STUDY NOTEBOOK

LEARNING DELIVERY
MODALITIES
COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION
IN THE
DIFFERENTLEARNING
DELIVERY MODALITIES

MODULE OBJECTIVES:
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

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)

Modular Most of our learners belong to

Distance less-fortunate families who are
Learning apparently not capable of
providing the necessary tools
and equipment like computer,
smartphones, internet
connections, television, etc. in
1 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 When the current situation due
Learning 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 TVBI is possible but not to

Instruction everyone. As mentioned above,
most of the learners’ families are
3 not capable of providing this
type of device.
 Radio-Based Most families in the community
Instruction now-a-days do not use radios
anymore. In some households
4 this is still present but the signal
reception is still their biggest
hurdle.

Online Learning Based from the data collected

from the LESFs, a very small
number of learners selected this
type of instruction simply
5
because most the learners are
not capable of this as stated in
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
TARGETED INTERVENTION
GROUP
Learners
without Make a weekly supervisory plan for them and
parents or check their module and activity sheets. Organize,
household if possible, a learning support system in the area
member that can be composed of volunteers to provide
who can assistance to these learners.
guide and
support
their
learning at
home.

Provide additional reading materials in

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

Provide remedial reading materials. Attach

monitoring sheets that parents/guardians may
Struggling
check. Constant communication with the
readers
parents/guardians should be implemented.
(Grades 4-
Organize, if possible, a learning support system in
12)
the area that can be composed of volunteers to
provide assistance to these learners.
No access
to devices Provide self-learning modules and other
and additional learning materials.
 Internet
Inaccessible
(living in Coordinate with their barangay officials to assist
remote the teachers in delivering theself-learning
and/or modules and other additional learning materials.
unsafe
areas)

Provide self-learning modules and other

Indigenous
additional learning materials that are cultured
People
friendly.

Persons Assess the particular needs of these learners and

with provide them with the materials that would
Disabilities 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.

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  Provide  Wrap up
clarify learners activities
concepts with  Emphasize key
and key feedback information
points from  Check for and concepts
previous learners' discussed
lessons understand  Assess
 State ing whether
lesson  Explain, lesson has
objectives model, been
as guide demonstrat mastered
for learners e, and  Transfer ideas
 Present illustrate and concepts
connection the to new
between concepts, situations
old and ideas, skills,  Ask learners
new lesson or to recall key
and processes activities and
establish that concepts
purpose for students discussed
new lesson will  Reinforce
 Check eventually what teacher
learners' internalize has taught
prior  Help
knowledge learners
about the understand
new lesson and master
new
information

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

Reflection, this part of the DLL/DLP allow teachers to reflect

the performance of the learners on whether the lesson has been
succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE
LEARNING
Grade Level and Learning Area: GRADE 3 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

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

May be given at any time

during the teachers and
learning process.
The results of formative
assessments will help teachers
make good instructional
decisions so that their lessons
are better suited to the
learners' abilities.
Occurs toward the end of a
period of learning in order to
describe the standards
reached by the learner.
Assess -
ment The results of summative
of assessments are recorder and
Learning used to report on the learners'
achievement.

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. Formative Formative assessment like 5-item written
Assessment in a evaluation is included in each self-learning
form of short modules. Additional activity sheets and
quizzes and worksheets containing various evaluation
seatworks shall also be distributed.

2. Summative At the end of the unit, written summative

Assessment assessments in all learning areas shall be
given to assess the learning development of
the learners in modular distance learning.
3. Performance- For learning areas that are more focused on
Based Assessment skills and practical activities, performance
tasks shall be implied. Learners may be asked
to have a vide recording of their activities at
home for proper evaluation. For learners with
no capabilities of doing such, their
parents/guardians shall be asked to assess
their performance at home and answer the
prepared assessment tool based on the given
rubrics.
 4.

5.

1. What assessment methods are common among the group

members?
Formative and summative assessments are common among
the groups simply because these two are integral parts in the
grading system during this time of pandemic.

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

The primary challenge in cascading the above-mentioned
assessment is the honesty of the learners and parents in answering
those materials. Without the presence of the teachers and the
traditional face to face interaction, it will remain as a major
challenge for the teachers and the educational system as a whole.
Another problem that is expected to occur in this type of learning
modality is the learning support system of a child which may lead
him/her to having low or poor performance which will reflect to
these assessment methods.

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

colleagues explore to make assessment doable in DL?
By attending webinars/trainings in connection to the
implementation of distance learning, we are able to learn various
ways in communicating to the learners/parents/guardians to
provide instructional assistance especially in providing
assessments that may be confusing to them.
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. Write your
answers in your Study Notebook.

Column A
Column B

_C__1. These are the knowledge, understanding, skills, and

a. learning area
attitudes that learners need to demonstrate in every lesson
b. mode of delivery
and/or learning task.
c. learningcompetencies
d. learning task
_D__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.

_A__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.

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum
DM-CI-2020-00162 whichdiscusses what WHLPs and Individual
Learning Monitoring Plans (ILMPs) are. After that, viewthe three
Sample Weekly Home Learning Plans.Now, based on what you have
read, create a WHLP for your class.
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
Individual Learning
Learning Plan
Monitoring Plan (ILMP)
(WHLP)

A tool to guide A tool for monitoring

learners and learning learners who lag
facilitators or behind based on the
household partners results of their
Purpose
in tracking the formative and
subject areas to be summative
tackled and activities assessments
to perform at home

Learners and Teachers and learning

For Whom? learning facilitator or facilitator or
household partner household partner

Learning area, Learner’s needs,

learning intervention
Components competencies, strategies, monitoring
learning tasks, mode date, learner’s status
of delivery

Has to be
communicated Yes Yes
to parents?