LDM2

Study Notebook Module 3A

(DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES)

FATIMA A. LACANARIA
 UNDERSTANDING
Lesson 1 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.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Answers:
1. A. Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and socioemotional
development of learners. It may be conducted in any available physical learning space.

B. Distance learning refers to a learning delivery modality where a learner is given materials or access 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 either 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.

C.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 types of DL.

D.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. This does not preclude going to a school on specific periods to develop
learning competencies that require the use of laboratory, equipment, and others. It uses any or a combination of the
various learning delivery modalities.

2. Question: Which of the LDMs do not have a face-to-face learning component?

Answer:
- Homeschooling and Distance Learning 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.

DISTANCE LEARNING MATRIX

Role of
Distance
Distinguishing Parent or
Learning Essential Resources Role of Teacher Role of School
Feature Household
Modality
Member
Modular Learning Modules Computer, software,printer, Learner Tutor/coac Learner
Distance (Hard/Soft copy) paper,ink,photo copier, Facilitator/ h, Facilitator/Assesor
Learning DEPED MELC compliant Assessor Learning Command
(MDL) work/activity,sheets/modules/ Modules Center,Main
learning/evaluation Liaison/ distribution/retriev
Materials. Forwarder al hub,recorder
and archival.
Online Digital copy, Compuer (desktop/laptop)Mobile Learner Learning Learner
Distance Information on just devices (smartphone/tablet). Facilitator/ Modules Facilitator/Assesor
Learning a click WIFImodem,Pocketwifi,internet Assessor Forwarder Command
(ODL) service provider (ISP) Center,Main
software,printer,paper,ink,photoc distribution/retriev
opier,DEPED MELC compliant al hub,recorder
work/activity and archival.
sheets/modules/learning/evalua
tion materials.
TV-Based Video Broadcast Televesion set,Tv Learner Learning Learner
Instruction Concise, detailed antenna,Electricity. Facilitator/ Modules Facilitator/Assesor
(TVBI) and precise DEPED MELC compliant Assessor Forwarder Command
presentation of the work/activity Center,Main
T-learning . sheets/modules/learning/evalua distribution/retriev
tion materials al hub,recorder
and archival.
Radio-Based A style of distant Radio Provide Weekly Learning Learner
Instruction learning that able Textbooks Home Learning Modules Facilitator/Assesor
(RBI) to expand access to Learning Activity Sheets (LAS) Plan ,Learning Forwarder Command
education by Activity Sheets Center,Main
transportation it to (LAS distribution/retriev
wherever the Attend to al hub,recorder
learners ar and parents/learner’s and archival.
modify them to queries on tough
amass equivalency topics thru text or
in basic education phone calls.
through broadcast Check learners
of lesson output
Blended Synchronous and Online platfoems, Self-Learning Learning Learner
Distance asynchronous (zoom,messenger room, google Modules Modules Facilitator/Assesor
Learning learning takes meet etc.) Learning Activity Forwarder Command
place, combining Self-Learning Modules Sheets (LAS) Center,Main
two or more Learning Activity Sheets (LAS) Power point distribution/retriev
learning delivery Power point Presentation made Presentation al hub,recorder
modalities. by teachers made by teachers and archival.
 Teachers improvised video Teachers
lesson/presentation improvised video
Textbooks lesson/presentati
on
Textbooks

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.

Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not need additional resources, can
1 MDL be enforced to most learners even to
those who are less fortunate.

Can be implanted those learners who are in remote

4 RVBI areas.
Since, our school is in accessible place RVBI is much
more likely to be the least thing to do .
TV is available to most of the households but not all has
3 TVBI an access to those programs/channels where learning
instructions takes place.
Combination of all may require more
2 BL Mixed essential resources.
 Considering the situation of the student in the rest of the
unpilot section we have a minimum number of students
5 ODL
who can do such online processes due to lack essential
resources.

Activity 4
(Submit a copy of your Output to your LAC Leader)

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 and share your ideas at
your next LAC Session.

Learner Group Targeted Intervention

BL, MDL -encourage to join online class.
Learners without parents or household member who Make video lessons , where instructions
can guide and support their learning at home lessons will be explained well.
MDL-Collaboration of teacher and the
parent ,can be done via SLM( Self Learning
Modules) and LAS(Learning Activity
Sheets) WHLP (Weekly Home Learning
Beginning readers (K to 3) Plan).
Set a time where teacher and learner will
meet virtually to determine the subject
where the learner needs to focus.
MDL, TVBI, RVBI-Provide them reading
materials to read and to be monitored using
Struggling readers (Grades 4-12) the ORV (Oral Reading Verification) to be
done via internet based resource.

MDL- Provide them material/s such as SLM

(Self Learning Modules), LAS (Self
Learning Activity Sheets) and WHLP
No access to devices and Internet (Weekly Home Learning Plan), these
materials will be distributed to the parents
at school.

MDL- Provide printed learning sheets and

assignments that help students learn
Inaccessible (living in remote and/or unsafe areas) critically and learn from them at the same
time. - Ask assistance from the Barangay
officials to help deliver printed material.
MDL- Make SLM and make sure to check if
Indigenous Peoples the objective is attainable. Contextualization
of each content is a must.
-learning, materials such as textbooks and
 worksheets will be in (MTB) Mother Tongue
Based language.

TVBI, RVBI, MDL-Make learning materials

that will cater their individual needs.
Textbooks and can be facilitated by
Persons with Disabilities parents/guardians. And can be monitored
via voice calls texts or internet resources.

DESIGNING LESSONS AND

Lesson 2 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:

1. What is Lesson Designing or Lesson Planning?

Answer:
Lesson Desingning or Lesson Planning is making a road map of what students need to lear and
how will it be done effectively during the class time. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on student learning.
A successful lesson plan addresses and integrates three key components:

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

2. Why is lesson designing important?

 Answer:
Designing lessons are important because they outline learning goals, learning goals, and the
means by which they are achieved, and are by no means perfect. Productive lessons are lessons
in which both students and instructors learn from each other, rather than lessons that are all
done as planned.
Lesson designing 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?

Answer:
Well-defined educational goals (what to teach)
● Properly selected and logically ordered presentations of learning resources and activities to
help learners achieve their goals (how to teach)
● Appropriate and timely assessment activities that provide relevant information and feedback
For 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.

Before the Lesson Lesson Proper After the Lesson

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

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
Check learner’s prior knowledge about the new lesson Compare your answers to Lesson 2,
 According
to DepEd
Order 2No.
Activity Answer Key.
42, s.
2016: The
reflection Activity 3
aLesson
part ofdesign does not end after implementing the lesson. After the delivery of the lesson,
the DLL should take time to reflect on what worked well and why, and what could have been
teachers
and
done DLP
differently. Identifying successful and less successful activities and strategies would make
ought toto adjust and revise the lesson plan as needed.
it easier
be stuffedwhich part/s is/are accomplished after the lesson is delivered.
Highlight
up once
Components of the DLL/DLP
the lesson
isI. Objectives
II. Content
delivered.
III. Learning Materials and Resources
lecturers
IV. Procedures
area
V. unitRemarks
inspired to
VI. Reflection
rely on
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and
their
DLP should be filled up after the lesson is delivered. Teachers are encouraged to think about
lessons,
their lessons, particularly the parts that went well and the parts that were weak and write about
significant
those briefly. In the reflection, teachers can share their thoughts and feelings about their lessons
lyincluding
the things about the lesson that were successfully implemented and which ones need
elements
improvement or could be adjusted in the future. Teachers can also take note of the number of
learners
that wentwho earned 80% in the evaluation, the number of learners who require additional
activities for remediation, and the difficulties teachers encountered that their principal or
well and can help solve.
supervisor
also the
elements
that were
weak and
Compare your answer to Lesson 2, Activity 3 Answer Key.
indite
those
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP.
Toconcisely.
find out the instructional principles behind these learning tasks, you may refer to the article
Principles
within the of Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
reflection,
lecturers
will share
Activity 4
their
thoughts
and a copy of your Output to your LAC Leader)
(Submit
feelings
Read the handout Designing Lessons in DL. Recreate and accomplish the following table. Then
regarding
choose one lesson from a Self Learning Module (SLM) for students that you have on hand.
their
Imagine that you will deliver this lesson to your learners through DL. In the second column,
lessons
identify as of these tasks are already present in the SLM. In the third column, identify which
which
has to
well asbe presented via technology-mediated resources, supplementary learning materials, or other
means.
things
regarding
the lesson
that were
 Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level : MTB 3

Lesson/Topic: Pangalang Pamilang at Pangalang Di-Pamilang
Learning Objectives: Natutukoy ang Pangalang Pamilang at Pangalang Di-Pamilang
Learning Resources/Materials Needed: Modules

Additional Remarks: (ex. can

be done via voice calls, can be
Check if already present in facilitated by a household
Part of Lesson / Learning the SLM partner,
Tasks 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
√
 Review previous lesson √ can be done via voice call or
 Clarify concepts from previous lesson √ video call
 Present warm-up activities to
establish interest in new lesson
 Check learner’s prior knowledge about √ can be facilitated by a
the new lesson household partner
 Present connection between old and √
new lesson and establish purpose for √
new lesson
 State lesson objectives as guide for
learners
Lesson Proper
Can be done via learning
 Explain, model, demonstrate, and √
illustrate the concepts, ideas, skills, or activity sheets
processes that students will eventually
internalize √ Can be done via learning
 Help learners understand and master activity sheets
new information √
 Provide learners with feedback can be done via voice call or
√
 Check for learners’ understanding video call

 After the Lesson

√ can be done via voice call or
 Wrap up activities √ video call
 Emphasize key information and
concepts discussed Can be done via learning
 Ask learners to recall key √
activities and concepts activity sheets
discussed √
√ can be done facilitated during
 Reinforce what teacher has taught
√ synchronous and asynchronous
 Assess whether lesson has been learning session
mastered
 Transfer ideas and concepts
to new situations
Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or resourcees
can you create or curate to supplement the SLM?

Answer:

Accessible video presentations and other activity learning sheets that will suit the
accessibilites of the learners.
Provide 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 the
household partner so that the are guided throughout the lesson?

Answer:

As the teacher of my learner the sole extra support that I will provide is extra
activity sheets,learning materials and video lessons.

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

Answer:

In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.

Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning
areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make connections for
better understanding.
• You can use content topics as themes, motivation, springboards, or initial topics
for lessons across subjects. You can also try merging selected learning area
performance tasks and assessments and create separate rubrics for scoring per
learning area. This can make it easier for you to check student work, and saves time for
you and the learners.
 Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back
with your Coach and share them with your peers.

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. Follow the example below

Summative Assessment
Assessment of learning to measure of
the student met the Performance and
Formative Assessment content standards
Learners may be assessed
Assessment for learning: to done after the lesson/end of a quarter
individually or
make adjustments in the lesson results enable teachers to describe
collaboratively how well the
may be integrated in all parts of
Should promote self- students learned the
the lesson: before the lesson, the
reflection and personal standards/competencies for a given
lesson proper, and after the quarter, which are then reflected in
accountability among
lesson results must be recorded
students about their own the class record learners may be
to study the patterns of learning assessed individually or
learning
collaboratively should promote self
demonstrated by the students
May be a written work
but should NOT be used as the reflection and personal
por a performance task accountability among students about
basis for grading. their own learning may be a

written work or a performance task

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.

Activity 6
(Submit a copy of your Output to your LAC Leader)
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? 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

Example: Short quiz . I will send a three-item quiz via messenger platform before the lesson. supported the
responses, i'll note of the common misconceptions and clarify them to the learners
throughout our on-line session or via text message.

I will send a five-item quiz via messenger platform before the lesson. supported the responses, i'll
note of the common misconceptions and clarify them to the learners throughout our on-line
1.Written Works session or via text message.
At the end of the lesson, focussing on the topic and skill, I will give 1-2 activities
2.Performance guided by the rubrics along with the modules once a week depending on the
topic. Feedback and clarification may be done thru voice or video call
Task
consultation.

I will give it once at the end of the quarter face to face ( if allowed) and or test
3.Quaterly item will be send via online messaging. , I will take note of the common
misconceptions and clarify them to the learners during our online session via
Assessment
messenger.

I will include it in the learning activity sheet to be given weekly along with the
4.Formative modules. Based on the responses, I will take note of the common misconceptions
and clarify them to the learners during our online session or via text message.
Assessement
I will instruct the class at the beginning of each quarter to gather evidences and
5.Portfolio mov’s of what they do, submit and write for the whole quarter. It will be checked
and noted at the end of the quarter upon the retrieval of pupil’s output thru
Making
parents.

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?

Answer:
- Five items formative assessment are common among our groups.

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

Answer:
One the challenge these days is in reaching them all, and the students who are purely
MDL, they will be left behind compare to those students that have internet connection and can do
Blended Learning.

3. Despite the challenges, what opportunities can you and your colleagues explore to
 make assessment doable in DL?
Answer:
we can associate with each other and opt for among our all methodology of assessment listed in
our notebook. We will agree to come up one of the most effective process to use within 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.
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.

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.

GUIDING AND MONITORING

Lesson 3 LEARNERS IN THE
Le sso n 2 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.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

Activity 2
(Submit a copy of your Output to your LAC Leader)

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)
Attached Daily Lesson Plan (DLP)
-

DAILY LESSON

PLAN SCHOOL Tipas Elem. School Grade Level THREE

Annex

TEACHER Fatima A. Lacanaria Quarter FIRST

SUBJECT MTB-MLE DATE Nov. 3-6 ,,2020

WEEK 4

TIME 2:00-2:45 Jupiter

3:00:3:45 Saturn
Earth, Venus,Uranus
Mercury

I. LAYUNIN
A. Mga Kasanayan sa Pagkatuto Natutukoy ang mga mahahalagang detalye sa nabasang

Isulat ang code ng bawat kasanayan tekstong pasalaysay sa pamamagitan ng pagtukoy o pagkilala

sa tagpuan, tauhan at mga pangyayari. MT3RC –Ia-b-1.1.1

II. NILALAMAN Pagtukoy o pagkilala sa tagpuan, tauhan at mga pangyayari.

III. KAGAMITANG PANTURO Laptop, internet connection, cellphone ,powerpoint,

A. Sanggunian module

IV.PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/ Sagutin:
pagsisimula ng bagong aralin
Subukin Natin pahina 2

Balikan Natin pahina 4

Lumabas ang bata para bumili sa tindahan ng anim na

itlog at mantekilya pero nang siya ay magbabayad na bigla siyang

kinabahan dahil walang lamang pera ang kanyang bulsa.

Panuto: Sagutin ang mga tanong mula sa seleksyong binasa. Isulat

ang sagot sa papel.

1. Sino ang bumili sa tindahan?

2. Ano ano ang binili sa tindahan?

3. Bakit kaya kinabahan ang bata?

4. Kung ikaw ang bata sa maikling kwento, ano ang iyong

gagawin

B. Paghahabi ng layunin ng aralin Basahin ang kwentong pinamagatang

Paggawa ng mga Gawain para kay Nanay

ni: Nelia D. Bamba (Isinalin ni M. Dolot)

C. Pag-uugnay ng mga halimbawa sa
bagong aralin.
 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, fill out the table below 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 A tool for monitoring learners
Purpose learning facilitators or household who lag behind based on the
partners in tracking the subject results of their formative and
areas to be tackled and activities summative assessments
to perform at home

Learners and learning facilitator Teachers and learning facilitator

For Whom? or household partner or household partner

Learning area, learning Learner’s needs, intervention

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

Yes Yes
Has to be communicated to
parents?

Activity 4
(Submit a copy of your Output to your LAC Leader)

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
INDIVID
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
UAL
were described in Activity

LEARNI
NG KHELSIE NICOLE CAUBANG
Learner’s Name:
Grade Level:
MONITGrade 3 Learner’s Status
ORING
Learning Learner’s Intervention Strategies Monitori Insigni Signifi
ficant cant
Area Needs Provided ng Date
PLAN Progre Progre
ss ss
Mastery

TEMPL
ATE
 Struggles
MTB to read with a. seek help from a Novremb /
fluency and capable immediate er12-30,
comprehensi family member to help 2020
on the learner in
answering the learning
modules

b. give sufficient time for

the learner to
accomplish the
learning modules

c. scheduled home
visitation of the teacher
to help the learner in
answering the
activities in the
learning modules.

d. make and provide

learning activities
suited to his pace of
learning

e. if possible, the teacher

provides direct
guidance and
supervision in the
completion of the
learner

Learner is not making significant progress in a timely manner. Intervention

Interve strategies need to be revised.
ntion
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

Share the ILMP that you made for that specific learner during your next LAC Session.

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.
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.