MODULE 3A

LESSON 1: Understanding the

Different LDMs
By
Lorymae B. Padillo
Teacher 1
Lesson Objectives
ACTIVITY 1
 LEARNING MODALITIES DEFINITION
This is a learning delivery modality where the teacher and learner/s are physically in
 Face-to-face one venue where there are opportunities for active engagement ,immediate feedback
and socio emotional development of learners. It may be conducted in any available
physical learning space in which learners can digest the content of each topic
smoothly. It is the best way to address and to deliver learning ideas.

This is a learning delivery modality using a combination of the features of F2F

 Blended Learning learning and distance learning. It can be (1) F2F and modular distance learning; (2)
F2F and online distance learning (3) F2F and TV-based Instruction/Radio-based
Instruction; or (4 )F2F and any combination of the other type of distance learning.

This is a learning delivery modality where a learner is given materials or access to

 Distance Learning resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening
to radio-based instruction while being geographically distant from the teacher.

This learning modality is also known as home education where learners are educated
 Homeschooling in their homes or in places other than the school. Most home school families use less
formal ways of educating. Teaching can be done by a parent, guardian, tutor, or an
online mentor.
Which of the LDMs do not have a F2F learning
component?
Among the four LDMs, only the distance learning modality do not have a face to
face component because the DL is primordially designed for learners to learn by
themselves.
The abovementioned is the only modality that meets the requirement of the new
normal in education which aims to lessen direct contact between teachers and learners.
ACTIVITY 2
 DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Resources Role of Teacher Role of Parent/ Role of School
Learning Feature Household Member
Modality

MDL  Self-Learning  Competency-based  Prepares printed  Guide the learners  Coordinates with the
Modules printed learning modules and serves as para LGU for the manner
 Worksheet materials, modules, and  Monitors and assess teacher of delivery and
activity sheets the learners retrieval of printed
modules

ODL  Online instruction  Internet access  Facilitates learning  Provides internet  Provides strong
 Gadgets in digital platforms connection and internet access for
digital devices to teachers in school
learner

TVBI  Television  Educational television  Schedules  Guides the learner  Provides the TV
programs and channels broadcasts of the program and
lessons broadcasting

RBI  Radio-based  Educational radio  Serves as radio  Guides the learner  Provides the radio
instruction station programs broadcaster station and
broadcasting
BDL  Combination of  Internet access  Facilitator of  Guides and provides  Monitors and
traditional and  Digital devices learning learner’s needs supervises the
technological  Printed materials implementation of the
learning modality
ACTIVITY 3
 Ranking Type of DL
(1 as the easiest and 5 as
the hardest to implement)
1 MDL
2 TVBI
3 RBI
4 BL
5 ODL
Why?
Best for all types of learners as
activities/exercises are designed to cater to all
types of learners
Hazy TV reception
Limited local channels
Most household do not own a radio
Difficult for those who are not auditory
learners
Unreliable internet connection in the area
Learners lack suitable gadget/device
Unreliable internet connection
Learners may get distracted by other things
while online
Learners lack suitable gadget/device
ACTIVITY 4
 Learner Group
Learners without parent or household
member who can guide and support their
learning at home
Beginning readers ( K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible ( living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify:
Disinterested Learners
Targeted Intervention
Seek assistance from relatives or LGU
Peer learning can be suggested among relatives
Provide support to learner through text, call, chat, and the likes
Prepare and provide reading and supplementary materials
Make the materials attractive and easy to use
Arrange materials from easy to difficult
Provide instructional videos
Provide non-ICT based materials
Use the modular approach
Encourage peer learning
Use modular learning with localized learning materials
Ask help of the LGU in the distribution and retrieval of learning materials
Coordinate with the LGU so as to determine the needs of the community
Refer to the nearest school offering SPED program
Use blended learning with assistive technology devices
Provide interesting videos of the lesson
Constantly monitor learner’s progress through the help of the parent/
guardian