STUDY NOTEBOOK

NAME: Joanna Marie Z. Ramos

SCHOOL: Don Benito Agro – Industrial High School

LEARNING DELIVERY MODALITIES COURSE 2 FOR TEACHERS

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

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 home schooling. 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 the more traditional way of instruction, where students and
teachers attend an in-person session at the same time.

 Distance learning describes any learning that happens without the students being physically
present in the lesson.

 Blended learning a combination of Face to Face learning and distance learning.

 Home schooling is a type of education where children learn outside of a school setting under the
supervision of their parents.

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 Home schooling (distance learning)

ACTIVITY 2

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

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities
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)
(Modular Distance Learning) It does not require internet
1
MDL connection
(Radio – Based Instruction) It does not require internet
2
RBI connection
(Blended Learning) Learners can choose the type of
3
BL distance learning they will use
Weak/Poor signal reception;
(TV – Based Instruction)
4 some households have no
TVBI
televisions
Most of the learners do not have
(Online Learning) the access to internet and the
5
OL needed gadget for this type of
distance learning.

ACTIVITY 4

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

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or 1. Coordinate with the Barangay Officials/community

household member who can guide
and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
2. Home visitation by the Adviser and Guidance Counselor
3. Find somebody who can help/facilitate learning
Provide reading material suited with the learner to be
monitored by teacher such as printed modules
Provide printed materials like books, module, worksheets

Inaccessible (living in remote and/or Ask the help of Barangay Officials and volunteers
unsafe areas)
Indigenous Peoples Use contextualized and localized instructions
Persons with Disabilities Apply inclusive education

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 planning is a significant element of teaching-learning system. A lesson plan is a step-by-
step guide that provides a structure for an essential learning.

2. Why is lesson designing important?

Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

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

● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and activities to
help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)

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.Provide learners with 1. Wrap up activities

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
feedback
2.Check for learners’
understanding
3.Explain, model, demonstrate,
and illustrate the concepts,
ideas, skills, or processes that
students will eventually
internalize
4.Help learners understand and
master new information
2. Emphasize key information
and concepts discussed
3. Assess whether lesson has
been mastered
4. Ask learners to recall key
activities and concepts
discussed
5. Reinforce what teacher has
taught
6. Transfer ideas and concepts
to new situations

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

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).

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. Teachers are encouraged to think about their lessons, particularly the parts
that went well and the parts that were weak and write about those briefly. In the reflection, teachers
can share their thoughts and feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be adjusted in the future.
Teachers can also take note of the number of learners who earned 80% in the evaluation, the number of
learners who require additional activities for remediation, and the difficulties teachers encountered that
their principal or supervisor can help solve.

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: GRADE 7- FILIPINO
Lesson/Topic: PARABULA
Learning Objectives: Nasusuri ang tiyak na bahagi ng parabola na naglalahad ng katotohanan, kabutihan
at kagandahang asal; Nakapagsusuri ng nilalaman, elemneto at kakanyahan ng
binasang akda
Learning Resources/Materials Needed:
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voicecalls, can be facilitated
present by a household partner,can be done via a learning
in the activity sheet, can bepresented via an internet
SLM based resource, canbe facilitated during a
synchronous learningsession, etc.)
Before the Lesson
1. Review previous lesson x
2. Clarify concepts from previous lesson x
3. Present warm-up activities to establish the new 
lesson
4. Check learner’s prior knowledge about the new 
lesson
5. Present connection between old and new 
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners 

Lesson Proper
1. Explain, model, demonstrate, and illustrate the
concepts, ideas, skills, or processes that students
 will eventually internalize 

2. Help learners understand and master new 

information
3. Provide learners with feedback x
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 x
5. Assess whether lesson has been mastered 

6. Transfer ideas and concepts to new situations x

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
Answer: Enrichment Activities
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?
Answer: For the LEARNERS a. have a follow up through call/messenger
b. creation of group chat/home visitation
For the HOUSEHOLD a. call the attention of parents by sending them letters/text
messages
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Answer: By the use of individual learning monitoring plan for modular distance learning

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and summative. Take note of the
similarities and differences between the two. Write your answers in a Venn diagram in your Study Notebook.
Follow the example below.
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 HOW TO ADAPT THE ASSESSMENT METHOD IN

METHOD DL
This requires a longer time for students to think, organize, and
compose their answers. We can send this type of question thru text
or messenger. It can already be printed on the module. Learners can
1. Essay-type questions
answer the question by writing on an answer sheet. Teachers can
return these students’ outputs by messenger as a text file or an
image file.
KWL chart is printed on their module. The learners will accomplish the
chart on a separate answer sheet. Learners can send an image of the
2. KWL
KWL Chart, or their papers can be submitted by the parent/guardian
to the retrieving point on the set date.
This type encourages critical thinking and can be effectively used in all
parts of the lesson. These questions can already be found printed on
the material. This helps the learner to prepare and have more time in
3. Open-ended questions creating his/her ideas. Teachers can have a forum post (private
group) where students can write their answers and can be seen by
other members of the group. This can also be used for peer
evaluation.
Using indigenous/ local materials in creating model wherein they can
4. Creation of Model
apply what they have learned.
It can already be printed on their modules. Learners can accomplish
the interview by gathering the data from the members of their
5. Interviews
family. Learners can send an image of the interview paper, or the
learner can send the answers thru FB messenger or even though text.
Instructions are found printed on their module. Learners can take
videos using their phone to accomplish the task. They can send the
6. Simulation activities short video files via messenger. Teachers can evaluate their outputs
using a rubric which was also given to the learners as a part of the
instructions.
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

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.

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 subject 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
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Division of Pangasinan II
DON BENITO AGRO – INDUSTRIAL HIGH SCHOOL
Pozorrubio, Pangasinan

WEEKLY HOME LEARNING PLAN

Grade 11
Week 1 Quarter 1 1st Semester
September 7 – 11, 2020

Day & Learning Learning Mode of

Learning Tasks
Time Area Competency Delivery
Tuesday General 1. Represents I. 1) Which best represents the Have the
9:30 – Mathematics real-life situation below. parent
11:30 situations The sweet corn sold in the hand-in the
using canteen is at P7.00. If I want to output to
functions, buy x pieces of sweet corn, how the teacher
including much will I pay? in school or
piece-wise A. f(x) = 7 + x in the
functions. B. f(x) = 7x barangay
2. Evaluates a C.) f(x)= 7 hall.
function. 2) Represent the situation in
3. Perform any possible model.
addition, With Santos family, mama and
subtraction, the eldest child are both of blood
multiplication, type A, papa, youngest and the
division, and middle child are all blood type
composition of II. Evaluate the following:
functions. 1) h(x) = x3 – x2 +x – 2, if x = 0
4. Solves 2) g(x) = (x + 4)(x – 1) , if x = -2
problem 3) f(x) = 1/x, if x = 3
involving 4) h(x) = 4x – 2, if x = 1
functions. 5) f(x) = 5(x+2) , if x = 4
III. Do all the operations and
composition on functions.
(For girls): f(x) = 3/2x and g(x) = x
(For boys): f(x)= 2x /3 and g(x) =2x
IV. Solve.
If I pay Php 1000 for my first day
stay in a hotel and pay additional
P200 for every bed that I request
per day. How much do I pay in
total if I stay for 3 days and
requested 3 beds for the whole
stay?

Prepared by:
RIENALYN G. GALSIM JOANNA MARIE RAMOS
TEACHER II TEACHER II

Checked by:
JOSEPHINE C. POSELIRO
HEAD TEACHER III

Approved by:
MA. LUISA P. ALEGADO
PRINCIPAL III

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(WHLP) Individual Monitoring Plan(IMP)

Purpose A tool to guide learners and learning A tool for monitoring learners who
facilitators or household partners in lag behind based on the results of
tracking the subject areas to be their formative and summative
tackled and activities to perform at assessments
home
For whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
Components Learning area, learning competencies, Learner’s needs, intervention
learning tasks, mode of delivery strategies, monitoring date,
learner’s status
Has to be Yes Yes
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.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Division of Pangasinan II
DON BENITO AGRO – INDUSTRIAL HIGH SCHOOL
Pozorrubio, Pangasinan

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Vincent Sadaba

Grade Level: 11

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
General The learner Modify the September √
Mathematics needs to learning 1, 2020
familiarize tasks on the
solving using level of the
fundamental learners.
operations
Provide
more guided
activities,
exercises
and
worksheets
that aim in
familiarizing
fundamental
operations.

Look for
more
supervised
time with
the learning
facilitator or
parent.

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.

Prepared by:
JOANNA MARIE RAMOS
TEACHER II
Checked by:
JOSEPHINE C. POSELIRO
HEAD TEACHER III

Approved by:
MA. LUISA P. ALEGADO
PRINCIPAL III