JENELYN N.

LITAWEN
MODULE 2: UNDERSTANDING THE LEARNING DELIVERY MODALITIES IN THE
BASIC EDUCATION LEARNING CONTINUITY PLAN

LESSON 1: OVERVIEW OF THE LEARNING DELIVERY MODALITIES

ACTIVITY 1
1. In your own words, define each modality.
a. Face to Face (F2F) Learning
 Is a learning modality where a pupil learns a new task in response
to stimulus set by the teacher in an actual classroom setting.
b. Distance Learning
 Learners are provided with ADM Modules or/and LAS that were
designed to provide ample time for mastery and sufficient practice
to ensure that the targeted MELCs are achieved.
 Learners are provided with suggested time frame to work on their
assigned tasks. Learners are given with flexibility in finishing each
module with respect to their learning needs, characteristics, and
level of understanding to make sure that they have mastered its
learning contents.
 Family members and other stakeholders within the community can
be a learning facilitator to provide learners with instructional
support in the absence of the teacher.
c. Blended Learning
 Is any combination of Face to Face, Modular Distance Learning,
Online Distance Learning, TV/Radio-based Instruction.
 A weekly home learning plan must be given to learners. Teachers
must check with pupils through text, messaging or a summary of
what is expected from them.
 An individual learning monitoring plan must also be prepared to
monitor the learners’ difficulties and to see their progress.
d. Home Schooling
 It is a formal education through an alternative delivery mode of
learning where the pupil studies at home with their parents,
guardians or tutors. The learner occasionally goes to school to
develop learning competencies that require the use of laboratory or
equipment.
2. Which of the LDMs do not have a face-to-face learning component?
 Distance Learning
 LESSON 2: DISTANCE LEARNING
ACTIVITY 1
DISTANCE LEARNING MATRIX
Distance Learning Distinguishing Essential Role of Teacher Role of Parent or Role of School
Modality Feature Resources Household
Member
Modular Distance Self-Learning Self-learning Provide modules Learning Organize
Learning (MDL) with the use of modules (SLMs) and Monitor facilitators professional
devices or Learners development
printed modules progress (PD) activities
or a combination
of both
Online Distance Teacher and 1. Self-learning Teachers shall Supervise and Organize
Learning (ODL) learner shall have 2. Modules (SLMs) present lessons monitor the professional
access to digital 3. Textbooks (TXs) in more than one screen time of development
devices and 4. Primer Lessons format within the the learners (PD) activities
internet 5. Activity Sheets learners’ capacity Determine the
connectivity 6. Teacher-made Give appropriateness
videos assignments and of learning
7. Open learning tasks management
Educational system or
resources educational
8. Other platform
Supplementary
learning materials
TV-Based Self-learning 1. Learning Provide essential Guide the Provide the
Instruction (TVBI) modules are Activity Sheets learning learners during learners and
converted to be 2. Textbooks resources viewing time parents the
utilized on as 3. SLMs broadcast
learning platform schedule of
lessons
Radio-Based Self-learning 1. Learning Provide essential Guide the Provide the
Instruction (RBI) modules are Activity Sheets learning learners during learners and
converted to be 2. Textbooks resources listening time parents the
utilized on radio 3. SLMs broadcast
as learning schedule of
platform lessons
Blended Distance A combination of 1. Self-learning Provide modules Supervise and Organize
Learning any of the sub- 2. Modules (SLMs) and Monitor monitor the professional
categories of 3. Textbooks (TXs) Learners screen time of development
distance learning 4. Primer Lessons progress the learners (PD) activities
5. Activity Sheets Guide the Determine the
6. Teacher-made learners during appropriateness
videos viewing/listening of learning
 7. Open time management
Educational Learning system or
resources facilitators educational
8. Other platform
Supplementary Provide the
learning materials learners and
parents the
broadcast
schedule of
lessons

ACTIVITY 2
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 BDL—from easiest to most difficult to implement. Give
the reasons for your ranking of each.

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1 Blended Distance Learning Self-learning modules ensures the
safety of the learners inside their home
but not all parents/guardians are trained
to be learning facilitators
2 Modular Distance Learning The use of audio/video lessons, and e-
SLMs enhances learning with the Self-
learning modules provided by the
teacher
3 Online Distance Learning Only internet connectivity links the
teacher and the learner
4 TV-based Instruction Not all learners have TVs at home
5 Radio-based Instruction Learners specially Kinder, Grades 1
and 2 are easily distracted while
listening to the radio

Ranking
(1 to 5, from easiest to
hardest to implement)
Type of DL Why?
 ACTIVITY 3
TARGETED INTERVENTIONS FOR LEARNERS WITH SPECIAL CONCERNS

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household Video tutorials/ Tap stakeholders/volunteer

member who can guide and support their learning facilitator than can help the learner at
learning at home home

Beginning readers (K to 3) Video tutorials/Reading Activity Booklets

Struggling readers (Grades 4-12) Additional Reading Activities/Sheets

No access to devices and Internet Learning Activity Sheets