NAME: ALMA G.

FERRER DATE: SEPTEMBER 7,2020

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

ACTIVITY 1.
Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-
face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions in your Study Notebook.
ANSWER:
Face to face learning meaning have a close contact with the teacher. And Blended Learning- use any two modalities in
delivering the learning mode to students. While Homeschooling- the students learn at home only. Teacher will give all the
necessary materials for student to learn with the help of her /his parents or guardians.
Homeschooling does not have an F2F learning component.

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.
Distance Learning
Homeschooling

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 Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Member
Modular Students given Self learning Teachers Parents guide School gives
Distance a complete set Module, monitor the and support orientation on
Learning (MDL) of SLM as well flashdrive with students the students in using the
as textbooks the e-copy of progress in his or doing his/her modules. Gives
anf learning lessons. her works. It can lessons for the complete
materials be through day. details how
[Link] or modules be
messages. Audio distributed to
or [Link] learners and
on the students returned etc.
financial
capacity.
Online Both teacher SLM, teacher Teacher made a Parents guide School
Distance and learner made schedule of their and support provides
Learning (ODL) use laptop or videolessons online classes. the students in teachers a
any gadget Deliver the doing his/her training in
online via lessons via lessons for the using the LM
messenger webinar or day. And on making
,googlemeet or teleconferencing. videolessons
zoom and on how to
conducti online
 classes.
TV-Based Use of Television,SLM Remind the Parents School shall
Instruction televisions, , printed students of their obliged them announce early
(TVBI) materials schedule. When to follow their the broadcast
and what time schedule to of the show on
do they watch. watch their televisions of
Teacher follow- gradelevel every level or
up through show. See to it grade.
phone calls, SMS, that the child is
among others. watching and
listens
attentively.
Observed the
place is good
for learning.
Radio-Based Use of radio radio,SLM , Remind the Parents School shall
Instruction printed students of their obliged them announce early
(RBI) materials schedule. When to follow their the broadcast
and what time schedule to of the show on
do they watch. watch their televisions of
Teacher follow- gradelevel every level or
up through show. See to it grade.
phone calls, SMS, that the child is
among others. watching and
listens
attentively.
Observed the
place is good
for learning.
Blended Use Use of SLM , Teachers check Parent, The school
Distance combination flashdrive with in often with guardian, orients the
Learning above three videolessons. students sibling, or teachers,
types of Use of laptop progress either other parents and
distance or cellphone by sending them community learners about
learning instant messages members the mode
or calls or by considered a learning
conducting a responsible delivery
quick survey adult capable policies and
every week to of guiding and directions to
monitor learner’s supporting the ensure that
difficulties and to learner’s everyone is
see how they learning properly
have been process at informed and
progressing in home guided
the lesson.

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)
Television is the most easiest way to deliver the
lessons directly to the learners since all families have
1 TVBI television in their [Link] it is more attractive and
delightful to children to capture their attentions to
learning.
Radio, not as good as television but it also get
2 RBI attention to the learners when they here sounds. so it
also effective to learning.
Using modules,it needs assistance of parents for the
3 MDL
learners to learn ,to understand the lessons.
This is best of all. Using all the learning
4 BL
[Link] online
This is hard. Because it needs budget first of all for the
5 ODL load. Then conection is not good in other areas. Lack
of gadgets.

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.

Learner Group Targeted Intervention

Maybe a good neighbhor ,relative

Can ask to help the child in her
Learners without parents or household member whocan guide and support their
studying at home. or the mother
learning at home leader or volunteer in the
community
By sending video lessons from
youtube regarding to learn to read.
Send them reading materials. Then
Beginning readers (K to 3) constant communication to know
the students progress in reading
after giving the materials.
Give their guardians more
Struggling readers (Grades 4-12) activities to enhance more their
reading skills
Maybe they can go to nearest
No access to devices and Internet people who can help them to
access in the internet.
Maybe have some arrangements
Inaccessible (living in remote and/or unsafe areas) with the barangay officials in their
areas
We can ask donations for them for
Indigenous Peoples their needs in order to learn in this
time of pandemic.
 Same with the others, come to the
Persons with Disabilities nearest people to them, like
. barangay officials etc.

Others? 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:

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, and deciding on the pacing and allocation of instructional time” (Virginia Department of Education, as cited in
DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality
teaching and learning in schools. In order for the design to be effective, teachers need to consider the learners’
characteristics and be responsive to the needs of the learners.

Why is lesson designing important?

Lesson designing helps ensure that:
-time is maximized for instruction and learning

-lessons are responsive to learner’s needs

-teachers set learning targets for learners

-teachers carry out a lesson successfully

-teachers master their learning area content

-teachers become more reflective about their teaching

-learners successfully reach the set learning goals

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

-Clearly articulated lesson objectives (What should be taught?)
-Well-selected and logically sequenced presentation of learning resources and activities to help learners meet the
objectives (How should it be taught?)
-Appropriate and timely assessment activities that provide relevant information and feedback for both teachers
and learners (How should learning be assessed?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key

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

[Link] previous lesson [Link] for learners’ understanding [Link] up activities

[Link], model, demonstrate, and [Link] learners understand and
[Link] concepts from previous illustrate the concepts, ideas, skills, master new information
lesson or processes that students will [Link] what teacher has taught
eventually internalize [Link] key information and
[Link] warm-up activities to [Link] learners with feedback concepts discussed
establish interest in new lesson [Link] whether lesson has been [Link] learners to recall key activities
[Link] learner’s prior knowledge mastered and concepts discussed
about the new lesson [Link] ideas and concepts to
[Link] connection between old new situations
and new lesson and establish
purpose for new lesson
[Link] lesson objectives as guide
for learners

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.

Compare your answers to Lesson 2, Activity 2 Answer Key

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

Objectives
Content
Learning Materials and Resources
Procedures
Remarks
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 ([Link] periodicals/[Link]).

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.

Lesson/Topic: Learning Objectives: Learning Resources/Materials Needed:

ACTIVITY 4.
Learning Delivery Modality (select one): ☐ODL ☐MDL ☐TV/RBI ☐BL
Grade Level and Learning Area: 1 - Mathematics
Lesson/Topic: Visualize numbers up to 100
Learning Objectives: To visualize numbers up to 100
Using:
a. blocks, flats, longs, units
b. cut outs of number discs
Learning Resources/Materials Number discs or cut outs of number discs.
Needed:

Additional Remarks: (ex. can

be done via voice calls, can
Check if already be facilitated by a household
Part of Lesson / Learning Tasks present in the SLM 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.)
/ Can be done via internet
Before the Lesson
based resource,
Review previous lesson / Can be done via e learning
Clarify concepts from previous lesson activities or
Present warm-up activities to establish interest in new Household partner
lesson
Check learner’s prior knowledge about the new lesson
Present connection between old and new lesson and
establish purpose for new lesson
State lesson objectives as guide for learners
 Lesson Proper /

/ Can be done via e learning

Explain, model, demonstrate, and illustrate the concepts, activities
ideas, skills, or processes that students will eventually Can be facilitated by a
internalize Household partner
Help learners understand and master new information
Provide learners with feedback
Check for learners’ understanding

After the Lesson / Can be facilitated by a

Household partner
/ Can be facilitated by a
Household partner
Wrap up activities
Emphasize key information and concepts discussed
Ask learners to recall key activities and concepts discussed
Reinforce what teacher has taught
Assess whether lesson has been mastered 6. Transfer ideas
and concepts to new situations

Answer the following questions in your Study Notebook:

For learning tasks not found in the SLM you examined, what materials or resources can you create or curate to supplement
the SLM? Needs more activities or hand outs

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? : give them video lessons suitable to the topic or lesson. Motivate the learner. Assist the parents.
.
How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and future
lessons? Give feedback form to pupils and parents.

Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this module.
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

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 Method How to Adapt the Assessment Method in DL

I will send a three-item quiz via text message before the lesson. Based on the
Example: responses, I will take note of the common misconceptions and clarify them to the
Short quiz learners during our online session or via text message.

[Link] I will use Portfolio which is I think perfect for distance learning. I will give time of
schedule for submission to school for their parents to submit their works.

[Link] Provide supplementary assessment materials to the learners aside from the module
provided to them

Students can submit short but weekly papers to assess whether or not the students are
understanding the material for that particular week.

3. Performance task The learners will send recorded performance through a given link. The teacher will give
feedback to the learners individually through text / messenger.

[Link] Test Teachers can use mechanism in Learning Management Systems to increase academic
integrity. He/ she may use a link or use drop box for the submission of the test in case
the students do not have an access online.

Provide the rubrics in the activity sheets. Then, parents will assess the output through
1. Essay the assistance of the teacher.

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:
[Link] assessment methods are common among the group members?
Written works,Quarterly Test,Quiz

[Link] are the challenges in doing assessment in DL?

How to give it to [Link] did they answer it on their [Link] [Link] data connections and load.

[Link] the challenges, what opportunities can you and your colleagues explore to make assessment do able in DL?
You will become more resourceful, idealistic. It will be division of labor, can accept donations for indigenious students.

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.

Questions True False

 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.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.
LESSON 3: GUIDING AND MONITORING LEARNERS IN 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
C [Link] are the knowledge, understanding, skills, and attitudes that learners need [Link] area
to demonstrate in every lesson and/or learning task. [Link] of delivery
D [Link] are the formative learning opportunities given to learners to engage them [Link] competencies
in the subject matter and to enhance their understanding of the content. [Link] task
A [Link] refers to the prescribed subject that learners take.
B [Link] refers to the method of submission of learning outputs preferred by the
learner/parent based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key.

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 PLAN – GRADE 1(FOR 1ST QUARTER)
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
8:00 AM – Wake-up, make-up your bed, eat breakfast and get ready for an awesome day!
9:00 AM
9:00 AM – Have a short exercise/meditation/bonding with family.
9:30 AM
Monday EDUKASYON SA
9:30 AM – PAGPAPAKATAO
11:30 AM
11:30 AM – LUNCH BREAK
1:00 PM
Tuesday ARALING
PANLIPUNAN
9:30 AM –
11:00 AM
11:30 AM – LUNCH BREAK
1:00 PM
1:00 PM – MATHEMATICS
3:00 PM

Wednesday
9:30 AM – MTB
11:30 AM
Thursday MAPEH
9:30 AM –
11:30 AM
(One MAPEH
component
per week)
ARTS
PHYSICAL EDUCATION
HEALTH
Friday Self –Assessment Tasks: Portfolio Preparation, e.g. Reflective Journal: Other Learning Area Tasks for
9:30 AM – Inclusive Education
11:30 AM
11:30 AM – LUNCH BREAK
1:00 PM
1:00 PM – Self –Assessment Tasks: Portfolio Preparation, e.g. Reflective Journal: Other Learning Area Tasks for
3:00 PM Inclusive Education

3:00 onwards FAMILY TIME

Prepared by:

Grade Leader /Department Head

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 Monitoring Plan

(WHLP) (ILMP)
Purpose The Weekly Home Learning Plan It is a more specific tool which shall
shall be communicated through the be used by teachers and learning
parents for their reference and facilitators for learners who lag
guidance behind as shown by the results of
their formative and summative
assessments.
For Whom? For parents For teachers

Components a) Learning Area are the subjects a) Learner’s Needs refer to the gaps
prescribed to be taken by learners between the required knowledge,
in a particular grade level or key skills, and attitudes described in the
stage. learning standard and the current
b) Learning Tasks are formative status of the learner as evidenced by
learning opportunities created for assessment results. These are the
learners to enhance their areas where the learners need help in
understanding of the content, which a form of interventions to help them
prompt them to engage intensively meet the required learning
in the subject matter. competencies.
c) Learning Competencies refer to b) Intervention Strategies are
the knowledge, understanding, programs or sets of steps to help
skills, and attitudes that learners learners improve at areas they
need to demonstrate in every lesson struggle with. Intervention strategies
and/or learning activity (DO 8, s. may be any of the following form,
2015 Policy Guidelines on but not limited to, (1) extending time
Classroom Assessment for the K to of completion of tasks; (2) adjusting
12 Basic Education Program) the level of difficulty of the learning
d) Mode of Delivery refers to the contents/tasks; (3) providing more
method of submission of learning guided activities before proceeding
outputs to include written work, to independent activities; (4) seeking
products, and performances, for more supervised time with
preferred by the learner/parent learning facilitator; (5) giving
based on their context/situation, sample prototype learning outputs or
e.g., online submission through models to serve as reference for his
email or LMS posting, personal or her own work.
submission by the parent to the c) Monitoring Date refers to the date
teacher in school, etc. when the teacher has evaluated the
results of learner’s assessments after
a sufficient time of implementing
certain intervention strategies.
Learner’s assessments may be
through portfolios to include
learning outputs such as written
work, products, and performances
evaluated using rubrics. Testimonies
of parents/guardians and learning
facilitators regarding the learner’s
progress may also be considered as a
matter of holistic assessment.
d) Learner’s Status refers to how
well the student learns as a result of
the teaching-learning process in the
learning delivery modality that he
has chosen. It is determined after
assessment of learning and
completion of sufficient and
appropriate intervention strategies.
■ Insignificant Progress refers to a
status where a learner “did not meet
 expectations” of the learning
standards and received a grade of 75
and below for the first quarter and
did not improve performance in the
succeeding quarters.
■ Significant Progress refers to a
status where a learner has
significantly improved performance
after provision of intervention
strategies by meeting learning
standards as manifested by an
increase in his assessment results,
e.g., from “did not make
expectations” in the previous quarter
to “fairly satisfactory” with a grade
scale of 75- 79 in the succeeding
quarter.
■ Mastery refers to a status where a
learner has reached a level of
mastery after provision of
intervention strategies by meeting
learning standards as manifested by
an increase in the assessment results,
e.g., from “did not meet
expectations” or “fairly satisfactory”
in the previous quarter to
“satisfactory” with a grade scale of
80-84 or “very satisfactory” with a
grade scale of 85-89 in the
succeeding quarter, respectively.
Has to be communicated to parents? Yes Yes

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.

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

Grade 1

Learner’s Name: Neca May Esclanda

Grade Level: 1 Section: Masinop
Learning Area Learner’s Need Intervention Monitoring Learner’s Status
Strategies Date Insignificant Significant Mastery
Provided Progress Progress
 Difficulty on More October 19,
Mother Tongue recognizing enrichment 2020
letters and its activities and
sounds video lessons.
And follow-ups
through
messenger or
calls.

Filipino

English
No mastery on Give more October 19,
Mathematics counting hand-outs 2020
numbers from 1 activities on
to 20 counting 1 to
20. Give more
video lessons
on counting
numbers.

Araling
Panlipunan
Edukasyon sa
Pagpapakatao
MAPEH

`
Learner is not making significant progress in a timely manner. Intervention strategies
need to be revised.
Intervention Status Learning is making significant progress. Continue with the learning plan.

Learning as reached mastery of the competencies in learning plan.

Prepared by:

Class Adviser

Checked and Validated by:

School Head
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.

Congratulations for completing Module 3A! You are now ready for Module 3B.
MODULE 3A- LESSON 3