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LDM2 Course: Targeted Interventions

The document discusses targeted interventions for learners with special needs during distance learning. It provides examples of interventions for groups like learners without parental support, beginning readers, struggling readers, those without internet access, indigenous peoples, persons with disabilities, and those lacking interest in studying. The teacher is asked to design lessons for distance learning by identifying which tasks in a sample math lesson are already in a self-learning module and which need additional online or printed materials. Targeted interventions like peer support, accessible materials, assistive technology, and community assistance are recommended to help include vulnerable students.

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162 views6 pages

LDM2 Course: Targeted Interventions

The document discusses targeted interventions for learners with special needs during distance learning. It provides examples of interventions for groups like learners without parental support, beginning readers, struggling readers, those without internet access, indigenous peoples, persons with disabilities, and those lacking interest in studying. The teacher is asked to design lessons for distance learning by identifying which tasks in a sample math lesson are already in a self-learning module and which need additional online or printed materials. Targeted interventions like peer support, accessible materials, assistive technology, and community assistance are recommended to help include vulnerable students.

Uploaded by

darwin
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • LDM2 - Module 3A
  • LDM2 - Module 3A

Republic of the Philippines

Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

Learning Delivery Modalities Course (LDM2)

Name: Darwin G. Gonzales Position: Teacher II

School: Mangino Elementary School ID:105326

LAC Session No. /Date: September 8, 2020

LDM2 - Module 3A
Lesson 1, Activity 4 – Targeted Interventions for Learners with Special
Concerns

The LCP assures that all possible measures will be taken to ensure that no child will
be excluded from learning during the COVID-19 crisis. Think about groups of
learners in your school who might require special consideration to be able to
participate in DL. Describe what targeted interventions you would develop to include
them in DL. Listed below are some examples which may be relevant to your context.
Add others as appropriate. Write down your answers.

Learner Group Targeted Intervention


Learners without parents or  If parents or household members’ guide and support
household member who can is missing, we can use Peer Support. The teacher
guide and support their learning will assign a peer or classmate to help a student
at home who have no one to assist in his/her lessons.
 Make materials accessible to students. They should
Beginning readers (K to 3) be in short text descriptions of images.

 The teacher will provide assistance to their students


by giving reading materials with sequences tasks
Struggling readers from easy to difficult.
(Grades 4- 12)  Allows student to control level of difficulty by giving
short activities from reading materials.
No access to devices and  Use the Modular Distance Learning.
internet

Indigenous Peoples  Use the Modular Distance Learning with localized


learning materials.

Persons with Disabilities  Use Blended learning with the help of assistive

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]
Republic of the Philippines
Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

technology devices.

 Give more interesting videos.


Others. Specify
 Talk to the parents
Lack of interest in studying
 Tap some concern citizens like mother leaders, PTA
officers , barangay officials to act as para teacher

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]
Republic of the Philippines
Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

Learning Delivery Modalities Course (LDM2)

Name: Darwin G. Gonzales Position: Teacher II

School: Mangino Elementary School ID:105326

LAC Session No. /Date: September 8, 2020


LDM2 - Module 3A
Lesson 2, Activity 4

Read the handout Designing Lessons in DL. Create and accomplish the following
table. Then choose one lesson from a Self-Learning Module (SLM) for students that
you have on hand. Imagine that you will deliver this lesson to your learners through
DL. In the second column, identify which of these tasks are already present in the
SLM. In the third column, identify which has to be presented via technology-
mediated resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one): __ ODL __ MDL __ TV/RBI __ BL
Grade Level and Learning Area: _ Grade 2/Mathematics
Lesson/Topic: Visualizing numbers up to 1000
Learning Objectives: Gives the place value and value of a digit in numbers up to
1000
Learning Resources/Materials Needed: Printed modules, learning activity sheets,
and online video lesson
Check if Additional Remarks
already
Part of Lesson/Learning Tasks (ex. Can be done via
Present in voice calls, can be
the facilitated by a
household partner, can
SLM
be done via a learning
activity sheet, can be
presented via an
internet based
resource, can be
facilitated during a
synchronous learning

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]
Republic of the Philippines
Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

session, etc.)
Before the Lesson
1. Review previous lesson ✔ Learning activity
✔ sheets
2. Clarify concepts from previous lesson Instructional video
✔
3. Present warm-up activities to establish lesson
Printed modules
Interest in new lesson ✔
4. Check learner’s prior knowledge about the Learning activity
✔ sheets
new lesson
5. Present connection between old and new ✔ Instructional video
lesson
lesson and establish purpose for new lesson

6. State lesson objectives as guide for learners


Printed modules

Lesson Proper
1. Explain, model, demonstrate, and illustrate the √ Instructional video
lesson,
concepts, ideas, skill, or processes that
student Printed modules
will eventually internalize
√
Instructional video
lesson,
2. Help learners understand and master new √
information
Supplementary books
Learning activity
3. Provide learners with feedback
sheets
4. Check for learners’ understanding Learning activity
sheets

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]
Republic of the Philippines
Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

After the Lesson


1. Wrap up activities √ Learning activity
sheets
2. Emphasize key information and concepts √
Facilitated by a
discussed
household partner
3. Ask learners to recall key activities and √
Facilitated by a
concepts
household partner
discussed
√ Learning activity
4. Reinforce what teacher has taught sheets, facilitated by a
√ household partner
5. Assess whether lesson has been mastered
√ Learning activity
6. Transfer ideas and concepts to new situation sheets
Learning activity
sheets/ writing a
reflection

Answer the following questions:


1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
Answer: I can make an instructional video lesson or additional learning
materials to
supplement the SLM

2. What kind of additional support can you give: a) the learner, and/or (b) the
household partner so that they are guided throughout the lesson?
Answer:
(a) I will create a simplified learning materials to promote individualized
instructions and other practice exercise to improve their mastery
(b) I will maintain constant communication with the parents to guide them in

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]
Republic of the Philippines
Department of Education
REGION III-central luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
MANGINO ELEMENTARY SCHOOL
Mangino, Gapan City, Nueva Ecija

facilitating the learning of their children at home.

3. How can the teacher gather feedback on the different learning tasks, in order
to refine or modify current and future lessons?
Answer: The teacher can gather feedback on the different task through
regular phone
call interview of learners and through assessing

Address: Mangino, Gapan City, Nueva Ecija


Telephone No.:(044) 958-4401
Email: 105326@[Link]

Common questions

Powered by AI

Assistive technology devices in blended learning facilitate access to education for learners with disabilities by providing tailored tools that address specific learning and accessibility needs, enabling disabled learners to participate more fully alongside their peers in both physical and digital learning environments .

To maintain engagement among learners who show a lack of interest, teachers can use more interesting educational videos, engage parents, and involve community figures like PTA officers or barangay officials to act as para-teachers, thus creating a supportive learning environment and making content more stimulating .

Teaching place value and digit value for numbers up to 1000 in Grade 2 mathematics can be effectively achieved through a combination of instructional video lessons, printed modules, and engaging online activities. These resources introduce concepts visually and interactively, thereby facilitating understanding and retention .

For learners without parents or household members to guide them at home, peer support can be utilized by assigning a peer or classmate to assist the student in his/her lessons. This approach compensates for the lack of guidance at home by leveraging peer interaction .

Instructional video lessons can supplement traditional learning activities by providing visual and auditory content that supports diverse learning styles, reinforcing concepts through multimedia presentation, and offering an alternative to text-based materials. This variety enhances learning retention and engagement .

Feedback is important in refining remote learning lessons because it helps teachers understand the effectiveness of their instructional methods and learning materials, allowing for modifications to address learning gaps. Teachers can effectively gather feedback by conducting regular phone call interviews with learners and assessing their responses to learning tasks .

For beginning readers in a distance learning setup, interventions include providing materials with short text descriptions of images to aid comprehension. This approach supports the development of basic reading skills by making it easier for young learners to connect text with visual context .

Modular Distance Learning (MDL) and printed modules support learners without internet access by providing them with physical learning materials they can use offline. This modality ensures educational continuity by allowing students to review materials and complete assignments without the need for digital connectivity .

Establishing a connection between old and new lessons is critical as it helps contextualize new knowledge, reinforcing previously learned concepts while preparing students to integrate new information. This pedagogical strategy ensures continuity and coherence in learning .

Indigenous learners can be included in distance learning through the use of Modular Distance Learning coupled with localized learning materials. Localized materials are crucial as they reflect the cultural and contextual realities of indigenous communities, making learning more relevant and accessible .

Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL
Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL
Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL
Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL
Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL
Republic of the Philippines Department of Education REGION III-central luzon SCHOOLS DIVISION OFFICE OF GAPAN CITY MANGINO EL

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