STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
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

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own
words, define each modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning
A traditional way of teaching and learning process
where learners usually to go schools in order for them to
acquire the learning competencies designed for them. It also
requires the presence of a teacher with aids for teaching and
providing learning resources to the class for better outcome.

Distance Learning
Refers to a learning method where learners are
provided with materials or tools that they can study at the
comfort of their home. This could also be an online teaching
and learning process.

Blended Learning
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 distance
learning.

Homeschooling
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

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

The LDMs that do not have the face to

face learning component are the Distance
Learning and Home Schooling.
 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 Distance Learning Role of

Essential
Distinguishin Role of Parent or
Learning Resource Matrix Role of School
g Feature Teacher Household
Modality s
Member
Individualized The school orients the
instruction teachers, parents and
Learning
Modular where learners learners about the
Facilitator,
Distance use Self- Printed Learning modular learning
guardians
Learning Learning modules Facilitator policies and directions
and
(MDL) Modules (SLMs) to ensure that everyone
supervisors
in print or digital is properly informed
format and guided.
The parents
are willing
Use of television to co-
or radio supervise The school orients the
programs on The teacher and co- teacher, parents and
channels or MOA with serves as a monitor the learners about the
TV-Based stations the TV supervisor progress of TV/Radio-based
Instruction dedicated to network or and collect all their instruction policies and
(TVBI) providing radio the finished children’s directions to ensure
learning content station output of the learning as that everyone is
to learners as a students well as properly informed and
form of distance provide guided.
education. guidance to
their
children
The parents
Use of television are willing
The school orients the
or radio to co-
The Teacher teachers, parents and
programs on MOA with supervise
serves as a learners about the
Radio- channels or the and co-
supervisor TV/Radio-based
Based stations dedicate Television monitor of
and collect all instruction policies and
Instruction providing Network or their
the finished directions to ensure
(RBI) learning content Radio children’s
output of the that everyone is
to learners as a Station learning as
students properly informed and
form of distance well as
guided.
education provide
guidance.
Adopt any The parents
combinatio are willing
n and the Strategies for to co-
Minimum
above the learners’ supervise Schools which adopt
requirements
three types engagement and co- any combination of the
Blended must be met for
distance in all types of monitor of above three types of
Distance each of the types
learning distance their distance learning must
Learning being combined
must meet learning shall children’s meet the requirements
any of the
the be utilized by learning as of each type.
following LMDs
requiremen teachers. well as
ts of each provide
type guidance.
 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)
Most of our learners belong to less-fortunate families who
are apparently not capable of providing the necessary tools
and equipment like computer, smartphones, internet
Modular Distance connections, television, etc. in order for them to participate
1 in Online Learning and other learning modalities. Many of
Learning
them also reside in far-flung areas where signal reception
is not possible so modular distance learning is the best fit
modality for them.
When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing modular learning. This is to provide
2 Blended Learning better instructional support, monitoring, and evaluation to
the learners to ensure that the quality of education is being
delivered.

TVBI is possible but not to everyone. As mentioned above,

TV-Based
3 most of the learners’ families are not capable of providing
Instruction this type of device.

Most families in the community now-a-days do not use

Radio-Based
4 radios anymore. In some households this is still present but
Instruction the signal reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
5 Online Learning because most the learners are not capable of this as stated
in the above explanations.
 ACTIVITY 4

The LCP assures that all possible measures will be taken to ensure that no child will
be excluded from learning during the COVID-19 crisis. Think about groups of learners in
your School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
Make a weekly supervisory plan for them and check their modules and/or
parents or
Activity Sheets.
household
member who can
Coordinate with the Barangay Officials or BHW assigned in their area.
guide and support
their learning at
Asked the help of some concerned neighbors or relatives.
home.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers
monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
Struggling parents/guardians may check. Constant communication with the
readers (Grades 4- parents/guardians should be implemented. Organize, if possible, a learning
12) support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to Provide self-learning modules and other additional learning materials.
devices and Coordinate with the Barangay Officials/ SK Officials or other private
Internet institutions
Inaccessible
Provide modules and making sure to check their work weekly.
(living in remote
Coordinate with their barangay officials to assist the teachers in delivering
and/or unsafe
the self-learning modules and other additional learning materials.
areas)
Prepare localized/indigenized materials
Indigenous People Provide modules and making sure to check their work weekly and its content
if it is cultured-based/friendly to them.
Persons with Provide learning materials that are suited to their special needs.
Disabilities Access to SPED Learning Materials to address their needs.
Other? Specify. N/A

Lesson 2: Designing Lessons and Assessments in the Different

LDMs

ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process

of determining what learning opportunities students in school will
have
by planning "the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods. 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’
 2. Why is lesson designing important?

Lesson designing is important because it gives teachers

the opportunity to think deliberately about their choice of
lesson objectives,the types of activities that will meet these
objectives,the sequence of those activities,the materials
needed,how long each activity might take ,and how students
should be grouped.

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
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. In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback  Emphasize key
points from previous  Check for learners' information and
lessons understanding concepts discussed
 State lesson objectives  Explain, model,  Assess whether lesson
as guide for learners demonstrate, and has been mastered
 Present connection illustrate the concepts,  Transfer ideas and
between old and new ideas, skills, or concepts to new
lesson and establish processes that situations
purpose for new lesson students will  Ask learners to recall
 Check learners' prior eventually internalize key activities and
knowledge about the  Help learners concepts discussed
new lesson understand and master  Reinforce what teacher
new information has taught

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
 Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been succeccfully delivered or not.

ACTIVITY 4

LEARNING TASKS FOR DL

Learning Delivery Modality: MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 6/ENGLISH
Lesson/Topic:
Learning Objective:
Learning Resources/Materials Needed:

ADDITIONAL REMARKS:
{ex. Can be done via voice
calls, can be facilitated by a
household partner, can be
PART OF CHECK IF ALREADY done via a learning activity
LESSON/LEARNING TASKS PRESENT IN THE SLM sheet, can be presented via
an internet based resource,
can be facilitated during a
synchronous learning
session, etc.}
Before the Lesson
1. Review previous lesson /
2. Clarify concepts from /
previous lesson.
3. Present warm-up activities to /
establish interest in new
lesson. /
4. Check learner’s prior
knowledge about the new /
lesson.
5. Present connection between
old and new lesson and /
establish purpose for new
lesson.
6. State lesson objectives as
guide for learners.
Lesson Proper
1. Explain, model, demonstrate /
and illustrate the concepts,
ideas, skills, or processes
that students will eventually
internalize. /
2. Help learners understand
and master new information. /
3. Provide learners with /
feedback
4. Check for learners
understanding.
After the Lesson
1. Wrap up activities /
2. Emphasize key information /
and concepts discussed.
3. Ask learners to recall key /
activities and concepts
discussed. /
4. Reinforce what teacher has
taught. /
5. Assess whether lesson has
been mastered. /
6. Transfer ideas and concepts
to new situation.

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?

 The teacher can provide other assessment forms

like quizzes or test.
 The teacher may provide supplementaryy resources
like video presentations to sustain what has been
discussed.
 Ask the students to make a relevance of the things
they have learned, reiterate the values and the

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?

 To the learner, I will guide the students by providing

them more examples of the concepts in the SLM for
them to understand the lesson better.
 To the household partner, I will assist them by giving
the schedules of activities and other supplementary
materials for them to have more references.

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

The teacher can make use of the group chat (gc),

text messages, calls to make an update about the
students’ progress while taking the tasks/ activities and
set more examples using technologies and other reliable
references.

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.
 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 METHODS IN DL

ASSESSMENT METHOD HOW TO ADOPT ASSESSMENT METHOD IN DL

 In every self-learning module, there is an inclusion
of assessment, it may be a 5-item or 10-item
1. Formative Assessment in
written evaluation.
a form of short quizzes and
seat works
 Contextualized activity sheets and worksheets
containing various evaluation shall be distributed
 At the end of the unit, written summative
assessments in all learning areas shall be given to
2. Summative Assessment
assess the learning development of the learners in
modular distance learning
 For learning areas that are more focused on skills
and practical activities, performance tasks shall be
implied.

 Learners maybe asked to have a video recording of

3. Performance-Based their activities at home for proper evaluation.
Assessment
 For learners with no capabilities of doing such,
their parents/guardians shall be asked to assess
their performance at home and answer the
prepared assessment tool based on the given
rubrics.

1. What assessment methods are common among the group members?

Formative and summative assessments are common among

the groups simply because these two are integral parts in the
grading system during this time of pandemic.
 2. What are the challenges in doing assessment in DL?

The primary challenge in cascading the above-mentioned

assessment
is the honesty of the learners and parents in answering those
materials. Without the presence of the teachers and the traditional
face to face interaction, it will remain as a major challenge for the
teachers and the educational system as a whole. Another problem
that is expected to occur in this type of learning modality is the
learning support system of a child which may lead him/her to having

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
By attending webinars/trainings in connection to the
implementation of distance learning, we are able to learn various ways
in communicating to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be
confusing to them.

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 lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__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.

_A__3. This refers to the prescribed subject that learners take.

_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.

ENGLISH 5 WEEKLY HOME LEARNING PLAN

S.Y. 2020-2021
QUARTER 1 WEEK 1
October 5-9, 2020

LEARNING LEARNING LEARNING MODE OF

AREA COMPETENCY TASKS DELIVERY
Module 1
What I Know – p. 2
Modular Learning
What’s In- p.3
Fill-out forms accurately (school
What’s New- p. 4
forms, deposit and withdrawal
English 5 What’s More-p.7
slips, etc.)
What I can Do- p.9-10
EN5WC-IIj-3.7
Assesment-p.11
Additional Activities-
p.12

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 A tool for monitoring learners who

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

Learners and learning facilitator Teachers and learning facilitator or

For Whom?
or household partner 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?

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
 INDIVIDUAL LEARNING MONITORING PLAN
LEARNER’S NAME: JERRA GONZAGA
GRADE LEVEL: 6
INTERVENTION LEARNER’S STATUS
LEARNING LEARNER’S / MONITORING INSIGNIFICAN
SIGNIFICANT
AREA NEEDS STRATEGIES DATE T MASTERY
PROGRESS
PROVIDED PROGRESS
ENGLISH Constructing Craft weekly October 13,2020 /
simple supervisory plan
sentences and
difficulty in
answering
comprehension
questions
ESP Difficulty in Craft weekly October 13,2020 /
accomplishing supervisory plan
some activities
in the SLM

Learner is not making significant progress in a timely manner. Intervention strategies need to
INTERVENTION be revised.
STATUS Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.