Module 3A-Rachelle Ann Baldonade

Republic of the Philippines
Department of Education
Region III—Central Luzon
Schools Division of Aurora
VILLA AURORA NATIONAL HIGH SCHOOL
Maria Aurora, Aurora
MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1:
UNDERSTANDING THE DIFFERENT LDMs
 MODULE 3A, LESSON 1, ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, IX, blended learning (BL), and home schooling 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 I
to see how well you did.
Answer:
Traditional Face-to-Face Learning
- This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.
Distance Learning
-The teacher takes the responsibility of monitoring the progress of the learners. The learners
may ask assistance from the teacher via e-mail, telephone, text message/instant messaging, etc.
- Where possible, the teacher shall do home visits to learners needing remediation or assistance.
- Any member of the family or other stakeholder in the community needs to serve as para-
teachers.
a. Modular Distance Learning
- Involves individualized instruction that allows learners to use self-learning modules (SLMs):in
print or digital format/electronic copy, (whichever is applicable in the context of the learner),
Learner’s Materials, textbooks, activity sheets, study guides and other study materials.
b. Online Distance Learning

- Features the teacher as facilitator, engaging learners’ active participation through the use of
various technologies accessed through the internet while they are geographically remote from
each other during instruction.
- The internet is used to facilitate learner-teacher and peer-to-peer communication.
- Online learning allows live synchronous instruction. It requires participants to have good and
stable internet connection. It is more interactive than the other types of distance learning. The
responses are real time. The learners may download materials from the internet, complete and
submit assignments online, attend webinars and virtual classes.
- This is practiced effectively by using a Learning Management System or related technologies.
- The DepEd Commons and LR Portal fall in this category.
- TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based
Instruction and SLMs converted to radio script for RadioBased Instruction.
- Distance learning modality is most viable for independent learners, and learners
- supported by periodic supervision of parents or guardians.
- The challenge will be in dealing with learners not capable of independent learning. This is the
subject of further discussion within DepEd, and with partners and parents.
Blended Learning
- This refers to a learning delivery that combines face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based Instruction.
- Blended learning will enable the schools to limit face-to-face learning, ensure social distancing,
and decrease the volume of people outside the home at any given time.
- Critical for implementation will be the production of the needed teacher’s and learner’s
learning materials (LR Portal and DepEd Commons will be maximized), as well as the support of
media institutions like TV and radio stations.
Home schooling
- This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to quality
basic education through a home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.
- It allows families to educate according to their personal faith, philosophy, and values, and to
adjust learning schedules around family schedules and circumstances. However, there remain
several issues in its implementation, including the supervision of licensed teachers and
alignments with the curriculum. Thus, this modality will be the subject of a later DepEd issuance
before its expansion.
2. Which of the LDMs do not have a face-to-face learning component?
- Distance learning and Home schooling do not require face to face learning.
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of Parent or Role of School

Learning Feature Resources Teacher Household
Matrix Member
Modular Individualized Printed Learning Learning The school
Distance instruction where Modules Facilitator Facilitator and orients the
Learning learners use self- guardians and teachers,
(MDL) learning modules supervisors parents and
(SLMs) in print or learners about
digital format the modular
distance
learning
policies and
directions to
ensure that
everyone is
properly
informed and
guided
TV-Based Use of television MOA with the The teacher The parents are The school
Instruction or radio programs Television serves as a willing to co- orients the
(TVBI) on channels or Network or supervisor supervise and co- teachers,
stations Radio Station and collect monitor the parents and
dedicated to all the progress of their learners about
providing learning finished children’s learning the TV/Radio-
content to output of the as well as provide based

learners as a form students guidance to their Instruction
of distance children policies and
education directions to
ensure that
everyone is
properly
informed and
guided
Radio-Based Use of television MOA with the The teacher The parents are The school
Instruction or radio programs Television serves as a willing to co- orients the
(RBI) on channels or Network or supervisor supervise and co- teachers,
stations Radio Station and collect monitor the parents and
dedicated to all the progress of their learners about
providing learning finished children’s learning the TV/Radio-
content to output of the as well as provide based
learners as a form students guidance to their Instruction
of distance children policies and
education directions to
ensure that
everyone is
properly
informed and
guided
Blended Minimum Adopt any Strategies for The parents are Schools which
Distance requirements combination learners’ willing to co- adopt any
Learning must be met for of the above engagement supervise and co- combination of
each of the types three types in all types of monitor the the above
being combined of distance distance progress of their three types of
any of the learning must learning shall children’s learning distance
following LDMs meet the be utilized by as well as provide learning must
requirements teachers. guidance to their meet the
of each type children requirements
of each type

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1 Modular Distance Fastest way to collect and retrieve finished

Learning outputs of the learners.
2 Online Distance I put it on 2nd rank because not all students
Learning have gadgets like smartphones, tablet or
laptop and not all has access to internet
connection.
3 Blended Learning Medium rank in all DL but of course it is also
difficult knowingly that you are using two kinds
of Distance Learning.
4 Radio Based Instruction Expensive materials especially in preparing
script and finished output
LIST OF TARGETED LEARNER INTERVENTION
Learner Group Targeted Intervention

Learners without parents or household member who can Make a weekly supervisory plan for
guide and support their learning at home them and check their module and
activity sheets.
Struggling readers (Grades 4-12) N/A
No access to devices and Internet Purely modular learning
Inaccessible (living in remote and/or unsafe areas) Ask the help of local officials
Indigenous Peoples Ask the help from their tribe leaders
Persons with Disabilities Stay at home and use MDL
Others? Specify.
LESSON 2:
DESIGNING LESSONS AND ASSESMENT IN THE DIFFERENT LDMs
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
● learners successfully reach the set learning goals
3. What are the 3 elements or components of well-designed lessons?
● 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?)
Before the Lesson Lesson Proper After the Lesson
1. Review previous lesson 1. Explain, model, demonstrate, 1. Wrap up activities

2. Clarify concepts from and illustrate the concepts, 2. Emphasize key information
previous lesson ideas, skills, or processes that and concepts discussed
3. Present warm-up activities to students will eventually 3. Ask learners to recall key
establish interest in new lesson internalize activities and concepts
4. Check learner’s prior 2. Help learners understand discussed
knowledge about the new and master new information 4. Reinforce what teacher has
lesson 3. Provide learners with taught
5. Present connection between feedback 5. Assess whether lesson has
old and new lesson and 4. Check for learners’ been mastered
establish purpose for new understanding 6. Transfer ideas and concepts
lesson to new situations
6. State lesson objectives as
guide for learners
1. 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
Vl. Reflection
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 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 their 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.

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

Grade Level and Learning Area: Grade 7 - Science
Lesson/Topic: Components of Scientific Investigation
Learning Objectives:
Learning Resources/Materials Needed: Learning Materials / Modules
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
Part of Lesson / Learning Tasks Part of Lesson / Check if already by a household partner,
Learning Tasks present in the can be done via a learning
SLM activity sheet, can be
presented via an internet
based resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson   can be done via voice
by a household partner,
can be done via a
learning activity sheet
2. Clarify concepts from previous lesson  can be done via voice
 calls, can be facilitated
can be done via a
3. Present warm-up activities to establish  can be done via voice
interest in new lesson calls, can be facilitated
 by a household partner,
can be done via a
4. Check learner’s prior knowledge about the learning activity sheet
new lesson  can be done via voice

5. Present connection between old and new  can be done via a
lesson and establish purpose for new lesson learning activity sheet
 can be done via voice
6. State lesson objectives as guide for calls, can be facilitated
learners by a household partner,
can be done via a
 learning activity sheet
can be done via a

Lesson Proper
1. Explain, model, demonstrate, and illustrate   can be done via voice
the concepts, ideas, skills, or processes that calls, can be facilitated
students will eventually internalize by a household partner,
can be done via a
2. Help learners understand and master new  calls, can be facilitated
information by a household partner,
can be done via a
3. Provide learners with feedback  by a household partner,
can be done via a
4. Check for learners’ understanding  can be done via a
After the Lesson
1. Wrap up activities   can be done via voice
can be done via a

2. Emphasize key information and concepts  calls, can be facilitated
discussed by a household partner,
can be done via a
3. Ask learners to recall key activities and  by a household partner,
concepts discussed can be done via a

4.Reinforce what teacher has taught  can be done via a
can be done via a
5. Assess whether lesson has been mastered  learning activity sheet
can be done via a
6. Transfer ideas and concepts to new 
situations
Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?
Answer: - Learning materials and textbooks

- 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?
Answer:
- As a teacher the only additional support that I can give is additional activity sheets and reading
materials.
- Can be done via voice calls, can be facilitated by a household partner, and can be done via a
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Answer:
- Can be done via voice calls, through assessment of the output
- In modular distant learning the only way is to retrieve the modules for checking and for the teacher adviser to
assess and gather feedback.
Summative Assessment
Formative Assessment
Assessment of learning:
Assessment for learning: Learners may be assessed - to measure if the student
individually or collaboratively met the performance and
- to make adjustments in the content standards
lesson Should promote self-reflection
and personal accountability - done after the lesson/end of
- may be integrated in all parts among students about their a quarter
of the lesson: before the own learning
lesson, the lesson proper, and - results enable teachers to
after the lesson May be a written work or a describe how well the students
performance task learned the
- results must be recorded to standards/competencies for a
study the patterns of learning given quarter, which are then
demonstrated by the students reflected in the class record.
but should NOT be used as the
basis for grading.
Assessment Method How to Adapt Assessment Method in DL

1. 5 Items Formative Assessment Send the 5 items formative Assesment through Group chat and it
will be corrected during online meeting in google meet.
2. Essay Type Assesment (5 Send rubrics of the essay and tell them to achieve the standards
points) given to get high points. Send it to your Group Chat.
3. Concept Maps I will send problems via group chat and ask them to solve those
problems step by step and they going to used concept map
showing how they arrive in their final answer. They are going to
send their answer in group chat.
4. Problem Sets I will send 5 problems via group chat and their going to answer
those problems and send back to me the answer through group
chat with complete solutions.
5. Graphs and charts I will ask them to monitor their weekly expenses and put it in
graph and chart and send them to me through our group chat in
messenger.
6. Electronic Power point I will send topic to respective groups via email/fb messenger. They
presentation will make power point presentation in their given topics. I will
assess their output with given rubrics send them through may
email/fb messenger account.
7. Science Investigatory Project I will give a mathematical investigatory project and it is set as a
group. Their output must send through group chat and to be
evaluating together with their documented output.
Questions:
1. What assessment methods are common among the group members?
Answer:
- Five items formative assessment are common among our groups.
2. What are the challenges in doing assessment in DL?

Answer:
- For me the biggest challenge is how to contact all your student 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?
Answer:
- We can collaborate well and choose among our all method of assessment listed in our notebook. We
come up the best method to use in the Distant Learning.
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.
LESSON 3:
GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
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

Weekly Home Learning Plan for Grade 7

Week 1, Quarter 1, October 5-9, 2020
Day & Learning Area Learning Learning Tasks Mode of Delivery

Time Competency
8:00 - Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
9:00
9:00 - Have a short exercise/meditation/bonding with family.

9:30
Monday
9:30 - Araling Naipaliliwanag Araling Panlipunan Personal submission by

11:30 Panlipunan ang konsepto ng Module 1, Lesson 1 the parent to the teacher
Asya tungo sa Quarter I, Week 1 in school
paghahating
heograpiko:
Silangang Asya,
Timog-Silangang
Asya, Timog-
Asya, Kanlurang
Asya, Hilagang
Asya, at
Hilaga/Gitnang
Asya.
1:00 - Edukasyon sa Natatanggap EsP Module 1, Lesson 1 Personal submission by

3:00 Pagpapakatao ang mga and Lesson 2 the parent to the teacher
pagbabagong Quarter I, Week 1 in school
nagaganap sa
sarili na may
pagtataya sa
mga kilos tungo
sa maayos na
pagtupad ng
kanyang mga
tungkulin bilang

Time Competency
nagdadalaga/na
gbibinata.
Tuesday
9:30 - Filipino Nahihinuha ang Filipino Module 1, Lesson Personal submission by

11:30 kaugalian at 1 the parent to the teacher
kalagayang Quarter I, Week 1 in school
panlipunan ng
lugar na
pinagmulan ng
kuwentong
bayan batay sa
mga pangyayari
at usapan ng
mga tauhan.
1:00 - English Identify real or English Module 1, Lesson 1 Personal submission by

3:00 make-believe, Quarter I, Week 1 the parent to the teacher
fact or non-fact in school
images.
Wednesday
9:30 - Mathematics Illustrate well- Mathematics Module 1, Personal submission by

11:30 defined sets, Lesson 1 and Lesson 2 the parent to the teacher
subsets, Quarter I, Week 1 in school
universal sets,
null sets,
cardinality of
sets, union and
intersection of
sets, and the
difference of
two sets.

Time Competency
1:00 - Science Describe the Science Module 1, Lesson Personal submission by

3:00 components of a 1 the parent to the teacher
scientific Quarter I, Week 1 in school
investigation.
Thursday
9:30 - TLE: Beauty Explain basic Beauty Care Module 1, Personal submission by
11:30 Care concepts in Lesson 1 the parent to the teacher
Beauty Care Quarter I, Week 1 in school
(Nail Care)
Services
1:00 - MAPEH (one Music: Describe Music Module 1, Lesson 1 Personal submission by
3:00 component per the musical Quarter I, Week 1 the parent to the teacher
week) characteristics in school
of
representative
music selections
from the
lowlands of
Luzon after
listening
Friday
9:30 - Revisit all modules and check if all required tasks are done.
11:30
1:00 - Parents/Learners meet to return all modules and answer sheets for the week and get new
4:00 modules to be used for the following week.
4:00 Family Time

onwards
LEARNER’S WEEKLY HOME LEARNING TASKS IN SCIENCE 7
Learning Competency:
Date/Time Learning Tasks Mode of Delivery

Science Module 1, Lesson 1 Personal submission by the
October 7 Quarter I, Week 1 parent to the teacher in
(Wednesday)  Describe the components of a scientific school
investigation.
1:00 – 3:00
Activity 1:
Research the basic steps in Scientific Method
October 7 Personal submission by the

(Wednesday) Activity 2: parent to the teacher in
Use scientific method to solve a problem. school
1:00 – 3:00 (Please Science 7 SLM, Module 1, Week 1)
C. Post-test (This test assesses the learner’s performance in the week-long topic/lesson.)
Note: Keys to Correction for every task/activity in days 1-4 shall be provided to learners.
The post-test shall be checked by the teacher.
Prepared by: Checked by:
Subject Teacher Department Head

Weekly Home Learning Plan (WHLP) Weekly Home Learning

Plan (WHLP)
Purpose
A tool to guide learners and learning A tool for monitoring
facilitators or household partners in tracking learners who lag behind
the subject areas to be tackled and activities based on the results of their
to perform at home formative and summative
assessments
For whom?
Learners and learning facilitator or Teachers and learning
household partner facilitator or household
partner
Components
Learning area, learning competencies, Learner’s needs,
learning tasks, mode of delivery intervention strategies,
monitoring date, learner’s
status
Has to be Yes Yes
communicated to
parents?
Individual Learning Monitoring Plan
Learner’s Name: Leo B. Hipolito

Grade Level: Grade 9
Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Science No access to Purely Second 
9 devices and modular quarter
Internet learning
Inaccessible Ask the help Third 

(living in of local quarter
remote officials
and/or
unsafe
areas)
Struggling Encourage Second 

readers parents to and third
(Grades 4- focus in quarter
12) helping
them online
tutorial
Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Module 3A-Rachelle Ann Baldonade

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Republic of the Philippines

 MODULE 3A, LESSON 1, ACTIVITY 1

b. Online Distance Learning

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

 MODULE 3A, LESSON 1, ACTIVITY 2

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent or Role of School

content to output of the as well as provide based

 MODULE 3A, LESSON 1, ACTIVITY 3

Ranking Type of DL Why?

1 Modular Distance Fastest way to collect and retrieve finished

 MODULE 3A, LESSON 1, ACTIVITY 4

LIST OF TARGETED LEARNER INTERVENTION

Learner Group Targeted Intervention

Struggling readers (Grades 4-12) N/A

No access to devices and Internet Purely modular learning

Indigenous Peoples Ask the help from their tribe leaders

Persons with Disabilities Stay at home and use MDL

 MODULE 3A, LESSON 2, ACTIVITY 1

1. What is lesson designing or lesson planning?

2. Why is lesson designing important?

Lesson designing helps ensure that:

3. What are the 3 elements or components of well-designed lessons?

● Clearly articulated lesson objectives (What should be taught?)

 MODULE 3A, LESSON 2, ACTIVITY 2

Before the Lesson Lesson Proper After the Lesson

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

 MODULE 3A, LESSON 2, ACTIVITY 3

Components of the DLL/DLP

principal or supervisor can help solve.

 MODULE 3A, LESSON 2, ACTIVITY 4

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

calls, can be facilitated

can be done via a

 can be done via voice

Answer the following questions in your Study Notebook:

Answer: - Learning materials and textbooks

 MODULE 3A, LESSON 2, ACTIVITY 5

 MODULE 3A, LESSON 2, ACTIVITY 6

Assessment Method How to Adapt Assessment Method in DL

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

 MODULE 3A, LESSON 2, ACTIVITY 7

Questions True False

1. A portfolio mainly displays the academic achievements of the ✔

Correct statement: A learning portfolio demonstrates not just the

2. Testimonies of parents/guardians and learning facilitators ✔

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. ✔

Correct statement: The teacher must address the students’ learning

sharing programs or they may submit the actual softcopies of their

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

 MODULE 3A, LESSON 3, ACTIVITY 1

Answer: d) learning task

Answer: a) learning area

Answer: b) mode of delivery

 MODULE 3A, LESSON 3, ACTIVITY 2

Weekly Home Learning Plan for Grade 7

Day & Learning Area Learning Learning Tasks Mode of Delivery

9:00 - Have a short exercise/meditation/bonding with family.

9:30 - Araling Naipaliliwanag Araling Panlipunan Personal submission by

1:00 - Edukasyon sa Natatanggap EsP Module 1, Lesson 1 Personal submission by

Day & Learning Area Learning Learning Tasks Mode of Delivery

9:30 - Filipino Nahihinuha ang Filipino Module 1, Lesson Personal submission by