MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITY

ACTIVITY 1.

Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-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.

MODALITIES MEANING

Face-to-face (F2F) learning This modality is considered to be the most traditional type of
learning instruction. It allows for live interaction between
teacher and learner so there is immediate feedback. The
leaners are held accountable to their own learning

Distance learning Also called distance education, distance learning is a method

of study in which students need not to appear in class
physically. Instruction is conducted 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. The teacher supervises and
monitors the learner’s progress and provides remediation and
enhancement when needed and possible

Blended learning It is the combination of formal and non- formal

methodologies. 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.

Home schooling It is a type of education where students learn outside of a

school setting under the supervision of their parents. It is
sometimes called alternative learning delivery mode (ADM).

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.

LDM2: Learning Delivery Modalities Course for Teachers 13

Answer:
Distance Learning and Home Schooling are the modalities that do not require F2F learning
because these types of learning delivery modalities are intended for home study.

ACTIVITY 2.

DISTANCE LEARNING MATRIX

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Role of School

Learning Feature Resources Parent or
Modality Household
Member
Modular Minimized Modular Receive/reproduce Supervise Collect, Check and
Distance exposure to lessons for and distribution of and maintain documents
Learning both teacher the whole SLM with the help coordinate at each learner for
(MDL) and learner first quarter of community the portfolio assessment
leaders difficulties
and
programs of
the learner
Online No exposure Digitized Demonstrator Supervise Collect, Check and
Distance to both lesson and Content provider and maintain documents
Learning teacher and reliable coordinate at each learner for
(ODL) learner internet the portfolio assessment
connection difficulties
and progress
of the
learner
TV-Based No exposure School’s Demonstrator, Supervise Collect, Check and
Instruction of assessment MOA/MOU Content provider and maintain documents
(TVBI) materials will with a coordinate at each learner for
be provided television the portfolio assessment
online Network or difficulties
Radio and progress
Station for of the
the needed learner
airtime/slot
Digitized
lesson

LDM2: Learning Delivery Modalities Course for Teachers 14

Radio-Based No exposure School’s Demonstrator, Supervise Collect, check and
Instruction of assessment MOA/MOU Content and maintain documents
(RBI) materials will with a provider coordinate of each learner for
be provided television the portfolio assessment
online Network or difficulties
Radio and progress
Station for of the
the needed learner
airtime/slot
Digitized
lesson
Blended Minimized Modular Reproduce and Supervise Collect, check and
Distance exposure to lessons for distribution of SLK and maintain documents
Learning both teacher the whole with the help of coordinate of each learner for
and learner first quarter community the portfolio assessment
School’s leaders difficulties
MOA/MOU and progress
with a Demonstrator, of the
Television Content provider learners
Network or
Radio
Station for
the needed
airtime/slot
Digitized
lesson

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.

LDM2: Learning Delivery Modalities Course for Teachers 15

Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
MDL It is the most convenient DL type because of its scope.
There is less exposure between teacher and learner.
1 Aside from that, the materials are made available to the
learners and their households for free.
BDL There are supplementary resources when this DL is
adopted. It is also easy to implement. Though the
2 learners will have to allocate fund for the online but it is
very minimal. There is
TVBI TV is very accessible too. This DL is also a good source of
3 audio- visual materials which are already widely used.
RBI Radio is easy to produce and very handy yet the learners
4 don’t find interesting to utilize this DL. So, this belongs to
the bottom of the ranking.
ODL This DL belongs to the least convenient to implement
5 because of its cost and accessibility. It requires financial
resources.

LDM2: Learning Delivery Modalities Course for Teachers 16

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 an important aspect of instructional design which

involves creating learning objectives, organizing and delivering course content and
planning and preparing learning activities and materials. It also outlines the type of
informal or formal assessment methods to be used in the classroom.

2. Why is lesson designing important?

Lesson designing is important to help the teacher maintain a standard teaching pattern and
refrain from deviating from the topic required. Planning makes a teacher more confident
and maximizes the time for a meaningfulexperience.

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

The three elements or components of a well-designed lesson are

 Learning Objectives
 Learning activities
 Assessment to check for student understanding

LDM2: Learning Delivery Modalities Course for Teachers 17

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. Provide learners with 1. Ask learners to recall key
Clarify concepts from previous feedback activities and concepts
lesson 2. Present warm-up activities discussed
2. State lesson objectives as to establish interest in new 2. Wrap up activities
guide for learners lesson 3. Emphasize key information
3. Present connection 3. Check for learners’ and concepts discussed
between old and new understanding 4. Assess whether lesson has
lesson and establish 4. Explain, model, been mastered
purpose for new lesson demonstrate, and illustrate 5. Reinforce what teacher has
the concepts, ideas, skills, taught
or processes that students 6. Help learners understand
will eventually internalize and master new
information
7. Transfer ideas and
concepts to new situations

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.

ACTIVITY 3.

LDM2: Learning Delivery Modalities Course for Teachers 18

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

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

LDM2: Learning Delivery Modalities Course for Teachers 19

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: English

Lesson/Topic: Using information from Panel Discussions

Learning Objectives: 1. Hold panel discussion
2.Identify information that can be used in panel discussion
Learning Resources/Materials Needed: hand outs
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the activity sheet, can be
SLM presented via an internet
based resource, can
be facilitated during a
synchronous learning session,
etc.)

Before the Lesson

1. Review previous lesson √ Can be done via voice
calls
2. Clarify concepts from previous lesson √
Can be done via a LAS
3. Present warm-up activities to establish interest √ Can be facilitated by a
in new lesson household member

4. Check learner’s prior knowledge about the new

lesson √ Can be presented via an
internet
5. Present connection between old and new lesson
and establish purpose for new lesson √ Can be done via a LAS

6. State lesson objectives as guide for learners √

LDM2: Learning Delivery Modalities Course for Teachers 20

 Can be done via a LAS

Lesson Proper

1. Explain, model, demonstrate, and illustrate the √ Can be presented via an

concepts, ideas, skills, or processes that students internet
will eventually internalize √

2. Help learners understand and master new

Can be done via a LAS
information √

3. Provide learners with feedback

Can be done via a LAS
√

4. Check for learners’ understanding

√ Can be done via a LAS

After the Lesson

√ Can be done via a LAS

1. Wrap up activities
√ Can be done via a LAS
2. Emphasize key information and concepts
discussed

3. Ask learners to recall key activities and concepts √ Can be done via a LAS
discussed

Can be done via a LAS

4. Reinforce what teacher has taught √

5. Assess whether lesson has been mastered Can be done via a LAS
√

6. Transfer ideas and concepts to new situations Can be presented via an

√
internet

LDM2: Learning Delivery Modalities Course for Teachers 21

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?

Possible materials or resources are localized and indigenous materials, ready made
instructional aids from internet.

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?

I can give assistance through contacting them constantly in any means.

Activity 5
Assessment is always a part of designing instruction. Read the D.O. 8s 2015 on the 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.

Formative Assessment Summative Assessment

assessment FOR to make learners may assessment of learning

adjustment on the be assessed indi- to measure the student

lesson vidually or if the student met the

collaboratively performance content

standard

LDM2: Learning Delivery Modalities Course for Teachers 22

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.

Assessment Method How to Adapt the Assessment Method in DL

1. Solving puzzles, The interesting activities will be provided prior to the lesson which motivate
uncracking codes, learners to proceed to different learning tasks without tension. These
resolving brain teaser assessment methods also gauge learners prior understanding of the lesson.
games and the like
(Formative
Assessment)
2. Cloze Test Provide fill in the blanks test to assess grammar competencies
(Formative
Assessment)
3. Completing dialogs Guided practice of the language skills will be undertaken.
(Summative
Assessment)
4. Utilizing social Require learners to use different social media platforms as their final
media like facebook, outputs. This can be more meaningful if the learners can experience
tiktok, instagrams etc. applying what they have learned in the digital world.
(Summative
Assessment)
5. Literary Analysis Step by step guide will be included to aid learners in their intensive analysis
(Summative of literary text. Rubrics will also be stated as bases for grading.
Assessment)

6. Essay (Summative Rubrics will be provided and presented clearly to serve as a guide to learner
Assessment) on how they are going to write their composition

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:

LDM2: Learning Delivery Modalities Course for Teachers 23

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

The assessment methods common among the group members are essay and literary
analysis.

2. What are the challenges in doing assessment in DL? Despite the challenges, what
opportunities can you and your colleagues explore to make assessment doable in DL?

Of course, there is a question in the validity and reliability of the result. Even so, I
consider these as opportunities to make adjustments in assessment to it 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.

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.

LDM2: Learning Delivery Modalities Course for Teachers 24

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

Column A Column B

c. 1. These are the knowledge, understanding, skills, and a. Learning area

attitudes that learners need to demonstrate in every b. Mode of delivery
lesson and/or learning task.
c. Learning
d 2. These are the formative learning opportunities given
competencies
to learners to engage them in the subject matter and to
enhance their understanding content.
d. Learning tasks
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. Weekly Home Learning Plan

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.

WEEKLY HOME LEARNING PLAN

Grade 10
Week 7 Quarter 1

LDM2: Learning Delivery Modalities Course for Teachers 25

Day and Learning Learning Learning Tasks Mode of
Time Area Competency delivery
8:00-9:00 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.
MONDAY

9:30-11:30
11:30-1:00 LUNCH BREAK
1:00-3:00 ENGLISH What I Know Have the
EN10LC- parent hand
Ia.11.1 Check the student’s prior -in the
Use knowledge by answering the output to
information Pretest the teacher
from panel in school.
discussions What’s In
that can be (Activity 1.1 )
used in
everyday life In the previous lesson, you
have discovered various
text types such as news
reports, speeches, and
informative talks. You
have also learned the
importance by using
significant information
and create something
from it.

What’s New
Activity 4.1

To decide on matters in
addressing certain issues
requires gathering of
information. Sometimes,
differing ideas can be difficult to
handle making it tough to come
up with one idea.
Now accomplish Activity Sheet
4.1

What is It
(Discussion)

LDM2: Learning Delivery Modalities Course for Teachers 26

 What’s More
Now, managing a panel
discussion will be a lot easier
when you use the tips. The
next activity will help your
skills in providing a
meaningful discussion.
Answer Activity Sheet 4.2

What I Have Learned

See Activity Sheet 4.3

What I Can Do

Activity Sheet 4.4

Imagine you are the

moderator of a panel
discussion. Based on the
activity above, (see Activity
4.2), assume you have heard
and gathered the point of
view of your members. Make
a solution or resolution of at
least five (5) sentences as
bases of your decision
-making. Write your answers
on the worksheet provided for
you.

Assessment

Direction: Read the following

questions and write the
letter of the correct answer in
the answer sheet provided for
you.

1. Which of the following

questions answers the specific
purpose in a persuasive speech?
a. What are you trying to
convince the audience to do?

LDM2: Learning Delivery Modalities Course for Teachers 27

 b. What are you informing the
audience?
c. How persuasive are you with
your audience?
d. How will my audience
influence my topic?
2. The purpose of this type of
speech is to convince the
people or change people in
some way to start doing
something.

a. demonstrative
b. entertaining
c. informative
d. persuasive
3. The purpose of this type of
speech teaches you
something that includes a
demonstration of how to do a
thing.

a. demonstrative
b. entertaining
c. informative
d. persuasive
4. The purpose of this type of
speech provides interesting
and useful information to
audience.

a. demonstrative
b. entertaining
c. informative
d. persuasive

5. “How to bake a Cake” is a

topic that can be used for what
type of speech?
a. demonstrative
b. entertaining
c. informative

LDM2: Learning Delivery Modalities Course for Teachers 28

 d. persuasive

Table 4. Weekly Hone Learning Plan for one (1) subject

ACTIVITY 3.

Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)
To serve as a weekly guide for To monitor learners’ academic
Purpose teachers performance
teachers learners
For Whom?
Day and Time Learning Area
Learning Area Learner’s Needs
Learning Competency Intervention Strategies
Components Provided
Learning Tasks
Monitoring Date
Mode of delivery
Learner’s Status

Has to be communicated to
parents? No Yes

Activity 4

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LDM2: Learning Delivery Modalities Course for Teachers 29

 Learner’s Name: Dimaliwat, John Malvin
Grade Level: 9

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
English No access Contact October He has not
to devices immediate 16,2020 understood
and family or the
Internet relatives instruction
who have so he did
gadgets not answer
the
exercises
correctly
Home As the need The learner
Visitations arises shows
improvemen
t as shown
in the scores
obtained in
the
assessment
activities+
Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

LDM2: Learning Delivery Modalities Course for Teachers 30