Teachers should not be burdened on printing and distribution of modules

The Department of Education (DepEd) issued Memorandum OUCI-2020-307 titled Suggested measures to Foster Academic Ease during the Covid-19 Pandemic dated October 30, 2020. The said memorandum was signed by Undersecretary Diosdado M. San Antonio.

The memorandum issued by Undersecretary for Curriculum and Instruction Undersecretary San Antonio suggested that "teachers should not be burdened on printing and distribution of modules."

From the said memorandum the following measures are highly recommended to reduce stress and anxiety:

a. Schools may determine activities contained in the Self Learning Modules (SLMs) or Learning Activity Sheets (LAS) for the first quarter which may be declared as optional so that learners are enabled to focus only on the most essential activities while allowing the fast learners to perform additional tasks;

Examples:
(i) On pretest/post-test with 6 or more items. Learners may answer five (5) items only
(ii) The additional enrichment activities in the SLM may be for the fast learners

For Key Stage 1

For a grade level with one teacher in a section handling all the subjects like in Grade 1, the teacher may consider interdisciplinary integration to moderate the activities to be accomplished. Such integration will be based on the development of reading and writing skills and numeracy.

For Key Stages 2, 3, 4

For a grade level with several teachers handling the subjects in a section like in Grade 7, the teachers may negotiate for interdisciplinary integration to moderate the activities to be accomplished across the SLM/LAS.

b. Additional learning activity sheets may be made available for the fast learners who need enrichment activities;

c. For the succeeding quarters, learning tasks in the SLMs or other learning materials may be streamlined to ensure that learning development is manifested and that activities or exercises sufficiently cover/ develop the learning competencies leading to mastery (e.g. not too many items of the same difficulty level to cover the same MELCs);

d. Schools should put premium on the instructional management tasks of teachers in their work load or assignments (e.g. teachers should not be burdened on printing and distribution of modules);

e. Support to the mental-health/socio-emotional wellbeing of teachers. students and their parents or learning facilitators should be expanded by organizing group wellness sessions and the like;

f. Time allotment for the completion/submission of activities/task of learners may be reconsidered;

g. Learners and home learning facilitators found to be experiencing difficulties shall be provided additional support by the teachers/learning support aides:

For example, a household may have at least two (2) learners across the different grade levels from K to 12 who are academically challenged and may not be able to do the SLM/LAS activities independently. Such households may be prioritized for visits by Learning Support Aides.

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Teachers should not be burdened on printing and distribution of modules