MY STUDY Researches

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.
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.

ANSWER:
1.
Face-to-face (F2F) learning refers to a learning delivery modality where
the teacher and learner/s are physically in one venue. There are opportunities for
active engagement, immediate feedback and socio emotional development of
learners. It may be conducted in any available physical learning space.

Distance learning refers to a learning delivery modality where a learner is

given materials or access to resources and he/she undertakes self-directed study
at home or in another venue. Learners engage in independent learning at home
or in any physical learning space applicable, by using learning materials that are
accessible either online, stored on CD/DVD/USB Flash drive, or in printed form,
or by viewing TV lessons or listening to radio-based instruction while being
geographically distant from the teacher. The teacher supervises and monitors the
learner’s progress and provides remediation and enhancement when needed
and possible. Assistance may be provided by a learning facilitator who may be a
parent or any member of the family, or a community stakeholder.

Blended learning refers to a learning delivery modality using a

combination of the features of F2F learning and distance learning. It can be (1)
F2F and modular distance learning; (2) F2F and online distance learning; (3) F2F
and TV-based instruction/Radio-based instruction; or (4) F2F and any
combination of the other types of distance learning.
 Home schooling refers to an alternative learning delivery mode (ADM) that
provides learners with access to formal education while staying in an out-of-
school environment, with parents, guardians, or tutors as authorized facilitators
instead of classroom teachers. This does not preclude going to a school on
specific periods to develop learning competencies that require the use of
laboratory, equipment, and others. It uses any or a combination of the various
learning delivery modalities.

Answer:
2. - Homeschooling and Distance Learning do not require Face to face learning.

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.
ANSWER:

F2F DL
 In-school activities  Off school activities
 Staggered schedule  Uses either one of the DL modalities, a
 Limited F2F classes are conducted with the combination of two, or all three DL modalities
appropriate physical distancing
 Guided and supported by a learning facilitator
 Recommended maximum number of students in
 Done in the respective homes of the learners, in
a typical classroom is 18
learning spaces in the community in small
 Learners who are enrolled in the school are
clusters, or whole sub-class depending on the
organized into sections by grade with the adviser
availability of learning facilitators
and with subclasses
 Makes use of activity sheets or selflearning
 Schools shall determine the number of days that
modules that may be in printed or digital format
the learners must be on F2F learning. They shall
 Lessons may be the same as those covered in
be guided by the number of sub-classes
the F2F or totally different just like in the MISOSA
organized
program
 Lessons may be the same as those covered in
the DL component or totally different just like in
the MISOSA program

Distance Learning Matrix:

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.

ANSWER:

Ranking (1 to 5, from
easiest to hardest to
Type of DL Why?
implement)
1 Modular DL Self-paced learning but
slow in the learning
progress of students
2 Online DL Together with the right
platforms used, the
learners have the easy
access in learning.
3 TV Based Instruction Lack of sources but the
process in the mode of
DL
learning delivery is
worth-learning.
4 Blended DL modules can be easily
delivered in the learning
process of students
5 Radio Based No radio station in our
Instruction DL locality.

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 and share your ideas at your
next LAC Session.

ANSWER:
 Learner Group Targeted Intervention
Learners without parents or household We will ask help from the nearest
member who can guide and support their neighbor who can assist the child
learning at home and will be trained as learning
facilitator.
Beginning readers (K to 3) We will ask help from the nearest
neighbor who can assist the child
and will be trained as learning
facilitator.
Struggling readers (Grades 4-12) We will ask help from the nearest
neighbor who can assist the child
and will be trained as learning
facilitator.
No access to devices and Internet Hard copy modules will be given.
Inaccessible (living in remote and/or Hard copy modules will be given
unsafe areas) with assistance from the BLGU and
stakeholders.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs

ACTIVITY 1.

Read DO 4, 2016 on the 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 planning is one way of planning instruction. Lesson
planning is a way of visualizing a lesson before it is taught.
According to Scrivener (2005), planning a lesson entails “prediction,
anticipation, sequencing, and simplifying.” Lesson planning is a
critical part of the teaching and learning process.
 Instructional 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, and deciding on the pacing and
allocation of instructional time” (Virginia Department of Education).

2. Why is lesson designing important?

 Planning lessons increases a teacher’s chances of carrying out a
lesson successfully. It also allows teachers to be more confident before
starting a lesson.

Lesson planning inculcates reflective practice as it allows teachers

to think about their teaching. By planning lessons daily, teachers are able
to think about and reflect on different strategies that work inside the
classroom including research-based strategies. Making a habit of lesson
planning ensures that teachers truly facilitate learning and respond to
learners’ needs inside the classroom.

Additionally, lesson planning helps teachers’ master learning area

content. Through the preparation of effective lesson plans, teachers are
able to relearn what they need to teach. In the classroom, well-prepared
teachers show ownership of the learning area they teach. Lesson planning
helps teachers know their learners and teach what students need to learn
and therefore ensures curriculum coverage.

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

When you write a lesson plan, you need to consider some key
elements to make sure the lesson plan is focused and designed to meet
all of your students' needs. The three components that you should include
in a lesson plan to ensure that it's solid and effective are:

 Learning objectives
 Activities
 Tools to check for understanding

Learning Objectives

You should first identify the learning objectives you wish to address.
This can be done by zeroing in on the topic, asking yourself what you want to
see students accomplish by the end of the lesson and what you want them to
be able to do with the information they will learn. Once these objectives have
been established, it's a good idea to rank them in order of importance to help
with time management. If you have a plan in place to identify the concepts
that are the most important in your lesson, you'll know what you can skip if
you don't have enough time to cover everything.

Activities
 The activities section of your lesson should be the largest section,
taking up the most time. You should plan on using a variety of activities to
explain what is being taught in the lesson. With the use of different learning
and teaching activities, you can reach a wide range of learning styles.
Activities should be fun, interactive and should also be applied to real-world
situations whenever possible.

Tools to Check for Understanding

This part of the lesson is important for students but also vital for you,
as the teacher. This section of the lesson plan will help you gauge what
students will take away from the lesson and how much of it they were able to
retain. In this section, you can include an assessment which can be formal or
informal. Some examples of assessments include asking a series of
questions, having a class discussion, or having students work on short group
projects. Any way that you can gauge students' understanding of a particular
lesson is beneficial. In the future, you can plan other lessons based on the
feedback and outcomes you receive from past lessons.

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

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 delivered.

Components of the DLL/DLPi

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

ANSWER: III. Learning Materials and Resources

According to DepEd Order No. 42, s. 2016: This part of the DLL asks
teachers to log the preferences and other learning resources that the teacher will
use for the lesson. The references include the particular pages of the TG, LM,
textbook, and the additional materials from the LRMDS portal. The other learning
resources refer to materials such as those that are teacher-made, authentic, and
others not included in the references. This part of the DLL can also include the
supplies, equipment, tools and other non-print materials needed for activities
before, during, and after the lesson.

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.

Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL

Grade Level and Learning Grade 11/Understanding Culture, Society and
Area: Politics
Lesson/Topic: Perspectives in Anthropology, Sociology and
Political Science
Learning Objectives: Discuss the Nature, Perspectives in
Anthropology, Sociology and Political
Science
Learning Printed Modules, Activity sheets and Video
Resources/Materials lesson
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
SLM a household partner, 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  Printed Modules
2. Clarify concepts from previous  Printed
lesson Modules/Activity
sheets
3. Present warm-up activities to  TV based
establish interest in new instructions
lesson
4. Check learner’s prior  Printed Modules
knowledge about the new
lesson
5. Present connection between  Asynchronous
old and new lesson and learning
establish purpose for new
lesson
6. State lesson objectives as  Printed Modules
 guide for learners
Lesson Proper
1. Explain, model, demonstrate,  Printed Modules,
and illustrate Asycnhronous
the concepts, ideas, skills, or
processes that
students will eventually
internalize.
2. Help learners understand and  Video conferencing,
master new text messaging and
Information phone calls
3. Provide learners with  Printed Modules
feedback.
4. Check for learners’  Printed Modules
understanding
After the Lesson
1. Wrap up activities  Printed Modules
2. Emphasize key information  Printed Modules
and concepts
discussed
3. Ask learners to recall key  Printed Modules
activities and
concepts discussed
4. Reinforce what teacher has  Printed Modules
taught
5. Assess whether lesson has  Printed Modules
been mastered
6. Transfer ideas and concepts to  Printed Modules
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 an instructional video lesson or additional learning
materials supplement 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?
 Maintain constant communication with the parents in
facilitating the learning at home and update them on different
channels, internet sites that they can visit for additional
information.

 Design a simplify learning materials to promote individualized

instructions and other practice exercises.

3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
  Ask the parents to provide the children a journal notebook
where they can write their feelings, insights, and questions
about a particular topic.

 The teachers can gather a feedback through messaging,

phone call or video call.

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. Follow the example
below.

FORMATIVE SUMMATIVE
 Evaluation
during the  Evaluation
learning Two ways to after the
process course
evaluate a
completion
 Monitor the student’s
learning  Assign grades
learning.
process
 Evaluate
 Improve student’s
student’s achievements
learning

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.
 Assessment
How to Adapt Method in DL
Method
1.Written Learner will answer the activities using the prescribe
Exercises module.
2.Formative Test Using Facebook Social Learning Group platform,
Learners will learners answer the evaluation assessment
via online session.
3.Summative With the help of Google forms, quiz will be answered
through online evaluation link.
4. Short quiz Through text messaging and phone call
5.Portfolio Compilation of learners’ written works and activities.

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?

 Written exercise
2. What are the challenges in doing assessment in DL?
 Less availability of gadgets for the students to use for them to access the
given activity.
 Internet access
 The present health problems
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
 We can collaborate well and choose among our all method of assessment
listed in our notebook. We come up with bets method to use in the Distant
Learning.

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.
 Tru
Questions Falls
e
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 learner can only comment on 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

soft copies of their work saved on a CD/DVD/USB flash
drive.
7. Portfolio 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: UNDERSTANDING THE DIFFERENT LDMs

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

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

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.
 WEEKLY HOME LEARNING PLANS
Weekly Home Learning Plan for Grade 11
Week 3, Quarter 1, October 19-23, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 General Mathematics Represents real life situations using functions, including piece- General Mathematics Module 1, Personal submission by
wise functions lesson 1 Quarter 1, Week 1 the parent to the
teacher in school

1:00 - 3:00 Komunikasyon at Natutukoy ang mga kahulugan at kabuluhan ng mga Komunikasyon at Pananaliksik Personal submission by
Pananaliksik konseptong pangwika Module 1, Lesson 1 Quarter 1, the parent to the
Week 1 teacher in school

Tuesday

9:30 - 11:30 Oral Communication Experience the functions, nature and process of Oral Communication Module 1, Personal submission by
communication Lesson 1 Quarter 1, Week 1 the parent to the
teacher in school

1:00 - 3:00 Personal Development Explain that knowing oneself can make a person accept Personal Development Module 1, Personal submission by
his/her strengths and limitations dealing with others better Lesson 1 the parent to the
Quarter I, Week 1 teacher in school

Wednesday

9:30 - 11:30 Creative Writing Use imagery, diction, figures of speech and specific Creative Writing Module 1, Personal submission
experiences to evoke meaningful responses from Lesson 1 and Lesson 2 by the parent to the
readers Quarter I, Week 1 teacher in school

1:00 - 3:00 Earth & Life Science Recognize the uniqueness of Earth, being the only planet Earth & Life Science Module 1, Personal submission
in the solar system with properties necessary to support Lesson 1 by the parent to the
life. Quarter I, Week 1 teacher in school

Thursday

9:30 - 11:30 21st Century Writing a close analysis and critical interpretation of 21st Century Literature Module Personal submission
literacy texts and doing an adaptation of these require 1, Lesson 1 by the parent to the
from the learner the ability to identify: Quarter I, Week 1 teacher in school
a. The geographical, linguistic and ethnic
dimensions of Philippine literacy history
from pre-colonial to the contemporary
b. Representative texts and authors from each
region (e.g. engage in oral history research
with focus on key personalities from the
students region/province/town)

1:00 - 3:00 English for Academic Differentiate languages used in academic texts from English for Academic Purposes Personal submission
Purposes various disciplines Module 1, Lesson 1 by the parent to the
Quarter I, Week 1 teacher in school

Friday

9:30 - 11:30 P.E. 1 Self-assesses health-related fitness (HRF)status, barriers P.E. 1 Module 1, Lesson 1, Personal submission
to physical activity assessment participation and one’s Quarter 1, Week 1 by the parent to the
diet. teacher in school

1:00 - 4:00 Discipline in Social Differentiate the nature and functions of social Science SOC SCI Module 1, Lesson 1, Personal submission
Science disciplines with the nature of science and humanities Quarter 1, Week 1 by the parent to the
teacher in school

4:00 onwards Family Time

Note: Under the Learning Task column, write the title of the module, the tasks (consider all
parts) in the module and the teacher may prepare a checklist of the module’s parts for additional
monitoring guide for both teacher and the learner.

ACTIVITY 3
ACRead 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 Individual Learning
 Plan (WHLP) monitoring Plan (ILMP)
Purpose
For Whom?
Components

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.
ANSWER
Weekly Home learning Individual Learning
Plan (WHLP) monitoring Plan (ILMP)
Purpose A tool to guide leaners A tool for monitoring
and learning learners who lag
facilitators or behind based on the
householdpartners in results of their
tracking the subject formative and
areas to be tackled and summative
activities assessments
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or
partner household partner
Components Yes Yes

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.
INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name:QUIA MONIQUE NUYAD

Grade Level:GRADE 11
Intervention Learner’s Status
Learner’s Monitoring
Learning Area Strategies Insignificant Significant
Needs Date Mastery
Provided Progress Progress
General None No October /
Mathematics Intervention 5-30,
needed 2020
Komunikasyon None No October /
at Pananaliksik Intervention 5-30,
needed 2020
Oral None No October /
Communication Intervention 5-30,
needed 2020
Personal None No October /
Development Intervention 5-30,
needed 2020
Creative None Academic October /
Writing counselling 5-30,
through 2020
subject
teacher-
One on one
Earth & Life None No October /
Science Intervention 5-30,
needed 2020
21st Century None No October /
Intervention 5-30,
needed 2020
English for None No October /
Academic Intervention 5-30,
Purposes needed 2020
P.E. 1 None No October /
Intervention 5-30,
needed 2020

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162