STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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
LAC Session 3A

MILDRED V. TOLETE
Speaker/Proponent
 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 Most of our learners belong to less-fortunate

Learning families who are apparently not capable of
providing the necessary tools and equipment like
computer, smartphones, internet connections,
1 television, etc. in order for them to participate in
Online Learning and other learning modalities.
Many of them also reside in far-flung areas where
signal reception is not possible so modular distance
learning is the best fit modality for them.
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
2
learning. This is to provide 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, most of the learners’ families are not capable
of providing this type of device.
3

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

use radios anymore. In some households this is still
present but the signal reception is still their biggest
4
hurdle.

Online Learning Based from the data collected from the LESFs, a
very small number of learners selected this type of
instruction simply because most the learners are not
5 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 sheets.
member who can Organize, if possible, a learning support system in the area that can be composed of
guide and support 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 with
to 3)
the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that parents/guardians

Struggling readers may check. Constant communication with the parents/guardians should be
(Grades 4-12) implemented. Organize, if possible, a learning 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 Coordinate with their barangay officials to assist the teachers in delivering the self-
remote and/or unsafe learning modules and other additional learning materials.
areas)

Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the materials that
Disabilities would suffice it.

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down
your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
 Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods.

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for learners,
and for the teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the
objectives are met.

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback  Emphasize key
points from previous  Check for learners' information and
lessons understanding concepts discussed
 State lesson  Explain, model,  Assess whether lesson
objectives as guide demonstrate, and has been mastered
for learners illustrate the  Transfer ideas and
 Present connection concepts, ideas, skills, concepts to new
between old and new or processes that situations
lesson and establish students will  Ask learners to recall
purpose for new eventually internalize key activities and
lesson  Help learners concepts discussed
 Check learners' prior understand and  Reinforce what
knowledge about the master new teacher has taught
new lesson information
ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners on whether the
lesson has been 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

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 /
illustrate the concepts, ideas, skills,
or processes that students will
eventually internalize
 2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for learners’understanding /

After the Lesson

1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key /
activities and concepts discussed
4. Reinforce what teacher has /
taught
5. Assess whether lesson has been /
mastered
6. Transfer ideas and concepts to /
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate
to supplement the SLM?

Create printed materials that would supplement the missing learning tasks in the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they
are guided throughout the lesson?

Providing additional learning resources like activity sheets/worksheets and constant

communication with the parents/guardians for proper instructions and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment. In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two. Write your answers in a Venn diagram
in your Study Notebook.

May be given at any time Occurs toward the end of a

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.
period of learning in order
to describe the standards
reached by the learner.
Assessment
of Learning The results of summative
assessments are recorder
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 various
and seatworks evaluation shall also be distributed.

2. Summative Assessment At the end of the unit, written summative assessments in all learning areas 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 vide
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 which discusses what WHLPs
and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly Home Learning
Plans. Now, based on what you have read, create a WHLP for your class.

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines on
creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and learning
facilitators or household partners in
Purpose 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 competencies, Learner’s needs, intervention strategies,

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

Has to be communicated to
Yes Yes
parents?