MODULE 3A LDM2 FOR TEACHERS

L
LEARNING D
DELIVERY
MODALITIE M
S COURSE
FOR TEACHERS 2

STUDY
NOTEBOOK
MODULE
LESSON DESIGN AND ASSESSMENT IN THE MODALITIES
L
 3A
MODULE 3A LDM2 FOR TEACHERS

D
M
2

STUDY
NOTEBOOK

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS

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

LESSON 1: UNDERSTANDING THE DIFFERENT

LDMs

Activity 1

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
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. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Four Learning Delivery Modalities
Face-to-Face (F2F) This is the traditional way of teaching and learning process
Learning where learners physically to go schools in order for them to
acquire the learning competencies designed for them. It also
requires the presence of a teacher as a facilitator of teaching-
learning process and provides meaningful learning resources
and experiences to the class for better learning outcomes.
Distance Learning This type of learning modality engages learners into
independent learning at their own houses or in any physical
learning space available. Thus, this type does not require
physical presence of students in schools since learners are
provided by learning materials that are accessible in printed
form (offline), digital platforms (online), TV and radio. The
supervisory role of the teacher in this modality continues but in
a distant manner. Aside from teachers, parents, any member of
the family, or learning support aides can also provide
assistance in teaching and monitoring the learner’s progress.
Blended learning This learning delivery modality combines 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 distance learning.
Home schooling This is a home-based learning method where learner is not
required to go to school. They study at their own pace with the
help of their parents/guardians/personal tutor as authorized
facilitators instead of classroom teachers.

Now, answer this question: Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.
 Distance learning
 Home schooling through distance 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
Distance Distinguishi Essential Role of Role of Role of
Learning ng Feature Resources Teacher Parent or School

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
Online Teaching- Learning Provide Guide, assist, Monitor
Distance learning Activity Weekly monitor and teachers and
Learning process Sheets Home help their learners inter
(ODL) between (LAS) Learning children on action via
teacher and Plan their online online
learners Textbooks class learning.
takes place Provide
in digital Power point PowerPoint Contact Provide
space Presentation presentation. teachers if interventions
through made by needed along the
various teachers Provide self- learning
educational made video continuum
applications Teachers lesson/prese
improvise ntation
Use of video
various lessons/prese Check
technologies ntations learners
to facilitate output thru
student e-learning
teacher and
student- Attend to
student parents and
communicati learners
on. queries on
hard topics
thru phone
calls, text or
messages

Monitor
learners’
progress
TV-Based Concise, Smart TV Provide Guide, assist, Provide
Instruction detailed, and Weekly monitor and learning
(TVBI) precise Television Home help their videos and
presentation with cable Learning children’s activities
of the connection Plan learning thru TV-
subject Based
matter Textbooks Provide learning
Learning
Virtually- Learning Activity
appealing to Activity Sheets
the learners Sheets (LAS)
as it (LAS)
simulates Attend to
one-way oral parents and
discussion learners
queries on
hard topics
thru phone

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
calls, text or
messages

Check
learners’
output
Radio-Based Expand Radio Craft Guide, assist, Provide
Instruction access to Weekly monitor and lesson
(RBI) education by Textbooks Home help their discussions
bringing it to Learning children and learning
where the Learning Plan activities
learners are Activity Contact through
and enable Sheets Provide teachers if audio
them to (LAS) Learning needed recordings
acquire Activity
equivalency Sheets (LAS
in basic
education Attend to
through parents/learn
broadcast of er’s queries
lessons. on tough
topics thru
text or phone
calls

Check
learners
output
Blended Increased Self- Reproduce Guide, assist, Provide
Distance student Learning quality monitor and modules for
Learning engagement Modules assured help their learners
in learning SLMs and children.
Learning LASs to be Contact Monitor
Enhanced Activity distributed to teachers if teachers and
teacher and Sheets drop-off needed. learners inter
student (LAS) points action via
interaction. online
PowerPoint Help deliver learning
Responsibilit Presentation modules
y of made by
independent teachers Prepare
and Weekly
collaborative Teachers Home
learning improvise Learning
video Plan
lesson/prese
ntation Attend to
parents/learn
Textbooks er’s queries
on tough

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
topics thru
text or phone
calls

Check
learners
output

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL
in the Supplementary Handout on Blended Learning Delivery Modalities.

Activity 3
Consider the situation in your School/Division—your organizational capabilities, your level
of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

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Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
1 Modular Most of our learners belong to less-fortunate families who
Distance are apparently not capable of providing the necessary
Learning devices and equipment like computer, smartphones,
internet connections, television, and the like in order for
them to participate in Online Learning 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 since it does not
require many resources.
2 Blended If the current challenges due to this pandemic eases to
Learning better situation, the school may include the face-to-face
instruction along with the existing modular learning being
utilized now in our school. This is to deliver better
instructional support, effective learning experiences,
monitoring, and evaluation to the learners to ensure that the
quality of education is being delivered.
3 TV-Based Based on our LESF, TV is available to 90% of the
Instruction student’s households.

4 Radio-Based Most families in our feeder barangays do not use radios

Instruction anymore. In some households this is still present but the
signal reception is still their biggest hurdle.

5 Online Based from the data collected from the LESFs, while it is
Learning true that 50% of student population has smartphones which
they can use for this modality, only 19.50% of them has
strong or stable internet connection.

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.

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
Learner Group Targeted Intervention
Learners without parents or household member Establish regular monitoring routine of
who can guide and support their learning at teachers to their respective classes to
home follow up learning progress via online
conferences in Zoom/Google Meet Apps,
chats, phone calls, or text messages.

Organize learning support system in the

area that can be composed of volunteer
teachers or learning support aides to
provide assistance to these learners.
Struggling readers (Grades 4-12) Provide additional reading materials in
developing their reading skills. Attach
monitoring sheets that parents/guardians
may check. Constant communication
with the parents/guardians should be
implemented.
No access to devices and Internet Provide self-learning modules, learning
activity sheets, enrichment activity
sheets, and other additional learning
materials (textbooks).
Inaccessible (living in remote and/or unsafe Coordinate with barangay officials and
areas) other government agencies or volunteer
groups to assist the teachers in delivering
the self-learning modules and other
additional learning materials.

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?
 Planning lessons is essential to ensure the smooth and interacting delivery of
teaching and learning in schools. A lesson plan is a teacher’s guide for facilitating a
lesson. It typically includes the goal (what students need to learn), how the goal will
be achieved (the method of delivery and procedure) and a way to measure how well
the goal was reached (usually via homework assignments or testing).
 Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning “the content of instruction,
selecting teaching materials, designing the learning activities and grouping
methods, and deciding on the pacing and allocation of instructional time” (Virginia

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
Department of Education, as cited in DepEd Order No. 42, s. 2016).

2. Why is lesson designing important?

Lesson designing/planning is important because it provides teachers with an
opportunity for reflection on what learners need to learn, how learners learn, and how best
to facilitate the learning process. These guidelines also aim to empower teachers to carry
out quality instruction that recognizes the diversity of learners inside the classroom, is
committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications technologies
(ICTs), and enables the teacher to guide, mentor, and support learners in developing and
assessing their learning across the curriculum. It can help the teacher to be well prepared
and be aware of what he/she intends on teaching the students. ... It can help the teacher to
focus more on the basic knowledge first then take the students towards the next step.

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

 Simply stated and attainable lesson objectives or learning targets fastened in
specific principles
 Well-determined and sequential presentation of learning resources and variety of
activities to help students meet set objectives
 Pertinent and appropriate formative and summative assessment activities as a basis
of evaluation, feedback, and intervention for teachers and learners

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.

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

MODULE 3A LDM2 FOR TEACHERS
Before the Lesson Lesson Proper After the Lesson
1. Review previous 1. Facilitate, Explain, 1. Generalize/Wrap up
lesson model, activities
2. State lesson demonstrate, and 2. Highlight key
objectives as guide illustrate the information and
for learners concepts, ideas, concepts discussed
3. Present springboard skills, or processes 3. Transfer ideas and
and warm-up that students will concepts to new
activities to eventually situations(Application)
establish interest in internalize 4. Ask learners to recall
new lesson 2. Check for learners’ key activities and
4. Present connection understanding concepts discussed
between old and through formative 5. Evaluate whether
new lesson and way. lesson has been
establish purpose 3. Provide learners mastered
for new lesson with feedback 6. Strengthen what
5. Check learner’s 4. Help learners teacher has taught
prior knowledge understand and
about the new master new
lesson trough information
activities.
6. Clarify concepts
from previous
lesson

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Activity 3

LESSON DESIGN AND ASSESSMENT IN THE MODALITIES