MODULE 3A – DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES
LESSON 1 – UNDERSTANDING THE DIFFERENT LDMs
Activity 1
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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.

 Face to face learning - refers to a learning delivery modality

commonly done inside the classroom. Physical interaction of
teacher and student in one place is visible. Active engagement
of students and direct feedback in the discussion is clearly
observable. There is higher propensity of learning, appreciating
and internalizing the lessons.
 Distance Learning – refers to a learning delivery modality where
does not require 100% physical interaction/ face to face daily in
one place. A teacher can give notes in many ways such as in an
online platform, stored on flash drive/cd/dvd, and printed
modules & etc. The learner may access the notes in his
convenient time. Virtual meeting for discussion via zoom or
google met or in any platform will be used.
 Blended learning – refers to a learning delivery modality using a
combination of two features both the face to face learning and
distance learning.
 Home schooling – is also a form of formal education while
staying at home. Parents, elders, personal tutors or online
teachers as official implementors of the learning competencies.
Combinations of various learning modalities are executed.

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:
 Distance Learning
 Home Schooling if done online or in any platform

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.
 Role of Parent
Distance Learning Distinguishing Essential Role of
or Household Role of School
Modality Feature Resources Teacher
Member
Modular Distance Uses modules Modules Facilitate Facilitate Supervise
Learning (MDL) No F2F encourage encourage
Motivate Motivate
inspire inspire

Online Distance Uses internet Soft copy of Facilitate Facilitate Supervise

Learning (ODL) connection in learning encourage encourage
Learning materials Motivate Motivate
No F2F inspire inspire
Internet
connection
TV-Based Uses Television Facilitate Facilitate Supervise
Instruction (TVBI) televisions in encourage encourage
Learning Soft copy of Motivate Motivate
No F2F learning inspire inspire
materials

Radio-Based Uses radio in Radio Facilitate Facilitate Supervise

Instruction (RBI) Learning encourage encourage
No F2F Soft copy of Motivate Motivate
learning inspire inspire
materials

Blended Distance There is F2F Modules Facilitate Facilitate Supervise

Learning but limited encourage encourage
and Motivate Motivate
combination inspire inspire
of other
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.

Ranking
(1 to 5, from easiest Type of DL Why?
to hardest to
implement)
1 MDL Printed modules only are needed.

Stable internet connection and a soft copy of

2 ODL
modules
TV script should be prepared in different
3 TVBI platforms since not all learners have cable
connection specially in remote areas
 We need to make tv script and prepare in
4 RBI different platforms

Lives of learners and teachers are at risk since

5 BL there is physical presence/meeting of the
aforementioned sometimes

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.

Learner Group Targeted Intervention

Home visitation and phone calls

Learners without parents or household member
who can guide and support their learning at daily and other platforms
home available
Home visitation applying
Beginning readers (K to 3) phonetic analysis and analogies.
Home visitation applying
combinations of various learning
Struggling readers (Grades 4-12) strategies
Literacy tutoring
Home visitation
No access to devices and Internet hard copy of LM, Printed
Modules
Home visitation applying
combinations of various learning
Indigenous Peoples strategies (used of
contextualized materials)

Printed Modules
Persons with Disabilities RBI, 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?
Answer. Lesson designing or planning – refers to an activity done
by the teacher defining what learning opportunities be given to
 students in school. The teacher plans the content of instruction,
materials to be used, activities to be implemented and time
allotment. A well-panned and prepared lessons are very essential
in guaranteeing quality and effective learning experience in
schools.

2. Why is lesson designing important?

Answer. Lesson planning is important because it guarantees the
following:
 the set goals and targets for the learners well be
efficaciously met
 maximization of time for instruction and learning
 coherence in the presentation of lesson
 teachers’ mastery of the learning content
 can respond to learner’s needs

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

lesson?

Answer. The three elements or components of a well-designed

lesson must be the following:
 Guided by a clear and pronounced lesson objectives
 Well-scrutinized, coherent and clear presentation of the
lesson/topic and activities to help the learners meet the
targeted objectives
 Timely and appropriate assessment to the given activities,
and immediate feedback to both students and teachers

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.
Answer:
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.
Answer. Pursuant to DepEd Order No. 42, Series 2016: states that
the reflection part of the DLL and DLP should be filled up after the lesson is
delivered. Teachers should take down notes on which part of the lesson
that goes meaningful/ excellent and parts that went weak. Teacher should
analyze and reflect the aftermath of the presented lesson. In writing the
reflection, the teacher should share his sentiments and feelings on the
part that went successful and most specially on the weak part. Feasibly,
strategies on the strong part may be retain and improvements/
adjustments will be done on the weak part. Teacher should also take into
consideration the evaluation result in his reflection so he can assess who
needs additional inputs and activities for remediation.

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.
Answer:
Learning Delivery Modality (select one): _ ODL x MDL _TV/RBI _ BL
Grade Level and Learning Area: Earth and Life Science
Lesson/Topic: Learning Objectives: The Formation of the Universe and
the Solar System
To recognize the uniqueness of Earth, being the only planet in
the solar system
with properties necessary to support life.
Learning Resources/Materials Needed: Module

Check
ed if Additional Remarks: (ex.
can be done via voice calls, can
alread be facilitated by a household
y partner,
Part of Lesson/ Learning Tasks can be done via a learning
presen activity sheet, can be presented
t in via an internet- based resource,
can
the be facilitated during a synchronous
SLM learning session, etc.)

Before the Lesson

1. Review previous lesson.  Can be done via voice
calls
2. Clarify concepts from previous  Can be done via voice
lesson. calls
3. Present warm up activities to  Can be done via voice
establish interest in the new lesson. calls
4. Check learner’s prior knowledge  Can be done via voice
about the new lesson. calls
5. Present connection between old and  Can be done via voice
new lesson establish purpose for new calls
lesson.
6. State lesson objectives as guide for  Can be done via voice
learners. calls

Lesson Proper
1. Explain, model, demonstrate, and  Can be presented via
illustrate the concepts, ideas, skills, or internet based
processes that students will eventually resource
internalize.
2. Help learners understand and master  Can be done via voice
new information. calls
3. Provide learners with feedback  Can be presented via
internet- based source
4. Check for learners understanding  Can be done via voice
calls

After the Lesson

1. Wrap up activities.  Can be presented via
an internet based
resource
2. Emphasize key information and  Can be done via voice
concepts discussed. calls
3. Ask learners to recall key activities  Can be done via voice
and concepts discussed. calls
4. Reinforce what a teacher has taught  Can be done via voice
calls
5. Assess whether the lesson has been  Can be done via voice
mastered calls
6. Transfer ideas and concepts to new  Can be done via voice
situations. calls

Answer the following questions:

1. For learning tasks not found in the SLM you examined,

what materials or resources can you create or
curate to supplement the SLM?
Answer: Learning Activity Sheets

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?
Answer: Proper and timely communication
 3. How can the teacher gather feedback on the different
learning tasks, in order to refine or modify current and
future lessons?
Answer: can be done via voice calls

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.
Answer: