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

Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies; learning
area; learning task; learner’s needs; learner’s status; mastery; MELCs; mode of delivery;
significant progress; weekly home learning plan

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

d. learning task
The check-up activity introduced you to the key components of a Weekly Home Learning Plan
(WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of delivery.
The WHLP serves as a guide for your learners on what they need to accomplish each week when they
do independent study at home (DepEd, 2020). It outlines the learning tasks that learners need to do,
using the SLM, in order for them to attain the most essential learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home
Learning Plan for Blended Distance Learning or may just refer learners to the lesson number and/or
activity number in the SLM as shown in the Sample Weekly Home Learning Plan for Modular
Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they follow the
prescribed schedule in the plan. Remember also that part of guiding learners is to give
enhancement or remediation activities when needed and when possible.
PLEASE SEE FILE NAME “WEEKLY HOME LEARNING PLAN” ATTACHED WITH THIS
IN THE GOOGLE DRIVE. OR CHAT ME FOR A COPY
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.

26 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)
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 how the ILMP differs from the WHLP.
WEEKLY HOME INDIVIDUAL LEARNING
LEARNING PLAN MONITORING PLAN
(ILMP)
PURPOSE A GUIDE FOR THE LEARNERS,
PARENTS, GUARDIANS AND WILL USE TO MONITOR LEARNER
TEACHERS TO TRACK THE PERFORMANCE WHO HAS DELAY
SUBJECT AREAS TO BE TACKLED ON HIS RESULTS ON FORMATIVE
AT HOME AND SUMMATIVE ASSESSMENTS.
FOR WHOM LEARNER, FACILITATOR, FACILITATOR, PARENTS,
PARENTS, GUARDIAN OR GUARDIAN OR HOUSEHOLD
HOUSEHOLD PARTNER PARTNERS
COMPONENTS LEAERNING AREA, LEARNING
COMPETENCIES, LEARNING TASK LEARNER’S NEED, INTERVENTION,
AND MODE OF DELIVERY STRATEGIES, MONITORING DATE,
Learning area, learning LEARNER’S STATUS
competencies, learning tasks,
mode of delivery
HAS TO BE
Yes Yes
COMMUNICATED TO
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.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:      

Grade Level:      

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
MAPEH

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

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

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

REGION: DATE OF LAC SESSION:

DIVISION: NUMBER OF LAC SESSION:

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
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.

Congratulations for completing Module 3A! You are now ready for Module 3B.

28 Module 3A: Designing Instruction in the Different Learning Delivery Modalities (LDMs)