Learning

Delivery
M o da li ti e s
Coarse
tu d y No t e book
S

E. So m id o , Teacher I
Vanessa Lace

>
 Hi! My name is
Vanessa Lace E. Somido
Teacher I
Mathematics Department

+639278673276

vanessalace.somido@depedqc.ph

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 Tasks!

Module 1 Module 2 Module 3a

Module 3b Module 4 Module 5

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 Tasks!

Module 1 Module 2 Module 3a

Module 3b Module 4 Module 5

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M1

M2

M3a

M3b M o du le 3a
M4

M5

...

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M1

M2

M3a

M3b

M4
Module 3a
DESIGNING INSTRUCTION IN THE DIFFERENT
M5 LEARNING DELIVERY MODALITIES

...

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 MODULE OBJECTIVE
By the end of this Module, you will be able to:
M1 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
M2 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
M3a

M3b MODULE 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
M4
LAC Session 3A

M5
ESTIMATED TIME REQUIRED
18 to 24 hours

...
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
M1 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
M2 to see how well you did.

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
M3a available physical learning space.
 
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
M3b 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.
M4  
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.
 
M5

...
 The four types of Distance Learning are:
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
M1 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.
M2 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:
M3a  
 MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
M3b  ODL, TVBI/RBI and MDL
 
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
M4 (4) F2F and any combination of the other types of distance learning.
  
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
M5 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.

...
M1 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
M2 against Lesson 1, Activity 1, Answer Key 2.
The LDMs that do not have an F2F learning component are the following:
M3a
a. Distance learning
b. Home schooling if done via distance learning
M3b
Both of the above mentioned LDMs require to have the assistance of the parents or guardians of the
child or any member of the family who has the capacity and ability to do the guidance while the child
M4 is at home.

M5

...
 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
M1 on the different DL modalities and their defining features and requirements.

DISTANCE LEARNING MATRIX

M2 Distance Learning Distinguishing Feature Essential Resources Role of Teacher Role of Parent or Household Role of School
Modality Member
Modular Distance Learning Use self-learning modules Printed or digital format SLMs Orients the parents and Facilitator The school orients the
(MDL) (SLMs) in print or digital format   learners about the modular   teachers, parents and
through individualized learners about the modular
Textbooks and learning learning policies and directions Supervise and monitor the child
M3a instruction
materials to ensure that everyone is as he/she is doing the activities
learning policies and
directions to ensure that
 
  properly informed and guided. in the modules correctly at everyone is properly informed
The SLMs in digital form such   home. and guided.
as electronic copy (e-copy) and Must have the initiative to    
PDF stored on a CD/DVD/USB contact or have a contact to Reports to the teacher his/her
M3b flash drive/pen drive, or his/her pupil and their parents observation to his/her child’s
 The school must provide a
complete and appropriate
courseware to be uploaded in as well. learnings. content (Learning
the DepEd portal     Modules/Self-Learning
Prepares the necessary   Modules in print and e-copy
documents in the learning kit   for those with device) for
M4 such as Weekly Learning Plan,  
Quarter 1 available for
distribution to learners.
Class program, Modules,
Provide the available and
Activity Sheets etc. needed in
complete set of SLMs in
Modular Distance Learning.
printed and digital form
 

M5 Monitors if there is a need for

interventions or supplemental
activities depending on the
parent’s initiative to observe
his/her child’s performance

...
 Online Distance Learning (ODL) May be through a synchronous or Stable internet connection, Facilitates learning and engages Guide their children during their The school orients the teachers,
asynchronous platform using platforms for online learning such learners' active participation using online learning and in doing the parents and learners about the
various technologies connected to as use of DepEd Common and various technologies online learning policies and
activities.
the internet Learning portal   directions to ensure that
Orients the parents and the child   everyone is properly informed
   
about the online learning policies Parents, guardians or responsible and guided.
and directions so that everybody is adults at home supervise and  
informed and guided. monitor the screen time of the  The school will provide
  learners technology knowledge
M1  
 
enhancement program wherein
regular trainings or seminars are
  given to teachers, students, and
parents to make them embrace
the technology.
 
Provide source of free internet
M2  
The school has an educational
platform or Learning Management
System (LMS), either
subscription-based or locally
developed.

M3a  
 The school must provide a
technical expertise to run and
support the educational platform
24/7.

 The school must provide an

M3b email facility or domain name for
all teachers and users

 The school must provide a

helpdesk personnel working
under the platform managers

M4 whose main task will be to

directly answer usage queries of
both teachers and students.
 
 The school must provide
complete and appropriate content
for Quarter 1 in the platform.
M5

...
 TV-Based Instruction Use of television Television Station Update and assist the Ensure children access Orient the teachers,
(TVBI) programs Channels; tv appliance; learners on its to television. parents and learners
  activity sheets flow/timeslot.   about the television
  Supervise and monitor instruction policies and
Provide complete and the progress of their directions to ensure
appropriate context. children as well as that everyone is
M1 (Learning Modules) in provide guidance to their properly informed and
video form. children. guided.
 
Supervise and monitors
the progress of their  The school must
secure a MOA/MOU
M2 children's learning as
well as provide guidance with a Television
to their children. Network or Radio
  Station for the needed
  airtime/slot.
 
M3a  The school must
provide complete and
appropriate content
(Learning Modules/Self-
M3b Learning Modules in
video format and radio-
based lesson
format/radio script as
well as in print/e-copy)
for Quarter 1.
M4  
 The school must
ensure available
reference/supplementar
y materials for
M5 distribution to the
learners.
 

...
 Radio-Based Use of radio Radio Programs on Facilitate learning Ensure children’s Orient the
Instruction (RBI) programs on station Stations; radio; through the allotted access to radio. teachers, parents
dedicated to activity sheets airtime/slot in the Supervise and and learners about
providing learning radio station monitor the progress the Radio Based
context to learners. of learners. Instruction policies
M1 and directions to
ensure that
everyone is
properly informed
M2 and guided.

M3a Blended Distance Any combination of Self-Learning Prepares the Self- Serve as learning Provide completed
Learning the different Modules (SLMs) in Learning Modules Facilitator. set of SLMs in
distance learning print or digital. (SLMs) printed or   print or digital as
M3b types. Various digital. Supervise and well as textbooks,
technologies   monitor the progress Learners Materials
connected to the Monitors the of their children. (LMs) and
internet learners progress   supplementary
M4 Internet Connectivity   materials.
Deped Commons Facilitates learning
 
M5
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
M1 ranking of each. Replicate the following table and write your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

M2
Ranking
(1 to 5, from easiest to Type of DL Why?
M3a hardest to implement)

Most of the families living in our school area have a TV in their houses. It is most convenient for them to
have this DL however there must be a readily made available TV Programs in which learners may use a
1 TVBI basis in learning things. For those learners who do not have the TV, they can still have the access through
M3b watching in their neighborhood’s appliance.

Most of the parents of the learners have their own cellular phones with built in radio which will be used
also in learning however, there must be a readily available Radio Station or programs which will be used
2 RBI by the learners to learn things. For those learners who do not have the Radio, they can still have the
M4 access through listening in their neighborhood’s appliance.

With printed modules, learners can learn at home with the guidance of any family members and the
teacher can monitor the learner’s progress and development through various Activity Sheets answered
3 MDL
M5 right after every lesson. There is no need for the child to come to school in order for him/her to learn.

These can be possible if all learners may have the gadget, the connection and the money to satisfy the
4 ODL requirement of this DL but in our case, not all have those mentioned considerations.
... With the combination of the different modalities, it will be easier to teach and assess the learner’s status
5 BL but the health and safety of the learners will suffer. As well with the teacher.
 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
M1 Session.

Learner Group Targeted Intervention

Learners without parents or household member who can guide and support Ask assistance to some nearby neighborhood who is willing to assist the child or if
M2 their learning at home still no one volunteers, the teacher may now extend himself/herself to act as the
facilitator to the child.

Beginning readers (K to 3) With the use of the different communication platform, the teacher can
communicate with the child to help him/her to learn how to read. It can be through
M3a cellular phones via text or call, video calls or recorders. Reading may be enhance
also by sending hardcopies or softcopies of pictures, sounds of the alphabet,
flashcards and other reading materials to the parents or guardians of the child with
the teacher’s guidance as well.

M3b
Struggling readers (Grades 4-12) Can advise the parents to ask assistance to people within their barangay to help
the child or the teacher himself/herself can assist the child via different
communication platforms available. For these learners, peer assistance is
M4 recommended. Reading materials may also be used to solve the problem.

No access to devices and Internet Printed modules and Activity Sheets must be provided together with the assistance
of the parents or guardian and the teacher as well for the child not to be left
M5 behind.

Inaccessible (living in remote and/or unsafe areas) Seek the maximum assistance and participation of LGU’s

Indigenous Peoples Coordinate with mobile volunteer teachers

... Persons with Disabilities Support advocacies of SPED Teachers
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1
M1 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?

M2
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
M3a 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.
M3b

M4 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
M5 ● 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
M1

3. What are the three elements or components of a well-designed lesson?

M2
● Clearly articulated lesson objectives (What should be taught?)
M3a ● 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
M3b
and feedback for both teachers and learners (How should learning be assessed?)

M4

M5

...
 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.
M1
Before the Lesson Lesson Proper After the Lesson
1. Review previous lesson 1. Explain model demonstrate, and 1. Wrap up activities
M2 illustrate the concept ideas, skills, or  
2. Clarify concepts from previous processes that students will eventually 2. Emphasize key information and
lesson internalize. concepts discussed.
M3a  
2. Helps learners understand and 3. Ask learners to recall key activities and
3. Present warm-up activities to
master new information. concept discussed.
establish interest in new lesson.
 
M3b 4. Reinforce what teacher has taught
4. Check learner’s prior knowledge 3. Provide learners with feedback.
Assess whether lesson has been
about the new lesson mastered.
M4 4. Check for learners understanding  
5. Present connection between old 5. Transfer ideas and concepts to new
and new lesson and establish situation.
purpose for new lesson
M5
6. State lesson objectives as guide
for learners.
...
 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
M1 appropriate column

LIST OF LEARNING TASKS

M2 1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
M3a 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
M3b
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
M4 eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
M5 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
 ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should
M1 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.
M2
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
M3a

M3b Components of the DLL/DLP

I. Objectives
M4 II. Content
III. Learning Materials and Resources
IV. Procedures
M5 V. Remarks
VI. Reflection

...
 ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following table.
M1 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
M2 means.

M3a Learning Delivery Modality (select one): ODL

Grade Level and Learning Area: Grade 10 - Mathematics
Lesson/Topic: Permutation
M3b
Learning Objectives:
• Define Permutation
M4 • Understand permutation
• Solve problems involving permutation
Learning Resources/Materials Needed:
M5
• Laptop/Smartphone with microphone and camera
• Powerpoint presentation
...
 Additional Remarks: (ex.
can be done via voice
M1 calls, can be facilitated by
a household partner,
Check if already can be done via a learning
 Part of Lesson / Learning Tasks present in the activity sheet, can be
presented via an internet-
M2 SLM
based resource, can
be facilitated during a
synchronous learning
session, etc.)
M3a
Before the Lesson    
M3b
1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish /
M4 interest in new lesson  Facilitated during a
4. Check learner’s prior knowledge about the new / synchronous learning
lesson session
5. Present connection between old and new lesson and /
M5 establish purpose for new lesson
6. State lesson objectives as guide for learners / 

...
 Lesson Proper    

M1 1. Explain, model, demonstrate, and illustrate the  /

concepts, ideas, skills, or processes that students
will eventually internalize
2. Help learners understand and master new  Facilitated during a
M2 information / synchronous learning session
3. Provide learners with feedback /  
4. Check for learners’ understanding /
M3a
After the Lesson    

M3b  /
1. Wrap up activities
2. Emphasize key information and concepts /
discussed
3. Ask learners to recall key activities and /
M4 concepts discussed   Facilitated during a
4. Reinforce what teacher has taught synchronous learning session
/
5. Assess whether lesson has been mastered
M5 6. Transfer ideas and concepts to new
situations /
/

...
 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
M1 create or curate to supplement the SLM?
For those learning tasks not found in the SLM, I can assist the household parent by providing videos (from the
internet or a recorded ones) which may be a supplemental material for the child’s learning. Communication with
M2 the learners at all times must be done to assess the status of the learner and to give assistance also to the
household parent.

M3a
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?
M3b Communication is the key to this new normal setup we are in right now. The teacher must have the initiative to
communicate with the learner and the household parent to come up with the best method and strategy that the
child can learn despite of this current scenario in the teaching and learning process. The teacher must be always
M4 be approachable at all times that learners and household parents are in need.

M5 3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Feedbacks can be gained through the different communication platforms such as texts, calls, video calls and
... other.
 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.
M1
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.
M2

M3a

M3b

M4

M5

...
 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.
M1
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
M2 how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method
M3a Example: Short quiz I will send a three-item quiz via text message before the lesson. Based on the responses, I will
take note of the common misconceptions and clarify them to the learners during our online
session or via text message.
M3b Printed Exercises (Paper I will let the child to have a lot of printed exercises for every competencies. It can be additional to
and Pencil Test) the activity sheets provided in the modules.
Role Playing There are competencies that need to be assessed through this type of assessment. By doing so,
M4 the house parent should record the child’s performance.
Games A game will be administered by the household partner to the child and the HHP will monitor the
child and will tell his/her observation to the teacher.
Observation
M5
 The child will demonstrate the task and the household partner may record it.
(ECCD And Progress
Card competencies)
... Outputs in Activity Sheets Every Activity Sheets and Printed Exercises will be placed in a portfolio so that it can be
( Portfolio) checked by the teacher upon retrieval of the modules and activity sheets.
 1. What assessment methods are common among the group members?

The common assessment method among the group members are the Portfolio and Formative Assessment. Most
of our learner’s preferred to have the Modular Distance Learning so there are Printed Activity Sheets provided
M1 for every lesson.

2. What are the challenges in doing assessment in DL?

M2
These are the challenges in assessing the child in Distance learning:
a. Not all have the cellular phones for us to communicate and for them to use for some purpose
M3a b. Not all have the internet access to enable them to send the output or result of some assessment methods I
have chosen
c. Limited knowledge of the household partner to execute the assessment method
M3b d. the age of the child for they are only Kinder pupils so must have the full guidance of the teacher and the
parent
e. child’s interest in doing the assessment method
f. lots of distractions at home that could affect the assessment
M4

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
M5 doable in DL?
Communicate with parents and the learners that we need to have all of that activities for their own learning and
understanding. Collaboration among colleagues and other stakeholders to come up with the most effective
...
assessment method.
 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.
M1
 
After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.
M2
Questions True False
1. A portfolio mainly displays the academic achievements of the learner.   /
M3a 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.   /
M3b
4. The teacher can only comment on a learner’s portfolio.   /
5. For asynchronous learning, teachers allow learners to work on their outputs
M4 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
M5 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.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN
THE DIFFERENT LDMs
ACTIVITY 1
M1 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.

M2
Column A Column B
c. 1. These are the knowledge, understanding, skills, and attitudes a. learning area
M3a that learners need to demonstrate in every lesson and/or learning
task. b. mode of delivery

M3b d. 2. These are the formative learning opportunities given to

c. learning competencies
learners to engage them in the subject matter and to enhance their

M4 understanding of the content.

d. learning task
a. 3. This refers to the prescribed subject that learners take.
b. 4. This refers to the method of submission of learning outputs
M5
preferred by the learner/parent based on their context.

...
 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.
 
M1 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.
M2
Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any suspensions of classes due to
calamities (DepEd, 2020).
M3a
Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be reflected in the WHLP.

M3b 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
M4 » 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)
M5  
Share your prepared WHLP during your LAC Session.

...
 Learning Tasks
Mode
Day & Learning of
Learning Competency January 4 - 8 , 2021
Time Area Deliver
y

M1 1. Illustrates Polynomials Function. 1. Answer the activity before the Send outputs
a. define allotted time for online through
b. determine the degree google form,
c. determine the number turning points
discussion. messenger or
  any available
M2 2. Understand,describe and interpret the graph of platform the
polynomial function learners have.
d. End behavior of the graph
= Write the given function in
  standard form then determine
M10AL-lla-1 the degree,leading coefficient
M3a and the number of turning
points.
January
4-8, Math 10
M3b 2021

M4

2. For modular students and or

M5 digitized students,answer
numbers 1-5 on page 11 and
letter B (1-5) on pages 61 and
62 of their Skill Book.
...
 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
M1 to see how the ILMP differs from the WHLP.

M2   Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
 A tool to guide learners and learning A tool for monitoring learners who
M3a facilitators or household partners in lag behind based on the results of
Purpose tracking the subject areas to be tackled their formative and summative
and activities to perform at home assessments
M3b For Whom?
 Learners and learning facilitator or  Teachers and learning facilitator or
household partner household partner
Learner’s needs, intervention
 Learning area, learning competencies,
M4 Components learning tasks, mode of delivery strategies, monitoring date, learner’s
status
Has to be communicated to  Yes
parents? Yes
M5

...
 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
M1 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.
 
M2 Share the ILMP that you made for that specific learner during your next LAC Session.

M3a Learners John Michael Clado

Name:
Grade Level: Grade 10
M3b Learning Learner Intervention Monitoring Learner’s Status
Area ’s Strategies Date
Needs Provided
M4         Insignificant Significant  
Progress Progress Mastery
Literacy Difficult Provide one April 6,      
M5 y in on one 2021
FCP tutorial via
Topic messenger
...
M1

Learner is not making significant progress in a timely manner.

M2 Intervention strategies need to be revised.
Intervention Learning is making significant progress. Continue with the learning
status plan.
M3a Learning as reached mastery of the competencies in learning
plan.
M3b
Prepared:

M4 VANESSA LACE E. SOMIDO

M5

...
M1

Does anyone want to have a copy

M2 of my MODULE 2 presentation?

M3a

M3b
Thanks! shorturl.at/mwxIJ
https://www.facebook.com/aNie.LaCe

M4 CREDITS: This presentation template was

created by Slidesgo, including icons from
Flaticon, and infographics & images by
Freepik.
M5 Please keep this slide as attribution.

...

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