Republic of the Philippines

Department of Education

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

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

Role of
Distance
Distinguishing Essential Parent or Role of
Learning Role of Teacher
Feature Resources Household School
Modality
Member
The learning Learning Provide Weekly Guide Monitor
Happens in Activity Home Learning assist, Teachers
any Social Sheets (LAS) Plan Monitor and
media and Learners
platforms like Textbooks Provide Power help their Interaction
Google Meet Point children Via online
or Zoom Power Point Presentation with their Learning.
Presentation online
made by Provide self- class
Teachers made Video
lesson Contact
Teachers Presentation teachers
Improvised If they
Online
Video lesson Check learners have
Distance
presentation output thru Questions.
Learning
e-learning.
(ODL)
Attend to
Parents and
Learners
queries
On hard topics
thru phone
calls, txt or
messages

A form of Smart TV Provide Weekly Guide Provide

Distant Home Learning assist, Learning
learning Television Plan Monitor Videos
Wherein the with and and
Learner Cable Provide Help their Activities
engaged Connection Learning Children. thru
Himself to Activity Sheets TV-Based
Television to Textbooks (LAS) learning
TV-Based
Learn the
Instruction
Lessons and Learning Attend to
(TVBI)
Answer tge Activity Parents/learners
given Sheets Queries on
activities. (LAS) tough topics
thru txt or
phone calls.

Check learners
output
 A form of Radio Provide WHLP Guide, Provide
distance assist learning
Learning Textbooks Provide Monitor Activities
wherein Learning and thru
The learners Learning Activity Sheets Help their Audio.
Engaged Activity (LAS) Children
Radio-
himself Sheets
Based
To any audio (LAS) Attend to Contact
Instruction
Platforms like Parents/learners teachers if
(RBI)
Radio to queries on they have
learn tough Questions.
The lesson Topics thru txt
and or phone calls
Answer the
Activities. Check learners’
Output.

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)
Most of our learners belong to less-fortunate families
who are apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
Modular Distance
1 order for them to participate in Online Learning and
Learning
other learning modalities. Many of them also reside in
far-flung areas where signal reception is not possible so
modular distance learning is the best fit modality for
them.
When the current situation due to this pandemic
becomes better, the school may include the face-to-
face instruction along with the existing modular
2 Blended Learning learning. This is to provide better instructional support,
monitoring, and evaluation to the learners to ensure
that the quality of education is being delivered.
 TVBI is possible but not to everyone. As mentioned
above, most of the learners’ families are not capable
of providing this type of device.
3 TV-Based Instruction

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

radios anymore. In some households this is still present
but the signal reception is still their biggest hurdle.
Radio-Based
Instruction
4

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 Online Learning

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
Make a weekly supervisory plan for them and check their module and
parents or
activity sheets. Organize, if possible, a learning support system in the area
household member
that can be composed of volunteers to aid these learners.
who can guide and
support their
Follow up to their lesson that can be done via txt, chat or voice mailMDL
learning at home.

MDL – they can be facilitated by their parents/household partner and can

bedone via SLM, with the supervision of the teacher.
Beginning readers
(K to 3) Provide additional reading materials in developing their reading skills.
Attach monitoring sheets that parents/guardians may check. Constant
communication with the parents/guardians should be implemented.

MDL TVBI, RVBI –Provide them reading materialsto read and to be

Struggling readers monitored using the ORV (Oral Reading Verification) to be done via
(Grades 4-12) internet resource.
 Attach monitoring sheets that parents/guardians may check. Constant
communication with the parents/guardians should be implemented.
Organize, if possible, a learning support 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 MDL- The teacherwill send them materials such as SLM (Self Learning
devices and Modules) , LAS (Self Learning Activity Sheets) and WHLP (Weekly Home
Internet Learning Plan) to be delivered by assigned parentleader/barangay
officials.

MDL – The teacher will create projects and assignments that helps
students the critically and at the same time they learned about it.
Inaccessible (living
in remote and/or
Coordinate with their barangay officials to assist the teachers in delivering
unsafe
the self-learning modules and other additional learning materials.
areas)

MDL –The teacher will give learning materials based on their culture
knowledge system and practices of the learners in their community.

Provide self-learning modules and other additional learning materials that

Indigenous
are cultured friendly
People
Learning materials such as textbooks and worksheets using (MTB) Mother
Tongue Based.

TVBI, RVBI, MDL – Provide them SLM (Self Learning Modules) LAS, WHLP
Textbooks and can be facilitated by parents/guardians. And can be
Persons with
monitored via voice calls, texts or internet resources. Assess the particular
Disabilities
needs of these learners and provide them with the materials that would
suffice it.

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.
Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners.

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 • Provide learners with • Wrap up activities
concepts and key feedback • Emphasize key
points from previous • Check for learners' information and
lessons understanding concepts discussed
• State lesson • Explain, model, • Assess whether
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 lesson and that students will situations
establish purpose for eventually • Ask learners to recall
new lesson internalize key activities and
• Check learners' prior • Help learners concepts discussed
knowledge about understand and • Reinforce what
the new lesson master new teacher has taught
information

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners
on whether the lesson has been successfully delivered or not.

ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 7 / Asian History (Kasaysayan ng Asya)
Lesson/Topic: Kolonyalismo at Imperyalismo ng mga Kanluranin sa Unang Yugto

Learning Objectives:
a. Nasusuri ang mga dahilan, ng kolonyalismo at imperyalismo ng mga Kanluranin sa Asya
b. Naipapaliwanag ang mga paraan at epekto ng ng kolonyalismo at imperyalismo ng mga
Kanluranin sa Asya

Learning Resources/Materials Needed:

1. MELCs Module
2. Video Lesson

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
Check if household partner, can be
already done via a learning activity
Part of Lesson / Learning Tasks
present in the sheet, can be presented via
SLM 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 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.

May be given at any Occurs toward the end

time during the teachers of a period of learning to
and learning process. describe the standards
reached by the learner.
The results of formative Assessment
assessments will help of Learning
The results of summative
teachers make good assessments are recorder
instructional decisions so and used to report on
that their lessons are the learners'
better suited to the achievement.
learners' abilities.

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
Formative assessment like 5-item written evaluation is included in each
Formative Assessment
self-learning modules. Additional activity sheets and worksheets
in a form of short
containing various evaluation shall also be distributed.
quizzes and seatwork
At the end of the unit, written summative assessments in all learning
Summative
areas shall be given to assess the learning development of the learners
Assessment
in modular distance learning.
For learning areas that are more focused on skills and practical activities,
performance tasks shall be implied. Learners may be asked to have a
video recording of their activities at home for proper evaluation. For
Performance-Based
learners with no capabilities of doing such, their parents/guardians shall
Assessment
be asked to assess their performance at home and answer the prepared
assessment tool based on the given rubrics.

Give it once at the end of the quarter face to face (if allowed) and or test
Quarterly Assessment
item will be sent via online messaging., Take note of the common
 misconceptions and clarify them to the learners during the online session
or via txt message.
Instruct the class at the beginning of each quarter to gather evidences
and mov’s of what they do, submit and write for the whole quarter. It will
be checked and noted at the end of the quarter upon the retrieval of
Portfolio Making
students’ output thru parents.

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 can 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

_C__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
d. learning task
_D__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.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

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 A tool for monitoring

learning facilitators or
Purpose household partners in tracking
the subject areas to be
tackled and activities to
perform at home
learners who lag behind
based on the results of their
formative and summative
assessments

Learners and learning Teachers and learning

For Whom? facilitator or household facilitator or household
partner partner

Learning area, learning Learner’s needs,

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

Has to be
communicated Yes Yes
to parents?