STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
Designing Instruction in the
Different Learning Delivery
Modalities

MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. Define the Learning Delivery Modalities (LDMs) prescribed by the
LCP.
2. Described the features of Distance Learning (DL) and its different
types.
3. Explained the guidelines for implementing the different types of DL.
4. Enumerate the minimum requirements for each type of DL.
5. Rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. Identify targeted interventions for learners with special concerns to
ensure inclusion in DL.

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

RAQUEL LEVISTE-VILLAROSA
Name of Teacher
Lesson 1: Undestanding the Different Learning Delivery
Modalities (LDMs)

Activity 1: Defining the modalities prescribed in the LCP

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.

Question 1. Which of the LDMs do not have an F2F learning component?

1. Face-to-face (F2F) learning refers to a learning delivery modality where the

teacher and learner/s are physically in one venue. This is the usual classroom set
up that we are doing over the years. There are opportunities for active engagement,
immediate feedback and socioemotional development of learners. It may be
conducted in any available physical learning space.

2. Distance learning refers to a learning delivery modality where a learner is given

materials or access to 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. The teacher supervises and monitors the
learner’s progress and provides remediation and enhancement when needed and
possible. Assistance may be provided by a learning facilitator who may be a
parent or any member of the family, or a community stakeholder.

3. 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.

4. 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.

Question 2: Which of the LDMs do not have an F2F learning component?

• 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.

Answer:
Distance Learning Matrix
Distance Role of
Learning Distinguishing Essential Role of Parent or Role of
Modality Feature Resources Teacher Household School
Member
Modular Self-Learning Competency- Prepare Guide the Coordinate
Distance Modules Based printed printed learners and with the LGU
Learning Worksheet learning modules serve as para for the manner
(MDL) material Monitor and teacher. of delivery and
module and assess the retrieval of
activity learners printed
sheets modules.
Online Online instruction Internet Facilitator of Provide internet Provide strong
Distance access, learning in connection for internet access
Learning gadgets digital learners and for teachers in
(ODL) (smartphone, platforms digital school
laptop, devices/gadgets
desktop and
tablet
TV-Based Television Educational Scheduled Guide the Provide the TV
instruction television broadcast of learners program and
(TVBI) programs and the lessons broadcasting
channel
Radio-Based Radio-Based Educational Serve as Guide the Provide the
instruction instruction Radio station radio learners radio station
(RBI) programs broadcaster and
broadcasting
Blended Combination of Internet Facilitator of Guide and Monitor and
Distance traditional and access Digital learning support supervise the
Learning technological devices or learner’s need implementation
gadgets, of BDL.
printed
materials
Activity 3: Ranking the Types of Distance Learning + LAC
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 to Type of
Why?
hardest to DL
implement)
A best way of learning and it is designed for every
1 MDL student’s level of learning by engaging and reacting
to different tasks of success.
Learning style, in which students learn through online
and mobile media as well as conventional face-to-
2 BL face instruction. For each student, this learning
method needs secure internet connectivity and
gadget.
Online delivery learning is not particularly applicable
3 ODL
to all learners.
During the lesson, the TVBL will encounter various
challenges such as diversion and there is no exact
4 TVBL
guidance for this method of delivery how it will be
done specifically for assessment and evaluation
During the lesson, the RBL will encounter various
challenges such as diversion and there is no exact
5 RBL
guidance for this form of delivery how it will be done
explicitly for assessment and evaluation.
Activity 4: Identifying Targeted and Interventions for Learners with
Special Concerns + LAC
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

Learners without parents or household Assist learner through messenger or

member who can guide and support their phone calls.
learning at home
Peer learning can be done among
relatives.

Obtain support through text messages

from respective teachers.
Provide reading materials and parents
Struggling readers (Grades 4-12) should facilitate and ask the family
member to assist the learner.
Provide non-ICT based like printed
modules and other Activity Sheet.
Modular approach can be used. Parent-
No access to devices and Internet
Teacher support can help a lot as well as
peer learning or family members shall act
as facilitator of learning.
Use modular learning with localized
Inaccessible (living in remote and/or
learning materials. Ask help from LGU in
unsafe areas)
distribution of learning resources.
Provide module and making sure to
check their work weekly and to check
Persons with Disabilities
the content of the module if it is cultured
friend for them.
Always monitor the students. Let the
Others? Specify. student present their work often.
Lack of interest in studying
Lesson 2: Designing Lessons and Assessments in the
Different LDMs

Activity 1: Identifying Vital Components of a Well-Designed Lesson

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 deciding what learning opportunities the student will
have in school, the quality of instruction, teaching materials, the
arrangement of learning exercises and grouping strategies, and the timing
and allocation of instructional time to be determined.
2. Why is lesson designing important?
Lesson designing helps ensure that:
• 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.
• 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?

a. It has Clearly articulated and attainable lesson objectives
b. Well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners.
Activity 2: Sequencing Learning Task
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

1. Review previous lesson 1. Explain, model, 1. Wrap up activities

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

Activity 3: Reflecting on how to Improve One’s Lesson

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

Answer:

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: Using ang Supplementing SLMs + LAC

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 9/ Ekonomiks
Lesson/Topic: Learning Objectives: Kahulugan ng Ekonomiks sa Pang-araw-araw na
Pamumuhay
Learning Resources/Materials Needed: Printed Modules, Activity sheets,
 Check if Additional Remarks: (ex. can
already be done via voice calls, can be
present in facilitated by a household partner,
Part of Lesson/ can be done via a learning activity
the SLM
Learning Task 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 √ Printed modules
2. Clarify concepts from previous lesson √ Printed Modules/Activity sheets
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 learner √

Lesson Proper
1. Explain, model, demonstrate, and illustrate the √ Printed modules
concepts, ideas, skills, or processes that students Printed Modules/Activity sheets
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 √ Printed modules
2. Emphasize key information and concepts √ Printed Modules/Activity sheets
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?

Make or additional activity sheets and provide learning videos to

supplement the SLM.
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?

● Maintain constant communication with the parents in facilitating

the learning at home and update them on different channels internet
sites that they can visit for additional information.
● Design a simplify learning materials to promote individualized
instructions and other practice exercises

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

● Ask the parents to provide the children an activity notebook where

they can write their feelings, insights, and questions about a
particular topic.
● The teacher can gather feedback through messaging, phone call or
video call.

Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.
Activity 5: Formative Assessment vs. Summative Assessment
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.

Activity 6: Adapting Assessment Methods in Distance Learning + LAC

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
Example: Short quiz I will send a three-item quiz via text message before the lesson.
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.
1. Activity Sheet Learner will answer the activities using the prescribe module.

2. Formative Test Using Facebook Social Learning Group platforms, learners will
answer the evaluation assessment via online session
3. Portfolios Using Messenger, they can send their outputs.

4. Slogan Makings I will let them use PowerPoint to make slogan and send it online.

5. Debate I will use rooms for messenger to implement this.

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- is the most common among the assessment method for
Distance Learning.

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

The bias result of written activities due to geographical distance,

the teacher will not be able to observe if the learners answered the
activities or worksheet. Some of the parents does not have background
knowledge to help their children. Some parents are physically challenge
as well like visually impaired.

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

Encourage the parents to be fair and just in answering the

activities in the module. Create activities that can stimulate learners’
interest in independent learning.
Activity 7: Building A Learner’s Portfolio

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.
Lesson 3: Guiding ang Monitoring Learners in the
Different LDMs

Activity 1: Understanding the Weekly Home Learning Plan

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 attitudes that a. learning area
learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
__D__2. These are the formative learning d. learning task
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: Creating a Weekly Home Learning Plan + LAC

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)
Araling Panlipunan- Grade 9 (Quarter 1, Modyul 1)
Group 1- October 5-9
Group 2- October 12-16
Araling Panlipunan- Grade 9 (Quarter 1, Modyul 2)
Group 1- October 5-9
Group 2- October 12-16
Edukasyon sa Pagpapakatao - Grade 9 (Quarter 1, Modyul 1)
Group 1- October 5-9
Group 2- October 12-16
Edukasyon sa Pagpapakatao- Grade 9 (Quarter 1, Modyul 2)
Group 1- October 5-9
Group 2- October 12-16
Activity 3: Differentiating the Weekly Home Learning Plan from the
Individual Learning Monitoring Plan

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)
Purpose Serve as reference to guide A tool for monitoring the
learners and household learners’ progress who lags
partners/learning facilitator in behind as shown by the result
tracking daily activities to of their assessment.
perform and done at home.
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components Learning Area, Learning Learner’s needs, intervention
Competencies, learning strategies, monitoring date,
tasks, mode of delivery learner’s status
Has to be communicated to Yes Yes
parents?
 Activity 4: Creating an Individual Learning Monitoring Plan + LAC

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Miraflor, Petmark Acaso

Grade Level: Grade 9

Intervention Learner’s Status
Learner’s Monitorin
Learning Area Strategies Provided Insignificant Significant
Need g Date Mastery
Progress Progress
Printed To provide learning He can learn the
Module/ materials, supple- Lack of motivation/
concept of the
Activity mentary reading for October time allotment in Willingness to
Araling Panlipunan lesson but still
Sheet their comprehension 9, 2020 answering the module learn
needs guidance
from his parents.
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.

Prepared By:

RAQUEL L. VILLAROSA
SST-III