MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

Welcome to Module 3. This Module focuses on how lessons and
assessments are designed for the distance learning modality prescribed by
the Basic Education Learning Continuity Plan (LCP).

MODULE OBJECTIVE ¡

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

ESTIMATED TIME REQUIRED ¡

18 to 24 hours

*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader

LDM2: Learning Delivery Modalities Course for Teachers 13

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Key Topics/Concepts
Blended distance learning; blended learning; distance learning; face-to-face
learning; homeschooling; implementation guidelines for distance learning;
minimum requirements for distance learning; modular distance learning; online
distance learning; TV-based instruction/radio-based instruction

Resources Required
3Guidance on Distance Learning
3Non-Negotiable Minimum Requirements for Distance Learning
3Distance Learning Matrix
3Supplementary Handout on Blended Learning Delivery Modalities
3Lesson 1, Activity 1 Answer Key 1
3Lesson 1, Activity 1 Answer Key 2
3Study Notebook

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 in your Study Notebook. When
you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity
1 Answer Key 2.

14 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
ACTIVITY 2.

Read these 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 modalities and their
defining features and requirements.

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.

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 table provided below
and write your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)

LDM2: Learning Delivery Modalities Course for Teachers 15

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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member who can

guide and support their learning at home

Beginning readers (K to 3)

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe areas)

Indigenous Peoples

Persons with Disabilities

Others? Specify.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

16 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. identify the components of a well-designed lesson, applicable for all LDMs
2. enumerate learning tasks that can be incorporated in your DL lessons
to ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be
incorporated in your lessons to provide students with feedback and to help
you monitor student’s learning even when you are teaching remotely

Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson design
components; portfolios; summative assessment

Resources Required
3DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
3DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
3Principles of Instruction
3Designing Lessons in DL
3Lesson 2, Activity 1 Answer Key
3Lesson 2, Activity 3 Answer Key
3Lesson 2, Activity 5 Answer Key
3Study Notebook

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 Planning?
2. Why is Lesson Planning important?
3. What are the three elements or components of a well-designed lesson?
4. Based on what you have learned ( TIP Core Course 2 ) How will you provide a good
design lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

LDM2: Learning Delivery Modalities Course for Teachers 17

ACTIVITY 2.

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.

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

Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by
a household partner, can
Check if be done via a learning
Part of Lesson / Learning Tasks already present activity sheet, can be
presented via an internet-
in the SLM
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

18 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
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?
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?
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Be ready to share your answers for Activity 2 when you meet with your LAC group after
completing this module.

LDM2: Learning Delivery Modalities Course for Teachers 19

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 student work, and saves time
for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back with
your Coach and share them with your peers.

ACTIVITY 3 .

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 Summative
Assessment Assessment

assessment FOR learners may assessment OF

learning: be assessed learning:
to make adjustments individually or to measure if the
in the lesson collaboratively student met the
performance and
content standards

After completing the Venn diagram, look at Lesson 2, Activity 3 Answer Key to see the
other similarities and differences between the two types of assessments.

20 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
ACTIVITY 4.

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

I will send a three-item quiz via text message before the lesson. Based on
Example:
the responses, I will take note of the common misconceptions and clarify
Short quiz
them to the learners during our online session or via text message.

1.

2.

3.

4.

5.

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?

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

LDM2: Learning Delivery Modalities Course for Teachers 21

ACTIVITY 5.

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.

Check out the Lesson 2, Activity 5 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.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

22 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. differentiate a weekly home learning plan from an individual learning
monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs;
mode of delivery; significant progress; weekly home learning plan

Resources Required
3Appendix D of DepEd Memorandum DM-CI-2020-00162
3Individual Learning Monitoring Plan Template
3Sample Weekly Home Learning Plans
3Lesson 3 Activity 1 Answer Key
3Lesson 3 Activity 3 Answer Key
3Study Notebook

ACTIVITY 1.

Answer the simple check your knowledge 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

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

attitudes that learners need to demonstrate in every
lesson and/or learning task. b. mode of delivery
2. These are the formative learning opportunities given
c. learning
to learners to engage them in the subject matter and
to enhance their understanding of the content. competencies
3. This refers to the prescribed subject that learners take. d. learning task
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.

LDM2: Learning Delivery Modalities Course for Teachers 23

The check your knowledge activity introduced you to the key components of a Weekly Home
Learning Plan (WHLP), namely, the learning area, learning tasks, learning competencies,
and the mode of delivery. The WHLP serves as a guide for your learners on what they need
to accomplish each week when they do independent study at home (DepEd, 2020). It
outlines the learning tasks that learners need to do, using the SLM, in order for them to
attain the most essential learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample
Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to the
lesson number and/or activity number in the SLM as shown in the Sample Weekly Home
Learning Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they follow
the prescribed schedule in the plan. Remember also that part of guiding learners is to
give enhancement or remediation activities when needed and when possible.

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

Share your prepared WHLP during your LAC Session.

24 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
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)

Purpose

For Whom?

Components

Has to be communicated to
parents?

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.

ACTIVITY 4.

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.

Share the ILMP that you made for that specific learner during your next LAC Session.

LDM2: Learning Delivery Modalities Course for Teachers 25

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.

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 Session
3A Guide ready when you participate in the LAC Session for this Module.

Congratulations for completing Module 3A! You are now ready for Module 3B.

26 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)