MODULE

3a
Different Instruction in the
Different Learning Delivery
Modalities
Lesson 1: Understanding the Different LDMs

Activity 01:

Do a quick check of your knowledge of the four modalities 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.

 Face-to-face Learning – a kind of learning process that needs to have a physical

interaction between the teacher and the students.

 Distance Learning – a kind of learning modality wherein the teacher and the
students and there is no physical interaction

 Blended Learning –another form of learning process that the traditional and
distance learning are being combined.
 Homeschooling – form of education occur at home. It is usually facilitated by
parents and online teacher.

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.

The LDMs that does not apply face-to-face learning are the distance learning,
homeschooling and blended learning – wherein the latter adopted the three distance
learning types namely: the modular distance learning, online distance learning and
TV/Radio based instructions.

Activity 02:
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 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.

Role of
Distance
Distinguishi Essential Role of Parent or Role of
Learning
ng Feature Resources Teacher Household School
Modality
Member
Modular Modular Learners shall Monitoring Support Primary
Distance Distance be provided Evaluating System/ source of
Learning Learning with the set of Assessing Household all
(MDL) refers to a SLMs, as well Partner Learning
learning as textbooks/ Materials
delivery that learners’ on the
is in the form materials different
of (LMs). The delivery
individualize SLMs may be modalitie
d instruction provided in s
where print for those
learners use without
self-learning devices at
modules home. The
(SLMs) in SLMs in digital
print or form such as
digital electronic copy
format, (e-copy) and
whichever is PDF stored in a
applicable in CD/DVD/USB
the context of flash drive/pen
 the learner, drive, or
with the courseware to
guidance of be uploaded in
any member the DepEd
of the family portal, shall be
or other provided to
stakeholder learners with a
in the laptop, desktop
community computer or
trained to any available
serve as digital device.
learning Learners may
facilitators. be provided
copies of video
lessons in flash
drive or CD.

Online Online The learning Monitoring Support Primary

Distance Distance resources to be Evaluating System/ source of
Learning Learning used are, but Assessing Household all
(ODL) refers to a not limited to Partner Learning
learning the following; Materials
delivery SLMs for on the
modality Alternative different
where the Delivery Modes delivery
teacher (ADM), modalitie
facilitates textbooks, s
learning and primer lessons,
engages activity sheets,
learners’ teacher-made
active videos and
participation supplementary
using various materials, and
technologies open
connected to educational
the internet resources
while they are (OERs). SLMs
geographicall and primer
y remote from lessons shall be
each other. converted into
The internet different digital
is used to forms such as
facilitate interactive
learner- lessons or
teacher, electronic
learner- books (e-book)
content and and shall be
peer-to-peer available
interaction. through the
Online DepEd
learning may Learning
be through a Resources
synchronous Portal, DepEd
or Commons
asynchronous and/or
platform; it different
requires both DepEd
teacher and recognized
learners to learning
have good management
and stable systems.
internet
connection.
This is
 practiced
effectively by
using a
Learning
Management
System (LMS)
or related
technologies.
The use of
DepEd
Commons
and LR
Portals falls in
this category
as both
require
internet
connectivity
to have
access.

TV-Based TV-Based TV/RBI shall Monitoring Support Primary

Instruction instruction/ be Evaluating System/ source of
(TVBI)/ Radio-based implemented Assessing Household all
Radio- instruction in areas with Partner Learning
Based refers to the access to Materials
Instruction use of Television on the
television or Networks different
radio and/or radio delivery
programs on stations with modalitie
channels or programs s
stations dedicated to
dedicated in deliver the
providing DepEd
learning TV/Radio-
content to based lessons.
learners as a Schools shall
form of provide the
distance learners, as
education. well as their
This may not parents/guardi
be considered ans/learning
as a sole facilitators the
learning broadcast
delivery schedule of
modality as it lessons.
is usually Learners shall
combined be directed to
with face-to- watch an
face learning educational TV
or other program
forms of facilitated by
distance DepEd. The
learning such duration of
as modular every lesson
distance episode shall
learning or depend on the
online complexity and
distance length of the
learning. modules based
on the targeted
learning
competencies
and the
 allowable
airtime agreed
upon by the
DepEd.

It is a Combination Monitoring Support Primary

combination of all the Evaluating System/ source of
of all the different Assessing Household all
different learning Partner Learning
Blended
learning modality Materials
Distance
delivery learning on the
Learning
modalities as materials. different
prescribe by delivery
LCP. modalitie
s

Activity 03:

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 most 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 t implement)
1 BL It is the easiest for students
can learn alone and at
times ask the guidance of
 their teachers. It also uses
the least amount of
resources for it use half
internet and half module.

It is one of the easiest to

implement since students
will learn on their own, but
it will take a lot of
2 MDL resources to print all the
modules for the student.
Some even have a hard
time studying on their
own.
It is the most viable of all
since those who have
internet connection will be
3 ODL able to learn but it is only
on the middle because not
all are fortunate to have an
internet connection.
Second to the hardest
because it will take a lot of
4 TVBI time and resources for
broadcasting different
lessons every day.
It is the hardest for there
are students who prefer to
5 RBI
see visual lessons than
listening.
Activity 04:

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  Continuous monitoring

who can guide and support their learning at through house-to-house visit if
home. possible
 Regular communication

Struggling Readers (Grades 4-12)

  Encourage them to use modular
modality.
 Encourage them to take
advantage of other community
resources.
 Independent learning.

 Home visitation but with safe

and healthy protocol
 Ask the help of the barangay
No access to devices and internet officials and other members of
the community who have the
means to help deliver the
modules.

Others? Specify. 

Lesson 2: Designing Lessons and Assessments in the Different LDMs

Activity 01:

Read DO 42, s 2016 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

• 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 actities 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?)

Activity 02:

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  Explain, model,  Wrap-up activities

 demonstrate, and
 Clarify concepts from illustrate the concepts,  Emphasize key
previous lesson ideas, skills, or processes information and
that students will concepts discussed
 Present warm-up eventually internalize
activities to establish  Ask learners to recall
interest in new lesson  Help learners key activities and
understand and master concepts discussed
 Check learner’s prior new information
knowledge about the  Reinforce what teacher
new lesson  Provide learners with has taught
feedback
 Present connection  Assess whether lesson
between old and new  Check for learners’ has been mastered
lesson and establish understanding
purpose for new lesson  Transfer ideas and
concepts to new
 State lesson objectives situations.
as guide for learners

Activity 03:

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 that are accomplished after the lesson is
delivered:
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Activity 04:

Read the hand-out 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): Modular Learning Delivery

Grade Level and Learning Area: Grade 8 – MAPEH (PE)
Lesson/Topic: Basketball
Learning Objectives: identify the nature and background of the sport
Learning Resources/Materials Needed: SLMs, Module, LAS
Check if
already
Additional Remarks:
Part of Lesson/Learning Tasks present
in the
SLM
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 / Pre-test
 about the new lesson
5. Present connection between old and
/ SLMs/Activity Sheet
new
6. State lesson objective as guide for
/ SLMs
learners
Lesson Proper
1. Explain, model, demonstrate, and
illustrate the concepts, ideas, skills, or
/ SLMs
processes that students will eventually
internalize
2. Help learners understand and master
/ via video
new information
House-to-house visit (if
3. Provide learners with feedback /
possible)
4. Check for learners’ understanding / via activity sheets
After the Lesson
1. Wrap up activities / SLMs, activity sheets
2. Emphasize key information and
/
concepts discussed
3. Ask learners to recall key activities
/
and concepts discussed
4. Reinforce what teacher has taught / via household partners
5. Assess whether lesson has been
/ via activity sheets
mastered
6. Transfer ideas and concepts to new
/ SLMs
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.

Activity 05:

Assessment is always a part of designing instruction. Read the DO 8, s 2015 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.

Fomative Assessment Summative Assessment

Learners may
Ongoing and flexible evaluation Fixed Assessment
be assessed
Incorporated to the lesson Comes at the end of lesson or
individually
Informal process or course
Formal process highly structured
Focuses on the individual collaborativel
performance y Normalizes scores for comparison
Produces feedback against a standard
Opens communication and focusses Produces a good evaluates the end
on growth result, not the process
Activity 06:

There are various methods of assessments. Read Table 2 of DO, s 2015 on Policy
Guidelines on Classroom Assessment to see such 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.

Assessment
How to Adapt the Assessment Method in DL
Method
15 items formative give the 5 items formative assessment through the leader of
assessment every group and it will corrected by the end of the week.
Essay type
Give the rubrics of the essay and I will tell them to achieve the
assessment 5
standard given to get high grade.
points

Activity 07:

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 teacher
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
Activity 01:

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 attitudes
a. learning area
that learners need to demonstrate in
every lesson and/or learning task.
__D_2. These are the formative
learning opportunities given to
learners to engage them in the b. mode of delivery
subject matter and to enhance their
understanding of the content.
__A__3. This refers to the prescribed c. learning
subject that learners take. competencies
__B__4. This refers to the method of d. learning tasks
submission of learning outputs
 preferred by the learners/parent
based on their context.
Activity 02:

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-Cl-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.

Weekly Home Learning Plan

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

Learning Learning Learning

Day & Time Mode of Delivery
Areas Competency Tasks
6:00 – 7:30 Wake up! Make up your bed and get ready for a good day!
Monday
Naillapat ang
kahulugan ng Araling
ekonomiks sa pang Panlipuna Personal
Araling ara-araw na n Module submission by the
7:30 – 10:00
Panlipunan pamumuhay bilang 1, Lesson 1 parent to the
isng mag-aaral, at Quarter I, teacher in school
kasapi ng pamilya at Week 1
lipunan
10:20 – 12:00 Edukasyon sa Natutukoy ang mga EsP Personal
Pagpapakatao element ng Module 1, submission by the
kabutihang panlahat Lesson 1 parent to the
Nakapagsusuri ng and teacher in school
mga halimbawa ng Lesson 2
pagsasaalang-alang Quarter I,
sa kabutihang Week 1
panlahat sa pamilya,
 paaralan,
pamayanan o
lipunan
Nasusui ang mga
pangyayari, at ang Filipino
Personal
kaugnayan nito sa Module 1,
submission by the
1:00 – 2:00 Filipino kasalukuyan sa Lesson 1
parent to the
lipunang asyano Quarter I,
teacher in school
batay sa Week 1
napakinggang akda
English English
Express permission, Personal
Module 1,
obligation, and submission by the
2:00 – 3:00 Lesson 1
prohibition using parent to the
Quarter I,
modals teacher in school
Week 1
Tuesday
Coordinate the
parents for the
time, date and
place of the
Express permission, English retrieval of
obligation, and Module 1: modules for
7:30 – 10:00 English
prohibition using Lesson 1: checking.
modals Week 1
Monitor pupils’
progress through
different means of
communication.
10:20 – 12:00 Math Illustrate quadrativ Math Coordinate the
equation Module 1: parents for the
Lesson 1: time, date and
Solves quadratic Week 1 place of the
equations by: (a) retrieval of
 modules for
extracting roots; (b)
checking.
factoring; (c)
completing the
Monitor pupils’
square; and (d)
progress through
us8ing the quadratic
different means of
formula
communication.
Coordinate the
parents for the
time, date and
Describes the
place of the
musical elements of Mapeh
retrieval of
selected vocal and (Arts)
modules for
1:00 – 2:00 MAPEH (Arts)) instrumental music Activity
checking.
of medieval, Sheet
renaissance, and Week 1
Monitor pupils’
baroque music
progress through
different means of
communication.
Synchronous
2:00 – 3:00
Meeting
Wednesday
7:30 – 10:00 Filipino Nasusui ang mga Filipino Coordinate the
pangyayari, at ang Module 1: parents for the
kaugnayan nito sa Lesson 1: time, date and
kasalukuyan sa Week 1 place of the
lipunang asyano retrieval of
batay sa modules for
napakinggang akda checking.

Monitor pupils’
progress through
different means of
 communication.
Coordinate the
parents for the
time, date and
Describes the
Mapeh place of the
musical elements of
(P.E & retrieval of
selected vocal and
MAPEH (P.E & Health) modules for
1:00 – 2:20 instrumental music
Health) Activity checking.
of medieval,
Sheet
renaissance, and
Week 1 Monitor pupils’
baroque music
progress through
different means of
communication.
Synchronous
2:20 – 3:00
Meeting
Thursday
Coordinate the
parents for the
time, date and
Nasusui ang mga
place of the
pangyayari, at ang
Filipino retrieval of
kaugnayan nito sa
Module 1: modules for
10:20 – 12:00 Filipino kasalukuyan sa
Lesson 1: checking.
lipunang asyano
Week 1
batay sa
Monitor pupils’
napakinggang akda
progress through
different means of
communication.
1:00 – 2:20 Araling Naillapat ang AP Coordinate the
Panlipunan kahulugan ng Module 1: parents for the
ekonomiks sa pang Lesson 1: time, date and
ara-araw na Week 1 place of the
pamumuhay bilang retrieval of
 modules for
checking.
isng mag-aaral, at
kasapi ng pamilya at Monitor pupils’
lipunan progress through
different means of
communication.
Synchronous
2:20 – 3:00
Meeting
Friday
Coordinate the
Natutukoy ang mga
parents for the
element ng
time, date and
kabutihang panlahat
place of the
Nakapagsusuri ng
ESP retrieval of
mga halimbawa ng
Module 1: modules for
7:30 – 10:00 ESP pagsasaalang-alang
Lesson 1: checking.
sa kabutihang
Week 1
panlahat sa pamilya,
Monitor pupils’
paaralan,
progress through
pamayanan o
different means of
lipunan
communication.
10:20 – 12:00 Araling Naillapat ang AP Coordinate the
1:00 – 1:30 Panlipunan kahulugan ng Module 1: parents for the
ekonomiks sa pang Lesson 1: time, date and
ara-araw na Week 1 place of the
pamumuhay bilang retrieval of
isng mag-aaral, at modules for
kasapi ng pamilya at checking.
lipunan
Monitor pupils’
progress through
different means of
 communication.
Homeroom
1:30 – 2:20
Guidance

Synchronous
2:00 – 3:00
Meeting

Saturday
Suggested
Activities
7:30 – 10:00 pagkatapos ng
mga gawain sa
modyul
Pagsasanay sa
10:20 – 12:00 pagbabasa at
pagsusulat
1:00 – 3:00 Paghahanda ng Portfolio

Activity 03:

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-Cl-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 (WHLP) Monitoring Plan (ILMP)
A tool or plan that guide
the teachers, the learners as
well as household A tool or plan to monitor
Purpose facilitator in tracking learners who lag based on the
learners’ subject areas and result of their assessments.
activities to be tackled and
performed at home.
For whom? Teachers, learners and Teachers, parents, or
 parents or household
household partner
partners
Subject areas, learning
Learner’s status, learner’s
Components competencies, learning
need for intervention
tasks, mode of delivery
Has to be
communicated to the Yes Yes
parents?

Activity 04:

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 has 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: Sixto M. Juan Jr.

Grade Level and Section: 10
Learner’s Status
Intervention Insigni Signific
Learning Monitori
Learner’s Need Strategies ficant ant Maste
Area ng Date
Provided Progres Progre ry
s ss
MAPEH Demonstrates Oct. 8, 
understanding of - make the 2020
20th century activity
music styles and depending on
characteristics the capacity of
 the student

-give more
features activity about
the topic so that
the retention
would be there.

Learner is not making significant progress in a timely manner.

Intervention Intervention strategies needs to be revised.

Learner is making significant progress. Continue with the learning
Status
plan. 
Learner has reached mastery of the completion of learning plan.