LDM2

for Teachers
MODULE A 3
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
Module 3A DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES
Module 3A DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY MODALITIES
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
LESSON 1: BACKGROUND,
RATIONALE, AND DEVELOPMENT OF
MELCS
Face-to-face (F2F) learning
• Face-to-face (F2F) learning refers to a learning
delivery modality where the teacher and
learner/s are physically in one venue. There are
opportunities for active engagement, immediate
feedback and socioemotional development of
learners. It may be conducted in any available
physical learning space.
Distance learning
• Distance learning refers to a learning delivery modality where a learner is
given materials or access to resources and he/she undertakes self-directed
study at home or in another venue. Learners engage in independent
learning at home or in any physical learning space applicable, by using
learning materials that are accessible either online, stored on CD/DVD/USB
Flash drive, or in printed form, or by viewing TV lessons or listening to radio-
based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides
remediation and enhancement when needed and possible. Assistance may
be provided by a learning facilitator who may be a parent or any member of
the family, or a community stakeholder.
Blended learning
• Blended learning refers to a learning delivery
modality using a combination of the features of
F2F learning and distance learning. It can be (1)
F2F and modular distance learning; (2) F2F and
online distance learning; (3) F2F and TV-based
instruction/Radio-based instruction; or (4) F2F and
any combination of the other types of distance
learning.
Home schooling
• Home schooling refers to an alternative learning delivery
mode (ADM) that provides learners with access to formal
education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized
facilitators instead of classroom teachers. This does not
preclude going to a school on specific periods to develop
learning competencies that require the use of laboratory,
equipment, and others. It uses any or a combination of
the various learning delivery modalities.
Which of the LDMs do not have a face-to-face learning
component?

Answer:

• Distance learning
• Home schooling if done via distance learning
GUIDANCE ON DISTANCE
LEARNING
Note: This guidance is based on draft policy
guidelines which are still being finalized and are
subject to change. Guidance contained in this
document will be superseded by official policy
issuance.
Distance Learning
Distance Learning refers to a learning delivery modality where a learner is
given materials or access to resources and he/she undertakes self-directed
study at home or in another venue. (DO 21, s. 2019 pp. 96). Learners engage
in independent learning at home or in any physical learning space applicable,
by using learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or
listening to radio-based instruction while being geographically distant from
the teacher. The teacher supervises and monitors the learner’s progress and
provides remediation and enhancement when needed and possible.
Assistance may be provided by a learning facilitator who may be a parent or
any member of the family, or a community stakeholder.
Distance Learning
Classes in available community learning spaces shall be organized to allow learners to
consult with their subject teachers without travelling to their school. Schools shall
provide schedules for all subject area teachers to meet the learners at least once a
week so that learners can ask questions, clarify home tasks, and share learning
difficulties, and other concerns about their home learning tasks.
Parents/Guardians or any responsible adults who are in-charge of guiding and
supporting the learner at home shall be encouraged to come to the community
learning space to confer with the teachers about the learner’s progress.
Pursuant to DepEd Order 7, s. 2020 (School Calendar and Activities for School Year
2020-2021), which authorizes the holding of Saturday classes due to the compressed
school year, learners may continue working on unfinished tasks, if any, during
Saturdays. Otherwise, teachers may suggest some enjoyable activities, such as
designing their portfolio, reading for pleasure, etc.
 Types of Distance Learning
1. Modular Distance Learning refers to a learning delivery that is in the form of
individualized instruction where learners use self-learning modules (SLMs) in print or
digital format, whichever is applicable in the context of the learner, with the guidance
of any member of the family or other stakeholder in the community trained to serve as
learning facilitators.
2. Online Distance Learning refers to a learning delivery modality where the teacher
facilitates learning and engages learners' active participation using various
technologies connected to the internet while they are geographically remote from
each other. The internet is used to facilitate learner-teacher, learner-content and peer-
to-peer interaction. Online learning may be through a synchronous or asynchronous
platform; it requires both teacher and learners to have good and stable internet
connection. This is practiced effectively by using a Learning Management System (LMS)
or related technologies. The use of DepEd Commons and LR Portal falls in this category
as both require internet connectivity to have access.
 Types of Distance Learning
3. TV-based instruction/Radio-based instruction refers to the use of
television or radio programs on channels or stations dedicated to providing
learning content to learners as a form of distance education. This may not
be considered as a sole learning delivery modality as it is usually combined
with Face-to-Face Learning or other forms of distance learning such as
Modular Distance Learning or Online Distance Learning.
4. Blended Distance Learning: Any combination of the above DL types. Thus:
• MDL and ODL
• MDL and TVBI/RBI
• ODL and TVBI/RBI
• ODL, TVBI/RBI and MDL
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
LESSON 2: DESIGNING LESSONS AND
ASSESSMENTS IN THE DIFFERENT
LDMs
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
“the content of instruction, selecting teaching materials, designing
the learning activities and grouping methods, and deciding on the
pacing and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared
and well-planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and
be responsive to the needs of the learners.
Why is lesson designing important?
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
● learners successfully reach the set learning goals
What are the 3 elements or components of well-
designed lessons?

● 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?)
VI. Reflection
According to 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 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 lesson 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 number of learners who require
additional activities for remediation, and the difficulties teachers
encountered that their principal or supervisor can help solve.
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
Source: Enclosure No. 7 of the June 30, 2020 draft
of the unpublished DepEd Order titled Policy
Guidelines on the Implementation of Learning
Delivery Modalities for the Formal Education
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
1. The scope of items that may be included in the portfolio/e-portfolio can
be broad: samples of projects; students’ independent work; homework;
group work; presentations; essays; critiques; journal log; collection of
media resources, (e.g., photographs, videos, sites, online encyclopedias);
student resume; extracurricular activities; certificates and awards.
2. There is no hard and fast rule that states a clear list of items that should
be included in a portfolio/e-portfolio. The items depend 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.
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
3. The learning portfolio/e-portfolio may also include evidences or testimonies of student
learning progress from teachers, learning facilitators or parents, which can be in the form of
emails, interviews, conversations, teacher’s notes to parents, teacher’s comments on student
work.
4. Remember that the fundamental principle in making a portfolio is collect-select-reflect. The
following should be established before asking students to make their portfolio:
● Explain the benefits of portfolios/e-portfolios to learners and parents
● Establish clear expectations
● Show models of successful portfolios/e-portfolios
● Scaffold student learning and encourage self-assessment through their work samples
● Tie portfolio/e-portfolio to assessment
● Make it social by allowing other learners to view and comment on others’ portfolios/e-
portfolios
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
5. Teachers are advised to direct the learners in producing showcase
portfolios which must be submitted after a certain instructional period, i.e.,
quarterly/semestral. Showcase portfolio is a limited portfolio where a learner
is only allowed to present a few pieces of evidence to demonstrate mastery
of the most essential learning competencies.
6. For synchronous online learning, teachers give enough time for learners to
prepare, research, and submit outputs within the schedules and time frames.
Outputs included in portfolios should be presented, discussed, and submitted
in the online class. For asynchronous online learning, teachers allow learners
to work on their outputs at their own time. The latter will submit the
portfolio and/or e-portfolio within the schedule that the teachers set.
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
7. The learners should create the portfolio with these basic parts:
a. Cover Page
b. Table of Contents
c. Portfolio Entries - Selected Works or Outputs with Descriptions and
Comments
d. Feedback of the Parents/Guardians

8. For e-portfolios, the learners may submit, store, and manage their
portfolio via file sharing programs (i.e. Google Drive) or they may submit
the actual softcopies of their work saved on CD/DVD/USB flash drive.
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
9. For portfolios where a student’s works are in hardcopies or
physical forms, they may be handed over to the teacher by the
parents for learners on distance learning or by the learners
themselves if they are on F2F or blended learning.

10. Because portfolios/e-portfolios require a significant investment

of time and energy from learners, it is important that it will be
carefully assessed to contribute substantially to their grade. More
importantly, it has to be established as part of the learners’
reflection of his learning progress.
LESSON 3: GUIDING AND
MONITORING LEARNERS IN THE
DIFFERENT LDMs
By the end of this lesson, you will be
able to:
1. differentiate a weekly home learning plan
from an individual learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring
plan
LESSON 3: GUIDING AND
MONITORING LEARNERS IN THE
DIFFERENT LDMs
Answer Key
Answer Key