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 CONTENTS:

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

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.

1. Face to face learning – In this delivery mode, all teaching and learning occurs in a
face-to-face context, on school. Content, communication and collaborations
between teachers and students, students and students occurs on school at set
times, days and weeks, and assessment tasks are ‘physically’ handed in. This has
been the delivery mode of learning and teaching in the education sector for many
years. Face-to-face learning ensures a better understanding and recollection of
lesson content and gives class members a chance to bond with one another.
2. Blended Learning – is a way of teaching that utilizes multiple mediums. One of
the best benefits of blended learning, especially for older students, is flexibility.
Aspects of hybrid learning allow students to learn where they want and when
they want, also known as asynchronous learning. Web-based lectures and
seminars, as long as they’re not live, can be accessed at the student’s
convenience. They can learn while at home, at a coffee shop, or even on the bus
through their phones. One of the major benefits here is that if a student misses
something, they can simply go back and give it another listen or read. Blended
Learning is combination of the different delivery learning modalities such as;
● Modular distance learning and online distance learning
● Modular distance learning and TV-based instructions
● Online distance learning and TV-based instructions
● Online distance learning, TV-based instructions and modular distance
learning
3. Home schooling – also known as home schooling, involves education your
children at home instead of in the traditional classroom environment. Home
education offers a range of benefits, as well as challenges, for both parents and
children. Most parents that teach their children using home education make use
of education packages and lesson programs. When choosing to home educate,
parents accept responsibility for planning, implementing, and monitoring their
child's educational progress. The widespread use of computers makes home
education far easier than it was in previous decades.
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 LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent or Role of
Learning Feature Resources Teacher Household School
Modality Member
Modular Individualized SLMs, as well Monitors the Learning Plans,
Distance instruction as learner progress facilitators who prepare,
Learning where learners textbooks/lear and sets a provide learners monitors the
(MDL) use self- ners’ materials feedback with instructional performance
learning (LMs), copies mechanism to support as needed of pupil
modules of video help learners
(SLMs) in print lessons in a meet the Collaborates
or digital flash drive or MELCs while to barangay
format CD seeing the officials
connection of
one lesson to Accepts
the next to donations
reinforce the from
coherence of the stakeholders
curriculum.
Online Teacher Give Learning Provide
Distance facilitates SLMs for assignments facilitator that orientation for
Learning learning and Alternative and learning supervise and learners and
(ODL) engages Delivery tasks monitor the screen parents on
learners' active Modes (ADM), time of the navigating
participation textbooks, Facilitates learners these online
using various primer learning and platforms
technologies lessons, engages
connected to activity sheets, learners active Organize
the internet teacher-made participation professional
while they are videos and using development
geographically supplementar technologies activities to
remote from y materials, enhance
each other and open teachers
educational understandin
resources g of and skills
(OERs). SLMs in the use of
and primer LMS
lessons
converted into Determine the
different appropriatene
digital forms ss of certain
such as learning
interactive management
lessons or systems in the
 electronic delivery of
books (e- instruction
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems
TV-Based Use of TV – based Enhancement of Serves as a guide Provide the
Instructio television lessons understanding during viewing learners, as
n (TVBI) programs on of key concepts time well as their
channels or and parents/guar
stations clarifications on dians/learnin
dedicated to possible areas g facilitators
providing of confusion in the broadcast
learning the lesson that schedule of
content to was viewed to lessons
learners as a shall be done
form of during home
distance visits by subject
education. area
teacher/learnin
g facilitator
wherever
possible or
through phone
calls, SMS,
among others.

Radio- Use of radio Radio based- Enhancement of Guidance from provide the
Based programs on lessons understanding parents/learning learners, as
Instructio channels or of key concepts facilitators during well as their
n (RBI) stations and listening time parents/guar
dedicated to clarifications on dians/learnin
providing possible areas g facilitators
learning of confusion in the broadcast
content to the lesson that schedule of
learners as a was listened to lessons
form of shall be done
distance during home
education. visits by subject
area
teacher/learnin
g facilitator
wherever
possible or
through phone
calls, SMS,
among others.
Blended Any SLMs, as well Provide the Learning Ensure the
Distance combination of as learners, as well facilitator quality of
Learning the above DL textbooks/lear as their education
types. Thus: ners’ materials parents/guardi
(LMs), copies ans/learning Provide
• MDL and of video facilitators the supplementar
ODL lessons in a broadcast y materials to
• MDL and flash drive or schedule of those who
TVBI/RBI CD lessons have
• ODL and insignificant
TVBI/RBI SLMs for
• ODL, Alternative Plan a LAC
TVBI/RBI Delivery strategies to
and MDL Modes (ADM), enhance the
textbooks, learning
primer progress of
lessons, pupils
activity sheets,
teacher-made
videos and
supplementar
y materials,
and open
educational
resources
(OERs). SLMs
and primer
lessons
converted into
different
digital forms
such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems

TV and radio
based-lesson
ACTIVITY 3

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.

ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or Reach out them thru their Facebook messenger
household member who can guide and follow up them every day to be sure that they
and support their learning at home understand the lessons.

Beginning readers (K to 3) Call the help of their parent to be more patient in

teaching. Send supplemental videos so that the
Struggling readers (Grades 4-12)
learners will understand the lesson by watching it.

No access to devices and Internet Create alternative activities and projects for
students without internet access by using apps
that have an offline option.

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 defined as 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?

 Lesson designing is important because it 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?

The three elements or components of a well-designed lesson are:
● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and activities to
help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)

 
ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence teaching and
learning activities that would help learners meet the learning objectives. These learning tasks can be
presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. In your Study
Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, 1. Wrap up activities

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

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.

I. Components of the DLL/DLP

II. Objectives

III. Content

IV. Learning Materials and Resources

V. Procedures

VI. Remarks

VII. Reflection

 Reflection is the part of the DLL/DLP that should be filled up after the lesson is
delivered. The result of reflection decide us to do something in a different way, or you
may just decide that what you are doing is the best way. By collecting information
about what goes on in our classroom, and by analysing and evaluating this information,
we identify and explore our own practices and underlying beliefs.

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: SCIENCE 9
Lesson/Topic: The Breathing Mechanism
Learning Objectives: a. Explore inhalation and exhalation process
b. Explain the process of breathing
c. Illustrate the changes of the physical body during the breathing process
Learning Resources/Materials Needed: MELC, ADM modules

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls,
present in can be facilitated
the by a household partner,
SLM can be done 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 X Learning activity sheets

2. Clarify concepts from previous lesson X Instructional video lesson

3. Present warm-up activities to establish ✔ Printed modules

interest in new lesson
✔
4. Check learner’s prior knowledge about the Learning activity sheets
new lesson
✔
5. Present connection between old and new Instructional video lesson
lesson and establish purpose for new lesson ✔

Printed modules
6. State lesson objectives as guide for learners ✔
Lesson Proper

1. Explain, model, demonstrate, and illustrate ✔ can be

the concepts, ideas, skills, or processes that presented via an internet
students will eventually internalize based resource

2. Help learners understand and master new ✔ Instructional video lesson,

information Printed modules
 3. Provide learners with feedback Instructional video lesson,
X Supplementary books
4. Check for learners’ understanding
✔ Learning activity sheets

After the Lesson

1. Wrap up activities ✔ Learning activity sheets

2. Emphasize key information and concepts ✔ Facilitated by a household

discussed partner

3. Ask learners to recall key activities and ✔ Facilitated by a household

concepts discussed partner

4. Reinforce what teacher has taught Learning activity sheets,

✔
facilitated by a household partner
5. Assess whether lesson has been mastered Learning activity sheets
✔
Learning activity sheets/ writing
6. Transfer ideas and concepts to new a reflection
situations ✔

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.

 I can make or additional activity sheets and provide learning videos to supplement the
SLM.

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?

 To the learner, I will post some enrichment videos in our Facebook group.
 To the household partner, I will make follow ups with the parents to ask how they are
doing with the lessons.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
 Teachers can gather feedbacks from the learners and guardians thru phone call, text
messaging, and messenger chat.

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.

Formative Assessment Summative Assessment

assessment FOR learning: assessment OF learning:

should promote self to measure if the student and
to make adjustments in the lesson reflection and - teachers met the competencies
personal
may be integrated in any parts of the
accountability among Can be administer after every 3
lesson
lessons
students about their
results can be recorded to study own learning results are always recorded and part
the development of the learners of the computation of grades
and the mastery of the lessons.

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. KWL Activities KWL charts assist teachers in activating students' prior knowledge
of a subject or topic and encourage inquisition, and research. This
type of activity is integrated in SLM.
2. Simulation Activities Students are asked to imagine a certain scenario and then actually
live it out. The learners will send recorded performance through a
given link. The teacher will give feedback to the learners
individually through text / messenger.
3. Weekly Test Provide supplementary assessment materials to the learners aside
from the module which will be picked up in the designated drop
box placed in barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or
not the students are understanding the material for that particular
week.

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?

 Simulation

 Weekly Test

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

Support
By its very definition, distance learning implies a physical separation between student and
instructor. This creates a challenge for students who might need or desire academic or
technical support, and it can quickly become a source of frustration. An effective distance-
learning instructor will provide multiple methods of contact, including a phone number, along
with general availability and response times. Sometimes a "Help" discussion thread is included
in an asynchronous environment, to give peers the opportunity to help each other. Even with
these support structures in place, however, students new to distance learning will need to
adjust to the absence of regular office hours.
Interactivity
Another problem facing distance-learning students is the level and type of interactivity.
Similar to the issue surrounding support, the lack of face-to-face interactions between student,
teacher and other classmates can be problematic for those new to the distance-learning
environment. An effective distance-learning class will incorporate interactive tools, such
discussion boards, wikis and blogs, and synchronous audio or video components. Group or
paired projects can further foster a sense of interaction and collaboration. A lack of meaningful
interactivity may cause students to feel isolated and become discouraged.

Commitment
In a distance-learning class, students must be committed to their own success. A traditional
classroom environment carries with it a certain level of social pressure: the teacher and other
classmates expect each student to come to class every week, complete the assignments, answer
the teacher's questions and actively participate in group projects. In a distance-learning class,
these behaviors are expected as well, but the social pressure to comply is absent. Students
must possess or learn to develop the self-discipline required to organize their time effectively
and participate fully in the learning process.

Technology
The technology required to participate in a distance-learning class must be readily available
and fully functional. Furthermore, students must have or acquire a certain level of competency
with the technology, including hardware, software and all related accessories, in order to be
successful in the course. Technology that is unavailable or unstable quickly becomes a barrier
for distance-learning students. Technology that is hard to learn or use is enormously
frustrating. Tutorials, user guides and other support systems should be in place for distance-
learning students, in order to minimize -- if not eliminate -- this problem.

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.

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

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 learned.

Good job!

You are done with Lesson 2. You may now proceed to Lesson 3.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMS

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

d_2. These are the formative learning opportunities given to b. mode of delivery
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. c. learning competencies

_b__4.This refers to the method of submission of learning

outputs preferred by the learner/parent based on their d. learning task
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. 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)

(See attached WHLP)

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 INDIVIDUAL

LEARNING PLAN LEARNING
(WHLP) MONITORING PLAN
(ILMP)
PURPOSE A tool to guide learners A tool for monitoring
and learning facilitators learners who lag behind
of household partners in based on the result of
tracking the subject their formative and
areas to be tackled and summative assessment
activities to perform at
home
FOR WHOM? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
COMPONENTS Learning areas, learning Learner’s need,
competencies, learning intervention strategies,
task, mode of delivery monitoring date,
learners 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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: Elchalyn Enguito

GRADE LEVEL: 9- Earth
INTERVENTIO LEARNER’S STATUS
LEARNING LEARNER’S MONITORING
N STRATEGIES DATE INSIGNIFICANT
AREA NEEDS SIGNIFICANT
MASTERY
PROVIDED PROGRESS PROGRESS

The The teacher October √

learner may 16 , 2020
needs provide
further more
explanatio examples
n on diagrams
tracing the that shows
flow of the the flow of
 SCIENCE different the blood
types of and gas
blood into exchange
the heart within the
and to heart,
different circulatory
parts of the system, and
body. lungs.
 
Learner is not making significant progress in a timely manner.
Intervention strategies need to be revised.
INTERVENTIO Learner is making significant progress. Continue with the
N STATUS learning plan. √
Learner has reached mastery of the competencies in learning
plan. √