Creating Learning

Continuity Plan
Prepared by: Ms. Glecy R. Capuli
What is LCP?
 seeks to ensure that students’
learning progresses even
amidst disasters such as
natural calamities, storms,
fires, and pandemics.
 plans provide the framework
within which teaching and
learning will continue at a
school in the event of a
prolonged closure.
Four Parts of LCP
 An outline of the tools and
resources available to faculty and
students
A high-level description of
definitions of success in a
distance learning model
 Expectations for engagement 
 Distance learning scenarios for

potential short, mid, and long-

term school closures
Describing the School Technology Infrastructure

 should include a description

of the tools and resources
available to the community.
 should also provide an
overview of the student (and
faculty) device program to
ensure that faculty
understand what tools are
available to students who will
be working remotely, based
on what the devices can and
cannot easily do .
Some questions to consider:

 What does the school’s device program look like?

Is it uniform for all students?
 What are the core technology tools that the school
uses on a daily basis?
 Does the school use an LMS, and if so, how?
 Does the school use G Suite tools, and if so, how? 
 Are there any other essential applications that
students regularly use, e.g., Seesaw?
 What is required at each student’s home? What
kind of Internet connection? Computer? 
Defining Pedagogical Approaches
 schools should define their
approach to teaching and
learning around what they are
already doing well, especially
with respect to technology use.
 The approach to engaging
students will always be more
important than the tools used
for the work, understanding
that technology does not
provide the only solution in a
distance learning setting.
When considering what success looks like, schools can ask
themselves questions about their current approach:

 What is the definition of successful

engagement within a distance learning model?
 How is success defined in the context of
asynchronous and remote learning?
 What does the school already do well with
technology? How can it be amplified according
to the definition of successful teaching and
learning?
 How much technology needs to be used to
support the desired learning objectives?
A full discussion of curricular considerations for online/remote learning
is beyond the scope of this particular post, though below are listed
some key approaches that may be useful for teachers designing digital
activities with students:

 Can curriculum be “chunked” into smaller units that make

the learning process more manageable for students (see
Google’s distance learning webinar for more on the idea)?
 How might the typical curricular pace be slowed to
accommodate a remote environment with less contact
with teachers?
 How can traditional classroom-based attendance tracking
be complemented, or replaced, by asynchronous
engagement strategies, i.e., not marking students present
if they attended a synchronous video meeting, but
marking them “attended” if they complete requisite tasks?
Setting Expectations 
 schools must make key
decisions about expectations for
their distance learning model.
 schools should consider how

much synchronous vs.

asynchronous instruction
teachers are expected to
support, how teachers will
measure attendance, and how
often and in what manner will
the faculty come together for
virtual meetings.
Other expectations can be built by thinking about
some essential questions:

 How will the school use the existing

technology infrastructure, e.g., LMS
expectations, G Suite expectations including
Google Docs, other software tool use, etc.?
 How will teachers and students communicate?

How frequently? Will there be synchronous

instruction, and if so, how and when?
 Is any training necessary for using the

expected technology tools? If so, how?

Other expectations can be built by thinking about
some essential questions:

 How will technology support work for those

who encounter issues?
 How do students access counseling and other

support services? What should educators look

out for to determine a student in duress?
 What happens when a student’s technology

fails? What resources are available to them,

and who staffs the support system?
Building Distance Learning Scenarios
 It may be helpful, for instance,
to create a scenario for a
short-term closure (e.g., a
couple days), and mid-term
closure (e.g., a couple weeks),
and a worst-case scenario of a
long-term closure (e.g., longer
than two weeks).
 The plan for each scenario
should clearly articulate the
goals within the scenario,
including pedagogical targets .
Short-Term Closure
 A model in which schools are closed for only
a couple days would not force schools to
make major changes to their standard mode
of interaction with students (e.g., not needing
to record attendance, create additional
instructional expectations, etc.).
Mid-Term Closure
 order of a couple weeks will necessarily force
schools to make important decisions about the
delivery of instruction.
 schools will need to set expectations for
communication and the cadence for messages,
attendance, synchronous vs. asynchronous
expectations, a daily learning schedule
organized by week or content area, etc., all of
which will likely diverge from practices that
teachers and students are accustomed to.
Long-Term Closure
 clear expectations and educational objectives
must again be set, as outlined above in the
mid-term scenario plan. In addition to the
delivery of quality teaching and learning
experiences, schools will also have to
consider how to maintain community
relationships and the development of social-
emotional skills for students.
 DepEd’s Learning
Continuity Plan
Main Points from DepEd Order No. 12 s.
2020
CONTENTS:
 Principles of Learning
Continuity Plan
 Basic Features of the LCP
 Most Essential Learning
Competencies (MELC)
 Learning Modalities
 Basis for choosing your

Modalities
Rationale  Purpose of which is to provide
clear guidance to units,
schools and community
learning centers amidst the
Pandemic.
 The LCP will help engaged the
internal and external
stakeholders for inputs in the
delivery strategy and
operational direction that
ensures health, safety and well
being of learners, teachers and
personnel in the department.
 A package of education Definition of Basic
interventions that will Education- Learning
respond to basic Continuity Plan
education challenges
bought about by Covid-19
Pandemic.
PRINCIPLES:
 Protect health and safety of learner’s teachers
and personnel.
 Ensure learning continuity by:

1. Doing curriculur adjustments

2. Alignment of learning materials
3. Deployment of multiple learning
modalities.
4. Training of teachers, learners and
parents.
PRINCIPLES:
 Facilitatethe safe return of teaching
and non-teaching personnel to
workplaces.
 Be sensitive to equity considerations

and concerns and endeavour to

address them best that we can.
 Link and bridge the BE-LCP to DepEd’s

pivot to quality and future education.

 Designed to ease Adoption of Most
the requirements Essential Learning
Competencies (MELC)
of the curriculum.
 To be delivered in

multiple
modalities and
platforms.
  This created in
Creation of order to ensure
Learning the necessary
platforms or
Resources and technologies are
Platforms available come
Commitee August 24, 2020
–the opening of
classes for this
year.
Section 14 of this DepEd
Order :

“No face to face classes

until safe”
OPERATIONALIZATION OF ALL BE-LCP
COMPONENTS
 Research should be aligned with BE-LCP as
well as the MONITORING and EVALUATION
FRAMEWORK.
 Central Office Strands, Regional Offices and

Division Offices align their plans to the BE-

LCP.
 Regional Offices will decide on the modalities

based on the context of their jurisdiction.

 Regional Offices should submit to the

secretary their contextualized LCP.

LEARNING STRATEGIES AND MODALITIES
 A. Streamlining the K-12 Curriculum into the
Most Essential Learning Competecies.
MOST ESSENTIAL LEARNING COMPETENCIES

 Allow teachers and learners to have

sufficient time for mastery.
 The MELC is not response to the

Pandemic but accelerated result of the

order of the secretary to review the
curriculum 2 years ago.
CHARACTERISTICS OF THE MELC ARE :
 It is aligned with National Standards or
frameworks such as for example “Holistic
Filipino Learners with 21st Century Skills”
 They connect the content to higher
concepts across content areas.
 They are applicable to real life situations.
 They cannot be expected to be ordinarily

learned by students if not taught in school.

CHARACTERISTICS OF THE MELC ARE :
 MELC is endurance because it is expected to stay
with the students even after the unit is done.
 Example of skills developed in MELC include
research skills, reading comprehension, writing
map reading etc.
 Implementers are encouraged to conceptualized
the MELC based on the content of the learners.
 There shall be a follow-up issuance for further
explain MELC in relation to the on going broader
K-12 Curriculum Review.
B. LEARNING DELIVERY MODALITIES
 FACE TO FACE
-shall only be considered in areas with
very low risk but still should undergo proper
risk assessment and should adhere to health
protocols.
- could only be considered for learners
with disabilities and whose condition requires
face to face instruction. But should be
subjected to further discussion with DepEd.
B. LEARNING DELIVERY MODALITIES
2. DISTANCE LEARNING
- instruction occurs where learner and
teacher are geographically remote from each
other.

-THREE TYPES OF DISTANCE LEARNING

1. Modular Distance Learning
2. Online Distance Learning
3. TV/Radio Based Instruction
B. LEARNING DELIVERY MODALITIES
A. MODULAR DISTANCE LEARNING
 Individualized instruction that allows learners to
use. Self-learning Modules in print or digital
format.
 TEACHERS takes the responsibility of monitoring
the progress of learners via email, phone, text
messaging. If needed the teacher shall do home
visits to learner to do remediation or assitance.
 A member of the family or other stakeholders in
the community shall serve as teacher.
B. LEARNING DELIVER MODALITIES
B. ONLINE DISTANCE LEARNING
 Features the teacher as facilitator engaging

learners through use of various technologies

assessed through internet while they remote
from each other.
 This allows the synchronous instruction but

participants should have good and stable

internet.
 Its more interactive compared to other types of

distance learning and the responses are in real-

time.
B. LEARNING DELIVER MODALITIES
C. TV/RADIO-BASED INSTRUCTION
 Self-Learning Modules converted into video

lessons, TV based instruction or radio-

based instruction.
 Suitable for independent learners and
supported by periodic supervision of
parents or guardians.
 Challenge will be dealing with learners not

capable of independent learning.

B. LEARNING DELIVER MODALITIES
3. BLENDED LEARNING

-combines face to face with any or a

mix of online distance learning modular
distance learning or TV/Radio-Based
instruction.
B. LEARNING DELIVER MODALITIES
4. HOME SCHOOLING

-provides quality basic education that

is facilitated by a qualified parent or
guardian or tutors who undergone
relevant training in a home based
environment.
- Will be subject to DepEd Issuance
before its expansion.
 FACTORS TO ASSESSED BEFORE
CHOOSING A MODALITY
1. RISK SEVERITY GRADING/IATF POLICY
-whether teachers and learners are
allowed to be in school.
- Physical distancing
 FACTORS TO ASSESSED BEFORE
CHOOSING A MODALITY
2. SCHOOL CONTEXT
 Health Status of teachers
 Readiness of Principles and Supervision to

lead and manage learning delivery

modalities.
 Availability of learning resources and

materials.
 Teacher’s readiness and capacity to facilitate

multiple learning delivery modalities.

 FACTORS TO ASSESSED BEFORE
CHOOSING A MODALITY
3. LEARNER’S CONTEXT
 Capacity to complete self-directed

learning resources.
 Access to Learning Resources and

Technology
 Parental Home and Community Support
 Capacity to guide learners in

understanding the lessons.