MODULE 3 A LESSON 1

Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP
—face to-face (F2F) learning, IX, blended learning (BL), and home schooling 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 I to see
how well you did.
 Face-to-face (F2F) involve a traditional classroom learning where the teacher
and learners are physically in one venue. This type of learning may be
conducted in any available physical learning space learning where learners
can digest the content of each topic smoothly. It is undeniably the best way
to address and deliver learning ideas since there are more opportunities for
active engagement, immediate feedback and socio emotional development of
learners.
 Next, distance learning refers to a learning delivery modality where the
learner undertakes self-directed study at home or in another venue – apart
from school. This type of learning provides learners access to formal
education despite being geographically distant from the teacher. Learners
engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible either online,
stored on CD/DVD/USB Flash drive, in printed form, or by viewing TV lessons
or radio-based instruction.
 Blended learning is another type of learning delivery modality which uses a
combination of the features; Face to face (F2F) learning and distance
learning. This type of learning can be of four (4) types; (1) F2F and modular
distance learning; (2) F2F and online distance learning (3) F2F and TV-based
Instruction/Radio-based Instruction; or (4) F2F and any combination of the
other type of distance learning.
 Lastly, home schooling refers to an alternative learning delivery mode (ADM)
that provides learners access to formal education while staying in an out-of-
school environment, like their homes. This type of learning allows parents,
guardians, or tutors as authorized facilitators instead of classroom teachers.

2. Which of the LDMs do not have an F2F learning component?

 Home schooling and Distance Learning are the kinds of learning modality
which do not require Face to face learning.
 Activity 2 Distance Learning Matrix

Distance Distinguishing Essential Role of Teacher R

Learning Feature Resources
Modalities
Modular Printed  Competency-  Prepare printed modules to be G
Distance materials/modules based distributed to the parents.
Learning (MDL) adapted to the Self-Learning  Monitor and assess the learners.
condition of the Modules  Provide Weekly Home Learning
program used and Plan
provide quality  Learning Activity  Attend to learner’s queries thru
education. Sheets text or calls.
 Gather and check modules
Online Distance Use various  Learning Activity  Provide Weekly Home Learning P
Learning (ODL) technologies to facilitate Sheets Plan
instruction, interaction  Power point  Provide Power point
and communication presentation presentation. d
between teacher and made by the  Provide self-made video
learners. teacher lesson/presentation G
 Internet Access  Check learner’s output thru e-
 Smart phone, learning. c
tablet and  Attend to parent’s and learners’
laptop. queries.
TV-Based Concise, detailed and  Smart TV  Provide Weekly Home Learning
Instruction precise presentation of  Television with Plan m
(TVBI) the T-learning. cable connection  Provide schedule broadcast of
 Learning activity the lesson.
sheets  Provide Learning Activity Sheets
 Educational  Attend to parent’s and learners’
television queries thru text or calls.
programs and
channel.
Radio-Based A form of distant  Educational radio  Provide Weekly Home Learning
Instruction learning that is able to station program. Plan m
(RBI) expand access to basic  Radio  Provide Learning Activity Sheets
education thru  Learning Activity  Attend to parent’s and learners’
broadcast lesson. Sheets. queries thru text or calls.
 Check learner’s output.

Blended Combination of  Internet access  Facilitator of learning.

Distance traditional and  Digital devices or m
Learning (BL) technological learning. gadgets
 Self-learning Co
modules
 Learning Activity
Sheets
Activity 3

RANKING
(1-5, from Easiest to Type of DL WHY?
Hardest to
Implement)
1 Modular Distance Does not require more resources, can
Learning be implemented to almost all learners
even to the poorest of the poor.
2 RBI Radio broadcast is the next accessible
device to larger percentage of
learners.
3 TVBI TV is available to most of the
household but not all.
4 Blended Learning Combination of all may require more
mixed resources.
5 Online Distance This DL is the hardest to implement. A
Learning large percentage of the country does
not have access to fast internet
connection.

Activity 4

LEARNER GROUP TARGETTED INTERVENTION

Learners without parents or
household member who can guide
and support their learning at
home
Beginning readers (Kinder to
Grade 3)
Struggling readers (4 to 6)
No access to devices or internet
Inaccessible (living in remote or
unsafe areas)
Indigenous people
Person with disabilities
Seek assistance from relatives. Peer learning can be
done among relatives. Obtain support through text
messages from respective teacher.
Prepare and provide supplementary reading materials
for beginners that will help the pupils to improve their
reading skills. Make materials that are attractive to
pupils.
Arrange reading materials from easy to difficult task.
Provide instructional video materials for the learners.
Provide non-ICT based like modules and other activity
sheets.
Use modular learning with localized materials. Seek
support of LGU for distribution and retrieval of materials.
Coordinate with LGU for assistance. The teacher provide
learning materials Mother Tongue based on their culture
knowledge system and practices of the learners in their
community.
Refer to the nearest school offering SPED program. Use
blended learning with assisted learning devices.
Other? specify Provide interesting video of the lesson.

Lesson 2
Activity 1
1. What is Lesson Designing or Lesson Planning?
 Lesson Planning is an essential part of the teaching and learning process
which contains details of what a teacher and learners will do in order to
meet the required learning competencies. Furthermore, an effective
lesson plan should answer the following questions: (a) What should be
taught?; (b) How should it be taught?; and, (c) How should learning be
assessed?
2. Why is lesson designing important?

Lesson designing helps ensure that time is maximized for instruction and
learning lessons are responsive to learner's needs. In addition, lesson
designing allows teachers to set learning targets for learners, carry out a
lesson successfully by mastering their learning content area and become
more reflective about their teaching.
3. What are the three elements or components of a well-designed lesson?
 Thee three elements of a well-designed lesson are; (1) Clearly articulated
lesson objectives (What should be taught?), (2) well-selected and logically
sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught?), and (3)
appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners (How should
learning be assessed?).

Activity 2

Before the Lesson Lesson Proper After the Lesson

Review previous Provide learners with Wrap up activities
lesson. feedback. Emphasize key
Clarify concepts from Check for learner’s information and
previous lesson. understanding. concepts discussed.
State lesson Explain, model, Assess whether the
objectives as guide demonstrate, and lesson has been
for learners. illustrate the mastered.
Present connection concepts, ideas, Transfer ideas and
between old and skills, or processes concepts to new
new and establish that students will situation.
purpose for the eventually Ask learners to recall
lesson new. internalize. key activities and
Check learner’s pior Help learners concepts discussed.
knowledge about the understand and Reinforce what
new lesson. master new teacher has taught.
information.
Activity 3
1. 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
The reflection part of the DLL and DIP should be filled up after the lesson is
delivered.
Activity 4

Part of Lesson/ Learning Check if already present Additional Remarks:

Tasks in the SLM
Before the Lesson
1. Review previous lesson.  N/A
2. Clarify concepts from  N/A
previous lesson.
3. Present warm-up  N/A
activities to establish
interest in new lesson.
4. Check learners prior  N/A
knowledge about the
new lesson.
Lesson Proper
5. Explain, model  Module
demonstrate and
illustrate the concept,
ideas, skills, or
processes that students
will eventually
internalize.
6. Help learners  Module
understand and master
new information.
7. Provide learners  Module
feedback.
8. Check for learner’s  Module
understanding.
Lesson Proper
9. Wrap up activity.  Module
10.Emphasize key  Module
information and
 concepts discussed.
11.Ask learners to recall  Module
key activities and
concepts discussed.
12.Reinforce what was  Module
taught.

Activity 4: Learning Task

Questions
1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SIM?
 Students are provided with supplementary instructional materials like videos
and PowerPoint presentation of the topics to reinforce learning.
2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they guided throughout the lesson?
 Students and Parents are provided with Weekly Home Learning Plan to
ensure that learners are on task and are guided on what they are expected to
accomplish within a specific week. They are also provided with contact details
like Facebook account or mobile number so the students can immediately
contact the teacher if there are any queries.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
 In modular distant learning, modules are being retrieved every Wednesday of
the week for checking. The results are then recorded and assessed by the
teacher to see if the students have fully understood the lesson. In the case of
failing scores, teachers can provide students with supplementary materials to
ensure that the student has fully grasped the lesson prior to proceeding onto
the next topic.
Activity 5 Venn Diagram

Assessment for learning: to make adjustments in the lesson. It may be integrated 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.
Formative Assessment
Summative Assessment
Assessment of learning is to measure if the student met the Performance and content
standards after the lesson/ quarter. Results enable teachers to describe how well the
students learned the standards/competencies for a given quarter, which are then
reflected in the class record. Learners may be assessed individually or collaboratively.
Results should promote self-reflection and personal accountability among students
about their own learning may be a written work or a performance task.

Activity 6
1. What assessment methods are common among the group members?
 Twenty-item formative assessment is common among our groups.

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

 The biggest challenge perhaps in administering assessments in distance
learning to engage the students in answering the test. Since the students are
bombarded with different modules and summative tests every week, they are
more pressured even to the point of being bored in answering them. Most of
the time, test papers or even modules are returned with minimal to no
answers at all.
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
 The experiences we had allowed us to take a fresh perspective in
administering assessments in the new normal. These observations helped us
identify the do’s and the don’ts in administering assessments which are then
 shared/collaborated among our colleagues in order to come up with the best
method to use in the Distant Learning.
Activity 7

Questions True False

1. A portfolio mainly displays the academic achievements
of the learner.
2. Testimonies of parents/guardians and learning
facilitator regarding the learner’s progress maybe
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.

LESSON 3
Activity 1
1. These are the knowledge, understanding, skills, and attitudes that learners need
to demonstrate in every lesson and/or learning task. Answer: c) learning
competencies
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.
Answer: d) learning task
3. This refers to the prescribed subjects that learners take. Answer: a) learning
area
4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context. Answer: b. mode of delivery
Activity 2 : Sample Weekly Home Learning Plan for Modular Distance Learning Grade 5

Activity 3

Weekly Home Learning Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)
Purpose To ensure that learners are To monitor learner progress
on task and are guided on based on the given
what they are expected to intervention strategies.
accomplish within a specific
week
For Whom? Both students and teachers Students
Components Learning Area, Learning Learner’s Needs,
Task, Learning Intervention Strategies,
Competencies and Mode of Monitoring Date, Learner’s
Delivery. Status, Insignificant
Progress, Significant
Progress and Mastery.
Has to be communicated to Yes Yes
parents?