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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.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you
did.

Answers:

1. A. Face-to-face (F2F) learning

- refers to the traditional way of learning, a delivery modality where the
teacher and learner/s are physically in one venue, and these group of students
are taught the course content in person.

B. 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.

C. 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;
(4) F2F and any combination of the other types of distance learning.

D. 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, tutors or online teachers as
authorized facilitators instead of classroom teachers.

2. Question: Which of the LDMs do not have a face-to-face learning

component?

Distance learning
Home schooling if done via distance learning

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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.

DISTANCE LEARNING MATRIX

Role of
Distance
Distinguishin Essential Role of Parent or Role of
Learning
g Feature Resources Teacher Household School
Modality
Member
Modular A printed Self-Learning Pack modules Guide and Provide modules
Distance materials/ Modules (SLM) and Learning assist their for learners
Learning modules Learning Activity Activity Sheets to children which includes
(MDL) adapted to the Sheets (LAS) be distribute to education at reproduction,
condition of the Worksheets parents. home. content
program use Learning Help deliver Return assessment,
and provide Assessment modules. modules to and quality
quality Sheets Provide Weekly assigned assurance.
education that Textbooks Home Learning person. Coordinate with
response to the DepEd portals Plan Contact the LGU with
call for Attend to teachers if the manner of
education who learner’s queries needed delivery and
prefer on tough topics retrieval of
traditional way thru text or printed
of teaching of phone calls. modules.
learning Gather modules.
Check modules
Online Involve in- Internet Provide Weekly Provide Monitor &
Distance person Gadgets Home Learning digital supervise
Learning interaction (pc,cp,tablet,Ipad) Plan devices/gadg teachers and
(ODL) between teacher DepEd portals Provide power ets as well as learners
and learners in Learning Activity point internet interaction via
which the main Sheets (LAS) presentation. connection online learning.
elements Textbooks Provide self- Guide, assist,
include Power point made video monitor and
separation of Presentation made lesson/presentati help their
teachers and by teachers on. children on
students during Teacher’s Check learners their online
instruction and improvised video output thru e- class.
use of various lesson/ learning. Contact
technologies to presentation Attend to parents teachers if
facilitate and learners needed
student teacher queries on hard
and student – topics thru
student phone calls, text
communication or e-messages.
s. Check learner.
TV-Based Concise, Smart TV, Schedule Guide, assist, Provide learning
Instructio detailed and Television with broadcast of the monitor and videos and
n (TVBI) precise cable connection, lesson help their activities thru
presentation of Local tv station, Provide Weekly children. TV-Based
the T-learning. CD,DVD,USB Home Learning learning.

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Textbooks Plan Supervision
Use of television Self-learning Provide Learning Evaluation/
on channels or modules (SLM) Activity Sheets Assessment
stations, Learning Activity (LAS)
focused on Sheets (LAS) Attend to parents
audio-visual and learners
learning modes queries on hard
topics thru
phone calls, text
or messages.
Check learners
output.
Radio- A form of Radio, Provide Weekly Guide, assist, Provide learning
Based distant learning Local Radio Home Learning monitor and activities thru
Instructio that able to Channel, Plan help their audio
n (RBI) expand access CD,DVD,USB Provide Learning children. Supervision
to education by Textbooks Activity Sheets Coordinate Evaluation/Asse
bringing it to Self-Learning (LAS) with teachers ssment
where the Modules (SLM) Attend to if needed
learners are Learning Activity parents/learner’s
and enable Sheets (LAS) queries on tough
them to acquire topics thru text
equivalency in or phone calls.
basic education Check learners
through output
broadcast of Radio
lessons. broadcaster/ann
Focused on ouncer
auditory. DJ coordinator
Blended Combination of Self-Learning Learning Guide, assist, Provide modules
Distance different types Modules (SLM) facilitator monitor and for learners
Learning of the given Learning Activity Host / Speaker help their Monitor and
Distance Sheets (LAS) Coordinator children. supervise
Learning Textbooks Broadcaster / Contact teachers and
Modality Power point Announcer / DJ teachers if learners inter
Increased Presentation made needed. action via online
student by teachers learning
engagement in Teachers
learning. improvised video
Enhanced lesson/presentatio
teacher and n
student Internet
interaction. Gadgets
Responsibility Tv, Radio, CD,
of learning. DVD, Flash drives
Improved
student
learning
outcomes.

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.

ACTIVITY 3

Consider the situation in your School/Division—your organizational

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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
(1 to 5, from Type of DL
Why?
easiest to hardest
to implement)

A best way of learning and it is designed for every

learner’s level of learning by engaging and reacting to
different tasks of success
1 MDL Does not require more resources, can be implemented
to almost all learners even to the poorest of the poor.
Majority of the parents favored this because of
practicality

Radio broadcast is the next accessible device to larger

RVBI
2 percentage of learners

TVBI TV is available to most of the households but not all.

3

Combination of all may require more mixed resources.

4 BL Students can have the option to cope with other
learners.

This DL is the hardest to implement due to digital

divide. A large percentage of the country does not have
5 ODL
access to fast and not intermittent connection.
So, it is not applicable to all learners.

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

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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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

RVBI, TVBI, MDL- The teacher encourage the pupil to
be more patient to study of course with the teacher’s
Learners without parents or household member concern by giving follow ups to their lesson and it can
who can guide and support their learning at be done via text, chats or voice calls to the students.
home Home visitation if needed. Seek assistance from
relatives, peer learning can be done among relatives.
MDL, TVBI, RVBI,F2F- Provide them reading materials
to read and to be monitored using the ORV (Oral
Struggling readers (Grades 4-12) Reading Verification) to be done via internet based
resource. Home visitation if really needed.
MDL, F2F- The teacher will send them material/s such
as SLM (Self Learning Modules), LAS (Self Learning
No access to devices and Internet Activity Sheets) and WHLP (Weekly Home Learning
Plan) to be delivered by assigned parent leader/
barangay officials.
MDL- The teacher will create projects and assignments
that help students the critically and at the same time
Inaccessible (living in remote and/or unsafe areas) they learned about it.
-ask for the help of barangay officers for delivery of the
printed materials.
MDL- The teacher will give learning materials based on
their culture knowledge system and practices of the
learners in their community.
Indigenous Peoples -learning, materials such as textbooks and worksheets
using (MTB) Mother Tongue Based. Coordinate with
LGU for assisstance.
TVBI, RVBI, MDL- Provide them SLM (Self Learning
Modules), LAS (Learning Activity Sheets), WHLP (Weekly
Home Learning Plan), Textbooks and can be facilitated
Persons with Disabilities by parents/guardians. And can be monitored via voice
calls texts or internet resources. Use blended learning
with assisted learning devices.
MDL,ODL – Provide them SLM, LAS, WHLP, Teaxtbooks,
Others: Working Students and Recorded video or power point presentation.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN

THE DIFFERENT LDMs

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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:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning

opportunities students in school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding
on the pacing and allocation of instructional time” (Virginia Department of Education, as
cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality teaching and learning in schools. In order
for the design to be effective, teachers need to consider the learners’ characteristics and be
responsive to the needs of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:

a. time is maximized for instruction and learning

b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals
h. recognizes diversity of learners
i. allows the use of varied instructional & formative assessment strategies
j. teachers guide, mentor and support learners in developing & assessing students learning across the
curriculum.

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

a. Clearly articulated lesson objectives (What should be taught?)

b. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
c. Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners (How learning should be assessed?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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

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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, demonstrate, 1. Wrap up activities
and illustrate the concepts, ideas,
2. Clarify concepts from previous skills, or processes that students 2. Emphasize key information and
lesson will eventually internalize concepts discussed
3. Present warm-up activities to 2. Help learners understand and 3. Ask learners to recall key
establish interest in new lesson master new information activities and concepts discussed
4. Check learner’s prior knowledge 3. Provide learners with feedback 4. Reinforce what teacher has
about the new lesson taught
4. Check for learners’
5. Present connection between old understanding 5. Assess whether lesson has been
and new lesson and establish mastered
purpose for new lesson
6. Transfer ideas and concepts to
6. State lesson objectives as guide new situations
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

Check learner’s prior knowledge about the new lesson.

Compare your answers to Lesson 2, Activity 2 Answer Key.

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

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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

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.

Compare your answer to Lesson 2, Activity 3 Answer Key.

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).

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.

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. Recreate and accomplish the

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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 : Math 9

Lesson/Topic: Variations
Learning Objectives: Illustrate situations that involves variations
Learning Resources/Materials Needed: Math 9 LM, SLM/LAS

Additional Remarks: (ex. can be

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

Before the Lesson

1. Review previous lesson √ can be done via voice call or video

2. Clarify concepts from previous lesson √ call or learning activity sheets
3. Present warm-up activities to establish √
interest in new lesson
4. Check learner’s prior knowledge about can be facilitated by a household
√
the new lesson partner
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 Can be done via learning activity
that students will eventually internalize √ sheets, or video presentation, or
2. Help learners understand and master internet-based resource
new information
√
3. Provide learners with feedback can be done via learning activity
√
4. Check for learners’ understanding sheets
can be done via voice call or video call

After the Lesson

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1. Wrap up activities √
2. Emphasize key information and √ Can be done via learning activity
concepts discussed sheets
3. Ask learners to recall key activities √
and concepts discussed can be done via voice call or video call
4. Reinforce what teacher has taught √ can be done facilitated during
5. Assess whether lesson has been mastered √ synchronous and asynchronous
6. Transfer ideas and concepts to √ learning session
new situations

Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?

SLM can be supplemented through the making of Learning Activity Sheets where the
students will experience a much better understanding of concepts. To check the learners
understanding a Learners Assessment Sheet would be a big help.
Accessible video presentations and other activity learning sheets that will suit the
accessibilities of the learners.

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?

Make a simple instruction to guide them in performing learning task.

Design a simplified learning material to promote individualized learning instructions and
other practice exercises.
Consultations & clarifications through group chats, text, calls, video calls.

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

The parents and learners write and attached their feedback in each activity sheets.
They can also establish communication through the use of social media, call or text.

Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.

Integrating Content Across Learning Areas/Team Teaching

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• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and
create separate rubrics for scoring per learning area. This can make it
easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that
can enhance student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your peers.

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. Follow the example below.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
other similarities and differences between the two types of assessments.

ACTIVITY 6

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(Submit a copy of your Output to your LAC Leader)
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? 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

Method in DL

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.

I will send a five-item quiz via text message before the lesson.
1.Written Works 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.
At the end of the lesson, focusing on the topic and skill, I will
2.Performance give 1-2 activities guided by the rubrics along with the modules
Task once a week depending on the topic. Feedback and clarification
may be done thru voice or video call consultation.
I will give it once at the end of the quarter face to face (if
3.Quarterly allowed) and or test item will be prepared as Learning
Assessment Assessment Sheet, I will take note of the common
misconceptions and clarify them to the learners during our
online session or via text message.
I will include it in the learning activity sheet to be given weekly
4.Formative along with the modules. Based on the responses, I will take
Assessments note of the common misconceptions and clarify them to the
learners during our online session or via text message.
I will instruct the class at the beginning of each quarter to
5.Portfolio Making gather evidences and mov’s of what they do, submit and write
for the whole quarter. It will be checked and noted at the end of
the quarter upon the retrieval of pupil’s output thru parents.

Be ready to share your output when you meet with your LAC group after

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completing this module. Try to answer these questions with your colleagues:

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

Written works, formative test and quarterly are common among the group because
it can be included right away with the activity sheets.

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

 The differences of the learners which will be visible to differentiated learning

and the learner’s access to mode of delivery
 Some students do not have their own cellphone
 Poor internet connectivity
 Current situation in our locality (Abuyog) considered high risk in covid-19
 Poor in reading comprehension
 Lack of interest with regards to the students
 The biased result of the written activities due to geographical distance. The
teacher will not be able to observe the honesty of learners answers.

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

More LAC regarding assessment to attend so we will have more chances and
choices of the different assessment we can give. Support and help each other.
Encourage the parents to be fair and just while students answer activities.

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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners 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.

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QUESTION 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.

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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.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

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ACTIVITY 2
(Submit a copy of your Output to your LAC Leader)

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)

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Share your prepared WHLP during your LAC Session.
Weekly Home Learning Plan
MATHEMATICS 9
Quarter 2 Week 1

Date: January 4-8

Learning
Date & Learning
Competency Learning Tasks Mode of Delivery
Time Area

7:00 - Wakeup, Keep the bed, Take a bath and exercise (10minutes)
8:00

8:00 - Eat breakfast / Bonding with Family

8:30

Monday

9:00 – Math Illustrates Specific Activities: The parent will hand-in the
11:00 9 situations that 1) Illustrate different types of variation output, modules and
involve the 2) Determine the type of variation in the given worksheets of the learners to
following situation the teachers assigned in their
variations: (a) 3) Apply variation in real-life situation
Instructional Delivery:
respective barangay based
Direct; (b) on the date and time
Inverse; (c) Joint; Use the SLM on familiarizing oneself, doing self
awareness activities and exploring oneself through the scheduled.
(d) Combined
concept of notes
M9AL-Iia-1
Assessment:
Answer the formative and summative assessment using
the SLM

Prepared by:

EVELYN F. CABAIS
Approved
T-1

JEANIA M. TISTON
School Head

ACTIVITY 3

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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, fill out the table
below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and learning A tool for monitoring learners
Purpose facilitators or household partners in progress of students who lag
tracking the subject areas to be behind as shown by the result
tackled and activities to perform at of their assessment
home
Learners and learning facilitator or Teachers and learning facilitator
For Whom? household partner or household partner, students
Date & time, learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Yes Yes
Has to be
communicated
to parents?

ACTIVITY 4

(Submit a copy of your Output to your LAC Leader)

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 Activities.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

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EVELYN F. CABAIS
Source: DepEd Memorandum DM-CI-2020-00162

Learner’s Name: Penados, Sugar

Grade Level: Grade 9-Dubnium
Learner’s Status

ProgressSignificant
ProgressInsignificant
Intervention
Learning Learner’s Monitoring
Strategies
Area Needs Date
Provided Mastery

MATH Low a. seeks help from a November / She can

performace capable 23-27 2020 learn the
in immediate family lesson
member to help
answering but still
the learner in
activities needs
answering the
learning modules guidance
More b. give sufficient
activity time for the
sheets learner to
accomplish the
learning modules
c. scheduled home
visitation of the
teacher to help
the learner in
answering the
activities in the
learning
modules.
d. make and provide
learning
activities suited
to his pace of
learning
e. if possible, the
teacher provides
direct guidance
and supervision
in the completion
of the learner
Learner is not making significant progress in a timely manner.
Intervention strategies need to be revised.
Learner is making significant progress.
Intervention /
Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning
plan.

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EVELYN F. CABAIS
Share the ILMP that you made for that specific learner during your next
LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

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.

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.

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EVELYN F. CABAIS