MODULE 3A

DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY
MODALITIES
Lesson 1 : UNDERSTANDING THE
DIFFERENT LDMs
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;
MODULE OBJECTIVES:
3. create a weekly home learning plan to
guide your learners as they do independent
study at home; and
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 :
Lessons:
1. Understanding the Different LDMS
2.Designing Lessons and Assessments in
the Different LDMs
3. Guiding and Monitoring Learners in the
Different LDMs
 LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
By the end of this lesson, you will be able to:
1. define the learning delivery modalities
(LDMs) prescribed by the LCP
2. describe the features of distance learning
(DL) and its different types
3. explain the guidelines for implementing
the different types of DL
 LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs

4. enumerate the minimum requirements for

each type of DL
5. rank the different types of DL in terms of their
degree of difficulty to implement from the
perspective of your School/Division
6. identify targeted interventions for learners with
special concerns to ensure inclusion in DL
ACTIVITY 1: Quick Check

What is your knowledge on the four

modalities prescribed in the LCP:
a. Face-to-face (F2F) learning
b. DL
c. blended learning (BL),
d. homeschooling
ACTIVITY 1: Quick Check

Which of the LDMs do not have F2F

learning component?
dIfferent Learning
delivery modalities
Face-to-face (F2F) learning:
 teacher and learner/s are physically in one
opportunities for active engagement, immediate
feedback and socio-emotional development of
learners.

 may be conducted in any available physical learning

space.
Distance learning:

a learner is given materials or access to 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.
Distance learning:

teacher supervises and monitors the

learner’s progress and provides
remediation and enhancement when
needed and possible.
Assistance may be provided by a
learning facilitator who may be a parent
or any member of the family, or a
community stakeholder.
 types of distance learning
Modular Distance Learning
- refers to a learning delivery that is in the form of
individualized instruction where learners use self-learning
modules (SLMs) in print or digital format, whichever is
applicable in the context of the learner, with the guidance of
any member of the family or other stakeholder in the
community trained to serve as learning facilitators .
 Minimum Requirements for Modular
Distance Learning
1.The school orients the teachers, parents and learners about
the modular learning policies and directions to ensure that
everyone is properly informed and guided.

2. The school has complete and appropriate content

(Learning Modules/Self-Learning Modules in print and e-
copy for those with device) for Quarter 1 available for
distribution to learners.
 Minimum Requirements for Modular
Distance Learning
3. The school has available reference/supplementary
materials for distribution to the learners.

4. The parents have expressed willingness for the option of

modular distance learning for their children.

5. The parents are willing to co-supervise and co-monitor

the progress of their children's modular distance learning.
Online Distance Learning
refers to a learning delivery modality where the
teacher facilitates learning and engages learners' active
participation using various technologies connected to the
internet while they are geographically remote from each
other.
Online Distance Learning
Screen Time Guidelines by Age
a) Key Stage 1 (K to 3): At most, one hour daily for
Kindergarten and one hour to 1.5 hours for Grades 1 to 3
b) Key Stage 2 (Grades 4 to 6): Up to two hours
c) Key Stage 3 (Grade 7 – 10): Up to two hours for Grades
7-8 and up to four hours for Grades 9-10 (two hours in the
morning and the other two hours in the afternoon)
d) Key Stage 4 (Grades 11 to 12): At most four hours
(two hours in the morning and the other two hours in the
afternoon)
Online Distance Learning
* Synchronous learning shall be conducted using
live webinars, video conferencing, live chat or instant
messaging. Conducting this using third-party tools is
not encouraged because it might be difficult for
learners to join/login in different platforms. Teachers
are highly encouraged to use Google Meet to record a
specific activity especially for performance task-
based outputs. Lessons shall be recorded for students
who missed the lesson for viewing later.
Online Distance Learning
* For the asynchronous online platform, LMS shall
be utilized for self-paced learning. Asynchronous
learning avoids the assumption that technology is
readily available for learners when the teacher deems it
as necessary or that learners are in an environment that
is free of distraction at the allotted class meeting time.
Learning materials may be posted online, and learners
may work through them in their own time,
collaborating asynchronously with other learners and
with the teacher via online forum, email, and others.
 Minimum Requirements for Online Distance
Learning
1. The school has an educational platform or Learning
Management System (LMS), either subscription-based or
locally developed.

2.The school has the technical expertise to run and support

the educational platform 24/7. Technical expertise can be
in-house or outsourced or a combination, depending on the
nature of the deployment.
 Minimum Requirements for Online Distance
Learning
3. The school has helpdesk personnel working under the
platform managers whose main task will be to directly
answer usage queries of both teachers and students.
4. The school has complete and appropriate content for
Quarter 1 in the platform.
5. Together with the content, the school has proper
assessments (e.g., quiz, exams) available in the platform.
The same assessments should be regularly reviewed and
updated.
 Minimum Requirements for Online Distance
Learning
6. The school has institutionalized the training and
updating of teachers to be more technologically adept.
7. Teachers have access to device/s and connectivity at the
school.
8. The learners have access to the necessary resources
(device, connectivity) to access the lessons.
9.The parents have expressed willingness for the option of
online distance learning for their children.
Requirements that should be addressed by the
school as soon as possible (ODL)
1. The school orients the teachers, parents and learners
about the online learning policies and directions to ensure
that everyone is properly informed and guided.
2. The school has a technology knowledge enhancement
program wherein regular trainings or seminars are given to
teachers, students, and parents to make them embrace the
technology.
 Requirements that shouls be addressed by the
school as soon as possible (ODL)
3. The teachers are well oriented on DepEd policies
relating to online distance learning and to freely access the
needed resources accorded by the Department like the
DepEd Commons and LRMDS.
4. The parents are willing to co-supervise and co-monitor
the progress of their children's online learning.
TV-based instruction/Radio-based instruction
- refers to the use of television or radio programs
on channels or stations dedicated to providing
learning content to learners as a form of distance
education.
 Minimum Requirements for TV-based
instruction/Radio-based instruction
1. The school orients the teachers, parents and
learners about the TV/Radio-based Instruction
policies and directions to ensure that everyone is
properly informed and guided.
2. The school has a MOA/MOU with a Television
Network or Radio Station for the needed airtime/slot.
 Minimum Requirements for TV-based
instruction/Radio-based instruction

3. The parents ensure children's access to television

and radio.
4.The parents have expressed willingness for the
option of TV/Radio-based instruction for their
children.
Blended learning:

combination of the features of F2F 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 types of distance
learning.
Blended learning:

Blended Distance Learning: Any

combination of the above DL types. Thus:
 MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
 ODL, TVBI/RBI and MDL
Blended learning:

Sample Scenarios:
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.
Blended learning:

Sample Scenarios:
Scenario 1
The first learning scenario uses the blended F2F
and MDL modality. This type of blended learning combines
F2F learning with off-school activities for the learners that
are guided by a self learning module. The self-learning
module has learning exercises which the learner can do at
home guided by a learning facilitator. The self-learning
modules can come in printed or digital format.
 Blended learning:

Sample Scenarios:
Scenario 2
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.
 Blended learning:

Sample Scenarios:
Scenario 2
Learning scenario 2 is an example of a blended
F2F and ODL modality. The F2F session with the learners is
spent watching a movie which learners will review, while the
off-school activities through ODL make use of a learning
management system (LMS) like Google Classroom. In this
learning scenario, learners’ interactions happen through
asynchronous discussions.
 Blended learning:

Sample Scenarios:
Scenario 3
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.
 Blended learning:

Sample Scenarios:
Scenario 3
The fourth learning scenario illustrates an example
of a blended F2F and TV/RBI . This modality combines face-
to-face sessions with the use of educational TV/radio
programs which may be broadcasted live via television or
radio networks, or viewed offline using TV units, computers,
tablets, or smartphones that do not require signal or internet
connection. The TV/RBI component also has a learning
facilitator who guides and supports the learner during the off-
school activities.
Remember:

Blended learning is only applicable

when a vaccine is already available.
Face to face sessions in this modality,
then, has to be carefully planned such
that the activities during those sessions
observe physical distancing.
Home schooling:

provides learners with access to formal

education while staying in an out-of-
school environment, with parents,
guardians, or tutors as authorized
facilitators instead of classroom
teachers.
 Activity 2: Completing the Distance
Learning Matrix
Distance Learning Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Modality Feature Household Member
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning
 Activity 3: Ranking the DL
modalities
Ranking Type of DL (Modular Distance Why?
(1 to 5, from easiest to Learning, Online Distance
hardest to implement) Learning, TV-based
instruction/Radio-based
instruction, Blended Distance
Learning
1
2
3
4

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.
 Activity 4: Identifying Learner
Group and Targeted Intervention
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 and share your ideas at your next LAC Session.
Activity 4: Identifying Learner
Group and Targeted Intervention
Learner Group Targeted
Intervention
Learners without parents 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.
What should be the basis of these?

• Learning Continuity Plan (LCP)

 assures that all possible measures will be
taken to ensure that no child will be
excluded from learning during the
COVID-19 crisis.
 MY HOPE IS THAT OUR NEW NORMAL,
TODAY, EXPOSES WHAT WAS WRONG WITH OUR
OLD NORMAL, YESTERDAY, AND SETS US UP
FOR A BETTER NORMAL, TOMMOROW.

-DWAYNE REED-
THANK YOU!!!