students are divided into two groups, with one group attending in-
person classes while the other engages in independent learning either at a nearby location or through an
online platform. Regular teachers facilitate formal instruction for the in-school group, while the out-school
group receives support from a para-teacher or learning facilitator. The groups switch arrangements
periodically, such as weekly or monthly, determined by agreement between learners and teachers.
Assessment and enrichment activities involve both groups coming together.
Recognizing the importance of functional literacy for independent learning, learners must undergo
assessments like the Informal Reading Inventory (IRI) test and pre-tests before program implementation.
Those deemed unable to handle independent learning remain in the in-school group until they acquire the
necessary competencies. The school conducts an orientation for parents and guardians to inform them about
the program's goals, class schedule, venues, and learner expectations.
MISOSA can be applied for learners capable of independent learning, including those in emergency
situations, provided there are learning facilitators, accessible resources, learning centers, or suitable
platforms/software for program implementation.

3. The Open High School Program (OHSP)

OHSP presents an alternative approach to delivering secondary education, prioritizing independent, self-
paced, and flexible study. It aims to cater to learners facing challenges in starting or completing secondary
education due to time constraints, geographical barriers, physical limitations, financial constraints, or social
and family issues.
This program welcomes all high school learners capable of independent learning, assessed through the
Independent Learning Readiness Test (ILRT) and Informal Reading Inventory (IRI). Qualified learners
attend weekly sessions during the first semester, gradually transitioning to monthly consultations in the
second half of the school year, depending on their readiness for independent learning. Each class is assigned
a teacher-adviser and subject teachers to provide necessary support. The program spans six years for Junior
High and an additional three years for Senior High School.

Distance Learning
Distance education, also referred to as correspondence learning, is an educational approach that involves the
physical separation of teachers and students. This method lacks direct student interaction and involves
minimal face-to-face communication between students and their instructors.
The prevalent structure of distance learning in the Philippines adopts modular learning, which entails the use
of self-paced modules allowing students to progress at their individual rates. The advantages and drawbacks
of modular learning in the Philippines will be explored below.
In the context of distance learning, students may receive their study materials or modules through traditional
mail, email, or internet platforms. Evaluation methods include written exams, assignments, performance
tasks, or portfolios.
Students can seek assistance through various communication channels such as telephone, traditional mail,
email, or instant messaging applications employed by their instructors.
Initially designed for non-traditional learners like full-time employees or those unable to attend physical
classroom sessions, distance education now caters to a broader audience.
The impact of distance learning on students in the Philippines is divisive, with some asserting that
inadequate implementation leaves students lagging behind, while others argue it represents the optimal path
for the future of education.

Homeschooling
Is another flexible learning option recognized by DepEd. Based on the policy guidelines released by DepEd,
homeschooling provides learners with access to formal education while staying in an out-of-school
environment. It is meant for learners in unique circumstances, such as illness, frequent travel, special
education needs and other similar contexts.
Homeschooling is authorized parents, guardians or tutors take the place of teachers as learning facilitators
and are given flexibility in learning delivery, scheduling, assessment and curation of learning resources.
To enroll children in a homeschool program, parent or guardians should do so through a public school,
through a private school that had been given a permit to offer a homeschool program or through homeschool
providers, which are learning centers or institutions that provide homeschooling.

Alternative Learning System or ALS

Is a “parallel learning system in the Philippines that provides a practical option to the existing formal
instruction. When one does not have or cannot access formal education in schools, ALS is an alternative or
substitute. ALS includes both the non-formal and informal sources of knowledge and skills,”
There are two major programs on ALS that are being implemented by the Department of Education, through
the Bureau of Alternative Learning System (BALS). One is the Basic Literacy Program and the other is the
Continuing Education Program- Accreditation and Equivalency (A&E). Both programs are modular and
flexible. This means that learning can take place anytime and any place, depending on the convenience and
availability of the learners.
Basic Literacy Program (BLP)
Is an intensive community-based training for illiterate out-of-school youth and adults, who are willing to
learn basic literacy skills. The target learners are the non-literates who are out-of-school children, youth and
adults.
Continuing Education Program (CEP)
The continuing education program, which is the second major program under ALS, provides elementary and
secondary level skills for equivalency projects. Elementary school drop-outs aged 11 and above are qualified
to take the elementary level test, while high school drop-outs aged 15 and above are qualified to take the
secondary level test. There is an Accreditation and Equivalency (A and E) under the learning support
delivery system of BALS and other A and E funded by local government units through the local school
boards, and some non-government organizations.