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

CHERRY MAE F. RAMIREZ

Teacher I
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F) learning,
DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

a. Face-to-Face Learning – a learning modality where the students and teachers are physically in one place.
b. Distance Learning – the learner is given self-learning modules and is engaged in independent learning
whether at home or in another place suitable for learning.
c. Blended Learning – this is combined face-to-face and distance learning.
d. Homeschooling – out-of-school learning with authorized facilitators instead of teachers using any or a
combination of different learning modalities

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

a. Distance Learning
b. Homeschooling – if it is done via distance learning

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)

Face-to-face learning is still in the option. F2f learning promotes

1 Blended Learning more engagement in the discussion and learners still have chances
to socialize physically.

Modular Distance Since we have already adapted to this learning modality and it
2
Learning requires lesser preparation compared to other DL type of learner.
 I consider this type as average. The online platform is already a part
3 Online Distance Learning of our lives but not all can afford the cost of having an internet
connectivity.

Radio Broadcasting The preparation in RBI is very fussy and needs longer time before it
4
Instruction will be aired.

TV Broadcasting Compared to RBI, TVBI has a lot more going on behind the scenes.
5
Instruction Instruction may be our main concern but when it comes to TVBI, the
broadcasters has to be presentable during airing.
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
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

Inaccessible (living in
remote and/or unsafe
areas)

Indigenous People

Persons with
Disabilities

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down
your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the preparation of the learning activities before delivery. The
teacher carefully crafts the lesson anchored in the content and performance standard.

2. Why is lesson designing important?

Lesson planning is the teacher’s bible.

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

a. Clearly articulated lesson objectives (What should be taught?)

b. Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught?)
c. 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

 Review of the previous
lesson  Discussion  Generalization
 Checking of assignment  Demonstration  Assessment/Evaluation
 Warm up activities

ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks 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
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
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?

Check the backup Learning Activity Sheets provided by the Division Office.

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?

Schedule home visitation and discuss what needs to be done, address points for improvement, and be open
for recommendation and suggestion

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

A teacher can gather feedback on the different learning tasks through the learners’ outputs. Their
performance on the self-learning modules will serve as a diagnostic to refine or modify current and future
lessons.
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.
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. Quiz Through printed quiz worksheet or google forms.
2. Written exercises Formal theme or blog writing
3. Performances Voice or video recording
4. Models Facebook liking contest or online voting
5. Presentations Online presentation via Zoom, Google Meet or Skype.

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

The assessment methods common to the group members are the conduct of check-up quizzes and written
exercises.

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

a. Printed Quiz – less reliable outputs

b. Google Forms – not accessible by all

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?

Teachers can be more innovative at this present time considering the challenges when it comes to the
delivery of learning. Teachers see the obstacles as opportunities to showcase versatility and the ability to
come up with bigger-than-life solutions.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
1. C
2. D
3. A
4. B
5.
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines on
creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.