MODULE 3A

Lesson 1
Activity 1-A
 FACE TO FACE-It is a learning delivery modality where the students and the teacher are
both physically present in the classroom. It is learning by session or batch through
 scheduling pupils.

 DISTANCE LEARNING - It refers to a learning delivery modality where learning takes

place between the teacher and the learners who are far from each other during instruction.
This instruction can be Modular Distance Learning (MDL), Online Distance Learning (ODL),
and television (TV)/Radio-Based Instruction.

 BLENDED LEARNING - This learning modality is a combination of all modalities.

Blended learning will enable the schools to limit face-to-face learning.

 HOMESCHOOLING – This can be done by parents who are qualified, guardians, or tutors
who have experienced training in a home-based environment.

Activity 1-B
Distance Learning
Activity 2

DISTANCE LEARNING MATRIX

Distance Learning Distinguishing Essential Resources Role of Teacher Role of

Modality Feature Househo
Modular Distance individualized Printed /digital format  Facilitator  M
Learning (MDL) instruction  Monitors, as
where learners assists and
use self-learning gives feedbacks
modules (SLMs) on the progress
in print or digital of each
format learners
 Provides LMs
 Distributes &
retrieves self-
learning kits
 Interviews
parents about
learners
behavior
Online Distance teacher Technologies (laptops,  Facilitator  M
Learning (ODL) facilitates tablets, smartphones,  Monitor, assist as
learning and and desktop computers) and gives  Pr
engages Internet Connectivity feedbacks on in
learners' active the progress of co
participation each learners
Activity 3
Ranking (1 to 5, from Type of DL Why
easiest to hardest to
implement)
1 Online Distance Learning  Less efforts in printing and providing
(ODL) learners’ materials
 There is a distance interactions between
teacher and learners
 Queries and concerns of learners can be
addressed promptly
2 Modular Distance  Need additional funds in printing
Learning (MDL) modules and activity sheets
 Need time to distribute and retrieve the
materials
 Interview parents
3 TV-Based Instruction  Unavailability of usb port & flashdrive
(TVBI)
4 Radio-Based Instruction  Unavailability of usb port & flashdrive
(RBI)
5 Blended Distance  Too many modalities to use and
Learning prepare

Activity 4
Learner Group
Learners without parents or household
member who can guide and support their
learning at home
Beginning readers (k to 3)
Struggling readers (Grades 4-12)
No access to devices and internet
Inaccessible (living in remote and/or
unsafe areas)
Targeted Intervention
 Home Schooling is recommended provided health
protocols shall be strictly observed.
 Homeschooling
 Make an individual learning monitor plan
 Homeschooling
 Make an individual learning monitor plan
 Seek assistance from government officials and Ngo’s
 Provide learners with self-learning kit like modules
and activity sheets with the assistance of Brgy.
officials
 Provide learners with self-learning kit like modules
and activity sheets with the assistance of Brgy.
officials

Lesson 2
Activity 1
1. What is Lesson Designing or Lesson Planning?

Lesson designing or Lesson Planning is a tool to picturesque the learning processes and
learning content a teacher needs to achieve in a certain day.

2. Why is lesson designing important?

Lesson designing is important due to the following reasons:

1. maximize the time for instruction and learning
2. meet the needs of the learners
3. set learning targets for learners
4. to carry out the lesson successfully
5. to reach the learning goals

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

The three elements or components of a well-designed lesson are:

a.) clearly articulated lesson objectives (What should be taught?)
b.) well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
c.) appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)

Activity 2
Before the Lesson Lesson Proper After the Lesson
 Review previous  Explain, model,  Wrap up activities
lesson demonstrate, and  Emphasize key
 Clarify concepts from illustrate the concepts, information and
previous lesson ideas, skills, or concepts discussed
 Present warm-up processes that students  Ask learners to recall
activities to establish will eventually key activities and
interest in new lesson internalize concepts discussed
 Check learner’s prior  Help learners  Reinforce what
knowledge about the understand and master teacher has taught
new lesson new information  Assess whether
 Present connection  Provide learners with lesson has been
between old and new feedback mastered
lesson and establish  Check for learners’  Transfer ideas and
purpose for new understanding concepts to new
lesson situations
  State lesson
objectives as guide
for learners

Activity 3
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. 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, what was transpired during the instruction. 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
Additional Remarks
(ex. can be done via voice calls, can
be facilitated by a household partner,
Check if can be done via a learning activity
Part of Lesson/Learning Tasks already sheet, can be presented via an internet
present based resource, can be facilitated
in SLM 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 can be facilitated by a household
interest in new lesson √ partner during a synchronous learning
4. Check learner’s prior knowledge about the session
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 can be facilitated by a household
2. Help learners understand and master new √ partner during a synchronous learning
information session
3. Provide learners with feedback √ can be done with the aid of a para
4. Check for learners’ understanding √
teacher
After the Lesson
1. Wrap up activities √
2. Emphasize key information and concepts
√ can be facilitated by a household
discussed
partner during a synchronous learning
3. Ask learners to recall key activities and √
session
concepts discussed
√ can be done via a learning activity
4. Reinforce what teacher has taught
sheet
5. Assess whether lesson has been mastered √
Textbooks
6. Transfer ideas and concepts to new situations
√

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

To supplement the self- learning module, additional materials like simplified

activity sheets suited to the kind of learners. Digitized non-printed activity sheets
(Kotobee), Deped Commons are recommended for fast learners and supplementary books
for slow learners which are needed to foster positive results on the performance of the
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?

Through open line communications via call, via text, and via messenger and
home visitation provided health protocols must be observed so that they will be
guided and upon the approval of the parents throughout the lesson.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

 Through interview -via call, messenger and text

 Distribution and retrieval of modules with outputs
 Ask assistance with colleagues and school heads

Activity 5

Formative
Assessment
Assessment FOR learning to
make adjustments in the
lesson
Maybe integrated in all parts
of the lesson: before the
lesson, during the lesson &
after the lesson
Results to study the patterns
of learning demonstrated by
the learners but should not
be used as the basis for
Summative
Assessment
Learners may be assessed Assessment OF learning: to
individually or measure if the student met the
collaboratively performance and content
standards
Should promote self- reflection
about learners’ own learning
May be written work or a
performance task

Done after a lesson

Rresults enable teachers to

describe how well the learners
learmed the standards for a given
quarter

Activity 6
 Assessment Method How to Adopt the Assessment Method in DL
Example: I will send a three-item quiz via text message before the lesson. Based on
Short Quiz 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. Online Assessment The teacher can administer through goggle. meet and messenger call. The
outputs of learners can assess easily by the teacher utilizing these methods.
2. Short Quiz Have a short conference to the parents on how to conduct the assessment
after each lesson. The learner will answer the quiz through the guidance of
the parents. If challenges occur the parent can contact teacher through text
message and phone calls.

3. Portfolio Learners who have internet connection can use e-portfolio in compiling
their outputs while those who don’t have can compiled their works in their
portfolio.

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

 Short Quiz,
 Online Assessment
 Portfolio

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

 Time consuming
 Overlapping of activities
 Poor internet connectivity
 Time availability of parents

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

 Plan/design other ways on how to improve instruction in the new normal

 Collaborative work with colleagues to help them overcome the challenges
that they may encounter.
Activity 7
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.
7. 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.
8. 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 3
Activity 1
Column A Column B

1. These are the knowledge, understanding, skills, and A. learning area

attitudes that learners need to demonstrate in every
lesson and/or learning task.

2. These are the formative learning opportunities given B. mode of delivery

to learners to engage them in the subject matter and
to enhance their understanding of the content.

3. This refers to the prescribed subject that learners take. C. learning competencies

4. This refers to the method of submission of learning outputs D. learning task

preferred by the learner/parent based on their context.

ANSWERS:

1. C
2. D
3. A
 4. B

Activity 3

Weekly Home Learning Plan Individual Learning Monitoring Plan

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