LDM2: Learning Delivery Modalities Course for Teachers 1

MO
DU
LE
3A
AN
NAME: APPLE GARCE MARIE S. SEBASTIAN

SW
SCHOOL ID: 307301
NAME OF SCHOOL: CESAR E. VERGARA MEMORIAL HIGH SCHOOL
DESIGNATION: TEACHER III

ER
SH
EET
 Republic of the Philippines
Department of Education
Region III
Schools Division Office of Cabanatuan City
District VI
CESAR E. VERGARA MEMORIAL HIGH SCHOOL
Cabanatuan City

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING DIFFREENT LDMs

NAME: APPLE GRACE MARIE S. SCHOOL: CESAR E. VERGARA MEMORIAL HIGH
SEBASTIAN SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ELOISA O. DE LEON

ACTIVITY 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. When you are done, check Lesson 1, Activity 1 Answer Key 1
to see how well you did.
Face-to-face (F2F) is described as a modality where the teacher and learners are physically in
one location. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical
learning space.
Distance learning is a learning modality where the learners will be given necessary resources
which he will need for a self-directed study at home or in any available learning space. The
materials may be available through online, in digital formats, in printed forms or may be
accessible through a television broadcast or a radio-based instruction. Teacher’s supervision,
when needed is provided in order to enhance learning or assist learners in remediation of
lessons.
Blended learning features combination of face-to-face and distance learning.
Home schooling refers to learning delivery mode where learners were given access to formal
education while staying in an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of 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 others. It uses any or a combination of the various learning delivery modalities.

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

Distance learning and home schooling if done via distance learning.

ACTIVITY 2.
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 next 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.

Distance Learning Matrix

Distanc Distinguish Essential Role of Role of Role of School

e ing Feature Resources Teacher Parent
Learnin or
g Househo
Modalit ld
y Member
Modular uses self- Developed SLMs Guide the Served -orients the
Distance learning and other learners in as teachers, parents
Learnin modules supplementary his learning learning and learners about
g (SLMs) in resources available through facilitato the modular
(MDL) print or for the learners follow ups rs at learning policies
digital in any home and directions to
format, forms like ensure that
whichever is texts, calls everyone is
applicable or properly informed
in the messenger. and guided.
context of
the learner - provides complete
and appropriate
content (Learning
Modules/Self-
Learning Modules
in print and e-copy
for those with
device) for Quarter
1 available for
distribution to
learners.

-has available
reference/suppleme
ntary materials for
distribution to the
learners. 
Online -a delivery -online educational -provide - -provides
Distance modality platform synchronou supervis educational
Learnin where the s and e platform or
g (ODL) teacher -digital devices for asynchrono learners Learning
facilitates online learning us learning in their Management
learning and platforms learning System (LMS),
engages -internet either subscription-
learners' connectivity -guides based or locally
active learners in developed.
participation accomplish
using ing - have to be
various necessary technically expert in
technologies learning running and
 connected to tasks supporting the
the internet educational
while they platform 24/7.
are
geographica -provide an email
lly remote facility or domain
from each name for all
other. teachers and users.

-provide helpdesk
personnel working
under the platform
managers whose
main task will be to
directly answer
usage queries of
both teachers and
students.

- provide complete
and appropriate
content for Quarter
1 in the platform.

-provide proper
assessments (e.g.,
quiz, exams)
available in the
platform.

-should
institutionalized the
training and
updating of teachers
to be more
technologically
adept.

-provide internet
access and
necessary devices
for teachers
TV- refers to the - MOA/MOU with - -Guide - orients the
Based use of a Television Enhanceme learners teachers, parents
Instructi television Network for the nt during and learners about
on programs on needed airtime/slot. understandi viewing. the TV policies and
(TVBI) channels complete and ng of key directions to ensure
dedicated to appropriate content concepts that everyone is
providing (Learning and properly informed
learning Modules/Self- clarificatio and guided.
content to Learning Modules ns on
learners as a in video format and possible - secure
form of radio-based lesson areas of MOA/MOU with a
distance format/radio script confusion Television Network
education. as well as in print/e- in the for the needed
copy) for Quarter 1. lesson that airtime/slot.
was viewed
 - available shall be - provide complete
reference/suppleme done during and appropriate
ntary materials for home visits content (Learning
distribution to the or through Modules/Self-
learners. phone calls, Learning Modules
SMS, in video format and
among radio-based lesson
others. format/radio script
as well as in print/e-
copy) for Quarter 1.

- provide available
reference/suppleme
ntary materials for
distribution to the
learners.
Radio- refers to the - MOA/MOU with Enhanceme -Guide - orients the
Based use of radio a Radio Station for nt learners teachers, parents
Instructi programs on the needed understandi during and learners about
on stations airtime/slot. ng of key listening the Radio-based
(RBI) dedicated to complete and concepts or radio- Instruction policies
providing appropriate content and based and directions to
learning (Learning clarificatio instructi ensure that
content to Modules/Self- ns on on. everyone is
learners as a Learning Modules possible properly informed
form of in video format and areas of and guided.
distance radio-based lesson confusion
education. format/radio script in the - secure
as well as in print/e- lesson that MOA/MOU with a
copy) for Quarter 1. was Radio Station for
listened to the needed
- available shall be airtime/slot.
reference/suppleme done during
ntary materials for home visits - provide complete
distribution to the or through and appropriate
learners. phone calls, content (Learning
SMS, Modules/Self-
among Learning Modules
others. in video format and
radio-based lesson
format/radio script
as well as in print/e-
copy) for Quarter 1.

- provide available
reference/suppleme
ntary materials for
distribution to the
learners.
Blended -A modality Depends on the Depends on Depends Depends on the
Distance where a learning modalities the learning on the learning modalities
Learnin combination adopted modalities learning adopted
g of the above adopted modaliti
modalities es
may be adopted
adopted.
-Face-to-
 face
learning
may also be
one of the
modality

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.

Be prepared to discuss your ranking at your next LAC Session.

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

easiest to hardest to
implement)
1 Blended distance learning I believe that no one learning
delivery modality will be
applicable to all due to what
is called individual
differences. Employing
varied modalities will
somehow augment the
learning gaps among learners.
2 TV based instruction Since most of households in
our area, the city government
may provide ample airing
time slots for educational
videos, I think that this will
be most applicable in our
city/division. We just need
sufficient time and focus for
developing learning materials
for this kind of delivery.
3 Radio based instruction Similar to TV based
instruction, if radio is not
available, it is much easier for
each family to provide one
for their child’s educational
needs. Our LGUs may also
provide airing slots for this
purpose.
4 Modular instruction Not all of our learners are
excellent at reading
comprehension. This is
number one hindrance that
the learners may face in this
learning modality.
5 Online learning Only small percentage of our
 learners have access for
internet and available devices
for online learning. Another
factor is the very poor
internet connectivity in the
barangays surrounding our
school.

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.

OUTPUT: List of Targeted Learner Interventions

Learner Group Targeted Intervention

Learners without parents or household member -be assisted by a nearby relative or neighbor or a
who can guide and support their learning at home barangay official who may have the acpacity to
guide the learner
No access to devices and Internet -seek help from LGU or stakeholders
Inaccessible (living in remote and/or unsafe areas) -provide modular learning modality
-household task of learners -Orient parents that treat students as if they were
really in school where they will have to have time
and space for focused learning
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?

Lesson designing or lesson planning is the course where teachers determine the learning
opportunities for students by planning the “the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods, and deciding on the pacing
and allocation of instructional time”.

2. Why is lesson designing important?

Lesson designing is important because it ensures maximized time for instruction and learning,
responsive lessons for every learner’s needs, learning targets for learners, carrying out a lesson
successfully, mastery in the teacher’s learning area, teacher’s reflection about their teaching
and successful hitting of the learning goals on the part of the learners.

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

The three elements or components of a well-designed lesson are (1) a clearly articulated lesson
objectives (What should be taught?); (2) a well-selected and logically sequenced presentation
of learning resources and activities to help learners meet the objectives (How should it be
taught?); (3) appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?).

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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.

OUTPUT: Learning Task for DL

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and illustrate the 2. Emphasize key information
previous lesson concepts, ideas, skills, or and concepts discussed
3. Present warm-up activities processes that students will 3. Ask learners to recall key
to establish interest in new eventually internalize activities and concepts
lesson 4. Check learner’s 2. Help learners understand discussed
prior knowledge about the and master new information 4. Reinforce what teacher has
new lesson 3. Provide learners with taught
5. Present connection feedback 5. Assess whether lesson has
between old and new lesson 4. Check for learners’ been mastered
and establish purpose for new understanding 6. Transfer ideas and
lesson concepts to new situations
6. State lesson objectives as
guide for learners

Compare your answers to Lesson 2, Activity 2 Answer Key.

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.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
 The part that is accomplished after the lesson is delivered is the Reflection. In this part,
teachers are encouraged to make some recollection on the strength and weaknesses of the
whole teaching and learning process. Which objectives were attained, which were not by the
learners, and more importantly, what can be done to some drawbacks of the lesson so as to plan
for improvement in the next lesson.

Compare your answer to Lesson 2, Activity 3 Answer Key.

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.

Learning Delivery Modality (select one): Modular

Grade Level and Learning Area: Grade 10/Science 10
Lesson/Topic: Evidences of Plate Movements
Learning Objectives: Enumerate the lines of evidences of plate movements.
Part of Lesson / Learning Check if already present in the Additional Remarks: (ex. can
Tasks SLM be done via voice calls, can be
facilitated by a household
partner, can be done via a
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 previous lesson 1. Can be facilitated during
2. Clarify concepts from synchronous learning session.
previous lesson 2. Can be facilitated during
3. Present warm-up activities to synchronous learning session.
establish interest in new lesson 3. Can be facilitated during
4. Check learner’s prior synchronous learning session.
knowledge about the new lesson
5. Present connection between
old and new lesson and establish 5. Can be facilitated during
purpose for new lesson synchronous learning session.
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 2. Can be done using a learning
and concepts discussed activity sheets
3. Ask learners to recall key 3. Can be done using a learning
activities and concepts discussed activity sheets
4. Reinforce what teacher has
taught 4. Can be facilitated during
5. Assess whether lesson has synchronous learning session
been mastered
6. Transfer ideas and concepts to
new situations 6. Can be facilitated during
synchronous learning session

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?
Learning activity sheets would be the most applicable resources to create in order to
supplement the SLMs.

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?
By providing learning activity sheets and planning for a synchronous learning.

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

The students outputs and assessment of their learning should be one of the basis in gathering
feedback on the different learning task.

Be ready to share your answers for Activity 4 when you meet with your LAC group after completing
this module.

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. Follow the example below.

Summative Assessment
assessment OF learning: to
Formative Assessment learners may be assessed measure if the student met the
assessment FOR learning: to make individually or performance and content
adjustments in the lesson collaboratively standards
may be integrated in all parts of the should promote done after the lesson/end of a
lesson: before the lesson, the lesson selfreflection and quarter
proper, and after the lesson personal accountability
results enable teachers to
results must be recorded to study the among students about
their own learning describe how well the students
patterns of learning demonstrated by
 given quarter, which are then
reflected in the class record

ACTIVITY 6.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as 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 in DL.

Assessment Method Method How to Adapt the Assessment

Method in DL
Example: Short quiz Short quiz
I will send a three-item quiz via text message
before the lesson. Based on the responses, I
will take note of the common misconceptions
and clarify them to the learners during our
online session or via text message.
1. Practice exercises I will create various exercises that will further
improve mastery of learning on the part of the
students.
2. Games Creating exercises in the forms of games to
involve learners in an enjoyable way of
answering while measuring their level of
mastery in a specific topic.
3. Inventories or checklists Quick check questions so as to measure
learners KWL.
4. Recitations Can be done during a synchronous learning.
HOTS questions that will require learners to
answer in a concise manner that will help me
assess his learnings.
5. Written Works Can be done during a synchronous learning.
HOTS questions that will require learners to
answer in a concise manner that will help me
assess his learnings.

Be ready to share your output when you meet with your LAC group after completing this module.
Try to answer these questions with your colleagues:

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

The most common methods are quizzes and written works.

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

The most challenging part in doing or planning for assessment in DL is the mode of delivering
this assessment and how students may seem to independently answer these assessments.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
The opportunities that I think me and my colleagues can explore to make assessment in DL
doable is to always consider the individual learners in drafting assessment tools.

ACTIVITY 7.

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 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: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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
C 1. These are the knowledge, a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every lesson b. mode of delivery
and/or learning task.
c. learning competencies
D 2. These are the formative learning
opportunities given to learners to engage them d. learning task
in the subject matter and to enhance their
understanding of the content.

A 3. This refers to the prescribed subject

that learners take.

B 4. This refers to the method of submission

of learning outputs preferred by the
learner/parent based on their context.

ACTIVITY 2.

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-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. (Attached)
DAY TIME LEARNING LEARNING LEARNING MODE OF
AREA COMPETENCY TASKS DELIVERY
Tuesday 7:30-9:30 Science 10 Describe and Science 10 Personal
relate the submission by
distribution of Module 1, the parent to
active volcanoes, Quarter I, the teacher in
earthquake Lesson 1 school
epicenters, and Quarter I,
major mountain Week 1-3
belts to Plate
Tectonic Theory. -Pre Answer the
assessment
-Read texts on
page 6-8.
-Describe the
following key
terms:
(1) Plate
 Tectonics
(2)
Distribution
of active
volcanoes
around the
world
(3)
Distribution
of earthquake
epicenters
around the
world
(4)
Distribution
of major
mountain
belts around
the world

Thursday 7:30-9:30 Science 10 -Answer Personal

Enrichment submission by
Activity 1 and the parent to
2 the teacher in
-Answer school
learning
activity sheets
provided
separately
-Answer
Summative
Test

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 (WHLP) Monitoring Plan (ILMP)
Purpose A means to guide learners A means for monitoring
and teachers or household learners who lag behind
partners in tracking the based on the results of their
subject areas to be tackled formative and summative
and activities to perform at assessments
home
For Whom? Learners and teachers or Teachers and learning
household partner facilitator or household
partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Has to be communicated to Yes Yes
parents?
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.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Ron P. Camua

Grade Level: 10
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignifican Significant
Area Needs Date Mastery
Provided t Progress Progress
Science 10 Explain the Providing October 12-
different additional 16, 2020
processes examples
that occur and
along the illustrations
plate of the
boundaries. processes
that occur
along plate
boundaries.

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Interventio
n Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during your next LAC Session.
FORM 4: LAC ENGAGEMENT REPORT

NAME OF MEMBER: APPLE GRACE MARIE S. LAC SESSION ID.: 2

SEBASTIAN

REGION: III DATE OF LAC SESSION: September 8,

2020

DIVISION: Cabanatuan City NUMBER OF LAC SESSION: 2

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC
session.
 ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

Preparing my portfolio.

2. I encountered the following problems or challenges:

I have not encountered problems in the whole duration of LAC session.

3. Other comments/suggestions: