STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. Differentiate between the learning delivery modalities prescribed by the LCP and between the
different types of distance learning modalities
2. Apply lesson design and assessment considerations for distance learning in light of the COVID-
19 crisis
3. Create a weekly home learning plan to guide your learners as they do independent study at
home
4. Create an individual learning monitoring plan to keep track of the progress of learners who lag
behind in completing the prescribed learning tasks
MODULE CONTENT:
Lesson 1. Understanding the Different LDMs Lesson 2. Designing Lessons and Assessments in
the Different LDMs Lesson 3. Guiding and Monitoring Learners in the Different LDMs LAC
Session 3A
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

MODULE 3A
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY
MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1.
 1. Do quick checks of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, DL, blended learning (BL), and home-schooling, in your own words, define each modality.

Answer:
Face to Face (F2F) Learning – refers to a learning delivery modality where the teacher and learner/s
are physically in one venue. There are opportunities for active engagement, immediate feedback and
socio emotional development of learners. It may be conducted in any available physical learning
space.
Distance Learning (DL) – 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 (BL) – refers to a learning delivery modality using a combination of the features
of F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and
online distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and
any combination of the other types of distance learning.

Home Schooling – refers to an alternative learning delivery mode (ADM) that provides learners with
access to formal education while staying in an out-of-school environment, with parents, guardians, or
tutors as authorized facilitators instead of classroom teachers. This does not preclude going to a school
on specific periods to develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

2. Which of the LDMs do not have an F2F learning component?

Answer: Distance learning Home schooling if done via distance learning

ACTIVITY 2.
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for
Distance Learning. As you go through the readings, complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to come to a shared understanding with your peers
on the 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 Hand out on Blended Learning Delivery Modalities.
Answer: M2-L1A2_Distance Learning Matrix.docx
See attach Files
 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. Replicate the following table and write your answers in your Study
Notebook.
Ranking (1 to 5, from
easiest to hardest to Type of DL Why?
implement)
1 MDL The easiest and most applicable
Poor connection, lack of gadget (of BL,
2 BL
TVBI, RBI, ODL are used)
3 TVBI Poor connection
4 RBI Poor connection
5 ODL No internet connectivity, lack of gadget

ACTIVITY 4
LIST OF TARGETED INTERVENTION

Learner Group Targeted Intervention

Learners without parents or household member who can Peer Tutoring, Home Visitation
guide and support their learning at home
Project SPARE, Distribution of
Beginning readers (K to 3) Reading Materials
Home Visitation, Peer Tutoring
Struggling readers (Grades 4-12)
No access to devices and Internet Modular Print
Home Visitation, Modular Print
Inaccessible (living in remote and/or unsafe areas)
Home Visitation, Modular Print,
Indigenous People Project SPARE
Persons with Disabilities Home Visitation, Modular Print
Others? Specify. N/A
Prepared by: Noted by:
ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1.

1. What is Lesson Designing or Lesson Planning?

Answer: Lesson planning is one way of planning instruction. Lesson planning is a way of visualizing
a lesson before it is taught. According to Scrivener (2005), planning a lesson entails “prediction,
anticipation, sequencing and simplifying.” Lesson planning is a critical part of the teaching and
learning process.
 2. Why is lesson designing important?
Answer: Designing is important in order to predict the possible outcomes of the lesson and to
immediately address the necessary needs that might arouse during the lesson proper or even after
the lesson proper through assessment.
3. What are the three elements or components of a well-designed lesson?
Answer: The three elements of a well-designed lesson (Virginia Department of Education) are:
a. what should be taught?
b. how should it be taught?
c. how should learning be assessed?

ACTIVITY 2.

The second component of a well-designed lesson asks teachers to select and sequence teaching and learning
activities that would help learners meet the learning objectives. These learning tasks can be presented (1)
before the lesson, (2) during the lesson proper, and (3) after the lesson. In your Study Notebook, copy the
following table:
After the Lesson
Before the Lesson Lesson Proper
Review previous lesson Explain, model, Wrap up activities
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize
Clarify concepts from Provide learners with Reinforce what teacher has
previous lesson feedback taught
Present warm-up activities Check for learners’ Assess whether lesson has
to establish interest in new understanding been mastered
lesson
Check learner’s prior . Help learners Ask learners to recall key
knowledge about the new understand and master activities and concepts
lesson new information discussed
State lesson objectives as Emphasize key information
guide for learners and concepts discussed
Present connection Transfer ideas and
between old and new concepts to new situations
lesson and establish
purpose for new lesson
Prepared by: Noted by:
ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach

ACTIVITY 3.

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
IV. Remarks
VI. Reflection
Answer: The reflection part of the DLL and DLP should be filled up after the lesson is delivered. This part of
the DLL where teacher can reflect on how teaching and learning process effectively and successfully achieved
the targeted objectives or needs improvement in the next lesson. It also where teachers can jot down the rising
and falling star for his/her teaching strategies and assessing learners who earned 80% in the evaluation,
required additional activities or needs remedial instruction.

ACTIVITY 4.
Read the hand out 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.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: Grade-1/Araling Panlipunan
Lesson/Topic: Pagkilala sa Sarili
Learning Objectives: Nailalarawan ang pisikal na katangian sa pamamagitan ng iba’t-ibang
malikhaing pamamaraan
Learning Resources/Materials Needed: Printed Pictures, Realia

Additional Remarks: (ex. can be done

via voice calls, can be facilitated by a
household partner, can be done via a
Part of Lesson / Check if already present
learning activity sheet, can be
Learning Tasks in the SLM
presented via an internet-based
resource, can be facilitated during a
synchronous learning session, etc.)
Before the Lesson
1. Review previous N/A
lesson ∕

2. Clarify concepts from N/A

∕
previous lesson
3. Present warm-up N/A
activities to establish ∕
interest in new lesson
4. Check learner’s prior N/A
knowledge about the ∕
new lesson
5. Present connection N/A
between old and new
∕
lesson and establish
purpose for new lesson
6. State lesson N/A
objectives as guide for ∕
learners

Lesson Proper
1. Explain, model, ∕ N/A
demonstrate, and
illustrate the concepts,
ideas, skills, or
 processes that students
will eventually
internalize
2. Help learners N/A
understand and master ∕
new information
3. Provide learners with N/A
∕
feedback
4. Check for learners’ N/A
∕
understanding
After the Lesson
1. Wrap up activities ∕ N/A
2. Emphasize key N/A
information and ∕
concepts discussed
3. Ask learners to recall N/A
key activities and ∕
concepts discussed
4. Reinforce what N/A
∕
teacher has taught
5. Assess whether N/A
lesson has been ∕
mastered
6. Transfer ideas and N/A
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?
-Nothing more.

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?
-By chance, if the learner still needs support, home visitation and revising of learning materials are
needed to be done.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
-The teacher can gather feedback by using the test results given to the learners.
 ACTIVITY 5.

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 Venn diagram in your Study
Notebook. Follow the example below.

Formative Assessment Summative Assessment

Assessment FOR learning: learners may be assessment OF learning:

to make adjustments in
the lesson
may be integrated in all
parts of the lesson: before
the lesson, the lesson
proper, and after the
lesson
Results must be recorded
to study the patterns of
learning demonstrated by
the students but should
NOT be used as the basis
for grading.
assessed individually or to measure if the student
collaboratively met the performance
and content standards
should promote self-
reflection and personal done after the
accountability among lesson/end of a quarter
students about their
own learning
results enable teachers
to describe how well the
may be a written work students learned the
or a performance task standards/competencies
for a given quarter,
which are then reflected
in the class record

Prepared by: Noted by:

ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach
 NAME OF MEMBER: ALNA G. LOSA LAC SESSION ID.: LDM 2 DAY 3- Module 3A

REGION: XIII CARAGA DATE OF LAC SESSION: Sept.18,2020

DIVISION: DINAGAT ISLANDS NUMBER OF LAC SESSION: 3RD LAC Session

ASSESSMENT METHOD IN DL (DISTANCE LEARNING)

Assessment Method Method How to Adapt the Assessment Method in DL

I will send a three-item quiz via text message before the lesson.
Example:Short quiz Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our online
session or via text message.
I will give certain topic through text message. Upon receiving their
1.Essays essay, I will take note on the common mistakes such as rules in
grammar.
I will let the parents come to school and give instruction on how to
2.Journals make journals about certain things that they are going to do.
Coherence and frequency need to be observed.
I will send via text message about certain topic to elaborate
comprehensively with proper subject and verb agreement and
3.Composition tenses of verb. Mistakes need to be corrected by giving them back
the corrected works.
I will let the parents come to school and give instruction on how to
4.Portfolio make journals about certain things that they are going to do.
Creativity and cleanliness need to be observed as well as
punctuality in submission.
5.Reflection I will send via text message about certain topic. Thought, precision,
and clarity are the key points to be observed and corrected.
 Answer these questions with your colleagues:

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

The common assessment method among the group is giving quiz and sometimes essay.

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

The challenges in doing assessment in DL are the teacher can’t really be sure if it is really
done by the learner himself, giving feedbacks and corrections are hard to determine.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Definitely yes, as it gives the teachers to explore and find more doable assessments that
definitely suit to the learning style of the learner without compromising the learning

Prepared by: Noted by:

ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.

Answer the simple check-up quiz below. Read and

match the descriptions in column A with the terms Column B
in column
Column A a. learning area

b. mode of delivery
 c.learning competencies

1. These are the knowledge, understanding,

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

ACTIVITY 2.

Sample Weekly Home Learning Plan for Blended Distance Learning

Answer: See attach files
 ACTIVITY 3.

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read
the guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see
how the ILMP differs from the WHLP.
Weekly Home Learning Individual Learning
Plan (WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners A tool for monitoring
and learning facilitators or learners who lag behind
household partners in based on the results of
tracking the subject areas their formative and
to be tackled and summative assessments.
activities to perform at ILMP serves as the
home document that will show if
the learner has shown
either mastery of the
learning competencies,
significant progress, or
insignificant progress.

For Whom? Learners and learning Teachers and learning

facilitator or household facilitator or household
partner partner
Components Learning area, learning Learner’s need,
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date, learner’s
status
Has to be communicated Yes
to parents?
Prepared by: Noted by:
ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach

ACTIVITY 4.

Read and use the Individual Learning Monitoring Plan Template. Consider the components of the ILMP that
were described in Activity 3.
Answer: See attach files
 Reflection

Day -3 , Module 3A “Designing Instruction in the different learning modalities”

This Module focuses on how lessons and assessments are designed for the distance
learning modality prescribed by the Basic Education Learning Continuity Plan (LCP). Teachers
must ensure the continuity of learning in this crisis that is why many Alternative Delivery
Mode emerges to support learner’s needs. We are delighted to know the different modalities
like the distance Learning, television, radio, home schooling, blended learning and Online. We
are very much eager to use Modular print since we had less access to internet based on our
geographic feature- we had poor internet connection.

There is a need to create a weekly home learning plan to guide r learners as they do
independent study at home. In our traditional classroom we used daily lesson log or daily
lesson plan but since school were closed and students are not allowed to go to school we have
this WHLP for them to be guided even without teacher at home. When we ranked the
different type of Distance Learning from most to less accessible we had first the modular
distance learning, TV-based instruction/radio-based instruction, distance learning, blended
distance learning, homeschooling; and lastly was online distance learning.

The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. So we have this targeted learners as our
sample who might require special consideration to be able to participate in DL which is
commonly Modular print there are targeted interventions you would develop to include them.
So for example: Group of Learners without parents or household member who can guide and
support their learning at home, our intervention for this matter which is ne in our community
is home visitation that is the best remedy for the non-reader family member at home.
Another one is No access to devices and Internet the intervention was of course the modular
print and the printed reading materials same with Beginning readers (K to 3) and Struggling
readers (Grades 4-12) we need to provide many reading materials and the basic sight words
for them to realize their reading skills.
 We tackle also the parts of Lesson plans a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the learning
objectives.

Prepared by: Noted by:

ALNA G. LOSA GERALDINE D. PERMITES
LAC Member LAC Leader

Approved by:
JOCELYN C. TICOD
Instructional Coach