LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS

Name: NEUGENE D. DELLAVA Date: SEPTEMBER 23, 2020

LAC Leader: _________________ LAC Session ID: ___
LAC Facilitator:________________ Division: AGUSAN DEL SUR
LAC Documentator:_________ Region: CARAGA
LAC Instructional Coach: _________

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

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?

It is the process of deciding what learning opportunities the student will have
in school, the quality of instruction, teaching materials, the arrangement of
learning exercises and grouping strategies, and the timing and allocation of
instructional time to be determined.

2. Why is lesson designing important?

Time is maximized for instruction and learning, lessons are attentive to the
needs of the learners, teachers set learning goals for the learners, teachers
effectively carry out a lesson, teachers master their learning field, teachers
become more positive about their teaching and the learners achieve the aim
set.

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

a. Clearly articulated lesson objectives.

b. Well-selected and logically sequenced presentation of learning resources
and activities to help learners meet the objectives.
c. Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners.

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

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

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

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

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of
the DLL and DLP. To find out the instructional principles behind these learning
tasks, you may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

The part of the DLL that should be accomplished after the lesson is delivered,
Teachers are encouraged to think about their lessons, to make a self-deliberation
 on the parts that need improvement to make an adjustment so that the learning
process become successful.

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): □ ODL □ MDL □ TV/RBI □BL

Grade Level and Learning Area: Grade 11 – General Mathematics
Lesson/Topic: Functions
Learning Objectives: ______________________________________
Learning Resources/Materials Needed: Printed Modules and Activity Sheets

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Part of Lesson/Learning Check if already present in done via a learning activity
Tasks the SLM 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 / Printed modules
2. Clarify concepts from
previous lesson
3. Presents 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. sState lesson objectives
as guide for learners
Before the Lesson
1. Explain model, / Phone calls
 demonstrate, and Text messages
illustrate the concepts, Messenger
ideas, skills, or Printed modules
processes that
students will
eventually internalize
2. Help learners understand
and master new
information
3. Provide learners with
feedback
Check the learners’
understanding
After the Lesson
1. Wrap up activities Printed modules
2. Emphasize key Printed modules
information and concepts
discussed
3. Ask learners to recall key Printed modules
activities and concepts
discussed
4. Reinforce what teacher Printed modules
has taught
5. Assess whether lesson Printed modules/Self-
has been mastered Learning Assessments
6. Transfer ideas and Printed modules
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?

Create an instructional video lesson or additional learning materials to

supplement 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?

Maintain Constant communication with the parents in facilitating the learning

at home and update them on different channels, internet sites that they can
visit for additional information.

Design a simplify learning materials to promote individualized instructions and

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

Ask the parents to provide the children a journal notebook where they can
write their feelings, insights, and questions about a particular topic.

The teacher can gather feedback through messaging, phone call or video call.

ACTIVITY 5:

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.

Formative Assessment Summative Assessment

Assessment FOR Learning: Assessment OF learning:

learners may be
To make adjustments in the assessed individually to measure if the student met
lesson may be integrated in all or collaboratively the performance and content
parts of the lesson standards

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
How to Adapt the Assessment Method in DL
Method
I will send a three-item quiz via text message before the lesson.
Example: Short Based on the responses, I will take note of the common
quiz misconceptions and clarify them to the learners during our online
session or via text message.
1. Formative Using Facebook Social Learning Group platform, Learners will
Assessment answer the evaluation assessment via online session.
2. Summative With the help og Google Forms quiz will be answered through
Test online evaluation link.
3. Short Quiz Through text messaging and phone call.
4. Activity Sheet Learner will answer the activities using the prescribed module.
5. Portfolio Compliation of learner’s written works and activities.

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?

Written works is the most common among the assessment method for
Distance Learning.

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

The bias result of written activities due to Geographically distant, the teacher
will not be able to observed if the learners really answered the activities or
worksheet. Some of the parents does not have a background knowledge to
help their children.

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

Encourage the parents to be fair and just in answering the activities in the
module. Create activities that can stimulate learners’ interest in independent
learning.

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.