Module 3B Learning Resources

MODULE 3B:
LEARNI
NG
RESOU
RCES
By the end of this Module, you will be able to:
1. associate learning resources (LRs)

with specific learning modalities
2. access resources from online portals
such as DepEd Commons and LR
Portal of the Department of Education
3. explain the importance of using
quality assured LRs
MODULE OBJECTIVES
Lesson 1. Learning Resource
Maps for Distance Learning
Lesson 2. Accessing Learning
Resources from DepEd Portals
Lesson 3. Assessing the LR
Materials
MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

MODALITIES (DLDM) FOR SCHOOL YEAR 2020-2021
Appendix A - General Guidelines and Considerations

Appendix B - Descriptions and Considerations for Each
DLDM
Appendix C - Map of the Learning Resources Needed for
Each Sub-Category of DLDM
Appendix D - Weekly Home Learning Plan and Individual
Learning Monitoring Plan
Appendix E - Sample Weekly Home Learning Plan 2
Appendix F – Individual Learning Monitoring Plan
Appendix G – Matrix of Requirements of the DLDMs


1. Distance Learning may be implemented through the following delivery
modalities:
a. Modular Distance Learning (MDL)
a.1. Digital Modular Distance Learning (DMDL)
a.2. Printed Modular Distance Learning (PMDL)
b. Online Distance Learning (ODL)
c. TV-Video/Radio-based Instruction (TV-Video/RBI)
c.1. TV-Video (SLM-based)
c.2 TV-Video (MELCs Mapped)
c.3. Radio-Based Instruction (RBI)
d. Blended Distance Learning (BDL)


2. As stipulated in DepEd Order No. 007, s. 2020
entitled “School Calendar and Activities for School
Year 2020-2021,” schools and Community
Learning Centers (CLCs), under the supervision of
ROs and SDOs, are authorized to decide on the
specific DLDM which may be deemed appropriate
in their context.
St. Francis NHS will use Blended Distance Learning (BDL)


3. Schools shall be guided by the Omnibus Guidelines on the
Implementation of Community Quarantines, issued by the IATF
for the Management of Emerging Infectious Diseases dated
May 15, 2020 as well as the directives of the Office of the
President (OP), in deciding the learning modality/modalities to be
implemented.
In addition, the learners’ context, access, and readiness, as well
as the context/situation of the area where the schools are located
shall be taken into consideration.
The choice of modality/modalities of the parent and/or learner
may also be considered.


4. The DLDM adopted by the school or chosen by the learner or parent may
be changed when deemed necessary and possible based on, but not limited
to, any of the following:
a. Health and physical distancing protocols and other
guidelines set in their respective areas;
b. Availability of public transport;
c. Changes in the health status of the learner;
d. The learner’s assessment results showing that the learner is
not doing well in the learning delivery modality chosen;
e. Indications and reports of negligence and abuse validated
through home visitations.


5. As much as possible, the primary learning resource
that shall be used are the self-learning modules (SLMs)
developed by the regions for the implementation of the
Alternative Delivery Modes.
6. Other learning resources like textbooks, learners’
materials, MELCs-aligned teacher-made videos, audio-
lessons, modules, activity sheets, interactive e-materials
may supplement the required learning resource for each
learning delivery modality.


7. To make learning manageable for learners, they may
be given a set time frame to undertake a lesson or
accomplish an activity.
The setting of the time frame shall be guided by the
suggested time allotment a MELC can be mastered.
Learners who are not meeting expectations shall be
provided with remediation while those who may
accomplish the tasks as contained in the SLMs shall be
given enrichment activities.


8. To ensure that learners are on task and are guided on
what they are expected to accomplish within a specific week,
teachers shall prepare a Weekly Home Learning Plan.
Sufficient break times shall be ensured.
In cases of legal celebrations and holidays as well as
cancellations/suspensions of classes due to natural and
man-made calamities, adjustments in the time frame for
accomplishing learning tasks based on the Weekly Home
Learning Plan shall be considered accordingly.


9. Schools, under the guidance and supervision of the
Regional Office (RO) and Schools Division Office (SDO),
shall organize their own mechanism to ensure that all
learners receive copies of the SLMs in print or digital format
as well as other learning materials like learners’ material,
textbooks, learning activity sheets and others.
Local Government Units (LGUs) and community
stakeholders may be tapped by schools and field offices to
assist in making sure that SLMs are provided to every
learner.


10. Additional learning materials developed by supervisors,
specialists, and teachers may be used to support the SLMs.
They shall ensure that these learning materials are aligned
with the MELCs.


11. Schools shall ensure contextualization and integration of
learning content.
Contextualization shall allow flexibility of learning content
and the processes needed to be related to a particular
setting, situation or area of application to make
competencies relevant, meaningful, and useful
to all learners.


12. It is recommended that a learning facilitator or
a household partner like parent, guardian, sibling,
or other community members considered as a
responsible adult should be available to guide and
support the learning process of the child at home
as well as provide guidance in accomplishing
given home learning tasks.


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14. The following teachers shall be exempted from home
visitation during ECQ, MECQ and GCQ:
teachers who are sixty (60) years old and above;
teachers with immunodeficiency, comorbidities, or other
health risks;
teachers who are pregnant;
teachers affected by their respective local COVID
severity classification in their area of residence.


15. Strong school, home, and community partnerships
shall be done to ensure the effectiveness
of any DLDM chosen.
In the context of the present crisis, dialogue with parents
and the wider community is a key step to ensure that the
school, parents/guardians and the wider community
have reached a degree of shared accountability and
responsibility for the learning delivery modality/ies
chosen.


16. Schools shall strengthen the implementation of DepEd Order
40, s. 2012 (Policy Guidelines on Protecting Children in School
from Abuse, Violence, Exploitation, Discrimination, Bullying and
Other forms of Abuse) through their duties and responsibilities
stipulated in Sections 7 to 10.
Schools shall likewise review the composition of the Child
Protection Committee (CPC) including their roles and functions in
accordance with the provisions in the same Order.
The CPC shall work in coordination with the Barangay Council for
the Protection of Children (BCPC).


DLDM
A. Modular Distance Learning
A learner may adopt either Digital Modular Distance Learning (DMDL) or
Printed Modular Distance Learning (PMDL).
Learners with devices at home like laptop, desktop, or tablet, may adopt
DMDL. The Self Learning Modules (SLMs) in different digital formats
such as flat PDF, education videos, audio lessons, e-SLMs and others
may be stored in a CD/DVD/USB flash drive/pen drive
While the printed SLM shall be used by learners adopting PMDL.
Self-learning Modules (SLMs) which are K to 12 compliant are developed
following the ADM Learning Resources Standards.

Screen Time Guidelines
as recommended Appendix B - Descriptions and Considerations for Each
by the American Academy of Pediatrics
(AAP) and World Health Organization
(WHO) which is as follows:
DLDM
i. Kindergarten – maximum
of one hour daily
B. Online Distance Learning
ii. Grade 1 to 5 – maximum A class adopting Online Distance Learning shall follow the regular planning
of 1.5 hours daily standards in the organization of classes set by the DepEd.
iii. Grade 6 to 8 – maximum It shall be applicable in schools where both the teachers and learners have
of 2 hours daily access to digital devices, such as laptops, tablets, smartphones, and
For Grades 9 to 12, a
maximum of 4 hours daily
desktop computers, with available online resources and Internet
connectivity.
Self-learning modules shall be available through the DepEd Learning
Resources Portal, DepEd Commons, DepEd Learning Management System
(LMS) and/or different DepEd recognized LMS (DepEd Aide Memoire,
2019), such as: Edmodo, Google Classroom, Schoology, Moodle


DLDM
C. Television/Radio-Based Instruction (TV/RBI)
TV/RBI shall be implemented in areas with access to Television Networks
and/ or radio stations with programs dedicated to deliver the DepEd
TV/Radio-based lessons.
TV and radio-based lessons utilized for these platforms are converted self-
learning modules where the sequence of presentation is similar with what
other learners use in online and modular distance learning.
Teacher-made videos that are aligned with the MELCS and TV-Video
lessons that are MELCs-mapped may also be utilized.
Materials for learning exercises, enrichment activities, and assessment may
be provided in printed form.


DLDM
D. Blended Distance Learning
Blended distance learning is a combination of any of
the sub-categories of distance learning.
Schools which adopt any of these combinations must
meet the requirements of each type of distance
learning.
Strategies for learners’ engagement in all types of
distance learning shall be utilized by teachers.

Appendix C - Map of the Learning Resources Needed for

Each Sub-Category of DLDM
Parent’s/Learning Facilitator’s guide
will be used in all sub-categories of
the DLDM
Those in green colors are the priority
grades to do the specific DL, in cases
where resources are limited.

Appendix D - Weekly Home Learning Plan and Individual Learning

Monitoring Plan
DepEd Order 42, s. 2016 (Policy Guidelines on Daily
Lesson Preparation for the K to 12 Basic Education
Program) provides the legal basis of lesson plan
preparation for the basic education.
Order explains how the lesson plan should answer the
following questions: (a) What should be taught?; (b) How
should it be taught?; and, (c) How should learning be
assessed?


Monitoring Plan
Weekly Home Learning Plan shall be developed following these procedures
Refer to the Most Essential Learning Competencies (MELCs) in different subject
areas.
Gather the self-learning modules and other learning materials needed
Use the SLMs as reference
Subject area teachers must collaborate to come up with a set of Weekly Home
Learning Plans for one entire quarter/grading period by integrating all subjects in
one learning plan
Teachers should be guided with a long-term vision of what they want their
learners to master and at the end of the school year
Differentiated instruction may be manifested
Teachers should strike a balance between academic and socio-emotional
aspect of learning


Monitoring Plan
The Weekly Home Learning Plan shall consist of the following parts
a. Learning Area are the subjects prescribed to be taken by learners in a
particular grade level or key stage.
b. Learning Tasks are formative learning opportunities created for
learners to enhance their understanding of the content, which prompt
them to engage intensively in the subject matter.
c. Learning Competencies refers to the knowledge, understanding, skills,
and attitudes
d. Mode of Delivery refers to the method of submission of learning
outputs to include written work, products, and performances, preferred by
the learner/parent based on their context/situation


Monitoring Plan
The Weekly Home Learning Plan shall be communicated
through the parents for their reference and guidance.
Copies of the plans for the entire first quarter may be
distributed to parents during the first Parent-Teacher
Association (PTA) meeting before the start of the school
year.
They shall be given comprehensive and clear orientation
by the school about the contents, purpose, and use of
the learning plan by their children.


Monitoring Plan
The Weekly Home Learning Plan shall aid
teachers and parents in keeping track of the day-
to-day in-school and off-school general learning
processes as they implement the most suitable
and feasible alternative learning modality based
on the context of their school.
It creates awareness among learners that they are
responsible for what they learn.


Monitoring Plan
The Weekly Home Learning Plan shall be
prepared by teachers implementing Distance and
Blended Learning
While the DLP or DLL which is prescribed in
DepEd Order 42, s. 2016 otherwise known as the
Policy Guidelines on Daily Lesson Preparation for
the K to 12 Basic Education Program shall be
prepared by teachers implementing F2F learning.


Monitoring Plan
The Individual Learning Monitoring Plan, on the other hand,
is a more specific tool which shall be used by teachers and
learning facilitators for learners who lag behind as shown by
the results of their formative and summative assessments.
By providing intervention strategies for certain period, the
Individual Learning Monitoring Plan serves as the document
that will show if the learner has shown either mastery of the
learning competencies, significant progress, or insignificant
progress.


Monitoring Plan
For learners who are given intervention activities , their
Weekly Home Learning Plan shall be adjusted to suit their
comprehension level, i.e. they should be provided with tasks
that are respectful of their cognitive ability but with the right
amount of challenge, until such time that they are prepared
to handle the norm learning tasks.


Monitoring Plan
The Individual Learning Monitoring Plan shall be utilized to monitor learner
progress based on the given intervention strategies.
Specifically, it shall be used to:
Serve as feedback data for learners who are provided with intervention
activities;
Provide a mechanism of support to learners who are lagging behind as
manifested by the results of formative and summative assessments which may
be gathered through their portfolio
Make the parents/guardians aware of the academic progress of their children
Help decide on the effectiveness of the learning modality adopted for the learner
and the possible modifications/adjustments
Guide teachers in adjusting learning content and tasks based on the
characteristics, cognitive ability, readiness, interest, and profile of the learner.


Monitoring Plan
The Individual Learning Monitoring Plan shall consist of the
following parts:
Learner’s Needs
Intervention Strategies
Monitoring Date
Learner’s Status
Insignificant Progress
Significant Progress
Mastery


Monitoring Plan
It should be noted that the Individual Learning Monitoring
Plan is used only for learners who are not showing progress
in meeting the required learning competencies.
Teachers with these kinds of learners are advised to prepare
the Individual Monitoring Plan and communicate with their
parents regularly through home visitation.
Teachers may also call the parents for a meeting to discuss
the intervention strategies and what they can do to
strengthen their involvement in their child’s learning.

Appendix E - Sample Weekly Home Learning Plan 2


Appendix F – Individual Learning Monitoring Plan


Appendix G – Matrix of Requirements of the DLDMs

ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY
2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map and
answer the following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals(DepEd Commons and LRMDS)? From whom can you get this support?
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Learning
Resource
s Map
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete or
not available, what steps will you take to make these available? What are your options to substitute these
missing LRs?
Learning LRMDS AND DEPED COMMON

Resourc LRMDS AND DEPED COMMON
es Map AVAILABLE BUT NOT SUFFICIENT

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals(DepEd Commons
and LRMDS)? From whom can you get this support?
Internet access for the learners.

Local Government – installed free internet per barangay
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners?
Are there learners who might be disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments will you make in terms of the LRs?
Yes, LRM are appropriate to the level and characteristics of learners;
Aligned to MELC
Writers are qualified
Evaluated by MT, and qualified evaluator in their specific areas of expertise
Yes, provide supplemental such as video tutorials, additional activities and other
LM available. If home visitation is possible might as well.
ACTIVITY 2.
In your LAC Session, share and discuss your
answers from the previous activity. What support
can you provide to your colleagues and what
support can you get from them in terms of LRs?
Take note of the insights that you can gather from
your colleagues and write them in your Study
Notebook.
Lesson 2. Accessing Learning Resources from DepEd Portals
Learning Resources (LR) Portal
Topic 1 Learning Resource Management and Development System Implementation in the

Rationalized DepEd Structure
LRMDS is a system designed to support increased distribution

and access to learning, teaching and professional development
resources at the CO, RO, SDO, and school levels of DepEd
To reinforced these processes at various level, the DepEd
established the use of the Learning Resources (LR) Portal.
LR Portal is a web based repository of learning, teaching and
professional development resources that can be accessed by
various users through the URL: http://lrmds.deped.gov.ph
LR Portal is the official source of all DepEd-developed and
DepEd approved teaching and learning resources
Topic 1 Learning Resource Management and Development System Implementation in the

Rationalized DepEd Structure
LR Portal Users Roles and Functions

Topic 2 LR Portal Registration and Accessing LMs
Play the video

tutorial in the
Module File
Accessing the LR Portal

Open a browser (i.e. Internet Explorer,
Firefox, Chrome, Safari).
In the Address bar, type

https://lrmds.deped.gov.ph and press Enter.
Accessing the LR Portal

The LR Portal Home page is displayed.
See Figure below.
How to register in the LR Portal

Click on the Register link located at the upper
right portion of the LR Portal Homepage.
See Figure 2.

The LR Portal Registration screen is
displayed. See Figure below.

Fill in the details then click on the
REGISTER button.

A message prompt is displayed with
instruction to activate your user account via
a verification message that is sent to your
registered email address.
See Figure below.

Check your email and open the verification
message.
Click on the ACTIVATE YOUR

ACCOUNT button to
verify your email address and complete
the registration process.

A confirmation message is displayed. See
Figure below.
Click on the TAKE ME HOME button start using the LR Portal.

How to login and logout in LR Portal

Click on the Login link located at the upper
right portion of the LR Portal Homepage. See
Figure below.

The LR Portal login screen is displayed. See
Figure below.
Enter login details (i.e. Username and Password) as authorized

user. Then click on the SIGN IN button.

The LR Portal Dashboard is displayed. See
Figure below.

To logout, click on the Logout link located at
the upper left portion of the LR Portal
Dashboard. See Figure below.
How to reset password

At the login screen, click on the Click here to
reset it. link. See Figure below
How to reset password

The reset screen is displayed.
See Figure below
Enter required information.

Then click on the RESET PASSWORD button.
A message will be sent to your registered email address.
Follow the instructions on how to reset your password.
DepEd Commons
Topic 3 Introducing DepEd Commons
DepEd Commons is an online Platform for public school

teachers to support distance learning modalities
Can be accessed at https://commons.deped.gov.ph
DepEd Commons was designed as a direct solutions to give
access to online review materials and Open Educational
Resources (OERs) during class suspensions and similar
circumstances.
These materials will be use as an alternative form in the
teaching learning process different from the usual face to face
encounter
Topic 4 Annex A: Guidelines on the use of the Deped Commons
The Online platform is accessible by visiting

https://commons.deped.gov.ph
Type the name of your school
To proceed click the SAVE button
In case that you encounter a problem such as:

 Changes in School Name
 School is not in the existing list
 Name of School is misspelled
Contact the ICTS-ETU at email address

edtech@deped.gov.ph
Topic 4 Annex A: Guidelines on the use of the Deped Commons
Select the Grade Level of preference to

search for uploaded resources
Select the Subject of preference. The
number of uploaded are indicated inside the
parenthesis.
Click the GO TO LINK button to open or
download the material
ACTIVITY 1. Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you
have not registered yet, follow the LR Portal User Guide to guide you in
your registration process. Alternatively, seek assistance from any of your
colleagues or your IT personnel in your school, district, or division. You
may also coordinate with your LAC Leader and/or Coach. To understand
the portal better, you may watch the LR Portal Video Tutorial located in the
resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons.
Refer to Memorandum on DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the

following questions:
1. Given the LDM adopted in your School, how can the two
DepEd portals respond to your LR needs and those of your
learners’? How do they complement the LRs that you already
have?
2. What are the challenges in accessing the LRs in the portals
both for you and your learners? How will you overcome these
challenges?
3. What support will you need to be able to maximize the use of
the LR Portals? From whom can you get this support?
ACTIVITY 2.
In your next LAC Session, share and discuss
your answers to the questions in Activity 1.
Explore how you can help and support each
other in using the LR portals. Jot down the
insights and helpful information regarding the
use of the LR portals in your Study Notebook.
Lesson 3. Assessing the LR Materials
Topic 1 RAPID ASSESSMENT OF LEARNING RESOURCES

ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd
Commons or LRMDS Portal and assess the material using the tool.
Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?
ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take
note of the portals in your Study Notebook. Download at least one LR from
each portal. Assess the materials using the same tool and answer the
following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-
DepEd Portal compare with the LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements do
the materials — both from DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?
ACTIVITY 3.
Choose one of the LR materials that you have
developed. Assess this material using the same
tool. Answer the following questions in Your Study
Notebook:
1. How does your material compare with the ones
that are obtained from the online portals?
2. What improvements do you still need to make in
your developed material?
ACTIVITY 4.
Share and discuss your answers to the questions in
Activities 1, 2, and 3 in your next LAC Session. Jot
down insights and information that can be useful to
you in choosing the appropriate LRs.
Submit your LR assessments with your reflection on
the exercises to your LAC Leader. Ensure that you
keep a copy for yourself.

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MODULE 3B:

1. associate learning resources (LRs)

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix A - General Guidelines and Considerations

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix B - Descriptions and Considerations for Each

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix B - Descriptions and Considerations for Each

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix B - Descriptions and Considerations for Each

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix C - Map of the Learning Resources Needed for

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY

Appendix D - Weekly Home Learning Plan and Individual Learning

Topic 1 SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY