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 by the LCP
and between the different types of distance learning modalities
2. Apply lesson design and assessment consideration for distance
learning in the light of COVID-19 crisis
3. Create a weekly home learning plan to guide your learners as they
do independently 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

LAC Session 3A

IRENE S. MARTICIO
Teacher II
MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
Lesson No 1: Understanding the Different LDMs
Activity No. 1

Face-to-face (F2F) learning A traditional way of teaching and learning process

where learners usually to go schools in order for them to acquire the learning
competencies designed for them. It also requires the presence of a teacher with aids
for teaching and providing learning resources to the class for better outcomes.

Distance learning refers to a learning delivery modality where a learner is given

materials or access to resources and he/she undertakes self-directed study at home
or in another venue. Learners engage in independent learning at home or in any
physical learning space applicable, by using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing
TV lessons or listening to radio-based instruction while being geographically distant
from the teacher. The teacher supervises and monitors the learner’s progress and
provides remediation and enhancement when needed and possible. Assistance may
be provided by a learning facilitator who may be a parent or any member of the
family, or a community stakeholder.

Parents/Guardians or any responsible adults who are in-charge of guiding and

supporting the learner at home shall be encouraged to come to the community
learning space to confer with the teachers about the learner’s progress.

The four types of Distance Learning are:

1. Modular Distance Learning refers to a learning delivery that is in the form of
individualized instruction where learners use self-learning modules (SLMs) in print or
digital format, whichever is applicable in the context of the learner, with the
guidance of any member of the family or other stakeholder in the community trained
to serve as learning facilitators.
2. Online Distance Learning refers to a learning delivery modality where the teacher
facilitates learning and engages learners' active participation using various
technologies connected to the internet while they are geographically remote from
each other. The internet is used to facilitate learner-teacher, learner-content and
peer-to-peer interaction. Online learning may be through a synchronous or
asynchronous platform; it requires both teacher and learners to have good and
stable internet connection. This is practiced effectively by using a Learning
Management System (LMS) or related technologies. The use of DepEd Commons
and LR Portal falls in this category as both require internet connectivity to have
access.
3. TV-based instruction/Radio-based instruction refers to the use of television or
radio programs on channels or stations dedicated to providing learning content to
learners as a form of distance education. This may not be considered as a sole
learning delivery modality as it is usually combined with Face-to-Face Learning or
other forms of distance learning such as Modular Distance Learning or Online
Distance Learning.
4. Blended Distance Learning: Any combination of the above DL types. Thus:
  MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
 ODL, TVBI/RBI and MDL

Blended learning refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning. It can be (1) F2F and modular
distance learning; (2) F2F and online distance learning; (3) F2F and TV-based
instruction/Radio-based instruction; or (4) F2F and any combination of the other
types of distance learning.

Home schooling refers to an alternative learning delivery mode (ADM) that

provides learners with access to formal education while staying in an out-of-school
environment, with parents, guardians, or tutors as authorized facilitators instead of
classroom teachers. This does not preclude going to a school on specific periods to
develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

The LDMs that do not have an F2F learning component are the following:

a. Distance learning
b. Home schooling if done via distance learning

Both of the above mentioned LDMs require to have the assistance of the parents or
guardians of the child or any member of the family who has the capacity and ability
to do the guidance while the child is at home.

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 1: Understanding the Different LDMs
Activity No. 2

Distance Distinguishi Essential Role of Role of Role of

Learning ng Feature Resources Teacher Parent or School
Modality Household
Member
Modular Use self- Printed or Orients the Facilitator The school
Distance learning digital parents and orients the
Learning modules format SLMs learners Supervise teachers,
(MDL) (SLMs) in about the and monitor parents
print or Textbooks modular the child as and
digital and learning learning he/she is learners
format materials policies and doing the about the
through directions to activities in modular
individualize The SLMs in ensure that the modules learning
d instruction digital form everyone is correctly at policies
such as properly home. and
electronic informed directions
copy (e- and guided. Reports to to ensure
copy) and the teacher that
PDF stored Must have his/her everyone is
on a the initiative observation properly
CD/DVD/US to contact to his/her informed
B flash or have a child’s and
drive/pen contact to learnings. guided.
drive, or his/her pupil
courseware and their  The
to be parents as school
uploaded in well. must
the DepEd provide a
portal Prepares complete
the and
necessary appropriate
documents content
in the (Learning
learning kit Modules/Se
such as lf-Learning
Weekly Modules in
Learning print and
Plan, Class e-copy for
program, those with
Modules, device) for
Activity Quarter 1
Sheets etc. available
needed in for
Modular distribution
Distance to learners.
Learning. Provide the
available
Monitors if and
there is a complete
need for set of SLMs
intervention in printed
s or and digital
supplement form
al activities
depending
on the
parent’s
initiative to
observe
his/her
 child’s
performanc
e
Online May be Stable Facilitates Guide their The school
Distance through a internet learning and children orients the
Learning synchronou connection, engages during their teachers,
(ODL) s or platforms learners' online parents
asynchrono for online active learning and and
us platform learning participation in doing the learners
using such as use using activities. about the
various of DepEd various online
technologies Common technologies Parents, learning
connected and guardians policies
to the Learning Orients the or and
internet portal parents and responsible directions
the child adults at to ensure
about the home that
online supervise everyone is
learning and monitor properly
policies and the screen informed
directions time of the and
so that learners guided.
everybody
is informed  The
and guided. school will
provide
technology
knowledge
enhanceme
nt program
wherein
regular
trainings or
seminars
are given
to
teachers,
students,
and
parents to
make them
embrace
the
technology.

Provide
source of
free
internet

The school
has an
educational
platform or
Learning
Manageme
nt System
(LMS),
either
subscriptio
n-based or
locally
developed.

 The
school
must
provide a
technical
expertise
to run and
support the
educational
platform
24/7.

 The
school
must
provide an
email
facility or
domain
name for
all teachers
and users

 The
school
must
provide a
helpdesk
personnel
working
under the
 platform
managers
whose
main task
will be to
directly
answer
usage
queries of
both
teachers
and
students.

 The
school
must
provide
complete
and
appropriate
content for
Quarter 1
in the
platform.

TV-Based Use of Television Update and Ensure Orient the

Instruction television Station assist the children teachers,
(TVBI) programs Channels; tv learners on access to parents
appliance; its television. and
activity flow/timeslo learners
sheets t. Supervise about the
and monitor television
Provide the instruction
complete progress of policies
and their and
appropriate children as directions
context. well as to ensure
(Learning provide that
Modules) in guidance to everyone is
video form. their properly
children. informed
Supervise and
and
monitors guided.
the
progress of  The
their school
children's must
learning as secure a
well as MOA/MOU
provide with a
guidance to Television
their Network or
children. Radio
Station for
the needed
airtime/slot
.

 The
school
must
provide
complete
and
appropriate
content
(Learning
Modules/Se
lf-Learning
Modules in
video
format and
radio-
based
lesson
format/radi
o script as
well as in
print/e-
copy) for
Quarter 1.

 The
school
must
ensure
available
reference/s
upplement
 ary
materials
for
distribution
to the
learners.

Radio- Use of radio Radio Facilitate Ensure Orient the

Based programs Programs learning children’s teachers,
Instruction on station on Stations; through the access to parents
(RBI) dedicated to radio; allotted radio. and
providing activity airtime/slot Supervise learners
learning sheets in the radio and monitor about the
context to station the Radio
learners. progress of Based
learners. Instruction
policies
and
directions
to ensure
that
everyone is
properly
informed
and
guided.

Blended Any Self- Prepares Serve as Provide

Distance combination Learning the Self- learning completed
Learning of the Modules Learning Facilitator. set of SLMs
different (SLMs) in Modules in print or
distance print or (SLMs) Supervise digital as
learning digital. printed or and monitor well as
types. Various digital. the textbooks,
technologies progress of Learners
connected Monitors the their Materials
to the learners children. (LMs) and
internet progress supplemen
Internet tary
Connectivity Facilitates materials.
Deped learning
Commons

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 1: Understanding the Different LDMs
Activity No. 3

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

Modular Distance Most of our learners belong to less-fortunate

Learning families who are apparently not capable of
providing the necessary tools and equipment
like computer, smartphones, internet
connections, television, etc. in order for them
1
to participate in Online Learning and other
learning modalities. Many of them also reside
in far-flung areas where signal reception is
not possible so modular distance learning is
the best fit modality for them.
Blended Learning When the current situation due to this
pandemic becomes better, the school may
include the face-to-face instruction along with
the existing modular learning. This is to
2 provide better instructional support,
monitoring, and evaluation to the learners to
ensure that the quality of education is being
delivered.

TV-Based TVBI is possible but not to everyone. As

Instruction mentioned above, most of the learners’
families are not capable of providing this type
of device.
3

Radio-Based Most families in the community now-a-days

Instruction do not use radios anymore. In some
households this is still present but the signal
reception is still their biggest hurdle.
4

Online Learning Based from the data collected from the

LESFs, a very small number of learners
selected this type of instruction simply
because most the learners are not capable of
5 this as stated in the above explanations.
Activity 4

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their
household module and activity sheets. Organize, if possible, a learning
member who support system in the area that can be composed of volunteers
can to provide assistance to these learners.
guide and
support their
learning at
home.

Provide additional reading materials in developing their reading

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

Provide remedial reading materials. Attach monitoring sheets

Struggling that parents/guardians may check. Constant communication
readers (Grades with the parents/guardians should be implemented. Organize, if
4-12) possible, a learning support system in the area that can be
composed of volunteers to provide assistance to these learners.

No access to Provide self-learning modules and other additional learning

devices and materials.
Internet

Inaccessible Coordinate with their barangay officials to assist the teachers in

(living in remote delivering the self-learning modules and other additional
and/or unsafe learning materials.
areas)

Indigenous Provide self-learning modules and other additional learning

People materials that are cultured friendly.

Persons with Assess the particular needs of these learners and provide them
Disabilities with the materials that would suffice it.

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 2: Designing Lessons and Assessments in the Different LDMs
Activity No. 1

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, and deciding on the pacing and allocation of instructional time”
(Virginia Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-
prepared and well-planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools. In order for the design to be effective,
teachers need to consider the learners’ characteristics and be responsive to the
needs of the learners.

2. Why is lesson designing important?

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

3. 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?)

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 2: Designing Lessons and Assessments in the Different LDMs
Activity No. 2

Before the Lesson Lesson Proper After the Lesson

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

6. State lesson
objectives as guide for
learners.

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 2: Designing Lessons and Assessments in the Different
LDMs
Activity No. 3

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

MODULE NO. 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Lesson No 2: Designing Lessons and Assessments in the Different
LDMs
Activity No. 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 9
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASK FOR DL

Part of Lesson / Learning Tasks Check if already Additional Remarks:

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

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner
so that they are guided throughout the lesson?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
 In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication procedure
with the parents/guardians for the feedbacks , comments, and suggestions.

Activity No. 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment. In the policy, you will find out about the two types
of assessment: formative and summative. Take note of the similarities and differences between the
two. Write your answers in a Venn diagram in your Study Notebook.

May be given at any time

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

Activity No. 6
Which assessment methods can you adapt in DL considering the content area that you are teaching?
In your study notebook, recreate the following table and list five methods that you would like to try.
For each one, write how you plan to use it in DL.

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

2. Summative At the end of the unit, written summative assessments in all learning areas
Assessment shall be given to assess the learning development of the learners in modular
distance learning.
3. 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.

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

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

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

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

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance learning, we are
able to learn various ways in communicating to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be confusing to them.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Activity No. 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms
in column B. Write your answers in your Study Notebook.

Column A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

Activity No. 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.
Activity No. 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 facilitators or household
Purpose partners in tracking the subject
areas to be tackled and activities to
perform at home
A tool for monitoring learners who lag
behind based on the results of their
formative and summative
assessments

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, mode strategies, monitoring date, learner’s
of delivery status

Has to be communicated
Yes Yes
to parents?