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    LEARNER-CNETERD-PEDAGOGY (3) - Print

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    Airi Bautista
    The document discusses four learner-centered pedagogy delivery modalities for facilitating learning during COVID-19: 1) Traditional face-to-face, 2) Distance learning using modular or online methods, 3) Online distance learning using internet technologies, and 4) Blended learning combining face-to-face and distance learning. It describes the approaches, platforms, and resources that can be used for each modality, emphasizing the need to limit face-to-face interaction, ensure social distancing, and make optimal use of available technologies and media. Critical to implementing the modalities is producing necessary learning materials and supporting media institutions.

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    LEARNER-CNETERD-PEDAGOGY (3) - Print

    Uploaded by

    Airi Bautista
    33 views6 pages
    The document discusses four learner-centered pedagogy delivery modalities for facilitating learning during COVID-19: 1) Traditional face-to-face, 2) Distance learning using modular or online methods, 3) Online distance learning using internet technologies, and 4) Blended learning combining face-to-face and distance learning. It describes the approaches, platforms, and resources that can be used for each modality, emphasizing the need to limit face-to-face interaction, ensure social distancing, and make optimal use of available technologies and media. Critical to implementing the modalities is producing necessary learning materials and supporting media institutions.

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    LEARNER-CNETERD-PEDAGOGY (3) - print

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    The document discusses four learner-centered pedagogy delivery modalities for facilitating learning during COVID-19: 1) Traditional face-to-face, 2) Distance learning using modular or online methods, 3) Online distance learning using internet technologies, and 4) Blended learning combining face-to-face and distance learning. It describes the approaches, platforms, and resources that can be used for each modality, emphasizing the need to limit face-to-face interaction, ensure social distancing, and make optimal use of available technologies and media. Critical to implementing the modalities is producing necessary learning materials and supporting media institutions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    33 views6 pages

    LEARNER-CNETERD-PEDAGOGY (3) - Print

    Uploaded by

    Airi Bautista
    The document discusses four learner-centered pedagogy delivery modalities for facilitating learning during COVID-19: 1) Traditional face-to-face, 2) Distance learning using modular or online methods, 3) Online distance learning using internet technologies, and 4) Blended learning combining face-to-face and distance learning. It describes the approaches, platforms, and resources that can be used for each modality, emphasizing the need to limit face-to-face interaction, ensure social distancing, and make optimal use of available technologies and media. Critical to implementing the modalities is producing necessary learning materials and supporting media institutions.

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    INSTRUCTIONAL MATERIAL

    COURSE: EDUC. 104- Facilitating Learner- Centered Learning


    TOPIC: Learner-Centered Pedagogy: Delivery Modalities
    PROFESSOR: Lorna Sobrepena Salcedo

    LEARNER- CENTERED PEDAGODY


    A. Delivery Modalities
    The learning delivery modalities that schools can adopt may be one or a
    combination of the following, depending on the COVID-19 restrictions and the
    particular context of the learners in the school or locality.
    1. Traditional Face-to-Face Learning
    This refers to a 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.
    In areas under the Moderate and High-risk severity grading, this is not
    possible. However, there are learners with disabilities whose conditions require
    face-to-face instruction. Face-to-face option may also be feasible in very low-
    risk areas such as the geographically isolated, disadvantaged, and conflict-
    affected areas (GIDCA) with no history of infection and very low and easily
    monitored external contacts, but with teachers and learners living in the
    vicinity of the school.
    Any face-to-face learning delivery must have proper risk assessment and
    must adhere to the health protocols in place. Potential learning spaces in the
    community near the school may be explored to add spaces for the conduct of
    classes with the appropriate social distancing.

    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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     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.

     ESM-Focused Teaching (Junior HS) (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.

     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.

     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.

    2. Distance Learning
    This 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. This modality has three types: Modular Distance
    Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
    Instruction.
    Modular Distance Learning
    Involves individualized instruction that allows learners to use self-
    learning modules (SLMs) in print or digital format/electronic copy, whichever is
    applicable in the context of the learner, and other learning resources like
    Learner’s Materials, textbooks, activity sheets, study guides, and other study
    materials. Learners access electronic copies of learning materials on a
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    computer, tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-
    based

    applications can all be used to deliver e-learning materials, including offline E-


    books. 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.
    Type/Modality/Approach/Strategy
    Learning is in the form of individualized instruction that allows learners
    to use self-learning modules (SLMs) in print or digital format/electronic copy,
    whichever is applicable in the context of the learner and other learning
    resources like Learner’s Materials, textbooks, activity sheets, study guides, and
    other study materials. Learners access electronic copies of learning materials
    on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage, and
    computer-based applications can all be used to deliver e-learning materials,
    including offline e-books. The teacher takes the responsibility of monitoring
    the progress of the learners. The learners may ask assistance from the teacher
    via email, 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.
    Suggested Platforms/Resources/Mechanisms:
     The use of Learning Resource Materials/Modules in multimedia (slides, video
    and audio files)
     Digital Packets (Learning Materials)
     The use e-learning materials
     The use of computer-based learning resources

    3. Online Distance Learning

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    Features the teacher as facilitator, engaging learners’ active


    participation through the use of various technologies accessed through the
    internet while they are geographically remote from each other during
    instruction. The internet is used to facilitate learner-teacher and peer-to-peer
    communication. Online

    learning allows live synchronous instruction. It requires participants to have a


    good and stable internet connection. It is more interactive than the other types
    of distance learning. 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.
    TV/Radio-Based Instruction utilizes SLMs converted to video lessons for
    Television-Based Instruction and SLMs converted to radio script for RadioBased
    Instruction.
    Distance learning modality is most viable for independent learners, and
    learners supported by periodic supervision of parents or guardians.
    The challenge will be in dealing with learners not capable of independent
    learning.
    Type/Modality/Approach/Strategy
    It features the teacher facilitating learning and engaging learners’ active
    participation using various technologies accessed through the internet while
    they are geographically remote from each other during instruction. The
    internet is used to facilitate learner-teacher and peer-to-peer communication.
    Online learning is a form of a live synchronous platform where it requires both
    parties to have a good and stable internet connection. It is often more
    interactive than the other types of distance learning. The responses in 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. The use of DepEd Commons and LR Portal falls in this category as
    both require internet connectivity to have access.
    Suggested Platforms/Resources/Mechanisms:
    The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology
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     The use of Web-Enhanced Learning Activities


     Free access to OERs (Open Educational Resources)
     Access to LR Portals

    4. Blended Learning
    This refers to a learning delivery that combines face-to-face with any or
    a mix of online distance learning, modular distance learning, and TV/Radio-
    based Instruction. 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 stations.
    Suggested Platforms/Resources/Mechanisms:
    The use of print/non-print learning materials such as but not limited to the following:
     Modules
     Worksheets
     Activity Sheets
     The use of gadgets for K to 3 SpEd learners
    5. 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 schedules around family schedules and
    circumstances. However, there remain several issues in its implementation, including
    the supervision of licensed teachers and alignments with the curriculum..
    Suggested Platforms/Resources/Mechanisms:
     The use of the print materials/learning resources ( modules, worksheets,
    activity sheets, etc.)
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     The use of digital packets (learning materials)


    Reference.
    https://www.teacherph.com/deped-learning-delivery-modalities/

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