MODULE

3B
RICHELLE S. ESPIRITU
Teacher III
___R___G
LEARNING
R___U____
RESOURCES
BLENDED HOME
LEARNING SCHOOLING
ONLINE MODULAR
LEARNING DISTANCE
DELIVERY LEARNING

___A_I____
BLENDED HOME
LEARNING SCHOOLING

ONLINE MODULAR
LEARNING DISTANCE
DELIVERY LEARNING

MODALITIES
_E______
LEARNERS
MODULE 3B
MODULE OBJECTIVES:
By the end of this Module, you will be
able to:
1. associate learning resources with specific
learning modalities
2. access resources from online portals such
as DepEd Commons and Learning Resource
(LR) Portal of the Department of Education
3. explain the importance of using quality
assured LRs
MODULE CONTENT

Lesson 1. Learning Resource Maps for

Distance Learning
Lesson 2. Accessing Learning Resources
from DepEd Portals
Lesson 3. Assessing the LR Materials
 In this lesson, you will give you the map of LRs needed
for the implementation of the different Distance Learning
(DL) subcategories.
Module By the end of this lesson, you will be able to:
3B 1. help the teachers assess the LR needs and concerns of
their schools
LR 2. discuss and reflect on these needs and concerns
3. gather possible solutions to resolve these LR needs and
concerns
Key Topics/Concepts
distance learning; learning resources, LR maps, subcategories
of DL
MEMORANDUM
DM-CI-2020-00162
SUGGESTED STRATEGIES IN IMPLEMENTING
DISTANCE LEARNING DELIVERY MODALITIES (DLDM)
FOR SCHOOL YEAR 2020-2021
In accordance with the directive of the Office of the
President that no face-to-face classes shall be held until the
vaccine for COVID-19 becomes available, the distance
learning delivery modalities (DLDM) shall be implemented
this SY 2020-2021. Pending issuance of the DepEd
Order on the POLICY GUIDELINES ON THE
IMPLEMENTATION OF LEARNING DELIVERY
MODALITIES FOR THE FORMAL EDUCATION, the
Curriculum and Instruction Strand at the DepEd Central
Office provides the following suggested strategies in
implementing and managing DLDM.
GENERAL GUIDELINES AND CONSIDERATIONS

1. Distance Learning may be implemented through the

following delivery modalities:
a. Modular Distance Learning (MDL)
b.1. Digital Modular Distance Learning (DMDL)
b.2. Printed Modular Distance Learning (PMDL)
b.Online Distance Learning (ODL)
c.TV-Video/Radio-based Instruction (TV-
Video/RBI)
c.1. TV-Video (SLM-based)
c.2 TV-Video (MELCs Mapped)
c.3. Radio-Based Instruction (RBI)
d. Blended Distance Learning (BDL)
2. To make learning manageable for learners, they may be given
a set time frame to undertake a lesson or accomplish an activity.
The setting of the time frame shall be guided by the suggested
time allotment a MELC can be mastered. Learners who are not
meeting expectations shall be provided with remediation while
those who may accomplish the tasks as contained in the SLMs
shall be given enrichment activities.
3. To ensure that learners are on task and are guided on what
they are expected to accomplish within a specific week,
teachers shall prepare a Weekly Home Learning Plan.
Sufficient break times shall be ensured. In cases of legal
celebrations and holidays as well as cancellations/suspensions
of classes due to natural and man-made calamities, adjustments
in the time frame for accomplishing learning tasks based on the
Weekly Home Learning Plan shall be considered accordingly.
4. Schools, under the guidance and supervision of the
Regional Office (RO) and Schools Division Office
(SDO), shall organize their own mechanism to ensure that
all learners receive copies of the SLMs in print or digital
format as well as other learning materials like learners’
material, textbooks, learning activity sheets and others.
Local Government Units (LGUs) and community
stakeholders may be tapped by schools and field offices
to assist in making sure that SLMs are provided to every
learner.
5. Additional learning materials developed by
supervisors, specialists, and teachers may be used to
support the SLMs. They shall ensure that these learning
materials are aligned with the MELCs.
5. It is recommended that a learning facilitator or a household
partner like parent, guardian, sibling, or other community
members considered as a responsible adult should be available to
guide and support the learning process of the child at home as
well as provide guidance in accomplishing given home learning
tasks.
6. For learners without available learning facilitators at home,
subject teachers or a cluster learning facilitator may conduct
home visits following social distancing protocols or they may
communicate through text messages, phone/live chats, or through
other available forms of communication to provide assistance or
remediation. Teachers/Learning facilitators may be provided with
load allowance, and travelling expenses chargeable against local
funds subject to availability of funds and applicable rules and
regulations.
 DESCRIPTIONS AND
CONSIDERATIONS FOR EACH
DLDM

Distance Learning may be implemented

through any of the following: Modular
Distance Learning (MDL), Online Distance
Learning (ODL), TV-Video/RBI, or Blended
Distance Learning.
1. A. Modular Distance Learning
1. A learner may adopt either Digital Modular Distance Learning
(DMDL) or Printed Modular Distance Learning (PMDL). Learners
with devices at home like laptop, desktop, or tablet, may adopt
DMDL. The SLMs in different digital formats such as flat PDF,
education videos, audio lessons, e-SLMs and others may be stored
in a CD/DVD/USB flash drive/pen drive while the printed SLM
shall be used by learners adopting PMDL.

2. Self-learning Modules (SLMs) which are K to 12 compliant are

developed following the ADM Learning Resources Standards. The
SLMs are designed to provide ample time for mastery and sufficient
practice to ensure that the targeted most essential learning
competencies are achieved. Clearly defined goals are attainable
within the specific time frame by taking into consideration the
learners’ learning capacity based on their grade level.
 B. Online Distance Learning

1.A class adopting Online Distance Learning

shall follow the regular planning standards in
the organization of classes set by the DepEd.

2. It shall be applicable in schools where both the

teachers and learners have access to digital
devices, such as laptops, tablets, smartphones,
and desktop computers, with available online
resources and Internet connectivity.
3. Schools may adopt a combination of synchronous and
asynchronous online teaching in consideration of the
Screen Time Guidelines by Age as recommended by the
American Academy of Pediatrics (AAP) and World
Health Organization (WHO) which is as follows:
i. Kindergarten – maximum of one hour daily
ii.Grade 1 to 5 – maximum of 1.5 hours daily
iii. Grade 6 to 8 – maximum of 2 hours daily
For Grades 9 to 12, a maximum of 4 hours
daily (2 hours in the morning and another 2
hours in the afternoon is recommended.
 C. Television/Radio-Based
Instruction (TV/RBI)

1.TV/RBI shall be implemented in

areas with access to Television
Networks and/ or radio stations
with programs dedicated to
deliver the DepEd TV/Radio-
based lessons.
 D. Blended Distance Learning

1. Blended distance learning is a combination of any of

the sub-categories of distance learning. The
combination maybe, but not limited to, ODL and
PMDL, ODL and
DMDP, ODL and TV-Video (SLM-based), ODL and
TV-Video (MELCs-
Mapped), MDL and TV-Video (SLM-based), MDL and
TV-Video (MELCs-
Mapped) and others. Schools which adopt any of
these combinations must meet the requirements
of each type of distance learning.
ACTIVITY 1.

1. Familiarize yourself with the Learning Resources (LR) Map and and fill out
the LR Needs of Schools Template.

2. Answer the following questions in your Study Notebook:

a. Given the LDMs adopted by the different schools assigned to you, what
resources based on the LR Map can you recommend to them?
b. Do the schools have complete LRs for the LDMs they have chosen? If the
LRs
are not complete or not available, what steps will you take to help them
make
these available?
c. What support will you need to maximize the use of the two Deped
sanctioned LR Portals? From whom will you get this support?.
d. Based on your assessment of these LRs, are they appropriate for the level
and characteristics of learners? Are there learners who might be
disadvantaged by the materials (reading ability, level of learning
independence, level of household support, distance)? What adjustments will
you suggest in terms of the LRs?
 ACTIVITY 2.

In your LAC session share and discuss your

answer from the previous activity. What support
can you provide to your colleagues and what
support can you get from them interims of LRs?
Take note of the insights that you have
gathered from your colleagues and write them
in your study notebook.
You are now done with
Lesson 1.
You may now proceed
to Lesson 2 to learn
about accessing LRs