Implementing the
Dynamic Learning Program in
DepEd
Short Introduction to the CVIF-DLP
The CVIF Dynamic Learning Program (CVIF-DLP) is an innovative
educational approach designed to address multifaceted issues in
education. It is built on four key pillars:
❑Parallel Classes: Expert teachers manage 2-3 sections simultaneously, with 80% of
class time dedicated to independent student learning.
❑Activity-Based Learning by Doing: This method emphasizes writing, thinking, and
doing, requiring students to copy lessons by hand without traditional lectures.
❑In-School Comprehensive Portfolio: A compilation of all student work throughout the
school year.
❑Strategic Rest: This includes a no-homework policy, lighter midweek workload, and
discouragement of external tutoring.
Short Introduction to the CVIF-DLP
Activity-Based Learning by Doing:
This method emphasizes writing, thinking, and doing, requiring students to copy lessons by
hand without traditional lectures.
❑ Learner Activity ❑ Students copy the LAS by
Sheets (LAS) hand into a blank sheet
❑ One per daily lesson ❑ This reinforces learning
by having students
❑ Developed to include
engaged in having to
key concepts,
read and write the key
activity, and exercises
concepts and undertake
for independent
the activities and
learning
exercises
❑ Basic resource which
❑ Students answer the LAS,
can merely be
corrected by teacher,
supplemented by
and Expert Teachers
textbooks and
provide direct instruction
research
for concepts unlear
based on results of LAS
Short Introduction to the CVIF-DLP
(in Mainstream) Parallel Classes:
Expert teachers manage 2-3 sections simultaneously, with 80% of class time dedicated to
independent student learning.
❑ Independent Student Activity supervised by
class facilitators (who need not be subject
specialists)
❑ Instruction and checking of activity sheets
undertaken by Expert Teachers)
Short Introduction to the CVIF-DLP
(in Emergency Situations) Parallel Classes:
Teachers correct and examine key concepts not understood by class in LAS, and:
❑ lectures only on concepts not understood once a week or so (ISOS model); AND OR
❑ teachers correct LAS and provides feedback to students by returning corrected LAS (full
no contact, CVIF Pandemic model)
Short Introduction to the CVIF-DLP
In-School Comprehensive Portfolio:
A compilation of all student work throughout the school year.
The portfolio serves as:
❑ Progress check for teachers and self-check for students
❑ Reference for exams and other purposes (in lieu of textbooks)
❑ Compilation of learned competencies for evaluation
CVIF-DLP Implementing Schools
• 1,071 Schools and CLCs
nationwide currently
implementing
La Union
• Implemented mostly in
KS 3&4, and in ALS Masbate
• Implemented in SNED
Schools, and even in Samar
some KS 1&2 schools
• Implemented in DepEd in Misamis Agusan
del Norte
Oriental &
the following Divisions: CDO
ALS Implementing
Mainstream Implementing
Sarangani
Key Findings from FGDs
• FGDs were conducted with current and previous DLP implementing
SDOs last October 18, and 21, 2024:
• Field visit to CVIF-DLP Implementing Schoolsin NCR on November 14,
2024
❑Alternative mechanism to SLMs during the ❑Learner Activity Sheets can be reused for
Pandemic in Sarangani Division and in RO multiple years, and are less resource
NCR. It required less resources. intensive to produce at the school level
❑Can be used in addition to traditional ❑LAS are One per daily lesson
instruction or use of other modalities like ❑Developed to include key concepts, activity,
radio, TV, or online instruction and exercises for independent learning
❑Can be implemented in areas where there is a ❑Basic resource which can merely be
teacher shortage, or where there is high supplemented by textbooks and research
subject-major mismatch
❑Mechanism is for independent learners and
❑Possible additional mechanism for ADM may be difficult to implement in KS1 where
which can be cascaded to schools to use as basic literacy and numeracy are being
they see appropriate to their context developed.
Workstreams
There are 3 work streams:
1. Pilot for Congestion, Emergencies, and Mainstream in 3 SDOs;
2. ADM in Disaster Affected Areas (Kristine and Previous);
3. Integration as ADM in ADM Policy and for use for subsequent disaster
hit areas nationwide
Workstream 1
Pilot will be run in select Junior High Schools in Pilot SDOs.
Criteria for Selection of Pilot Sites Types of Pilots to be Run
The selection of SDOs and schools for the DLP Pilot The types of Pilots to be independently run will be
will be based on the below criteria: as follows:
❑ Overcrowded schools ❑ General pilot which will utilize large class sizes
onsite
❑ Schools with below average performance
❑ Congestion pilot which will have students
❑ Schools with no internet
answering Learning Activity Sheets at home and
❑ Schools with double & triple shifts only going to school for assessments
❑ Last Mile Schools ❑ Emergency pilots where DLP will be utilized for
emergency situations such as class
cancellations due to inclement weather
Workstream 2
Based on Tropical Storm Kristine affected Regions, with additional
schools from pre-Kristine disaster hit areas as determined by the
regional offices:
ADM in Disaster Hit Areas
Region N Divisions N Schools
CAR 8 457
I 3 30
II 7 120
III 6 281
IV-A 23 752
V 6 1180
Can be further used for any upcoming disaster hit areas.
Orientation conducted to affected SDOs
4 batches, AM & PM session
ran last November 7 & 8, 2024.
• Orientation on the use of LAS and
modalities of implementation
• Conducted by Implementing
schools, and partners from PLDT
Smart
• Live streamed on Facebook Live and
YouTube of DepEd Philippines
• ~14,000 teachers joined the live
stream
• ~145,000 views currently and still
uploaded on DepEd Philippines
Facebook
• LAS readily available for use
uploaded for access and use:
Modality of Implementation
Regions, Divisions, and Schools will be given the flexibility
to implement as long as the pillars of DLP are
implemented.
• Key Stage 1 is prioritized for full in person classes and use of temporary
learning spaces.
• CVIF-DLP Shall be further integrated as a mainstream ADM in the
upcoming ADM policy.
• Remember to manage your stakeholders. CVIF-DLP will need proper
change management but is based on sound scientific basis and the
experience of multiple schools nationwide
Modality of Implementation
• Conduct of make-up classes as soon as in-school classes are
normalized, using DLP-LAS (can be conducted in Temporary
Learning Spaces)
-Make-up classes on weekends or after school
-LAS serves as diagnostic for concepts not understood
-LAS used to minimize instruction time (concentrate on
concepts not understood)
Modality of Implementation
• ADM to be implemented, using DLP-LAS, especially in schools that
cannot conduct in-school classes, or in cases of ensuing in-person
class suspensions
-Conduct of fully remote online learning
-Conduct of drop-off; pick-up mode
-Conduct of in-school off-site mode where temporary learning
spaces, or learning spaces not in disrepair may be maximized
because students don’t come in everyday.
Workstream 3
1. CVIF-DLP to be integrated as a form of ADM in ongoing ADM Policy
2. Similar to Kristine hit areas, can be used as ADM for subsequent
disasters and emergency situations
3. Specific guidelines for implementing CVIF-DLP as an ADM
❑Sample LAS template from
CVIF Bohol
❑Complete set of sample LAS can
❑Sample completed LAS by ALS be accessed through: E-Learning |
student in La Union Division cvif (cvifbohol.com)
