STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning
tasks.

MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

1. Do a quick check of your knowledge of the four modalities prescribed in the

LCP—face to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

Face-to-Face 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 method where learners are provided with
materials or tools that they can study at the comfort of their home. This could also be
an online teaching and learning process.
Blended Learning - This method can be a combination of online learning and F2F
learning or any combinations of learning delivery modalities.
Homeschooling - This is a home-based learning method where learner is not
required to go to school. They study at their own pace with the help of their
parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook
Ans. Distance Learning and Homeschooling
ACTIVITY 2
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of Role of
Learning feature resources Teacher parent or School
Modality household
member
Modular Individualize Printed Learning Learning The school
Distance instructions Modules Facilitator facilitator
orients the
Learning where learners and teachers,
MDL used self guardians parents, and
learning and learners
modules SLM supervisorabout the
in print or modular
digital format learning
policies and
directions to
ensure that
everyone is
properly
informed and
guided
TV- based Used of MOA with The teacher The parents The school
instructions television or the serves a are willing orients the
radio programs television supervisors to co- teachers,
 on channels or network or and collect supervise parents, and
stations radio station all the and co- learners
dedicated to finished monitor the about
provide outputs of progess of TV/Radio-
learning the students their based
content to childrens instruction
learners as a learning as policies and
form of well as directions to
distance provide ensure that
education guidance to everyone is
their properly
children informed and
guided

Radio- Use of MOA with The teacher The parents The school
based television or the serves a are willing orients the
Instructions radio programs television supervisors to co- teachers,
on channels or network or and collect supervise parents, and
stations radio station all the and co- learners
dedicated to finished monitor the about
providing outputs of progess of TV/Radio-
learning the students their based
content to childrens instruction
learners as to learning as policies and
for of distance well as directions to
education provide ensure that
guidance to everyone is
their properly
children informed and
guided

Blended Minimum Adopt any Strategies The parents Schools

Distance requiremnts combination per learners are willing which adopt
Learning must be met of the above engagement to co- any
for each of the three types in all types supervise combination
types being of distance of distance and co- of the above
combined any learning learning monitor the three types
of the following must meet shall be progess of of distance
LMDs the utilized by their learning
requiremnts teachers childrens must meet
of each type learning as the
well as requirements
provide of each type
guidance to
their
children

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc. Then rank the DL
types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the
reasons for your ranking of each. Replicate the following table and write your answers in
your Study Notebook.
 Ranking Type of DL Why?
(1 to 5, from
easiest to
hardest to
implement)

1 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 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.
2 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 provide better instructional
support, monitoring, and evaluation to the
learners to ensure that the quality of education is
being delivered.

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

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

4 Radio-Based Most families in the community now-a-days do not

Instruction use radios anymore. In some households this is
still present but the signal reception is still their
biggest hurdle.

5 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 this as stated in the above
explanations.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or 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.
Beginning
readers (K to 3) Provide additional reading materials in developing their reading
skills. Attach monitoring sheets that parents/guardians may
check. Constant communication with the parents/guardians
should be implemented.

Struggling Provide remedial reading materials. Attach monitoring sheets

readers (Grades that parents/guardians may check. Constant communication
4-12) with the parents/guardians should be implemented. Organize, if
possible, a learning support system in the area that can be
composed of volunteers to provide assistance to these learners.
No access to
devices and Provide self-learning modules and other additional learning
Internet materials.

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

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

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

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN

THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through
the document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning "the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods.
 2. Why is lesson designing important?
Lesson designing is imperative to ensure that time is maximized for instruction
and learning, lessons are responsive to learners' needs, teachers set learning targets
for learners, and for the teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or
acquire.
 A well-selected and well-organized group of learning activities to ensure that
the objectives are met.

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3)
after the lesson. In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners  Wrap up activities
concepts and key with feedback  Emphasize key
points from  Check for learners' information and
previous lessons understanding concepts
 State lesson  Explain, model, discussed
objectives as demonstrate, and  Assess whether
guide for learners illustrate the lesson has been
 Present concepts, ideas, mastered
connection skills, or processes  Transfer ideas and
between old and that students will concepts to new
new lesson and eventually situations
establish purpose internalize  Ask learners to
for new lesson  Help learners recall key activities
 Check learners' understand and and concepts
prior knowledge master new discussed
about the new information  Reinforce what
lesson teacher has taught

ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.

Components of the DLL/DLP

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 6 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Part of Lesson / Learning Check if already Additional Remarks:
Tasks present in the (ex. can be done via voice
SLM calls, 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 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment. In the policy, you will find
out about the two types of assessment: formative and summative. Take note of the
similarities and differences between the two. Write your answers in a Venn diagram in your
Study Notebook.

May be given at any time Occurs toward the end of a

during the teachers and
learning process.
The results of formative
assessments will help
teachers make good
instructional decisions so
that their lessons are
better suited to the
learners' abilities.
period of learning in order
to describe the standards
reached by the learner.
Assessment
of Learning The results of summative
assessments are recorder
and used to report on the
learners' achievement.
ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method
1. Formative Formative assessment like 5-item written evaluation is
Assessment in a included in each self-learning modules. Additional activity
form of short sheets and worksheets containing various evaluation shall
quizzes and also be distributed.
seatworks
2. Summative At the end of the unit, written summative assessments in all
Assessment learning areas shall be given to assess the learning
development of the learners in modular distance learning.
3. Performance- For learning areas that are more focused on skills and
Based Assessment practical activities, 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.

4.

5.

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 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 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 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)
Purpose
A tool to guide learners and
learning facilitators or
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
Monitoring Plan (ILMP)
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

Components
Learning area, learning Learner’s needs, intervention
competencies, learning strategies, monitoring date,
tasks, mode of delivery learner’s status

Has to be
communicated to Yes Yes
parents?