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Learning Delivery Modalities Course 2:
- 1. MODULE 3A: DESIGNING INSTRUCTIONIN THE DIFFERENT LEARNING DELIVERY MODALITIES
- 2. Welcome to Module3. This Module focuses on how lessons and assessments are designed for the distance learning modality prescribed by the Basic Education Learning Continuity Plan (LCP) By the end of this Module, you will be able to: 1. differentiate between the learning delivery modalities prescribed by the LCP and between the different types of distance learning modalities 2. apply lesson design and assessment considerations for distance learning in light of the COVID-19 crisis 3. create a weekly home learning plan to guide your learners as they do independent study at home 4. create an individual learning monitoring plan to keep tr ack of the progress of learners who lag behind in comp leting the prescribed learning tasks
- 3. MODULE CONTENT: Lesson 1.Understanding the Different LDMs Lesson 2. Designing Lessons and Assessments in the Different LDMs Lesson 3. Guiding and Monitoring Learners in the Different LDMs LAC Session 3A ESTIMATED TIME REQUIRED: 18 to 24 hours *LAC Sessions are included in the activities but may be optional as determined by the LAC members under the guidance of the LAC Leader
- 4. LESSON 1: UNDERSTANDINGTHE DIFFERENT LDMs By the end of this lesson, you will be able to: 1. define the learning delivery modalities (LDMs) prescribed by the LCP 2. describe the features of distance learning (DL) and its different types 3. explain the guidelines for implementing the different types of Distance Learning (DL) 4. enumerate the minimum requirements for each type of Distance Learning (DL)
- 5. LESSON 1: UNDERSTANDINGTHE DIFFERENT LDMs By the end of this lesson, you will be able to: 5. rank the different types of DL in terms of their degree of difficulty to implement from the perspective of your School/Division 6. identify targeted interventions for learners with special concerns to ensure inclusion in DL
- 6. Key Topics/Concepts â blendeddistance learning; â blended learning; â distance learning; â face-to-face learning; â homeschooling; â implementation guidelines for distance learning; â minimum requirements for distance learning; â modular distance learning; online distance learning; â TV-based instruction/radio-based instruction
- 7. Resources Required â Guidanceon Distance Learning â Non-Negotiable Minimum Requirements for Distance Learning â Distance Learning Matrix â Supplementary Handout on Blended Learning Delivery Modalities â Lesson 1, Activity 1 Answer Key 1 â Lesson 1, Activity 1 Answer Key 2 â Study Notebook
- 8. LDN Do a quickcheck of your knowledge of the four modalities prescribed in the LCPâface-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. ACTIVITY 1
- 9. LDN 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 mat rix at your next LAC Session. Your goal is to come to a shared understandin g 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. ACTIVITY 2
- 10. LDN Consider the situationin your School/Divisionâyour 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 typesâMDL, ODL, TVBI, RBI, and BLâfrom 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. ACTIVITY 3
- 11. LDN Be prepared todiscuss your ranking at your next LAC Session. ACTIVITY 3
- 12. LDN The LCP assuresthat 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. ACTIVITY 4
- 13. LDN Listed below aresome 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. ACTIVITY 4
- 14. Well done! You havecompleted Lesson 1. You may now proceed to Lesson 2.
- 15. LESSON 2: DESIGNINGLESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs By the end of this lesson, you will be able to: 1. identify the components of a well-designed lesson, applicable for all LDMs 2. enumerate learning tasks that can be incorporated in your DL lessons to ensure the achievement of learning objectives 3. select formative and summative assessment tasks that can be incorporated in your lessons to provide students with feedback and to help you monitor studentâs learning even when you are teaching remotely
- 16. Key Topics/Concepts â formativeassessment; â learning materials; â learning tasks; lesson design components; â portfolios; summative assessment
- 17. Resources Required â DepEdOrder No. 42, s. 2016 on Policy Guidel ines on Daily Lesson Preparation â DepEd Order No. 8, s. 2015 on Policy Guideli nes on Classroom Assessment â Principles of Instruction â Designing Lessons in DL â Lesson 2, Activity 1 Answer Key â Lesson 2, Activity 2 Answer Key â Lesson 2, Activity 3 Answer Key â Lesson 2, Activity 5 Answer Key â Lesson 2, Activity 7 Answer Key â Study Notebook
- 18. LDN 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. ACTIVITY 1
- 19. LDN The second componentof 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: ACTIVITY 2
- 20. LDN Refer to thelist 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. ACTIVITY 2 Compare your answers to Lesson 2, Activity 2 Answer Key.
- 21. LDN Lesson design doesnot 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. ACTIVITY 3
- 22. LDN Components of theDLL/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 ACTIVITY 3
- 23. LDN Read the handoutDesigning 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 ACTIVITY 4
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- 26. LDN Answer the followingquestions 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. ACTIVITY 4
- 27. Integrating Content AcrossLearning Areas/Team Teaching ⢠You can check the MELCs for topics that may be integrated into other learning areas. ⢠You can team up to integrate lessons across learning areas. Integration of content across learning areas maximizes time and helps learners make connections for bette r understanding. ⢠You can use content topics as themes, motivation, springboards, or initial topics for lessons across subjects. You can also try merging selected learning area performance ta sks and assessments and create separate rubrics for scoring per learning area. This can make it easier for you to check student work, and saves time for you and the learners. Can you think of other ways of designing and implementing lessons that can enhance student learning and maximize teacher preparation time? Donât forget to check back wi th your Coach and share them with your peers.
- 28. LDN Assessment is alwaysa part of desi gning instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom Assessment to learn about assessment. In the policy, you will find out about the two types of assessment: formative and summative. Take note of the similarities and differences between the two. Write your answers in a Venn diagram in your Study Notebook. ACTIVITY 5
- 29. LDN ACTIVITY 5 After completingthe Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other similarities and differences between the two types of assessments. Venn Diagram
- 30. LDN There are variousmethods 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 are a that you are teaching? In your study notebook, recreate the following table a nd list five methods that you would like to try. For each one, write how you pl an to use it in DL. ACTIVITY 6
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- 32. LDN Be ready toshare 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? ACTIVITY 6
- 33. LDN Check out theLesson 2, Act. 7 Answer Key to see how well you did. Learners are different and hav e 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. ACTIVITY 7
- 34. Good job! You aredone with Lesson 2. You may now proceed to Lesson 3.
- 35. LESSON 3: GUIDINGAND MONITORING LEARNERS IN THE DIFFERENT LDMs By the end of this lesson, you will be able to: 1. differentiate a weekly home learning plan from an individual learning monitoring plan 2. create a weekly home learning plan 3. create an individual learning monitoring plan
- 36. Key Topics/Concepts â individuallearning monitoring plan; â insignificant progress; â intervention strategies; â learning area; learning task; â learnerâs needs; learnerâs status; mastery; â MELCs; â mode of delivery; â significant progress; â weekly home learning plan
- 37. Resources Required â AppendixD of DepEd Memorandum DM-CI- 2020-00162 â Individual Learning Monitoring Plan Template â Sample Weekly Home Learning Plans â Lesson 3 Activity 1 Answer Key â Lesson 3 Activity 3 Answer Key â Study Notebook
- 38. LDN Answer the simplecheck-up quiz below. Read and match the descriptions in column A with the terms in column B. Write your answers in your Study Notebook. ACTIVITY 1
- 39. The check-up activityintroduced you to the key components of a Weekly Home Learning Plan (WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of delivery. The WHLP serves as a guide for your learners on what they need to accomplish each week when they do independent study at home (DepEd, 2020). It outlines the learning tasks that learners need to do, using the SLM, in order for them to attain the most essential learning competencies (MELCs). The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to the lesson number and/or activity number in the SLM as shown in the Sample Weekly Home Learning Plan for Modular Distance Learning and for Online Distance Learning.
- 40. The check-up activityintroduced you to the key components of a Weekly Home Learning Plan (WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of delivery. The WHLP serves as a guide for your learners on what they need to accomplish each week when they do independent study at home (DepEd, 2020). It outlines the learning tasks that learners need to do, using the SLM, in order for them to attain the most essential learning competencies (MELCs). The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to the lesson number and/or activity number in the SLM as shown in the Sample Weekly Home Learning Plan for Modular Distance Learning and for Online Distance Learning.
- 41. The WHLP alsotrains learners to take responsibility for their own learning as they follow the prescribed schedule in the plan. Remember also that part of guiding learners is to give enhancement or remediation activities when needed and when possible.
- 42. LDN Read items 1to 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: ACTIVITY 2
- 43. LDN The second componentof 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. 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 portfoli os, 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: ACTIVITY 2
- 44. LDN ⢠Key Stage1 (K to 3) â 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) â up to two hours ⢠Key Stage 3 (Grade 7 to 10) â up to two hours for Grades 7 and 8 and up to f our ⢠hours (two in the morning and the other two in the afternoon) for Grades 9 and 10 ⢠Key Stage 4 (Grades 11 to 12) â at most four hours (2 hours in the morning a nd ⢠the other 2 hours in the afternoon) Share your prepared WHLP during your LAC Session. ACTIVITY 2
- 45. LDN Read items 7to 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. ACTIVITY 3 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.
- 46. LDN Assume that aftergoing 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. ACTIVITY 4
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- 48. LDN Before leaving thisModule, 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 (learnersâ 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. ACTIVITY 4
- 49. LDN Now, coordinate withyour 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. ACTIVITY 4
- 50. Congratulations for completingModule 3A! You are now ready for Module 3B.