MODULE 3A:

DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES
MODULE OBJECTIVES:
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

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

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)

Modular Distance Since the resources in the locality are not available always
1 Learning in the form of online resources that’s why they choose
these modality.
Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing modular learning. This is to provide
2
better instructional support, monitoring, and evaluation to
the learners to ensure that the quality of education is
being delivered.
TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,
3 most of the learners’ families are not capable of providing
this type of device.

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

4 Instruction radios anymore. In some households this is still present but
the signal reception is still their biggest hurdle.
 Online Learning Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
5 because most the learners are not capable of this as stated
in the above explanations.

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
parents or household Make a weekly supervisory plan for them and check their module and activity
member who can sheets. Organize, if possible, a learning support system in the area that can be
guide and support composed of volunteers to provide assistance to these learners.
their learning at
home.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers (K monitoring sheets that parents/guardians may check. Constant communication
to 3) with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a learning
(Grades 4-12)
support system in the area that can be composed of volunteers to provide
assistance to these learners.

No access to devices Provide self-learning modules and other additional learning materials.
and Internet

Inaccessible (living in
remote and/or Coordinate with their barangay officials to assist the teachers in delivering the
unsafe areas) self-learning modules and other additional learning materials.

Indigenous People Provide self-learning modules and other additional learning materials that are
cultured friendly.
Persons with
Assess the particular needs of these learners and provide them with the materials
Disabilities
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?

A lesson plan is a step-by-step guide that provides a structure for an essential
learning. Before planning a lesson, it is essential to classify the learning outcomes for the
class. It is important because it helps the teacher in maintaining a standard teaching pattern
and does not let the class deviate from the topic

2. Why is lesson designing important?

Curriculum design and lesson planning is the process of developing lessons,
assignments, units, and projects to teach students knowledge and skills. ... To define the
specifics of how those objectives are taught in the classroom, teachers or groups of teachers
develop lesson plans based on the curriculumLesson 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?

An effective lesson plan has three basic components; aims and objectives of the course,
teaching and learning activities and, assessments to check student understanding of the
topic

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and sequence teaching and
learning activities that would help learners meet the learning objectives. These learning tasks can be
presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. In your Study
Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify
concepts and key points
from previous lessons
 State lesson objectives
as guide for learners
 Present connection
between old and new
lesson and establish
purpose for new lesson
 Check learners' prior
knowledge about the
new lesson
 Provide learners with
feedback
 Check for learners'
understanding
 Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or processes
that students will
eventually internalize
 Help learners understand
and master new
information
 Wrap up activities
 Emphasize key
information and
concepts discussed
 Assess whether lesson
has been mastered
 Transfer ideas and
concepts to new
situations
 Ask learners to recall key
activities and concepts
discussed
 Reinforce what teacher
 has taught

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 succeccfully delivered or not.

ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 3 /

Lesson/Topic:

Learning Objectives:

Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

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

present in the (ex. can be done via voice calls,
SLM can be facilitated by a household
partner, can be done via a
learning activity sheet, can be
presented via an internet based
 resource, can be facilitated during
a synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson /
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?
Teacher should provide 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.

Occurs toward the end

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

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. Formative Assessment Formative assessment like 5-item written evaluation is included in each self-
in a form of short quizzes learning modules. Additional activity sheets and worksheets containing
and seatworks various evaluation shall also be distributed.

2. Summative At the end of the unit, written summative assessments in all learning areas
Assessment shall be given to assess the learning development of the learners in modular
distance learning.

3. Performance-Based For learning areas that are more focused on skills and practical activities,
Assessment performance tasks shall be implied. Learners may be asked to have a wide
 recording of their activities at home for proper evaluation. For learners with
no capabilities of doing such, their parents/guardians shall be asked to
assess their performance at home and answer the prepared assessment tool
based on the given rubrics.

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 are
able to 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 whichdiscusses
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
learning facilitators or household
Purpose partners in tracking the subject
areas to be tackled and activities to
perform at home
A tool for monitoring learners who lag
behind based on the results of their
formative and summative
assessments
 Learners and learning facilitator or Teachers and learning facilitator or
For Whom?
household partner household partner

Learning area, learning Learner’s needs, intervention

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

Has to be communicated
Yes Yes
to parents?