STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

MARY JOY T. LONJAWON

Teacher I
 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.

FOUR LEARNING DELIVERY MODALITIES

1. FACE-TO-FACE - 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.

2. 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 maybe provided by a learning facilitator who may
be a parent or any member of the family, or a community stakeholder.

3. 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.

4. 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.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook

DISTANCE LEARNING

HOME SCHOOLING if done via distance learning.

ACTIVITY 2
See LDM Module 3A – page 15

GUIDANCE ON DISTANCE LEARNING

NOTE: This guidance is based on draft policy guideline which are still being finalized and are subject to change.
Guidance contained in this document will be superseded by official policy issuance.

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 maybe
provided by a learning facilitator who may be a parent or any member of the family, or a community
stakeholder.
 Classes in available community learning spaces shall be organized to allow learners to consult with
their subject teachers without travelling to their school. Schools shall provide schedules for all
subject area teachers to meet the learners at least once a week so that learners can ask questions,
clarify home tasks, and share learning difficulties, and other concerns about their home learning
tasks.

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.

Pursuant to DepEd Order 7, s. 2020 ( School Calendar and Activities for School Year 2020-2021),
which authorizes the holding of Saturday classes due to the compressed school year, learners may
continue working on unfinished tasks, if any, during Saturdays. Otherwise, teachers may suggest
some enjoyable activities, such as designing their portfolio, reading for pleasure, etc.

TYPES OF DISTANCE LEARNING

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 learners, 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 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 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

SUPPLEMENTARY HANDOUT ON BLENDED LEARNING DELIVERY MODALITIES

(BLDMs)

Note: Since blended learning (BL) has a face-to-face component, then BL is only allowed if F2F
is a allowed. F2F will be allowed only when a vaccine is already available.

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)

1 MDL Learners are guided by self-learning modules which they can do at

home guided by a learning facilitator or their parents.

TVBI Most of the households have televisions and it does not require
2 internet connection. The TV component has a learning facilitator
who guides and supports the learner during the off-school
activities.

RBI The radio networks have accompanying lesson modules, where

3 the sequence of presentation is similar to what other learners use
in online and modular distance learning which serves as a guide
for learners and a source of their off-school lessons.

4 BL Learners can use several platforms like TV or radio in their off-

school activities. BL may be done in low-risk areas.

5 ODL Most of the learners do not have digital devices at home and have
no access to internet connection.
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

Consult the LGU’s especially the kagawad on Education to make actions and help to
Learners without
ask for volunteers in the community and may be tapped the child’s neighbor for
parents or household
support.
member who can
guide and support
their learning at
home.

Parental involvement where parents are directly involved in the education of their
children, they involve themselves and are involved by the school and teachers in the
Beginning readers (K
learning process of their children.
to 3)

Leveled reader materials in print and digital format with consideration for mother
Struggling readers tongue learners. Make video lessons that help them develop their reading skills.
(Grades 4-12)

No access to devices Ensure needed learning materials like self- learning modules are available and
and Internet provided for learners.

Ensure the availability of community learning facilitators like parents, guardians and
Inaccessible (living in
other adults to support learners while learning from home.
remote and/or unsafe
areas)
Consult for the LGU’s for help.

Indigenous People Establish strong home-school community collaboration.

Ensure needed learning materials are available like braille books and audio-based
Persons with materials.
Disabilities
 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, and deciding on the pacing and allocation of instructional time’’ .

Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and learning in
schools. In order for the design to be effective, teachers need to consider the learners’ characteristics and responsive
to the needs of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:

 Time is maximized for instruction and learning
 Lessons are responsive to learner’s need
 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?

 Clearly articulated lesson objectives (What should be taught?)
 Well-selected and logically sequenced presentation of learning resources and activities to help learners meet
the objectives (How should it be taught?)
 Appropriate and timely assessment activities that provide relevant information and feedback for both teachers
and learners (How should learning be assessed?)
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 previews lesson 1. Explain, model, demonstrate, and 1. Wrap up activities

illustrate the concepts, ideas, skills
or processes that students will
eventually internalize

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
2. Help learners understand and
master new information
3. Provide learners with feedback
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 taught
6. Transfer ideas and concepts to
new situations

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

VI. Reflection

According to DepEd Order No. 42, s.2016: The reflection part of the DLL and DLP should be filled up after the
lesson is delivered. Teachers are encouraged to think about their lessons, particularly the parts that went
well and the parts that were weak and write about those briefly. In the reflection, taechers can share their
thoughts and feelings about their lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number of learners who require
additional activities for remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.

ACTIVITY 4
Learning Delivery Modality (select one): _ODL _ MDL _T V/RBI _BL
Grade Level and Learning Area: GRADE 2 ARALING PANLIPUNAN
Lesson/Topic: ANG AKING KOMUNIDAD
Learning Objectives: Nailalarawan ang sariling komunidad batay sa pangalan nito, lokasyon, mga namumuno,
populasyon, wika, kaugalian, paniniwala, atbp.

Learning Resources/Materials Needed: SLMs, Activity sheet

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity 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 Can be provided with video lessons
illustrate the concepts, ideas, skills, to be stored on a USB flash drive
or processes that students will Can be facilitated by a household
eventually internalize partner

2. Help learners understand and Can be done via voice calls or SMS
master new information Can be facilitated by a household
partner

3. Provide learners with feedback Can be done via voice calls or SMS

4. Check for learners’understanding Can be done through formative test

After the Lesson
1. Wrap up activities Can be monitor through portfolio’s

2. Emphasize key information and can be presented via internet-based

concepts discussed resource

3. Ask learners to recall key activities Can be done via digital tools
and concepts discussed

4. Reinforce what teacher has Can be done via digital tools

taught

5. Assess whether lesson has been Can be done through pupils’ query
mastered sheet
6. Transfer ideas and concepts to
new situations Can be monitor through portfolio
output

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?

I will create video lessons to supplement the SLM.

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?

Establish strong home-school collaboration by providing orientation for the learners and learning
facilitators or parents about directions and insights about the lesson.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?

Learner’s with the assistance of their parents should answer the Pupil’s Query Sheet that provided for
them, in order for us to gather feedback and address the instructional needs of learners.

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

assessed
individually or
collaboratively

Assessment OF learning: to measure if the

Assessment FOR learning: student met the performance and content
to make adjustments in the lesson standards
ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you
plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
1. HOTS I will send questions via messenger or text based on the topic to evaluate their
thoughts that can affect the ability, speed and effectiveness of learning.

I will ask the learners to answer three questions based on the topics they had read.
Afterward, I will ask them again if there is something that they did not understand
and will discuss the answers once we meet online again.

2. Portfolio I will ask the learners to provide portfolio’s to show their cumulative efforts and
learning over time. It will offer a valuable data about learner’s improvement and skill
mastery.
3. Pictorials /Videos Performance task in learning activity, assess through pictorials of performance and
tangible products that serve as evidence of learning. I will ask learner’s to submit
reflection videos or photos of their progress. You can partner with parents to take
those videos or photos, especially for learners in the younger years.

4. Digital Tools Sending assessment google forms through messenger and email or via text
messages.

5. Assessment Feedback Construct an assessment feedback using emotions valence, happy, sad or confused.
Through this, you can easily get the reactions or feedback of the learners on a certain
topic.

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

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. What are the challenges in doing assessment in DL?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

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)

Purpose

For Whom?

Components
Has to be communicated to
parents?