MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 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. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component?

Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.

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

The LDMs that do not have the face to face learning component are the Distance Learning and Home
Schooling.

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

Distance Distinguishin Essential Role of Teacher Role of Parent Role of School

Learning g Feature Resources or Household
Modality Member
Modular Individualized SLMs, as well as Monitors the Learning Plans, prepare,
Distance instruction textbooks/learners’ learner progress facilitators who monitors the
Learnin where learners materials (LMs), and setting a provide learners performance of
g (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 Collaborates to
(SLMs) in print the MELCs while barangay officials
or digital seeing the
format connection of one Accepts donations
lesson to the next from stakeholders
to reinforce the
coherence of the
curriculum.

Online Teacher Give assignments Learning Provide orientation

Distance facilitates SLMs for Alternative and learning tasks facilitator that for learners and
Learning learning andDelivery Modes supervise and parents on
(ODL) engages (ADM), textbooks, Facilitates learning monitor the navigating these
learners' active primer lessons, and engages screen time of online platforms
participation activity sheets, learners active the learners
using various teacher-made participation using Organize
technologies videos and technologies professional
connected to supplementary development
the internetmaterials, and open activities to
while they are educational enhance teachers
geographically resources (OERs). understanding of
remote fromSLMs and primer and skills in the use
each other lessons converted of LMS
into different digital
forms such as Determine the
interactive lessons appropriateness of
or electronic books certain learning
(e-books) and management
DepEd Learning systems in the
Resources Portal, delivery of
DepEd Commons instruction
and/or different
DepEd recognized
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
Instructio programs on key concepts and viewing time as their
n (TVBI) channels or clarifications on parents/guardian
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
area
form of
teacher/learning
distance
facilitator
education. wherever possible
or through phone
calls, SMS, among
others.
Radio- Use of radio Radio based- Enhancement of Guidance from provide the
Based programs on lessons understanding of parents/learning learners, as well as
Instructio channels or key concepts and facilitators during their
n (RBI) stations clarifications on listening time parents/guardians/l
dedicated to possible areas of earning facilitators
providing confusion in the the broadcast
learning lesson that was schedule of
content to listened to shall be lessons
learners as a done during home
form of visits by subject
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 quality
Distance combination of textbooks/learners’ learners, as well facilitator of education
Learnin the above DL materials (LMs), as their
g types. Thus: copies of video parents/guardians/ Provide
lessons in a flash learning facilitators supplementary
•MDL and ODL drive or CD the broadcast materials to those
schedule of who have
•MDL and
SLMs for Alternative lessons insignificant
TVBI/RBI Delivery Modes
•ODL and (ADM), textbooks, Plan a LAC
TVBI/RBI primer lessons, strategies to
•ODL, TVBI/RBI activity sheets, enhance the
and MDL teacher-made learning progress
videos and of pupils
supplementary
materials, and open
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
ACTIVITY 3
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.
RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
 1 MDL
2 BL
3 TV BI
4 ODL
5 RBI
Module is readily available
It is combined with others so there are lots of resources to be
utilized
Almost all learners have television
Some still don’t have internet connectivity, if there is, connection
is not stable.
Radio is obsolete.

ACTIVITY 4
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

Coordinate with the Barangay Officials or BHW assigned

Learners without parents or household in their area.
member who can
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
ACTIVITY 1

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:
 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? 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

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

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
4. Check learner’s prior internalize discussed
knowledge about the 2. Help learners 4. Reinforce what
new lesson understand and teacher has taught
5. Present connection master new 5. Assess whether
between old and new information lesson has been
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

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

ACTIVITY 3

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.

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: English VI
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: 1. Differentiate real from make believe
2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice calls,
present can be facilitated
in the by a household partner,
SLM 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 X

X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish  can be facilitated

interest in new lesson by a household partner

4. Check learner’s prior knowledge about the can be done via a learning activity

new lesson sheet

5. Present connection between old and new can be facilitated during a

 synchronous learning session
lesson and establish purpose for new lesson
can be done via a learning activity
6. State lesson objectives as guide for learners  sheet

Lesson Proper
 can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning activity

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

 can be done via a learning activity
1. Wrap up activities
sheet
2. Emphasize key information and concepts can be done via a learning activity
discussed 
sheet
3. Ask learners to recall key activities and can be done via a learning activity
concepts discussed  sheet

4. Reinforce what teacher has taught can be done via a learning activity
sheet

5. Assess whether lesson has been mastered can be done via a learning activity

sheet

6. Transfer ideas and concepts to new can be done via a learning activity
situations  sheet

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?
 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain what has
been discussed.
 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?

 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
 To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

2. 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 teachnologies and
other reliable references.

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.

Formative Assessment learners may be Summative Assessment

assessment FOR learning:
to make corrections in the lesson
may be incorporated in all parts of
the lesson: before the lesson, the
lesson proper, and after the
lesson
results must be recorded to study
the patterns of learning
demonstrated by the students but
should NOT be used as the basis
for grading.
assessed individually
or collaboratively assessment OF learning:
to measure if the student met the
should encourage- performance and content standards
self reflection and
personal execute after the lesson/end of a
accountability among quarter
students about their
own learning results enable teachers to describe
how well the students learned the
may be a written
work or a standards/competencies for a
performance given quarter, which are then
task reflected in the class record

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and difference between the two types of assessments.

ACTIVITY 6
here 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? 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 Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum /
teacher will give feedback to the learners individually through text /
Performance Task messenger.
Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test
the submission of the test in case the students do not have an access
online.
Provide supplementary assessment materials to the learners aside from
the module which will be picked up in the designated drop box placed in
4. Weekly Test / Assessment 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.
The teacher may provide a question via text or FB messenger for the
5. Reflection 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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection
2. What are the challenges in doing assessment in DL?
 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules
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 True False


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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much they have learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

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

d_2. These are the formative learning opportunities given to b. mode of delivery
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. c. learning competencies

_b 4.This refers to the method of submission of learning

outputs preferred by the learner/parent based on their d. learning task
context.

A
C WEEKLY
T HOME
I LEARNI
V NG
I PLAN
T FOR
Y GRADE
9 WEEK
2 1,
QUART
ER 1,
October
5-9,
2020
Day & Time Learning Area Learning Competency Learning Ta

8:00 - 9:00 wake up, make up your bed, eat breakfast, and get ready for

9:00 - 9:30 have a short exercise/meditation/bonding with fa

Monday

9:30 - 11:30 ORIENTATION/MEETING/CONSULTATIO

1:00 - 3:00

Tuesday

9:30 - 11:30 ENGLISH EXPRESS PERMISSION, OBLIGATION AND ENGLISH M

PROHIBITION USING MODAL VERBS. LESSON 1
QUARTER
1:00 - 3:00 EDUKASYON SA NATATANGGAP ANG MGA PAGBABAGONG ESP MODU
PAGPAPAKATAO NAGAGANAP SA SARILI NA MAY PAGTATAYA AND LESSO
SA MGA KILOS TUNGO SA MAAYOS NA
PAGTUPAD NG KANYANG MGA TUNGKULIN QUARTER
BILANG NAGDADALAGA/NAGBIBINATA.

Wednesday

9:30 - 11:30 TLE: BEAUTY CARE EXPLAIN BASIC CONCEPTS IN BEAUTY CARE BEAUTY CA
(NAIL CARE) SERVICES
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

LESSON 1 TEACHER IN SCHOOL

QUARTER I, WEEK 1

1:00 - 3:00 MAPEH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, LESSON PERSONAL SUBMISSION
COMPONENT PER CHARACTERISTICS OF REPRESENTATIVE 1 BY THE PARENT TO THE
WEEK) MUSIC SELECTIONS FROM THE LOWLANDS OF TEACHER IN SCHOOL
LUZON AFTER LISTENING QUARTER I, WEEK 1

Thursday

9:30 - 11:30 MATHEMATICS ILLUSTRATE WELL-DEFINED SETS, SUBSETS, MATHEMATICS MODULE 1, PERSONAL SUBMISSION
UNIVERSAL SETS, NULL SETS, CARDINALITY LESSON 1 AND LESSON 2 BY THE PARENT TO THE
OF SETS, UNION AND INTERSECTION OF SETS, TEACHER IN SCHOOL
AND THE DIFFERENCE OF TWO SETS. QUARTER I, WEEK 1

1:00 - 3:00 FILIPINO NAHIHINUHA ANG KAUGALIAN AT KALAGAYANG FILIPINO MODULE 1, PERSONAL SUBMISSION
PANLIPUNAN NG LUGAR NA PINAGMULAN NG LESSON 1 BY THE PARENT TO THE
KUWENTONG BAYAN BATAY SA MGA TEACHER IN SCHOOL
PANGYAYARI AT USAPAN NG MGA TAUHAN. QUARTER I, WEEK
1
Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 Family Time

onwards
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
A tool for monitoring learners who lag
facilitators of household partners in tracking
PURPOSE behind based on the result of their
the subject areas to be tackled and
formative and summative assessment
activities to perform at home
Learners and learning facilitator or Teachers and learning facilitator or
FOR WHOM?
household partner household partner
Learning areas, learning competencies, Learner’s need, intervention strategies,
COMPONENTS
learning task, mode of delivery monitoring date, learners status
HAS TO BE COMMUNICATED TO
Yes Yes
PARENTS?

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.
 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: Juan H. Dela Cruz

GRADE LEVEL: 9- Sampaguita
INTERVENTION LEARNER’S STATUS
LEARNING LEARNER’S MONITORING
STRATEGIES INSIGNIFICANT SIGNIFICANT
AREA NEEDS DATE MASTERY
PROVIDED PROGRESS PROGRESS
English The learner needs The teacher may October 9, 2020 √
further provide more
explanation and examples of
more examples dialogues which
on the different use modals.
uses of modal
verbs. Explanation of the
these sentences
are also provided.
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
INTERVENTION
Learner is making significant progress. Continue with the learning plan √
STATUS
Learner has reached mastery of the competencies in learning plan.