Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Cebu Province
SIBONGA DISTRICT
SIBONGA NATIONAL HIGH SCHOOL
Poblacion, Sibonga, Cebu

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 aredone, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a

live interaction between a learner and an instructor. It is considered as the traditional
way of instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given
materials or access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such
as;
● Modular distance learning and online distance learning
● Modular distance learning and TV-based instructions
● Online distance learning and TV-based instructions
● Online distance learning, TV-based instructions and modular distance learning
D. Homeschooling- a school- at- home approach in which parents replicates the
instructional process of schools, traditional instructions, giving of assignments and so
on.

Which of the LDMs do not have an F2F learning component?

The LDMs that do not have the face to face learning component are the Distance
Learning and Homeschooling.

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

Role of
Distance
Distinguishi Essential Parent or
Learning Role of Teacher Role of School
ng Feature Resources Household
Modality
Member
Modular Individualized SLMs, as well as Monitors the Learning Plans, prepare,
Distance instruction textbooks/learners’ learner progress facilitators monitors the
Learning where materials (LMs), and sets a who provide performance of
(MDL) learners use copies of video feedback learners with pupil
self-learning lessons in a flash mechanism to instructional
modules drive or CD help learners support as Collaborates to
(SLMs) in meet the MELCs needed barangay officials
print or digital while seeing the
format connection of one Accepts
lesson to the next donations from
to reinforce the stakeholders
coherence of the
curriculum.

Online Teacher Give Learning Provide

Distance facilitates SLMs for assignments and facilitator that orientation for
Learning learning and Alternative Delivery learning tasks supervise and learners and
(ODL) engages Modes (ADM), monitor the parents on
learners' textbooks, primer Facilitates screen time of navigating these
active lessons, activity learning and the learners online platforms
participation sheets, teacher- engages learners
using various made videos and active Organize
technologies supplementary participation professional
connected to materials, and open using development
the internet educational technologies activities to
while they resources (OERs). enhance teachers
are SLMs and primer understanding of
geographicall lessons converted and skills in the
y remote into different digital use of LMS
from each forms such as
other interactive lessons Determine the
or electronic books appropriateness
(e-books) and of certain learning
DepEd Learning management
Resources Portal, systems in the
DepEd Commons delivery of
and/or different instruction
DepEd recognized
learning
management
systems
TV- Use of TV – based lessons Enhancement of Serves as a Provide the
Based television understanding of guide during learners, as
Instructio programs on key concepts and viewing time well as their
n (TVBI) channels or clarifications on parents/guardia
stations possible areas of ns/learning
dedicated to confusion in the facilitators the
providing lesson that was broadcast
learning viewed to shall schedule of
content to be done during lessons
learners as a home visits by
form of subject area
distance teacher/learning
education. facilitator
wherever
possible or
through phone
 calls, SMS,
among others.

Radio- Use of radio Radio based- Enhancement of Guidance from provide the
Based programs on lessons understanding of parents/learni learners, as well
Instructio channels or key concepts and ng facilitators as their
n (RBI) stations clarifications on during parents/guardian
dedicated to possible areas of listening time s/learning
providing confusion in the facilitators the
learning lesson that was broadcast
content to listened to shall schedule of
learners as a be done during lessons
form of home visits by
distance subject area
education. teacher/learning
facilitator
wherever
possible or
through phone
calls, SMS,
among others.
Blended Any SLMs, as well as Provide the Learning Ensure the
Distance combination textbooks/learners’ learners, as well facilitator quality of
Learning of the above materials (LMs), as their education
DL types. copies of video parents/guardian
Thus: lessons in a flash s/learning Provide
drive or CD facilitators the supplementary
• MDL and broadcast materials to those
ODL SLMs for schedule of who have
Alternative Delivery lessons insignificant
• MDL and Modes (ADM),
TVBI/RBI textbooks, primer Plan a LAC
• ODL and lessons, activity strategies to
TVBI/RBI sheets, teacher- enhance the
• ODL, made videos and learning progress
supplementary of pupils
TVBI/RBI
materials, and open
and MDL
educational
resources (OERs).
SLMs and primer
lessons converted
into different digital
forms such as
interactive lessons
or electronic books
(e-books) and
DepEd Learning
Resources Portal,
DepEd Commons
and/or different
DepEd recognized
learning
management
systems

TV and radio
based-lesson
 ACTIVITY 3.

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.
RANKING
(1 TO 5, FROM
Type of
EASIEST TO Why?
DL
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of
2 BL
resources to be utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.

ACTIVITY 4

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.

LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or

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:
BHW assigned in their area.
Asked the help of some concerned neighbor
or relatives.
Provide reading materials and parents should
facilitate and ask the family member to assist
the pupil.
Coordinate with the Barangay Officials/ SK
Officials or other private institutions
Coordinate with the Barangay Officials/ Civic
Volunteer/ BHWs
Prepare localized/indigenized materials
Access to SPED Learning Materials to
address their needs.
N/A
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN
THE DIFFERENT LDMs
ACTIVITY 1

1. What is lesson designing or lesson planning?

 Lesson designing or lesson planning is defined as 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.

2. Why is lesson designing important?

Lesson designing is important because it 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

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

The three elements or components of a well-designed lesson are:
⮚ a. Aims and objectives
⮚ b. Teaching and learning activities
⮚ c. Assessment to check pupil’s understanding of the topic

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

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

ACTIVITY 3

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is
delivered. The teacher can make comments about the outcome of the lesson and other
things that has been observed during the instructions of the lesson.

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: Cookery 10
Lesson/Topic: Perform Mise En Place
Learning Objectives: 1. Identify tools, utensils and equipment needed in egg
preparation
2. Clean, sanitize and prepare tools, utensils and equipment
needed in preparing egg dishes
3. identify egg components and its nutritive value
Learning Resources/Materials Needed: MELC, ADM modules
Additional Remarks:
(ex. can be done via
voice calls, can be
facilitated
by a household
partner,
Check if already can be done via a
Part of Lesson / Learning Tasks present in the learning activity sheet,
SLM can be
presented via an
internet
based resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson  can be done via a
learning activity sheet
2. Clarify concepts from previous lesson  can be done via a
learning activity sheet
3. Present warm-up activities to establish  can be done via a
interest in new lesson learning activity sheet
can be done via a
4. Check learner’s prior knowledge about  learning activity sheet
the new lesson
can be done via a
5. Present connection between old and  learning activity sheet
new lesson and establish purpose for
new lesson
6. State lesson objectives as guide for  can be done via a
learners learning activity sheet

Lesson Proper
1. Explain, model, demonstrate, and  can be done via a
illustrate the concepts, ideas, skills, or learning activity sheet
processes that students will eventually
internalize
can be done via a
2. Help learners understand and master  learning activity sheet
new information
can be done via
3. Provide learners with feedback google meet

4. Check for learners’ understanding  can be done via a

learning activity sheet
After the Lesson
1. Wrap up activities  can be done via a
learning activity sheet
2. Emphasize key information and  can be done via a
concepts discussed learning activity sheet
can be done via a
3. Ask learners to recall key activities and  learning activity sheet
concepts discussed can be done via a
learning activity sheet
4. Reinforce what teacher has taught  can be done via a
learning activity sheet
5. Assess whether lesson has been  can be done via a
mastered learning activity sheet

6. Transfer ideas and concepts to new can be given as home

situations task w/documentation

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?
⮚ The teacher can provide other assessment forms like quizzes or test.
⮚ The teacher may provide supplementary resources like video presentations to
sustain what has been discussed.
⮚ Ask the students to make a relevance of the things they have learned, reiterate the
values and the importance of the lesson in their lives/ daily situations.

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?

● To the learner, I will guide the students by providing them more examples of the
concepts in the SLM for them to understand the lesson better
● To the household partner, I will assist them by giving the schedules of activities
and other supplementary materials for them to have more references

3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
The teacher can make use of the group chat (GC), text messages, calls to make an
update about the students’ progress while taking the tasks/ activities and set more
examples using technologies and other reliable references.

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.

Formative Assessment learners may be Summative Assessment

assessed individually
assessment FOR learning: or collaboratively assessment OF learning:
to make corrections in the lesson to measure if the student met the
 may be incorporated in all parts of reflection and
the lesson: before the lesson, the personal execute after the lesson/end of a
lesson proper, and after the lesson accountability among quarter
students about their
results must be recorded to study own learning results enable teachers to describe
the patterns of learning how well the students learned the
demonstrated by the students but may be a written
standards/competencies for a
should NOT be used as the basis work or a
for grading. performance given quarter, which are then
ACTIVITY 6 task reflected in the class record

Here 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

Provide the rubrics in the activity sheets. Then, parents will

1. Essay assess the output through the assistance of the teacher.
The learners will send recorded performance through a
2. Demonstration / Practicum
given link. The teacher will give feedback to the learners
/ Performance Task
individually through text / messenger.
Teachers can use mechanisms in Learning Management
Systems to increase academic integrity. He/ she may use a
3. Quarterly Test
link or use drop box for the submission of the test in case
the students do not have an access online.
Provide supplementary assessment materials to the
learners aside from the module which will be picked up in
the designated drop box placed in barangay hall and other
4. Weekly Test / Assessment accessible places.
Students can submit short but weekly papers to assess
whether or not the students are understanding the material
for that particular week.
The teacher may provide a question via text or FB
5. Reflection messenger for the learners to ponder. Provide and discuss
the rubrics to be used for the activity.

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?
⮚ Essay
⮚ Demonstration / Practicum / Performance Task
⮚ Quarterly Test
⮚ Weekly Test / Assessment
⮚ Reflection
2. What are the challenges in doing assessment in DL?
⮚ Insufficient data connections
⮚ Time schedule
⮚ Limited resources
⮚ No full support from the barangay officials
⮚ Lack of gadgets
⮚ Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
 ⮚ Division of labor
⮚ Accepts donations
⮚ Seek assistance from the superiors
⮚ Provide enough time in constructing summative assessment
⮚ Give feedback form
⮚ Create group chat with the parents for open communication
⮚ Provide simplified modules

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.

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.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMS

ACTIVITY 1
 Column A
Column B
c__ 1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate

d_ 2. These are the formative learning opportunities given to b. mode of delivery

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

_a__3. This refers to the prescribed subject that learners take. c. learning competencies

_b__4. This refers to the method of submission of learning

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

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.
ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 8
WEEK 1, QUARTER 1, October 5-9, 2020

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Monday, Wednesday, Friday

6:00 – 7:30 Distribution of Modules (Monday ONLY)

7:30 - 8:00 Orientation/Consultation (Monday ONLY)

8:00 - 9:20 EDUKASYON SA -Natutukoy ang mga gawain o ESP Module 1, Lesson 1, personal submission
PAGPAPAKATAO karanasan sa sariling pamilya na Quarter I, Week 1 by the parent to the
kapupulutan ng aral o may teacher in school
positibong impluwensya sa sarili.
-Nasusuri ang pag-iral ng
pagmamahalan at pagtutulungan at
pananampalataya sa isang
pamilyang nakasama, naobserbahan
o napanood.

9:20 - 10:40 TLE (Agricultural -Select tools, equipment, utensils TLE Module 1, Lesson 1, personal submission
Crop Production) and instruments Quarter I, Week 1 by the parent to the
teacher in school

10:40 – 12:00 SCIENCE -Investigate the relationship between Science Module 1, Lesson personal submission
the amount of force applied and the 1, Quarter I, Week 1 by the parent to the
mass of the object to the amount of teacher in school
in the object’s motion.

12:00 – 1:00 LUNCH BREAK

1:00 – 2:20 ENGLISH -determine the meaning of words English Module 1, Lesson personal submission
 and expressions that reflect the local 1, Quarter I, Week 1 by the parent to the
culture by noting context clues teacher in school

2:20 – 3:40 MAPEH -analyzes elements and principles of Mapeh Module 1, Lesson personal submission
art in the production of arts and 1, Quarter I, Week 1 by the parent to the
crafts inspired by the cultures of teacher in school
Southeast Asia

3:40 – 5:00 INDEPENDENT COOPERATIVE LEARNING (ICL)

Tuesday and Thursday

8:00 - 10:00 FILIPINO -Naiuugnay ang mahahalagang Filipino Module 1, Lesson personal submission
kaisipang nakapaloob sa mga 1, Quarter I, Week 1 by the parent to the
karunungang-bayan sa mga teacher in school
pangyayari sa tunay na buhay sa
kasalukuyan

10:00 – 12:00 ARALING -Nasusuri ang katangiang pisikal ng Ap Module 1, Lesson 1, personal submission
PANLIPUNAN daigdig Quarter I, Week 1 by the parent to the
teacher in school

12:00 – 1:00 LUNCH BREAK

1:00 – 3:00 MATH -factors completely different types of Math Module 1, Lesson 1, personal submission
polynomials (polynomials with Quarter I, Week 1 by the parent to the
common monomial factor, difference teacher in school
of two squares, sum and difference
of two cubes, perfect square
trinomials, and general trinomials).

3:00 – 5:00 INDEPENDENT COOPERATIVE LEARNING (ICL)

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)
A tool to guide learners and learning
A tool for monitoring learners who lag
facilitators of household partners in tracking
PURPOSE behind based on the result of their formative
the subject areas to be tackled and activities
and summative assessment
to perform at home
Learners and learning facilitator or Teachers and learning facilitator or
FOR WHOM?
household partner household partner
Learning areas, learning competencies, Learner’s need, intervention strategies,
COMPONENTS
learning task, mode of delivery monitoring date, learners status
HAS TO BE COMMUNICATED TO
Yes Yes
PARENTS?

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 TEMPLATE

LEARNER’S NAME: John Michael Decenan
GRADE LEVEL: 8 - Flowerpecker
INTERVENTION LEARNER’S STATUS
LEARNING LEARNER’S MONITORING
STRATEGIES INSIGNIFICANT SIGNIFICANT
AREA NEEDS DATE MASTERY
PROVIDED PROGRESS PROGRESS
 TLE The learner needs The teacher may October 9, 2020 √
further discussion provide a sample
on the procedure of a damage tool
in reporting report form for
defective tools, better
equipment, understanding of
utensils and the topic.
instruments.
 
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.