edei-Module-3A-Study-Notebook-3-Google-Docs (3)

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
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.

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go schools in order
for them to acquire the learning competencies designed for them. It also requires the presence of a teacher with aids for
teaching and providing learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that they can study
at the comfort of their home. This could also be an online teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any combinations of
learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to school. They study at their
own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study Notebook
Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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.

Ranking Type of DL Why?
(1 to 5, from
Modular Distance Most of our learners belong to less-fortunate families who are
easiest to Learning apparently not capable of providing the necessary tools and
hardest to equipment like computer, smartphones, internet connections,
implement) television, etc. in order for them to participate in Online Learning
and other learning modalities. Many of them also reside in
1 far-flung areas where signal reception is not possible so modular
distance learning is the best fit modality for them.
Blended Learning
2 When the current situation due to this pandemic becomes better,
the school may include the face-to-face instruction along with the
existing modular learning. This is to provide better instructional
support, monitoring, and evaluation to the learners to ensure that
the quality of education is being delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above, most of
the learners’ families are not capable of providing this type of
device.

3

Radio-Based Instruction Most families in the community now-a-days do not use radios
anymore. In some households this is still present but the signal
reception is still their biggest hurdle.

4

Online Learning Based from the data collected from the LESFs, a very small number
5 of learners selected this type of instruction simply because most
the learners are not capable of this as stated in the above
explanations.

ACTIVITY 4
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

LEARNER GROUP TARGETED INTERVENTION

Learners without Make a weekly supervisory plan for them and check their module and activity sheets.
parents or household Organize, if possible, a learning support system in the area that can be composed of
member who can volunteers to provide assistance to these learners.
guide and support their
learning at home.

Beginning readers (K to Provide additional reading materials in developing their reading skills. Attach monitoring
3) sheets that parents/guardians may check. Constant communication with the
parents/guardians should be implemented.

Struggling readers Provide remedial reading materials. Attach monitoring sheets that parents/guardians may
(Grades 4-12) check. Constant communication with the parents/guardians should be implemented.
Organize, if possible, a learning support system in the area that can be composed of
volunteers to provide assistance to these learners.

No access to devices Provide self-learning modules and other additional learning materials.
and Internet

Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the self-learning
remote and/or unsafe modules and other additional learning materials.
areas)

Indigenous People Provide self-learning modules and other additional learning materials that are cultured
friendly.

Persons with Disabilities Assess the particular needs of these learners and provide them with the materials that
would suffice it.

Other? Specify.

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?
Lesson designing or lesson planning is the process of determining what learning opportunities students in
school will have by planning "the content of instruction, selecting teaching materials, designing the learning activities
and grouping methods.

2. Why is lesson designing important?
Lesson designing is imperative to ensure that time is maximized for instruction and learning, lessons are
responsive to learners' needs, teachers set learning targets for learners, and for the teachers to carry out lessons
successfully.

3. What are the three elements or components of a well-designed lesson?
● A clear and articulated set of objectives or what the learners need to learn or acquire.
● A well-selected and well-organized group of learning activities to ensure that the objectives are met.

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
● Review and clarify concepts ● Provide learners with ● Wrap up activities
● Emphasize key information
and key points from feedback
● Check for learners' and concepts discussed
previous lessons ● Assess whether lesson has
● State lesson objectives as understanding
● Explain, model, been mastered
guide for learners ● Transfer ideas and concepts
● Present connection between demonstrate, and illustrate
to new situations
old and new lesson and the concepts, ideas, skills, or ● Ask learners to recall key

establish purpose for new processes that students will activities and concepts

lesson eventually internalize discussed
● Check learners' prior ● Help learners understand ● Reinforce what teacher has

knowledge about the new and master new information taught
lesson

ACTIVITY 3

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

ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

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

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 printed materials that would supplement the missing learning tasks in the SLMs.

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?

Providing additional learning resources like activity sheets/worksheets and constant communication with the

parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs for checking.

Teachers may also set up a communication procedure with the parents/guardians for the feedbacks , comments, and

suggestions.

ACTIVITY 5
Assessment is always a part of designing 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 6
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
Formative assessment like 5-item written evaluation is included in each self-learning
1. Formative Assessment modules. Additional activity sheets and worksheets containing various evaluation
in a form of short quizzes shall also be distributed.
and seatworks

2. Summative Assessment At the end of the unit, written summative assessments in all learning areas shall be
given to assess the learning development of the learners in modular distance
learning.

3.Performance-Based For learning areas that are more focused on skills and practical activities,
Assessment performance tasks shall be implied. Learners may be asked to have a vide recording
of their activities at home for proper evaluation. For learners with no capabilities of
4. doing such, their parents/guardians shall be asked to assess their performance at
home and answer the prepared assessment tool based on the given rubrics.

5.

1. What assessment methods are common among the group members?
Formative and summative assessments are common among the groups simply because these two are integral
parts in the grading system during this time of pandemic.
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2. What are the challenges in doing assessment in DL?

The primary challenge in cascading the above-mentioned assessment is the honesty of the learners and
parents in answering those materials. Without the presence of the teachers and the traditional face to face
interaction, it will remain as a major challenge for the teachers and the educational system as a whole. Another
problem that is expected to occur in this type of learning modality is the learning support system of a child which
may lead him/her to having low or poor performance which will reflect to these assessment methods.
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3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?

By attending webinars/trainings in connection to the implementation of distance learning, we are able to learn
various ways in communicating to the learners/parents/guardians to provide instructional assistance especially in
providing assessments that may be confusing to them.
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

ACTIVITY 3
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.

Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)

Purpose A tool to guide learners and learning A tool for monitoring learners who lag
facilitators or household partners in behind based on the results of their
tracking the subject areas to be tackled formative and summative assessments
and activities to perform at home

For Whom? Learners and learning facilitator or Teachers and learning facilitator or
Components household partner household partner

Learning area, learning competencies, Learner’s needs, intervention strategies,
learning tasks, mode of delivery monitoring date, learner’s status

Has to be communicated to Yes Yes
parents?