MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

LESSON 1 UNDERSTANDING THE DIFFERENT LDMs

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.

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.

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.
Distance learning
Home schooling if done via distance learning

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 LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Role of School
Learning Feature Resources Teacher Parent or
Modality Household
Member
Modular Individualized Self-Learning Supervises and Serves as The school
Distance instruction Modules monitors the learning orients
Learning (SLMs) in print learner’s facilitator teachers,
(MDL) or digital format progress and parents and
provides learners about
remediation the modular
and learning
enhancement policies and
when needed directions to
and possible ensure that
everyone is
properly
informed and
guided.
The school has
available
reference/
supplementary
materials for
distribution.
Online It requires both Learning Facilitator of Periodic The school has
Distance teacher and Management Learning supervision an educational
Learning learners to System and platform or
(ODL) have good and guidance Learning
DepEd
stable internet Management
Commons
connection system (LMs)
LR Portal either
subscription
 based or locally
developed.
TV-Based It provides DepEd TV Facilitator of Supervise Provide
Instruction flexibility of Channel Learning and monitor broadcast
(TVBI) time and space the screen schedule of
in learning time of the lessons
learners
Radio- It aims to Radio Keep and Guidance Provide as a
Based provide maintain during venue for
Instruction learning records of listening pupils who do
(RBI) opportunities learners time not have one.
to listeners and Proper Physical
enable them to distancing set
acquire by the IATF
equivalency in must observe.
basic
education
through the
broadcast of
lessons
Blended A learning Modules Monitor Provides School must
Distance delivery that learner’s guidance meet the
Worksheets
Learning combines face- difficulties and and support requirements of
to-face with Activity Sheets to see how they each type of
any or mix of have been distance
online distance progressing in learning
learning, the lesson
modular
distance
learning, and
TV/Radio-
based
Instruction
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 Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1 MDL The parents have expressed
willingness for the option of
modular distance learning
 for their children.
2 TVBI The school orients the
teachers, parents and
learners about the
TV/Radio-based Instruction
policies and directions to
ensure that everyone is
properly informed and
guided.
3 RBI The parents have expressed
willingness for the option of
Radio-based instruction for
their children
4 ODL The learners must have
access to the necessary
resources (device,
connectivity) to access the
lessons.
5 BL Minimum requirements
must be met for each of the
types being combined.

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 household member who can Separate cluster for them
guide and support their learning at home like using teleconferencing
in order to reach them. If
they have no, internet, I
should talk to the parent or
guardian to adjust for the
education of their child.
Beginning readers (K to 3) I will suggest
homeschooling with the
parent reporting from time to
time regarding the letters,
words, or sounds that the
learner found it difficult to
master.
Struggling readers (Grades 4-12) I will suggest
homeschooling with the
parent reporting from time to
 time regarding the letters,
words, or sounds that the
learner found it difficult to
master.
No access to devices and Internet I will resort to a modular
instruction and will give a
separate notebook to the
parent where he/she can
write his queries, insights,
and comments like what we
are doing today.
Inaccessible (living in remote and/or unsafe areas) I will choose to have it
purely online because it is
hard to risk life in this sense
especially if the place is a
hotspot of COVID.
For the remote areas, I think,
face-to-face is possible since
the mere fact it is remote,
there is a great probability
people from there might not
be infected.
Indigenous Peoples If the indigenous people
pertained are the ones
known to be isolated from
the city, face-to-face can be
allowed.

But in case that an infection

happened in their locale, the
SDO should pick the learned
ones from their group and let
them be the one in-charge of
the instruction until the
situation goes well. But
before that, have them have
a rapid test first.
Persons with Disabilities Teachers should produce
video lessons where
movements, sign languages,
and the likes can be seen.
For the blind, a module in
braille should be prepared
with a recording from the
teacher.
Others? Specify. None, that’s all.
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” (Virginia Department of Education, as cited in DepEd
Order No. 42, s. 2016). 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 be 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 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
● 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 previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and illustrate 2. Emphasize key
previous lesson the concepts, ideas, skills, or information and concepts
3. Present warm-up processes that students will discussed
activities to establish interest eventually internalize 3. Ask learners to recall key
in new lesson 2. Help learners understand activities and concepts
4. Check learner’s prior and master new information discussed
knowledge about the new 3. Provide learners with 4. Reinforce what teacher
lesson feedback has taught
5. Present connection 4. Check for learners’ 5. Assess whether lesson has
between old and new lesson understanding been mastered
and establish purpose for 6. Transfer ideas and
new lesson concepts to new situations
6. State lesson objectives as
guide for learners

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
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

Answer:
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, teachers 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.

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

GradeLevel and LearningArea: Grade 6 - Science

Lesson/Topic: Types of Mixture

Learning Objectives: At the end of this module, you are expected to:
1. identify examples of homogeneous and heterogeneous mixtures;
2. describe the appearances and uses of homogeneous and heterogeneous mixtures;
3. perform simple experiment on homogeneous and heterogeneous mixtures; and
4. appreciate the importance of homogeneous and heterogeneous mixtures in our everyday
life.

Learning Resources/Materials Needed: Self Learning Module

Part of Lesson / Learning Check if already Additional Remarks:

Tasks present in the (ex. can be done via voice
SLM calls, 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

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
synchronous learning
session, etc.)
/ It can be done via
supplementary learning
materials.
/
Can be facilitated by
household partner.
/ It can be done via learning
activity sheets.
It can be done via voice call.
/
Supplementary materials can
/ be given here
It can be done via
supplementary learning
materials.
/
/ It can be done via learning
activity sheets.
Can be done by messaging or
/
teleconferencing
It can be done via learning
/ activity sheets.
/ It can be done via
supplementary learning
materials.
/ It can be done via
 discussed supplementary learning
materials.

3. Ask learners to recall key Can be facilitated by

activities and / household partner.
concepts discussed

4. Reinforce what teacher / It can be done via learning

has taught activity sheets

5. Assess whether lesson / It can be done via

has been mastered supplementary learning
materials.
6. Transfer ideas and
concepts to new
situations / It can be done via learning
activity sheets

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?

Curated LRs available at the DepEd LRMDS Portal can be downloaded and made available
to learners as needed. It is important that the chosen materials are educationally sound,
thoroughly evaluated, and quality assured by teachers before they are presented to learners.

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?

Lesson objectives should be clearly communicated. It provides the student direction, so that
they can go through the materials and activities with these goals in mind.

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

Explore tasks and tools that enable you to monitor, assess, and facilitate your students’
learning, and at the same time enable your learners to reflect on what they have learned and
communicate their insights to you and their classmates. Consider various touch points such as
text messaging, voice calls, or face-to-face interaction (if possible and allowed) to monitor
learner progress and provide timely feedback on learning.
 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.

Formative Assessment learners may

assessment for learning:
to make adjustments in the
lesson
may be integrated in all parts of
the lesson: before the lesson,
the lesson proper, and after the
lesson
results must be recorded to
study the patterns of learning
demonstrated by the students
but should NOT be used as the
basis for grading
be assessed Summative Assessment
individually or
collaboratively assessment of learning:
to measure if the student met the
should promote self-
reflection and personal performance and content standards
accountability among done after the lesson/end of a
students about their
quarter
own learning
results enable teachers to describe
may be a written work how well the students learned the
or a performance task standards/competencies for a given
quarter, which are then reflected in
the class record
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

Example: I will send a three-item quiz via text message before the lesson.
Short quiz Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our
online session or via text message.
1. Formative Test Using KAHOOT application platform, pupils will answer the
evaluation assessment online session.
2. Summative Test With the help of Google forms quiz will be answered through
the online evaluation link.
3. Short Quiz The use of QUIZ application, they will be given a chance to
answer the lesson using online session.
4. Activity Sheet Through video conferencing or messenger Activity Sheet will
done and send to Group Chat Messenger.
5. Portfolio Google Classroom and other platforms will be used by the
learners to send their learning portfolio.
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?

The most common methods use as assessment methods are Formative and Summative Test.

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

Teachers need to be able to identify reliable ways to measure learners’ understanding. This
means that you need to communicate to learners what they are expected to learn; involve
them in assessing their own learning at the beginning, during, and end of every lesson and use
data from their assessment to continually adjust instruction to ensure attainment of learning
outcomes.

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

Successful collaborations happen when teachers work together to share the workload instead
of doubling their efforts. From the delegation of tasks, teachers are also able to learn more
from each other.

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.

LESSON GUIDING AND MONITORING LEARNERS IN THE

3
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, a. learning area
skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.

d 2. These are the formative learning b. mode of delivery

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 c. learning competencies

learners take.

b 4. This refers to the method of submission d. learning task

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. 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).33 LDM2: Learning Delivery
Modalities Course for Teachers

• 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)

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 Individual Learning

Plan Monitoring Plan (ILMP)
(WHLP)
Purpose A tool to guide learners and
learning facilitators or household
partners in tracking the subject
areas to be tackled and activities
to perform at home
For Whom? Learners and learning facilitator
or household partner
Components Learning area, learning
competencies, learning tasks,
mode of delivery
Has to be communicated Yes
to parents?
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
Teachers and learning facilitator
or household partner
Learner’s needs, intervention
strategies, monitoring date,
learner’s status
Yes