Learning Delivery Modalities Course for Teachers

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

A. Face to Face Learning – a mode of learning in which teacher and students have face to face
interactions. Activities in groups can be performed; students can engage in discussions and
brainstorming activities with physical presence. There are opportunities for the social and
emotional development of students.
B. Distance Learning – a learning modality wherein face to face interaction is not required. The
learner and the teacher are physically distant with one another. The learner is given modules
either digital or printed. He receives instruction from the teacher thru online, phone, TV-based or
radio-based. The teacher supervises the learner thru the mentioned media while he does self-
directed activity at home. The parent or guardian on the other assist the learner to ensure that
activities found in the module were accomplished.
C. Blended Learning – this learning modality is a combination of face to face learning and different
types of distance learning. It may either be any of the following: face to face and online distance
learning, face to face and modular distance learning, face to face and TV-based instruction, face
to face and Radio-based instruction, face to face and combinations of types of distance learning.
D. Home Schooling – learning modality that gives learners access to formal education but done in
an out of school environment usually at home. Parents or guardians acts as facilitators of
learning or a tutor or an authorized instructor handles learning processes instead of classroom
teacher.

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
 DISTANCE LEARNING MATRIX
Distance Role of Parent
Distinguishing Essential Role of
Learning or Household Role of School
Feature Resources Teacher
Modality Member
-refers to a learning complete set of SLMs, - The teachers are -shall be engaged to - The school has complete
delivery that is in the as well as well oriented provide learners and appropriate content
form of individualized textbooks/learners’ about the with instructional (Learning Modules/Self-
instruction where materials (LMs) in modular learning support as needed Learning
learners use self- digital form such as policies and in the absence of a Modules in print and e-
learning modules electronic copy (e-copy) directions to classroom teacher. copy for those with device)
(SLMs) in print or and PDF stored on a ensure that for Quarter 1 available for
digital format, CD/DVD/USB flash everyone is distribution to learners
Modular whichever is applicable drive/pen drive, or properly informed
Distance in the context of the courseware to be and guided.
Learning learner, with the uploaded in the DepEd
guidance of any portal, shall be
(MDL) member of the family provided to learners
or other stakeholder in with a laptop, desktop
the community trained computer or any
to serve as learning available digital device.
facilitators Learners may be
provided copies of
video lessons in a flash
drive or CD.
-refers to a learning The internet is used to Teachers have -The parents are - The school has the
delivery modality facilitate learner- access to device/s willing to co- technical expertise to run
where the teacher teacher, learner- and connectivity supervise and co- and support the
facilitates learning and content and peer-to- at the school. monitor the educational platform
engages learners' peer interaction progress of their 24/7.
active participation children's - The school has email
using various - SLMs for Alternative modular distance facility or domain name for
technologies Delivery Modes (ADM), learning. all teachers and users.
Online connected to the textbooks, primer Note: The school can
internet while they are lessons, activity sheets, outsource.
Distance
geographically remote teacher-made videos - The school has helpdesk
Learning from each other. and supplementary personnel working under
(ODL) materials, and open the platform managers
educational resources whose main task will be to
(OERs). directly answer usage
queries of both teachers
and students.
- The school has complete
and appropriate content
for Quarter 1 in the
platform.
TV-Based - refers to the use of - Television Networks - The teachers are - The parents -Schools shall provide the
television or radio with programs well oriented ensure children's learners, as well as their
Instruction dedicated to deliver the
programs on channels about the TV- access to television parents/guardians/learning
(TVBI) or stations dedicated DepEd TV-based based Instruction and radio. facilitators the broadcast
to providing learning lessons. policies and - The parents have schedule of lessons.
content to learners as - Materials for learning directions to expressed
a form of distance exercises, enrichment ensure that willingness for the
education activities, and everyone is option of TV-based
assessment may be properly informed instruction for
provided in printed and guided. their children.
form. - The parents are
willing to co-
supervise and co-
monitor the
progress of their
children's
learning as well as
 provide guidance to
their children.
-refers to the use of radio stations with - The teachers are The parents ensure Schools shall provide the
television or radio programs dedicated to well oriented children's access to learners, as well as their
programs on channels deliver the DepEd about the Radio- television and radio. parents/guardians/learning
or stations dedicated Radio-based lessons. based Instruction - The parents have facilitators the broadcast
to providing learning - Materials for learning policies and expressed schedule of lessons
content to learners as exercises, enrichment directions to willingness for the
a form of distance activities, and ensure that option of Radio-
education assessment may be everyone is based instruction
Radio-Based provided in printed properly informed for
Instruction form. and guided. their children.
- The parents are
(RBI) willing to co-
supervise and co-
monitor the
progress of their
children's
learning as well as
provide guidance to
their children.
Blended - any combination of complete set of SLMs, - The teachers are -shall be engaged to - The school has complete
the above three types as well as well oriented provide learners and appropriate content
Distance of distance learning textbooks/learners’ about the with instructional (Learning Modules/Self-
Learning must meet the materials (LMs) in modular learning support as needed Learning
requirements of each digital form such as policies and in the absence of a Modules in print and e-
type. electronic copy (e-copy) directions to classroom teacher. copy for those with device)
- is a method of and PDF stored on a ensure that -The parents are for Quarter 1 available for
teaching that CD/DVD/USB flash everyone is willing to co- distribution to learners
integrates technology drive/pen drive, or properly informed supervise and co-
and digital media with courseware to be and guided. monitor the - The school has the
traditional instructor- uploaded in the DepEd Teachers have progress of their technical expertise to run
led classroom portal, shall be access to device/s children's and support the
activities, giving provided to learners and connectivity modular distance educational platform
students more with a laptop, desktop at the school. learning. 24/7.
flexibility to customize computer or any - The teachers are - The parents ensure - The school has email
their learning available digital device. well oriented children's access to facility or domain name for
experiences. Learners may be about the TV- television and radio. all teachers and users.
provided copies of based Instruction - The parents have - The school has helpdesk
video lessons in a flash policies and expressed personnel working under
drive or CD. directions to willingness for the the platform managers
The internet is used to ensure that option of TV-based whose main
facilitate learner- everyone is instruction for task will be to directly
teacher, learner- properly informed their children. answer usage queries of
content and peer-to- and guided. - The parents are both teachers and
peer interaction - The teachers are willing to co- students.
well oriented supervise and co- - The school has complete
- SLMs for Alternative about the Radio- monitor the and appropriate content
Delivery based Instruction progress of their for Quarter 1 in the
Modes (ADM), policies and children's platform.
textbooks, primer directions to learning as well as -Schools shall provide the
lessons, activity sheets, ensure that provide guidance to learners, as well as their
teacher-made videos everyone is their children. parents/guardians/learning
and supplementary properly informed facilitators the broadcast
materials, and open and guided. The parents ensure schedule of lessons.
educational resources children's access to Schools shall provide the
(OERs). television and radio. learners, as well as their
- - The parents have parents/guardians/learning
- Television Networks expressed facilitators the broadcast
with willingness for the schedule of lessons
programs dedicated to option of Radio-
deliver the DepEd TV- based instruction
based lessons. for
- Materials for learning their children.
exercises, enrichment - The parents are
activities, and willing to co-
 assessment may be supervise and co-
provided in printed monitor the
form. progress of their
children's
Radio stations with learning as well as
programs dedicated to provide guidance to
deliver the DepEd their children.
Radio-based lessons.
- Materials for learning
exercises, enrichment
activities, and
assessment may be
provided in printed
form.

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)
Since using technology nowadays is a must. Internet
1 - easiest ODL connection and gadgets are powerful tools and
applications are accessible in just one push of a button.
Printed materials include instructional and answer
2 - easy MDL sheets(optional) are given to students to accomplish in a
given time.
A combination of ODL and MDL, aside from the given
3 - medium BL modules the teachers connect using the internet to follow
up on the student’s progress.
Students are given specific dates/time in watching an
4 - hard TVBI educational/tutorial show that will serves as an additional
information in answering the given activities.
Using the radio as a medium of instruction, where
5 - hardest RBI students listen to the radio to follow the instructions
given by the teachers.

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
Struggling readers (Grades 4-12)
No access to Devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
-The assistance of the next immediate
relative/family will be of great help in the absence
of the parents.
-Constant follow up and communication by the
teacher through the parents.
-Provide modules that are easy to understand
Provide reading materials particularly Marungko
approach. Introduced by “My Kuya, My Ate, My
Tutor”
Provision of printed learning materials.
Ask the assistance of the LGUs in bringing and
retrieving the learning materials to the learners.
Utilize localized and indigenized materials
associated to their values, culture and traditions.
Have access to SPED Learning Materials to address
their needs.

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?

It is fundamental to ensuring the delivery of teaching and learning in schools and it took place
before the actual delivery of lesson. Also, it is the process of determining what learning opportunities
students in school will have by planning “the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods, and deciding on the pacing and allocation of
instructional time” (Virginia Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-
prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and
learning in schools. In order for the design to be effective, teachers need to consider the learners’
characteristics and be responsive to the needs of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

Lesson designing is important because it helps teachers guarantee that learners reach the targets. Aside
from it is a hallmark of effective teaching, teachers are able to see to it that daily activities inside the
classroom lead to learner progress and achievement

3. What are the three elements or components of a well-designed lesson? Compare your answers to
those found in Lesson 2, Activity 1 Answer Key.

● Clearly articulated lesson objectives (What should be taught?)

● Well-selected and logically sequenced presentation of learning resources and activities
to help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)

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 Lesson Lesson Proper After the Lesson

1. Review the 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
1. Explain model,
demonstrate and illustrate
the concepts, ideas, skills or
processes that pupils will
eventually internalize
2. Help learners understand
and master new
information
3. Provide learners with
feedback
4. Check for learners’
understanding
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
 new lesson and situations
establish purpose
for new lesson
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 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

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled up
after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly the parts
that went well and the parts that were weak and write about those briefly. In the reflection, teachers can
share their thoughts and feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be adjusted in the future. Teachers
can also take note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered that their
principal or supervisor can help solve.

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: _____ABM 12 – Fundamentals of ABM2 _________
Lesson/Topic: ____Statement of Financial Position___________________________
Learning Objectives: _Identify the elements of the SFP and describe each of them.__
Learning Resources/Materials Needed: ____Self-Learning Module_______________

Additional Remarks: (ex. can be done

via voice calls, can be facilitated by a
household partner, can be done via a
Check if already present in the SLM learning activity sheet, can be
Part of Lesson / Learning Tasks 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 2. can be done via voice calls
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 1. can be facilitated during a
illustrate the concepts, ideas, skills, synchronous learning session
or processes that students will
eventually internalize
2. Help learners understand and
master new information
3. Provide learners with feedback 3. can be done via a learning activity
4. Check for learners’ understanding sheet
4. can be facilitated during a
synchronous learning session
After the Lesson
1. Wrap up activities
2. Emphasize key information and 2. can be presented via an internet-
concepts discussed based resource
3. Ask learners to recall key activities 3. can be facilitated during a
and concepts discussed
synchronous learning session
4. Reinforce what teacher has taught
4. can be facilitated during a
5. Assess whether lesson has been
synchronous learning session
mastered
6. Transfer ideas and concepts to new
situations 6. can be facilitated during a
synchronous learning session

Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?

We can use support materials/supplementals like activity sheets, audio and video clips, reading
materials, audio and video clips (references / URL links) to further add clarification to each topic in the
subject.

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?

a.) Regular update or weekly assessment so that teachers may be able to give an intervention
on the domain where the learner is being left behind.
 b.) Provide additional materials, giving immediate assistance and constant follow-up.
c.) Give a copy of a weekly plan of parent’s checklist so that the guardian will be updated on
what activities each learner needs to accomplish daily.

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

Teachers can gather feedback on the different learning tasks in order to refine or modify current
and future lessons by asking the learners to submit query sheets or evaluation sheets. The forms will be
accomplished by learners and parents every end of the week. Teachers can give comments attached on
their notepad and monitor them on their assigned schedule or this can be done via voice calls to keep in
touch with the parents from time to time.

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 Assessment
Assessment FOR Learners may be Summative Assessment
learning: assessed individually Assessment OF learning:
to make adjustments or collaboratively. to measure if the student
in the lesson The combination is a met the performance and
formative evaluation, good method in content standards
formative feedback, or identifying the learners’
assessment for learning, performance in class.
including diagnostic
testing

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.
Reflection Notes:

These assessments may have different approach, but the outcome of the results points
out in a specific direction which is POSITIVE RESULTS in the learning process that the learners
 acquire. It is very important to evaluate our students by giving them different assessment in
order to determine whether or not they understand the particular lesson.

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

I will send a three-item quiz via text message before
the lesson. Based on the responses, I will take note
Example: Short Quiz of the common misconceptions and clarify them to
the learners during our online session or via text
message
I will send a Math Bingo sheet involving operations
on integers via text message before the lesson.
Based on the responses, I will take note of the
1. Games
common misconceptions and clarify them to the
learners during our online session or via text
message
I will send a two-item quiz via text message before
the lesson. Based on the responses, I will take note
2. Practice Exercises of the common misconceptions and clarify them to
the learners during our online session or via text
message
I will send a word problem involving my topic via
text message before the lesson. Based on the
3. Problem Solving responses, I will take note of insufficient data and
clarify them to the learners during our online
session or via text message
I will send an activity sheet involving simulation via
text message before the lesson. Based on the
4. Simulation Activity solution they made, I will take note of the
incomplete parts and clarify them to the learners
during our online session or via text message
The learners will send recorded performance
5. Demonstration /Performance Task through a given link. The teacher will give feedback
to the learners individually through text/chat.

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?

Games, Demonstration/ Performance Tasks, and Simulation Activities are the assessment
methods we found to be common among our group.

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

The challenges in doing assessment in DL are the assurance of learning to learners, the learning
ability level of learners, the parental support, the availability of resources and the means of imparting
the accurate information, knowledge and skills to every learner during this time of pandemic.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?

Despite the challenges, there is really a need for collaboration between the teachers, the school
head and most especially with the parents and other members of the community. We, teachers, should
embrace the “New Normal” and explore every opportunity to make teaching and learning meaningful.
The utilization of the digital gadgets nowadays is a must for all of us as well as having internet resources
and other means to be able to reach out learners. Keeping an open line with our colleagues will be of
great help.

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.
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.

Column A Column B
_c_1. These are the knowledge, understanding, skills, and attitudes that a. learning area
learners need to demonstrate in every lesson and/or learning task. b. mode of delivery
_d_2. These are the formative learning opportunities given to learners to c. learning competencies
engage them in the subject matter and to enhance their understanding d. learning task
of the content.
_a_3. This refers to the prescribed subject that learners take.
_b_4. This refers to the method of submission of learning outputs
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.

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.

Weekly Home Learning Plan for ABM 12 – Innovative

 Day and Time Learning Area Learning Competency Learning Tasks Mode of Delivery
Monday
Personal Explain that knowing oneself can make EsP_PD11 Module 1 Personal submission
9:30 - 11:30 Development a person accepts his/her strengths and Lesson 1 by the parent to the
limitations and dealing with others Quarter 1, Week 1 teacher in school
better
Share his/her unique characteristics,
habits, and experiences
Oral Explains the functions, nature and English-OC Module Personal submission
1:00 - 3:00 Communication process of communication 1, Lesson 1 by the parent to the
Quarter 1, Week 1 teacher in school

Tuesday
Understanding Discuss the nature, goals and UCSP Module 1 Personal submission
9:30 - 11:30 Culture, Society perspectives in/of anthropology, Lesson 1 by the parent to the
and Politics sociology and political science Quarter 1, Week 1 teacher in school

Physical Give evidence for and describe the Science – PS Personal submission
1:00 - 3:00 Science formation of heavier elements during Module 1, Lesson 1 by the parent to the
star formation and evolution Quarter 1, Week 1 teacher in school

Explain how the concept of atomic

number led to the synthesis of new
elements in the laboratory
Wednesday
Physical Self-assesses health-related fitness PEH12 Module 1 Personal submission
9:30 - 11:30 Education and (HRF). status, barriers to physical Lesson 1 by the parent to the
Health activity assessment participation Quarter 1, Week 1 teacher in school
and one’s diet
Filipino sa Nabibigyang-kahulugan ang CS-FA Module 1 Personal submission
1:00 - 3:00 Piling Larang akademikong pagsulat Lesson 1 by the parent to the
Quarter 1, Week 1 teacher in school
Thursday
Practical Describes characteristics, strengths, CS-RS Module 1 Personal submission
9:30 - 11:30 Research 2 weaknesses, and kinds of quantitative Lesson 1 by the parent to the
research Quarter 1, Week 1 teacher in school
Business Explain the major role of financial ABM_BF12 Module Personal submission
1:00 - 3:00 Finance management and the different 1, Lesson 1 by the parent to the
individuals involved Quarter 1, Week 1 teacher in school
Friday
Fundamentals Identify the elements of the SFP and ABM_FABM12 Personal submission
9:00 - 11:00 of describe each of them Module 1, Lesson 1 by the parent to the
Accountancy, Quarter 1, Week 1 teacher in school
Business and Prepare an SFP using the report form
Management 2 and the account form with proper
classification of items as current and
noncurrent
1:00 – 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be
used for the following week.

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 to see how the ILMP differs from the
WHLP.

Weekly Home Learning Plan Individual Learning Monitoring

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

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.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s name:
Grade level: Grade 11

Intervention Learner’s Status

Learning Learner’s
Strategies Monitoring Date Insignificant Significant
Area Needs Mastery
Provided Progress Progress

H.O.P.E.1 Understand • adjusting the October 15, The

the level of difficulty 2020 learner
concepts of of the learning can now
aerobic contents/tasks identify
exercises. •providing more the
guided activities concepts
before of aerobic
proceeding to exercises.
independent
activities

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

strategies need to be revised.

Intervention Learner is making significant progress. Continue with the learning plan
Status
Learner has reached mastery of the competencies in learning plan.

Other Reflections:

This module 3A emphasized the different learning modalities, designing or planning lesson, and
assessment for us to be guided in the new normal setting education. We need to do the best that we can
so we can assure students and parents as well the quality of education despite this health crisis. The
implementation of the LDM for the new normal is a new transition of learning presentation or delivery to
meet the needs of the students and equip the parents as well. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from the teacher via e-mail,
telephone, text message/instant messaging, etc. Where possible, the teacher shall do Individual
monitoring plan to learners needing remediation or assistance. Any member of the family or other
stakeholder in the community needs to serve as para-teachers. This is the new normal set up for
teaching and learning.