This document discusses different learning delivery modalities (LDMs) in light of changes in the education system. It defines key LDMs like face-to-face, distance, blended, and alternative delivery learning. For face-to-face, it outlines approaches like modified shifting of classes and ESM-focused teaching. Distance learning includes modular and online approaches. Blended learning combines methods. It also discusses challenges like parental roles, resource access, and managing multiple modalities. Factors to consider when choosing a modality include risk levels, school/learner contexts, and resource availability. Comparing LDMs applied to one's school and identifying issues are suggested outputs.

1. Assessing the
Used of Different
Learning Delivery
Modalities

2. Hello!
I am Feliciano “Sonny” Mungcal
III
Acting Head, Corporate Affairs
Office
Faculty Member, Senior High
School
Instructor, College Department
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3. Objectives:
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⬡ To determine the changes in the field of education;
⬡ To capacitate ourselves to adopt these changes;
⬡ To understand deeper the different learning
modalities;

4. ICE BREAKER:
REBUS – refers to a representation of words or syllables by pictures
of objects or by symbols whose names resemble the intended
words or syllables in sound.
Example:
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5. 5

6. ANSWERS:
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1. Forget it
2. Jack in the box
3. Somewhere over the rainbow
4. Back Door
5. Read between the lines
6. Blood is thicker than water
7. Beeline
8. Cancelled Check
9. Once upon a timepiece
10. Green eggs and ham
11. Try to understand
12. Downtown
13. Bump in the night
14. First Aid
15. One in a Million
16. Apple Pie
17. Ice Cube
18. Rocking around the christmas tree
19. Think outside the box
20. Six feet underground

7. “
There is nothing permanent
except change.
- Heraclitus
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8. Changes in the Education System
⬡ Changing National Landscape
⬡ ASEAN Integration
⬡ 1987 Constitution
⬡ K-12 Basic Education Reform
⬡ COVID-19 Pandemic
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9. Understanding the
Different Learning
Delivery Modalities
Source:
Deped LDM for School Year 2021-2022

10. ⬡ LDM – Learning Delivery Modality
⬡ DL – Distance Learning
⬡ F2F – Face to Face
⬡ MDL – Modular Distance Learning
⬡ BL – Blended Learning
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11. Additional LDM
Type/Modality/Approach/Strategy
⬡ MSC
⬡ SCDT
⬡ ESMT
⬡ RESMT
⬡ CST
⬡ ADM
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12. What are the
different
LDMs?
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13. Four Main LDMs
⬡ Face to Face Learning
Refers to the learning delivery modality where the
students and the teacher are both physically
present in the classroom, and there are
opportunities for active engagement, immediate
feedback, and the socio-emotional development
of learners. 13

14. Four Main LDMs
⬡ Distance Learning
refers to a learning delivery modality where
learning takes place between the teacher and the
learners who are geographically remote from
each other during instruction.
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15. Four Main LDMs
⬡ Blended Learning
refers to a learning delivery that combines face-
to-face with any or a mix of any of the online
distance learning types.
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16. Four Main LDMs
⬡ Alternative Delivery Mode
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17. 17
Face to Face
Learning
Distance Learning Blended Learning Alternative Distance
Learning
• Modified Shifting of
Classes (MSC)
• Shifting of Classes
with Dyadic
Teaching (SCDT)
• ESM-Focused
Teaching (ESMT)
• RESM-Focused
Teaching (RESMT)
• Core/Specialized-
Focused Teaching
(CST)
• Modular Distance
Learning
• Online Distance
Learning
• TV/Radio-Based
Instruction
Combination of face-
to-face with any or a
mix of ODL, MDL,
and TV/Radio-Based
Instruction
Homeschooling

18. Face-to-Face
Learning
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19. Face-to-Face Learning
Type/Modality/Approach/Strategy
⬡ Modified Shifting of Classes (MSC)
In the shifting of classes, teaching is directly focused on concepts
with corresponding activities. Supplemental activities and
Assessments shall be done, brought by the learners when shifted at
home.
The shifting depends on how many days the competencies could
be covered based on the competency codes and the number of
competencies to be covered in all learning areas.
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20. Face-to-Face Learning
Type/Modality/Approach/Strategy
⬡ Shifting of Classes with Dyadic Teaching (SCDT)
In this scheme, there would be two teachers inside the class per
learning area. The number of learners they would handle should be the
total number of learners they handled in the normal days.
During the dyadic teaching, learners have to go through a series of
individual activities after teaching the learning competencies to be
facilitated, monitored by the two teachers.
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21. Face-to-Face Learning
Type/Modality/Approach/Strategy
⬡ ESM-Focused Teaching (Junior High School) (ESMT)
In this approach, only English, Science, and
Mathematics shall be taught in school.
Other learning areas shall be using the modular, home-
based approach.
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22. Face-to-Face Learning
Type/Modality/Approach/Strategy
⬡ RESM-Focused Teaching (Elementary) (RESMT)
In this approach, only Reading, English, Science, and
Mathematics shall be taught in school.
Other learning areas shall be using the modular, home-
based approach.
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23. Face-to-Face Learning
Type/Modality/Approach/Strategy
⬡ Core/Specialized-Focused Teaching (SHS) (CST)
In this approach, only core and specialized subjects shall
be taught in school.
Applied subjects shall be using the home-based, life skill,
modular approach.
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24. Distance
Learning
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25. Distance Learning
Type/Modality/Approach/Strategy
⬡ Modular Distance Learning
Involves individualized instruction that allows learners to
use self-learning modules (SLMs), which can be:
⬡ Printed – textbooks, activity sheets, study guides.
⬡ Digital – electronic copies of learning on a computer,
tablet PC, smartphone; delivering these e-materials can be
through CDs, DVDs, USB storage & computer-based
applications, including offline E-books.
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26. Distance Learning
Type/Modality/Approach/Strategy
⬡ Modular Distance Learning
The teacher takes the responsibility of monitoring the progress of
the learners.
The learners may ask assistance from the teacher via e-mail,
telephone, text message/instant messaging, etc.
Where possible, the teacher shall do home visits to learners
needing remediation or assistance. Any member of the family or
other stakeholder in the community needs to serve as a para-teachers.
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27. Distance Learning
Type/Modality/Approach/Strategy
⬡ Online Distance Learning
∙ Learner and teacher are geographically remote from each other;
∙ Teachers as facilitator: learner-teacher & peer-to-peer
communication
∙ Use of various technologies accessed through the internet
∙ More interactive
∙ Real-time responses
∙ Requirement: learner and teacher should have good and stable
internet connection
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28. Distance Learning
Type/Modality/Approach/Strategy
⬡ Online Distance Learning
Online learning allows live synchronous instruction.
It requires participants to have a good and stable internet connection.
The responses are real-time.
The learners may download materials from the internet, complete
and submit assignments online, attend webinars and virtual
classes.
This is practiced effectively by using a Learning Management System
or related technologies.
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29. Distance Learning
Type/Modality/Approach/Strategy
⬡ TV/Radio-based Instruction
TV/Radio-Based Instruction utilizes SLMs converted to
video lessons for Television-Based Instruction and SLMs
converted to radio script for Radio-Based Instruction.
The Challenge: learners not capable of independent
learning.
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30. Blended
Learning
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31. Blended Learning
⬡ Blended learning will enable the schools to limit face-
to-face learning, ensure social distancing, and
decrease the volume of people outside the home at
any given time.
⬡ Critical for implementation will be the production of the
needed teacher’s and learner’s learning materials (LR
Portal and DepEd Commons will be maximized), as well
as the support of media institutions like TV and radio
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32. Alternative Delivery
Module
Homeschooling
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33. Alternative Delivery Mode
Type/Modality/Approach/Strategy
⬡ Homeschooling
This is an Alternative Delivery Mode (ADM) that aims to
provide learners with access to quality basic education
through a home-based environment to be facilitated by
qualified parents, guardians, or tutors who have
undergone relevant training.
It allows families to educate according to their personal
faith, philosophy, and values, and to adjust learning
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34. Challenges in
Context
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35. Challenges:
Parents’/Learners Context
1. Parents’ ability to take the role of learning facilitators
2. Parents’ capacity to sustain the routine in the distribution / retrieval
of SLMs
3. Parents themselves do the learning tasks instead of just assisting
their children.
4. Equitable access to the internet
5. Equitable access to government TV/Radio network
6. Capacity to complete self-directed learning tasks
7. Socio-emotional wellbeing of learners
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36. Challenges:
School Context
1. Higher risk of exposure of teachers to COVID-19 when distributing and
retrieving SLMs.
2. Errors in some SLMs/LDMs.
3. Distribution and retrieval schedule of SLMs has been affected by changing
level of community quarantine.
4. Congruence of teacher-made assessment with targeted learning
competency.
5. Readiness of school heads and supervisors to lead and manage multiple
learning delivery modules.
6. Transparency of feedback given by parents on the learning difficulties of the
children.
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37. Challenges:
School Context
7. Availability of online/offline learning resources
8. Teachers’ readiness and capacity to facilitate
multiple LDMs
9. Increased teacher workload
10.Applicability of some classes for home-based
learning (e.g. TV, Radio, etc.)
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38. Factors to
Assess
Before
Choosing a
Modality
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39. Factors to Assess Before
Choosing a Modality:
1. Risk Severity Grading / IATF Policy
a) Are teachers and learners allowed to be in school?
Can physical distancing be imposed?
2. School Context
a) What is the health status of the teachers?
b) Is the principal/supervisor ready to lead and manage multiple
LDMs?
c) Are learning resources and materials available?
d) Are the teaching ready and capable to facilitate multiple LDMs?
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40. Factors to Assess Before
Choosing a Modality:
3. Learners’ Context
a) Are the learners’ capable to complete self-directed learning
resources?
b) Are the learners have access to learning resources and
technology?
c) Do they have parental home and community support?
d) Do they have capacity to be guided as learners?
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41. Factors to Assess Before
Choosing a Modality:
3. Learners’ Context
a) Are the learners’ capable to complete self-directed learning
resources?
b) Are the learners have access to learning resources and
technology?
c) Do they have parental home and community support?
d) Do they have capacity to be guided as learners?
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42. Suggested Output/s:
1. Compare and contrast the different LDMs if
applied into your school.
2. Identify the issues and concerns related to the
used of the different LDMs.
3. Action plan on possible remedy/action on the
identified issues and concerns.
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43. “
Change is the only constant in life. Ones ability to adopt to
those changes will determine your success in life.”
- Benjamin Franklin
“It is not the strongest of species that survives, nor the
most intelligent that survives. It is the one that is most
adaptable to change.”
- Charles Darwin
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44. 44
Thanks!