MODULE 3A:

DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed by the
LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning
in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning
tasks

MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

ESTIMATED TIME REQUIRED

18 to 24 hours
 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.
ANSWER:
A. FACE-TO-FACE learning – Where learners and teachers meet in a formal school or classroom. Physical
presence is needed.
B. DISTANCE LEARNING – It can be online classes where learners use gadget, internet, radio, or TV-based or
learners are given modules or materials for self-directed study. Parents/ guardians guidance and support
are needed too.
C. BLENDED LEARNING- Combination of modalities and distance learning.
D. HOME SCHOOLING- Home or house serves as their school, and parents serve as teacher or teacher aide.
Pupils were given materials.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook
ANSWER: DISTANCE LEARNING and HOMESCHOOLING

ACTIVITY 2.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Member
Modular Individualized Self-Learning Supervises and Serves as learning Provides hard copies of
Distance instructions, Modules (SLMs) monitors the facilitators the modules, schedules
Learners is given learner’s progress for all subject area
Learning materials or Access and provides Supervises and Teachers to meet the
(MDL) to resources, self- remediation and monitors the learners atleast once a
directed studies enhancement child’s progress week so that learners can
ask questions
Provides TA to teachers

Online Internet connection Internet, various Facilitates learning Supervises and Supervises and monitors
Distance is a must, Gadgets, Technologies, engages learners monitors child’s the learners progress and
ICT Equipment, DEPED Commons, active participation progress teacher’s way of delivery
Learning Various LR portals using various of this modality,
(ODL) technologies technologies Provides TA to teachers
connected to the
internet
TV-Based Television is TV station/channel Facilitates learning Serves as learning Provide broadcast
Instruction needed, self- engages learners facilitator during schedules of the lessons,
learning modules in Learning Activity active participation watching and Supervises and monitors
(TVBI) sequence, Activity Sheet serves as using TV, Assesses listening. the learners progress and
sheet serve as assessment tool progress using the teacher’s way of delivery
assessment tool, activity sheet given Supervises and of this modality.
Allowable airtime to the learners monitors the Provides TA to teachers.
child’s progress
Radio-Based Radio is needed, Radio Facilitates learning Serves as learning Provide radio broadcast
Instruction self-learning station/channel engages learners facilitator during schedules of the lessons,
modules in active participation listening. Supervises and monitors
(RBI) sequence, Activity Learning Activity using Radio, the learners progress and
sheet serve as Sheet serves as Assesses progress Supervises and teacher’s way of delivery
assessment tool, assessment tool using the activity monitors the of this modality.
Allowable airtime, sheet given to the child’s progress Provides TA to teachers.
learners
Blended Any combination of Any combination Checks in often with Serves as learning Supervises and monitors
Distance the 3 types of of the 3 types of learners either by facilitator during the learners progress and
distance learning distance learning sending them watching and teacher’s way of delivery
Learning instant messages or listening. of this modality.
summary of what is Supervises and Provides TA to teachers
expected of them., monitors the
or by conducting a child’s progress
 quick survey every
week to monitor
learner’s difficulties
and progress

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)
1 MDL Distribute only the modules, then the pupils will answer then
retrieve then assess
2 BDL Combination of Modalities, makes teaching-learning easier
ODL Only few learners have an access, poor internet connection,
3 needs an ICT expert in the home to supervise the progress of
the learners and the process
TVBI Some have TV at home but don’t have chosen channel where
4
the lessons and programs are stored
5 RBI Still few learners have this equipment, poor frequency

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 Ask the help to the nearest neighbor, but observe safety protocol
and support their learning at home.

Beginning readers (K to 3) Ask the full support of the parents or any member of the family

Ask the help of the parents/household members

Struggling readers
Create an FB account or GC for the parents.
(Grades 4-12)
Text Brigade
PARA teachers, Text Brigade
No access to devices and Internet
Inaccessible (living in remote and/or Ask the LGU support
unsafe areas)
Indigenous People Coordinate with parents
Persons with Disabilities Ask the full support of the parents or any member of the family
Other? Specify.

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?
ANSWER: 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”. 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?

ANSWER: Lesson designing is important because it helps ensure that:
 time is maximized for instruction and learning
 lessons are responsive to the 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?

ANSWER:
a. Clearly articulated lesson objectives (What should be taught?)

b. Well-selected and logically sequenced presentation of learning resources and activities to help learners
meet the objectives (How should it be taught?)

c. 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 the Lesson Lesson Proper After 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
1. Explain, model, demonstrate, and 1. Wrap up activities
illustrate the concepts, ideas, skills, 2. Emphasize key information and
or processes that students will concepts discussed
eventually internalize 3. Ask learners to recall key activities
2. Help learners understand and and concepts discussed
master new information 4. Reinforce what teacher has taught
3. Provide learners with feedback 5. Assess whether lesson has been
4. Check for learners understanding mastered
6. Transfer ideas and concepts to new
situations

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

Because according to the DepEd Order No. 42, 2. 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 lesson 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 encouraged that their principal or supervisor
can help solve.

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
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
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
lesson
3. Present warm-up activities to
establish interest in new lesson
4. Check learner’s prior knowledge Can be done via learning activity
about the new lesson sheet
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 Can be presented via internet based
2. Help learners understand and resource
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 Can be facilitated by a household
4. Reinforce what teacher has partner
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?
 ANSWER:
 Provide parallel test after each lesson
 Provide printed activities for mastery of the lesson

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?
ANSWER:
To learners:
 Giving supplementary materials for mastery of each lesson
 Giving them parallel test based on the given modules
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
ANSWER:
 Gather feedbacks may be done after the modules were collected and checked by the teacher. By
checking their output you can identify which competency is in need of supplementary or other
written exercises.
To household partners
 Updating the set of modules to be given to parents every week
 Assisting them by answering queries not clear to them via messenger or text

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
Assessment FOR learning: to
make adjustments in the
lesson may be integrated in all
parts of the lesson: before the
lesson, the lesson proper, and
after the lesson
Results must be recorded to
study the patterns of learning
demonstrated by the students
but should not be used as basis
for grading
Summative Assessment
Assessment OF learning: to
Learners may be measure if the student met
assessed individually or the performance and
collaboratively content standards done
after the lesson/end of a
Should promote self- quarter
reflection and personal
accountability among Results enable teachers to
students about their describe how well the
own learning students learned the
standards/competencies for
May be written work or a given quarter, which are
a performance task then reflected in the class
record
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 five 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. Written Work Give your response on the lesson presented by answering the activity and it will be
collected upon getting the nest module

2. Short Quizzes Answer the parallel test/exam to be given after each lesson and it will be recorded as
quiz

3. Practice Exercises I will give advance practice exercises and answer the given exercises that are pre
requisite to the lesson to be presented

4. Interviews You will receive a oriented questions and answer the given questions based on what is
need. Then share and write your answer on prepared copy

5. Recitation For the learners to be inclined in the subject matter, reports may be used, can be
written in a canvass, depends on the availability of the items

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

ANSWER: The common assessment method among the group is a short quiz.
2. What are the challenges in doing assessment in DL?
ANSWER: The challenges in doing the DL are
a. Learning environment
b. Students motivation and commitment to be tested daily
c. Learning management system

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
ANSWER: Teachers provide the environment of collaborative learning and provide concrete time place and
opportunities for interactions.
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 output 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.
Write your answers in your Study Notebook.

Column A Column B
___C___1. These are the knowledge, understanding, a. learning area
skills, and attitudes that learners need to demonstrate
in every lesson and/or learning task.
___D___2. These are the formative learning b. mode of delivery
opportunities given to 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 c. learning competencies

learners take.

___B___4. This refers to the method of submission of d. learning task

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

ACTIVITY 2.

See separate sheet (4. WHLP Grade 4 Mathematics - Week 1)

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)
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
Monitoring Plan (ILMP)
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

household partner household partner
For Whom?

Learning area, learning competencies, Learner’s needs, intervention strategies,

learning tasks, mode of delivery monitoring date, learner’s status
Components

Has to be communicated to Yes Yes

parents?
ACTIVITY 4.

See separate sheet (5. L3A4_Individual Learning Monitoring Plan Template.docx)