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
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-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

1. Face to face learning – It is traditional way of learning where in there is a live

interaction between student and teacher
2. Distance Learning – The students will be given materials and he will undergo
self-directed study at home.
3. Blended Learning – It is a combination of different learning modalities such as:
• Modular 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.
4. Homeschooling - A school at home approach in which parents imitate the
instructional process of schools, traditional instructions and giving assignments.

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.

➢ Distance learning
➢ 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.

Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular Individualized SLM’s, textbook Monitor the learners Learning Provide the needs of
Distance instruction. or copies of progress and setting facilitators who the learners
Learning Where learners video links a feedback supports and specifically learning
(MDL) use self mechanism to help encourages the materials. Coordinate
learning learners meet the learner. with barangay officials
modules in MELC’s while seeing in implementing the
print or digital the connection of new normal
format. one lesson to the
next to reinforce the
coherence of the
curriculum.
Online Teacher SLMs for Gives assignments Learning Organize
Distance facilitates Alternative and learning tasks. facilitator that professional
Learning learning Delivery Modes Facilitates learning supervise and developmen
(ODL) through (ADM), and engages monitor the t activities
various textbooks, learners screen time of the to enhance
technologies primer lessons, participation using laerners. teachers
connected to activity sheets, technologies. understandi
the internet. teacher-made ng of and
videos and skills in the
supplementary use of LMS.
materials, and
open Provide orientation for
educational learners and parents
resources on navigating these
(OERs). SLMs online platforms.
and primer
lessons shall be Determine the
converted into appropriateness of
different digital certain learning
forms such as management systems
interactive in the delivery of
lessons or instruction.
electronic
books (e-
books) and
shall be
available
through the
DepEd Learning
Resources
Portal, DepEd
Commons,
Edmodo, google
classroom,
schoology

TV-Based Use of TV- Based Enhancement of Learning Provide the learners,

Instruction television lessons understanding of facilitators during as well as their
(TVBI) programs on key concepts and viewing/listening parents/guardians/lea
channels or clarifications on time rning facilitators the
stations possible areas of broadcast schedule of
dedicated to confusion in the lessons.
providing lesson that was
learning viewed/listened to
content to shall be done during
learners as a home visits by
form of subject area
distance teacher/learning
education. facilitator wherever
possible or through
phone calls, SMS,
among others.

Radio- Use of radio Radio- Based Enhancement of Learning Provide the learners,
Based programs on lessons understanding of facilitators during as well as their
Instruction channels or key concepts and listening time parents/guardians/lea
(RBI) stations clarifications on rning facilitators the
dedicate do possible areas of broadcast schedule of
providing confusion in the lessons.
learning lesson that was
 content to viewed/listened to
learners as a shall be done during
from of home visits by
distance subject area
education teacher/learning
facilitator wherever
possible or through
phone calls, SMS,
among others.

Blended Any SLM’s, textbook Provide the Learning Ensure the quality of
Distance combination of or copies of learners, as well as facilitator education
Learning the above DL video links their
types. parents/guardians/l Provide
SLMs for earning facilitators supplementary
Alternative the broadcast materials to those who
Delivery Modes schedule of lessons. have insignificant
(ADM),
textbooks, Plan a LAC strategies
primer lessons, to enhance the
activity sheets, learning progress of
teacher-made learners.
videos and
supplementary
materials, and
open
educational
resources
(OERs). SLMs
and primer
lessons shall be
converted into
different digital
forms such as
interactive
lessons or
electronic
books (e-
books) and
shall be
available
through the
DepEd Learning
Resources
Portal, DepEd
Commons,
Edmodo, google
classroom,
schoology

TV- Based
lessons

Radio- Based
lessons
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.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from easiest Type of DL Why?

to hardest to implement)
1 MDL Modules are readily available

2 BL A lot of resources can be

used.
3 TVBI Most of the students already
have televisions at home so it
would be easier for them
4 RBI Most of the students have
radios at home as well
5 ODL Not everyone can afford
smartphones or laptops .
Given also that we have
unstable internet connection
here in the Philippines.

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 and share your ideas at your next LAC Session.?

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
Look for any relatives who is close to the
learner to guide him/her.
Ask help to the barangay officials
Provide lots of reading materials appropriate
to the learner’s age. And ask parents to assist
the child.
Provide lots of reading materials appropriate
to the learner’s age. And ask parents to assist
the child.
Coordinate to the barangay officials and ask
help to those relatives or neighbors who have
access to internet.
 Inaccessible (living in remote and/or unsafe Coordinate with barangay officials in the
areas) area.

Indigenous Peoples Ask help to the barangay officials and look for
materials that will suit them.

Persons with Disabilities Provide them learning materials that suit

their capabilities.

Ask parents to assist and help them in

learning.
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 in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

➢ Lesson planning – ensures the delivery of teaching and learning in schools. It
helps teachers in organizing and managing their classes and lesson effectively
and efficiently. It focuses also on the achievement or learning outcome of the
students.
2. Why is lesson designing important?
➢ Lesson designing is very important because it gives teachers the opportunity
to reflect on what the learners need to learn, how are they going to learn and
what’s the best way to facilitate the learning process.
3. What are the three elements or components of a well-designed lesson?
➢ The three elements or components of a well- designed lesson are:
1. What should be taught?
2. How should it be taught?
3. How should learning be assessed?

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.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the lesson

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

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.
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.
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: Grade 7 TLE

Lesson/Topic: Nail care, Basic preventive and corrective maintenance
1. Learning Objectives: Clean tools according to standard procedures
2. Inspected defective tools and equipment

Learning Resources/Materials Needed: SLM

Part of Lesson / Learning
Tasks
Before the Lesson
Check if already present in
the SLM
Additional Remarks: (ex. can
be done via voice calls, can be
facilitated by a 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.)

1.Review previous lesson Facilitated by a household

2.Clarify concepts from Learning activity sheets

previous lesson

3.Present warm-up activities Learning activity sheets

to establish interest in new
lesson

Facilitated by a household
4.Check learner’s prior
knowledge about the new Learning activity sheets
lesson

Can be done through learning

5.Present connection between activity, facebook messenger
old and new lesson and and video presentation
establish purpose for new
lesson
Facilitated by a household

6. State lesson objectives as

guide for learners

Lesson Proper

1.Explain, model, • Facilitated by a

demonstrate, and illustrate the household
concepts, ideas, skills, or • learning activity
processes that students will facebook messenger
eventually internalize

• Facilitated by a
2.Help learners understand household
and master new information
 • Learning activity
sheets
3.Provide learners with
feedback

4. Check for learners’

understanding

After the Lesson

1.Wrap up activities Learning activity sheets

Learning activity sheets

2.Emphasize key information
and concepts discussed Facebook messenger
Learning activity sheets
3.Ask learners to recall key
activities and concepts Facebook messenger
discussed
Can be facilitatedi by a
household
Facilitated by a household
4.Reinforce what teacher has
taught facebook messenger
Learning activity sheets

5. Assess whether lesson has

been mastered

Learning activity sheets

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?
➢ I will use alternatives like, quizzes or test. I can also apply video presentations to
sustain what has been discussed. Giving reflection paper is a great way also to know if
the student learned something from the lesson.
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 can provide them lots of examples and clearer pictures of our lesson.
I will also be open in answering their concerns anytime.
➢ To the household partner – I will always check on them through text or chats and give
them instruction on what to do in order for them to guide their child at home.

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

➢ The teacher could make use of technologies like facebook messenger and text as well ,
with these the teacher could monitor the progress of the students.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing
this module.

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. Follow the example below.

. Summative assessment
Formative assessment
Assessment FOR learning: Done
Before the lesson, during the lesson and
after the lesson.
Results or scores will not be a basis for
computing grades. It is recorded to study
the patterns of learning.
Assessment OF learning: to
measure if the students met the
performance and content standards.
Done during after the lesson or after the
quarter
Standards competencies in the quarter are
recorded in the class record

The results enable teachers to know how

ell the students learned from the lesson

Similarities: Learners may be assessed individually or collaboratively

May be written work or performance task.

ACTIVITY 6.

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? 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

 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.
Demonstration, The learners will use technology like cellphone and laptop to record
performance task their performance. I will ask them to send me the videos through
messenger. After that I will give feedback to their performance.
Reflection I will use this to know how my students value our lesson. They will
use pen and paper in this activity and I will schedule a date for
submission. They can also have online submission.
Essay I will provide criteria in checking their essays. Parents could also
check the output of their child based on the criteria given.

Quarterly test I can give them an online test. For those who do not have access to
internet will be given hardcopy of the test. Submission of quarterly
test will be scheduled.
Weekly assessment Students should pass weekly papers to assess how well they are
learning from a particular lesson.

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?
➢ Quarterly assessment is the most common among the group because we all do it
every year prior to the outbreak of corona virus.
2. What are the challenges in doing assessment in DL?
➢ Teachers are not sure if the students are honest in answering or are they really
the one who accomplish the assessment.
➢ Lack of resources at home
➢ Internet connection is unstable

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.

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
and/or learning task.
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. This refers to the method of submission of learning outputs D. learning task

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

COPY YOUR OWN WEEKLY HOME LEARNING PLAN

Learning
Date, Day & Learning Learning Tasks Mode of
Time Area & Section Competency Delivery
(MELC)
October 7, TLE 7 Prepare the Please, refer to the TLE 7, Week 1, Quarter 1 Modular
2020 (Camia, Daisy, Rose, necessary tools and Module
Waling2x) equipment for the
Wednesday specific nail care Let Us Learn: The Students will
activity demonstrate understanding of the use of
tools and equipment in nail care services.
1:00 – 3: 00 1.1 Identify the uses
PM of tools and Let Us Try: The students will determine how
equipment in nail much they already know about the use of nail
care according to care tools and equipment by taking the pre-
task assessment test.
requirements Let Us Study: Students will read and
1.2 Use tools and understand the uses and function of the
equipment different manicuring tools, equipment and
according to task materials.
requirement
Observe safety Let Us Practice: Students will classify and
procedure of using identify what are the available manicuring
tools and equipment. tool, equipment and material in their home.
They will Write theirs answer on a separate
sheet of paper.

Let Us Practice More: Students will find a

model (a member of the family) and
demonstrate the proper use of manicuring
tools, equipment and material by following
the procedure in cleaning the nails.
Let Us Remember: Students should bear in
mind the it is important that they know each
uses of the different nail care tools and
equipment so that they will know which of
them they can use depending on their needs.
They should know which tools and
equipment are for cutting, grooming or
cleaning.
Let Us Assess: Students will write true if the
statement about nail care is correct and
write the correct statement which they
believed to be false. They will write their
answer in a separate sheet of paper.

Let Us Enhance: Students will enhance their

skills by performing again. They will find
another model (a member of the family) and
demonstrate the proper uses of manicuring
tools, equipment and materials and see if
they are improving. They will rate their
performance through rubrics for scoring.
Let Us Reflect: Students will write a
reflection paper about what they have
learned and how it affects their ideas and
possible practice in the future
October 13, Making of
2020 Reflective Journal/
Portfolio
Tuesday

1:00 –3:00PM
October 14, Module Retrieval
2020 (Week 1, Quarter
Wednesday 1)

Module
Distribution
8:00-12:00
NN

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 Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)

Purpose A tool to guide learners and A tool for monitoring

learning facilitators of
household partners in
tracking the subject areas to
be tackled and activities to
perform at home
For Whom? Learners and learning
facilitator or household
partenr
Components Learning areas, Learning
competencies, Learning task,
mode of delivery
Has to be communicated to Yes
parents?
learners who lag behind
based on the results of their
formative and summative
assessment.
Teachers and learning
facilitator or household
partnerL
Learners need, Intervention
strategies monitoring date ,
learners status.
Yes

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

Learners Name; Kay Remisses Manginsay

Grade Level: 7 Walingwaling
Learning Learners Intervention Monitoring Learners status
Area Needs strategies Date
provided Insignificant Significant Mastery
progress progress
TLE The The teacher November ⟋
learners may provide 23, 2020
need video
further presentation
 explanation or actual
and demonstration
examples the said
on the hazards and
hazards and risk. Teacher
risks found could also use
in the pictures.
workplace
Intervention Learner is not making any significant progress in a timely manner. Intervention
Status strategies need to be revised.
Learner is making significant progress. Continue with the learning plan. ⟋

Learner has reached mastery of the competencies in learning plan.