Republic of the Philippines
Region IV-A CALABARZON
Schools Division of Laguna
District of Santa Cruz
SANTISIMA CRUZ ELEMENTARY SCHOOL
Santa Cruz
 

LDM2
LEARNING DELIVERY MODALITIES
COURSE
FOR TEACHERS
MODULE  
3A
DESIGNING
INSTRUCTION IN
DIFFERENT LEARNING
DELIVERY MODALITIES

 
ARLENE A. UY
T- III / LAC MEMBER
 
MODULE 3 A
DESIGNING
INSTRUCTION IN
DIFFERENT LEARNING
DELIVERY
MODALITIES
ACTIVITIES
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 in your Study
Notebook. When you are done, check Lesson 1,
Activity 1 Answer Key 1 to see how well you did.
Face-to-face (F2F) learning refers to the traditional type
of learning. It occurs when the teacher and learners
meet in the same place and time for instructional
interaction.

Blended learning is a combination of two learning

modalities.

Home schooling is the education of children at home or

at a variety of places other than school.

Answer:
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.
Answer:
Distance learning
Home schooling if done via distance learning
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.
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.

Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular Printed materials SDO In-charge of Will guide the Venue for
Distance will be distributed Pampanga link the module learners in module
Learning weekly for modules distribution/gi answering the distribution
(MDL) ving module
instruction,
checking and
giving
feedback on
module
Online Requires internet Google Apps Facilitate Will guide the
Distance connection Messenger learning by learners in
Learning sending using the
(ODL) necessary gadgets to join
modules online class
online
TV-Based Use of TV in Printed Provide Will guide the
Instructio delivering materials, instruction learners in
n (TVBI) instruction Television before, during accomplishing
and after the given
watching the instructions
lesson on TV
Radio- Use of radio in Printed Provide Will guide the
Based delivering materials, instruction learners in
Instructio instruction Radio before, during accomplishing
n (RBI) and after the given
listening the instructions
lesson over
the radio
Blended Both face to face Real Facilitate Guide learners Venue for the
Distance and online learning Classroom Set- learning from of the safety face to face
Learning will be utilized up the traditional precautions in learning
Google Apps method as going to
Messanger well as online school and
learning prepare
gadgets if
online.
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.
Replicate the following table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)

1 Modular Distance It is the most accessible

Learning (MDL) for it does not require
the use of gadgets and
internet connection
2 Blended Distance Some parents believe the
Learning usual face to face is the
most effective to be
combined with other
modality to reduce time
spent to be spent at
school.
3 TV-Based Instruction Learners who do not
(TVBI) have gadgets can use
Television
4 Radio-Based Instruction Very few who do not
(RBI) have TV prefer radio for
learning
5 Distance Learning Some learners live in
remote areas and do not
have stable internet
connection
LESSON 1: UNDERSTANDING THE DIFFERENT
LDMs

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.

Learner Group Targeted Intervention

Learners without parents or household Assistance from the Local Government

member who can guide and support Unit or they can be followed-up thru
their learning at home call/text/messenger

Beginning readers (K to 3) Provide supplementary materials

Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible - live in remote and/or
unsafe areas
Indigenous Peoples
(printed/videos/links) for learning
Provide supplementary materials
(printed/videos/links) for learning
Assistance from the Local Government
Unit and provide additional materials
Assistance from the Local Government
Unit and provide additional materials
NA

Persons with Disabilities NA

Others? Specify.
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
in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Answer:
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.

2. Why is lesson designing important?

Answer:
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

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

Answer:
1. Clearly articulated lesson objectives (What should be taught?)
2. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
3. Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners (How should learning
be assessed?)
LESSON 2: DESIGNING LESSONS AND
ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
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:

efer 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.
1.LIST OF TARGETED LEARNER INTERVENTIONS
LEARNER TARGETED INTERVENTION
GROUP
Learners *To those learners without parents or any household members at their home that will
without help them to guide and support in their learning task, the intervention can be used to
parents or ensure the quality education is through online with the help of the teacher by simply
household giving direct instruction. *Modular type also can be used by simply putting all of
member who the reminders and specific instructions in the modules to be able for the learners to
can guide and follow. Through this, it will help the learners also to become independent and
support their explorers.
learning at
home
Beginning *Imitation- Teach them to copy you through online learning, or by simply guiding
Readers (K-3) by their parents or guardians at their home if there’s no internet connection. Let
them imitate you from basic through making sounds for each letter in the alphabet.
*You can also use pictures for them to easily recognize the sound of the
letters.*Coaching- due to the pandemic situation, parents will serve as teachers at
their home. They will be the model in demonstrating how to read.

Struggling For those struggling readers, the interventions can be used are the ff:*Provide small
Readers (4- group instruction- parents and other members of the house can help or coach the
12) learners. It will also boost their confidence and improve social skills.*As a teacher,
you need to select instructional materials to be used either in online learning or
modular that are at the appropriate level. *Includes repetition time at a time to help
them understand. Meaning, from simple or basic before going to the complex one.

No access to *If there’s no internet connection or any devices, as a teacher you can use modules
devices and to ensure there’s still learning but make it sure all the important details and
internet reminders are present in the modules.

Inaccessible *If this is the case or scenario, you as a teacher can ask assistance or help from LGU
(living in like barangay. They will help you to reach out your students and give the modules
remote and/or that you will provide for them.
unsafe area)
Indigenous *Experiential learning or Localization- can be used for the indigenous learners that
People will help them to relate more in the discussion. *You can also use demonstration
teaching, for them to easily understand what you're trying to tell them. Let them
watch you first on how to do a specific learning task, you will be their model.

Persons with *For those learners with different disabilities, coaching can be used. Because they
Disabilities cannot do it on their own, so as a teacher even their parents or guardians at their
home can help to assist and guide them throughout the learning process, no children
will left behind.
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. VI. Reflection
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 reflect about their lessons, parts that
went well and the parts that were weak and write about those
briefly.

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.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: Grade II- Araling Panlipunan
Lesson/Topic: Ano ang Komunidad?
Learning Objectives: Nabibigay ang kahulugan ng komunidad
Natutukoy ang mga bumubuo sa komunidad
Nasasabi ang kinaoroonan ng komunidad
Learning Resources/Materials Needed: module, text book, slide deck,
educational TV

Additional Remarks: (ex. can be

Part of Lesson / Learning Tasks
done via voice calls, can be facilitated
by a household partner, can be done
Check if already present in the SLM 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
2.Clarify concepts from previous
lesson
3.Present warm-up activities to
establish interest in new lesson
4.Check learner’s prior knowledge
about the new lesson
5.Present connection between old
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide
for learners
1.Can be done by learning
/ activity sheet
/ 2.Can be done by learning
activity sheet
/ 3.Can be done by learning
activity sheet
/ 4.Can be done by learning
activity sheet
/ 5.Can be done by learning
activity sheet
6. Can be done by learning
/ activity sheet
 ACTIVITY 4
Lesson Proper
1.Explain, model, demonstrate, and illustrate the
concepts, ideas, skills, or processes that students
will eventually internalize
2.Help learners understand and master new
information
3.Provide learners with feedback
4. Check for learners’ understanding
After the Lesson
1.Wrap up activities
2.Emphasize key information and concepts
discussed
3.Ask learners to recall key activities and
concepts discussed
4.Reinforce what teacher has taught
5.Assess whether lesson has been mastered
6. Transfer ideas and concepts to new situations

Can be done by learning activity sheet,
/ can be done via voice calls, can be
facilitated by household partner
/ y can be done via voice calls a
h Can be done by learning activity
sheet, can be done by voice call
/

Can be done by learning activity sheet
/ Can be done by learning activity sheet,
/ voice calls
/ Can be done by learning activity sheet,
voice calls
Can be done by learning activity sheet,
/ voice calls
/ Can be done by learning activity sheet,
voice calls
/ Can be done by learning activity sheet
ACTIVITY 4

Answer the following questions in your Study Notebook:

1.For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
Answer: Teacher made activity sheets and assessment materials

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?

Answer: is by communicating regularly with them and their families. As teachers,

we need to make our presence felt.This will greatly help them stay motivated Text
messaging, voice calls, or face-to-face interaction (if possible and allowed) to
monitor learner progress and provide timely feedback on learning.
Provide differentiated instruction and integrate the use of technology with different
parts of the lesson.

3.How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Answer: Through portfolios that include learning outputs such as written work,
products, and performances evaluated using rubrics. Feedback from
parents/guardians and learning facilitators regarding the learner’s progress. Allow
learners to work on their outputs at their own time. Submit the portfolio on the
agreed time.

Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module

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.

How to Adapt the Assessment Method in

Assessment Method
Example:Short quiz
1.KWL activities
2.Open- ended questions
3.Multimedia presentations
4.Written work
5. Reading Check up
DL
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.
I will send KWL activities 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.
I will send open-ended questions 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.
I will send multimedia presentation via
messenger or google meet, or through TV
based instruction.
I will print written works to be accomplished
together with the modules.
The teacher may ask parents to take a 3
minutes video of actual reading scenario of
learner.

modified to be suitable for DL.

ACTIVITY 6

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?
Written work, multimedia presentation

2.What are the challenges in doing assessment in DL?

Doing assessment with the new normal and not from the usual face to face learning
is very challenging on the part of the teacher, learner and the parents. Unstable
internet connection, lack of gadgets and some pupils who do not have parents or
guardians are some who can assist them with the distance learning are some of
those challenges that might be encountered in doing distance learning.

3.Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
As teachers, we are doing are best to learn on how make our assessment reachable
to all our learners and to make our presence felt on their process of learning. It
gives us teachers the opportunity to the learn, reflect, create to make things
possible, easy and light for the learners and teachers
 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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

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.

Learners are different and have different abilities. For some topics, you can
give students some options or alternatives on how they will be assessed.
Just make sure that these would show how much they have learn
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. Write your
answers in your Study Notebook.

Column A Column B
These are the knowledge, a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every
lesson and/or learning task.Answer: c)
learning competencies
These are the formative learning b. mode of delivery
opportunities given to learners to
engage them in the subject matter and
to enhance their understanding of the
content.Answer: d) learning task
This refers to the prescribed subject c. learning competencies
that learners take.Answer: a) learning
area
This refers to the method of submission d. learning task
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.
•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.
 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.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and learning
facilitators or household partners in A tool for monitoring learners
Purpose tracking the subject areas to be who lag behind based on the
tackled and activities to perform at results of their formative and
home summative assessments
Teachers and learning
For Whom? Learners and learning facilitator or facilitator or household
household partner partner
Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Has to be Yes Yes
communicated to
parents?
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:
•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.
REFLECTION

In Module 3, I have learned most on the discussion of the DL Matrix,

collaboration shared understanding on different modalities, discussion
on targeted interventions for learners with special concerns in order to
include them in DL. Although we have been always doing assessment
as part of instruction yet it is still important to have a review on
different assessment for us to be able to plan on what assessment can be
utilized in DL. I was able to familiarize also myself in lesson designing
with the help of the activities done on Lesson 2. Also, by creating
Individual Monitoring Plan and Weekly Home Learning Plan (WHLP)
it becomes easy now for teachers to track the progress of learner’s and
identify learning tasks that they need to do for them to attain the most
essential learning competencies (MELCs). It is indeed that the task of
teachers is not easy but with determination, continuous support from
our Coaches, School Head and fellow teachers and guidance from
above, we will be able to serve our purpose as educators.
 INDIVIDUAL LEARNING
MONITORING PLAN
TEMPLATE
Learner’s Name: JUAN A. DELA CRUZ
Grade Level: I-MASIPAG
Learner’s Status
Intervention Monitor
Learning Area Learner’s Strategies ing Significan
Needs Insignificant t Mastery
Provided Date Progress
Progress
Mathematics Emphasize Can be facilitated Sept. 7- /
key during 11-2020
information asynchronous
and learningsession
conceptsdis
cussed
Araling Help can bepresented Sept. 7- /
Panlipunan learners via an internet 11-2020
understand basedresource
and master learning
newinforma
tion

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Learner is making significant progress. Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning plan.
FORM1
FORM 4
MODULE 3 A
DESIGNING
INSTRUCTION IN
DIFFERENT LEARNING
DELIVERY
MODALITIES
OUTPUTS
 1.LIST OF
TARGETED
LEARNER
INTERVENTIONS
1.LIST OF TARGETED LEARNER INTERVENTIONS
LEARNER TARGETED INTERVENTION
GROUP
Learners *To those learners without parents or any household members at their home that will
without help them to guide and support in their learning task, the intervention can be used to
parents or ensure the quality education is through online with the help of the teacher by simply
household giving direct instruction. *Modular type also can be used by simply putting all of
member who the reminders and specific instructions in the modules to be able for the learners to
can guide and follow. Through this, it will help the learners also to become independent and
support their explorers.
learning at
home
Beginning *Imitation- Teach them to copy you through online learning, or by simply guiding
Readers (K-3) by their parents or guardians at their home if there’s no internet connection. Let
them imitate you from basic through making sounds for each letter in the alphabet.
*You can also use pictures for them to easily recognize the sound of the
letters.*Coaching- due to the pandemic situation, parents will serve as teachers at
their home. They will be the model in demonstrating how to read.

Struggling For those struggling readers, the interventions can be used are the ff:*Provide small
Readers (4- group instruction- parents and other members of the house can help or coach the
12) learners. It will also boost their confidence and improve social skills.*As a teacher,
you need to select instructional materials to be used either in online learning or
modular that are at the appropriate level. *Includes repetition time at a time to help
them understand. Meaning, from simple or basic before going to the complex one.

No access to *If there’s no internet connection or any devices, as a teacher you can use modules
devices and to ensure there’s still learning but make it sure all the important details and
internet reminders are present in the modules.

Inaccessible *If this is the case or scenario, you as a teacher can ask assistance or help from LGU
(living in like barangay. They will help you to reach out your students and give the modules
remote and/or that you will provide for them.
unsafe area)
Indigenous *Experiential learning or Localization- can be used for the indigenous learners that
People will help them to relate more in the discussion. *You can also use demonstration
teaching, for them to easily understand what you're trying to tell them. Let them
watch you first on how to do a specific learning task, you will be their model.

Persons with *For those learners with different disabilities, coaching can be used. Because they
Disabilities cannot do it on their own, so as a teacher even their parents or guardians at their
home can help to assist and guide them throughout the learning process, no children
will left behind.
2.LEARNING
TASK FOR
DISTANCE
LEARNING
List of Learning Tasks FOR DISTANCE
LEARNING

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
3.ASSESSMENT
METHODS IN
DISTANCE
LEARNING
3.ASSESSMENT METHODS IN
DISTANCE LEARNING
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.

How to Adapt the Assessment Method in

Assessment Method
Example:Short quiz
1.KWL activities
2.Open- ended questions
3.Multimedia presentations
4.Written work
5. Reading Check up
DL
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.
I will send KWL activities 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.
I will send open-ended questions 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.
I will send multimedia presentation via
messenger or google meet, or through TV
based instruction.
I will print written works to be accomplished
together with the modules.
The teacher may ask parents to take a 3
minutes video of actual reading scenario of
learner.

modified to be suitable -for DL.

 4.WEEKLY
HOME
LEARNING PLAN
 4.WEEKLY HOME LEARNING
PLAN
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.
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and learning
facilitators or household partners in A tool for monitoring learners
Purpose tracking the subject areas to be who lag behind based on the
tackled and activities to perform at results of their formative and
home summative assessments
Teachers and learning
For Whom? Learners and learning facilitator or facilitator or household
household partner partner
Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Has to be Yes Yes
communicated to
parents?
5.INDIVIDUAL
LEARNING
MONITORING
PLAN
 INDIVIDUAL LEARNING
MONITORING PLAN
TEMPLATE
Learner’s Name: JUAN A. DELA CRUZ
Grade Level: I-MASIPAG
Learner’s Status
Intervention Monitor
Learning Area Learner’s Strategies ing Significan
Needs Insignificant t Mastery
Provided Date Progress
Progress
Mathematics Emphasize Can be facilitated Sept. 7- /
key during 11-2020
information asynchronous
and learningsession
conceptsdis
cussed
Araling Help can bepresented Sept. 7- /
Panlipunan learners via an internet 11-2020
understand basedresource
and master learning
newinforma
tion

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Learner is making significant progress. Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning plan.
 6.LAC 3
TEACHER
ENGAGEMENT
REPORT
LAC 3 TEACHER ENGAGEMENT REPORT
FORM4
7.LAC3 SESSION
REPORT
LAC 3 SESSION REPORT
FORM 3
LAC 3 SESSION REPORT
FORM 3