ALTERNATIVE DELIVERY MODE IN TEACHING

2. 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).

6. 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.

7. 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.

8. 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.

9. ACTIVITY 4. (SUBMIT OUTPUT)
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.

12. 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.

13. 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:

14. 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.

15. 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).

16. 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.

17. 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.

19. 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.
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?
2. What are the challenges in doing
assessment in DL?
3. Despite the challenges, what
opportunities can you and your colleagues
explore to
make assessment doable in DL?

20. 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.
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.

23. 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.

47. MODULE 3B OUTPUT