MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 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. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

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.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live

interaction between a learner and an instructor. It is considered as the traditional way of
instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials or
access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
 Modular distance learning 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
D. Home Schooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and
Home Schooling.

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.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.
DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School

Learning Feature Resources or Household
Modality Member
Modular Individualized SLMs, as well as Monitors the Learning Plans, prepare,
Distance instruction textbooks/learners’ learner progress facilitators who monitors the
Learning where learners materials (LMs), and setting a provide learners performance of
(MDL) use self- copies of video feedback with instructional pupil
learning lessons in a flash mechanism to support as
modules (SLMs) drive or CD help learners meet needed
in print or digital the MELCs while Collaborates to
format seeing the barangay officials
connection of one
lesson to the next
to reinforce the Accepts donations
coherence of the from stakeholders
curriculum.

Online Teacher Give assignments Learning Provide orientation

Distance facilitates and learning tasks facilitator that for learners and
SLMs for
Learning learning and supervise and parents on
Alternative
(ODL) engages monitor the navigating these
Delivery Modes
learners' active Facilitates learning screen time of online platforms
(ADM), textbooks,
participation and engages the learners
primer lessons,
using various learners active
activity sheets,
technologies participation using Organize
teacher-made
connected to technologies professional
videos and
the internet development
supplementary
while they are activities to
materials, and
geographically enhance teachers
open educational
remote from understanding of
resources (OERs).
each other and skills in the use
SLMs and primer
of LMS
lessons converted
into different digital
forms such as
interactive lessons Determine the
or electronic books appropriateness of
(e-books) and certain learning
DepEd Learning management
Resources Portal, systems in the
DepEd Commons delivery of
and/or different instruction
DepEd recognized
learning
management
systems
TV- Use of TV – based Enhancement of Serves as a Provide the
Based television lessons understanding of guide during learners, as well
Instructio programs on key concepts and viewing time as their
n (TVBI) channels or clarifications on parents/guardian
stations possible areas of s/learning
dedicated to confusion in the facilitators the
providing lesson that was broadcast
learning content viewed to shall be schedule of
to learners as a done during home lessons
form of distance visits by subject
education. area
teacher/learning
facilitator
wherever possible
or through phone
calls, SMS, among
others.

Radio- Use of radio Radio based- Enhancement of Guidance from provide the
Based programs on lessons understanding of parents/learning learners, as well as
Instructio channels or key concepts and facilitators during their
n (RBI) stations clarifications on listening time parents/guardians/l
dedicated to possible areas of earning facilitators
providing confusion in the the broadcast
learning content lesson that was schedule of
to learners as a listened to shall be lessons
form of distance done during home
education. visits by subject
area
teacher/learning
facilitator
wherever possible
or through phone
calls, SMS, among
others.
Blended Any SLMs, as well as Provide the Learning Ensure the quality
Distance combination of textbooks/learners’ learners, as well facilitator of education
Learning the above DL materials (LMs), as their
types. Thus: copies of video parents/guardians/
lessons in a flash learning facilitators Provide
drive or CD the broadcast supplementary
•MDL and ODL
schedule of materials to those
•MDL and lessons who have
TVBI/RBI
SLMs for insignificant
•ODL and
Alternative
TVBI/RBI
Delivery Modes
•ODL, TVBI/RBI (ADM), textbooks,
Plan a LAC
and MDL primer lessons, strategies to
activity sheets, enhance the
teacher-made learning progress
videos and of pupils
supplementary
 materials, and
open educational
resources (OERs).
SLMs and primer
lessons converted
into different digital
forms such as
interactive lessons
or electronic books
(e-books) and
DepEd Learning
Resources Portal,
DepEd Commons
and/or different
DepEd recognized
learning
management
systems

TV and radio
based-lesson

ACTIVITY 3
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.
RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.

ACTIVITY 4
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.
 LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or BHW

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 Peoples
Persons with Disabilities
Others? Specify:
assigned in their area.
Asked the help of some concerned neighbor or relatives.
Provide reading materials and parents should facilitate
and ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
other private institutions
Coordinate with the Barangay Officials/ Civic Volunteer/
BHWs
Prepare localized/indigenized materials
Access to SPED Learning Materials to address their
needs.
N/A

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs
ACTIVITY 1

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is defined as 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, and deciding on the pacing and
allocation of instructional time.

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 learner’s needs
 Teachers set learning targets for learners
 Teachers carry out a lesson successfully
 Teachers master their learning area content
 Teachers become more reflective about their teaching
 Learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
The three elements or components of a well-designed lesson are:
 a. Aims and objectives
 b. Teaching and learning activities
 c. Assessment to check pupil’s understanding of the topic

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

1. Review previous 1. Explain, model, 1. Wrap up activities
lesson demonstrate, and 2. Emphasize key
2. Clarify concepts from illustrate the concepts, information and
previous lesson ideas, skills, or concepts discussed
3. Present warm-up processes that 3. Ask learners to
activities to establish students recall key activities
interest in new lesson will eventually and concepts
internalize discussed
4. Check learner’s prior
knowledge about the 2. Help learners 4. Reinforce what
new lesson understand and teacher has taught
master new 5. Assess whether
5. Present connection
information lesson has been
between old and new
lesson and establish 3. Provide learners with mastered
purpose for new feedback 6. Transfer ideas and
lesson 4. Check for learners’ concepts to new
6. State lesson understanding situations
objectives as guide
for learners

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students
will eventually internalize
 11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson

ACTIVITY 3

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered.
The teacher can make comments about the outcome of the lesson and other things that has been
observed during the instructions of the lesson.

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:Aral. Pan. 9-Ekonomiks
Lesson/Topic: KAHALAAGAHAN NG Ekonomiks

Learning Objectives: 1. Nailalapat ang kahulugan ng Ekonomiks sa pang araw-araw na

pamumuhay bilang isang mag aaral,at kasapi ng pamilya at lipunan.
2.Natataya ang kahalagahan ng ekonomiks sa pang araw-araw na
pamumuhay sa bawat pamilya at lipunan.

Learning Resources/Materials Needed: MELC, ADM modules

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

1. Review previous lesson X

X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish  can be facilitated

interest in new lesson by a household partner

4. Check learner’s prior knowledge about the can be done via a learning activity

new lesson sheet

5. Present connection between old and new can be facilitated during a

 synchronous learning session
lesson and establish purpose for new lesson

can be done via a learning activity

6. State lesson objectives as guide for learners  sheet

Lesson Proper
 can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning activity

sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding  sheet

After the Lesson

1. Wrap up activities  can be done via a learning activity
sheet
2. Emphasize key information and concepts
discussed can be done via a learning activity

sheet
3. Ask learners to recall key activities and can be done via a learning activity
concepts discussed
 sheet
 can be done via a learning activity
4. Reinforce what teacher has taught sheet

5. Assess whether lesson has been mastered can be done via a learning activity

sheet
can be done via a learning activity
6. Transfer ideas and concepts to new  sheet
situations

ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the slm you examined, what materials or resources can you
create or curate to supplement the SLM?
 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain what
has been discussed.
 Ask the students to make a relevance of the things they have learned, reiterate the values and
the importance of the lesson in their lives/ daily situations.

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 will guide the students by providing them more examples of the concepts
in the SLM for them to understand the lesson better
 To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

2. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about
the students progress while taking the tasks/ activities and set more examples using teachnologies
and other reliable references.

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.
 Formative Assessment learners may be Summative Assessment
assessed individually
assessment FOR learning: or collaboratively assessment OF learning:
to make corrections in the lesson to measure if the student met the
should encourage- self performance and content standards
may be incorporated in all parts of reflection and
the lesson: before the lesson, the personal execute after the lesson/end of a
lesson proper, and after the lesson accountability among quarter
students about their
results must be recorded to study own learning results enable teachers to describe
the patterns of learning how well the students learned the
demonstrated by the students but may be a written standards/competencies for a
should NOT be used as the basis work or a
performance given quarter, which are then
for grading.
task reflected in the class record

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and difference between the two types of assessments.

ACTIVITY 6

here 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

Provide the rubrics in the activity sheets. Then, parents will assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum / teacher will give feedback to the learners individually through text /
Performance Task messenger.
Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test the submission of the test in case the students do not have an access
online.
Provide supplementary assessment materials to the learners aside from
4. Weekly Test / Assessment the module which will be picked up in the designated drop box placed in
 barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or not
the students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the
5. Reflection learners to ponder. Provide and discuss the rubrics to be used for the
activity.

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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection

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

 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules

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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much they have learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

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

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__4.This refers to the method of submission of learning

outputs preferred by the learner/parent based on their d. learning task
context.
ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 9
WEEK 1, QUARTER 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 ORIENTATION/MEETING/CONSULTATION

1:00 - 3:00

Tuesday

9:30 - 11:30 ARALING NAILALAPAT ANG KAHULUGAN NG EKONOMIKS Araling Panlpunan module PERSONAL SUBMISSION
PANLIPUNAN SA PANG ARAW-ARAW NA PAMUMUHAY 1,Lesson 1,Quarter 1, Week 1 BY THE PARENT TO THE
BILANG ISANG MAG AARAL,AT KASAPI NG TEACHER IN SCHOOL
PAMILYA AT LIPUNAN.

1:00 - 3:00 EDUKASYON SA NATATANGGAP ANG MGA PAGBABAGONG ESP MODULE 1, LESSON 1 PERSONAL SUBMISSION
PAGPAPAKATAO NAGAGANAP SA SARILI NA MAY PAGTATAYA AND LESSON 2 BY THE PARENT TO THE
SA MGA KILOS TUNGO SA MAAYOS NA TEACHER IN SCHOOL
PAGTUPAD NG KANYANG MGA TUNGKULIN QUARTER I, WEEK 1
BILANG NAGDADALAGA/NAGBIBINATA.

Wednesday

9:30 - 11:30 TLE: BEAUTY CARE EXPLAIN BASIC CONCEPTS IN BEAUTY CARE BEAUTY CARE MODULE 1, PERSONAL SUBMISSION
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

(NAIL CARE) SERVICES LESSON 1 BY THE PARENT TO THE

TEACHER IN SCHOOL
QUARTER I, WEEK 1

1:00 - 3:00 MAPEH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, LESSON PERSONAL SUBMISSION
COMPONENT PER CHARACTERISTICS OF REPRESENTATIVE 1 BY THE PARENT TO THE
WEEK) MUSIC SELECTIONS FROM THE LOWLANDS OF TEACHER IN SCHOOL
LUZON AFTER LISTENING QUARTER I, WEEK 1

Thursday

9:30 - 11:30 MATHEMATICS ILLUSTRATE WELL-DEFINED SETS, SUBSETS, MATHEMATICS MODULE 1, PERSONAL SUBMISSION
UNIVERSAL SETS, NULL SETS, CARDINALITY LESSON 1 AND LESSON 2 BY THE PARENT TO THE
OF SETS, UNION AND INTERSECTION OF SETS, TEACHER IN SCHOOL
AND THE DIFFERENCE OF TWO SETS. QUARTER I, WEEK 1

1:00 - 3:00 FILIPINO NAHIHINUHA ANG KAUGALIAN AT KALAGAYANG FILIPINO MODULE 1, PERSONAL SUBMISSION
PANLIPUNAN NG LUGAR NA PINAGMULAN NG LESSON 1 BY THE PARENT TO THE
KUWENTONG BAYAN BATAY SA MGA TEACHER IN SCHOOL
PANGYAYARI AT USAPAN NG MGA TAUHAN. QUARTER I, WEEK 1

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 Family Time

onwards
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 learning
A tool for monitoring learners who lag
facilitators of household partners in tracking
PURPOSE behind based on the result of their formative
the subject areas to be tackled and activities
and summative assessment
to perform at home
Learners and learning facilitator or Teachers and learning facilitator or
FOR WHOM?
household partner household partner
Learning areas, learning competencies, Learner’s need, intervention strategies,
COMPONENTS
learning task, mode of delivery monitoring date, learners 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 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.
 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: LYDIA L. BULANADI

GRADE LEVEL: 9
INTERVENTION LEARNER’S STATUS
LEARNER’S MONITORING
LEARNING AREA STRATEGIES INSIGNIFICANT SIGNIFICANT
NEEDS DATE MASTERY
PROVIDED PROGRESS PROGRESS
 ARAL.PANLIPUNAN The learner needs The teacher may October 9, 2020 √
further provide more
explanation and examples of
more examples pangangailangan.
about the topic
Pangangailangan Explanation of the
these topic are
at kagustuhan.
also provided.
 
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
INTERVENTION
Learner is making significant progress. Continue with the learning plan √
STATUS
Learner has reached mastery of the competencies in learning plan.