Name of Teacher: SALVADOR D. ODONZO JR.

LAC ID: FEBMS-005

School: Francisco E. Barzaga Memorial School Cluster: I

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

LESSON 1: Understanding the Different LDMs

ACTIVITY 1.

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 to see how well you did.

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 against Lesson 1, Activity 1 Answer Key 2.
Face-to-face modality is the normal school system in which learners regularly attend classes in
schools in the presence of their teachers.

Distance Learning is a learning modality in which the learners do not attend schools and study
away from their formal teachers. It can be done online, by use of modules, television, radio and the like.

Blended learning is a combination of face-to-face and one or more of the possible modes in
blended learning.

Home schooling is a more formal and institutionalized program of the DepEd for learners with
specific needs due to other reasons and does not require the physical presence of teachers.

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.

NOTE: This activity involves more on reading articles in the supplementary materials

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

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

1
MDL Internet connectivity is not very much a necessity
2
ODL Basic use of social media may be applied
3
RBI Needs technical platform
4
TVBI Needs a more sophisticated technology
5 Obviously combining the first four will entail more
BL
problems

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

Teachers living within their communities are

Learners without parents or household
assigned as advisers so that if questions
member who can guide and support their
arose, the teachers are just within their
learning at home
residence.

Creating group chats in messenger, texting or

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
thru phone calls.
Teachers living within their communities are
assigned as advisers so that if questions
arose, the teachers are just within their
residence
Use of modules

Inaccessible (living in remote and/or unsafe Use of modules distributed and retrieved by
areas) barangay personnel

Indigenous Peoples n/a

Persons with Disabilities n/a

Others? Specify. n/a

Lesson 2: Designing Lessons and Assessments in the Different LDMs

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?

 Lesson planning is writing an outline of the possible things that a teacher will do based on
standard competencies, the expectations and the methods of assessing the learning outcomes.
2. Why is lesson designing important?

Lesson planning is important because as the saying goes, if we fail to plan, we plan to fail. To be
able to deliver lessons effectively and within a given time frame, lessons should be planned
ahead.
3. What are the three elements or components of a well-designed lesson?

The three components are:

a. well defined objectives
b. strategies applied and organized
c. relevant assessment

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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

 Review previous lesson Present connection between Wrap up activities
old and new lesson and
Clarify concepts from establish purpose for new Emphasize key information
previous lesson lesson. and concepts discussed

State lesson objectives as Check learner’s prior Check for learners’

guide for learners
Ask learners to recall key
activities and concepts
discussed
Present warm-up activities to
establish interest in new
lesson
knowledge about the new understanding
lesson
Assess whether lesson has
Explain, model, demonstrate, been mastered
and illustrate the concepts,
ideas, skills, or processes that Provide learners with
students will eventually feedback
internalize
Reinforce what teacher has
Help learners understand and taught
master new information

Transfer ideas and concepts to

new situations

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

Compare your answers to Lesson 2, Activity 2 Answer Key.

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).

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: 6 – Technology and Livelihood Education 6
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
Check if already (ex. can be done via voice calls, can be facilitated by a household partner, can
Part of Lesson / Learning be done via a learning activity sheet, can be presented via an internet- based
present in the
Tasks resource, can be facilitated during a synchronous learning session, etc.)
SLM
Before the Lesson
1. Review previous lesson  can be done via voice calls
  can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
2. Clarify concepts from  can be done via voice calls
previous lesson   can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
3. Present warm-up  can be done via voice calls
activities to establish   can be facilitated by a household partner
interest in new lesson  can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
4. Check learner’s prior  can be done via voice calls
knowledge about the   can be facilitated by a household partner
new lesson  can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
5. Present connection  can be done via voice calls
between old and new   can be facilitated by a household partner
lesson and establish  can be presented via an internet- based resource
purpose for new lesson  can be facilitated during a synchronous learning session
6. State lesson objectives  can be done via voice calls
as guide for learners   can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
Lesson Proper
1. Explain, model,  can be done via voice calls
demonstrate, and   can be facilitated by a household partner
illustrate the concepts,  can be presented via an internet- based resource
ideas, skills, or  can be facilitated during a synchronous learning session
processes that students
will eventually
internalize
2. Help learners  can be done via voice calls
understand and master   can be facilitated by a household partner
new information  can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
3. Provide learners with  can be done via voice calls
feedback   can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
4. Check for learners’  can be done via voice calls
understanding   can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
After the Lesson
1. Wrap up activities  can be done via voice calls
  can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
2. Emphasize key  can be done via voice calls
information and concepts   can be facilitated by a household partner
discussed  can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
3. Ask learners to recall  can be done via voice calls
key activities and   can be facilitated by a household partner
concepts discussed  can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
4. Reinforce what teacher  can be done via voice calls
has taught   can be facilitated by a household partner
 can be presented via an internet- based resource

5. Assess whether lesson
has been mastered
6. Transfer ideas and
concepts to new
situations
 can be facilitated during a synchronous learning session
 can be done via voice calls
  can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session
 can be done via voice calls
  can be facilitated by a household partner
 can be presented via an internet- based resource
 can be facilitated during a synchronous learning session

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?

Supplementary materials printed and distributed can be an alternative solution.

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?

Guidance thru group chats or text messaging, send them links of video clips for them to watch
as regard the topic.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?

Printed assessment materials or feedback forms can be distributed and retrieved from the
learners.
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.

Formative Summative
Assessment Assessment

assessment FOR learning: assessment OF learning:

 assessment for learning aimed at helping  usually occurs toward the
 assessment as learning students perform well end of a period of
 may be given at any in relation to the learning
time during the learning standards  measures whether
teaching and learning learners have met the
process content and performance
 a way to check the standards.
effectiveness of
instruction

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
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.

Assessment Method How to Adapt the Assessment Method in DL

Example: Short quiz
1. Minute Paper Reflection
2. Buzz Group Activity
3. Case Study
4. Observations
5. Recitations
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.
Thru OLS for ODL, LAS for MDL
Any online platform for ODL, LAS for MDL, text messaging, fb
messenger chat box, email, Google classroom stream
Provide the students with a real-world case for the students to study (e.g.
a news article, account of a decision or procedure, video, etc.).
Alternatively, have students find their own case to examine.
Use objects or situations within their residence or communities
Any online platform for ODL

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?
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.

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.
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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some options
or alternatives on how they will be assessed. Just make sure that these would show how much they have
learned.

Lesson 3: Guiding and Monitoring Learners in the Different LDMs

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

c 1. These are the knowledge, understanding, skills, and a. learning area

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 matter and to
a enhance their understanding of the content. c. learning competencies
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning d. learning task
outputs preferred by the learner/parent based on their
d context.

b
Check your answers using Lesson 3, Activity 1 Answer Key.

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 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 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)

Share your prepared WHLP during your LAC Session.

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 Learning Plan Individual Learning

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

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that 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.  

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