MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1.

Knowledge of the four modalities prescribed in LCP

Face-to-Face (F2F) learning- refers to the learning modalities where the teacher and pupil are going to
school.
Distance Learning (DL) - In this modality, the learner engages in independent learning with the use of
modules and devices.
Blended Learning (BL) – it is the combination of all learning modalities prescribed in the LCP.
Homeschooling- it is an alternative delivery mode that helps the learners with access to formal education
while there are in home. It uses any or a combination of to various LDM.

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

Distance Learning (DL) and 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 Learning Distinguishing Essential Role of Teacher Role of Parent Role of School
Modality Feature Resources or Household
Member
Modular Distance No face to face Modules Prepared the Express Provide
Learning (MDL) between learner modules willingness to agreement to
and teacher Supervise and support the the LGU and
monitor learner’s LDM option Orient
progress Stakeholders
Online Distance Use of devices and Devices/access to The teacher have Guide and Train and
Learning (ODL) technologies for internet access to device and facilitate the update
the access of connectivity at the learners teachers to be
learning school more
No face to face technologicall
y adept.
TV-Based Learning Television Provide Video Supervise and Have available
Instruction (TVBI) modules/Self Network lessons monitor reference/sup
learning Kit children’s plementary
 Modules in video progress as well materials for
format as provide distribution of
guidance to the learners
their children
Radio-Based Radio airtime Slot Radio Inform and guide Guide and Orient the
Instruction (RBI) learner on what supervise teacher,
radio station learner parents and
needed learners about
Radio-based
instructions
policies
Blended Distance Combination of Modules, radio, T Depends on what Guide and Well prepared
Learning four modalities V, Technological option of the LDM supervise on what LDM
Device children arise.

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. Replicate the following table and write your answers in your Study Notebook.

Ranking
(1 to 5, from Type of Why?
easiest to hardest DL
to implement)
MDL Printed reading materials can be easily understood by our
1 learners
TVL Watching television can motivate learner to learn
2
RBL There is radio station near our place.
3
BL Combination of LDM may create difficulties in learning
4 because not everyone has devices and internet access
ODL There is no access of connectivity in our place.
5
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 Targeted Intervention

Group
Teachers home visitation.
Learners without parents or household members who can Ask neighbor or relatives for help.
guide and support their learning at home

Produce reading materials, video

Beginning readers (K to 3) lesson with alphabet sound
Provide reading materials with
Struggling readers (Grades 4-12) comprehension
Provide printed module
No access to devices and Internet
Seek for the help of barangay officials
Inaccessible (living in remote areas and/or unsafe area) for the delivery of module

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?
Answer: 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, and deciding on the pacing and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Lesson Planning is one way of planning instruction. Lesson
Planning is a way of visualizing a lesson before it is taught.

Lesson designing 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

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

● clearly articulated lesson objectives (What should be taught?)

● Well-selected and logically sequenced presentation of learning resources and activities to help learners
meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide 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.

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate, and 1. Wrap up activities

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
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
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

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

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled up after the lesson is
delivered. Teachers are encouraged to think about their lessons, particularly the parts that went well and the parts that were
weak and write about those briefly. In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented and which ones need improvement or could be adjusted
in the future. Teachers can also take note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered that their principal or supervisor can
help solve.
 ACTIVITY 4.

Learning Delivery Modality (select one): / ODL / MDL  TV/RBI 

BL Grade Level and Learning Area: Grade VI-Mathematics Lesson/Top
ic: Addition of Fraction and Whole Number Learning Objectives: Add
mixed numbers without and with rerouping Learning Resources/Mater
ls Needed: Module

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

Before the Lesson

1. Review previous lesson / Via voice call

2. Clarify concepts from previous lesson / Via voice call
3. Present warm-up activities to establish / Activity sheets
interest in new lesson
4. Check learner’s prior knowledge about the / Activity sheets
new lesson
5. Present connection between old and new / Via voice call
lesson and establish purpose for new lesson
/ Via voice call
6. State lesson objectives as guide for learners
By household partner
/

Lesson Proper

1. Explain, model, demonstrate, and illustrate the / Voice call

concepts, ideas, skills, or processes that
students will eventually internalize
2. Help learners understand and master new /
information Household partner
3. Provide learners with feedback /
Activity sheets
4. Check for learners’ understanding /
Activity sheets

After the Lesson

/
1. Wrap up activities Activity sheets
2. Emphasize key information and concepts / Via voice call
discussed
3. Ask learners to recall key activities /
Via voice call
and concepts discussed
4. Reinforce what teacher has taught Via voice call
5. Assess whether lesson has been mastered / Activity sheets
6. Transfer ideas and concepts to Activity sheets
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: hands-on activity

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: a) learner- provide more examples
b) Household partner- guide them in assisting learner’s
Answering the activities in module

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
Answer: We can use the Individual Monitoring Learning Plan in order to check the progress of the
pupils before we proceed to the next activity wherein by the use of this we can also gather feedback so
whenever the problem arises we are prepared.

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
learners may be
assessed individually or assessment OF learning: to measure if
assessment FOR learning: to make collaboratively the student met the performance and
adjustments in the lesson content standards

should promote
may be integrated in all parts of the selfreflection and done after the lesson/end of a quarter
lesson: before the lesson, the lesson personal accountability
proper, and during the lesson among students about
their own learning results enable teachers to describe how
well the students learned the
results must be recorded to study the standards/competencies for a given
patterns of learning demonstrated by the may be a written work quarter, which are then reflected in the
students but should NOT be used as the or a performance task class record
basis for grading.

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 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.
 Assessmen
How to Adapt the Assessment Method
t Method
in DL

I will send a three-item quiz via text message before the lesson.
Example:
Based on the responses, I will take note of the common
Short quiz
misconceptions and clarify them to the learners during our online
session or via text message.
I will send a three-item quiz via text message before the lesson. Based
1. short quiz
on the responses, I will take note of the common misconceptions and
clarify them to the learners via text message
It allows learner to express themselves through written works
2. Written such as writing reflections from the activities they have done.
works
Teacher will send a simple experiment in Science and let the pupil
3. take a video on what they are doing.
Performance
Task
I will provide reading materials and let them read for a week after
4.Assess in that I will call their parents through phone and let them read the
Reading materials.

5.
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?

Group members are the same in terms of assessing pupils in reading and also in written
works.

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

Most of the challenges we encountered was the use of technology such as smartphones
because of not everyone has but the good thing about this was some of their neighbor
allow them to use their phone so that we can assess them.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
It is important to continue learning for the sake of our learners that is
why despite of challenges we encountered in assessing them we look
at the brighter side of this situation. We use those assessment
methods listed above to check our learner’s progress despite of the
pandemic and challenges arise.

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.

Question True False

s

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.

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.

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
1. These are the knowledge,
a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every lesson b. mode of delivery
and/or learning task.
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter and d. learning task
to enhance their understanding of
the content.
3. This refers to the prescribed subject that
learners take.
4. This refers to the method of submission of
learning outputs preferred by the
learner/parent based on their context.

Answer:
1. c learning competencies
2. d learning task
3. a learning area
4. b mode of delivery
 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. Take note of the following
when creating your WHLP:

• For grade levels where learning areas are taught by different teachers,

NOTE: INSERT YOUR WHLP

HERE
ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CM-2020-00162. After you read the
guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see
WHLP.

Weekly Home Learning Individual

Plan (WHLP)
It will serve as a guide for the
Purpose parents/guardians who will
support the leanings of their
child in accomplishing the
learning tasks cited in the
module per week for the whole
quarter since face to face
interactions is very limited.
Learners and learning
For Whom? facilitator or household
partner.
Learning area, learning
Components competencies, learning tasks,
mode of delivery
Yes
Has to be communicated
to parents?
Learning Monitoring
Plan (ILMP)
It will serve as a tool for
monitoring learners who lag
behind based on the results of
their formative and summative
assessments.
Teachers and learning facilitator
or household partner
Learner’s needs, intervention
strategies, monitoring date,
learner’s 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.

NOTE: INSERT YOUR ILMP

HERE