TALAVERA NATIONAL HIGH SCHOOL

ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 1

DoaquickcheckofyourknowledgeofthefourmodalitiesprescribedintheLCP—face- to-
face(F2F)learning,DL,blendedlearning(BL),andhomeschooling.Inyourownwords,
defineeachmodality.WriteyourowndefinitionsinyourStudyNotebook.Whenyouare
done,checkLesson1,Activity1AnswerKey1toseehowwellyoudid.
ThefourmodalitiesprescribedintheLCP are as follows:

1. Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue specifically a classroom wherein opportunities for active
engagement, immediate feedback and socio emotional development of learners are attained.
2. 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.
Learners engage inindependent learning at home or in any physical learning space
applicable, by using learning materials that are accessible like either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TVlessons or listening to radio-
based instruction while being geographically distant from the teacher.
3. Blended learning refers to a learning delivery modality using a combination of the features
of Face to face learning and distance learning. It means that the teaching-learning process
can be a mixture of face to face modality and distance learning wherein accessible materials
are given to students to promote learning.
4. Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with accessto formal education while staying in an out-of-school environment, with
parents, guardians, or tutors asauthorized facilitators instead of classroom teachers.

Now,answerthisquestion:WhichoftheLDMsdonothaveanF2Flearningcomponent?
WritedownyouranswerinyourStudyNotebook,thencheckitagainstLesson1,Activity1Answer Key2.
The LDMs that do not have Face to Face learning components are Distance learning
Home schooling if done via distance learning.
 TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 2
Readtwodocuments:GuidanceonDistanceLearningandNon-
NegotiableMinimumRequirementsforDistanceLearning.Asyougothroughthereadings,completetheDistanceL
earningMatrix.ShareyourcompletedmatrixatyournextLACSession.Yourgoalistocome
toasharedunderstandingwithyourpeersonthedifferentDLmodalitiesandtheirdefining features
andrequirements.
Distance Learning Distinguishing Essential Role of Teacher Role of Parent or Role of School
Modality Feature Resources Household Member

Modular Distance use self-learning self-learning modules Monitoring of learner Learner’s facilitator Download and
Learning (MDL) modules (SLMs) in (SLMs), progress and setting a reproduce the SLMs
print or digital format textbooks/learners’ feedback mechanism to be distributed by
materials (LMs) the teachers to the
learners
Online Distance both the teachers and SLMs for Alternative Uploading Learning facilitators provide orientation
Learning (ODL) learners have access Delivery documents, pre- for
to digital devices, Modes (ADM), recorded video learners and parents
such textbooks, primer lessons, and self- on navigating online
as laptops, tablets, lessons, activity learning platforms
smartphones, and sheets, teacher-made modules, typing
desktop computers, videos and discussion posts,
with available online supplementary navigating modules,
resources and materials, and open and designing
internet educational resources assessment in an
connectivity. (OERs). online environment
TV-Based Instruction implemented in areas learning exercises, Enhancement of Learning facilitators Provide
(TVBI with access to enrichment activities, understanding of key TVbroadcastschedule
Television and assessment concepts and of lessons
Networkswith (printed) clarifications on
programs dedicated possible areas of
to deliver the DepEd confusion through
TV lessons home visitation,
phone call or message
Radio-Based implemented in areas learning exercises, Enhancement of Learning facilitators Provide Radio
Instruction (RBI) with access to Radio enrichment activities, understanding of key broadcastschedule of
stationswith and assessment concepts and lessons
programs dedicated (printed) clarifications on
to deliver the possible areas of
DepEdRadio-based confusion through
lessons home visitation,
phone call or message
Blended Distance Combination of the self-learning modules monitor Learning facilitators Adopt any
Learning face to face, online (SLMs), learner’s difficulties combination of the
distance learning, textbooks/learners’ and progress weekly above three types of
Modular Distance materials through text distance learning
Learning (MDL), TVBi (LMs)learning messages, phone
and RBI exercises, enrichment calls, and quick
activities, and surveys
assessment (printed)
 TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

NotethatwhenavaccineisalreadyavailableandF2FwillbeallowedbytheInter-Agency
TaskForce(IATF)andbythelocalgovernmentunit(LGU)concerned,anyoftheDL
modalitiesmaybecombinedwithF2FlearningtocomeupwithaBL.LearnmoreaboutBLin
theSupplementaryHandoutonBlendedLearningDeliveryModalities.

Blended Learning is the combination of the face to face, online distance learning,
Modular Distance Learning (MDL), TVBi and RBI wherein self-learning modules
(SLMs), textbooks/learners’ materials (LMs) learning exercises, enrichment
activities, and assessment (printed) are utilized as learning resources. With the aid
of parents/ guardians as learners’ facilitator the teacher’s role will be to
monitorlearner’s difficulties and progress weekly through text messages, phone
calls, and quick surveys. The schools’ adaptationto any combination of the three
types of distance learning was the key to make it successful.

There are four (4) types pf BL

1. Blended F2F and MDL- this is suited for learners who do not have gadgets and
students who have gadgets but without internet connections.
2. Blended F2F and ODL- Learners’ interactions happen throughasynchronous
discussions on the Learning Management System (Google Classroom). This is
recommended for learners who have digital devices athome such as a desktop
computer, laptop, or a smartphone that have access to the Internet.
3. blended F2F and TV/RBI- Thismodality combines face-to-face sessions with the
use of educational TV/radio programs which may bebroadcasted live via television
or radio networks, orviewed offline using TV units, computers, tablets,
orsmartphones that do not require signal or internetconnection. The TV/RBI
component also has alearning facilitator who guides and supports thelearner during
the off-school activities.
4. Blended F2F and TV/RBI and ODL- the learners use severalplatforms like the TV
or radio and the Internet in theiroff-school activities.This allows the learners to
experience learning inways that they are most comfortable with, whilechallenging
them to adapt and learn a less familiarlearning system.
 TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 3
ConsiderthesituationinyourSchool/Division—yourorganizationalcapabilities,yourlevel
ofresources(infrastructure,financial,human),levelofexperienceinDL,healthandsafety
status,contextandcapacitiesofyourlearnersandtheirhouseholds,etc.

ThenranktheDLtypes—MDL,ODL,TVBI,RBI,andBL—fromeasiesttomostdifficultto
implement.Givethereasonsforyourrankingofeach.Replicatethefollowingtableandwrite your
answers in your StudyNotebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1to5,fromeasiestto Type of DL Why?
hardest toimplement)
MDL This is suited for students who do not have digital devices and for those who has
1 digital devices but no internet connections.

TVBI Almost all areas of the Philippines has an access to Television Networks. Once
2 broadcasting schedule was given to parents as learners’ facilitator as well as the
learner’s activities to be answer of the enhancement of understanding of key
concepts and clarifications on possible areas of confusion will be the teacher’s
role through home visitation, phone call or message.
ODL Thisis recommended for learners who have digital devices athome such as a
3 desktop computer, laptop, or a smartphone that have access tothe Internet. The
limiting factor for this DL is the stability of internet connection.

RBI Not all students has a radio at home nowadays.

4
BL This is a combination of the face to face, online distance learning, Modular
5 Distance Learning (MDL), TVBi and RBI wherein the main limiting factor here is
the what will be the main DL to be utilize for every student.
 TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 4
TheLCPassuresthatallpossiblemeasureswillbetakentoensurethatnochildwillbe
excludedfromlearningduringtheCOVID-19crisis.Thinkaboutgroupsoflearnersinyour
School/DivisionwhomightrequirespecialconsiderationtobeabletoparticipateinDL.
Describewhattargetedinterventionsyouwoulddeveloptoincludethem.Listedbeloware some
examples which may be relevant to your context. Add others as appropriate. Write
downyouranswersinyourStudyNotebookandshareyourideasatyournextLACSession.
Learner Group Targeted Intervention

Learnerswithoutparentsorhouseholdmemberwhocan
guideandsupporttheirlearningathome

Beginning readers (K to 3)

Give emphasis on oral language, to include

Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
vocabulary development. Reading and
vocabulary drills were also recommended.
Print modules and enrichment activities
intended for a week to help learners grow
and progress academically even without
gadgets and internet.
Text messages and phone calls will also be
a great help once difficulties on answering
the modules are experience by the learners.
Utilize a demographic survey questions to
collect demographic information This
questionnaire helps identify factors that are
unique to a certain demographic and will
eventually help on how to respect their
cultures.
Tailor instruction to meet individual needs

Others? Specify.
 TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114