Module 3A Designing Instruction in The Different Learning Delivery Modalities

MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
Roselyn Q. Golfo
EPS- I Science
Opening Prayer
DEPARTMENT OF EDUCATION 2
VIDEO CALL ETIQUETTE
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Avoid interrupting when someone else is speaking.
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Department of Education
ATTENDANCE CHECK
Say a KEY WORD which you have learned

or
encountered from Module 2 !
No repetition of Word please !
REVIEW OF THE PREVIOUS LAC SESSION
o u t ill
a v e y u s
H i t t e d y o
subm a n ?
C all
your ts? rec
u t p u
o
WELCOME to LDM 2- MODULE 3 A
This Module focuses on how
lessons and assessments are
designed for the distance learning
modality prescribed by the Basic
Education Learning Continuity Plan
(LCP).
MODULE 3 A – 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
LDM 2- MODULE 3A 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
LDM Delivery Design:
Building Expertise on the Ground
SELF-LEARNING INDEPENDENT PEER LEARNING

MODULE STUDY THROUGH LAC AND
COACHING
Welcome to LESSON 1
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
Activity 1-Plenary Sharing
What are the four In your own words,
modalities prescribed in the define each modality.
LCP
Which of the LDMs do not have an F2F

learning component?
Distance Learning Matrix
Distance Learning Distinguishing Role of Parent or
Essential Resources Role of Teacher Role of School
Modality Feature Household Member
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning (BDL)
Activity 3 -Plenary Sharing
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
Ranking Type of DL Why?
(1 to 5, from easiest to
hardest to implement)
1
2
3
4
5
Activity 4 -Plenary Sharing
Learner 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 People
Persons with Disabilities
Others? Specify
Well done! You have completed
Lesson 1. You may now proceed to
Lesson 2.
Welcome to 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
LDM Delivery Design:
Building Expertise on the Ground
SELF-LEARNING INDEPENDENT PEER LEARNING

MODULE STUDY THROUGH LAC AND
COACHING
Activity1 Plenary Sharing
Based on what you have read ,have a brief recall of
your responses on the following questions
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?
Activity1 Using the Answer Key
Let us check your answer !
1.What is lesson designing ?
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).
2. 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
3. What are the 3 elements or components of well-designed lessons?
Key Component 1 - Gathering Lesson Objectives from MELCs

● Clearly articulated lesson objectives (What should be taught?)
Key Component 2- Choosing Learning Resources (LRs) and Learning

Tasks
● Well-selected and logically sequenced presentation of learning resources
and activities to help learners meet the objectives
(How should it be taught?)
3. What are the 3 elements or components of well-designed
lessons?
Key Component
Key Component 3: Assessing Learning

● Appropriate and timely assessment activities that provide
relevant information and feedback for both teachers and learners
(How should learning be assessed?)
Activity 2
Refer to the list of learning tasks you have with you in your manual p.18 , identify which
section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
Before the Lesson Lesson Proper After the Lesson
Activity 2 Using the Answer Key
Activity 3 Plenary Sharing
In your Study Notebook, What are

the components of the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP) ?
Which part/s is/are accomplished after
the lesson is delivered?
Answer: 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.
Activity 4
For Activity 4 , You were tasked to do this before this LAC session ( p.20 )
 Read the handout Designing Lessons in DL.
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
 Identify which of these tasks are already present in the SLM
 Identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.
Where you able to do these?
ACTIVITY 4
ACTIVITY 4
ACTIVITY 4
Share within your group your responses to the following
questions :
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?
Let us Remember this!
Integrating Content Across Learning Areas/Team Teaching
• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of content
across learning areas maximizes time and helps learners make connections for better
understanding.
• You can use content topics as themes, motivation, springboards, or initial topics for
lessons across subjects. You can also try merging selected learning area performance
tasks and assessments and create separate rubrics for scoring per learning area. This
can make it easier for you to check student work, and saves time for you and the
learners.
Activity 5
Assessment is always a part of designing instruction.
In this activity you were tasked to Read:
DO 8, s2015 on Policy Guidelines on Classroom
Assessment
Where you able to read it?
What are the similarities and differences between the two ?
Formative Summative
Assessment Assessment
Let us reflect on this !

After you have read the various methods of
assessment. On Table 2 DO 8 s. 2015 on
Policy Guidelines on Classroom Assessment,
Which assessment methods can you adapt in
DL considering the content area that you are
teaching?
ACTIVITY 6
Directions: In your study notebook, recreate the following
table
:
and list five methods that you would like to try.
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 –Short Quiz on Portfolio Assessment
Questions True False
1. A portfolio mainly displays the
academic achievements of the learner.
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.
Activity 7 –Short Quiz on Portfolio Assessment
4. The teacher can only comment on a learner’s portfolio.
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.
Activity 7 –Using the Answer Key
1. A portfolio mainly displays the
academic achievements of the /
learner.
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. /
4. The teacher can only comment on a learner’s portfolio. /
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.
Congratulations !
Good job!
You are done with Lesson 2.
You may now proceed to Lesson 3.
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
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
ColumnStudy
A Notebook. Column B
1. These are the knowledge, understanding, skills, and attitudes a. learning
that learners need to demonstrate in every lesson and/or area
learning task. b. mode of
2. These are the formative learning opportunities given to learners delivery
to engage them in the subject matter and to enhance their
understanding of the content. c. learning
3. This refers to the prescribed subject that learners take. competencies
4. This refers to the method of submission of learning outputs d. learning task
preferred by the learner/parent based on their context.
Activity 1
Activity 1- Let us Remember this!
Key Components of a Weekly Home Learning Plan:
1. learning area
2. learning tasks
3. learning competencies
4. 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 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
1. 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.
2. Create a WHLP for your class.

Note: 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).
ACTIVITY 2
 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 & 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)
ACTIVITY
Activity 3 3
Appendix D of DepEd Memorandum DM-CI-2020-00162
Weekly Home Learning Plan Individual Learning
[WHLP] Monitoring Plan [ILMP]

Purpose

For Whom
Component

Has to be communicated to
parents
Remember: 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
LAC
Assume that after Session
going through 4
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.
Source: DepEd Memorandum DM-CI-2020-00162
Activity 4
Individual Learning Monitoring Plan Template.
Learner’s Name:
Grade Level:
Intervention Learner’s Status
Learner’s Monitoring
Learning Area Strategies Insignificant Significant
LAC Session 4
Needs Provided Date Mastery
Progress Progress

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
Activity 4- Plenary Sharing
Share your WHLPs and ILMPs and discuss key learnings, and how can
you use these learnings to improve your WHLPs and ILMPs.
learn from the best.

PLENARY SYNTHESIS
 types of DL
 targeted interventions for learners
 challenges and opportunities in planning
for instruction
 assessment in distance learning
 preparing the WHLP and ILMP
Looking forward to the next session
Congratulations for completing Module 3A! You are now
ready for Module 3B
Study LDM 2- Module 3B Answer all the activities ahead
When? Where ?
Completion of Reports
• The LAC members complete the

Teachers Engagement Report
• The LAC Facilitator completes the

Leaders LAC Session Report
Module 3 A Outputs for Submission
● List of targeted learner interventions

● Learning tasks for DL
● Assessment methods in DL
● Weekly Home Learning Plan for 1 subject
● Individual Learning Monitoring Plan for a student
who lags behind in completing the learning tasks
● LAC 3 Teacher Engagement Report

Module 3A Designing Instruction in The Different Learning Delivery Modalities

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MODULE 3A

DESIGNING INSTRUCTION IN THE DIFFERENT

If you wish to talk, “UNMUTE” and then say, “Name here.”

Avoid interrupting when someone else is speaking.

Return to "Mute" when done talking.

Use the chat feature for comments that cannot be discussed.

Say a KEY WORD which you have learned

No repetition of Word please !

Lesson 2. Designing Lessons and Assessments in the

Lesson 3. Guiding and Monitoring Learners in the

SELF-LEARNING INDEPENDENT PEER LEARNING

Which of the LDMs do not have an F2F

Learners without parents or household member who

SELF-LEARNING INDEPENDENT PEER LEARNING

1. What is Lesson Designing or Lesson

Lesson designing helps ensure that:

Key Component 1 - Gathering Lesson Objectives from MELCs

Key Component 2- Choosing Learning Resources (LRs) and Learning

Key Component 3: Assessing Learning

Before the Lesson Lesson Proper After the Lesson

In your Study Notebook, What are

Answer: VI. Reflection

Where you able to do these?

Where you able to read it?

Let us reflect on this !

Try to answer these questions with your colleagues:

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

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

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

2. Create a WHLP for your class.

Remember: In monitoring the progress of your learners, it is

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

learn from the best.

Study LDM 2- Module 3B Answer all the activities ahead

• The LAC members complete the

• The LAC Facilitator completes the

● List of targeted learner interventions

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