MODULE

3A
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVES:

By the end of this Module, you will be

LEARNING DELIVERY

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.
MODALITIES

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
LESSON 1: UNDERSTANDING
Learners THE
in the Different LDMs
LACDIFFERENT
Session 3A LDMs
1. Do a quick check of your knowledge of the four
modalities prescribed in the LCP—face to-face (F2F)
 Activity
1
LEARNING DELIVERY
MODALITIES

Read two documents: Guidance on Distance Learning and Non-

Negotiable Minimum Requirements for Distance Learning. As you
Activity go through the readings, complete the Distance Learning Matrix.
Share your completed matrix at your next LAC Session. Your goal is
2 to come to a shared understanding with your peers on the different
DL modalities and their defining features and requirements.
 Distance Distingusihing Essential Role of Teacher Role of Role of School
Learning Feature Resources Parent or
Modality Household
Member
Modular Printed materials/ Self-Learning Pack modules and Guide and Provide
Distance modules adapted Modules Learning Activity assist their modules for
Learning to the condition Sheets to be children learners.
(MDL) of the program Learning Activity distribute to education at
use and provide parents. home.
quality education Sheets (LAS)
that response to Textbooks Help deliver Return
the call for modules. modules to
education who Provide Weekly assigned
prefer traditional Home Learning person.
way of teaching Plan
of learning Contact
Attend to learner’s teachers if
LEARNING DELIVERY

queries on tough needed

topics thru text or
phone calls.

Gather modules.

Check outputs
Online Involve in-person Learning Activity Provide Weekly Guide, assist, Monitor
Distance interaction Sheets (LAS) Home Learning monitor and teachers and
Learning between teacher Plan help their learners inter
(ODL) and learners in Textbooks children on action via online
which the main Provide power their online learning.
elements include Power point point presentation. class.
separation of Presentation made
teachers and by teachers Provide self- made Contact
students during video teachers if
MODALITIES

instruction and Teachers lesson/presentation needed

use of various improvised video .
technologies to lesson/presentation
facilitate student Check learners
teacher and Power point output thru e-
student – student learning.
communications. Textbooks
Attend to parents
and learners
queries on hard
topics thru phone
calls, text or
messages.

Check learners’
outputs

Distance Distingusihing Essential Role of Teacher Role of Role of

Learning Feature Resources Parent or School
Modality Household
 Member
TV Based Concise, Smart TV Provide Weekly Guide, Provide
Instruction detailed and Television with Home Learning assist, learning
( TVBI) precise cable connection Plan monitor and videos and
presentation of help their activities
the Tv-learning . Textbooks Provide Learning children. thru TV-
Activity Sheets Based
Learning Activity (LAS) learning.
Sheets (LAS)
Attend to parents
and learners
queries on hard
topics thru phone
calls, text or
messages.

Check learners
output.
Radio- A form of Radio Provide Weekly Guide, Provide
Based distant learning Textbooks Home Learning assist, learning
Instruction that is able to Learning Activity Plan monitor and activities
. (RBI). expand access to Sheets (LAS) help their thru audio
LEARNING DELIVERY

education by Provide Learning children.

bringing it to Activity Sheets
where the (LAS Contact
learners are and teachers if
enable them to Attend to parents/ needed
acquire learner’s queries
equivalency in on tough topics
basic education thru text or phone
through calls.
broadcast of
lessons. Check learners
output
MODALITIES

Blended Increased Self-Learning Provide Self- Guide, Provide

Distance student Modules Learning Modules assist, modules for
Learning engagement in monitor and learners
learning. Learning Activity Provide Learning help their Monitor
Sheets (LAS) Activity Sheets children. teachers
 Enhanced (LAS) and learners
teacher and Power point Contact inter action
student Presentation made Make power point teachers if via online
interaction. by teachers presentation or needed. learning
Teacher’s
Improved Teachers improvised video
student learning improvised video lesson/presentation
outcomes. lesson/presentation
Attend to parents’/
It develops a Textbooks learner’s queries
sense of on tough topics
responsibility on thru text or phone
the part of the calls.
learners
Check learners
output

Consider the situation in your School/Division—your organizational

Activity capabilities, your level of resources (infrastructure, financial, human),
LEARNING DELIVERY

level of experience in DL, health and safety status, context and capacities
3 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)
Does not require more resources, can
1 MDL be implemented to almost all learners even to the poorest of
the poor.
Radio broadcast is the next accessible device
2 RVBI to larger percentage of learners
MODALITIES

TV is available to most of the households but not all.

3 TVBI

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country does not have
5 ODL access to fast and stable internet connection.

Activity
4 consideration to be able to participate in DL. Describe
LEARNER GROUP
Learners without parents or
household member who can
guide and support their learning at
home.
Beginning readers (K to 3)
LEARNING DELIVERY
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
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
.
TARGETED INTERVENTION
RVBI, TVBI - The teacher encourages the learners to be more patient to
study of course with the teacher’s concern by giving follow ups to their
lesson and it can be done via text, chats or voice calls to the pupils.
MDL-They can be facilitated by their parents/household partner and can be
done via SLM ( Self Learning Modules) and LAS(Learning Activity Sheets)
WHLP (Weekly Home Learning Plan).
Follow up by the teacher via voice call/internet.

MDL, TVBI, RVBI-Provide them reading materials to read and to be

monitored using the ORV (Oral Reading Verification) to be done via internet
Struggling readers (Grades 4-12)
based resource.

MDL- The teacher will send them material/s such as SLM (Self Learning
Modules), LAS (Self Learning Activity Sheets) and WHLP (Weekly Home
No access to devices and Internet
Learning Plan) to be delivered by assigned parent leader/ barangay officials.

MDL- The teacher will create projects and assignments that help students the
Inaccessible (living in remote
critically and at the same time they learned about it.
and/or unsafe areas)
-ask for the help of barangay officers for delivery of the printed materials.
MDL- The teacher will give learning materials based on their culture
knowledge system and practices of the learners in their community.
Indigenous People
-learning, materials such as textbooks and worksheets using (MTB) Mother
Tongue Based.
TVBI, RVBI, MDL-Provide them SLM (Self Learning Modules) LAS
MODALITIES

(Learning Activity Sheets) WHLP (Weekly Home Learning Plan)

Persons with Disabilities
Textbooks and can be facilitated by parents/guardians. And can be
monitored via voice calls texts or internet resources.

Other? Specify.

LESSON 2: DESIGNING LESSONS AND

ASSESSMENTS IN THE DIFFERENT LDMs

Write down your answers to the following questions in your

Activity Study Notebook:
1
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of
LEARNING DELIVERY

The second component of a well-designed lesson asks teachers to

select and sequence teaching and learning activities that would
Activity help learners meet the learning objectives. These learning tasks
2 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

MODALITIES
 Provide learners with  Wrap up activities
feedback  Emphasize key
 Check for learners' information and concepts

State lesson objectives as understanding discussed

guide for learners  Explain, model,  Assess whether lesson has
 Present connection demonstrate, and illustrate been mastered
between old and new the concepts, ideas, skills,  Transfer ideas and
lesson and establish or processes that students concepts to new situations
purpose for new lesson will eventually internalize  Ask learners to recall key
 Check learners' prior  Help learners understand activities and concepts
knowledge about the new and master new discussed
lesson information  Reinforce what teacher
has taught

In your Study Notebook, copy the components of the

Activity Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are
3 accomplished after the lesson is delivered

Components of the DLL/DLP

I. Objectives
LEARNING DELIVERY
MODALITIES

Learning Delivery Modality (select one): ONLINE

Activity LEARNING
4 Grade Level and Learning Area: 8-Mathematics

Lesson/Topic: Inverse, Converse and Contrapositive of

an If-Then Statement

Learning Objectives: Determine the inverse, converse

and contrapositive of an if-then
statement
 LEARNING TASKS FOR ONLINE LEARNING

Additional Remarks:
(ex. can be done via voice calls,
Check if can be facilitated by a household
already partner, can be done via a
Part of Lesson / Learning
present in learning activity sheet, can be
Tasks
the presented via an internet based
SLM resource, can be facilitated during
a synchronous learning session,
LEARNING DELIVERY

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
MODALITIES

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?

Accessible video presentations and other activity learning sheets that

will suit the accessibilities of the learners.

2. What kind of additional support can you give: a) the learner,

LEARNING DELIVERY

and/or b) the household partner so that they are guided

throughout the lesson?

Provide 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
MODALITIES

suggestions.

Assessment is always a part of designing instruction. Read the DO

8, s2015 on Policy Guidelines on Classroom Assessment to learn
Activity about assessment. In the policy, you will find out about the two
5 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.
 May be given at any
time during the teachers
and learning process.
Assessment
The results of formative
assessments will help
teachers make good
instructional decisions
so that their lessons are
better suited to the
learners' abilities.
Occurs toward the end of a
period of learning in order
to describe the standards
reached by the learner.
of
Learning
The results of summative
assessments are recorder
and used to report on the
learners' achievement.

Which assessment methods can you adapt in DL considering the

Activity 6 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
LEARNING DELIVERY

Assessment
How to Adapt the Assessment Method in DL
Method
I will send a five-item quiz via text message before the lesson. Based on the responses, I
1.Written Works will take note of the common misconceptions and clarify them to the learners during our
online session or via text message.

At the end of the lesson, focusing on the topic and skill, I will give 1-2 activities guided
2.Performance Task by the rubrics along with the modules once a week depending on the topic. Feedback and
clarification may be done thru voice or video call consultation.
I will give it once at the end of the quarter face to face ( if allowed) and or test item will
3.Quaterly Assessment be send via online messaging. , I will take note of the common misconceptions and
clarify them to the learners during our online session or via text message.
I will include it in the learning activity sheet to be given weekly along with the modules.
4.Formative Assessment Based on the responses, I will take note of the common misconceptions and clarify them
to the learners during our online session or via text message.

I will instruct the class at the beginning of each quarter to gather evidences and mov’s of
MODALITIES

5.Portfolio Making what they do, submit and write for the whole quarter. It will be checked and noted at the
end of the quarter upon the retrieval of pupil’s output thru parents.

What assessment methods are common among the group members?

Written works and summative assessments are common among the groups
simply because these two are integral parts in the grading system during this time
of pandemic.

What are the challenges in doing assessment in DL?

The primary challenge in cascading the above-mentioned assessment is the
LEARNING DELIVERY
MODALITIES

Activity LESSON 3: GUIDING AND MONITORING LEARNERS IN

1 THE DIFFERENT LDMs

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, A. Learning Area
understanding, skills, and
attitudes that learners need to
demonstrate in every lesson
and/or learning task.
_D__2. These are the formative B. Mode of Delivery
learning 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 C.Learning
prescribed subject that learners
Competencies
take.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-
LEARNING DELIVERY

_B__4. This refers

2020-00162 which todiscusses
the method
what WHLPs D. andLearning
IndividualTask
Learning
of submission of learning outputs
Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning
preferred by thePlans. Now, based on what you have read, create a
learner/parent
WHLP for your class.
based on their context

Individual Learning
Weekly Home Learning Plan
Monitoring Plan
(WHLP)
(ILMP)

A tool to guide learners and A tool for

MODALITIES

learning facilitators or monitoring learners

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

Learners and learning Teachers and

facilitator or household learning facilitator
For Whom?
partner or household
partner
Activity
2 Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-
2020-00162. AfterLearning
you read area,
the guidelines
learning on creating an ILMP,
Learner’s copy
needs,
and fill out the table below in your Study
competencies, learning Notebook to see how
intervention the ILMP
differs from the WHLP.
Components tasks, mode of delivery strategies,
monitoring date,
learner’s status

Has to be
communicate Yes Yes
d to parents?
LEARNING DELIVERY
MODALITIES