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Module 3 A Activitiesmary Rose
Module 3 A Activitiesmary Rose
Department of Education
Region III-Central Luzon
Schools Division Office of Bataan
ORANI NORTH ELEMENTARY SCHOOL
Balut, Orani, Bataan
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 are done, 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 1 Answer Key 2.
A. Face to face learning- Face to face learning occurs personal interaction between students to teacher. They are
both present inside the classroom. Course content and learning materials are taught actively and the learners
share freely there ideas about the subject that the teachers are being discussed.
B. Distance Learning- it is a learning continuity which should be done at home or in place where the learners
can feel comfortable. No face to face involved. Learners are given materials or digital materials. Online
learning is also applied to this kind of modality.
C. Blended Learning- It is a combination of face to face with any or a mix of online distance learning, modular
distance learning and tv/radio based instruction. It enables schools to limit face to face learning.
D. HOME SCHOOLING
- It refers to an alternative learning delivery modality ADM that provides learners with access to formal
education while staying in an out of school environment with parents, guardians, tutors as authorized
facilitators instead of classroom teachers. This does not preclude going to school on a specific period to
develop learning competencies that require the use of laboratory, equipment and others. It uses any or
combination of any various learning delivery modalities
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 1 Answer Key 2.
*Distance Learning
* Homeschooling 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 Handout on Blended
Learning Delivery Modalities.
their
children
learning as
well as
provide
guidance
to their
children
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities
of your learners and their households, etc. Then 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. Be prepared to discuss your ranking at your
next LAC Session.
Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
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. Write down your answers in
your Study Notebook and share your ideas at your next LAC Session.
reading.
Struggling readers (Grades 4-12) Provide reading materials to improve the skills in
reading.
No access to devices and Internet Request provision of internet access to Barangay
from the LGU
Inaccessible (living in remote and/or unsafe areas) Ask assistance for the Barangay to reach-out the
learners.
Indigenous Peoples Teachers may provide modular learning modality to
support indigenous people but they should consider
physical and social distancing. Simply localization
approach.
Persons with Disabilities Teacher must create instructional videos (written
directions) for students, but also for the parents to
teach them how to set up and support their children
in various activities.
Others? Specify Hire volunteer teachers within the community to
assist the learners.
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:
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?)
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.
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.
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.
Reflection:
According to the 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 they 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 lessons 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 numbers of learners who
require additional activities for remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.
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 has to be presented
via technology-mediated resources, supplementary learning materials, or other means.
Part of Lesson / Learning Check if already Additional Remarks: (ex. can be done
Tasks present in the via voice calls, can be facilitated by a
SLM household partner, can be done via a
learning 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 / This learning can be done by using the
SLM and learning activity sheet.
2. Clarify concepts from previous / This learning can be facilitated by a
lesson household member
3. Present warm-up activities to / This learning can be facilitated by a
establish interest in new lesson household member
4. Check learner’s prior / This learning can be done by using the
knowledge about the new lesson SLM and learning activity sheet.
Lesson Proper
1. Explain, model, demonstrate, / This learning can be done by via voice
and illustrate the concepts, ideas, call, by using the SLM and learning
skills, or processes that students activity sheet or can be facilitated by a
will eventually internalize household member.
2. Help learners understand and / This learning can be done by via voice
master new information call, by using the SLM and learning
activity sheet or can be facilitated by a
household member.
3. Provide learners with feedback /
4. Check for learners’ / This learning can be done by via voice
understanding call, by using the SLM and learning
activity sheet or can be facilitated by a
household member
After the Lesson
1. Wrap up activities / This learning can be done by via voice
call, by using the SLM and learning
activity sheet.
2. Emphasize key information / This learning can be done by via voice
and concepts discussed call, by using the SLM and learning
activity sheet or can be facilitated by a
household member
3. Ask learners to recall key / This learning can be done by via voice
activities and concepts discussed call, by using the SLM and learning
activity sheet or can be facilitated by a
/ household member
4. Reinforce what teacher has
This learning can be done by via voice
taught
call, by using the SLM and learning
activity sheet or can be facilitated by a
household member.
5. Assess whether lesson has /
been mastered This learning can be done by via voice
call, by using the SLM and learning
activity sheet or can be facilitated by a
6. Transfer ideas and concepts to / household member.
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 think the materials that I can create to supplement the SLM, since students learn in a variety of
ways they may need additional materials like manipulatives and make related games that may
enhance their learning.
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?
To the leaner, have an open conversation, encourage them to ask questions and express their
feelings, give your time to them and be patient.
To the household partner, make the feel that you support them and always lend a hand or keep in
touch if there are difficulties in guiding their children towards teaching.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
In order for the teacher to gather feedback one of the easiest ways is through survey. Whether you
make it a paper and pencil, a google form. There is so much to be learned from students.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this
module.
ACTIVITY 5
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.
Example: Short quiz I will send a three-item quiz via text message before the lesson. 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.
1.Self-assessment I will encourage my learner to reflect on their own learning to show their
insights or understanding and reflect even on their weaknesses that need
intervention.
2.Portfolios Portfolio making as one the most important tool for distance learning.
3.Illustrated manual I will assign the learner to prepare illustrative material that is available in
their homes which submitted at least once a week.
4.Written Presentation I will require learners to submit reports that are aligned on the skills set for
the intended learning.
5.Essay Exam I will encourage students to reflect on what they have learned.
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:
Assessment on distance learning most likely an open book and are subject to the possibility of
cheating.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Teachers enjoy flexible teaching hours.
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.
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in
column B. Write your answers in your Study Notebook.
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.
Column A Column B
The check-up activity introduced you to the key components of a Weekly Home Learning Plan
(WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of delivery. The
WHLP serves as a guide for your learners on what they need to accomplish each week when they do
independent study at home (DepEd, 2020). It outlines the learning tasks that learners need to do, using the
SLM, in order for them to attain the most essential learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home
Learning Plan for Blended Distance Learning or may just refer learners to the lesson number and/or activity
number in the SLM as shown in the Sample Weekly Home Learning Plan for Modular Distance Learning
and for Online Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as they follow the
prescribed schedule in the plan. Remember also that part of guiding learners is to give enhancement 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 which discusses what
WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following when creating
your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss the
WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be reflected
in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of Pediatrics (AAP)
and the World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours 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 four hours
(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 and the other 2 hours in the
afternoon)
ACTIVITY 3
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 touch
with the household partner who provides assistance as needed while the learner is doing the
learning tasks at home.
ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3
and create an ILMP for that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.
• There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before,
during, and after lesson delivery, you will be able to design lessons with your best efforts, and maximize
learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback from the learners
(learners’ self-assessment), and from the learning facilitators or household partners, in order to continuously
improve lessons and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them and their families. As
teachers, you need to make your presence felt, and send the message to the learners that they are not alone in
this situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support from your Coaches,
School Heads, and fellow teachers as you adapt to the new normal.
Noted: