MODULE 3A: DESIGNING

INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE

DIFFERENT LDMS
 LESSON
  1: UNDERSTANDING THE DIFFERENT LDMs
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. 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? Check it
against Lesson 1, Activity 1 Answer Key 2.
ANSWER
Face to Face learning- refers to learning delivery modality where teacher and learners present in the
school. Students actively engaged on the learning process on the venue.
Blended learning- it is type of education in which students learn via electronic and online media as well as
traditional face to face teaching.
Homeschooling is the education of children at home or at a variety of places other than school. It is
usually conducted by parent tutor or an online teacher.
LDMs do have F2F learning component
- Distance learning
- Homeschooling
 
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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.
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

DISTANCE LEARNING MATRIX


Distance Learning Modality
Modular Distance Learning (MDL)
Online Distance Learning (ODL)
TV-Based Instruction (TVBI)
Radio-Based Instruction (RBI)
Blended Distance Learning
Distinguishing Feature
Individualized Instruction
where learners used self-
learning modules SLM’s
Facilitate learning through
internet.
Using TV Channel for
teaching instruction
Use of radio program for
teaching instruction
Combination of different
distance learning types.
Role of Parent or Household
Essential Resources Role of Teacher Role of School
Member
Textbooks Provide SLM’S to the -Serve as learning facilitator and Printing and availability of the
learner’s supervise learners on the SLM’s SLM’s and textbooks.
Self learning Modules
-Monitor the learner’s
progress through online
and text.
Internet Facilitate the learning -Supervise and monitor the class -Providing the training for the
process by giving the time of the learners. teachers in online teaching.
Gadgets like cellphone and learning tasks.
laptop
DepED portal
TV Channel Facilitate instruction Supervise and monitor children’s Orient the teacher, parents and
through the allotted access to TV. learners about the TV
airtime on TV instruction policies and
directions to ensure that
everyone is guided.
Radio Program Facilitate instruction Supervise and monitor children’s Orient the teacher, parents and
through the allotted access to TV. learners about the radio
airtime on radio. instruction policies and
directions to ensure that
everyone is guided.
Self-learning modules Provide SLM’S to the Serve as learning facilitator and Provide the printed learning
learner’s supervise learners on the SLM’s modules and textbooks.
TV and radio program
-Monitor the learner’s Supervise and monitor children’s Orient the teacher, parents and
DepEd learning Portal progress through online access to TV and radio learners about the radio
and text. instruction policies and
directions to ensure that
Facilitate instruction everyone is guided
through the allotted
airtime on radio.
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
 
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.
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
Ranking    
(1 to 5, from easiest to Type of DL Why?
hardest to implement)

1 Radio-Based
Learners can easily access signal and frequency through radio.
Instruction RBI
2 TV-Based Through channel learners can free access the learning
Instruction (TVBI) instruction.
3 Modular Distance Learners will be provided by free printed self- learning
Learning (MDL) modules.
4 Blended Distance Not all the learners have the appropriate gadgets for access in
Learning learning instruction.
5 Online Distance Not all the learners and teachers have access on internet and
Learning technology
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)
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 and share your ideas at your next LAC Session.
   
 
Targeted Intervention
Learner Group

-Peer assisted learning strategies

Create some reading materials like textbook and track the
Beginning readers house member who can help the child practice reading.
 
 
No access to Internet
-Provide some additional self-learning kits for their
learning like worksheets, modules, and handouts
Live in remote areas
LESSON 2: DESIGNING LESSONS
AND ASSESSMENTS IN THE
DIFFERENT LDMs
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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:
1. What is Lesson Designing or Lesson Planning?
Lesson planning is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured.
2. Why is lesson designing important?
Lesson designing is important because it help teachers to be more effective in the
classroom by providing a detailed outline to follow each class period.
3. What are the three elements or components of a well-designed lesson?
- Learning objectives
- Activities or the learning tasks
- Assessment to check students understanding of the topic
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

 
Read the handout Designing Lessons in DL. 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.
 
Learning Delivery Modality (select one): ODL MDL / TV/RBI BL
Grade Level and Learning Area: Grade 5 Science Lesson/Topic:
Recognizing Useful and Harmful Materials Learning Objectives: Recognize
useful and harmful materials at home Learning Resources/Materials
Needed: Modules, Worksheets
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
    Additional Remarks: (ex. can be
done via voice calls, can be
    facilitated by a household partner,
can be done via a learning activity
  Check if already present in sheet, can be presented via an
the SLM internet- based resource, can
Part of Lesson / Learning Tasks
be facilitated during a synchronous
learning session, etc.)

Before the Lesson    

1. Review previous lesson √ Can be done using SLM’s
2. Clarify concepts from previous lesson √  Voice calls, SLM and internet based
3. Present warm-up activities to establish interest in new lesson resource
√
  SLM and household partner
 
 
√
4. Check learner’s prior knowledge about the new lesson SLM and learning activity sheets
5. Present connection between old and new lesson and establish purpose for √
new lesson SLM and activity sheets
√
6. State lesson objectives as guide for learners SLM and activity sheets
 
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
Lesson Proper    
1. Explain, model, demonstrate, and illustrate the concepts,   Voice calls, household partner
ideas, skills, or processes that students will eventually
internalize and SLM
√
2. Help learners understand and master new information Voice calls, household partner
√
 3. Provide learners with feedback and SLM
 
4. Check for learners’ understanding Voice calls, household partner
√ and SLM
√ Voice calls, household partner
and SLM
 
 
 
 
 
 
 
 
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
After the Lesson    
1. Wrap up activities √ Voice call and SLM
2. Emphasize key information and concepts discussed √ Voice call, household partner
3. Ask learners to recall key activities and concepts and SLM
discussed  
4. Reinforce what teacher has taught Voice call, household partner
√
5. Assess whether lesson has been mastered and SLM
√
  Voice call, household partner
√ and SLM
 
6. Transfer ideas and concepts to new situations   Voice call, household partner
and SLM
 
 
√
SLM
 
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
Answer the following questions:
 
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate
to supplement the SLM? Worksheets and learning activities
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?
Learner- Feedbacks and consultation on learner’s everyday lesson and activities.
Household partner- Giving feedbacks and learning monitoring plan via call and texts.
 
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and future
lessons?
Through text, calls, online and consultation on the day of returning SLM’s
 
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this
module.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
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.
Follow the example below.
 
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Formative Summative
Its ongoing, flexible and Assessment are
more informal diagnostic Assess and more formal,
tool. evaluate structured and often
students learn used to normalize
performance.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
 

ACTIVITY 6 (Submit a copy of your Output to your LAC Leader)

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?
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.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
 
   
Assessment How to Adapt the Assessment Method in DL
Method

  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
Example: Short quiz via text message.

1. Worksheets I will distribute with the SLM’s an additional worksheets appropriate on the level of my students
that provide more exercises and other activities.
2. Portfolio I will use portfolio making to assess learning and track students progress.

3. Performance I will provide some different activities like outputs and tangible products that serve as evidence of
Output learning/
4. Video Presentation I will send some links online to support learning and delivery of instruction.

5. Self-assessment I will use learner’s reflection on their own learning to locate their difficulties need intervention.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
  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?
Worksheets and portfolio making
2. What are the challenges in doing assessment in DL?
The type of assessment to deliver based on the level and interest of the learners.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Collaborative effort in planning and designing different types of assessment additional is
the expertise of the teacher on their subject area.
 
 
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
  ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and use
it. After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.
     
Questions True False
/  
1. A portfolio mainly displays the academic achievements of the learner.

2. Testimonies of parents/guardians and learning facilitators regarding the learner’s progress may /  
be included in a portfolio.
  /
3. There is a fixed list of items that should be included in a portfolio.

4. The teacher can only comment on a learner’s portfolio.   /

/  
5. For asynchronous learning, teachers allow learners to work on their outputs during their own
time. The latter will submit the portfolio within the schedule that the teachers set.
/  
6. The learners may submit, store, and manage their portfolio via file sharing programs or they may
submit the actual softcopies of their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be handed over to the /  
teacher by the parents or learning facilitators.
 
 

LESSON 3: GUIDING AND MONITORING

LEARNERS IN THE DIFFERENT LDMs
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1
 
Answer the simple check-up quiz below. Read and match the descriptions
in column A with the terms in column B.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
 

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

 
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.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
  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, fill out the table below to see how the ILMP differs from the
WHLP.
  Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)

Purpose Guide learners in tracking subject Monitor students who lag behind
area and activities to be perform at based on assessments.
home.
For Whom? Teacher, learners and household Teacher, learner and household
partner partner
Components Subject area, learning competency, Learner’s needs, monitoring date
learning tasks and mode of delivery and intervention

Has to be communicated to YES YES

parents?
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
 
ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)
 
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.
 
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
 
REFLECTION
Not all students learn in the same way. All students have varying talents,
and
these talents determine each students learning style. Everyone processes and
learns new information in different ways. School opening will not necessarily
mean traditional face-to face learning in the classroom. Planning and designing
lesson will teachers for delivery instruction in easy way. Delivery type of
learning modalities that will be implement this year may be quite challenging for
the teachers and learners. Collaborative effort of teachers and learners together
with community is needed to success this year education.