JUDITH C.

IDIOSOLO - DSES

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENTLEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 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. When you aredone, check Lesson 1,
Activity 1 Answer Key 1 to see how well you did.

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 1Answer Key 2.

Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner /s are
physically feedback and socioemotional development of learners. It may be conducted in any available
learning space.

ACTIVITY 2.

Read two documents: Guidance on Distance Learning and Non-Negotiable MinimumRequirements for
Distance Learning. As you go through the readings, complete the DistanceLearning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to cometo a shared understanding with your
peers on the different DL modalities and their defining features and requirements.

DISTANCE LEARNING MATRIX

Role of
Distance
Distinguishing Essential Role of Parents or
Learning Role of School
Feature Resources Teacher Household
Modality
Member
Modular -Individualized -Self-learning -Provides Self- -Serve as -Availability of
Distance instruction Modules Learning learning the complete
Learning where learners (SLMs) in Modules facilitators set of SLMs in
(MDL) use self-learning print or digital (SLMs) printed print or digital
modules (SLMs) format or digital -Supervise and format as well
monitor the as
-Monitor the progress of textbooks/Lear
learners’ their children’s ners’ Modules
progress modular
through test distance
messaging or learning
audio/video
calls
JUDITH C. IDIOSOLO - DSES

Online -Teacher -Various -Facilitates -Supervise and -Ensure that

Distance facilitates technologies learning monitor the learning
Learning learning and connected to screen time of facilitators are
(ODL) engages the internet -Give the learners oriented on the
learners’ active (laptops, assignments recommended
participation tablets, etc.) and monitor -Attend screen time, as
using various tasks orientation to well as break
technologies -Internet be capacitated time from the
connected to the connectivity, -Provides in the use of screen.
internet DepEd intervention to the Learning
Commons, LR the learners’ Management -Ensure that the
Portal difficulties System (LMS), ICT
DepEd coordinator and
Commons and teachers are
LR Portal knowledgeable
on managing
LMS and the
LR Portal
TV Based -Use of -Television on -Facilitates -Ensure -Availability of
Instruction television on channels or learning children’s MOA/MOU
(TVBI) channels or stations through the access to the with a
stations allotted airtime television television
dedicated to in the network for the
providing television -Supervise and needed
learning context network monitor the airtime/slot
to learners progress of
-Distribute their children’s -Orient the
reference/suppl learning as well teachers,
ementary as provide to parents and
materials to the their children learners about
learners the television
instruction
policies and
directions to
ensure that
everyone is
properly
informed and
guided

Radio -Use of radio -Radio -Facilitate -Ensures --Availability

Based programs on programs on learning children access of MOA/MOU
Instruction stations stations through the to the radio with a
(RBI) dedicated to allotted television
providing airtime/slot in -Supervise and network for the
JUDITH C. IDIOSOLO - DSES

learning context the radio monitor the needed

to learners station progress of the airtime/slot
children’s
-Distribute learning as well -Orient the
reference/suppl as provide to teachers,
ementary their children parents and
materials to the learners about
learners the radio-based
instruction
policies and
directions to
ensure that
everyone is
properly
informed and
guided
Blended -Any -Self-Learning -Self-Learning -Serve as -Provide the
Distance combination of Modules Modules learning complete set of
Learning the different (SLMs) in (SLMs) in print facilitator SLM in print or
distance learning print or digital or digital digital as well
types -supervise and as textbooks,
-Various -Monitor the monitor the Learners
technologies leaners progress of Materials
connected to progress, give their children (LMs) and
the internet, assignments supplementary
internet and learning materials
connectivity, tasks
LR Portal, -Ensure that
DepEd learning
Commons, facilitators,
Television or teachers and
Radio learners are
programs on well oriented.
channels or
stations

Note that when a vaccine is already available and F2F will be allowed by the Inter-AgencyTask Force
(IATF) and by the local government unit (LGU) concerned, any of the DLmodalities may be combined
with F2F learning to come up with a BL. Learn more about BL inthe Supplementary Handout on
Blended Learning Delivery Modalities.
ACTIVITY 3.

Consider the situation in your School/Division—your organizational capabilities, your levelof resources
(infrastructure, financial, human), level of experience in DL, health and safetystatus, context and
capacities of your learners and their households, etc.
JUDITH C. IDIOSOLO - DSES

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult toimplement.
Give the reasons for your ranking of each. Replicate the following table and writeyour answers in your
Study Notebook.

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

Ranking
(1 to 5, from easiest to hardest Type of DL Why?
to implement)

TV-Based Instruction Use of television on channels

(TVBI) or stations dedicated to
1
providing learning context to
learners
Radio-Based Instruction Use of radio programs on
2 (RBI) stations dedicatedto providing
learning context to learners
Modular Distance Learning Individualized instruction
3 (MDL) wwhere learners use self-
learning modules (SLMs)
Blended Distance Learning Any combination of the
4 different distance learning
types
Online Distance Learning Teachers facilities learning
(ODL) and engages learner’s active
5 participation using various
technologies connected to the
internet

ACTIVITY 4.

The LCP assures that all possible measures will be taken to ensure that no child will beexcluded from
learning during the COVID-19 crisis. Think about groups of learners in yourSchool/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. Writedown your
answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

- Create a school climate and structures that
Learners without parents or household member support family involvement.
who can guide and support their learning at home. - Provide families with a list of required
mastery skills for each subject taught at
JUDITH C. IDIOSOLO - DSES

your grade level.

- Invite families to share hopes for and
concerns about children and then work
together to set student goals.
- Peer-assisted learning strategies exercises
pair strong and weak readers who take
turns reading, rereading and retelling.
- Teachers read aloud perhaps one of the
Beginning readers (K to 3) most effective methods for improving
student fluency and comprehension, as the
teachers is the expert in reading the text
and models how a skilled reader reads
using appropriate pacing and inflection.
- How them read the same thing several
times.
Struggling readers (Grades 4-12)
- Make use of a variety of books and
materials.
- Encourage parents to take advantage of
community resources.
No access to devices and internet.
- Have students identify resources within
their family.
- Encourage parents to take advantage of
Inaccessible (living in remote and/or unsafe community resources.
areas) - Have students identify resources within
their family.
- Acknowledging the existence of a
community beyond the classroom to
which the teacher is responsible.
Indigenous Peoples
- Participate and initiate activities outside
the classroom, many involving the local
IP community.
- Keep things in perspectives. A learning
Persons with Disabilities disability isn’t insurmountable.
- Be an advocate for your child.
Other? 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
thedocument, write down your answers to the following questions in your Study Notebook:
JUDITH C. IDIOSOLO - DSES

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of the determining what learning
opportunities student 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 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 objective (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?)

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 sequenceteaching and
learning activities that would help learners meet the learning objectives. Theselearning 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:

JUDITH C. IDIOSOLO - DSES

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate 1. Wrap up activities

2. Clarify concepts from
previous lesson
and illustrate the concepts, ideas
and skills or processes that
students will eventually
internalize.
2. Help learners understand and 2. Emphasize key information
master new information and concepts discussed

3. Present warm-up activities to 3. Provide learners with 3. Ask learners to recall key
establish interest in new lesson feedback activities and concepts
discussed
4. Check learners’ prior 4. Check for learners’ 4. Reinforce what teachers has
knowledge about the new lesson understanding taught

5. Present connection between 5. Assess whether lesson has

old and new lesson and establish been mastered
purpose for new lesson
6. State lesson objectives as 6. transfer ideas and concepts to
guide for learners new situations

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

List of 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 newlesson
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 processesthat 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.

JUDITH C. IDIOSOLO - DSES

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 beendone differently.
Identifying successful and less successful activities and strategies wouldmake 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 DetailedLesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after thelesson is delivered.

Components of the DLL/DLP

1. Objectives
2. Content
3. Learning Materials and Resources
4. Procedures
5. Remarks
6. Reflection

I. 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 the 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 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.

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 andDLP. To
find out the instructional principles behind these learning tasks, you may refer to thearticle Principles of
Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
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 studentsthat you
have on hand. Imagine that you will deliver this lesson to your learners throughDL. In the second
column, identify which of these tasks are already present in the SLM. Inthe third column, identify which
has to be presented via technology-mediated resources,supplementary learning materials, or other
means.
JUDITH C. IDIOSOLO - DSES

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

Grade Level and Learning Area: GRADE SIX - MATHEMATICS
Lesson/Topic: 1. Addition and Subtraction of Simple Fractions and Mixed
Numbers With or Without Regrouping.
2. Solving Routine or Non-Routine Problems Involving
Additions and/or Subtraction of Fractions.
Learning Objectives: The learners will be able to add and subtract simple
fractions and mixed numbers with or without regrouping.

Learning Resources/Materials Needed: Self-Learning Modules (SLM), Activity Sheets. Work

Sheets and Answer Sheets

Additional Remarks:
(ex. can be done via voicecalls,
can be facilitatedby a household
Check if
partner,can be done via a
already
Part of Lesson/Learning Tasks learningactivity sheet, can
present in the
bepresented via an internet
SLM
basedresource, canbe facilitated
during asynchronous
learningsession, etc.)
Before the Lesson
1. This learning task can be
done by using the SLM and
learning activity sheets.
2. This learning task can be
done through the facilitation
1. Review previous lesson.
of a household partner via
2. Clarify concepts from previous lesson.
voice call to the subject
3. Present warm – up activities to establish
teacher.
interest in the new lesson.
3. This learning task can be
4. Check learner’s prior knowledge about
facilitated by a household
the new lesson. ✔ partner
5. Present connection between old and new
4. This learning task can be
lesson and establish purpose for new
done using the SLM and
lesson.
learning activity sheets.
6. State lesson objectives as guide for
5. This learning task can be
learners.
done using the SLM and
learning activity sheets.
6. This learning task can be
done using the SLM and
learning activity sheets.
Lesson Proper
JUDITH C. IDIOSOLO - DSES

1. This learning task can be

done via voice calls, can be
facilitated by a household
partners and can be done via
a learning activity sheet on
the SLM
2. This learning task can be
done via voice calls, can be
1. Explain, model, demonstrate, and facilitated by a household
illustratethe concepts, ideas, skills, or partners and can be done via
processes thatstudents will eventually a learning activity sheet on
internalize. the SLM
2. Help learners understand and master ✔ 3. This learning task can be
newinformation. done via voice calls, can be
3. Provide learners with feedback. facilitated by a household
4. Check for learners’ understanding. partners and can be done via
a learning activity sheet on
the SLM
4. This learning task can be
done via voice calls, can be
facilitated by a household
partners and can be done via
a learning activity sheet on
the SLM
After the Lesson
1.
2.
Wrap up activities.
Emphasize key information and
✔ 1. This task can be done via
voice calls and via a learning
conceptsdiscussed. activity sheet on the SLM
3. Ask learners to recall key activities 2. This learning task can be
andconcepts discussed. done via voice calls, can be
4. Reinforce what teacher has taught. facilitated by a household
5. Assess whether lesson has been partners and can be done via
mastered. a learning activity sheet on
6. Transfer ideas and concepts to the SLM
newsituations. 3. This learning task can be
done via voice calls, can be
facilitated by a household
partners and can be done via
a learning activity sheet on
the SLM
4. This learning task can be
done via voice calls, can be
facilitated by a household
partners and can be done via
a learning activity sheet on
the SLM
JUDITH C. IDIOSOLO - DSES

5. This learning task can be

done via voice calls, can be
facilitated by a household
partners and can be done via
a learning activity sheet on
the SLM
6. This task can be done via
voice calls and via a learning
activity sheet on the SLM

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resourcescan you
create or curate to supplement the SLM?

2. What kind of additional support can you give: a) the learner, and/or b) the householdpartner so
that they are guided throughout the lesson?

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

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

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 Venndiagram in your Study
Notebook. Follow the example below.

Learners
Formative Assessment Summative
may be Assesment
Assessment FOR learning Assessment
assessed OF learning: to measure if the student met the performa
 the lesson. Done after the lesson/end of the quarter
collaboratively
May beintegrated in all parts Results
Should enable teachers to describe how well the students learned th
promote
of the lesson;
JUDITH C. IDIOSOLO before the
- DSES self-reflection and
lesson,the lesson proper, personal
and after the accountability
lesson. among the
students about
Results must be recorded to their own
Study the patterns of learning learning
demonstrated by the students
but should NOT be used May be written
as the basis for grading work for a
performance
task

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
ACTIVITY 6.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelineson
Classroom Assessment to see examples such as games, quizzes, and interviews. Thesemethods 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 areteaching? In
your study notebook, recreate the following table and list five methods that youwould like to try. For
each one, write how you plan to use it in DL.

Assessment Method How to Adapt the Assessment Method in DL

I will send a three-item quiz via text message before the lesson. Based onthe
Example:
responses, I will take note of the common misconceptions and clarifythem to
Short quiz
the learners during our online session or via text message.
1. Self-assessment I will use learners’ reflection on their own learning to reveal their
understanding and precisely locates the gaps and difficulties that need
intervention. I believe that it is invaluable in distance learning where you do
not get to see learner’s learning in action.
JUDITH C. IDIOSOLO - DSES

I will send them simple Google Forms survey to learners with internet
capabilities or hard copy of questionnaires 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.
I will use Portfolio-making which is a perfect assessment tool for distance
learning.
2. Portfolios
To learners who have internet access, I will use Google Classroom to set up a
designated space for each learner. I could set up a schedule of submission to
the school by their parents for those who do not have internet access.
I will require my learners to submit essays, reports, reflective paper, etc. that
can be align with the skill set of intended learning outcomes.
3. Written
Presentation
This can be submitted to the teachers once a week as per distribution of the
next SLMs.
I will ask my learner to prepare illustrated manual on performing procedures
and demonstration techniques, example, computation, etc.
4. Illustrated Manual
This can be submitted through drawing clip arts and other illustrative materials
that is available in their homes which is to be submitted once a week.
I will send a three-item quiz via a text message before the lesson. Based on the
5. Short Quiz responses I will take note of the common misconceptions and clarify them to
the learners via online session or text message.

Be ready to share your output when you meet with your LAC group after completing thismodule. Try to
answer these questions with your colleagues:

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

2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore tomake
assessment doable in DL?

ACTIVITY 7.

Sample learning outputs obtained from different assessment methods may be collected tobuild a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio tofind out how to
construct and use it.

After reading the references, answer the following quiz to check your understanding aboutusing a
portfolio to assess the learner.

Questions True False

JUDITH C. IDIOSOLO - DSES

1. A portfolio mainly displays the academic achievements of ✔

thelearner.
2. Testimonies of parents/guardians and learning ✔
facilitatorsregarding the learner’s progress may be included in a
portfolio.
3. There is a fixed list of items that should be included in aportfolio. ✔

4. The teacher can only comment on a learner’s portfolio. ✔

5. For asynchronous learning, teachers allow learners to workon ✔
their outputs during their own time. The latter will submit
theportfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio viafile ✔
sharing programs or they may submit the actual softcopies oftheir
work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or ✔

physicalforms may be handed over to the teacher by the parents
orlearning facilitators.

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 wouldshow how much they have
learned.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs
ACTIVITY 1.
JUDITH C. IDIOSOLO - DSES

ANSWERS:
1. C
2. D
3. A
4. B

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

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

The WHLP also trains learners to take responsibility for their own learning as they followthe prescribed
schedule in the plan. Remember also that part of guiding learners is to giveenhancement 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 whichdiscusses

what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, viewthe three Sample
Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note of the followingwhen
creating your WHLP:
JUDITH C. IDIOSOLO - DSES

1. For grade levels where learning areas are taught by different teachers, coordinate,plan,
and discuss the WHLP with the learning area teachers.
2. Adjustments should be made on the timeframe for accomplishing the learning tasks
ifthere are any suspensions of classes due to calamities (DepEd, 2020).
3. Enjoyable learning activities scheduled on Saturdays such as designing portfolios,should
also be reflected in the WHLP.
4. Be guided by the recommended screen time for learners set by the AmericanAcademy of
Pediatrics (AAP) and the World Health Organization (WHO) which are asfollows:

»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to
1.5hours 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 fourhours
(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 andthe
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. Afteryou read the
guidelines on creating an ILMP, copy and fill out the table below in your StudyNotebook to see how the
ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and learning

A tool for monitoring learners
facilitators or household partners in
who lag behind based on the
Purpose tracking the subjects areas to be
results of their formative and
tackled and activities to perform at
summative assessments
home
Learners and learning facilitators or Teachers and learning
For Whom?
household partner facilitators or household partner

Learning area, learning Learners’ needs, intervention

Components competencies, learning tasks, mode strategies, monitoring date,
of delivery learners’ status
JUDITH C. IDIOSOLO - DSES

Has to be communicated to
YES YES
parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to get in touchwith the
household partner who provides assistance as needed while the learner is doing thelearning tasks at
home.

ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of them hasproblems
completing the learning tasks for the first two weeks. Think of a possible difficultythe learner may have
encountered in accomplishing the learning tasks. Apply what youhave learned about ILMPs in Activity
3 and create an ILMP for that particular learner wholags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider thecomponents of the ILMP that were described in Activity 3.

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