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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

Answers: Face to face (F2F) learning is an instructional method where course content
and learning material are taught in person to a group of students. This allows for a live
interaction between a learner and an instructor. It is the most traditional type of learning
instruction. Distance Learning (DL)- is a method of study where teachers and students
do not meet in a classroom but use the Internet, e-mail, mail, etc., . Distance learning,
also called distance education, e-learning, and online learning, form of education in
which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-
student communication.
Blended Learning (BL) - refers to a learning delivery modality using a combination of the
features of F2F learning and distance learning. 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.
Home Schooling- refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators instead of classroom
teachers. This does not preclude going to a school on specific periods to develop
learning competencies that require the use of laboratory, equipment, and others. It uses
any or a combination of the various learning delivery modalities.

Now, answer this question: Which of the LDMs do not have an F2F
learning component? Check it against Lesson 1, Activity 1 Answer Key 2.

Answer: Distance Learning and Home Schooling do not have an F2F learning
component
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.

DISTANCE LEARNING MATRIX

Role of
Distance Essential Parent or
Distinguishi Role of
Learning Resource Househol Role of School
ng Feature Teacher
Modality s d
Member
Modular Learning Set of -Monitoring The -The school orients
Distance delivery that of learner parents
SLMs, as the teachers, parents
Learning is in the form progress have
(MDL) of well as and setting expressed and learners about the
individualized a feedback willingnes
textbooks/ modular learning
instruction mechanism s for the
where learers shall be option of policies and directions
learners use ensured to modular
to ensure that
self-learning materials help distance
modules. learners learning everyone is properly
meet the for their
informed and guided.
MELCs children. -
while -The -The school has
seeing the parents
complete and
connection are willing
of one to co- appropriate content
lesson to supervise
(Learning
the next to and co-
reinforce monitor Modules/Self-Learning
the the
Modules in print and
coherence progress
of the of their e-copy for those with
curriculum. children's
device) for Quarter 1
modular
distance available for
learning
distribution to
learners.
- The school has
available
reference/supplement
ary materials for
 distribution to the
Online Learning -Access to -Teachers The The school has an
Distance delivery have parents educational platform
digital
Learning modality access to have or Learning
(ODL) where the Teachers device/s expressed Management System
teacher and willingnes (LMS), either
have
facilitates connectivit s for the subscription-based or
learning and access to y at the option of locally developed.
engages school. online
device/s
learners' The distance
active and learners learning
participation have for their
connectivit
using various access to children.
technologies y at the the
connected to necessary
school.
the internet resources
The (device,
connectivit
learners
y
have
access to
the
necessary
resources
(device,
connectivit
y devices,
such as
laptops,
tablets,
smartphon
es, and
desktop
computers
, with
available
online
resources
and
internet
 connectivit
y.
TV- refers to the Materials Enhancem -The The school has
Based for ent of
use of parents complete and
Instructio learning understand
n (TVBI) television or exercises, ing of key ensure appropriate content
enrichmen concepts
radio children's (Learning
t activities, and
programs on and clarification access to Modules/Self-Learning
assessme s on
channels or television Modules in video
nt may be possible
stations provided areas of and radio. format and radio-
in printed confusion
dedicated to their based lesson
form. in the
providing lesson that children. format/radio script as
was
learning -Guidance well as in print/e-copy)
viewed/liste
from
content to ned to shall for Quarter 1.
parents/le
be done
learners as a arning -The school has a
during
facilitators MOA with a Television
form of home visits
during Network or Radio
by subject
distance viewing/lis Station for the needed
area
tening airtime/slot
learning teacher/lea
time shall
rning
be
facilitator
required.
wherever
possible or
through
phone
calls, SMS,
among
others.

Blended Combination Modules , Strategies The Schools which adopt

Distance activity for parents any combination of the
of the three
Learning sheets , learners’ are willing above three types of
types of vide engageme to co- distance learning must
lessons nt in all supervise meet the requirements
distance
types of and co- of each type.
learning. distance monitor
learning the
MDL and
shall be progress
ODL
utilized by of their
MDL and
teachers children's
TVBI/RBI
learning
ODL and
as well as
TVBI/RBI
provide
ODL,
guidance
TVBI/RBI
to their
and MDL
 children

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.

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1 MDL
TVBI
2 about the TV/Radio-based Instruction policies and
3 RBI
4 ODL
5 ODL
The parents have expressed willingness for the option
of modular distance learning for their children
The school orients the teachers, parents and learners
directions to ensure that everyone is properly
informed and guided.
The combination of TV based instructions and MDL
can be used easily because of the availability of the
LRs.
Most of the learners do not have their own DSL and
Wi-Fi connection
Minimum requirements must be met for each of the
types being combined
 ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next
LAC Session.

Learner Group Targeted

Intervention

Learners without parents or household member who can guide and support Home Visitation
their learning at home
Self – Learning Materials
Beginning readers (K to 3) Modular Distance
Learning
Reading Remediation
Send them a lot of
Struggling readers (Grades 4-12) supplementary reading
materials
Self – Learning Materials
No access to devices and Internet Modular Distance
Learning
Coordinate with the
Local Government Unit
Inaccessible (living in remote and/or unsafe areas) regarding to the
distribution and retrieval
of modules

Indigenous Peoples
Make the activities
concise and short. and
provide learning disabled
students with frequent
Persons with Disabilities progress checks. Let
them know how well they
are progressing toward
an individuals or class
goal

Others? 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:
1. What is Lesson Designing or Lesson Planning?
Answer: Lesson Designing or Lesson Planning is one way of planning
instruction. It is a way of visualizing a lesson before it taught. It is a
critical part of the teaching and learning process. Lesson Planning is a
hallmark of effective teaching._

2. Why is lesson designing important?

Answer: 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?

Answer:
a.What should be taught? (the objectives of the lesson )
b.How should it be taught? (the presentation of the lessons and
activities to help the learners meet the mastery )’
c.How should learning be assessed? (teacher will prepare an assessment
plan or specifically a formative assessment plan and needs to rely on
Multiple ways of assessing learning inside the classroom )

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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.

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 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
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
4. Check for learners’
understanding
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

Refer to the list of learning tasks below, and identify which section of the
lesson these learning activities can be presented by placing each task
under the appropriate column.

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
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.

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.

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
Reflection- requires teachers to reflect on and assess their effectiveness. In this part of
the DLL, the teacher should make notes on 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. (DepEd Order no. 42, s.2016)
VI.

Compare your answer to Lesson 2, Activity 3 Answer Key.

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).

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. 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: Lesson/Topic:
Learning Objectives: Learning Resources

Additional Remarks:
(ex. can be done via
Check if already voice calls, can be
Part of Lesson / Learning Tasks present in the facilitated by a
SLM household 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.)
Before the Lesson
Can be done via
1. Review previous lesson / learning activity sheet
2. Clarify concepts from previous lesson / Can be done via
3. Present warm-up activities to establish interest in new lesson / learning activity sheet
4. Check learner’s prior knowledge about the new lesson
5. Present connection between old and new lesson and establish / Can be done via
purpose for new lesson / learning activity sheet
6. State lesson objectives as guide for learners / can be facilitated
/ during a synchronous
learning
can be facilitated
during a synchronous
learning
can be facilitated
Lesson Proper during a sync can be
facilitated during a
synchronous learning
hronous learning

Can be done via

learning activity sheet

can be done via a

learning activity sheet
can be done via a
learning activity sheet
 /
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 /
4. Check for learners’ understanding

After the Lesson

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

can be done via a

learning activity sheet

can be done via

learning activity shee
t
can be done via
learning activity 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?
1. Answer: Additional Activity Sheets and Oral Performance Tasks

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: Lesson objectives should be clearly communicated. It
provides the student direction, so that they can go through the
materials and activities with these goals in mind How can the
teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

3. How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?
Answer: Explore tasks and tools that enable you to monitor, assess, and facilitate you
students’ learning, and at the same time enable your learners to reflect on what they
have learned and communicate their insights to you and their classmates. Consider
r various touch points such as text messaging, voice calls, or face-to-face interaction
(if possible and allowed) to monitor learner progress and provide timely feedback on
learning.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into
other learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards,
or initial topics for lessons across subjects. You can also try
merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning
area. This can make it easier for you to check student work, and
saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that
can enhance student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your peer

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. Follow the example below.

Summative
Formative
Assessment
Assessment learners may assessment OF
be assessed learning:
assessment FOR individually or
learning: to measure if the
collaboratively student met the
to make adjustments
in the lesson performance and
content standards
 Your answer:

learners may be assessed individually or collaboratively

should promote selfreflection and personal accountability among students about their
own learning
may be a written work or a performance task

Summative
Formative
assessment of
Assessment learning: to measure
assessment of learning: if the student met
to make adjustments in the performance
the lesson and content
may be integrated in standards
all parts of the lesson: done after the
before the lesson, the lesson/end of
lesson proper, and quarter
after the lesson results enable
results must be teachers to describe
recorded to study the how well the

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key
to see the other similarities and differences between the two types of
assessments.

ACTIVITY 6 (Submit a copy of your Output to your LAC Leader)

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? 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

Example: Short quiz I will send a three-item quiz via text message before the lesson. Based on the
responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.

Through video conferencing or messenger the activity will be done and

1. send to group chat messenger
With the help of Google forms quiz will be answered through online
2. evaluation link.
Using kahoot application platform, pupils will answer the evaluation on
3. time assessment in online session
Google Classroom and other platforms will be used by the learners to
4. send their learning portfolio

5.

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?

Answer:
- Five items formative assessment are common among our groups.

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

Answer:
- For me the biggest challenge is how to contact all your student to inform them
that you have your assessment for the reason that not all of them have an access
in the internet.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?
Answer:

- We can collaborate well and choose among our all method of assessment listed
in our notebook. We come up the best method to use in the Distant Learning.

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.

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.

Column A Column B
c
 1. These are the knowledge, a. learning area
understanding, skills, and
attitudes that learners need to b. mode of delivery
demonstrate in every lesson
d
and/or learning task. c. learning
2. These are the formative competencies
learning opportunities given
to learners to engage them d. learning task
in the subject matter and to
enhance their
a
understanding of the
content.
3. This refers to the prescribed
subject that learners take.
b
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent
based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-

2020-00162 which discusses what WHLPs and Individual Learning
Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take
note of the following when creating your WHLP:

• For grade levels where learning areas are taught by different

teachers, coordinate, plan, and discuss the WHLP with the
learning area teachers.
• Adjustments should be made on the timeframe for accomplishing
the learning tasks if there are any suspensions of classes due to
calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as
designing portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by
the American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and
8 and up to four hours (two in the morning and the other two in
the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours
in the morning and the other 2 hours in the afternoon)
Attach Weekly Home Learning Plan (WHLP)

School: MUNOZ CENTRAL SCHOOL

Teacher: EHLEE S. TUBALINAL

WEEKLY HOME Teaching Dates and

LEARNING PLAN Time: OCTOBER 19-23,2020 (WEEK

Day and Learning Learning Learning Task Mode of

Time Area Competency Delivery
6:00 – 7:30 Wake up, make up your bed, eat breakfast, and get ready for an
awesome day!
7:30 – 8:00 Have a short exercise/meditation/bonding with family.
Monday Aralin 1.3 Subukin ang Isaayos ang mga
8:00-12:00 Naisasagawa iyong kaalaman natapos na
Grade 5 – ang sa aralin na ito gawain para sa
Ehlee EPP masistemang sa pahina 4. pagsusumite ng
1:00-5:00 pagsugpo ng Basahin ang Learning activity
Grade 5 Modyul 3 peste at Tuklasin sa Log at ang
-Helen kulisap ng pahina 6-7 Learning activity
mga halaman upang masagot Sheets kung
EPPAG0c-6 ang mga saan
Tuesday katanungan sa napagkasunduan
8:00-12:00 susunod na ang pagkuha at
Grade 5- pahina pagbabalik ng
Florence Sagutin ang mga modyuls.
mga tanong sa
Wednesday pahina 7.
1:00-5:00 Sagutan ang
Grade 5- Isagawa sa
Eva pahina 11 Titik
A at B.
Ipaliwanag ang
tyahin sa
pahina 12 at
upang lubos na

Share your prepared WHLP during your LAC Session.

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, fill out the
table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
 Purpose

For Whom?

Components

Has to be communicated to
parents?

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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

Learner’s Name: Maria Katigbak
Grade Level: 7 - Gumamela
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
 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

Share the ILMP that you made for that specific learner during your next
LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is

important to get in touch with the household partner who provides
assistance as needed while the learner is doing the learning tasks at home.

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection,

and continuous adaptation before, during, and after lesson
delivery, you will be able to design lessons with your best efforts,
and maximize learning in this new context.
• It is important for teachers to keep track of how the students are
doing, get feedback from the learners (learners’ self-assessment),
and from the learning facilitators or household partners, in order to
continuously improve lessons and provide support for learners as
they learn.
• One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to
make your presence felt, and send the message to the learners
that they are not alone in this situation. This will greatly help them
stay motivated.
• As teachers, you are part of a larger community of learners, and
would need support from your Coaches, School Heads, and fellow
teachers as you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study
Notebook, and LAC Session 3A Guide ready when you participate in the LAC
Session for this Module.

REFLECTION
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