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MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

FLORENCIO A.VIRADOR JR, PhD

Master Teacher I/ Mat-i Central School
 MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

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
Reflection:
The current condition of our country declaring national state of emergency due to COVID-19
pandemic brought various challenges in delivering quality basic education to the learners this school year,
hence, it calls for teacher’s efficiency in designing lessons as well as assessments taking into consideration
the distance learning modalities the school has adopted.

With this, the Most Essential Learning Competencies (MELC) crafted and provided by Department of
Education (DepEd) will be conveyed to the learners effectively while ensuring the safety of everybody
following the minimum health standards of IATF, OP and in the respective locality.

The LDM course content of Module 3A provided the salient features in designing effective instruction
in different learning delivery modalities which could help build my capacity in understanding various LDM,
lesson planning and assessments for effective delivery. In addition, it also heightens my confidence to
maneuver and supervise my learners in their respective homes especially those who lag behind in
accomplishing the learning tasks..

In conclusion, Module 3A could facilitate me more in applying effective instructions in various LDM
for productivity and learning continuity this school year coping with the challenges posed by the pandemic.
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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

Face-to-face (F2F) learning is the type of learning modality implemented by DepEd

before the pandemic which requires the teacher and pupils to physically report to school for
the performance of the teaching and learning process. It develops the knowledge, skills and
attitudes of the learners inside the classroom.

Distance learning refers to a learning modality wherein learners learn independently at

home using their Self Learning Module (SLMs), Television, Radio, Gadgets available with
the assistance of their preferred learning facilitator/partner like parents, guardians and
siblings. It could also be done via online platforms if learners have access to internet. In this
situation, the teacher provides the SLMs to the learners and other learning packages
through their parents and conducts assessment, monitoring remotely. This could be applied
in times of emergency.

Blended learning is a combination of F2F learning to various distance learning

modalities. Learners use materials needed for a certain learning modality combined. It can
be (1) F2F and modular distance learning; (2) F2F and online distance learning; (3) F2F and
TV-based instruction/Radio-based instruction; or (4) F2F and any combination of the other
types of distance learning. The presence of learning facilitator and teacher is omportant in
this alternative mode of learning.

Home schooling offers learning opportunity for learners through access to formal
education though staying in an out-of-school environment, with parents, guardians, or tutors
as authorized facilitators instead of classroom teachers. This prohibits the learners in going
to a school for onsite acquisition of learning. It employs any or a combination of the various
learning delivery modalities.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook

Distance learning and home schooling don’t have F2F learning component.

ACTIVITY 2.
See LDM Module 3A – page 15

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent Role of School
Learning Feature Resources Teacher or Household
Modality Member
Modular -Distance education -Complete -Learning -Learning - Supplier of
Distance -Self- Printed/ E- Facilitator/sup Facilitator/supervi materials needed
Learning directed/independent copy of Self ervisor sor for the
(MDL) study/learning at Learning -provider of -Guidance preparation of
home Modules remedial/ counselor learning
- allows classes to be (SLMs) for Q1 enhancement packages (bond
 held in available -Reference/ teaching if papers, printers,
community learning supplementary needed and etc.)
space for consultation learning possible. -Provider of class
of learners to their materials/textb -Consultant program
subject teachers ooks -Provider of
- learner’s schedules of
physical subject area
learning space teachers to meet
at home once a week for
consultation of
learners
-Organizer of
orientation of
preferred LDM.
Online -Applicable in schools - Digital/ -Provider of -Learning - Provider of
Distance where both the printed form of learning tasks Facilitator/supervi capacity building/
Learning teachers and learners SLMs for and sor orientation to
(ODL) have access to digital Alternative assignments -Guidance parents and
devices, such as Delivery online counsellor learners on the
laptops, tablets, smart Modes (ADM), - Presenter of use of learning
phones, and desktop textbooks, lessons via management
computers, with primer teleconferenci system (LMS),
available online lessons, ng/webinar the DepEd
resources and activity sheets, -remote home Commons, and
internet connectivity. teacher-made visitor the LR portal ICT
videos and -Learning coordinator and
supplementary Facilitator/sup teachers with
materials, and ervisor knowledge in
open -provider of online platforms.
educational remedial/ -Organizer of PD
resources enhancement ctivities
(OERs) teaching if enhancing
-laptop, needed and teachers
smartphones,t possible. understanding of
ablets, -Consultant and skills in the
desktop use of LMS.
computers (LAC, coaching,
- stable and formal
internet training ) with the
connections aid of online
-LR portals platforms
-DepEd - Determiner of
Commons appropriate
-other online learning
resources management
- Online systems in the
platforms delivery of
(edmodo, instruction.
google meet, -Provider of email
schoology) facility
-Online tools - Provider of
such as helpdesk
Google Docs, personnel
Google Slides, working under the
Nearpod, platform
Padlet for managers
virtual -Provider of
collaboration teacher’s training
on ICT/DepEd
policies relating to
online distance
learning

TV-Based Implemented in areas - Television of -TV -Learning Organizer of

Instruction with access to learner’s at Broadcaster Facilitator/supervi orientation to
(TVBI) Television Networks home -Learning sor teachers, parents
with programs - Self-Learning Facilitator/sup -Guidance and learners
dedicated to deliver Modules in ervisor counsellor about the TV-
the DepEd TV -based video format -provider of base Instruction
lessons script as well remedial/ policies and
as in print/e- enhancement directions
copy teaching if -Provider of
- needed and MOA/MOU with a
Reference/sup possible. Television
plementary -Consultant Network
materials/Text -Provider of
books complete and
- Printed appropriate
learning content (Learning
activity sheets Modules/Self-
Learning Modules
in video -based
lesson format
script as well as
in print/e-copy) for
Quarter 1.
- Provider of
available
reference/supple
mentary materials
-Broadcaster of
lesson schedules

Radio- Implemented in areas -Radio of -Radio -Learning -Organizer of

Based with access to radio learners at Broadcaster Facilitator/supervi orientation to
Instruction stations with home -Learning sor teachers, parents
(RBI) programs dedicated -- Self- Facilitator/sup -Guidance and learners
to deliver the DepEd Learning ervisor counsellor about the Radio-
Radio-based lessons Modules in -provider of based Instruction
radio-based remedial/ policies and
lesson enhancement directions
format/radio teaching if -Provider of
script as well needed and MOA/MOU with
as in print/e- possible. Radio Station
copy -Consultant -Provider of
- complete and
Reference/sup appropriate
plementary content (Learning
materials/Text Modules/Self-
books Learning Modules
- Printed in radio-based
learning lesson
activity sheets format/radio script
as well as in
print/e-copy) for
Quarter 1.
- Provider of
available
reference/supple
mentary materials
-Broadcaster of
lesson schedules

Blended
Distance
Learning
Distance education Complete -Learning -Learning - Supplier of
-MDL and -Self- Printed/ E- Facilitator/sup Facilitator/supervi materials needed
ODL directed/independent copy of Self ervisor sor for the
study/learning at Learning -provider of -Guidance preparation of
home Modules remedial/ counselor learning
- allows classes to be (SLMs) for Q1 enhancement packages (bond
held in available -Reference/ teaching if papers, printers,
community learning supplementary needed and etc.)
space for consultation learning possible. -Provider of class
of learners to their materials/textb -Consultant program
subject teachers ooks --Provider of -Provider of
--Applicable in - learner’s learning tasks schedules of
schools where both physical and subject area
the teachers and learning space assignments teachers to meet
learners have access at home online once a week for
to digital devices, -- Digital/ - Presenter of consultation of
such as laptops, printed form of lessons via learners
tablets, smart SLMs for teleconferenci -Organizer of
phones, and desktop Alternative ng/webinar orientation of
computers, with Delivery -remote home preferred LDM.
available online Modes (ADM), visitor -- Provider of
resources and textbooks, -Learning capacity building/
internet connectivity. primer Facilitator/sup orientation to
lessons, ervisor parents and
activity sheets, -provider of learners on the
teacher-made remedial/ use of learning
videos and enhancement management
supplementary teaching if system (LMS),
materials, and needed and the DepEd
open possible. Commons, and
educational -Consultant the LR portal ICT
resources coordinator and
(OERs) teachers with
-laptop, knowledge in
smartphones,t online platforms.
ablets, -Organizer of PD
desktop ctivities
computers enhancing
- stable teachers
internet understanding of
connections and skills in the
-LR portals use of LMS.
-DepEd (LAC, coaching,
Commons and formal
-other online training ) with the
resources aid of online
- Online platforms
platforms - Determiner of
(edmodo, appropriate
google meet, learning
schoology) management
-Online tools systems in the
such as delivery of
Google Docs, instruction.
Google Slides, -Provider of email
Nearpod, facility
Padlet for - Provider of
virtual helpdesk
collaboration personnel
working under the
platform
managers
-Provider of
teacher’s training
on ICT/DepEd
policies relating to
online distance
learning
 -MDL and Pls. refer above for the combination
TVBI/RBI

-ODL and Pls. refer above for the combination

TVBI/RBI

-ODL, Pls. refer above for the combination

TVBI/RBI
and MDL

ACTIVITY 3.

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

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

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)

-It only requires Self Learning Modules (SLMs) which our

school could provide and afford in terms of budget
allocation.
-The printed SLMs are easy to use by the learners and
these no longer need gadgets.
Modular Distance - I, my learners and parents are not vulnerable to local
1
Learning transmissions of the current disease.
-Fastest ways to collect and retrieve finished outputs of
the learners in the area.
-Physical learning space could easily be prepared by the
parents at home.
-Learning facilitators could easily assist the learner.
-Our school has no internet access and because of this
faculty and staff could not connect online on site.
- My experience in online teaching and platforms are
limited. I need more training to enhance my competence
in online teaching and learning using gadgets and online
Online Distance platforms.
Learning - Gadgets have radiations and too much exposure to it
2
could damage eyes and others which is not good for
health.
-Most of my learners have no gadget and internet
connection at home. They also lack knowledge in using
online class.
- Parents also have no idea about online class and they
could not assist their child at home.
3
-The school has no access to Radio Networks with
programs dedicated to deliver the DepEd Radio-based
lessons
- Teachers, parents and learners lack knowledge about
the Radio-based Instruction.
 Radio Based -Provider of MOA/MOU with Radio Station
Instruction -Our school could hardly provide complete and
appropriate content (Learning Modules/Self-Learning
Modules in radio-based lesson format/radio script as well
as in print/e-copy) for Quarter 1.
- Only few learners have radio and connection frequency
in the area is poor.
- Materials and equipments to be used the teaching are
expensive and the school could not afford in it.

-The school has no access to Television Networks with

programs dedicated to deliver the DepEd TV -based
TV Based Instruction lessons
- Teachers, parents and learners lack knowledge about
the TV-based Instruction.
-Provider of MOA/MOU with TV Station
4 -Our school could hardly provide complete and
appropriate content (Learning Modules/Self-Learning
Modules in TV-based lesson format/radio script as well
as in print/e-copy) for Quarter 1.
- Only few learners have smart TVs at home and
connection frequency in the area is poor.
- Materials and equipments to be used the teaching are
expensive and the school could not afford in it.

-It is absolutely complicated for me, my learner so with

Blended Learning the learning facilitator.
5
- Our school lack facilities and equipment.
- Everyone ‘s knowledge and skills is very much limited.

ACTIVITY 4.

The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your School/Division
who might require special consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some examples which may be
relevant to your context. Add others as appropriate. Write down your answers in your Study
Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
-Design a weekly supervisory plan and check their module and summative test as
parents or household
well as formative test.
member who can
- Intensive remote monitoring
guide and support
- On site home visitation observing health protocols
their learning at
home.

Beginning readers (K - Individualized Remote Remedial Instruction via FB video call

to 3) - Video-based Remedial Reading Instruction

Struggling readers - Individualized Remote Remedial Instruction via FB video call

 - Video-based Remedial Reading Instruction
(Grades 4-12)
No access to devices - Provide printed modulars and other learning materials.
and Internet
Provide printed module
Inaccessible (living in Coordinate with purok leaders to and barangay officials so that their modules
remote and/or could be retrieve from school and deliver it to learners home
unsafe areas)

Indigenous People
Provide printed modules

Persons with
Provide printed modules and activities that suits to their capacity
Disabilities

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1.

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

 Lesson designing or planning is the practice of anticipating what learning opportunities
students in school will have by setting up the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods.
2. Why is lesson designing important?
 Time is maximized for instruction and learning, lessons are suited to learners needs, teachers
set learning goals, teachers master the content of learning area, teacher reflects on their
method and adjust to the learner’s ability
3. What are the three elements or components of a well-designed lesson?
1. Clearly articulated lesson objectives
2. Well selected and logically sequence presentation of learning resources and activities to
meet the objectives
3. Appropriate and timely assessment activities

ACTIVITY 2.

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

Before the Lesson Lesson Proper After the Lesson

Review previous lesson
Clarify concepts from previous
lesson
State lesson objectives
Present connection between new
and old lesson and establish
purpose
Check learners prior knowledge
Provide learners with feedback
Check for learners understanding
Explain, model, demonstrate and
illustrate the concepts, ideas, skills
or proceses
Help learners understand and
master new information
Emphasize key information and
concepts discussed
Assessed whether lessons have
been mastered
Wrap up activities
Transfer ideas and concepts to
new situation
Ask learners to recall key activities
and concepts discussed
Reinforce what has been taught
Apply real-life situation

ACTIVITY 3.

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson
Plan (DLP) listed below, then highlight which part/s is/are accomplished after the lesson is
delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection- To be accomplished after the lesson.

ACTIVITY 4.

Learning Delivery Modality (select one): _ODL ̷ MDL _T V/RBI _BL

Grade Level and Learning Area: Grade 6 Filipino
Lesson/Topic: Paggamit ng pangngalan/pagsagot sa pabula
Learning Objectives:
Nasasagot ang mga tanong tungkol sa napakinggang/nabasang pabula, kuwento, tekstong pang-
impormasyon at usapan
Nagagamit ng wasto ang pangngalan sa pakikipag-usap sa iba’t-ibang sitwasyon
Learning Resources/Materials Needed:

can be facilitated by a household
Check if already
Part of Lesson / Learning Tasks present in the
SLM
Before the Lesson
Additional Remarks:
(ex. can be done via voice calls,
partner, can be done via a
learning activity sheet, can be
presented via an internet based
resource, can be facilitated
during a synchronous learning
session, etc.)
 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 ̷ N/A
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 N/A
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 N/A
4. Reinforce what teacher has
taught
5. Assess whether lesson has been ̷
mastered
6. Transfer ideas and concepts to ̷
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create
to supplement the SLM?
 Printed/ Audio-visual materials.
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?
 Responding to the needs and clarifications of learners anytime of the day, providing
additional learning resources like activity sheets/worksheets, intensive remote monitoring
and Home visitation.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
 The teacher can gather feedback by evaluating the result of formative and summative
assessment, reflection of the pupils in their thinking log and comments and suggestions of
the home learning facilitators drop in the designated cluster stations.

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.

ACTIVITY 6.
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method

1. 15 item summative test Attach a 15-item summative test question in the module without answer key.
Let the pupils drop the test paper in the designated drop box in the cluster
station of the parent leader. Request the cluster volunteer parent runner to
deliver the test paper to the classroom. Quarantine the test paper for 6 days.
Disinfect. Check the paper and record the result.
Return the corrected test paper together with the modules to be distributed for
the coming week.

2. 20 item summative test Attach the 10-item summative test question in the module without answer key.
Let the pupils drop the test paper in the designated drop box in the cluster
station of the parent leader. Request the cluster volunteer parent runner to
deliver the test paper to the classroom. Quarantine the test paper for 6 days.
Disinfect. Check the paper and record the result.
Return the corrected test paper together with the modules to be distributed for
the coming week.

3.Performance Send the individual performance task activities to the pupils through text and
assessment the group chat in messenger. Let the pupils send a video of their output
through Fb messenger.

4.Portfolio assessment Collect the notebook of the pupils, thinking log.

Let the pupils drop the notebook and thinking log in the designated drop box in
the cluster station of the parent leader. Request the cluster volunteer parent
runner to deliver the notebook and thinking log to the classroom. Quarantine
 the notebook and thinking logfor 6 days. Disinfect. Check the paper and record
the result.
Return the notebook and thinking log together with the modules to be
distributed for the coming week.

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

Formative, summative, performance activities.
2. What are the challenges in doing assessment in DL?
Some pupils failed return their test paper, notebook, thinking log. Others are not the answering the
given activity.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Intensive remote monitoring and follow up. Mobilize parent leader, runner volunteer to follow up
submission of assessment test questions.

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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.

1. C. learning competencies
2. D. learning tasks
3. A. Learning Area
4. B. Mode of delivery

ACTIVITY 2.

Weekly Home Learning Plan

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)
A tool to guide learners and A tool for monitoring learners who lag
learning facilitators or household behind based on the results of their
Purpose
partners in tracking the subject formative and summative
areas to be tackled and activities to assessments
perform at home
Learners and learning facilitator or Teachers and learning facilitator or
For Whom?
household partner household partner
Learning area, learning Learner’s needs, intervention,
Components competencies, learning tasks, mode strategies, monitoring date, learner’s
of delivery status
Has to be communicated Yes Yes
to parents?

ACTIVITY 3.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: GUMAPON, GABRIELA

Grade Level: 6

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
English Difficulty in Individualize October ̷
accomplishing d 14, 2020
the activities Remedial
in week 1 Instruction
through Fb
video call
Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
Source: DepEd Memorandum DM-CI-2020-00162

FORM 3: LAC Session Report

This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: GROUP 9 MADASIGON REGION X

LAC FACILITATOR: LAC SESSION NO.: GROUP 9
MADASIGON
Florencio A. Virador Jr

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

SEPTEMBER 23, 2020, WEDNESDAY GOOGLE MEET

Number of members present (attach attendance document): 17

Materials and resources:

__̷_ Self-Learning Module

_̷__ Activity sheets
_̷__ Digital resources
_̷__ Online resources
_̷__ Smartphone
_̷__ PC
_̷__ LAC session guide
___ Others. Please specify:
_______________________________________

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =Strongly agree)

Comments / Remarks
(Forexample, if you
disagree orstrongly
disagree, pleaseindicate
SD D N A SA why.)
MEMBER PARTICIPATION

1. All of the members came ̷

prepared for the LAC
session

2. All of the members had an ̷

opportunity to share and
discuss their assignment,
insights, and ideas

3. Members listened to each ̷

other’s insights and ideas.

4. The members’ assignments ̷

showed an understanding of
the lessons in the SLM.

5. The members demonstrated ̷

engagement in and/or
enthusiasm for the learning
tasks during the session
(including providing
feedback
on each other’s
assignment).

FACILITATION

6. I managed the sharing and ̷

discussion during the LAC
session by keeping the
discussion focused on the
lesson or topic.

7. I encouraged all the ̷

members to actively
participate in the LAC
session (i.e., for the
teachers to share their work
and ideas/ insights).

8. I provided useful feedback ̷

on the teachers’
assignments.
Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):
Discussion on content of LDM module
2. Problems or challenges encountered and how they were resolved:
Problem
Poor internet connectivity of some members assigned in MOL
Solution
Somebody volunteered to play the role of other members with poor internet connectivity.
3. Other topics discussed apart from the recommended topics, if any:
-Ways/schedule of submitting output
4. Recommendations/Plans for next LAC session:
A day before, internet connection must be tested in terms of level of connectivity in the area
to ensure stability of connection for the next LAC session.
- Motivate the team representative to share their ideas during sharing.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: Florencio A. Virador Jr LAC SESSION ID.:

REGION: X DATE OF LAC SESSION:

SEPTEMBER 23, 2020

DIVISION: MISAMIS ORIENTAL NUMBER OF LAC SESSION: 3

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

SD D N A SA Comments / Remarks
(Forexample, if you
disagree orstrongly
disagree,
 pleaseindicate why.)

THE LAC SESSION

1. I learned a lot from my ̷

colleagues in this LAC
session.

2. The LAC session deepened ̷

my understanding of the SLM
content.

3. My perspective on the topic/s ̷

covered has changed as a
result of the LAC session.

4. I participated actively in the ̷

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different ̷

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in ̷

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have ̷

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
None
2. I encountered the following problems or challenges:
None
3. Other comments/suggestions:
None