Module 3a Cjalotjot LDM 2

MA.CONCEPCION G.
JALOTJOT
Republic of the Philippines
Department of Education
National Capital Region
Division of City Schools - Valenzuela
CARUHATAN EAST ELEMENTARY SCHOOL
Ilang-Ilang St., Karuhatan, Valenzuela City
M
OD
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
UL
E
3A
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 home-schooling. 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.
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:
• 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 socio emotional development of
learners. It may be conducted in any available physical learning space Face to face learning in which learners can
digest the content of each topic smoothly. It is the best way to address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or ',sterling to radio-based instruction while
being geographically distant from the teacher.
• 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 type of distance learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access t formal
education while staying in an out-of-school environment, vnth parents, guarcLans, or tutors as authorized facilitators
instead of classroom teachers.
Activity 2:
2. Which of the LDMs do not have an F2F learning component?
Answer:
- Homeschooling and Distance Learning do not require Face to face learning.
Activity 2 Distance Learning Matrix
Distance Distinguishing Essential Role of Teacher Role of Parent Role of School

Learning Feature Resources or Household
Modality Member
Modular Individualized Printed Learning Learning The school
distance instruction Modules Facilitator Facilitator and orients the
Learning where learners guardians and teachers,
(LDM) use self-learning supervisors parents and
modules(SLMs) learners about
in print or the modular
digital format. learning
policies and
directions to
ensure that
every one is
properly
informed and
guided.
TV- Based Use of television MOA with the The Teacher The parents are The school
Instruction or radio Television or serve as a willing to co- orients the
(TBI) programs on Radio Station supervisor and supervise and teachers,
channels or collect all the co-monitor the parents and
stations finished output progress of learners about
dedicated to of the students. their children’s the TV/radio
providing learning as well based
learning content as provide instruction
to learners as a guidance to policies and
form of distance their children. directions to
education. ensure that
everyone is
properly
informed and
guided.
Radio- Based Use of television MOA with the The Teacher The parents are The school
Instruction or radio Television or serve as a willing to co- orients the
(RBI) programs on Radio Station supervisor and supervise and teachers,
channels or collect all the co-monitor the parents and
stations finished output progress of learners about
dedicated to of the students. their children’s the TV/radio
providing learning as well based
learning content as provide instruction
to learners as a guidance to policies and
form of distance their children. directions to
education. ensure that
everyone is
properly
informed and
guided.
Blended Minimum Adopt any Strategies for The parents are Schools which
Distance requirements combination of learner’s willing to co- adopt any
Learning must be met for the above three engagement in supervise and combination of
each of the types types of all types of co-monitor the the above three
being combined distance distance progress of types of
any of the learning must learning shall their children’s distance
following LMDs meet the be utilized by learning as well learning must
requirements of teachers. as provide meet the
each type. guidance to requirements of
their children. each type.
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)
Modular Distance Learning Fastest way to collect the retrieve finished outputs of the
1 Learners
Online Distance Learning I put it in 2nd rank because not all students have an
2 internet connection.
Blended Learning Medium rank in DL but of course it is also difficult

3 knowingly that you are using two kinds of distance
learning.
Radio Based Instruction Expensive materials especially in preparing script and

4 finished output
Adr
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 Make a weekly supervisory plan for them and check
can guide and support their learning at home their module and activity sheets.
Beginning readers (K to 3) Provide reading materials suited to their needs

Struggling readers (Grades 4-12) N/A
No access to devices and Internet Provide module and extra activity sheets.
Provide module and making sure to check their work

Inaccessible (living in remote and/or unsafe areas) weekly.
Provide module and make sure to check their work

Indigenous Peoples weekly and evaluate the content of the module if it Is
cultured based
Persons with Disabilities Provide learning materials that are fitted for their needs
Others? 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?
Answer:
- 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?
Answer:
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
3. What are the three elements or components of a well-designed lesson?
Answer:
- 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
teacher and learners. (How should learning be assessed?)
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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

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

Division of City Schools – Valenzuela
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.
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
-The reflection part of the DLL and DLP should be filled up after the lesson is delivered. It could be
based on the results of the short evaluation administered after the delivery of lesson
Activity 4
Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL

Grade Level and Learning Area: GRADE 2 MATHEMATICS
Lesson/Topic: ORDINAL NUMBERS
Learning Objectives: Identifies, reads and writes ordinal numbers from 1st
through the 20th object in a given set from a given
point of reference.
Learning Resources/Materials Self-Learning Modules (SLMs), Activity Sheet
Needed:

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:

Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed: Self-Learning Module

Additional Remarks:
Check if
already (ex. can be done via voice calls, can be facilitated by a
Part of Lesson / Learning Tasks present household partner, can be done via a learning activity
in the sheet, can be presented via an internet- based resource,
SLM can be facilitated during a synchronous learning session,
etc.)
Before the Lesson
/
/ N/A
/ N/A
/ N/A
/ MODULE
/ MODULE
1. Review previous lesson
2. Claify 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 / MODULE
/ MODULE
2. Help learners understand and master new information
/ MODULE
3. Provide learners with feedback
/ MODULE
4. Check for learners’ understanding
After the Lesson
/ MODULE
1. Wrap up activities / MODULE
2. Emphasize key information and concepts discussed
3. Ask learners to recall key activities and concepts discussed / MODULE
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered / MODULE
/ MODULE
6. Transfer ideas and concepts to new situations
/ MODULE
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:
- Provide module for distant learning in order to supplement the lacking learning task.
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:
- As an adviser the only additional support that I can give is additional activity sheets and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
Answer:
- In modular distant learning the only way is to retrieve the modules for checking and for the teacher adviser
to assess and gather feedback.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this module.
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
Formative
learners Assessment
Assessment
may be
assessed assessment OF
assessment
individual learning:
FOR
ly or to measure if
learning:
collaborat the student met
to make
ively the performance
adjustments
and content
in the lesson
standards
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.
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.
Activity 6
Assessment Method How to Adapt Assessment Method in DL

1. Short Quiz Using Facebook Group, guides/units can be used to
create short quiz
2. KWL Activities It gives information on what the learners already know
about the topic to be discussed
3. Practice Exercises Give at least 2 problem solving exercises to identify
whether learners have prior knowledge on the topic or
they have pre-requisite skills they need about
preceding lesson
4. Simulation Activities It allows the learners to get engage with the lesson
5. Written Work It evaluates whether learning intentions and success
criteria have been met
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:
- Five items formative assessment are common among our groups.
2. What are the challenges in doing assessment in DL?
Answer:
- For me the biggest challenge is how to reach all your student to inform them that you have your assessment
for the reason that not all of them have an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment do able in
DL?
Answer:
- We can collaborate well and choose among our all method of assessment listed in our notebook. We come
up the best method to use in the Distant Learning.
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.
Tru
Questions False
e
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.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some options or alternatives
on how they will be assessed. Just make sure that these would show how much they have learned.
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.
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate
in every lesson and/or learning task.
Answer: c) learning competencies
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.
Answer: d) learning task
3. This refers to the prescribed subjects that learners take.
Answer: a) learning area
4. This refers to the method of submission of learning outputs preferred by the learner/parent based
on their context.
Answer: b. mode of delivery
Check your answers using Lesson 3, Activity 1 Answer Key.
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:

Activity 2
Sample Weekly Home Learning Plan for Modular Distance Learning Grade 2
MATHEMATICS 2
Teacher : MA.CONCEPCION Baitang/Pangkat: Grade Two – ILANG-

JALOTJOT ILANG
Date: February 22-26,2021 Quarter Q2 Week 8
Day and Time Learning Competency Learning Task Mode of delivery
February 22, 2021 solves routine and non-  Pagtalakay sa Parents will pass on the
WEEK 8 Powerpoint output of their child to the
routine problems
DAY 1 presentation school according to the day
Monday involving subtraction of and time set by the teacher.
(ONLINE) whole numbers
(8:00 – 9:00)  Sundan ang Self
including money with Learning Module
minuends up to 1000 The output will be forwarded
(SLM) sa MATH2 at via fb messenger.
using appropriate gawin ang mga
problem-solving sumusunod:
strategies
and tools.  Balikan at Tuklasin
sa pahina 15
M2NSIIc-34.2
 Suriin sa pahina 16.
 Pagyamanin at
Isaisip sa pahina 16
 Isagawa at Tayahin
sa pahina 17 – 18
 Karagdagang
Gawain sa pahina 18
January 28,2021 solves routine and non- Pagpapatuloy ng pagsagot sa Parents will pass on the
WEEK 4 Learning packets. output of their child to the
routine problems
DAY 4 school according to the set
Thursday involving subtraction of day and time of the teacher.
 Sundan ang Self
(OFFLINE) whole numbers
Learning Module The output will be forwarded
including money with (SLM) sa MATH2 at
8:00-9:00 via fb messenger.
minuends up to 1000 gawin ang mga
using appropriate sumusunod:
problem-solving
strategies  Tayahin at
and tools. Karagdagang
Gawain sa pahina 31
M2NSIIc-34.2
 Posttest sa pahina
33.
January 29,2021 solves routine and non- Assessment Parents will pass on the
WEEK 4 output of their child to the
routine problems
DAY 5 Short Quiz school according to the set
FRIDAY involving subtraction of
day and time of the
whole numbers teacher.
including money with
minuends up to 1000 The output will be
using appropriate forwarded via fb
problem-solving messenger.
strategies
and tools.
M2NSIIc-34.2

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.
Individual Learning Monitoring Plan

Weekly Home Learning Plan (WHLP)
(ILMP)
A tool to guide learners and learning facilitators or A tool for monitoring learners who lag
Purpose household partners in tracking the subject areas behind based on the results of their
to be tackled and activities to perform at home formative and summative assessments
Learners and learning facilitator or household Teachers and learning facilitator or
For Whom? partner household partner
Learner’s needs, intervention

Learning area, learning competencies, learning
Components strategies, monitoring date, learner’s
tasks, mode of delivery
status
Has to be communicated Yes Yes

to 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.
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.
Activity 4 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: BAGASALA,MATEO JAMES

Grade Level: 2
Learning Area Learner’s Intervention Monitoring Learner’s
Needs Strategies Date Status
Provided Insignificant Significant Mastery
Progress Progress
Mathematics Ordinal Extend time January √
Numbers of 17,2021
completion
of task •
Provide
guided
activities
before
proceeding
to the
independent
activities
Intervention Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
Status
Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162
Share the ILMP that you made for that specific learner during your next LAC Session.

Module 3a Cjalotjot LDM 2

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MA.CONCEPCION G.

Lesson 1: Understanding the Different LDMs

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School

Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?

Blended Learning Medium rank in DL but of course it is also difficult

Radio Based Instruction Expensive materials especially in preparing script and

Learner Group Targeted Intervention

Beginning readers (K to 3) Provide reading materials suited to their needs

Provide module and making sure to check their work

Provide module and make sure to check their work

Republic of the Philippines

Lesson 2: Designing Lessons and Assessments in the Different LDMs

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

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

- Clearly articulated lesson objectives (What should be taught?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Republic of the Philippines

14. Transfer ideas and concepts to new situations

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

Components of the DLL/DLP

Lesson 2 Activity 4: Learning Tasks

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

Learning Resources/Materials Self-Learning Modules (SLMs), Activity Sheet

Republic of the Philippines

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

Grade Level and Learning Area:

Learning Resources/Materials Needed: Self-Learning Module

1. Review previous lesson

2. Claify concepts from previous lesson

3. Present warm-up activities to establish interest in

4. Check learner’s prior knowledge about the new

6. State lesson objectives as guide for learners

1. Explain, model, demonstrate, and illustrate the concepts,

After the Lesson

Answer the following questions in your Study Notebook:

Assessment Method How to Adapt Assessment Method in DL

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

- Five items formative assessment are common among our groups.

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

4. The teacher can only comment on a learner’s portfolio. √

Lesson 3: Guiding and Monitoring Learners in the Different LDMs

in every lesson and/or learning task.

Answer: c) learning competencies

matter and to enhance their understanding of the content.

Answer: d) learning task

3. This refers to the prescribed subjects that learners take.

Answer: a) learning area

Answer: b. mode of delivery

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

Republic of the Philippines

Teacher : MA.CONCEPCION Baitang/Pangkat: Grade Two – ILANG-