Cecille M. Dela Victoria Rosemarie K. Valle Lolita F. Tagaban
Cecille M. Dela Victoria Rosemarie K. Valle Lolita F. Tagaban
Cecille M. Dela Victoria Rosemarie K. Valle Lolita F. Tagaban
DELA VICTORIA
LAC MEMBER
ROSEMARIE K. VALLE
LAC LEADER
LOLITA F. TAGABAN
PRINCIPAL
Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for them. It
also requires the presence of a teacher with aids for teaching and providing learning resources to
the class for better outcomes.
Distance Learning - Refers to a learning method where learners are provided with materials or
tools that they can study at the comfort of their home. This could also be an online teaching and
learning process.
Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook
ACTIVITY 2
See LDM Module 3A – page 15
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 to Type of DL Why?
hardest to
implement)
Most of our learners belong to less-fortunate families
who are apparently not capable of providing the
necessary tools and equipment like computer,
Modular Distance smartphones, internet connections, television, etc. in
1
Learning order for them to participate in Online Learning and other
learning modalities. Many of them also reside in far-flung
areas where signal reception is not possible so modular
distance learning is the best fit modality for them.
2 Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-face
instruction along with the existing modular learning. This
is to provide better instructional support, monitoring, and
evaluation to the learners to ensure that the quality of
education is being delivered.
TVBI is possible but not to everyone. As mentioned
3 TV-Based Instruction above, most of the learners’ families are not capable of
providing this type of device.
Most families in the community now-a-days do not use
Radio-Based
4 radios anymore. In some households this is still present
Instruction
but the signal reception is still their biggest hurdle.
Based from the data collected from the LESFs, a very
small number of learners selected this type of instruction
5 Online Learning
simply because most the learners are not capable of this
as stated in the above explanations.
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
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. In
your Study Notebook, copy the following table:
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.
ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/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 facilitated by a
household partner, can be
Check if already
Part of Lesson / Learning done via a learning activity
present in the
Tasks sheet, can be presented via an
SLM
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
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?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions.
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.
ACTIVITY 6
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 two 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
1.5-item formative Send the 5-item formative assessment through group chat and it will be
assessment corrected during online meeting in google meet.
2. Experiment Send rubrics of the specific experiments and tell them to achieve the
standards given to get high points. Send it to the group chat.
ACTIVITY 1
1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task. c) learning competencies
2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content. d) learning task
3. This refers to the prescribed subjects that learners take. a) learning area
4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context. b. mode of delivery
ACTIVITY 3
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 what are the components of WHLP.