LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

FOR TEACHERS

Course Overview

When the first COVID-19 case was recorded in March this year, the country was placed
under a state of national emergency. COVID-19 ushered in a new normal in the way people
conduct business and deal with each other. To prevent the further spread of infection
among the populace, various measures were put in place such as a ban on mass gatherings,
restrictions on movement, social distancing, and preventive practices like hand washing and
wearing of masks, among others.

In the face of this continuing health threat, the Department of Education (DepEd) formulated
the Basic Education Learning Continuity Plan (LCP) to put into motion the marching orders
of the Secretary: ensure that learning continues while guaranteeing the health, safety, and
wellbeing of all learners, teachers, and other DepEd employees.

The LCP recognizes that DepEd must adopt alternative modes of delivering learning if it is to
reach all learners regardless of who and where they are. Where school-based, Face-to-Face
Learning is not possible, the LCP identifies three learning delivery modalities (LDMs) that
schools may implement: Distance Learning, Blended Learning, and Homeschooling.

A critical component of the LCP is enabling teachers and school leaders to use these learning
delivery modalities effectively (see Figure 1). LCP capacity building has two streams. The first
stream (LDM1) is focused on the implementation and management of the alternative learning
delivery system at all levels of the education system, and intended for school and division
leaders. This course you are taking now, which is LDM2, is intended for teachers and is
focused on the instructional implications of using these alternative LDMs.

Course Objectives

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

1. know the different LDMs and platforms: their features, uses, and pedagogies
2. plan for the implementation of the school-adopted LDMs
3. prepare learning materials and resources needed for the LDM
4. be confident in executing lessons in the new LDM
 Design and Implementation
Principles and Guidelines

Improved Readiness for

Remote/Multi-Modal
PD Priorities LCP Courses/ Learning Delivery
(DepEd Programs
Informed Decision-
Memo No.
making in Choosing Quality
50 s. 2020) Appropriate Learning Instructional SULONG
Super- School
Teachers
Delivery Modality Delivery in EDUKALIDAD
+ visors Heads
“The New
Normal”
COVID-19
Response Regular PD
(LCP) Programs/ Improved Pedagogical
Courses Content Knowledge and
Assessment

Internal and External

Learning Service Providers

Figure 1. LCP capacity building framework for teachers and school leaders

Course Design, Content, and Delivery

This is a task-oriented course that combines guided study using self-learning modules and
co-learning and collaboration through the Learning Action Cell (LAC). Since face-to-face
meetings are not permitted at present, you will be expected to hold your LAC Sessions
online. How to organize your LAC and run your LAC sessions will be discussed in Lesson 2.

As you can see in Table 1, the Course is divided into two parts. Part 1 covers LDM selection
and implementation planning. It consists of four modules that will take about 20 hours to
complete. Part 2 is the practicum component of the course covering LDM implementation
throughout the school year.

The modules in Part 1 are designed for self-study, without a trainer or instructor to assist
you. Each module consists of several lessons. Lessons are self-contained and include
readings or video tutorials, activities, quizzes, and reflection points. We ask that you keep a
Study Notebook or learning journal to jot down your answers to the activity questions and
quizzes, and to record your ideas and reflections.

Use a paper notebook or create a file on your computer or smartphone. For more details,
read the Study Notebook Brief.
At various points in the modules, you will be prompted to convene a LAC Session with your
co-teachers to discuss a particular lesson and/or to collaborate on specific tasks. You will
be given a LAC Guide to help structure your LAC activities. Your LAC will also be assigned
a Coach from the Division or District Office. This Coach is tasked to provide guidance and
support to your school LAC as you go through the course activities.

Table 1. LDM2 Course Modules

No. LDM2 Module Title Suggested Duration

PART 1: LDM SELECTION AND IMPLEMENTATION PLANNING

Module 1 Course Orientation 4 hours

Module 2 Most Essential Learning Competencies 3 hours

Module 3A Lesson Design and Assessment in the 18 to 24 hours

Modalities

Module 3B Learning Resources 4 hours

Module 4 Planning for Continuing Professional 2 hours

Development and LAC Planning

Total: 31 to 37 hours

PART 2: PRACTICUM – LDM IMPLEMENTATION AND September - December 2020

BUILDING PORTFOLIO

Module 5 Planning for Continuing Professional 4 hours

Development and LAC Planning
Expected Outputs

You are expected to generate outputs at various points in the Course. This will constitute your
Course Portfolio.

Part 1. LDM Selection and Implementation Planning

1. Sample MELCs Unpacking Presentation
2. List of targeted learner interventions
3. Learning tasks for DL
4. Assessment methods in DL
5. Weekly Home Learning Plan for one (1) subject
6. Individual Learning Monitoring Plan for a student who lags behind in completing the
learning tasks
7. LAC 3 Teacher Engagement Report
8. LAC 3 Session Report
9. Two (2) accomplished LR Rapid Assessment Tools with reflections
10. Professional Development Plan

Part 2. LDM Implementation Portfolio

1. Daily Lesson Plans or Daily Lesson Logs
2. Recordings of Class Instruction

Course Assessment and Certification

Learners will receive their Certificate of Participation once they are able to submit their LDM
Implementation Portfolios to their designated Coaches. The Portfolio will be
evaluated by the Coach who will recommend the issuance of the Certificate to the NEAP
Central Office through the NEAP Regional Office.

Where feasible, the Certificate will also indicate the professional development credit units
earned in accordance with the DepEd Quality Assurance Division evaluation of the program.
As this course is intended to advance your professional development, read Table 2 showing
the Philippine Professional Standards for Teachers (PPST), where the identified domains may
help you advance in your practice.
Table 2. Alignment to PPST Standards

DOMAINS AND BEGINNING PROFICIENT HIGHLY DISTINGUISHED

STRANDS PROFICIENT
(MTs/LAC
Leaders)
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

Strand 1: Content 1.1.2 1.1.3

knowledge and its
application within and
across the curriculum
areas

Strand 2: Research- 1.2.2 1.2.3

based knowledge and
principles of teaching
and learning

Strand 3: Positive use of 1.3.2 1.3.3

ICT

Strand 7: Classroom 1.7.2 1.7.3

communication
Strategies

DOMAIN 2: LEARNING ENVIRONMENT

Strand 1: Learner Safety 2.1.2 2.1.3

and Security

Strand 2: Fair Learning 2.2.2 2.2.3

Environment

DOMAIN 3: DIVERSITY OF LEARNERS

Strand 1: Learners’ 3.1.2 3.1.3

gender, needs,
strengths, interests, and
experiences

Strand 4: Learners in 3.4.2 3.4.3

difficult circumstances

DOMAIN 4: CURRICULUM AND PLANNING

Strand 1: Planning and 4.1.2 4.1.3

management of teaching
and learning process
Strand 5: Teaching 4.5.2 4.5.3
and learning resources
including ICT

DOMAIN 5: ASSESSMENT AND REPORTING

Strand 2: Monitoring 5.2.2 5.2.3

and evaluation of
learner progress and
achievement

Strand 3: Feedback to 5.3.2 5.3.3

improve learning

Strand 4: 5.4.2 5.4.3

Communication of
learners’ needs,
progress, and
achievements to key
stakeholders

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Strand 1: Establishment 6.1.2 6.1.3

of learning environments
that are responsive to
community contexts

Strand 2: Engagement 6.2.2 6.2.3

of parents and the wider
school community in the
educative process

Strand 4: School policies 6.4.2 6.4.3

and procedures

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 1: Philosophy of 7.1.2 7.1.3

teaching

Strand 2: Dignity of 7.2.2 7.2.3

teaching as a profession

Strand 4: Professional 7.4.2 7.4.3

reflection and learning to
improve practice