MODULE 3A ANSWER SHEET

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

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.

MODALITIES PRESCRIBED
YOUR OWN DEFINITIONS OF EACH MODALITY
IN THE LCP

Face-To-Face (F2F) Learning Learning modality where the teacher and learners are physically In one venue.

Learning delivery modality where a learner is given materials or access to

Distance Learning (DL)
resources he or she undertakes self-directed study at home.
Combination of the different learning modalities. It can be face to face and
Blended Learning (BL) distance learning , online learning and face to face,, modular and online learning
modular learning and TVI/RBI
Refers to an alternative learning delivery mode that provides learners with access
Homeschooling
to formal education while staying at home with parents ,guardians as facilitators

Now, answer this question: Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook.

MODALITIES PRESCRIBED
DOES IT HAVE AN F2F LEARNING COMPONENT?
IN THE LCP

Face-To-Face (F2F) Learning Has face to face learning component

Distance Learning (DL) Does not have face to face learning component

Blended Learning (BL) Has face to face learning component

Homeschooling Does not have face to face learning component if done via 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
Distinguishing Essential Role of Parent or
Learning Role of Teacher Role of School
Feature Resources Household Member
Modality
Learners shall be
provided with the
complete set of
SLMs, as well as
  Construct
textbooks/learners’
Learning
materials (LMs).
Resources
The SLMs may be
(SLMs) parallel
provided in print
to MELC and
for those without
The need of the
devices at home. Members of the
Learners and
The SLMs in digital family and other Provide the needed
technology.
form such as stakeholders within Learning Resources•
>Self-Learning > Monitoring of
electronic copy (e- the community who > Supervise the
Modular Modules learners’
copy) and PDF are trained as implementation of the
(SLMs), in progress and
Distance stored on a learning facilitators Modular Distance Learning
print or setting a
Learning CD/DVD/USB flash
electronic feedback
shall be engaged to • Provide Technical
(MDL) drive/pen drive, or
copies, Video mechanism shall
provide learners with Assistance in the
courseware to be instructional support implemeSheryl ntation of
Lessons be ensured to
uploaded in the as needed in the the Modular Distance
help learners
DepEd portal, shall absence of a Learning
meet the MELCs
be provided to classroom teacher.
while seeing the
learners with a
connection of
laptop, desktop
one lesson to the
computer or any
next to reinforce
available digital
the coherence of
device. Learners
the curriculum.
may be provided
copies of video
lessons in a flash
drive or CD.
Online Ø  A class adopting   Internet >Teachers are Learning   Schools shall determine
Distance ODL shall follow Connectivity expected to give facilitators/househol the appropriateness of
Learning the regular > Gadgets assignments and d partners like certain learning
(ODL) planning standards such as Smart learning tasks. parents, guardians or management systems in the
in the organization Phones, The quantity of responsible adults at delivery of instruction.
of classes set by the Desktop, online activities home supervise and Open-source LMS must be
DepEd. Laptop, is not equivalent monitor the screen user-friendly to be able to
>It shall be Tablets to quality. Tasks time of the learners. execute a variety of
applicable in > The learning assigned to The American functions that work
schools where both resources to learners should Optometric together to provide a
the teachers and be used are, include those Association seamless experience for
learners have but not limited that require recommends the both teachers and learners.
access to digital to, the them to get up 20/20/20 rule, where > Schools may organize
devices, such as following: and move away one needs to look professional development
laptops, tablets, SLMs for from the devices away from the screen activities to enhance
smartphones, and Alternative > Teachers shall every 20 minutes and teachers understanding of
desktop computers, Delivery present lessons focus on an object at and skills in the use of LMS.
 in more than
Modes (ADM), one format
textbooks, within the
primer learners’
lessons, capacity; this is
least 20 feet away for
activity sheets, to address the
at least 20 seconds. It
teacher-made diverse learning
is also recommended
videos and profile of
that children should
supplementary learners when it
walk away from the
materials, and comes to
screen for at least 10
open understanding
minutes every hour.
educational and perceiving
Schools must ensure
resources information. If
that learning
(OERs). SLMs teachers deliver
facilitators are
and primer lessons by text,
oriented on the
lessons shall they need to
recommended screen These PD activities may
be converted have a video or
time, as well break include LAC, coaching, and
into different voice recording
time from the screen. formal training which can
digital forms with it, too;
> Learners and be done with the aid of
such as likewise, if they
parents shall be online platforms. Uploading
interactive deliver lessons
capacitated on the use documents, pre-recorded
lessons or via webinar and
with available of the learning video lessons, and self-
electronic teleconference,
online resources management system learning modules, typing
books (e- they are advised
and internet (LMS), the DepEd discussion posts, navigating
books) and to have a text
connectivity. Commons, and the LR modules, and designing
shall be version ready as
portal. Before the assessment in an online
available well. Including
start of classes, it shall environment are some of
through the transcripts, slide
be ensured that the online learning tasks
DepEd decks, and other
schools, through their that some teachers may
Learning supplementary
ICT coordinators and need orientation and
Resources materials
teachers with coaching on.
Portal, DepEd referenced in
knowledge on
Commons the lecture,
managing LMS and
and/or either in real
navigating the DepEd
different time or through
Commons and the LR
DepEd uploading, shall
portal, and through
recognized help maintain
supervision of school
learning learning equity
officials, shall provide
management for students
orientation for
systems with bandwidth
learners and parents
(DepEd Aide challenges by
on navigating these
Memoire, giving them an
online platforms.
2019), such as: opportunity to
review materials
that they are
unable to stream
on video.
TV-Based   TV/RBI shall be Television and Enhancement of Guidance from Schools shall provide the
Instructio implemented in Radio understanding parents/learning learners, as well as their
n (TVBI) areas with access > Materials for of key concepts facilitators during parents/guardians/learning
to Television learning and viewing/listening facilitators the broadcast
Networks and/ or exercises, clarifications on time shall be schedule of lessons.
radio stations with enrichment possible areas of required. Learners shall be directed
programs activities, and confusion in the to watch an educational TV
dedicated to assessment lesson that was program or listen to a radio
deliver the DepEd may be viewed/listened program facilitated by
TV/Radio-based provided in to shall be done DepEd. The duration of
lessons. printed form during home every lesson episode shall
visits by subject depend on the complexity
area and length of the modules
teacher/learnin based on the targeted
g facilitator learning competencies and
wherever the allowable airtime
possible or agreed upon by the DepEd
through phone and the TV/radio station.
calls, SMS,
 among others.
Enhancement of
understanding Schools shall provide the
of key concepts learners, as well as their
and parents/guardians/learning
TV/RBI should be clarifications on facilitators the broadcast
  Television
implemented when possible areas of schedule of lessons.
and Radio
supplemented with confusion in the Learners shall be directed
> Materials for
Learning Activity lesson that was >Guidance from to watch an educational TV
Radio- learning
Sheets that serve as viewed/listened parents/learning program or listen to a radio
exercises,
Based assessment tools to to shall be done facilitators during program facilitated by
enrichment
Instructio determine whether
activities, and
during home viewing/listening DepEd. The duration of
n (RBI) learners learned
assessment
visits by subject time shall be every lesson episode shall
the concept area required. depend on the complexity
may be
presented in the TV teacher/learnin and length of the modules
provided in
or radio-based g facilitator based on the targeted
printed form
lessons. wherever learning competencies and
possible or the allowable airtime
through phone agreed upon by the DepEd
calls, SMS, and the TV/radio station.
among others.
Teachers shall
check in often
with students
either by Parents shall guide Schools which adopt any
Blended Distance
Blended sending them their children in their combination of the three
Learning: Any
Distance Quick Survey instant works and give types of distance learning
combination of the
Learning above DL types
messages or a summary reports must meet the
bullet pointed with all honesty requirements of each type.
summary of
what is expected
of

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.

Be prepared to discuss your ranking at your next LAC Session.

Ranking 1 to 5, from easiest

Type of DL Why
to hardest to implement
1. Modular Distance Learning
Learners will have an easy access
on on printed and digital learning
(MDL)
materials.
2. A combination of different
modalities. Messages can easily
be sent through online delivery
Blended Distance Learning (BDL) mode. Pupils with internet
connectivity can access.
Handouts/modules were given to
pupils.
3. TV Based Distance Learning TV Based lessons are presented
(TVBL) with acces to Television Network.
Parents must have an available
Television and can access to the
frequency channel. Pupils might
 have a hard time recalling the
lesson because it cannot be
replayed.
4. There is no visual presentation.
Radio Based Distance Learning Learners will have a hard time to
(RBL) comprehend the lessons using
only their sense of hearing.
5. This is because not all learners,
teachers and schools has internet
Online Distance Learning (ODL) access. As well as in some areas
internet connectivity was also
very poor.

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 and share your ideas at your next LAC Session.

Learners Group Targeted Intervention

Schools must provide a list of those learners who has
Learners without parents or household no support or guide at home. And these learners will
member who be supervised constantly through telephone calls,
can guide and support their learning at home texts or through the aid of facebook and internet .
Also teacher visitation is a great help.
Other than modules and SLK's teachers will provide
printed effective reading materials to beginning
Beginning readers (K to 3)
readers. Parents will be oriented with proper
guideliness on how to help their children to learn
how to read.
Give easy reading materials with simple guide
Struggling readers (Grades 4-12)
questions for them to read. Train teachers on how to
handle this kind of learners.
No access to devices and Internet Provide learners with printed modules and
worksheets
       Coordinate with LGUs for the delivery of
Inaccessible - live in remote and/or unsafe
learning materials.
areas

Persons with Disabilities Home visitation

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?

 It is the process of determining what learning opportunities students in school will have by planning it
the content of instruction , selecting teaching materials , designing the learning activities and grouping
methods and deciding on the pacing and allocation of instructional time

2. Why is lesson designing important?

Lesson designing helps ensure that time is maximized for instruction, lessons are responsive to learners
need, teachers set learning targets for learners, teachers carry out a lesson successfully, teachers master
their learning area content and learners successfully reach the sett learning goals

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

Clearly articulated lesson objectives, well selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives and appropriate and timely assessment
activities are the three elements of well –designed lesson

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

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.

Components of the DLL/DLP

I. Objectives II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks VI. Reflection
Which part/s is/are accomplished after the lesson is delivered?
The reflection part of the DLL and DLP should be filled up after the lesson is delivered. The teachers are
encouraged to think about their lessons ,,particularly the parts that went well and the parts that were weak.
Teachers also can take note of the number of learners who earned 80% in the evaluation, number of learners who
require additional activities for remediation and difficulties teachers encountered that their principal can help
solve.

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: Grade 4/ English
Lesson/Topic: Noting Details
Learning Objectives: Demonstrates understanding of the elements of the informational for
comprehension.
Learning Resources/Materials Needed: Teachers Guide and Learners Material

Additional Remarks:
(ex. can be done via voice calls, can be facilitated by a
household partner, can be done via a learning activity
Part of Lesson / Learning Tasks Check if already sheet, can be presented via an internet- based
present in the SLM 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?
I can provide enrichments activities if there are tasks not found in the SLM. .Aside from SLM other
supplementary materials and resources can be used to help like textbook and learners materials, teachers made
learning activity sheets, internet based resources , video resources, educational TV and radio broadcast, Curated
LRs available at DEPED LRMDS

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?

a. Make sure that communication to learners are always open so they can clarify tasks before the lesson
proper and so the teacher can provide feedback and support during the lesson.
b. Provide them guidelines or Home Plan so that they can facilitate learning at home.

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?

Learning assessments may through portfolios that include learning outputs such as written works and
performances evaluated using rubrics. Testimonies of parents/guardians and learning facilitators regarding the
learners’s progress must be included

Integrating Content Across Learning Areas/Team Teaching

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. Follow the example below.
 Formative Assessment...... Summative Assessment
● are ways to
assess student ● To understand their overall
● To evaluate their own learning performance in a unit of
learning........... ● are study.
●To identify strengths and opportunities to
●To understand whether
weaknesses give and
receive they have met the learning
● to continually prove outcomes, and to what
feedback
learning ●are ways to extent, at the end of a unit of
●To target learning. evaluate the study.
effectiveness of
teaching

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
How to Adapt the Assessment Method in DL
Method

I will send a three-item quiz via text message before the lesson. Based on
Example:
the responses, I will take note of the common misconceptions and clarify
Short quiz
them to the learners during our online session or via text message.
I will prepare a scrambled letter to find the hidden word that will lead to our
1. Games discussion. This will be sent through our group chat.
I will give a 5-item quiz via message before the start of our lesson. Based
2. Practice on their responses, I will take down notes of the incorrect answer and will
Exercise discuss to them the correct answers when we meet via text message.
3. Performance I will give as their output to the lesson we discussed. Through message
Task they will send their outputs in our class group chat.
I will send through messenger in our group chat 5 item situations and they
4. Agree or will response to whether they agree or not. I will then note of their answers
Disagree and explain to them the reason behind each correct answer during our
Activities online class.
I will give five item quiz in a format of this to assess the learnings gained
5. Open-ended by the learners. This will be done via online delivery. Answers will be sent
questions through our class group chat and discuss to them the answers.

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?

Written works, short quizzes and graded recitation are the most common assessment individual learners

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

The result is not that reliable as basis of their performance because it is easy to cheat

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

Think of ways on how assessment can be done in such a way that it can be reliable. set of examination must
vary. The use of online quizzes may be possible
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.

24 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B. Write your answers in your Study Notebook.

Column A Column B
c
1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every
d lesson and/or learning task. b. mode of delivery
2. These are the formative learning opportunities given
to learners to engage them in the subject matter and c. learning
a to enhance their understanding of the content. competencies
3. This refers to the prescribed subject that learners take.
d. learning task
b 4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

ACTIVITY 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which
discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that,
view the three Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. 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.

 Weekly Home Learning Plan for Grade 5
Week 1, Quarter 1, October 5-9, 2020
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
9:00

9:00 - Have a short exercise/meditation/bonding with family.

9:30

Monday

9:30 - Filipino Naiuugnay ang sariling karanasan sa Filipino Module 1 Parents/guardian

11:30 napakinggang teksto(F5PN-la-4) Quarter 1, Week 1 will hand-in the
output, answer
sheets, worksheets
and notebook of the
pupil to the teacher
in school based on
the
date and time
scheduled.

1:00 - English Filling out forms accurately. English Module 1 Parents/guardian

3:00 Quarter 1, Week 1 will hand-in the
output, answer
sheets, worksheets
and notebook of the
pupil to the teacher
in school based on
the

Tuesday

9:30 - Mathematics Uses divisibility rules for 2, 5, and Math Module 1 Parents/guardian
11:30 10 to find the common Quarter 1, Week 1 will hand-in the
Factors of numbers. output, answer
sheets,
worksheets and
notebook of the
pupil to the
teacher in school
based on the
date and time
scheduled.

1:00 - Science Recognize useful and harmful Science Module 1 Parents/guardian

3:00 materials. Quarter 1, Week 1 will hand-in the
output, answer
sheets,
worksheets and
notebook of the
pupil to the
teacher in school
based on the
date and time
scheduled.

Wednesday
Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

9:30 - EPP 1.Natutukoy ang mga oportunidad na EPP Module 1 Parents/guardian

11:30 maaring mapagkakitaan (products Quarter 1, Week 1 will hand-in the
and services) sa tahanan at output, answer
pamayanan sheets,
worksheets and
notebook of the
pupil to the
teacher in school
based on the
date and time
scheduled.

1:00 - MAPEH recognizes the musical MAPEH Module 1 Parents/guardian

3:00 symbols and understanding of Quarter 1, Week 1 will hand-in the
concepts output, answer
pertaining to rhythm sheets,
worksheets and
notebook of the
pupil to the
teacher in school
based on the
date and time
scheduled.

Thursday

9:30 - ESP Napapahalagahan ang katotohanan sa ESP Module 1 Personal na

11:30 pamamagitan ng pamamagitan ng Quarter 1, Week 1 isasauli ng mga
pagsusuri sa mga balitang magulang ang
napakinggan, patalastas na natapos na modyul
nabasa/narinig, napanood na at sagutang papel
programang o awtput sa
pangtelebisyon at nabasa sa internet. gurong tagapayo
sa itinakdang araw
na pagbabalik nito.

1:00 - AP Matutukoy ang kinalalagyan ng AP Module 1 Parents/guardian

3:00 Pilipinas sa mundo gamit ang Quarter 1, Week 1 will hand-in the
mapa batay sa “absolute location” output, answer
nito sheets,
worksheets and
notebook of the
pupil to the
teacher in school
based on the
date and time
scheduled.

Friday

9:30 -
11:30

1:00 - Parents/Learners meet to return all modules and answer sheets for the week and get new modules to
4:00 be used for the following week.

4:00 Family Time

onwards
Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the
module and the teacher may prepare a checklist of the module’s parts for additional monitoring guide for both
teacher and the learner.

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 snd
A tool monitoring learners who
learning facilitators or household
lag behind based on the results
Purpose partners in tracking the subject
of their formative and
areas to be tackled and
summative assessments
activities to perform at home
Learners and learning Teachers and learning
For Whom?
facilitators facilitators or household partner
Learning area , learning Learner’s needs, intervention
Components competencies , learning tasks, strategies, monitoring date ,
mode of delivery learner’s status
Has to be communicated to
yes yes
parents?

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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:      

Grade Level:      
Interventio Learner’s Status
Learner’s Monitoring
Learning Area n Strategies Insignifican Significant
Needs Date Mastery
Provided t Progress Progress
ESP Follow up Activity 10-08-2020 /
instruction Sheets
ENGLISH Follow up Activity 10-08-2020 /
instruction Sheets
MATHEMATICS Follow up Activity 10-08-2020 /
instruction Sheets
SCIENCE Follow up Activity 10-08-2020 /
instruction Sheets
FILIPINO Follow up Activity 10-08-2020 /
instruction Sheets
AP Follow up Activity 10-08-2020 /
instruction Sheets
MAPEH Follow up Activity 10-08-2020 /
instruction Sheets
EPP Follow up Activity 10-08-2020 /
instruction Sheets

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

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will be able
to design lessons with your best efforts, and maximize learning in this new
context.
• It is important for teachers to keep track of how the students are doing, get feedback
from the learners (learners’ self-assessment), and from the learning facilitators or
household partners, in order to continuously improve lessons and provide support for
learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them
and their families. As teachers, you need to make your presence felt, and send the
message to the learners that they are not alone in this situation. This will greatly
help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support
from your Coaches, School Heads, and fellow teachers as you adapt to the new
normal.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session
3A Guide ready when you participate in the LAC Session for this Module.