MODULE 3A: DESIGNING

INSTRUCTION IN THE
DIFFERENT LEARNING
DELIVERY MODALITIES
JUDITH FORTICH-EULLARAN. MAT-TLE
Principal 1, Mahabang Parang National High School
MODULE OBJECTIVES
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
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
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, 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.
 ACTIVITY 2.
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.
 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.
 ACTIVITY 3.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from Type of Why?

easiest to hardest to DL
implement
1
2
3
4
5
 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.
 ACTIVITY 4.
LEARNERS 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.
 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 2 Answer Key
Lesson 2, Activity 3 Answer Key
Lesson 2, Activity 5 Answer Key
Lesson 2, Activity 7 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
your answers to the following questions in your Study
Notebook:
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.
 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.
 ACTIVITY 2.
In your Study Notebook, copy the following table:
BEFORE THE LESSON LESSON PROPER AFTER THE LESSON

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
 ACTIVITY 2.
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’ understanding1
0. 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
 ACTIVITY 3.

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.
 ACTIVITY 4.
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 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 How to adapt the Assessment Method in DL
Method
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?
 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.
 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
 Key Topics/Concepts

individual learning monitoring plan; insignificant progress;

intervention strategies; learning area; learning task;
learner’s needs; learner’s status; mastery; MELCs; mode
of delivery; significant progress; weekly home learning
plan
 Resources Required
Appendix D of DepEd Memorandum DM-CI-2020-00162
Individual Learning Monitoring Plan Template
Sample Weekly Home Learning Plans
Lesson 3 Activity 1 Answer Key
Lesson 3 Activity 3 Answer Key
Study Notebook
 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.

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 Monitoring

(WHLP) Plan (ILMP)
Purpose
For Whom?
Components
Has to be
communicated to
parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you
did.

Remember also that in monitoring the progress of your learners, it

is important to get in touch with the household partner who
provides assistance as needed while the learner is doing the
learning tasks at home.
 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.
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.
MODULE 3B: LEARNING
RESOURCES
 MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. associate learning resources with specific
learning modalities
2. access resources from online portals such as
DepEd Commons and Learning Resource (LR)
Portal of the Department of Education
3. explain the importance of using quality assured
LRs
 MODULE CONTENT
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING

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

1. help the teachers assess the LR needs and concerns of their
schools
2. discuss and reflect on these needs and concerns
3. help the teachers find solutions to these LR needs and relay
these concerns to upper management
Key Topics/Concepts
distance learning; learning resources, LR maps, subcategories of
DL

Resources Required
Learning Resources Map
LR Needs of Schools Template
LR Concerns Template
Study Notebook
 ACTIVITY 1.
1. Familiarize yourself with the Learning Resources (LR) Map
and and fill out the LR Needs of Schools Template.
2. Answer the following questions in your Study Notebook:
a. Given the LDMs adopted by the different schools assigned
to you, what resources based on the LR Map can you
recommend to them?
b. Do the schools have complete LRs for the LDMs they have
chosen? If the LRs are not complete or not available, what steps
will you take to help them make these available?
c. What other supplementary materials can you recommend
or provide in order to complement the LDMs adopted by the
schools?
d. Based on your assessment of these LRs, are they
appropriate for the level and characteristics of learners? Are
there learners who might be disadvantaged by the materials
(reading ability, level of learning independence, level of
household support, distance)? What adjustments will you
suggest in terms of the LRs?
ACTIVITY 2.

Meet your Teacher LAC Leaders to find out what came up with in
their LAC Sessions for this Module. Use the LR Concerns
Template to gather and organize their concerns and suggestions
on how to address these shortcomings.
 ACTIVITY 3.
In your Instructional Coach LAC session, share your answers to
the questions in Activity 1. Discuss the concerns raised by the
different LACs assigned to you by referring to the accomplished
LR Concerns Template. How else can you better support and
help the teachers in terms of their LRs? Take note of the insights
that you can gather from your colleagues in your Study Notebook
and make adjustments or improvements in your LR Concerns
Template.
 ACTIVITY 4.
Submit your LR Concerns Template to your assigned NEAP
Coach. Do not forget to keep a copy for yourself.
LESSON 2: ACCESSING LEARNING RESOURCES FROM
DepEd PORTALS

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

1. help the teachers establish access to various LR portals
2. discuss the challenges in utilizing DepEd-sanctioned LR
portals such as the LRMDS and the DepEd Commons
3. reflect on the technical assistance required by teachers in the
use of LRs
Key Topics/Concepts
DepEd Commons; learning resources; LR Portal; LRMDS

Resources Required
3 LR Portal User Guide (Access and Registration) 3 LR Portal
Video Tutorial 3 LR Concerns Template 3 Memorandum on
DepEd Commons 3 Study Notebook
 ACTIVITY 1.
Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have
not registered yet, follow the LR Portal User Guide to guide you in your
registration process. Alternatively, seek assistance from any of your
colleagues or your IT personnel in your school, district, or division. You may
also coordinate with your LAC Leader and/or Coach. To understand the portal
better, you may watch the LR Portal Video Tutorial located in the resources of
this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer
to Memorandum on DepEd Commons dated March 17, 2020.
ACTIVITY 1.
Explore the Portals. In your Study Notebook, answer the
following questions:
1. Given the LDMs adopted by the Schools assigned to you, how
can the two DepEd portals respond to their LR needs and
those of your learners’? How do they complement the LRs
that the Schools already have?
2. What are the challenges in accessing the LRs in the portals for
you, the teachers, and the learners? How will you overcome
these challenges?
3. What support will you need to be able to maximize the use of
the LR Portals? From whom can you get this support?
ACTIVITY 2.

In your Instructional Coaches’ LAC, share and discuss your

answers to the questions in Activity 1. Explore how you can help
and support each other in using the LR portals. Jot down insights
and helpful information regarding the use of the LR portals in
your Study Notebook.
ACTIVITY 3.
If possible, attend the Teachers’ LAC sessions on Accessing
Learning Resources (LDM2 for Teachers, Module 3B - Lesson 2).
If you are unable to attend, meet with your LAC Leaders to find
out the synthesis of their respective LAC Sessions. Use the LR
Concerns Template to gather and organize their concerns and
their suggestions. Share your insights on the use of the Portals
and the LRs found in them. Gather issues that should be
addressed by higher offices in your Study Notebook for future
reference.
LESSON 3: ASSESSING THE LR MATERIALS

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

1. assess the quality of the LR materials from both
DepEd and non-DepEd Portals using the LR Rapid
Assessment Tool
2. discuss the insights and realizations about these LRs
3. find ways to help and support the teachers in their
search for quality-assured LRs
Key Topics/Concepts
learning resources; LR assessment tool; quality assurance

Resources Required
LR Rapid Assessment Tool
Study Notebook
ACTIVITY 1.
Download an LR from either Deped Commons or LRMDS Portal
and assess it using the LR Rapid Assessment Tool. Answer the
following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you
answered “No” or “Cannot Be Determined”? What decision will
you make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool
but still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online.
Take note of the portals in your Study Notebook. Download at least
one LR from each portal. Assess the materials using the same tool
and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a
non-DepEd Portal compare with the LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements
do the materials — both from DepEd and Non-DepEd portals — still
need?
3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
ACTIVITY 3.
Share and discuss your answers to the questions in Activities 1 and
2 in your next LAC Session. List down possible issues that teachers
might encounter in assessing the LRs. Take note of the insights and
information that can be useful in choosing the appropriate LRs for
the teachers and learners.
ACTIVITY 4.
If possible, attend the Teachers’ LAC Sessions on Assessing
Learning Resources. If you are unable to attend, meet with your
LAC Leaders to find out the synthesis of their respective LAC
sessions for this Module. Gather their concerns, share your insights
on assessing LRs, and give suggestions as to how they can
address LR quality. Take note of any concerns that should be
addressed by higher offices in your Study Notebook for future
reference.
ACTIVITY 5.
Submit your LR assessments with your reflection on the exercises
to your LAC Leader. Also include the issues that you have
encountered in the materials you have assessed. Ensure that you
keep a copy for yourself.