Ldm2 For Teachers: Module 3A

LDM2 FOR
TEACHERS
MODULE 3A:
DESIGNING
INSTRUCTION IN THE
DIFFERENT
LEARNING DELIVERY
MODALITIES
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
Welcome to Module 3. This

Module focuses on how lessons
and assessments are designed
for the distance learning modality
prescribed by the Basic
Education Learning Continuity
Plan (LCP).
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
MODULE 3A: DESIGNING
INSTRUCTION IN THE DIFFERENT
LESSON 1:
UNDERSTANDING
THE DIFFERENT
LDMs
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs)
prescribed by the LCP
2. describe the features of distance learning (DL)
and its different types
3. explain the guidelines for implementing the
different types of DL
4. enumerate the minimum requirements for each
type of DL
5. rank the different types of DL in terms of their
degree of difficulty to implement from the
perspective of your School/Division
6. identify targeted interventions for learners with
special concerns to ensure inclusion in DL
Key Topics/Concepts
blended distance learning; blended learning; distance
learning; face-to-face learning; homeschooling;
implementation guidelines for distance learning;
minimum requirements for distance learning; modular
distance learning; online distance
learning; TV-based instruction/radio-based instruction
Resources Required
Guidance on Distance Learning
Non-Negotiable Minimum Requirements for Distance
Learning
Distance Learning Matrix
Supplementary Handout on Blended Learning Delivery
Modalities
Lesson 1, Activity 1 Answer Key 1
Lesson 1, Activity 1 Answer Key 2
Study Notebook
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.
Four Learning Delivery

Modalities

Modalities
Face-to-Face (F2)
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 socioemotional development of
learners. It may be conducted in any
available physical learning space.

Modalities Distance learning
Distance learning 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.

Modalities Blended learning
Blended learning 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.

Modalities Home schooling
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.
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.
Note: This guidance is based on draft policy guidelines which are still being
finalized and are subject to change. Guidance contained in this document will be
superseded by official policy issuance.
GUIDANCE Distance Learning refers to a learning delivery modality
ON where a learner is given materials or access to resources and
he/she undertakes self-directed study at home or in another
DISTANCE venue. (DO 21, s. 2019 pp. 96). Learners engage in
LEARNING 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.
Classes in available community learning spaces shall be
organized to allow learners to consult with their subject
teachers without travelling to their school. Schools shall
GUIDANCE provide schedules for all subject area teachers to meet the
ON learners at least once a week so that learners can ask
questions, clarify home tasks, and share learning difficulties,
DISTANCE and other concerns about their home learning tasks.
LEARNING Parents/Guardians or any responsible adults who are in-charge
of guiding and supporting the learner at home shall be
encouraged to come to the community learning space to confer
with the teachers about the learner’s progress.
Pursuant to DepEd Order 7, s. 2020 (School Calendar and
Activities for School Year 2020-2021), which authorizes the
holding of Saturday classes due to the compressed school year,
learners may continue working on unfinished tasks, if any,
during Saturdays. Otherwise, teachers may suggest some
enjoyable activities, such as designing their portfolio, reading
for pleasure, etc.
The four types of Distance Learning are:
1. Modular Distance Learning refers to a learning
GUIDANCE ON delivery that is in the form of individualized
DISTANCE instruction where learners use self-learning modules
(SLMs) in print or digital format, whichever is
LEARNING applicable in the context of the learner, with the
guidance of any member of the family or other
stakeholder in the community trained to serve as
learning facilitators.
2. Online Distance Learning refers to a learning delivery modality
where the teacher facilitates learning and engages learners' active
participation using various technologies connected to the internet
while they are geographically remote from each other. The internet is
used to facilitate learner-teacher, learner-content and peer-to-peer
interaction. Online learning may be through a synchronous or
asynchronous platform; it requires both teacher and learners to
have good and stable internet connection. This is practiced
effectively by using a Learning Management System (LMS) or related
technologies. The use of DepEd Commons and LR Portal falls in this
category as both require internet connectivity to have access.
The four types of Distance Learning are:
GUIDANCE ON
DISTANCE TV-based instruction/Radio-based instruction refers
to the use of television or radio programs on
LEARNING
channels or stations dedicated to providing
learning content to learners as a form of distance
education. This may not be considered as a sole
learning delivery modality as it is usually combined
with Face-to-Face Learning or other forms of
distance learning such as Modular Distance
Learning or Online Distance Learning.
4. Blended Distance Learning: Any combination of the above DL

types. Thus:
MDL and ODL
MDL and TVBI/RBI
ODL and TVBI/RBI
ODL, TVBI/RBI and MDL
Note: This list of requirements is based on draft policy guidelines which are
still being finalized and are subject to change. Guidance contained in this
NON- document will be superseded by official policy issuance.
NEGOTIABLE ONLINE DISTANCE LEARNING (ODL)
Requirements that MUST be available
MINIMUM
- The school has an educational platform or Learning
REQUIREMEN Management System (LMS), either subscription-based or
TS FOR locally developed.
- The school has the technical expertise to run and support
DISTANCE
the educational platform 24/7. Technical expertise can be
LEARNING in-house OR outsourced OR a combination, depending on
MODALITIES the nature of the deployment. The more in-house/locally
developed is the hosted
platform, the higher the degree of the technical support
personnel required.
- The school has email facility or domain name for all teachers and
users. Note: The
school can outsource.
The school has helpdesk personnel working under the
NON- platform managers whose main task will be to directly
NEGOTIABLE answer usage queries of both teachers and students.
- The school has complete and appropriate content for
MINIMUM Quarter 1 in the platform.
REQUIREMEN - Together with the content, the school has proper
TS FOR assessments (e.g., quiz, exams) available in the platform.
The same assessments should be regularly reviewed and
DISTANCE updated.
LEARNING - The school has institutionalized the training and updating
MODALITIES of teachers to be more technologically adept.
- Teachers have access to device/s and connectivity at the
school.
- The learners have access to the necessary resources
(device, connectivity) to access the lessons.
- The parents have expressed willingness for the option of
online distance learning for their children.
Requirements that should be addressed by the school
NON- as soon as possible
NEGOTIABLE -The school orients the teachers, parents and learners
MINIMUM about the online learning policies and directions to
REQUIREMEN ensure that everyone is properly informed and guided.
-The school has a technology knowledge enhancement
TS FOR program wherein regular trainings or seminars are given
DISTANCE to teachers, students, and parents to make them
LEARNING embrace the technology.
- The teachers are well oriented on DepEd policies
MODALITIES relating to online distance learning and to freely access
the needed resources accorded by the Department like
the DepEd Commons and LRMDS.
 The parents are willing to co-supervise and co-
monitor the progress of their children’s online learning.
MODULAR DISTANCE LEARNING (MDL)
NON- -The school orients the teachers, parents and learners
NEGOTIABLE about the modular learning policies and directions to
MINIMUM ensure that everyone is properly informed and guided.
- The school has complete and appropriate content
REQUIREMEN (Learning Modules/Self-Learning Modules in print and e-
TS FOR copy for those with device) for Quarter 1 available for
DISTANCE distribution to learners.
- The school has available reference/supplementary
LEARNING
materials for distribution to the learners.
MODALITIES -The parents have expressed willingness for the option
of modular distance learning for their children.
- The parents are willing to co-supervise and co-monitor
the progress of their children’s modular distance
learning.
TV-BASED INSTRUCTION/RADIO-BASED INSTRUCTION
(TVBI/RBI)
NON- -The school orients the teachers, parents and learners about the
NEGOTIABLE TV/Radio-based Instruction policies and directions to ensure
that everyone is properly informed and guided.
MINIMUM - The school has a MOA/MOU with a Television Network or Radio
REQUIREMEN Station for the needed airtime/slot.
- The school has complete and appropriate content (Learning
TS FOR Modules/Self-Learning Modules in video format and radio-based
DISTANCE lesson format/radio script as well as in print/e-copy) for Quarter
1.
LEARNING - The school have available reference/supplementary materials
MODALITIES for distribution to the learners.
- The parents ensure children's access to television and radio.
- The parents have expressed willingness for the option of
TV/Radio-based instruction for their children.
- The parents are willing to co-supervise and co-monitor the
progress of their children’s learning as well as provide guidance
to their children.
NON-
NEGOTIABLE
MINIMUM
REQUIREMEN
TS FOR For BLENDED DISTANCE LEARNING, minimum
requirements must be met for each of the types
DISTANCE being combined.
LEARNING
MODALITIES
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.
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.
Well done! You have completed

Lesson 1. You may now proceed
to Lesson 2.
LESSON 2: DESIGNING
LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

1. identify the components of a well-designed
lesson, applicable for all LDMs
2. enumerate learning tasks that can be
incorporated in your DL lessons to ensure the
achievement of learning 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
Key Topics/Concepts
formative assessment; learning materials; learning
tasks; lesson design components; portfolios;
summative assessment
Resources Required
- DepEd Order No. 42, s. 2016 on Policy Guidelines
on Daily Lesson Preparation
- DepEd Order No. 8, s. 2015 on Policy Guidelines
on Classroom Assessment
- Principles of Instruction
- Designing Lessons in DL
- Lesson 2, Activity 1 Answer Key
- Study Notebook
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?
2. Why is lesson designing important?
3. What are the three elements or
components of a well-designed lesson?
Compare your answers to those found in
Lesson 2, Activity 1 Answer Key.
MODULE 3, LESSON 2, ACTIVITY 1:

ANSWER KEY
1. What is lesson designing or lesson planning?
Lesson designing or lesson planning is the process of
determining what learning opportunities students in
school will have by planning “the content of instruction,
selecting teaching materials, designing the learning
activities and grouping methods, and deciding on the
pacing and allocation of instructional time” (Virginia
Department of Education, as cited in DepEd Order No.
42, s. 2016). Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality teaching
and learning in schools. In order for the design to be
effective, teachers need to consider the learners’
characteristics and be responsive to the needs of the
learners.

ANSWER KEY
2. Why is lesson designing important?
Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals.
ANSWER KEY
3. What are the 3 elements or components of
well-designed lessons?
● Clearly articulated lesson objectives (What
should be taught?)
● 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.
In your Study Notebook, copy the following table:
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
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
Compare your answer to Lesson 2, Activity 3 Answer Key.
ANSWER KEY
Answer: 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 principalor supervisor can help solve.
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.
ACTIVITY 4.
ACTIVITY 4.
Integrating Content Across Learning
Areas/Team Teaching
• You can check the MELCs for topics that may be integrated
into other learning areas.
• 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.
• You can use content topics as themes, motivation,
springboards, or initial topics for lessons across subjects.
You can also try merging selected learning 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.
Can you think of other ways of designing and implementing
lessons that can enhance student learning and maximize
teacher preparation time? Don’t forget to check back with
your Coach and share them with your peers.
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. Follow the example below.
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.
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?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
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.
GUIDELINES ON THE PREPARATION OF PORTFOLIO AND E-

PORTFOLIO
Source: Enclosure No. 7 of the June 30, 2020 draft of the unpublished DepEd Order titled Policy
Guidelines on the Implementation of Learning Delivery Modalities for the Formal Education
1. The scope of items that may be included in the portfolio/e-portfolio can be broad: samples of
projects; students’ independent work; homework; group work; presentations; essays;
critiques; journal log; collection of media resources, (e.g., photographs, videos, sites, online
encyclopedias); student resume; extracurricular activities; certificates and awards.
2. There is no hard and fast rule that states a clear list of items that should be included in a
portfolio/e-portfolio. The items depend upon the requirements of the learning area. Teachers,
administrators, and students (and even parents) may decide collectively on what to include in
portfolios, which assessment criteria to use, how to evaluate student outputs, and what to
expect from the end result.
3. The learning portfolio/e-portfolio may also include evidences or testimonies of student
learning progress from teachers, learning facilitators or parents, which can be in the form of
emails, interviews, conversations, teacher’s notes to parents, teacher’s comments on student
work.
4. Remember that the fundamental principle in making a portfolio is collect-select-reflect. The
following should be established before asking students to make their portfolio:

PORTFOLIO
● Explain the benefits of portfolios/e-portfolios to learners and parents
● Establish clear expectations
● Show models of successful portfolios/e-portfolios
● Scaffold student learning and encourage self-assessment through their work samples
● Tie portfolio/e-portfolio to assessment
● Make it social by allowing other learners to view and comment on others’ portfolios/e-
portfolios
5. Teachers are advised to direct the learners in producing showcase portfolios which must be
submitted after a certain instructional period, i.e., quarterly/ semestral. Showcase portfolio is a
limited portfolio where a learner is only allowed to present a few pieces of evidence to
demonstrate mastery of the most essential learning competencies.
6. For synchronous online learning, teachers give enough time for learners to prepare,
research, and submit outputs within the schedules and time frames. Outputs included in
portfolios should be presented, discussed, and submitted in the online class. For
asynchronous online learning, teachers allow learners to work on their outputs at their own
time. The latter will submit the portfolio and/or e-
portfolio within the schedule that the teachers set.
PORTFOLIO
7. The learners should create the portfolio with these basic parts:
a. Cover Page
b. Table of Contents
c. Portfolio Entries - Selected Works or Outputs with Descriptions and Comments
d. Feedback of the Parents/Guardians
8. For e-portfolios, the learners may submit, store, and manage their portfolio via file sharing
programs (i.e. Google Drive) or they may submit the actual softcopies of their work saved on
CD/DVD/USB flash drive.
9. For portfolios where a student’s works are in hardcopies or physical forms, they may be
handed over to the teacher by the parents for learners on distance learning or by the learners
themselves if they are on F2F or blended learning.
10. Because portfolios/e-portfolios require a significant investment of time and energy from
learners, it is important that it will be carefully assessed to contribute substantially to their
grade. More importantly, it has to be established as part of the learners’ reflection of his
learning progress.
11. An example of a grading rubric for portfolio assessment is presented below (Chalis 2005 as
cited in unesco.org)
PORTFOLIO
a. An excellent portfolio is characterized by comprehensiveness; it meets the main criteria on
material selection, level of reflection, use of multimedia, and navigation. The content of the
portfolio shows student’s consistent effort and significant progress toward achieving desirable
learning outcomes. The content and design of the portfolio demonstrates quality, creativity,
originality, and ingenuity. The navigation is clear and intuitive.
b. A good portfolio shows a student's significant effort and progress toward major learning
objectives. However, some of the criteria are not fully met. The content and design of the
portfolio demonstrate the certain level of quality without distinct creativity and originality.
c. An average portfolio contains evidence of student satisfactory progress through the course.
The content and design of the portfolio are limited to the required elements without distinct
quality, creativity, and originality. Most of the criteria are not fully met.
d. A poor portfolio does not contain enough information to judge on a student's
satisfactory progress through the course. The content and design of the portfolio show
limited or no effort to demonstrate its quality and originality. The navigation is poor.
Good job! You are done with

Lesson 2. You may now proceed
to Lesson 3.
LESSON 3: GUIDING
AND MONITORING
LEARNERS IN THE
DIFFERENT LDMs
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

1. differentiate a weekly home learning plan from an individual
learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan
Key Topics/Concepts
individual learning monitoring plan; insignificant progress;
intervention strategies; learning area; learning task; learner’s
needs; learner’s status; mastery; MELCs; mode
of delivery; significant progress; weekly home learning plan
Resources Required
-Appendix D of DepEd Memorandum DM-CI-2020-00162
- Individual Learning Monitoring Plan Template
- Sample Weekly Home Learning Plans
- Lesson 3 Activity 1 Answer Key
- Lesson 3 Activity 3 Answer Key
- Study Notebook
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.
Column A Column B
1. These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate in b. mode of delivery
every lesson and/or learning task. c. learning competencies
2. These are the formative learning opportunities d. learning task
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.
Check your answers using Lesson 3, Activity 1 Answer Key.
MODULE 3, LESSON 3, ACTIVITY 1: ANSWER KEY

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
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.
ACTIVITY 2. (cont.)
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)
Share your prepared WHLP during your LAC Session.
APPENDIX D OF DEPED MEMORANDUM DM-CI-2020-00162

Note: The set of guidelines related to creating a Weekly Home Learning Plan and an Individua Monitoring Plan
discussed below are from the DepEd Memorandum DM-CI-2020-00162 issued on 21 July 2020 on SUGGESTED
STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY MODALITIES
(DLDM) FOR SCHOOL YEAR 2020-2021.
WEEKLY HOME LEARNING PLAN AND INDIVIDUAL LEARNING MONITORING PLAN

1) DepEd Order 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program) provides the legal basis of lesson plan preparation for the basic education.
It indicates the necessity of lesson planning as a “critical part of the teaching and learning
process” (p.3) which serves as a guide for instruction and contains details of what a teacher
and learners will do in order to meet the required learning competencies. Further, the same
Order explains how the lesson plan should answer the following questions: (a) What should be
taught?; (b) How should it be taught?; and, (c) How should learning be assessed?
2) Given the new context for learning and the unique procedures in every modality, the Weekly
Home Learning Plan shall be developed following these procedures:
a) Refer to the Most Essential Learning Competencies (MELCs) in different subject areas.
b) Gather the self-learning modules and other learning materials needed for the self-paced
learning
mode. i.e., Distance Learning and Blended Learning Modalities.
c) Using the SLMs as reference, accomplish the Weekly Learning Plan by taking into consideration
the learning competencies, key concepts/essential understandings, and the learning tasks/formative
assessments needed to track learner’s progress in relation to the attainment of content standards.
d) Subject area teachers must collaborate to come up with a set of Weekly Home Learning Plans for
one entire quarter/grading period by integrating all subjects in one learning plan.
e) When preparing the Weekly Home Learning Plan, teachers should be guided with a long-term
vision of what they want their learners to master and achieve in terms of content and competencies
at the end of the school year. Hence, they may start with an end in mind using a backward design.
f) Teachers are advised to adopt strategies that respect the unique contexts and diversity of learners
in terms of their readiness, learning interest, and learning profile. Differentiated instruction may be
manifested by giving respectful activities – interesting, engaging, challenging, through on-level
tasks, above-level tasks, and below-level tasks to various groups of learners. This allows routes of
access at varying levels so that every learner is appropriately challenged and comes away with
pivotal skills and understanding.
g) In plotting the learning tasks, teachers should strike a balance between academic rigor and socio-
emotional aspect of learning. Since the completion of learning tasks are done primarily at home,
learners should be given the opportunity and flexibility to manage their own learning without
sacrificing time-bound attainment of learning competencies.
3) The Weekly Home Learning Plan shall consist of the following parts:
a) Learning Area are the subjects prescribed to be taken by learners in a particular grade level or key
stage.
b) Learning Tasks are formative learning opportunities created for learners to enhance their
understanding of the content, which prompt them to engage intensively in the subject matter.
c) Learning Competencies refer to the knowledge, understanding, skills, and attitudes that learners need
to demonstrate in every lesson and/or learning activity (DO 8, s. 2015 Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program)
d) Mode of Delivery refers to the method of submission of learning outputs to include written work,
products, and performances, preferred by the learner/parent based on their context/situation, e.g., online
submission through email or LMS posting, personal submission by the parent to the teacher in school,
etc.
4) The Weekly Home Learning Plan shall be communicated through the parents for their reference and
guidance. Copies of the plans for the entire first quarter may be distributed to parents during the first
Parent-Teacher Association (PTA) meeting before the start of the school year. They shall be given
comprehensive and clear orientation by the school about the contents, purpose, and use of the learning
plan by their children. Hence, it is highly encouraged that teachers shall have prepared the Weekly
Home Learning Plans for the first quarter prior to the opening of classes. The Weekly Home Learning
Plans for the succeeding quarters may be distributed in time for the quarterly homeroom meeting.

The same process shall be followed in terms of orientation about its contents, purpose, and
use.
5) The Weekly Home Learning Plan shall aid teachers and parents in keeping track of the day-
to-day in-school and off-school general learning processes as they implement the most
suitable and feasible alternative learning modality based on the context of their school. It
creates awareness among learners that they are responsible for what they learn.
6) The Weekly Home Learning Plan shall be prepared by teachers implementing Distance and
Blended Learning while the DLP or DLL which is prescribed in DepEd Order 42, s. 2016
otherwise known as the Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program shall be prepared by teachers implementing F2F learning.
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.
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.

7) The Individual Learning Monitoring Plan, on the other hand, is a more specific tool which shall be used
by teachers and learning facilitators for learners who lag behind as shown by the results of their formative
and summative assessments. By providing intervention strategies for a certain period, the Individual
Learning Monitoring Plan serves as the document that will show if the learner has shown either mastery of
the learning competencies, significant progress, or insignificant progress.
8) For learners who are given intervention activities, their Weekly Home Learning Plan shall be adjusted to
suit their comprehension level, i.e. they should be provided with tasks that are respectful of their cognitive
ability but with the right amount of challenge, until such time that they are prepared to handle the norm
learning tasks.
9) The Individual Learning Monitoring Plan shall be utilized to monitor learner progress based on the
given intervention strategies. Specifically, it shall be used to:
a) Serve as feedback data for learners who are provided with intervention activities;
b) Provide a mechanism of support to learners who are lagging behind as manifested by the results of
formative
and summative assessments which may be gathered through their portfolio or collected samples of
learning outputs.
c) Make the parents/guardians aware of the academic progress of their children and encourage them
to strengthen their involvement in guiding and supervising the learning of their children at home.
d) Help decide on the effectiveness of the learning modality adopted for the learner and the possible
modifications/adjustments that should be provided to improve learner’s performance.
e) Guide teachers in adjusting learning content and tasks based on the characteristics, cognitive ability,
readiness, interest, and profile of the learner.
10) The Individual Learning Monitoring Plan shall consist of the following parts:
a) Learner’s Needs refer to the gaps between the required knowledge, skills, and attitudes described in the
learning standard and the current status of the learner as evidenced by assessment results. These are the
areas where the learners need help in a form of interventions to help them meet the required learning
competencies.
b) Intervention Strategies are programs or sets of steps to help learners improve at areas they struggle
with. Intervention strategies may be any of the following form, but not limited to,
(1) extending time of completion of tasks; (2) adjusting the level of difficulty of the learning
contents/tasks; (3) providing more guided activities before proceeding to independent activities; (4)
seeking for more supervised time with learning facilitator; (5) giving sample prototype learning outputs or
models to serve as reference for his or her own work.
c) Monitoring Date refers to the date when the teacher has evaluated the results of learner’s
assessments after a sufficient time of implementing certain intervention strategies. Learner’s
assessments may be through portfolios to include learning outputs such as written work, products, and
performances evaluated using
rubrics. Testimonies of parents/guardians and learning facilitators regarding the learner’s progress may
also be
considered as a matter of holistic assessment.
d) Learner’s Status refers to how well the student learns as a result of the teaching-learning process in the
learning delivery modality that he has chosen. It is determined after assessment of learning and completion of
sufficient and appropriate intervention strategies.
■ Insignificant Progress refers to a status where a learner “did not meet expectations” of the learning standards
and received a grade of 75 and below for the first quarter and did not improve performance in the succeeding
quarters.
■ Significant Progress refers to a status where a learner has significantly improved performance after provision
of intervention strategies by meeting learning standards as manifested by an increase in his assessment
results, e.g., from “did not make expectations” in the previous quarter to “fairly satisfactory” with a grade scale
of 75- 79 in the succeeding quarter.
■ Mastery refers to a status where a learner has reached a level of mastery after provision of intervention
strategies by meeting learning standards as manifested by an increase in the assessment results, e.g., from
“did not meet expectations” or “fairly satisfactory” in the previous quarter to “satisfactory” with a grade scale
of 80-84 or “very satisfactory” with a grade scale of 85-89 in the succeeding quarter, respectively.
11) It should be noted that the Individual Learning Monitoring Plan is used only for learners who are not showing
progress in meeting the required learning competencies. Teachers with these kinds of learners are advised to
prepare the Individual Monitoring Plan and communicate with their parents regularly through home visitation.
Teachers may also call the parents for a meeting to discuss the intervention strategies and what they can do to
strengthen their involvement in their child’s
learning. In case a face-to-face meeting is not possible, teachers may communicate with parents through emails,
phone call, social media private messages, SMS, or any other modes of communication available.
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.
Before leaving this Module, take note of the following key messages:
• 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.
Now, coordinate with your LAC Leader regarding your LAC Session
schedule for this module.
Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this
Module.
Congratulations for
completing Module 3A!
You are now ready for
Module 3B.

Ldm2 For Teachers: Module 3A

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LDM2 FOR

Welcome to Module 3. This

By the end of this lesson, you will be able to:

Now, answer this question: Which of the LDMs do

Four Learning Delivery

Four Learning Delivery

Four Learning Delivery

Four Learning Delivery

Four Learning Delivery

Note that when a vaccine is already available and F2F

4. Blended Distance Learning: Any combination of the above DL

Well done! You have completed

By the end of this lesson, you will be able to:

MODULE 3, LESSON 2, ACTIVITY 1:

MODULE 3, LESSON 2, ACTIVITY 1:

Refer to the list of learning tasks below and identify

List of Learning Tasks

After completing the Venn diagram, look at Lesson 2, Activity 5

GUIDELINES ON THE PREPARATION OF PORTFOLIO AND E-

GUIDELINES ON THE PREPARATION OF PORTFOLIO AND E-

Good job! You are done with

By the end of this lesson, you will be able to:

MODULE 3, LESSON 3, ACTIVITY 1: ANSWER KEY

APPENDIX D OF DEPED MEMORANDUM DM-CI-2020-00162

WEEKLY HOME LEARNING PLAN AND INDIVIDUAL LEARNING MONITORING PLAN

APPENDIX D OF DEPED MEMORANDUM DM-CI-2020-00162

APPENDIX D OF DEPED MEMORANDUM DM-CI-2020-00162

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