STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE

MODULE
3A:
DESIGNING
INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITES
MODULE OBJECTIVE:

1. Differentiate between the LDMs prescribes in the LCP and

amongthe different types of distance learning modalities
2. Apply the lessondesign and assessment considerations for
distance learning in the light of the COVID-19 crisis.
3. Create an individual learning monitoring Plan to keep track of
the progress of learners who lag behind in completing the
prescribed learning tasks.

MODULE CONTENT:
 Lesson 1 Understanding the different Learning Delivery Modalities
Lesson 2 Designing Lessons and Assessments in the Different
Learning
Delivery Modalities
Lesson 3 Guiding and Monitoring Learners in theDifferent Learning
Delivery Modalities

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own
words, define each modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for
them. It also requires the presence of a teacher with aids for teaching and providing
learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials
or tools that they can study at the comfort of their home. This could also be an online
teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning
or any combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go

to school. They study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have a F2F learning component? Write down your answer
in your Study Notebook
 Distance Learning and Homeschooling

Activity 2
See LDM Module 3A – page 15

Activity 3

Consider the situation in your School/Division—your organizational capabilities, your level

of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc. Then rank the DL
types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the
reasons for your ranking of each. Replicate the following table and write your answers in
your Study Notebook.

Ranking Type of DL Why?

(1 to 5, from
easiest to
hardest to
implement)
1 Modular Distance Most of our learners belong to less-fortunate
Learning families who are apparently not capable of
providing the necessary tools and equipment like
computer, smartphones, internet connections,
television, etc. in order for them to participate in
Online Learning and other learning modalities.
Many of them also reside in far-flung areas where
signal reception is not possible so modular
distance learning is the best fit modality for them.
2 Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-
to-face instruction along with the existing modular
learning. This is to provide better instructional
support, monitoring, and evaluation to the
learners to ensure that the quality of education is
being delivered.
 3 TV-Based TVBI is possible but not to everyone. As mentioned
Instruction above, most of the learners’ families are not
capable of providing this type of device.

4 Radio-Based Most families in the community now-a-days do

Instruction not use radios anymore. In some households this is
still present but the signal reception is still their
biggest hurdle.

5 Online Learning Based from the data collected from the LESFs, a
very small number of learners selected this type of
instruction simply because most the learners are
not capable of this as stated in the above
explanations.

Activity 4
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/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their module
household and activity sheets. Organize, if possible, a learning support system
member who can in the area that can be composed of volunteers to provide
guide and assistance to these learners.
support their
learning at home.
Beginning
readers (K to 3) Provide additional reading materials in developing their reading
skills. Attach monitoring sheets that parents/guardians may check.
Constant communication with the parents/guardians should be
implemented.

Struggling Provide remedial reading materials. Attach monitoring sheets that

readers (Grades parents/guardians may check. Constant communication with the
4-12) parents/guardians should be implemented. Organize, if possible, a
 learning support system in the area that can be composed of
volunteers to provide assistance to these learners.
No access to
devices and Provide self-learning modules and other additional learning
Internet materials.

Inaccessible
(living in remote Coordinate with their barangay officials to assist the teachers in
and/or unsafe delivering the self-learning modules and other additional learning
areas) materials.

Indigenous
People Provide self-learning modules and other additional learning
materials that are cultured friendly.

Persons with
Disabilities Assess the particular needs of these learners and provide them with
the materials that would suffice it.

Learners whose
parents or Keep the teacher-parent communication line open to assist the child
guardians are in learning. Advise to seek help from elder siblings or close relative
non-readers and to help in tutoring the child without putting the health of the child
cannot be able to in danger.
assist in home
learning

LESSON 2: DESIGNING LESSONS AND

ASSESSMENTS IN THE DIFFERENT LDMs
Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods.
 2. Why is lesson designing important?
Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for
learners, and for the teachers to carry out lessons successfully.

3. What are the three elements or components of a well-designed lesson?

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the
objectives are met.

Activity 2
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3)
after the lesson. In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback  Emphasize key
points from previous  Check for learners' information and
lessons understanding concepts discussed
 State lesson  Explain, model,  Assess whether
objectives as guide demonstrate, and lesson has been
for learners illustrate the mastered
 Present connection concepts, ideas, skills,  Transfer ideas and
between old and new or processes that concepts to new
lesson and establish students will situations
purpose for new eventually internalize  Ask learners to recall
lesson  Help learners key activities and
 Check learners' prior understand and concepts discussed
knowledge about the master new  Reinforce what
new lesson information teacher has taught
 Activity 3
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been succeccfully delivered or not.

Activity 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 5
Lesson/Topic: English: Filling Out Forms Accurately
Learning Objectives: 1. identify the different parts of a form; 2. follow written
directions in a document; 3. fill-out various forms completely
and accurately;
Learning Resources/Materials Needed: Module and LAS

LEARNING
TASKS FOR
Part of Lesson / Learning Tasks DISTANCE
Check if already Additional Remarks:
present in the (ex. can be done via voice
LEARNINGSLM calls, can be facilitated by a
household partner, can be
done via a learning activity
sheet, can be presented via
an internet based resource,
can be facilitated during a
 synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson /
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge /
about the new lesson
5. Present connection between old /
and new lesson and establish purpose
for new lesson
6. State lesson objectives as guide for /
learners
Lesson Proper
1. Explain, model, demonstrate, and /
illustrate the concepts, ideas, skills, or
processes that students will
eventually internalize
2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for learners’understanding

/
After the Lesson
1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key activities /
and concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been
mastered /
6. Transfer ideas and concepts to
new situations /

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?

Create printed materials that would supplement the missing learning tasks in the SLMs.
 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?

Providing additional learning resources like activity sheets/worksheets and constant

communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions. In
Malalag Central Eelementary School – SPED Center, teachers are advised to provide a
parents logbook for comments and concerns regarding the modules. The teachers are
advised to keep their communication line open to keep track, responsive and record
parent’s concern and possibly give technical assistance immediately.

Activity 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment. In the policy, you will find
out about the two types of assessment: formative and summative. Take note of the
similarities and differences between the two. Write your answers in a Venn diagram in your
Study Notebook.

May be given at any

time during the Occurs toward the end
teachers and learning of a period of learning
process. in order to describe the
standards reached by
The results of the learner.
formative Assessment
assessments will help of Learning The results of
teachers make good summative
instructional decisions assessments are
so that their lessons recorder and used to
are better suited to report on the learners'
 Activity 6
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that
you would like to try. For each one, write how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method
1. Formative Formative assessment like 5-item written evaluation is included in
Assessment in a each self-learning modules. Additional activity sheets and
form of short worksheets containing various evaluation shall also be
quizzes and distributed.
seatworks
2. Summative At the end of the unit, written summative assessments in all
Assessment learning areas shall be given to assess the learning development
of the learners in modular distance learning.
3. Performance- For learning areas that are more focused on skills and practical
Based Assessment activities, performance tasks shall be implied. Learners may be
asked to have a vide recording of their activities at home for
proper evaluation. For learners with no capabilities of doing such,
their parents/guardians shall be asked to assess their
performance at home and answer the prepared assessment tool
based on the given rubrics.

1. What assessment methods are common among the group members?

Formative and summative assessments are common among the groups simply because
these two are integral parts in the grading system during this time of pandemic.

2. What are the challenges in doing assessment in DL?

The primary challenge in cascading the above-mentioned assessment is the honesty of
the learners and parents in answering those materials. Without the presence of the
teachers and the traditional face to face interaction, it will remain as a major challenge for
the teachers and the educational system as a whole. Another problem that is expected to
occur in this type of learning modality is the learning support system of a child which may
lead him/her to having low or poor performance which will reflect to these assessment
methods.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance learning,
we are able to learn various ways in communicating to the learners/parents/guardians to
provide instructional assistance especially in providing assessments that may be confusing
to them.

LESSON 3: GUIDING AND MONITORING LEARNERS

IN THE DIFFERENT LDMs
Activity 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. Write your answers in your Study Notebook.

Column A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task.
[Link]
d. learning task
_D__2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

Activity 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which
discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that,
view the three Sample Weekly Home Learning Plans. Now, based on what you have read,
create a WHLP for your class.

Activity 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you
read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose
A tool to guide learners and A tool for monitoring learners
learning facilitators or who lag behind based on the
household partners in results of their formative and
tracking the subject areas to summative assessments
be tackled and activities to
perform at home

For Whom?
Learners and learning Teachers and learning
facilitator or household facilitator or household partner
partner

Components
Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Has to be
communicated to Yes Yes
parents?
 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Magpusao, Ardel Marc Sagun

Grade Level: I

Intervention Learner’s Status

Learner’s Monitoring
Learning Area Strategies Insignificant Significant
Needs Date Mastery
Provided Progress Progress
MTB-MLE Technical Peers/ October /
Assistance Parents 5,2020
Toturial
MATHEMATICS Technical Peers/ October /
Assistance Parents 6,2020
Toturial
EsP Technical Peers/ October /
Assistance Parents 7,2020
Toturial
ArPan Technical Peers/ October /
Assistance Parents 8,2020
Toturial
MUSIC Technical Peers/ October /
Assistance Parents 2,2020
Toturial
ARTS Technical Peers/ October /
Assistance Parents 2,2020
Toturial
P.E. Technical Peers/ October /
Assistance Parents 9,2020
Toturial
HEALTH Technical Peers/ October /
Assistance Parents 16,2020
Toturial

Learner is not making significant progress in a timely manner. Intervention strategies need to be
revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162