14. 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
15. By the end of this Module, you will be able to:
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 track of the progress of learners who lag
behind in completing the prescribed learning tasks
16. 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
17.
18. 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. (DO 21, s. 2019 pp.
96)
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.
19. 1. Modular Distance Learning refers to
a learning delivery that is in the form of
individualized instruction where
learners use self-learning modules
(SLMs) in print or digital format,
whichever is applicable in the context
of the learner, with the guidance of any
member of the family or other
stakeholder in the community trained
to serve as learning facilitators.
20. 2. Online Distance Learning refers to a learning delivery
modality where the teacher facilitates learning and
engages learners' active participation using various
technologies connected to the internet while they are
geographically remote from each other. The internet is
used to facilitate learner-teacher, learner-content and
peer-to-peer interaction. Online learning may be
through a synchronous or asynchronous platform; it
requires both teacher and learners to have good and
stable internet connection. This is practiced effectively
by using a Learning Management System (LMS) or
related technologies. The use of DepEd Commons and
LR Portal falls in this category as both require internet
connectivity to have access.
21. 3. TV-based instruction/Radio-based
instruction refers to the use of television or
radio programs on channels or stations
dedicated to providing learning content to
learners as a form of distance education. This
may not be considered as a sole learning
delivery modality as it is usually combined with
Face-to-Face Learning or other forms of
distance learning such as Modular Distance
Learning or Online Distance Learning.
22. 4. Blended Distance Learning:
Any combination of the
mentioned DL types Thus:
MDL and ODL
MDL and TVBI/RBI
ODL and TVBI/RBI
ODL, TVBI/RBI and MDL
23. ONLINE DISTANCE LEARNING (ODL)
Requirements that MUST be available
The school has an educational platform or Learning
Management System (LMS), either subscription-based or
locally developed.
The school has the technical expertise to run and
support the educational platform 24/7. Technical
expertise can be in-house OR outsourced OR a
combination, depending on the nature of the
deployment. The more in-house/locally developed is
the hosted platform, the higher the degree of the
technical support personnel required.
24. ONLINE DISTANCE LEARNING (ODL)
Requirements that MUST be available
The school has email facility or domain name for all
teachers and users. Note: The school can outsource.
The school has helpdesk personnel working under the
platform managers whose main task will be to directly
answer usage queries of both teachers and students.
The school has complete and appropriate content for
Quarter 1 in the platform.
Together with the content, the school has proper
assessments (e.g., quiz, exams) available in the platform.
The same assessments should be regularly reviewed and
updated.
25. ONLINE DISTANCE LEARNING (ODL)
Requirements that MUST be available
The school has institutionalized the training
and updating of teachers to be more
technologically adept.
Teachers have access to device/s and
connectivity at the school.
The learners have access to the necessary
resources (device, connectivity) to access the
lessons.
The parents have expressed willingness for the
option of online distance learning for their
children.
26. ONLINE DISTANCE LEARNING (ODL)
Requirements that should be addressed by the
school as soon as possible
The school orients the teachers, parents and
learners about the online learning policies and
directions to ensure that everyone is properly
informed and guided.
The school has a technology knowledge
enhancement program wherein regular trainings or
seminars are given to teachers, students, and
parents to make them embrace the technology.
27. ONLINE DISTANCE LEARNING (ODL)
Requirements that should be addressed by the
school as soon as possible
The teachers are well oriented on DepEd policies
relating to online distance learning and to freely
access the needed resources accorded by the
Department like the DepEd Commons and LRMDS.
The parents are willing to co-supervise and co-
monitor the progress of their children's online
learning.
28. The school orients the teachers, parents and
learners about the modular learning policies and
directions to ensure that everyone is properly
informed and guided.
The school has complete and appropriate content
(Learning Modules/Self-Learning Modules in
print and e-copy for those with device) for
Quarter 1 available for distribution to learners.
The school has available
reference/supplementary materials for
distribution to the learners
29. The parents have expressed
willingness for the option of modular
distance learning for their children.
The parents are willing to co-
supervise and co-monitor the
progress of their children's modular
distance learning.
30.
31. The key components for designing lessons
discussed in DepEd Order No. 42
1. Clearly articulated lesson objectives
2. Well-selected and logically sequenced
presentation of learning resources and
activities to help learners meet the
objectives
3. Appropriate and timely assessment
activities that provide relevant information
and feedback for both teachers and learners
32. Course Design, Content, and Delivery
In particular, these three components
should be clear, easy to find, and provide all
the information needed by the learner because
the teacher is not always there to guide the
student at all times, especially when lessons
are delivered via distance learning modality.
33. As a response to the pandemic, the
Department has streamlined the K to 12 Basic
Education Curriculum into the Most Essential
Learning Competencies (MELCs). The MELCs
are a primary reference for teachers to decide
on what to teach. Teachers are encouraged to
contextualize the MELCs in order to
accommodate the varying contexts of
teachers, learners, learning environment, and
support structures while also considering
both the content and performance standards.
34. Once the target learning competencies have been
identified from the MELCs and set as lesson
objectives, you now have to consider the
available LRs and materials that you can use to
deliver instruction. The primary LR that shall be
used is the self-learning modules (SLMs) in print
or digital format. The digital format of the SLMs
shall be made available through the LR Portal and
DepEd Commons. The SLMs were developed
following the Alternative Delivery Mode LR
Standards and are designed to provide ample
time for mastery and sufficient practice to ensure
that the targeted MELCs are achieved.
35. Lesson plans should embody the unity of
instruction and assessment. While planning
lessons, teachers need to be able to identify
reliable ways to measure learners’
understanding. This means that you need to
communicate to learners what they are expected
to learn; involve them in assessing their own
learning at the beginning, during, and end of
every lesson and use data from their assessment
to continually adjust instruction to ensure
attainment of learning outcomes.
36. 1. The scope of items that may be
included in the portfolio/e-portfolio
can be broad: samples of projects;
students’ independent work;
homework; group work; presentations;
essays; critiques; journal log; collection
of media resources, (e.g., photographs,
videos, sites, online encyclopedias);
student resume; extracurricular
activities; certificates and awards.
37. 2. There is no hard and fast rule that states a
clear list of items that should be included in a
portfolio/e-portfolio. The items depend 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.
38. 3. The learning portfolio/e-portfolio
may also include evidences or
testimonies of student learning
progress from teachers, learning
facilitators or parents, which can be in
the form of emails, interviews,
conversations, teacher’s notes to
parents, teacher’s comments on
student work.
39. 4. Remember that the fundamental principle in making a
portfolio is collect-select-reflect. The following should be
established before asking students to make their
portfolio:
● Explain the benefits of portfolios/e-portfolios to
learners and parents
● Establish clear expectations
● Show models of successful portfolios/e-portfolios ●
Scaffold student learning and encourage self-assessment
through their work samples
● Tie portfolio/e-portfolio to assessment
● Make it social by allowing other learners to view and
comment on others’ portfolios/eportfolios
40. 5. Teachers are advised to direct the
learners in producing showcase
portfolios which must be submitted
after a certain instructional period, i.e.,
quarterly/semestral. Showcase portfolio
is a limited portfolio where a learner is
only allowed to present a few pieces of
evidence to demonstrate mastery of the
most essential learning competencies.
41. 7. The learners should create the portfolio
with these basic parts:
Cover Page
b. Table of Contents
c. Portfolio Entries - Selected Works or
Outputs with Descriptions and Comments d.
Feedback of the Parents/Guardians
42.
43. What is the difference
between the Weekly Home
Learning Plan and the
Individual Learning
Monitoring Plan?
44. The Weekly Home Learning Plan shall be
communicated through the parents for their
reference and guidance. Copies of the plans for
the entire first quarter may be distributed to
parents during the first Parent-Teacher
Association (PTA) meeting before the start of
the school year. They shall be given
comprehensive and clear orientation by the
school about the contents, purpose, and use of
the learning plan by their children. Hence, it is
highly encouraged that teachers shall have
prepared the Weekly Home Learning Plans for
the first quarter prior to the opening of classes.
45. The Weekly Home Learning Plan shall aid teachers
and parents in keeping track of the day-to-day in-
school and off-school general learning processes
as they implement the most suitable and feasible
alternative learning modality based on the context
of their school. It creates awareness among
learners that they are responsible for what they
learn.
The Weekly Home Learning Plan shall be prepared
by teachers implementing Distance and Blended
Learning while the DLP or DLL which is prescribed
in DepEd Order 42, s. 2016 otherwise known as
the Policy Guidelines on Daily Lesson Preparation
for the K to 12 Basic Education Program shall be
prepared by teachers implementing F2F learning.
46. The Individual Learning Monitoring Plan, on
the other hand, is a more specific tool
which shall be used by teachers and
learning facilitators for learners who lag
behind as shown by the results of their
formative and summative assessments. By
providing intervention strategies for a
certain period, the Individual Learning
Monitoring Plan serves as the document
that will show if the learner has shown
either mastery of the learning
competencies, significant progress, or
insignificant progress.
47. For learners who are given
intervention activities, their Weekly
Home Learning Plan shall be
adjusted to suit their
comprehension level, i.e. they
should be provided with tasks that
are respectful of their cognitive
ability but with the right amount of
challenge, until such time that they
are prepared to handle the norm
learning tasks.
48. The Individual Learning Monitoring Plan shall be utilized to
monitor learner progress based on the given intervention
strategies. Specifically, it shall be used to:
a) Serve as feedback data for learners who are provided with
intervention activities;
b) Provide a mechanism of support to learners who are lagging
behind as manifested by the results of formative and
summative assessments which may be gathered through
their portfolio or collected samples of learning outputs.
c) Make the parents/guardians aware of the academic
progress of their children and encourage them to
strengthen their involvement in guiding and supervising the
learning of their children at home.
d) Help decide on the effectiveness of the learning modality
adopted for the learner and the possible
modifications/adjustments that should be provided to
improve learner’s performance.
e) Guide teachers in adjusting learning content and tasks
based on the characteristics, cognitive ability, readiness,
interest, and profile of the learner.
49. The Individual Learning Monitoring Plan shall be utilized to
monitor learner progress based on the given intervention
strategies. Specifically, it shall be used to:
a) Serve as feedback data for learners who are provided with
intervention activities;
b) Provide a mechanism of support to learners who are lagging
behind as manifested by the results of formative and
summative assessments which may be gathered through
their portfolio or collected samples of learning outputs.
c) Make the parents/guardians aware of the academic
progress of their children and encourage them to
strengthen their involvement in guiding and supervising the
learning of their children at home.
d) Help decide on the effectiveness of the learning modality
adopted for the learner and the possible
modifications/adjustments that should be provided to
improve learner’s performance.
e) Guide teachers in adjusting learning content and tasks
based on the characteristics, cognitive ability, readiness,
interest, and profile of the learner.
50. It should be noted that the Individual Learning
Monitoring Plan is used only for learners who are
not showing progress in meeting the required
learning competencies. Teachers with these kinds
of learners are advised to prepare the Individual
Monitoring Plan and communicate with their
parents regularly through home visitation.
Teachers may also call the parents for a meeting to
discuss the intervention strategies and what they
can do to strengthen their involvement in their
child’s learning. In case a face-to-face meeting is
not possible, teachers may communicate with
parents through emails, phone call, social media
private messages, SMS, or any other modes of
communication available.
