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

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

Instruction: 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.

a. Face to face (F2F) -

b. Distance learning (DL)

c. Blended Learning (BL)

d. HOMESCHOOLING-

Now, answer this question: Which of the LDMs do not have an F2F learning component?

ACTIVITY 2

Instruction: 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. (Read attached files)

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

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household Member
Modality
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning
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.

Ranking Type of DL Why?

(1 to 5, from easiest to hardest to
implemet)
1

ACTIVITY 4 (FOR SUBMISSION)

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.

Learner Group Targeted Intervention

Learners without parents or household member who
can guide and support their learning at home

Beginning readers (K to 3)

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe areas)

Indigenous Peoples

Persons with Disabilities

Others? Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Instruction: Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. (Read attached file)

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?

ACTIVITY 2

Instruction: 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

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. (Just cut and paste)

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

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP. To find out the
instructional principles behind these learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf).

ACTIVITY 3

Instruction: 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. 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

ACTIVITY 4 (FOR SUBMISSION)

Instruction: 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. (Read atached file)

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

Grade Level and Learning Area: _____________________________________________________

Lesson/Topic: ___________________________________________________________________

Learning Objectives: ______________________________________________________________

Learning Resources/Materials Needed: _______________________________________________

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can be done
Part of Lesson / Learning Tasks present in the via a learning activity sheet, can be
SLM 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
situations

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?

ACTIVITY 5

Instruction: 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 (FOR SUBMISSION)

Intsruction: 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? For each one, write how you plan to use it in DL. (Read atached file)

Assessment Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message before the lesson. Based on
Short quiz 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

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

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

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
ACTIVITY 7

Instruction: 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 AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Instruction: Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in
column B.

Column A Column B

1. These are the knowledge, understanding, skills, and

attitudes that learners need to demonstrate in every a. learning area

lesson and/or learning task.
b. mode of delivery
2. These are the formative learning opportunities given
c. learning
to learners to engage them in the subject matter and to
enhance their understanding of the content. competencies
3. This refers to the prescribed subject that learners d. learning task
take.

4. This refers to the method of submission of learning

outputs preferred by the learner/parent based on their
context.
ACTIVITY 2 (FOR SUBMISSION)

Instruction: 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. (Read atached file)

»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)

Weekly Home Learning Plan for Blended Distance Learning

ACTIVITY 3

Instruction: 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. (Read Attached file)

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose

For Whom?

Components

Has to be communicated to
parents?

ACTIVTITY 4 (FOR SUBMISSION)

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 TEMPLATE

Learner’s Name:      

Grade Level:      
Interventio Learner’s Status
Learning Learner’s n Monitorin
Area Needs Strategies g Date Insignificant Significant
Mastery
Provided Progress Progress

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Interventio
n 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
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.