DISTANCE LEARNING

THROUGH
MODULAR
APPROACH

CIDILI C. DOLOROSA
Presenter
DISTANCE LEARNING THROUGH MODULAR
APPROACH

◦ A module is a unit of work in a course of instruction that is self-contained and

a method of teaching that is based on the building up of skills and knowledge
in discrete units.

◦ A module can be in paper or print (hardcopy) or non-print

(softcopy/electronic) but generally, its components and characteristics are the
same. [Muñoz, 2020]
Alternative Delivery Modules or
Self-Learning Modules (SLMs)

◦ self-contained, self-instructional, self-paced, and interactive learning resources

for public schools

◦ intended for learning a specific topic or lesson where the learner interacts
actively with the instructional material rather than reading the material
passively [DO_s2020_018.pdf, p.3]
Alternative Delivery Modules or
Self-Learning Modules (SLMs)

◦ become an ideal learning resource and therefore a priority in remote or distance

learning where a teacher is unable to provide the constant instructional supervision
and guidance in a classroom setting
◦ have been used by DepEd for its ADMs during disasters or in situations where
learners have difficulty for daily school attendance
◦ COVID-19 has compelled the use of SLMs on a large scale. [DO_s2020_018.pdf,
p.3]
 Modular Distance Learning
◦ Learners access electronic copies of learning materials on a
 Modular Distance Learning
◦ The teacher takes the responsibility of monitoring the progress of the learners.

◦ The learners may ask assistance from the teacher via

◦ email,
◦ telephone,
◦ text message/instant messaging, etc.

[DO_s2020_012.pdf, p.31]
 Modular Distance Learning
◦ Distance learning modality is most viable for independent learners, and
learners supported by periodic supervision of parents or guardians.
◦ The challenge will be in dealing with learners not capable of independent
learning.
◦ This is the subject of further discussion within DepEd, and with partners and
parents. [DO_s2020_012.pdf, p.32]
 Modular Distance Learning
◦ It considers the individual differences among the learners which necessitate
the planning for adoption of the most appropriate teaching techniques in order
to help the individual grow and develop at her/his own pace. [Muñoz, 2020]
 Modular Distance Learning
◦ The learning outcomes in the form of
◦ knowledge,
◦ skills,
◦ attitudes,
◦ and values
will be assessed. [DO_s2020_012.pdf, p.35]
 Modular Distance Learning
◦ Learners shall prepare their ◦ The portfolio/e-portfolio content will be
portfolio/e-portfolio to include assessed using rubrics that capture the
◦ written works, and performances evidence of learning.
(and products), ◦ Testimonies of parents and other adults
◦ whether hardcopy, softcopy, or a including community leaders aside from
combination of both. teachers may also be considered in the
assessment.

[DO_s2020_012.pdf, p.35]
 CHARACTERISTICS OF A MODULE
1. It should be independent
2. Self-contained
3. Self-instructional
4. Well-defined contents
5. With clearly-defined objectives
6. Concerned with individual differences
7. With association, structured sequence of knowledge
 CHARACTERISTICS OF A MODULE
8. Systematically organized learning opportunities
9. Utilization of a variety of media (if applicable)
10. Encourages active participation by learner
11. Immediate reinforcement of response
12. With adequate evaluation of the work
[Muñoz, 2020]
 ESSENTIAL COMPONENTS OF A
MODULE
1. Rationale - An overview of the content of the module and explanation of
why the learner should study it.

2. Objectives - What is the expected outcome of the module? This is stated in

behavioral/performance terms.

3. Entry Test -To determine if the learner has prerequisite skills needed to start
the module.
 ESSENTIAL COMPONENTS OF A
MODULE
4. Multimedia Materials – A wide variety of media is used so learners are
involved actively and utilize their senses (in case of print modules, graphics
are enough).

5. Learning Activities - Presentation, demonstration, drill, simulation,

discovery problem solving, etc. may be useful. A wide variety of learning
activities can increase student’s interest and cater to their needs.
[Muñoz, 2020]
 ESSENTIAL COMPONENTS OF A
MODULE

◦ Self-Test: This provides a chance to review and check one’s own progress

◦ Post Test: To check whether the objectives are attained

[Muñoz, 2020]
 STRUCTURE OF A MODULE
◦ The title ◦ The objectives
◦ The introduction ◦ The learning activities
◦ The overview or rationale ◦ The formative test, evaluation and
◦ The instruction to the users feedback

◦ The pre-test evaluation and ◦ The summative evaluation and

feedback feedback

[Muñoz, 2020]
PRINCIPLES IN DESIGNING
ACTIVITIES IN A MODULE

1. Plan learning activities on the basis of entry behavior or readiness of the

learners.
2. Develop the learning activities towards the target terminal behavior or
objective
3. Adjust the learning activities on the needs of the learners depending on the
manifested areas of strengths and weaknesses of the learners.
PRINCIPLES IN DESIGNING
ACTIVITIES IN A MODULE

4. Make careful gradation of activities from simple to complex.

5. Provide adequate activities for individual differences.
6. Provide adequate formative tests to check his/her progress. [Muñoz, 2020]
CONCERNS/QUESTION
S ABOUT MODULAR
APPROACH
[Muñoz, 2020]
1. Why modular approach is essential and critical
component of
distance learning?

◦ Modular approach is the most universal and familiar among all the
approaches of distance learning.
◦ The PRINT form of module has been used for a very long time and it can be
utilized by learners with or without internet connection, gadgets, computers,
television, radio, or skills in using these technologies.
◦ It is a pen and paper approach.
2. Which is better, print or non-print?

◦ Both have their own advantages and disadvantages.

◦ The best option for those with connectivity and equipment issues is print.
◦ In the end, the parents will decide which form or mode they would like to have
for their children.
3. Who will create and provide these
modules?

◦ The production and distribution of print and non-print modules are primarily the
task of DepEd officials and expert partners.

◦ You can also download learning materials from DepEd websites or engines that
provide these kind of materials.
3. Who will create and provide these
modules?

◦ The textbooks from DepEd are also module-based in terms of design and
approach; you may utilize it, too, but teachers are welcome to contribute.

◦ Teachers’ deep and long experience with their learners are valuable and their
self-made modules can be a big help.
4. How do we distribute the print modules?

◦ As long as social distancing is enforced and face-to-face learning is

prohibited, print modules may be handed to parents or learners at designated
areas in the community while observing strict quarantine rules.
◦ The same will be returned for checking and evaluation at designated areas
without physical contact or prolonged exposure to outside environment.
4. How do we distribute the print modules?

◦ The good thing about module is that they are self-contained and
independent, footnotes and written corrections by the teachers to their
submitted works are enough assistance for additional follow-up activities or
supplemental module.
5. Since modules are self-paced and
differentiated, are we going to provide different
modules for the same learning competency?

◦ No.
◦ A module always begins from the baseline based on the results of the pretest
given at the start of the school year.
◦ The gradation in a module requires an easy start progressing carefully towards
the more complex.
5. Since modules are self-paced and
differentiated, are we going to provide different
modules for the same learning competency?

◦ Those who are advance may be provided with more complex

supplemental/enrichment activities, while those who are struggling may be
provided with more practice activities.
◦ But the same primary module will be given to each of the students
6. How long each module should be
accomplished and completed by the learner?

◦ Let’s make an estimate.

◦ There are about 30 learning competencies in the MELC in each subject area.
◦ This school year has around 200 days.
◦ Each learning competency is usually taught in classroom for 3-4 days.
6. How long each module should be
accomplished and completed by the learner?

◦ Considering the new and more challenging arrangement of learning at these

times, each module may be completely accomplished for 5-6 school days by
average.
◦ If these numbers hold true for the entire school year, its 5-6 days for each
module.
7. How do we tackle possible cheating of
responses in modular approach?

◦ Sometimes expert experience is enough. Check their penmanship, is it theirs or

consistent? Check the previous grades or performance of the learner. Is it along
the line or way above? Is it too scholarly for their age?

◦ Or we can be sincerely direct with parents and learners. Make them reflect on
the implications of cheating for their own sake.
7. How do we tackle possible cheating of
responses in modular approach?

◦ The truth is, it is difficult to tackle because the teacher and the learner are
distant. But always remember, teachers must be very careful, fair, and
conscientious in making a judgment especially in terms of cheating.
 “The difference between school and life?
In school, you’re taught a lesson and then given a
test.
In life, you’re given a test that teaches you a
lesson.”
-- Tom Bodett