MODULE 3A:

DESIGNING INSTRUCTION IN THE

DIFFERENT
LEARNING DELIVERY MODALITIES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities
prescribed by the LCP and between the different types of
distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners
as they do independent study at home
4. create an individual learning monitoring plan to keep track
of the progress of learners who lag behind in completing the
prescribed learning tasks

MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different
LDMs
Lesson 3. Guiding and Monitoring Learners in the Different
LDMs
LAC Session 3A

ESTIMATED TIME REQUIRED

18 to 24 hours
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1.
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.

Face to face learning is the traditional kind of learning wherein students and
teachers are able to interact with each other without any distance and
circumstance limitation. In F2F Learning, students are given the chance to talk,
cooperate and learn through the teacher’s actual teaching, providing them the
opportunity to enjoy the school facilities, and they can actually see and interact
with their peers.

Blended Learning, on the other hand, is the type of learning carried out by schools
in the time of pandemic. It is the mixture of online distance learning and face-to-
face interaction. Students will be required to go to school on certain days (if
possible) say twice a week. Class size will be reduced and physical distancing is
observed during face-to-face classes. Students are still supervised by the teachers.
This set-up is recommended for students in higher levels who will need to conduct
lab classes. Another mode of learning delivery for blended learning, is the Modular
Distance Learning, wherein students are provided self-learning modules plus
worksheets that they need to answer for a period of time, and will be assessed for
learning evaluation purposes.

While in Home-Schooling, parent is the main teacher. One must follow a

curriculum or program from a DepEd-accredited homeschool provider.
Instructional materials or modules are provided by the partner organization.
Learning is continuous and not confined inside the classroom. However, you still
need to consider other costs like homeschooling materials, activities, books, and
other expenses related to learning.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook

I think, among the three, home schooling do not have the component of face to face
instruction. Learning really depends on how the parent carry learning for the
student, providing them the things they needed for the learning process.
ACTIVITY 2.
See LDM Module 3A – page 15

Before the Lesson Lesson Proper After the Lesson

Review previous lesson Emphasize key Ask learners to recall key

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

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

MODULAR DISTANCE
1 LEANRING Both students and teacher can have the opportunity to
work on the module and its assessment.

Online Distance Students are obliged to participate in the online class,

Learning although there are risks to mitigate, but I guess,
2 majority of them can afford to buy a gadget needed for
the learning process.

1. Synchronous
distance learning In this context, it is learning that involve live
communication through either chatting online, sitting in
a classroom, or even teleconferencing. It is one of the
most acclaimed distance learning types that are most
suitable for engaging in continuing education
3
programs. Besides that, synchronous learning is
preferable for degree programs that draw attention to
communication such as counselling psychology, nursing,
general education, and general psychology.

4
Asynchronous Again, 'asynchronous' typically means ‘not at the same
distance learning time’. In this regard, it is a type of learning that has a
strict set of deadlines, often a weekly time limit;
however, it allows learners to learn at their own pace. It
is also one of the most popular distance learning types
 because students can communicate with each other
seamlessly through online notice/bulletin boards. 

Electronic learning Electronic learning is one of the most popular distance

learning types, often known as  e-learning, which
enables learners to access course material(s) on a
computer. DVDs, CDs, and different computer-based
5 tools are always used to deliver electronic learning
courses.
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

LEARNER GROUP TARGETED INTERVENTION

Learners without Teachers can intervene through visiting the students who are not lucky enough to
parents or household have someone to facilitate their learning at home, but with the proper
member who can implementation and following of the health standard protocol mandated by the
guide and support Local Government and the IATF.
their learning at
home.

Reading Coordinators can actually design or device a reading intervention for

learners who belong to the frustration level by means of supplying them
reading materials/ resources that would suffice their learning. Also, if
Beginning readers (K
the place is not at-risk with the COVID-19, the teacher can visit the
to 3)
student and provide a reading session, following the health protocol.

Reading Coordinators can actually design or device a reading intervention for

learners who belong to the frustration level by means of supplying them reading
materials/ resources that would suffice their learning. Also, if the place is not at-
Struggling readers
risk with the COVID-19, the teacher can visit the student and provide a reading
(Grades 4-12)
session, following the health protocol

Printed modules are necessary for the learning of these students. See to it that
the self-learning modules adhere to the rules mandated by the Department of
No access to devices
Education, also is complete and precise for their self-learning.
and Internet

Inaccessible (living in Teachers should take time and sacrifice to visit the learners in the far-flung areas,
remote and/or help them understand the value of education and assist them accordingly with
unsafe areas) the proper modality that they deserve.

Indigenous People
Indigenous peoples also have the right to proper education. Making education a
reality for all is an absolute priority. States need to ensure the right to equitable
and inclusive quality education. Inclusive education systems give the possibility to
share different cultures and minds and learn from others for a better
understanding and a brighter future. For our indigenous learners, a thorough
understanding about their unique needs in learning is a paramount requirement.
 The COVID-19 pandemic is having a disproportionate impact on learners with
disabilities who were already experiencing social and educational disadvantage.
Learners with disabilities are also least likely to benefit from distance learning
solutions, as recently noted in a policy brief on ‘Persons with Disabilities and
COVID-19’.
Persons with
Disabilities
Ensuring that all learners with disabilities continue to receive quality education
requires urgent actions that consider their specific needs for accessible, adapted
and individualized learning plans. Blended approaches combining lower tech or
no tech solutions, captioning and sign-language options, and including
integrating remedial classes can better support those who have been excluded
from home-based learning and ensure that social and emotional needs are met

Other? Specify.

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?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

1. What is Lesson Designing or Lesson Planning?

ANS:
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning. Having a carefully constructed lesson plan for
each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your
chance of having a meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and
means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which
everything goes exactly as planned, but one in which both students and instructor learn from each
other.

2. Why is lesson designing important?

Lesson planning is at the heart of being an effective teacher. It is a creative process that
allows us to synthesize our understanding of second language acquisition and language teaching
pedagogy with our knowledge of our learners, the curriculum, and the teaching context. It is a time
when we envision the learning we want to occur and analyze how all the pieces of the learning
experience should fit together to make that vision a classroom reality. There are a number of
benefits to writing a lesson plan. First, lesson planning produces more unified lessons (Jensen, 2001).

It gives teachers the opportunity to think deliberately about their choice of lesson
objectives, the types of activities that will meet these objectives, the sequence of those activities,
the materials needed, how long each activity might take, and how students should be grouped.
Teachers can reflect on the links between one activity and the next, the relationship between the
current lesson and any past or future lessons, and the correlation between learning activities and
assessment practices. Because the teacher has considered these connections and can now make the
connections explicit to learners, the lesson will be more meaningful to them.

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

When you write a lesson plan, you need to consider some key elements to make sure the lesson plan
is focused and designed to meet all of your students' needs. The three components that you should
include in a lesson plan to ensure that it's solid and effective are:
 Learning objectives
 Activities
 Tools to check for understanding

Learning Objectives
You should first identify the learning objectives you wish to address. This can be done by zeroing in
on the topic, asking yourself what you want to see students accomplish by the end of the lesson and
what you want them to be able to do with the information they will learn. Once these objectives
have been established, it's a good idea to rank them in order of importance to help with time
management. If you have a plan in place to identify the concepts that are the most important in your
lesson, you'll know what you can skip if you don't have enough time to cover everything.

Activities
The activities section of your lesson should be the largest section, taking up the most time. You
should plan on using a variety of activities to explain what is being taught in the lesson. With the use
of different learning and teaching activities, you can reach a wide range of learning styles. Activities
should be fun, interactive and should also be applied to real-world situations whenever possible.

Tools to Check for Understanding

This part of the lesson is important for students but also vital for you, as the teacher. This section of
the lesson plan will help you gauge what students will take away from the lesson and how much of it
they were able to retain. In this section, you can include an assessment which can be formal or
informal. Some examples of assessments include asking a series of questions, having a class
discussion, or having students work on short group projects. Any way that you can gauge students'
understanding of a particular lesson is beneficial. In the future, you can plan other lessons based on
the feedback and outcomes you receive from past lessons.

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 key concepts from
previous lesson
Present connection between old
and new lesson and establish
purpose for new lesson
Present warm up activities to
establish interest in the lesson
Check learner’s prior knowledge
about the new lesson
State lesson objectives as guide
for learners
Emphasize key information and
concepts discussed
Explain, model, demonstrate, and
illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize
Help learners understand and
master new information
Transfer ideas and concepts to
new situations
Check for the learner’s
understanding
Ask learners to recall key
activities and concepts discussed
Reinforce what the teacher has
taught
Assess whether the lesson has
been mastered
Wrap up activities
Provide learners with feedback
Reinforce what the teacher has
taught
ACTIVITY 3.
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
ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: GRADE 12- HUMMS CREATIVE WRITING
Lesson/Topic: IMAGINATIVE WRITING vs TECHNICAL WRITING
Learning Objectives:
At the end of this lesson, the learners are expected to:
1. Define and describe imaginative writing;
2. Define and describe technical writing; and
3. Learn the initial steps in writing creatively.

Learning Resources/Materials Needed:

Print Module

Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a
Check if already household partner, can be done
Part of Lesson / Learning Tasks present in the via a learning activity sheet, can
SLM 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  N/A
lesson 
3. Present warm-up activities to N/A
establish interest in new lesson 
4. Check learner’s prior knowledge N/A
about the new lesson 
5. Present connection between old N/A
and new lesson and establish 
purpose for new lesson N/A
6. State lesson objectives as guide 
for learners
Lesson Proper
1. Explain, model, demonstrate, MODULE
and illustrate the concepts, ideas, 
skills, or processes that students MODULE
will eventually internalize 
2. Help learners understand and
master new information  MODULE
3. Provide learners with feedback
4. Check for 
learners’understanding MODULE
After the Lesson
1. Wrap up activities MODULE
2. Emphasize key information and  MODULE
concepts discussed  MODULE
3. Ask learners to recall key
activities and concepts discussed  MODULE
4. Reinforce what teacher has
taught  MODULE
5. Assess whether lesson has been 
 mastered MODULE
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?

Answer:
- I have also used supplementary resources like my personalized answer sheet regarding the topic to
sustain the lessons in the MELCS. I also gave them links from different reliable sites in the internet for
them to have other learning resources about the topic.

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:

- As a teacher, the additional support that I can give is additional activity sheets and reading
materials. Also, encouragement is very important for our learners and parents, so that they
will also strive and do their best in participating with the LDM. I know everything is really hard,
but with proper guidance and monitoring, I know everything will fall into place.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

Answer:
- In modular distant learning the only way is to retrieve the modules for checking and for the teacher
adviser to assess and gather feedback, also with the help of the Thinking Log, which really helps in
monitoring the progress of the learners in their modular activities.
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.

VENN DIAGRAM ON ASSESSMENT: FORMATIVE AND SUMMATIVE

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 but should NOT be used as the basis for
grading.

 Formative Assessment

 Summative Assessment

Assessment of learning to measure of the student met the Performance and content
standards done after the lesson/end of a quarter results enable teachers to describe how well the
students learned the standards/competencies for a given quarter, which are then reflected in the
class record learners may be assessed individually or collaboratively should promote self-reflection
and personal accountability among students about their own learning may be a written work or a
performance task.

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process

evaluations of student comprehension, learning needs, and academic progress during a lesson, unit,
or course. Formative assessments help teachers identify concepts that students are struggling to
understand, skills they are having difficulty acquiring, or learning standards they have not yet
achieved so that adjustments can be made to lessons, instructional techniques, and academic
support.

The general goal of formative assessment is to collect detailed information that can be used to
improve instruction and student learning while it’s happening. What makes an assessment
“formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—
i.e., to inform in-process teaching and learning modifications.

Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit
by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:
o a midterm exam
o a final project
o a paper
o a senior recital

Information from summative assessments can be used formatively when students or faculty use it to
guide their efforts and activities in subsequent courses.
ACTIVITY 6.
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

1.
Five item-formative Send the questions through the different online platforms like messenger
assessment (group chat) and it will be assessed and evaluated during online meetings

2.

Essay Type Assessment Send rubrics as a basis of giving points for their submitted written essay test

1. What assessment methods are common among the group members?

Answer: - Five items formative assessment are common among our groups.

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

- For me the biggest challenge is how to contact all your student to inform them that you have
your assessment for the reason that not all of them have an access in the internet.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

- We can collaborate well and choose among our all method of assessment listed in our notebook.
We come up the best method to use in the Distant Learning.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1.
1. A portfolio mainly displays the academic achievements of the learners.
2. Testimonies of the parents, guardians, and learning facilitators regarding the learner’s
progress maybe included in the portfolio
3. There is a fixed list of items that should be included in the portfolio
4. The teacher can only comment on the student’s portfolio.
5. For asynchronous learning, teachers allow learners to work on their outputs during their
own time.

ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read
the guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see
how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Provides lesson plan preparation To be utilized to monitor learner

for the basic education
Purpose
It indicates the necessity of lesson
planning as a critical part of the
“Teaching and Learning” process
progress based on the given
intervention strategies;
Serve as data feedback for learners

learners
For Whom?
Teachers

 What should be taught  Learners needs

 How should it be taught  Intervention strategies
 How should learning be  Monitoring date
Components
assessed  Learner’s status
 Insignificant progress
 Significant progress
 Mastery

Has to be communicated yes definitely

to parents?