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This document discusses designing instruction for different learning delivery modalities (LDMs) such as face-to-face, distance learning, blended learning, and homeschooling. It provides activities for educators to define each modality, compare requirements for distance learning, and rank different types of distance learning based on ease of implementation. Educators are also prompted to consider learner groups that may require special interventions to participate in distance learning, such as those without home support, beginning readers, or those lacking devices/internet access. The goal is to design inclusive and appropriate instruction across learning modalities during the COVID-19 pandemic.

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Neslie Barrameda
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35 views2 pages

L1 Output

This document discusses designing instruction for different learning delivery modalities (LDMs) such as face-to-face, distance learning, blended learning, and homeschooling. It provides activities for educators to define each modality, compare requirements for distance learning, and rank different types of distance learning based on ease of implementation. Educators are also prompted to consider learner groups that may require special interventions to participate in distance learning, such as those without home support, beginning readers, or those lacking devices/internet access. The goal is to design inclusive and appropriate instruction across learning modalities during the COVID-19 pandemic.

Uploaded by

Neslie Barrameda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 3A DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

A. Lesson 1- Understanding the Different LDMs


Activity No. 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.
Activity No. 2
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the readings,
complete the Distance Learning 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-Agency Task 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 in the Supplementary Handout on Blended Learning Delivery Modalities.
Activity No. 3
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 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.

Ranking Type of DL Why?


(1 to 5, from easiest to
hardest to implement)
1
2
3
4

LAC Sessions 2020 NOB-Module 3A Output Page 1 of 2


5

Activity No. 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. Write down your answers in your Study Notebook and share your
ideas at your next LAC Session.
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.

LAC Sessions 2020 NOB-Module 3A Output Page 2 of 2

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