Prepared:: Milalyn S. Oregila Reviewed: Teacher II Master Teacher II

Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Quezon City
PAYATAS B ELEMENTARY SCHOOL
Prepared:
MILALYN S. OREGILA Reviewed:

Teacher II
DANILO P. ODIAS
Master Teacher II
Noted:
TERESITA S. DUMPIT
Principal IV
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Narra St., Payatas B, Quezon City

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es.payatasb@depedqc.ph
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 3:
(DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES)
MODULE OBJECTIVE:
By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the
modalities.
MODULE CONTENT:
Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
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LDM2
Study Notebook
Module 3
(DESIGNING INSTRUCTION
IN THE DIFFERENT LEARNING
DELIVERY MODALITIES)
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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. When you are done,
check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Answers:
.Face-to face (F2F) learning refers to a learning modality where the teacher
and learners are physically in one venue, there are opportunities for active
engagement, immediate feedback ang socio- emotional development of
learners. It maybe conducted in any available in any 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 vinue.
. Blended Learning refers to the delivery modality using a combination ot the
feature of F2F learning and distance learning. It can be( 1. )F2F and modular
distance learning; (2.) F2F and online distance learning ; (3.) F2F abd 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 learner with access to formal education while studying in an out-of-
shool environment, with parents, guardians, or tutors as authorized facilitators
instead of classroom teacher.
Now, answer this question: Which of the LDMs do not have an F2F learning
component? Check it against Lesson 1, Activity 1 Answer Key 2.
Answer:
Distance learning
Home shooling
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
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modalities and their defining features and requirements.

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DISTANCE LEARNING MATRIX
Essen Role of
Distance
Distinguishi tial Parent or Role of
Learning Role of Teacher
ng Feature Resou Household School
Modality
rces Member
Modular A learning Self Supervised and Provide Provide
Distance delivery in the Learni monitors the assistance orientation for
Learning form of ng learners modular
(MDL) individualized Modul progress. Serve as learning
instruction es( learning
where SLMs) Setting feedback facilitator
learners used Textbo mechanism
LMs. oks/ Provide
Learne Designing forfolio learners with
rs instructional
Materi Incharge of support.
als guiding and
(SLMs supporting the
) learner at home
Online A learning Gadge Supervised and Provide Provide
Distance delivery in the ts like monitors the assistance orientation for
Learning form of laptop, learners online
(ODL) messenger, cellph Serve as Distance
facebook, one, Setting feedback learning Learning.
text, phone tablet mechanism facilitator
call and
compu Designing Provide
ter portfolio learners with
instructional
Incharge of support
guiding and
supporting the
learner at home.
TV-Based A learning T.V. Supervised and Provide Provide
Instruction delivery in the monitors the assistance orientation for
(TVBI) form of T.V. learners T.V Based
Serve as Instru ctios.
Setting feedback learning
mechanism facilitator
Designing Provide
portfolio learners with
instructional
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Incharge of support
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supporting the
learner at home
Radio-Based A learning Radio Supervised and Provide Provide
Instruction delivery in the monitors the assistance orientation for
(RBI) form of radio learners Radio Based
Serve as Instruction
Setting feedback learning
mechanism facilitator
Designing Provide
portfolio learners with
instructional
Incharge of support
guiding and
supporting the
learner at home.
Blended A learning Self - Supervised and Provide Provide
Distance delivery Learni monitors the assistance orientation for
Learning modality ng learners progress Blended
using a modul Serve as learning
combination es, Setting feedback facilitator
of the online mechanism
features of distan Provide
F2F learning ce Designing learners with
and distance learnin portfolio instructional
learning g, face support.
to Incharge of
face,T. guiding and
V- supporting the
based learners
instruc
tions
,radio
based
instruc
tions.
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.
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ACTIVITY 3

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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.
Ranking Type of WH
(1 to 5, from DL Y?
easiest to hardest
to implement)
The easiest because there are many options to
1 BL
select if one is not available.
This can reach even the farthest area in
2 RBI
broadcasting .
Majority of Filipino households now can have
3 televisions .Learners who don’t have this can easily
TVBI
go to the nearest neighbor to watch. The barangay
station has also their own t.v for monitoring.
In the absence of radio and t.v,the modules can
4 MDL deliver by the teacher with the support of the
LGU/or can be up by the parents in school.
Ranks 5th and the hardest because not all learners
5 ODL have gadgets and added to that is the poor
connection from the internet.
ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next LAC Session.
Learner Targeted Intervention

Group
Coordinate to a pupil who
Learners without parents or household member happens as classmate ,they
who can guide and support their learning at home can be a buddy or partner in the
learning areas.
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Beginning readers (K to 3) Conduct a regular time to

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practice reading to catch up in
the regular lessons.
Reinforce reading time .Also
Struggling readers (Grades 4-12) coordinate with parents to assist
the child in reading.
Provision of learning materials
No access to devices and Internet for reference in case there’s no
way of gadgets availability.
Provision of books and other
Inaccessible (living in remote and/or unsafe areas) reference materials.
Coordinate with the LGU’s to
Indigenous Peoples deliver the learning kits.
For hearing impaired pupils,
coordinate with LGU’s to include
them in the list incase a group
Persons with Disabilities will go for a medical
mission.Conduct mapping for
learners who have 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:
1. What is Lesson Designing or Lesson Planning?
Answer: Lesson Designing or lesson Planning is the process of determining
what learning opportunities pupils in school will have, by planning the content
of the instruction, selecting teaching materials, designing the learning activities
and grouping methods. It is very fundamental in ensuring the delivery of quality
teaching.
2. Why is lesson designing important?

Answer:
1. Ensure time to maximized instruction and learning
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2. It helps teachers set learning targets for learning

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3. So that teachers can master their learning area content

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4. To help learners reach learning goals.
3. What are the three elements or components of a well-designed lesson?
Answer:
1. Clearly articulated lesson objectives.
2. Well selected and logically sequenced presentation of learning
resources and activities.
3 .Appropriate and timely assessment activities.
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.
Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1 .Present connection 1. Wrap up the lesson.
2. Clarify concepts from between old and new lesson 2. Emphasize key
previous lesson and establish information and concept
3 .Present warm up activities 2 .Explain, model, discussed
to establish interest in new demonstrate, and illustrate 3 .Ask learners to recall key
lesson the concepts, ideas, skills or activities and concepts
4. Check learner’s prior processes that students will discussed.
knowledge about the new eventually internalized. 4.Reinforce what teacher
lesson. 3 .Help learners understand has taught
5 .State lesson objectives as and master new 5.Assess whether lesson
guide for learners. information. has been mastered
4.Provide learners with 6. Transfer ideas and
feedback concepts to new situations.
5.Check for learners
understanding
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

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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
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.
Highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP
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I. Objectives
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II. Content
III.Learning Materials and Resources
IV.Procedures
V. Remarks
VI.Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL and DLP. To find out the instructional principles behind these learning tasks, you
may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).
Read the handout Designing Lessons in DL. 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: GRADE 6
SCIENCE Lesson/Topic:
INTERDEPENDENCE OF LIVING THINGS
AND NON LIVING THINGS. Learning
Objectives: DISCUSS THE INTERACTIONS
AMONG LIVING THINGS AND NON
LIVING THINGS. Learning
Resources/Materials Needed: MELC,
POWERPOINT PRESENTATION
LAPTOP, PAPER STRIPS
PICTURES.
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Additional
Check if Remarks: (ex. can
be done via voice
Part of Lesson / Learning Tasks already calls, can be
present in facilitated by a
the SLM household partner,
can be done via a
learning activity
sheet, can be
presented via an
internet- based
resource, can
be facilitated during
a synchronous
learning session,
etc.)
Before the Lesson
1. Review previous lesson Done via google

2. Clarify concepts from previous lesson classroom
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 Synchronous learning

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

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Google classroom
1. Wrap up activities
2. Emphasize key information and Messenger
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:
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 an activity sheet to supplement learning.
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:
Consistent follow up mechanism.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Answer :
Gather feedbacks via phone calls or text messages.
Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.
Integrating Content Across Learning Areas/Team Teaching
• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
• You can use content topics as themes, motivation, springboards, or initial
topics for lessons across subjects. You can also try merging selected
learning area performance tasks and assessments and create separate
rubrics for scoring per learning area. This can make it easier for you to check
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student work, and saves time for you and the learners.
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Can you think of other ways of designing and implementing lessons that can enhance

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student learning and maximize teacher preparation time? Don’t forget to check back
with your Coach and share them with your peers.
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. Follow the exampl
Formative Summative
Assessment Assessment
learners may
be assessed assessment OF learning:
assessment FOR individually or
learning: to measure if the student
collaboratively met the performance and
to make adjustments content standards
in the lesson
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Your answer:
Formative
Assessment Summative
Assessment
Assessment FOR learning assessment OF learning
To make adjustments in to measure if the studentthe lesson met the performance

and content standard
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
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? 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.
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Assessme How to Adapt the Assessment Method in

nt DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz 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.
Diagnostic assessment happens at the beginning of the school year to
1.Diagnostic gauge more knowledge.Test results are made and consolidated.
Assessment
Used in the middle of the lesson when a topic is finished and discussed.
2.Formative
Assessment
Given across an entire school or district inorder to compare results of
3.Interim groups of students.
assessment
Used to measure the academic progress of large group of students
4.Benchmarkin
g Assessment
Success is measured at the end of the chapter.The scores are recorded
5.Summative as part of written output.
Assessment
Be ready to share your output when you meet with your LAC group after completing
this module. Try to answer these questions with your colleague
1. What assessment methods are common among the group members?
Answer:
Summative assessmet, diagnostic ,and formative.
2. What are the challenges in doing assessment in DL?
Answer: The hardest part in giving assessment in DL is the time when you
have to check the bulk of papers.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer: The google sheet is far off better in conducting an assessment
because google can automatically check the responses of the learners.
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.
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After reading the references, answer the following quiz to check your understanding
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about using a portfolio to assess the learner.

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Questio True False

ns
TRUE
1. A portfolio mainly displays the academic achievements of
the learner.
FALSE
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a
portfolio.
TRUE
3. There is a fixed list of items that should be included in
a portfolio.
TRUE
4. The teacher can only comment on a learner’s portfolio.
TRUE
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.
FALSE
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.
TRUE
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

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ACTIVITY 1

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Answer the simple check-up quiz below. Read and match the descriptions in column
A with the terms in column B.
Column A Column B
C 1. These are the knowledge, a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every b. mode of delivery
lesson and/or learning task.
D
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter
d. learning task
and to enhance their
A understanding of the content.
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.
Check your answers using Lesson 3, Activity 1 Answer Key.
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).
• 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:
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» 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
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» Key Stage 2 (Grades 4 to 6) – up to two hours

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» 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)
Attach Weekly Home Learning Plan (WHLP)
Share your prepared WHLP during your LAC Session.
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, fill out the table below to see how
the ILMP differs from the WHLP.
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Weekly Home Learning Individual

Plan (WHLP) Learning
Monitoring Plan
(ILMP)
A tool to guide learners and A tool for monitoring
Purpose learning facilitators of learners who lag behind
household partners in based on the result of
tracking the subject areas to their formative and
be tackled, and activities to summative assessment
perform at home
Learners and learning Teachers and learning
For Whom? facilitator or household facilitator or household
partner partner
Learning areas ,learning Learners need
Components competencies, learning task, intervention strategies,
mode of delivery. monitoring date, learners
status.
Yes Yes
Has to be communicated to
parents?
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.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Meinard V. Gonzales
Grade Level: VI - Polaris
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
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Provided Progress Progress

SCIENCE Having Modify the October Can now
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following a simpler understand
instruction way. and follow
s instructions
ENGLISH Poor Reading of November Can answer
reading sentences 2020 with
comprehe followed by who,what,w
nsion comprehensi hen,where
on check up and why
questions
Learner is not making significant progress in a timely manner. Intervention

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.
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.
Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will be
able to design lessons with your best efforts, and maximize learning in this
new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with
them and their families. As teachers, you need to make your presence felt,
and send the message to the learners that they are not alone in this situation.
This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt
to the new normal.
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Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
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Session 3A Guide ready when you participate in the LAC Session for this Module.

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REFLECTION :
Learners need to be monitored very well to keep track on their progress. It

is also important to get in touch with the household partner who provides
supervision while the learner is doing the learning tasks. One way of getting
feedback from the learner is by communicating regularly with them and their
families. As teachers we need to make our presence felt, and send the message
to the learners that they are not alone in this situation. This will greatly help them.
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MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY

2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map
and answer the following questions:
1. Based on the map, what resources should you have in order to implement
the LDM adopted by your School/Division?

Answer: The resources used in the implementation of the LDM are
printed SLM,LM’s , textbooks, and activity sheets.
2. Do you have the complete resources for the Distance LDM needed in class? If
the LRs are not complete or not available, what steps will you take to make
these available? What are your options to substitute these missing LRs?
Answer: Most of the resources are available. In some situations, If the
LR’s are not complete, textbooks, learning materials, teacher-made
videos and modules supplemented by the required LR’s that is
localized and aligned with the MELCs, and well leveled with the
learners capabilities.
3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
Answer: To minimized the use of the two DepEd learning resources,
the presence and assistance of IT teachers/personnel who are
knowledgeable, experts, and skilled to navigate this LRs and that will
support us to have an easy access to the portal.
Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?
Answer: Yes, it is important to make yourself familiar with the contents

and format of the materials. There are some learners who might be
disadvantaged by the materials based on the level of learning
independence .Adapt a resource material from the LR suited for
learners. Remediation and reinforcement for learners that hard to meet
the expectations are highly suggested.
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ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity.
What support can you provide to your colleagues and what support can you get from
them in terms of LRs? Take note of the insights that you can gather from your
colleagues.
Answer:
After the discussion and exchanging of ideas we come up on using the LR and
SLM which are now ready to our portal given by the national for our Modular
Distant Learning. So the only help that my co teachers can offer is to print the
SLM for distribution to our learners.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1 Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your
LAC Leader and/or Coach. To understand the portal better, you may watch the
LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons.

Refer to Memorandum on DepEd Commons dated March 17, 2020.
Explore the Portals and answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals
respond to your LR needs and those of your learners’? How do they
complement the LRs that you already have?
Answer: In our school we adapted a Modular Distant Learning by the
help of the two DepEd portals as we can easily access of Learning
Resource and SLM .We can obtain our Learning Modules online, so it
lightens the burden for teachers. Paperless LR are fast and well
organized.
2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
Answer: Poor internet connectivity and non- availability of gadgets by
most learners. Maybe everyone will be provided with tablets and make a
well development plan by the local partners on a free wifi zone in the
community.
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3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
Answer: Using the DepEd LR can easily help in finding and obtaining
the need of SLM.We need also to have an internet access and proper
coordination to school head and to the ICT Coordinator.
ACTIVITY 2
In your next LAC Session, share and discuss your answers to the questions in
Activity 1.
1. Explore how you can help and support each other in using the LR portals. Jot
down the insights and helpful information regarding the use of the LR portals.
Share your insights:

Proper coordination to the one incharge the ICT.
LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons
or LRMDS Portal and assess the material using the tool. Answer the following
questions:
1. Was the material able to meet all the requirements?

Answer: Downloaded materials are usable in my class.
2. Were there any questions in the assessment tool where you answered “No”
or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Answer: None
3. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s.
Answer:
None
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer:
This will guide me choose the proper material to be used in
teaching.The LR materials are relevant.
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ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Download at least
one LR from each portal. Assess the materials using the same tool and answer the
following questions:
1. Based on the Assessment Tool, how does the material from a non-DepEd
Portal compare with the LR from the DepEd Portal?
Answer: DepEd prescribed LRs that are reliable and aligned in the
basic requirement needed in choosing LRs while non DepEd LRs
sometimes deviate from the requirements of standard LRs.
2. Based on the results of the Assessment Tool, what improvements do the
materials — both from DepEd and Non-DepEd portals — still need?
Answer: DepEd materials are determined by the DepEd personnel
before it is posted to make sure the materials could meet the necessary
standard.I think there is no more revision made but just examined first if
it is aligned to the assessment tool given by DepEd.
3. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer: This assessment tool is a great help for teachers in choosing
the appropriate LR for our lesson. It teaches us to consider first all the
requirements needed in obtaining the desired LR.
ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using
the same tool. Answer the following questions:
1. How does your material compare with the ones that are obtained from the
online portals?
Answer: I had made a learning resources in my grade 6 with the title,
Activity Sheet Energy Transformation. When I saw the assessment tool I
had known , it lacks something in the requirement prescribed by DepEd.
2. What improvements do you still need to make in your developed material?
Answer: Need to improve the sources of the activity and the type of
font to make, if it is readable or not.
ACTIVITY 4 (Submit a copy of your Outputs to your LAC Leader)
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing
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Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.
RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR portals/platforms)
Is the LR Material... Cannot be

YES NO
determined
1. Connected and relevant to the MELCs? /
2. Appropriate to the grade level and learner /

characteristics in terms of language,
activities?
3. easy to reproduce and/or disseminate? /
4. from a credible source/author? /
5. culture- and gender-fair? /
6. free from red flags on possible copyright /

and plagiarism issues?
7. the layout and format easy to read and /

pleasing to the eyes?
Reflection Questions:
Answer: YES
Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
Answer: NONE
2. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: NONE
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer:
The assessment tool is a great help for teachers in choosing the appropriate LR
for our lesson. It teaches us to consider first all the requirement necessary in
27
the obtaining of desired LR.

RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have
Page
developed)

(02) 983-59-12
Is the LR Material... Cannot be

YES NO
determined
1. Connected and relevant to the MELCs? /
2. Appropriate to the grade level and learner /

characteristics in terms of language,
activities?
3. easy to reproduce and/or disseminate? /
4. from a credible source/author? /
5. culture- and gender-fair? /
6. free from red flags on possible copyright /

and plagiarism issues?
7. the layout and format easy to read and /

pleasing to the eyes?
Reflection Questions:
Answer: YES
4. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
Answer: NONE
5. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: NONE
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: The assessment tool is a great help in obtaining the desirable material
suited to learning.
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Republic of the Philippines

MILALYN S. OREGILA Reviewed:

Narra St., Payatas B, Quezon City

LEARNING DELIVERY MODALITIES COURSE 2

Lesson 1: Course Overview

Narra St., Payatas B, Quezon City

Narra St., Payatas B, Quezon City

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

modalities and their defining features and requirements.

Narra St., Payatas B, Quezon City

Narra St., Payatas B, Quezon City

Narra St., Payatas B, Quezon City

Consider the situation in your School/Division—your organizational capabilities, your

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

Learner Targeted Intervention

Beginning readers (K to 3) Conduct a regular time to

Narra St., Payatas B, Quezon City

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go

2. Why is lesson designing important?

2. It helps teachers set learning targets for learning

3. So that teachers can master their learning area content

Narra St., Payatas B, Quezon City

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

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

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Narra St., Payatas B, Quezon City

Highlight which part/s is/are accomplished after the lesson is delivered.

Narra St., Payatas B, Quezon City

Compare your answer to Lesson 2, Activity 3 Answer Key.

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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

Narra St., Payatas B, Quezon City

1. Review previous lesson Done via google

1. Explain, model, demonstrate, and Synchronous learning

After the Lesson

Narra St., Payatas B, Quezon City

Answer the following questions:

Integrating Content Across Learning Areas/Team Teaching

Narra St., Payatas B, Quezon City

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Narra St., Payatas B, Quezon City

Assessment FOR learning assessment OF learning

To make adjustments in to measure if the studentthe lesson met the performance

ACTIVITY 6 (Submit a copy of your Output to your LAC Leader)

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

Narra St., Payatas B, Quezon City

Assessme How to Adapt the Assessment Method in

about using a portfolio to assess the learner.

Narra St., Payatas B, Quezon City

Questio True False

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Narra St., Payatas B, Quezon City

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

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

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

» Key Stage 2 (Grades 4 to 6) – up to two hours

Narra St., Payatas B, Quezon City

Attach Weekly Home Learning Plan (WHLP)

Share your prepared WHLP during your LAC Session.

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162.