STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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

RODEL M. EDAR
Teacher I
 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 refers to a learning modality where the teacher and learner/s are physically
present in one venue. There are opportunities for active engagement, immediate feedback and socio
emotional development of learners. It may be conducted in any available physical learning space Face to
face learning in which learners can digest the content of each topic smoothly. It is the best way to
address and to deliver learning ideas.
 Distance learning refers to a learning modality where a learner is given materials or access to resources
and he/she undertakes self-directed study at home or in another venue. Learners engage in independent
learning at home or in any physical learning space applicable, by using learning materials that are
accessible ether online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or
listening to radio-based instruction while being geographically distant from the teacher.
 Blended learning refers to a learning delivery modality using a combination of the features of F2F
learning and distance learning. 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 type of distance learning.
 Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access
to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers.

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

 Homeschooling and Distance Learning-these do not require Face to face learning.

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 Learning Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Modality Feature Household Member
Modular Distance A printed Printed modules Monitor the Learning facilitator Provide the printed
Learning (MDL) materials/module derived from MELCs student’s modules and secure
adopted to the assessments and the retrieval of the
condition of the help the parents in modules after used
program for Self- facilitating the
Learning. learners.
Online Distance Virtual learning with Modules and Facilitator and Monitors the Provide help in
Learning (ODL) the use of different different online moderator of the student’s enhancing the
online digital digital platforms online digital participation in knowledge of the
platforms flatforms online class teachers in the using
of online flatforms
TV-Based Instruction TV channels which Access to local TV Monitor the Facilitates the Ser orientation
(TVBI) provide learning channels student’s schedule in students schedule in about the local TV as
content for the watching the TV watching the TV essential resources
learners class class for learning
Radio-Based Radio Stations which Access to local radio Monitor the Facilitates the Set orientation about
Instruction (RBI) provides learning station student’s schedules student’s schedule in the local radio
content for the in listening to radio- listening to radio- station as essential
learners based instructions base instruction resources for
teaching
Blended Distance Combination of the Online learning and Prepare different Facilitate student’s Provide technical
Learning features of f2f offline study materials and participation in the assistance for
learning and worksheets strategies suited for online and offline teachers
distance learning online and modular class
class

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 who are
Learning apparently 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
1
and other learning modalities. Many 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 Distance When the current situation due to this pandemic becomes better,
Learning the school may include the face-to-face instruction along with the
existing modular and online learning. This is to provide better
2
instructional support, monitoring, and evaluation to the learners
to ensure that the quality of education is being delivered.

Online Distance Learning The teachers facilitate the learning and engage the learner’s
active participation using various technologies connected to
internet but unfortunately, not all students have the access to
internet connection.
3 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 having the resources needed in this
modality.

Radio-base Instruction This may not be considered as sole learning delivery modality as
the signal may cause problem.
4 Expensive in implementation.
 TV-base Instruction This may not be considered as sole learning delivery modality as
the signal may cause problem and some remote areas has no
5 access to electricity and television.
Expensive in implementation.

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 individual learning plan and give clear instruction on the
parents or household activities so that learners can do self-learning study.
member who can  Make a weekly supervisory plan for them and check their module and activity
guide and support sheets. If possible, organize a learning support system in the area that can be
their learning at composed of volunteers to provide assistance to these learners.
home.

Beginning readers (K  N/A

to 3)

 Provide remedial reading materials. Attach monitoring sheets that

Struggling readers
parents/guardians may check. Constant communication with the
(Grades 4-12)
parents/guardians should be implemented.

No access to devices  Provide printed self-module for them and other learning materials
and Internet
Inaccessible (living in  Provide printed self-module for them and make a scheduled home visitation
remote and/or unsafe but with health precautionary measures.
areas)
 Provide printed self-module for them and make a scheduled home visitation
for them but with health precautionary measures.
Indigenous People
 Seek for a community volunteer/para-teachers to help them in studying their
modules.
Persons with
 N/A
Disabilities
 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, 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
3. What are the three elements or components of a well-designed lesson?
 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
teacher 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

 Review previous lesson  Explain, model,  wrap up activities
 Clarify concepts from demonstrate, and illustrates  emphasize key information
previous lesson the concepts, ideas, skills or and concepts discussed
 Present war-up activities to processes that students will  assess whether the lesson
establish interest in the new eventually internalize has been mastered
lesson  help learners understand  transfer ideas and concepts
 Check learner’s prior and master new information to new situations
knowledge about the lesson  provide learners with  ask learners to recall
 Present a connection feedback activities and concepts
between old and new lesson  check for learners discussed
and establish the purpose of understanding  reinforce what the teacher
the new lesson has taught
 State the lesson objectives as
guide for learners

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

 According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled up after the
lesson is delivered. Teachers are encouraged to think about their lessons, particularly the parts that went
well and the parts that were weak and write about those briefly. In the reflection, teachers can share their
thoughts and feelings about their lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number of learners who require
additional activities for remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.

ACTIVITY 4
Learning Delivery Modality (select one): MDL
Grade Level and Learning Area: Grade 9/Araling Panlipunan
Lesson/Topic: Ang Kahulugan ng Ekonomiks
Learning Objectives: Nailalapat ang kahulugan ng ekonomiks sa pang-araw- araw na pamumuhay bilang isang mag-
aaral, at kasapi ng pamilya at lipunan.

Learning Resources/Materials Needed: Self-learning modules

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 n/a
2. Clarify concepts from previous n/a
lesson
3. Present warm-up activities to / can be facilitated
establish interest in new lesson by a household partner
4. Check learner’s prior knowledge / can be done via a learning activity
about the new lesson sheet
5. Present connection between old / n/a
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide / can be done via a learning activity
for learners sheet
Lesson Proper
1. Explain, model, demonstrate, and / can be done via a learning activity
illustrate the concepts, ideas, skills, sheet
or processes that students will
eventually internalize
2. Help learners understand and / can be done via a learning activity
master new information sheet
3. Provide learners with feedback
4. Check for learners’ understanding / can be done via a learning activity
sheet
After the Lesson
1. Wrap up activities / can be done via a learning activity
sheet
2. Emphasize key information and / can be done via a learning activity
concepts discussed sheet
3. Ask learners to recall key activities / can be done via a learning activity
and concepts discussed sheet

4. Reinforce what teacher has / can be done via a learning activity

taught sheet

5. Assess whether lesson has been / can be done via a learning activity
mastered sheet
6. Transfer ideas and concepts to / can be done via a learning activity
new situations sheet

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 and provide supplementary activities based on the learning objectives of the module for distant
learning in order to supplement the lacking learning task.

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?

 As an adviser the only additional support that I can give is additional activity sheets and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?

 In modular distant learning, the only way is to retrieve the modules for checking and for the teacher to assess
and gather feedback.
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
assessments will help Assessment
The results of summative
teachers make good of Learning
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. Diagnostic Assessment Diagnostic assessment happens at the start to determine the students’ individual
strengths, weaknesses, knowledge, and skills prior to instruction.

2. Formative Assessment Formative assessment is used in the middle of the lesson or year to determine how
students are progressing.

3. Essay The teacher may provide a question via text or FB messenger for the learners to
ponder. Provide and discuss the rubrics to be used for the activity.

4. Weekly Provide supplementary assessment materials to the learners aside from the module
Test/Assessment 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.
5. Summative Assessment Summative Assessments summarizes the student’s development at a particular time.
 1. What assessment methods are common among the group members?
 Formative and summative assessment is the most common assessment method that are used among the
group.

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

 For me the biggest challenge is how to contact all your student to inform them that you have your
assessment for the reason that not all of them have an access in the internet and mobile devices.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?
 We can collaborate well and choose among all method of assessment listed in our notebook and come up
with the best method to use in the Distant Learning.

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. 

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson
and/or learning task.
 Answer: c) learning competencies
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.
 Answer: d) learning task
3. This refers to the prescribed subject that learners take.
 Answer: a) learning area
4. This refers to the method of submission of learning outputs preferred by the learner/parent based on their
context.
 Answer: b) mode of delivery

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)

Sample Weekly Home Learning Plan for Modular Distance Learning

Sample Modified Weekly Home Learning Plan for Modular Distance Learning used in our School
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines on
creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

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

Learners and learning facilitator or Teachers and learning facilitator or

For Whom?
household partner household partner

Learning area, learning Learner’s needs, intervention strategies,

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

Has to be communicated to Yes Yes

parents?