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Learning Delivery Modalities

Course for Teachers

LDM Module 3A: DESIGNING

INSTRUCTION IN THE
DIFFERENT LEARNING
MODALITY
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Activity 5
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Activity 5

Using the Venn Diagram, write the similarities and differences between formative
assessment and summative assessment on you Study Notebook.

Formative Summative
Assessment Assessment
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The Sets of Guidelines related to creating a Weekly Home Learning Plan and an Individual
Monitoring Plan are from the DM-CI-2020-00162 issued on July 21, 2020.

HIGHLIGHTS:
1. Formative assessments are incorporated SLMs or stated in the Weekly Home Learning Plan.
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Activity 6
quizzes
Observation

Multimedia presentation Open-ended Questions

interviews

The following are examples of methods of assessment

games

checklist
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As an output, let us answer this activity.
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Activity 7

Process Questions:
1. What is usually done by teachers so that all the sample learning outputs are kept intact?
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QUIZ! QUIZ! QUIZ!

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QUIZ! QUIZ! QUIZ!

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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Source: Enclosure No. 7 of the June 30, 2020 draft of the unpublished DepEd Order titled Policy Guidelines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

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.
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.
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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

4. Teachers are advised to direct the learners in producing showcase

portfolios which must be submitted after a certain instructional period, i.e.,
quarterly/semestral.

5. 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.
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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

6. Teachers are advised to direct the learners in producing showcase portfolios which
must be submitted after a certain instructional period, i.e., quarterly/semestral.
7. 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.
8. 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
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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

9. 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.

10. 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.

11. 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.
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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

11. An example of a grading rubric for portfolio assessment is presented below

(Chalis 2005 as cited in unesco.org)
An excellent portfolio is characterized by comprehensiveness; it meets the
main criteria on material selection, level of reflection, use of multimedia, and
navigation. The content of the portfolio shows student’s consistent effort and
significant progress toward achieving desirable learning outcomes. The content and
design of the portfolio demonstrates quality, creativity, originality, and ingenuity.
The navigation is clear and intuitive.

A good portfolio shows a student's significant effort and progress toward major
learning objectives. However, some of the criteria are not fully met. The content
and design of the portfolio demonstrate the certain level of quality without distinct
creativity and originality.
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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

An average portfolio contains evidence of student satisfactory progress

through the course. The content and design of the portfolio are limited to the
required elements without distinct quality, creativity, and originality. Most of
the criteria are not fully met.

A poor portfolio does not contain enough information to judge on a student's

satisfactory progress through the course. The content and design of the
portfolio show limited or no effort to demonstrate its quality and originality.
The navigation is poor
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs

Objectives By the end of the 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
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs

Activity 1
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs

Activity 1

A
B
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Activity 2

HIGHLIGHTS:
1. The Weekly Home Learning Plan shall be developed following the procedures:
a. refer to the Most Essential Learning Competencies in different subject areas
b. gather the self-learning modules and other learning materials needed for the
self-paced learning mode
c. Using the SLMs as reference, accomplish the Weekly Home Learning Plan by
taking into consideration the learning competencies, key concepts/essential
understandings and the learning tasks/formative assessments needed
d. adopt strategies that respect the unique contexts and diversity of learners in
terms of readiness, learning interest and learning profile
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2. The Weekly Home Learning Plan shall consist of the following parts:
A. Learning Area. These are the subjects to be taken by learners in a particular grade level
or key stage.
B. Learning Tasks. These are the formative learning opportunities created for learners to
enhance their understanding of the content.
C. Learning Competencies. These refer to the knowledge, understanding, skills and
attitudes that learners need to demonstrate in every lesson and in every learning activity.
D. Mode of Delivery. It refers to the submission of learning outputs to include written work,
products and performances preferred by the learner/parent based on their
context/situation.
3. The Weekly Home Learning Plan shall be communicated through the parents for their reference
and guidance.

4. The WHLP shall aid teachers and parents in keeping track of the day-to-day in-school ad off-
school general learning processes .

5. The Weekly Home Learning Plan shall be prepared by teachers implementing Distance Blended
Learning while DLP or DLL shall be prepared by teachers implementing F2F learning.
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Sample Weekly Home Learning Planfor Blended Distance Learning

Developed by Glenda Granadozin of DepEd-BLD
Source: DepEd Memorandum DM-CI-2020-00162

Weekly Home Learning Plan for Grade 7

Week 1, Quarter 1, September 7 - 11, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 Mathematics Illustrate well-defined sets, subsets, universal From the SLM, consider the following sets: The parent can drop the output in the
sets, null sets, cardinality of sets, union and U = {a,b,c,d,e,f,g,h,i} assigned drop-box in school on the
intersection of sets, and the difference of two A = {a,b,c,d,e,f,g} scheduled date of submission before
sets. B = {set of vowels} the month ends.
C = {consonants}
D = {a,b,i,j}
E = {f,a,c,e}
 
Present the following using a Venn diagram.
1. Intersection of B and C
2. Union of D and E
3. Intersection of B, D, and E
4. A-D
5. (A intersection E) minus D
 
Answer the following:
6. What is the cardinality of Set B?
7. List down all the subsets of B.

11:30 - 1:00 Lunch Break

Refer to samples
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Output

Create a Weekly Home Learning Class for your class.

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Activity 3

INDIVIDUAL LEARNING MONITORING PLAN

1. It is a more specific tool which shall be used by teachers and learning facilitators for learners
who LAG behind as shown by the results of their formative and summative assessments.
2. For learners who are given intervention activities, the WHLP shall be adjusted to suit their
comprehension level.
3. The Individual Learning Monitoring Plan shall be used to:
a. serve as feedback for learners
b. provide mechanism of support to learners who are lagging behind
c. make the parents/guardians aware of the academic progress of their children
d. help decide on the effectiveness of the learning modality adopted for the learner and
the possible modifications to improve learner’s performance
e. guide teachers in adjusting learning content and tasks based on their interests
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Activity 3

INDIVIDUAL LEARNING MONITORING PLAN

4. The Individual Learning Monitoring Plan shall consist of the following parts:
a. Learner’s Needs. It refers to the gaps between the required knowledge, skills and
attitudes described in the learning standard and the current status as evidenced by the
formative assessment results.
b. Intervention Strategies. These are programs or sets of steps to help learners improve
at areas they struggle with.
c. Monitoring Date. It refers to the date when the teacher has evaluated the results of
learner’s assessments after a sufficient time of implementing certain intervention strategies.
d. Learner’s Status. It refers to how well the student learns as a result of the teaching-
learning process in the learning delivery modality that he has chosen.
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INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:      
Grade Level:      
Intervention Strategies Learner’s Status
Learning Area Learner’s Needs Monitoring Date
Provided Insignificant Progress Significant Progress Mastery
             
             
             
             
             
             
             
             

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention Status
Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

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Activity 3

Differentiate the WHLP from ILMP. Fill out the table below on your Study Notebook .
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Activity 3

Differentiate the WHLP from ILMP. Fill out the table below on your Study Notebook .
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Activity 4

Situation: 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.
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OUTPUTS TO BE SUBMITTED

Output 1 – Creating a Weekly Home Learning Plan

Output 2 – Creating an Individual Learning Monitoring Plan

GROW. EMPOWER.
 
TRANSFORM.
Thank you