Module 3A:

Designing Instruction in the Different

Learning Delivery Modalities
 Lesson 1:
1

Understanding the Different

LDMs
 OBJECTIVES

Define the learning delivery modalities (LDMs)

prescribed by the LCP
 OBJECTIVES

Describe the features of distance learning

(DL) and its different types
 OBJECTIVES

Explain the guidelines for implementing the

different types of DL
 OBJECTIVES

Enumerate the minimum requirements for each

type of DL
 OBJECTIVES

Rank the different types of DL in terms of their degree of

difficulty to implement from different perspective of your
school
 OBJECTIVES

Identify targeted interventions for learners with

special concerns to ensure inclusion in DL
 Key Topics/Concepts

Blended distance learning;

Blended learning;
 Key Topics/Concepts

Distance learning;
Face-to-face learning;
Homeschooling;
 Key Topics/Concepts

Implementation guidelines for

distance learning;

Minimum requirements for

distance learning;
 Key Topics/Concepts

Modular distance learning;

Online distance learning;

TV-Based instruction/radio-based
instruction
 Activity 1
In your own words, define each modality

Write answers in your study notebook

 Activity 1
Let’s answer
Which of the LDMs do not have
an F2F learning component? 2

Write in your Study Notebook

 ACTIVITY 2

Agreed as an assignment

(Read Guidance on Distance Learning and

Non-Negotiable Minimum Requirements
for Distance Learning)
 ACTIVITY 2

Sharing of Completed
Distance Learning
Matrix
 Read More…

Supplementary Handout
on Blended Learning
Delivery Modalities
 ACTIVITY 3

Agreed as an assignment
 ACTIVITY 3
Ranking Type of DL Why?
(1 to 5, from easiest
to hardest to
implement)

1
2
3
4
5
 Activity 4
3 In your Study Notebook

Think about groups of learners in your school

who might require special consideration to be
able to participate in DL.

Describe what targeted interventions you would

develop to include them.
 Learner Group Targeted Intervention
Learners without parents or household
member who can guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-6)
No access to devices and internet
Inaccessible (living in remote and/or unsafe
areas)
Indigenous Peoples
Persons with Disabilities
Great! You have completed Lesson
1.
 LESSON 2:

Designing Lessons and

Assessment in the
Different LDMs
 OBJECTIVES

1.Identify the components of a

well-designed lesson, applicable
for all LDMs
 OBJECTIVES

2. Enumerate learning tasks that

can be incorporated in your DL
Lessons to ensure the achievement
of learning objectives
 OBJECTIVES
3. Select formative and summative
assessment tasks that can be incorporated in
your lessons to provide students with
feedback and to help you monitor student’s
learning even when you are teaching
remotely.
 ACTIVITY 1
4
Read DO 42, s. 2016 on Policy
Guidelines on Daily Lesson
Preparation

(This has been assigned as an

assignment)
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;
3. After the lesson.
1.What is Lesson Designing or Lesson
Planning?
2.Why is lesson designing important?
3.What are the three elements or
components of a well-designed lesson?
Before the Lesson Lesson Proper After the Lesson
 ACTIVITY 2
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
 ACTIVITY 2
LIST OF LEARNING TASKS

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

 ACTIVITY 2
LIST OF LEARNING TASKS

8. Assess whether the lesson has been mastered

9. Check for learner’s understanding

10. Explain, model, demonstrate, and illustrate the

concepts, ideas, skills, or processes that students will
eventually internalize
 ACTIVITY 2
LIST OF LEARNING TASKS

11. Help learners understand and master new

information

12. Ask learners to recall key activities and concepts

discussed

13. Reinforce what teacher has taught

 ACTIVITY 2
LIST OF LEARNING TASKS

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
5
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.
 5
Identifying successful and less
successful activities and
strategies would make it easier to
adjust and revise the lesson plan
as needed.
 STUDY NOTEBOOK
Copy the components of the
Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP),
then highlight which part/s is/are
accomplished after the lesson is
delivered.
 Find out the instructional principles behind
these learning tasks.

Read: PRINCIPLES OF INSTRUCTION by Barak Rosenshire

(https://www.aft.org/sites/default/files/periodicals/Rosenshire.pdf)
 ACTIVITY 4
6
Lesson Designing in DL

Accomplish the table on p.20.

(Assigned as homework)
 Study Notebook
6
Answer the questions found on p. 21

(Assigned as homework)
Integrating Content Across Learning
Areas/Team teaching

You can check the MELCs

for topics that may be
integrated into other learning
areas.
Integrating Content Across Learning
Areas/Team teaching

You can team up to integrate lessons across

learning areas. Integration of content across
learning areas maximizes time and helps
learners make connections for better
understanding.
Integrating Content Across Learning
Areas/Team teaching
You can use content topics as themes, motivation,
springboards, or intial topics for lessons across
subjects. You can also try merging selected area
performance tasks and assessments and create
separate rubrics for scoring per learning area. This
can make it easier for you to check student work,
and saves time for you and the learners.
Integrating Content Across Learning
Areas/Team teaching

Can you think of other ways of designing

and implementing lessons that can enhance
student learning and maximize teacher
preparation time?
 Assessment is always a part of designing instruction.

DO 8, s. 2015 must have been assigned as reading material.

Two Types of FORMATIVE
Assessment

SUMMATIVE
Take note of the similarities and differences
between the two
 ACTIVITY 6

Go back to DO 8, s. 2015

● See the examples: games,

quizzes, and interviews
 ACTIVITY 6

Go back to DO 8, s. 2015

● These methods that are commonly

used in the classroom may be
modified to be suitable for DL.
1

Which assessment methods can

you adapt in DL considering the
content area that you are
teaching?
 STUDY NOTEBOOK
1
List five methods that you would
like to try.

Write how you plan to use it in

DL.
 Assessment Method How to Adapt the Assessment Method in DL

Short Quiz I will send 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.
Answer these questions with your colleagues.

What assessment methods are common

among the group members?
 Answer these questions with your colleagues.

What are the challenges in doing assessment in

DL?
 Answer these questions with your colleagues.

Despite the challenges, what opportunities can you and

your colleagues explore to make assessment doable in DL?
 ACTIVITY 7
Asked the LAC Members to read
Guidelines on the Preparation of Portfolio
and e-Portfolio to find how to construct and
use it.
Sample learning outputs obtained from
different assessment methods may be
collected to build a learner’s portfolio.
Answer the quiz in p.24 of
your module.
Lesson 3:

Guiding and Monitoring

learners in the Different
LDMs
 Objectives

Differentiate a weekly home learning plan from an

individual learning monitoring plan.
 Objectives

Create a weekly home learning plan

 Objectives

Create an individual learning monitoring plan

Key Topics/Concepts
2
Individual learning monitoring plan

Insignificant progress

Intervention strategies
Key Topics/Concepts
2
Learning areas

Learning task

Learner’s needs
Key Topics/Concepts
2
Learner’s status

Mastery

MELCs
Key Topics/Concepts
2
Mode of Delivery

Significant progress

Weekly home learning plan

 ACTIVITY 1

Answer the simple check-up

quiz on p.25 of your module
(It could be an assignment or on the
spot)
The check-up activity
introduced the key components
of Weekly Home Learning Plan
(WHLP)
 Components of WHLP

Learning area
Learning task
Learning competencies
Mode of delivery
WHLP serves as a guide for
your learners on what they need
to accomplish each week when
they do independent study at
home.
It outlines learning tasks that
learners need to do, using the
SLM, in order for them to attain
the most essential learning
competencies.
The learning tasks may be detailed
as those in the SLMs as shown in
the Sample Weekly Home Learning
Plan for Blended Distance Learning.
…or learners may just refer 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
Write a WHLP using the pointers on
page. 26

(Pre-assigned so that they could

have ample time to read DM-CI-
2020-00162, items 1-6)
 Activity 3
3
In Study Notebook

Copy and fill out the Table on page

27.

It could be pre-assigned
Remember 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

Make an ILMP to a
students who lags behind.

Share.
 KEY MESSAGES
1. 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.
 KEY MESSAGES
2. It is important for teachers to keep track
of how the students are doing, get feedback
from learners (learner’s assessment ), and
from the learning facilitators or household
partners in order to continuously improve
lessons and provide support for learners as
they learn.
 KEY MESSAGES
3. 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.
 KEY MESSAGES

4. 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.
 Thanks!

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