Aragon Module 3a

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFF. LEARNING DELIVERY DATE: March 12,2021
MODALITIES
LESSON 1: Understanding the Different LDMs ACTIVITY NO.: 1
NAME OF TEACHER: JAIREN JOY L. ARAGON LAC NO.: 006
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.
Answer:
Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. 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, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides remediation and enhancement when
needed and possible. Assistance may be provided by a learning facilitator who may be a parent or any
member of the family, or a community stakeholder.
Parents/Guardians or any responsible adults who are in-charge of guiding and supporting the learner at
home shall be encouraged to come to the community learning space to confer with the teachers about the
learner’s progress.
The four types of Distance Learning are:

1. Modular Distance Learning refers to a learning delivery that is in the form of individualized instruction
where learners use self-learning modules (SLMs) in print or digital format, whichever is applicable in the
context of the learner, with the guidance of any member of the family or other stakeholder in the
community trained to serve as learning facilitators.
2. Online Distance Learning refers to a learning delivery modality where the teacher facilitates learning and
engages learners' active participation using various technologies connected to the internet while they are
geographically remote from each other. The internet is used to facilitate learner-teacher, learner-content
and peer-to-peer interaction. Online learning may be through a synchronous or asynchronous platform; it
requires both teacher and learners to have good and stable internet connection. This is practiced
effectively by using a Learning Management System (LMS) or related technologies. The use of DepEd
Commons and LR Portal falls in this category as both require internet connectivity to have access.
Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. 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, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides remediation and enhancement when
needed and possible. Assistance may be provided by a learning facilitator who may be a parent or any
member of the family, or a community stakeholder.
Parents/Guardians or any responsible adults who are in-charge of guiding and supporting the learner at
home shall be encouraged to come to the community learning space to confer with the teachers about the
learner’s progress.
The four types of Distance Learning are:

1. Modular Distance Learning refers to a learning delivery that is in the form of individualized instruction
where learners use self-learning modules (SLMs) in print or digital format, whichever is applicable in the
context of the learner, with the guidance of any member of the family or other stakeholder in the
community trained to serve as learning facilitators.
2. Online Distance Learning refers to a learning delivery modality where the teacher facilitates learning and
engages learners' active participation using various technologies connected to the internet while they are
geographically remote from each other. The internet is used to facilitate learner-teacher, learner-content
and peer-to-peer interaction. Online learning may be through a synchronous or asynchronous platform; it
requires both teacher and learners to have good and stable internet connection. This is practiced
effectively by using a Learning Management System (LMS) or related technologies. The use of DepEd
Commons and LR Portal falls in this category as both require internet connectivity to have access.
3. TV-based instruction/Radio-based instruction refers to the use of television or radio programs on
channels or stations dedicated to providing learning content to learners as a form of distance education.
This may not be considered as a sole learning delivery modality as it is usually combined with Face-to-Face
Learning or other forms of distance learning such as Modular Distance Learning or Online Distance
Learning.
4. Blended Distance Learning: Any combination of the above DL types. Thus:

 MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
 ODL, TVBI/RBI and MDL
Blended learning refers to a learning delivery modality using a combination of the features of F2F learning
and distance learning. It can be (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
types of distance learning.
Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access
to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers. This does not preclude going to a school on specific
periods to develop learning competencies that require the use of laboratory, equipment, and others. It
uses any or a combination of the various learning delivery modalities.
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.
Answer:
The LDMs that do not have an F2F learning component are the following:
a. Distance learning
b. Home schooling if done via distance learning
Both of the above mentioned LDMs require to have the assistance of the parents or guardians of the child
or any member of the family who has the capacity and ability to do the guidance while the child is at home.
MODALITIES
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 Distinguishing Essential Role of Teacher Role of Parent or Role of School
Learning Feature Resources Household
Modality Member
Modular Print or digital SLEM/ Facilitator Facilitator and Orients the parents,
Distance format. Modules (soft guardians learners and teachers
Learning Individualized and hard about the policies and
(MDL) instruction copies) instructions.
Online Use Internet Facilitator and Facilitator and Orients the parents,
Distance technologies Connection collect the guardians learners and teachers
Learning and output about the policies and
(ODL) connected to instructions.
the internet
TV-Based Use tv TV Network Facilitator Facilitator and Orients the parents,
Instruction programs that guardians learners and teachers
(TVBI) provide about the policies and
learning instructions.
content
Radio-Based Use radio Radio Station Facilitator Facilitator and Orients the parents,
Instruction programs that guardians learners and teachers
(RBI) provide about the policies and
learning instructions.
content
Blended Combination Adopt Engage learners Facilitator and School adopts any
Distance of any of the combination guardians combination of the other
Learning other types of of the other types of distance learning
Distance types of DL. that meet all the
Learning requirements.
MODALITIES
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.
Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5, from
Type of
easiest to Why?
DL
hardest to
implement)
With printed modules, learners can learn at home with the
guidance of any family members and the teacher can monitor
1 MDL the learner’s progress and development through various Activity
Sheets answered right after every lesson. There is no need for
the child to come to school in order for him/her to learn.
A number of families nowadays have the gadget, the connection
2 ODL and the money to satisfy the requirement of this DL but in our
case, not all have those mentioned considerations.
With the combination of the different modalities, it will be easier
3 BL to teach and assess the learner’s status but the health and
safety of the learners will suffer. As well with the teacher.
Most of the families living in our school area have a TV in their
houses. It is most convenient for them to have this DL however
there must be a readily made available TV Programs in which
4 TVBI
learners may use a basis in learning things. For those learners
who do not have the TV, they can still have the access through
watching in their neighborhood’s appliance.
Only few of the families have radio in their house according to
5 RBI
recent surveys.
MODALITIES
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 and share your ideas at your
next LAC Session.
Learner Group Targeted Intervention

Learners without parents or Ask assistance to some nearby neighborhood who is willing to assist
household member who can the child or if still no one volunteers, the teacher may now extend
guide and support their learning himself/herself to act as the facilitator to the child.
at home
With the use of the different communication platform, the teacher
can communicate with the child to help him/her to learn how to read.
It can be through cellular phones via text or call, video calls or
Beginning readers (K to 3) recorders. Reading may be enhanced also by sending hardcopies or
softcopies of pictures, sounds of the alphabet, flashcards and other
reading materials to the parents or guardians of the child with the
teacher’s guidance as well.
Can advise the parents to ask assistance to people within their
barangay to help the child or the teacher himself/herself can assist
Struggling readers (Grades 4-12) the child via different communication platforms available. For these
learners, peer assistance is recommended. Reading materials may
also be used to solve the problem.
Printed modules and Activity Sheets must be provided together with
No access to devices and
the assistance of the parents or guardian and the teacher as well for
Internet
the child not to be left behind.
Inaccessible (living in remote Seek the maximum assistance and participation of LGU’s
and/or unsafe areas)
Coordinate with mobile volunteer teachers
Indigenous Peoples
Support advocacies of SPED Teachers
Persons with Disabilities
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFF. LEARNING DELIVERY DATE: March 12, 2021
MODALITIES
LESSON 2: Designing Lessons and Assessment in the Different LDMs ACTIVITY NO.: 1
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?
Answer:
Lesson designing or lesson planning is a teacher's daily guide for what students need to learn, how
it will be taught, and how learning will be measured. Lesson plans help teachers be more effective
in the classroom by providing a detailed outline to follow each class period.
2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
An effective lesson makes the class more interesting. It allows the students to grow more interest in
the subject matter and they participate in active conversation. This interaction gets the students
thinking and helps them build new skills.
• 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
3. What are the three elements or components of a well-designed lesson?

Answer:
- (What should be taught?)
- (How should it be taught?)
- (How should learning be assessed?)
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
MODALITIES
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

-Wrap up activities
-Review previous lesson - Provide learners with feedback.
-Emphasize key information and
-Clarify concepts from previous - Check for learners’
concepts discussed
lesson understanding
-Assess whether lesson has been
-State lesson objectives as guide - Explain, model, demonstrate,
mastered
for learners. and illustrate the concepts,
- Transfer ideas and concepts to
- Present connection between ideas, skills, or processes that
new situations
old and new lesson and establish students will eventually
- Ask learners to recall key
purpose for new lesson. internalize.
activities and concepts discussed
- Check learner’s prior -Help learners understand and
- Reinforce what teacher has
knowledge about new lesson. master new information.
taught
Refer to the list of learning tasks below, and identify which section of the lesson these learning activities
can be presented by placing each task under the appropriate column.
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
Compare your answers to Lesson 2, Activity 2 Answer Key.

MODALITIES
ACTIVITY 3.
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should
take time to reflect on what worked well and why, and what could have been done differently. Identifying
successful and less successful activities and strategies would make it easier to adjust and revise the lesson
plan as needed.
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
Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP. To find out
the instructional principles behind these learning tasks, you may refer to the article Principles of Instruction
by Barak Rosenshine (https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf).
MODALITIES
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: TLE 7_ Nail Care
Lesson/Topic: Prepare the necessary tools and equipment for the specific nail care activity.
Learning Objectives: Identify different tools and equipment according to task requirements.
Learning Resources/Materials Needed: MELCS AND SLEMS/ SLEMS, ANSWER SHEET
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
can be done via a learning
Check if already activity sheet, can be
Part of Lesson / Learning Tasks present in the
SLM 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 Can be done during
new lesson √ messenger synchronous
5. Present connection between old and new learning
lesson and establish purpose for new Module
lesson √
6. State lesson objectives as guide for Module
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. √ Module
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities √
2. Emphasize key information and concepts √ Module
discussed
3. Ask learners to recall key activities and √
concepts discussed
4. Reinforce what teacher has taught √
5. Assess whether lesson has been mastered √ Module
6. Transfer ideas and concepts to new Module
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?
Answer:
For those learning tasks not found in the SLM, I can assist the household parent by providing videos
(from the internet or a recorded ones) which may be a supplemental material for the child’s
learning. Communication with the learners at all times must be done to assess the status of the
learner and to give assistance also to the household parent.
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?
Answer:
Communication is the key to this new normal setup we are in right now. The teacher must have the
initiative to communicate with the learner and the household parent to come up with the best
method and strategy that the child can learn despite of this current scenario in the teaching and
learning process. The teacher must be always be approachable at all times that learners and
household parents are in need.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Answer:
Feedbacks can be gained through the different communication platforms such as texts, calls, video
calls and other.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this
module.
MODALITIES
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. Follow the example below.
Summative Assessment
Formative Assessment Learners may be
assessed individually assessment OF learning:
assessment FOR learning:
or collaboratively to measure if the student met the
to make adjustments in the lesson
performance and content
Should promote self- standards
may be integrated in all parts of
reflection and
the lesson: before the lesson, the
personal done after the lesson/end of a
lesson proper, and after the lesson
accountability among quarter
results must be recorded to study students about their results enable teachers to
the patterns of learning own learning describe how well the students
demonstrated by the students but
learned the
should NOT be used as the basis May be a written work standards/competencies for a
or a performance given quarter, which are then
for grading.
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
differences between the two types of assessments.
MODALITIES
ACTIVITY 6.
There 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
How to Adapt the Assessment Method in DL
Method
I will send a three-item quiz via text message before the lesson. Based on the
Example:
responses, I will take note of the common misconceptions and clarify them to
Short quiz
the learners during our online session or via text message.
Printed Exercises (Paper and I will let the child to have a lot of printed exercises for every
Pencil Test) competency. It can be additional to the activity sheets provided in the
modules.
Role Playing There are competencies that need to be assessed through this type of
assessment. By doing so, the house parent should record the child’s
performance.
Games A game will be administered by the household partner to the child and
the HHP will monitor the child and will tell his/her observation to the
teacher.
Observation The child will demonstrate the task and the household partner may
record it.
Outputs in Activity Sheets Every Activity Sheets and Printed Exercises will be placed in a portfolio so
( Portfolio) that it can be checked by the teacher upon retrieval of the modules and
activity sheets.
Send questions through messenger and it will be corrected during the
Formative assessment
meeting.
Performance task Send through GC and provide a copy for them.
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?

Answer:
Formative Assessment
2. What are the challenges in doing assessment in DL?

Answer:
These are the challenges in assessing the child in Distance learning:
a. Not all have the cellular phones for us to communicate and for them to use for some purpose
b. Not all have the internet access to enable them to send the output or result of some assessment
methods I have chosen
c. Limited knowledge of the household partner to execute the assessment method
d. the age of the child for they are only Kinder pupils so must have the full guidance of the teacher
and the parent
e. child’s interest in doing the assessment method
f. lots of distractions at home that could affect the assessment
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Answer:
Communicate with parents and the learners that we need to have all of that activities for their own
learning and understanding. Collaboration among colleagues and other stakeholders to come up
with the most effective assessment method.
MODALITIES
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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.
MODALITIES
LESSON 3: Guiding and Monitoring Learners in the Different LDMs ACTIVITY NO.: 1
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 b. mode of delivery
lesson and/or learning task. c. learning competencies
2. These are the formative learning opportunities given d. learning task
to 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.
ANSWERS
1. C
2. D
3. A
4. B
Check your answers using Lesson 3, Activity 1 Answer Key.

MODALITIES
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. 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)
Share your prepared WHLP during your LAC Session.

WEEKLY HOME LEARNING PLAN FOR 1 SUBJECT
Week 1, Quarter 3, April 5-8, 2021
Day / Time Learning Competency Learning Tasks Mode of Delivery
6:00 – 7:00 Wake up, make-up your bed, eat breakfast, and get ready for an awesome day!
7:00 – 8:40 Have a short exercise/meditation/bonding with family.
Monday
8:40-9:30 -Learn the different tasks to be Reading of Study Guides Output can be submitted
done for the week. sent by the through FB messenger or
-Identify the basic tools and adviser/subject teacher. parent can drop the
materials in embroidery. Answering of the output in the assigned
Pretest. drop-box in school on the
scheduled date of
submission.
Tuesday
8:40-9:30 - -Identify the basic tools and Read with Output can be submitted
materials in embroidery Understanding through FB messenger or
1. “Brief Introduction” parent can drop the
on p3 output in the assigned
Answer: drop-box in school on the
1. Check your scheduled date of
Understanding P 5 submission.
Post Test P 5
Wednesda
y
8:40-9:30 -To remind the students of the The queries of students Output can be submitted
importance of the tools and should be addressed via through FB messenger or
materials in embroidery. text, call or chat. parent can drop the
- -To easily understand and output in the assigned
correctly answer the drop-box in school on the
activity. scheduled date of
submission.
Thursday
8:40-9:30 -To remind the students of the Finalizing/Revising of Output can be submitted
importance of the tools and the answers through FB messenger or
materials in embroidery. (if any). parent can drop the
- -To easily understand and output in the assigned
correctly answer the drop-box in school on the
activity scheduled date of
submission.
Friday
8:40-9:30 HOLIDAY
Saturday Submit your output and enjoy the weekend
MODALITIES
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 A tool for monitoring learners
learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
Purpose
the subject areas to be tackled summative assessments
and activities to perform at
home
Learners and learning facilitator Teachers and learning facilitator
For Whom?
or household partner or household partner
Learning area, learning Learner’s needs, intervention
Components competencies, learning strategies, monitoring date,
tasks, mode of delivery learner’s status
Has to be communicated to Yes Yes
parents?
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.
MODALITIES
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.
Share the ILMP that you made for that specific learner during your next LAC Session.
INDIVIDUAL MONITORING PLAN

Learners Name: Alutaya, Izel Joy
Grade Level: 7-Leviticus
Learning Area Learner’s Intervention Monitoring
Needs Strategies Date Learner’s Status
Provided
Insignificant Significant
Progress Progress Mastery
TLE 7 The use of Monitor her in March 22- √
technical following her 31, 2021
media. study guide.
Learner is not making significant progress in a timely manner. Intervention strategies need
Intervention to be revised.
status Learning is making significant progress. Continue with the learning plan.
Learning as reached mastery of the competencies in learning plan.
Prepared:
JAIREN JOY L. ARAGON
Adviser
Noted:
Fortunato B. Abude
School Principal
Intervention Status: ____ Learner is not making a significant progress in a timely manner.
Intervention strategies need to be revised.
_√__ Learner is making significant progress. Continue with the Learning
Plan.
____ Learner has reached mastery of the competencies in Learning Plan.
MODULE 3A
REFLECTION
On our third session on LDM 2 we had an interactive

and informative discussion about designing
instruction in the different learning delivery
modalities with our respected resource speaker.
Active participation in our LAC group, sharing of
thoughts after every module through reflective
learning and accomplishing all the activities in all
module will help improve my self-learning capability.
Likewise, through collaboration within the group
would engender diverse learning in which it would
abet independent learning in this current situation.

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LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

The four types of Distance Learning are:

The four types of Distance Learning are:

4. Blended Distance Learning: Any combination of the above DL types. Thus:

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

Learner Group Targeted Intervention

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

2. Why is lesson designing important?

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

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Compare your answers to Lesson 2, Activity 2 Answer Key.

Compare your answer to Lesson 2, Activity 3 Answer Key.

Learning Delivery Modality (select one): □ ODL □ MDL □TV/RBI □BL

Answer the following questions in your Study Notebook:

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

1. What assessment methods are common among the group members?

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

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Questions True False

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

Share your prepared WHLP during your LAC Session.

INDIVIDUAL MONITORING PLAN

LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

On our third session on LDM 2 we had an interactive

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