IN THE DIFFERENT

LEARNING DELIVERY
MODALITIES
MODULE 3A: DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
Welcome to Module 3.
This Module focuses on how lessons and
assessments are designed for the distance learning
modality prescribed by the Basic Education Learning
Continuity Plan (LCP).
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities
prescribed by the LCP andbetween 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 3
ESTIMATED TIME REQUIRED
18 to 24 hours

*LAC Sessions are included in the activities but

may be optional as determined by the LAC
members under the guidance of the LAC Leader
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
By the end of this lesson, you will be able to:
1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to
ensure inclusion in DL
Key Topics/Concepts

blended distance learning; blended learning;

distance learning; face-to-face learning;
homeschooling; implementation guidelines for
distance learning; minimum requirements for
distance learning; modular distance learning;
online distance learning; TV-based
instruction/radio-based instruction
Resources Required
Guidance on Distance Learning
Non-Negotiable Minimum Requirements for Distance
Learning
Distance Learning Matrix
Supplementary Handout on Blended Learning
Lesson 1, Activity 1 Answer Key 1
Lesson 1, Activity 1 Answer Key 2
Study Notebook
Activity 1
Do a quick check of your knowledge of the four modalities
prescribed in the LCP—faceto-face (F2F) learning, DL, blended
learning (BL), and homeschooling. 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.

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.
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.
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.
Activity 3
Be prepared to discuss your ranking at your next LAC Session.
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 and share
your ideas at your next LAC Session.
Activity 4
Learner Group Targeted Intervention
Learners without parents or household member who can guide and
support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4 -12)

No access to devices and internet

Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
LESSON 2: DESIGNING LESSONS AND
ASSESSMENTS IN THE DIFFERENT LDMs
By the end of this lesson, you will be able to:
1. identify the components of a well-designed lesson, applicable for all
LDMs
2. enumerate learning tasks that can be incorporated in your DL lessons to
ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be
incorporated in your lessons to provide students with feedback and to
help you monitor student’s learning even when you are teaching
remotely
Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson design
components; portfolios; summative assessment
Resources Required
DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson
Preparation
DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
Principles of Instruction
Designing Lessons in DL
Lesson 2, Activity 1 Answer Key
Lesson 2, Activity 2 Answer Key
Lesson 2, Activity 3 Answer Key
Lesson 2, Activity 5 Answer Key
Lesson 2, Activity 7 Answer Key
Study Notebook
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?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed
lesson?

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 Lesson Proper After the Lesson
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 newlesson
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 beendone 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.
Activity 3
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.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL andDLP. 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:_____________________
Lesson/Topic: ___________________________________
Learning Objectives: ______________________________
Learning Resources/Materials Needed:_______________
Check if Additional Remarks:
already (ex. can be done via voice calls, can be facilitated by a household
Part of Lesson / Learning Tasks present in the partner, can be done via a learning activity sheet, can be
SLM presented via an internet-based resource, can be facilitated
during asynchronous 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
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice calls, can be
present in facilitated by a household partner, can be
the done via a learning activity sheet, can be
SLM presented via an internet-based resource, can
be facilitated during asynchronous learning
session, etc.)
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
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?
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?
3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?

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
• 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 in your
Study Notebook. Follow the example on the next slide.
Activity 5

Summative
Formative
Assessment
Assessment learners may
assessment OF
assessment FOR be assessed
learning:
learning: individually or
to measure if the
to make adjustments collaboratively
student met the
in the lesson
performance and
content standards

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
othersimilarities and differences between the two types of assessments.
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.
• 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.
Assessment Method How to Adapt the Assessment Method in DL
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.
1.
2.
3.
4.

5.

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?
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.
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.
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.
Good job! You are done with Lesson 2. You may now
proceed to Lesson 3.
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
LESSON 3: GUIDING AND MONITORING
LEARNERS IN THE DIFFERENT
LDMs
Resources Required
Appendix D of DepEd Memorandum DM-CI-2020-00162
Individual Learning Monitoring Plan Template
Sample Weekly Home Learning Plans
Lesson 3 Activity 1 Answer Key
Lesson 3 Activity 3 Answer Key
Study Notebook
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
1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of
and/or learning task. delivery
c. learning
2. These are the formative learning opportunities given to
competencies
learners to engage them in the subject matter and to d. learning task
enhance their understanding of the content.
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning outputs
Check your answers using
preferred by the learner/parent based on their context. Lesson 3, Activity 1
Answer Key.
• 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 followthe prescribed schedule in the plan. Remember also that part of
guiding learners is to give enhancement or remediation activities when
needed and when possible.
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 followingwhen 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.
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.
Activity 2
• 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.
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 Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be communicated to
parents?

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.
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.
AMALIA ROFEROS BOCO-RINGOR
SHS Track Head