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    The document provides guidance for teachers on implementing different learning delivery modalities, including face-to-face, distance learning, blended learning, and homeschooling. It includes activities for teachers to define each modality, complete a matrix comparing features of different distance learning approaches, and identify interventions for learners who require special support. The goal is to help teachers understand options for continuing education amid COVID-19 health restrictions.

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    generan-LDM1-ACTIVITIES-MODULE-2.docx Version 1

    Uploaded by

    Jaymar Magtibay
    99 views4 pages
    The document provides guidance for teachers on implementing different learning delivery modalities, including face-to-face, distance learning, blended learning, and homeschooling. It includes activities for teachers to define each modality, complete a matrix comparing features of different distance learning approaches, and identify interventions for learners who require special support. The goal is to help teachers understand options for continuing education amid COVID-19 health restrictions.

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    The document provides guidance for teachers on implementing different learning delivery modalities, including face-to-face, distance learning, blended learning, and homeschooling. It includes activities for teachers to define each modality, complete a matrix comparing features of different distance learning approaches, and identify interventions for learners who require special support. The goal is to help teachers understand options for continuing education amid COVID-19 health restrictions.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    99 views4 pages

    generan-LDM1-ACTIVITIES-MODULE-2.docx Version 1

    Uploaded by

    Jaymar Magtibay
    The document provides guidance for teachers on implementing different learning delivery modalities, including face-to-face, distance learning, blended learning, and homeschooling. It includes activities for teachers to define each modality, complete a matrix comparing features of different distance learning approaches, and identify interventions for learners who require special support. The goal is to help teachers understand options for continuing education amid COVID-19 health restrictions.

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    of 4

    Republic of the Philippines

    Department of Education
    REGION XIII – CARAGA
    SCHOOLS DIVISION OF SURIGAO CITY

    LEENAIDA G. GENERAN
    School Head – Libuac NHS
    LAC GROUP 7

    LEARNING DELIVERY MODALITIES COURSE 1

    MODULE 2
    LESSON 1
    ACTIVITY 1.
    In your own words, define each modality. OWN DEFINITIONS
    Face to Face Modality – a modality where learners and teacher are both physically present in
    the classroom.
    Distance learning Modality - it is a modality opposite to face-to-face learning which doesn’t
    necessarily require physical presence between teachers and learners. Instead, the interaction is
    done virtually through the use of social media application, video conference/teleconference
    platform, TV, and radio based instruction.
    Blended Learning Modality – it is a modality that combines face-to-face with any or a mix of
    online distance learning, modular distance learning, and TV/Radio-based Instruction.
    Home Schooling – it is a learning modality that facilitated by qualified parents, guardians or
    tutors who undergone relevant training.
    Which of the LDMs do not have a face-to-face learning component?
    The LDM that doesn’t need a physical face to face component is Distance learning because
    management of learning, instruction and assessment are all can be done online through the use
    of Virtual Meeting, Online Classroom and modules.
    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 ACTIVITIES
    LEARNING
    MODALITY Preparatory Mechanism/Platform to Material Does it require Success
    Activity be used/Implemented Needed face to face Indicator
    for instruction and interaction
    feedbacking between teacher
    and learner?
    Modular Orient the Giving of Modules and Modules No Complied
    Learning Teachers, activity sheets (in a pick and activity activity sheets,
    Modality Parents and up/drop off area ) sheets Modules and
    Learner of portfolio
    the
    rudiments of
    modality
    Blended Orient the Physical Class and Modules Both Complied
    Learning Teachers, modular learning, call, and activity activity sheets,
    Modality Parents and text, email, online class, sheets Modules and
    Learners of watching TV COVID 19 portfolio
    the essentials
    rudiments of
    modality
    TV Based Orient the Watching TV through TV, No Complied
    Instruction Teachers, airwaves. Modules activity sheets,
    Parents and and activity Modules and
    Learners of sheets portfolio
    the
    rudiments of
    modality
    Radio Orient the Listening to the radio Radio, No Complied
    Based Teachers, through airwaves. Modules activity sheets,
    Instruction Parents and and activity Modules and
    Learners of sheets portfolio
    the
    rudiments of
    modality
    Online Orient the Online Computer, No Complied online
    Learning Teachers, Teleconferencing/Virtual Smartphon activity sheets,
    Parents and classrooms es, Online Modules and
    Learners of Modules portfolio
    the ,activity
    rudiments of sheets and
    modality Internet
    connectivity

    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,
    context and capacities of your learners and their households, 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.

    Ranking (1 to 5, from Type of DL Why?


    easiest to hardest to
    implement)

    1 Modular Distance Learning Possible since it will be done


    distantly and doesn’t require
    physical interaction between
    pupils and Teachers.
    2 Blended Learning Face to face interaction is
    risky for the health of both
    teachers and parents
    (provided that there is no
    available vaccine)
    3 TV Based Instruction -There are some families
    have no cable and TV.
    -Power supply interruption
    4 Radio Based Instruction Only a few owns a radio set

    5 Online Distance learning -Poor internet connectivity


    -Power supply interruption
    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 who might require special consideration to be able to participate in DL. Describe what
    targeted interventions you would 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

    Learner Group Targeted Intervention


    Learners without parents or household member Giving of Modules and activity sheets for
    who can guide and support their learning at enrichment at home. Make use of cellphones for
    communication of instructions, assessment and
    home
    clarifications if there are things which are not clear
    to the learner and for constant monitoring and
    evaluation of progress. If possible, give more
    supplementary activities that can be done by the
    learner progressively based on his/her capacity.
    Beginning readers (K to 3) Giving of modules and activity sheets that
    facilitates phonics, syllabication and basic skills in
    reading. Make use of the parents, guardian, and
    immediate family of the learner to help teach and
    facilitate learning at home. Call thru phone for
    constant monitoring and evaluation of progress.
    Struggling readers (Grades 4-6) Giving of modules and activity sheets that
    answers the specific needs of the child in reading.
    Make use of the parents, guardian, and immediate
    family of the learner to help teach and facilitate
    learning at home. Call thru phone for constant
    monitoring and evaluation of progress.
    No access to devices and Internet Giving of Modules and activity sheets for
    enrichment at home through Modular Learning
    Modality.
    Inaccessible - live in remote and/or unsafe areas Giving of Modules and activity sheets for
    enrichment at home through Modular Learning
    Modality.
    Indigenous Peoples Giving of Modules and activity sheets for
    enrichment at home through Modular Learning
    Modality. Modules must be contextualized and
    should be easily understood by the IPs. Make use
    of the parents, guardian, and immediate family of
    the learner to help teach and facilitate learning at
    home
    Persons with Disabilities Giving of Modules and activity sheets for
    enrichment at home through Modular Learning
    Modality. Ask some relevant activities to the
    Division Guidance Coordinator in case there are
    learner with mental disorders. Make use of the
    learner to help teach and facilitate learning at
    home

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