LEARNING DELIVERY

MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
 MODULE OBJECTIVES:

By the end of this Module, you will be able to:

1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.
Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go
schools in order for them to acquire the learning competencies designed for them. It also requires the
presence of a teacher with aids for teaching and providing learning resources to the class for better
outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that
they can study at the comfort of their home. This could also be an online teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to school. They
study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook

Distance Learning and Homeschooling

ACTIVITY 2

See LDM Module 3A – page 15

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Role of School

Learning Feature Resources Teacher Parent or
Modality Household
Member
Modular Self-Learning Competency- Prepare Guide the Coordinate with
Distance Modules Based printed printed learners and the LGU for the
Learning Worksheets learning modules serve as para manner of
 (MDL) material Monitor and teacher. delivery and
module and assess the retrieval of
activity sheets learners. printed modules.
Online Online Internet access Facilitator of Provide Provide strong
Distance instruction Gadgets learning in internet internet access
Learning (Smartphone, digital connection for teachers in
(ODL) laptop, desktop platforms for learners school
and tablet) and digital
devices/
gadgets
TV-Based Television Educational Scheduled Guide the Provide the TV
instruction television broadcast of learners program and
(TVBI) programs and the lesson broadcasting
channel
Radio-Based Radio based Educational Serve as radio Guide the Provide the radio
instruction instruction Radio Station broadcaster learners station and
(RBI) Programs broadcasting
Blended Combination of Internet access Facilitator of Guide and Monitor and
Distance traditional and Digital devices learning support supervise the
Learning technological or gadgets learner’s implementation
learning printed need of BDL
materials

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities
of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from
easiest to most difficult to implement. Give the reasons for your ranking of each. Replicate the following
table and write your answers in your Study Notebook.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Modular Distance Most of our learners belong to less-fortunate families who
Learning are apparently not capable of providing the necessary tools
and equipment like computer, smartphones, internet
1 connections, television, etc. in order for them to participate in
Online Learning and other learning modalities. Many of
them also reside in far-flung areas where signal reception is
 not possible so modular distance learning is the best fit
modality for them.
Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing modular learning. This is to provide
2 better instructional support, monitoring, and evaluation to
the learners to ensure that the quality of education is being
delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,

most of the learners’ families are not capable of providing
this type of device.
3

Radio-Based Most families in the community now-a-days do not use radios

Instruction anymore. In some households this is still present but the
signal reception is still their biggest hurdle.
4

Online Learning Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
because most the learners are not capable of this as stated in
5 the above explanations.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe what targeted interventions you
would develop to include them. Listed below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers in your Study Notebook
LEARNER GROUP TARGETED INTERVENTION
Learners without
parents or Make a weekly supervisory plan for them and check their module and activity
household member sheets. Organize, if possible, a learning support system in the area that can be
who can composed of volunteers to provide assistance to these learners.
guide and support
their learning at
home.

Provide additional reading materials in developing their reading skills. Attach

Beginning readers (K
monitoring sheets that parents/guardians may check. Constant communication
to 3)
with the parents/guardians should be implemented.

Struggling readers Provide remedial reading materials. Attach monitoring sheets that
(Grades 4-12) parents/guardians may check. Constant communication with the
parents/guardians should be implemented. Organize, if possible, a learning
 support system in the area that can be composed of volunteers to provide
assistance to these learners.

Provide non ICT based like printed modules and other activity sheet. Modular
No access to devices approach can be used. Parent-Teacher support can help a lot as well as peer
and Internet learning or family members shall act as facilitator of learning.

Inaccessible (living Coordinate with their barangay officials to assist the teachers in delivering the
in remote and/or self-learning modules and other additional learning materials.
unsafe areas)

Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the materials
Disabilities that would suffice it.

Provide interesting video of the lesson. Always monitor the students. Let the
Other? Specify.
student present their work often.