MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

Welcome to Module 3. This Module focuses on how lessons and

assessments are designed for the distance learning modality
prescribed by the Basic Education Learning Continuity Plan (LCP).

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 Dierent LDMs
Lesson 3. Guiding and Monitoring Learners in the Dierent LDMs
LAC Session 3A

ESTIMATED TIME REQUIRED

18 to 24 hours

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs) prescribed by the LCP

2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
 4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their
degree of diculty to implement from the perspective of
your School/Division
6. identify targeted interventions for learners with special
concerns to ensure inclusion in DL

Key Topics/Concepts

blended distance learning; blended learning; distance learning; face-to-face

learning; homeschooling; implementation guidelines for distance learning;
minimum requirements for distance learning; modular distance learning;
online distance learning; TV-based instruction/radio-based instruction

Resources Required
 Guidance on Distance Learning
 Non-Negotiable Minimum Requirements for Distance Learning
 Distance Learning Matrix
 Supplementary Handout on Blended Learning Delivery Modalities
 Lesson 1, Activity 1 Answer Key 1
 Lesson 1, Activity 1 Answer Key 2
 Study Notebook

ACTIVITY 1.

Do a quick check of your knowledge of the four modalities prescribed in the LCPface-
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. When
you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

 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. (DO 21, s. 2019 pp. 96). 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. 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? Write down your answer in your Study Notebook, then check it
against Lesson 1, Activity 1 Answer Key 2.

 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 dierent DL modalities
and their dening features and requirements.

DISTANCE LEARNING MATRIX

Distance Role of Parent or
Distinguishing Essential
Learning Role of Teacher Household Role of School
Feature Resources
Modality Member
Individualized Printed Learning Learning facilitator The school orients
instruction Modules Facilitator and guardians and the teacher, parents
where learners supervisors and learners about
Modular
use self-learning the modular learning
Distance
modules (SLMs) policies and
Learning
in print or digital directions to ensure
(MDL)
format that everyone is
properly informed
and guided.
 Distance Role of Parent or
Distinguishing Essential
Learning Role of Teacher Household Role of School
Feature Resources
Modality Member
Online Delivering Learning Teachers have The parents are The school has a
Distance through the use Management access device/s willing to co- technology
Learning of the System, and connectivity supervise and co- knowledge
(ODL) technology Internet at the school monitor the enhancement
connected to the based progress of their program wherein
internet while Platform children’s online regular trainings or
students and learning. seminars are given to
teachers are teachers, students,
geographically and parents to make
remote toeach them embrace the
other. technology.
TV-Based Use of television MOA with the The teacherserves The parents are The school orients
Instruction or radio Television as a supervissor willing to co- the teacher, parents
(TVBI) programs on Network and collect all the supervise and co- and learners about
channels or orRradio finished output of monitor the the TV/Radio - based
stations Station the students progress of their policies and
dedicated to children’s online directions to ensure
providing learning. that everyone is
learning content properly informed
to learners as a and guided.
form of distance
educaion
Radio- Use of television MOA with the The teacherserves The parents are The school orients
Based or radio Television as a supervissor willing to co- the teacher, parents
Instruction programs on Network and collect all the supervise and co- and learners about
(RBI) channels or orRradio finished output of monitor the the TV/Radio - based
stations Station the students progress of their policies and
dedicated to children’s online directions to ensure
providing learning. that everyone is
learning content properly informed
to learners as a and guided.
form of distance
educaion
Blended Minimum Adopt any Strategies for The parents are Schools which
Distance requirements combination learners’engaeme willing to co- adoptany
Learning must be met for of the above nt in all types of supervise and co- combination of the
each of the three types of distance learning monitor the three types of
types being distance shall be utilized by progress of their diatance learning
combined any of learning must teachers. children’s online must meet the
the following meet the learning. requirements of each
LMDs requirements type.
of each type.
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.

ACTIVITY 3.

Consider the situation in your School/Divisionyour organizational capabilities,

your level of resources (infrastructure, nancial, 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 BLfrom easiest to most dicult 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
(1 to 5,
from
Type of DL Why?
easiest to
hardest to
implement)
Modular Distance Fastest way to collect andretrieve
1
Learning finished outputs of the learners
Online Distance I put it on the 2nd rank because not all
2
Learning students have an internet connection.
Medium rank in all DL but of course it
3 Blended Learning is also difficult knowingly that you are
using two kinds of distance learning.
Expensive materialsespecially in
Radio Based
4 preparing script andfinished output in
Instruction
RBI
It difficult and expensive to air and to
5 TV Based Instruction
have a specific frequency in Television.

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.

TARGETED INTERVENTIONS

LEARNER GROUP TARGETED INTERVENTION

Learners without parents for Make a weekly supervisory plan for them and
household number member check their module and activity sheets.
who can guide and support
their learning at home

Beginning readers (K to 3) N/A

Struggling readers (Grades 4- N/A

12)

No access to devices and Provide module for them

Internet

Inaccessible-live in remote Provide module and making sure to check their

and/or unsafe areas work weekly.

Indigenous Peoples Provide module and making sure to check their

work weekly. And make sure to check the content
of themodule if it is cultured friend for them.

Persons with Disabilities Provide learning materials that aresuited for their
needs.

Well done! You have completed Lesson 1. You may now proceed to
Lesson 2.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. identify the components of a well-designed lesson, applicable for all
LDMs
2. enumerate learning tasks that can be incorporated in your
DL lessons to ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be
incorporated in your lessons to provide students with feedback and
to help you monitor students learning even when you are teaching
 remotely

Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson design
components; portfolios; summative assessment

Resources Required
 DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
 DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
 Principles of Instruction
 Designing Lessons in DL
 Lesson 2, Activity 1 Answer Key
 Lesson 2, Activity 2 Answer Key
 Lesson 2, Activity 3 Answer Key
 Lesson 2, Activity 5 Answer Key
 Lesson 2, Activity 7 Answer Key
 Study Notebook

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 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

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?)

4. Compare your answers to those found in Lesson 2, Activity 1

Answer Key.

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 activities can be presented by placing each
task under the appropriate column. Refer to the list of learning tasks below, and identify which
section of the lesson these learning

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Provide learners with 1. Wrap up activities

2. Clarify concepts from
previous lesson
3. State lesson objectives
as guide for learners
4. Present connection
between old and new
lesson and establish
purpose for the new lesson
5. Check learner’s prior
knowldege about the new
lesson
feedback
2. Check learners’
understanding
3. Explain, model,
demonstrate, and illustrate
concepts, ideas, skills or
process that students will
eventually internalize
4. Help learners
understand and master
new information
2. Emphasize key
information and concepts
discussed
3. Assess whether lesson
has been mastered
4. Transfer ideas
andconcepts to new
situations
5. Ask learners to recallkey
activitiesand concepts
discussed
5. Reinforcewhat teacher
has taught

. Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish
 purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners? understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas,
skills, or processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner?s prior knowledge about the new lesson

Compare your answers to Lesson 2, Activity 2 Answer Key.

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.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
 The reflection part of the DLL and DLP should be filled up after the lesson
is delivered.

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL and DLP. To find out the instructional principles behind these learning tasks,
you may refer to the
article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/les/
periodicals/Rosenshine.pdf ).

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.

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

 Provide module for distant learning in order to supplement the lacking

learning task.
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?
 As an adviser the only additional support that I can give is additional activity
sheets and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
 In modular distant learning the only way is to retrieve the modules for
checking and for the teacher adviser to assess and gather feedback.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

 ? You can check the MELCs for topics that may be integrated into other learning
areas.
? You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
? You can use content topics as themes, motivation, springboards, or initial
topics for lessons across subjects. You can also try merging selected learning
area performance tasks and assessments and create separate rubrics for
scoring per learning area. This can make it easier for you to check student work,
and saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Dont forget to check back with
your Coach and share them with your peers.

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 and out about the two types of assessment: formative and
summative. Take note of the similarities and dierences between the two. Write your
answers in a Venn diagram in your Study Notebook. Follow the example below.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

 Learners may be
 Assessment FOR  Assessment OF
assessed individually
Learning Learning
or collaboratively
 To make  Should promote self-  To measure student’s
adjustments in the reflection and attainment
lesson  Done after the lesson
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see
the other similarities and dierences between the two types of assessments.

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 modied 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 ve
methods that you would like to try. For each one, write how you plan to use it in
DL.

Assessment Methods in Distance Learning (DL)

How to Adapt the Assessment Method

Assessment Method
in DL
1. 5 items Formative Send the 5 items formative assessment through
Assessment Group chat and it will be corrected during online
meeting in google meet
 Send rubrics of the easy and tell them to achieve
2. Easy type Assessment the standards to get high points. Send it to your
5 points Group chat
.
I will use Portfolio-making which is a perfect
assessment tool for distance education.

To learners who have access to internet, I will use

One Note or Google Classroom to set up a
3. Portfolios
designated portfolio spacefor eachlearner.
Alternatively, I could set upschedule of submission
to the school bytheir parents for those who do not
have internet.

Communication as part of distance learning either

one or two-way communication, communication
within a group, verbal, written and non-verbal
communication

I will require my learners to submit essays, reports,

4. Written Presentation
reflective paper, etc. that can align with the skills
sets of intended Learning Outcomes.

This can be submitted to the teacher once a week

as per distribution of the next SLMs.

I will use learner’s reflection on their own learning

to reveal their understanding and precisely locates
the gaps anddifficulties that need intervention. I
believe that it is invaluable in distance learning
where you do not get to see learner’s learning in
action.

5. Self-assessment I will send them simple Google Forms survey to

learners with internet capabilities or hardcopy of
questionners to those who don’t have internet
access. This can then develop into more extended
written reflections or the use of a self-assessment
rubric. Learners could also record verbal
statements or include reflective captions as part of
a portfolio.
Be ready to share your output when you meet with your LAC group after completing
this module. Try to answer these questions with your colleagues:

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

 Five items formative assessment are common among our groups.

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

 For me the biggest challenge is how to contact all your students to inform
them that you have your assessment for the reason that not all of them
have an access in the internet.

3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?

 We can collaborate well and choose among our all method of

assessment listed in our notebook. We come up the best method
used in the Distance Learning

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 and 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

A portfolio mainly displays the academic achievements of the

1. ✔
learner.

Testimonies of parents/guardians and learning facilitators

2. regarding the learner’s progress may be included in a ✔
portfolio.
There is a fixed list of items that should be included in a
3. ✔
portfolio.
4. The teacher can only comment on a learner's portfolio.
✔

For asynchronous learning, teachers allow learners to work on

5. their outputs during their own time. The latter will submit the ✔
portfolio within the schedule that the teachers set.
 The learners may submit, store, and manage their portfolio via
6. file sharing programs or they may submit the actual softcopies ✔
of their work saved on a CD/DVD/USB flash drive.

Portfolios of DL learners with outputs in hard copies or

7. physical forms may be handed over to the teacher by the ✔
parents or learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are dierent and have dierent abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make
sure that these would show how much they have learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson
3.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. dierentiate a weekly home learning plan from an
individual learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
individual learning monitoring plan; insignicant progress; intervention
strategies; learning area; learning task; learners needs; learners status;
mastery; MELCs; mode of delivery; signicant progress; weekly home learning
plan
Resources Required
 Appendix D of DepEd Memorandum DM-CI-2020-00162
 Individual Learning Monitoring Plan Template
 Sample Weekly Home Learning Plans
 Lesson 3 Activity 1 Answer Key
 Lesson 3 Activity 3 Answer Key
 Study Notebook
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
and/or learning task. b. mode of
delivery
2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to c. learning
enhance their understanding of the content.
competenci
es
3. This refers to the prescribed subject that learners take. d. learning
task
4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.

Answer: 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.

Answer: d) learning task

3. This refers to the prescribed subject that learners take.

Answer: a) learning area

 4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

Answer: b) mode of delivery

Check your answers using Lesson 3, Activity 1 Answer Key.

The check-up activity introduced you to the key components of a Weekly Home
Learning
Plan (WHLP), namely, the learning area, learning tasks ,
learning competencies , and the mode
of delivery . The WHLP serves as a guide for your learners on what they need to
accomplish
each week when they do independent study at home (DepEd, 2020). It outlines the
learning
tasks that learners need to do, using the SLM, in order for them to attain the
most
essential
learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample
Weekly Home Learning Plan for Blended Distance Learning or may just refer
learners to the lesson number and/or activity number in the SLM as shown in the
Sample Weekly Home Learning Plan for Modular Distance Learning and for Online
Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they
follow the prescribed schedule in the plan. Remember also that part of guiding
learners is to give enhancement or remediation activities when needed and when
possible.
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 reected 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)

Share your prepared WHLP during your LAC Session.

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 ll out the table below
in your Study Notebook to see how the ILMP diers from the WHLP

Weekly Home Learning Plan Individual Monitoring Plan

Purpose A tool to guide learners and learning
A tool for monitoring learners who
facilitators or household
lag behind based on the results of
partner’sintracking the subject areas to
their formative and summatie
be tackled and activities to perform at
assessments
home
For Whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
Components Learner’s needs, intervention
Learning area, learning competencies,
strategies, monitoring date,
learning tasks, mode of delivery
learner’s status
Has to be
communicated Yes Yes
to parents?
Weekly Home Learning Plan Individual Le
Check the Lesson 3, Activity 3 Answer Key to nd out how well you did.

Remember also that in monitoring the progress of your learners, it is important to

get in touch with the household partner who provides assistance as needed while
the learner is doing the learning tasks at home.

ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the rst two weeks. Think of
a possible diculty 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.

Share the ILMP that you made for that specic learner during your next LAC Session.

Before leaving this Module, take note of the following key messages:

? There are no perfect lessons, but with careful planning, re?ection, and
continuous adaptation before, during, and after lesson delivery, you will be
able to design lessons with your best eorts, and maximize learning in this
new context.
? It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
? One way of getting feedback from learners is by communicating regularly
with them and their families. As teachers, you need to make your presence
felt, and send the message to the learners that they are not alone in this
situation. This will greatly help them stay motivated.
? As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt
to the new
normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this Module.

Congratulations for completing Module 3A! You are now ready for
Module 3B.

Prepared by:

COLEEN MARI G. ASIO

Teacher 1