Module 3A: Designing Instruction in Different Learning Delivery

Modalities
LESSON 1: UNDERSTANDING the DIFFERENT LDMs
Activity 1: Defining the Modalities Prescribed in the CP
Modalities prescribed in the LCP
1. Face to Face Learning
2. Distance Learning
3. Blended Learning
4. Home schooling
Is when students physically attend the class at
school. It is commonly known as Learning
Modality. In this modality students have the
face-to-face interaction with the teacher. It is
the most effective Learning Modality of all
types of learning modalities.
Type of modality where in students and
teacher doesn’t have the physical interaction.
Students learned with the aid of social media
or the what we usually called the online
learning platforms; students may also use the
module prepared for them.
is an approach to education that combines
online educational materials and opportunities
for interaction online with traditional place-
based classroom methods. It requires the
physical presence of both teacher and student,
with some elements of student control over
time, place, path, or pace.
is where the students will study with the
guidance of module and the parents or
guardian will serve as the teacher of the
students

Which of the LDMs do not have an F2F learning component?

 Distance Learning
  Home Schooling if done via distance learning

Activity 2: Deep Dividing into Distance Learning + LAC

 
Distance Distinguishing Essential Role of Role of Role of school
learning feature Resources teacher parent or
modality household
member

Modular Self-learning Competency Prepare Guide the Coordinate

distance modules based printed printed learners and with the LGU
learning learning modules serve as for the manner
material Monitor and para of delivery and
module and assess the teachers retrieval of
activity learners printed
sheets modules

Online Online Internet Facilitator of Provide Provide strong

distance instruction access learning in internet internet access
learning gadgets digital connection for teachers in
(smart platforms for learners school
phones, and digital
laptop and devices/
tablet) gadgets

TV-Based Television Educational Scheduled Guide the Provide the TV

Instruction television broadcast of learners program and
(TVBI) programs the lessons broadcasting
and channel

Radio Radio based Educational Serve as Guide the Provide the

based instruction radio station radio learners radio station
instruction programs broadcaster and
broadcasting

Blended Combination of Internet Facilitator of Guide and Monitor and

distance traditional and access digital learner support supervise the
learning technological devices or learner’s implementation
learning gadgets need of BDL
printed
materials

Activity 3: Ranking the Types of Distance Learning + LAC

 
Ranking (1-5, Type of Why???
easiest to hardest DL
to implement)
1 MDL Modular Learning is somewhat easy to implement because
every student with or without internet connection can have
access to education, but the safety of teachers is at risk.
2 ODL Online learning is the best learning modalities of all the
different types of modalities. It s a virtual face to face class
where you get to see your students, you get to interact with
them virtually. As a teacher, you can guide them
accomplishing every lesson. Though it is not every time
that the connection is good but still it is the safest mode.
3 BL once internet connection is not good the students have
another option and that is modular distance learning. It is
always good to have plan B’s. though this may mean a lot
of work for teachers and this may lead to confusion for both
teachers and students.
4 TVBI television based instruction for me is also okay because
through television you can discuss lessons in a real
picture.
5 RBI It is hard if you only hear what you must learn. We all know
that their visual learner students that it is much easier for
them to learn if they see the examples.

Activity 4: Identifying Targeted Interventions for Learners with Special

Concerns + LAC
Learner Group
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)
Targeted Intervention
Continuous training thru social media
Regular communication
Home visitation (if possible)
Give specific tasks that will require reading
Proper guidance
Provide Drills
Guided Practice
Encourage them to use modular modality
Encourage them to take advantage of other community

No access to devices and Internet
Inaccessible (living in remote
and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify.
resources
Independent learning
Home visitation but is very risky
Ask the help of the barangay officials and other members
of the community who have the means to help deliver
modules.
Extend our help by giving them more time and attention
for them to understand a certain topic
Do not stop unless they understand your discussion
Home visitation (if possible)
Home visitation but is very risky
Ask the help of the barangay officials and other members
of the community who have the means to help deliver
modules.
Guided discussion
Extend our help by giving them more time and attention
for them to understand a certain topic
Do not stop unless they understand your discussion
Home visitation (if possible)

LESSON 2: DESIGNING LESSONS and ASSESSMENTS in the

DIFFERENT LDMs
 
Activity 1: Identifying Vital Components of a Well-Designed Lesson
 
1. What is Lesson Designing or lesson planning?
Answer: Lesson designing or lesson planning is a teacher’s preparation on how and what
the week would be. It provides the teacher a general outline of our teaching goals, learning
objectives and means of accomplishing each objective. It is the blueprint of the teacher in
the teaching and learning process.
 2. Why is lesson designing important?
Answer: Lesson designing is important in a sense that it serves as the teacher’s guide to
have a smooth lesson delivery.

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

Answer:
A. What should be taught?
The teacher should know first the topic to be discuss. Through the use of the
curriculum guide the teacher will know the specific objectives and expected
outcomes to the topic to be taught.

B. How should it be taught?

A teacher must have a clear objective of what the lesson will be for her to
have a better instruction. Should the lesson be more of a teacher centered or
learner centered strategy.

C. How should learning be assessed?

The learning should assess using the different assessment tools like the
formative and summative assessment.

Activity 2: Sequencing Learning Tasks

 
Before the Lesson Lesson Proper After the Lesson

 Review the previous  Provide learners with  Wrap up activities

lesson
 Clarify concepts from
previous lessons
 State lesson objectives
as guide for learners
 Present connection
between old and new
lesson and establish
feedback
 Check for learners
understanding
 Explain, model,
demonstrates and
illustrates the concepts,
ideas, skills or
processes that students
 Emphasize key
information and
concepts discussed
 Assess whether lesson
has been mastered
 Ask learners to recall
key activities and
concepts discussed
 purpose for new lesson will eventually  Reinforce what teacher
 Present warm-up internalize has taught
activities to establish  Help learners  Transfer ideas and
interest in new lesson understand and master concepts to new
new in formation situations

Activity 3: Reflecting on how to Improve One’s Lesson

 
Components of the DLL/DLP

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

Activity 4: Using and Supplementing SLMs + LAC

 
Learning Delivery Modality: Modular Delivery Learning
Grade Level & Learning Area: Grade 12 – P.E. & Health
Lesson/Topic: Exercise for Fitness
Learning Objectives:
A. Knowledge: List down possible goals and principles that can achieve or maintain
HRF
B. Skills: Execute the listed goals in maintaining HRF
C. Attitude: Appreciate the importance of FITT in doing physical activities

Learning Resources/Materials needed: Printed Modules & Speaker

 Additional Remarks:
Part of Lesson/ Learning Check if already present in the (ex. Can be done via voice
Tasks SLM calls, can be facilitated by a
household partner, can be
done via a learning activity
sheet, …)

Before the Lesson

1. Review previous lesson /  Learning Activity sheet
2. Clarify concepts from  Voice call
previous lesson
3. Present warm-up /  Learning Activity sheet
activities to establish
interest in new lesson
4. Check learner’s prior /  Learning Activity sheet,
knowledge about the synchronous learning,
new lesson / voice call
5. Present connection
between old and new  Voice call
lesson and establish
purpose for new lesson  Learning Activity sheet
6. State lesson objectives
as guide for learners
Lesson Proper
1. Explain, model, /  Synchronous learning,
demonstrate, illustrate learning activity sheet
the concepts, ideas,
skills, or processes that
students will eventually /
internalize  Learning Activity sheet
2. Help learners  Voice call, Synchronous
understand and master / learning
new information  Household partner,
3. Provide learners with voice call
feedback
4. Check for learners’
understanding
After Lesson

1. Wrap activities /  Synchronous learning

2. Emphasize key /  Learning Activity sheet
information and
concepts discussed  Voice call
3. Ask learners to recall /
key activities and  Synchronous learning
concepts discussed /
4. Reinforce what teacher  Synchronous learning,
has taught / voice call
5. Assess whether lesson
 has been mastered  Voice call, Learning
6. Transfer ideas and Activity sheet
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?
Answer: there are some learning tasks that are not in the SLM. As a teacher I need to think
for a solution for me to reach the students and able them to discuss the learning task which
is not reflected on the SLM.
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: The best way that we can provide support to both students and parents is through
proper and continuous communication. As a teacher we have to be always available for our
students we can communicate with them using the social media, phone calls, text
messages, etc.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer: to gather feedback we have of course collect the modules and check student’s
progress.

Activity 5: Identifying the Similarities and Differences Between Formative and

Summative Assessments

FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
May be integrated in all parts of the
Done after the lesson/end of a quarter
lesson: before the lesson, the lesson
proper or after the lesson Results enable teachers to describe
how well the students learned the
Results must be recorded to study the
standards/competencies for a given
patterns of learning demonstrated by the
quarter, which are then reflected in the
students but should NOT be used as the
class record.
basis for grading
SIMILARITIES

Should promote self-reflection

and personal accountability
among students about their own
learning

May be a written work or a

performance task
Activity 6: Adapting Assessment Methods in the Distance Learning + LAC

Assessment Method How to Adapt the Assessment Method in 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 messages.
KWL I will use google form to know the student’s knowledge, want they
want to know and what they want to learn. Using this I will get idea
on what particular part of the lesson will I give emphasis.
Games I can use interactive games to catch the student’s attention.
Simulation Activities Inserting simulation on online class can motivates students and can
boost their interest to participate to the discussion.
Short Quizzes Using google form or any printed learning materials
Interview Using social media, I will interview students. I will ask questions and
concerns about the topic.

Try to Answer these questions with your colleagues:

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

Answer: Short quizzes 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 just simply write the assessment that the students could answer and we see to
it that we have their contact numbers so that we call do phone calls or text messages to
inform about their assessment.

Activity 7: Building a Learner’s Portfolio

Questions True False

1. A portfolio mainly displays the academic
achievements of the learner.
/
Correct statement: A learning portfolio demonstrates
not just the academic achievements but also the effort
put forward by the learner as well as the progress in
achieving learning outcomes.
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.
Correct statement: There is no hard and fast rule that
states a clear list of items that should be included in a
portfolio, as it depends upon the requirements of the /
learning area. Teachers, administrators, and students
(and even parents) may decide collectively on what to
include in portfolios, which assessment criteria to use,
how to evaluate student outputs, and what to expect from
the end result.
4. The teacher can only comment on a learner's
portfolio.
Correct statement: The teacher must address the
students’ learning and encourage self-assessment
/
through their work samples. The Learners may also be
allowed to view and comment on their peers’ portfolios.
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 DIFFERENT

LDMs
 
Activity 1: Understanding the Weekly Home Learning Plan (WHLP)
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: Creating WHLP + LAC

 
 Weekly Home Learning Plan (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?  Teacher, Students and
household partner
Components  Learning are, learning
competencies, learning tasks,
mode of delivery
Has to be communicated to YES
parents?
Activity 3: Differentiating the WHLP from ILMP
Activity 4: Creating an ILMP + LAC
Individual Learning Monitoring Plan
(ILMP)
 To monitor the student’s
needs and progress
 Teachers and learning
facilitator or household
partner
 Learning area, learner’s
needs, interventions,
Learners Status
YES