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Module 3A:: Designing Instruction in The Different Learning Delivery Modalities
Module 3A:: Designing Instruction in The Different Learning Delivery Modalities
MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVES:
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
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
2. Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook
Ans. Distance Learning and Homeschooling
ACTIVITY 2
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of Role of
Learning feature resources Teacher parent or School
Modality household
member
Modular Individualize Printed Learning Learning The school
Distance instructions Modules Facilitator facilitator
orients the
Learning where learners and teachers,
MDL used self guardians parents, and
learning and learners
modules SLM supervisorabout the
in print or modular
digital format learning
policies and
directions to
ensure that
everyone is
properly
informed and
guided
TV- based Used of MOA with The teacher The parents The school
instructions television or the serves a are willing orients the
radio programs television supervisors to co- teachers,
on channels or network or and collect supervise parents, and
stations radio station all the and co- learners
dedicated to finished monitor the about
provide outputs of progess of TV/Radio-
learning the students their based
content to childrens instruction
learners as a learning as policies and
form of well as directions to
distance provide ensure that
education guidance to everyone is
their properly
children informed and
guided
Radio- Use of MOA with The teacher The parents The school
based television or the serves a are willing orients the
Instructions radio programs television supervisors to co- teachers,
on channels or network or and collect supervise parents, and
stations radio station all the and co- learners
dedicated to finished monitor the about
providing outputs of progess of TV/Radio-
learning the students their based
content to childrens instruction
learners as to learning as policies and
for of distance well as directions to
education provide ensure that
guidance to everyone is
their properly
children informed and
guided
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 Type of DL Why?
(1 to 5, from
easiest to
hardest to
implement)
5 Online Learning 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
Inaccessible
(living in remote Coordinate with their barangay officials to assist the teachers in
and/or unsafe delivering the self-learning modules and other additional
areas) learning materials.
Indigenous
People Provide self-learning modules and other additional learning
materials that are cultured friendly.
Persons with
Disabilities Assess the particular needs of these learners and provide them
with the materials that would suffice it.
Other? Specify.
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:
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.
Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been succeccfully delivered or not.
ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 6 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:
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.
4.
5.
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, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c.learning competencies
d. learning task
_D__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.
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.
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.
Components
Learning area, learning Learner’s needs, intervention
competencies, learning strategies, monitoring date,
tasks, mode of delivery learner’s status
Has to be
communicated to Yes Yes
parents?