Paagahan Elementary School

MODULE 3A:

DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITIES

September 15, 2020

8:00-12:00
MODULE 3A:
DESIGNING
INSTRUCTION IN
THE DIFFERENT
LEARNING
DELIVERY
MODALITIES
LAC FACILITATORS

Krisna Mae A. Artitchea Guadalupe E. Domantay May Ann F. Valsorable

Topic: Topic: Topic:

Lesson 1: Lesson 2: DESIGNING Lesson 3: GUIDING AND
UNDERSTANDING THE LESSONS AND MONITORING LEARNERS
DIFFERENT LDMs ASSESSMENTS IN THE IN THE DIFFERENT LDMs
DIFFERENT LDMs
MODULE 3A: DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES

Welcome to Module 3. This Module focuses on how lessons and

assessments are designed for the distance learning modality prescribed
by the Basic Education Learning Continuity Plan (LCP).
MODULE OBJECTIVES:
By the end of this Module, you will be 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

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
 LESSON 1:
UNDERSTANDING THE
DIFFERENT LDMS

Krisna Mae A. Artitchea

LAC
Facilitator
KEY TOPICS/CONCEPTS

• blended distance learning; blended learning; distance

learning; face-to-face learning; homeschooling;
implementation guidelines for distance learning;
• minimum requirements for distance learning; modular
distance learning; online distance learning; TV-based
instruction/radio-based instruction
 LIST OF ACRONYMS

DL Distance Learning
F2F Face-to-Face
BL Blended Learning
IATF Inter-Agency Task Force
LGU Local Government Unit
MDL Modular Distance Learning
ODL Online Distance Learning
TVBI TV-based Instruction
RBI Radio-based Instruction
DLL Daily Lesson Log
DLP Daily Lesson Plan
SLM Self-learning Module
WHLP Weekly Home Learning Plan
ILMP Individual Learning Monitoring Plan
OBJECTIVES:
By the end of this lesson, you will be 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
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
D IFFERENT L D M S
FACE-TO-FACE (F2F) LEARNING
 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. (DO 21, s. 2019 pp. 96). 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
HOME SCHOOLING
DISTANCE LEARNING MATRIX
 GUIDANCE ON DISTANCE LEARNING
Note: This guidance is based on draft policy guidelines which are still being finalized and are subject to
change. Guidance contained in this document will be superseded by official policy issuance.

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.
(DO 21, s. 2019 pp. 96). 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.
Classes in available community learning spaces shall be organized to allow
learners to consult with their subject teachers without travelling to their
school. Schools shall provide schedules for all subject area teachers to meet
the learners at least once a week so that learners can ask questions, clarify
home tasks, and share learning difficulties, and other concerns about their
home learning tasks.
Parents/Guardians or any responsible adults who are in-charge of guiding and
supporting the learner at home shall be encouraged to come to the
community learning space to confer with the teachers about the learner’s
progress.
Pursuant to DepEd Order 7, s. 2020 (School Calendar and Activities for School
Year 2020-2021), which authorizes the holding of Saturday classes due to the
compressed school year, learners may continue working on unfinished tasks,
if any, during Saturdays. Otherwise, teachers may suggest some enjoyable
activities, such as designing their portfolio, reading for pleasure, etc.
 4 TYPES OF DISTANCE LEARNING
1. Modular Distance Learning
Refers to a learning delivery that is in the form of individualized
instruction where learners use self-learning modules (SLMs) in print or digital format,
whichever is applicable in the context of the learner, with the guidance of any member of
the family or other stakeholder in the community trained to serve as learning facilitators.
2. Online Distance Learning
Refers to a learning delivery modality where the teacher facilitates
learning and engages learners' active participation using various technologies connected
to the internet while they are geographically remote from each other. The internet is used
to facilitate
learner-teacher, learner-content and peer-to-peer interaction. Online learning may be
through a synchronous or asynchronous platform; it requires both teacher and learners to
have good and stable internet connection. This is practiced effectively by using a
Learning Management System (LMS) or related technologies. The use of DepEd
Commons and LR Portal falls in this category as both require internet connectivity to
3. TV-based instruction/Radio-based instruction
Refers to the use of television or radio programs on channels or stations
dedicated to providing learning content to learners as a form of distance
education. This may not be considered as a sole learning delivery modality as
it is usually combined with Face-to-Face Learning or other forms of distance
learning such as Modular Distance Learning or Online Distance Learning.

4. Blended
Distance Learning:
Any combination of the above DL types. Thus:
• MDL and ODL
• MDL and TVBI/RBI
• ODL and TVBI/RBI
• ODL, TVBI/RBI and MDL
 MODULAR DISTANCE LEARNING (MDL)
 Refers to a learning delivery that is in the form of individualized instruction where learners use
self-learning modules (SLMs) in print or digital format, whichever is applicable in the context
of the learner, with the guidance of any member of the family or other stakeholder in the
community trained to serve as learning facilitators.

 SLMs that 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 (MELCs) are achieved. Clearly
defined goals are attainable within the specific time frame by taking into consideration the
learner’s learning capacity based on his grade level.
 Timely and appropriate monitoring and feedback for consultation and intervention purposes
shall be put in place through various touch points such as text messaging, and audio/video
calls, whichever is accessible to the learner. If possible and allowed, face-to-face interaction
may be utilized for this purpose.
 ONLINE DISTANCE LEARNING
refers to a learning delivery modality where the teacher facilitates learning
and engages learners' active participation using various technologies
connected to the internet while they are geographically remote from each
other. The internet is used to facilitate learner-teacher, learner-content and
peer-to-peer interaction.
A class adopting ODL shall follow the regular planning standards in the
organization of classes set by the DepEd. 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.
The learning resources to be used are, but not limited to, the following: SLMs for
Alternative Delivery Modes (ADM), textbooks, primer lessons, activity sheets,
teacher-made videos and supplementary materials, and open educational resources
(OERs). SLMs and primer lessons shall be converted into different digital forms such
as interactive lessons or electronic books (e-books) and shall be available through the
DepEd Learning Resources Portal, DepEd Commons and/or different DepEd
recognized learning management systems (DepEd Aide Memoire, 2019), such as:

Edmodo. This learning management system constitutes tools and resources to

manage classrooms and engage students remotely, offering a variety of languages.
Google Classroom. This helps classes connect remotely, communicate, and stay
organized.
Schoology. This comprises tools to support instruction, learning, grading,
collaboration, and assessment.
Schools may adopt a combination of both 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:

a) Key Stage 1 (K to 3): At most, one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
b) Key Stage 2 (Grades 4 to 6): Up to two hours
c) Key Stage 3 (Grade 7 – 10): Up to two hours for Grades 7-8 and up to four
hours for Grades 9-10 (two hours in the morning and the other two hours in
the afternoon)
d) Key Stage 4 (Grades 11 to 12): At most four hours (two hours in the
morning and the other two hours in the afternoon)
 TV-BASED INSTRUCTION/RADIO-BASED
INSTRUCTION (TVBI/RBI)
refers to the use of television or radio programs on channels or stations dedicated
to providing learning content to learners as a form of distance education. This may
not be considered as a sole learning delivery modality as it is usually combined
with Face-to-Face Learning or other forms of distance learning such as Modular
Distance Learning or Online Distance Learning.
TV- and radio-based lessons utilized for these platforms are converted self-learning
modules where the sequence of presentation is similar with what other learners use
in online and modular distance learning. TV/RBI should be implemented when
supplemented with Learning Activity Sheets that serve as assessment tools to
determine whether learners learned the concept presented in the TV or radio-based
lessons. Materials for learning exercises, enrichment activities, and assessment
may be provided in printed form.
Enhancement of understanding of key concepts and clarifications on
possible areas of confusion in the lesson that was viewed/listened to
shall be done during home visits by subject area teacher/learning
facilitator wherever possible or through phone calls, SMS, among
others.

Guidance from parents/learning facilitators during

viewing/listening time shall be required.
Strategies for learners’ engagement in all types of distance
learning shall be utilized by teachers. It is advised that
teachers check in often with students either by sending
them instant messages or a bullet pointed summary of
what is expected of them, or by conducting a quick
survey every week to monitor learner’s difficulties and to
see how they have been progressing in the lesson. These
should serve as significant inputs for intervention strategies.