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

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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
(1 to 5, from easiest
to Type of DL Why?
hardest to
implement)
 Modular Distance Most of our learners belong to less-fortunate families who are
Learning 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-
1 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 provide better instructional
support, monitoring, and evaluation to the learners to ensure that
the quality of education is being delivered.
2

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.

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

Instruction 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 this as stated in the above
explanations.

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

LEARNER GROUP TARGETED INTERVENTION

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

Provide additional reading materials in developing their reading skills. Attach

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

Provide remedial reading materials. Attach monitoring sheets that

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

Provide self-learning modules and other additional learning materials.

No access to devices and
Internet

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

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

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

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

eflection, 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):
Grade Level and Learning Area: GRADE 3 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls, can be facilitated
Check if already
by a household partner, can be done via a
Part of Lesson / Learning Tasks present in the
learning activity sheet, can be presented via an
SLM
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.
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 Assessment Formative assessment like 5-item written evaluation is included in each self-learning
in a form of short quizzes modules. Additional activity sheets and worksheets containing various evaluation
and seatworks shall also be distributed.

2. Summative Assessment At the end of the unit, written summative assessments in all learning areas 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 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, 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
_ __2. These are the formative learning opportunities given to d. learning task

learners to engage them in the subject matter and 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.

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) Monitoring Plan (ILMP)

A tool to guide learners and learning
facilitators or household partners in
tracking the subject areas to be
Purpose 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

household partner household partner
For Whom?

Learning area, learning competencies, Learner’s needs, intervention strategies,

learning tasks, mode of delivery monitoring date, learner’s status
Components

Has to be communicated to
Yes Yes
parents?