Module 3A-Study Notebook - JNAPOLES

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES 2 COURSE

Republic of the Philippines
Department of Education
REGION IV- A CALBARZON
SCHOOLS DIVISION OF IMUS CITY
BAYAN LUMA II ELEMENTARY SCHOOL
BAYAN LUMA VIII IMUS CITY
MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
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
JESSICA Address:
JANE Bayan
A. NAPOLES
Luma VIII Imus City
Telephone Number: 471-0767
Teacher II Email Address: bayanluma2@yahoo.com/bayanluma2elem@gmail.com
Website: www.bl2es.weebly.com.
Facebook Page: Bayan Luma ES II
Prepared by: JESSICA JANE A. NAPOLES
LAC ID (name or number): LAC-7-001

Module 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the
LCP—face to-face (F2F) learning, DL, blended learning (BL), and homeschooling.
In your own words, define each modality. Write your own definitions in your
Study Notebook.
Face-to-Face Learning - A traditional way of teaching and learning process where
learners usually to go schools in order for them to acquire the learning competencies
designed for them. It also requires the presence of a teacher with aids for teaching and
providing learning resources to the class for better outcomes.
Distance Learning - Refers to a learning method where learners are provided with
materials or tools that they can study at the comfort of their home. This could also be
an online teaching and learning process.
Blended Learning - This method can be a combination of online learning and F2F
learning or any combinations of learning delivery modalities.
Homeschooling - This is a home-based learning method where learner is not required
to go to school. They study at their own pace with the help of their parents/guardians.
2. Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook.
Distance Learning and Homeschooling
Address: Bayan Luma VIII Imus City

Email Address: bayanluma2@yahoo.com/bayanluma2elem@gmail.com
Activity 2

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.
What are the general and specific purposes of the development of MELCs?
Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
1 Modular Distance In public school where most of the learners belong to
Learning less-fortunate families and seemingly not capable of
providing the necessary tools and equipment such as
computer, smartphones, internet connections,
television, etc. in order for them to participate in
online class and other learning modalities that require
internet connection. Modular distance learning is the
best fit modality for them.
2 TV-Based Instruction DepEd has now partnered to 13 local networks where
different learning episodes will be aired nationwide.
In our area, most of the learners have the access in
watching learning episodes thru their television
without requiring them to have internet connection or
cable tv’s at home. TVBI is possible but limited to
those who have the appliances at home.
3 Radio-Based In some households this is still present but to some

Instruction families the signal reception is still their biggest
hurdle.

4 Online Learning Based from the data collected from the LESFs, there
were still families who have gadgets and internet
connection at home. Although limited in number and
poor connection is a problem.
5 Blended Learning When time permits and our health and safety is no
longer at risked, the school may consider the face-to-
face instruction along with the existing modular
learning. This is to provide better instructional
support, monitoring, and evaluation to the learners to
ensure that the quality of education is being delivered.
Activity 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed below are some examples
which may be relevant to your context. Add others as appropriate. Write down your answers in
your Study Notebook
LEARNER TARGETED INTERVENTION

GROUP
Learners without
parents or household Construct a weekly supervisory plan for them and monitor their module
member who can and activity sheets/ learner’s materials given. If possible, have a learning
guide and support partner in the area that can be composed of volunteers to aid these
their learning at home. learners.
Beginning readers
(K to 3) Make intervention by producing additional reading materials in
developing their reading skills. Provide monitoring sheets for parents/
household partners. Have an open and constant communication with the
parents/guardians.
Struggling readers Send reading materials for remediation. Provide monitoring sheets for
(Grades 4-12) parents/ household partners. Have an open and constant communication
with the parents/guardians for their progress.

No access to devices
and Internet Provide self-learning modules and other additional learning materials.
Inaccessible
(living in remote Coordinate with local LGUs or nearest barangay officials to assist the
and/or unsafe areas) teachers in delivering the self-learning modules and other additional
learning materials.
Persons with
Disabilities Assess the particular needs of these learners and provide them with the
materials that would suffice it.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs
Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through
the document, write down your answers to the following questions in your Study
Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is a way of determining what learning
opportunities students in school will have by planning "the content of instruction,
selecting teaching materials, designing the learning activities and grouping methods.
2. Why is lesson designing important?
Lesson designing is used to ensure that time is maximized for instruction and learning,
lessons are responsive to learners' needs, teachers set learning targets for learners, and
for the teachers to carry out lessons successfully.
3. What are the three elements or components of a well-designed lesson?
• 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?)

Activity 2
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives.
These learning tasks can be presented (1) before the lesson, (2) during the lesson proper,
and (3) after the lesson. In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson

• Review and clarify • Provide learners with • Wrap up activities
concepts and key feedback • Emphasize key
points from previous • Check for learners' information and
lessons understanding concepts discussed
• State lesson • Explain, model, • Assess whether
objectives as guide demonstrate, and lesson has been
for learners illustrate the mastered
• Present connection concepts, ideas, • Transfer ideas and
between old and skills, or processes concepts to new
new lesson and that students will situations
establish purpose for eventually internalize • Ask learners to recall
new lesson • Help learners key activities and
• Check learners' prior understand and concepts discussed
knowledge about the master new • Reinforce what
new lesson information teacher has taught
Activity 3
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
The reflection part of the DLL and DIP should be filled up after the lesson is delivered.
Activity 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL

Grade Level and Learning Area: Kindergarten
Lesson/Topic: Ang Aking Sarili
Learning Objectives: Nakikilala ang sariling pangalan, apelyido, kasarian, edad, araw at lugar ng
kapangaakan at gusto at di-gusto. Use the proper expression in introducing oneself.
Learning Resources/Materials Needed: activity sheets, printed module, offline video
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Check if already
Part of Lesson / Learning done via a learning activity
present in the
Tasks sheet, can be presented via an
SLM
internet based resource, can
be facilitated during a
synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson √ Learning activity sheets
2.Clarify concepts from √ Instructional video lesson

previous lesson
√ Printed modules
3. Present warm-up activities to
establish
interest in new lesson √ Learning activity sheets
4.Check learner’s prior

knowledge about the √
new lesson Instructional video lesson
5.Present connection
between old and new √ Printed modules
lesson and establish
purpose for new lesson
6. State lesson objectives as guide

for learners
LESSON PROPER
1. Explain, model, √ Instructional video lesson,
demonstrate, and illustrate Printed modules
the concepts, ideas, skills, or
processes that students will
eventually internalize
2. Help learners understand
and master new √ Instructional video lesson,
information Supplementary books
3. Provide learners with
feedback
4. Check for learners’ √ Learning activity sheets
Understanding
√ Learning activity sheets

After the Lesson
1. Wrap up activities √ Learning activity sheets

2. Emphasize key information √ Facilitated by a household partner
and concepts discussed
3. Ask learners to recall key √ Facilitated by a household partner
activities and concepts discussed
4. Reinforce what teacher has
taught √ Learning activity sheets, facilitated
5. Assess whether lesson has been by a household partner
mastered
6. Transfer ideas and √ Learning activity sheets
concepts to new situations
√ Learning activity sheets/ writing a
reflection

Activity 4: Learning Task

Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in the
SLMs.
2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks, comments, and suggestions.

Activity 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on
Policy Guidelines on Classroom Assessment to learn about assessment. In the
policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two. Write
your answers in a Venn diagram in your Study Notebook.
For teachers For teachers

Activity 6
Which assessment methods can you adapt in DL considering the content area that
you are teaching? In your study notebook, recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use it in
DL.
This example is intended for my Kindergarten Learners.
Assessment
How to Adapt the Assessment Method in DL
Method
1. Monitoring An individual monitoring plan can occur in their activities or
during Online Kamustahan. If several students are struggling with
a particular skill, the teacher can use their observations or provide
one-on-one guidance.
2. Games Games can be very informative when checking for understanding.
Students who struggle with gross motor skills may lag behind i.
Other learners might not be able to name every letter in a guessing
game. Every time, the game provides information for the teacher
moving forward.
3. Parent Keeping strong contact with parents is a great way to ensure that
Communication learning is occurring. Teachers can periodically send short surveys
or feedbacking form for parents to note progress with skills and
other developmental milestones of a child.
4. Physical Because young learners are often more physical than they are
Response verbal, physical responses are effective formative assessments.
(Parents may Learners who understand a concept can clap, while those who
send video don't understand might stomp. This type of assessment is
while learners especially helpful when implementing Total Physical Response
watch the video strategies (TPR).
lesson of the
teacher)
5. Written Learners work from their worksheets and other paper and pencil
Activities activities may served as assessment about the things they can do
and they cannot do yet.

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

Written activities are common among our group.
2. What are the challenges in doing assessment in DL?
Gathering all your learners and conduct the assessment at the same time. Some may
have difficulty in accessing the online platforms.
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
Work hand and hand in choosing appropriate and essential form of assessment that can
cater all learners.
Activity 7: Building a Learner’s Portfolio
Questions True False
1. A portfolio mainly displays the academic achievements of ✔

the learner.
Correct statement: A learning portfolio demonstrates not

just the academic achievements but also the effort put
forward by the learner as well as the progress in achieving
learning outcomes.
2. Testimonies of parents/guardians and learning facilitators ✔

regarding the learner’s progress may be included in a
portfolio.

3. There is a fixed list of items that should be included in a ✔

portfolio.
Correct statement: There is no hard and fast rule that states

a clear list of items that should be included in a portfolio,
as it depends upon the requirements of the learning area.
Teachers, administrators, and students
(and even parents) may decide collectively on what to
include in portfolios, which assessment criteria to use, how
to evaluate student outputs, and what to expect from the
end result.
4. The teacher can only comment on a learner's portfolio. ✔
Correct statement: The teacher must address the students’

learning and encourage self-assessment through their work
samples. The Learners may also be allowed to view and
comment on their peers’ portfolios.
5. For asynchronous learning, teachers allow learners to work ✔

on their outputs during their own time. The latter will
submit the portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage their portfolio ✔

via file sharing programs or they may submit the actual
softcopies of their work saved on a CD/DVD/USB flash
drive.
7. Portfolios of DL learners with outputs in hard copies or ✔

physical forms may be handed over to the teacher by the
parents or learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs
Activity 1
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.
See last page for reference.
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
Guide learners in tracking subject Monitor students who lag behind
area and activities to be based on assessments.
performed at home.
For Whom?
Teacher, learners and household Teacher, learners and household

partners. partners.
Components
Subject area, learning Learner’s needs, monitoring date
competency, learning tasks, and and intervention.
mode of delivery.

Has to be
communicated to YES YES
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.
Learner’s Name: Zackary Estacio

Grade Level: Kindergarten
Learner’s Status
Intervention
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
Kindergraten Printed To prepare and October 9, Lack of Active Not evident
Blocks of Module / provide learning 2020 motivation/ participation
Time
Activity materials , Needs
Sheet supplementary remediation.
reading for their
comprehension
Learner is not making significant progress in a timely manner. Intervention strategies need
to be revised.
Intervention Learner is making significant progress. Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning plan.
Reflection:
Not all students learn in the same way. This time, each of them need full guidance in
order to receive the quality education amidst pandemic. Efforts must be exerted and we
should never get tired of prioritizing the things they need to learn.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every
LAC session.
NAME OF MEMBER: JESSICA JANE A. NAPOLES LAC SESSION ID.: LAC-7-001
REGION: IV - A DATE OF LAC SESSION: Sept. 21, 2020
DIVISION: IMUS CITY NUMBER OF LAC SESSION: 3A
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A =
Agree; SA =Strongly agree)
Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)
THE LAC SESSION
1. I learned a lot from my √

colleagues in this LAC
session.
2. The LAC session √

deepened my
understanding of the
SLM content.
3. My perspective on the √
topic/s covered has
changed as a result of
the LAC session.

4. I participated actively in √
the LAC session by
sharing my assignment
and insights, asking
questions, and giving
feedback on what
colleagues shared.
5. I interacted with √
different people during
the LAC session.
ACTION PLAN
6. I feel motivated to apply √

in my
region/division/district
what I have learned in
this lesson.
7. I in end to apply what I √

have learned from the
lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
I need further elaboration and clarification on the use of WHLP and ILMP.
2. I encountered the following problems or challenges:

The only challenge I encountered is how to understand the ILMP for modular printed
learners since it is new.

3. Other comments/suggestions:
I hope to see the result or effectivity of all the tools used in this module.

WEEKLY HOME LEARNING PLAN

KINDERGARTEN SY 2020-2021
WEEK 1: October 5-9, 2020
Estimated/suggested Learning Learning Learning Tasks Mode of Delivery
no. of minutes Area/Domain Competency
10-20 minutes Panimulang Gawain/ Daily Routine Panimulang Gawain

per day for 5 days 1. Checking of Attendance thru FB Group comment, Messenger, Text or Call (videos na ipadadala
2. Panalangin 3. Mga Araw sa Isang Linggo 4. Panahon 5. Ehersisyo ng guro)
Integrate: (Life skills showcase at home) Self-help, expressive, receptive, socio-emotional skills
PIVOT: Kindergarten Kindergarten Notebook
Learner’s Material (LM) Worksheets
10-15 minutes LL, SE, KP Nakikilala ang 1.Buksan ang LM sa Para sa Linggo Lunes Modular Digitized
per day for 5 days LL. SE sariling pangalan, pahina 8 at ipasulat sa ito isagawa ang Name Spacecraft Ipadadala sa
(Reading of apelyido, kasarian, “book tag” ang pangalan mga Gawain na messenger o FB
instructions from the edad, araw at lugar ng iyong anak gamit ang makikita mula sa closed group
module/ watching video ng kapangaakan at lapis pahina 2-4 account.
tutorial lessons) gusto at di-gusto. 2. Pagkatapos, isulat ang
Use the proper kaniyang pangalan, Modular Printed
expression in gabayan ang bata upang Kukunin sa paaralan
introducing oneself. masabi ang kaniyang ang mga printed
buong pangalan. materials.
10-30 minutes KP, SE, S 3. Kumuha ng krayola o Ikalawang Araw Martes
per day for 5 days makukulay na papel at pahina 5-7 A. Name Chart Ang mga Gawain
pandikit, gabayan ang bata mula sa PIVOT
(Literacy Development upang makulayan o LM ay maaaring
Activities malagyan ng disenyo ang picturan na lamang
“book tag” B. Color Red Mosaic at i-post sa assigned
Album ng mga bata

Activities (PIVOT sa closed FB group

4ALM/Learner’s Tanungin ang bata kung account ng klase.
Worksheet) anong kulay ang gusto Miyerkules
niyang gamitin o kaya A. Fingerprint Ang mga
naman ay ipabukod ang Ikatlong Araw Balloons nasagutang Gawain
KP, LL, S mga kulay na di niya gusto. pahina 8-10 naman sa
10- 30 minutes 4. Sa pahina 9 ng LM, Kindergarten
per day for 5 days gabayan ang iyong anak B. Color Yellow Worksheets ay
upang maiguhit ang Mosaic dadalhin tuwing
(Numeracy kaniyang sarili sa bilog Lunes sa school
Development Activities (makikita sa gawaing ito kasabay ng pagkuha
Activities (PIVOT ang pagkilala niya sa ng kasunod na
4ALM/Learner’s kaniyang kasarian kahit worksheets.
Worksheet) “stick figure” lamang)
Purihin ang bata sa Ang mga Gawain
kaniyang natapos na naman sa Notebook
gawain ay dadalhin din
Maaari din na sabihin mo : tuwing Lunes sa
Magaling! Kayang kaya school para
mo na, dahil ikaw ay ____ machekan ng guro.
taon na.
Sabihin mo nga sa aking
kung kailan ang iyong Huwebes Note: Para sa mga
kaarawan? Maaring A. Ang Aming magulang na HINDI
ipabilang sa daliri ang Tahanan (Cut and kumuha ng HARD
kaniyang edad. Ika-apat na Araw Paste) mula ito sa COPY o PRINTED
KP, S. LL, SE 5. Sa ikalawang pahina 11-13 Kindergarten COPY sa paaralan,
pagkakataon, isusulat ng worksheet ang mga gawa ng
bata ang kaniyang bata ay maaaring
pangalan sa ilalim ng picturan na lamang

kaniyang sariling dibuho o B. Color Blue Mosaic at i-upload sa

“drawing”. Album ng ating FB
Ipaulit ang pagpapakilala group. (Kung
sa sarili sakaling nais dalhin
Himukin ang iyong anak sa paaralan ang
na sa pagkakataong ito, kanilang mga gawa
ipakilala ang kaniyang para macheckan ng
sarili nang nakatayo sa guro ay ipagbigay
harapan mo o sa iba pang alam lang ito sa
miyembro ng pamilya Biyernes guro.)
gamit ang iba pang Rainbow Leaf Prints
impormasyon ukol sa
kaniyang sarili gamit ang
angkop na pananalita:
“Ako si_____ o
Ang panaglan ko ay
_________
Ako ay babae/lalaki
Gusto ko ang/ mga
kulay____at ayaw ko Karagdagang Gawain na
ng/mga kulay_____. makukuha mula sa
Tuwing ika- _____ ang panonooring video
aking kaarawan o lessons:
“birthday” 1. Name Tag
Ako ay_____taong gulang Ikalimang Araw 2. People Puppet
na. Pahina 14-16 3. Birthday Cake
SE, KP, S, LL 6. Sa pahina 10, ng PIVOT 4. Playdough
4A-LM, hayaan na piliin 5. Picture Mobile
ng bata ayon sa kaniyang 6. Video ng
makakaya ng kaniyang Pagpapakilala ng Sarili

kasarian sa pamamagitan
ng larawan. Kulayan ang
larawan ng kaniyang
kasarian. Tulungan siyang
masabi ang mga bagay na
10-15 minutes kaniyang gusto at di-gusto.
per day for 5 days
Wrap Up activities
❖ 5-10 minutes per day for 5 days- Break Time

❖ 10-15 minutes per day for 5 days- Story Time

Mga Panuto sa Paggawa

Name Spacecraft Name Chart Color Mosaic
Gumupit ng ibat ibang kulay na Gumawa ng talahanayan, isulat ang iyong A.Pumunit ng maliliit na piraso
kasama o miyembro ng iyong pamilya. Sa
papel na hugis tatsulok , bawat bilang isulat ang letra ng pangalan ng ng papel na kulay pula. Idikit sa
parisukat at parihaba. Sa hugis iyong kasama o miyembro ng pamilya. ginuhit na gusto mong prutas.
Bilangin at isulat ang kabuuan bilang ng
parisukat isulat ang bawat letra ng bawat pangalan
B. Gumupit ng maliliit na piraso
letra ng iyong pangalan. Idikit ng kulay dilaw na papel ,idikit
eto sa puting papel. sa ginuhit na araw.
C. Gumupit ng maliliit na piraso
ng kulay asul na papel, idikit
eto sa iyong iginuhit.
Fingerprint Balloons Ang Aming Tahanan Rainbow Leafprints

Gamit ang water color at Gumupit ng ibat ibang hugis ng may Kumuha ng dahon ng halaman,
kulay na papel o art paper. Idikit eto
kaunting tubig kulayan ang mga bakatin ang dahoon gamit ang
sa putting papel upang makabuo ng
lobo gamit ang iyong daliri. ibat ibang kulay na krayola.
tahanan gamit ang ibat ibang hugis

(bilog,tatsulok, parisukat at
parihaba)



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STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES 2 COURSE

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

Lesson 1. Understanding the Different LDMs

LAC ID (name or number): LAC-7-001

Distance Learning and Homeschooling

Address: Bayan Luma VIII Imus City

Address: Bayan Luma VIII Imus City

3 Radio-Based In some households this is still present but to some

Address: Bayan Luma VIII Imus City

LEARNER TARGETED INTERVENTION

Address: Bayan Luma VIII Imus City

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

Address: Bayan Luma VIII Imus City

Before the Lesson Lesson Proper After the Lesson

Address: Bayan Luma VIII Imus City

Components of the DLL/DLP

Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL

1. Review previous lesson √ Learning activity sheets

2.Clarify concepts from √ Instructional video lesson

Address: Bayan Luma VIII Imus City

4.Check learner’s prior

6. State lesson objectives as guide

√ Learning activity sheets

1. Wrap up activities √ Learning activity sheets

Address: Bayan Luma VIII Imus City

Activity 4: Learning Task

Address: Bayan Luma VIII Imus City

For teachers For teachers

Address: Bayan Luma VIII Imus City

Address: Bayan Luma VIII Imus City

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

Questions True False

1. A portfolio mainly displays the academic achievements of ✔

Correct statement: A learning portfolio demonstrates not

2. Testimonies of parents/guardians and learning facilitators ✔

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3. There is a fixed list of items that should be included in a ✔

Correct statement: There is no hard and fast rule that states

4. The teacher can only comment on a learner's portfolio. ✔

Correct statement: The teacher must address the students’

5. For asynchronous learning, teachers allow learners to work ✔

6. The learners may submit, store, and manage their portfolio ✔

7. Portfolios of DL learners with outputs in hard copies or ✔

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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

Teacher, learners and household Teacher, learners and household

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Learner’s Name: Zackary Estacio

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FORM 4: LAC ENGAGEMENT REPORT

NAME OF MEMBER: JESSICA JANE A. NAPOLES LAC SESSION ID.: LAC-7-001

REGION: IV - A DATE OF LAC SESSION: Sept. 21, 2020

DIVISION: IMUS CITY NUMBER OF LAC SESSION: 3A

Comments / Remarks (For

THE LAC SESSION

1. I learned a lot from my √

2. The LAC session √

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6. I feel motivated to apply √

7. I in end to apply what I √

2. I encountered the following problems or challenges: