TEACHING-LEARNING PROCESS

Context
The present COVID-19 pandemic has brought extraordinary challenges and has affected the educational sectors.
To sustain and to provide quality education despite lockdown and community quarantine, the present situation
should be taken into consideration in the planning and implementation of the “ new normal educational policy ”.
Within this policy, the situation presents a unique challenge to every educational leader’s decision-making process.
Hence, to sustain the delivery of quality of instruction, the Lake Shore Educational Institution is implementing a
series of adjustments and innovative approaches to the teaching-learning process.

Rationale
To ensure learning continuity, Lake Shore Educational Institution is utilizing synchronous and asynchronous
learning, supplementary modules, flipped classroom as the approaches to online teaching and learning, and Google
Classroom as its Learning Management System (LMS). This shall serve as the virtual classroom where learners
can access the materials uploaded by teachers, submit requirements and collaborate with other learners and
teachers.

LSEI Teaching and Learning Modality (Platform) for School year 2021-2022
1. Synchronous
Synchronous online learning, classes, and consultations are done in real-time. (i.e. live lectures; chat, video
conferences using Google Meet, interactive virtual instructional materials, and activities).
Teachers meet with the students via Google Meet in the morning session and teach the concepts of their
subject. For group activities, teachers use the synchronous session for the students to present the
performance tasks assigned. Consultation day is done every Wednesday for remediation and further
explanation of learning concepts.

2. Asynchronous
Asynchronous online learning, classes occur not in real-time in different locations at different times.
Learning materials (e.g. pre-recorded lessons, online videos, audio clips/recordings, links to digital libraries,
and handouts) are provided by the teachers.
 In the afternoon session, teachers post activities and worksheets in the Google Classroom for the students
to answer.

3. Use of Modules
The use of ready-made and teacher-made modules in line with the MELCS or Most Essential Learning
Competencies prescribed by the DepEd are given as supplementary learning materials.

4. Flipped Classroom
In Flipped Classroom, teachers record their lectures, which students watch outside of class, and then;
dedicate class time to doing the homework. This approach facilitates learning by allowing students to ask
questions of their teacher or collaborate with their peers as they're doing the work, rather than struggling
with it at home and asking for help the next day. Students watch lectures at home at their own pace and
interact with their teachers and classmates online.

JUNIOR HIGH SCHOOL DEPARTMENT

1. All classes from Grades 7-10 will start at 7:30 a.m. Each subject is scheduled for four (4) hours a week for
the conduct of classes.
2. The schedule for each week are as follows:
a. Monday and Thursday
b. Tuesday and Friday
c. Wednesday (Consultation day)
3. Class Schedule:
a. 1 hour for synchronous classes for each subject in the morning (twice a week)
b. 1 hour for asynchronous classes for each subject in the afternoon (twice a week)
SAMPLE SYNCHRONOUS (AM) CLASS SCHEDULE:
CLASS TIME MONDAY and TUESDAY WEDNESDAY THURSDAY and FRIDAY
7:30- 7:35 5 minutes Equipment setup Consultation Equipment setup
7:35- 7:40 5 minutes Checking of attendance Day Checking of attendance
7:40- 7:50 10 minutes Motivational activities  Quiz or test
7:50- 8:25 35 minutes  Discussion  Enrichment activities
 Exercises (Guided or  Consultation
Free)
8:25- 8:30 5 minutes Preparation for next class Preparation for next class

SAMPLE ASYNCHRONOUS (PM) CLASS SCHEDULE:

i. Continuation of discussion (If the discussion is not finished) maximum of 25 minutes only
ii. Supervised activities (teacher must be available online in case students have clarifications
in the activity)

c. CONSULTATION DAY
Consultation day for students will be every Wednesday. It may be a student-initiated appointment
or teacher-initiated. Teachers must prepare a log sheet for documentation.
i. Student-initiated
1. The student will book an appointment with the teacher for any missed activities,
quiz, or discussions
ii. Teacher-initiated
1. The teacher may schedule a consultation with students at risk and performing
students in each class.
2. The teacher may also conduct remedial/enrichment classes during consultation
day. This aims to assist students who are having difficulty coping with the subject
or to give more learning activities to those students who are ahead of their
classmates academically.

4. Subject Areas Offered

1. Across grade levels, the subject areas offered are Filipino, English, Math, Science, AP, MAPEH, TLE,
and ESP.
2. Every learning area is graded based on three components - written work, performance tasks, and
quarterly assessments. These three are given specific percentage weights in different subjects.
SENIOR HIGH SCHOOL DEPARTMENT

Rationale
The Senior High School Department’s blended learning combines the learner-centered classroom approaches and
online learning methodologies that are designed to develop globally competitive Lakeshoreans. For most subjects
in Senior High, 2-hours of online activities and will be implemented to increase flexibility in learning thereby
encouraging more meaningful interaction between students and teachers and the wide array of materials that are
available online.

It is made up of two (2) years of specialized upper secondary education (Grade 11 and Grade 12). The learners get
to choose the specialization they want to learn based on their interest, aptitude, and capacity of the school where
they want to enroll in.

The SHS curriculum ensures that each graduate of K-12 will be equipped and confident to take the next path that
lies after high school, whether it is higher education (College), mid-level skills, entrepreneurship, and employment.

Senior High School Program prepares our learners to:

- Higher Education
- Mid-level skills
- Entrepreneurship
- Employment
Suspension of Classes

Types of Assessment
The two types of assessment, namely, formative and summative.

a. Formative assessment may be seen as assessment for learning and assessment as learning. As an
assessment for learning, teachers may analyze the results to make adjustments in their instructions. As
assessment as learning, students will be given immediate feedback on their learning progress.

b. Summative assessment may be seen as an assessment of learning which is usually given at the end of
a particular unit. Summative assessment measures whether learners have achieved the desired
learning outcomes for a particular learning area.

Grading System for Junior High School Department

Components English Filipino AP EsP Science Math MAPEH TLE

Written
30% 40% 20%
Works
JHS Performance
50% 40% 60%
Tasks
Quarterly
20% 20% 20%
Assessment

Grading System for Senior High School Department