Republic of the Philippines

Department of Education
REGION XI
DIGOS CITY DIVISION
BALABAG NATIONAL HIGH SCHOOL

LEARNING DELIVERY MODALITIES COURSE

LDM2

MODULES 3A: DESIGNING INSTRUCTION IN DIFFERENT LEARNING DELIVERY

MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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.

Answer:

Face-to-face Learning – It refers to learning delivery where the teacher and learners are present
physically present in a classroom or any physical learning space where there are great
opportunities for active engagement, immediate feedback, and socioemotional development of
learners.

Distance learning – It refers to the modality which uses one or more technologies to deliver
instruction to students who are separated or geographically remote from each other during
instruction. It has three types: Modula Distance Learning (MDL), Online Distance Learning
(ODL), and TV/Radio-Based Instruction.

Blended Learning – It refers to a learning modality using a combination of the features of F2F
learning and Distance learning. It can be (1) F2F with Modular Distance Learning; (2) F2F with
Online Distance Learning; and (3) F2F with TV-based Instruction/Radio-based Instruction.

Homeschooling – It refers an Alternative Delivery Mode (ADM) that provides learners access to
formal education while staying in an out-of-school environment which parents, guardians, or tutors
as authorized facilitators instead of classroom teachers.

ACTIVITY 2.

(Distance Learning Matrix)

ACTIVITY 3.
 Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
Learners are guided with complete set
Self-learning Modules which they can
do at home with the help of their
1 Modular Distance Learning (MDL) parents/guardians as facilitator.

Most of the learners or household

have tv at home. It does not require
internet connection. The tv
component has a learning facilitator
2 Television-based Instruction (TVI) that guides learners on their off-
school lessons.

The radio broadcast was accompanied

by self-learning modules where the
sequence of presentation is the same
3 Radio-based Instruction (RBI) to what learners use in online and
modular distance learning.

Leaners may use different platforms

or combinations to other modalities
on their off-school activities. It is
4 Blended Distance Learning (BL) applicable on low risk areas.

Majority of the learners have no

access to internet and lack of gadgets
5 Online Distance Learning (ODL) to be used for online classes.

ACTIVITY 4.

Learner Group Targeted Intervention

Learners without parents or household member Consult the LGU for assistance especially the
who can guide and support their learning at home Kagawad on Education to make actions and ask for
volunteers in the community if available. Asked
assistance from leaner’s neighbor or nearby
relatives.
Beginning readers (K to 3) Parental involvement is highly encouraged since
they are the primary and directly can assist the
learning of their children.
Struggling readers (Grades 4-12) Provide leveled reader materials in print or digital.
No access to devices and Internet Ensure needed learning materials such as self-
learning modules are readily available and properly
provided.
Inaccessible (living in remote and/or unsafe areas) Ensure availability of community learning aid and
facilitators – parents, guardians, adults to support
students learning at home.
Consult LGU’s assistance.
Indigenous Peoples Establish strong home-school-community
collaboration.
Persons with Disabilities Ensure learning materials are readily available such
as braille books, audio-based materials, and others.
Others? Specify.

LESSON 2.: DESIGNING LEASSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1.

1. What is Lesson Designing or Lesson Planning?

Answer:
Lesson planning is one way of visualizing a lesson before it is taught. It is a process of
determining what learning opportunities students will have in schools. It also helps
teachers to set learning targets for learners as well selecting teaching materials, designing
learning activities and grouping methods to ensure students learning.

2. Why is lesson designing important?

Answer:
Lesson designing is important for it is the hallmark of effective teaching. Through lesson
planning teachers can carry out lesson successfully, teachers master their learning area
content, and teachers become more reflective about their teaching.

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

Answer:
3 Elements of a well-designed lesson
1. What should be taught? – Teachers should have clearly articulated lesson objectives.
2. How should it be taught? – A well selected and logically sequenced presentation of
learning resources and activities help learners meet the objectives.
3. How should learning be assessed? – Appropriate and timely assessment activities should
be given to provide relevant information and in time feedback for both teacher and
learners

ACTIVITY 2.

Before the Lesson Lesson Proper After the Lesson

1. Review and clarify 1. Explain, model, 1. Wrap up activities.

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

Components of 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 TV/RBI BL

Grade Level and Learning Area: MATH 7
Lesson/Topic: SETS
Learning Objectives:
Learning Resources/Materials Needed: WORSKHEETS, RADIO

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice
present calls, can be facilitated
in the by a household partner,
SLM 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

2. Clarify concepts from previous lesson

Printed worksheets/Radio-based
3. Present warm-up activities to establish instructions
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 Printed worksheets
concepts, ideas, skills, or processes that students
will eventually internalize
2. Help learners understand and master new
information Printed worksheets/Radio-based
3. Provide learners with feedback instruction

4. Check for learners’ understanding Students query sheets

After the Lesson
1. Wrap up activities
2. Emphasize key information and concepts
discussed
3. Ask learners to recall key activities and
Printed worksheets/Radio-based
concepts discussed
instructions
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
 6. Transfer ideas and concepts to new
situations

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:
Create video lessons or PowerPoint presentations.

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:
Establishing strong home-school collaboration by providing orientation for leaners and
parents as learning facilitator with the assistance of the PTA.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Answer:
Teacher can gather feedback trough the Student’s Query Sheet provided.

ACTIVITY 5.

ACTIVITY 6.

Assessment Method How to Adapt the Assessment Method in DL

1. Formative Test Using messenger and trough texts.
2. Summative Test Provide printed summative test.
3. Activity sheets Learners will answer the activities using the printed worksheets.
4. Short quiz Trough text messaging and phone call.
 5. Portfolio Compilation of learners’ written works and activities.

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

Answer:
The common assessment methods among the group is the formative or short quiz and
summative test.

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

Answer:
- Stable/strong internet connection.
- Skills required and technical ability for both learners, learning facilitator and teachers.
- Devices and gadget availability.
- Parents commitment and eagerness to facilitate the learning of their children at home.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer:
Provide timely feedback, adjust instruction and plan ahead.

ACTIVITY 7.

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.

Column A Column B

1. These are the knowledge, understanding, skills, and a. learning area

attitudes that learners need to demonstrate in every lesson
and/or learning task. b. mode of delivery
2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to c. learning enhance their
understanding of the content. competencies
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning outputs d. learning task
preferred by the learner/parent based on their context.

Answers:

1. C
2. D
3. A
4. B

ACTIVITY 2.

(Weekly Home Learning Plan)

ACTIVITY 3.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan
Purpose A tool to guide learners and A tool for monitoring learners
learning facilitators in tracking progress based on their formative
the learning activities to perform and summative assessment
at home. results.
For whom? Learners and learning facilitator. Teachers and learning
facilitators.
Components Learning are, 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.

(Individual Learning Monitoring Plan)