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 1

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

ACTIVITY 1.

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face- to-face (F2F) learning, DL, b

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down your answer in y

2 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 3

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.

4 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
🗑DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
🗑DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
🗑Principles of Instruction
🗑Designing Lessons in DL
🗑Lesson 2, Activity 1 Answer Key
🗑Lesson 2, Activity 3 Answer Key
🗑Lesson 2, Activity 5 Answer Key
🗑Study Notebook

ACTIVITY 1.

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down yo
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.

LDM2: Learning Delivery Modalities Course for Teachers 1

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):  ODL  MDL  TV/RBI  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 be
Check if done via a learning activity
Part of Lesson / Learning Tasks already present sheet, can be presented via
an internet- based resource,
in the SLM
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

1 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 1

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
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

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.

2 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
Method How to Adapt the Assessment Method in DL

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 them
Short quiz
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 2

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.

2 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:

ACTIVITY 1. 1.differentiate a weekly home learning plan from an individual learning
monitoring plan
2. createcheck
Answer the simple a weekly
yourhome learning
knowledge plan Read and match the descriptions in column
below.
A with the3.terms
create an individual
in column learning
B. Write monitoring
your answers plan Study Notebook.
in your

Key ATopics/Concepts
Column Column B
individual learning monitoring plan; insignificant progress; intervention strategies;
1. These
learning arelearning
area; the knowledge, understanding,
task; learner’s skills,
needs; learner’s andmastery; MELCs;
status; modearea
a. learning
attitudessignificant
of delivery; that learners needweekly
progress; to demonstrate in plan
home learning every
lesson and/or learning task. b. mode of delivery
Resources
2. These are the Required
formative learning opportunities given to
learners to
🗑Appendix D ofengage
DepEdthem in the subject
Memorandum matter and to
DM-CI-2020-00162 c. learning
enhance their
🗑Individual understanding
Learning Monitoringof Plan
the content.
Template competencies
3. This refers
🗑Sample Weeklyto the prescribed
Home Learningsubject
Plansthat learners take.
4. This refers
🗑Lesson to the
3 Activity methodKey
1 Answer of submission of learning outputs d. learning task
🗑Lesson 3 Activity
preferred 3 Answer Keybased on their context.
by the learner/parent
🗑Study Notebook
Check your answers using Lesson 3, Activity 1 Answer Key.

LDM2: Learning Delivery Modalities Course for Teachers 2

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.

2 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 guidelin

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 househol

ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of them has problems completing the learn

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

LDM2: Learning Delivery Modalities Course for Teachers 2

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.

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