MODULE 3A DESIGNING INSTRUCTION IN

THE DIFFERENT LEARNING DELIVERY

MODALITIES

NAME: VICTORIA T. PEROL

DESIGNATION: TEACHER II
LAC ID NO.: D10-001-C-03
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL

1|LDM 2MODULE 3A
 Republic of the Philippines
Department of Education

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

NAME: VICTORIA T. PEROL SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER II SCHOOL HEAD: ROMELIE C. RAMOS

LESSON 1: UNDERSTANDING 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 in your Study Notebook.

MODALITIES
PRESCRIBED IN THE YOUR OWN DEFINITIONS OF EACH MODALITY
LCP
Face-To-Face (F2F) Face to face (F2F} learning refers learning delivery modality where the
Learning teacher and learners are physically in one venue.
Distance learning refers to learning delivery modality where a learner is
Distance Learning (DL)
given materials or modules.
There is a combination of two or more delivery modalities in teaching and
Blended Learning (BL)
learning such as online teaching, face to face learning or modular learning
Home schooling refers to alternative learning delivery mode ADM that
Homeschooling provides learners access to formal education while staying in an out of
school environment with parents as authorized facilitators instead of
classroom teacher.

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook.

MODALITIES
PRESCRIBED IN THE DOES IT HAVE AN F2F LEARNING COMPONENT?
LCP
Face-To-Face (F2F)
Yes, it has F2F learning component.
Learning
Distance Learning (DL) No, physical attendance is required.
Blended Learning (BL) Yes, it has F2F learning component but limited.
Between the pupil and his parents there is, but with an online teacher
Homeschooling
there is none.

2|LDM 2MODULE 3A
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 LEARNING MATRIX

Role of
Distance
Distinguishing Essential Role of Parent or Role of
Learning
Feature Resources Teacher Household School
Modality
Member
Modular Leaning is in Modules Facilitate Guide the Provide and
Distance the form of Printed Give learners support
Learning individual materials instructions
(MDL) instruction. SLM deliver
Online Using Internet internet Supervises facilitator support
Distance Connection and monitors
Learning with gadget. the learners
(ODL) progress
TV-Based Watching Television set Facilitate Guide support
Instruction lessons on tv
(TVBI)
Radio-Based Listening radio Give Guide support
Instruction lessons on instructions
(RBI) radio.
Blended Individual Printed Deliver Facilitate Provide and
Distance instructions Materials Facilitate Guide facilitate
Learning using internet. internet Give
instructions

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.

Ranking
(1 to 5, from easiest
Type of DL Why?
to hardest to
implement)
1
Commonly seen in every household .it can be easily
TVBI
access by the pupils.
2
This is easy to produce rather than the electronic
RBI
gadgets and available in remote areas.

3|LDM 2MODULE 3A
 3 Modular Has ready modules to be given to the learners and
Distance even offline pupils can still able to accomplished the
Learning activities.
4 Online Many of the pupils cant able to avail the electronic
Distance gadgets that learners will need to attend their classes
Learning online.
5 Blended
This is most difficult not all have the access to internet.
Distance
and the safety of the learners is at risk.
Learning

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.

Learners Group Targeted Intervention

One of the possible interventions we can do is
Learners without parents or household member
through communicating and assisting them using
who can guide and support their learning at
different means like Messenger or phone text
home
and calls
Ask for assistance and support from parents/
Beginning readers (K to 3) guardians to make follow-up instructions. If
remedial teaching through any different platform
can be done it will be an option.
Ask for assistance and support from parents/
guardians to make follow-up instructions. If
Struggling readers (Grades 4-12) remedial teaching through any different platform
can be done it will be an option. Give them
additional exercises/ tasks to enhance reading
skills.
If a learner does not have devices or access to
No access to devices and Internet
internet we can provide him self-learning
modules for him to study and answer.

Find a platform where you can reach them. Find

Inaccessible - live in remote and/or unsafe areas a way to communicate with them and
compromise for the safety of everyone.

Ask for assistance and support from parents/

Persons with Disabilities
guardians to make follow-up instructions

4|LDM 2MODULE 3A
 NAME: VICTORIA T. PEROL SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER II SCHOOL HEAD: ROMELIE C. RAMOS
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

ACTIVITY 1
Read DO No. 42, s. 2016 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 instructor’s road map of what students need to learn and how it will be done effectively
during the class time. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning. It will provides you with a general outline of
your teaching goals, learning objectives, and means to accomplish them, and is by no means
exhaustive.
2. Why is lesson designing important?
It helps the teacher in maintaining a standard teaching pattern and does not let the class decide
from the topic. The teacher is able to look back, re-organize and update his/her lesson future
usage. The teacher is able to arrest challenges during the lesson and interventions that are
applied are well noted

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

A. Lesson plan unveils the basic objectives of the course. Students should walk out the class
with a thorough understanding of what was taught in class.
B. Enlisting the learning and teaching activities is the next step. You can include real-life
examples alongside citing imaginary situations. This will help students stretch their
imagination to extract the essence of what is being taught.
C. You should work in the direction of assessing the level of understanding of your students.
A question-answer session should be planned along with well-planned activities that will
help you assess the learning abilities of your students.

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 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 information 4. Reinforce what teacher has
knowledge about the new 3. Provide learners with taught
lesson feedback 5. Assess whether lesson has
5. Present connection between 4. Check for learners’ been mastered
old and new lesson and understanding 6. Transfer ideas and concepts
establish purpose for new to new situations
lesson
6. State lesson objectives as
guide for learners

5|LDM 2MODULE 3A
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 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

Which part/s is/are accomplished after the lesson is delivered?

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be
filled up after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly
the parts that went well and the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things about the lesson
that were successfully implemented and which ones need improvement or could be adjusted in the
future. Teachers can also take note of the number of learners who earned 80% in the evaluation, the
number of learners who require additional activities for remediation, and the difficulties teachers
encountered that their principal or supervisor can help solve.

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

6|LDM 2MODULE 3A
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.

Learning Delivery Modality (select one): ODL ✓ MDL TV/RBI BL

Grade Level and Learning Area: 5-Mathematics
Lesson/Topic: Divisibility Rules for 2, 5, and 10
Learning Objectives: List down factors of numbers divisible by 2, 5, and 10; use divisibility rules for 2,
5, and 10 to find common factors of numbers; and appreciate the use of divisibility rules to find common
factors of numbers
Learning Resources/Materials Needed: Self-Learning Module

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

Before the Lesson

1. Review previous lesson ✓ Can answer independently
✓
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish Video presentation
interest in new lesson ✓
4. Check learner’s prior knowledge about the Text messaging
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
Can be facilitated by a
1. Explain, model, demonstrate, and illustrate
household partner
the concepts, ideas, skills, or processes that
students will eventually internalize
✓
2. Help learners understand and master new
Activity sheets
information
✓ Virtual calling
3. Provide learners with feedback
✓ Text messaging
4. Check for learners’ understanding
✓
After the Lesson
1. Wrap up activities Can be facilitated by a
2. Emphasize key information and concepts ✓ household partner
✓
discussed
3. Ask learners to recall key activities and Can be done via voice calls
concepts discussed ✓ Virtual calling via smart
4. Reinforce what teacher has taught ✓ phones
5. Assess whether lesson has been mastered ✓
6. Transfer ideas and concepts to new
situations ✓

7|LDM 2MODULE 3A
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?
We can create additional activities to supplement the LCM. We can also use the
textbooks and other learning resources such as activities online for as long as it is parallel to
the target learning objectives.
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?
For learners: By providing additional materials, giving them immediate assistance, constant
follow up, and provide easy to understand activities.
For the household partner: Communication for constant follow up.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Through phone calls or online messenger.
By checking the answer sheets on time.
Feedback day- this is a day dedicated to checking in with each student and providing
descriptive feedback on their work and learning.

Integrating Content Across Learning Areas/Team Teaching

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO No. 8, s. 2015 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.

FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT
• Both are ways to • Used to determine
• Part of the assess. at a particular point
instructional • Used to evaluate in time what
process. pupils effectively learners know and
• Quizzes and • Used for learners’ do not know.
Observations feedback. • End of unit or
• Writings and Exit • Helps teacher modify chapter tests
Tickets future lesson • Scores that are
• Helps teacher modify planning based on used for
future lesson learners’ needs accountability
planning based on
learners’ needs

ACTIVITY 6
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.

8|LDM 2MODULE 3A
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
I will send a three-item quiz via text message before the lesson. Based on
Example: the responses, I will take note of the common misconceptions and clarify them
to the learners during our online session or via text message.
Short quiz

1. Multimedia I will use PowerPoint presentation to creatively deliver during the lesson. Pupils
Presentation can save the presentation on their own gadgets.

Using the different mobile apps, my pupils can learn and enjoy at the same
2. Games time.

I will send quizzes through messenger or text messages. They can send
3. Quizzes suggestions and feedbacks as well.

The pupils can submit their writer works through online platforms or during the
4. Written Works schedule for the pick-up of their modules.

5. Inventories/ These can be done easily through answering materials such a survey or
Checklists of skills checklists posted on online platforms or through hardcopies given to them.
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?

The assessment methods that are common among the group members are short quizzes,
multi-media presentations and written works.
2. What are the challenges in doing assessment in DL?
The challenges that can be encountered in doing assessment in DL are the following:
• Unstable internet connections
• Distractions in the environment
• Limited resources
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Some of the opportunities we can explore to make assessment doable and possible in DL are:
• Be creative in planning and executing assessment through different means like online apps
• Be flexible and innovative in the resources available to maximize the learning opportunities

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.

9|LDM 2MODULE 3A
 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.

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.

NAME: VICTORIA T. PEROL SCHOOL: CANIOGAN ELEMENTARY SCHOOL

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

10 | L D M 2 M O D U L E 3 A
 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. 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)

Share your prepared WHLP during your LAC Session.

Weekly Home Learning Plan for Grade 5

Week 1, Quarter 1, October 5-9, 2020
Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 ENGLISH Fill-out forms accurately English Module 1 Personal submission by the
(school forms, deposit and Quarter I, Week 1 parent to the teachers at the
withdrawal slips, etc.) Worksheets designated pick-up point
EN5WC-IIj-3.7 barangay

1:00 - 3:00 FILIPINO Naiuugnay ang sariling Filipino Module 1 Personal submission by the
karanasan sa napakinggang Quarter I, Week 1 parent to the teachers at the
teksto Worksheets designated pick-up point
F5PN-Ia-4 barangay

Tuesday

9:30 - 11:30 ARALING Naipaliliwanag ang kaugnayan Araling Panlipunan Personal submission by the
PANLIPUNAN ng lokasyon sa paghubog ng Module parent to the teachers at the
kasaysayan Quarter I, Week 1 designated pick-up point
barangay

1:00 - 3:00 SCIENCE Use the properties of materials Science Module 1 Personal submission by the
whether they are useful or Quarter I, Week 1 parent to the teachers at the
harmful Worksheets designated pick-up point
S5MT-Ia-b-1 barangay

11 | L D M 2 M O D U L E 3 A
 Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

Wednesday

9:30 - 11:30 MATHEMATICS Uses divisibility rules for 2, 5, Mathematics Module 1 Personal submission by the
and 10 to find the common Lesson 1and Lesson 2 parent to the teachers at the
factors of numbers. Quarter I, Week 1 designated pick-up point
M5NS-Ib-58.1 Worksheets barangay
Uses divisibility rules for 3, 6,
and 9 to find common factors.
M5NS-Ib-58.2

1:00 - 3:00 MAPEH Identifies the kinds of notes Music Module 1 Personal submission by the
(MUSIC) and rests in a Quarter I, Week 1 parent to the teachers at the
Song MU5RH-Ia-b-1 Worksheets designated pick-up point
barangay

(ARTS) Discusses events, practices, ARTS Module 1

and culture Quarter I, Week 1
influenced by colonizers who Worksheets
have come to
our country by way of trading.
A5EL-Ia
Designs an illusion of
depth/distance to simulate a3-
dimensional effect by using
crosshatching and shading
techniques in drawings (old PE Module 1
pottery, boats, jars, musical Quarter I, Week 1
instruments). Worksheets
A5EL-Ib

Assesses regularly HEALTH Module 1

participation in physical Quarter I, Week 1
activities based on the Worksheets
(PE) Philippines physical activity
pyramid.
PE5PF-Ib-h-18

Describes a mentally,
emotionally and socially
healthy
(HEALTH) Person
H5PH-Iab-10

Thursday

9:30 - 11:30 EPP Nakagagawa ng abonong EPP (Agriculture) Module Personal submission by the
(Agriculture) organiko 1, Lesson 1 parent to the teachers at the
Edukasyong • natatalakay ang Quarter I, Week 1 designated pick-up point
Pantahanan at kahalagahan at Worksheets barangay
Pangkabuhaya pamamaraan sa paggawa
n ng abonong organiko
EPP5AG- 0b-4

1:00 - 3:00 ESP Napahahalagahan ang ESP Module 1, Personal submission by the
Edukasyong sa katotohanan sa pamamagitan Quarter I, Week 1 parent to the teachers at the
Pagpapakatao ng Worksheets designated pick-up point
pagsusuri sa mga: barangay
• balitang napakinggan
• patalastas na
nabasa/narinig
• napanood na programang
pantelebisyon
• nabasa sa internet

12 | L D M 2 M O D U L E 3 A
 Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used
for the following week.

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the
module and the teacher may prepare a checklist of the module’s parts for additional monitoring guide
for both teacher and the learner.

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After youread
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)
Aid teachers and parents in It establishes a set of learning
keeping track of the day-to-day goals and objectives for an
in-school and off-school general individual learner.
Purpose learning processes as they
implement the most suitable
and feasible alternative learning
modality
Teachers and Parents Learners
For Whom?
Learning Area, Learning Learning Area, Learner’s Need,
Competencies, Learning Tasks, Intervention and Strategies
Components
Mode of Delivery Provided, Monitoring Date,
Learner’s Status

Has to be communicated to
Yes Yes
parents?

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.

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.
13 | L D M 2 M O D U L E 3 A
Share the ILMP that you made for that specific learner during your next LAC Session.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Jelo T. Datuin

Grade Level: Grade 5

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
English Enhance Provide October ✓
Reading additional 12-16, 2020
Comprehension materials to
improve reading
comprehension
skills. Ask for
support from
parents/guardian.

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.

Source: DepEd Memorandum DM-CI-2020-00162

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.

14 | L D M 2 M O D U L E 3 A
 Submitted by:
VICTORIA T. PEROL
Teacher II

Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader

Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach

Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach

15 | L D M 2 M O D U L E 3 A