This document provides an overview of Module 3A which focuses on designing instruction for distance learning modalities. The module contains 3 lessons: 1. Understanding the Different Learning Delivery Modalities - This lesson defines different distance learning types and their requirements. 2. Designing Lessons and Assessments in Distance Learning - This lesson discusses designing well-structured lessons and incorporating formative and summative assessments. 3. Guiding and Monitoring Learners in Distance Learning - This lesson focuses on creating a weekly home learning plan and individual learning monitoring plans to track student progress. The module aims to help teachers effectively design and implement distance learning considering the different modalities' guidelines and student needs. It emphasizes

1. MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT
LEARNING DELIVERY
MODALITIES

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)
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 tr
ack of the progress of learners who lag behind in comp
leting the prescribed learning tasks

3. 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 3A
ESTIMATED TIME REQUIRED: 18 to 24 hours
*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader

4. 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 Distance
Learning (DL)
4. enumerate the minimum requirements for each type of Distance Learning
(DL)

5. LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
By the end of this lesson, you will be able to:
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

6. 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

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

8. LDN
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.
ACTIVITY 1

9. LDN
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 mat
rix at your next LAC Session. Your goal is to come to a shared understandin
g 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.
ACTIVITY 2

10. LDN
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.
ACTIVITY 3

11. LDN
Be prepared to discuss your ranking at your next LAC Session.
ACTIVITY 3

12. LDN
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.
ACTIVITY 4

13. LDN
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.
ACTIVITY 4

14. Well done!
You have completed Lesson 1.
You may now proceed to Lesson 2.

15. 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

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

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

18. LDN
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 1

19. LDN
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:
ACTIVITY 2

20. LDN
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.
ACTIVITY 2
Compare your answers to
Lesson 2, Activity 2 Answer
Key.

21. LDN
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.
ACTIVITY 3

22. LDN
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
ACTIVITY 3

23. LDN
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
ACTIVITY 4

24. LDN
ACTIVITY 4

25. LDN
ACTIVITY 4

26. LDN
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.
ACTIVITY 4

27. 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 bette
r 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 ta
sks 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 wi
th your Coach and share them with your peers.

28. LDN
Assessment is always a part of desi
gning 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.
ACTIVITY 5

29. LDN
ACTIVITY 5
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to
see the other similarities and differences between the two types of assessments.
Venn Diagram

30. LDN
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 are
a that you are teaching? In your study notebook, recreate the following table a
nd list five methods that you would like to try. For each one, write how you pl
an to use it in DL.
ACTIVITY 6

31. LDN
ACTIVITY 6

32. LDN
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?
ACTIVITY 6

33. LDN
Check out the Lesson 2, Act.
7 Answer Key to see how well
you did.
Learners are different and hav
e 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.
ACTIVITY 7

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

35. 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

36. 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

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

38. LDN
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.
ACTIVITY 1

39. 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.

40. 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.

41. 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.

42. LDN
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:
ACTIVITY 2

43. LDN
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.
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 portfoli
os, 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:
ACTIVITY 2

44. LDN
➢ 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 f
our
➢ 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 a
nd
➢ the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
ACTIVITY 2

45. LDN
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.
ACTIVITY 3
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in touch
with the household partner who provides assistance as needed while the learner is doing the
learning tasks at home.

46. LDN
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.
ACTIVITY 4

47. LDN
ACTIVITY 4

48. LDN
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.
ACTIVITY 4

49. LDN
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.
ACTIVITY 4

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