Department of Education: Learning Delivery Modalities Course (LDM2)

Republic of the Philippines
Department of Education
REGION III-Central Luzon
SCHOOLS DIVISION OF BULACAN
DISTRICT OF STA. MARIA EAST
Learning Delivery Modalities Course (LDM2)

Name: Maria Jessica Z. Lobos Position: Teacher I
School: Tumana Elementary School School ID: 105170
LDM2 - Module 3A
Lesson 1, Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP-
face-to- face learning, distance learning, blended learning and home schooling.
Write your own definition of each modality.
a. Face-to-face learning- an instructional method where course content and learning

material are taught in person to a group of students.This allows for a live interaction
between a learner and an instructor.It is the most traditional type of learning instruction.
b. Distance learning- a method of studying in which lectures are broadcast or classes are
conducted by correspondence or over the internet, without the student's needling to
attend a school or college.
c. Blended learning- a style of education in which students learn via electronic and online
media as well as traditional face-to-face teaching.
d. Home schooling-a progressive movement around the country and the world,in which
parents educate their children at home instead of sending them to a private school
2. Which of the LDMs do not have a face-to-face learning component?

Distance learning & Home schooling
Parada, Santa Maria Bulacan 3022

depedstamariaeastdistrict@gmail.com

LDM2 - Module 3A
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.
1. Complete the Distance Learning Matrix
DISTANCE LEARNING MATRIX
Distance Role of Parent

Distinguishing Role of
Learning Essential Resources Role of Teacher or Household
Feature School
Modality Member
Modular learners are self-learning modules, takes the give provide

Distance given modules learning activity sheets responsibility assistance assistance to
Learning for them to of monitoring as a teachers and
(MDL) answer at the progress learning provide
home of learners facilitator materials
needed by the
learners
Online a method of internet provide give assistance provide
Distance studying in remediation as a learning assistance
Learning which lectures activities facilitator to teachers
(ODL) are broadcast and provide
or classes are materials
conducted by needed by
correspondenc the
e or over the learners
internet
TV-Based where learners TV inform the can disseminate
Instructio will learn their learners supervise info the
n (TVBI) lessons from regarding the the learners learners
media like schedule of while about the
television the watching schedules
the tv the
learners
will watch
Radio- where radio teachers serve as assist the provide
Based learners radio-broadcaster learners while materials for

Instructio will learn learners listen the printing

n (RBI) their to the radio the activities
lessons
thru radio
Blended using combined school,home,intenet, to teach and give monitors the
Distance modalities like radio, TV prepare the assistance flow of the
Learning face to face lesson to as a lesson and
monitor the learning provide the
progress of the facilitator materials
needed by the
learners

LDM2 - Module 3A

 Consider the situation in your School- 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 BDL- from easiest to most difficult to
implement.
 Give the reasons for your ranking of each. Use the form below.
 Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5, from easiest
to hardest to
Type of DL Why?
implement)
-it provides mass education opportunities

TV-Based
1 -it stimulates learning(entertaining)
Instruction (TVBI)
-reduces verbal dependency from teachers and for
teachers
-it provides mass education opportunities

-it stimulates learning(entertaining)
Radio-Based
2 -reduces verbal dependency from teachers and for
Instruction (RBI)
teachers
Modular Distance
3 -production of materials
Learning (MDL)
Blended Distance -availability of the materials and gadgets might be a

4 Learning hindrance for the delivery of modality
(BDL)
-availability of gadget and internet is not assured among

Online Distance
5 all households
Learning (ODL)


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. Share your ideas at your next LAC Session.
Learner Group Targeted Intervention

Learners without parents or -ask for help from the Baranggay like "mother leaders"
household member who can -ask for extended help from his/her neighbors
guide and support their learning
at home
-provide parents with the required mastery skills on the
Beginning readers (K to 3) grade level
Struggling readers -create a stress free environment

(Grades 4- 12) -limit and monitor the usage of gadgets
No access to devices and -provide printed modules
internet
Inaccessible- live in remote -committed support from the Baranggay to deliver the
and/or unsafe areas modules to remote areas
Indigenous Peoples -localized support from the Indigenous leaders with

assistance from the Baranggay
Persons with Disabilities -pay attention to their strengths and weaknesses

-be flexible and have an open mind
Others. Specify
Well done! You have completed Lesson 1. You may proceed to Lesson 2.
Learning Delivery Modalities Course for Teachers (LDM2)

Name: ________________________________
Maria Jessica Z. Lobos Teacher I
Position: _______________________
Tumana Elementary School

School: _______________________________ School ID: _____________________
105170

LDM2 - Module 3A
Read DO 42, s.2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions.
1. What is Lesson Designing or Lesson Planning?
It is the process of determining what learning opportunities of pupils in school will get through
planning. The content of instruction, selecting teaching materials , designing the learning
activities and grouping methods and deciding on the pacing and allocation of instructional time.
2. Why is Lesson Designing important?
Lesson designing helps to ensure that time is maximized for instruction, lessons are responsive
to the learners need, teachers set learning targets for learners, carry out and execute the
lesson successfully, teachers should master their learning area content so that learners will
successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
-Objective
-Lesson
-Assessment


Name: _______________________________
Maria Jessica Z. Lobos Teacher I
Position: _______________________

School: _______________________________ 105170
School ID: _____________________
LDM2 - Module 3A
The second component of a well-designed lesson ask teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives.
Refer to the list of learning tasks listed below. Identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.
List of Learning Task
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
BEFORE THE LESSON LESSON PROPER AFTER THE LESSON
1.Review previous lesson 1.Explain, model, demonstrate and 1.Wrap up activities

illustrate the concepts ideas skills or
processes that students will
eventually internalize
2.Clarify concepts from previous 2.Help learners understand and 2.Emphasize key information and
lesson master new information concepts discussed
3.Present warm-up activities to 3.Provide learners with feedback 3.Ask learners to recall key activities
establish interest in new lesson and concepts discussed
4.Check learner’s prior knowledge 4.Check for learners understanding 4.Reinforce what teacher has taught
about the new lesson
5.Present connection between old 5.Assess whether lesson has been

and new lesson and establish mastered
purpose for new lesson
6.State lesson objectives as guide for 6.Transfer ideas and concepts to

learners new situations


Maria Jessica Z. Lobos
Name: ________________________________ Teacher I
Position: _______________________
School: _______________________________ 105170
School ID: _____________________
LDM2 - Module 3A
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.
Copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, and 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


Name: ________________________________ Teacher I
Position: _______________________

School: _______________________________ 105170
School ID: ____________________
LDM2 - Module 3A
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 / AP____________________
Lesson/Topic: ____Komunidad Ko,Noon at Ngayon___________________
Learning Objectives: Nailalahad ang mga pagbabago sa sariling komunidad
Learning Resources/Materials Needed: Self-Learning Kit
Additional Remarks
(ex. Can be done via
voice calls, can be
facilitated by a
Check if household partner, can
already be done via a learning
Present in the activity sheet, can be
Part of Lesson/Learning Tasks presented via an
SLM 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, skill, or processes that student
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 situation /
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?
I will provide enrichments activities if there are tasks not found in the SLM. Aside from
SLM other supplementary materials and resources can be used to help, like textbook ,
learner materials, teacher- made learning activity sheets, internet based resources , video
resources, educational TV and radio broadcast, Curated LRs available at DEPED LRMDS

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?
a. Make sure that there is a constant communication for clarification and other querries
so that the teacher can provide feedback and support during the lesson.
b. Provide them guidelines or Home Plan to help them facilitate learning at home.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Learning assessments through portfolios that includes learning outputs such as written works
and other performances evaluated using rubrics. Testimonies of parents/guardians and learning
facilitators regarding the learners’ progress must be included.


Name: ________________________________ Teacher I
Position: _______________________

School: _______________________________ 105170
School ID: _____________________
LDM2 - Module 3A
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 ASSESSMENT SUMMATIVE ASSESSMENT
-part of the instructional process -used to determine at a particular

point in time what students know
-Both are ways to and do not know
-Quizzes
assess -State assessments
-Observations
-Questioning -End-of-unit or chapter
-Creating Venn Diagrams strategies need tests
to be addressed
-Homework -End-of-term or semester
-Both can be exams
-Group activities used for student
feedback -Scores that are used for
accountability
-Assist in future
lesson planning


Name: ________________________________ Teacher I
Position: _______________________

School: _______________________________ 105170
School ID: _____________________
LDM2 - Module 3A
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 How to Adapt the Assessment Method in DL

Method
Example: I will send a three-item quiz via text message before the
Short quiz 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.
-Assessment might be given through group messenger

1. Formative assessment or any preferred online platform
-Printed materials like modules,SLK, or activity sheets
-Assessment might be given through group messenger

2. Summative assessment or any preferred online platform
-Printed materials like modules,SLK, or activity sheets
-This can be given through online sessions or video

3. Games lessons

Answer these questions with your colleagues:
1. What assessment methods are common among the group members?
Written works, short quizzes and graded recitation are the most common assessment for
individual learners.
2. What are the challenges in doing assessment in DL?
The result are not that reliable as basis of their performance(s) because it is easy to cheat.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Think of ways on how assessment can be done in such a way that it can be reliable. Set of
examination should vary. The use of online quizzes may be possible to use.


Name: ________________________________ Teacher I
Position: _______________________

School: _______________________________ 105170
School ID: _____________________
LDM2 - Module 3A
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.
True False
Questions
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 synchronous 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 teachers 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. Portfolio of DL learners with outputs in hard copies or physical forms may be

/
handed over to the teacher by the parents or learning facilitators.
Good Job! You have completed Lesson 2. You may proceed to Lesson3.

LDM2 - Module 3A
Lesson 3– Activity 1
Answer the simple check-up quiz. Read and match the descriptions in column A with the terms
in column B. Write your answer in the box.
Column A
1. These are the knowledge, understanding,

skills, and attitudes that learners need to a. learning area
demonstrate in every lesson and /or learning
tasks.
2. These are the formative learning opportunities

given to learners to engage them in the subject b. mode of delivery
matter and to enhance their understanding of the
content.
3. This refers to the prescribed subject that c. learning competencies

learners take.
4. This refers to the method of submission of learning

outputs preferred by the learner/parent based d. learning task
on their context.
Learning Delivery Modalities Course 2 (LDM2)

LDM2 - Module 3A
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.)
Sample Weekly Home Learning Plan for Grade 2

Week 1, Quarter 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Mode of Delivery
Task
8:00 -9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00 – 9:30 Have a short exercise/meditation/ Bonding with Family
Monday English Classify/ categorize sounds English Personal submission and
9:30 – hear( animals, mechanical, objects, Module collection of modules to
11:30 musical instrument, environment 1Lesson 1 the teachers in the school
speech) Quarter 1
week 1
11:30 – LUNCH BREAK
1:00
1:00- 3:00 Filipino Nasasagot ang mga tanong tungkol sa Filipino Personal submission and
napakinggang pabula, tugma/tula at Module collection of modules to
tekstong pang impormasyon 1Lesson 1 the teachers in the school
Quarter 1
week 1
Tuesday Araling Naipaliliwanag ang konsepto ng Araling Personal submission and
9:30 – Panlipunan komunidad Panlipunan collection of modules to
11:30 Module the teachers in the school
1Lesson 1
Quarter 1
week 1
1:00
1:00- 3:00 Edukasyon sa Naisakikilos ang sariling kakayahan sa ESP Personal submission and
Pagpapakatao iba’t ibang pamamaraan: Module collection of modules to
a. Pag-awit 1Lesson 1 the teachers in the school
b. Pagguhit Quarter 1
c. Pagsayaw week 1
d. Pakikipagtalastasan
e. At iba pa
Wednesda Mathematics Visualizes and represent numbers from Mathematics Personal submission and
y 9:30 – 0-1000 with emphasis on numbers 101- Module collection of modules to
11:30 1000 using variety of materials 1Lesson 1 the teachers in the school
Quarter 1
week 1
1:00
1:00- 3:00 MAPEH ( One Describes the different styles of Filipino MAPEH Personal submission and
component artist when they create portraits and still Module collection of modules to
per life (different lines and colors) 1Lesson 1 the teachers in the school
Week)ARTS Quarter 1
week 1
Thursday Mother Participate actively during story reading Mother Personal submission and
9:30 – Tongue by making comments and asking Tongue collection of modules to
11:30 questions using complete sentences Module the teachers in the school
1Lesson 1
Quarter 1
week 1
1:00
1:00- 3:00 Revisit all modules and check if all required task are done
Friday Revisit all modules and check if all required task are done
9:30 –
11:30
1:00

1-4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to
be used for the following week
4:00 Family Time
onwards


LDM2 - Module 3A
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
(WHLP)
Weekly Home Learning Plan Individual Learning

Monitoring Plan
a tool to guide learners and A tool for monitoring learners
learning facilitators or household who lag behind based on the
Purpose partners in tracking the subject results of their formative and
areas to be tackled and activities summative assessments
to perform at home
Learners and Learning Teachers and Learning
facilitators facilitators or household
For Whom? partner
Learning area, learning Learner's needs,intervention

competencies, learning tasks, strategies,monitoring date,
Components mode of delivery learner's status
Yes Yes
Has to be communicated
to parents
Individual Learning
Monitoring Plan (ILMP)
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.


LDM2 - Module 3A
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.
Learner’s Name: Riznel May S. Verano

Grade Level: 2
Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Mathematics The learner Printed October /
needs to modules,slk,activity 7,2020
familiarize sheets
how to TV-Based
subtract 2- Instruction
3 digit nos.
with
regrouping
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.
Congratulations for completing Module 3A! You are now ready for Module 3B.


Department of Education: Learning Delivery Modalities Course (LDM2)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Department of Education: Learning Delivery Modalities Course (LDM2)

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Learning Delivery Modalities Course (LDM2)

School: Tumana Elementary School School ID: 105170

a. Face-to-face learning- an instructional method where course content and learning

2. Which of the LDMs do not have a face-to-face learning component?

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course (LDM2)

School: Tumana Elementary School School ID: 105170

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

DISTANCE LEARNING MATRIX

Distance Role of Parent

Modular learners are self-learning modules, takes the give provide

Parada, Santa Maria Bulacan 3022

Instructio will learn learners listen the printing

Learning Delivery Modalities Course (LDM2)

School: Tumana Elementary School School ID: 105170

Parada, Santa Maria Bulacan 3022

-it provides mass education opportunities

-it provides mass education opportunities

Blended Distance -availability of the materials and gadgets might be a

-availability of gadget and internet is not assured among

Learning Delivery Modalities Course (LDM2)

School: Tumana Elementary School School ID: 105170

Learner Group Targeted Intervention

Struggling readers -create a stress free environment

Indigenous Peoples -localized support from the Indigenous leaders with

Persons with Disabilities -pay attention to their strengths and weaknesses

Learning Delivery Modalities Course for Teachers (LDM2)

Tumana Elementary School

Parada, Santa Maria Bulacan 3022

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?

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course for Teachers (LDM2)

Tumana Elementary School

List of Learning Task

1.Review previous lesson 1.Explain, model, demonstrate and 1.Wrap up activities

5.Present connection between old 5.Assess whether lesson has been

6.State lesson objectives as guide for 6.Transfer ideas and concepts to

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course for Teachers (LDM2)

Components of the DLL/DLP

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course for Teachers (LDM2)

Tumana Elementary School

Learning Delivery Modality (select one): __ ODL _/_ MDL __ TV/RBI __ BL

Before the Lesson

Parada, Santa Maria Bulacan 3022

Interest in new lesson

After the Lesson

Answer the following questions:

Parada, Santa Maria Bulacan 3022

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course for Teachers (LDM2)

Maria Jessica Z. Lobos

Tumana Elementary School

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

-part of the instructional process -used to determine at a particular

Parada, Santa Maria Bulacan 3022

Learning Delivery Modalities Course for Teachers (LDM2)

Maria Jessica Z. Lobos

Learning Delivery Modality (select one): __ ODL _/_ MDL TV/RBI BL