MODULE 3A DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

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:

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.

Now, answer this question: Which of the LDMs do not have an F2F learning
component?

Answer:

 Distance learning

 Home schooling if done via distance learning

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.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Member
Modular The use of self-  SLMs  Prepares and  Acts as  Orients
Distance learning provides SLMs learning teachers,
Learning modules (SLMs)  Assists, facilitator, parents and
(MDL) in print or digital monitors, and if trained, learners about
form to conduct provides whom will the MDL
learning feedback to the co- policies and
students supervise directions
through and co-  Assists in the
calls/texts/video monitor preparation,
calls or any the distribution and
means of students’ retrieval of
communication progress SLMs
as long as not
F2F
Online The use of  gadgets  Prepares and  Acts as  Organizes
Distance digital devices  internet provides learning professional
Learning and digital connection learning facilitator/ development
(ODL) platforms online  Learning materials in household activities to
to conduct Management digital form for partners enhance
learning System (LSM) synchronous or who will teachers
 Technical asynchronous supervise understanding
experts online distance and of and skills in
 Teacher-made learning monitor the use of LDMs
videos  Provides the
 OERs learning tasks students at
and home
assignments to
the students
online
TV-Based The use of  Television with  Serves as TV-  Acts as  Orients
Instructio Television access to broadcasters learning teachers,
n (TVBI) Networks to DepEd teaching the facilitator/ parents and
deliver DepEd educational TV lessons household learners about
TV-based program  Prepares and partners the TVBI
lessons  Converted provides who will policies and
self-learning learning activity supervise
directions
modules sheets in printed and
monitor  Provides the
 Supplementary form
the learners and
activity sheets  Assists,
students at learning
monitors, and
home facilitators the
provides
broadcast
feedback to the
schedule of
students
lessons
through
calls/texts/video
calls or any
means of
communication
as long as not
F2F
Radio- The use of  Radio with  Serves as radio  Acts as  Orients
Based Radio Stations access to broadcasters learning teachers,
Instructio to deliver DepEd DepEd teaching the facilitator/ parents and
n (RBI) TV-based educational lessons household learners about
lessons radio program  Prepares and partners the RBI policies
 Converted provides who will and directions
self-learning learning activity supervise
 Provides the
modules sheets in printed and
learners and
 Supplementary form monitor
learning
activity sheets  Assists, the
facilitators the
monitors, and students at
broadcast
provides home
schedule of
feedback to the lessons
students
 through
calls/texts/video
calls or any
means of
communication
as long as not
F2F
Blended A combination  Depends on  Depends on  Acts as  Depends on
Distance of any of the which which learning which
Learning abovementioned combination to combination to facilitator/ combination to
distance implement and implement household implement
learning must meet partners
modalities minimum who will
requirements supervise
on each type and
monitor
the
students at
home

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.

Supplementary Handout on Blended Learning Delivery Modalities

(BLDMs)
BLDMs Activity 1: Use the following table to match each learning scenario with the
type of
BLDM. Write your answers in your Study Notebook.

Learning Scenario # Type of BL

1 Blended F2F and MDL

3 Blended F2F and ODL

4 Blended F2F and TV/RBI

2 Blended F2F and TV/RBI and ODL

 BLDMs Activity 2: Now, form what you have learned about the types of BLDM,
describe
the important features of each component of BL. Replicate the
box below in your Study Notebook.

F2F
 School-based activities
 F2F classes are limited
 Follows appropriate physical
distancing with a maximum
number of 18 students per class
 Students have different
schedule or time arrangement
for F2F classes
 Sections were organized by
grade with adviser and
subclasses
 Schedule and sub-classes were
planned by the school
 Lessons may be similar as to
DL or different just like in the
MISOSA program
DL
 Activities shall be done outside
the school; may it be at home or
any other learning space
 Schools may implement one or
more DL modalities
 Learning facilitators are highly
needed
 Distribution and retrieval of
activity sheets in printed or digital
format
 Lesson may be similar as to F2F
learning or different just like in the
MISOSA program

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.

Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?
(1 to 5, from
easiest to
hardest to
implement)
1 Modular Distance Learning (MDL) As a result of the survey conducted last June,
2020, most of the parents and students have

2 Online Distance Learning (ODL)
3 Blended Distance Learning
4 TV-Based Instruction (TVBI)
5 Radio-Based Instruction (RBI)
chosen MDL. I ranked it as the easiest
because the distribution and retrieval system
of MDL activity sheets can be done by the
parents even they are poor.
ODL comes second because this is possible
in SSC in our school just like the Online
Tutorial simulation that is being conducted
before the opening of classes.
Specifically, MDL and ODL are possible in
our school. MDL for Regular Classes and
ODL for Special Science Classes (SSC).
This is accessible to about 50% of the
school’s population, that is, if the DepEd
educational channels are not being
broadcasted as a cable channel.
Though there are about 50% who can access
the radio, listening may not provide quality
instruction especially those lessons that need
visual aids just as graphic organizers.

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.

LIST OF TARGETED LEARNER INTERVENTION

Learner Group Targeted Intervention

 Provide a complete set of materials for

Learners without parents or household
his/her learning.
member who can guide and support their  Communicate to the learners through text,
learning at home. call, Zoom app, messenger or video call.
Beginning readers (K to 3) N/A
Struggling readers (Grades 4-12) N/A

No access to devices and Internet  Provide printed materials such as Learning

modules and Activity Sheets aligned with
the MELCs.
 Contextualized lessons based on the
required competencies in MELCs.
 Established drop box for every zone so that
the parents/guardians may able to get and
 pass the accomplished modules.
 Coordinate with the parents of the learner.
Give them instructions and ideas to assess
their child.
 Conduct meetings with the parents for the
distribution and retrieval of learning
materials and provide feedback on the
performance of every student.
 Home visitation
 Coordinate with the LGU Officials to provide
Inaccessible (living in remote and/or assistance in delivering the Learning
unsafe areas) Guides, Activity sheets and Modules to the
learners that are living in a remote area.
Indigenous Peoples n/a (Culture preservation and adaptation)
 Provide a complete set of materials for
his/her learning.
 Coordinate with the parents of the learner,
give them instructions and ideas on how
Persons with Disabilities they will assess their child.
 Communicate with the parents and learners
via messenger, text or call to assist the them
and gives helpful information.
Others? 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?

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, and deciding on the pacing and allocation of instructional time”
(Virginia Department of Education, as cited in DepEd Order No. 42, s. 2016). 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?

Lesson designing 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?

 Clearly articulated lesson objectives (What should be taught?)

 Well-selected and logically sequenced presentation of learning resources and

activities to help learners meet the objectives (How should it be taught?)

 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

 Review previous  Explain, model,  Wrap up

lesson demonstrate, and activities
illustrate the
 Clarify concepts from concepts, ideas,  Emphasize key
previous lesson skills, or processes information and
 that students will concepts
 Present warm-up eventually discussed
activities to establish internalize
interest in new  Ask learners to
lesson  Help learners recall key
understand and activities and
 Check learner’s prior master new concepts
knowledge about the information discussed
new lesson
 Reinforce what
 Present connection  Provide learners teacher has
between old and with feedback taught
new lesson and
establish  Check for learners’  Assess whether
purpose for new understanding lesson has been
lesson mastered

 State lesson  Transfer ideas

objectives as guide and concepts to
for learners new situations

Activity 3

Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities
and strategies would make it easier to adjust and revise the lesson plan as needed.

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.

Answer:

V. Remarks
This is done after the lesson was delivered in order to determine if the
learner’s performance during the assessment process is acceptable or not and if at
least 75% of the learners passed.
 VI. Reflection
According to DepEd Order No. 42, s. 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 lessons 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 encountered that their principal or
supervisor can help solve.

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 Task for Distance Learning

Learning Delivery Modality (select one): ODL MDL TV/RBI BL

Grade Level and Learning Area: Grade 10 – Edukasyon sa Pagpapakatao

Lesson/Topic: Mataas na Gamit at Tunguhin ng Kilos-Loob
Learning Objectives: a. Natutukoy ang mataas na gamit at tunguhin ng isip at
kilos-loob.
b. Nakikilala ang kanyang mga kahinaan sa pagpapasya at
nakagagawa ng mga kongkretong hakbang upang
malagpasanang mga ito.
Learning Resources/Materials Activity Sheets, Modules, Learners Materials
Needed:

Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

 already (ex. can be done via voice calls, can be
present in the facilitated by a household partner, can be
done via a learning activity sheet, can be
SLM presented via an internet- based resource,
can be facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson Can be accomplish via Zoom app
or group chat.
2. Clarify concepts from previous lesson Can be accomplish via Zoom app
or group chat.
3. Present warm-up activities to √ Can be perform via Zoom app or
establish interest in new lesson group chat.
4. Check learner’s prior knowledge √ Can be perform via Zoom app or
about the new lesson group chat.
5. Present connection between old and
Can be perform in a presentation
new lesson and establish purpose for
via Zoom app.
new lesson
6. State lesson objectives as guide for √ Can be perform in a presentation
learners via Zoom app.
lesson proper
1. Explain, model, demonstrate, and Can be perform in a presentation
illustrate the concepts, ideas, skills, or via Zoom app.
√
processes that students will
eventually internalize.
2. Help learners understand and master Can be perform via Zoom app or
√
new information group chat.
3. Provide learners with feedback. Students can feedback through
√
group chat.
4. Check for learners’ understanding √ Can be assess using activity sheets.
after the lesson
1. Wrap up activities Students will accomplish the Activity
√
Sheets provided.
2. Emphasize key information and Can be perform via Zoom app or
√
concepts discussed group chat.
3. Ask learners to recall key activities Can be perform via Zoom app or
√
and concepts discussed group chat.
4. Reinforce what teacher has taught Can be perform via Zoom app or
√
group chat.
5. Assess whether lesson has been Can be perform via Zoom app or
√
mastered group chat.
6. Transfer ideas and concepts to new Provide enrichment activities prior to
√
situations the next lesson.

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?
 Aside from utilizing the Android phones for calls, texts, or video calls,
teachers could also send their detailed instruction through a recorded video
and will be sent in the group chat which all of the students in the class are
included. This way, the students could pause and replay the instruction for
better mastery.

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?

a. the learner - 24/7 availability instructional support for clarifications

b. the household partner – 24/7 availability open communication, if
needed

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

In our school, we provide monitoring/feedback form to the learners or

the household partners to be accomplished. We also distribute checklists for
the household partner on whether the timeframe for each learning tasks was
followed. During our simulation or soft opening of classes, we mainly used the
group chat for each class for feedback and monitoring.

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. Follow the example below.

Formative Assessment Summative Assessment

Activity 6

There 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 How to Adapt the Assessment Method in DL

Method
Example: I will send a three-item quiz via text message before the lesson. Based on
Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Lesson will be presented via Zoom, Messenger, Google Meet to the
students who have internet connectivity, on the other hand modular
1. Discussion
approach will be utilized for those who don’t have connection. Monitoring
will be conducted through text, messenger or call.
2. Graded Graded recitation will be done through video conferencing (to those
 learners who can access the internet) and messenger chat (to those
Recitation
learners who can only access free mobile data).
To ensure the mastery of the learners, quizzes will be printed out and sent
to them during the last week of distribution of Activity Sheets and which
3. Long Quiz
will be retrieved on the following week. The learners will be given
questions about the topic that was discussed for the week.
Three (3) questions about the lesson will be given to the learners. Proper
4. Essay
guidelines and rubrics to meet the standard of writing and to be able to
Writing
check if the learner fully understood the topics.
All activities, quizzes and performance-based assessment scores of the
learners will be collected, compiled and presented using the google form
for those who have internet connectivity and for those who are not able to
5. Portfolio
access internet connection, parents/guardians will submit the portfolio to
the school every last Friday of the month. The gathered result/data will be
used to evaluate the learners’ progress and basis for Intervention.

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

Long quiz which will be printed is the common answer in our group,
because the school has already preparing for this type of assessment. The
school purchased additional photocopying machines and customized cabinets
to be used as drop boxes.

2. What are the challenges in doing assessment in DL?

Students and some teachers do not have stable internet connection
and the use of mobile data still depends on the strength of signal in their
houses.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
I and my colleagues could gain new teaching experiences in various
learning modalities.

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.

Correct statement: A learning portfolio

demonstrates not just the academic achievements
but also the effort put forward by the learner as
well as the progress in achieving learning
outcomes.

√
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. √

Correct statement: There is no hard and fast rule

that states a clear list of items that should be
included in a portfolio, as it depends upon the
requirements of the learning area. Teachers,
administrators, and students (and even parents) may
decide collectively on what to include in portfolios,
which assessment criteria to use, how to evaluate
student outputs, and what to expect from the end
result.

4. The teacher can only comment on a learner's

portfolio. √

Correct statement: The teacher must address the

students’ learning and encourage self-assessment
through their work samples. The Learners may also be
allowed to view and comment on their peers’ portfolios.

5. For asynchronous learning, teachers allow learners √

to work on their outputs during their own time. The
latter

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
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
2. These are the formative learning opportunities given to d. learning task
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 take.
4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

ANSWER:
1. c) learning competencies
2. d) learning task
3. a) learning area
4. b) mode of delivery
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. Take note of the
following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks
if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are
as follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to
1.5 hours for Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and
the other 2 hours in the afternoon)

Weekly Home Learning Plan

Week 1 Quarter 1
October 5-9, 2020
Days & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
7:20-7:30 Panalangin, pag-ehersisyo at iba pang panimulang gawain

Monday Tutorial Session Opportunity if Needed

7:30- 8:30

8:30-9:30 Tutorial Session Opportunity If Needed

9:30-9:45 BREAK

9:45-10:45 Tutorial Session Opportunity If Needed

10:45-11:45 Tutorial Session Opportunity If Needed

11:45- 1:00 LUNCH BREAK

1:00-2:00 Tutorial Session Opportunity If Needed

2:00-3:00 Edukasyon sa Natutukoy ang mataas na Babasahin ng mga Blended Modality.

Pagpapakatao 10 gamit at tunguhin ng isip at mag-aaral ang Ihahatid ng mga
Diamond A kilos-loob “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: aaral at sa tulong ng
Katangiang Taglay, mga magulang,
Tsek o Ekis? nakatatandang
 Gawain II: kapatid at mga taong
Isa, Dalawa, Tatlo, maaring gumabay sa
Taglay ko Ito kanila. Kung sakaling
Gawain III: may katanungan ang
Paglinang ng Isip mga mag-aaral,
maaaring maabot
ang guro sa
Nakikilala ang kanyang Babasahin ng mga pamamagitan ng call
mga kahinaan sa mag-aaral ang o text sa cellphone
pagpapasya at “Tandaan” upang number ng guro na
nakagagawa ng mga masagot ang mga nasa AS o di kaya’y
kongkretong hakbang sumusunod na ichat o icall sa
upang malagpasanang gawain messenger.
mga ito. Gawain I: Kulayan Ang mga natapos na
na ang Pagpapasiya AS ay ihuhulog sa
Gawain II: pinakamalapit na
Kung May dropbox sa kanilang
Katangian, lugar. Kukunin ng
Ipaliwanag Mo Teachers’ on wheels
Gawain III: ang mga AS sa
Pili, Pili Katangiang Biyernes.
Natatangi!
3:00-4:00 Edukasyon sa Natutukoy ang mga Babasahin ng mga Blended Modality.
Pagpapakatao 9 element ng kabutihang mag-aaral ang Ihahatid ng mga
Emerald A panlahat. “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: Pag- aaral at sa tulong ng
aralan Mo! mga magulang,
Gawain II: nakatatandang
Pag-isipan Mo! kapatid at mga taong
Gawain III: maaring gumabay sa
Suriin Mo! kanila. Kung sakaling
may katanungan ang
mga mag-aaral,
maaaring maabot
Nakapagsusuri ng mga Babasahin ng mga ang guro sa
halimbawa ng mag-aaral ang pamamagitan ng call
pagsasaalang-alang sa “Tandaan” upang o text sa cellphone
kabutihang panlahat sa masagot ang mga number ng guro na
pamilya, paaralan, sumusunod na nasa AS o di kaya’y
pamayanan o panlipunan. gawain ichat o icall sa
Gawain I: Pag- messenger.
aralan Mo! Ang mga natapos na
Gawain II: AS ay ihuhulog sa
Unawain Mo! pinakamalapit na
Gawain III: dropbox sa kanilang
Sapatos Mo! lugar. Kukunin ng
Teachers’ on wheels
ang mga AS sa
Biyernes.
4:00-5:00 Tutorial Session Opportunity If Needed

Tuesday Tutorial Session Opportunity If Needed

7:30- 8:30

8:30-9:30 Tutorial Session Opportunity If Needed

9:30-9:45 BREAK

9:45-10:45 Tutorial Session Opportunity If Needed

10:45-11:45 Tutorial Session Opportunity If Needed

11:45- 1:00 LUNCH BREAK

1:00-2:00 Tutorial Session Opportunity If Needed

2:00-3:00 Edukasyon sa Natutukoy ang mataas na Babasahin ng mga Blended Modality.

Pagpapakatao 10 gamit at tunguhin ng isip at mag-aaral ang Ihahatid ng mga
Diamond B kilos-loob “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: aaral at sa tulong ng
Katangiang Taglay, mga magulang,
Tsek o Ekis? nakatatandang
Gawain II: kapatid at mga taong
 Isa, Dalawa, Tatlo, maaring gumabay sa
Taglay ko Ito kanila. Kung sakaling
Gawain III: may katanungan ang
Paglinang ng Isip mga mag-aaral,
maaaring maabot
ang guro sa
Nakikilala ang kanyang Babasahin ng mga pamamagitan ng call
mga kahinaan sa mag-aaral ang o text sa cellphone
pagpapasya at “Tandaan” upang number ng guro na
nakagagawa ng mga masagot ang mga nasa AS o di kaya’y
kongkretong hakbang sumusunod na ichat o icall sa
upang malagpasanang gawain messenger.
mga ito. Gawain I: Kulayan Ang mga natapos na
na ang Pagpapasiya AS ay ihuhulog sa
Gawain II: pinakamalapit na
Kung May dropbox sa kanilang
Katangian, lugar. Kukunin ng
Ipaliwanag Mo Teachers’ on wheels
Gawain III: ang mga AS sa
Pili, Pili Katangiang Biyernes.
Natatangi!
3:00-4:00 Edukasyon sa Natutukoy ang mga Babasahin ng mga Blended Modality.
Pagpapakatao 9 element ng kabutihang mag-aaral ang Ihahatid ng mga
Emerald B panlahat. “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: Pag- aaral at sa tulong ng
aralan Mo! mga magulang,
Gawain II: nakatatandang
Pag-isipan Mo! kapatid at mga taong
Gawain III: maaring gumabay sa
Suriin Mo! kanila. Kung sakaling
may katanungan ang
mga mag-aaral,
maaaring maabot
Nakapagsusuri ng mga Babasahin ng mga ang guro sa
halimbawa ng mag-aaral ang pamamagitan ng call
pagsasaalang-alang sa “Tandaan” upang o text sa cellphone
kabutihang panlahat sa masagot ang mga number ng guro na
pamilya, paaralan, sumusunod na nasa AS o di kaya’y
pamayanan o panlipunan. gawain ichat o icall sa
Gawain I: Pag- messenger.
aralan Mo! Ang mga natapos na
Gawain II: AS ay ihuhulog sa
Unawain Mo! pinakamalapit na
Gawain III: dropbox sa kanilang
Sapatos Mo! lugar. Kukunin ng
Teachers’ on wheels
ang mga AS sa
Biyernes.
4:00-5:00 Tutorial Session Opportunity If Needed

Wednesday Tutorial Session Opportunity If Needed

7:30- 8:30

8:30-9:30 Tutorial Session Opportunity If Needed

9:30-9:45 BREAK

9:45-10:45 Tutorial Session Opportunity If Needed

10:45-11:45 Tutorial Session Opportunity If Needed

11:45- 1:00 LUNCH BREAK

1:00-2:00 Tutorial Session Opportunity If Needed

2:00-3:00 Edukasyon sa Natutukoy ang mataas na Babasahin ng mga Blended Modality.

Pagpapakatao 10 gamit at tunguhin ng isip at mag-aaral ang Ihahatid ng mga
Onyx A kilos-loob “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: aaral at sa tulong ng
Katangiang Taglay, mga magulang,
Tsek o Ekis? nakatatandang
 Gawain II: kapatid at mga taong
Isa, Dalawa, Tatlo, maaring gumabay sa
Taglay ko Ito kanila. Kung sakaling
Gawain III: may katanungan ang
Paglinang ng Isip mga mag-aaral,
maaaring maabot
ang guro sa
Nakikilala ang kanyang Babasahin ng mga pamamagitan ng call
mga kahinaan sa mag-aaral ang o text sa cellphone
pagpapasya at “Tandaan” upang number ng guro na
nakagagawa ng mga masagot ang mga nasa AS o di kaya’y
kongkretong hakbang sumusunod na ichat o icall sa
upang malagpasanang gawain messenger.
mga ito. Gawain I: Kulayan na Ang mga natapos na
ang Pagpapasiya AS ay ihuhulog sa
Gawain II: pinakamalapit na
Kung May dropbox sa kanilang
Katangian, lugar. Kukunin ng
Ipaliwanag Mo Teachers’ on wheels
Gawain III: ang mga AS sa
Pili, Pili Katangiang Biyernes.
Natatangi!
3:00-4:00 Edukasyon sa Natutukoy ang mga Babasahin ng mga Blended Modality.
Pagpapakatao 9 element ng kabutihang mag-aaral ang Ihahatid ng mga
Jade A panlahat. “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: Pag-aralan aaral at sa tulong ng
Mo! mga magulang,
Gawain II: nakatatandang
Pag-isipan Mo! kapatid at mga taong
Gawain III: maaring gumabay sa
Suriin Mo! kanila. Kung sakaling
may katanungan ang
mga mag-aaral,
maaaring maabot
Nakapagsusuri ng mga Babasahin ng mga ang guro sa
halimbawa ng mag-aaral ang pamamagitan ng call
pagsasaalang-alang sa “Tandaan” upang o text sa cellphone
kabutihang panlahat sa masagot ang mga number ng guro na
pamilya, paaralan, sumusunod na nasa AS o di kaya’y
pamayanan o panlipunan. gawain ichat o icall sa
Gawain I: Pag-aralan messenger.
Mo! Ang mga natapos na
Gawain II: AS ay ihuhulog sa
Unawain Mo! pinakamalapit na
Gawain III: dropbox sa kanilang
Sapatos Mo! lugar. Kukunin ng
Teachers’ on wheels
ang mga AS sa
Biyernes.
4:00-5:00 Tutorial Session Opportunity If Needed

Thursday Tutorial Session Opportunity If Needed

7:30- 8:30

8:30-9:30 Tutorial Session Opportunity If Needed

9:30-9:45 BREAK

9:45-10:45 Tutorial Session Opportunity If Needed

10:45-11:45 Tutorial Session Opportunity If Needed

11:45- 1:00 LUNCH BREAK

1:00-2:00 Tutorial Session Opportunity If Needed

2:00-3:00 Edukasyon sa Natutukoy ang mataas na Babasahin ng mga Blended Modality.

Pagpapakatao 10 gamit at tunguhin ng isip at mag-aaral ang Ihahatid ng mga
Onyx B kilos-loob “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: aaral at sa tulong ng
Katangiang Taglay, mga magulang,
Tsek o Ekis? nakatatandang
Gawain II: kapatid at mga taong
 Isa, Dalawa, Tatlo, maaring gumabay sa
Taglay ko Ito kanila. Kung sakaling
Gawain III: may katanungan ang
Paglinang ng Isip mga mag-aaral,
maaaring maabot
ang guro sa
Nakikilala ang kanyang Babasahin ng mga pamamagitan ng call
mga kahinaan sa mag-aaral ang o text sa cellphone
pagpapasya at “Tandaan” upang number ng guro na
nakagagawa ng mga masagot ang mga nasa AS o di kaya’y
kongkretong hakbang sumusunod na ichat o icall sa
upang malagpasanang gawain messenger.
mga ito. Gawain I: Kulayan na Ang mga natapos na
ang Pagpapasiya AS ay ihuhulog sa
Gawain II: pinakamalapit na
Kung May dropbox sa kanilang
Katangian, lugar. Kukunin ng
Ipaliwanag Mo Teachers’ on wheels
Gawain III: ang mga AS sa
Pili, Pili Katangiang Biyernes.
Natatangi!
3:00-4:00 Edukasyon sa Natutukoy ang mga Babasahin ng mga Blended Modality.
Pagpapakatao 9 element ng kabutihang mag-aaral ang Ihahatid ng mga
Jade B panlahat. “Tandaan” upang Teachers’ on Wheels
masagot ang mga ang mga Activity
sumusunod na Sheets (AS) sa
gawain bahay ng mga mag-
Gawain I: Pag-aralan aaral at sa tulong ng
Mo! mga magulang,
Gawain II: nakatatandang
Pag-isipan Mo! kapatid at mga taong
Gawain III: maaring gumabay sa
Suriin Mo! kanila. Kung sakaling
may katanungan ang
mga mag-aaral,
maaaring maabot
Nakapagsusuri ng mga Babasahin ng mga ang guro sa
halimbawa ng mag-aaral ang pamamagitan ng call
pagsasaalang-alang sa “Tandaan” upang o text sa cellphone
kabutihang panlahat sa masagot ang mga number ng guro na
pamilya, paaralan, sumusunod na nasa AS o di kaya’y
pamayanan o panlipunan. gawain ichat o icall sa
Gawain I: Pag-aralan messenger.
Mo! Ang mga natapos na
Gawain II: AS ay ihuhulog sa
Unawain Mo! pinakamalapit na
Gawain III: dropbox sa kanilang
Sapatos Mo! lugar. Kukunin ng
Teachers’ on wheels
ang mga AS sa
Biyernes.
4:00-5:00 Tutorial Session Opportunity If Needed

Friday Ang mga Activity Sheets ay kokolektahin ng mga Teachers’ on Wheels sa mga itinakdang lugar at
7:20-7:30 ang mga guro sa iba’t-ibang asignatura ay kukunin ito upang itsek.

7:30-8:30
8:30-9:30

9:30-9:45

9:45-10:45

10:45-11:45

11:45-1:00 LUNCH BREAK

1:00-2:00 Pagwawasto ng mga AS at pagtatala ng mga iskor.

2:00-3:00

3:00-4:00

4:00-5:00

Inihanda :
 JOVELYN T. AGSALUD
Teacher III

Iwinasto ni:

LOURDES R. PABITO
Head Teacher III

Binigyang pansin ni:

TEDIE A. DE VERA
Principal IV

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

Weekly Home Individual Learning

Learning Plan (WHLP) Monitoring Plan (ILMP)

A tool to guide learners A tool for monitoring

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

Learners and learning Teachers and learning

For Whom?
facilitator or household facilitator or household
partner partner

Learning area, learning Learner’s needs,

Components
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date, learner’s
status
Has to be
Yes Yes
communicated to
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

Learner’s Name: MACASIEB, AUBREY
Grade Level: Grade 10 - Diamond
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignifican Significan Master
Area Needs g Date
Provided t Progress t Progress y
 Provide more
Edukasyon sa Difficulty in guided Year Round √
Pagpapakata comprehendin activities
o g the lessons. before
proceeding to
independent
activities
 Online
Tutoring
 Simpler
Activity Sheets
 Supplemental
Activities
 Conduct home
visitation
 Regular
communicatio
n and
monitoring to
the learner
thru his parent
Difficulty in / guardian.
accomplishing
a given task. Year Round
 Extend time to √
complete the
task
 Simpler
Activity
Sheets,
Modules, and
reviewer.
 Online
Tutoring
 Conduct home
visitation
 Regular
 communicatio
n and
monitoring to
the learner
thru his parent
/ guardian.

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Interventio
n Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

Professional Reflection: