MODULE 3A: DESIGNING INSTRUCTION IN

THE DIFFERENT LEARNING DELIVERY

MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ANSWERS IN ACTIVITY 1

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.

1. A. Face-to-face (FTF) Learning

This is where the teacher and the student meet in a set place for a set time, for
either one-on-one learning or, most commonly, in group class lessons similar
to what happens in school.
B. Distance Learning
Distance learning is a way of educating students online. Lectures and
learning materials are sent over the internet. Students work from home, not
in a classroom. 
C. Blended Learning
A style of education in which students learn via electronic and online media
as well as traditional face-to-face teaching.
D. Homeschooling
Homeschooling is when children's education is based at home with their
parents' guidance rather than through enrollment in a public school or private
school.
1. Which of the LDMs do not have an F2F learning component?

Homeschooling and Distance Learning do not require Face to face learning.

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)
ANSWER IN ACTIVITY 2

DISTANCE LEARNING MATRIX

Distance Distinguishin Essential Role of Teacher Role of Role of School

Learnin g Feature Resources Parent or
g Household
Modality Member
Modular Individualized SLMs, as well as Monitors the Learning Plans, prepare,
Distance instruction textbooks/learner learner progress facilitators monitors the
Learning where s’ materials and setting a who provide performance of
(MDL) learners use (LMs), copies of feedback learners with pupil
selflearning video lessons in mechanism to instructional
modules a flash drive or help learners support as
(SLMs) in CD meet the MELCs needed Collaborates to
print or digital while seeing the barangay officials
format connection of
one lesson to the
next to reinforce Accepts
the coherence of donations from
the curriculum. stakeholders
Online Teacher SLMs for Give Learning Provide
Distance facilitates Alternative assignments facilitators that orientation for
Learning learning and Delivery Modes Learning and supervise and learners and
(ODL) engages (ADM), learning tasks monitor the parents on
learners' textbooks, primer facilitator that screen time of navigating these
active lessons, activity supervise and the learners online platforms
participation sheets, teacher- Facilitates Organize
using various made videos and learning monitor professional
technologies supplementary the and engages development
connected to materials, and screen time of activities to
the internet open educational learners active enhance
while they are resources the learners teachers
geographicall (OERs). SLMs participation understanding of
y remote from and primer using and skills in the
each other lessons technologies use of LMS
converted into Determine the
different digital appropriateness
forms such as of certain
interactive learning
lessons or management
electronic books systems in the
(e-books) and delivery of
DepEd Learning instruction
Resources
Portal, DepEd
Commons and/or
different DepEd
recognized
learning
management
systems of TV –
based lessons
TV- Use television TV-based Enhancement of Serves as a Provide the
Based programs on lessons Serves as a guide during learners, as well
Instructio channels or understanding of viewing time as their
n (TVBI) stations guide during key parents/guardian
 dedicated to concepts and s/learning
providing viewing time facilitators the
learning clarifications on broadcast
content to possible areas of schedule of
learners as a confusion in the lessons
form of lesson that was
distance viewed to shall
education. be done during
home visits by
subject area
teacher/learning
facilitator
wherever
possible or
through phone
calls, SMS,
among others.
Radio- Use of radio Radio-based Enhancement of Guidance from Provide the
Based Radio lessons understanding of parents/learni learners, as well
Instructio programs on key concepts and ng facilitators as their
n (RBI) lessons clarifications on during parents/guardian
channels or possible areas of listening time s/l earning
stations confusion in the facilitators the
dedicated to lesson that was broadcast
providing listened to shall schedule of
learning be done during lessons
content to home visits by
learners as a subject area
form of teacher/learning
distance facilitator
education. wherever
possible or
through phone
calls, SMS,
among others.

Blended Any SLMs, as well as Provide the Learning Ensure the

Distance combination Provide the learners, as well Facilitator quality of
Learning of the above textbooks/learner as their Education
type of DL. s’ learners, as parents/guardian
Thus: well materials s/l earning
(LMs), as their facilitators the Provide
copies of video broadcast supplementary
-MDL and parents/guardian schedule of materials to
ODL s/ lessons in a lessons those who have
flash learning insignificant
- MDL and facilitators drive
TVBI/RBI or CD the
- ODL and broadcast Plan a LAC
TVBI/RBI schedule of strategies to
SLMs for enhance the
-ODL, Alternative learning progress
TVBI/RBI and lessons Delivery of pupils
MDL Modes (ADM),
textbooks, primer
lessons, activity
sheets, teacher-
made videos and
 supplementary
materials, and
open educational
resources
(OERs). SLMs
and primer
lessons
converted into
different digital
forms such as
interactive
lessons or
electronic books
(e-books) and
DepEd Learning
Resources
Portal, DepEd
Commons and/or
different DepEd
recognized
learning
management
systems

ACTIVITY 3- ANSWER

Ranking TYPE OF DL WHY?

(1 to 5, from easiest
to hardest to
implement)

1. Modular Distance Learning Fastest way to collect and

retrieve finished outputs of
the learners.
2. Online Distance Learning Not all students have an
internet connection.
3. TV- Based Instruction Most of the households
have televisions and it does
not require internet
connection
4. Blended Learning It’s difficult because you are
using two kinds of distance
learning.
5. Radio-Based Instruction Expensive materials
especially in preparing
script and finished output

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 Make a weekly supervisory plan for
household member who can guide them and check their module and
and support their learning at home activity sheets.

Beginning readers (K to 3) Provide reading materials and

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.
parents should facilitate and ask the
family member to assist the pupil.
Provide module for them
Provide module and making sure to
check their work weekly
Provide module and making sure to
check their work weekly. Ensure that
the module's material is appropriate
for their level of culture.
Provide learning materials that are
suited for their needs
N/A

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:
What is Lesson Planning?
Why is Lesson Planning important?
What are the three elements or components of a well-designed lesson?
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.

ANSWER IN ACTIVITY 1:

1. Lesson designing, also known as lesson planning, is the process of

figuring out what learning opportunities students in a classroom will
have by organizing the topic of instruction, choosing the instructional
resources, creating the learning activities, and using grouping
techniques.
2. Lesson designing helps ensure that:
• Time is maximized for instruction and learning
• Lessons are responsive to learner's needs
• Teachers set learning targets for learners
• Teachers carry out a lesson successfully
• Teachers master their learning area content
• Teachers become more reflective about their teaching

3. -Clearly articulated lesson objectives (What should be taught?)

 -Well-selected and logically sequenced presentation of learning
resources and actities to help learners meet the objectives. (How
should it be taught?)
-Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)

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

a. Aims and objectives  b. Teaching and learning activities  c.
Assessment to check pupil’s understanding of the topic.
5. Effective lesson plan keeps the class interested. It enables the
students to develop a greater interest in the subject matter and they
engage in lively discussion. The students are thinking and developing
new skills as a result of this connection. Lessons that are interesting
to the students are easier for them to remember.
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.

Before the Lesson Lesson Proper After the Lesson

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

Check if already Additional Remarks:

Part of Lesson / Learning Tasks
present
in the SLM
Before the Lesson
can be done via voice calls,
1. Review previous lesson.
√
2. Clarify concepts from
previous lesson. √ can be facilitated by a household
3. Present warm-up activities to √ partner, can be done via a learning
establish interest in new activity sheet,
lesson.
4. Check learner’s prior
knowledge about the new can be presented via an internet-based
lesson. √ resource,
5. Present connection between
old and new lesson and
√ can be facilitated during a
establish purpose for new
lesson. synchronous learning session, etc.
6. State lesson objectives as
guide for learners.
√

Lesson Proper
Can be provided with video lesson to
1. Explain, model, be stored on a USB flash drive
demonstrate, and illustrate √
the concepts, ideas, skills,
can be facilitated by a household
or processes that students
will eventually internalize. partner
2. Help learners understand
and master new can be done via voice calls or SMS
information.
√ Can be done through Formative test
3. Provide learners with
feedback.
4. Check for learners’ √
understanding
√

After the Lesson Can be done through portfolio’s can

be presented via an internet-based
1. Wrap up activities. √ resource
2. Emphasize key √
information and Can be done via digital tools
concepts discussed.
3. Ask learners to recall
key activities and
concepts discussed. √
4. Reinforce what teacher
has taught. Can be done through learning activity
5. Assess whether lesson
√ sheet
has been mastered.
6. Transfer ideas and
concepts to new Can be monitor through portfolio
situations √ output

√
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?

ANSWER:

1. I will create video lessons to supplement the SLM

2. The additional support that I can give is additional activity sheets and reading
materials.
3. In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.
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

learners may
assessment FOR assessment OF

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

Example: I will send a three-item quiz via text message before the lesson. Based on

Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Send rubrics of the essay and tell them to achieve the standards given to get
1. Essay high points. Send it to group chat
The learners will send recorded performance through a given link. The teacher
2. Demonstration/ will give feedback to the learners individually through text / messenger.
Practicum/
Performance
Task
Teachers can use mechanism in Learning Management Systems to increase
3. Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission of
the test in case the students do not have an access online
. Provide supplementary assessment materials to the learners aside from the
4. Weekly Test/ module which will be picked up in the designated drop box placed in barangay
Assessment hall and other accessible places. Students can submit short but weekly papers
to assess whether the students are understanding the material for that particular
week.
The teacher may provide a question via text or FB messenger for the learners to
5. Reflection ponder. Provide and discuss the rubrics to be used for the activity.

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

 The assessment that is common among group member is weekly test

2. What are the challenges in doing assessment in DL?
 Stable internet connection is a challenge in doing assessment in distance learning
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 We make sure the digital tools we use for the assessment fit our purpose to collect
evidence of learning over time. Give them guides or checkpoints to let them know what
they need to submit and when they need to do so. Also, we need to provide timely
feedback, adjust instruction, and plan ahead.
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.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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.
2. These are the formative learning opportunities b. mode of delivery
given to learners to engage them in the subject

matter and to enhance their understanding of the content.

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

4. This refers to the method of submission of learning d. learning task

outputs preferred by the learner/parent based on their context.

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

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

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.

 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.

Weekly Home Learning Individual Monitoring Plan

Plan (WHLP) (IMP)
Purpose
A tool to guide learners and A tool for monitoring learners
learning who lag
facilitators of household behind based on the result
partners in tracking of their formative
the subject areas to be and summative assessment
tackled and activities
to perform at home

For Whom? Learners and learning Teachers and learning

facilitator or facilitator or
household partner household partner

Component Learning areas, learning Learner’s need, intervention

competencies, strategies,
learning task, mode of monitoring date, learners’
delivery status

Has to be communicated YES YES

to parents?
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.

INDIVIDUAL LEARNING MONITORING PLAN

LEARNER’S NAME: JIMUEL SANCHEZ

GRADE LEVEL: 7- ISHMAEL

LEARNING AREAS LEARNER’S INTERVENTION/ MONITORING LEARNER’S STATUS

NEEDS STRATEGIES DATE
PROVIDED INSIGNIFICAN SIGNIFICANT MASTER
T PROGRESS PROGRESS Y

SCIENCE Difficulties Make the June 27, 2022 The learners

with instruction short improve his
following and clear provide comprehension
instruction or shows examples in following
in answering instructions
learning
tasks

INTERVENTIO Learner is not making significant progress in a timely manner. Intervention strategies need to be
N revised.

STATUS Learner is making significant progress. Continue with the learning plan- √

Learner has reached mastery of the competencies in learning plan