Division of City Schools

District 8
BATUHAN EAST ELEMENTARY SCHOOL
Batuhan, City of Masbate

Learning Delivery Modalities

Course
For Teachers
STUDY NOTEBOOK

REYCHELL ANN G. PICORRO

TEACHER - I
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LESSON 1 COURSE OUTLINE
 teb ACTIVITY 1
1. What is the main delivery of this course?

This Learning Delivery Modalities Course for Teachers primarily

focused on providing a comprehensive knowledge about the different
learning modalities in teaching that we can use in this “New Normal”
times. Thus, this will equip teachers and school leaders for quality
teaching and achieve the expected student learning outcomes to our
learners.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal?”

Teachers are deeply, passionately motivated to show up for their

students and create a positive learning experience for them, however many
also feel deep concern for their safety. Hence, by understanding the
alternative learning delivery modalities in this course, without
sacrificing the risks, teachers will be more prepared, can upgrade their
skills and develop a proper mind set in teaching our learner despite of
this pandemic.

3. What are the two support mechanisms that will help you with your learning
in this course?

Aside from this module, I can also learn a lot through attending
from different DepEd webinars and other affiliated organizations that
provide tutorials/demonstration on how the different learning modalities
be done. Secondly, collaboration with other teachers and asking
assistance to LAC coaches or LAC Leaders if necessary.

ACTIVITY 2
Answer the following questions by copying and filling out the table
in your Study Notebook.

1. How will my personal characteristics and circumstances affect

(positively or negatively) my participation in this course?

I felt motivated to learn and participate on this course because

it will help me improve and learn new teaching skills in the new normal
and to successfully implement the different types of alternative
learning modalities.

2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?

My eagerness to succeed in the new normal of teaching through

the effort and collaboration of my co-teachers and mentors will make me
 sustain my strength and overcome the obstacles to learn and complete
this course

ACTIVITY 3
Look for a colleague with whom you would like to discuss your
answers and reflections with the questions in Activities 1 and 2.

Upon discussing with my co-teacher regarding how I will respond to

the completion of this LDM2 modules, I had gained optimistic spirit of
enlightenment. Subjecting myself to undergo through this process will not
only benefit me a lot but it will also benefit my learners under the new
normal school setting wherein face-to-face learning is prohibited because
of the health risks brought about by Covid 19. Learning must continue no
matter what the situation is. Learning is possible because there are other
learning modalities that can be used to make learning effective to happen.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will (What will push (Where will I
repeatedly do prevent me from me to accomplish the
that may affect participating participate in requirements of
my participation fully in this this course?) this course?
in the course in course?) Describe the
a positive of environment.)
negative way?)
I can easily get Poor internet My learners are The requirements
distracted from connectivity my primary of this course
other interesting motivation to will be done at
topics not participate in school with the
related to this course. I help of my co-
teaching want to give the teachers and
best that I can coaches through
to deliver our LAC
quality sessions.
education and to
reach them out
using
alternative
modes of
teaching.

ORGANIZING YOUR LEARNING ACTION

CELL (LAC)
 Activity 1
Begin by refreshing your memory on the Learning Action Cell. Read
DepEd Order No. 35 s. 2016 titled “The Learning Action Cell as the K to
12 Basic Education Program School-Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.”

Once you are done, answer the following questions. Write your
responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC session as listed in DO

35, s. 2016. Rank the following objectives from easiest to the most
difficult to achieve:

__1__ To improve the teaching-learning process to improve learning among

students
__3__ To nurture successful teachers
__2__ To enable teachers to support each other to continuously improve
their content and the pedagogical knowledge, practice, skills, and
attitudes
__4__ To foster a professional collaborative spirit among school heads,
teachers, and the community as a whole

2. What are the top three challenges to having a successful LAC? List down
and elaborate.

In my own opinion, the three challenges that ensure successful LAC are
the following:

1. Lack of knowledge in using online platforms and other technologies.

Although there are some teachers who are familiar in using the
different platforms, still there are teachers who are left behind
since they are not much interested and inclined in using these
technologies.

2. Poor internet connection in some areas

There are specific areas in our locality that doesn’t have an
internet connection. Teachers living within those areas find it hard
to connect online or communicate with other teachers.

3. Proper Scheduling
Since we are working from home, there are many webinars or
online course offered every day. Some teachers may attend to if they
find the topics interesting. This may cause scheduling LAC sessions a
challenge since we need to find the most convenient time for
everyone. Moreover, online reports are always on our way to meet the
deadlines.
 ACTIVITY 2
According to DP 35, s. 2016, a LAC should have no less than 2 but
not more than 15 members each. Get in touch with your designated Coach or
LAC Leader in forming your LACs.

1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.

2. During this meeting, decide on your groupings and designate one LAC
Facilitator and one LAC Leader per LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your preferred

LAC composition with your assigned Instructional Coach (this
will be a district or division supervisor assigned to your
LAC).

 After forming your respective LACs, there should be a LAC

Leader assigned to you from among the following school
members:
 Principal
 Other senior teachers who have proven competence,
potential to lead, or subject expertise to lead the
LAC.

 Teacher LACs can connect with their Instructional Coach

through the LAC Leader. This Instructional Coach will also be
handling multiple LAC through a network of LAC Leaders.

See Figure 1 for reference.

 LAC MEMBERS

LAC LEADERS NAMES

LAC INSTRUCTIONAL COACH
CYRIL F. DELAVIN FE D. APAYA
ROLICELIA T. ENDRINA Principal I
PSDS-DISTRICT 8 ROLITO GABONA
CHARLYN SHANE DE LA
RAMA MARYJEAN M. DUMAS
Teacher II AMALIA A. BARANGGAN

VIRGIE Y. TAYONG

GRACE G. PAYTE

IVY KATHRYN ANNE BESMONTE

GLADYS B. CASILLAN

REYCHELL ANN G. PICORRO

CHRISTELLE MARIE C. SAMPAGA

 Activity 3
List down the members of your LAC and their respective roles in your
Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)

Responsible for guiding a group to

TEAM LEADER CYRIL F. DELAVIN
complete a task or project.

TEAM CO- CHARLYN SHANE B. DE LA Assists the leader in guiding the

LEADER RAMA group to perform a given task.

FE D. APAYA

ROLITO R. GABONA

GLADYS B. CASILLAN

AMALIA A. BARANGGAN

CHRISTELLE MARIE C. Participate in the given task or

SAMPAGA project, follow directions and
communicate properly with the
MEMBERS
leader and co-leader to be able to
VIRGIE Y. TAYONG accomplish the given task or
project.
GRACE G. PAYTE

REYCHELL ANN G. PICORRO

MARYJEAN M. DUMAS

IVY KATRYN ANNE C.

BESMONTE
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 LESSON 1: BACKGROUND, RATIONALE,
AND DEVELOPMENT OF MELCS
ACTIVITY 1

Answer the following reflective questions.

1. The closure of schools around the world due to the global pandemic
posed serious challenges on the delivery of quality basic education.
As a teacher, what do you think are the fundamental concerns in terms
of curriculum standards that need to be addressed in order to ensure
learning continuity? Cite a specific example. Do you think these
concerns could be solved by teachers alone? Why or why not?

Our country is facing health crisis brought by COVID-19. With the

stringent physical distancing and community quarantine imposed by the
IATF and LGUs, basic education is among the sectors which has been
affected as schools and community learning centers are closed for
physical conduct of classes. This, however, should not hinder
education to continue. But the problem is how the teachers will teach
the most essential learning competencies without having a face to face
classes. It is a big challenge for us. On how we are going to do this.
This concern cannot be solved by the teachers alone, we need the help
and guidance of school leaders and supervisors to give us technical
assistance and motivation. Parents and other stakeholders can get
involved and share responsibility for developing life-long learners.

2. Even prior to the spread of COVID-19 that eventually led to the

closure of schools nationwide, the congested curriculum has been a
perennial problem of teachers (Andaya, 2018). This is perceived to be
one of the hindering factors on the poor performance of Filipino
learners. Do you agree with this observation? Why or why not?

Yes, I do agree. We all know that curriculum is important in

educational system for it helps in planning the education process or
procedure for a given period. In our setting, it cannot be denied the
face that we have congested curriculum which probably one of the
reasons why our learners have poor performance in school. In some
instances, there are topics or skills that requires a couple of days
or weeks to be taught but since the time is limited we need to fast
forward the discussion or lesson just to meet the time frame given.
And with this, we fail to give full instructions on the topic which
results on the poor performance of the learners.
 ACTIVITY 2

Familiarize yourself with the course reading on the Development and

Design of the MELCs. After going through the document, provide a brief
and concise response to the following guide questions.

1. What are the general and specific purposes of the development of

MELCs?

The release of the MELCs is not just a response to addressing the

challenges of the current pandemic but is also part of the
Department’s long-term response to the call of SGD 4 to develop
resilient education systems, most especially during emergencies. Thus,
it can be used under certain mechanism to ensure education continuity
through the curriculum dimension. The MELCs will enable the Department
to focus instructions to the most essential and indispensable
competencies that our learners must acquire, as we anticipate
challenges in learning delivery. It will also lighten the burden of
converting classroom-oriented learning resources into learning
resources adapted to distance learning.

2. How does curriculum review aid in the identification of essential

learning competencies?

Doing curriculum review is a difficult task especially if you do

not have enough time to do it. But in our educational system, having
the commitment to ensure quality, relevant and liberating education
for all the bureau specialists, academic experts and field
implementers initiated by Sec. Leoner M. Briones worked hand in hand
to reach a consensus regarding the criteria to be used in determining
these competencies. The review focuses on articulation within and
across learning area to identify gaps, issues, and concerns across
learning area and grade level.

3. What is the difference between essential learning competencies and

desirable learning competencies?

Essential learning competencies were defined as what the students

need, considered indispensable, in the teaching-learning process to
build skills to equip learners for subsequent grade levels and
consequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education but
may not be necessary in building foundational skills.

4. How were the most essential learning competencies identified? What

were the decisions made in order to trim down the number of the
essential learning competencies further?

The most essential learning competencies were identified following

the list of characteristics provided to help reviewers decide which
among the learning competencies are deemed most important. The
 learning competencies is essential if it is aligned with national
and/or local standards/frameworks; it connects the content to higher
concepts across content areas; it is applicable to real-life
situation; if students leave school, it would still be important for
them to have this competency above many others; it would not be
expected for most students learn this in setting other than through
formal education.

5. What is the importance of the MELCs in ensuring the delivery of

quality instruction?

It is very important in ensuring the delivery of quality

instruction because it serves as teachers’ guide in addressing
instructional need of learners while ensuring that curriculum
standards are maintained and achieved. Also, it will serve as
reference in preparing the Weekly Home Learning Plan (WHLP), Self-
Learning Modules, worksheets, and other learning materials.

ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to
your instructional needs. Copy and accomplish the following table and
compare the two documents to determine which learning competencies were
retained, dropped, or merged.
K to 12 Learning Competencies MELCs

Observe the changes in the Characterize weather

weather before, during, and disturbances in the
after a typhoon. Philippines and
Merged/Clustered
Describe the effects of a describe their
typhoon on the community effects to daily life
Use the properties of Use the properties of
materials whether they are materials whether
Retained useful or harmful they are useful or
harmful

Dropped N/A N/A

ACTIVITY 4

In your LAC Session, discuss and share your answers to Activities 1-

3 in this lesson. Discuss any questions about the MELCs that need
clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own.

Question about MELCs

Insight shared by my
that need My insight shared
co-teacher
clarification
How will the students The students may get Some students will be
gather sensible ideas through having a hard time to
questions to deliver extensive readings accomplish this
in such activities? (books, newspaper, competency because of
articles, etc. lack of resources.
 LESSON 2: UNPACKING AND COMBINING
MELCS INTO LEARNING OBJECTIVES
ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining

the MELCs. After reading the document, provide a brief and concise
response to the following guide questions:

1. What is the importance of unpacking and combining the MELCs?

The unpacking and combining of MELCs is essential to make the

learning activities more organize and systematic. The teacher
may unpack the MELCs into more specific learning competencies or
objectives to ensure that learning acquire the necessary
knowledge, skills and values. However, the teacher may add more
sub-competencies depending on the need of the learners, and as
time allows.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

 Alignment on the Content and Performance Standards – the

MELCs are not a departure from the standard-based design,
which is one of the main features of the K-12 Curriculum. In
fact, there are no MELCs without the content and performance
standards
 Pre-requisite knowledge and skills – the learning
competencies must be spiral progression approach where the
basic principles are introduced in the first grade and are
rediscovered in succeeding grade in more complex form.
 Logical sequence of learning objectives – since the
intention of unpacking the MELCS is to provide systematic
learning experiences for learners. It is incumbent that the
unpacked learning objectives follow a logical sequence or
specific order.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

It varies on a case-to-case basis. There are considerations and

criteria in unpacking or combining the MELCs. The teacher may
unpack or combine the learning competencies depending on the
sequence of the lesson need of the learners.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow
teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in
the first quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion
and processing will follow each presentation. Suggestions and insights
from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now
combine at least two MELCs of their choice. Group deliberation will
be observed in order to arrive at a consensus. Discuss and jot down
the synthesis of the presentations.

Attach presentation:

SCIENCE 3
QUARTER 1 – WEEKS 1 & 2
Content Performance Sample of
Learning Objectives
Standard Standard MELCs

Characteri Illustrate Compare  Draw objects and

stics of s the living with materials as solid,
living and difference nonliving liquid, and gas based
nonliving between things on some observable
things living and characteristics;
non-living S3LT-IIe-f-
things 11
 Identify living and
nonliving things that
can be seen around you
 Compare living with
nonliving things
 Differentiate living
things to nonliving
things
 Give examples of
living and nonliving
things
 Define living and
nonliving things

ACTIVITY 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a
copy of your outputs.

REFLECTION
Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd

Outcome
Having completed this module the participants will be able to
 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives

o This module consist of

 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
 LAC Session
LD
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 teb LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
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. When you are done, check Lesson 1, Activity 1 Answer Key 1
to see how well you did.

Answers:
1. A. Face-to-face (F2F) learning - refers to a learning delivery
modality where the teacher and learner/s are physically in one
venue.
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.
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;
(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.

2. Question: Which of the LDMs do not have a face-to-face learning

component?

Answer:
 Distance learning
 Home schooling if done via distance learning
 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 Distingui Role of Parent

Essential Role of
Learning shing or Household Role of School
Resources Teacher
Modality Feature Member
Modular Self- Competenc  Pack modules  Guide and  Provide
Distance Learning y-Based and Learning assist their modules for
Learning Modules printed Activity children learners.
(MDL) Worksheet learning Sheets to be education at
material distribute home.
module to parents.  Return
and  Help deliver modules to
activity modules. assigned
sheets  Provide person.
Weekly Home  Contact
Learning teachers if
Plan needed
 Attend to
learner’s
queries on
tough topics
thru text or
phone calls.
 Gather
modules.
 Check
modules
Online Online Internet  Provide  Guide,  Monitor
Distance Instructi access Weekly Home assist, teachers and
Learning on Gadgets Learning monitor and learners
(ODL) such as Plan help their inter action
smartphon  Provide children on via online
e, power point their online learning.
 laptop, presentation class.  Monitor and
desktop, .  Contact assess the
and  Provide teachers if Power Point
tablet. self- made needed Presentation
Self- video s prepared
learning lesson/prese by teachers
modules ntation. to ensure
 Check the quality
learners and
output thru efficiency
e-learning. of the
 Attend to content.
parents and
learners
queries on
hard topics
thru phone
calls, text
or messages.
 Check learne
TV-Based Televisio Smart TV  Provide  Guide,  Provide
Instructi n Televisio Weekly Home assist, learning
on (TVBI) n with Learning monitor and videos and
cable Plan help their activities
connectio  Provide children. thru TV-
n Learning Based
Textbooks Activity learning.
Learning Sheets (LAS)
Activity  Attend to
Sheets parents and
(LAS) learners
queries on
hard topics
thru phone
calls, text
or messages.
 Check
learners
output.
Radio- Radio Radio  Provide  Guide,  Provide
Based Textbooks Weekly Home assist, learning
Instructi Learning Learning monitor and activities
on (RBI) Activity Plan help their thru audio
Sheets  Provide children.
(LAS) Learning  Contact
Activity teachers if
Sheets (LAS needed
 Attend to
parents/lear
ner’s
queries on
tough topics
 thru text or
phone calls.
 Check
learners
output
Blended Combinati Self-  Self-  Guide,  Provide
Distance on of Learning Learning assist, modules for
Learning tradition Modules Modules monitor and learners
al and Learning  Learning help their  Monitor
technolog Activity Activity children. teachers and
ical Sheets Sheets (LAS)  Contact learners
learning (LAS)  Power point teachers if inter action
Power Presentation needed. via online
point made by learning
Presentat teachers
ion made  Teachers
by improvised
teachers video
Teachers lesson/prese
improvise ntation
d video  Textbooks
lesson/pr
esentatio
n
Textbooks

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.

Ranking
(1 to 5, from
easiest to Type of DL
hardest to Why?
implement)
 Does not require more
resources, can be implemented
to almost all learners even to
1 MDL
the poorest of the poor.
 Our school have machineries
for printing of modules.
RVBI  Radio broadcast is the next
 accessible device to larger
2 percentage of learners.
 Majority of household have
radio.
 TV is available to most of the
households but not all.
3 TVBI
 Some of them don’t have cable
connection.
 Combination of all may require
4 BL
more mixed resources.
 This DL is the hardest to
implement due to digital
divide. A large percentage of
5 ODLO
the country does not have
access to fast and not
intermittent connection.

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next
LAC Session.

Learner Group Targeted Intervention

Learners without parents or
 Establish a chat support system to
household member who can address possible queries.
guide and support their  Regular monitoring via sms.
learning at home  Ask the help of some concerned neighbor.
 Provide more reading materials and
practice exercises/activity sheets
related to reading.
Beginning readers (K to 3)  Call the attention of the
parents/household member to guide and
monitor their child while reading.
 Establish a chat support system to
address possible queries.
Struggling readers (Grades  Encourage them to read books at least
4-12) once a day to practice reading.
 Provide more reading materials and
 practice exercises/activity sheets
related to reading.
 Call the attention of the parents to
guide and monitor their child while
reading.
 Establish a chat support system to
address possible queries.
 Textbooks or other related books must be
given to those who don’t have gadgets or
No access to devices and internet access to serve as their
Internet additional references.
 Establish a chat support system to
address possible queries.
 Make a home visitation at least once a
month to monitor their progress in
answering the modules.
 Coordination with the Barangay Officials
Inaccessible (living in for the handling of SLMs.
remote and/or unsafe areas)  Textbooks or other related books must be
given to those who don’t have gadgets or
internet access to serve as their
additional references.
 Establish a chat support system to
address possible queries.
 Local partnership with the community
officials governing the Indigenous
Indigenous Peoples people.
 Crafting of materials adhering in the
principle of localization and
indigenization.
 Refer to the nearest school offering
Persons with Disabilities
SPED Program.

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:
1. What is Lesson Designing or Lesson Planning?
 It is the process of deciding what learning opportunities the
pupil will have in school, the quality of instruction, teaching
materials, the arrangement of learning exercises, and grouping
strategies, and the timing and allocation of instructional time to be
determined.
2. Why is lesson designing important?

Lesson designing helps ensure that:

a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
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?

a. Clearly articulated lesson objectives

b. Well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners

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.
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.

List of Learning Tasks

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
Check learner’s prior knowledge about the new lesson Compare your answers
to Lesson 2, Activity 2 Answer Key.

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, 1. Wrap up activities
lesson demonstrate, and 2. Emphasize key
2. Clarify concepts illustrate the information and
from previous lesson concepts, ideas, concepts discussed
3. Present warm-up skills, or processes 3. Ask learners to
activities to that students will recall key activities
establish interest in eventually internalize and concepts discussed
new lesson 2. Help learners 4. Reinforce what
4. Check learner’s understand and master teacher has taught
prior knowledge about new information 5. Assess whether
the new lesson 3. Provide learners lesson has been
5. Present connection with feedback mastered
between old and new 4. Check for 6. Transfer ideas and
lesson and establish learners’ concepts to new
purpose for new lesson understanding situations
6. State lesson
objectives as guide
for learners

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.

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

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.

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).
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.

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. 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.

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level: MTB 3

Lesson/Topic: Pagpaabot san imo namamatyagan, kalipay, o kamunduan
man o kon nano man an nasa isip mo paagi san paghimo
san tula, patugma o rap/chant.
Learning Objectives: Writes poems, riddles, chants and raps
Learning Resources/Materials Needed: MTB Module 1

Part of Lesson / Learning Check if Additional Remarks: (ex.

can be done via voice calls,
Tasks already can be facilitated by a
present in the household partner,
SLM 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.)
Before the Lesson
1. Review previous lesson √ can be done via voice

2. Clarify concepts from

previous lesson √ call or video call

3. Present warm-up activities

√ can be facilitated by a
to establish interest in
household partner
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 √

Lesson Proper
1. Explain, model, √ Can be done via learning
demonstrate, and activity sheets
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
 internalize

2. Help learners understand Can be done via learning

and master new information √ activity sheets
can be done via voice call
3. Provide learners with
or video call
feedback
√
4. Check for learners’
understanding
√

After the Lesson

1. Wrap up activities √ can be done via voice call
or video call

2. Emphasize key information √ can be done via learning

and concepts discussed activity sheets

can be done facilitated

3. Ask learners to recall key √ during synchronous and
activities and concepts asynchronous learning
discussed session

4. Reinforce what teacher has

taught √

5. Assess whether lesson has

been mastered √

6. Transfer ideas and

concepts to new situations √

Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials
or resources can you create or curate to supplement the SLM?

Other activity learning sheets that will suit the accessibilities

of the learners.

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?

Consultations thru sms or voice call.

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

Let the parents and learners write and attached their feedback
in each activity sheets.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.
Integrating Content Across Learning 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 better 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 tasks 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? Don’t
forget to check back with your Coach and share them with your peers.

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. Follow the example
below.
 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.

ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)

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? 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
How to Adapt the Assessment Method in DL
Method
I will send a three-item quiz via text message before
the lesson. Based on the responses, I will take note of
Example: Short the common misconceptions and clarify them to the
quiz learners during our online session or via text message.
I will send a five-item quiz via text message before the
1.Written lesson. Based on the responses, I will take note of the
Works common misconceptions and clarify them to the learners
during our online session or via text message.
At the end of the lesson, focusing on the topic and
skill, I will give 1-2 activities guided by the rubrics
2.Performance
along with the modules once a week depending on the
Task
topic. Feedback and clarification may be done thru voice
or video call consultation.
I will give it once at the end of the quarter face to
face (if allowed) and or test item will be send via
3.Quaterly
online messaging. , I will take note of the common
Assessment
misconceptions and clarify them to the learners during
our online session or via text message.
4.Formative I will include it in the learning activity sheet to be
Assessment given weekly along with the modules. 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.
I will instruct the class at the beginning of each
quarter to gather evidences and mov’s of what they do,
5.Portfolio
submit and write for the whole quarter. It will be
Making
checked and noted at the end of the quarter upon the
retrieval of pupil’s output thru parents.

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?

Written works and formative test are common among the group because it
can be included right away with the activity sheets.

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

The differences of the learners which will be visible to differentiated

learning and the learner’s access to mode of delivery.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?

More LAC regarding assessment to attend so we will have more chances

and choices of the different assessment we can give.

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.

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.

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.
 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.

Column A Column B

C 1. These are the knowledge, a.learning area

understanding, skills, and
attitudes that learners b.mode of delivery
need to demonstrate in
every lesson and/or c.learning competencies
learning task.
D 2. These are the formative d.learning task
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.

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

ACTIVITY 2
(Submit a copy of your Output to your LAC Leader)

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)

Attach Weekly Home Learning Plan (WHLP)

Share your prepared WHLP during your LAC Session.

 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, fill out the
table below to see how the ILMP differs from the WHLP.

Individual
Weekly Home Learning Plan (WHLP) Learning Monitoring
Plan (ILMP)
A tool to guide learners A tool for monitoring
Purpose and learning facilitators learners who lag behind
or household partners in based on the results of
tracking the subject areas their formative and
to be tackled and summative assessments
activities to perform at
home

Learners and learning Teachers and learning

For Whom? facilitator or household facilitator or
partner household partner

Learning area, learning Learner’s needs,

Components competencies, learning intervention
tasks, mode of delivery strategies, monitoring
date, learner’s status

Yes Yes
Has to be
communicated to
parents?
 ACTIVITY 4

(Submit a copy of your Output to your LAC Leader)

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

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Rochelle N. Aparejado

Grade Level: Grade 3

Learner’s Status
Learni Learner Intervention
Monitori Signif
ng ’s Strategies Insignif
ng Date icant Mast
Area Needs Provided icant
Progre ery
Progress
ss

Difficu
MTB a. seek help October /
lty in from a 12-30,
spellin capable 2020
g immediate
simple family member
words to help the
learner in
answering the
learning
modules
b. give
sufficient
time for the
learner to
accomplish
the learning
modules
 c. scheduled
home
visitation of
the teacher
to help the
learner in
answering the
activities in
the learning
modules.
d. make and
provide
learning
activities
suited to his
pace of
learning
e. if possible,
the teacher
provides
direct
guidance and
supervision
in the
completion of
the learner

Learner is not making significant progress

in a timely manner. Intervention strategies
need to be revised.

Intervention /
Learner is making significant progress.
Status
Continue with the learning plan.

Learner has reached mastery of the

competencies in learning plan.

Share the ILMP that you made for that specific learner during
your next LAC Session.
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.

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.
LD
M2
St
ud
y
 LESSON 1
LEARNING RESOURCE MAP FOR DISTANCE
LEARNING
ACTIVITY 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY

2020-2021 included the Learning Resources (LR) Map as a guide in
selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions in
your Study Notebook:

1. Based on the map, what resources should you have in order to

implement the LDM adopted by your School/Division?

Our school had opted the modular distance learning which needs the
following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM

2. Do you have the complete resources for the Distance LDM needed in
class? If the LRs are not complete or not available, what steps will
you take to make these available? What are your options to substitute
these missing LRs?

As of now, we do not have a complete LRMs for Distance LDM, however,

our school had already initiated creation of supplementary activity
sheets for subjects which are not yet available.

I had already led my co-teachers that in the absence of the learning

materials in their respective grade level, they may use the compiled
learning activities, their Diagnostic, and formative assessment in
their DLLs.

3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?

I will join electronically in the DepEd LR Portals. Upon approval of

my request to join, I will start to download LRMs that are essential
to my teaching using the MDL modality.

I can gain support from the Division LRM of City of Masbate.

4. Based on your evaluation of the materials, are they appropriate to

the level and characteristics of learners? Are there learners who
 might be disadvantaged by the materials (based on reading ability,
level of learning independence, level of household support,
distance)? What adjustments will you make in terms of the LRs?

Yes, they are appropriate because these were developed by the

Department of Education which is the primary learning resource
materials to be utilized by Grade 3 learners across the country in
the new normal. These SLMs is K to 12 compliant, based from the MELCs
and passed the ADM Learning Resources Standards. However,
completeness of SLMs to be downloaded is still a problem.

In case that there are disadvantage learners, teachers can simplify

the learning activities in the SLMs. Contextualizing and localizing
the SLMs will be a great help to address the learning styles and
pacing of disadvantage learners.

ACTIVITY 2

In your LAC Session, share and discuss your answers from the
previous activity. What support can you provide to your colleagues and
what support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your
Study Notebook.

Support that I can provide to my colleagues:

1. Guide and help them download the SLMs using the DepEd LR Portals.
2. Assist them in conducting review and assessment of all the
downloaded SLMs to address the completeness and appropriateness
of all the SLMs to be used this school year.
3. To address the disadvantage learners, maybe I can assist them in
simplifying the activities in the SLMs.

Support that I can get from them in terms of LRs:

1. Cooperation
2. Perseverance and diligence in the honest assessment of the LRs
3. Their feedbacks matter in addressing possible issues that may
arise during the school year in terms of the use and contents of
the SLMs
 LESSON 2
ASSESSING LEARNING RESOURCES FROM
DEPED
ACTIVITY 1

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you
have not registered yet, follow the LR Portal User Guide to guide you in
your registration process. Alternatively, seek assistance from any of
your colleagues or your IT personnel in your school, district, or
division. You may also coordinate with your LAC Leader and/or Coach. To
understand the portal better, you may watch the LR Portal Video Tutorial
located in the resources of this Course.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer
to Memorandum on DepEd Commons dated March 17, 2020.

Explore the Portals. In your Study Notebook, answer the following

questions:
1. Given the LDM adopted in your School, how can the two DepEd portals
respond to your LR needs and those of your learners’? How do they
complement the LRs that you already have?

The two DepEd Portals are positively responding to the needs of our
school and learners because these portals provide learning resource
materials that we need today. These SLMs, activity sheets,
interactive platforms are very essential to address the needs of our
teachers and learners. The access to these learning portals also
provide authentic learning platform because these were developed by
the Department of Education which are the primary learning resource
materials to be utilized by learners across the country in the new
normal. This SLMs is K to 12 compliant, based from the MELCs and
passed the ADM Learning Resources Standards.

2. What are the challenges in accessing the LRs in the portals both for
you and your learners? How will you overcome these challenges?
 The challenges in accessing the LRs in the portals are the following.
a. poor internet connection that hinders the downloading and
accessing the LRs in the Deped portals
b. not all learners and teachers have internet connection to
access the online digital platforms especially the DepEd
Commons.
d. not all learners have learning gadgets to access the DepEd
Commons.
e. lack of fund to finance the massive reproduction of SLMs,
the MOOE of the school is not enough

3. What support will you need to be able to maximize the use of the LR
Portals? From whom can you get this support?

As teachers in our school, we can maximize the use of the LR portals

through info-drive and simulation on how to access and use the LRMs
in the DepEd portals.

We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Division LDRMs
c. PSDS

ACTIVITY 2
In your next LAC Session, share and discuss your answers to the
questions in Activity 1. Explore how you can help and support each other
in using the LR portals. Jot down the insights and helpful information
regarding the use of the LR portals in your Study Notebook.

INSIGHTS

These LR Portals are indeed useful to both teachers and learners because
it gives additional reference, however, it is impossible for teachers and
learners to access easily because of poor internet connection and
scarcity of gadgets.
 LESSON 3 ASSESING THE LEARNING
RESOURCES
ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Answer
the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
3. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?
RAPID ASSESSMENT OF LEARNING RESOURCES
Learning Resource from LRMDS PORTAL

Is the LR Material YES NO Cannot be

determined

1. Connected and relevant to √

the MELCs?

2. Appropriate to the grade √

level and learner
characteristics in terms of
language, activities?

3. Easy to reproduce and/or √

disseminate?

4. From a credible √
source/author?

5. Culture- and gender-fair? √

6. Free from red flags on √

 possible copyright and
plagiarism issues?

7. The layout and format easy √

to read and pleasing to the
eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?

No, not all.

2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the
LR material? Why?

I will modify the dialect used from Hiligaynon to Minasbate and

simplify some activities so that my slower learners will be able to
understand and answer it.

3. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.

None.

4. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?

The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning
materials which I will be using for my grade 3 learners this school
year.

RAPID ASSESSMENT OF LEARNING RESOURCES

Learning Resource from Non-DepEd Site (Wikipedia)

Is the LR Material YES NO Cannot be

determined

1. Connected and relevant to √

the MELCs?

2. Appropriate to the grade √

 level and learner
characteristics in terms of
language, activities?

3. Easy to reproduce and/or √

disseminate?

4. From a credible √
source/author?

5. Culture- and gender-fair? √

6. Free from red flags on √

possible copyright and
plagiarism issues?

7. The layout and format easy √

to read and pleasing to the
eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?

No.

6. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the
LR material? Why?

I will definitely modify all the content so that the activities are
aligned to the curriculum and it will be more appropriate to the
level of my learners.

7. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.

None.

8. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?

The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning
 materials which I will be using for my grade 3 learners this school
year.

ACIVITY 2

Explore other non-DepEd LR portals/platforms you can find online.

Take note of the portals in your Study Notebook. Download at least one LR
from each portal. Assess the materials using the same tool and answer the
following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd
Portal compare with the LR from the DepEd Portal?

The differences are as follow:

a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified

2. Based on the results of the Assessment Tool, what improvements do the

materials —both from DepEd and Non-DepEd portals — still need?

a. the lay-out
b. free from red flags on possible copyright and plagiarism
issues
c. parallelism and congruity of learning competencies between the
LRs found in the Deped portals and Non-DepEd portals

3. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?

The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials
which I will be using for my grade 3 learners this school year.

ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this
material using the same tool. Answer the following questions in Your
Study Notebook:
1. How does your material compare with the ones that are obtained from
the online portals?

Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learners
2. What improvements do you still need to make in your developed
material?
The Activity Sheets needs the following improvements;
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by real experts
in the fields

ACTIVITY 4

Share and discuss your answers to the questions in Activities 1, 2, and 3

in your next
LAC Session. Jot down insights and information that can be useful to you
in choosing the appropriate LRs.
Submit your LR assessments with your reflection on the exercises to your
LAC Leader. Ensure that you keep a copy for yourself.
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LESSON 1:
REFLECTING ON PROFESSIONAL LIFE
AND DEVELOPMENT
ACTIVITY 1

Assess your current capabilities and skills using the Professional

Self-Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and
capabilities.

STRONGLY STRONGLY
ITEMS AGREE DISAGREE
AGREE DISAGREE

I can use the modality with

/
ease.

I can confidently use the

/
platforms in the modalities.

I can use pedagogies

associated with the /
modalities and platforms.

I can very well manage my

learners/class in the
/
modality that my school has
adopted.

I can very well engage with

parents and community
/
partners in assisting
learners.

ACTIVITY 2
 Revisit the Philippine Professional Standards for Teachers (PPST)
found in the LDM2 Course Overview. Reflect on your self-assessment from
Activity 1. What particular professional standards in the PPST do you
need to focus on to effectively use the LDMs in relation to the content
and pedagogy of the learning area/s you are teaching? Write your answer
and other insights in your Study Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50,
s.2020 on DepEd Professional Development Priorities and the Continuing
Professional Development Guidelines

Professional standards
in the PPST do I need
to focus on to
effectively use the
Domain Insights
LDMs in relation to the
content and pedagogy of
the learning area/s I
will be teaching
Domain 1 Modelling a Since learning
Content Knowledge comprehensive selection modality has
& Pedagogy of effective teaching drastically changed
strategies that promote this school year due
learner achievement in to global health
literacy and numeracy. pandemic, careful
selection of effective
teaching strategies
that promote learner
achievement in
literacy and numeracy
should be addressed
properly.
Domain 2 Applying comprehensive We need to address a
Learning knowledge of and acting safer and more secure
Environment as a resource person learning environment
for, policies, especially now that
guidelines and Covid-19 is still
procedures that relate infecting people.
to the implementation Health protocols
of safe and secure should be observed
learning environments always.
for learners.
Domain 4 Modelling exemplary Careful planning of
Curriculum and practice and leading the lessons should
Planning colleagues in enhancing take place. Teachers
current practices in should consider the
the planning and fact that learning
management of modality is different
developmentally now compared before.
sequenced teaching and
learning processes.
Domain 5 Leading initiatives in Teachers should adopt
Assessment & the evaluation of appropriate assessment
Reporting assessment policies and method to ensure that
guidelines that relate learning among
to the design, children is effective
selection, organization though modular
and use of effective distance learning is
diagnostic, formative, the learning modality
and summative most of us will be
assessment consistent using under the new
with curriculum normal school setting.
requirements.

ACTIVITY 3

Answer the following questions by constructing and filling out the

table in your Study Notebook. How do you envision your teaching practice
in the next few months as you use the LDM adopted by your School? What is
your goal in terms of your teaching practices in the modalities? What
motivates you to achieve this goal? What do you think will help you
attain this goal?

Add as many rows as you need for your answers.

What is your goal What will push you to What will help you
toward improving your achieve this goal? attain this goal?
teaching practices in
the modalities?
1. Make effective The challenges in Attending webinars.
learning to happen in teaching under the Partnership with
the new normal using new normal. stakeholders.
teaching strategies Training para-
that fit modular teachers as
distance learning by facilitators of
attending/joining learning.
webinars that help us
make our lessons
effective to deliver.
2. Maximize the The empathy to Support from their
lacking resources in students and the hope parents and
providing student for the betterment of stakeholders.
assistance. our future
3. Fair assessment to Knowing the reality Student’s cooperation
students output based of our current in submitting their
on diverse state of situation. output
life
4. Better DepEd’s aim to Enhanced teamwork of
collaboration to the provide continuous all the actors of
whole community. learning amidst learning; teachers,
pandemic. parents, students and
 stakeholders.

LESSON 2:
PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual
Development Plan template. Examine the available PD
activities/programs offered by DepEd and non DepEd providers whether
online or offline.
2. Communicate with your assigned Instructional Coach to provide you a
list of Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from
your output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Strengths Developmen Intervention) Timelin Resourc
tal Needs e es
Learning Needed
Objectives of Interventio
the PD n
Program

To To manage Apply more Strategic Year- Learnin

participa learner positive and learning round g and
te in behavior effective mode Develop
collegial constructi strategies to ment
discussio vely by develop and Team
ns that applying manage Supervi
use positive behavior of sor/Sch
teacher and non- the learners ool
and violent constructivel Head/Ma
learner discipline y in every ster
feedback to ensure task and Teacher
to enrich learning- activities. s/Co-
teaching focused workers
practice. environmen Local
t. Funds
 Teamwork Result Arrange Time table Year - Supervi
*Service focus schedules for round sor/
orientati particular each task School
on ly on that needs to Head/Ma
*Innovati achieving be ster
on results accomplished Teacher
with as urgent, s/Co-
optimal high priority workers
use of and priority.
time and
resources
most of
the time.
ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like
to talk about in your School LAC. Use the PD Discussion Template in your
discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and

Lesson 2 Activities 1 and 2. Take note of all insights and advice from
your colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your
Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

To manage learner behavior Apply more positive and

constructively by applying positive and effective strategies to develop
non-violent discipline to ensure and manage behavior of the
learning-focused environment. learners constructively in
every task and activities.

Result focus particularly on achieving Arrange schedules for each task

results with optimal use of time and that needs to be accomplished
resources most of the time. as urgent, high priority and
priority.
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 LESSON 1: THE TEACHING
PORTFOLIO AND ITS CONTENTS
ACTIVITY 1

Before you begin to prepare building your Portfolio, you need

to make sure that you have completed all the outputs for this
course. Go over the list found in LDM2 Guide for Expected
Outputs and find out whether you have completed all the outputs
required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final

evaluation. Keep a copy of all your outputs for your own records.

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform.

Based on your reading, reflect on the following questions.

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?

My portfolio helps me in tracking the progress of my teaching practice

in our school LM in such a way that it will serve as my guide rearing
the different LDM that takes place during pandemic season.

2. What evidence from the previous modules will help capture the progress
of your teaching practice?

Some evidences from the previous modules help me to capture the

progress of my teaching practice such as doing WHLP,LAS, SLM targeting
some interventions that some of the learners should have.

3. Why is writing down your reflections an integral part of your

Portfolio?

In every work or task given it must have a reflection within. Making

of it is an integral part because it serves as a compilation of our
knowledge and understanding towards the topic. It also measures our
affectively being our consciousness and even our judgment in a certain
topic.
 In every work or task given, one must have a reflection. It is an
integral part because in the reflection we can pour out our ideas,
analysis, and comments/suggestions about the particular task which can
be a road to change or improvement.

ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to At least 2 recorded lessons

Delivery November (online learning)
Or

Researching and August to Lesson Plans (at least 2 per

Incorporating Teaching November month)
Strategies in the
Modalities

Participation in August to Certification of Participation

recognized PDs that are November with PD credit units
aligned with their
Professional Goals
anchored on Philippine
Professional Standards
for Teachers (PPST)

Organizing the December Professional Portfolio

Professional Portfolio

Submission of Portfolio December Certificate of Submission

to Coach/es

Co-Learning with Peers At least once Video Recording

and Coach/es a month
starting
September 2020

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.
 ACTIVITY 5

Based on the sharing and discussion in your LAC, finalize your list of
evidence in the List of Suggested Evidence Form and submit to your LAC
Leader. Make sure that you keep a copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to At least 2 recorded lessons

Delivery November (online learning)
OR

Researching and August to Lesson Plans (at least 2 per

Incorporating Teaching November month)
Strategies in the
Modalities

Participation in August to Certification of Participation

recognized PDs that are November with PD credit units
aligned with their
Professional Goals
anchored on Philippine
Professional Standards
for Teachers (PPST)

Organizing the December Professional Portfolio

Professional Portfolio

Submission of Portfolio December Certificate of Submission

to Coach/es

Co-Learning with Peers At least once Video Recording / PICTURES

and Coach/es a month
starting
September 2020
 LESSON 2 THE EVALUATION RUBRIC
ACTIVITY 1

Study the criteria and indicators found in the Evaluation Rubric. What
steps will you take to ensure that you are able to hit the criteria in
the Rubric? Write down your answers and any other thoughts about the
Rubric in your Study Notebook.

In order to be successful in making the portfolio I must consider first

the Demonstration progress of the LDM Implementation which 30% in the
rubrics. Ensuring the quality of my reflections in every topic or lesson
that I tackled. Lastly, my output will be based on the professional
standard given by DepEd.

ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC Session.
Present your steps to make your outputs and Portfolio responsive to the
evaluation criteria and indicators. Take note of your colleagues’ other
insights as well.

Congratulations! You have completed the LDM 2 Course. Good luck on

your LDM implementation, Teacher!