Republic of the Philippines
Department of Education – Region III
Division of San Jose City
SAN JOSE CITY NATIONAL HIGH SCHOOL
San Jose City, Nueva Ecija
LEARNING DELIVERY MODALITIES (LDM) 2
MODULE 3 A: DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 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 home schooling. In your own words,
define each modality. Write your own definitions in your Study Notebook. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did. Now, answer this
question: Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.
Face to Face Learning- This modality is described as the usual way of teaching learners.
Learners come to school and attend their classes. It is called the learning modality that
is considered as the most effective Learning Modality of all types of the Learning modalities.
Distance Learning- is a form of education where there is little or no face-to- face
interaction between learners and their teachers. In this modality, learners
usually study from home, instead of attending physical classes. Learners will
learn with the aid of social media (online) and modular.
Blended Learning- is a modality wherein learners will used a combination of all types of
learning modalities. Learners can be used face-to-face interactions with the teacher, then
online learning platform, modules, television and other.
Home schooling- This modality refers to the process wherein the learners are educated at
home instead of sending them to a school. They are guided by modules with their parents
who serve as the teacher of the learners.
Question: Which of the LDMs do not have an F2F learning component?
Answer: 1. Distance learning
[Link] schooling
ACTIVITY 2. Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the readings, complete the
Distance Learning Matrix. Share your completed matrix at your next LAC Session. Your goal
is to come to a shared understanding with your peers on the different DL modalities and their
defining features and requirements. Note that when a vaccine is already available and F2F
will be allowed by the Inter-Agency Task Force (IATF) and by the local government unit
(LGU) concerned, any of the DL modalities may be combined with F2F learning to come up
with a BL. Learn more about BL in the Supplementary Handout on Blended Learning
Delivery Modalities.
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. Be prepared to discuss your ranking at your next LAC
Session.
Ranking (1 to
5, from easiest
Type of DL Why?
to hardest to
implement)
It is the easiest to implement because all learners
1 MDL with or without internet connection can access
education. But safety of the teacher is at risk.
It is the second learning modality as compared
to others. It is a virtual face to face class where
2 ODL the learners interact with teacher through screen.
Teacher can guide the learners to accomplish the
lesson.
This modality is also quite hard because teacher
has to prepare different instructional tools to
3 BL deliver the lesson. This may lead to confusion
for both teacher and learners.
Television based instruction is also sophisticated
delivery of lesson but it takes a lot of time,
4 TVBI effort and resources to prepare lessons.
This modality is the hardest because learners do
not see what they need to learn. Not all learner
5 RBI have the same learning styles.
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 and share your ideas at your next LAC Session.
Learner Group Targeted Intervention
Learners without parents or household -Regular communication through FB,
member who can guide and support their messenger, phone
learning at home -Home visitation
Beginning readers (K to 3) -Give specific reading assignments
- proper guidance
-proper drills/activities
- guided practice(by parents/guardian)
Struggling readers (Grades 4-12) -Encourage them to use modular
modality
-encourage them to utilize other
community resources
- engage to independent learning
No access to devices and Internet -Modules delivery/retrieval through the help
of Barangay leaders
-Home visitation but too risky
Inaccessible (living in remote and/or unsafe -ask the help of the teachers near by the
areas) learners (Teachers’ localization)
-Home visitation(if possible)
Indigenous Peoples -ask the help of the barangay pesonnels for
the delivery/retrieval of modules and other
instructions
- ask the help of the teachers near by the
learners (Teachers’ localization)
Persons with Disabilities -Home visitation
-Guided discussion
Others? Specify.
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?
Answer: Lesson planning is the teacher’s road mapping of what learners need to learn
and how it will be done effectively during the class time. Then, teacher can design
appropriate learning activities and develop strategies to obtain feedback on learner
learning. Having a carefully constructed lesson plan for each 3-hour lesson allows teacher
to enter the classroom with more confidence and maximizes the chance of having a
meaningful learning experience with the learners
2. Why is lesson designing important?
Answer: It is important because it serves as the teaching guide of every teacher to
achieve an effective lesson delivery.
3. What are the three elements or components of a well-designed lesson?
Answer: The three elements or components of a well-designed lesson are:
a) What should be taught?--- Title of the lesson/topic
Teacher should know the lesson to be discussed for the day.
b) How should it be taught?—Objectives
A teacher should know how to employ an attainable objectives for the lesson.
Through these objectives, teacher can now easily apply strategies or methods
appropriate to the learning styles/needs of the learners.
c) How should learning be assessed?- Assessment
Formative and summative assessment should always be done or introduced to
evaluate the learning and understanding of the learners toward the lesson
Compare your answers to those found in Lesson 2, Activity 1 Answer Key
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 the previous -Explain, demonstrate, -Emphasize the key
lesson model and illustrate the concepts and information
- Clarify something concepts, ideas, skills or discussed.
about the previous processes that the learners
lesson need to understand and - Check the understanding
- Introduce the lesson process eventually. of the learners
objectives as
learners’ guide -provide learners with - wrap up activities
- Integrate the previous feedback.
lesson to the present - transfer acquired
lesson and establish -help the learners to knowledge into new
new purpose for the understand and master the situation.
lesson new lesson. - Assess whether lesson has
- Present warm-up been mastered
activities to motivate
the learners about the
new lesson.
- Check the prior
understanding of the
learners about the
new lesson
Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that
students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
[Link] ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.
ACTIVITY 3.
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have been
done differently. Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
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
Compare your answer to Lesson 2, Activity 3 Answer Key. The learning tasks listed in
Activity 2 all form part of the Lesson Procedures of the DLL and DLP. To find out the
instructional principles behind these learning tasks, you may refer to the article Principles of
Instruction by Barak Rosenshine ([Link]
periodicals/[Link]).
ACTIVITY 4.
Read the handout Designing Lessons in DL. In your Study Notebook, recreate 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
st
Grade Level and Learning Area: _________Grade 9_-__Health_1 _Quarter____
Lesson/Topic_:__Community Health and environmental Health________
Learning Objectives:
1. Defines community and environmental health; H9CE-Ia-8
2. Explain how a healthy environment positively impact the health of people and
communities (less disease, less health care cost, etc.) H9CE-Ib-d-10
Learning Resources/Materials Needed: ___Health 9 Module 1 –Q1(week 1)__
Additional Remarks: (ex. can be
done via voice calls, can be
Check if
facilitated by a household partner,
already
can be done via a learning activity
Part of Lesson / Learning Tasks present
sheet, can be presented via an
in the
internet based resource, can be
SLM
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson / Learning activity work sheet
2. Clarify concepts from previous lesson Voice call
3. Present warm-up activities to establish / Learning activity work sheet
interest in new lesson
4. Check learner’s prior knowledge about / Learning activity work sheet,
the new lesson synchronize voice call
5. Present connection between old and Voice call
new lesson and establish purpose for new
lesson
6. State lesson objectives as guide for / Learning activity work sheet
learners
Lesson Proper
1. Explain, model, demonstrate, and module
illustrate the concepts, ideas, skills, or /
processes that students will eventually
internalize
2. Help learners understand and master / module
new information
3. Provide learners with feedback / module
4. Check for learners’ understanding / module
After the Lesson
1. Wrap up activities / module
2. Emphasize key information and / module
concepts discussed
3. Ask learners to recall key activities and
concepts discussed
4. Reinforce what teacher has taught / module
5. Assess whether lesson has been / module
mastered
6. Transfer ideas and concepts to new / module
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?
Answer: To supply the further activities needed to be done by the learners in the
SLM, i will provide additional activity and work sheet for the learning task that is not found
in 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: As the teacher, I can provide my support through giving them an open
communication(phone call/texts, messenger) to the learner and household partner so that
they can reach me out and ask what they need to do and how they can give back the
learning materials. I can be available to visit them once in a while to settle some existing
problems about the subject areas concerning to the IATF Health protocol and guidelines.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons? Be ready to share your answers for Activity 4 when
you meet with your LAC group after completing this module.
Answer: Modules will be collected together with worksheets and be checked to
monitor the learners’ progress. The results should be given to the learners through
phone call or text messages, and if necessary home visitation considering the IATF Health
protocol a
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. Follow the example below
Both
Includes Quizzes
Recitation
Boardwork Includes Midterms
Assignment end of the terms-exams
Demonstration end of term portfolio
SATs
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
ACTIVITY 6.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.
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 Method How to Adapt the Assessment Method in DL
Example: Short quiz I will send a three-item quiz via text message before the lesson.
Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our online
session or via text message.
1 KWL I will introduce survey through google forms to know the learners
wanted to know and learn. In this way, I can give an emphasis to
the learners’ need .
2 Games I will set an interactive activities/games that catch the interest of
the learners.
3 Simulation I will expose the learners to an innovative activities which can
Activities motivate them to participate and uplift their potentials.
4 Short Quizzes Using worksheets or google forms
5 Interview Communicate with the learners through different platforms
(phone,video call, google meet and etc.)
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
Answer: All of the five assessment methods are familiarized well by the whole group.
2. What are the challenges in doing assessment in DL?
Answer: There are many challenges to be encountered in doing assessment for DL. The
first one is considering the effectivity of the assessment, appropriateness to test the
learning of the learners, and the last is the delivery of results to be used as reflection or
progress of the learning process.
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Answer: There must be a constant connection and collaboration for one member to
another so that the necessary assessment method will be discussed further to attain
success and minimize problems.
ACTIVITY 7.
Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to
find out how to construct and use it. After reading the references, answer the following quiz
to check your understanding about using a portfolio to assess the learner.
Questions True False
1. A portfolio mainly
displays the academic /
achievements of the learner.
2. Testimonies of
parents/guardians and
learning facilitators regarding /
the learner’s progress may be
included in a portfolio.
3. There is a fixed list of
items that should be included /
in a portfolio.
4. The teacher can only
comment on a learner’s /
portfolio.
5. For asynchronous
learning, teachers allow
learners to work on their
outputs during their own /
time. The latter will submit
the portfolio within the
schedule that the teachers set.
6. The learners may submit,
store, and manage their
portfolio via file sharing /
programs or they may submit
the actual softcopies of their
work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners
with outputs in hard copies
or physical forms may be
handed over to the teacher by /
the parents or learning
facilitators.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students
some options or alternatives on how they will be assessed. Just make sure that these would
show how much they have learned
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.
Answer: 1. C 2. D 3. A 4. B
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. Take note of the following
when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks
if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are
as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour
to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to
four hours (two in the morning and the other two in the afternoon) for Grades
9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning
and the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
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 Individual Learning
Plan (WHLP) Monitoring Plan (ILMP)
Purpose A guide for learners and A tool for monitoring the
learning facilitor or performance of the learner
household partner to track based on the formative and
and monitor the weekly summative assessments
activities
For Whom? Learner, learning facilitator Teacher, learning facilitator
or household partner and household partner
Components Learning area, learning Learner’s needs,
competencies and mode of intervention strategies,
delivery monitoring date and
Learner’s status
Has to be communicated to
parents? Yes Yes
Check the Lesson 3, Activity 3 Answer Key to find out how well you did. Remember also
that in monitoring the progress of your learners, it is important to get in touch with the
household partner who provides assistance as needed while the learner is doing the learning
tasks at home.
ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty
the learner may have encountered in accomplishing the learning tasks. Apply what you have
learned about ILMPs in Activity 3 and create an ILMP for that particular learner who lags
behind. Read and use the Individual Learning Monitoring Plan Template. Consider the
components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.
Activity 4
Learner’s name: Joana Dela Crus
Grade level: 9- PM4
Learning Learner’s Intervention Monitoring Learner’s Status
Area needs Strategies date Insignificant Significant Mastery
provided progress progress