National-Learning-Camp 2024 deped....pptx
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- 2. B A C K G R O U N D AND RATIONALE
- 4. 0% 50% SY 2017-2018 (ELLNA Grade 4) 27.07 % Mathematics 17.57 % Mathematics 36.37 % English 13.0 45 % Mathematics Low proportion of students at the end of primary achieving at least a minimum proficiency level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests) 100% 56.03 % English 17.69 % English SY 2017-2018 (NAT Grade 7) SY 2017-2018 (NAT Grade 11) Source: Bureau of Education Assessment (as of Aug 2022) National Large-scale Assessment Results
- 5. 0% 50% PISA 2018 Reading: cannot read and understand a short, age- appropriate text by age 10 72 % failed to reach basic proficiency levels in Math, Science and Reading Philippines ranked lowest (Reading) and second lowest (Math and Science) among 79 countries 81 % did not have “some basic mathematical knowledge” 87 % did not reach the level of “limited understanding of scientific concepts of fu5nctional science facts TIMSS 2019 Low performance of Filipino students in international assessments Sources: World Bank (2021); PISA (2018); TIMSS (2019) 100% 91% not proficient in International Large-scale Assessment Results
- 6. Teachers play a vital role in learning recovery.
- 7. There is a need to support teachers in effectively conveying: learning content higher-order thinking skills problem-solving skills
- 9. National Learning Recovery Program LEGAL OPS ADMIN CT Other Stakeholders (e.g., LGU, developmen t partners SIF OUHROD PROC Regular school days End-of-School-Year Learning Camp NRP NMP NSTP Other learning areas NRP NMP NSTP Other learning areas Frustrated and instructional readers Programs Regular school days FINAN CE
- 10. The purpose is two-fold: Improve learner outcomes Strengthen teacher competence to teach better
- 11. DepEdOrder No. 13,s. 2018 • Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12Basic Education Program • Remedial class for students who failed in 1-2 learning areas Summer Classes DepEdOrder No. 25, s. 2022 • Enrichment classes for Grade 1to Grade 1 1learners who got a 75-79 grade in any learning area • Remedial class for students who failed in 1-2 learning areas End-of-school year Classes REPEALEDPOLICIES
- 13. ❖to be implemented in all public elementary and secondary schools nationwide ❖for Kindergarten to Grade 1 2 ❖with phased implementation starting 2022-2023 EOSY break S S C CO OP P E E
- 14. The NLC is encouraged to be adopted in private schools, HEIs, SLUCs, & TVIs offering basic education. S S C CO OP P E E
- 15. DEFINITIO SC N OP O EFTERMS ❖ voluntary EOSY break program ❖ designed to improve student learning and enhance teacher capacity.
- 16. DEFINITIO SC N OP O EFTERMS ENHANCEMENTCAMP • voluntary learning program • designed to enrich learning for advanced learners by providing greater depth, breadth, and complexity of learning area competencies.
- 17. DEFINITIO SC N OP O EFTERMS CONSOLIDATIONCAMP • voluntary learning program • designed to provide further practice and application of grade-level learning competencies.
- 18. DEFINITIO SC N OP O EFTERMS INTERVENTIONCAMP • voluntary learning program • designed to support learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing, and/or arithmetic.
- 19. DEFINITIO SC N OP O EFTERMS REMEDIALCLASS • is a voluntary learning program for learners who did not meet expectations in terms of attaining the learning competencies required of a particular learning area.
- 21. POLICYS S C T O A P T E EMENT DepEd recognizes that learners need to be supported to address the learning loss. DepEd is supporting taking cognizance committed to teachers and of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is contingent upon quality teaching.
- 22. GUIDING PRINCIPLES Every learner has the right to learn. Teaching must be rigorous and relevant. Purposeful assessment drives teaching and affects learning. Whole school approach to learning raises quality and standards across the entire school. Teaching respects learners’ diversity. Engaged learners are motivated, inspired, and willing to invest effort in learning. GUIDINGPRINCIPLES
- 23. AIMSOF NATIO S N C A O LL P E E ARNINGCAMP Learners in Enhancement Camp support to achieve experience greater depth, breath, and complexi(ty of grade-level competencies in learning areas.
- 24. AIMSOF NATIO S N C A O LL P E E ARNINGCAMP Learners in Consolidation Camp experience support to consolidate the use and application of grade- level com ( petencies in learning areas.
- 25. AIMSOF NATIO S N C A O LL P E E ARNINGCAMP Learners in Intervention experience support fundamental literacy Camp to achieve and/or reading, numerac(y skills such as writing and /or arithmetic.
- 26. AIMSOF NATIO S N C A O LL P E E ARNINGCAMP Learners experience success and sustain learning motivation and engagem ( ent.
- 27. AIMSOF NATIO S N C A O LL P E E ARNINGCAMP Teachers experience support to improve their professional practice through collaborative expertise and job-embe ( dded learning.
- 28. ❖ a voluntary three- to five- week learning recovery program ❖ designed to benefit K to 1 2 learners in public elementary and secondary schools GENERAS LC G O U PE IDELINES
- 30. Enhancement Camp Consolidation Camp Intervention Camp GENERALGUIDELINES Commences in the 2022-2023 EOSY break Adopts phased implementation
- 31. Enhancement Camp Intervention Camp GENERALGUIDELINES Starts with Grade 7and 8 Consolidation Camp Coverage: English, Science, and Mathematics
- 32. Enhancement Camp Intervention Camp Consolidation Camp GENERALGUIDELINES 2022-2023 EOSYbreak expanded to other grade levels &learning areas Succeeding EOSYbreaks Schools are not precluded from conducting enhancement, consolidation, and/or intervention activities in other grade levels alongside the phased implementation of the NLC to support learning recovery across grade levels. Grades 7and 8 (ESM)
- 33. GENERALGUIDELINES However, schools are not precluded from conducting other EOSYbreak activities.
- 34. Enhancement Camp Consolidation Camp Intervention Camp GENERALGUIDELINES Grades 7and 8 Other grade levels REMEDIALCLASS
- 35. REMEDIAL CLASS GENERALGUIDELINES Highly encouraged for learners who: ❖ are in other grade levels ❖ need greater support, specifically those who did not meet expectations based on their academic performance in the SY immediately preceding the EOSY break
- 36. GENERALGUIDELINES Incoming Grade 12learners who need to undertake work immersion in the succeeding semester shall be allowed to take one or two subjects in advance to reduce their academic load and give more attention to their work immersion.
- 37. PRE-ASSESSMENT POST-ASSESSMENT Enhancement Camp Consolidation Camp PLACEMENTOFLEARNERSINTHEDIFFERENTCAMPS Intervention Camp • Performance in the pre-assessment OR • Academic performance in the immediately preceding SY • Evaluate learning gains and outcomes
- 38. PRE-ASSESSMENT POST-ASSESSMENT Remedial Classes PLACEMENTOF LEARNERSINTHEREMEDIALCLASSESAND ENRICHMENTACTIVITIES Enrichment Activities • Learner’s academic performance in the SY immediately preceding the EOSY break. • Evaluate learning gains and outcomes
- 39. Conducted at least two (2) weeks before the end of the school year. SchoolHead Class Advisers Interested Learners EARLYREGISTRATION
- 40. Parent/Legal Guardian Consent Requirement Secure a duly accomplished Parent/Legal Guardian Consent to learners who wish to participate in the NLC.
- 41. Provide updates to parents or legal guardians on their children’s learning progress. Feedback to Parents
- 42. A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp. Certificate of Completion Completion
- 43. A Certificate of Recognition shall be awarded to teachers who have rendered their service in the implementation of the NLC. Certificate of Recognition Completion
- 44. 47 to assist learners in • Designed advanced enriching their current knowledge, skills, and understanding of grade- level learning competencies. • Involves developing area the depth, breadth, and complexity of learners’ knowledge, skills and understanding. Learning Focus Enhancement
- 45. 48 Consolidation to assist learners in • Designed advanced enriching their current knowledge, skills, and understanding of grade- level learning competencies. • Involves developing area the depth, breadth, and complexity of learners’ knowledge, skills and understanding. Provides further practice and application of grade-level learning competencies. Learning Focus Enhancement
- 46. 49 Consolidation Intervention Learning Focus Enhancement Utilizes structured, targeted, and evidence- based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic. to assist learners in • Designed advanced enriching their current knowledge, skills, and understanding of grade- level learning competencies. • Involves developing area the depth, breadth, and complexity of learners’ knowledge, skills and understanding. Provides further practice and application of grade- level learning competencies. .
- 47. 50 Kto 3learners Grades 4 to 1 2learners Concentrates on the development of literacy and numeracy skills Learning Focus To be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics – Reading).
- 48. 51 STEMDISCIPLINES Learning Focus READING STEM disciplines and Reading shall go hand in hand as the former require the interpretation of technical texts, content-specific vocabulary, critical thinking, and the ability to clearly communicate these complex concepts to others verbally and in writing (Kaczmarek, 2016) while allowing learners to gain skills in problem-solving, exploratory learning, and critical thinking (SEAMEO, 2023).
- 50. Duration: 3weeks Duration: 5 weeks Class Schedule Enhancement Intervention Consolidation Commences one (1) week after the end of the EOSYrites 3 days structured and targeted T-L engagement and 2 days collaborative sessions among teachers
- 51. • Duration: 5 days teacher-learner engagement for 5 weeks • Schools may decide to implement a blended distance learning delivery modality (BLDM) which shall not exceed two (2) days except during emergencies or crises. • Distance learning shall focus on supplementary activities to deepen learners’ understanding of the lesson. • Teachers shall participate in the LACsessions while learners are in distance learning. Class Schedule for Remedial Classes Remedial Classes and Organized classes for Grade 1 2learners
- 53. Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed. TEACHERTRAININGAND SUPPORT Capacitate teachers on Content, Pedagogical Knowledge, and Skills required for the NLC, guided by the PPSTDO 42, s. 2017. PPST
- 54. TEACHERTRAININGAND SUPPORT A two-day collaborative expertise through LACmust be conducted weekly. PPST
- 55. ✔ Planning and reviewing teaching COLLABORATIVEEXPERTISE ✔ Sharing effective teaching approaches and strategies ✔ Preparing teaching materials ✔ Discussing other teaching-related concerns Goal: Enhance teaching and learning process and promote continuous professional development among educators.
- 56. ENHANCING JOB-EMBEDDEDLEARNINGOPPORTUNITIESFORTEACHERS ✔ Promotes reflective practice ✔ Promotes collaboration with colleagues ✔ Promotes exploration of innovative teaching approaches Job Embedded Learning
- 57. JOB-EMBEDDEDLEARNING Teachers can: ✔ address real-time challenges ✔ refine their teaching methods ✔ increase their efficacy in addressing the diverse needs of learners Job Embedded Learning
- 58. ASSESSMENT
- 59. Before ✔ Conducted prior to the start of the NLC ✔ Basis for camp placement Pre-assessment During After A A S sS se Es S s S m M e E n N t T
- 60. Before ✔ Conducted prior to the start of the NLC ✔ Basis for camp placement Formative Assessment ✔ Administered throughout the learning camp ✔ Conducted individually or in groups ✔ Key focus shall be on identifying learners’ needs and strengths ✔ Can be informal Pre-assessment During After A A S sS se Es S s S m M e E n N t T
- 61. Before Formative Assessment ✔ Conducted prior to the start of the NLC ✔ Basis for camp placement ✔ Administered throughout the learning camp ✔ Conducted individually or in groups ✔ Key focus shall be on identifying learners’ needs and strengths ✔ Can be informal Pre-assessment During After Summative Assessment ✔ Administered at the end of the learning camps through a post-assessment ✔ Evaluates learner’s learning achievement gained through the camp ✔ Typically more formal A A A S S sS S se E Es S S s S S m M M e E E n N N t T T
- 62. Remediation classes subjects enrolled in advance by an incoming Grade 12learner A A A S S sS S se E Es S S s S S m M M e E E n N N t T T DO 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program or any future policy on assessment and grading
- 63. ASSESSMENT
- 64. ASSIGNINGNLCTEACHERS Preference shall be given to teachers with willingness, commitment, excellence, and specialized in their respective learning areas. Participation of teachers in the NLC is voluntary. School heads shall identify prospective teachers who shall handle specific learning areas in the respective camps. Teachers shall be selected based on competence to effectively deliver the learning content and skills of the NLC.
- 65. INCENTIVIZINGNLCTEACHERS ✔ Vacation Service credits ✔ Certificate of Recognition ✔ Other incentives subject to availability of funds & guidelines set
- 66. INCENTIVIZINGNLCTEACHERS Teachers involved in these NLRP-related EOSY break activities shall be granted vacation service credits for the services rendered during the NLC. ✔ One workday of vacation service credit shall be granted per accumulated eight hours of service rendered, as certified by their respective school heads. ✔ The number of service credits authorized is exclusive of the fifteen (15) days maximum vacation service credits allowed as stipulated in DO 53, s. 2023 (Updated Guidelines on the Grant of Vacation Service Credits to Teachers).
- 67. FUNDSOURCES For the public schools, funds for the conduct of NLC activities, including other National Learning Recovery Program (NLRP)-related EOSY break activities shall be sourced, as appropriate, from, but not limited to, Program Support Funds (PSF) for NLRP. The PSF Guidelines shall provide guidance the allowable expenditures relative to the NLC implementation.
- 73. INTEGRATION OFMENTALHEALTHAND PSYCHOSOCIAL SUPPORTAWARENESS
- 74. NOCOLLECTIONPOLICY The DO 19, s. 2008, No Collection Policy in All Public Elementary and Secondary Schools, shall be applied in the implementation of the NLC. Under no circumstance shall a learner or teacher be required to shoulder the undue financial burden or be compelled to pay for teaching-learning materials or any activity in place of any performance task or project in any learning area.
- 75. SAFETYPROTOCOLS
- 76. Thank you!