Module 3A Designing Instruction in The Different Learning Delivery Modalities Lesson 1: Understanding The Different Ldms
Module 3A Designing Instruction in The Different Learning Delivery Modalities Lesson 1: Understanding The Different Ldms
Module 3A Designing Instruction in The Different Learning Delivery Modalities 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.
Answer:
teacher and learner/s are physically in one venue. There are opportunities for active
physical learning space applicable, by using learning materials that are accessible
from the teacher. The teacher supervises and monitors the learner’s progress and
provides remediation and enhancement when needed and possible. Assistance may
features of F2F learning and distance learning. It can be (1) F2F and modular
distance learning; (2) F2F and online distance learning; (3) F2F and TV-based
instruction/Radio-based instruction; or (4) F2F and any combination of the other
Home schooling refers to an alternative learning delivery mode (ADM) that provides
classroom teachers. This does not preclude going to a school on specific periods to
develop learning competencies that require the use of laboratory, equipment, and
Now, answer this question: Which of the LDMs do not have an F2F learning
component?
Answer:
Distance learning
Activity 2
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
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.
F2F DL
School-based activities Activities shall be done outside
F2F classes are limited the school; may it be at home or
Follows appropriate physical any other learning space
distancing with a maximum Schools may implement one or
number of 18 students per class more DL modalities
Students have different Learning facilitators are highly
schedule or time arrangement needed
for F2F classes Distribution and retrieval of
Sections were organized by activity sheets in printed or digital
grade with adviser and format
subclasses Lesson may be similar as to F2F
Schedule and sub-classes were learning or different just like in the
planned by the school MISOSA program
Lessons may be similar as to
DL or different just like in the
MISOSA program
Activity 3
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.
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.
Activity 1
Activity 2
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.
Answer:
V. Remarks
This is done after the lesson was delivered in order to determine if the
learner’s performance during the assessment process is acceptable or not and if at
least 75% of the learners passed.
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
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.
1. For learning tasks not found in the SLM you examined, what materials or
resources
can you create or curate to supplement the SLM?
Aside from utilizing the Android phones for calls, texts, or video calls,
teachers could also send their detailed instruction through a recorded video
and will be sent in the group chat which all of the students in the class are
included. This way, the students could pause and replay the instruction for
better mastery.
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
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.
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
I and my colleagues could gain new teaching experiences in various
learning modalities.
Activity 7
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.
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
1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
2. These are the formative learning opportunities given to d. learning task
learners to engage them in the subject matter and to
enhance their understanding of the content.
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.
ANSWER:
1. c) learning competencies
2. d) learning task
3. a) learning area
4. b) mode of delivery
Activity 2
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)
9:30-9:45 BREAK
9:30-9:45 BREAK
9:30-9:45 BREAK
9:30-9:45 BREAK
Friday Ang mga Activity Sheets ay kokolektahin ng mga Teachers’ on Wheels sa mga itinakdang lugar at
7:20-7:30 ang mga guro sa iba’t-ibang asignatura ay kukunin ito upang itsek.
7:30-8:30
8:30-9:30
9:30-9:45
9:45-10:45
10:45-11:45
2:00-3:00
3:00-4:00
4:00-5:00
Inihanda :
JOVELYN T. AGSALUD
Teacher III
Iwinasto ni:
LOURDES R. PABITO
Head Teacher III
TEDIE A. DE VERA
Principal IV
Activity 3
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.
Professional Reflection: