MODULE 3A:

DESIGNING
INSTRUCTION IN THE
DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVE
• 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
•Lesson 2. Designing Lessons and
Assessments in the Different LDMs
•Lesson 3. Guiding and Monitoring
Learners in the Different LDMs
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: UNDERSTANDING THE
DIFFERENT LDMS
• 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.
LESSON 1: UNDERSTANDING THE
DIFFERENT LDMS
• Resources Required
Guidance on Distance Learning
Non-Negotiable Minimum Requirements for Distance Learning
Distance Learning Matrix
Supplementary Handout on Blended Learning Delivery Modalities
Lesson 1, Activity 1 Answer Key 1
Lesson 1, Activity 1 Answer Key 2
Study Notebook
 MODULE 3A: LESSON 1: ACTIVITY 1
 1. In your own words, define each modality. Write your own
definitions in your Study Notebook.  
• Face to-face (F2F) learning-
• Distance Learning (DL)-
• Blended Learning (BL)-
• Homeschooling-
2. Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study
Notebook.
 MODULE 3A: LESSON 1: ACTIVITY 1 ANSWER KEY
1. 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 socio- emotional
development of learners. It may be conducted in any available physical learning space. Face-to-face learning is
where learners can digest the content of each topic smoothly. It is the best way to address and to deliver learning
ideas.
• 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 ether online,
stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or Sterling to radio-based
instruction while being geographically distant from the teacher.
• 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 type of distance
learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access t
formal education while staying in an out-of-school environment, parents, guardians, or tutors as authorized
facilitators instead of classroom teachers.
2. Homeschooling and Distance Learning do not require face-to-face learning.
 MODULE 3A: LESSON 1: 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.
 MODULE 3A: LESSON 1: ACTIVITY 2
Distance Learning Matrix
Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning feature Resources or Household
Modality Member
Modular
Distance
Learning (MDL)

TV-Based
Instruction
(TBI)

Radio-Based
Instruction
(RBI)

Blended
Distance
Learning (BDL)
 MODULE 3A: LESSON 1: ACTIVITY 2 ANSWER KEY
 
 MODULE 3A: LESSON 1: 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.
 MODULE 3A: LESSON 1: ACTIVITY 3 ANSWER KEY
 
 MODULE 3A: LESSON 1: 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.
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 Peoples
 
Persons with Disabilities
 
Others? Specify.
   

   
 MODULE 3A: LESSON 1: ACTIVITY 4 ANSWER KEY
 
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

•Key Topics/Concepts
formative assessment; learning
materials; learning tasks; lesson design
components; portfolios; summative
assessment.
LESSON 2: DESIGNING LESSONS AND
ASSESSMENTS IN THE DIFFERENT LDMS
• 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
 MODULE 3A: LESSON 2: 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?
 MODULE 3A: LESSON 2: ACTIVITY 1 ANSWER KEY
1. 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.  
2. 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, and teachers become more reflective about their teaching.
3. 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 teacher and learners. (How should learning be assessed?)
 MODULE 3A: LESSON 2: 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.
In your Study Notebook, copy the following table:

     
Before the Lesson Lesson Proper After the Lesson
 
     
 
 
 
 
 
 
 
 
 
 
 
 
 MODULE 3A: LESSON 2: ACTIVITY 2
• 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
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’ understanding
10. 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
 MODULE 3A: LESSON 2: ACTIVITY 2 ANSWER KEY
 
 MODULE 3A: LESSON 2: 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

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).
 MODULE 3A: LESSON 2: ACTIVITY 3 ANSWER KEY
1. Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
Vl. Reflection

• The reflection part of the DLL and DIP should be filled up after the
lesson is delivered.
 MODULE 3A: LESSON 2: 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.
 
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: ____________________________________________
Lesson/Topic: __________________________________________________________
Learning Objectives: _____________________________________________________
Learning Resources/Materials Needed: ______________________________________
 
MODULE 3A: LESSON 2: ACTIVITY 4 Check if already Additional Remarks: (ex. can be
  present in the SLM done via voice calls, can be
Part of Lesson / Learning Tasks facilitated by a household partner,
can be done via a learning activity
sheet, can be presented via an
internet-based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson    
1. Review previous lesson    
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish interest in new lesson 4. Check learner’s prior knowledge
about the new lesson
5. Present connection between old and new lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners
Lesson Proper    
1. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students    
will eventually internalize
2. Help learners understand and master new information
3. Provide learners with feedback
4. Check for learners’ understanding
After the Lesson    
1. Wrap up activities    
2. Emphasize key information and concepts discussed
3. Ask learners to recall key activities and concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to new situations
 MODULE 3A: LESSON 2: 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?
• Note: Be ready to share your answers for Activity 4 when you meet with your
LAC group after completing this module.
 MODULE 3A: LESSON 2: ACTIVITY 4 ANSWER KEY
 
 MODULE 3A: LESSON 2: ACTIVITY 4 ANSWER KEY
 1. Provide module for distant learning in order to
supplement the lacking learning task.

2. As an adviser the only additional support that I can give is

additional activity sheets and reading materials.

3. In modular distant learning the only way is to retrieve the

modules for checking and for the teacher adviser to assess
and gather feedback.
 MODULE 3A: LESSON 2: 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.
MODULE 3A: LESSON 2: ACTIVITY 5
 MODULE 3A: LESSON 2: ACTIVITY 5 ANSWER KEY
•  Assessment for learning: This is to make adjustments in the lesson. It may be integrated in all
parts of the lesson: before the lesson, the lesson proper, and after the lesson.
• Results must be recorded to study the patterns of learning demonstrated by the students but
should NOT be used as the basis for grading. The following are the two kinds of assessment:
Formative Assessment
Summative Assessment
• Assessment of learning aims to measure of the student met the performance and content
standards done after the lesson/end of a quarter results enable teachers to describe how well the
students learned.
• The standards/competencies for a given quarter, which are then reflected in the class record
learners may be assessed individually or collaboratively should promote self-reflection and
personal accountability among students about their own learning may be a written work or a
performance task
MODULE 3A: LESSON 2: 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.
MODULE 3A: LESSON 2: ACTIVITY 6
MODULE 3A: LESSON 2: ACTIVITY 6
•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?
 MODULE 3A: LESSON 2: ACTIVITY 6 ANSWER KEY

1. Five-item formative assessments are common among our groups.

2. For me, the biggest challenge is how to contact all your student to
inform them that you have your assessment for the reason that not all
of them have an access in the internet.
3. We can collaborate well and choose among our all method of
assessment listed in our notebook. We come up the best method to use
in the Distant Learning.
 MODULE 3A: LESSON 2: 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.
MODULE 3A: LESSON 2: ACTIVITY 7
 MODULE 3A: LESSON 2: ACTIVITY 7 ANSWER KEY
 
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
• 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
LESSON 3: GUIDING AND MONITORING
LEARNERS IN THE DIFFERENT LDMS
• 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 2 Answer Key
Lesson 3 Activity 3 Answer Key
Study Notebook
 MODULE 3A: LESSON 3: 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. Column A Column B
1. These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate in  
every lesson and/or learning task. b. mode of delivery
2. These are the formative learning opportunities  
given to learners to engage them in the subject c. learning
matter and to enhance their understanding of the competencies
content.  
3. This refers to the prescribed subject that learners d. learning task
take.
4. This refers to the method of submission of
learning outputs preferred by the learner/parent
based on their context.
 MODULE 3A: LESSON 3: ACTIVITY 1
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.
 MODULE 3A: LESSON 3: ACTIVITY 1 ANSWER KEY

1. c) learning competencies
2. d) learning task
3. a) learning area
4. b) mode of delivery
 MODULE 3A: LESSON 3: 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 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
MODULE 3A: LESSON 3: ACTIVITY 2
 MODULE 3A: LESSON 3: ACTIVITY 2 ANSWER KEY
 
 MODULE 3A: LESSON 3: 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 Individual Learning
Learning Plan Monitoring Plan
(WHLP) (ILMP)
Purpose    
For Whom?    
Components    
Has to be    
communicated to
parents?
 MODULE 3A: LESSON 3: ACTIVITY 3 ANSWER KEY
 
 MODULE 3A: LESSON 3: 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.
MODULE 3A: LESSON 3: ACTIVITY 4
 MODULE 3A: LESSON 3: ACTIVITY 4 ANSWER KEY
 
MODULE 3B:
LEARNING
RESOURCES
MODULE OBJECTIVE
• By the end of this Module, you will be able to:
1. associate learning resources (LRs) with
specific learning modalities
2. access resources from online portals such as
DepEd Commons and 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
•Lesson 2. Accessing Learning
Resources from DepEd Portals
•Lesson 3. Assessing the LR
Materials
LESSON 1: LEARNING RESOURCE
MAPS FOR DISTANCE LEARNING
• This lesson will give you the map of learning resources
needed for the implementation of the different Distance
Learning (DL) subcategories.
• By the end of this lesson, you will be able to:
1. assess the LR needs and concerns in your School
2. discuss and reflect on these needs and concerns
3. gather possible solutions to resolve these LR needs and
concerns
LESSON 1: LEARNING RESOURCE
MAPS FOR DISTANCE LEARNING

•Key Topics/Concepts
distance learning; learning
resources, LR maps,
subcategories of DL
LESSON 1: UNDERSTANDING THE
DIFFERENT LDMS

•Resources Required
Learning Resources (LR) Map
Study Notebook
 MODULE 3B: LESSON 1: ACTIVITY 1
•  The DepEd Memorandum on Suggested
Strategies in Implementing LDMs for SY 2020-
2021 included the Learning Resources (LR)
Map as a guide in selecting the appropriate
Distance LDM to be implemented in
Schools/Divisions. Study this map and answer
the following questions in your Study
Notebook:
 MODULE 3B: LESSON 1: ACTIVITY 1
• 1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
• 2. Do you have the complete resources for the Distance LDM needed in class?
If the LRs are not complete or not available, what steps will you take to make
these available? What are your options to substitute these missing LRs?
• 3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
• 4. Based on your evaluation of the materials, are they appropriate to the level
and characteristics of learners? Are there learners who might be disadvantaged
by the materials (based on reading ability, level of learning independence, level
of household support, distance)? What adjustments will you make in terms of
the LRs?
 MODULE 3B: LESSON 1: ACTIVITY 1 ANSWER KEY
1.Our school implements Modular Distance Learning
(MDL), so in order to achieve this LDM2, we need to have
printed Self Learning Modules (SLM). This SLM will be
distributed to the learners.
2.Yes.
3. Using the Deped LR we can easily find and obtain our
need SLM. But before we can open the portal we need to
have an interne access and permission of the administrator.
Also, it could be accessed from our ICT coordinator
designated as the admin of the portal.
MODULE 3B: LESSON 1: ACTIVITY 2
• In your LAC Session, share and discuss your
answers from the previous activity. What
support can you provide to your colleagues and
what support can you get from them in terms of
LRs? Take note of the insights that you can
gather from your colleagues and write them in
your Study Notebook.
 MODULE 3B: LESSON 1: ACTIVITY 2 ANSWER KEY

 After the discussions and exchanging of ideas,

we came up with the different ideas regarding
LR. Learning Resources and SLM are now
ready to our portal given by the national for our
modular Distant Learning so the only help that
my colleagues can offer is to print the SLM for
distribution to our learners.
LESSON 2: ACCESSING LEARNING
RESOURCES FROM DEPED PORTALS
• In this lesson, you will walk through the LR portals hosted by the Department
of Education, namely the Learning Resource Management and Development
System (LRMDS) Portal and DepEd Commons. Likewise, you will explore
other LR portals online.

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

1. establish access to various LR portals
2. discuss the challenges in utilizing DepEd-sanctioned LR portals such as the
LRMDS and DepEd Commons
3. determine the support systems available to you as a teacher in the use of LR
portals
LESSON 2: ACCESSING LEARNING
RESOURCES FROM DEPED PORTALS

•Key Topics/Concepts
DepEd Commons; learning
resources; LR Portal; LRMDS
LESSON 2: ACCESSING LEARNING
RESOURCES FROM DEPED PORTALS
• Resources Required
 LR Portal User Guide (Access and
Registration)
Memorandum on DepEd Commons
Study Notebook
LR Portal Video Tutorial
 MODULE 3B: LESSON 2: 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.

• Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?
2. What are the challenges in accessing the LRs in the portals both for you and your 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?
 MODULE 3B: LESSON 2: ACTIVITY 1 ANSWER KEY
1. In our school we adapted a Modular Distant Learning, by the help of the two
DepEd portals from the City Division, we can easily access of Learning Resources
and SLM. We can obtain our learning modules online, so it eases the burden for us
teachers. Paperless LR fast and well-ordered process in giving LRs is noteworthy.
2. Internet connection is the main concern in accessing the portal, but some students
and teacher has a slow internet speed. The other concern is it needs a cellular phone
or laptop to enter the portal, so as an adviser, I downloaded first the specific LR
portal drive and I personally distribute it to my learner to ensure that everyone can
get their copy.
3. Using the Deped LR Drive, we can easily find and obtain our need SLM. But
before we can open the portal drive, we need to have an internet access and
permission of the administrator. This can be from our ICI coordinator designated as
the admin of the portal.
MODULE 3B: LESSON 2: ACTIVITY 2
• In your next LAC Session, 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 the insights and helpful
information regarding the use of the LR
portals in your Study Notebook.
 MODULE 3B: LESSON 2: ACTIVITY 2 ANSWER KEY

•  During the LAC session, we knew that

one in our group is an admin of the said
portal in our school. We had shared our
personal experience in using the Learning
Portals, and after the session, we agreed to
use the portal frequently in addressing
need in teaching regarding LRs.
LESSON 3: ASSESSING THE LR
MATERIALS
• Now you are familiar with the LR portals and the resources that are available for you and your
learners. While the resources may have undergone a quality assurance process, you may still
need to assess the LRs in terms of their relevance to your lessons and to your learners. In this
Module, you will be introduced to some steps that you can take to ensure the relevance and
usefulness of each LR as well as other issues that can come with the learning resource.

• 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. select and improve quality-assured LRs that are appropriate for your teaching-learning needs
LESSON 3: ASSESSING THE LR
MATERIALS

•Key Topics/Concepts
learning resources; LR
assessment tool; quality
assurance
LESSON 3: ASSESSING THE LR
MATERIALS

•Resources Required
 LR Rapid Assessment
Tool
Study Notebook
 MODULE 3B: LESSON 3: ACTIVITY 1
• Study the LR Rapid Assessment Tool. Download an LR from either DepEd
Commons or LRMDS Portal and assess the material using the 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?
 MODULE 3B: LESSON 3: ACTIVITY 1 ANSWER KEY
 1.
1. Yes.
2. None.
3. None.
4. This assessment tool was a great help
for us teachers in choosing the best
LR for our subject matter.
• It taught us to consider first all
requirements needed in obtaining our
desired LR.
 MODULE 3B: LESSON 3: 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?
 MODULE 3B: LESSON 3: ACTIVITY 2 ANSWER KEY

1. DepEd prescribes that LRs are reliable and aligned in the basic
requirement needed for choosing LR's, while non-DepEd LRs
sometimes deviate from the requirements of standard LRs.
2. DepEd materials before posting to the DepEd portal were being
examined by the DepEd personnel, so I think there are no revisions
for that, but non-DepEd materials of course need to be examined first
and must be aligned to the assessment tool given by DepEd.
3. Because of this exercise and assessment tool, I can now choose
better Learning Resources for my subject matter.
MODULE 3B: LESSON 3: ACTIVITY 3
• Choose one of the LR materials that you have developed.
Assess this material using the same tool. Answer the
following questions in Your Study Notebook:

1. How does your material compare with the ones that are
obtained from the online portals?
2. What improvements do you still need to make in your
developed material?
 MODULE 3B: LESSON 3: ACTIVITY 3 ANSWER KEY

1. I had made learning resources for my students

while utilizing specific activity sheets. When I saw the
assessment tool, I had known that I am still lacking
and didn't meet some requirement prescribed by
DepEd.
2. There is a need to improve the sources of the
activity and the type of font to make it readable to my
students. Also, I will consider culture and gender
fairness next time.
MODULE 3B: LESSON 3: ACTIVITY 4
• Share and discuss your answers to the questions
in Activities 1, 2, and 3 in your next LAC
Session. Jot down insights and information that
can be useful to you in choosing the
appropriate LRs. Submit your LR assessments
with your reflection on the exercises to your
LAC Leader. Ensure that you keep a copy for
yourself.
MODULE 3B: LESSON 3: ACTIVITY 4 ANSWER KEY
 After the LAC session, we had seen a
clearer view in making our own LR's
and in choosing and downloading LR's
in our Deped Portal. A member of the
group suggested that we must adapt this
tool and use it every time we make our
own LR’s.