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 PD Priorities (DepEd Memo No. 50 s. 2020) + COVID-19 Response (LCP) LCP Courses/ Programs Supervisors School Heads Improved Readiness for Remote/Multi-Modal Learning Delivery Informed Decisionmaking in Choosing Appropriate Learning Delivery Modality Teachers Regular PD Programs/ Courses Quality Instructional Delivery in “The New Normal” SULONG EDUKALIDAD Improved Pedagogical 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 PREPARING TO TEACH IN THE LDM PART 1: 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 Modalities 18 to 24 hours Module 3B Learning Resources 4 hours Module 4 Planning for Continuing Professional Development and LAC Planning 2 hours Total: 31 to 37 hours PART 2:PRACTICUM PRACTICUM–- LDM LDM IMPLEMENTATION IMPLEMENTATIONAND AND PART 2: PORTFOLIO BUILDING BUILDING PORTFOLIO September September -- December December 2020 2020 Module 5 4 hours Building Portfolio Related to Planningthe forTeaching Continuing Professional the Implementation of the Modalities 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 (Optional if LAC was conducted) 8. LAC 3 Session Report (Optional if LAC was conducted) 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 STRANDS BEGINNING PROFICIENT HIGHLY PROFICIENT (MTs/LAC Leaders) DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY Strand 1: Content knowledge and its application within and across the curriculum areas 1.1.2 1.1.3 Strand 2: Researchbased knowledge and principles of teaching and learning 1.2.2 1.2.3 Strand 3: Positive use of ICT 1.3.2 1.3.3 Strand 7: Classroom communication Strategies 1.7.2 1.7.3 Strand 1: Learner Safety and Security 2.1.2 2.1.3 Strand 2: Fair Learning Environment 2.2.2 2.2.3 Strand 1: Learners’ gender, needs, strengths, interests, and experiences 3.1.2 3.1.3 Strand 4: Learners in difficult circumstances 3.4.2 3.4.3 DOMAIN 2: LEARNING ENVIRONMENT DOMAIN 3: DIVERSITY OF LEARNERS DOMAIN 4: CURRICULUM AND PLANNING Strand 1: Planning and management of teaching and learning process 4.1.2 4.1.3 DISTINGUISHED Strand 5: Teaching and learning resources including ICT 4.5.2 4.5.3 DOMAIN 5: ASSESSMENT AND REPORTING Strand 2: Monitoring and evaluation of learner progress and achievement 5.2.2 5.2.3 Strand 3: Feedback to improve learning 5.3.2 5.3.3 Strand 4: Communication of learners’ needs, progress, and achievements to key stakeholders 5.4.2 5.4.3 DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT Strand 1: Establishment of learning environments that are responsive to community contexts 6.1.2 6.1.3 Strand 2: Engagement of parents and the wider school community in the educative process 6.2.2 6.2.3 Strand 4: School policies and procedures 6.4.2 6.4.3 DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT Strand 1: Philosophy of teaching 7.1.2 7.1.3 Strand 2: Dignity of teaching as a profession 7.2.2 7.2.3 Strand 4: Professional reflection and learning to improve practice 7.4.2 7.4.3