LEESON 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.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

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,
coordinate, plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the
learning tasks if there are any suspensions of classes due to calamities
(DepEd, 2020).
 • Enjoyable learning activities scheduled on Saturdays such as designing
portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the
American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and
one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and
up to four hours (two in the morning and the other two in the afternoon)
for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the
morning and the other 2 hours in the afternoon)

Attach Weekly Home Learning Plan (WHLP)

PERIOD TIME/ SECTION HUMSS 12 ABM 12 GAS 12

11.3 11. 4 11.4

1 O b je c tive / s: Explain and Explain and Explain and

Recognize Dance Recognize Dance Recognize Dance
TUESDAY 8-9 Relieves Stress. Relieves Stress. Relieves Stress.
Identify the Identify the Identify the
HUMSS 12
different ways of different ways of different ways of
relieving stress relieving stress relieving stress
through dancing. through dancing. through dancing.
WED. 2 -3PM Mo d e / Synchronous, Synchronous, Synchronous,
stra te g y: Discussion on Discussion on Discussion on
ABM 12 Dancing Relieves Dancing Relieves Dancing Relieves
Stress. Stress. Stress.
G AS 1 2
Use of power point Use of power point Use of power point
presentation via presentation via presentation via
Google Google Google
THURSDAY 8-9 Meet/Classroom. Meet/Classroom.
Meet/Classroom.

HE-AUTO 12
Atte n d a n c e 41/ 42 = 98% 25/ 27= 93% 25 / 30=83%
(%)

FRIDAY 11-12

STEM 12
 Share your prepared WHLP during your LAC Session.

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, fill out the table below
to see how the ILMP differs from the WHLP.

SEE last page attached FOR complete weekly home learning plan of HOPE 3
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)

Tool to guide learners and learning Tool for monitoring learners who
Purpose facilitator household partners in lag behind based on the results
tracking the subject areas to be of their formative and summative
tackled and activities to perform at assessments.
home.
Learners and learning facilitator or Teachers and Learning Facilitator
For Whom? household partner or household partner
Learning Area, Learning Learner’s needs, intervention,
Components Competencies, Learning Task and strategies, monitoring date,
Mode of delivery learner’s status.
Yes Yes
Has to be communicated
to parents?
 ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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: IGAR, JAYLORD
Grade Level: ABM-11A
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
Organization Absences / Printed February 20- Can follow
and No Output instructions or March 1 instruction
Management recorded video
instructions/tuto
rial

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan. 
Learner has reached mastery of the competencies in learning plan.
Source: DepEd Memorandum DM-CI-2020-00162

Share the ILMP that you made for that specific learner during your next LAC
Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to

get in touch with the household partner who provides assistance as needed while
the learner is doing the learning tasks at home.
Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will
be able to design lessons with your best efforts, and maximize learning
in this new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the
learning facilitators or household partners, in order to continuously improve
lessons and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly
with them and their families. As teachers, you need to make your
presence felt, and send the message to the learners that they are not
alone in this situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would
need support from your Coaches, School Heads, and fellow teachers as
you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for
this module. Be sure that you have your Module 3A outputs, Study Notebook, and
LAC Session 3A Guide ready when you participate in the LAC Session for this
Module.