MODULE 3A – DESIGNING INSTRUCTION

IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

NAME: SOLEDAD S. CRISOSTOMO

DESIGNATION: TEACHER III
LAC ID NO.: D10-001-C-03
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL

1|LDM 2MODULE 3A
 Republic of the Philippines
Department of Education

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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.

MODALITIES
PRESCRIBED IN THE YOUR OWN DEFINITIONS OF EACH MODALITY
LCP
Face-To-Face (F2F) Face to face learning refers learning delivery modality where the
Learning teacher and learners are physically in one venue.

Distance learning refers to learning delivery modality where a

Distance Learning (DL) learner is given materials or modules.
There is a combination of two or more delivery modalities in teaching
Blended Learning (BL) and learning such as online teaching, face to face learning or
modular learning
Home schooling refers to alternative learning delivery mode ADM that
provides learners access to formal education while staying in an out
Homeschooling
of school environment with parents as authorized facilitators instead
of classroom teacher.

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook.

MODALITIES
PRESCRIBED IN THE DOES IT HAVE AN F2F LEARNING COMPONENT?
LCP
Face-To-Face (F2F) Learning Yes, it has Face-to-face learning component.
Distance Learning (DL) No, physical attendance is required.
Blended Learning (BL) Yes, it has Face-to-face learning component but limited.
Between the pupil and his parents there is, but with an online
Homeschooling teacher there is none.

2|LDM 2MODULE 3A
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.

DISTANCE LEARNING MATRIX

Distance Role of Parent
Distinguishing Essential Role of
Learning or Household Role of School
Feature Resources Teacher
Modality Member
Modular Leaning is in Modules Facilitate Guide the Provide and
Distance the form of Printed Give learners support
Learning individual materials instructions
(MDL) instruction. SLM deliver
Online Using Internet internet Supervises and facilitator support
Distance Connection monitors the
Learning with gadget. learners
(ODL) progress
TV-Based Watching Television set Facilitate Guide support
Instruction lessons on tv
(TVBI)
Radio-Based Listening radio Give Guide support
Instruction lessons on instructions
(RBI) radio.
Blended Individual Printed Deliver Facilitate Provide and
Distance instructions Materials Facilitate Guide facilitate
Learning using internet. internet Give
instructions

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.

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
1
Commonly seen in every household .it can be easily
TVBI access by the pupils.

2
This is easy to produce rather than the electronic
RBI
gadgets and available in remote areas.

3 Modular Has ready modules to be given to the learners and

Distance even offline pupils can still able to accomplished the
Learning activities.

3|LDM 2MODULE 3A
 4 Online Many of the pupils cant able to avail the electronic
Distance gadgets that learners will need to attend their
Learning classes online.
5 Blended This is most difficult not all have the access to
Distance internet.
Learning and the safety of the learners is at risk.

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.

Learners Group Targeted Intervention

One of the possible interventions we can do is
Learners without parents or household member who through communicating and assisting them
can guide and support their learning at home using different means like Messenger or phone
text and calls
Ask for assistance and support from parents/
Beginning readers (K to 3) guardians to make follow-up instructions. If
remedial teaching through any different
platform can be done it will be an option.
Ask for assistance and support from parents/
guardians to make follow-up instructions. If
Struggling readers (Grades 4-12) remedial teaching through any different
platform can be done it will be an option. Give
them additional exercises/ tasks to enhance
reading skills.
If a learner does not have devices or access to
No access to devices and Internet
internet we can provide him self-learning
modules for him to study and answer.

Find a platform where you can reach them.

Inaccessible - live in remote and/or unsafe areas Find a way to communicate with them and
compromise for the safety of everyone.

Ask for assistance and support from parents/

Persons with Disabilities guardians to make follow-up instructions

4|LDM 2MODULE 3A
 NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

ACTIVITY 1
Read DO No. 42, s. 2016 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?

It is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Then, you can design appropriate learning activities
and develop strategies to obtain feedback on student learning. It will provides you with a
general outline of your teaching goals, learning objectives, and means to accomplish
them, and is by no means exhaustive.
2. Why is lesson designing important?
It helps the teacher in maintaining a standard teaching pattern and does not let
the class decide from the topic. The teacher is able to look back, re-organize and update
his/her lesson future usage. The teacher is able to arrest challenges during the lesson and
interventions that are applied are well noted

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

A. Lesson plan unveils the basic objectives of the course. Students should walk out the class
with a thorough understanding of what was taught in class.

B. Enlisting the learning and teaching activities is the next step. You can include real-
life examples alongside citing imaginary situations. This will help students stretch
their imagination to extract the essence of what is being taught.

C. You should work in the direction of assessing the level of understanding of your
students. A question-answer session should be planned along with well-planned
activities that will help you assess the learning abilities of your students.

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.

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate, 1. Wrap up activities

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

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

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

Which part/s is/are accomplished after the lesson is delivered?

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be
filled up after the lesson is delivered. Teachers are encouraged to think about their lessons,
particularly the parts that went well and the parts that were weak and write about those briefly.
In the reflection, teachers can share their thoughts and feelings about their lessons including
things about the lesson that were successfully implemented and which ones need improvement or
could be adjusted in the future. Teachers can also take note of the number of learners who earned
80% in the evaluation, the number of learners who require additional activities for remediation,
and the difficulties teachers encountered that their principal or supervisor can help solve.

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
6|LDM 2MODULE 3A
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 Area: 5-Mathematics
Lesson/Topic: Divisibility Rules for 2, 5, and 10
Learning Objectives: List down factors of numbers divisible by 2, 5, and 10; use divisibility rules for 2, 5, and
10 to find common factors of numbers; and appreciate the use of divisibility rules to find common factors of
numbers
Learning Resources/Materials Needed: Self-Learning Module

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
Check if by a household partner,
already can be done via a learning
Part of Lesson / Learning Tasks activity sheet, can be
present in the presented via an internet-based
SLM resource, can
be facilitated during a
synchronous learning
session, etc.)

Before the Lesson

1. Review previous lesson ✓ Can answer independently
✓
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish Video presentation
interest in new lesson ✓
4. Check learner’s prior knowledge about the Text messaging
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
Can be facilitated by a household
1. Explain, model, demonstrate, and illustrate
partner
the concepts, ideas, skills, or processes that
students will eventually internalize
✓
2. Help learners understand and master new
Activity sheets
information
✓ Virtual calling
3. Provide learners with feedback
4. Check for learners’ understanding ✓ Text messaging
✓
After the Lesson
1. Wrap up activities Can be facilitated by a household
2. Emphasize key information and concepts ✓ partner
✓
discussed
3. Ask learners to recall key activities and Can be done via voice calls
concepts discussed ✓ Virtual calling via smart phones
4. Reinforce what teacher has taught ✓
5. Assess whether lesson has been mastered ✓
6. Transfer ideas and concepts to new
situations ✓

7|LDM 2MODULE 3A
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?
We can create additional activities to supplement the LCM. We can also use the
textbooks and other learning resources such as activities online for as long as it is parallel
to the target learning objectives.
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?
For learners: By providing additional materials, giving them immediate assistance,
constant follow up, and provide easy to understand activities.
For the household partner: Communication for constant follow up.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
Through phone calls or online messenger.
By checking the answer sheets on time.
Feedback day- this is a day dedicated to checking in with each student and providing
descriptive feedback on their work and learning.

Integrating Content Across Learning Areas/Team Teaching

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO No. 8, s. 2015 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
ASSESSMENT ASSESSMENT
• Both are ways to • Used to
• Part of the assess. determine at a
instructional • Used to evaluate particular point
process. pupils effectively in time what
• Quizzes and • Used for learners’ learners know
Observations feedback. and do not know.
• Writings and Exit • Helps teacher • End of unit or
Tickets modify future chapter tests
• Helps teacher lesson planning • Scores that are
modify future based on learners’ used for
lesson planning needs accountability
based on learners’
needs

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.

8|LDM 2MODULE 3A
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
Example: Short quiz I 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. Multimedia I will use PowerPoint presentation to creatively deliver during the lesson.
Presentation Pupils can save the presentation on their own gadgets.

Using the different mobile apps, my pupils can learn and enjoy at the same
2. Games time.

I will send quizzes through messenger or text messages. They can send
3. Quizzes suggestions and feedbacks as well.

The pupils can submit their writer works through online platforms or
4. Written Works during the schedule for the pick-up of their modules.

5. Inventories/ These can be done easily through answering materials such a survey or
Checklists of skills checklists posted on online platforms or through hardcopies given to them.

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?

The assessment methods that are common among the group members are short
quizzes, multi-media presentations and written works.
2. What are the challenges in doing assessment in DL?
The challenges that can be encountered in doing assessment in DL are the following:
• Unstable internet connections
• Distractions in the environment
• Limited resources
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Some of the opportunities we can explore to make assessment doable and possible in DL
are:
• Be creative in planning and executing assessment through different means like online
apps
• Be flexible and innovative in the resources available to maximize the learning
opportunities

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.

9|LDM 2MODULE 3A
 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.

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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

10 | L D M 2 M O D U L E 3 A
 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:
o 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
o Key Stage 2 (Grades 4 to 6) – up to two hours
o 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
o 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 Plan for Grade 5

Week 1, Quarter 1, October 5-9, 2020
Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

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 ENGLISH Fill-out forms accurately (school English Module 1 Personal submission by the parent
forms, deposit and withdrawal Quarter I, Week 1 to the teachers at the designated
slips, etc.) Worksheets pick-up point barangay
EN5WC-IIj-3.7

1:00 - 3:00 FILIPINO Naiuugnay ang sariling karanasan Filipino Module 1 Personal submission by the parent
sa napakinggang teksto Quarter I, Week 1 to the teachers at the designated
F5PN-Ia-4 Worksheets pick-up point barangay

Tuesday

9:30 - 11:30 ARALING Naipaliliwanag ang kaugnayan ng Araling Panlipunan Module Personal submission by the parent
PANLIPUNAN lokasyon sa paghubog ng Quarter I, Week 1 to the teachers at the designated
kasaysayan pick-up point barangay

1:00 - 3:00 SCIENCE Use the properties of materials Science Module 1 Personal submission by the parent
whether they are useful or harmful Quarter I, Week 1 to the teachers at the designated
S5MT-Ia-b-1 Worksheets pick-up point barangay

Wednesday

11 | L D M 2 M O D U L E 3 A
 Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

9:30 - 11:30 MATHEMATIC Uses divisibility rules for 2, 5, and Mathematics Module 1 Personal submission by the parent
S 10 to find the common factors of Lesson 1and Lesson 2 to the teachers at the designated
numbers. Quarter I, Week 1 pick-up point barangay
M5NS-Ib-58.1 Worksheets
Uses divisibility rules for 3, 6, and
9 to find common factors.
M5NS-Ib-58.2

1:00 - 3:00 MAPEH Identifies the kinds of notes and Music Module 1 Personal submission by the parent
(MUSIC) rests in a Quarter I, Week 1 to the teachers at the designated
Song MU5RH-Ia-b-1 Worksheets pick-up point barangay

(ARTS) Discusses events, practices, and ARTS Module 1

culture Quarter I, Week 1
influenced by colonizers who Worksheets
have come to
our country by way of trading.
A5EL-Ia
Designs an illusion of
depth/distance to simulate a3-
dimensional effect by using
crosshatching and shading
techniques in drawings (old PE Module 1
pottery, boats, jars, musical Quarter I, Week 1
instruments). Worksheets
A5EL-Ib

Assesses regularly participation in HEALTH Module 1

physical Quarter I, Week 1
activities based on the Philippines Worksheets
(PE) physical activity
pyramid.
PE5PF-Ib-h-18

Describes a mentally, emotionally

and socially healthy
Person
(HEALTH) H5PH-Iab-10

Thursday

9:30 - 11:30 EPP Nakagagawa ng abonong EPP (Agriculture) Module Personal submission by the parent
(Agriculture) organiko 1, Lesson 1 to the teachers at the designated
Edukasyong • natatalakay ang kahalagahan Quarter I, Week 1 pick-up point barangay
Pantahanan at at pamamaraan sa paggawa Worksheets
Pangkabuhayan ng abonong organiko
EPP5AG- 0b-4

1:00 - 3:00 ESP Napahahalagahan ang ESP Module 1, Personal submission by the parent
Edukasyong sa katotohanan sa pamamagitan ng Quarter I, Week 1 to the teachers at the designated
Pagpapakatao pagsusuri sa mga: Worksheets pick-up point barangay
• balitang napakinggan
• patalastas na nabasa/narinig
• napanood na programang
pantelebisyon
• nabasa sa internet

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the

12 | L D M 2 M O D U L E 3 A
 Day and
Learning Area Learning Competency Learning Tasks Mode of Delivery
Time

following week.

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
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After youread 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)
Aid teachers and parents in It establishes a set of learning
keeping track of the day-to- goals and objectives for an
day in-school and off-school individual learner.
Purpose general learning processes as
they implement the most
suitable and feasible
alternative learning modality
Teachers and Parents Learners
For Whom?
Learning Area, Learning Learning Area, Learner’s
Competencies, Learning Tasks, Need, Intervention and
Components Mode of Delivery Strategies Provided,
Monitoring Date, Learner’s
Status

Has to be communicated to
Yes Yes
parents?

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.

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.

13 | L D M 2 M O D U L E 3 A
 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Kyle Renzo A. Hipertor

Grade Level: Grade 5

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
English Enhance Provide October 12- ✓
Reading additional 16, 2020
Comprehension materials to
improve reading
comprehension
skills. Ask for
support from
parents/guardian.

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

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.

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.

14 | L D M 2 M O D U L E 3 A
 Submitted by:
SOLEDAD S. CRISOSTOMO
Teacher III

Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader

Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach

Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach

15 | L D M 2 M O D U L E 3 A