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

JUBILIN L. ALBANIA
Teacher II
 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)
1 Modular Distance Most of our learners belong to less-fortunate families who are
Learning apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
television, etc. in order for them to participate in Online Learning
and other learning modalities. Many of them also reside in far-
flung areas where signal reception is not possible so modular
distance learning is the best fit modality for them.

Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction along
with the existing modular learning. This is to provide better
2
instructional support, monitoring, and evaluation to the learners
to ensure that the quality of education is being delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above, most
of the learners’ families are not capable of providing this type of
3
device.

Radio-Based Instruction Most families in the community now-a-days do not use radios
anymore. In some households this is still present but the signal
4 reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
because most the learners are not capable of this as stated in
5 Online Learning 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

Learners without
parents or household Make a weekly supervisory plan for them and check their module and activity sheets.
member who can Organize, if possible, a learning support system in the area that can be composed of
guide and support volunteers to provide assistance to these learners.
their learning at home.

Provide additional reading materials in developing their reading skills. Attach

Beginning readers (K
monitoring sheets that parents/guardians may check. Constant communication with
to 3)
the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that parents/guardians

Struggling readers may check. Constant communication with the parents/guardians should be
(Grades 4-12) implemented. Organize, if possible, a learning support system in the area that can be
composed of volunteers to provide assistance to these learners.

No access to devices Provide self-learning modules and other additional learning materials.
and Internet

Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the self-
remote and/or unsafe learning modules and other additional learning materials.
areas)

Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the materials that
Disabilities would suffice it.

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 imperative 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.
- Appropriate and timely assessment activities that provide relevant information and feedback
for both teacher 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

 Review and clarify  Provide learners with  Wrap up activities

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
feedback  Emphasize key
 Check for learners' information and
understanding concepts 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 key
 Help learners understand activities and concepts
and master new discussed
information  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): MODULAR DISTANCE LEARNING- PRINTED

Grade Level and Learning Area: GRADE 11- 21ST CENTURY LITERATURE IN THE PHILIPPINES
AND THE WORLD
Lesson/Topic: Geographic, Linguistic and Ethnic Dimensions of Philippine Literacy History
from Pre-Colonial to the Contemporary
Learning Objectives: 1. Identify geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to contemporary and representative
texts from the regions.
2. Write a close analysis and critical interpretation of literary texts.
3. Show a sense of adaptability of the Philippine Literary History

Learning Resources/Materials Needed: PRINTED MODULES

Check if already
Part of Lesson / Learning Tasks
Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
partner, can be done via a learning
present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge /
about the new lesson
5. Present connection between old /
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide /
for learners

Lesson Proper
1. Explain, model, demonstrate, and / Clarifications and verifications
illustrate the concepts, ideas, skills, about the lesson can be done
or processes that students will through messenger/phone call
eventually internalize communication.
2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for learners’understanding /
 After the Lesson

1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key /
activities and concepts discussed
4. Reinforce what teacher has /
taught
5. Assess whether lesson has been /
mastered
6. Transfer ideas and concepts to /
new 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

should promote self-reflection and personal

accountability about thier own learning

Formative summative Assessment

Assessment assessment OF
assessment learning:
result must be recorded to study theresults
patterns
enable teachers to describe how well
of learning but should NOT be used as the the students learned the
basis for grading standards/compentencies for given quarter
 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. “ WORD SEARCH” Items or word familiarization in the topic that will be found in the “Word
Search Table”. This will be given before the lesson to prepare the learners
what to expect in the succeeding discussion
2. Content or Text The learners exercise their creative minds in analyzing the text given and
Analysis express thoughts and ideas depending on their comprehension. Rubrics will
be used to assess the output of the learners.
3. Graphic Organizer For the learners to identify the similarities and differences of the different
Making literature genres. Creating a clearer picture on their understanding regarding
the topic.
4. Essay Writing As a teacher, I want to check how well my learners’ communication skills in
Activities writing by showing their well-crafted sentences
5. Multiple Choices This is to assess the learners understanding regarding the topic. Evaluative
questions will be given in the form of multiple choices. This will be given at
the end of the lesson.

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

We would assess our students of distance learning by essay, report, and projects presentations.

2. What are the challenges in doing assessment in DL?

Distance learning did some inherent problems, especially in the area’s isolation, support, technology, and
discipline.
3.Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
Deped were turned towards distance learning as an alternative teaching method as either a supplement
to regular classes or back up plan in this crisis. Asynchronous communication was to lessen the troubles of
not being face to face with the students. Also creating rubrics for students to follow, enable them to fine- tune
the objectives and expectation of the assign task.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

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

Has to be communicated to Yes Yes

parents?

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.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: MARICRIS GARCIA

Grade Level: Grade 11- STEM-MAGNESIUM

Learning Learner’s Interventio Monitorin Learner’s Status
Area Needs n Strategies g Date
Provided

21st Century Create a blog Sent related Insignificant Significant Mastery

Literature in post using the video examples October 29, Progress Progress
the different of the activities 2020
Philippines literature genres to be done via
and the discussed. Use messenger.
World the rubric as
your guide. For further
explanations,
phone calls made
to the student for
clarifications of
doubted areas
regarding the
activity.