Education Module lesson design assessment

modules

1. Study notebook LDM2-SDO-Binan-G3-028 Republic of the Philippines DEPARTMENT OF EDUCATION Region IV-A CALABARZON SCHOOLS DIVISION OF BIÑAN CITY   STO. TOMAS ELEMENTARY SCHOOL Purok 5 Brgy . Sto . Tomas, Biñan City, Laguna/School ID: 108230 ELEMENTARY   MERRY ANN A. QUINTILLANO Master Teacher I LAC LEADER   GRACE P. HUFALAR Principal I Coach   RON ANGELO A. DRONA Teacher II  

2. LESSON 1 Understanding the Different LDMs Lesson Design and Assessment in the Modalities MODULE 3A

3. 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. Which of the LDMs do not have an F2F learning component? Activity 1 1. a. Face to face learning - refers to a learning modality where the teacher and learner/s are physically in one venue . It is the traditional way of imparting learning. b. Distance learning - refers to a learning delivery modality where a learner is given a materials or access to resources and he/she undertakes self-directed study at home. c. Blended Learning - refers to a learning delivery modality using a combination of F2F learning and 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. 2. Homeschooling and Distance Learning do not require face to face learning. Answer

4. Activity 2 Distance Learning Modality Distinguishing Feature Essential Resources Role of Teacher Role of Parent or Household Member Role of School Modular Distance Learning (MDL) Individualized instructions where learners use self-learning modules (SLMs) in print or digital format Printed Modules Learning Facilitator Learning Facilitator and guardians and supervisors The school orients teachers, parents and learners about the modular learning policies and directions to ensure that everyone is properly informed and guided. Online Distance Learning (ODL) Delivering learning through the use of the technology connected to the internet while students and teachers are geographically remote to each other. Learning Management System, Internet-based platform Teachers have access to device/s and connectivity at the school. The parents are willing to co-supervise and co-monitor the progress of their children’s online learning. 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.

5. Activity 2 TV-Based Instruction Use of television or radio programs or channels or stations dedicate to providing learning content to learners as a form of distance education. MOA with the Television Network or Radio Station. The teacher serves as a supervisor and collect all the finished output of the students. The parents are willing to co-supervise and co-monitor the progress of their children’s learning as well as provide guidance to their children. The school orients the teachers, parents and learners about the TV/Radio-based instruction policies and directions to ensure that everyone is properly informed and guided. Radio-Based Instruction (RBI) Use of television or radio programs or channels or stations dedicate to providing learning content to learners as a form of distance education. MOA with the Television Network or Radio Station. The teacher serves as a supervisor and collect all the finished output of the students. The parents are willing to co-supervise and co-monitor the progress of their children’s learning as well as provide guidance to their children. The school orients the teachers, parents and learners about the TV/Radio-based instruction policies and directions to ensure that everyone is properly informed and guided. Blended Distance Learning Minimum requirements must be met for each types being combined any of the following LDMs. Adopt any combination of the above three types of distance learning must meet the requirements of each type. Strategies for learners’ engagement in all types of distance learning shall be utilized by teachers. The parents are willing to co-supervise and co-monitor the progress of their children’s learning as well as provide guidance to their children . Schools which adopt any combination of the above three types of distance learning must meet the requirements of each type.

6. Activity 3 Answer 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. Ranking (1 to 5, from easiest to hardest to implement) Type of DL Why? 1 MDL Easies to teachers. But it takes time to prepare. 2 ODL Not all students have an internet connection but it is quiet easy. 3 BL Quiet difficult because of pandemic but I think its effective 4 RBI Expensive materials especially in preparing script and finished output in RBI. 5 TVBI It is difficult and expensive to air and to have a specific frequency in television.

7. Activity 4 Answer 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. Learner Group Targeted Intervention Learners without parents or household member who can guide and support their learning at home Make a weekly supervisory plan for them and check their module and activity sheets or find neighbors or relatives who can help them. Beginning readers (K to 3) N/A Struggling readers (Grades 4-12) Ask the parents to guide them carefully. Make an intervention that will guide the parents to help their child. No access to devices and Internet Provide module for them . Look for neighbors who can give them/me an update and follow up. Inaccessible (living in remote and/or unsafe areas) Enrich the “Module Mo Hatid ko Project” Indigenous Peoples Provide module and making sure to check their work weekly. Make sure to check the content of the module if it is cultured friend for them. Persons with Disabilities Provide learning materials that are suited for their needs.

8. LESSON 2 Designing Lessons and Assessments in the Different LDMs

9. 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? Activity 1 1. 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. 2. Lesson designing helps ensured 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 lessons successfully. Teachers master their learning area content. Teachers become more reflective about their teaching. 3. The three elements or components of the a well-designed lesson are: Clearly articulated lesson objectives (What should be thought ?) Well- selected and logically sequenced learning resources and activities (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 ?) Answer

10. Identify which section of the lesson these learning activities can be presented by placing each task under the appropriate column . 1. Wrap up activities 2. Review previous lesson 3. Clarify concepts from previous lesson 4. State lesson objectives as guide for learners 5. Provide learners with feedback 6. Present connection between old and new lesson and establish purpose for new lesson 7. Emphasize key information and concepts discussed 8. Assess whether lesson has been mastered 9. Check for learners’ understanding 10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will eventually internalize 11. Help learners understand and master new information 12. Ask learners to recall key activities and concepts discussed 13. Reinforce what teacher has taught 14. Transfer ideas and concepts to new situations 15. Present warm-up activities to establish interest in new lesson 16. Check learner’s prior knowledge about the new lesson Activity 2 Answer Before the Lesson Lesson Proper After the Lesson Review previous lesson Clarify concepts from previous lessons State lesson objectives as guide for learners . Present connection between old and new lesson and establish purpose for new lesson Check learner’s prior knowledge about the lesson . Provide learners with feedback Check for learner’s understanding . Explain, model, demonstrate and illustrate the concepts, ideas, skills or processes that students will eventually internalize . Help learners understand and master new information. Wrap up activities Emphasize key information and concepts discussed Assess whether lesson has been mastered Transfer ideas and concepts to new situations Ask learners to recall key activities and concepts discussed . Reinforce what teacher has taught.

11. 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 The reflection part of the DLL and DLP should be filled up after the lesson is delivered. Activity 3 Answer

12. 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 . Activity 4 Answer Part of Lesson / Learning Tasks Check if ready present in the SLM Additional Remarks: (ex. Can be facilitated by a household partner, can be done via a learning activity sheet, can be facilitated during a synchronous learning session, etc.) Before the lesson     1. Review previous lesson 2. Clarify concepts from previous lesson 3. Present warm-up activities to establish interest in new lesson 4. Check learner’s prior knowledge about the new lesson 5. Present connection between old and new lesson and establish purpose for new lesson 6. State lesson objectives as guide for learners   / / / / / / Can be facilitated by a household partner   Can be facilitated by a household partner   Can be facilitated by a household partner   Can be facilitated by a household partner   Can be facilitated by a household partner   Can be facilitated by a household partner   Lesson Proper     1. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will eventually internalize 2. Help learners understand and master new information 3. Provide learners with feedback 4. Check for learners’ understanding   / / / /   can be facilitated during a synchronous learning session Can be facilitated by a household partner   Can be facilitated by a household partner   can be facilitated during a synchronous learning session After the Lesson     1. Wrap up activities 2. Emphasize key information and concepts discussed 3. Ask learners to recall key activities and concepts discussed 4. Reinforce what teacher has taught 5. Assess whether lesson has been mastered 6. Transfer ideas and concepts to new situations / / / / / /   Can be facilitated by a household partner     can be facilitated during a synchronous learning session   can be facilitated during a synchronous learning session can be done via a learning activity sheet can be facilitated during a synchronous learning session can be facilitated during a synchronous learning session

13. 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? Activity 4 Answer Look for materials and resources on the books or activity sheet in order to supplement the lacking learning task. As the adviser and teacher, I will extend my support to the learner and household partner by answering their queries and patiently guiding them. In modular distance learning , retrieving modules for checking their work is the only way to assess and gather feedback .

14. Activity 5 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.

15. 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. Activity 6 Answer Assessment Method Method How to Adapt the Assessment Method in DL Example: Short quiz I will send a three-item quiz via text message before the lesson. Based on the responses, I will take note of the common misconceptions and clarify them to the learners during our online session or via text message. 1. Formative Test Using the Facebook Social Learning Group platform, learners will answer the evaluation assessment via online session. 2. Summative Test With the help of google Form quiz will be answered through an online evaluation link. 3. Short Quiz Through text messaging and phone calls. 4. Activity Sheet Learners will answer the activities using the prescribe module. 5. Portfolio Compilation of learners, written works and activities.

16. 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 Answer Written works is the most common among the assessment method for distance learning. The bias result of written activities due to geographically distant, the teacher will not be able to observe if the students are really capable of answering the activities or worksheets. Encouraging the parents to be fair and just in answering the activities in the module. Create activities that can stimulate learners’ interest in independent learning.

17. 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 1. A portfolio mainly displays the academic achievements of the learner. / 2. Testimonies of parents/ guardians and learning facilitators regarding the learner’s progress may be included in a portfolio. / 3. There is a fixed list of items that should be included in a portfolio. / 4. The teacher can only comment on a learner’s portfolio. / 5. For asynchronous learning, teachers allow learners to work on their outputs during their own time. The latter will submit the portfolio within the schedule that the teachers set. / 6. The learners may submit, store, and manage their portfolio via file sharing programs or they may submit the actual softcopies of their work saved on a CD/DVD/USB flash drive. / 7. Portfolios of DL learners with outputs in hard copies or physical forms may be handed over to the teacher by the parents or learning facilitators. /

18. LESSON 3 Guiding and Monitoring Learners in the Different LDMs

19. Activity 1 Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in column B. Answer Column A Column B C 1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning task. learning area mode of delivery learning competencies learning task D 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. A 3. This refers to the prescribed subject that learners take. B 4. This refers to the method of submission of learning outputs preferred by the learner/parent based on their context.

20. Activity 2 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

21. Activity 2 Weekly Plan in English 5 Teacher: Mr. Ron Angelo A. Drona Grade & Section: Grade V-Newton Teaching Date: October 5-10, 2020 (Week 1) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Date Oct. 5, 2020 Oct. 6, 2020 Oct. 7, 2020 Oct. 8, 2020 Oct. 9, 2020 Oct. 10, 2020 Time 8:30-9:20am 8:30-9:20am 8:30-9:20am 8:30-9:20am 8:30-9:20am 8:30-9:20am Objectives Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.) EN5WC-IIj-3.7 Check and record pupils’ output/ answer sheets for the week. Topic Fillin g out Forms Fillin g out Forms Fillin g out Forms Fillin g out Forms Fillin g out Forms Checking and Recording LM pages 6-18 6-18 6-18 6-18 6-18 Worksheets/Module pages 6-13 6-13 6-13 6-13 6-13 Platform/Modified Modular/ Asynchronous Modified/ Synchronous Modified/ Synchronous Modular/ Asynchronous Modified/ Synchronous

22. Activity 3 Copy and fill out the table to see how the ILMP differs from the WHLP. Weekly Home Learning Plan (WHLP) Individual Learning Monitoring Plan (ILMP) Purpose A tool to guide learners and household partners/ learning facilitators in tracking daily activities to perform and done at home. A tool for monitoring the learners’ progress who lag behind as shown by the result of their assessment. For Whom? Learners and Learning Facilitator or Household partners Teachers and Learning Facilitators or Household partners Components Learning area, learning competencies, learning tasks, mode of delivery Learner’s needs, intervention strategies, monitoring date, learner’s status. Has to be communicated to parents? YES YES

23. 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.

24. Answer Learner’s Name: John Dela Cruz Grade Level: Three Learning Area Learner’s Needs Intervention & Strategies Provided Monitoring Date Learner’s Status Insignificant Progress Significant Progress Mastery English Printed Module/ Activity Sheets Supplementary Instructional Material To provide materials, activity sheets October 13, 2020 Lack of motivation/ Time Allotment in answering the module Willingnes s to learn He can learn the concept of the lesson but still needs guidance Intervention Status Learner is not making significant progress in a timely manner. Intervention strategies needs to be revised. Learner is making significant progress. Continue with the learning plan. Learner has reached mastery of the competencies in learning plan.