Module 3 A Activitiesmary Rose

Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division Office of Bataan
ORANI NORTH ELEMENTARY SCHOOL
Balut, Orani, Bataan
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 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.
A. Face to face learning- Face to face learning occurs personal interaction between students to teacher. They are
both present inside the classroom. Course content and learning materials are taught actively and the learners
share freely there ideas about the subject that the teachers are being discussed.
B. Distance Learning- it is a learning continuity which should be done at home or in place where the learners
can feel comfortable. No face to face involved. Learners are given materials or digital materials. Online
learning is also applied to this kind of modality.
C. Blended Learning- It is a combination of face to face with any or a mix of online distance learning, modular
distance learning and tv/radio based instruction. It enables schools to limit face to face learning.
D. HOME SCHOOLING
- It refers to an alternative learning delivery modality ADM that provides learners with access to formal
education while staying in an out of school environment with parents, guardians, tutors as authorized
facilitators instead of classroom teachers. This does not preclude going to school on a specific period to
develop learning competencies that require the use of laboratory, equipment and others. It uses any or
combination of any various learning delivery modalities
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.
*Distance Learning
* Homeschooling if done via distance learning
ACTIVITY 2
Address: Balut, Orani, Bataan

Telephone No.: 0473003411
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 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.
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of

Learning Feature Resources Teacher parent or Role of School
Modality household
member
Modular Individualized Printed Learning LearningThe school orients
Distance instruction modules facilitator facilitator
the teacher,
Learning where learners and parents/guardians
(MDL) use self- guardianand learners about
learning the modular
modules learning policies
(SLM) and directions to
ensure everyone
properly informed
and guided
Online Delivery of Internet base Teachers The The school has a
Distance learning platform have access parents technology
Learning through the use to devices role is to knowledge
(ODL) of gadget and and co- enhancement
internet connectivity supervise program wherein
connection at the and co- regular trainings
school. monitor and seminars are
the given to teacher
progress of students and
their parents to make
children them embrace the
technology.
TV Based Use of With The teachers The The school orients
instruction television television serves as parents the teachers,

(TVBI) program to network supervisor role is to parents and the

provide and collects co- learners about the
learning all the supervise TV Based
content to finished and co- instructions
learners as a output of the monitor policies and
form of students. the directions to
distance progress of ensure everyone is
learning their properly informed
children and guided.
learning as
well as
provide
guidance
to their
children
Radio Use of radio With RADIO The teachers The The school orients
Based programs on station serves as parents the teachers,
Instruction providing supervisor role is to parents and the
(RBI) learning and collects co- learners about the
content to all the supervise TV Based
learners as a finished and co- instructions
form of output of the monitor policies and
distance students. the directions to
education. progress of ensure everyone is
their properly informed
children and guided.
learning as
well as
provide
guidance
to their
children
Blended Minimum Adopt any All types of The Schools will adopt
Distance requirements combination distance parents any combination
Learning must be met of the above learning role is to of the above three
for each of the three types of shall be co- types of distance
types being distance utilized by supervise learning
combined any learning must teachers and co-
of the met the monitor
following requirements the
LDMs of each type. progress of

their
children
learning as
well as
provide
guidance
to their
children
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. 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)
Students can set their own

schedule in finishing the task
in the module. They have
their own way of learning
1 that would fit for them. Since
MDL the accomplishing of task is
self-paced, students learn to
have a sense of responsibility.
Resources in the locality are
available.
TVBI It has a huge source of

information, knowledge and

2 entertainment. There are

plenty of channels with
different topics. It provides
every kind of information and
entertainment, great films,
shows, documentaries,
science programs, cartoons,
and so on.
Students need to have
internet connections at home
and technological devices.
Online student feedback is
3
ODL limited. It requires strong
self-motivation and time
management skills. Cheating
prevention during online
assessments is complicated.
It is not the usual device used
4 RBI by students nowadays. It is
only effective to the auditory
learners.
5 Not all blended learning is
Blended
suited to every age category,
school or organizations.
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 Hire volunteer teachers within the community to
can guide and support their learning at home. assist the learners.
Beginning readers (K to 3) Provide video materials to improve the skills in

reading.
Struggling readers (Grades 4-12) Provide reading materials to improve the skills in
reading.
No access to devices and Internet Request provision of internet access to Barangay
from the LGU
Inaccessible (living in remote and/or unsafe areas) Ask assistance for the Barangay to reach-out the
learners.
Indigenous Peoples Teachers may provide modular learning modality to
support indigenous people but they should consider
physical and social distancing. Simply localization
approach.
Persons with Disabilities Teacher must create instructional videos (written
directions) for students, but also for the parents to
teach them how to set up and support their children
in various activities.
Others? Specify Hire volunteer teachers within the community to
assist the learners.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDM
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, It will be done effectively during class time
 It serves as guide that provides a classroom teacher great flexibility in presenting the day’s
lesson.
2. Why is lesson designing important?

 It provides a teacher a guide or notes for conducting a lesson.
 Teachers master their learning area content
 Teachers carry out the lesson effectively and successfully.
3. What are the three elements or components of a well-designed lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

 Clearly articulated lesson objectives (What should be taught?)

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

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

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
16.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.
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:
According to the DepEd Order no. 42, s. 2016. The reflection part of the DLL and DLP should be
filled up after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly the
parts that they went well and the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things about the lessons that were
successfully implemented and which ones need improvement or could be adjusted in the future. Teachers
can also take note of the number of learners who earned 80%in the evaluation, the numbers of learners who
require additional activities for remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.

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).
ACTIVITY 4
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: Grade Three- Mathematics
Lesson/Topic: Visualizes, represents and converts time measure; from seconds to minutes, minutes to
hours and hours to a day and vice versa.
Learning Objectives: Learners will be able to apply knowledge of conversion of time.
Learning Resources/Materials Needed:
Part of Lesson / Learning Check if already Additional Remarks: (ex. can be done
Tasks present in the via voice calls, can be facilitated by a
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 / This learning can be done by using the
SLM and learning activity sheet.
2. Clarify concepts from previous / This learning can be facilitated by a
lesson household member
3. Present warm-up activities to / This learning can be facilitated by a
establish interest in new lesson household member
4. Check learner’s prior / This learning can be done by using the
knowledge about the new lesson SLM and learning activity sheet.

5. Present connection between / This learning can be done by using the

old and new lesson and establish SLM and learning activity sheet.
purpose for new lesson
6. State lesson objectives as guide / This learning can be done by using the
for learners SLM and learning activity sheet.
Lesson Proper
1. Explain, model, demonstrate, / This learning can be done by via voice
and illustrate the concepts, ideas, call, by using the SLM and learning
skills, or processes that students activity sheet or can be facilitated by a
will eventually internalize household member.
2. Help learners understand and / This learning can be done by via voice
master new information call, by using the SLM and learning
activity sheet or can be facilitated by a
household member.
3. Provide learners with feedback /
4. Check for learners’ / This learning can be done by via voice
understanding call, by using the SLM and learning
household member
After the Lesson
1. Wrap up activities / This learning can be done by via voice
call, by using the SLM and learning
activity sheet.
2. Emphasize key information / This learning can be done by via voice
and concepts discussed call, by using the SLM and learning
household member
3. Ask learners to recall key / This learning can be done by via voice
activities and concepts discussed call, by using the SLM and learning
/ household member
4. Reinforce what teacher has
This learning can be done by via voice
taught
household member.
5. Assess whether lesson has /
been mastered This learning can be done by via voice
6. Transfer ideas and concepts to / household member.

new situations This learning can be done by via voice

activity sheet.
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?
 I think the materials that I can create to supplement the SLM, since students learn in a variety of
ways they may need additional materials like manipulatives and make related games that may
enhance their 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?
 To the leaner, have an open conversation, encourage them to ask questions and express their
feelings, give your time to them and be patient.
 To the household partner, make the feel that you support them and always lend a hand or keep in
touch if there are difficulties in guiding their children towards teaching.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
 In order for the teacher to gather feedback one of the easiest ways is through survey. Whether you
make it a paper and pencil, a google form. There is so much to be learned from students.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this
module.
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. Follow the example below.

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.
ACTIVITY 6

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
Example: Short quiz I will send a three-item quiz via text message before the lesson. Based 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.
1.Self-assessment I will encourage my learner to reflect on their own learning to show their
insights or understanding and reflect even on their weaknesses that need
intervention.
2.Portfolios Portfolio making as one the most important tool for distance learning.
3.Illustrated manual I will assign the learner to prepare illustrative material that is available in
their homes which submitted at least once a week.
4.Written Presentation I will require learners to submit reports that are aligned on the skills set for
the intended learning.
5.Essay Exam I will encourage students to reflect on what they have learned.
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?

 The most common assessment method for me is the Portfolio
2. What are the challenges in doing assessment in DL?

 Assessment on distance learning most likely an open book and are subject to the possibility of
cheating.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 Teachers enjoy flexible teaching hours.
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.
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.

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.
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every
lesson and/or learning task.
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.
3. This refers to the prescribed subject that learners take.
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.
Column A Column B
c 1. These are the knowledge, understanding, skills, a. learning area

and attitudes that learners need to demonstrate in
every lesson and/or learning task.
d 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.
a 3. This refers to the prescribed subject that c. learning competencies
learners take.
b 4. This refers to the method of submission of d. learning task
learning outputs preferred by the learner/parent
based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key.
The check-up 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.

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? An aid for teacher and parents in A more specific tool which shall
keeping track of the day-to-day be used by the teacher for
in-school and off-school general learners who lag behind. It serves
processes as they implement the as document that will show if the
most suitable and feasible learner has shown mastery,
alternative learning modality. significant progress or
insignificant progress.
For Whom? Learners and learning facilitator Teacher and facilitator or parent
or household partner and another household partner
Components? Learning Area, Learning Learner’s Need, Intervention
Competencies, Learning Tasks, Strategies, Monitoring Date and
Mode of Delivery Learner’s Status
Has to be communicated to Yes Yes
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.

• 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.
Prepared by: Checked by:
MARY ROSE M. SALENGA MARITES D. BANDONG

LAC Member LAC Facilitator
Noted:
EMILY DR. MENDOZA

LAC Leader


Module 3 A Activitiesmary Rose

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 3 A Activitiesmary Rose

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Address: Balut, Orani, Bataan

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of

Address: Balut, Orani, Bataan

(TVBI) program to network supervisor role is to parents and the

Address: Balut, Orani, Bataan

Students can set their own

TVBI It has a huge source of

Address: Balut, Orani, Bataan

2 entertainment. There are

Learner Group Targeted Intervention

Address: Balut, Orani, Bataan

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDM

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?

3. What are the three elements or components of a well-designed lesson?

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

Address: Balut, Orani, Bataan

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Address: Balut, Orani, Bataan

9. Check for learners’ understanding

Compare your answers to Lesson 2, Activity 2 Answer Key.

Components of the DLL/DLP

Address: Balut, Orani, Bataan

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

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

Address: Balut, Orani, Bataan

5. Present connection between / This learning can be done by using the

Address: Balut, Orani, Bataan

new situations This learning can be done by via voice

Answer the following questions in your Study Notebook:

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

Address: Balut, Orani, Bataan

Address: Balut, Orani, Bataan

Assessment Method How to Adapt the Assessment Method in DL

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

2. What are the challenges in doing assessment in DL?

Address: Balut, Orani, Bataan

Questions True False

Address: Balut, Orani, Bataan

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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

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

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

Address: Balut, Orani, Bataan

Share your prepared WHLP during your LAC Session.

Address: Balut, Orani, Bataan

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

Weekly Home Learning Plan Individual Learning

Address: Balut, Orani, Bataan

Prepared by: Checked by:

MARY ROSE M. SALENGA MARITES D. BANDONG

EMILY DR. MENDOZA

Address: Balut, Orani, Bataan

You might also like