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 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.

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.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live interaction
between a learner and an instructor. It is considered as the traditional way of instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials or
access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
● Modular distance learning and online distance learning
● Modular distance learning and TV-based instructions
● Online distance learning and TV-based instructions
● Online distance learning, TV-based instructions and modular distance learning
D. Homeschooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and
Homeschooling.

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.
DISTANCE LEARNING MATRIX

Distanc Distinguishin Essential Role of Teacher Role of Parent Role of School

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

Online Teacher Give assignments Learning Provide orientation

Distance facilitates and learning tasks facilitator that for learners and
SLMs for Alternative
Learning learning and supervise and parents on
Delivery Modes
(ODL) engages monitor the navigating these
(ADM), textbooks,
learners' active Facilitates learning screen time of the online platforms
primer lessons,
participation and engages learners
activity sheets,
using various learners active
teacher-made
technologies participation using Organize
videos and
connected to technologies professional
supplementary
the internet development
materials, and open
while they are activities to
educational
geographically enhance teachers
resources (OERs).
remote from understanding of
SLMs and primer
each other and skills in the
lessons converted
use of LMS
into different digital
forms such as
interactive lessons
or electronic books Determine the
(e-books) and appropriateness of
DepEd Learning certain learning
Resources Portal, management
DepEd Commons systems in the
and/or different delivery of
DepEd recognized instruction
learning
management
systems
TV- Use of TV – based lessons Enhancement of Serves as a Provide the
Based television understanding of guide during learners, as well
Instructi programs on key concepts and viewing time as their
on channels or clarifications on parents/guardian
(TVBI) stations possible areas of s/learning
dedicated to confusion in the facilitators the
providing lesson that was broadcast
 learning viewed to shall be schedule of
content to done during home lessons
learners as a visits by subject
form of area
distance teacher/learning
education. facilitator
wherever possible
or through phone
calls, SMS, among
others.

Radio- Use of radio Radio based- Enhancement of Guidance from provide the
Based programs on lessons understanding of parents/learning learners, as well as
Instructi channels or key concepts and facilitators during their
on (RBI) stations clarifications on listening time parents/guardians/l
dedicated to possible areas of earning facilitators
providing confusion in the the broadcast
learning lesson that was schedule of
content to listened to shall be lessons
learners as a done during home
form of visits by subject
distance area
education. teacher/learning
facilitator
wherever possible
or through phone
calls, SMS, among
others.
Blended Any SLMs, as well as Provide the Learning Ensure the quality
Distance combination of textbooks/learners’ learners, as well facilitator of education
Learning the above DL materials (LMs), as their
types. Thus: copies of video parents/guardians/
lessons in a flash learning facilitators Provide
drive or CD the broadcast supplementary
•MDL and ODL
schedule of materials to those
•MDL and lessons who have
TVBI/RBI
SLMs for Alternative insignificant
•ODL and
Delivery Modes
TVBI/RBI
(ADM), textbooks,
•ODL, TVBI/RBI primer lessons, Plan a LAC
and MDL activity sheets, strategies to
teacher-made enhance the
videos and learning progress
supplementary of pupils
materials, and open
educational
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

ACTIVITY 3
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.
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 are lots of resources to be utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is, connection is
4 ODL
not stable.
5 RBI Radio is obsolete.

ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or BHW assigned

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

Beginning readers (K to 3) Provide reading materials and parents should facilitate

Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify:
and ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
other private institutions
Coordinate with the Barangay Officials/ Civic Volunteer/
BHWs
Prepare localized/indigenized materials
Access to SPED Learning Materials to address their
needs.
N/A
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is defined as 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, and deciding on the pacing and
allocation of instructional time.

2. Why is lesson designing important?

Lesson designing is important because it 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?

The three elements or components of a well-designed lesson are:
⮚ a. Aims and objectives
⮚ b. Teaching and learning activities
⮚ c. Assessment to check pupil’s understanding of the topic

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

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

ACTIVITY 3

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered.
The teacher can make comments about the outcome of the lesson and other things that has been
observed during the instructions of the lesson.

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: 1. Differentiate real from make believe
2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated
Check if by a household partner,
already can be done via a learning activity
Part of Lesson / Learning Tasks present in sheet, can be
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 ✔ can be facilitated

interest in new lesson by a household partner

4. Check learner’s prior knowledge about the can be done via a learning activity
✔
new lesson sheet

5. Present connection between old and new can be facilitated during a

✔ synchronous learning session
lesson and establish purpose for new lesson

can be done via a learning activity

6. State lesson objectives as guide for learners ✔ sheet

Lesson Proper
✔ can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the 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 activity
4. Check for learners’ understanding ✔ sheet

After the Lesson

 ✔ can be done via a learning activity
1. Wrap up activities
sheet
2. Emphasize key information and concepts can be done via a learning activity
discussed ✔
sheet
3. Ask learners to recall key activities and can be done via a learning activity
concepts discussed ✔ sheet

4. Reinforce what teacher has taught can be done via a learning activity
sheet
✔
5. Assess whether lesson has been mastered can be done via a learning activity
✔
sheet

6. Transfer ideas and concepts to new can be done via a learning activity
situations ✔ sheet

ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the slm you examined, what materials or resources can you create
or curate to supplement the SLM?
⮚ The teacher can provide other assessment forms like quizzes or test.
⮚ The teacher may provide supplementary resources like video presentations to sustain what has
been discussed.
⮚ Ask the students to make a relevance of the things they have learned, reiterate the values and
the importance of the lesson in their lives/ daily situations.

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?

● To the learner, I will guide the students by providing them more examples of the concepts in
the SLM for them to understand the lesson better
● To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

2. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about the
students progress while taking the tasks/ activities and set more examples using teachnologies and
other reliable references.

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 learners may be Summative Assessment

assessed individually
assessment FOR learning: or collaboratively 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
 lesson proper, and after the lesson accountability among quarter
students about their
results must be recorded to study own learning results enable teachers to describe
the patterns of learning how well the students learned the
demonstrated by the students but may be a written standards/competencies for a
should NOT be used as the basis work or a
for grading. 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

here 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 assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum / teacher will give feedback to the learners individually through text /
Performance Task messenger.
Teachers can use mechanisms in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test 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 accessible places.
4. Weekly Test / Assessment
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 for the
5. Reflection 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
⮚ 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

Column A
Column B
c__1.These are the knowledge, understanding, skills, and a. learning area
attitudes 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

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.
 ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 9
WEEK 1, QUARTER 1, October 5-9, 2020
ning Area Learning Competency Learning Tasks Mode of

wake up, make up your bed, eat breakfast, and get ready for an awesome day!

have a short exercise/meditation/bonding with family.

ORIENTATION/MEETING/CONSULTATION

LISH EXPRESS PERMISSION, OBLIGATION AND ENGLISH MODULE 1, PERSON

PROHIBITION USING MODAL VERBS. LESSON 1 BY THE P
TEACHER
QUARTER I, WEEK 1

KASYON SA NATATANGGAP ANG MGA PAGBABAGONG ESP MODULE 1, LESSON 1 PERSON

PAPAKATAO NAGAGANAP SA SARILI NA MAY PAGTATAYA AND LESSON 2 BY THE P
SA MGA KILOS TUNGO SA MAAYOS NA TEACHER
PAGTUPAD NG KANYANG MGA TUNGKULIN QUARTER I, WEEK 1
BILANG NAGDADALAGA/NAGBIBINATA.

BEAUTY CARE EXPLAIN BASIC CONCEPTS IN BEAUTY CARE BEAUTY CARE MODULE 1, PERSON
(NAIL CARE) SERVICES LESSON 1 BY THE P
TEACHER
QUARTER I, WEEK 1

EH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, LESSON PERSON

PONENT PER CHARACTERISTICS OF REPRESENTATIVE 1 BY THE P
K) MUSIC SELECTIONS FROM THE LOWLANDS OF TEACHER
LUZON AFTER LISTENING QUARTER I, WEEK 1

HEMATICS ILLUSTRATE WELL-DEFINED SETS, SUBSETS, MATHEMATICS MODULE 1, PERSON

UNIVERSAL SETS, NULL SETS, CARDINALITY LESSON 1 AND LESSON 2 BY THE P
OF SETS, UNION AND INTERSECTION OF SETS, TEACHER
AND THE DIFFERENCE OF TWO SETS. QUARTER I, WEEK 1

INO NAHIHINUHA ANG KAUGALIAN AT KALAGAYANG FILIPINO MODULE 1, PERSON

PANLIPUNAN NG LUGAR NA PINAGMULAN NG LESSON 1 BY THE P
KUWENTONG BAYAN BATAY SA MGA TEACHER
PANGYAYARI AT USAPAN NG MGA TAUHAN. QUARTER I, WEEK 1
it all modules and check if all required tasks are done.

nts/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the follo

y Time

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 LEARNIN

(WHLP) MONITORING PLAN (ILM
A tool to guide learners and learning
A tool for monitoring learners
facilitators of household partners in tracking
PURPOSE behind based on the result of thei
the subject areas to be tackled and activities
and summative assessme
to perform at home
Learners and learning facilitator or Teachers and learning facilita
FOR WHOM?
household partner household partner
Learning areas, learning competencies, Learner’s need, intervention str
COMPONENTS
learning task, mode of delivery monitoring date, learners s
O BE COMMUNICATED TO
Yes Yes
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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

NAME: Juan H. Dela Cruz

EL: 9- Sampaguita
INTERVENTION LEARNER’S STATUS
G LEARNER’S MONITORING
STRATEGIES INSIGNIFICANT SIGNIFICANT
NEEDS DATE M
PROVIDED PROGRESS PROGRESS
 The learner needs The teacher may October 9, 2020 √
further provide more
explanation and examples of
more examples dialogues which
on the different use modals.
uses of modal
Explanation of the
verbs.
these sentences
are also provided.
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised. ☐
ON
Learner is making significant progress. Continue with the learning plan☐√
Learner has reached mastery of the competencies in learning plan. ☐