LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

LESSON 1
UNDERSTANDING THE DIFFERENT LDMs
CTIVITY 1:

DEFINING THE MODALITIES PRESCRIBED IN THE LCP

1. Do a quick knowledge check regarding the different kings on learning.

FACE TO FACE 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 socio-emotional 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 Face to Face learning and distance
learning. It can be (1) Face to Face and modular distance
learning; (2) Face to Face and online distance learning;
(3) Face to Face and TV-based instruction/Radio-based
instruction; or (4) Face to Face 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

2. Which of the LDMs do not have a face to face learning component?

Distance Learning and Home Schooling do not have a face-to-face learning component.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

CTIVITY 2: DISTANCE LEARNING MATRIX

DISTANCE DISTIGUISHING ESSENTIAL ROLE OF ROLE OF ROLE OF

LEARNING FEATURE RESOURCES TEACHER PARENT OR SCHOOL
MODALITY HOUSEHOLD
MEMBER
MODULAR Individualized Textbooks Provide SLMs to Serve as learning Printing and
DISTANCE instruction where SLM the learners facilitator and availability of
LEARNING learners use Self supervise materials and
(MDL) Learning Modules Monitor the learners on the textbooks
(SLM) learners progress SLMs
through online or
phone call and
messages
Online Virtual learning Internet Facilitator and Supervise and Provide
Distance with the use of connection moderator of the monitor the class teachers more
Learning (ODL) different online Gadgets online digital time of the training for
digital platforms Modules and platforms. learners online teaching.
different
online digital
platforms
TV-based Using TV Access to Facilitate Supervise and Orient teachers,
Instructions Channels for Local TV instruction monitor learners parents and
(TVBI) instructions channels through the access on TV learners about
allotted air time the TV
on TV instruction
policies and
direction to
ensure that
everyone is
guided
Radio- Based Use of radio Access to Facilitate Supervise and Orient teachers,
Instruction program for local Radio instruction monitor learners parents and
(RBI) teaching Station through allotted access on radio learners about
instruction air time on radio the radio based
instruction
Blended Combination of Self- learning Provide SLMs to Serve as learning Provide SLMs
Distance different distance modules the learners facilitator and and Textbooks
Learning learning types TV, Radio Monitor the supervise Orient teachers,
program learners progress learners in parents and
Internet Facilitate studying the learners about
instruction SLMs the TV and
through the Facilitate radio based
allotted time on instructions instruction
TV and radio through the
allotted time on
TV and radio
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

CTIVITY 3: RANKING THE TYPES OF DISTANCE LEARNING

Ranking
(from
easiest to Type of DL Why?
hardest to
implement)
Modular Learners are guided by self-learning modules which they can do at home guided
1 Distance by a learning facilitator or their parents
Learning
Online It is somehow easy to do online learning because there is no need to reproduce
Distance multiple copies of learning materials for each student and it’s easier for teachers to
2 respond to queries but it is difficult to acquire laptop, gadget or devices and
Learning
internet connection in order to study.
Blended This modality requires a lot of preparation in the side of the teacher to come up
Distance with the learning materials. This also requires two or more person in order to shoot
Learning the lesson. On the side of the learner, there is a need to provide electricity,
3 television or radio which in our country are not considered necessities at home.
Learners also need to wait for the scheduled time of the program to be aired in
order to study, otherwise learners will miss the class.

TV-based During the lesson, the TVBL will encounter various challenges such as diversion
4 Learning and there is no exact guidance for this method of delivery how it will be done
specifically for assessment and evaluation.
Radio-based This may not be considered as a sole learning delivery modality as the signal may
5 Learning cause the problem and there is no exact guidance for this form of delivery how it
will be done explicitly.

IDENTIFYING TARGETED INTERVENTIONS FOR LEARNERS WITH

CTIVITY 2:
SPECIAL CONCERNS + LAC
Learners Group
Learners without parents or
household member who can guide
and support their learning at home
Beginning readers (K to 3)
Struggling Readers (Gr. 4 – 12)
No access to devices and internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous peoples
Targeted Intervention
Seek assistance from relatives or LGU. Peer learning can be done among
relatives. Obtain support through text messages from respective teachers.
Prepare and provide reading and supplementary materials for beginners that
will help the pupils to improve their reading skills. Make materials that are
attractive to pupils.
Arrange reading materials from easy to difficult task. Provide instructional
video materials for the learners.
Provide non ICT based like printed modules and other Activity Sheet.
Modular approach must be implemented. Parent-teacher support can help a
lot as well as peer learning or family members shall act as facilitator of
learning.
Use modular learning with localized learning materials. Ask help from LGU in
distribution of learning resources.
Coordinate with the LGU to help the materials needed by the learners.

Person with Disabilities Refer to the nearest school offering SPED Program. Use blended learning
with assistive technology devices. Interview parents through phone call.
Others? Specify: Give supplemental videos and learning materials that supports the learning
Slow learners module
Lack of interest in studying Provide interesting video of the lesson. Always monitor the students. Let the
student present their work often.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

LESSON 2
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs

IDENTIFYING VITAL COMPONENTS OF A WELL-DESIGNED LESSON

CTIVITY 1: 1. What is Lesson Designing or Lesson Planning?

Lesson Designing or Lesson Planning is the process of developing lessons,

assignments, units, and projects to teach students knowledge and skills. It is also the process of
deciding what learning opportunities the student will have in school, the quality of instruction,
teaching materials, the arrangement of learning exercises and grouping strategies, and the
timing and allocation of instructional time to be determined.

2. Why is lesson designing important?

Time is maximized for instruction and learning, lessons are attentive to the needs of
the learners, teachers set learning goals for the learners, teachers effectively carry out a lesson,
teachers master their learning field, teachers become more positive about their teaching and the
learners achieve the aim set.

3. What are the three elements or components of a well-designed lesson?

1. Clearly articulated lesson objectives.

2. Well selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives.
3. Appropriate and timely assessment activities that provide relevant information and feedback for both
teachers and learners.

TIVITY 2: SEQUENCING LEARNING TASK

BEFORE THE LESSON LESSON PROPER AFTER THE LESSON

1. Review previous lesson
2. Clarify concepts from
previous lesson
3. Present warm-up
activities to establish
interest in new lesson
4. Check learner’s prior
knowledge about the
new lesson
5. Present connection
between old and new
lesson and establish
purpose for new lesson
6. State lesson objectives as
guide for learners
1. Explain, model,
demonstrate, and 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
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
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

CTIVITY 3:
REFLECTING ON HOW TO IMPROVE ONE’S LESSON

1. Components of the DLL/DLP

I. Objective
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
 The part of the DLL that should be accomplished after the lesson is delivered. Teachers are encouraged
to think about their lessons, to make a self-deliberation on the parts that need improvement to make an
adjustment so that learning process become successful.

CTIVITY 4: USING AND SUPPLEMENTING SLMS + LAC

Learning Delivery Modality: MDL

Grade Level and Learning Area: 7 SCIENCE
Lesson/Topic: EXPERIMENTAL DESIGN
Learning Objectives: To describe the components of a scientific investigation; S7MT–Ia-1
Learning Resources/Materials Needed: activity sheets, printed module, Online/Offline Video
Additional Remarks
ex. can be done via voice calls, can be
Check if
facilitated by a household partner, can be
Part of Lesson/ Learning Task already
done via a learning activity sheet, can be
present in the
presented via an internet- based resource, can
SLM
be facilitated during a synchronous learning
session, etc.)
Before the Lesson

1. Review previous lesson √ Learning activity sheets

2.Clarify concepts from √ Instructional video lesson

previous lesson

3. Present warm-up activities √ Printed modules

to establish
interest in new lesson

4.Check learner’s prior √ Learning activity sheets

knowledge about the
new lesson

5.Present connection √ Instructional video lesson

between old and new
lesson and establish
purpose for new lesson

6. State lesson objectives as guide √ Printed modules

for learners
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

Continuation:
Part of Lesson/ Learning Task
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
Additional Remarks
ex. can be done via voice calls, can be
Check if
facilitated by a household partner, can be
already
done via a learning activity sheet, can be
present in the
presented via an internet- based resource, can
SLM
be facilitated during a synchronous learning
session, etc.)
√ Instructional video lesson,
Printed modules
√ Instructional video lesson,
Supplementary books
√ Learning activity sheets
√ Learning activity sheets

After the Lesson

1. Wrap up activities Learning activity sheets
√
2. Emphasize key information Facilitated by a household partner
√
and concepts discussed
3. Ask learners to recall key Facilitated by a household partner
√
activities and concepts
discussed
4. Reinforce what teacher √ Learning activity sheets, facilitated by a
has taught household partner
5. Assess whether lesson Learning activity sheets
has been mastered √
6. Transfer ideas and Learning activity sheets/ writing a reflection
√
concepts to new situations

1. For learning tasks not found in the SLM you examined, what materials or resources can you create
or curate to supplement the SLM?
I will create additional learning activity sheets and provide learning videos to
supplement the SLM.

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?
I will encourage open communication to learners and parents so that they can freely
ask questions regarding the SLM.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Teachers can gather feedbacks from the learners and parents/guardians thru phone
call, text messaging, and FB and Messenger.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

Question: Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time?
SLM should always be student-centered meaning it should contain topics suitable for learners’
understanding so that no additional queries will be occur while studying the module. In this case,
teachers also can focus in preparing materials for the next lesson.

TIVITY 5: FORMATIVE ASSESSMENT VS. SUMMATIVE ASSESSMENT

Formative Summative
Assessment Assessment

Assessment FOR Learning: Assessment OF Learning:

to make adjustments in the lesson
may be integrated in any parts of the
lesson: before the lesson, the lesson
proper, and after the lesson
results can be recorded to study
the development of the learners
and the mastery of the lessons but
should not be used as the basis for
grading
Should promote self to measure if the student and
reflection & personal teachers met the competencies
accountability among
students about their
own learning
Done after the lesson/end of a
May be a written quarter
work or a
performance task
Results are always recorded and
part of the computation of
grades.

ACTIVITY 6: ADAPTING ASSESSMENT METHODS IN DISTANCE LEARNING

Assessment Method How to Adapt the assessment method in the DL

1. Formative Test Learners will be given with weekly self-learning modules, to answer in a weeklong span.
Learners need to accomplish the learning tasks in a period of time. After accomplishing
all learning activities, their parents will submit it to the school.

2. Self – assessment I will give them a printed checklist wherein they can check and identify which part of the
lesson they have understood or mastered and which part were not clear to them.

3. Summative Test I will give my own printed assessment or quiz aligned to the topic in their module.

4. Portfolio Compilation of learners’ written works and activities. Learners will be instructed to compile
all their outputs per learning area. Every learner should submit a learning output portfolio
wherein learner’s reflection is attached to it for the teacher to determine an authentic
response towards what the students learned. In assessing the portfolio of every learner,
the teacher should use rubrics to assess and evaluate learners understanding.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

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

Written Works is the common among the assessment method distance learning.
2. What are the challenges in doing the assessment in DL??

The bias result of written activities due to geographically distant, the teacher will not be
able to observe if the learners really answered the activities or worksheet. Some of the parents
does not have background knowledge to help their children.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Encourage the parents to be fair and just in answering the activities in the module.
Create activities that can stimulate learners’ interest in independent learning.

TIVITY 7: BUILDING A LEARNER’S PORTFOLIO

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 will submit the portfolio within the schedule
that the teachers set. ✔

6. The learners may submit, store, and manage their portfolio via file sharing ✔
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may ✔
be handed over to the teacher by the parents or learning facilitators.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

LESSON 3
GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

UNDERSTANDING THE WEEKLY HOME LEARNING PLAN

COLUMN A COLUMN B
CTIVITY 1:
C 1. These are the knowledge, understanding, a. learning area
skills, and attitudes that the learners need to
demonstrate in every lesson and/or learning
task.
D 2. These are the formative learning b. mode of delivery
opportunities give to learners to engage them
in the subject matter and to enhance their
understanding of the content.
A 3. This refers to the prescribed subject that c. learning competencies
learners take.
B 4. This refers to the method of submission of d. learning task
learning outputs preferred by the learner/parent
based on their context.

CTIVITY 2: CREATING A WEEKLY HOME LEARNING PLAN

(See attached output )

DIFFERENTIATING THE WEEKLY HOME LEARNING PLAN FROM THE

CTIVITY 3:
INDIVIDUAL LEARNING MONITORING PLAN

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

(WHLP)
Purpose A tool to guide learners and learning
facilitators or household partners in A tool for monitoring learners who lag
tracking the subject areas to be tackled behind based on the results of their
and activities to perform at home formative and summative assessments
For whom?
Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
Components Learning area, learning competencies,
learning tasks, mode of delivery Learner’s needs, intervention strategies,
monitoring date, learner’s status
Yes Yes
Has to be communicated
to parents?
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

TIVITY 4: CREATING AN INDIVIDUAL LEARNING MONITORING PLAN

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Obsioma, Art Joseph

Grade Level: GRADE 7
Learner’s Status
Learning Learner’s Intervention Monitoring
Area Needs Strategies Provided Date Insignificant Significant
Mastery
Progress Progress
SCIENCE 7 Identify Seeking supervised October 12, ✔
the time with learning 2020
variables facilitator.
involved in
an Giving samples
experimen prototype learning
t. outputs or models.

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

need to be revised.
Intervention Learners is making significant progress. Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning plan.
 LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: KATHY CLAIRE P. LAC ID:
LDM 2 FOR TEACHERS: MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LDM
BALLEGA

REGION: V - BICOL DATE OF LAC SESSION: OCTOBER 7, 2020

DIVISION: CAMARINES SUR NUMBER OF LAC SESSION: 3a

Part A
Please indicate the extent to which you agree with each of the following statements by ticking the
appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =Strongly agree)

Comments / Remarks
(For example, if you
disagree or strongly
disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my √

colleagues in this LAC session.

2. The LAC session deepened my √

understanding of the SLM
content.

3. My perspective on the topic/s √

covered has changed as a result
of the LAC session.

4. I participated actively in the LAC √

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

5. I interacted with different √

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in my √

region/division/district what I
have learned in this lesson.

7. I intend to apply what I have √

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
 I need further elaboration and clarification on the use of WHLP and IMLP.
2. I encountered the following problems or challenges: