Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE 1 PANGASINAN
URBIZTONDO DISTRICT 1

MODULE 3
FILIPINA S.
DESIGNING
SOLOMON INSTRUCTION IN THE
Master Teacher I
DIFFERENT LEARNING
DELIVERY
ASIALIE MAY C. DE
GUZMAN
MODALITIES
Teacher III
 MODULE 3A
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
 MODULE OBJECTIVE:

By the end of this Module you will 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 OBJECTIVE:
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
 CONTENT:

Lesson 1: Understanding the Different LDMs.

Lesson 2: Designing Lessons and Assessments in
the Delivery of LDM
Lesson 3:Guiding and Monitoring Learners in the
Different LDMs
 LESSON 1:
Lesson 1: Understanding the Different
LDMs.
 LESSON 1: OBJECTIVES
By the end of this Module you will 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: OBJECTIVES
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
Learning delivery modalities (LDMs)
prescribed by the LCP
FACE-TO-FACE (F2F) LEARNING REFERS TO A LEARNING
DELIVERY MODALITY WHERE THE TEACHER AND
LEARNER/S ARE PHYSICALLY IN ONE VENUE. THERE ARE
OPPORTUNITIES FOR ACTIVE ENGAGEMENT, IMMEDIATE
FEEDBACK AND SOCIOEMOTIONAL DEVELOPMENT OF
LEARNERS. IT MAY BE CONDUCTED IN ANY AVAILABLE
PHYSICAL LEARNING SPACE.
 Learning delivery modalities (LDMs)
prescribed by the LCP
DISTANCE LEARNING REFERS TO A LEARNING DELIVERY MODALITY WHERE 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. THE 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.
 Learning delivery modalities (LDMs)
prescribed by the LCP
BLENDED LEARNING REFERS TO A LEARNING DELIVERY
MODALITY USING A 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.
 Learning delivery modalities (LDMs)
prescribed by the LCP
HOME SCHOOLING REFERS TO AN ALTERNATIVE LEARNING DELIVERY
MODE (ADM) THAT 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. THIS DOES NOT PRECLUDE GOING
TO A SCHOOL ON SPECIFIC PERIODS TO DEVELOP LEARNING
COMPETENCIES THAT REQUIRE THE USE OF LABORATORY, EQUIPMENT,
AND OTHERS. IT USES ANY OR A COMBINATION OF THE VARIOUS
LEARNING DELIVERY MODALITIES.
 Distance Learning
MODULAR DISTANCE LEARNING (MDL)
-IT INVOLVES INDIVIDUALIZED INSTRUCTION THAT ALLOWS
LEARNERS TO USE SELF-LEARNING MODULES (SLMS) IN PRINT OR
DIGITAL FORMAT/ELECTRONIC COPY.
-LEARNER’S MATERIALS, TEXTBOOKS, ACTIVITY SHEETS, STUDY
GUIDES AND OTHER STUDY MATERIALS.
- THE LEARNERS ACCESS ELECTRONIC COPIES OF LEARNING
MATERIALS ON A COMPUTER, TABLET PC, OR SMARTPHONE. CDS,
DVDS, USB STORAGE AND COMPUTER-BASED APPLICATIONS CAN
ALL BE USED TO DELIVER E-LEARNING MATERIALS, INCLUDING
OFFLINE E-BOOKS.
 Distance Learning

ONLINE DISTANCE LEARNING (ODL)

-ENGAGING LEARNERS’ ACTIVE PARTICIPATION THROUGH THE USE OF

VARIOUS TECHNOLOGIES ACCESSED THROUGH THE INTERNET WHILE
THEY ARE GEOGRAPHICALLY REMOTE FROM EACH OTHER DURING
INSTRUCTION.
- IT IS OFTEN MORE INTERACTIVE THAN THE OTHER TYPES OF
DISTANCE LEARNING BECAUSE THE RESPONSES IS REAL-TIME. THE
LEARNERS MAY DOWNLOAD MATERIALS FROM THE INTERNET.
-APPLICABLE FOR INDEPENDENT LEARNERS.
 Distance Learning
TV-BASED INSTRUCTION (TVBI)
-UTILIZES SELF-LEARNING MODULES (SLMS) CONVERTED TO
VIDEO LESSONS FOR TELEVISION-BASED INSTRUCTION. 
 
-APPLICABLE FOR INDEPENDENT LEARNERS.

 RADIO-BASED INSTRUCTION (RBI)

-UTILIZES SELF-LEARNING MODULES (SLMS) CONVERTED TO
RADIO SCRIPT FOR RADIO-BASED INSTRUCTION.
 
- APPLICABLE FOR INDEPENDENT LEARNERS.
 Distance Learning

BLENDED DISTANCE LEARNING

-COMBINES FACE-TO-FACE WITH ANY OR A MIX OF ONLINE

DISTANCE LEARNING, MODULAR DISTANCE LEARNING, AND
TV/RADIO-BASED INSTRUCTION.
 
-ENABLES THE SCHOOLS TO LIMIT FACE-TO-FACE LEARNING,
ENSURE SOCIAL DISTANCING, AND DECREASE THE VOLUME
OF PEOPLE OUTSIDE THE HOME AT ANY GIVEN TIME.
 
 ACTIVITY 1:
DO A QUICK CHECK OF YOUR KNOWLEDGE OF THE FOUR
MODALITIES PRESCRIBED IN THE LCP—FACETO- FACE (F2F)
LEARNING, DL, BLENDED LEARNING (BL), AND HOMESCHOOLING. IN
YOUR OWN WORDS,DEFINE EACH MODALITY. WRITE YOUR OWN
DEFINITIONS IN YOUR STUDY NOTEBOOK. WHEN YOU ARE DONE,
CHECK LESSON 1, ACTIVITY 1 ANSWER KEY 1 TO SEE HOW WELL
YOU DID.

NOW, ANSWER THIS QUESTION: WHICH OF THE LDMS DO NOT HAVE

AN F2F LEARNING COMPONENT? WRITE DOWN YOUR ANSWER IN
YOUR STUDY NOTEBOOK, THEN CHECK IT AGAINST LESSON 1,
ACTIVITY 1 ANSWER KEY 2.
 MODULE 3, LESSON 1, ACTIVITY 1: ANSWER KEY 1
Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are physically in one venue. There are opportunities for
active engagement, immediate feedback and socioemotional development of
learners. It may be conducted in any available physical learning space.
Distance learning refers to a learning delivery modality where 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. The 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.
 Blended learning refers to a learning delivery modality using a
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.
Home schooling refers to an alternative learning delivery mode (ADM)
that 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. This does not
preclude going to a school on specific periods to develop learning
competencies that require the use of laboratory, equipment, and others.
It uses any or a combination of the various learning delivery modalities.
 MODULE 3, LESSON 1, ACTIVITY 1: ANSWER KEY 2
Question: Which of the LDMs do not have a face-
to-face learning component?
Answer:
Distance learning
Home schooling if done via distance learning
 ACTIVITY 2:
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the
readings, complete the DistanceLearning Matrix. Share your completed
matrix at your next LAC Session. Your goal is to come to a shared
understanding with your peers on the different DL modalities and their
defining features and requirements.

Note that when a vaccine is already available and F2F will be allowed by
the Inter-AgencyTask Force (IATF) and by the local government unit
(LGU) concerned, any of the DL modalities may be combined with F2F
learning to come up with a BL. Learn more about BL inthe Supplementary
Handout on Blended Learning Delivery Modalities.
LESSON 1 - DISTANCE LEARNING
ACTIVITY 2 - DISTANCE LEARNING MATRIX
Distance Learning Modality
Modular Distance
Learning (MDL)
Distinguishing Feature
-It involves individualized
instruction that allows
learners to use self-
learning modules (SLMs)
in print or digital
format/electronic copy.
-Learner’s Materials,
textbooks, activity sheets,
study guides and other
study materials.
- The learners access
electronic copies of
learning materials on a
computer, tablet PC, or
smartphone. CDs, DVDs,
USB storage and
computer-based
applications can all be
used to deliver e-learning
materials, including offline
E-books.
Essential Resources Role of Teacher Role of Parent or Role of School
Household Member
- Modules in multimedia -The teacher takes the -Any member of the family -Provides the activity or
such as slides, video and responsibility of may serve as para- learning plans to teachers
audio files. monitoring the progress teachers. and parents for a smooth
 -The use of e- of the learners wherein   and well-coordinated
learning materials learners may ask delivery of instruction.
   assistance from the
 -The use of teacher via e-mail,
computer-based telephone, text
  message/instant
messaging, and others.
 
-If possible, the teacher
shall do home visits to
learners needing
remediation or
assistance.
 LESSON 1 - DISTANCE LEARNING

ACTIVITY 2 - DISTANCE LEARNING MATRIX

Online Distance -Engaging learners’ -The internet is used -As facilitator - Any member of the Provides the activity
Learning (ODL) active participation to facilitate learner-   family may supervise or learning plans to
through the use of teacher - Takes the the learner. teachers, learners and
various technologies communication such responsibility of    parents for a smooth
accessed through the as: monitoring the and well-coordinated
internet while they are   progress of the delivery of instruction.
geographically remote The use of Web- learners.
from each other Enhanced Learning
during instruction. Activities
- It is often more  Free access to
interactive than the OERs (Open
other types of Educational
distance learning Resources)
because the   
responses is real-  -Access to LR
time. The learners Portals
may download   
materials from the  -Access to DepEd
internet. Commons
-Applicable for  
independent learners.
 
 LESSON 1 - DISTANCE LEARNING

ACTIVITY 2 - DISTANCE LEARNING MATRIX

TV-Based Instruction -Utilizes Self-Learning -Television -As facilitator - Any member of the -Provides the needed
(TVBI) Modules (SLMs)     family may supervise teacher’s and
converted to video -Self-Learning - Takes the the learner. learner’s learning
lessons for Television- Modules (SLMs) responsibility of   materials and
Based Instruction.    monitoring the instructions.
  -DepEd Commons progress of the
-Applicable for   learners
independent learners. -LR Portal
 
 

Radio-Based Instruction -Utilizes Self-Learning -Radio -As facilitator - Any member of the -Provides the needed
(RBI) Modules (SLMs)     family may supervise teacher’s and
converted to radio -Self-Learning - Takes the the learner. learner’s learning
script for Radio- Modules (SLMs) responsibility of   materials and
Based Instruction.   monitoring the instructions.
  -DepEd Commons progress of the
- Applicable for   learners
independent learners. -LR Portal
 LESSON 1 - DISTANCE LEARNING

ACTIVITY 2 - DISTANCE LEARNING MATRIX

Blended Distance -Combines face-  -Modules - As facilitator -Any member of -Provides the
Learning to-face with any or      the family may needed teacher’s
a mix of online  -Worksheets - Takes the supervise and and learner’s
distance learning,    responsibility of serve as para- learning materials
modular distance  -Activity monitoring the teachers. and support of
learning, and Sheets progress of the   media institutions
TV/Radio-based    learners like TV and radio
Instruction.   stations.
   
-Enables the  
schools to limit
face-to-face
learning, ensure
social distancing,
and decrease the
volume of people
outside the home
at any given time.
 ACTIVITY 3:
Consider the situation in your School/Division—your organizational
capabilities, your levelof resources (infrastructure, financial, human),
level of experience in DL, health and safetystatus, 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.
Be prepared to discuss your ranking at your next LAC Session.
ACTIVITY 3:
RANK OF DISTANCE LEARNING TYPES (MDL, ODL, TVBI, RBI and BDL)
(from easiest to most difficult to implement)

Ranking (1 to 5, from easiest to Type of DL Why?

hardest to implement)

5
ACTIVITY 3:
RANK OF DISTANCE LEARNING TYPES (MDL, ODL, TVBI, RBI and BDL)
(from easiest to most difficult to implement)
Ranking (1 to 5, from easiest Type of DL Why?
to hardest to implement)

Modular Distance  DepEd Central Office provides the different Learning Resource Materials/Modules in multimedia (slides,
  video and audio files), Digital Packets (Learning Materials), e-learning materials/computer-based learning
Learning(MDL) resources based from the Most Essential Learning Competencies (MELC) prescribed.
1

  TV-Based Instruction Availability of Television Sets, SLMs provided by the DepEd Central Office and technical assistance/support

(TVBI) from media institutions and others.

2

  Radio-Based Availability of Radios, SLMs provided by the DepEd Central Office and technical assistance/support from media

Instruction (RBI) institutions and others.

3
Blended Distance
  The implementation of the different learning modalities will be difficult on the part of teachers and a conflict of
Learning
schedule especially for working parents in the distribution of LMs and instructions.
4
Online Distance
  Limited access or poor internet connectivity. Financial situation of families (not all can afford to buy load and
Learning(ODL)
pay for monthly internet subscription).
5
 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. Writedown your answers in your Study
Notebook and share your ideas at your next LAC Session.
ACTIVITY 4:
Learner Group Targeted Intervention
Learners without parents or household member who can guide and
support their learning at home
Beginning Readers (K to 3)
 
 
No access to devices and Internet
 
 
Inaccessible – live in remote and/or unsafe areas
 
 
Indigenous Peoples
 
 
Persons with Disabilities
 
 
Others? Specify
 
 
ACTIVITY 4: ANSWER
Learner Group Targeted Intervention
Learners without parents or household member -Teacher provides assistance to learners through home visitation.
who can guide and support their learning at home
Beginning Readers (K to 3) -Use of reading kits and other printed reading materials, work sheets and
  modules.
  -Provision of Digitized IMs (phonetics)
No access to devices and Internet -Provide remote learning tools like paper work sheets, modules and other
  learning-based materials.
  -Teacher provides assistance to learners through home visitation.
 
Inaccessible – live in remote and/or unsafe areas -Coordinate with barangay officials.
 
 
Indigenous Peoples Not Applicable
 
 
Persons with Disabilities - Provide remote learning tools like paper work sheets, modules and other
  learning-based materials.
  -Provide assistance to learners through home visitation.
-Coordinate with DSWD for information dissemination and distribution of
learning materials.
Others? Specify -