MODULE 3A

Lesson design and

assessment in the
modalities
LESSON 1: UNDERSTANDING THE DIFFERENT LEARNING DELIVERY MODALITIES
ACTIVITY 1: Defining the Modalities prescribed in the LCP
FACE TO FACE (F2F)
DISTANCE LEARNING
BLENDED LEARNING
HOME SCHOOLING
Which of the LDMs do not have an F2F learning
component?
Answer: Distance learning Home schooling if done via
Face-to-face (F2F) - learning refers to a learning
delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for
active engagement, immediate feedback and
socioemotional development of learners. It may be
conducted in any available physical learning space.
Distance learning - refers to a learning delivery
modality where a learner is given materials or access
to resources and he/she undertakes self-directed study
at home or in another venue. Learners engage in
independent learning at home or in any physical
learning space applicable, by using learning materials
that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by
viewing TV lessons or listening to radio-based
instruction while being geographically distant from the
teacher. The teacher supervises and monitors the
learner’s progress and provides remediation and
enhancement when needed and possible. Assistance
may be provided by a learning facilitator who may be a
parent or any member of the family, or a community
stakeholder.
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 types of distance learning.
Home schooling - refers to an alternative learning
delivery mode (ADM) that provides learners with
access to formal education while staying in an out-of-
school environment, with parents, guardians, or tutors
as authorized facilitators instead of classroom
teachers. This does not preclude going to a school on
specific periods to develop learning competencies that
require the use of laboratory, equipment, and others.
It uses any or a combination of the various learning
delivery modalities.
To be inserted extract from another file.
ACTIVITY 3 : Deep Diving into Distance Learning + LAC
Ranking
(from easiest to Type of
Why?
hardiest to Distance Learning
implement)

As a teacher in a remote area who will cater students

1 Modular Printed
who are less fortunate or more likely can’t to afford
have an internet access this type is the best way to
teach students. Though there maybe a difficulty in
giving feedbacks and assessment in performance tasks
special in mastery some skills therefore it is considered
as a little bit disadvantage in terms of skills mastery.
But still this is the best and easiest way to deliver the
lesson.

Since we are in 21st Generation with a most digitized

2 Modular Digitized
world, people now a day uses social platforms
(Facebook and Messenger) to connect students,
guardians, parents and other stakeholders to have
some better instructional deliveries of the lesson and
other matters in students’ home schooling on this
pandemic.

This is the least type of distance learning to be used in

this time of Covid19. Since internet and gadgets are
Online Learning – best instructional materials to deliver the lesson thru
3 Learning this but there are only few students who can afford to
Synchronous have this. This maybe use to science cur students as
most of them are in fortune and we can use the
Facebook, Zoom and Google Meet for this.

ACTIVITY 4: Interventions
Learners Group Targeted Intervention

Learners without parents/household Follow up students regularly and clear learning

members who can guide and support feedbacks to their outputs.
their learning need at home.

Learners who can’t afford devices Upload offline files (videos and documents) to be
(smartphones/tablets/computer) and watch for no data connection or internet access.
internet access. And additional activity printing to deeply
understand the lesson.

Struggling readers and low in Follow up students regularly and call the help of
comprehension. parents. Send supplementary instructional
 materials for students to fully understand and
comprehend to cater the lesson objectives.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1: Identifying Vital Components of a Well-Designed Lesson
ACTIVITY 2: Sequencing Learning Task
ACTIVITY 3: Reflection
ACTIVITY 4:
LESSON 2: GUIDING/MONITORING IN THE DIFFERENT LDMs
ACTIVITY 1: Answer the simple check-up quiz below. Read and match the description in
column A with the terms in column B.
Column A Column B

1. These are the knowledge, understanding, skills,

and attitudes that learners need to demonstrate a. Learning area
in every lesson and/or learning task.

2. These are the formative learning opportunities given b. Mode of delivery

to learners to engage them in the subject matter and
to enhance their understanding of the content.

3. This refers to the prescribed subject that learners c. Learning competencies

take

4. This refers to the method of submission of learning d. Learning task

outputs preferred by the learner/parent based on
their context.

Answer:
1. c. learning competencies 3. a. learning area
2. d. learning task 4. b. mode of delivery
lESSON 3 ACTIVITY 2 MUST BE INSERTED. FROM ANOTHER FILE
ACTIVITY 3: WHLP VS IMP

Weekly Home Learning Plan (WHLP) Individual Monitoring Plan (IMP)

A tool to guide learners and learning
facilitators or household partners in
Purpose
tracking the subject areas to be tackled
and activities to perform at home.
A tool for monitoring learners who
lag behind based on the results of
their formative and summative
assessments.

Learners and learning facilitator or Teachers and learning facilitator or

For whom?
household partner. household partner.
Learner’s needs, intervention
Learning area, learning competencies,
Components strategies, monitoring date,
learning tasks, mode of delivery.
learner’s status.
Has to be
communicated Yes. Yes.
to parents?
 MODULE 3B
Learning Resources
LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1: Using the LP Rapid Assessment Tool to Access a DepEd Material
RAPID ASSESSMENT OF LEARNING RESOURCES
LRMDS: TLE GRADE 8 (COMMERCIAL COOKING)

YE
Is the LR Material… NO Cannot be determined
S
Connected and relevant to the MELCs? 
Appropriate to the grade level and learner

characteristics in terms of language, activities?
Easy to reproduce and/or disseminate? 
From a credible source/author? 
Culture and gender-fair? 
Free from read flags on possible copyright and

plagiarism issues?
The layout and format easy to read and pleasing to

the eyes.

A. Was the material able to meet all the requirements?

ANSWER: YES

B. Were there any questions in the assessment where you

answered “NO’ or “Cannot Be Determined”? What decision
will you make on the LR material? Why?
ANSWER: YES, I HAVE AND NEED TO QUICK CHECK AND STUDY
IF THE ACTIVITIES ARE APPROPRIATE TO THE STUDENTS
LEARNING CAPABILITIES.

C. Are there other aspects of the material not covered by

the tool but still need to assessed? Specify which
aspects?
ANSWER: YES, APPROPRIATNESS IN STUDENTS LEARNING STYLES
AND AVILIBILITY OF OTHER SUPPLEMTARY LEARNING MATRIALS.

D. How does this exercise help you in picking the right

and appropriate LRs for your lesson and your learner?
ANSWER: IT MAKES ME PICK THE RIGHT LR AND MAKING OTHER
ACTIVITY BY LOOKING AT THE DATA OF THE CHECKLIST.