MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

This is the Coaches Version of the module for Designing Instruction

in the Different Learning Delivery Modalities for Teachers. It includes
tips and reminders for Coaches to facilitate teacher learning.

Welcome to Module 3. This Module focuses on how lessons and assessments

are designed for the distance learning modality prescribed by the Basic
Education Learning Continuity Plan (LCP).

MODULE OBJECTIVE 

By the end of this Module, you will be able to:

1. differentiate between the learning delivery modalities prescribed by the LCP and
between the different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning in light of
the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do independent
study at home
4. 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 LDMs

Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3

ESTIMATED TIME REQUIRED 

18 to 24 hours

16 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Key Topics/Concepts
blended distance learning; blended learning; distance learning; face-to-face
learning; homeschooling; implementation guidelines for distance learning; minimum
requirements for distance learning; modular distance learning; online distance
learning; TV-based instruction/radio-based instruction

Resources Required
33 Guidance on Distance Learning
33 Non-Negotiable Minimum Requirements for Distance Learning
33 Distance Learning Matrix
33 Supplementary Handout on Blended Learning
33 Lesson 1, Activity 1 Answer Key 1
33 Lesson 1, Activity 1 Answer Key 2
33 Study Notebook

Coaches should ensure that all resources are available and ready for
use by the participants before they begin studying the Module.

Remember that in coaching, it would be good to start and end

sessions on a positive note, encourage and support participants, and
compliment them for a job well done.

LDM2: Learning Delivery Modalities Course for Teachers 17

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 homeschooling. 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.

Coaches should wrap up Activity 1 by emphasizing important

points that participants need to remember about each LDM before
participants proceed through the Module.

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.

18 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
 Coaches should emphasize to the participants that BL is only
applicable when a vaccine is already available. F2F sessions in this
modality, then, has to be carefully planned such that the activities
during those sessions observe physical distancing.

In implementing BL in this time of pandemic, suggest to the

participants that they can flip their classrooms such that the F2F
sessions are spent working out issues or matters that learners need
help with while the other learning tasks are done during the learner’s
individual learning space (at home). You may also refer them to the
following website article https://www.panopto.com/blog/7-unique-
flipped-classroom-models-right/ to learn how to flip their classrooms
following the seven flipped classroom models.

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 to Type of DL Why?
hardest to implement)

LDM2: Learning Delivery Modalities Course for Teachers 19

 Coaches should ensure that participants clearly understand what
they need to take into consideration should their School decide to do
DL. It would help for Coaches to give a synthesis of the important
considerations mentioned in their readings, such as the provision of a
learning facilitator who will assist the learner in doing the independent
study at home. It would be good to advise the participants to highlight
important points in the text which they need to remember when
planning for the implementation of DL.
Coaches should also periodically remind participants that they need
to prepare for their LAC Session. Sharing during the LAC Session
helps them clarify understanding of certain issues, as well as help
them gain insights from their fellow teachers.

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 member who can

guide and support their learning at home

Beginning readers (K to 3)

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe areas)

Indigenous Peoples

20 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
Persons with Disabilities

Others? Specify.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

LDM2: Learning Delivery Modalities Course for Teachers 21

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. identify the components of a well-designed lesson, applicable for all LDMs
2. enumerate learning tasks that can be incorporated in your DL lessons to
ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be incorporated
in your lessons to provide students with feedback and to help you monitor
student’s learning even when you are teaching remotely

Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson design components;
portfolios; summative assessment

Resources Required
33 DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
33 DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
33 Principles of Instruction
33 Designing Lessons in DL
33 Lesson 2, Activity 1 Answer Key
33 Lesson 2, Activity 2 Answer Key
33 Lesson 2, Activity 3 Answer Key
33 Lesson 2, Activity 5 Answer Key
33 Lesson 2, Activity 7 Answer Key
33 Study Notebook

Coaches should make sure that the participants understand that the
first part of Lesson 2 is a review of concepts on lesson design that is
applicable for all 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?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

22 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
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

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
14. Transfer 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.

LDM2: Learning Delivery Modalities Course for Teachers 23

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 (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).

ACTIVITY 4.

Coaches should emphasize the need for careful lesson planning for
DL. This is because of limited opportunities to get real-time feedback
from learners in DL, unlike the opportunities for the same in F2F
learning. Teachers also need to be reminded to anticipate challenges
that may be faced by the learners and/or household partners, and
provide remote support as needed.

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

24 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
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:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the activity sheet, can be
SLM 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

LDM2: Learning Delivery Modalities Course for Teachers 25

 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

Coaches should introduce teachers to various resources and tools

(both low-tech and high-tech) to augment these learning tasks. At the
same time, they should emphasize that the learners’ profiles and their
learning objectives should always be the key factors for a teacher to
consider when deciding on any technology to use.

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?
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?
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.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of content
across learning areas maximizes time and helps learners make connections for better
understanding.

26 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
 • You can use content topics as themes, motivation, springboards, or initial topics for
lessons across subjects. You can also try merging selected learning area performance
tasks and assessments and create separate rubrics for scoring per learning area. This
can make it easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that can enhance student
learning and maximize teacher preparation time? Don’t forget to check back with your Coach
and share them with your peers.

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.

Formative Summative
Assessment Assessment

assessment FOR learners may assessment OF

learning: be assessed learning:
to make adjustments individually or to measure if the
in the lesson collaboratively student met the
performance and
content standards

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.

LDM2: Learning Delivery Modalities Course for Teachers 27

 Coaches should highlight the following guidelines from Memorandum
DM-CI-2020-00162:

Formative assessments are incorporated in the SLMs or stated in the

Weekly Home Learning Plan.

Summative assessments are to be conducted in Barangay Community

Learning Centers or school when feasible and allowed.

Coaches should also remind teachers to periodically check out the

latest DepEd memo regarding the guidelines on summative and
formative 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.

Coaches should let the teachers know that they may develop/use
assessment methods that are not included on Table 2 of DO 8, s2015.
It should be emphasized that there are many ways to assess learning,
and this opportunity for flexibility in assessment is maximized in DL.

28 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
 Assessment
How to Adapt the Assessment Method in DL
Method

I will send a three-item quiz via text message before the lesson. Based on
Example:
the responses, I will take note of the common misconceptions and clarify
Short quiz
them to the learners during our online session or via text message.

1.

2.

3.

4.

5.

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?

2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?

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.

LDM2: Learning Delivery Modalities Course for Teachers 29

 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.

Coaches may ask the teachers to share their previous experiences in

using portfolios to assess their learners. Below are examples of guide
questions:

What items are usually included in portfolios?

What other more ways can portfolio assessment be facilitated in DL?

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

30 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. differentiate a weekly home learning plan from an individual learning
monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs; mode
of delivery; significant progress; weekly home learning plan

Resources Required
33 Appendix D of DepEd Memorandum DM-CI-2020-00162
33 Individual Learning Monitoring Plan Template
33 Sample Weekly Home Learning Plans
33 Lesson 3 Activity 1 Answer Key
33 Lesson 3 Activity 3 Answer Key
33 Study Notebook

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

1. These are the knowledge, understanding, skills, and a. learning area

attitudes that learners need to demonstrate in every lesson
and/or learning task. b. mode of delivery
2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to c. learning
competencies
enhance their understanding of the content.
3. This refers to the prescribed subject that learners take. d. learning task
4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key.

LDM2: Learning Delivery Modalities Course for Teachers 31

The check-up activity introduced you to the key components of a Weekly Home Learning
Plan (WHLP), namely, the learning area, learning tasks, learning competencies, and the mode
of delivery. The WHLP serves as a guide for your learners on what they need to accomplish
each week when they do independent study at home (DepEd, 2020). It outlines the learning
tasks that learners need to do, using the SLM, in order for them to attain the most essential
learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly
Home Learning Plan for Blended Distance Learning or may just refer learners to the lesson
number and/or activity number in the SLM as shown in the Sample Weekly Home Learning
Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they follow
the prescribed schedule in the plan. Remember also that part of guiding learners is to give
enhancement or remediation activities when needed and when possible.

Before participants proceed to creating their WHLP, Coaches can

ask them to identify differences between a DLL or a DLP from a
WHLP. Coaches should emphasize that in the traditional F2F session,
teachers prepare a DLL or a DLP that outlines how they go about the
lesson; while in DL and in BL, teachers prepare a WHLP to guide their
learners as they do independent study at home.

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).

32 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
 • 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.

Clearly, in creating a WHLP, teachers need to collaborate with other

learning area teachers. Coaches should remind participants that
they need to agree on the schedule of the learning tasks for their
respective learning area. Likewise, in BL, it would be good to remind
participants that learning area teachers need to agree when the F2F
component of their learning area will take place.

Again, remind participants that they can only do BL if a vaccine is

already available because it has an F2F component. Also inform
the participants that if they do BL, they need to indicate also in the
WHLP when the students will have their F2F sessions and when the
DL sessions will be. Remember that the conduct of F2F sessions has
to observe physical distancing and follow the guidelines set by the
local COVID Risk Severity Classification. It should also comply with
the minimum health standards declared by their local government unit
(LGUs).

LDM2: Learning Delivery Modalities Course for Teachers 33

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

For Whom?

Components

Has to be communicated to
parents?

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.

At the end of this activity, Coaches should emphasize to the

participants the purpose of the WHLP and the ILMP.

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.

34 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design
lessons with your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback
from the learners (learners’ self-assessment), and from the learning facilitators or
household partners, in order to continuously improve lessons and provide support for
learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them
and their families. As teachers, you need to make your presence felt, and send the
message to the learners that they are not alone in this situation. This will greatly help
them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support
from your Coaches, School Heads, and fellow teachers as you adapt to the new
normal.

Coaches should remind participants to be ready with the outputs they

need to share during the LAC Session. Remind participants that during
the sharing of WHLPs and ILMPs in the LAC Session, it is important
that they note down comments and suggestions from their peers to
improve their WHLPs and ILMPs. Encourage them also to suggest
points for improvement on the WHLPs and ILMPs of their peers. Tell
them to revise their WHLPs and ILMPs based on the feedback from
their peers.

Here are some general coaching strategies you can also try.

• Discuss activities that teachers did that worked and ask them how else they can
improve those.
• Ask teachers to share what opportunities made them proud of their work. You can
also ask them what areas of teaching they can still improve on and how they can work
on these.
• Have conversations to understand how they feel they are doing personally and
professionally.
• Encourage teachers to keep simple notes/pictures/journals to document their
progress.

LDM2: Learning Delivery Modalities Course for Teachers 35

Now, coordinate with your LAC Leader regarding your LAC Session schedule for this module.
Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session 3A Guide
ready when you participate in the LAC Session for this Module.

Congratulations for completing Module 3A! You are now ready for Module 3B.

36 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)