Module 3A Study Notebook
Module 3A Study Notebook
Module 3A Study Notebook
MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.
MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
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 in your Study Notebook.
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.
Homeschooling - This is a home-based learning method where learner is not required to go to school. They study at their own pace with the help of
their parents/guardians.
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)
Modular Distance Learning Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and equipment
like computer, smartphones, internet connections, television, etc. in
1 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.
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,
2 monitoring, and evaluation to the learners to ensure that the quality of
education is being delivered.
TV-Based Instruction TVBI is possible but not to everyone. As mentioned above, most of the learners’ families are not
capable of providing this type of device.
3
Radio-Based Instruction Most families in the community now-a-days do not use radios anymore. In some households this is
still present but the signal reception is still their biggest hurdle.
4
Online Learning Based from the data collected from the LESFs, a very small number of learners selected this type of
instruction simply because most the learners are not capable of this as stated in the above
explanations.
5
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
Inaccessible (living in remote Coordinate with their barangay officials to assist the teachers in delivering the self-learning modules and other
and/or unsafe areas) additional learning materials.
Persons with Disabilities Assess the particular needs of these learners and provide them with the materials that would suffice it.
Other? Specify.
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.
Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners on whether the lesson has been succeccfully
delivered or not.
ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 10
Lesson/Topic: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with regrouping
Learning Objectives: Multiplying numbers up to 3-digit numbers by up to 2-digit numbers without or with regrouping
Learning Resources/Materials Needed: WHLP & Module
Additional Remarks:
Check if already (ex. can be done via voice calls, can be facilitated by a
Part of Lesson / Learning Tasks present in the household partner, can be done via a learning activity sheet,
SLM can be 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
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.
5.Portfolio Assessment
Learners should compile their learning outcome.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance learning, we are able to learn various ways in communicating to the
learners/parents/guardians to provide instructional assistance especially in providing assessments that may be confusing to them.
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.
Column A Column B
_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__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.
_A__3. This refers to the prescribed subject that learners take.
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.
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.
Learners and learning facilitator or household Teachers and learning facilitator or household partner
For Whom?
partner
Learning area, learning competencies, learning Learner’s needs, intervention strategies, monitoring
Components
tasks, mode of delivery date, learner’s status
Has to be communicated to
parents? Yes Yes