STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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

Prepared by:

MARK RAYMOND T. DOMINGO

Filipino Teacher
 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

Distance Learning

Blended Learning

Homeschooling

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

Distance Learning and Blended Learning

ACTIVITY 2
See LDM Module 3A – page 15

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)

2
 3

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 parents or
household member who can
guide and support their
learning at home.

Beginning readers (K to 3)

Struggling readers (Grades 4-

12)

No access to devices and

Internet

Inaccessible (living in remote

and/or unsafe areas)

Indigenous People

Persons with Disabilities

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?




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

  









 

 

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

Additional Remarks:
Check if (ex. can be done via voice calls, can
alread be facilitated by a household
Part of Lesson / Learning Tasks partner, can be done via a
y
present learning activity sheet, can be
in the presented via an internet based
SLM 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. Check learner’s prior knowledge about the 
new lesson
5. Present connection between old and new lesson and 
establish purpose for new lesson
6. State lesson objectives as guide for learners 
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’ understanding 
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. Reinforce what teacher has taught 
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?

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

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.

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. KWL ACTIVITIES

2. Open ended
Questions

3. Recitation

4. Short Quiz

5. Games

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

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

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

ACTIVITY 7
QUESTIONS TRUE FALSE



LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1
1. C
2. D
3. A
4. B

ACTIVITY 2

PLEASE SEE LAST PART OF THE STUDY NOTEBOOK.

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 Individual Learning

Plan Monitoring Plan
(WHLP) (ILMP)

a. a.
b. b.
c. c.
d. d.
e.
f.
g.
 ACTIVITY 4

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:
Grade Level: GRADE 8

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Filipino Did not Supplementa October 2nd
answered l Activities, week
all the Consultation 
questions

Mathematics Scored Supplement October 2nd

below al Activities, week
average Consultation


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.
 SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning Weekly

Home Learning Plan for Grade 8

Week 1, Quarter 1, October 5 - 8, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

6:00 - 6:30 Wake up early, make up your bed, eat breakfast, and get ready for learning!

6:30 - 7:00 Have a short exercise/meditation/bonding with family.

MONDAY

7:00 - 8:00 FILIPINO Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga Module 1-4 SYNCHRONOUS LEARNING
karunungang-bayan sa mga pangyayari sa tunay na buhay sa
Quarter I, Week 1
kasalukuyan.
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na
pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko
ayon sa: -kasingkahulugan at kasalungat na kahulugan.
Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na
angkop sa kasalukuyang kalagayan.
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong,
salawikain, sawikain o kasabihan (eupemistikong pahayag).
8:00 - 9:00 FILIPINO Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga Worksheet 1, ASYNCHRONOUS LEARNING
karunungang-bayan sa mga pangyayari sa tunay na buhay sa Quarter I, Week 1
kasalukuyan.
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na
pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko
ayon sa: -kasingkahulugan at kasalungat na kahulugan.
Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na
angkop sa kasalukuyang kalagayan.
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong,
salawikain, sawikain o kasabihan (eupemistikong pahayag).
9:00 –10:00 FILIPINO Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga Worksheet 2, ASYNCHRONOUS LEARNING
karunungang-bayan sa mga pangyayari sa tunay na buhay sa
Quarter I, Week 1
kasalukuyan.
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na
pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko
ayon sa: -kasingkahulugan at kasalungat na kahulugan.
Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na
angkop sa kasalukuyang kalagayan.
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong, salawikain,
sawikain o kasabihan (eupemistikong pahayag).
10:00-10:30 RECESS

10:30 – 11:30 FILIPINO Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga Worksheet 3, ASYNCRHONOUS LEARNING
karunungang-bayan sa mga pangyayari sa tunay na buhay sa Quarter I, Week 1
kasalukuyan.
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na
pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko
ayon sa: -kasingkahulugan at kasalungat na kahulugan.
Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na
angkop sa kasalukuyang kalagayan.
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong,
salawikain, sawikain o kasabihan (eupemistikong
pahayag).
11:30-12:30 FILIPINO Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga Worksheet 4, ASYNCHRONOUS LEARNING
karunungang-bayan sa mga pangyayari sa tunay na buhay sa
Quarter I, Week 1
kasalukuyan.
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na
pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko
ayon sa: -kasingkahulugan at kasalungat na kahulugan.
 Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na
angkop sa kasalukuyang kalagayan.
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong,
salawikain, sawikain o kasabihan (eupemistikong
pahayag).
12:30-1:30 LUNCH BREAK

1:30-2:30 ARALING Nasusuri ang katangiang pisikal ng daigdig. Module 1-4 SYNCHRONOUS LEARNING
PANLIPUNAN
Quarter I, Week 1

2:30-3:30 CONSULTATION

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

TUESDAY

7:00 - 8:00 ENGLISH Determine the meaning of words and expressions that reflect the local Module 1-4 SYNCHRONOUS LEARNING
culture by noting context clues.
Quarter I, Week 1
Use conventions in citing sources.
Use modal verbs, nouns and adverbs appropriately.
Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to begin
with, in conclusion; clarifying - for instance, in fact, in addition).
Use a range of verbs, adjectives and adverbs to convey emotional
response or reaction to an issue to persuade.
8:00 - 9:00 ENGLISH Determine the meaning of words and expressions that reflect the local Worksheet 1, ASYNCHRONOUS LEARNING
culture by noting context clues. Quarter I, Week 1
Use conventions in citing sources.
Use modal verbs, nouns and adverbs appropriately.
Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/
 concessional - otherwise, in that case, however; sequential - to begin
with, in conclusion; clarifying - for instance, in fact, in addition).
Use a range of verbs, adjectives and adverbs to convey emotional
response or reaction to an issue to persuade.

9:00 –10:00 ENGLISH Determine the meaning of words and expressions that reflect the local Worksheet 2, ASYNCHRONOUS LEARNING
culture by noting context clues.
Quarter I, Week 1
Use conventions in citing sources.
Use modal verbs, nouns and adverbs appropriately.
Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to begin
with, in conclusion; clarifying - for instance, in fact, in addition).
Use a range of verbs, adjectives and adverbs to convey emotional response
or reaction to an issue to persuade.
10:00-10:30 RECESS

10:30 – 11:30 ENGLISH Determine the meaning of words and expressions that reflect the local Worksheet 3, ASYNCRHONOUS LEARNING
culture by noting context clues. Quarter I, Week 1
Use conventions in citing sources.
Use modal verbs, nouns and adverbs appropriately.
Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to begin
with, in conclusion; clarifying - for instance, in fact, in addition).
Use a range of verbs, adjectives and adverbs to convey emotional
response or reaction to an issue to persuade.
 11:30-12:30 ENGLISH Determine the meaning of words and expressions that reflect the local Worksheet 4, ASYNCHRONOUS LEARNING
culture by noting context clues.
Quarter I, Week 1
Use conventions in citing sources.
Use modal verbs, nouns and adverbs appropriately.
Identify and use signals that indicate coherence (e.g. additive - also,
moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to begin
with, in conclusion; clarifying - for instance, in fact, in addition).
Use a range of verbs, adjectives and adverbs to convey emotional
response or reaction to an issue to persuade.
12:30-1:30 LUNCH BREAK

1:30-2:30 ARALING Nasusuri ang katangiang pisikal ng daigdig. WORKSHEET 1-2 ASYNCHRONOUS LEARNING
PANLIPUNAN
Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at Quarter I, Week 1
mamamayan sa daigdig.
2:30-3:30 CONSULTATION

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

WEDNESDAY

7:00 - 8:00 SCIENCE Investigate the relationship between the amount of force applied and the Module 1-4 SYNCHRONOUS LEARNING
mass of the object to the amount of change in the object’s motion.
Quarter I, Week 1
Infer that when a body exerts a force on another, an equal amount of
force is exerted back on it.
Identify and explain the factors that affect potential and kinetic energy.
Investigates the effect of temperature to the speed of sound.
Explain the hierarchy of colors in relation to the energy of visible light.
Differentiate between heat and temperature at the molecular level.
 8:00 - 9:00 SCIENCE Investigate the relationship between the amount of force applied and the Worksheet 1, ASYNCHRONOUS LEARNING
mass of the object to the amount of change in the object’s motion. Quarter I, Week 1

9:00 –10:00 SCIENCE Infer that when a body exerts a force on another, an equal amount of Worksheet 2, ASYNCHRONOUS LEARNING
force is exerted back on it.
Quarter I, Week 1

Identify and explain the factors that affect potential and kinetic energy.

10:00-10:30 RECESS

10:30 – 11:30 SCIENCE Investigates the effect of temperature to the speed of sound. Worksheet 3, ASYNCRHONOUS LEARNING
Quarter I, Week 1

11:30-12:30 SCIENCE Explain the hierarchy of colors in relation to the energy of visible light. Worksheet 4, ASYNCHRONOUS LEARNING
Differentiate between heat and temperature at the molecular level. Quarter I, Week 1

12:30-1:30 LUNCH BREAK

1:30-2:30 ARALING Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at Worksheet 3-4 ASYNCHRONOUS LEARNING
PANLIPUNAN mamamayan sa daigdig. Quarter I, Week 1
Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko.
2:30-3:30 CONSULTATION
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

THURSDAY

7:00 - 8:00 MATHEMATICS Factors completely different types of polynomials (polynomials with Module 1-4 SYNCHRONOUS LEARNING
common monomial factor, difference of two squares, sum and difference
Quarter I, Week 1
of two cubes, perfect square trinomials, and general trinomials).
Solves problems involving factors of polynomials.
Illustrates rational algebraic expressions.
Simplifies rational algebraic expressions.
Performs operations on rational algebraic expressions.
Solves problems involving rational algebraic expressions.
8:00 - 9:00 MATHEMATICS Factors completely different types of polynomials (polynomials with Worksheet 1, ASYNCHRONOUS LEARNING
common monomial factor, difference of two squares, sum and difference Quarter I, Week 1
of two cubes, perfect square trinomials, and general trinomials).

9:00 –10:00 MATHEMATICS Solves problems involving factors of polynomials. Worksheet 2, ASYNCHRONOUS LEARNING
Illustrates rational algebraic expressions. Quarter I, Week 1

10:00-10:30 RECESS

10:30 – 11:30 MATHEMATICS Simplifies rational algebraic expressions. Worksheet 3, ASYNCRHONOUS LEARNING
Quarter I, Week 1
 11:30-12:30 MATHEMATICS Performs operations on rational algebraic expressions. Worksheet 4, ASYNCHRONOUS LEARNING
Solves problems involving rational algebraic expressions. Quarter I, Week 1

12:30-1:30 LUNCH BREAK

1:30-2:30 ESP Nakikilala ang sariling gusto, interes, potensyal, kahinaan, Module 1-4 SYNCHRONOUS LEARNING
damdamin/emosyon. Quarter I, Week 1

2:30-3:30 CONSULTATION

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

FRIDAY

7:00 - 8:00 TLE Identify caregiving tools, equipment, and paraphernalia applicable to a Module 1-4 SYNCHRONOUS LEARNING
specific job.
Quarter I, Week 1
Use caregiving tools, equipment, and paraphernalia.
Perform aftercare activities for tools, equipment, and paraphernalia.
Identify hazards and risks.
Evaluate and control hazards and risks.
8:00 - 9:00 TLE Identify caregiving tools, equipment, and paraphernalia applicable to a Worksheet 1, ASYNCHRONOUS LEARNING
specific job. Quarter I, Week 1
Use caregiving tools, equipment, and paraphernalia.
Perform aftercare activities for tools, equipment, and paraphernalia.
Identify hazards and risks.
Evaluate and control hazards and risks.
9:00 –10:00 TLE Identify caregiving tools, equipment, and paraphernalia applicable to a Worksheet 2, ASYNCHRONOUS LEARNING
specific job.
Quarter I, Week 1
Use caregiving tools, equipment, and paraphernalia.
Perform aftercare activities for tools, equipment, and paraphernalia.
Identify hazards and risks.
Evaluate and control hazards and risks.

10:00-10:30 RECESS

10:30 – 11:30 TLE Identify caregiving tools, equipment, and paraphernalia applicable to a Worksheet 3, ASYNCRHONOUS LEARNING
specific job. Quarter I, Week 1
Use caregiving tools, equipment, and paraphernalia.
Perform aftercare activities for tools, equipment, and paraphernalia.
Identify hazards and risks.
Evaluate and control hazards and risks.
11:30-12:30 TLE Identify caregiving tools, equipment, and paraphernalia applicable to a Worksheet 4, ASYNCHRONOUS LEARNING
specific job.
Quarter I, Week 1
Use caregiving tools, equipment, and paraphernalia.
Perform aftercare activities for tools, equipment, and paraphernalia.
Identify hazards and risks.
Evaluate and control hazards and risks.
12:30-1:30 LUNCH BREAK
 1:30-2:30 ESP Nakikilala ang sariling gusto, interes, potensyal, kahinaan, Worksheet 1-4 SYNCHRONOUS LEARNING
damdamin/emosyon. Quarter I, Week 1
Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan pag-awit,
pagsayaw, pakikipagtalastasan at iba pa.
Nakapaglalarawan ng ng iba’t ibang gawain na maaaring makasama o
makabuti sa kalusugan.
Nakikilala ang iba’t ibang gawain/paraan na maaaring makasama o
makabuti sa kalusugan.
Nasasaba na nakakatulong sa paglinang ng sariling kakayahan ang
wastong pangangalaga sa sarili.
Nakakikilala ng mga gawaing nagpapakita ng pagbubuklod ng pamilya
tulad ng pagsasama-sama sa pagkain,
pagdarasal, pamamasyal, pagkukwentuhan ng
masasayang pangyayari.
2:30-3:30 CONSULTATION

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

SATURDAY

7:00 - 8:00 MAPEH Listens perceptively to music of Southeast Asia. Module 1-4 SYNCHRONOUS LEARNING
Analyzes musical elements of selected songs and instrumental pieces Quarter I, Week 1
heard and performed.
Explores ways of producing sounds on a variety of sources that would
simulate instruments being studied.
Improvises simple accompaniment to selected Southeast Asian music.
8:00 - 9:00 MAPEH Listens perceptively to music of Southeast Asia. Worksheet 1, ASYNCHRONOUS LEARNING
Quarter I, Week 1
9:00 –10:00 MAPEH Analyzes musical elements of selected songs and instrumental pieces Worksheet 2, ASYNCHRONOUS LEARNING
heard and performed.
Quarter I, Week 1

10:00-10:30 RECESS

10:30 – 11:30 MAPEH Explores ways of producing sounds on a variety of sources that would Worksheet 3, ASYNCRHONOUS LEARNING
simulate instruments being studied. Quarter I, Week 1

11:30-12:30 MAPEH Improvises simple accompaniment to selected Southeast Asian music. Worksheet 4, ASYNCHRONOUS LEARNING
Quarter I, Week 1

12:30-1:30 LUNCH BREAK

1:30-2:30 HOMEROOM ONLINE

2:30-3:30 CONSULTATION
Prepared by:

MARK RAYMOND T. DOMINGO

Filipino Teacher