MODULE 3A

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Lesson 1: Activity 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto- face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality.

Face-to-Face Learning
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.

Distance Learning
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.

Blended Learning
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

Home Schooling
Homeschooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.

Now, answer this question: Which of the LDMs do not have an F2F learning component?
The LDMs that do not have the face to face learning component are the Distance Learning and
Homeschooling.

Lesson 1: 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

Distanc Distinguishin Essential Role of Teacher Role of Parent Role of School

e g Feature Resources or Household
Learnin Member
g
Modalit
y

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 sets 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 drive or CD help learners meet needed
(SLMs) in print the MELCs while Collaborates to
or digital seeing the barangay officials
format connection of one
lesson to the next
to reinforce the
coherence of the Accepts donations
curriculum. from stakeholders

Online Teacher Give assignments Learning Provide orientation

Distance facilitates and learning tasks facilitator that for learners and
Learning learning and SLMs for Alternative supervise and parents on
(ODL) engages Delivery Modes monitor the navigating these
learners' active (ADM), textbooks, screen time of the online platforms
primer lessons, Facilitates learning
participation
activity sheets, and engages learners
using various
teacher-made learners active
technologies
videos and participation using Organize
connected to
supplementary technologies professional
the internet
materials, and open development
while they are
educational activities to
geographically
resources (OERs). enhance teachers
remote from
SLMs and primer understanding of
each other
lessons converted and skills in the
into different digital use of LMS
forms such as
interactive lessons
or electronic books Determine the
(e-books) and appropriateness of
DepEd Learning certain learning
Resources Portal, management
 DepEd Commons systems in the
and/or different delivery of
DepEd recognized instruction
learning
management
systems

TV- Use of TV – based lessons Enhancement of Serves as a Provide the

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

Blended Any SLMs, as well as Provide the Learning Ensure the

Distance combination of textbooks/learners’ learners, as well facilitator quality of
Learning the above DL materials (LMs), as their education
types. Thus: copies of video parents/guardians/
lessons in a flash learning facilitators
•MDL and ODL drive or CD the broadcast Provide
•MDL and schedule of supplementary
TVBI/RBI lessons materials to those
•ODL and SLMs for Alternative who have
TVBI/RBI
Delivery Modes insignificant
•ODL, TVBI/RBI (ADM), textbooks,
and MDL
primer lessons,
activity sheets, Plan a LAC
teacher-made strategies to
videos and enhance the
supplementary learning progress
materials, and open of pupils
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

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

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

Lesson 1: 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.

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household Coordinate with the Barangay Officials or BHW assigned
member who can in their area.
guide and support their learning at home
 Asked the help of some concerned neighbor or relatives.

Beginning readers (K to 3) Provide reading materials and parents should facilitate

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:
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

Lesson 2: 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:

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:

o Time is maximized for instruction and learning

o Lessons are responsive to learner’s needs
o Teachers set learning targets for learners
o Teachers carry out a lesson successfully
o Teachers master their learning area content
o Teachers become more reflective about their teaching
o 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
 Lesson 2: 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.

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

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
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

Lesson 2: 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.

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

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.

Lesson 2: 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:_____________________________________________
Lesson/Topic: ___________________________________________________________
Learning Objectives: ______________________________________________________
Learning Resources/Materials Needed: _______________________________________
 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
X
1. Review previous lesson X

2. Clarify concepts from previous lesson

̸ can be facilitated
3. Present warm-up activities to establish by a household partner
interest in new lesson
can be done via a learning activity
4. Check learner’s prior knowledge about the ̸ sheet
new lesson
can be facilitated during a
5. Present connection between old and new synchronous learning session
lesson and establish purpose for new lesson ̸
can be done via a learning activity
sheet
6. State lesson objectives as guide for learners
̸

Lesson Proper
̸ can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the concepts, ideas, skills, or processes that
can be done via a learning activity
students will eventually internalize ̸ 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
 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
concepts discussed ̸ can be done via a learning activity
4. Reinforce what teacher has taught sheet

can be done via a learning activity

5. Assess whether lesson has been mastered ̸
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?
o The teacher can provide other assessment forms like quizzes or test.
o The teacher may provide supplementary resources like video
presentations to sustain what has been discussed.
o 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?
o 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
o To the household partner, I will assist them by giving the schedules of activities
and other supplementary materials for them to have more references

3. 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 technologies and other reliable references.
 Lesson 2: 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.
Summative Assessment
Formative Assessment
Assessment OF to measure if the student met the
Learners may be assessed individually performance and content standards.
Assessment FOR to make corrections in the lesson
or collaboratively.
Maybe incorporated in all parts of the lesson, before, Execute after the lesson/end quarter.
lesson proper and after the lesson. Should encourage reflection and
personal accountability about theirResults
own enable teachers to describe how well the
learning.
Results musts be recorded to the patterns of learning students learned the standards/competencies.
demonstrated by the student.
May be a written work or a
performance task.

Lesson 2: Activity 6

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are
teaching? 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
Lesson 2: Activity 6
Example: I will send a three-item quiz via text message before the
Short quiz lesson. Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our
online session or via text message.
1. Essay Provide the rubrics in the activity sheets. Then, parents will assess
the output through the assistance of the teacher.

2. Demonstration / Practicum / The learners will send recorded performance through a given link.
Performance Task The teacher will give feedback to the learners individually through
text / messenger.
3. Quarterly Test Teachers can use mechanisms in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box
for the submission of the test in case the students do not have an
access online.
4. Weekly Test / Assessment Provide supplementary assessment materials to the learners aside
from 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.
5. Reflection The teacher may provide a question via text or FB messenger for the
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?

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

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

o Insufficient data connections
o Time schedule
o Limited resources
o No full support from the barangay officials
o Lack of gadgets

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?

o Division of labor
o Accepts donations
o Seek assistance from the superiors
o Provide enough time in constructing summative assessment
o Give feedback form
o Create group chat with the parents for open communication
o Provide simplified modules

Lesson 2: 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 Yes No
1. A portfolio mainly displays the academic achievements of
the
̸
learner.
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a portfolio.
̸
3. There is a fixed list of items that should be included in a
portfolio.
̸
4. The teacher can only comment on a learner’s portfolio.
̸
5. For asynchronous learning, teachers allow learners to work
on their outputs during their own time. The latter will submit the
̸
portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio
via
̸
file sharing programs or they may submit the actual softcopies
of
their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or
physical
̸
forms may be handed over to the teacher by the parents or
learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Lesson 3: Activity 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B.
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
D. 2. These are the formative learning opportunities given to competencies
learners to engage them in the subject matter and to d. learning task
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.
 Lesson 3: Activity 2
Create a WHLP for your class

Day & Time Learning Area Learning Competency Learning Tasks Mode of
Delivery

Science Describe and relate the Learning Task 1 - Find Have the parent
distribution of active the Epicenter hand-in the
Tuesday volcanoes, earthquake output to the
epicenters, and major Instructions: Study the teacher in
mountain belts to Plate activity. Follow the school.
Tectonic Theory procedure before
9:30 – 11:30
answering the questions.

Page/s: p. 8

Learning Task 2 –
Determining the
Arrival Times between
P-wave and S-wave.

Page/s: p. 9

Learning Task 3

Instructions: Draw the

location of the epicentre
of an earthquake in
Carmona, Silang, GMA
Cavite if the
hypothetical distance of
epicentre in Carmona is
300 km, Silang is 200
km and GMA is 200 km.
Draw this in your
notebook.

Page/s: p. 10

Lesson 3: 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)
 Purpose A tool to guide learners and
learning facilitators of
household partners in tracking
the subject areas to be
tackled and activities to
perform at home
For Whom? Learners and learning
facilitator or household
partner
Components Learning areas, learning
competencies, learning task,
mode of delivery
Has to be communicated to Yes
parents?
A tool for monitoring learners
who lag behind based on the
result of their formative and
summative asses
Teachers and learning
facilitator or household
partner
Learner’s need, intervention
strategies, monitoring date,
learners status.
Yes

Lesson 3: 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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: FELMAR V. CADACIO

Grade Level: 10
Interventio Learner’s Status
Learning Learner’s n Monitoring
Area Needs Strategies Date Insignificant Significant
Mastery
Provided Progress Progress
SCIENCE Understand Providing October 5,
the plate more guided 2020 ̸
tectonics activities.

Extending
the time of
completions
tasks