STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
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

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
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.

Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for them.
It also requires the presence of a teacher with aids for teaching and providing learning resources
to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or
tools that they can study at the comfort of their home. This could also be an online teaching and
learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)

Modular Distance Most of our learners belong to less-fortunate families

Learning who are apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
1
order for them to participate in Online Learning and
other learning modalities. Some of them also reside in
far-flung areas where signal reception is not possible
so modular distance learning is the best fit modality
 for them.
Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-
face instruction along with the existing modular
learning. This is to provide better instructional
2
support, monitoring, and evaluation to the learners to
ensure that the quality of education is being delivered.

Radio-Based Most families in the community now-a-days do not use

Instruction radios anymore. In some households this is still
present but the signal reception is still their biggest
hurdle.
3

TV-Based TVBI is possible but not to everyone. As mentioned

Instruction above, most of the learners’ families are not capable of
providing this type of device.
4

Online Learning Based from the data collected from the LESFs, a very
small number of learners selected this type of
instruction simply because most the learners are not
capable of this as stated in the above explanations.
5
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

LEARNER GROUP TARGETED INTERVENTION

Learners without
Make a weekly supervisory plan for them and check their module and
parents or household
activity sheets. Organize, if possible, a learning support system in the
member who can
area that can be composed of volunteers to provide assistance to these
guide and support
learners.
their learning at home.

Provide additional reading materials in developing their reading skills.

Beginning readers (K
Attach monitoring sheets that parents/guardians may check. Constant
to 3)
communication with the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that

parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a
(Grades 4-12)
learning support system in the area that can be composed of volunteers
to provide assistance to these learners.

No access to devices Provide self-learning modules and other additional learning materials.
and Internet

Coordinate with their barangay officials to assist the teachers in

Inaccessible (living in
delivering the self-learning modules and other additional learning
remote and/or unsafe
materials.
areas)

Provide self-learning modules and other additional learning materials

Indigenous People
that are cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would suffice it.

Other? 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?
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.

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for learners, and
for the teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or
acquire.
 A well-selected and well-organized group of learning activities to ensure that the
objectives are met.

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:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback  Emphasize key
points from previous  Check for learners' information and
lessons understanding concepts discussed
 State lesson objectives  Explain, model,  Assess whether lesson
as guide for learners demonstrate, and has been mastered
 Present connection illustrate the concepts,  Transfer ideas and
between old and new ideas, skills, or concepts to new
lesson and establish processes that situations
purpose for new lesson students will eventually  Ask learners to recall
 Check learners' prior internalize key activities and
knowledge about the  Help learners concepts discussed
new lesson understand and master  Reinforce what teacher
new information has taught

ACTIVITY 3

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners on whether the
lesson has been succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 11/12
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
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
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

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?
Create printed materials that would supplement the missing learning tasks in the SLMs.

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?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication procedure
with the parents/guardians for the feedbacks , comments, and suggestions.

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.

May be given at any time Occurs toward the end of a

during the teachers and period of learning in order
learning process. to describe the standards
reached by the learner.
The results of formative Assessment
assessments will help of Learning The results of summative
teachers make good assessments are recorder
instructional decisions so and used to report on the
that their lessons are better learners' achievement.
suited to the learners'
abilities.
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.

Assessment
How to Adapt the Assessment Method in DL
Method
1. Formative Formative assessment like 5-item written evaluation is included in each
Assessment in a form self-learning modules. Additional activity sheets and worksheets
of short quizzes and containing various evaluation shall also be distributed.
seatworks
2. Summative At the end of the unit, written summative assessments in all learning
Assessment areas shall be given to assess the learning development of the learners
in modular distance learning.
3. Performance-Based For learning areas that are more focused on skills and practical
Assessment activities, performance tasks shall be implied. Learners may be asked to
have a vide recording of their activities at home for proper evaluation.
For learners with no capabilities of doing such, their parents/guardians
shall be asked to assess their performance at home and answer the
prepared assessment tool based on the given rubrics.

4.

5.

1. What assessment methods are common among the group members?

Formative and summative assessments are common among the groups simply because these
two are integral parts in the grading system during this time of pandemic.

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

The primary challenge in cascading the above-mentioned assessment is the honesty of the
learners and parents in answering those materials. Without the presence of the teachers and the
traditional face to face interaction, it will remain as a major challenge for the teachers and the
educational system as a whole. Another problem that is expected to occur in this type of learning
modality is the learning support system of a child which may lead him/her to having low or poor
performance which will reflect to these assessment methods.
 3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?

By attending webinars/trainings in connection to the implementation of distance learning, we

are able to learn various ways in communicating to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be confusing to them.

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

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__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.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.
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.

Day & Learning Learning Competency Learning Tasks

Time Area
8:00AM – 9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00 – 9:30 Have a short exercise/ meditation/bonding with family.
Media and 1. Identify traditional media Read and study well the lessons on traditional media
Information and new media and their and new media and their relationships.
Literacy relationships.
(MIL11/12EMIL-IIIb-5) Do the following: Module 4-Week 4
 Read ‘What I Need to Know’ – page 5 - 6
 Answer ‘What I Know’ – page 7
 Read ‘What’s In’ – page 8
 Answer ‘Activity 1 – What’s New’ – page 9
(WRITTEN TASK)
 Read ‘What Is It’ – page 10 - 11
 Answer ‘Activity 1: ‘What’s More’ – page 12
(WRITTEN TASK)
 Answer ‘Assessment’ – page 15
 Answer ‘Additional Activity’ – page 16
(PERFORMANCE TASK)

Activity Rubric:
a) Excellent Response – response includes the
fact and makes connection with own ideas (4
points)
b) Adequate response – response only mentions
the fact and does not relate or connect with
own ideas (3 points)
c) Incorrect response – response is
scientifically/idyllically incorrect (2 points)
d) Too brief to evaluate – the question or parts
of the question is restated (1 points)
e) No basis – no answer or answer is erased (0
point)
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 A tool for monitoring learners who

learning facilitators or household lag behind based on the results of
Purpose partners in tracking the subject their formative and summative
areas to be tackled and activities assessments
to perform at home

Learners and learning facilitator Teachers and learning facilitator or

For Whom?
or household partner household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Has to be communicated to
parents?
Yes Yes