LDM 2 MODULE 3A:

DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY
MODALITIES

Welcome to Module 3. This Module focuses on how lessons and assessments are designed for
the distance learning modality prescribed by the Basic Education Learning Continuity Plan (LCP).

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

ESTIMATED TIME REQUIRED

18 to 24 hours
 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.

Answer:

In my opinion, Face to Face learning is a traditional approach of learning delivery mode

where both teachers and pupils are physically present in the classroom. While in Distance
Learning, the teachers and learners are not seeing each other in school. The learners were
provided with digital or printed modules, worksheets and other learning activities by their
teacher and that the parents will be the teacher and facilitator at home. In Blended Learning
it is a combination of learning via online, distance and face to face learning. And in
Homeschooling, the learners stay at home while learning through the guidance of their
parents who will serve as their teachers.

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

Answer:

Based on the LDMs Homeschooling and Distance Learning does not require a Face to Face
learning component.
ACTIVITY 2. DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of of Role of School

Learning Feature Resources Teacher Parents or
Modality Household
Members
Modular Individualize SLMs as Monitors the Learning Orients the
Distance d instruction well as learners Facilitators teachers,
Learning where textbooks/ progress who provide parents or
(MDL) learners use learners and sets a learners the
self-learning materials feedback with
stakeholders
modules (LMs) mechanism instructional
(SLMs) in copies of to help support as about the
print or video learners needed delivery
digital lessons in a meet the mode they
format. flash drive MELCs adopt. Plans,
or CD while seeing prepares,
the and
connection
monitors the
of one
performance
lesson to
the next of learners.
Collaborates
to barangay
officials
Accepts
donations
from
stakeholders

Online Teacher SLMs for Give Learning Provide

Distance facilitates Alternative assignment facilitator orientation for
Learning learning and Delivery s and that learners and
(ODL) engages Modes learning supervise parents on
learners’ (ADM), tasks. and monitor navigating
active textbooks, Facilitates the screen these online
participation primer learning and time of the flatforms.
using lessons, engages learner. Organize
various activity learners professional
technologie sheets, active development
s connected teacher participation activities to
to the made using enhance
 internet videos and technologie teachers
while they supplement s. understanding
are ary of and skills in
geographica materials the use of
lly remote and Open LMs.
from each Educational Determine the
other Resources appropriatene
(OERs). ss of certain
learning
management
systems in the
delivery of
instruction.
TV-Based Use TV - based Enhance- Supervises Provide the
Instruction television lessons ment of their learners, as
(TVBI) programs understand- children well as their
on channels ding of key during parents,
or stations concepts viewing time guardians,
dedicated to and learning
providing clarifications facilitators
learning on possible regarding the
content to areas of broadcast
learners as confusion in schedule of
a form of the lesson lessons.
distance that was
education. viewed to
shall be
done during
home visits
by the
subject area
teacher/lear-
ning
facilitator
wherever
possible or
through
phone calls,
SMS among
others.
Radio Use of radio Radio - Enhancemen Guidance Provide the
Based programs based t of from learners, as
Instruction on channels lessons understandi parents or well as their
(RBI) or stations ng of key learning parents,
 dedicated to concepts facilitators guardians,
providing and during learning
learning clarification listening facilitators
content to on possible time. regarding the
learners as areas of broadcast
a form of confusion in schedule of
distance the lesson lessons.
education. that was
listened to,
shall be
done during
home visits
by subject
area
teacher/facili
-tator
wherever
possible or
through
phone calls,
SMS among
others
Blended Any SLMs, as Provide the Learning Ensure quality
Distance combination well as learners as facilitator education
Learning of the above textbooks/le well as their s
(BDL) distance arners parents, Provide
learning materials guardian, supplementary
(DL) types (LMs), learning materials to
thus: copies of facilitators those who
MDL and video regarding have
ODL lessons in a the insignificant.
MDL and flash drive broadcast
TVBI / RBI or CD. schedule of Plan a LAC
ODL and SLMs for lessons. strategies to
TVBI / RBI Alternative enhance the
ODL and Delivery learning
TVBI / RBI Modes progress of
and MDL (ADM) the learners.
textbooks,
primer
lessons,
activity
sheets,
teacher-ma
de videos
 and
supplemen-
tary
materials
and open
educational
resources
(OERs)

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
Type of DL Why?
to hardest to
implement)
Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
Modular Distance television, etc. in order for them to participate in Online
1 Learning Learning and other learning modalities. Many of them also
reside in remote areas where signal reception is not possible so
modular distance learning is the best fit modality for them.

Some learners have no gadgets to access learning instruction.

2 Blended Learning
TV-Based Instruction
3
On the part of the teacher, it is quite difficult and confusing
because you will be preparing a combined learning modality
Not all learners can access. TVBI is possible but not to everyone.
As mentioned above, most of the learners’ families are not
capable of providing this type of device.

Most families in the community now-a-days do not use radios

Radio-Based anymore. In some households this is still present but the signal
4
Instruction reception is still their biggest hurdle.

Poor internet connection, based from the data collected from

Online Learning the LESFs, a very small number of learners selected this type of
5 instruction simply 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 GROUP TARGETED INTERVENTION

Learners without
parents or household Assigned a parent volunteer in the area that can provide assistance to these learners.
member who can
guide and support
their learning at
home.
Peer assisted learning strategies.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers (K
monitoring sheets that parents/guardians may check. Constant communication with
to 3)
the parents/guardians should be implemented.

Provide remedial reading materials. Ask the help of the parents to track their children
Struggling readers
in studying. Attach monitoring sheets that parents/guardians may check. Constant
(Grades 4-12)
communication with the parents/guardians should be implemented.

No access to devices Provide self-learning materials, modules, worksheets and other additional learning
and Internet materials.

Inaccessible (living in
Coordinate with their barangay officials to assist the teachers in delivering the self-
remote and/or unsafe
learning modules and other additional learning materials.
areas)

Provide self-learning modules and other additional learning materials that are cultured
Indigenous People
friendly.

Persons with Assess the particular needs of these learners and provide them with the materials that
Disabilities would 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 important because it helps 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. (What
should be taught?)
• A well-selected and well-organized group of learning activities to ensure that the objectives are
met. (How should it be taught?)
• Appropriate and timely assessment activity that provides 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 and clarify
concepts and key points
from previous lessons
• State lesson objectives as
guide for learners
• Present connection
between old and new
lesson and establish
purpose for new lesson
• Check learners' prior
knowledge about the
new lesson
• Provide learners with
feedback
• Check for learners'
understanding
• Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or processes
that students will
eventually internalize
• Help learners understand
and master new
information
• Wrap up activities
• Emphasize key
information and concepts
discussed
• Assess whether lesson
has been mastered
• Transfer ideas and
concepts to new
situations
• Ask learners to recall key
activities and concepts
discussed
• Reinforce what teacher
has taught

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 that should be filled up after the lesson is delivered. Allow
teachers to reflect the performance of the learners on whether the lesson has been successfully delivered
or not and make comments on the outcome.
ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 7
Lesson/Topic: Prepare the necessary tools and equipment for the specific nail care activity
Learning Objectives: Identify the uses of tools and equipments
Describe the use of tools
Observe safety procedure of using the tools
Learning Resources/Materials Needed: MELC and Module

LEARNING TASKS FOR DL

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

Answer: 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?

Answer: 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 Occurs toward the end of

during the teachers and a period of learning in
learning process. order to describe the
standards reached by the
The results of formative learner.
assessments will help
Assessment
teachers make good
of Learning The results of summative
instructional decisions so assessments are recorder
that their lessons are and used to report on the
better suited to the learners' achievement.
learners' abilities.
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. Portfolio The teacher may ask the learners to make a portfolio where they can write their
reflection. Provide and discuss the rubrics to be used for the actvity.
2. Performance-Based For learning areas that are more focused on skills and practical activities,
Assessment 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.

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

2. Summative Assessment At the end of the unit, written summative assessments in all learning areas shall be
given to assess the learning development of the learners in modular distance
learning.
3. Worksheets / learning Aside from the activities in modules, teachers need to provide additional activities
activity sheets every week to assess the learners if they have learned the topic. This can be recorded
as your graded quiz.

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

Answer:

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?

Answer:

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?
Answer:

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.

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a learners
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 learners
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 a synchronous ;earning 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 submt, store and manage
their portfolio via file sharing programs or
they may submit the actual soft copiesof their
work saved on a CD/DVD/USB flash drives.
7. Portfolios of DL learnerswith outputs in
hard copies or physical forms may be handled
over to the teacher by the parents of 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 attitudes that learners need to a. learning area
demonstrate in every lesson and/or learning task.

D 2. These are the formative learning

opportunities given to learners to engage them in b. mode of delivery
the subject matter and to enhance
their understanding of the content.
_A_3. This refers to the prescribed subject that c. learning competencies
learners take.
B__4. 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. Now, based on what you have read, create a WHLP for your class.

Sample Weekly Home Learning Plan for Modular Distance Learning Grade 10

Republic of the Philippines

Department of Education
Region XI
Division of Davao del Sur

INAWAYAN NATIONAL HIGH SCHOOL

Inawayan, Sta. Cruz, Davao del Sur

WEEKLY HOME LEARNING PLAN

S.Y. 2020 – 2021

Date, Day Learning Area & Learning Competency Learning Tasks Mode of
& Time Section (MELC) Delivery
Please, refer to the Modular
October 6, Science 10 Describe and relate the Science 10, Week 1,
2020 (Aquarius, Aries, distribution of active Quarter 1, Sim 1.
Libra, Gemini volcanoes, earthquake
Tuesday and Taurus) epicenters, and major Guide Card 1:
9:30 – mountain belts to Plate Students
11:30 AM Tectonic Theory. will read about the
(S10ES-Ia-j-36.1) introduction of the
Week 1-3 Lesson, .

Activity Card 1:
Students will read the
overview of Plate
Tectonics and answer
Activity Card 1 ‘Tag
Me!”. They will write
their answer in a clean
sheet of paper.

Activity Card 2:
Students will read the
meaning of volcano,
classiffication, location
, and the distribution of
volcanoes. They will
answer the activity card
2 entitled “Name It!
They will write their
answers in a clean sheet
of paper.

Activity Card 3:
Students will answer the
activity ‘Locate Me!’.
They will write their
answers in a clean sheet
of paper.

Assessment Card 1:
Students will choose the
correct answer on the 10
questions given. They
will write the letter of
their choice in a clean
sheet of paper.

Assessment Card 2:
Students will choose the
correct answer on the 5
questions given. They
will write the letter of
their choice in a clean
sheet of paper.

Enrichment Card 1:
Students will search
the word in the puzzle.

Enrichment Card 2.
Students will create a
concept map out of the
phrase given. They will
write their answer in a
clean sheet of paper.
 October 15, Module Retrieval
2020 (Week 1, Quarter 1)
Module
Thursday Distribution (Week
2, Quarter 1)

Module Retrieval
1:00 – 4:00 (week 1,Quarter 1
PM )Module
Distribution Week
2, Quarter 1 )

Prepared by:
`
ANJIEL C. BANTILAN
Teacher I-Science Coordinator

Noted by:

CHRISTINE JOY P. DELOSO, MAEM

Master Teacher – I JHS, Academic Coordinator

Approved by:

MARCELA A. SACAY, MAEPM

Principal
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 Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and A tool for monitoring learners who

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

Learners and learning facilitator or Teachers and learning facilitator or

For Whom?
household partner household partner

Learning area, learning Learner’s needs, intervention

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

Has to be
communicated to Yes Yes
parents?
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 a particular ILMP for that particular learner who legs behind. Read and use the Individual
Learning Mornitoring Plan Template. Consider the components of the ILMP were described in Activity 3.

Learners’s Christine Ruta

Name
Grade Level Grade 7 - Gumamela
Learning Area Learners Needs Intervention Monitori Learner’s Status
Strategies ng Date
Provided
Insignificant Significant Mastery
Progress Progress

TLE Having dificulty Modify October Can now

in following instructions 2020 easily
instructions into simplest understand
and easiest and follow
way instructions
Poor reading Reading of Novembe Can answer
comprehension short r 2020 Wh
paragraphs questions
then ask easy
questions
Intervention Learner is not making significant progress in a timely manner, intervention strategies need
Status to be revised.
Learning is making significant progress. Continue with the learning plan.
Learning as reached mastery of the competencies in learning plan.