MODULE 2: UNDERSTANDING THE LEARNING DELIVERY MODALITIES IN THE

BASIC EDUCATION LEARNING CONTINUITY PLAN

Lesson 1
Activity 1.
Do a quick check of your knowledge of the four modalities prescribed in the LCP – face-to-face
learning, distance learning, blended learning, and home schooling.
A. In your own words, define each modality. Write your own-definitions down in your Study
Notebook. When you’re done, check Answer Key 1 to see how well you did.
B. Now, answer this question: Which of the LDMs do not have a face-to-face learning component?
Write your answer down in your Study Notebook, then check it against Answer Key 2.
Answer:
A.
1. Face-to-face learning – refers to a learning delivery modality where teachers and learners are
physically in (one venue) school.
2. Distance learning – refers to a learning delivery modality where a learner is given materials like
modules, online, tv viewing or listening to a radio broadcast without the presence of a teacher.
3. blended learning – is a learning delivery modality using a combination of face-to-face, distance
learning, online, tv, and radio broadcasting.
4. Home schooling – is a learning delivery modality at home, with parents, guardian, or tutors instead
of classroom teachers using modules, tv, radio broadcasting, and online.
B.
1. Distance Learning
2. Home Schooling

Lesson 2
Activity 1.
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 of the different DL modalities and their defining features and
requirements.
Distance Learning Matrix

Distance Distinguishing Essential Role of Role of Parents/ Role of School

Learning Feature Resources Teacher Household Members
Modality
Modular Distance *Result of *Learning Distribute Facilitate and supervise *To give full
Learning (MDL) Survey Module Modules teaching in their home, instruction to
*Stay at Home *Fuel with queries if needed thru teachers and
*Covid-19 instruction phone or visitation motivate
 Protection Monitorin parents to
Materials g support
*Responsibility,
accountability
*Output
*Complete
learning
reforms
Online Distance Active *Stable To have *Facilitate their work and *To monitor the
Learning (ODL) Participation internet schedule get the contact details of teachers’
connection monitoring teachers for queries instruction
*Power supply regarding *Supervise and monitor regarding
the implementation
instruction *Output
given *Evaluation
TV-Based Home viewing *Power source To monitor *To facilitate their work *To orient
Instruction (TVBI) *Television and *Supervise and monitor parents and
evaluate teachers
the given *Monitoring
topic and Evaluation
*Output
Radio-based Home Listening *Radio To monitor Facilitate *To orient
Instruction (RBI) *Broadcast at home parents
schedule *Monitoring
and Evaluation
*Output
Blended Distance Varity of Depends on Home visit *Facilitate *To monitor
Learning learning the availability Giving *Encourage/Motivate *Evaluate
modalities of resources feedback *Facilitate
through
any form

Activity 2.
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,
contest and capacities of your learners and their household, etc. then rank the DL types – MDL, ODL,
TVBI, RBI and BDL – from easiest to most difficult to implement. Give the reasons for your ranking
of each. Use the form below. Write down your answers in your Study Notebook. Be prepared to
discuss your ranking in your next LAC Session.

Ranking Type of DL Why?

(1 to 5, from easiest to hardest
to implement)
1 MDL This is the only and possible
way at present.
2 RBI Insufficient budget of
households
No signal and services
3 TVBI Insufficient budget of
households
No signal and services
 4 BDL Limits to Modular Delivery
Methods
5 ODL No internet access

Activity 3. Targeted Interventions for Learners with Special Concerns

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 would you develop to include them in DL. 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 parent or household member Tap to the nearest relatives assisted by teachers
who can guide and support their learning at (Home Visitation)
home
Beginning readers (K to 3) Download reading materials/ proofread for
correction before distribution
Struggling readers (Grades 4-12) Give reading materials to serve as assignment,
facilitated by the teachers using schedule basis.
No access to devices and Internet Learning modalities (Modular)
Inaccessible – live in remote and/or unsafe areas The local officials for the delivery of learning
modules.
Indigenous People Tap to the IP Leaders and local officials to
disseminate the learning modules and giving
them instructions
Persons with Disabilities Refer to the school teachers who are teaching
SPED in the district.
Other? Specify.