Scribd
Upload
93 views33 pages

Annalin Report LDM Module 2

The document provides guidance on distance learning modalities for teachers. It defines distance learning and describes the different types, including modular distance learning, online distance learning, TV/radio-based instruction, and blended learning. Minimum requirements are outlined for online distance learning, including having an educational platform, technical expertise, teacher and student access and devices, and parent willingness. Requirements that schools should address include orientation programs and ensuring teachers, students, and parents are prepared for technology-based learning.

Uploaded by

Catherine Lagario Renante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
93 views33 pages

Annalin Report LDM Module 2

The document provides guidance on distance learning modalities for teachers. It defines distance learning and describes the different types, including modular distance learning, online distance learning, TV/radio-based instruction, and blended learning. Minimum requirements are outlined for online distance learning, including having an educational platform, technical expertise, teacher and student access and devices, and parent willingness. Requirements that schools should address include orientation programs and ensuring teachers, students, and parents are prepared for technology-based learning.

Uploaded by

Catherine Lagario Renante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 33

LDM 2

LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
LDM2
for Teachers
MODULE A 3
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LDM 2

LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
Module 3A DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES
Module 3A DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
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
LESSON 1: BACKGROUND,
RATIONALE, AND DEVELOPMENT OF
MELCS
LDM 2

DISTANCE
LEARNING
GUIDANCE ON DISTANCE
LEARNING
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. `
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 have
access.
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 learning refers to a learning
delivery modality using a combination of
the features of F2F learning and distance
learning. It can be (1) F2F and modular
distance learning; (2) F2F and online
distance learning; (3) F2F and TV-based
instruction/Radio-based instruction; or (4)
F2F and any combination of the other types
of distance learning.
NON-NEGOTIABLE MINIMUM
REQUIREMENTS FOR DISTANCE LEARNING
MODALITIES
This list of requirements 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.
ONLINE DISTANCE LEARNING (ODL)
Requirements that MUST be
available
 The school has an educational
platform or Learning Management
System (LMS), either subscription-
based or locally developed.
 The school has the technical expertise to
run and support the educational platform
24/7. Technical expertise can be in-house
OR outsourced OR a combination,
depending on the nature of the
deployment. The more in-house/locally
developed is the hosted platform, the
higher the degree of the technical support
personnel required.
 The school has email facility or
domain name for all teachers and
users. Note: The school can outsource.
 The school has helpdesk personnel
working under the platform managers
whose main task will be to directly
answer usage queries of both teachers
and students.
 The school has complete and
appropriate content for Quarter 1 in
the platform.
 Together with the content, the
school has proper assessments (e.g.,
quiz, exams) available in the platform.
The same assessments should be
regularly reviewed and updated.
 The school has
institutionalized the training
and updating of teachers to be
more technologically adept.
 Teachers have access to
device/s and connectivity at the
school.
 The learners have access to the
necessary resources (device,
connectivity) to access the
lessons.
 The parents have expressed
willingness for the option of
online distance learning for their
children.
Requirements that should be
addressed by the school as soon as
possible
 The school orients the teachers,
parents and learners about the
online learning policies and
directions to ensure that everyone is
properly informed and guided.
 The school has a technology
knowledge enhancement
program wherein regular
trainings or seminars are given
to teachers, students, and
parents to make them embrace
the technology.
 The teachers are well
oriented on DepEd policies
relating to online distance
learning and to freely access
the needed resources accorded
by the Department like the
DepEd Commons and LRMDS.
 The parents are willing
to co-supervise and co-
monitor the progress of
their children's online
learning.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy