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Supplementary Handout On Blended Learning Delivery Modalities BLDMs PDF
Supplementary Handout On Blended Learning Delivery Modalities BLDMs PDF
Modalities (BLDMs)
Note: Since blended learning (BL) has a face-to-face (F2F) component, then BL is only
allowed if F2F is allowed. F2F will be allowed only when a vaccine is already available.
ACTIVITY 1.
Learning Scenario 1
For a lesson on adjectives, learners read about adjectives and perform exercises
through the use of a printed self-learning module in their respective homes. The
following day, they attend a face-to-face class where the teacher checks on their
answers to the exercises and attends to the difficulties and misconceptions of the
learners related to the lesson.
Learning Scenario 2
The teacher discusses key concepts on forces and motion during the face-to-face
class. The learners are then given two activity sheets to take home. Activity Sheet
1 requires each learner to watch the TV episode on Forces and Motion that will be
broadcasted via KPP network at 8:00 p.m. and then answer the guide questions
provided. The next day, the learners remain in their respective homes and accomplish
Activity Sheet 2. Activity Sheet 2 instructs them to perform an experiment related to
forces and motion using the University of Colorado’s PhET Interactive Simulations
site. They then share and compare the results they gathered from the activity with
their group mates via Facebook Messenger and discuss answers to the activity
questions. The learners submit their accomplished activity sheets to the teacher at
the following face-to-face session, where all the home-based activities will also be
discussed.
Learning Scenario 3
For a lesson on the Filipino-American war in Araling Panlipunan class, the learners
watch the movie Goyo: Ang Batang Heneral in their face-to-face session. For the next
two meetings, the learners do home-based activity, where they are asked to write a
3-paragraph review about the movie they watched in class and to post their movie
reviews on their Google Classroom’s discussion forum. They also comment on the
movie reviews posted by their classmates.
Learning Scenario 4
During the face-to-face class in grade 6 mathematics, the teacher discusses concepts
related to integers. The following day, the learners, in their respective homes, refer
to an activity sheet in the learning module provided which instructs them to watch
the accompanying Mathinik video lesson on the applications of integers. The activity
sheet also asks the learners to answer exercises where they apply what they have
learned from the video lesson. The activity sheet is submitted at the following face-
to-face meeting.
Use the following table to match each learning scenario with the type of BLDM. Write your
answers in your Study Notebook.
Check your answers using the Answer Key provided in Appendix A of this document. Read
the explanation for each scenario to get a better understanding of each type of BLDM. To
guide you in implementing blended learning, read Important Considerations in Implementing
Blended Learning in Appendix B of this document. To learn more about blended learning,
read More About Blended Learning provided in Appendix C of this document.
ACTIVITY 2.
Now, from what you have learned about the types of BLDM, describe the important features
of each component of BL. Replicate the box below in your Study Notebook.
F2F DL
The general suggestions found in Designing Lessons for DL also apply when designing
lessons for BL.
For BL, it is important to focus on the learning objectives as you decide what activities to
offer in person, and what to offer using other modalities. Be mindful of the advantages of
face-to-face learning (e.g., immediate feedback, opportunities for collaborative learning,
availability of laboratory equipment, etc.), as well as the opportunities provided by the
distance learning modalities (e.g., student controls time and pace of learning, variety of
learning resources that can be presented, etc.) when you make your decisions.
In using portfolios, teachers should give enough time for learners to prepare, research, and
submit outputs within the schedules and time frames. Outputs included in portfolios should
be presented, discussed, and submitted during online or face-to-face classes.
• In creating the Weekly Home Learning Plan (WHLP) for BL, remember to indicate
when the students will have F2F sessions and when distance learning sessions will
take place. Check out the Sample Weekly Home Learning Plan for Blended Learning
in Appendix E of this document.
• In creating the Individual Learning Monitoring Plan (ILMP) for blended learning,
indicate if the intervention strategy will happen during the face-to-face sessions or in
the distance learning component.
• Remember that the conduct of F2F sessions has to observe physical distancing and
follow the guidelines set by the local COVID-19 Risk Severity Classification. It should
also comply with the minimum health standards declared by your local government
unit (LGUs). Remember that F2F may be allowed only if a vaccine is already available.
Appendix A. Activity 1 Answer Key
The F2F/MDL blend is recommended for learners Figure 1: Blended F2F and MDL
who do not have digital devices at home such as a
desktop computer, laptop, or a smartphone. It is also recommended for those who
have digital devices at home but do not have access to the Internet. In the latter, the
learners may be given a self-learning module in digital format while in the former,
learners will be provided with printed self-learning modules.
Here are some important considerations that you need to remember when implementing
blended learning as a learning delivery modality during this pandemic. These are based
on the draft policy guidelines which are still being finalized and are subject to change. Any
official issuance will supersede the guidance contained in this document.
• BL may be done in low-risk areas. However, face-to-face sessions in this setup are
limited. Be sure to follow the guidelines set by the local COVID-19 Risk Severity
Classification and make sure to comply with the minimum health standards declared
by your respective LGUs.
• The roles of the adviser and the learning area teacher are the same as their roles in
the school-based F2F modality. In this setup, learners who are enrolled in the school
are organized into sections by grade with the adviser. Just like in other learning
delivery modalities, lessons delivered using blended learning should be based on the
MELCs.
• In BL, a learning facilitator is also referred to as the household partner (HHP) who
can be a parent, guardian, sibling, or other community members considered a
responsible adult capable of guiding and supporting the learner’s learning process at
home.
• Schools shall determine the number of days that the learners must be on F2F
learning. They shall be guided by the number of sub-classes organized. For example,
if there are two sub-classes, the first sub-class may be in school on Mondays and
Tuesdays while the second sub-class are off-school using MDL. The sub-classes may
shift modes on Wednesdays and Thursdays. Fridays and Saturdays shall be devoted
to the accomplishment of assigned tasks.
• Remember that the frequency of F2F and online interactions with the teacher vary
depending on the profile of the student, such as age and literacy level, learning area,
home environment, and profile of the learning facilitator.
• Off-school activities in the SLMs may be about the same topics as those covered in
the F2F or different like in the Modified In School Off School Approach (MISOSA).
In MISOSA, the class is divided into two groups. From Monday to Thursday one
group starts with in-school activities, making use of a textbook and handled by the
learning area teacher while the other group starts with the off-school activities in the
self-instructional materials (SIMs) and guided by the teacher-facilitator. Both groups
then meet on Friday with the learning area teacher. In the F2F/MDL blend, however,
and due to the restrictions brought about by the pandemic, the groups will not have
a common meeting time since the number of learners per subclass has to be limited
and should follow the LGU-recommended number of learners in F2F classes.
• Remember that the delivery of content, as well as learners’ engagement in the
distance learning component of blended learning, may be done through the use of
print media, digital media, TV/radio, and the internet. Pedagogically valuable blends
entail spending face-to-face sessions and off-school activities with students on active
learning instead of the usual lecture or direct instruction (Balotsky & Christensen,
2004).
Appendix C. More About Blended Learning
Blended learning (Figure 1) is a LDM that combines F2F with distance learning. It gives
the learners the benefits of F2F learning while providing them with the DL feature of an
individually-tailored learning experience through the provision of some control over time,
place, pace, and/or learning path (Staker & Horn, 2012). The DL component of BL may be
done in the respective homes of the learners or in a community learning space. A community
learning space may be in small clusters or whole sub-class, depending on the availability
of learning facilitators who are tasked to guide and support the learners in their off-school
activities in the DL component (DepEd, 2020).
It has been proven that blending F2F sessions with technology-based resources improve
student achievement and satisfaction (Williams, Bland, & Christie, 2008). In recent years,
the use of Internet technology in the DL component of blended learning has shown great
potential in enhancing the educational experience of learners. Recent advancements in
Internet technology offer more innovative ways of enriching the BL experience of the learners
(Pappas, 2015). Learning management systems and video conferencing systems for instance
help improve and effectively deliver the DL component of BL. Studies have also shown that
when properly done, BL further enhances learner engagement (University of Central Florida,
2010) and helps learners perform better (Means, Toyama, Murphy, Bakia, & Jones, 2009).
You may also find the following supplementary resources useful to learn more about blended
learning:
• Dziuban, C., Graham, C.R., Moskal, P.D. et al. Blended learning: the new normal
and emerging technologies. Int J Educ Technol High Educ 15, 3 (2018). https://doi.
org/10.1186/s41239-017-0087-5
• Education Elements. (2011 September 24) Fundamentals of Blended Learning.
https://www.youtube.com/watch?v=3xMqJmMcME0
• The Teach Thought Staff. (2020 May 18). The Definition of Blended Learning. Teach
Thought. https://www.teachthought.com/learning/the-definition-of-blended-learning/
Visit the following online resources to learn more about flipped classrooms and various ways
of flipping your blended F2F and ODL classrooms:
• Panopto. (2020). 7 unique flipped classroom models: which is right for you? https://
www.panopto.com/blog/7-unique-flipped-classroom-models-right/
• Talbert, R. (March 2018). What research says about flipped learning. http://rtalbert.
org/what-does-the-research-say/
Learn more about the MISOSA program of DepEd from following resources:
• Yumpu. (n.d.) ADM (MISOSA) https://www.yumpu.com/en/document/
view/53644250/adm-misosa-presentationpdf
• UNICEF. (2012). UNICEF evaluation on alternatives delivery modes: MISOSA and
e-Impact. https://www.unicef.org/evaldatabase/index_70555.html
Appendix D. Activity 2 Answer Key
F2F DL
Monday Explain that knowing Learning Delivery Modality: TV/ Submit your answers
and oneself can make RBI to the self-concept
Tuesday a person accept inventory guide
7:30-8:30 his/her strengths Watch the educational program questions during your
and limitations and on self-identify that is in the face-to-face session.
dealing with others accompanying CD of the
better self-learning module. Answer
the self-concept inventory
provided in the SLM. Follow the
instructions in the self-learning
module and score yourself.
Answer the following guide
questions.
Monday Natutukoy ang Learning Delivery Modality: TV/ Ipasa ang mga sagot
and paksang tinalakay sa RBI sa mga tanong sa
Tuesday iba’t ibang tekstong panahon na magkikita
8:30-9:30 binasa 1. Makinig sa Raqi’s Secret kayo ng inyong guro.
Files na ini-ere tuwing ika-3
ng hapon sa DZMB 90.7
Love Radio. Sagutin ang
mga tanong na nasa SLM.
2. Panoorin ang
dokumentaryong itatampok
sa Reporter’s Notebook na
mapapanood tuwing ika-4
ng hapon kada Huwebes sa
GMA 7 News TV. Sagutin
ang mga tanong na nasa
inyong modyul.
Monday Explain the meaning Learning Delivery Modality: TV/ Submit your
and of disaster RBI economic recovery
Tuesday plan during your F2F
9:30-10:30 Watch the documentary on session.
the current recovery status
of Typhoon Yolanda victims.
Then draft a 6-month economic
recovery plan should a natural
disaster as hazardous as
Typhoon Yolanda hits NCR.
Wednesday Differentiate the risk Learning Delivery Modality: After class, submit
and factors underlying F2F your economic
Thursday disasters recovery plan and
9:30-10:30 Using a Venn diagram, compare your Venn diagram in
Describe the effects and contrast the risk factors the designated drop
of disasters in one’s of various disasters and box.
life discuss how these risk factors
can affect human lives and
livelihood.
Learning Area: Physical Education and Health 3
Monday Discuss the nature of Learning Delivery Modality: TV/ Submit your answers
10:30-11:30 different dances RBI to the questions in the
module during your
Read Module 1 Lesson 1 to F2F session.
learn about the nature of
different dances. Watch the
recorded program of the
UAAP cheer dance numbers of
various universities. Score each
cheer dance using the rubric
provided in the module. Answer
the questions in the module.
Monday Nakikilala ang iba’t Learning Delivery Modality: Bago magsimula ang
and ibang akademikong F2F klase, ihulog sa drop
Tuesday sulatin ayon sa: box kung anuman ang
1:00-2:00 (a) Layunin Makinig sa guro habang kailangan ipasa sa
(b) Gamit tinatalakay ang iba’t ibang uri araw na ito.
(c) Katangian ng akademikong sulatin.
(d) Anyo Base sa tatlong halimbawa ng
akademikong sulatin, ibahagi
sa klase kung anong klaseng
teksto ito batay sa layunin,
gamit, katangian, at anyo.
Wednesday Nabibigyang- Learning Delivery Modality: TV/ Ipasa ang mga sagot
and kahulugan ang RBI sa mga tanong sa
Thursday akademikong susunod na magkikita
1:00-2:00 pagsulat Pakinggan ang programang kayo ng inyong guro.
pang-radyo na pinamagatang
Handog ng Agham para sa
Bayan. Sagutan ang mga tanong
na nasa modyul. Isulat ang mga
sagot sa isang papel.
Monday Use the kinetic Learning Delivery Modality: Before the class
and molecular model to F2F starts, submit any
Tuesday explain properties of needed output in the
4:00-5:00 liquids and solids Listen to your teacher’s designated drop box.
discussion on how the
Wednesday arrangement of molecules in
1:00-2:00 solids and liquids affect their
properties.