ROSE - Study Notebook - Learning Delivery Modality Course 2 - MODULE3 A

My Study
Notebook
Learning Delivery Modality Course 2 for
Teachers
ROSE ANN M.
MANLULU
REGINA S. VALDEZ
ESHT-III
Mabical Elementary School

Address: Floridablanca, Pampanga
Telephone No: CP No. +63 930 572 0233
Email Address: r3pamp.105968@deped.gov.ph
Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF PAMPANGA
MABICAL ELEMENTARY SCHOOL
FLORIDABLANCA EAST DISTRICT
MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
Lesson 1. Understanding the Different LDMs

Activity 1. Four Modalities Prescribed in the LCP ( Learning Continuity Plan)
1. Face to face- This refers to a learning delivery modality where the learners
and the teacher are both physically present in the classroom, and there are
active engagement , actual involvement ,immediate feedback, and socio-
emotional development of learner
2. Distance Learning (DL)- This refers to a learning delivery modality where

learning takes place between the teacher and the learners who are physically
distant from each other during instruction. Learners were given Self learning
modules (SLMs) where in print or digital format to continue learning and
were progress monitored by the teachers through text, chat or via email.
3. Blended Learning (BL)- This refers to a learning delivery that combines face-to-
face with any or a mix of online distance learning, modular distance
learning, and TV/Radio-based Instruction. Blended learning will enable the
schools to limit face-to-face learning, ensure social distancing, and decrease
the volume of people outside the home at any given time.
Homeschooling- This is an Alternative Delivery Mode (ADM) that aims to provide

learners with access to quality basic education through a home-based
environment to be facilitated by qualified parents, guardians or tutors who have
undergone relevant training
Which of the LDMs do not have an F2F learning component?
Homeschooling and Distance Learning do not have an F2F learning component.

Activity 2 DISTANCE LEARNING MATRIX

Distance Learning Distinguishing Essential Role of Teacher Role of Parent or Role of School
Modality Feature Resources Household Member
Modular Distance Learners used Self Self Learning  Prepare modules  Act as co- facilitator  Orient teachers, parents and
Learning (MDL) Learning module Module Kits  Monitor learners’ progress  Act as co- monitor learners
 Entertain questions from  Produce learning materials
parents  Supervise and monitor teachers
Online Distance Use gadgets and Internet  Facilitator  Act as co-facilitator  Orient teachers, parents and
Learning (ODL) Internet Connection  Monitor learner s’ progress  Act as co- monitor learners
Connectivity is and gadgets  Entertain questions from  Produce learning materials
required parents  Supervise and monitor teachers
TV-Based Lesson is utilized via Televisions  Facilitator  Guide children during  Orient teachers parents and
Instruction (TVBI) televisions  Monitor learners’ progress viewing learners
 Entertain questions from parent  Act as co-facilitator  Produce learning materials
 Act as co-monitor  Supervise and monitor teachers
Radio-Based Lesson is Utilized Radio  Facilitator  Act as co-facilitator  Orient teachers parents and
Instruction (RBI) via radio  Monitor learners’ progress  Act as co-monitor learners
 Entertain questions from parent  Produce learning materials

 Supervise and monitor teachers

Blended Distance Combination of the Modules,  Facilitator  Act as co-facilitator  Orient teachers parents and
Learning above mentioned radio,  Monitor learners’ progress  Act as co-monitor learners
televisions  Entertain questions from parent  Produce learning materials
 Supervise and monitor teachers

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.
ACTIVITY 4.
Ranking
(1 to 5, from Type of DL Why?
easiest to
hardest to
implement)
MDL It Is the easiest to implement because of its flexibility. This learning
1 MODULAR delivery can be applied to almost all learners even there is no access in
DISTANCE the internet. Learners who utilize modular delivery have ample time for
LEARNING mastery and sufficient practice to ensure that MELCs are achieved.
Second in the rank is TV Based Instruction .This can be applied also to
2 TVBI our kind of learners since the self-learning modules that will be utilize
TV BASED in the Modular delivery will be converted into broadcasted lessons in
INSTRUCTION the DEPEd TV programs. Most learners also are also visual learners and
have access on this kind of DL.
Third, Radio Based Instruction, I can say that radio based is less
3 RBI effective than TV Based Instruction because not all learners have radio
RADIO BASED on their houses unlike Television sets. We cannot ensure also the
INSTRUCTION attention that the learners would give in listening on lessons presented
on radio programs, since they are more attentive on visual
presentations than audio presentations.
Online Distance Learning is difficult to both learners and teachers for
4 ODL they need access in the digital devices and internet connectivity.
ONLINE Difficult in the part of teachers and learners because they need skills in
DISTANCE operating computers and multimedia devices to be able to participate
LEARNING on online activities. Another concern is the weak internet connection
which is a great hassle in navigating online platforms
The most difficult among the Distance learning Modalities is Blended
5 BL Learning. Teachers need to utilize the other strategies intended for the
BLENDED three types of DL which is Modular, TV Based Face to face and Online
LEARNING

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  Ask support from the LGU and community nearby to appoint
or household member who someone who can act as a learning facilitator that is capable of
can guide and support guiding and supporting the learner’s learning process at home
their learning at home  If the learner has access in digital devices and internet connection,
teacher can help the child learn through online and modular delivery
on the scheduled time of the teacher.
Make use of several platforms like TV and educational sites in the Internet that
Beginning readers (K to teaches about the reading process.
3) Provision of reading ,learning and supplemental materials to learners
Ask assistance from parents to guide and monitor their children progress in
reading
Make use of several platforms like TV and educational sites in the Internet that
Struggling readers teaches about the reading process.
(Grades 4-12) Provision of reading ,learning and supplemental materials to learners
Ask assistance from parents to guide and monitor their children progress in
reading
Provide them resource materials like SLMs in hard copies. Call them as much
No access to devices as possible to be able to address queries regarding the lesson,
and Internet
N/A
Inaccessible (living in

remote and/or unsafe

areas)
N/A
Indigenous Peoples
N/A
Persons with Disabilities
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?
Lesson designing or lesson planning is the process of determining what learning

opportunities a 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”. It is a vital step in the
instructional process. It involves identifying expectations for learners and choosing the
materials and organizing the sequential activities that will help learners reach those
expectations. It guarantees that teaching and learning are the central focus of
classroom activity. Furthermore, it helps ensure that the time spent inside the
classroom is maximized for instruction, is responsive to learners’ needs, and therefore
communicates expectations of achievement to learner
2. Why is lesson designing important?

Lesson designing helps ensure that
time can be maximized for instruction and learning
● lessons respond to the learner’s needs
● teachers can establish learning goals for learners
● teachers can carry out a lesson successfully
● teachers will be capable to master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

3. What are the 3 elements or components of well-designed lessons?
● Clearly articulated lesson objectives

●Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives
● Appropriate and timely assessment activities that provide relevant information and feedback
for both teachers and learners
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.
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 information
previous lesson the concepts, ideas, skills, or and concepts discussed
3. Present warm-up activities processes that students will 3. Ask learners to recall key
to establish interest in new eventually internalize activities and concepts
lesson 2. Help learners understand discussed
4. Check learner’s prior and master new information 4. Reinforce what teacher has
knowledge about the new 3. Provide learners with taught 5. Assess whether
lesson feedback lesson has been mastered 6.
5. Present connection between 4. Check for learners’ Transfer ideas and concepts
old and new lesson and understanding to new situations
establish purpose for new
lesson
6. State lesson objectives as
guide for learners

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
Remark is part of the DLL in which teachers shall indicate special cases including but not limited to: a)
continuation of lesson plan to the following day b) in case of re-teaching or lack of time, c) transfer to
the following day in cases of class suspension
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.
Lesson 2 Activity 4: Learning Tasks

Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL
Grade Level and Learning Area: Grade 6 / Science 6
Lesson/Topic: Lesson 1 Mixing Solids with Other Solids; Solids and Liquids
Learning Objectives: Describe the appearance of the combination of solid and solid, solid and liquid mixtures
Learning Resources/Materials Needed: Self Learning Modules, Activity Sheets, Video presentation
Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a household partner, can be done via a learning activity
present in the sheet, can be presented via an internet- based resource, can be facilitated during a synchronous learning
session, etc.)
SLM
Before the Lesson

1. Review previous lesson  can be facilitated by a household partner

2. Clarify concepts from previous  can be facilitated by a household partner
lesson
3. Present warm-up activities to  can be done via a learning activity sheet
establish interest in new lesson
4. Check learner’s prior knowledge  Can be done via diagnostic test/ activity sheets
about the new lesson
5. Present connection between old  can be facilitated by a household partner
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide  can be facilitated by a household partner
for learners
Lesson Proper
1. Explain, model, demonstrate, and  can be facilitated by a household partner/ Can be done via video presentations on you tube .
illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize.
2. Help learners understand and  can be facilitated by a household partner/ can be done via a learning activity sheet
master new Information
3. Provide learners with feedback. can be done via voice calls,/ can be facilitated by a household partner
4. Check for learners’ understanding can be done via voice calls, /can be facilitated by a household partner
After the Lesson

1. Wrap up activities  can be facilitated during a synchronous learning session / can be done via learning activity sheet
2. Emphasize key information and  can be facilitated during a synchronous learning session /can be done via voice calls
concepts discussed
3. Ask learners to recall key activities  can be facilitated during a synchronous learning session/ can be done via voice calls
and concepts discussed
4. Reinforce what teacher has taught  can be done via a learning activity sheet
5. Assess whether lesson has been  can be done via a learning activity sheet and assessment sheet
mastered
6. Transfer ideas and concepts to  can be done via a learning activity sheet and accomplishing their outputs for their portfolio
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?
I can create additional activities to check the learners understanding,and
giving feedback can be done via phone calls, thru multimedia platforms, group
chat or messenger rooms.
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?
I can organize a video conference or phone calls prior to the day of receiving the
modules to give the parent and the learner the idea of what they about to see and
learn on the given lesson. So that querries can be addressed before they start
studying the SLM.
3.How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
Through phone calls and other means of communicating the parent and the
learner I can gather feedback and be able to modify or refine my future lessons.

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 Summative Assessment
Learners may Assessment OF learning:

Assessment FOR learning: be assessed
To make adjustments in the lesson individually or to measure if the student met
collaboratively the performance and content
Can be done at the different standards
parts of the lesson: Before Both can be
done through Given after the lesson or
during and after
written works or end of the quarter
Formative test results are performance Summative test results
task are bases for computing
recorded to study the
patterns of learning. grades

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: Short I will send a three-item quiz via text message before the lesson. Based on the responses, I
quiz will take note of the common misconceptions and clarify them to the learners during our
online session or via text message.
Since all of my learners were already part of the Group chat. I will send a template of KWL
1. KWL activities regarding the lesson so I will be aware of what my learners already know about the
Activities lesson and what they wanted to know and of course what they have learned after the lesson has
been discussed to them.
Since we have adopted Modular Distance Learning. I will send some exercises to them to
2.Exercises reinforce what they have learned, It can be in digital format for those who have access in
internet connection or in printed form for those who don’t have access.
This can be done through phone calls or video calls with the learners. Their immediate respond
3.Recitations Will ensure their mastery of the skills or the concept of the topic.
I will ask the learner to accomplish their learning log or diaries so they will be able to recall or
4. learning remember previous lessons, since modules will be returned to teachers, it is a must that they
logs/diaries have their own learning log/diaries. At the same time they can assess if there is mastery of
skills or concept for each given lesson, in case they forget a concep , they can always return or
review what they have written on their learning log.
I will send a five item quiz after the lesson apart from what is written on their SLM. This can
5. 5 Item be send through text or images through messenger.
quiz

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? Quizzes, Exercises Written
activities.
2. What are the challenges in doing assessment in DL? It’s execution and the reliability of the result of the
assessment.
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL? Opportunities to be resourceful and creative in
delivering quality assessment to learners, that despite of the pandemic teachers were able to
find ways in assessing learners to ensure their continuous learning progress and development.
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 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- 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.- D.
Learning Task
3. This refers to the prescribed subject that learners take.- A. learning area
4. This refers to the method of submission of learning outputs preferred by the

learner/parent based on their context.- B.Mode of Delivery
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

WEEKLY HOME LEARNING PLANS
Weekly Home Learning Plan for Grade 6

S.Y. 2020-2021
Week 1, Quarter 1, October 5- 9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
MONDAY
7:00 - 11:10 English Identify real or make-believe, fact or non-fact images English Personal submission by
Module 1, Lesson 1 the parent to the teacher
Quarter I, Week 1 in school
11:10 - 12:00 ESP Nakapagsusuri nang mabuti sa mga bagay na may Edukasyon sa Pagpapakatao Personal submission by
kinalaman sa sarili at pangyayari Module 1, Lesson 1,Quarter 1 the parent to the teacher
Week 1 in school
1:00- 3:30 Watch DepEd TV Channel/ Revisit modules and check if all required task are done. Portfolio preparation
TUESDAY

7:00 - 11:10 Filipino Nasasagot ang mga tanong tungkol sa Filipino Module 1, Lesson 1 Personal submission by
napakinggang/nabasang pabula, kuwento, tekstong pang- Quarter I, Week 1 the parent to the teacher
impormasyon at usapan in school
11:10 - 12:00 ESP Nakapagsusuri nang mabuti sa mga bagay na may Edukasyon sa Pagpapakatao Personal submission by
kinalaman sa sarili at pangyayari Module 1, Lesson 1,Quarter 1 the parent to the teacher
Week 1 in school
1:00- 3:30 Araling Panlipunan Nasusuri ang epekto ng kaisipang liberal sa pag-usbong ng Araling Panlipunan Module 1, Personal submission by
damdaming nasyonalismo Lesson 1,Quarter 1 Week 1 the parent to the teacher
in school
WEDNESDAY
7:00 – 10:20 MAPEH Identifies the values of the notes / rests used in a particular MAPEH Personal submission by
song (MUSIC) the parent to the teacher
Discusses the concept that art processes, elements and Module 1, Lesson 1 and Lesson in school
2 Quarter I, Week 1
principles still apply even with the use of new technologies
(ARTS)
Assesses regularly participation in physical activities based

on the Philippines physical activity pyramid ( PE)

Describes personal health issues and concerns ( HEALTH)
10:20- 12:00 SCIENCE . Describe the appearance and uses of homogeneous and Science Module 1, Lesson 1 Personal submission by
heterogenous mixtures Quarter I, Week 1 the parent to the teacher
in school
1:00- 3:30 SCIENCE Describe the appearance and uses of homogeneous and Science Module 1, Lesson 1 Personal submission by
heterogenous mixtures Quarter I, Week the parent to the teacher
in school

THURSDAY
7:00 - 11:10 MATH Adds and subtracts simple fractions and mixed numbers Math Module 1, Personal submission by the
without or with regrouping. Lesson 1 and Lesson 2 parent to the teacher in
Quarter I, Week 1 school
Solves routine and non-routine problems involving addition
and/or subtraction of fractions using appropriate problem
solving strategies and tools.
11:10- 12:00 Araling Panlipunan Nasusuri ang epekto ng kaisipang liberal sa pag-usbong ng Araling Panlipunan Module 1, Personal submission by the
damdaming nasyonalismo Lesson 1,Quarter 1 Week 1 parent to the teacher in
school
1:00 - 3:30 Watch DepEd TV Channel/ Revisit modules and check if all required task are done,Portfolio preparation
FRIDAY
7:00 – 10:20 TLE Discusses the importance of planting and propagating trees TLE Agriculture Module 1, Personal submission by the
and fruitbearing trees and marketing seedlings. ( Agriculture) Lesson1,Quarter 1 ,Week 1 parent to the teacher in
school

10:20- 12:00 ESP Nakapagsusuri nang mabuti sa mga bagay na may kinalaman Edukasyon sa Pagpapakatao Personal submission by the
sa sarili at pangyayari Module 1, Lesson 1,Quarter 1 parent to the teacher in
Week 1 school
1:00- 3:30 Watch DepEd TV Channel/ Revisit modules and check if all required task are done, Portfolio preparation
3:30- 4:30 Parents/Learners Meet to return all modules and answer sheets for the week and get new modules to be used for the following week.
4:30 onwards Family Time


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

(WHLP) Learning
Monitoring Plan
(ILMP)
A tool used to ensure that learners are on tool which shall be used by
Purpose task and are guided on what they are teachers and learning facilitators
expected to accomplish within a specific for learners who lag behind as
week shown by the results of their
formative and summative
assessments
Learners and learning facilitator or
For Whom? Teachers and learning facilitator
household partner
or household partner
earning area, learning
Components L earning area, learning competencies,
competencies, learning tasks,
learning tasks, mode of delivery
mode of delivery
Has to be communicated Yes Yes

to parents?

ACTIVITY 4
Individual Learning Monitoring Plan Template
Learner’s Name: Agustin, Prince Heider L.

Grade Level: Grade VI
Learner’s Status
Learning Learner’s Intervention Strategies Monitori
Area Needs Provided ng Date Insignificant Significant
Mastery
Progress Progress
English Identify real or Adjust the level of October 79
make-believe, difficulty in providing 15
fact or non-fact remedial activities and
images extend more time in
completing the task
Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
Prepared by
ROSE ANN M. MANLULU

TEACHER I



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My Study

Mabical Elementary School

MODULE 3A: DESIGNING INSTRUCTION IN THE

Lesson 1. Understanding the Different LDMs

2. Distance Learning (DL)- This refers to a learning delivery modality where

Homeschooling- This is an Alternative Delivery Mode (ADM) that aims to provide

Which of the LDMs do not have an F2F learning component?

Homeschooling and Distance Learning do not have an F2F learning component.

Mabical Elementary School

Activity 2 DISTANCE LEARNING MATRIX

Mabical Elementary School

 Supervise and monitor teachers

Mabical Elementary School

Mabical Elementary School

Mabical Elementary School

Learner Group Targeted Intervention

Mabical Elementary School

remote and/or unsafe

Mabical Elementary School

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is the process of determining what learning

2. Why is lesson designing important?

Mabical Elementary School

3. What are the 3 elements or components of well-designed lessons?

● Clearly articulated lesson objectives

The second component of a well-designed lesson asks teachers to select and

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities

Mabical Elementary School

Components of the DLL/DLP

Mabical Elementary School

Lesson 2 Activity 4: Learning Tasks

Part of Lesson / Learning Tasks Check if Additional Remarks:

Mabical Elementary School

1. Review previous lesson  can be facilitated by a household partner

Mabical Elementary School

Mabical Elementary School

Answer the following questions in your Study Notebook:

Mabical Elementary School

Formative Assessment Summative Assessment

Learners may Assessment OF learning:

Mabical Elementary School

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Assessment How to Adapt the Assessment Method in DL

Mabical Elementary School

Sample learning outputs obtained from different assessment methods may be

Questions True False

1. A portfolio mainly displays the academic achievements of the

Mabical Elementary School

3. There is a fixed list of items that should be included in a

Mabical Elementary School

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

4. This refers to the method of submission of learning outputs preferred by the

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162

Mabical Elementary School

WEEKLY HOME LEARNING PLANS

Weekly Home Learning Plan for Grade 6

Mabical Elementary School

Mabical Elementary School

on the Philippines physical activity pyramid ( PE)

Mabical Elementary School

Mabical Elementary School