DISTANCE LEARNING MODALITY

DISTANCE LEARNING MODALITY

BASED FROM LDM 2 COURSE MODULE 3a: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES

Module Objectives

• By the end of this Module, you will be able to:

• differentiate between the learning delivery modalities prescribed by the Learning Continuity Plan and between the different types of distance learning modalities

• recognize lesson design and assessment considerations for distance learning in light of the COVID-19 crisis

• distinguish a weekly home learning plan to guide your learners as they do independent study at home

• identify an individual learning monitoring plan to keep track of the progress of learners who lag behind in completing the prescribed learning tasks

Contents:

• Understanding the Different Learning Delivery Modalities (LDMs)

• Designing Lessons and Assessments in the Different LDMs

• Guiding and Monitoring Learners in the Different LDMs

Part One

UNDERSTANDING THE DIFFERENT LDMs

GUIDANCE ON DISTANCE 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.

GUIDANCE ON DISTANCE LEARNING 

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. 

THE FOUR TYPES OF DISTANCE LEARNING 

Quiz

Multiple Choice

It 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

• Online Distance Learning

• Modular Distance Learning

• TV & Radio Based Instruction

• Blended Learning

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. 

SELF-INSTRUCTION PACKETS

Multiple Choice

It 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.

• Online Distance Learning

• Modular Distance Learning

• TV & Radio Based Instruction

• Blended Learning

Online Distance Learning (ODL)

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 Distance Learning (ODL)

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 have access. 

Multiple Choice

It 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.

• Online Distance Learning

• Modular Distance Learning

• TV & Radio Based Instruction

• Blended Learning

TV/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 MDL or ODL.

Multiple Choice

Any combination of the previous distance learning types.

• Online Distance Learning

• Modular Distance Learning

• TV & Radio Based Instruction

• Blended Learning

Features and Roles of Community

Based on two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for Distance Learning.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined with F2F learning to come up with a BL. 

Poll

Consider the situation in your School —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.

Which learning modality is the EASIEST to implement?

• Module Distance Learning

• Online Distance Learning

• TV Based Instruction

• Radio Based Instruction

• Blended Learning

Poll

Consider the situation in your School —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.

Which learning modality is the MOST DIFFICULT to implement?

• Module Distance Learning

• Online Distance Learning

• TV Based Instruction

• Radio Based Instruction

• Blended Learning

Interventions

The Learning Continuity Plan (LCP) assures that all possible measures will be taken to ensure that no child will be excluded from learning during the COVID-19 crisis. 

Part Two

DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Open Ended

What is Lesson Planning?

Open Ended

Why lesson planning important?

One of the components of a well-designed lesson asks teachers to select and sequence teaching and learning activities that would help learners meet the learning objectives. These learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. 

Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should take time to reflect on what worked well and why, and what could have been done differently. Identifying successful and less successful activities and strategies would make it easier to adjust and revise the lesson plan as needed.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas

• You can team up to integrate lessons across learning areas. Integration of content across learning areas maximizes time and helps learners make connections for better understanding.

• You can use content topics as themes, motivation, springboards, or initial topics for lessons across subjects. You can also try merging selected learning area performance tasks and assessments and create separate rubrics for scoring per learning area. This can make it easier for you to check student work, and saves time for you and the learners.

Various Methods of Assessment

Assessment is always a part of designing instruction.

DO 8, s2015 on Policy Guidelines on Classroom Assessment

E-portfolio

Sample learning outputs obtained from different assessment methods may be collected to build a learner’s portfolio.

Multiple Choice

A portfolio mainly displays the academic achievements of the learner.

• TRUE

• FALSE

A learning portfolio demonstrates not just the academic achievements but also the effort put forward by the learner as well as the progress in achieving learning outcomes.

Multiple Choice

Testimonies of parents/guardians and learning facilitators regarding the learner’s progress may be included in a portfolio.

• TRUE

• FALSE

Multiple Choice

There is a fixed list of items that should be included in a portfolio.

• TRUE

• FALSE

There is no hard and fast rule that states a clear list of items that should be included in a portfolio, as it depends upon the requirements of the learning area. Teachers, administrators, and students (and even parents) may decide collectively on what to include in portfolios, which assessment criteria to use, how to evaluate student outputs, and what to expect from the end result.

Multiple Choice

The teacher can only comment on a learner's portfolio.

• TRUE

• FALSE

The teacher must address the students’ learning and encourage self-assessment through their work samples. The Learners may also be allowed to view and comment on their peers’ portfolios.

Multiple Choice

For asynchronous learning, teachers allow learners to work on their outputs during their own time. The latter will submit the portfolio within the schedule that the teachers set.

• TRUE

• FALSE

Multiple Choice

The learners may submit, store, and manage their portfolio via file sharing programs or they may submit the actual softcopies of their work saved on a CD/DVD/USB flash drive.

• TRUE

• FALSE

Multiple Choice

Portfolios of distance learning students with outputs in hard copies or physical forms may be handed over to the teacher by the parents or learning facilitators.

• TRUE

• FALSE

Part Three

GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what Weekly Home Learning Plans (WHLPs) and Individual Learning Monitoring Plans (ILMPs)

Remember

There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before, during, and after lesson delivery, you will be able to design lessons with your best efforts, and maximize learning in this new context.

Remember

It is important for teachers to keep track of how the students are doing, get feedback from the learners (learners’ self-assessment), and from the learning facilitators or household partners, in order to continuously improve lessons and provide support for learners as they learn.

Remember

      One way of getting feedback from learners is by communicating regularly with them and their families.

      As teachers, you need to make your presence felt, and send the message to the learners that they are not alone in this situation. This will greatly help them stay motivated.