Division of City Schools

City of Makati
District of Makati IV
Nicanor Garcia Elementary School

Study Notebook
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
Designing Instruction in the
Different Learning Delivery
Modalities

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

Mary Joy R. Glino

Teacher I
 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, DL, 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?

Face-to-face learning -is the traditional way of instruction. This method allows a
live interaction between the learner and the teacher.
Distance Learning – is a delivery of instruction wherein the learners study
remotely without regular face-to-face contact with a teacher in a classroom.
Blended Learning – is a combination of the features of face-to-face learning and
distance learning.
Home Schooling – is an alternative learning delivery mode wherein a learner is
education in the comfort of his/her house rather than in a school.

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

Ans: Homeschooling and Distance Learning do not require Face to face learning.

Activity 2
Distance Learning Matrix
Role of
Distance
Distinguishing Essential Role of Parent or
Learning Role of School
Feature Resources Teacher Household
Modality
Member
Modular Use of printed Printed Self- Facilitates of Serves as Prepare and
Distance Self-learning learning learning. facilitator of provide printed
Learning Module. Modules learning SLMs and other
(MDL) Monitors the learning materials
The student learner’s such as
learn progress textbooks,
independently worksheet or
using the activity sheets.
SLMs
Orients the parent
or the learning
facilitator.
Online Delivery of the Gadgets Facilitate Provides the Provide
Distance lessons done such as learning internet, necessary
Learning online using laptop, online. gadgets materials for
(ODL gadgets and computer, needed for online learning.
technology tablet or Prepare online
smartphones learning learning. Orients the
activities for learners and the
Internet learners Assist and parents using
using online guide the learning
platforms learners platforms.
TV-Based Use of TV Facilitate Guide and Orient the parents
Instruction television learning via assist the and the teachers
(TVBI) program in the Self-learning TV learners regarding the TV-
delivery of Modules broadcast. based instruction.
instruction
Assess and Provides
monitors supplementary
learner’s learning materials
progress such as SLMs,
activity sheets,
and worksheets.
Radio- Use of radio Radio Facilitate Guide and Orients the
Based program in the learning via assist the parents and
Instruction delivery of SLMs radio learners teachers
(RBI) instruction. broadcast. regarding the
Radio-based
Assess and instruction.
monitors
learner’s Provides
progress supplementary
learning materials
such as SLMs,
activity sheets,
and worksheet.
Blended Combining SLMs, Facilitator of Guide and Make the different
Distance different Radio, TV, learning. assist the learning
Learning learning Internet, learners modalities
modalities Gadgets. available.

Orients the
teachers, parents,
and the learners
about blended
distance learning.
Activity 3
Rank the DL types- MDL, ODL, TVBI, RBI and BL-from easiest to most difficult to
implement. Give reason for your ranking of each.

Ranking
(1 to 4, from easiest to Types of DL
hardest to implement)
1 Modular Distant Learning
2 Online Distance Learning
3 Blended Learning
4 Radio-Based Instruction
5 TV-Based Instruction
Why?
Fastest way to collect and
retrieve finished outputs of
the learners.
Not all the students have
an internet connection
Because you are using two
kinds of distance learning
Expensive materials
especially in preparing
script and finished output.
Requires a lot of money
and a lot of preparation,
from the content, script
and airtime slot.

Activity 4
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. Think about groups of learners in
your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below
are some examples which may be relevant to your context. Add others as appropriate.
.
Learner Group Targeted Intervention
Learners without parents or household Home visit.
member who can guide and support their Seek assistance from relative LGUs for
learning at home. providing a learning facilitator to the
learner.
Beginning readers (K to 13) Provide supplementary reading materials.
Struggling readers (Grades 4-12) Provide supplementary materials
appropriate to the learner’s level.
No access to devices and internet Provide printed learning materials such
as SLMs and textbooks.
Communicate with the parents while they
are returning and getting the SLMs.
 Inaccessible (living in remote and/or Coordinate with the Brgy. Officials for the
unsafe areas) delivery of SLMs and other learning
material.
Indigenous peoples Coordinate with the Brgy. Officials for the
delivery of SLMs and other learning
material.
Persons with Disabilities Coordinate with the Brgy. Officials for the
delivery of SLMs and other learning
material.
Others? Specify.

Module 3A Lesson 2
Activity 1
1. What is Lesson Designing or Lesson Planning?
Ans: Lesson planning is a teacher’s road map of what learners need to learn and
how it will be done effectively during the class time. During the preparation you to
consider the lesson objective, leaning activities and assessment to check for
student understanding.

2. Why is lesson designing important?

Ans: Lesson designing is important because it helps teachers to clearly
understand and maintain the flow of the lesson when teaching.

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

Three components of a well-designed lesson are:
1. What should be taught – Clearly articulated lesson objectives.
2. How should it be taught – Well-selected and logically sequenced presentation
of learning resources and activities to help learners meet the objectives.
3. How it should be assessed - Appropriate and timely assessment activities that
provide relevant information and feedback for both teacher and learners.

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

Activity 3
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 The reflection part of the DLL and DIP should be filled up after the lesson
is delivered. In this part teachers can share their thoughts and feeling about their
lessons that were successfully implemented and which ones need improvement or
could be adjusted in the future.

Activity 4
Learning Task
Learning Delivery Modality (select one): ☐ODL ☐MDL ☐TV/RBI ☒BL
Grade Level and Learning Area: GRADE V MATHEMATICS
Lesson/Topic: Finding the missing term in a pair of equivalent ratios
Learning Objectives: Find the missing term in a pair of equivalent ratios
M5NS-lli-126
Learning Resources/Materials Learning Module Mathematics 5: Quarter 2-Module 9/
Needed: Google Slides, Jamboard
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice calls, can be facilitated by
 present a household partner, can be done via a learning
in the activity sheet, can be presented via an internet-
based resource, can be facilitated during a
SLM synchronous learning session, etc.)
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 I can send SMS, chat or email the learners
feedback. and the learning facilitator and give
feedback.
4. Check for learners’ I can send SMS, chat or email the learners
understanding and the learning facilitator and give
feedback.
After the Lesson
1. Wrap up activities /
2. Emphasize key information /
and concepts
discussed
3. Ask learners to recall key / I can send SMS, chat or email the learners
activities and and the learning facilitator.
concepts discussed
 4. Reinforce what teacher has /
taught
5. Assess whether lesson has /
been mastered
6. Transfer ideas and /
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?
Ans: I can create or curate activity sheets, worksheets, lesson videos, to supplement
the SLM.
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?
Ans: The additional support I can give is giving constant communication through email,
texting, chatting, or calling.
3.How can the teacher gather feedback on the different learning tasks, to refine or
modify current and future lessons?
Ans: In modular distant learning I can gather feedback on different task by asking
question through email, texting, chatting, or calling and giving the Individual Learning
Monitoring Plan.

Activity 5
Venn Diagram

Formative Assessment Summative Assessment

May be integrated in all parts of the lesson. Measure learning Assessment to make decisions.
individually or
collaboratively. Long Test.
Assessment to make adjustments.
Can be paper-pencil or Done after a unit of study.
Measure if the learning objectives performance task.
are met. Measures if the content and performance
are met.
Short items test.

Activity 6
Assessment Method How to Adapt the Assessment Method in DL
 Activity Sheets/ I will upload the activity sheets/ worksheet in the google
Worksheets classroom and distribute hardcopies with SLMs
Quizzes I will upload the quizzes in the google classroom. Based on
the result, I will take note of the common misconceptions
and clarify to the learners via email, chat or during online
session
Portfolio I will attach the rubrics and tell them to achieve the
standards given to get high points. Attached it in the google
classroom/shared drive or send it via email/chat.
Games I will make interactive activities the learners can do during
online class or use other online platforms, so learners can
have fun while learning.
Performance Outputs I will attach the rubrics and tell them to achieve the
standards given to get high points. Attached it in the google
classroom/shared drive or send it via email/chat.

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

Ans: The assessment methods common to the group are activity sheets or worksheet,
written works, and performance outputs.
2.What are the challenges in doing assessment in DL?
Ans: The challenges in doing assessment in DL are the authenticity of the assessment,
because I don’t know if the learners are the ones who actually answer the assessment;
and it is difficult to assess the learners for the performance task. It is also difficult to
know if the learners are the ones who performed the task because teachers can’t see it
personally.
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment do able in DL?
Ans: We can make use of technology and communicate with the parents. For example,
we can ask them to take a video while performing the task. Also orient the parents or
learning facilitator and encourage them to let the children answers the assessment or
task.

Activity 7
Question 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 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 soft copies of their work
saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with output in hard /
copies or physical forms may be handed over to
the teacher by the parents or learning
facilitators.

Module 3A Lesson 3
Activity 1
COLUMN A COLUMN B
__c__1. These are the knowledge, a. Learning area
understanding, skills, and attitudes that
learners need to demonstrate in every
lesson and/or learning task.
__d__2. These are the formative learning b. Mode of delivery
opportunities given to learners to engage
them in the subject matter and to
enhance their understanding of the
content. c. Learning competencies
__a__3. This refers to the prescribed
subject that learners take. d. Learning task
__b__4. This refers to the method of
submission of learning outputs preferred
by the learner/parent based on their
context.

Activity 2
WEEKLY HOME LEARNING PLAN
 Day and Section Learning Learning Learning Task Mode of
Time Area Competency Delivery
Wednesday SIARGAO Arts Nakikilala at Sagutan ang “Subukin” Synchronous:
1:00-1:45 natatalakay ang Sagutan ang “Balikan”
detalye ng mga Basahin at unawaing Mag login sa
mahahalagang mabuti ang “Tuklasin” at Google meet para
pangyayari sa “Suriin” sa virtual na
bansa ukol sa Sagutan ang “Isagawa” talakayan.
ipinintang Basahin at itatak sa
landscape. isipan ang “Isaisip”
-Ipasa ang ouput
A5PR-llg
sa pamamagitan
Music Nakikilala nang Sagutan ang “Subukin” ng Google
may kasanayan Sagutan ang “Balikan” classroom account
ang pagbabasa Basahin at unawaing na ibinigay ng guro
sa iba-ibang mabuti ang “Tuklasin” at o gamit ng
scales. “Suriin” paaralan.
MU5ME-llf-9 Sagutan ang “Isagawa”
Basahin at itatak sa
isipan ang “Isaisip” -Makipag ugnayan
sa guro sa
pamamagitan ng
email, text, phone
calls and internet
kung may
katanungan.
Thursday SIARGAO P.E. Nakikilala nang Sagutan ang “Subukin” Asynchronous:
8:00-8:45 may kasanayan Sagutan ang “Balikan”
ang pagbabasa Basahin at unawaing -Tutulungan ng
sa iba-ibang mabuti ang “Tuklasin” at mga magulang ang
scales. “Suriin” mag-aaral sa
MU5ME-llf-9 Gawin ang Gawain sa bahaging
“Isagawa” nahihirapan ang
Basahin at itatak sa kanilang anak at
isipan ang “Isaisip” sabayan sa pag-
Health Nailalarawan ang Sagutan ang “Subukin” aaral.
mga karaniwang Sagutan ang “Balikan”
isyu sa Basahin at unawaing -Makipag ugnayan
kalusugan at mabuti ang “Tuklasin” at sa guro sa
pag-aalala sa “Suriin” pamamagitan ng
panahon ng Gawin ang Gawain sa email, text, phone
Pagbibinata at “Isagawa” calls and internet
pagdadalaga. Basahin at itatak sa kung may
H5GD-lj-12 isipan ang “Isaisip katanungan.
H5GD-lj-13
H5GD-lj-14
H5GD-lj-15 -Ipasa ang ouput
sa pamamagitan
ng Google
classroom account
na ibinigay ng guro
o gamit ng
paaralan.
Wednesday DAKAK Arts Nakikilala at Sagutan ang “Subukin” Synchronous:
2:00-2:45 natatalakay ang Sagutan ang “Balikan”
detalye ng mga Basahin at unawaing Mag login sa
mahahalagang mabuti ang “Tuklasin” at Google meet para
pangyayari sa “Suriin” sa virtual na
bansa ukol sa Sagutan ang “Isagawa” talakayan.
ipinintang Basahin at itatak sa
landscape. isipan ang “Isaisip”
-Ipasa ang ouput
A5PR-llg
sa pamamagitan
Music Nakikilala nang Sagutan ang “Subukin” ng Google
 may kasanayan Sagutan ang “Balikan” classroom account
ang pagbabasa Basahin at unawaing na ibinigay ng guro
sa iba-ibang mabuti ang “Tuklasin” at o gamit ng
scales. “Suriin” paaralan.
MU5ME-llf-9 Sagutan ang “Isagawa”
Basahin at itatak sa -Makipag ugnayan
isipan ang “Isaisip” sa guro sa
pamamagitan ng
email, text, phone
calls and internet
kung may
katanungan.
Thursday DAKAK P.E. Nakikilala nang Sagutan ang “Subukin” Asynchronous:
9:00-9:45 may kasanayan Sagutan ang “Balikan”
ang pagbabasa Basahin at unawaing -Tutulungan ng
sa iba-ibang mabuti ang “Tuklasin” at mga magulang ang
scales. “Suriin” mag-aaral sa
MU5ME-llf-9 Gawin ang Gawain sa bahaging
“Isagawa” nahihirapan ang
Basahin at itatak sa kanilang anak at
isipan ang “Isaisip sabayan sa pag-
Health Nailalarawan ang Sagutan ang “Subukin” aaral.
mga karaniwang Sagutan ang “Balikan”
isyu sa Basahin at unawaing -Makipag ugnayan
kalusugan at mabuti ang “Tuklasin” at sa guro sa
pag-aalala sa “Suriin” pamamagitan ng
panahon ng Gawin ang Gawain sa email, text, phone
Pagbibinata at “Isagawa” calls and internet
pagdadalaga. Basahin at itatak sa kung may
H5GD-lj-12 isipan ang “Isaisip katanungan.
H5GD-lj-13
H5GD-lj-14
H5GD-lj-15 -Ipasa ang ouput
sa pamamagitan
ng Google
classroom account
na ibinigay ng guro
o gamit ng
paaralan.
Friday Summative Test and Remedial Classes
8:00-9:45
Friday Self-Assessment Tasks: Portfolio Preparation, Reflective Journal, Consultation, Feedbacks and
1:00-2:00 Other Learning Area Tasks for Inclusive Education.

Activity 3
Weekly Home Learning Plan Individual Learning Monitoring
(WHLP) Plan (ILMP)
Purpose Serves as guide for learners To monitor learning progress.
and learning facilitators. To know what assistance can be
Helps learners tare provided to the learner who lag
responsibility of their own behind.
learning. To provide mechanism to
support learners.
For whom? For all learners For learners who lag behind
Components Learning Area
Learning Competency
 Learning Task
Mode of Delivery
Has to be yes yes
communicated to
parents?

Activity 4
INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: ANTONIO, JONATHAN B.

Grade Level: V- DAKAK
Learning Area: Mathematics
Learner’s Status
Intervention Monitoring
Learner’s Needs Insignificant Significant
Strategies Date Mastery
Progress Progress
Difficulty in Extending in He is willing to do
January 04,
doing/finishing the doing/finishing the and finish the task
2021
learning task learning task despite difficulty.

Learner is not making significant progress in a timely manner. Intervention strategies need
INTERVENTION to be revised
STATUS Learner is making significant progress. Continue with the Learning Plan
Learner has reached mastery of the competencies in the learning plan

Activity 5
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: NATIONAL CAPITAL REGION

LAC ID (name or number): Number of LAC members: 5

NGES-LORNA-GLADYS/LAC-3A

Name of LAC Facilitator: Designation/Position:

LORNA P. REYES TEACHER III

GLADYS A. IGNALANGIN TECAHER I

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details (email, Preferred contact
POSITION mobile number) mode (email,
phone, Skype,
Zoom, Google
Meet, Viber, FB)

RENALYN C. Female TEACHER III MAKATI renalyn.mamuad00 Email/Google

MAMUAD 1@deped.gov.ph Meet/ FB
renalyn.mamuad@
depedmakati.ph
cp#09499201480

NANCY M. SERRANO Female TEACHER II MAKATI nancy.serrano@depe Email/Google

dmakati.ph/ Meet/ FB
nancy.serrano003@d
eped.gov.ph

09517745234

JAY L. LARROZA Male TEACHER I MAKATI jay.larroza@depedm Email/Google

akati.ph Meet/ FB
09956340041

RUZEL M. LAYUG Female TEACHER I MAKATI ruzel.layug001@deped. Email/Google

gov.ph
ruzel.layug@depedmakati. Meet/ FB
ph
cp # 09774856730

MARY JOY R. GLINO Female TEACHER I MAKATI maryjoy.glino@depe Email/Google

Meet/ FB
 dmakati.ph

maryjoy.glino@depe
d.gov.ph

09154800938

FORM 4: LAC ENGAGEMENT REPORT

NAME OF MEMBER: MARY JOY R. GLINO LAC SESSION ID.:

NGES-LORNA-GLADYS/LAC-3A

REGION: NCR DATE OF LAC SESSION:

FEBRUARY 27, 2021

DIVISION: DEPED MAKATI NUMBER OF LAC SESSION: 3

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC session.
 2. The LAC session deepened /
my understanding of the SLM
content.

3. My perspective on the topic/s /

covered has changed as a
result of the LAC session.

4. I participated actively in the /

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different /

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in /

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have /

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

 Learning Resources
2. I encountered the following problems or challenges:
  Schedule of the LAC session.
 Background noise
 Internet connection
3. Other comments/suggestions: