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Module 3 Activity With Answers
Module 3 Activity With Answers
Module 3 Activity With Answers
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.
A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live interaction
between a learner and an instructor. It is considered as the traditional way of instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials or
access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
Modular distance learning and online distance learning
Modular distance learning and TV-based instructions
Online distance learning and TV-based instructions
Online distance learning, TV-based instructions and modular distance learning
D. Home Schooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.
The LDMs that do not have the face to face learning component are the Distance Learning and Home
Schooling.
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.
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.
DISTANCE LEARNING MATRIX
TV and radio
based-lesson
ACTIVITY 3
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.
RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is, connection
4 ODL
is not stable.
5 RBI Radio is obsolete.
ACTIVITY 4
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.
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.
ACTIVITY 3
Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered.
The teacher can make comments about the outcome of the lesson and other things that has been
observed during the instructions of the lesson.
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.
4. Check learner’s prior knowledge about the can be done via a learning activity
new lesson sheet
Lesson Proper
can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning activity
sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding sheet
4. Reinforce what teacher has taught can be done via a learning activity
sheet
5. Assess whether lesson has been mastered can be done via a learning activity
sheet
6. Transfer ideas and concepts to new can be done via a learning activity
situations sheet
1. For learning tasks not found in the slm you examined, what materials or resources can you create
or curate to supplement the SLM?
The teacher can provide other assessment forms like quizzes or test.
The teacher may provide supplementary resources like video presentations to sustain what has
been discussed.
Ask the students to make a relevance of the things they have learned, reiterate the values and
the importance of the lesson in their lives/ daily situations.
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?
To the learner, I will guide the students by providing them more examples of the concepts in
the SLM for them to understand the lesson better
To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references
2. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about the
students progress while taking the tasks/ activities and set more examples using teachnologies and
other reliable references.
ACTIVITY 5
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and difference between the two types of assessments.
ACTIVITY 6
here 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.
Provide the rubrics in the activity sheets. Then, parents will assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum /
teacher will give feedback to the learners individually through text /
Performance Task
messenger.
Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test
the submission of the test in case the students do not have an access
online.
Provide supplementary assessment materials to the learners aside from
the module which will be picked up in the designated drop box placed in
4. Weekly Test / Assessment barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or not
the students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the
5. Reflection learners to ponder. Provide and discuss the rubrics to be used for the
activity.
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:
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.
1. A portfolio mainly displays the academic achievements of the
learner.
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.
4. The teacher can only comment on a learner’s portfolio.
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.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different 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.
Column A
Column B
c__1.These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate
d_2. These are the formative learning opportunities given to b. mode of delivery
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 learners take. c. learning competencies
8:00 - 9:00 wake up, make up your bed, eat breakfast, and get ready for an awesome day!
Monday
1:00 - 3:00
Tuesday
9:30 - 11:30 ENGLISH EXPRESS PERMISSION, OBLIGATION AND ENGLISH MODULE 1, PERSONAL SUBMISSION
PROHIBITION USING MODAL VERBS. LESSON 1 BY THE PARENT TO THE
TEACHER IN SCHOOL
QUARTER I, WEEK 1
1:00 - 3:00 EDUKASYON SA NATATANGGAP ANG MGA PAGBABAGONG ESP MODULE 1, LESSON 1 PERSONAL SUBMISSION
PAGPAPAKATAO NAGAGANAP SA SARILI NA MAY PAGTATAYA AND LESSON 2 BY THE PARENT TO THE
SA MGA KILOS TUNGO SA MAAYOS NA TEACHER IN SCHOOL
PAGTUPAD NG KANYANG MGA TUNGKULIN QUARTER I, WEEK 1
BILANG NAGDADALAGA/NAGBIBINATA.
Wednesday
9:30 - 11:30 TLE: BEAUTY CARE EXPLAIN BASIC CONCEPTS IN BEAUTY CARE BEAUTY CARE MODULE 1, PERSONAL SUBMISSION
(NAIL CARE) SERVICES BY THE PARENT TO THE
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
1:00 - 3:00 MAPEH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, LESSON PERSONAL SUBMISSION
COMPONENT PER CHARACTERISTICS OF REPRESENTATIVE 1 BY THE PARENT TO THE
WEEK) MUSIC SELECTIONS FROM THE LOWLANDS OF TEACHER IN SCHOOL
LUZON AFTER LISTENING QUARTER I, WEEK 1
Thursday
9:30 - 11:30 MATHEMATICS ILLUSTRATE WELL-DEFINED SETS, SUBSETS, MATHEMATICS MODULE 1, PERSONAL SUBMISSION
UNIVERSAL SETS, NULL SETS, CARDINALITY LESSON 1 AND LESSON 2 BY THE PARENT TO THE
OF SETS, UNION AND INTERSECTION OF SETS, TEACHER IN SCHOOL
AND THE DIFFERENCE OF TWO SETS. QUARTER I, WEEK 1
1:00 - 3:00 FILIPINO NAHIHINUHA ANG KAUGALIAN AT KALAGAYANG FILIPINO MODULE 1, PERSONAL SUBMISSION
PANLIPUNAN NG LUGAR NA PINAGMULAN NG LESSON 1 BY THE PARENT TO THE
KUWENTONG BAYAN BATAY SA MGA TEACHER IN SCHOOL
PANGYAYARI AT USAPAN NG MGA TAUHAN. QUARTER I, WEEK 1
Friday
9:30 - 11:30 Revisit all modules and check if all required tasks are done.
1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following week.
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 TEMPLATE