LMD2MODULE-1-5 D. Calayag FINAL NA!

Department of Education
REGION III
Schools Division Office
DIANA M. CALAYAG
Teacher I
CALAWITAN NATIONAL HIGH SCHOOL
Republic of the Philippines

REGION III
MODULE 1: COURSE ORIENTATION
NAME: DIANA M. CALAYAG
LESSON 1: COURSE OVERVIEW

ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?
Answer:
Thru Online, which the main delivery of this course is in the face of this
continuing health threat, the Department of Education (DepEd) formulated the Basic
Education Learning Continuity Plan (LCP) to put into action the marching orders of the
Secretary: ensure that learning continues and guaranteeing the health, safety, and
Well-being of all learners, teachers, and other DepEd employees.
2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
Answer:
 Be optimistic about the situations of New Normal
 Have a sense of dedication and commitment to serve the institution I belong to.
 Self-realization on the purpose of the course
3. What are the two support mechanisms that will help you with your learning in this
course?
Answer:
The support mechanisms that will help me in learning this course needs establish
effective communications system among members and workplace should have trust,
support personal and professional with the Internal and external learning service
providers and implementation, principles, and guidelines.
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?
Answer:
My personal characteristics and circumstances affect positively. It will serve as
motivating factor to pursue my task.
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?
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that from participating participate in this accomplish the
may affect my fully in this course?) course?) requirements of this
participation in the course? Describe this
course in a positive environment.)
or negative way?)
My Interest to do Considering the My commitment to Home and school

webinars, to gain environmental my chosen Place where there
more knowledge of health condition profession plus my are no threat of the
the matter. and availability of colleagues that are COVID-19 virus.
resources. always there to
Learn applications support me at all
that could boost my times.
student’s interest in
my subject.

ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections
with to the questions in Activities 1 and 2.
(Insert Picture)
After we discussed our answers and reflections in Activities 1 and 2. We found

out that we have the same understanding. There are minimal differences in some but
we learned in both ways. We discussed our different opinions and at the end of our
discussions we understand that all of this is for the safety and learning of the learners.
LESSON 2: 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’re 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 sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
___3___ To improve the teaching-learning process to improve learning among
students
___2___ To nurture successful teachers
___1___ To enable teachers to support each other to continuously improve their
content and 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.
Answer:
1. The first challenge we faced is insufficient time for proper planning. The
conduct of LAC is sometimes conducted haphazardly” lack of plan, order or direction
due to time constraints and urgency of required reports
2. The second challenge is overlapping of schedules. Different subject areas

have their schedules that overlap with schedule of LAC such as district meeting,
webinars, workshops, trainings, etc.
3. Third one lacks sufficient resources on the conduct of LAC


ACTIVITY 2.
According to DO 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.
LAC Session 1 LAC Session 2
August 28, 2020 ` August 28, 2020
9:00am-12:00 noon 3:00am-5:00noon
2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.
LAC PHOTOS
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 a LAC Leader assigned to you from among the following
school members:
» Master Teacher
» Head Teacher/Department Head
» 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
e LACs through a network of LAC Leaders.
LAC Composition and Coaching Arrangement for LDM2 Teachers
LDM2 for
LDM2 for Teachers
Instructional Coaches
NORA G. MANALO, PhD.

NERISSAV. BERNARDO
LAC TEAM
Principal I
(District Supervisor)
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
LAC Leader: Nerissa V. Bernardo
LAC Facilitator: Maria Veronica M. Samson
LAC Documenter: Regina B. Francisco
LAC Members:
1. Belicaezar V. Alarcon
2. Irene DS. Sayo
3. Julie Ann Añano
4. Jaime Andria S. Pamintuan
5. Diana M. Calayag
6. Madhelyn Mempin
7. Maika Elissa V. Cruz
8. Maricar Santiago
9. Willyn D. Viñas
10. Ralph Anthony M. Apostol
11. Anna Marie April Guzman
REGION III
MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS
ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
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?
Answer:
The fundamental concerns in terms of curriculum standards that need to be addressed
in order to ensure learning continuity are the learning competencies of the learners, to
be delivered in multiple learning modalities and platforms The DepEd response to the
challenges posed by Covid-19 in the field of basic education and maintained that
education must continue, whatever the changes and even dangers we confront now and
in the future that’s the reason of existence of Most Essential Learning Competencies
(MELCs). The streamlining of the K to 12 Curriculum into MELCs is an emergency
measure to allow instruction amid challenging circumstances to focus on the most
essential learning and to ease the requirements for adapting classroom-based learning
resource for distance learning. The Learners are the ones who are directly influence by
it.
No, it cannot be solved by the teachers alone because it is truly an integrated output
Of the DepEd and the result of consultations with partners and advisers, legislators,
executives/directors, teachers, parents, learners and the general public. The teachers
role is to help learners develop an engaged relationship with the content of MELCs that
will serve as one of the guides in the delivery of quality instruction., increase the focus
and retention resulting in an exciting learning environment. Together, let us face the
challenges of the “new normal” with the virtues of the” old normal”-courage, faith,
adventure, and discovery!
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 agree with that observation, congested curriculum is one of the hindering factors
on the poor performance of Filipino learners. It happened when too many subjects are
squeezed into short period of time that is why there is no mastery, there is too much in
too little space or time on teaching-learning situations. Not in quantity but quality
education for all.
Factors like Technology should be deemed responsible too. There are games like ML
(Mobile Legends) that takes too much of the student’s time that is also one of the
negative effects of technology.
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.
Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
Answer:
The development and design of MELCs aimed to ensure the education continuity
despite of the COVID 19 Pandemic. MELCs is an emergency measure to allow
instruction amidst the challenging circumstances to focus more on the most
essential learning, and to ease the requirements for adapting classroom-based
learning resource for distance learning.
2. How does curriculum review aid in the identification of essential learning

competencies?
Answer:
Curriculum review helped in the identification of essential learning competencies.
It focused on the articulation within and across learning areas and grade levels to
ensure quality, relevant and liberating education.
3. What is the difference between essential learning competencies and desirable

learning competencies?
Answer:
The difference between essential learning competencies and desirable learning
competencies. Essential learning competencies were defined as what the
student need, considered indispensable in the teaching –learning process to
build skills to equip learners for lifelong learning while 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?
Answer:
The Department, through the Bureau of Curriculum Development–Curriculum Standards
Development Division, in collaboration with the Assessment Curriculum and Technology
Research Centre (ACTRC), started working on the identification of essential learning
competencies in the middle of 2019 as part of its review of the intended curriculum.
Bureau specialists, academic experts, and field implementers worked together to reach
a agreement regarding the criteria to be used and mechanisms to adopt in determining
these competencies.
Fallouts of the review from the workshop series provided an overview of the
articulation of learning competencies in each learning area. Specifically, the review
covered the following:
● Mapping of the essential and desirable learning competencies within the
curriculum.
● Identification of prerequisite knowledge and skills needed to prepare students
for essential learning competencies; and
● Analysis of the interconnectedness of prerequisite knowledge and skills among
the learning competencies for each subject area.
5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
Answer:
The MELCs served as one of the guides for teachers as they address the
instructional needs of learners while ensuring that curriculum standards are
maintained and achieved.
Furthermore, the MELCs intend to assist schools in navigating the limited

number of school days as they employ multiple delivery schemes by providing
them ample instructional space.
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 in your
Study Notebook and compare the two documents to determine which learning
competencies were retained, dropped, or merged.
K to 12 Learning MELCS
Competencies
Merged/Clustered Q-1*Analyze sound devices Q1-(English) Identify real or
(onomatopoeia, alliteration, make believe, fact or non-
assonance, personification, irony and fact images
hyperbole) in a text heard
* Identify real or make believe,
fact or non-fact images
*Analyze sound devices (irony
and hyperbole) in a text heard
Retained Q-3 English) Identify real or make Q1-(English) Identify real or

believe, fact or non-fact images make believe, fact or non-
fact images
Dropped Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures:
-Pluralization of irregular nouns -Pluralization of irregular
nouns
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, in your Study
Notebook.
Insert 2 pictures of Lac Team doing the Task
We evaluated/reviewed how the MELCs

competencies merged, retained and dropped. We
concluded that the competencies were utilized,
trimmed to decongest the learning objectives with
the most essential teaching-learning maintained
and achieved.

REGION III
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 in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
Answer:
Unpacking and combining the MELCs give importance especially in facing the
challenges of instructional deliveries such as systematic learning activities,
addressing effectively the varying needs of learners and in the observation of
effective development of learning resources.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
Answer:
For unpacking and combining the MELCs these are the following that should be
considered:
 Commonality of content, topic, or theme - This ensures that essential content and
topic will not be watered down.
 Alignment with the Content and Performance Standards - combining two or more
should aid in the achievement of the content and performance standards.
 Alignment on the Content and Performance Standards - The MELCs are not a
departure from the standards-based design, which is one of the main features of
the K to 12 Curriculum. In fact, there are no MELCs without the content and
performance standards.
 Prerequisite knowledge and skills - It is worth noting that the identified MELCs
cater to higher order cognitive demands. This ensures that prerequisite
knowledge and skills that would enable the achievement of MELCs, and
eventually the content and performance standards, are addressed.
 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
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Answer:
Yes, MELCs need to be unpacked to provide learners with the specific objective
because MELCs are made broad while some MELCs need to be combined
because some competencies showed commonalities and relatedness in content,
topic or theme. These will also help in the effective development of
learning/instructional resources.
Lesson 2: Unpacking and Combining MELCs into Learning Objectives

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.
Answer:
Member: (Junior Teacher)
Belticaezar Alarcon
Maria Veronica M. Samson
Andrea Lean C. Manapat
Diana M. Calayag
Gilbert C. Francisco
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
Answer:
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 process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.

REGION III
Dito ka Na!
ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.
Sample MELCS Unpacking Presentation
Retained Learning Competencies Sample Learning Objectives
 Express permission, obligation, and 

prohibition using modals
 Nasusuri ang epekto ng kaisipang liberal sa

Naipamamamalas ang mapanuring pang-unawa at pag-usbong ng damadaming nasyolismo.
kaalaman sa bahagi ng Pilipinas sa globasisasyon  Naipaliliwanag ang layunin at resulta ng
batay sa lokasyon nito sa mundo gamit ang mga pagkakatatag ng Kilusang Propaganda at
kanayang pangheograpiya at ang ambag sa Katipunan sa paglinang ng nasyonalismong
malayang kaisipan sa pag-usbong ng Pilipino.
nasyonalismong Pilipino  Nasusuri ang mga dahilan at pangyayaring
naganap sa Panahon ng Himagsikang
Pilipino
In Mathematics/Araling Panlipunan, Learning competency is essential….

1.It is aligned with four basic fundamentals/malayang kaisipan sa pinagmulan ng pag-usbong ng Nasyonalismo
2. It connects the content to higher concepts across content areas
3. It is applicable to real-life situations

REGION III
Sample MELCs Combining Presentation
MELCs week # Major Topic/Theme

Week 1 and Week 7 Naipamamamalas ang mapanuring pang-unawa at
kaalaman sa bahagi ng Pilipinas sa globasisasyon
It is aligned with national,state and local batay sa lokasyon nito sa mundo gamit ang mga
kanayang pangheograpiya at ang ambag sa
standards frameworks….scientifically- malayang kaisipan sa pag-usbong ng
literate Filipinos nasyonalismong Pilipino

REGION III
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
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 in your Study Notebook.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Ans.
 Face-to Face Learning is the traditional way of delivering instructions.
There is an interaction between teachers and pupils done inside the
classroom.
 Distance Learning or online learning is basically teaching and learning
process take place over the internet.
 Blended Learning requires sometimes online instructions and answering
on printed materials or modules at home
 Home Schooling is the education of children at home or variety of places
other than school. It is usually conducted by a parent, tutor ,or online
teacher
Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it against
Lesson 1, Activity 1 Answer Key 2.
Ans.
 Distance Learning/online
 Blended 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.
Accomplished Distance Learning Matrix
No. of Learning Delivery Modes
Enrolment
Distance Online Blended Home
41 Learning Distance Learning Schooling
Learning Blended Mode
21 10 10 0
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.
Blended Learning
This refers to a learning delivery that combines face-to-face with any or a mix of online
distance learning, modular distance learning, and TV/Radio-based Instruction. Blended
learning will enable the schools to limit face-to-face learning, ensure social distancing, and
decrease the volume of people outside the home at any given time.
Critical for implementation will be the production of the needed teacher’s and learner’s
learning materials (LR Portal and DepEd Commons will be maximized), as well as the
support of media institutions like TV and radio stations.
Suggested Platforms/Resources/Mechanisms:
The use of print/non-print learning materials such as but not limited to the following:
 Modules
 Worksheets
 Activity Sheets
 The use of gadgets for K to 3 SpEd learners
Suggested Platforms/Resources/Mechanisms:
 The use of the print materials/learning resources ( modules, worksheets, activity

sheets, etc.)
 The use of digital packets (learning materials)
Frequently Asked Questions on DepEd Learning

Delivery Modalities for School Year 2020-2021
What is Distance Learning?
This refers to a learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
What is Modular Distance Learning?

Learning is in the form of individualized instruction that allows learners to use self-learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides and other study materials.
What is Online Distance Learning?

It features the teacher facilitating learning and engaging learners’ active participation using
various technologies accessed through the internet while they are geographically remote
from each other during instruction.
What is Home Schooling?

It is an alternative delivery mode (ADM) that aims to provide learners with equal access to
quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training.
What is Blended Learning?

This refers to a learning modality that allows for a combination of face to face and online
distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face and
TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with two or
more types of distance learning.
What is Traditional Face-to-Face Learning?

This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.
What is Alternative Delivery Modes (ADM)?

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education
delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities,
your level of resources (infrastructure, financial, human), level of experience in DL,
health and safety status, context and capacities of your learners and their households,
etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each. Replicate the following
table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.
Ranking (1 to 5, from Type of DL Why?
easiest to hardest to
implement)
1 MDL(Modular Distance It does not require gadgets and

Learning) online technology. Easy access
on the part of the learners. Can
cater individualized instruction
2 BDL (Blended Distance Learning can still takes place

Learning) with the use of both online and
printed materials/modules.
3 RBI(Radio Based Instruction) Not every learner has the

availability of the device
required. It is too hard cope up
in a missed time to listen
4 TVBI(Television Based Limited Access of the device

Instruction) might be the main deterrent.
5 ODL(Online Distance Learners may find difficulty in

Learning) providing needed gadgets, and,
they may also experience
struggle in searching for
internet connections especially
in rural areas.
ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child
will be excluded from learning during the COVID-19 crisis. Think about groups of
learners in your School/Division who might require special consideration to be able to
participate in DL. Describe what targeted interventions you would develop to include
them. Listed below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers in your Study Notebook and share your
ideas at your next LAC Session.
Learner Group Targeted Intervention
Learners without parents or household  Trace possible co-parent of family members
member who can guide and support to foster learning support.
their learning at home  Use peer teaching with in the family
members.
Beginning readers (K to 3) Providing Multi Media Lessons thru Links from
DepEd Portal and approved social media. Focus
more on developing 3Rs (Reading, writing and
arithmetic)
Struggling readers (Grades 4-12) Application of Claveria /marungko Approaches thru
worksheets and video lessons
No access to devices and Internet Setting up of modules or modular approach
Inaccessible (living in remote and/or Coordination with Barangay, DSWD Officials or
unsafe areas) looking for Social Workers/Health Workers
Indigenous Peoples Coordination with Barangay, DSWD Officials or
looking for sponsors.
Persons with Disabilities Use peer teaching with in the family members
guided or monitor by Teacher in Special Education
Others? Specify

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 in your
Study Notebook: 1. What is Lesson Designing or Lesson Planning? 2. Why is lesson
designing important? 3. What are the three elements or components of a well-designed
lesson?
Ans.
 Planning lessons is fundamental to ensuring the delivery of teaching and learning
in schools. These guidelines aim to support teachers in organizing and managing
their classes and lessons effectively and efficiently and ensure the achievement
of learning outcomes.
 2. The role of the K to 12 teacher as a facilitator of learning. Preparing for
lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for reflection on what learners need to
learn, how learners learn, and how best to facilitate the learning process. These
also aim to empower teachers to carry out quality instruction that recognizes the
diversity of learners inside the classroom, is committed to learners’ success,
allows the use of varied instructional and formative assessment strategies
including the use of information and communications technologies (ICTs), and
enables the teacher to guide, mentor, and support learners in developing and
assessing their learning across the curriculum.
3. 1. Objective –Specific, Measurable, Attainable ,Result, Time-bounded

2. Procedure – Presented clearly with varied activities/instructional materials
3. Assessment/Evaluation-Provide relevant information
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.
In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson
 Wrap up activities
 Review previous  Provide learners with
lesson feedback  Emphasize key
information and
 Clarify concepts from  Explain, model, concepts discussed
previous lesson demonstrate, and
illustrate the concepts,
 Present warm-up ideas, skills, or  Assess whether
activities to establish processes lesson has been
interest in new lesson that students will mastered
eventually internalize
 Check learner’s prior  Check for learners’
knowledge about the  Help learners understanding
new lesson understand and
master new
 Present connection information  Ask learners to recall
between old and new key activities and
lesson and establish  Check for learners’ concepts discussed
purpose for new understanding
lesson  Reinforce what
teacher has taught
 State lesson
objectives as guide
for learners  Transfer ideas and
concepts to new
situations
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
16.Check learner’s prior knowledge about the new lesson
.
ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of
the lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities
and strategies would make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) listed below, then highlight which part/s is/are
accomplished after the lesson is delivered.
Components of the DLL/DLP

I. Objectives -to determine how success in teaching-learning will be
measured and establish the desired result.
It is Specific, Measurable ,Attainable,
Result-Oriented, Time-bounded
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of
the DLL and DLP. To find out the instructional principles behind these learning tasks,
you may refer to the article Principles of Instruction by Barak Rosenshein
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).
Rosenshein’s 17 Principles of Effective Instruction.
1. Begin a lesson with a short review of previous learning.
2. Present new material in small steps with student practice after each step.
3. Limit the amount of material students receive at one time.
4. Give clear and detailed instructions and explanations.
5. Ask a large number of questions and check for understanding.
6. Provide a high level of active practice for all students.
7. Guide students as they begin to practice.
8. Think aloud and model steps.
9. Provide models of worked-out problems.
10. Ask students to explain what they have learned.
11. Check the responses of all students.
12. Provide systematic feedback and corrections.
13. Use more time to provide explanations.
14. Provide many examples.
15. Reteach material when necessary.
16. Prepare students for independent practice.
17. Monitor students when they begin independent practice.
ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self Learning
Module (SLM) for students that you have on hand. Imagine that you will deliver this
lesson to your learners through DL. In the second column, identify which of these tasks
are already present in the SLM. In the third column, identify which has to be presented
via technology-mediated resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: Gr.6 –Science
Lesson/Topic: Lessons in this module will be divided into;

Lesson 1 – Characteristics of Mixture
Lesson 2 - Appearance of Uniform (Homogenous) Mixture
Lesson 3 – Appearance of Non-uniform (Heterogenous) Mixture
Lesson 4 – Classification and uses of Mixtures
Learning Objectives:
☺ explain what mixture is;
☺ identify the appearance of uniform (homogeneous) mixture;
☺ describe the appearance of non-uniform(heterogeneous) mixture;
☺ classifymixtures into uniform(homogeneous) and non-uniform (heterogeneous)
mixtures.
☺ name common household mixtures.
☺ develop communication, critical thinking, creativity, collaboration and character
Learning Resources/Materials Needed: SLM
Science Learner’s Material (2015), Lexicon Press
Sarte, E et.al, (2015). Science in our World. Vibal Publishing House Lab Manual for
Grade 6 (2018), Dream Books
Electronic Sources
https://www.youtube.com/watch?v=eI-tmv4DLEk
https://study.com/academy/lesson/heterogeneous-mixture-lesson-for-kids- definition-
examples.html
Online Evaluation
https://classroom.google.com/u/0/c/MTAzNzY1MTM4OTk0
Part of Lesson / Learning Tasks Check if already present in the Additional Remarks: (ex. can be
SLM done via voice calls, can be
facilitated by a household
partner, can be done via a
learning activity sheet, can be
presented via an internetbased
resource, can be facilitated
during a synchronous learning
session, etc.)
Before the Lesson

1. Review previous lesson Can be done via voice calls
2.Clarify concepts from Can be facilitated by a
previous lesson household partner/ within the
3. Present warm-up activities  family
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

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 
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

Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM? Reference Book, Activity Sheets
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?
a. Can be done via voice calls, explain and cite an examples
b. Coordinate/communicate with household partner via voice calls
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Attach different Assessment Test- (Pre-Test/Post Test, Quizzes) in Activity Sheets
Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.
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 ifferences between the two. Write your
answers in a Venn diagram in your Study Notebook. Follow the example below
Formative Assessment
assessment FOR Summative Assessment
learning:1. to make assessment OF learning:1.
adjustments in the to measure if the student
1.-learners may be met the performance and
lessonn2. may be
assessed content standards 2. done
integrated in all parts
individually or
of the lesson: before after the lesson/end of a
collaboratively
the lesson, the lesson quarter 3. results enable
2.should promote
proper, and after the self-reflection and teachers to describe how
lesson3. results must personal well the students learned
be recorded to study accountability the
the patterns of among students standards/competencies for
learning demonstrated about their own a given quarter, which are
learning 3. may be then reflected in the class
by the students but
a written work or a record
should NOT be used as
performance task
the basis for grading.
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
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.
Assessment How to Adapt the Assessment Method in DL

Method
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz 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.open I will send two questions via messenger about their past lesson
-ended and the pupils will elaborate their answers.This will served as my
questions baseline for clarification during our video conference.
2.free- Through messenger, I will instruct the pupils to write about
writing whatever they want about a certain topic for about 5-10
sessions minutes.Then. during our online session they are going to share
their experiences.
3.host a Thru google meet, I will engage the learners to host a game show
game show
to test their knowledge and skills.
4.ESL During our online class, I will send 10 sentences to the pupils, I
Grammar will tell them that each one contains a grammar mistake.Then,
games they are going to read the sentences and look for the mistakes.
5.online Using computer mediated communication (CMC), I will give a
interviews certain topic about our lesson. I will ask the pupils to express their
ideas and opinions about it.
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?

Open-ended questions and free writing sessions are the most familiar
to the group.
2. What are the challenges in doing assessment in DL?

The physical absence of the facilitator is a hindrance in doing
assessment in Distance Education. The teachers are not physically
available to guide and support the learners.
Internet connections may also be consider as one of the challenge

being faced by the teachers in giving online assessment. Poor signal can
caused delay and interruptions on online classes.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment do able in DL?
To make our assessment more interactive on online learning program,

the teachers should ask the learners for feed back.It is a great opportunity for
interaction and for the learners to express their ideas and thoughts.
The facilitator can inspire and ask the learners to contribute their knowledge
by making materials and resources or hosting online group study sessions.
With interactive learning experiences, learners have no option other than to
get involved and take an active role in their learning.
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.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make sure
that these would show how much they have learned.

LESSON 3: 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. Write your answers in your Study Notebook.
Column A Column B
C. 1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson a. learning area
and/or learning task.
D. 2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to
enhance their understanding of the content. c. learning
A. 3. This refers to the prescribed subject that learners take. competencies
B.4. This refers to the method of submission of learning outputs d. learning task
preferred by the learner/parent based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key.
The check-up activity introduced you to the key components of a Weekly Home
Learning Plan (WHLP), namely, the learning area, learning tasks, learning
competencies, and the mode of delivery. The WHLP serves as a guide for your learners
on what they need to accomplish each week when they do independent study at home
(DepEd, 2020). It outlines the learning tasks that learners need to do, using the SLM, in
order for them to attain the most essential learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the
Sample Weekly Home Learning Plan for Blended Distance Learning or may just refer
learners to the lesson number and/or activity number in the SLM as shown in the
Sample Weekly Home Learning Plan for Modular Distance Learning and for Online
Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as
they follow the prescribed schedule in the plan. Remember also that part of guiding
learners is to give enhancement or remediation activities when needed and when
possible
ACTIVITY 2 - DONE
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-
00162 which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs)
are. After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of
the following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning
tasks if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing
portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which
are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and
up to four hours (two in the morning and the other two in the afternoon)
for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the
morning and the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
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, copy and fill out the table
below in your Study Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning Individual Learning
Plan (WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners and A tool for monitoring learners
learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home
For Whom? Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Has to be communicated Yes Yes
to
Parents
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner
is doing the learning tasks at home.
ACTIVITY 4 - DONE
Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think of a
possible difficulty the learner may have encountered in accomplishing the learning
tasks. Apply what you have learned about ILMPs in Activity 3 and create an ILMP for
that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in
Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.
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.
Address: Sta. Rita Elementary School, Sta. Rita, Matanda, San Miguel, Bulacan
REGION III
MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS 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?
Answer: Printed SLM, Activity sheets, SLM-Based Video, MELCs-Aligned Videos

Activity, SLM-based RBI
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?
Answer: Yes. I will look to other resources online that are related and jived, to the
learning competencies. Also, these alternative resources should be suitable and grade
level appropriate. I will use the textbooks, teaching guides and learning materials issued
before as my guide to provide necessary learning tasks and activities. It is important at
this point to have access and explore the LR portals hosted by the Department of
Education namely Learning Resource Management and Development System (LRMDS)
Portal and DepEd Commons. I can also surf and discover other LR portals that are legit
and acclaimed internationally.
3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
Answer: I need more technical support to get or download all the required resources
from the two DepEd-sanctioned LR Portals. It would be easier if teachers are working
collaboratively so that we can have all the lesson materials that would help us in the
teaching and learning process especially in these trying times. I can get this support
from my fellow teachers that are more technologically aware and updated.
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?
Answer: Yes, they are appropriate to the level and characteristics of learners. I think the
materials would be of great help to the learners but there are some items that need
assistance of the parents or guardians because based on observation, some children
find it difficult to learn independently.
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 .
Answer:
 I can help them gather and download the learning materials that can be
found in the LR portals.
 They can manage and arrange the files according to the subject and
lesson so it will be easier for us to find or search the material.
MODULE 3B: LEARNING RESOURCES
LESSON 3: ASSESSING THE LR MATERIALS
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?

Answer: Yes the material was able to meet all the requirements needed by the
learners.
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”?
Answer: None.
3. What decision will you make on the LR material? Why?

Answer: I will use the LR material as supplementary learning device because it is
informative and suited to learner’s capabilities.
4. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: None. All aspects met all the requirements needed to help the pupils to
be motivated to learn more.
5. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: It helped me a lot to choose the right and appropriate LRs for lessons to
meet the learner’s need.
ACTIVITY 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?
Answer: The DepEd portal has everything that you need in terms of the learning
competencies. You don’t need to go through different website for you to be able
to find all the leaning competencies that you need. It will be easier for learners to
access things that he/she will need because the content of this portal was
aligned to the Learning Competencies set by the Department of Education. On
the other hand, you need to review the material or resources you find in non-
Deped Portal to assure its quality and if it jives to the learning competency but
still its production and presentation is really well-planned and presented that
would engage and maintain the interest of the pupils.
2. Based on the results of the Assessment Tool, what improvements do the

materials — both from DepEd and Non-DepEd portals — still need?
Answer: Make it easy to access considering how bad the internet connection in
the Philippines. Make it easy for everyone to navigate the site.
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 Answer: I became familiar with the materials that I will need which will be of great
help as an aid for my lessons to attain the goals and objectives of the educational
sector. I also developed the knowledge to assure the quality needed in the learning
resources that we will be using.
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?
 It is almost the same and both material passed the quality assurance, one from
the DepEd and the other is from the reliable online educational resources. The
Online Educational resources has more lessons and variations to choose from
maybe because they are established way longer that in the DepEd portal.
Sooner, I am positive that DepEd will be able to upload more and complete all
the lessons.
3. What improvements do you still need to make in your developed material?
 I will make sure that the self-made LR materials are free from copyright issues
and plagiarism. I will also assure that it is easy to understand and the instructions
are precise so that all the students even the pupils who lacks guidance will be
able to understand and acquire the knowledge and skills, they will be able to
answer all the activities and learn independently.
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.
REGION III
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT AND LAC PLANNING
Lesson 1: Reflecting on Professional Life and Development

ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

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.
Answer:
The particular professional standards in PPST that I need to focus on to

effectively used the LDMs in relation to the content and pedagogy of learning that I have
teaching are;
First, the Domain number 3 Diversity of Learners-because we need to implement
teaching strategies that are responsive to our learners. We need to discover and to
know their strengths and weaknesses. It includes also the disabilities, giftedness and
talents of the learners.
Second, The Domain number 5 Assessment and Reporting. We need to monitor and
evaluate our learners’ progress if they have the mastery of the lesson or not. So we as
teachers explore more techniques on how we deliver lessons even we do not meet our
learners.
Lastly, the Community Linkages and Professional Engagement- We need to build a

strong relationship with parents and guardians in facilitating the learners. Parents and
guardians play a vital role in delivering lessons.
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.


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 What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
Focus on teaching and Now a day we face a new
learning normal in teaching Attend webinars, LAC
because of pandemic so
we need to attend webinars
on how we adjust our
teaching strategies.
Improve and develop If we see our pupils need to Always attend webinars,
teaching techniques provide quality education LAC
we need also attend more
trainings in using modern
techniques in delivering
the lesson.
Building Connections Always connect to Coordinate with the PTA,
community such as Barangay Captain and
parents, alumni, authorities other Stakeholders
and other stakeholders to
gain support for learners
and teachers development

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
nonDepEd providers whether online or offline.
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Demonstrating knowledge and understanding of Supporting Curriculum Management and

support curriculum implementation through Implementation
management of programs, projects and activities
aligned with the curriculum standards
Building relationships with parents/guardians and Community Linkages and Professional

the wider school community to facilitate Engagement
involvement in the educative process
Selecting, developing, organizing and using Developing Self and Others

appropriate teaching and learning resources to
address learning goals
Designing ,selecting, organizing and using Assessment and reporting

diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
Demonstrating knowledge and understanding in Strengthening Shared Accountability

the provision of technical assistance based on
quality assurance and monitoring and evaluation
results
Demonstrating knowledge and understanding of Strengthening Shared Accountability

laws ,policies, guidelines and issuances on disaster
risk reduction management
Displaying knowledge and understanding of Fostering a Culture of Continuous

relevant technology-based innovations including Improvement
ICT in effective delivery of roles and functions
Adapting and using culturally appropriate teaching Diversity of Learners

strategies to address of learners from indigenous
groups
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.
Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Resources
Needs Learning Intervention Timeline Needed
Objectives of
the PD Program
1.Managed Strong internet Implements 1. Have a google meet October to Internet

learner’s in the connection to have a programs that with the learners that December connections,
modality that my complete set of modules effective to the the school adopted. leaflets,
school adapted learning process pamphlets
2. Wide dissemination ,brochures
of the different LDM to
the different
stakeholders.
2.Strong Cooperation among Forms group to Create group chat via October to June Internet
communications stakeholders/parents make FB, Messenger for the connections,
with parents and communication teacher ,pupil and phone, call, load
community faster and more parents. ,laptop
partners accessible to
learners and
stakeholders
3. Knowledge in More trainings and Improves technical Attend webinar and LAC October to June Internet
the New Learning webinars for better of knowledge how session about the connection
modalities execution of the LDM teachers can make different LDM
strong
communication

Lesson 2: Planning for the Continuing Professional Development and

Participation in the LAC
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.
ACTION PLAN/INTERVENTION
WHAT DO YOU PLAN TO WHEN? WHO WILL BE

DO (INTERVENTION?) RESPONSIBLE?
Coordinate with the
local/barangay officials as to Parents, teachers, LGU, &
preparedness and awareness October ,2020 Other concern stakeholders
for the opening of classes
Secure medical certificate Before the opening of Parents, teachers, BRHU
classes
Seek the assistance of
barangay officials with October, 2020 Parents, teacher-adviser,
regards to the reading ability barangay officials
of parents
Continuous dissemination of
information through FB page , Year round School Management Team
tarpaulin and other social
media
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.
REGION III
MODULE 5: BUILDING THE TEACHING PORTFOLIO

RELATED TO THE IMPLEMENTATION OF THE MODALITIES
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 and jot down your answers in your Study
Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM? It serve as guide or reference to the different learning activities
answered during the formulation of LDM2
2. What evidence from the previous modules will help capture the progress of your
teaching practice? Modules in all learning tasks .It serve an eye-opener to improve one-
self
3. Why is writing down your reflections an integral part of your Portfolio?

 It is important for review purposes, reflect upon what we’ve done in order to
change and grow.
 Can better integrate learnings and approach work with an improve state of
awareness and confidence
ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of
evidence enough to capture the progress of your teaching practice? What other
evidence can you think of that is relevant to the LDM adopted by your School? Write
down your answers and other insights in your Study Notebook.
Yes, the list of evidence were enough to capture the progress of my teaching
practice in the new normal education.
 Designing instruction in the different Learning delivery modalities
 Designing lessons and assessment in the different LDMs
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.
MODULE 5: BUILDING THE TEACHING PORTFOLIO

RELATED TO THE IMPLEMENTATION OF THE MODALITIES
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 .
All activities should be congruent to criteria and thru MOVs.
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.
The steps to make outputs and Portfolio responsive to the evaluation criteria and
indicators
1. Present accurate MOVs, these are used to evaluate the degree of knowledge and
understanding of facts, concepts and principles

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Department of Education

Republic of the Philippines

MODULE 1: COURSE ORIENTATION

NAME: DIANA M. CALAYAG

LESSON 1: COURSE OVERVIEW

LESSON 1: COURSE OVERVIEW

HABITS OBSTACLES MOTIVATION ENVIRONMENT

My Interest to do Considering the My commitment to Home and school

LESSON 1: COURSE OVERVIEW

After we discussed our answers and reflections in Activities 1 and 2. We found

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

2. The second challenge is overlapping of schedules. Different subject areas

3. Third one lacks sufficient resources on the conduct of LAC

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

LAC Composition and Coaching Arrangement for LDM2 Teachers

NORA G. MANALO, PhD.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

MODULE 2: MOST ESSENTIAL LEARNING

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

3. What is the difference between essential learning competencies and desirable

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

Furthermore, the MELCs intend to assist schools in navigating the limited

Retained Q-3 English) Identify real or make Q1-(English) Identify real or

Insert 2 pictures of Lac Team doing the Task

We evaluated/reviewed how the MELCs

Republic of the Philippines

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

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

Lesson 2: Unpacking and Combining MELCs into Learning Objectives

Republic of the Philippines

Sample MELCS Unpacking Presentation

Retained Learning Competencies Sample Learning Objectives

 Express permission, obligation, and 

 Nasusuri ang epekto ng kaisipang liberal sa

In Mathematics/Araling Panlipunan, Learning competency is essential….

2. It connects the content to higher concepts across content areas

3. It is applicable to real-life situations

Republic of the Philippines

Sample MELCs Combining Presentation

MELCs week # Major Topic/Theme

Republic of the Philippines

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

 The use of the print materials/learning resources ( modules, worksheets, activity

Frequently Asked Questions on DepEd Learning

What is Modular Distance Learning?

What is Online Distance Learning?

What is Home Schooling?

What is Blended Learning?

What is Traditional Face-to-Face Learning?

What is Alternative Delivery Modes (ADM)?

1 MDL(Modular Distance It does not require gadgets and

2 BDL (Blended Distance Learning can still takes place

3 RBI(Radio Based Instruction) Not every learner has the

4 TVBI(Television Based Limited Access of the device

5 ODL(Online Distance Learners may find difficulty in

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

3. 1. Objective –Specific, Measurable, Attainable ,Result, Time-bounded

Compare your answers to those found in Lesson 2, Activity 1 Answer Key

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

List of Learning Tasks

Components of the DLL/DLP

Rosenshein’s 17 Principles of Effective Instruction.

1. Begin a lesson with a short review of previous learning.