LESSON 1: UNDERSTANDING THE

DIFFERENT LDMs
Guidance on Distance Learning

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. (DO 21, s. 2019
pp.96).
 LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
Distance Learning Settings
• Classes in available community learning spaces shall be organized to allow
learners to consult with their subject teachers without travelling to their
school.
• Schools shall provide schedules for all subject area teachers to meet the
learners at least once a week so that learners can ask questions and raise
concerns on their home learning tasks.
• Parents/Guardians or any responsible adults who are in-charge of guiding
and supporting the learner at home shall be encouraged to come to the
community learning space to confer with the teachers about the learner’s
progress.
LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
Types of Distance Learning
Modular Distance Learning
Online Distance Learning

TV-based instruction/Radio-based instruction

Blended Distance Learning
 Modular Distance Learning
-Individualized instruction
- Use self-learning modules (SLMs) in
print or digital format
- Any member of the family or other
stakeholder in the community trained to
serve as learning facilitators.
- Provide suggested time frame to work on
their assigned tasks.
- Setting a feedback mechanism to monitor
learners’ progress
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Online Distance Learning
-Teaching and learning process in using various
technologies connected to the internet while they are
geographically remote from each other.
- Either synchronous or asynchronous platform
- Provide OER, SLMs and primer lessons shall be
converted into different digital forms such as
interactive lessons or electronic books (e-books)
(DepEd Commons and LDRMS)
- Learning Management System (LMS) or related
technologies. as effective learning platforms
(Edmodo, Google Classroom, Schoology)
 20/20/20 RULE
K TO 3- 1.5 HOURS
Grades 4 TO 6- 2 HOURS
Grades 7 TO 10- 2 TO 4 HOURS
Grades 11 to 12- at most 4 hours
TV-based instruction/Radio-based instruction
-The use of television or radio programs on channels or
stations as a form of distance education.
-Usually combined with Face-to-Face Learning or other
forms of distance learning such as Modular Distance
Learning or Online Distance Learning.
- Materials for learning exercises, enrichment activities, and
assessment may be provided in printed form.
- Enhancement of understanding of key concepts and
clarifications on possible areas of confusion in the lesson
that was viewed/listened to shall be done during home
visits by subject area teacher/learning facilitator
wherever possible or through phone calls, SMS, among
others.
Blended Distance Learning
- Combination of the three types of distance learning
- Strategies for learners’ engagement in all types of
distance learning shall be utilized by teachers.
- Teachers check in often with students either by
sending them instant messages or a bullet pointed
summary of what is expected of them, or by
conducting a quick survey every week to monitor
learner’s difficulties and to see how they have been
progressing in the lesson. These should serve as
significant inputs for intervention strategies.
 NON-NEGOTIABLE MINIMUM REQUIREMENTS
FOR DISTANCE LEARNING MODALITIES

ONLINE DISTANCE LEARNING (ODL)

MODULAR DISTANCE LEARNING (MDL)

BLENDED DISTANCE LEARNING (BDL)

TV-BASED
INSTRUCTION/RADIO-BASED
INSTRUCTION (TVBI/RBI)
 L1.Activity 2:
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Learning Feature Household Member
Modality
Modular          
Distance
Learning (MDL)
Online Distance          
Learning (ODL)
TV-Based          
Instruction
(TVBI)
Radio-Based          
Instruction (RBI)
Blended          
Distance
Learning
L3.Activity 3: Rank the different types of DL
(MDL,ODL,TVBI, RBI, BL) from easiest to
hardest to implement
L4.Activity 4:
 LESSON 2: DESIGNING LESSONS
AND ASSESSMENTS IN THE
DIFFERENT LDMs
By the end of this lesson, you will be able to:
1. Identify the components of a well-designed lesson, applicable for all
LDMs
2. Enumerate learning tasks that can be incorporated in your DL
lessons to ensure the achievement of learning objectives
3. Select formative and summative assessment tasks that can be
incorporated in your lessons to provide students with feedback and to
help you monitor student’s learning even when you are teaching
remotely
 L2.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?

2. Why is lesson designing important?
3. What are the three elements or components of a
well-designed lesson?
L2.Activity 2: Identify which section of the lesson the learning
activities can be presented by placing each task under the appropriate
column.
L2.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
V. Remarks
VI. Reflection
 DESIGNING LESSONS in DISTANCE
LEARNING
According to DepEd Order No. 42, in designing
DLL/DLPs:
1. Clearly articulated lesson objectives
2. Well-selected and logically sequenced
presentation of learning resources and
activities to help learners meet the objectives
3. Appropriate and timely assessment activities that
provide relevant information and feedback for both
teachers and learners
DESIGNING LESSONS in DISTANCE
LEARNING
Key Component 1:
Gathering Lesson Objectives from MELCs
The MELCs are a primary reference for teachers to
decide on what to teach. Teachers are encouraged to
contextualize the MELCs in order to accommodate the
varying contexts of teachers, learners, learning
environment, and support structures while also
considering both the content and
performance standards.
 DESIGNING LESSONS in DISTANCE
LEARNING
Key Component 2:
Choosing Learning Resources (LRs) and Learning Tasks
-Consider the available LRs and materials that you can
use to deliver instruction (primary LR are the SLMs)
- Consider also on learners’ accessibility to LRs,
comfortability, age, capabilities, diverse learning
profiles of their understanding and perceiving
information.
-Encourage active, challenging learning and student
engagement in any modality.
DESIGNING LESSONS in DISTANCE
LEARNING
Key Component 3: Assessing Learning
-Consider various touch points such as text messaging,
voice calls, or face-to-face interaction (if possible and
allowed) to monitor learner progress and provide
timely feedback on learning.
- Portfolios that include learning outputs such as
written work, products, and performances evaluated
using rubrics, testimonies of parents/guardians and
learning facilitators regarding the learner’s progress.
L2.Activity 4:
L2.Activity 4:
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?
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?
3. How can the teacher gather feedback on the different
learning tasks, in order to refine or modify current and
future lessons?
L2.Activity 5: Compare, Contrast, Similarities
(Write your answers on your study notebook)
 Types of Assessments (DO 8, s2015)
Formative assessment is an
ongoing, flexible, and more
informal diagnostic tool.

Summative assessment is an evaluation

of the sum product of the lesson. These
are more formal, structured, and often
used to normalize performance so they
can be measured and compared.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
 Which assessment methods can you adapt in DL considering
L2.Activity 6: 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.
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
Please read Enclosure No. 7 of the June 30, 2020 draft of the unpublished DepEd Order titled Policy

Included MOVs and evidences in the learning portfolio are:

Samples of projects; students’ independent work; homework; group
work; presentations; essays; critiques;journal log; collection of media
resources, (e.g., photographs, videos, sites, online encyclopedias)
Student resume; extracurricular activities; certificates and awards.
Evidences or testimonies of student learning progress from teachers,
learning facilitators or parents (emails, messages, conversation,
teachers’ notes to parents, teachers’ comments on students’ work
GUIDELINES ON THE PREPARATION
OF PORTFOLIO AND E-PORTFOLIO
Basic parts of a Portfolio
a. Cover Page
b. Table of Contents
c. Portfolio Entries - Selected Works or
Outputs with Descriptions and Comments
d. Feedback of the Parents/Guardians
L2.Activity 7: True or False
 LESSON 3: GUIDING AND
MONITORING LEARNERS IN THE
DIFFERENT LDMs
By the end of this lesson, you will be able to:
1. Differentiate a weekly home learning plan
from an individual learning monitoring plan
2. Create a weekly home learning plan
3. Create an individual learning monitoring
plan
L3.Activity 1:
WEEKLY HOME LEARNING PLAN
AND INDIVIDUAL LEARNING
MONITORING PLAN
Please read DEPED MEMORANDUM DM-CI-2020-00162
WEEKLY HOME LEARNING PLAN
SAMPLE
INDIVIDUAL LEARNING MONITORING
PLAN
L3.Activity 2: Make your own WHLP
L3.Activity 3:
L3.Activity 4: Make your own ILMP
and
Working

Thank you 