LDM2

MODULE 3A
(Lesson Design and
Assessment in the
Modalities )
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF PAMPANGA
STA. CRUZ ELEMENTARY SCHOOL

Outputs
for
module 3A

Sta. Cruz Elementary School, Sta. ,Magalang,Pampanga

Magalang South District
 Republic of the Philippines
Department of Education
1REGION III
SCHOOLS DIVISION OF PAMPANGA
MAGALANG SOUTH DISTRICT

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMS MODULE3:

Output 1
LESSON 1,ACTIVITY 1

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 F2F learning component? ( ANSWERS): DISTANCE
LEARNING AND HOMESCHOOLING
( ANSWERS):
a. Face-to- Face Learning - where learners and the teachers meet in a formal school
or classroom. Physical presence is needed.
b. Distance Learning- it can be on line classes where learners use gadget ,internet
,radio or TV -based or learners are given modules or materials for self-directed
study. Parents’ / guardians ‘ guidance and support are needed too.
c. Blended Learning-combination of modalities or distance learnings.
d. Home Schooling-Home or house serves as their school , and parents serve as
teacher or teacher aide .Pupils were given materials .

LESSON 1,ACTIVITY 2 MODULE3:

Output 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

(ANSWER)
DISTANCE LEARNING MATRIX
Distance Learning Distinguishing Essential Role of Teacher Role of Parent Role of School
Modality Feature Resources or Household
Member
Modular Distance Individualized Self-Learning Supervises and Serves as Provide hard copies
Learning (MDL) instructions, Modules (SLMs) monitors the learning of the modules,
Learner is given learner’s facilitators schedules for all
materials or progress and subject area
Access to provides teachers to meet th
resources,Self – remediation and Supervises and learners atleast onc
directed study enhancement monitors the a week so that
child’s progress learners can ask
questions

Provides TA to
teachers
Online Distance Internet Internet,Various Facilitates Supervises and Supervises and
Learning (ODL) connection is a Technologies, learning,engage monitors the monitors the
must,Gadgets,ICT DepEd s child’s progress learner’s progress
Equipment,Various Commons,LR Learner’s active and teacher’s way o
technologies Portals, participation delivery of this
connected to using various modality,
internet technologies Provides TA to
teachers
TV-Based Television is TV Facilitates Serves as Provides broadcast
Instruction (TVBI) needed,Self- station/channel learning,engage learning schedules of the
learning modules s facilitator during lessons,
in sequence, Learning Learner’s active watching and Supervises and
Activity Sheet Activity Sheet participation listening. monitors the
serves as serves as using TV, learner’s progress
assessment tool, assessment tool Assesses Supervises and and teacher’s way o
Allowable airtime progress using monitors the delivery of this
the Activity child’s progress modality,
Sheet given to Provides TA to
the learners teachers
Radio-Based Radio is needed, Radio station or Facilitates Serves as Provides Radio
Instruction (RBI) Self-learning program learning,engage learning broadcast schedules
modules in s facilitator during of the lessons,
sequence, Activity Learning Learner’s active listening to the Supervises and
Sheet serves as Activity Sheet participation Radio program. monitors the
assessment tool, serves as using Radio, learner’s progress
Allowable airtime assessment tool Assesses Supervises and and teacher’s way o
progress using monitors the delivery of this
the Activity child’s progress modality,
Sheet given to Provides TA to
the learners teachers
Blended Distance Any combination Any Checks in often Serves as Supervises and
Learning of the 3 types of combination of with learners learning monitors the
distance learning the 3 types of either by facilitator during learner’s progress
distance sending them watching and and teacher’s way o
learning instant listening. delivery of this
 messages or modality,
summary of Supervises and
what is expected monitors their Provides TA to
of them.,or by child’s progress teachers
conducting a
quick survey
every week to
monitor
learner’s
difficulties and
progress

MODULE3:
LESSON 1,ACTIVITY 3 Output 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.

Be prepared to discuss your ranking at your next LAC Session. Ranking (1 to 5, from easiest to hardest to
implement) Type of DL Why? 1 2 3 4 5 16 Module 3A:

(ANSWER )
Ranking (1 to 5, from easiest to
hardest to implement)
1 MDL
2 BDL
3 ODL
4 TVBI
Type of DL Why?
Distribute only the modules,
then the pupils will answer,
then retrieve then assess…
Combination of Modalities
,makes teaching – learning
easier
Only few learners have an
access ,poor internet
connection ,needs an ICT
expert in the home to supervise
the progress of the learners and
the process
Some have TV at homes but
don’t have chosen channel
where the lessons and
programs are stored
 5 RBI Still few learners have this
equipment, poor frequency

MODULE3:
LESSON 1,ACTIVITY 4 Output 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

(ANSWER )
LEARNER GROUP TARGETTED INTERVENTION
Learners without parents or household member Ask the help or the nearest neighbor ,but
who can guide and support their learning at observe safety protocol
home PARA Teachers
Beginning readers (K to 3) Ask the full support of the parents or any
member of the family
Struggling readers (Grades 4-12) Ask the help of the parents/household members.
Create an FB account or GC for the parents.
Text Brigade
No access to devices and Internet PARA Teachers ,Text Brigade
Inaccessible (living in remote and/or unsafe Ask The LGU for support
areas)
Indigenous Peoples Coordinate with parents
Persons with Disabilities Ask the full support of the parents or any
member of the family
Others,Specify

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

MODULE3:
LESSON 2,ACTIVITY 1 Output 5
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?
(ANSWER)
1.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”. 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. 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
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals
3. Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and activities
to help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)
LESSON 2,ACTIVITY 2 MODULE3:
Output 6

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

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 learner
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

MODULE3:
LESSON 2,ACTIVITY 3 Output 7

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

(Answer) 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.
 LESSON 2,ACTIVITY 4 MODULE3:
Output 8
(Personal answer)
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:

Part of Lesson / Learning Tasks
Check if already present in the Additional Remarks: (ex. can be
SLM done via voice calls, can be
facilitated by a household partner,
can be done via a learning activity
sheet, 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. can be done via a learning
Check learner’s prior knowledge
about the new lesson
5. Present connection between old
/ activity sheet

and new lesson and establish

purpose for new lesson
6. State lesson objectives as guide
for learners

Part of Lesson / Learning Tasks
Check if already present in the Additional Remarks: (ex. can be
SLM done via voice calls, can be
facilitated by a household
partner, can be done via a
learning activity sheet, can be
presented via an internet based
resource, can be facilitated
 during a synchronous 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’
/ can be presented via an
internet based resource.

understanding

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

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. can be facilitated by a
Reinforce what teacher has taught household partner
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?
 Provide parallel test after each lesson.
 Provide printed activities for mastery of the lesson.
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?

To learners
 giving supplementary materials for mastery of each lesson
 giving them parallel test based on the given modules.

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Household partners
 Updating the set of modules to be given to parents every week.
 Assisting them by answering queries not clear to them via messenger or
text
4.How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
 Gather feedbacks may be done after the modules were collected and
checked by the teacher. By checking their output you will can identify which
competency is in need of supplementary or other written exercises.

MODULE3:
Output 9
LESSON 2,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.

Formative Assessment Summative

assessment FOR learning: Assessment
to make adjustments learners may be assessment OF
in the lesson assessed individually learning:
or collaboratively to measure if the
student met the
performance and
content standards

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
( ANSWER MODULE but3, LESSON 2, ACTIVITY 5
should NOT be used as the
basis for grading
Formative Assessment
.
Summative Assessment
learners may be assessment OF learning:
assessed individually to measure if the student met
or collaboratively the
performance and content standards
should promote self-
reflection and done after the lesson/end of a
personal quarter
accountability among
students about their results enable teachers to describe
own learning how well the students learned the
standards/competencies for a given
may be a
written quarter, which are then reflected in
work or a the class record
performance
task
 MODULE3:
LESSON 2,ACTIVITY 6 Output 10

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.

(Personal answer)
Assessment Method How to Adapt the Assessment 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.
1.Written Work Give your response on the lesson presented by answering the
activity and it will be collected upon upon getting the nest
module.
2.Short Quizzes Answer the parallel test/exam to be given after each lesson and
it wil be recored as quiz.
3.Practice I will give advance practice exercises and answer the given
Exercises exercises that are pre requisite to the lesson to be presented.
 4.Interviews You will receive a printed questions and answer the given
questions based on what is need. Then share and write your
answer on the prepred copy.
5.Recitation For the learners to be inclined in the subject matter, reports may
be used, can be written in a canvass ,depends on the availability
of the items
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?
The common assessment method among the group is the short quiz.

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

The challenges in doing the assessment of DL are the following:
a. Learning environment
b. Students’ motivation and commitment to be tested daily
c. Learning management system.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Teachers provide the environment of collaborative learning and provide concrete time,
place and opportunities for interactions.

LESSON 2,ACTIVITY 7 MODULE3:

Output 11

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.

(ANSWER)

Questions 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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

MODULE3:
LESSON 3,ACTIVITY 1 Output 12

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.

(Answer ) Column A Column B

c 1. These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate
in every lesson and/or learning task.
d___ 2. These are the formative learning opportunities b. mode of delivery
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. c. learning competencies
 b____4. This refers to the method of submission of learning d. learning task
outputs preferred by the learner/parent based on their context.

MODULE3:
LESSON 3,ACTIVITY 2 Output 13
(Personal answer)
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.
Weekly Home Learning Plans

Weekly Home Learning Plan for Grade 5

Week 1, Quarter 1, October 5-9, 2020

Day & Learning Area Learning Competency Learning Task Mode of Delivery
Time
8:00-9:00 Wake –up, make up
your bed, eat
breakfast
9:00- 9:30 Have a short exercise,
meditation, bonding
with family

Day & Time Learning Area Learning Competency Learning Task Mode of Delivery
Monday
9:30- 11:30 Araling Nasusuri ang epekto ng Araling Personal submission by
Panlipunan kaisipang liberal sa pag- Panlipunan the parent to the teacher
usbong ng damdaming Lesson 1, in school
nasyonalismo. Week 1
1:00- 3:00 Edukasyon sa Nakapagsusuri nang Edukasyon sa Personal submission by
Pagpapakatao mabuti sa mga bagay na Pagpapakatao the parent to the teacher
may kinalaman sa sarili Lesson 1, in school
at pangyayari Week 1
 Day & Time Learning Area Learning Competency Learning Task Mode of
Delivery
Tuesday
9:30- 11:30 Filipino Nasasagot ang mga tanong Filipino Lesson Personal
tungkol sa 1, Week 1 submission by
napakinggang/nabasang the parent to
pabula, kuwento, tekstong the teacher in
pang-impormasyon at school
usapan
1:00- 3:00 English Identify real or make- English Personal
believe, fact or non-fact Lesson 1, submission by
images Week 1 the parent to
the teacher in
school

Day & Time Learning Area Learning Competency Learning Task Mode of
Delivery
Wedneday
9:30- 11:30 Mathematics adds and subtracts MathematicsLesson Personal
simple fractions and 1, Week 1 submission by
mixed numbers without the parent to
or with regrouping. the teacher in
school
1:00- 3:00 Science Describe the Science Personal
appearance and uses of Lesson 1, Week 1 submission by
homogeneous and the parent to
heterogenous mixtures the teacher in
school

Day & Time Learning Area Learning Competency Learning Task Mode of Delivery
Thursday
9:30- 11:30 MAPEH (one identifies the values of Music Lesson Personal
component per the notes / rests used in a 1, Week 1 submission by the
week) particular song parent to the
teacher in school
1:00- 3:00 TLE discusses the importance TLE Personal
and methods of Lesson 1, submission by the
enhancing/decorating Week 1 parent to the
bamboo, wood, and teacher in school
metal products
 Day & Time
Friday

9:30- 11:30 Revisit all modules and check if all required tasks are done
1:00- 4:00 Parents/Teachers meet up to return all modules and answer sheet for the week and
get new printed modules for the next week.
4:00 onwards Family Time

MODULE3:
LESSON 3,ACTIVITY 3 Output 14

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.

( ANSWER )

Weekly Home Learning Plan Individual Learning Monitoring

(WHLP)
Purpose A tool to guide learners and
learning facilitators or
household partners in tracking
the subject areas to be tackled
and activities to perform at
home
For Whom? Learners and learning facilitator
or household partner
Components Learning area, learning
competencies, learning tasks,
mode of delivery
Has to be communicated to Yes
parents?
Plan (ILMP)
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
Teachers and learning
facilitator or household partner
Learner’s needs, intervention
strategies, monitoring date,
learner’s status
Yes
 LESSON 3,ACTIVITY 4 MODULE3:
Output 15
(Personal answer )
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

Learner’s Name: Princess Sugar P. Garcia

Grade Level: Grade 5

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

Araling Additional offline activities Extending Oct. 9, 2020 did not meet fairly satisfactory
Panlipunan time in the expectation satisfactory
Additional supervision completion of
from the parents/ task
guardians.
Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
Edukasyon sa Additional offline activities Extending Oct. 9, 2020 did not meet fairly very
Pagpapakatao time in the expectation satisfactory satisfactory
Additional supervision completion of
from the parents/ task
guardians
 Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
Filipino Additional offline activities Extending Oct. 9, 2020 did not meet fairly very
time in the expectation satisfactory satisfactory
Additional supervision completion of
from the parents/ task
guardians
Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
English Additional offline activities Extending Oct. 9, 2020 did not meet fairly satisfactory
time in the expectation satisfactory
Additional supervision completion of
from the parents/ task
guardians
Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
Math Additional offline activities Extending Oct. 9, 2020 did not meet fairly
time in the expectation satisfactory
Additional supervision completion of
from the parents/ task
guardians
 Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
Science Additional offline activities Extending Oct. 9, 2020 did not meet fairly satisfactory
time in the expectation satisfactory
Additional supervision completion of
from the parents/ task
guardians
Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.
TLE Additional offline activities Extending Oct. 9, 2020 did not meet fairly very
time in the expectation satisfactory satisfactory
Additional supervision completion of
from the parents/ task
guardians
Provide more
guided
Activities

Adjusting the
level of
difficulty of
the learning
content

Seeking more
supervised
time with
learning
facilitator.

MAPEH Additional offline activities Extending Oct. 9, 2020 did not meet fairly satisfactoty
time in the expectation satisfactory
Additional supervision completion of
from the parents/ task
 guardians
Provide more
guided
Activities
Adjusting the
level of
difficulty of
the learning
content
Seeking more
supervised
time with
learning
facilitator.

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.

Republic of the Philippines

Department of Education
REGION III
 SCHOOLS DIVISION OF PAMPANGA
MAGALANG SOUTH DISTRICT

( LDM 2 ) MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

REFLECTION
“Plan for what is difficult while it is easy, do what is great while it is small.”
–by Sun Tzu. As a teacher, planning considered the best antidote for the nerves that
many people feel when teaching a subject or meeting a group of learners. This is the
only way to ensure that educational objectives are to achieve. I also think about how
you would like your learners approach their learning in the different learning areas in our
current situation.

Through the brilliant ideas of the LAC LEADER AND LAC Facilitator, I was able to
define the learning delivery modalities (LDMs) prescribed by the LCP ,describe the
features of distance learning (DL) and its different types , explain the guidelines for
implementing the different types of DL, enumerate the minimum requirements for each
type of DL ,rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division and identify targeted
interventions for learners with special concerns to ensure inclusion in DL.

I was amazed by the way the LAC leader and LAC facilitator handled the session
and answer all the queries, issues and concerns raised by each participant during the
session.

Prepared by:

EMELITA C. OCAMPO
LAC Member
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF PAMPANGA

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: EMELITA C. OCAMPO LAC SESSION ID.:

REGION: III DATE OF LAC SESSION:SEPT. 3-5 ,2020

DIVISION: PAMPANGA NUMBER OF LAC SESSION:

3-5

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
(Forexample, if you disagree
orstrongly disagree, pleaseindicate
SD D N A SA 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:NONE

2. I encountered the following problems or challenges:NONE

3. Other comments/suggestions:

MODULE 3A WAS DISCUSSED CLEARLY

EMELITA C. OCAMPO
LAC MEMBER