Learning Delivery

Modalities 2 Course
for Teachers
MODULE 3A
Lesson Design &
Assessment in the
Modalities
 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
 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 Learningrefers to a learning delivery modality where the teacher and

the learner/s are physically in one venue. It also requires the presence of a teacher
with aids for teaching and providing learning resources to the class for better
outcomes. In this learning modality, there are opportunities such as active
engagement, immediate feedback and socio-emotional development of the learners.
It is the best way to address and to deliver learning ideas. It simple means that the
Teachers has a closs interaction with the students.

Distance Learning refers to a learning modality where learners are given with
materials or access to resources that they can study at home or in another venue.
Learners engage in independent learning by using learning materials that are
accessible either online, stored on flashdrives, or in printed form, or by viewing TV
lessons or radio-based instructions.

Blended Learningis a learning method using a combination of different learning

delivery modality; face-to-face learning and distance learning. It can be face-to face
and modular distance learning; face-to-face and online distance.

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/ tutors.

2. Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook

The LDM that do not have a Face-to-face learning coponents are Distance
Learning and Homeschooling.
ACTIVITY 2

DISTANCE LEARNING MATRIX

Distance Distinguish Essential Role of Role of Role of

Learning ing Feature Resources Teacher Parent School
Modality or
Househ
old
Member
Modular Self-Guided Self- Sort and pack Guide Provide
Distance learning Learning SLMs or LAS and modules
Learning through Modules to be assist or LAS
Self- (SLM) distributed to their for
Learning Learning parents. children learners.
Modules Activity Help in educatio
Sheets delivering and n at
(LAS) retrieving the home.
Textbooks modules or Get and
LAS return
Provide modules
Weekly Home to the
Learning Plan assigned
Attend to person
learners during
queries on retrieval
topics and Contact
activities that teachers
they find for
difficult to technical
understand or assistan
accomplish ce if
through text, needed.
phone calls,
and other
communicatio
n platforms
available for
both teacher
and student.
Check the
Modules or
LAS
Online Involves an Learning Provide Guide, Monitor
Distance interaction Activity Weekly Home assist, teacher
Learning between Sheets Learning Plan monitor and
 teacher and (LAS) Provide power and help learners
learners in Textbooks point their engagem
which the Power point presentation children ent via
main presentatio Provide self- on their online
element is n of lessons made video online learning
the physical Teacher lesson/presen class
separation made tation Contact
of teachers videos/pres Check and
and entation learners send
students output queries
during through e- to
instruction learning teachers
and utilizes Attend to if needed
varied learners
technologies queries on
to facilitate topics and
student- activities that
teacher and they find
student- difficult to
student understand or
communicat accomplish
ion through text,
phone calls,
and other
communicatio
n platforms
available for
both teacher
and student.

TV-Based Concise, Smart TV Provide Guide, Provide

Instructio detailed, Television Weekly Home assist, learning
n (TVBI) interactive with cable Learning Plan and help videos,
and precise connection Provide their and
presentation Textbook Learning children activities
of the T- Learning Activity Sheets at home through
learning Activity (LAS) TV-
Sheets Attend to Based
(LAS) learners learning
queries on
topics and
activities that
they find
difficult to
understand or
accomplish
through text,
phone calls,
 and other
communicatio
n platforms
available for
both teacher
and student.
Check
Learners
Output

Radio- A type of Radio Provide Guide, Provide

Based distant Textbook Weekly Home assist, learning
Instructio learning Learning Learning Plan monitor,
n (RBI) that able to Activity Provide and
widen Sheets Learning
access to (LAS) Activity Sheets
education (LAS)
by bringing Attend to
it to where learners
the learners queries on
are and topics and
enable them activities that
to gain they find
education difficult to
through understand or
broadcast accomplish
education through text,
phone calls,
and other
communicatio
n platforms
available for
both teacher
and student.
Check
Learners
Output

Blended Increased Self- Provide Guide, Provide

Distance student Learning Weekly Home assist, modules
Learning engagement Modules Learning Plan monitor for
in learning Learning Provide power and help learners
Enhanced Activity point their Monitor
teacher and Sheets presentation children teacher
student (LAS) Provide self- at home and
interaction Power point made video Contact learners
and presentatio lesson/presen teachers interacti
responsibilit n made by tation when on via
y of learning teacher Check needed online
 Teachers learners distance
improvised output learning
/made through e-
video learning
lesson/pres Attend to
entation learners
Textbook queries on
topics and
activities that
they find
difficult to
understand or
accomplish
through text,
phone calls,
and other
communicatio
n platforms
available for
both teacher
and student.
Sort and pack
SLMs or LAS
to be
distributed to
parents.
Help in
delivering and
retrieving the
modules or
LAS
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 This modality is the one which is easiest in or area,

Learning since many of our Learners reside in far-flung areas
where signal reception is difficult to have. Most of
the parents prefer Modular Distance Learning, this
1 was the result of our survey before the start of the
enrollment period.
The Learners use SLMs in print or digital format
whichever is applicable to the learners.

Blended Learning In this modality the Learners use SLMs or can also
use the internet if available.This is to provide better
instructional support, monitoring, and evaluation to
the learners to ensure that the quality of education
2 is being delivered.

TV-Based Instruction This may be considered as a sole learning modality

mehod sincethis mehod is usually with face to face.
Also, TVBI is possible but not to everyone. As
mentioned above, most of the learners’ families are
3 not capable of providing this type of device.

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

Instruction use radios anymore. In some households this is still
present but the signal reception is still their biggest
problem.
4
 Online Learning A very small number of parents/learners selected
this type of instruction (based from the data
collected from the LESFs) simply because most the
learners do not have the necessary gadgets and
5 Parents can not provide the technologies required in
this kind of Modality as well.

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
TARGETED INTERVENTION
GROUP
Learners
without Give a clear instruction of the activities so the learner can do
parents or self-learning study. Parents/ guardians should provide
household particular time of their availability in guiding their child; the
teacher can help via phone call /text. Teachers can also ask
member who
help from other relatives or neighbor, close friend, teachers
can near their home/place.
guide and
support their
learning at
home.

Ahave them read the same thing several times using a ruler
and let the parents/guardians report the progress of the
Beginning
learners .
readers (K to 3)
Attach monitoring sheets that parents/guardians may check.
Constant communication with the parents/guardians should be
implemented.
Record students reading aloud on their own and let them send
to via online flat form. You can also phone call to check the
Struggling
progress of the learners. Provide remedial reading materials.
readers (Grades
Attach monitoring sheets that parents/guardians may check.
4-12)
Constant communication with the parents/guardians should be
implemented.

No access to Provide self-learning modules and other additional learning

devices and materials via PROJECT HATUD program.
Internet

Inaccessible Coordinate with their barangay officials to assist the teachers

(living in remote in delivering the self-learning modules and other additional
and/or unsafe learning materials.
areas)

Indigenous
People Provide self-learning modules and other additional learning
materials that are cultured friendly. Coordinate with their
 barangay officials to assist the teachers in delivering the self-
learning modules and other additional learning materials.

Assess the particular needs of these learners and provide them

Persons with
with the materials that would suffice it.Teacher an also seek
Disabilities
the help of other agency such as DSWD.

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 vital to ensure that time is maximized for

instruction and learning, lessons are responsive to learners' needs, teachers
set learning targets for learners, for the teachers to carry out lessons
successfully and master their learning area content, and teachers become
more reflective about their teaching.

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 clear and articulated set of objectives. (What should be taught?)
 A well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives. (How
these lesson should be taught)
  Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)

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

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 10/ ENGLISH 10
Lesson/Topic: Different Sources of Information
Learning Objectives:
1. identify the difference between listening and hearing;
2. get valuable information from the different sources listened to;
3. apply the learnings in the real life situation.

Learning Resources/Materials Needed: Module, Paper, Ballpen

LEARNING TASKS FOR DL

Part of Lesson / Learning Check if already Additional Remarks:

Tasks present in the (ex. can be done via voice
SLM calls, can be facilitated by a
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

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.

FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT

May be given at any time Occurs toward the end of

during the teachers and a period of learning in
learning process.
Assessment order to describe the
of Learning standards reached by
The results of formative the learner.
assessments will help
teachers make good The results of
instructional decisions summative assessments
so that their lessons are are recorder and used to
better suited to the report on the learners'
learners' abilities. 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 Formative assessment like 5-item written evaluation is included in
Assessment in a form each self-learning modules. Additional activity sheets and
of short quizzes and worksheets containing various evaluation shall also be distributed.
seatworks
2. Summative At the end of the unit, written summative assessments in all
Assessment 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
Assessment activities, 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.
4. 5-item Formative Send the 5-item formative assessment through Group chat and it
Assessment will be corrected during online meeting in google meet.

5. Essay type Send rubrics of the essay and tell them to achieve the standards
Assessment 10 points given to get high points. Send it to your Group chat.

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?

One of the biggest challenge I have encountered in doing assessment is
how to contact all the students to inform them about their performance for
the reason that not all of them will have an access to internet connection or
even signals in their cellphones. Moreover, the 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.

ACTIVITY 7

Questions True False

1 A portfolio mainly displays the academic /
. achievements of the learner.

Correct statement: A learning portfolio

demonstrates not just the academic achievements
but also the effort put forward by the learner as
well as the progress in achieving learning
outcomes.

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.

Correct statement: There is no hard and fast rule

that states a clear list of items that should be
included in a portfolio, as it depends upon the
requirements of the learning area. Teachers,
administrators, and students
(and even parents) may decide collectively on
what to include in portfolios, which assessment
criteria to use, how to evaluate student outputs,
and what to expect from the end result.

4 The teacher can only comment on a learner's /

. portfolio.

Correct statement: The teacher must address the

students’ learning and encourage self-assessment
through their work samples. The Learners may
also be allowed to view and comment on their
peers’ portfolios.

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.

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 A tool for monitoring learners

learning facilitators or who lag behind based on the
household partners in results of their formative and
Purpose
tracking the subject areas summative assessments
to be tackled and activities
to perform at home

Learners and learning Teachers and learning

For Whom? facilitator or household facilitator or household
partner partner

Learning area, learning Learner’s needs, intervention

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