Learning Delivery Modalities Course 2: worksheets

Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
Address: P Ledesma Street, Pototan, Iloilo
Tel./Cell: (033)320-3668/0920 983 5739
Email: 116657@deped.gov.ph
LDM Course 2
Module 3A
Lesson 1
Activity 1
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
LAC MEMBER: DESIGNATION:
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.
a. Face-to-face (F2F) -
b. Blended Learning (BL) -
c. Homeschooling
Which of the LDMs do not have an F2F learning component?
Check it against Lesson 1, Activity 1 Answer Key 2.

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 1
Activity 2
DISTANCE LEARNING MATRIX
Distance Learning
Modality
Distinguishing
Feature
Essential
Resources
Role of Teacher Role of Parent or
Household Member
Role of School
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based Instruction
(TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 1
Activity 2
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 1
Activity 3
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.
Ranking
(1-5, from easiest
to hardest to
implement)
Type of DL Why?
1
2
3
4
5

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 1
Activity 4
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.
Target Group Target Intervention
Learners without parents or household member
who can guide and support their learning at home
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.

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 2
Activity 1
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 2
Activity 2
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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
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

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 2
Activity 3
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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

Tel./Cell: (033)320-3668/0920 983 5739
LDM Course 2
Module 3A
Lesson 2
Activity 4
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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 Area: _____________________________________________
Lesson/Topic:____________________________________________________________
Learning Objectives: ______________________________________________________
Learning Resources/Materials Needed: ______________________________________
Part of Lesson / Learning Tasks
Check if
already
present in the
SLM
Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
can be done via a learning
activity sheet, can be
presented via an internetbased
resource, can
be facilitated during a
synchronous learning sessions, 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
LDM Course 2

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 4
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
Lesson Proper
1. 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

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 4
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 5
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.
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.
Formative Assessment Summative Assessment

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 6
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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
Method
How to Adapt the Assessment Method in DL
Ex.
Short Quiz
will send a three-item quiz via text message before the lesson. Based on
the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message
1
2
3
4
5

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 6
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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?

Tel./Cell: (033)320-3668/0920 983 5739
Module 3A
Lesson 2
Activity 7
LAC ID:
GROUP I
LAC FACILITATOR:
MA. ROCEL L. GUANCO
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.

Learning Delivery Modalities Course 2: worksheets

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