Learning Delivery Modalities 1

Module 1: getting started

Lesson 1: Getting started

Activity 1

Q: How is the delivery modality module of this course different from the usual in-
service training I have received pre-pandemic? List at least three differences.

1. The following are the differences of the delivery modality of this course from
the usual in-service training:

a. This course is task oriented, blended learning that combines guided study
using self- learning modules and co-learning and collaboration through the
LACs.
b. The method used in the In-Service Training is lecture/discussion method.
After the lecture workshops are given.
c. This course in modular with several lessons. The lessons are self-
contained and include readings or video tutorials, activities, quizzes and
reflection points.
d. This course is complicated while the INSET is just quite simple.

2.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me from (What will push me to (Where will I accomplish
repeatedly do that may participating fully in this participate in this the requirements of this
affect my participation in course?) course?) course? Describe this
the course in a positive or environment.)
negative way?)
Smiling even Other works in The knowledge I At home when I
though the task school such as the will gain from this am alone. I can
is very liquidation module which concentrate doing
difficult/have especially that the will be applied to things when I am
plenty of works to schedule falls on the teachers in alone rather that
do just to avoid the week of the school with many people.
stress. preparing the especially during
liquidation and the conduct of
other urgent reports LACs.
to be submitted.
 3. Steps I can take to overcome any barriers or challenges to participating and
completing the course.
a. Time budget
b. Prioritizing tasks
c. Ask for God’s guidance

Lesson 2: organizing your learning action cell (lac)

1. How does participating in a LAC affect or influence your self-learning? Draw a

diagram to illustrate the relationship between the two and give a brief explanation of
your drawing.

T S

S
SH T

T
S

Participating in LAC helps me gain knowledge on different topics and the

knowledge gained will be cascaded to the teachers. The knowledge, methods and
different strategies gained by the teachers will help them improve their quality of
teaching to have a successful teaching. Successful teaching means successful
student.

2. LACs are intended to improve teaching learning process which may result also to
improve learning among students. It is an avenue for teachers to share
ideas/challenges and collaboratively work in coming up for the solutions of those
challenges.

Challenges to having a successful LAC are the following:

1. Attitude of teachers.
2. Schedule to conduct the LAC since teachers are busy with their work
3. Implementation the proposed strategies or activities in their classroom or
school.

Module 2: understanding THE learning delivery Modalities in the basic

education learning continuity plan
Lesson 1: overview of the learning delivery Modalities

Activity 1:

In your own words define each modality.

1. Face-to-face learning- It is an instruction wherein teachers have physical

interaction with the learners.
2. Distance learning- A method of instruction in which the learners are given
Self Learning Modules either online or printed. It can also be done through the
TV/Radio Based Instructions.
3. Blended Learning-It is a combination of face to face learning, distance
learning or home schooling.
4. Home Schooling-The learners will learn at home through distance learning.
They will not go to school.

Which of the LDMs do not have a face-to-face learning component?

* The LDMs that do not have a face-to-face learning component are the
distance learning and home schooling.

Lesson 2: overview of the learning delivery Modalities

Activity 1: Distance Learning Matrix

Distance Distinguishing Essential Role of Role of Role of

Learning Feature Resources Teacher Parent or School
Modality Household
Member
Modular a. Done in the -SLMs -Monitor Provide Provides
Distance form of -Textbooks learner’s learners with learners with
Learning individualized -e-copy progress and instructional all the
instruction -CD/DVD/ sets a support as needed
b. Learners USB flash feedback needed in the learning
are given drive/pen mechanism absence of materials
SLMs either drive to help classroom such as
in print or -laptop/ learners teacher. SLMs, e-
digital format desktop meet the copy, etc.
MELCs.
TV Based -Use of TV -television -Conducts -Gives -Orients the
Instruction programs on -printed home visit or guidance teachers,
(TVBI) channels or modules through during parents and
stations -materials for phone calls, viewing/ learners
-not enrichment SMS, etc. for listening about the
considered as activities and enhancement -Ensures TV based
a sole assessment of children’s instruction
learning understanding access to TV policies and
delivery of key -Expresses directions to
modality concepts and willingness for ensure that
-usually clarification the option of everyone is
combined on possible TV properly
with face-to- areas of instruction. informed
confusion.
face learning -Co- and guided.
or other forms supervises -Has a
of distance and co- MOA/MOU
learning such monitors the with TV
as MDL or progress of network.
ODL their -Has
-should be children’s complete
implemented learning. and
when appropriate
supplemented content
with Learning (LMs/SLMs
Activity in video
Sheets that format as
serve as well as
assessment print/e-
tools to copy).
determine -Has
whether available
learners reference/su
learned the pplementary
concept. materials.

Radio- -Implemented -radio -Conducts -Gives -Orients the

Based with access to -materials for home visit or guidance teachers,
Instruction radio stations learning through during parents and
(RBI) with programs exercises, phone calls, listening learners
dedicated to enrichment SMS, etc. for -Ensures about the
deliver the activities and enhancement children’s radio based
DepEd Radio- assessments of access to instruction
based understanding radio policies and
lessons. of key -Expresses directions to
-Lessons are concepts and willingness for ensure that
converted clarification the option of everyone is
SLMs where on possible Radio properly
the sequence areas of instruction. informed
confusion.
of -Co- and guided.
presentation supervises -Has a
is similar with and co- MOA/MOU
what the monitors the with radio
other progress of stations.
learner’s use their -Has
in online and children’s complete
MDL. learning. and
-should be appropriate
implemented content
when (LMs/SLMs
supplemented in video
with Learning format as
Activity well as
Sheets that print/e-
serve as copy).
assessment -Has
Activity 2:

Ranking
(1 to 5, from Type of DL Why?
easiest to hardest
to implement)
1 Modular -It is the easiest because the teachers will
Distance just print the SLMs provided and distribute
Learning (MDL) them to learners.
2 TV-Based -Because most of the households have
Instruction access to televisions.
TVBI)
3 Radio-Based -Because not all of the learners have radio
Instruction sets.
(RBI)
4 Online Distance -Because teachers have to prepare the
Learning (ODL) materials to be used digital devices such as
laptops, tablets, smart phones and desktop
computers and other video lessons.
-Another reason is that students have no access
to the internet.
5 Blended -It is the hardest to implement since it is a
Distance combination of face-to-face, modular, TVBI
Learning and RBI.

Activity 3: Targeted Interventions for Learners with Special Concerns

Learner Group Targeted Intervention

Learners without parents -Provision of Weekly Home Learning Plan in all

or household member who learning areas.
can guide and support -Teachers clarify home learning tasks and share
their learning at home difficulties and other concerns about their home
learning tasks.
Beginning readers (K to 3) -Teachers may always contact the learners.
Struggling readers -Provide learners activity sheets and reading materials
(Grades 4-12) -Conduct home visitation.
No access to device and -Home visitation
internet -Provide learners with activity sheets and modules.
Inaccessible - live in -Coordinate with barangay officials.especially in the
remote and/or unsafe delivery of SLMs and other learning materials.
areas
Indigenous Peoples -Provide SLMs and other learning materials that are
 culture friendly.
Person with Disabilities -Assist their particular needs.
-Provide SLMs

Others? Specify -Coordinate with the barangay and other government

Children in Conflict with agencies.
the Law/Victims of -Provide SLMs and other learning materials.
Violence/Broken Family

Module 3: choosing the appropriate learning delivery Modalities for your

division and schools

Lesson 1: validating your choice of Modalities: the learning modality decision tree

Activity 1:

1. The tool is a map used for us to weigh possible actions against one another. It is
important for us to make our decisions as to what modalities we are going to use. It
is meant to be used by SHs and other education leaders to help choose which
learning modalities is appropriate to the learners.

2. Refer to the printed copy.

3. a. The tree is a useful and interactive tool in order for us to decide which modlities
to use using the data available in the school. It has questions that need to be
answered. It can e accomplished by clicking the gray areas and entering the data.
b.

If NOT
Data Needed Available? complete, Deadline Person/s
(Complete/Partial/No how will you Responsible
) get the
data?
-Health
Readiness -SH
Data Partial November -Advisers
-Student 20,2020
Preparedness
Data
-LESF
Consolidated
Report

Activity 2:

Based from the results of the Decision Tree, Modular Learning Modality will be used
in the school. Most of the students chose the MDL since the place has no internet
connections and only few has access to TV and radio.
Lesson 2: assessing your readiness to implement your chosen ldms and action planning for
full readiness

Activity 1:

This tool will require us to input school related data. It is composed of several tabs
such as Summary, ML, ODL, TVBI, etc. If we decided to use Modular Delivery Mode
then we have to click that particular tab. The tab contains the minimum requirements
for MDL. The accomplishment of the tool will depend on the decision of the school in
terms of what learning modalities to use.

If NOT
Data Needed Available? complete, Deadline Person/s
(Complete/Partial/No how will Responsible
) you get the
data?
-Number of
learner’s,
parents/guardian SH,
s and teachers /Advisers
oriented on MDL Partial November
% of SLMs, 27, 2020
rference and
supplementary
materials printed
by learning areas

Activity 2:

What risks do you face in What is the level of that What actions will you
implementing your action risk? (High/Medium/Low) take to mitigate those
plan? risks?
A. Budget in the reproduction High -Make a revision of the
of SLMs. AIP/APP. Items in the
budget such as repair
and maintenance be
used in the reproduction
of SLMs.
B. Parents/guardians/learner High -Schedule for another
s who are unable to the orientation.
attend the orientation on -Request the
MDL. teacher/advisers to
contact
parents/guardians and
learners who are unable
to attend the orienttion..
C. Number of functional High Procure more printers.
printers to be used in the
reproduction of SLMs