STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES 2 COURSE
MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:
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
RICHARD F. BAYSIC
Teacher II
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
The LDM that does not have and F2F learning component is the Distance Learning
because the student needs to learn/study alone with the aid of the internet. If there are
questions pertaining to the lessons, the learners need to contact his/her tutor online.
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.
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 Type of DL Why?
(1 to 5, from
easiest to
hardest to
implement)
1 Modular Distance The Majority of our learners belong to less-
Learning fortunate families who are actually not capable of
providing the necessary tools and equipment like
computer, smartphones, internet connections,
television, etc. in order for them to participate in
Online Learning and other learning modalities.
Lots 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.
2 Blended Learning When the present situation due to this epidemic
becomes better, the school may include the face-to-
face instruction along with the remaining modular
learning. This is to deliver better instructional
support, monitoring, and evaluation to the
learners to ensure that the quality of education is
being delivered.
3 TV-Based TVBI is possible but not to everyone. As
Instruction mentioned above, most of the learners’ families are
not capable of providing this type of device.
4 Radio-Based Most families in the community now-a-days do not
Instruction use radios any longer. In some households this is
still present, but the signal response is still their
biggest hurdle.
5 Online Learning Based on 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.
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 parents or Assist the learner in Self-Learning
household member who can guide Modules (SLMs) with instructional videos
and support their learning at for better understanding of the
home lessons/topics
Provide open communication between the
teachers and learners when they (learners)
need assistance on a specific lesson/topic
(e.g., phone call, FB messenger, email)
Peer tutoring to learners near each other
Home visitation if necessary
Struggling readers (Grade 7-12) Assist the learner in Self-Learning
Modules (SLMs) with instructional videos
Facilitation of home
tutors/parents/guardians or learning
facilitators
Teachers may record the SLMs using voice
or video recorder
Provide open communication between the
teachers and learners when they (learners)
need assistance on a specific lesson/topic
(e.g., phone call, FB messenger, email)
Peer tutoring to learners near each other
Home visitation if necessary
No access to devices and internet Prepare and provide Self-Learning
Modules (SLMs) to the learners
Guarantee the Self-Learning Modules
(SLMs) are understandable and engaging
to learners so that they do not need to use
devices and internet at all
Home visitation if necessary
Orient parents/guardians of their roles as
learning facilitators
Peer tutoring among learners near each
other
Inaccessible (living in remote Develop Self-Learning Modules (SLMs)
and/or unsafe areas) that are understandable and engaging
Provide Self-Learning Modules (SLMs) to
the learners
Support Self-Learning Modules (SLMs)
with instructional videos
Orient parents/guardians of their roles as
learning facilitators
Persons with Disabilities Orient parents/guardians of their roles as
learning facilitators
Learning aids must be secured to augment
learner’s understanding of the
lessons/topics
Open communication between the teachers
and learners when they (learners) need
assistance on a specific lesson/topic (e.g.,
phone call, FB messenger, email)
Home visitation if necessary
Learners in conflict with the law Ensure that Self-Learning Modules (SLMs)
are understandable and engaging to
learners
Designate learning facilitator/s for the
learners
Support the Self-Learning Modules (SLMs)
with instructional videos
Open communication between the teachers
and learners when they (learners) need
assistance on a specific lesson/topic (e.g.,
phone call, FB messenger, email)
Visit the learner if feasible
Learners with health conditions Modify Self-Learning Modules (SLMs) to
address learner’s condition
Orient parents/guardians of their roles as
learning facilitators
Open communication between the teachers
and learners when they (learners) need
assistance on a specific lesson/topic (e.g.,
phone call, FB messenger, email)
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?
The three elements or components of a well-designed lesson are:
1. learning objectives
2. teaching and learning activities
3. assessment tools
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 previous Explain, model, Wrap up activities
lesson demonstrate, and Emphasize key
Clarify concepts illustrate the concepts, information and
from previous lesson ideas, skills, or concepts discussed
State lesson processes that Assess whether lesson
objectives as guide students will has been mastered
for learners eventually internalize Ask learners to recall
Present warm-up Help learners key activities and
activities to establish understand and concepts discussed
interest in new master new Reinforce what teacher
lesson information has taught
Present connection Provide learners with Transfer ideas and
between old and feedback concepts to new
new lesson and Check for learners’ situations
establish purpose for understanding
new lesson
Check learner’s prior
knowledge about
the new lesson
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.
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
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
ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: Grade 12 Cookery
Lesson/Topic: Clean, sanitize, and store kitchen tools and equipment
Learning Objectives:
1. Recognize kitchen tools and equipment to be cleaned and sanitized.
2. Identify the chemicals to be utilized in cleaning and sanitizing kitchen tools and
equipment.
3. Prepare cleaning agents in accordance with the manufacture’s instruction.
4. Clean and sanitize kitchen tools and equipment; and
5. Store cleaned kitchen tools and equipment
Learning Resources/Materials Needed: SLMs, Activity Sheets, Power Point Presentations
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Check if already
Part of Lesson / Learning done via a learning activity
present in the
Tasks sheet, can be presented via an
SLM
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?
All learning tasks are found in the SLM about the specified topic. Maybe if there are still
materials to be used, it is more on the part of connecting to the real situation or day-to-day
living.
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?
Giving 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.
Both are
essential parts
FORMATIVE ASSESSMENT of any SUMMATIVE TEST
curriculum a. It is used as an evidence
a. Provides ongoing map
feedback that can Questioning for the teacher how effective
be used by the teacher strategies need the strategies he/she utilized
to improve his instruction to be addressed that can be reused for the
b. Helps students know their strengths Both are used next round of teaching
to evaluate
b. aEvaluation of student’s mastery of knowledge,
and weaknesses student
c. Provides a focal point for the performance skills,
teacher Both are used And understanding of a concept
to target areas that need focus and for student c. It measures achievement
work feedback
Both are used Examples: unit test, quarter test
in future lesson
Examples: classwork, homework planning
writings, quizzes
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. Inventories/ Print the inventories/checklists and furnish the learners copies
Checklists during the distribution of Self-Learning Modules (SLMs). They may
of Skills send their accomplished copy via email or Facebook messenger
in advance for me to assess their knowledge on the topic and
adjust possible lesson suited to their level.
2. Interviews Call or text the learners once they received the Self-Learning
Modules (SLMs) and ask them of their knowledge on the
topics/lessons. Through their answers, I could prepare
supplementary materials needed on their level. This can also be
the chance to share the learning intentions and success criteria to
them and identify what hinders them to accomplish their tasks.
3. Quizzes/ Quizzes/learning activities are included in the Self-Learning
Learning Modules (SLMs). I will remind the learners to accomplish the
Activities quizzes/learning activities via call/text or Facebook Group. I will
make sure that my lines are open for questions from them once
there are confusions to the quizzes/learning activities. If the
learners could not accomplish the quizzes/learning activities,
home visitation may be done if feasible.
1. What assessment methods are common among the group members?
The assessment methods that are common among the group members are
games, performance tasks
2. What are the challenges in doing assessment in DL?
The challenges in doing assessment in Dl are lack of support coming from the
teacher, feelings of isolation, discipline on the part of the learner in doing the
evaluation, technology (no gadgets on hand, poor internet signal), geographical
location/area, provide effective DL with meaningful activities, innovations in the
delivery of teaching-learning,
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
The opportunities that I can explore to make assessment doable in DL are the
use of web teleconferencing tool to conduct live sessions (moodle, google classroom,
edmodo, zoom, etc.), the use of socrative, GoFormative, Liveworksheets,
LearningApps, and Wordwall – or play games in teams like Kahoot,!, Quizzizz, or
Quizlet Live that make assessment more enjoyable and engaging on the part of the
learners. With the use of these platforms both the teacher and the learners are being
benefitted wherein the teacher focus on skill acquisition in using these platforms while
the students do creative tasks
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.
.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs
ACTIVITY 1
Column A Column B
1. These are the knowledge, understanding, skills, and attitudes that a. learning area
learners need to demonstrate in every lesson and/or learning task.
2. These are the formative learning opportunities given to learners to b. mode of delivery
engage them in the subject matter and to enhance their
understanding of the content.
3. This refers to the prescribed subject that learners take. c. learning competencies
4. This refers to the method of submission of learning outputs d. learning task
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. 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 Individual Learning Monitoring
Plan (WHLP) Plan (ILMP)
Purpose A tool to guide learners A tool for monitoring learners
and learning facilitators who lag behind based on the
or household partners in results of their formative and
tracking the subject areas summative assessments
to be tackled and
activities to perform at
home
For Whom? Learners, Teachers/facilitators,
parents/guardian parents/guardian
Components Learning area, learning Learner’s needs, intervention
competencies, learning strategies, monitoring date,
tasks, mode of delivery learner’s status
Has to be communicated Absolutely YES Definitely YES
to parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner is
doing the learning tasks at home.
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
