CECILLE M.

DELA VICTORIA
LAC MEMBER

ROSEMARIE K. VALLE
LAC LEADER

LOLITA F. TAGABAN
PRINCIPAL

MODULE 3A LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
 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.

Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for them. It
also requires the presence of a teacher with aids for teaching and providing learning resources to
the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or
tools that they can study at the comfort of their home. This could also be an online teaching and
learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15
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.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Most of our learners belong to less-fortunate families
who are apparently not capable of providing the
necessary tools and equipment like computer,
Modular Distance smartphones, internet connections, television, etc. in
1
Learning order for them to participate in Online Learning and other
learning modalities. Many of them also reside in far-flung
areas where signal reception is not possible so modular
distance learning is the best fit modality for them.
2 Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-face
instruction along with the existing modular learning. This
is to provide better instructional support, monitoring, and
evaluation to the learners to ensure that the quality of

3 TV-Based Instruction
Radio-Based
4 radios anymore. In some households this is still present
Instruction
5 Online Learning
education is being delivered.
TVBI is possible but not to everyone. As mentioned
above, most of the learners’ families are not capable of
providing this type of device.
Most families in the community now-a-days do not use
but the signal reception is still their biggest hurdle.
Based from the data collected from the LESFs, a very
small number of learners selected this type of instruction
simply because most the learners are not capable of this
as stated in the above explanations.

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

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their module and
household member activity sheets. Organize, if possible, a learning support system in the area
who can that can be composed of volunteers to provide assistance to these
guide and support learners.
their learning at
home.
Provide additional reading materials in developing their reading skills.
Beginning readers
Attach monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a
(Grades 4-12)
learning support system in the area that can be composed of volunteers to
provide assistance to these learners.
No access to Provide self-learning modules and other additional learning materials.
devices and
Internet
Inaccessible (living Coordinate with their barangay officials to assist the teachers in delivering
in remote and/or the self-learning modules and other additional learning materials.
unsafe areas)
Provide self-learning modules and other additional learning materials that
Indigenous People
are cultured friendly.
Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would suffice it.

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 designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods.

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for
learners, and for the teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the
objectives are met.

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 and clarify concepts
and key points from previous
lessons
State lesson objectives as
guide for learners
Present connection between
old and new lesson and
establish purpose for new
lesson
Check learners' prior
knowledge about the new
lesson
Provide learners with feedback
Check for learners'
understanding
Explain, model, demonstrate,
and illustrate the concepts,
ideas, skills, or processes that
students will eventually
internalize
Help learners understand and
master new information
Wrap up activities
Emphasize key information
and concepts discussed
Assess whether lesson has
been mastered
Transfer ideas and concepts to
new situations
Ask learners to recall key
activities and concepts
discussed
Reinforce what teacher has
taught

ACTIVITY 3

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

ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

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

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?
Create printed materials that would supplement the missing learning tasks in the SLMs.

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?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions.

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.

ACTIVITY 6
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 two methods that you would
like to try. For each one, write how you plan to use it in DL.
 Assessment
How to Adapt the Assessment Method in DL
Method
1.5-item formative Send the 5-item formative assessment through group chat and it will be
assessment corrected during online meeting in google meet.
2. Experiment Send rubrics of the specific experiments and tell them to achieve the
standards given to get high points. Send it to the group chat.

1. What assessment methods are common among the group members?

5-item formative assessment are common among the group.
2. What are the challenges in doing assessment in DL?
The biggest challenge is communication. How could we contact all the learners and inform
them assessment.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Collaboration and choose among all method of assessment listed in out notebook we will
surely come up the best methods that can help us answer all our challenges.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task. c) learning competencies
2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content. d) learning task
3. This refers to the prescribed subjects that learners take. a) learning area
4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context. b. mode of delivery

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 what are the components of WHLP.

Weekly Home Learning Plan

(WHLP)
Purpose Guide
For Whom? For Learners, parents and teachers
Date and Time
Learning Areas
Components Learning Competencies
Learning Tasks
Mode of Delivery