REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION VI- WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
DISTRICT OF BINALBAGAN I
AMONTAY ELEMENTARY SCHOOL
S.Y.2020-2021

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 3A (DESIGNING INSTRUCTION IN THE DIFFERENT LDM’s)

MA. KHULYN C. ALVAREZ

TEACHER I

LESSON 1- ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions in your Study Notebook. When you are done,
check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook,
Answer:

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

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

c. Blended learning refers to a learning delivery modality using a combination of the features of
F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and
online distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and
any combination of the other types of distance learning.

d. Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment, with
parents, guardians, or tutors as authorized facilitators instead of classroom teachers. This
does not preclude going to a school on specific periods to develop learning competencies that
require the use of laboratory, equipment, and others. It uses any or a combination of the
various learning delivery modalities.

LESSON 1- ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
 to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-
Agency Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.
Answer:

Distance Distinguishin Essential Role of Role of Parent or Role of School

Learning g Feature Resources Teacher Household
Modality Member
Modular Learners Online, Learning facilitator Schools shall provide
Distance engage in stored on Supervise schedules for all subject
Learning independent CD/DVD/USB s and area teachers to meet the
(MDL) learning at Flash drive, monitors learners at least once a
home or in any or in printed week so that learners can
physical form, or by ask questions, clarify
learning space viewing TV home tasks, and share
lessons or learning difficulties, and
listening to other concerns about their
radio-based home learning tasks.
instruction
Online Applicable in Laptops, Supervise Learning schools, through their ICT
Distance schools where tablets, s and facilitators/househol coordinators and teachers
Learning both the smartphones monitors d partners with knowledge on
(ODL) teachers and , and managing LMS and
learners have desktop navigating the DepEd
access to digital computers, Commons and the LR
devices with portal, and through
available supervision of school
online officials, shall provide
resources orientation for learners
and internet and parents on navigating
connectivity. these online platforms.
TV-Based TV- and radio- TV, radio Supervise Learning Schools shall provide the
Instruction based lessons s and facilitators/househol learners, as well as their
(TVBI)/RADIO utilized for monitors d partners parents/guardians/learnin
-BASED these platforms g facilitators the
INSTRUCTION are converted broadcast schedule of
self-learning lessons. Learners
modules where
the sequence of
presentation is
similar with
what other
learners use in
online and
modular
distance
learning.
TV/Radio-based
lessons.
Blended Schools which Supervise Learning
Distance adopt any s and facilitators/househol
Learning combination of monitors d partners
the above three
types of
distance
learning must
meet the
requirements of
each type.
LESSON 1- ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your

level of resources (infrastructure, financial, human), level of experience in DL, health and
safety status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult
to implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook. Be prepared to discuss your ranking at your next LAC
Session.
Answer:

Ranking Type of DL Why?

(1 to 5, from
easiest to
hardest to
implement)
1 Modular Learning The most applicable kind of DL in our
school because we are located in the
mountain part of Binalbagan. There were
no signal, electricity and internet
connection
2 Radio Based Instruction TV/RBI shall be implemented in areas with
access only to Television Networks and/ or
radio stations with programs dedicated to
deliver the DepEd TV/Radio-based
lessons.
3 TV Based Instruction TV/RBI shall be implemented in areas with
access only to Television Networks and/ or
radio stations with programs dedicated to
deliver the DepEd TV/Radio-based
lessons.
4 Online Distance Learning It is only applicable in schools where both
the teachers and learners have access to
digital devices, such as laptops, tablets,
smartphones, and desktop computers, with
available online resources and internet
connectivity.

LESSON 1- ACTIVITY 4

The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.

Describe what targeted interventions you would develop to include them. Listed below
are some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook and share your ideas at your next LAC Session.
Answer:

Learner Group Targeted Intervention

Learners without parents or Home Visitation, Monitoring

household member who can guide
and support their learning at home

Beginning readers (K to 3) Additional activity sheets and work

sheets in reading
Struggling readers (Grades 4-12) Additional activity sheets and work
sheets in reading
No access to devices and Internet Modular Distance Learning, give
additional activity sheets.
 Inaccessible (living in remote and/or Home visitation
unsafe areas)

Indigenous Peoples Monitoring and reporting

Persons with Disabilities Interactional programs

Others? Specify.

LESSON 2- 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:

1. What is Lesson Designing or Lesson Planning?

Answer:
It is the process of determining what learning opportunity students in
school will have by planning “the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods, and
deciding the pacing and allocation of instructional time. 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.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
a. Time is maximized for instruction and learning
b. Lessons are responsive to learner’s need
c. Teachers set learning targets for learners
d. Teachers carry out a lesson successfully
e. Teachers master their learning area content
f. Teachers become more reflective about their teaching
g. Learners successfully reach the set learning goals

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

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

LESSON 2- 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.
 Answer:

Before the Lesson After the

Lesson Proper Lesson

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

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

LESSON 2- 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
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
(https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf).
Answer:

 VI. Reflection

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.
LESSON 2- 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.

Answer:
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: ARALING PANLIPUNAN 6
Lesson/Topic: Mga Mahahalagang Kaganapan sa Panahon ng Himagsikang Pilipino
Learning Objectives: Natutukoy ang mga pangyayaring nagpasiklab sa
damdaming paghihimagsik ng mga Pilipino
Learning Resources/Materials Needed: Textbook, worksheets, modules

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?
Answer:

For the additional learnings of pupils especially our pupils in mountain school, it
is important to consider the materials or learning resources that they need or suitable to
the learning needs of pupils. Teachers should be creative and resourceful and choosing
the right learning materials for her/ his pupils. The worksheets, reading materials and
other learning resources should also be align to the learning objectives, skills and
resources of the pupils. The effectiveness of SLM could help teachers to give the skills
and knowledge they want their pupils to achieve.

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?
Answer:

As a teacher it is important for us to teach our pupils lifelong skills that could be
very helpful for them. One of the most important skills that could teach them is
the self- management skills. Equipping our pupils with suck skills can help them
manage their own performance in a useful way to keep them on the track of
learning. Teacher should use several/ different forms of communication when
teaching students to manage their own behavior, skills and learnings.

3. How can the teacher gather feedback on the different learning tasks, in order to refine?
or modify current and future lessons?
Answer:

It is important for teachers to gather feedback from their students’ performance

because it helps us to monitor and assess our student’s performance and needs.
During this time, that we are implementing distance learning, the best way to measure/
assess the students’ performance is by giving them worksheets/ activity sheets wherein
we can monitor their performance. Results from almost any assessment can be of great
benefit to students’ performance because through this they will be able to know their
performance. It is also beneficial for us teachers because the result our students’
performance can help us make instructional adjustments.

Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module. (*discussed and shared our ideas during the LAC)

LESSON 2- 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.

Answer:
 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.

LESSON 2- 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.
Answer:

Assessment How to Adapt the Assessment Method in DL

Method
Example: will send a three-item quiz via text message before the lesson. Based on
Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Peer Peer feedback can be conducted online via a discussion board where students post
Assessment their work, or a synchronous tool (e.g. Skype or Zoom) where students discuss each
other’s work in real time. Many of your students will already be connected via social
media, so encourage them to share work on these platforms too.
Jigsaw Project Group students with a shared project but assign them different roles which they must
put together to generate a final product. These roles might see students take
responsibility for different areas of research, or different components of the final
product.
Self- Ease students into the process of self-assessment with a simple Google Forms
Assessment survey or questionnaire. This can then develop into more extended written reflections
or the use of a self-assessment rubric. Students could also record verbal statements
or include reflective captions as part of a portfolio.
Learning Journals where students write regularly about their own learning will provide you with
Journals a constant source of formative assessment. It also builds students’ metacognitive
abilities –their ability to ‘think about thinking’. Online learning journals can be as
simple as a Word document. You can also use free blogging platforms (e.g. Live
Journal or Blogger), video diaries or voice recordings for greater interactivity and
engagement.
Portfolios Use your LMS to set up a designated portfolio space for each student. Alternatively,
you could use cloud software such as OneNote or Google Classroom. Dedicated
portfolio platforms such as Seesaw are also available. Students can use this space to
upload select pieces of work for assessment.

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?
Answer:
The common assessment methods among the group members is
giving of written works among pupils especially the “Formative Test”. It is
an ongoing process students and teachers engage in. Focus on learning
goals. Take stock of where current work is in relation to the goal and take
action to move closer to the goal. It is easy for the teacher to give this such
kind of assessment.

2. What are the challenges in doing assessment in DL?

Answer:

Despite of the many advantages of distance learning, there are

challenges that needs to be resolved. These problems include the quality
of instruction, hidden costs, misuse of technology, and the attitudes of
teachers, students, and administrators. Each one of these has an effect on
the overall quality of distance learning as a product.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Answer:

Despite the challenges , the opportunities that me and my colleague will

explore to make assessment doable is by giving importance of having routines,
have a variety of activities, especially by selecting two to four tools that will work
well for our students because focusing on just a few allows students to
experience tools they’re used to, while also ensuring that checking for learning
doesn’t get boring.
We will Make sure the tools we will use fit the purpose of learning in our
students’ need. In this way we will enable to see students’ progress/ performance
and select a tool that can capture their needs.

LESSON 2- 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.
Answer:

True False

1. A portfolio mainly displays the academic ✔

achievements of the learner.

Correct statement: A learning portfolio demonstrates not

just the academic achievements but also the effort put
forward by the learner as well as the progress in
achieving learning outcomes.

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.

Correct statement: There is no hard and fast rule that

states a clear list of items that should be included in a
portfolio, as it depends upon the requirements of the
 learning area. Teachers, administrators, and students
(and even parents) may decide collectively on what to
include in portfolios, which assessment criteria to use,
how to evaluate student outputs, and what to expect
from the end result.

4. The teacher can only comment on a learner's portfolio. ✔

Correct statement: The teacher must address the

students’ learning and encourage self-assessment
through their work samples. The Learners may also be
allowed to view and comment on their peers’ portfolios.

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.

LESSON 3- 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.

1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.
Answer:
c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content.
Answer:
d) learning task

3. This refers to the prescribed subject that learners take.

Answer:
a) learning area

4. This refers to the method of submission of learning outputs preferred by the learner/parent
based on their context.
Answer:
b) mode of delivery

The check-up activity introduced 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.
The WHLP also trains 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.

LESSON 3- 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.

(See on the next page my sample of Weekly Home Learning Plan)

LESSON 3- ACTIVITY 2
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.
Answer:

Weekly Home Individual Monitoring

Learning Plan (WHLP) Plan (IMP)
Purpose A tool to guide learners A tool for monitoring
and learning facilitators learners who lag behind
or household partners in based on the results of
tracking the subject their formative and
areas to be tackled and summative
activities to perform at assessments
home
For whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
 Components Learning area, learning Learner’s needs,
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date,
learner’s status
Has to be Yes Yes
communicated to
parents?

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.

LESSON 3- ACTIVITY 3

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.
Answer:

The very idea behind distance learning (DL) is to deliver education that does not
constrain the students to be physically present in the same location as the teacher. During this
time, this is one way of continuous education and professional preparedness in various applied
studies that enables the student community to play a constructive role in their respective
communities. Thus, the most important part of DL is not the system, it is the people who will be
learning from that system. This form of education trains the students in self-learning
mechanisms while enhancing their intellectual and thinking abilities. Thus, DL is gaining in
popularity due to two inbuilt tools, ‘Self-motivation’ and ‘Self-discipline’. Self-motivation is
one’s inner spirit; the self-drive that makes you capable of doing whatever you put your mind to
do. These are the attitudes that our students should develop to avoid difficulty in participating
in the Distance learning.
Another one is the parent’s role in the implementation of Distance Learning. Parents
should also involve themselves in the different learning phases of their children. They should
serve as helpers of teachers in giving learnings among the pupils. But, the most common
problems among us teachers who were assigned in mountain schools is that there were many
parents who lack interests in teaching their children, some were illiterate and others were busy
in prioritizing their work. This circumstance affects the performance of our pupils that resulted
to poor performance/ lags in their performance.

(See on the next page my sample of Individual Home Learning Plan)

REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
 REGION VI- WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
DISTRICT OF BINALBAGAN I
AMONTAY ELEMENTARY SCHOOL
S.Y.2020-U2021

STUDY NOTEBOOK
CV
LEARNING DELIVERYCVMODALITIES COURSE 2
MODULE 3A (DESIGNING INSTRUCTION
CV IN THE DIFFERENT LDM’s)

MA. KHULYN C. ALVAREZ

TEACHER I

SUPPLEMENTARY HANDOUT

LESSON 1- ACTIVITY 1

Read the blended learning (BL) scenarios below.

Learning Scenario 1
For a lesson on adjectives, learners read about adjectives and perform exercises
through the use of a printed self-learning module in their respective homes. The following day,
they attend a face-to-face class where the teacher checks on their answers to the exercises
and attends to the difficulties and misconceptions of the learners related to the lesson.

Learning Scenario 2
The teacher discusses key concepts on forces and motion during the face-to-face class.
The learners are then given two activity sheets to take home. Activity Sheet 1 requires each
learner to watch the TV episode on Forces and Motion that will be broadcasted via KPP
network at 8:00 p.m. and then answer the guide questions provided. The next day, the learners
remain in their respective homes and accomplish Activity Sheet 2. Activity Sheet 2 instructs
them to perform an experiment related to forces and motion using the University of Colorado’s
PhET Interactive Simulations site. They then share and compare the results they gathered
from the activity with their group mates via Facebook Messenger and discuss answers to the
activity questions. The learners submit their accomplished activity sheets to the teacher at the
following face-to-face session, where all the home-based activities will also be discussed.

Learning Scenario 3
For a lesson on the Filipino-American war in Araling Panlipunan class, the learners
watch the movie Goyo: Ang Batang Heneral in their face-to-face session. For the next two
meetings, the learners do home-based activity, where they are asked to write a 3-paragraph
review about the movie they watched in class and to post their movie reviews on their Google
Classroom’s discussion forum. They also comment on the movie reviews posted by their
classmates.

Learning Scenario 4
During the face-to-face class in grade 6 mathematics, the teacher discusses concepts
related to integers. The following day, the learners, in their respective homes, refer to an
activity sheet in the learning module provided which instructs them to watch the accompanying
Mathinik video lesson on the applications of integers. The activity sheet also asks the learners
to answer exercises where they apply what they have learned from the video lesson. The
activity sheet is submitted at the following face to- face meeting.

Use the following table to match each learning scenario with the type of BLDM. Write your answers in
your Study Notebook.
 Answer:

Learning Scenario # Type of BL

#1 Blended F2F and MDL

#3 Blended F2F and ODL

#4 Blended F2F and TV/ RBI

#2 Blended F2F and TV/ RBI and ODL

LESSON 1- ACTIVITY 2
Now, from what you have learned about the types of BLDM, describe the important
features of each component of BL. Replicate the box below in your Study Notebook.
Answer:

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