It is evident and undoubtable that many teachers possess the sufficient level of readiness and competence in the management and implementation of modular distance learning system. This higher level of readiness can be attributed to the sufficient exposure of the faculty to various teacher-training programs on modular design and development. Thus, the DepED is indeed capable of preparing the teachers towards becoming well-trained and equipped implementers of modular distance learning through the knowledge of strategies, innovations and best practices in modular design and modular instruction.

            Another justification that defines the higher level of readiness of teachers in the utilization of modular learning modality is the fact that they have been widely trained and skilled in the use of learning modules even prior to the pandemic. Teachers already acquire ample and multiple experiences in application of modular instruction in salient learning areas. However, prior to the pandemic, modular instruction was only viewed as an alternative strategy compared to direct instruction. Teachers also have relevant experiences and knowledge on the proper design and construction of content knowledge and alignment of competencies in the learning modules to curriculum-based skills.

            Moreover, school administrators and instructional leaders exert ample efforts, time and services to train and mentor the teachers on the proper design and development of modular learning materials and effective application of modular instruction. Thus, well-trained and mentored faculty in modular strategy also widens and expands opportunities to produce faculty team with sufficient expertise in modular learning. Furthermore, teachers also engage in the conduct of educational researches and studies that delve on the process, system and impacts of modular design, development and integration in instruction.

By: Rowena M. Cunanan | Teacher III | Cataning Elementary School