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L1A1 - LDM Course Overview PDF
L1A1 - LDM Course Overview PDF
FOR TEACHERS
Course Overview
When the first COVID-19 case was recorded in March this year, the country was placed
under a state of national emergency. COVID-19 ushered in a new normal in the way people
conduct business and deal with each other. To prevent the further spread of infection
among the populace, various measures were put in place such as a ban on mass gatherings,
restrictions on movement, social distancing, and preventive practices like hand washing and
wearing of masks, among others.
In the face of this continuing health threat, the Department of Education (DepEd) formulated
the Basic Education Learning Continuity Plan (LCP) to put into motion the marching orders
of the Secretary: ensure that learning continues while guaranteeing the health, safety, and
wellbeing of all learners, teachers, and other DepEd employees.
The LCP recognizes that DepEd must adopt alternative modes of delivering learning if it is to
reach all learners regardless of who and where they are. Where school-based, Face-to-Face
Learning is not possible, the LCP identifies three learning delivery modalities (LDMs) that
schools may implement: Distance Learning, Blended Learning, and Homeschooling.
A critical component of the LCP is enabling teachers and school leaders to use these learning
delivery modalities effectively (see Figure 1). LCP capacity building has two streams. The first
stream (LDM1) is focused on the implementation and management of the alternative learning
delivery system at all levels of the education system, and intended for school and division
leaders. This course you are taking now, which is LDM2, is intended for teachers and is
focused on the instructional implications of using these alternative LDMs.
Course Objectives
Figure 1. LCP capacity building framework for teachers and school leaders
This is a task-oriented course that combines guided study using self-learning modules and
co-learning and collaboration through the Learning Action Cell (LAC). Since face-to-face
meetings are not permitted at present, you will be expected to hold your LAC Sessions
online. How to organize your LAC and run your LAC sessions will be discussed in Lesson 2.
As you can see in Table 1, the Course is divided into two parts. Part 1 covers LDM selection
and implementation planning. It consists of four modules that will take about 20 hours to
complete. Part 2 is the practicum component of the course covering LDM implementation
throughout the school year.
The modules in Part 1 are designed for self-study, without a trainer or instructor to assist
you. Each module consists of several lessons. Lessons are self-contained and include
readings or video tutorials, activities, quizzes, and reflection points. We ask that you keep a
Study Notebook or learning journal to jot down your answers to the activity questions and
quizzes, and to record your ideas and reflections.
Use a paper notebook or create a file on your computer or smartphone. For more details,
read the Study Notebook Brief.
At various points in the modules, you will be prompted to convene a LAC Session with your
co-teachers to discuss a particular lesson and/or to collaborate on specific tasks. You will
be given a LAC Guide to help structure your LAC activities. Your LAC will also be assigned
a Coach from the Division or District Office. This Coach is tasked to provide guidance and
support to your school LAC as you go through the course activities.
PART 1:
PART 1:LDM SELECTION
PREPARING AND IMPLEMENTATION
TO TEACH IN THE LDM PLANNING
Total: 31 to 37 hours
PART 2:
PART 2:PRACTICUM
PRACTICUM–- LDM
LDM IMPLEMENTATION
IMPLEMENTATIONAND
AND September -- December
September December 2020
2020
BUILDING PORTFOLIO
PORTFOLIO BUILDING
Module 5 Planningthe
Building forTeaching
Continuing Professional
Portfolio Related to 4 hours
Development and LAC Planning
the Implementation of the Modalities
Expected Outputs
You are expected to generate outputs at various points in the Course. This will constitute your
Course Portfolio.
Learners will receive their Certificate of Participation once they are able to submit their LDM
Implementation Portfolios to their designated Coaches. The Portfolio will be
evaluated by the Coach who will recommend the issuance of the Certificate to the NEAP
Central Office through the NEAP Regional Office.
Where feasible, the Certificate will also indicate the professional development credit units
earned in accordance with the DepEd Quality Assurance Division evaluation of the program.
As this course is intended to advance your professional development, read Table 2 showing
the Philippine Professional Standards for Teachers (PPST), where the identified domains may
help you advance in your practice.
Table 2. Alignment to PPST Standards