NAME: ROSA V.

BANAIRA
DESIGNATION: TEACHER 1

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 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?
Answer: The LDM’s that do not have an F2F learning component are the (1)distance learning (2)home
schooling if done via distance learning.
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.

Distance Learning Matrix

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Features Resources or household
Modality Member
MDL Self-guided Module Collect , check Facilitator Provide the
learning and return the module and
students output monitoring
ODL Guided by the SLM’s , E- Facilitator Guidance Provide the
teachers during copy, learners
synchronous textbook,PDF materials and
and materials monitoring
asynchronous
TVBI Lesson are TV, Learning Make Guidance Provide the
presented by activity sheets classification, Facilitator learners
TV.students home visitation materials and
were given monitoring
activity sheets
RBI Lesson are Radio, Learning Make Guidance Provide the
presented by activity sheets classification, Facilitator learners
radio.students home visitation materials and
were given monitoring
activity sheets
BL Combination of SLM’s , E- Facilitator, Guidance Provide the
 the four copy, home visitation Facilitator learners
learning textbook,PDF materials and
modalities materials monitoring

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.

Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
ODL Aside from I have strong internet connections, we have
1 a lot of online platform through cp and messenger, by
this , both teacher and students are safe.
TVBI It was started already, and I think they can easily access
2 to the television.
RBI It also good for those students without cellphones and
3 television or other electronic device
BL Online and modular, confusing to students.
4
MDL The teacher will go outside to deliver and retrieve the
5 modules.

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.

Learner Group Targeted Intervention

Learners without parents or household member Home visitation, continuous monitoring
who can guide and support their learning at home through social media, regular communication

Beginning readers (K to 3) Phone call or through messenger, give specific

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. None
tasks that require reading, proper guidance,
provide drill, guided practice
Phone call or through messenger, encourage them
to use modular modality, encourage them to take
advantage of other community resources
Modular distance learning is available,
Home visitation with the help of the brgy. Council
and the BHW’s, guided discussion,
Home visitation with the help of the brgy. Council
and the BHW’s
Home visitation with the help of the brgy. Council
and the BHW’s, guided discussion
None

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?
Answer: Lesson Designing is designing lessons for remote delivery. It is a little more detailed than creating
a lesson that will be delivered in person simply because in person you can read the class and determine if
students understand and then make adjustment.

2. Why is lesson designing important?

Answer: Lesson designing is important because it is the heart of an effective teacher. It is the essential
vitamin for the teachers survival. It provides structure for an essential learning. It helps teacher in
maintaining a standard teaching pattern and does not let the class deviate from the topic.

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

Answer: The 3 elements or components of a well-designed lesson are the following:
1. Objective and Goal- the lesson’s objectives must be clearly defined and in line with the educational
standards.
2. Anticipatory Set/ Direct Instruction- it is important to set the stage of students by tapping into their
prior knowledge and giving the objective of the context. It is the section where you explicitly delineate how
we will present the lessons concept of the students.
3. Guided Practice- Oversee and guide students in practicing what they have learned so far.

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

 Review previous lesson
 Clarify concepts from
previous lesson
 Give the objectives and
Goal need to be met at
the end of the lesson.
 Present connections
between the past and
new lesson
 Present warm up
activities to establish
interest in the new
lesson
 Check learners prior
knowledge about the
new lesson
 Know the student’s
knowledge for giving
the objective clearly. As
a teacher we have to
determine/know how
we will present the
lessons concept to our
students.
 Provides learners
feedback
 Help learners
understand and master
new lesson
 We will guide them to
practice what they
learned from the
lesson’s being tackled.
 Wrap up activities
 Assess wheter lesson
are mastered
 Reinforce what teacher
has taught
 Transfer ideas and
concepts for new
situation

Refer to the list of learning tasks below, and identify which section of the lesson these learning activities can

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 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 presented by placing each task under the
appropriate column.

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.

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:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks Check if already present in the Additional Remarks:
(ex. can be done via voice calls, can be
 SLM facilitated
by a household partner,
can be done via a learning activity sheet, can
be
presented via an internetbased resource, can
be facilitated during a
synchronous learning session, etc.)
Before the Lesson
1. Review previous lesson  Learning activity sheet
2. Clarify concepts from  Voice call
previous lesson
3. Present warm-up  Learning activity sheet
activities to establish interest in
new lesson
4. Check learner’s prior  Learning activity sheet,
knowledge about the new lesson synchronous learning, voice call
5. Present connection

between old and new lesson and Voice call
establish purpose for new lesson Voice call
6. State lesson objectives as 
guide for learners
Lesson Proper
1. Explain, model,  Synchronous learning, learning
demonstrate, and illustrate the activity sheet
concepts, ideas, skills, or
processes that students will
eventually internalize
2. Help learners understand  Synchronous learning, learning
and master new information activity sheet
3. Provide learners with
feedback
4. Check for learners’ Household partner, voice call

understanding
After the Lesson
1. Wrap up activities  Synchronous learning
2. Emphasize key  Learning activity sheet
information and concepts
discussed
3. Ask learners to recall key
activities and concepts discussed
4. Reinforce what teacher  Household partner, voice call
has taught
5. Assess whether lesson has Voice call

been mastered
6. Transfer ideas and Voice call, learning activity sheet
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?
Answer: There are some learning tasks that are not found in the SLM. As a teacher I need to think for a
resolution for me to reach the students and able them to discuss the learning task which is not reflected on
the SLM. There are many ways to do that, there is a social media wherein I will ask the students if we can
have a short meeting using messenger zoom or google meet.

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?
Answer: The best way that we can provide support to both students and parents are through proper and
continuous communication. As a teacher we have to be always available for our students we can
communicate with them using the social media, phone calls,text messages and home visitation.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
Answer: To gather feedback by means of collecting the modules and check every students progress. We can
communicate with them using the social media.

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.
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.

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
How to Adapt the Assessment Method in DL
Method

I will send a three-item quiz via text message before the lesson. Based on the
Example:
responses, I will take note of the common misconceptions and clarify them to
Short quiz
the learners during our online session or via text message.
I will send a three-item quiz via text message before the lesson. Based on the
1. KWL responses, I will take note of the common misconceptions and clarify them to
the learners during our online sessions or via txt messages.
I will used google forms to know the learners knowlegde
2. GAMES
3.SIMULATION I will insert simulation during online class
OF ACTIVITIES
4.SHORT Using google form or any printed materials
QUIZZES
Using social media.
5. INTERVIEW

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?
Answer: The assessment methods that are common are the summative and evaluative assessment.

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

Answer: the challenges in doing assessment in DL is creating or adopting learning assessment tool that are
appropriate, fair, and easily understood by both teachers and students.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Answer: it gives the opportunity to contually chck within the organization to see if an existing tool or
previously developed solution could satisfy the needs.

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.


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 Column B

C 1. These are the knowledge, understanding, skills, and that learners a. learning area attitudes
need to demonstrate in every lesson and/or learning task.
D 2. These are the formative learning opportunities given to learners to b. mode of delivery
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 outputs d. learning tasks
preferred by the learner/parent based on their context.

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:
» 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 Monitoring
(WHLP) Plan (ILMP)
To plan the weekly activities to To monitor the students needs
be done by the teacher and and progress
Purpose students. Set as the guide of
the teacher.
Teacher and students Teacher and students
For Whom?
Subject matter, the schedule, Learning area, learners needs,
Components and the activities of the intervention, learning status
students
yes yes
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.