MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY

MODALITIES

This is the Coaches Version of the module for Designing

Instruction
in the Different Learning Delivery Modalities for Teachers. It
includes tips and reminders for Coaches to facilitate teacher

Welcome to Module 3. This Module focuses on how lessons and

assessments are designed for the distance learning modality
prescribed by the Basic Education Learning Continuity Plan (LCP).

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 3

ESTIMATED TIME REQUIRED 

18 to 24 hours

LDM2: Learning Delivery Modalities Course for 1

Teachers
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of
difficulty to implement from the perspective of your
School/Division
6. identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Key Topics/Concepts
blended distance learning; blended learning; distance learning; face-to-face
learning; homeschooling; implementation guidelines for distance learning; minimum
requirements for distance learning; modular distance learning; online distance
learning; TV-based instruction/radio-based instruction

Resources Required
3 Guidance on Distance Learning
3 Non-Negotiable Minimum Requirements for Distance Learning
3 Distance Learning Matrix
3 Supplementary Handout on Blended Learning
3 Lesson 1, Activity 1 Answer Key 1
3 Lesson 1, Activity 1 Answer Key 2
3 Study Notebook

resources are available and ready for use by the participants before they begin studying the Module.
would be good to start and end sessions on a positive note, encourage and support participants, and compl
 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.

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 Answer Key 2.

Coaches should wrap up Activity 1 by emphasizing important

points that participants need to remember about each LDM before
participants proceed through the Module.

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.

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.
 Coaches should emphasize to the participants that BL is only
applicable when a vaccine is already available. F2F sessions in this modality, then, has to be care
In implementing BL in this time of pandemic, suggest to the participants that they can flip their c

Ranking
nal capabilities, your level of resources (infrastructure, financial, human), level of experience in DL, health and safety status,
(1 to 5, from easiest Type of DL Why?
to hardest
iest to most difficult to
to implement. Give the reasons for your ranking of each. Replicate the following table and write your an
implement)

5
 Coaches should ensure that participants clearly understand what they need to take into consider
Coaches should also periodically remind participants that they need to prepare for their LAC Ses

Learner Group Targeted Intervention

Learners without parents or household member who

can guide and support their learning at home
equire special consideration to be able to participate in DL. Describe what targeted interventions you would develop to inclu

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 Peoples
Persons with Disabilities

Others? Specify.

Well done! You have completed Lesson 1. You may now proceed to Lesson
2.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. identify the components of a well-designed lesson, applicable for all LDMs
2. enumerate learning tasks that can be incorporated in your DL
lessons to ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be incorporated
in your lessons to provide students with feedback and to help you
monitor student’s learning even when you are teaching remotely

Key Topics/Concepts
formative assessment; learning materials; learning tasks; lesson design components;
portfolios; summative assessment

Resources Required
3 DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
3 DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
3 Principles of Instruction
3 Designing Lessons in DL
3 Lesson 2, Activity 1 Answer Key
3 Lesson 2, Activity 2 Answer Key
3 Lesson 2, Activity 3 Answer Key
3 Lesson 2, Activity 5 Answer Key
3 Lesson 2, Activity 7 Answer Key
3 Study Notebook

Coaches should make sure that the participants understand that the
first part of Lesson 2 is a review of concepts on lesson design that is applicable for all 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?

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.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

Refer to the list of learning tasks below, and identify which section of the lesson
these learning activities can be presented by placing each task under the
appropriate column.

List of Learning Tasks

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

lesson 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

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).

back from learners in DL, unlike the opportunities for the same in F2F learning. Teachers also need to be rem

ate and accomplish the following table. Then choose one lesson from a Self Learning Module (SLM) for students that you have
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:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via
voice calls, can be
facilitated by a
Check if already household partner,
Part of Lesson / Learning Tasks present in the can be done via a
SLM 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
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

Coaches should introduce teachers to various resources and

tools
(both low-tech and high-tech) to augment these learning tasks. At
the same time, they should emphasize that the learners’ profiles
and their learning objectives should always be the key factors for
a teacher to consider when deciding on any technology to use.

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?

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

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
 • You can use content topics as themes, motivation, springboards, or initial topics
for lessons across subjects. You can also try merging selected learning area
performance tasks and assessments and create separate rubrics for scoring per
learning area. This can make it easier for you to check student work, and
saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back with
your Coach and share them with your peers.

DO 8, s2015 on Policy Guidelines on Classroom Assessment to learn about assessment.

ment: formative and summative. Take note of the similarities and differences between the two. Write your answers in a Venn d

Formative AssessmentSummative Assessment

assessment FOR learning: assessment OF learning:
to make adjustments in the lesson
to measure if the student met the performance and content standards
learners may be assessed individually or collaboratively

he Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other similarities and differences between the two types
 Coaches should highlight the following guidelines from Memorandum
DM-CI-2020-00162:
Formative assessments are incorporated in the SLMs or stated in the Weekly Home Learning Pla
Summative assessments are to be conducted in Barangay Community Learning Centers or schoo
Coaches should also remind teachers to periodically check out the latest DepEd memo regarding

n Policy Guidelines on Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that ar

area that you are teaching? In your study notebook, recreate the following table and list five methods that you would like to

y develop/use
able 2 of DO 8, s2015. It should be emphasized that there are many ways to assess learning, and this opport
 Assessment
How to Adapt the Assessment Method in DL
Method

I will send a three-item quiz via text message before the lesson.
Example:
Based on the responses, I will take note of the common
Short quiz
misconceptions and clarify them to the learners during our online
session or via text message.

1.

2.

3.
share your output when you meet with your LAC group after completing this module. Try to answer these questions with you
4.
ment methods are common among the group members?
e challenges in doing assessment in DL?
5.
challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?

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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make sure
that these would show how much they have learned.

e teachers to share their previous experiences in using portfolios to assess their learners. Below are example
ally included in portfolios?
ays can portfolio assessment be facilitated in DL?

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

3 Module 3A: Designing Instruction in the Different Learning Delivery Modalities

(LDMs)
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

By the end of this lesson, you will be able to:

1. differentiate a weekly home learning plan from an individual
learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs;
mode of delivery; significant progress; weekly home learning plan

Resources Required
3 Appendix D of DepEd Memorandum DM-CI-2020-00162
3 Individual Learning Monitoring Plan Template
3 Sample Weekly Home Learning Plans
3 Lesson 3 Activity 1 Answer Key
3 Lesson 3 Activity 3 Answer Key
3 Study Notebook

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

Check your answers using Lesson 3, Activity 1 Answer Key.

 The check-up activity introduced you to the key components of a Weekly Home
Learning Plan (WHLP), namely, the learning area, learning tasks, learning competencies,
and the mode of delivery. The WHLP serves as a guide for your learners on what they
need to accomplish each week when they do independent study at home (DepEd, 2020).
It outlines the learning tasks that learners need to do, using the SLM, in order for
them to attain the most essential learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample
Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to
the lesson number and/or activity number in the SLM as shown in the Sample Weekly
Home Learning Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they
follow the prescribed schedule in the plan. Remember also that part of guiding learners
is to give enhancement or remediation activities when needed and when possible.

the traditional F2F session, teachers prepare a DLL or a DLP that outlines how they go about the lesson; wh

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. 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)

Share your prepared WHLP during your LAC Session.

ey need to agree on the schedule of the learning tasks for their respective learning area. Likewise, in BL, it w
articipants that if they do BL, they need to indicate also in the WHLP when the students will have their F2F
local COVID Risk Severity Classification. It should also comply with the minimum health standards declared
ndum DM-CI-2020-00162. After you read the guidelines on creating an ILMP, copy and fill out the table below in your Study N

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Purpose

For Whom?

Components

Has to be communicated
to parents?

o find out how well you did.

ress of your learners, it is important to get in touch with the household partner who provides assistance as needed while the

At the end of this activity, Coaches should emphasize to the

participants the purpose of the WHLP and the ILMP.

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.

Share the ILMP that you made for that specific learner during your next LAC Session.
 Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will be
able to design lessons with your best efforts, and maximize learning in
this new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with
them and their families. As teachers, you need to make your presence felt, and
send the message to the learners that they are not alone in this situation. This
will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt
to the new normal.

wn comments and suggestions from their peers to improve their WHLPs and ILMPs. Encourage them also to

ching strategies you can also try.

ers did that worked and ask them how else they can improve those.
opportunities made them proud of their work. You can also ask them what areas of teaching they can still improve on and h
erstand how they feel they are doing personally and professionally.
p simple notes/pictures/journals to document their progress.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session
3A Guide ready when you participate in the LAC Session for this Module.

Congratulations for completing Module 3A! You are now ready for Module
3B.