ONLINE ORIENTATION ON THE

DEVELOPMENT AND QA OF AIRS

(Alternative Instructional Resources)

SDO URDANETA CITY - LRMS

Writers Batch 1 &2
MAY 28, 2020
ONLINE SESSION RULES
• KINDLY TURN OFF YOUR VIDEO, AND MUTE YOUR AUDIO (prior to
joining the meet, UNLESS INSTRUCTED BY THE MODERATOR) TO
AVOID INTERRUPTION OF THE ONLINE SESSION.
• YOU CAN USE THE MEET CHATBOX FOR ANY ISSUES OR CONCERNS.
• BE COURTEOUS AND RESPECT EACH OTHERS’ PRIVACY.
 Most
K to 12 Essential
Essential
Curriculum Learning
Learning
Guide (CG) Competencies
Competencies

Department of Education – Bureau of Curriculum Development JDRA

Essential Learning Competencies are defined as the competencies that a
learner needs for continuation to subsequent grades, and ultimately for a
successful life.

Characteristics:
a. It is aligned with national standards or frameworks, such as, for
example, “holistic Filipino learners with 21st Century skills”.
b. They connect the content to higher concepts across content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a student leaves
school at a particular grade level.
e. They cannot be expected to be ordinarily learned by students if not
taught in school.
 Streamlined K to 12 Curriculum to the
Most Essential Learning Competencies (MELCs)
Percentages of MELCs in Total LCs in Current CGs

▪ K to 12 curriculum
100%

streamlined to 5,689 90%

Most Essential Learning 80%

Competencies from the 70%

original 14,171, or a 60%

reduction by 60% 50%

40%

▪ Addresses curriculum 30%

review finding of 20%

congestion and 10%

overlaps 0%

MELCs Removed LCs

5
Most Essential Learning Competencies
Endurance as a criterion for selecting MELCs

Competence that remains with learners long after a Examples:

test or unit of study is completed or if it is useful
beyond a single test or unit of study.
research skills,
reading comprehension,
writing,
map reading, and
hypothesis testing (Reeves, 2002; Many & Horrell, 2014).
SCIENCE GRADE 3
K to 12 Learning Competency MELCS Reason

Merged: Describe the different The intention of the two Learning

a. Describe sources of light and uses of light, sound, Competencies (LC) is to lead the
sound, heat and electricity heat and electricity in learners to identify and describe the
b. Enumerate uses of light, everyday life various uses of light, sound, heat
sound, heat and electricity and electricity
Dropped: Classify objects and The highlighted LC had already been
Describe different objects based materials as solid, introduced partly in earlier grades.
on their characteristics (e.g. liquid, and gas based Furthermore, it is also subsumed in
shape, weight, volume, ease of on some observable the succeeding LC which lead the
flow) characteristics; students to classify solids, liquids
Classify objects and materials as and gases.
solid, liquid and gas based on
observable characteristics.
Retained: Describe the changes This LC is very important as it is both
Describe the changes in the in the weather over a observable and enduring. The LC is
weather over a period of time. period of time. also a foundation for further lessons
on weather and climate.
RATIONALE

ARAL SA BAHAY PROGRAM

WHAT ARE AIRS?

Alternative Instructional Resources (AIRS) are

supplementary materials intended to provide relevant
curricular inputs for learners leading to mastery,
enrichment, and remediation on the pre-requisite skills
and most essential learning competencies (MELCS).
The Aral sa Bahay AIRS will be in print and non-
print types which could be accessed online and
offline (digital and non-digital formats) so they can
be used by learners anytime and anywhere under
any circumstance.
WHAT ARE ACTIVITY SHEETS?

These are learning resources that contain practice

exercises for learners to work on specifically utilized
as supplementary materials in the identified most
essential learning competencies (MELCs).
 General Elements of the Activity Sheets:
(Division Memorandum No. 69, S.2020)

A. Cover Page
B. Title Page
C. Copyright Page
D. Table of Contents
E. Background Information
F. Contents
1. Subject Area and Grade Level
2. Learning Competency
3. Subject Matter
4. References
5. Activity 1 (Simple Activity)
6. Activity 2 (Moderate Activity)
7. Activity 3 (Challenging Activity)
8. Name of Writers
H. Back Cover
FEATURES OF ACTIVITY SHEETS
1. Activities and instructions are clear and focused.

2. Questions and tasks are clearly labeled with

numbers or letters.

2. Straightforward and appropriate for the target

objectives
FEATURES OF ACTIVITY SHEETS
4. They must be age appropriate.

5. They can be created and stored in a computer

and are easy to edit and print.

6. They are presented logically (ie easy to

complex).
FEATURES OF ACTIVITY SHEETS
7. Fonts are easy to read and are of the standard
size.

8. Uses images or illustrations are used for a

specific purpose only. Avoid placing unnecessary
images that will clutter the activity sheets.

9. No borders.
FEATURES OF ACTIVITY SHEETS
10. Have title at the top and a space for the
learners to write their name, grade level and
date.

11. Use bold or italics or underline to emphasize

(but not all three) a concept/task.
 FEATURES OF ACTIVITY SHEETS
12. Focus on one clear objective per activity (except
perhaps for advanced learners)
13. Standard icons shall be used.
14. Reminders or instructions for the teacher to do
prior to introducing the tasks in the activity sheets to
the learners must be placed on the footnote.
 IMPORTANT REMINDER

Make sure that the activity sheets will only be

given to the learners AFTER the concepts/skills to
be developed have been introduced.
SAMPLE ACTIVITY SHEET
SAMPLE
ACTIVITY
SHEET
SAMPLE ACTIVITY SHEET
SAMPLE ACTIVITY SHEET
GENERAL TECHNICAL
SPECIFICATIONS
Also see Division Memo No. 285, s2019
Design Design should be simple. It should be age
appropriate.
Screen text should be minimal in most instances.
However, when texts are required, consider the
following points:

1.Text instruction within the AIRs should be limited

TEXT to single sentences, dot points or short paragraphs.

2.Texts in the body of the AIRs should be restricted

to information required for completing the activities.

INTERFACE AND INFORMATION DESIGN FOR DIGITAL AIRS

 FONT/TYPOGRAPHY
Point Size
Recommended Text Heads Subheads Line Alignment
Grade
Font- Spacing
Level
Family/Typography

Alfabeto 30-20 1.5 Flush

K to 1 16 pt 18-16 pt
(modified the pt, bold Left/Ragged
letters I, J, q, and 30-20 right
2 question mark 16 pt 18-16 pt
pt, bold
symbol (?) of
Century Gothic)
28-18
3 Century Gothic 14 pt 16-14 pt
(except for the “?” pt, bold
symbol)
Arial 28-18 Justified
4 14pt 16-14 pt
Times New Roman pt, bold
5 to 24-15
11-12 pt 13-11 pt
12 pt, bold
K to 24-15
GENERAL 11-12 pt
TECHNICAL SPECIFICATIONS 13-11 T
12 pt, bold
 ART-TO-TEXT RATIO
2. Art to text Ratio

Level Art-to-Text Ratio

K to 1 65% : 35%
2 60% : 40%
3 50% : 50%
4 40% : 60%
5-12 30% : 70%
Art to text ratio for SHS depends on the content being
developed

GENERAL TECHNICAL SPECIFICATIONS

 PAGE LAYOUT

3. Page Properties

Size Orientation Margins Gutter

8.27” x 11.69” (A4) Portrait Top: 1”
Bottom: N/A
1”
Inside : 1”
Outside:
1”

GENERAL TECHNICAL SPECIFICATION

DEVELOPMENT OF AIRS:
Process Flow
 Preparation and Approval of
AIRs Development Plan

Call for Development of AIRs

Submission of AIRS for

Quality Assurance

Quality Assurance of AIRS by

DQAT

PROCESS FLOW: DEVELOPMENT OF AIRS

QUALITY ASSURANCE OF
AIRS
(ACTIVITY SHEETS)
 Submission Quality Communication of
of
Assurance Findings and
Developed Recommendations
AIRs of AIRs
FORMS TO BE CHECKED: TOOLS TO BE USED: FORM TO BE USED:
1. Writer’s Sworn 1. Evaluation Tool for Summary of Findings and
Certification Content Recommendations
2. Artwork Assignment 2. Evaluation Tool for
Agreement
Language
3. Model Release Form
4. Inventory of Third Party 3. Evaluation Tool for
Contents Layout and Design

QUALITY ASSURANCE OF AIRS: PROCESS FLOW

 Revision Validation Finalization

The writers revise the AIRs Forms needed: The writers revise the AIRs
(Activity Sheets) 1. Validation Instrument (Activity Sheets)
The illustrators and layout 2. Summary of the Results of The illustrators and layout
artists or digital formatters the Validation artists or digital formatters
assist. 3. Certificate of Participation assist.
for the Validators

QUALITY ASSURANCE OF AIRS: PROCESS FLOW

 Issuance of Endorsement to
Conformance Regional QA TEam
Certification

QUALITY ASSURANCE OF AIRS: PROCESS FLOW

FACTORS IN EVALUATING THE CONTENT OF
AIRS
1. INTELLECTUAL PROPERTY COMPLIANCE
2. LEARNING COMPETENCIES
3. INSTRUCTIONAL DESIGN AND ORGANIZATION
4. INSTRUCTIONAL QUALITY
5. ASSESSMENT
6. READABILITY
 THE AS SHOULD HAVE:

INTELLECTUAL ✓ Proper and accurate citations

PROPERTY ✓ Copyrighted texts and visuals
COMPLIANCE ✓ NO Copyright violations

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS SHOULD HAVE

LEARNING ✓Alignment of the content with the targeted

COMPETENCIES MELCS per learning area and grade level.

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS SHOULD HAVE:
INSTRUCTIONAL
DESIGN AND ✓Logical arrangement of learning objectives
ORGANIZATION ✓ Suitability of activities to learner’s level of
development, needs and experience
✓ Use of devices that facilitate progressions
from lesson to lesson

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS SHOULD HAVE:
INSTRUCTIONAL
✓ Promotion of the development of higher
DESIGN AND
cognitive thinking skills and 21st century
ORGANIZATION learning skills
✓ Enhancement on the development of
desirable values and traits

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS WILL BE CHECKED FOR

✓Conceptual errors
✓Factual errors
INSTRUCTIONAL ✓Procedural errors
✓Pedagogical errors
QUALITY ✓Computational errors
✓Grammatical errors
✓Violations on social content guidelines
✓Other types of errors (typographical error, obsolete
information, wrong pagination etc)

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS SHOULD HAVE ASSESSMENT THAT:

✓Helps teacher evaluates learner’s progress

ASSESSMENT
✓Facilitates self-checks
✓Is aligned with the specific learning
objectives
✓Is varied

GUIDE IN THE CONTENT EVALUATION OF AIRS

 AS SHOULD HAVE:
✓ Proper use of words and language.
✓ Precise structure and length of
READABILITY paragraphs, sentences and instructions.
✓Smooth flow of ideas within a lesson and
from one lesson to lesson
✓Good use of transition devices

GUIDE IN THE CONTENT EVALUATION OF AIRS

 GUIDELINES IN EVALUATING
ACTIVITY SHEETS
• CONTENT
• LANGUAGE
• LAYOUT AND DESIGN
EVALUATION TOOL FOR CONTENT
EVALUATION TOOL FOR CONTENT
EVALUATION TOOL FOR CONTENT
EVALUATION TOOL FOR CONTENT
EVALUATION TOOL FOR CONTENT
THE CONTENT REVIEW: Things to remember

✓Write comments on salient points based on the criteria while examining the
activity sheets.
✓ Highlight the part of the page that needs to be improved/revised or where
the error is found.
✓Specify comments, findings, and recommendations beside the highlighted
portion to guide the development team in revising the modules.
THE CONTENT REVIEW: Things to remember

✓ Use the summary of findings template to identify the specific parts

that need to be corrected/revised by indicating specific pages and line
numbers.

✓ Avoid using vague words and non-specific/generalized comments in

your marginal comments (e.g. Some words are not appropriate; many
of the examples are not aligned with the content; the sentence is not
clear; the verb is grammatically incorrect.)
 GUIDELINES FOR LANGUAGE REVIEW
✓In evaluating the Language of the AS, make sure to
include clear and specific marginal notes in the evaluation
sheet to guide the writer for the necessary correction to the
material.

✓Always prepare a summary of findings based from your

evaluation.
Take note of the following indicators:

• COHERENCE AND CLARITY OF THOUGHT

Do the statements / phrases in the AS make sense?
Do the sentences in the paragraph contribute to one idea?
Are the thoughts / ideas logically sequenced?
Are conjunctions and transitional phrases used to link sentences or
paragraphs?
Is the choice of words / expressions appropriate?
Are the sentences too long or complex?
Is the language appropriate for the target readers?

GUIDELINES IN EVALUATING AIRS: LANGUAGE REVIEW

Take note of the following indicators:

GRAMMAR AND SYNTAX

1. Agreement between subject and verb
2. Correct use of verb tenses
3. Misplaced/Dangling modifiers
4. Unclear antecedents and agreement between pronouns and their
antecedent
5. Faulty parallel construction
6. Split infinitives
7. Overuse of certain words
8. Redundancies

GUIDELINES IN EVALUATING AIRS: LANGUAGE REVIEW

Take note of the following indicators:

Spelling and Punctuation

• Are the words, whether local or foreign, correctly

spelled?
• Are the right punctuations in the right places?
• Is the use of the serial comma (comma before and
and or) observed?
Take note of the following indicators:

Consistency in Style

• Where alternative spellings are permitted, was a choice

made and used consistently throughout the material?

• Is the need for the same tense or person observed?

• Are the rules on capitalization, hyphenation, setting off in

italics or boldface followed?
GUIDELINES FOR LAYOUT AND DESIGN EVALUATION
GUIDELINES FOR LAYOUT AND DESIGN EVALUATION
GUIDELINES FOR LAYOUT AND DESIGN EVALUATION
 SUMMARY OF LAYOUT AND
DESIGN FINDINGS
Title of Activity Sheet: ____________________ Grade Level:________ Learning Area:________
Writer: ___________________________________ Illustrator:___________________________________

Paragraph / Line / Page Brief description of Errors/ Findings/ Specific recommendations for
number (in chronological Observations improvement
order)
THE DIVISION QUALITY
ASSURANCE TEAM
 COMPOSITION OF THE
QUALITY ASSURANCE TEAM
Designation Personnel Roles and Responsibilities
Involved
Chairperson CID Chief Oversee the conduct of quality assurance

Co-Chair LRMS • Coordinate the conduct of the quality assurance;

Supervisor • Review the technical specs and conformance to social
content guidelines
Members EPS per • review the accuracy of the contents of the AIRs,
Subject Area plagiarized content and illustrations;
• Check compliance to the curriculum standards;
• Give comments and recommendations;
• Ensure that given comments and suggestions are
incorporated in the AIRs
 COMPOSITION OF THE
QUALITY ASSURANCE TEAM
Designation Personnel Roles and Responsibilities
Involved
Members DLREs • Review the accuracy of the contents of the AIRs,
All subject plagiarized content and illustrations;
areas • Check the compliance to the curriculum standards;
• Ensure that given comments and suggestions are
incorporated in the AIRs;
• Prepare and submit the AIRs with marginal notes;

Language Review the following:

Reviewers • language
• coherence and clarity of thought
• grammar and syntax
• verbosity
• spelling and punctuation consistency in style
 COMPOSITION OF THE
QUALITY ASSURANCE TEAM
Designation Personnel Roles and Responsibilities
Involved
Members PDO II – LRMS • Evaluate the layout design of the developed, revised and
Division finalized AIRs using the guidelines and standards on
Illustrators graphic designing.
and Layout • Write specific comments and recommendations on the
Artists margins of the AIRs that shall guide the book designers
and illustrators in revising and finalizing prior to
production, publication, and utilization;
• Recommend suggestions for improvement/enhancement
of illustrations and layout; and/or improve the
illustrations and other art works;
• Ensure that the material is free from errors in terms of
grammar, spelling, punctuation marks, format;
THANK YOU!