MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

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 3A


ESTIMATED TIME REQUIRED
18 to 24 hours

*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader
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
3 Guidance on Distance Learning
3 Non-Negotiable Minimum Requirements for Distance Learning  Distance Learning
Matrix
3 Supplementary Handout on Blended Learning Delivery Modalities
3 Lesson 1, Activity 1 Answer Key 1
3 Lesson 1, Activity 1 Answer Key 2
3 Study Notebook
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 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.

Face to-face (F2F) Learning – is an instructional method where course content and
learning materials are taught in person to a group of pupils. This allows for a live
interaction between a learner and a teacher. It is the most traditional type of learning
instruction.
Distance Learning (DL) - a method of study where teachers and students do not meet
in a classroom but use the internet, e-mail, mail, and others to have classes. This is
designed to be carried out remotely.
Blended Learning – is an approach to education that combines online educational
materials and opportunities for interaction online with traditional placed – based
classroom methods. It requires the physical presence of both teacher and student with
some elements of student with some elements of student control over time, place,
path or pace.
Homeschooling – educate a child at home instead of sending them to a school. It is
learning outside of the public or private school environment.

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.
Distance learning and homeschooling do not have an face to face learning component.

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.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent Role of

Learning Feature Resources Teacher or Household School
Modality Member
Modular Individualized SLMs, as well as Monitors the Learning Plans,
Distance instruction textbooks/learners’ learner facilitators who prepare,
Learning where learners materials (LMs), progress and provide monitors the
(MDL) use self- copies of video setting a learners with performance
learning lessons in a flash feedback instructional of pupil
modules drive or CD mechanism to support as
(SLMs) in print help learners needed Collaborates
or digital meet the to barangay
format MELCs while officials
seeing the
connection of Accepts
one lesson to donations
the next to from
reinforce the stakeholders
coherence of
the curriculum.

Online Teacher Give Learning Provide

Distance facilitates SLMs for assignments facilitator that orientation
Learning learning and Alternative Delivery and learning supervise and for learners
(ODL) engages Modes (ADM), tasks monitor the and parents
learners' active textbooks, primer screen time of on
participation lessons, activity Facilitates the learners navigating
using various sheets, teacher- learning and these online
technologies made videos and engages platforms
connected to supplementary learners active
the internet materials, and participation Organize
while they are open educational using professional
geographically resources (OERs). technologies development
remote from SLMs and primer activities to
each other lessons converted enhance
into different teachers
digital forms such understandin
as interactive g of and skills
lessons or in the use of
electronic books (e- LMS
books) and DepEd
Learning Resources Determine
Portal, DepEd the
Commons and/or appropriaten
different DepEd ess of certain
recognized learning learning
management management
systems systems in
the delivery
of
instruction

TV-Based Use of TV – based lessons Enhancement Serves as a Provide the

Instructio television of guide during learners, as
n (TVBI) programs on understanding viewing time well as
 channels or of key their
stations concepts and parents/gu
dedicated to clarifications ardians/lea
providing on possible rning
learning areas of facilitators
content to confusion in the
the lesson that broadcast
learners as a
was viewed to schedule of
form of
shall be done lessons
distance during home
education. visits by
subject area
teacher/learni
ng facilitator
wherever
possible or
through phone
calls, SMS,
among others.

Radio- Use of radio Radio based- Enhancement Guidance from provide the
Based programs on lessons of parents/learnin learners, as
Instructio channels or understanding g facilitators well as their
n (RBI) stations of key during listening parents/guar
dedicated to concepts and time dians/learnin
providing clarifications g facilitators
on possible the
learning
areas of broadcast
content to
confusion in schedule of
learners as a the lesson that lessons
form of was listened to
distance shall be done
education. during home
visits by
subject area
teacher/learni
ng facilitator
wherever
possible or
through phone
calls, SMS,
among others.
Blended Any SLMs, as well as Provide the Learning Ensure the
Distance combination textbooks/learners’ learners, as facilitator quality of
Learning of the above materials (LMs), well as their education
DL types. Thus: copies of video parents/guardi
lessons in a flash ans/learning Provide
• MDL and ODL drive or CD facilitators the supplementa
• MDL and broadcast ry materials
SLMs for schedule of to those who
 TVBI/RBI Alternative Delivery lessons have
• ODL and Modes (ADM), insignificant
TVBI/RBI textbooks, primer
lessons, activity Plan a LAC
• ODL, TVBI/RBI
sheets, teacher- strategies to
and MDL
made videos and enhance the
supplementary learning
materials, and progress of
open educational pupils
resources (OERs).
SLMs and primer
lessons converted
into different
digital forms such
as interactive
lessons or
electronic books (e-
books) and DepEd
Learning Resources
Portal, DepEd
Commons and/or
different DepEd
recognized learning
management
systems

TV and radio
based-lesson

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 to Type of DL Why?
hardest to implement)
1 MDL Module is readily available
2 BL It is combined with others so there

3 TV BI
4 ODL
5 RBI
are lots of resources to be utilized
Almost all learners have television
Some still don’t have internet
connectivity, if there is, connection is
not stable.
Radio is obsolete.

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

Coordinate with the Barangay Officials or BHW

Learners without parents or assigned in their area.
household member who can guide
and support their learning at home Asked the help of some concerned neighbor or
relatives.

If possible or the parents can afford, hire a tutor

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe
areas)
for the learner.
Provide reading materials and parents should
facilitate.
Provide reading materials and ask the family
member to assist the pupil.
Coordinate with the Barangay Officials/ SK
Officials
Coordinate with the Barangay Officials/ Civic
Volunteer/ BHWs

Indigenous Peoples Indigenized Modules were being made

Have access to SPED Learning Materials to address
Persons with Disabilities their needs.
Locally stranded learners Send modules via online, communicate with them
via phone or messenger if problem arises.

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?

It is a step by step process that provides a structure for an essential learning. It
helps the teacher in maintaining a standard teaching pattern and does not let the
class deviate from the topic.

2. Why is lesson designing important?

there will be a sense of direction while teaching
assist the teacher to be well prepared and be aware of what he/she intends on
teaching the pupils
help the teacher to focus more on the basic knowledge first then take the
students towards the next step

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

Aims and objectives
Teaching and learning activities
Assessment to check pupil’s understanding of the topic

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

1. Review previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and 2. Emphasize key
previous lesson illustrate the concepts, information and
3. Present warm-up ideas, skills, or concepts discussed
activities to establish processes that students 3. Ask learners to recall
interest in new lesson will eventually key activities and
4. Check learner’s prior
internalize concepts discussed
knowledge about the 2. Help learners 4. Reinforce what
new lesson understand and master teacher has taught
5. Present connection new information 5. Assess whether
between old and new 3. Provide learners with lesson has been
lesson and establish feedback mastered
 purpose for new lesson 4. Check for learners’ 6. Transfer ideas and
6. State lesson objectives understanding concepts to new
as guide for learners situations

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.

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
 According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered.

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.

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 Grade

Level and Learning Area: English VI
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: Differentiate real from make believe
Describe if a sentence, a story or a picture is real or make believe
Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, Storybook, pictures
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if
can be done via a learning
already
Part of Lesson / Learning Tasks activity sheet, can be
present in the
presented via an internet
SLM
based resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson X
X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish interest  can be facilitated

 by a household partner
in new lesson
 can be done via a learning
4. Check learner’s prior knowledge about the new activity sheet
lesson
 can be facilitated during a
5. Present connection between old and new lesson synchronous learning
and establish purpose for new lesson session

can be done via a learning
6. State lesson objectives as guide for learners activity sheet

Lesson Proper
 can be done via a learning
1. Explain, model, demonstrate, and illustrate the
activity sheet
concepts, ideas, skills, or processes that students
will eventually internalize can be done via a learning

activity sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning
4. Check for learners’ understanding  activity sheet

After the Lesson

 can be done via a learning
1. Wrap up activities activity sheet

2. Emphasize key information and concepts  can be done via a learning

discussed activity sheet
can be done via a learning
3. Ask learners to recall key activities and concepts  activity sheet
discussed
can be done via a learning
4. Reinforce what teacher has taught activity sheet


5. Assess whether lesson has been mastered  can be done via a learning
activity sheet
can be done via a learning
6. Transfer ideas and concepts to new situations 
activity sheet

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?
 Additional worksheets to supplement the lesson

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) Motivate the learner
b) Assist the parents

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

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.
• 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.

Formative learners may be Summative

assessed individually
Assessment
assessment FOR learning: or collaboratively Assessment
assessment OF learning:
to make corrections in the lesson to measure if the student met the
should encourage- self performance and content standards
may be incorporated in all parts of reflection and

results must be recorded to study
the patterns of learning
demonstrated by the students but
should NOT be used as the basis
for grading.
students about their
own learning results enable teachers to describe
how well the students learned the
may be a written standards/competencies for a
work or a
performance given quarter, which are then
task reflected in the class record

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see
the other similarities and difference 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

Provide the rubrics in the activity sheets. Then, parents will

1. Essay assess the output through the assistance of the teacher.
The learners will send recorded performance through a given
2. Demonstration / Practicum /
link. The teacher will give feedback to the learners individually
Performance Task
through text / messenger.
Teachers can use mechanism in Learning Management Systems
to increase academic integrity. He/ she may use a link or use
3. Quarterly Test
drop box for the submission of the test in case the students do
not have an access online.
Provide supplementary assessment materials to the learners
aside from the module which will be picked up in the
designated drop box placed in barangay hall and other
4. Weekly Test / Assessment accessible places.
Students can submit short but weekly papers to assess whether
or not the students are understanding the material for that
particular week.
The teacher may provide a question via text or FB messenger
5. Reflection for the learners to ponder. Provide and discuss the rubrics to be
used for the activity.
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?

Essay
Demonstration / Practicum / Performance Task
Quarterly Test
Weekly Test / Assessment
Reflection
2. What are the challenges in doing assessment in DL?
Insufficient data connections
Time schedule
Limited resources
No full support from the barangay officials
Lack of gadgets
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Division of labor
Accepts donations
Seek assistance from the superiors
Provide enough time in constructing summative assessment
Give feedback form
Create group chat with the parents for open communication
Provide simplified modules
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.

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

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 attitudes a. learning area
that learners need to demonstrate

d_2. These are the formative learning opportunities given to b. mode of delivery
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. c. learning competencies

_b__4.This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context. d. learning task

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

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.

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)

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)
This is prepared by the It is used by teachers and
Purpose teachers implementing having facilitators for learners
Distance and Blended who are behind as shown by
Learning. the results of their formative
and summative assessments.
This serve as a guide/ aid to
teachers and parents in Serves as the document that
keeping track of the day to will show if the learner has
day in-school and off-school shown either mastery on the
learning process as they learning competencies,
implement the most suitable significant progress or
and feasible alternative insignificant progress.
learning modality.
For teachers, learners and Teachers and parents as
For Whom? parents facilitators
 Learning Area Learning Area
Components Learning Competency Learner’s Needs
Learning Tasks Intervention Strategies
Mode of Delivery Provided
Monitoring Date
Learner’s Status ( Insignificant
Progress, Significant Progress,
Mastery)

Yes Yes
Has to be
communicated to
parents?
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.
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.

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.