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Name: ANGELO C. SAYAT Date: September 24, 2020

Group Number: 3

LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES
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 home schooling. In your
own words, define each modality. Write your own definitions in your Study
Notebook. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how
well you did.
• Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are physically in one venue. There are opportunities for active
engagement, immediate feedback and socio emotional development of learners. It
may be conducted in any available physical learning space Face to face learning in
which learners can digest the content of each topic smoothly. It is the best way to
address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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
ether online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing
TV lessons or ',sterling to radio-based instruction while being geographically distant
from the teacher.
• 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; or (4) F2F and any combination of the other
type of distance learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that
provides learners with access t formal education while staying in an out-of-school
environment, vnth parents, guarcLans, or tutors as authorized facilitators instead of
classroom teachers.
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Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it against
Lesson 1, Activity 1 Answer Key 2.
- Homeschooling and Distance Learning do not require Face to face learning.

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.
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.

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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.
Be prepared to discuss your ranking at your next LAC Session.
Ranking (1 to 5, from Type of DL Why?
easiest to hardest to
implement)
1 Modular Distance Fastest way to connect
Learning and retrieve finished
outputs of the learners.
2 Online Distance Learning I put it on the 2nd rank
because not all students
have an internet
connection.
3 Blended Learning Medium rank in all DL but
of course it is also difficult
knowingly that you are
using two kinds of
distance.
4 Radio Based Instruction Expensive materials
especially in preparing
script and finished output
in RBI.

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

LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

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DELIVERY MODALITIES
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context. Add others as appropriate. Write down your answers in your Study
Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household Male a weekly supervisory plan for
member who can guide and support them and check their module and
their learning at home activity sheets.
Beginning readers (K to 3) N/A
Struggling readers (Grades 4 12) N/A
No access to devices and internet Provide module for them.
Inaccessible (living in remote and/or Provide module and making sure to
unsafe areas) check their work weekly.
Indigenous Peoples Provide module and making sure to
check their work weekly. And make
sure to check the content of the module
if it is cultured friend for them.
Persons with Disabilities Provide learning materials that are
suited for their needs.
Others? Specify N/A

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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 in your
Study Notebook:
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.

2. Why is lesson designing important?

Lesson designing helps ensure that:
• time is maximized for instruction and learning
• lessons are responsive to learner's needs
• teachers set learning targets for learners
• teachers carry out a lesson successfully
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• teachers master their learning area content

• teachers become more reflective about their teaching

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

- Clearly articulated lesson objectives (What should be taught?)
- Well-selected and logically sequenced presentation of learning resources
and activity to help learners meet the objectives. (How should it be
taught?)
- Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning 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 lesson, (2) during
the lesson proper, and (3) after the lesson.
In your Study Notebook, copy the following table:
Before the Lesson Proper

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

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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

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 revise the lesson plan as needed.
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.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.

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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 4.
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.
Learning Delivery Modality (select one): ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: Grade 8-TLE
Lesson/Topic: Identify sewing tools and equipment and their uses
Learning Objectives: The learner demonstrates understanding in the use of sewing
tools in dressmaking.
Learning Resources/Materials Needed: Sewing tools and equipment
Additional Remarks:
(ex. can be done via
voice calls, can be
facilitated by
household partner,
Check if can be done via a
already learning activity
Part of Lesson/Learning Tasks
present in the 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  N/A

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previous lesson

3. Present warm-up activities to establish  N/A

interest in new lesson

4. Check Learner’s prior knowledge  N/A

about the new lesson

5. Present connection between old and  N/A

new lesson and establish purpose for
new lesson

6. State lesson objectives as guide for  N/A

learners

Lesson Proper
1. Explain, model, demonstrate, and  Module
illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize

2. Help learners understand and master  Module

new information

3. Provide learners with feedback  Module

4. Check for learners’ understanding  Module

After the Lesson Module

1. Wrap up activities  Module

2. Emphasize key information and  Module

concepts discussed

3. Ask learners to recall key activities and  Module

concepts discussed

4. Reinforce what teacher has taught  Module

LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

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5. Assess whether lesson has been  Module

mastered

6. Transfer ideas and concepts to new  Module

situations

Answer the following questions in your Study Notebook:

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

- Provide module for distant learning in order to supplement the lacking

learning task.

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?
- As an adviser the only additional support that I can give is additional activity
sheets and reading materials.

3. How can the teacher gather feedback on the different learning tasks, in order
to refine or modify current and future lessons?
- In modular distant learning the only way is to retrieve the modules for
checking and for the teacher adviser to assess and gather feedback.
Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.
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. Follow the example below.

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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.
Assessment for learning: to make adjustments in the lesson may be integrated in all
parts of the lesson: before the lesson, the lesson proper, and after the lesson results
must be recorded to study the patterns of learning demonstrated by the students
but should NOT be used as the basis for grading.
Formative Assessment
Summative Assessment
Assessment of learning to measure of the student met the Performance and content
standards done after the lesson/end of a quarter results enable teachers to describe
how well the students learned the standards/competencies for a given quarter,
which are then reflected in the class record learners may be assessed individually or
collaboratively should promote self reflection and personal accountability among
students about their own learning may be a written work or a performance task
ACTIVITY 6.
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.

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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 five
methods that you would like to try. For each one, write how you plan to use it in DL.

Be ready to share your output when you meet with your LAC group after completing
this module. Try to answer these questions with your colleagues:
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?
- Five items formative assessment are common among our groups.
- For me the biggest challenge is how to contact all your student to inform them that
you have your assessment for the reason that not all of them have an access in the
internet.
- We can collaborate well and choose among our all method of assessment listed in
our notebook. We come up the best method to use in the Distant Learning.

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.

Questions True False

1. A portfolio mainly displays the academic 
achievements of the learner.
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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.

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

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. Write your answers in your Study Notebook.
Column A
1. These are the knowledge, understanding, skills, and attitudes that learners
need to demonstrate in every lesson and/or learning task.
c) learning competencies

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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 subject 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
Column B
a. learning area
b. mode of delivery
c. learning competencies
d. learning task
Check your answers using Lesson 3, Activity 1 Answer Key.

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:

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» 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.

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 Learning
Individual Learning
Plan
Monitoring Plan (ILMP)
(WHLP)
Purpose A tool to guide learners A tool for monitoring
and learning facilitators learners who lag behind
or household partners in based on the results of
tracking the subject areas their formative and
to be tackled and summative assessments.
activities to perform at
home.
For Whom Learners and learning Teachers and learning
facilitator or household facilitator or household
partner. partner.
Components Learning area, learning Learners needs,
competencies, learning intervention strategies,
tasks, mode of delivery. monitoring date, learner’s
status.
Has to be communicated Yes Yes
to parents?

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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.

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.
Share the ILMP that you made for that specific learner during your next LAC Session.
Learner’s Name: JUAN DELA CRUZ
Grade Level: GRADE 8
LEARNIN LEARNERS STATUS
G AREA LEARNER’S INTERVENTIO MONITORING
NEED N STRATEGIES DATE INSIGNIFICANT SIGNIFICANT MASTER
PROVIDED PROGRESS PROGRESS Y

TLE THE LEARNER HOME NOVEMBER 20, THE LEARNER IS N/A N/A
HAS NO VISITATION 2020 NOT SHOWING
HOUSEHOLD AND PROGRESS
MEMBER WHO REMEDIAL THROUGH THE
CAN HELP EXAMINATIO GIVEN PERIOD.
HIM IN HIS N REMEDIAL
LESSON EXAMINATION
OR HOME
VISITATION IS
NEEDED

LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

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