LDM2

for Teachers
MODULE 3A
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
1. E-PORTFOLIO
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
5. TeachersE-PORTFOLIO
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
7. E-PORTFOLIO
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