STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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

PEDRO L. ZABALLERO
Teacher I
 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 Learning - A traditional way of teaching and learning process where learners

usually to go schools in order for them to acquire the learning competencies designed for them. It

also requires the presence of a teacher with aids for teaching and providing learning resources to

the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or

tools that they can study at the comfort of their home. This could also be an online teaching and

learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any

combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians

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

Distance Learning and Homeschooling

ACTIVITY 2

See LDM Module 3A – page 15

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)

Modular Distance Based in in my opinion when I ask my students most them

Learning belong to less-fortunate families who are apparently not
capable of providing the necessary tools and equipment like
computer, smartphone, internet connections, lead
1 television, etc. in order for them to participate in Online
Learning and other learning modalities. Many of them also
reside in highland areas where signal reception is not
possible so modular distance learning is the best way or
modality for them to cater their needs
Blended Learning Face- to –face instruction will do if the current situation
becomes better due to this pandemic, the school may
include this with the existing modular learning. For the
2 learners to provide better instructional support,
monitoring, and evaluation to ensure that the quality of
education is being delivered.

TV-Based Instruction TVBI is another way to enhance the learning process if

possible but not to everyone. Based on the answer above,
3 most of the learners’ families are less fortunate not
capable of providing this type of device.

Radio-Based As the time travelled so fast most of the families in the

Instruction community now-a-days do not use radios anymore. In some
households in the hinter land or household with lola and
4
lolo’s living with them, still have the radio but because of
the new generations some of them will adapt the change so
it is hard to deliver.
Online Learning Based on our own experience now in our webinar for LDMs
the we have the biggest problem in the internet
connection and also Based from the data collected from
the LESFs, a few number of learners selected this type of
5 instruction simply because most the learners are not
capable of this as stated in the above explanations.
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

The best thing to do is to make a weekly supervisory plan/home learning plan
for them to follow while doing the activity in the printed modules and be able
Learners without
to answer activity sheets. Organize, if possible, a learning support system in
parents or household
member who can the area that can be composed of volunteers to provide assistance to these
guide and support their learners.
learning at home.

Aside from the given printed modules, we must provide additional reading
materials in developing their reading skills. Attach monitoring sheets that
Beginning readers (K to
parents/guardians may check. Constant communication with the
3)
parents/guardians should be implemented through text messages/via
messenger.
Additional reading modules will be given. Remedial instruction will also be given
if possible but not in the school at least 3-5 learners in a safe place provided
Struggling readers to follow health protocol. Attach monitoring sheets that parents/guardians
(Grades 4-12) may check. Constant communication with the parents/guardians should be
implemented.

No access to devices Provide self-learning modules and other additional learning materials to cater
and Internet the learners need

Provide module with home learning plan and make sure to check their work
Inaccessible (living
weekly.
in remote and/or
Coordinate with their barangay officials to assist the teachers in delivering
unsafe areas)
the self-learning modules and other additional learning materials.
Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.
Provide learning materials suited for them.
Persons with
Assess their particular needs and provide them with the materials that would.
Disabilities

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

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

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning opportunities

students in school will have by planning "the content of instruction, selecting teaching

materials, designing the learning activities and grouping methods.

2. Why is lesson designing important?
Lesson designing is important to ensure that time is maximized for instruction and learning,

lessons are responsive to learners' needs, teachers set learning targets for learners, and for

the teachers to carry out lessons successfully.

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

A clear and articulated set of objectives or what the learners need to learn or acquire.

A well-selected and well-organized group of learning activities to ensure that the objectives

are met.

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 and clarify
concepts and key points
from previous lessons
 State lesson objectives
as guide for learners
 Present connection
between old and new
lesson and establish
purpose for new lesson
 Check learners' prior
knowledge about the new
lesson
 Provide learners with  Wrap up activities
feedback  Emphasize key
 Check for learners' information and concepts
understanding discussed
 Explain, model,  Assess whether lesson
demonstrate, and has been mastered
illustrate the concepts,  Transfer ideas and
ideas, skills, or processes concepts to new
that students will situations
eventually internalize  Ask learners to recall
Help learners understand and key activities and
master new information concepts discussed
Reinforce what teacher has
taught
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

ACTIVITY 4

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

Grade Level and Learning Area: Math 5
Lesson/Topic: Numbers Divisible by 2, 5, and 10
Learning Objectives: Uses divisibility rules 2, 5, and 10 to fine the common factors of numbers
Learning Resources/Materials Needed: Printed Learning Modules
Additional Remarks:
(ex. can be done via voice calls, can be facilitated by a
Check if already
household partner, can be done via a learning activity
Part of Lesson / Learning Tasks present in the
sheet, can be presented via an internet based resource,
SLM 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 ✓ 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
2. Help learners understand and ✓ MODULE
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 MODULE
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 or curate
to supplement the SLM?

Create printed materials that would supplement the missing learning tasks in the SLMs.

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?

Providing additional learning resources like activity sheets/worksheets and constant communication with the

parents/guardians for proper instructions and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs for

checking. Teachers may also set up a communication procedure with the parents/guardians for the feedbacks,

comments, and suggestions.

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 ASSESSMENT SUMMATIVE ASSESSMENT

Assessment for learning: to make adjustments A assessment of learning to measure the students
in the lesson ;before the lesson; lesson proper; and S performance if they will met the performance standard
after the lesson results must be recorded to study S and content standard of the lessons after the end of the
the patterns of learning demonstrated by the E lesson or quarterly assessment results enable the teachers to
students but shoud not be recorded/use as the S describe how well the teachers carry out a lesson successfully.
basis for grading. S
M
E
N
T
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
5 Items Formative Send 5 items formative assessment through group chat/or through phone
Assessment call and it will be corrected during online meeting/or call again after 3
minutes.

Essay Type Assessment Send rubrics of essay and tell them to follow standards given to get high
5 points points. Send it to group chat/or call via ordinary cellphone.

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

Five items formative assessment are common among the group.

2. What are the challenges in doing assessment in DL?
As an adviser, it is really a big challenge on how to contact my students to inform them

about the giving of assessment since they are living in different barangays, some other living

in the hinterland.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?
With the collaboration of my colleagues, we can choose all the methods of assessment listed in

our notebook. We come up with the best method in our discussion to use in the distance

learning.

Activity 7
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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs

ACTIVITY 1

1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every
lesson and/or learning task. Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the subject matter and to
enhance their understanding of the content. Answer: d) learning task
3. This refers to the prescribed subjects that learners take. Answer: a) learning area

4. This refers to the method of submission of learning outputs preferred by the learner/parent based on their
context. Answer: b. mode of delivery

Activity 2 Sample Weekly Home Learning Plan for Modular Distance Learning Grade 5
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)
To guide students in answering To assess students in their learning
Purpose
activity given in the module. activity

For the students to be able to answer For the parents to monitor the learning
For Whom? successively. activity of their child/children.

Students/teachers/adviser/parents Teachers-adviser/parents
Components

The parents should be given Follow up the parents in any means to

Has to be communicated to instruction during the giving of assess learners’ needs.
parents? modules.