Name: RIO VIERRA M.

CARAGAY School: LABIT NHS

LAC ID: SDOUCLDM2TModule3CaragayRioVierra Module: 3A

DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES

Lesson 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

(Activities 1,2, 3, 4, 5,6, & 7)

ACTIVITY 1.

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document,
write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

 A teacher without a plan cannot give the quality education that learners need to have.
Lesson Designing or lesson planning is the blueprint of every teacher. It is a developed lesson plan that
includes the main competencies and objectives that a learner should master for life-long learning skills. It
also includes the learning resources such as materials to be used in achieving the most essential
competencies. It is a task for every teacher to prepare a well-crafted lesson plan that suit to every needs
and interests of learners.

2. Why is lesson designing important?

It is vital for teachers for them to deliver the lesson effectively. As the seasoned teachers always
say, “teachers cannot start teaching without a prepared lesson plan.” Lesson designing helps ensure that
lessons are responsive to learner’s needs, can monitor time which can be maximized for instruction and
learning, to make sure that teachers set learning targets for specific learners, carry out a lesson
successfully, master their learning area content, become more reflective about their teaching , learners
successfully reach the set learning goals.

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

* Well-selected and logically sequenced presentation of learning resources and activities to help
learners
meet the objectives (How should it be taught?)
* Clearly articulated lesson objectives (What should 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 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.

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 is 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. Wrap up activities.
1. Explain, model, demonstrate,
2. Emphasize key information
and illustrate the concepts,
and concepts discussed.
ideas, skills, or processes that
3. Ask learners to recall key
students will eventually
activities and concepts
internalize.
discussed.
2. Help learners understand and
4. Reinforce what teacher has
master new information.
taught.
3. Provide learners with feedback
5. Assess whether lesson has
4. Check for learners’
been mastered.
understanding.
6. Transfer ideas and concepts to
new situations.

Refer to the list of learning tasks below and identify which section of the lesson these learning 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 new lesson
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 processes that 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

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 been done differently. Identifying
successful and less successful activities and strategies would make 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 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
VI. 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.

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 and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article 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 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 must 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: Gr.12 Creative Writing

Lesson/Topic: Elements of Poetry
 Learning Objectives: Identify the different elements of poetry

Learning Resources/Materials Needed: Module for Creative Writing


Part of Lesson
Before 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
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
After the Lesson
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
Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household partner,
Learning Tasks
can be done via a learning activity
Check if already present in
sheet, can be presented via an
the SLM
internet based resource, can be
facilitated during a synchronous
learning session, etc.)
1. Can be done during a
√ instantaneous learning session.
2. Possible to be facilitated during a
√ simultaneous discussion.
3. Can be done through learning
√ activity sheet.
4. Doable during answering the
√ Activity sheet.
5. Can be facilitated during a
simultaneous learning session.
6. Can do through learning activity
sheet.
√ 1. Can do by means of online class
video/call
2. Can be assisted by a parents or
guardian.
3. Can be done through learning
√ activity sheet.
√
√ 4. Can be done through learning
activity sheet.
√ 1. Can do after lesson proper.
√ 2. Can be done through learning
activity sheet.
√ 3. Can do by collaborating with the
parents/guardian.
√ 4. Can do by collaborating with the
parents/guardian.
√ 5. Can be done through the help of
parents or guardians.
√ 6. Can do by collaborating with the
parents/guardian.

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?

 I will ask them to follow certain page on facebook that could help them gain more knowledge
especial pages that could them awareness on the current situation of the society. And also, I will
insert current printed newspaper news related to economy and online/television news pertaining to
the current state of our country’s economy especially during this time of pandemic.

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 have included my contact information in the module so that the learners as well as the
household/partner can contact me whenever they have questions regarding module. From time to
time, I am open for queries to guide my students as well as the parents at times of confusion on the
activity sheets/modules that I have given them.

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

 Teachers can set an agreement where students should give their feedback and reflection about the
lesson they have completed.

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 Venn diagram in your Study Notebook.

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

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 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.

Assessment Method How to Adapt the Assessment Method in DL

I will send a three-item quiz via text message before the
lesson. Based on the responses, I will take note of the
Example: Short quiz
common misconceptions and clarify them to the learners
during our online session or via text message.
I will group them in pairs and invite them to watch a filmed
1. Simulation and simulation about exercise programs. After, the students will
videos answer the following guided questions and give the details
about the video film.
I will let my students reflect on their own learning by an
2. Self-assessment extended written reflection. They will reveal what they have
and portfolio learned and understood in our previous topics and compile it
for their portfolio.
I will give questions to the learners through messenger after
3. Short Quiz
the delivery of the lesson to evaluate their learning.
Evaluate the learning of the learners at the end of quarter
4. Summative Test through adopting the (Edmodo) an online examination or
personal submission.
5. Reflection/Journal Ask learners to reflect and write their thoughts and analyze
Writing what they learned from the lessons delivered.

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:

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

Short quiz and portfolio are the most common answers from the group.

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

The challenges we have encountered in doing assessment in DL is to choose the right

assessment for our learners by not compromising the students who wished to have an online class since in
our school, we are going to use the Modular Approach.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?
We can come up effective assessment that will suit to our learners.
ACTIVITY 7.
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.

Questions True False

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 /
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.

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.