Module 3A

Lesson 1

Activity 1

1. Face-to-Face F2F Learning: is a kind of learning modality in which there is a physical presence
between the teacher and the learner in one learning environment. Learner-centered activities can be
done through this learning modality and the teacher can give feedback immediately.

2. Distance Learning: is a kind of learning modality wherein the learner is given a task and activities
through the module, flash drive, or online. The learner will answer those tasks in their home with
guidance from their teacher on clarifying some instructions about the task they have given. They can
submit the output online or the teacher himself or herself can collect it. The teacher can arrange
possible ways to collect the output of the learners

3. Blended Learning: is a kind of learning modality in which it is a combination of face-to-face and

distance learning. The teacher can create their own ways to provide tasks or activities that are suitable
for the learning environment of their leaner.

4. Home Schooling: is a kind of learning modality wherein the learning environment of the learner is
their home or out of the school environment. In this learning modality, the learner is learning from
home through the help of their parents, friends, or private tutors. The learner is given tasks and
activities based on what topic they have in their school.

Which of the LDMs does not have a face-to-face learning environment?

* Distance Learning

* Home Schooling if done in an online or modular approach

Activity 2

Distance Learning Matrix

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household Member
Modality

Modular individualized self-learning supervise and guiding and provide a proper

Distance instruction modules (printed give attention to supporting the schedule for
Learning where learner or in digital form) those slow learner teacher and their
use self- learner learner
learning
modules

Online Distance active an internet facilitate the guide and finds a concern about
Learning participation connection and learning good place for their school-related
using various DEPED LR portals materials to be children to study task and matters
technologies use and the
connected to online class itself
the internet

TV-Based use television television and provides and guide and provides provide materials
Instruction channels or cable explain the needed if possible
cable information materials
providing about the
distance content through
learning television

Radio-Based use radio radio and channel provides and guide and provides provide materials
Instruction broadcasting explain the needed if possible
providing information materials
distance about the
learning content through
radio

Blended Distance combination self-learning identify possible make contact with identifies proper
Learning of all distance modules, internet learning the teacher to ask learning materials
learning connection, and materials that about instruction on to be used by the
modality DEPED LR portal are accessible the learning task teacher
for every learner
in their learning
environment

Activity 3

Ranking (1 to 5, from easiest to Type of DL Why?

hardest to implement)

1 Modular Distance Learning the modular approach is much

easy to use but expensive after
all because of printing

2 Blended Distance Learning the preparation for the materials

is not that easy as it is a
combination of both

3 Online Distance Learning the online approach is not easy

to use because of the poor

4 Radio-Based Instruction
5 TV-Based Instruction
Activity 4
Learner Group
Learners without parents or household member
who can guide and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4 to 12)
No access to devices and internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
internet connection
when it comes to radio it's not
easy to find a good radio
connection for a learner
it is not easy to find a good
channel and to provide television
Targeted Intervention
provide a schedule in which the teacher can go to
the house of the learner and talk to them
personally about the task or module but with
proper consultation to the school administrator
and following health safety standards
teachers can seek help from the parents to
monitor and guide their child when it comes to
reading activities but also with the remediation of
the teacher
teachers can provide reading materials in which it
can help to boost the reading comprehension of
the learner but with proper step by step process
for the learner to be able to understand
teachers and school administrators can seek help
from their community to those who have spare
gadgets that can be used by the learner.
teachers can seek help from barangay officials or
SK officials to help them reach those learners that
are in the remote areas or unsafe areas by giving
them modular learning materials
teachers can seek help again to barangay officials
or SK officials to have a schedule to those
indigenous people or learner so that the teacher
can talk to them one by one and to explain to
them what are they going to do
teachers can communicate with the parents so
 that they can manage to provide possible
remediation for that disabled learner

Others? Specify. N/A

Lesson 2

Activity 1

1. What is lesson designing or lesson planning?

Lesson planning or lesson designing is the teacher's roadmap of what students need to learn and
how it will be done effectively during class time. Then, you can design appropriate learning activities and
develop strategies to obtain feedback on student learning. In addition, the teacher can formulate proper
learning objectives and outcomes to observe from their learner so that it can be SMART (Specific,
Measurable, Attainable, Realistic, and Time-Bound).

2. Why is lesson designing important?

Lesson designing helps to ensure that:

* Lessons are specific to be tackled

* The objective will be attainable

* Learning outcomes can be met

* Learning activities are realistic and localized

* Lesson can be finished on time

* Met the needs of the learner

3. What are the 3 elements or components of well-designed lessons?

* Well estate learning objectives and learning

* Properly organized and logically sequence of process, materials, and activities to be used in the lesson

* Immediate feedback to learners answer and always give encouraging words to them. Moreover, it
needs proper assessment activities and tasks.

Activity 2

Before the Lesson Lesson Proper After the Lesson

1. Review the previous lesson. 1. Explain, model, demonstrate, 1. Wrap up activities.

 Before the Lesson Lesson Proper After the Lesson

2.Clarify concepts from the and illustrate the concepts, ideas, 2. Emphasize key information
previous lesson. skills, or processes that students and concepts discussed.
will eventually internalize.
3.Present warm-up activities to 3. Ask learners to recall key
establish interest in the new 2. Help learners understand and activities and concepts
lessons. master new information. discussed.

4.Check the learner’s prior 3. Provide learners with 4. Reinforce what the teacher
knowledge about the new feedback. has taught.
lesson.
4. Check for learners’ 5. Assess whether the lesson
5.Present connection between understanding. has been mastered.
old and new lessons and
6. Transfer ideas and concepts
establish a purpose for new
lessons. to new situations.

6. State lesson objectives as a

guide for learners

Activity 3

Components of the DLL/DLP

I. Objectives

II. Content

III. Learning Materials and Resources

IV. Procedures

V. Remarks

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.

Activity 4

Part of Lesson/ Learning tasks
Check if already present in the Additional Remarks:
SLM
(ex. can be done via voice calls,
can be facilitated by a
household partner, can be
done via 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 the previous lesson Can be facilitated during a

synchronous learning session.
2. Clarify concepts from the
previous lesson.

3. Present warm-up activities to

establish interest in new lessons.

4. Present a connection between

old and new lessons and establish
a purpose for new lessons.

5. State lesson objectives as a

guide for learners.

Lesson Proper

1. Explain, model, demonstrate, Can be presented via an

and illustrate the concepts, ideas, internet-based resource
skills, or processes that students
will eventually internalize.

2. Help learners understand and

master new information.

3. Provide learners with feedback.

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

4. Check for learners’

understanding.

After the lesson

1. Wrap up activities. Can be done via a learning

activity sheet
2. Emphasize key information and
concepts discussed.

3. Ask learners to recall key

activities and concepts discussed.

4. Reinforce what the teacher has

taught.

5. Assess whether the lesson has

been mastered.

6. Transfer ideas and concepts to

new situations.

Answer the following questions:

1. A remediation program that will help the teacher to find learners' weaknesses and how to possibly
resolve it. Proper remediation may help to strengthen learners' capabilities mostly those who are slow
learners in order for them to be productive.

2. For the learner I must ensure that I prepare proper learning materials that are suitable in their
learning environment so that they can relate to it precisely. I also must give priority to that learner who
is being left behind. As for a household partner, I must communicate with them to make a plan on how
to make an improvement when it comes to distributing information to the learner.
3. We have a different type of assessment that can be used to assess the performance and also gave
feedback to our learners. It is a matter of proper usage of assessment materials that are fitted to the
needs of the learner.

Activity 5

Activity 6

Assessment Method How to Adapt the Assessment Method in DL

Example: I will give 5 questions about the topic I gave

them and then I will make some adjustment if
Assessment Method How to Adapt the Assessment Method in DL

Short Quiz there are many failing learners

Games I will use brainstorming games so that the

learner's attention may build up and that they
can focus more on the task.

Interview I will give students an online activity or online

application wherein they can explore it and
relate it to the topic.

Pre-test I will send a ten-item pre-test via text message so

that I can see who among my learners didn't
understand the lesson

Evaluation I will give them a task using available materials in

their house related to the topic for example
making a brochure on what they have learned it
can be printed or handwritten it depends on how
creative it will be.

Post-test I will send a ten-item post-test via message so

that I can make remediation for that learner who
didn't pass the test.

1. Games, Pre-test, and Evaluation are common among group members.

2. There are many challenges in accessing using DL for example poor internet connection and for those
who are in remote areas, it is hard to know if they really understand the lesson.

3. Proper consideration of the status of the learner may help to face those challenges and also the
patience while collecting learning modules in remote areas.

Activity 7

Questions True False

1. A portfolio mainly displays the

academic achievements of the
learners.
 Questions True False

2. Testimonies of parents/
guardians and learning facilitators
regarding the learner’s progress
may be included in the 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 Activity 1

Answers:

1. C

2. D

3. A
4. B

Activity 3

Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)

Purpose A tool to guide learners and A tool for monitoring learners

make remediation for who are being left behind and
strengthening their skills, needs special consideration.
vocabulary, and
comprehension.

For Whom? Learners, Parents or guardians, Teachers, Parents or Guardians

and teachers

Components Learning Area, Learning Learner’s status, enhancement

competencies, learning tasks, program, monitoring date, and
and mode of delivery learner’s needs.

Has to be communicated to Yes Yes

parents?

Activity 4

Individual Learning Monitoring

Learner’s Name:      

Grade Level:      

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Learner’s Name:      

The learner is not making significant progress in a timely manner. Intervention

strategies need to be revised. ☐
Intervention
Status The learner is making significant progress. Continue with the learning plan. ☐
The learner has reached mastery of the competencies in the learning plan. ☐