MODULE ____.

ALTERNATIVE DELIVERY MODES (ADMs)

I. Objectives
At the end of this module, participants should be able to:

 Discuss what Alternative Delivery Modes (ADMs) are;

II. Materials/Resources

A. Activity Materials

1. Puzzle pieces of a ‘normal’ classroom setting (10 piece puzzle)

B. Preparation Needed

 Blown-up picture of a ‘normal’ classroom setting, cut into puzzle pieces (good for 3 groups)
 Blown-up picture of a classroom setting after a disaster, cut into puzzle pieces (good for
3 groups)
 Paste the special marks under the sets of 3 participants before the start of the day’s
sessions
 The session hall will be arranged in such a way that there is enough space for 3 café’s or
small groups where they can comfortable discuss. Prepare three (3) café set-ups in the
session hall, with food, utensils, etc.
 The “barristas’” should assume the character of a salesman, marketing their respective
ADMs to the patrons.

III. Time Allotted

2 hours (120 minutes)

IV. Facilitation Process

1. Preliminary Activity: Puzzle Solving

For this activity, the participants will be divided into four (4-6) groups (number of groups based on
the number of participants) by counting off from 1-4 or per table where they are seated. Working
in groups, they will put the puzzle pieces together on their respective tables (5 minutes). The
group who completes the puzzles first should give a signal upon completion.

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 2. Processing (10 minutes)

Once the puzzle pieces are put together, the facilitator/resource person will ask the following
questions:

 What are the pictures about? What can you see in the pictures?

Picture 1 is how a ‘normal’ learning environment is, that it happens in a safe learning
environment, with teachers and learners interacting effectively and with effective and up-
to-date teaching and learning materials like books, furniture, etc.
Picture 2 is how a classroom looks like during emergencies or disasters- in a TLS,
cramped, no furniture, no teaching and learning materials.

 What do you think contributed to the condition of picture 2 (classroom after a disaster)

Effective learning can take place under ‘normal’ circumstances just like what was shown
in the puzzle/picture. But during emergency situations, these ‘normal’ situation changes
either partly or entirely. But in spite of this, learning has to continue, albeit in a not very
ideal setting.

 How does this condition affect the education in general? (The participants will be asked
to write their responses on metacards and post them on the posting wall/board. After
everybody has posted his/her answers, all, including the facilitator will categorize these
answers from the categories listed below:

o Learning facilities (classrooms, furniture, etc.)

Learning can continue amidst disasters. Responses may include strategies like shifting classes,
multi-grade classes and other flexible learning options. The facilitator can then introduce the
discussion to an option called the Alternative Learning Modules (ADMs). ADMs are originally
developed to address the issue of access to basic education, giving opportunities for school-aged
children to still go to school in spite of challenging situations like distance of school or engagement
in livelihood activities. But ADMs can also be used for education continuity during periods of
disasters where schools are placed in challenging situations like limited number of classrooms,
teachers and learning materials as well as the disruption in the school calendar. Still some
students need to help their parents to augment the family’s income during emergencies.

However, the ADMs are different from the Alternative Learning Systems or ALS. The main
difference is that students who use ADMs are considered in-school and are actually given a
Learner’s Reference Number (LRN) while students who are enrolled in ALS are out-of-school.

In the end, ADMs in emergencies address the same issues that they address during normal times,
but are made more pronounced during periods of disasters and emergencies.

3. Abstraction/Discussion

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Detailed discussion of each ADM will be done through a ‘World Café Format’ There will be three
(3) cafes (situated apart from each other in the session hall) assigned with the different ADMs
namely:

 Modified in-school, off-school approach or MISOSA

Each café will be assigned with a barrista (learning facilitator/resource) who will discuss the
assigned ADM in his/her café to his/her customers (learners). Each barrista will be provided with
materials to be able to discuss the assigned ADM effectively. But the manner or process of
discussion will be flexible.

Clients/learners will be requested to go to whichever café they want to go first. Each café session
can last a maximum of 15 minutes, including questions from clients /learners. After 15 minutes, a
bell will ring to signal the clients/learners to transfer to another café. The process will repeat until
all the clients/learners have been to all the four cafes.

After the participants have finished touring the world cafés, they will all go back to their seats.
Once they are all seated, the facilitator will ask the participants to look under their seats and check
if there are special marks. Those who were seated in chairs with special marks have to make a
sales pitch of their favorite ADM café.

4. Application

After the participants have completed their World Café Tour, they will be requested to go back to
their original group. Working as group, they will be asked to come up with an emergency situation,
laying down the situation in a particular school and recommend for the use of one ADM. They will
be requested to give some details/implementation plan of their chosen ADM (15 mins).

V. Key Learnings

In this module, the participants learned that:

 Disasters change the normal situation in the schools and they become abnormal. Despite
this, DepEd is mandated to provide continuity of learning even under challenging
circumstances.
 During disasters or emergencies, schools usually face problems like limited classrooms,
limited teachers, limited furniture and teaching and learning materials. To address this,
Alternative Delivery Modes or ADMs are designed. Depending on the situation during
emergency, teachers and school heads can choose the appropriate ADM.
 MISOSA and e-IMPACT are for elementary schools pupils while the Open Higschool
Program is for secondary students
 Schools which are not using these ADMs normally may use them until the situation in the
school goes back to normal.
 The Division and regional offices of DepEd support the schools in implementing ADMs.

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 VI. References

DepEd Order No. 54 Series 2012. Department of Education

Press Release, Department of Education. 29 March 2012

Evaluation of Alternative Delivery Modes, UNICEF Philippines. 2012

Resource Packs on E-Impact and MISOSA, Department of Education

Open HIghschool Program Manual. Department of Education. 2008