Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF BULACAN
JULIAN B. SUMBILLO HIGH SCHOOL
MODULE 1
School Address: San Mateo, Norzagaray, Bulacan

Email Address: 306703@deped.gov.ph
Contact Number: +63925-491-3865
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MODULE 1: COURSE ORIENTATION
Lesson 1: COURSE OVERVIEW
WHEN TO
WHEN TO TECHNICAL ASSISTANCE
INDICATIVE SUBMIT THE
MODULE AND TOPIC FINISH THE REQUIRED FROM THE
DURATION REQUIRED
MODULE COACH/ MANAGEMENT
OUTPUT
Module 1:
Module 2:
Module 3:
Module 4:
Module 5:
ACTIVITY 1
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Your Reflection:
1. What is the main delivery of this course?
2. How can this course help ensure that you will

be able to deliver quality instruction in the
“new normal”?
3. What are the two support mechanisms that will

help you with your learning in this course?
HABITS (What is it that I OBSTACLES (What will MOTIVATION (What will MOTIVATION (What will
repeatedly do that may affect prevent me from push me to participate in push me to participate in
my participation in the course participating fully in this this course?) ENVIRONMENT this course?)
in a positive or negative way?) course?) (Where will I accomplish the ENVIRONMENT (Where

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requirements of this course? will I accomplish the

Describe this environment.) requirements of this
course? Describe this
environment.)
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?
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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?
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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.
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LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

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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 reading, 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:
 To improve the teaching-learning process; to improve learning among students

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 To nurture successful teachers

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 To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills and attitudes
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 To foster a professional collaborative spirit among school heads, teachers and the
community as whole
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2. What are the top three challenges to having a successful LAC? List down and elaborate.
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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.
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 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 LACs through a network of LAC Leaders.
FORM 1: LAC PROFILE
REGION:
LAC ID (name or number): Number of LAC members:

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Name of LAC Facilitator: Designation/Position:
LAC Members
NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)
FORM 2: LAC Facilitator Information Sheet
Region:
REGION III
Division:
NAME: Male/Female: Date of Birth: Age:
Contact details: Email: Mobile Number: Facebook Name:
Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Googlemeet, FB, Messenger, etc.)
FORM 3: LAC Session Report

LAC ID: 306703 REGION : III
LAC FACILITATOR: LAC SESSION NO.
DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:
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Number of participants present:
Materials and Resources:

___ LESF Survey
___ Self -learning Module
___ Learning Activity Sheets (LAS)
___ Digital Resources
___ Online Resources
___ Smartphone
___ PC
___ LAC session guide
Part A
( SD- Strongly Disagree; D- Disagree; N- Neutral; A – Agree; SA – Strongly Agree)
Member Participation SD D N A SA Comments/Remarks

(Pls. indicate the reason)
1. All of the members came prepared
for the LAC session
2. All of the members had an
opportunity to share and discuss their
assignment, insights and ideas
3. Members listened to each other’s
insights and ideas
4. The members’ assignments showed
an understanding of the lessons in the
SLM.
5. The members demonstrated
engagement in and /or enthusiasm for
the learning task during the session
FACILITATION
6. I managed the sharing and
discussion during the LAC session by
keeping the discussion focused on the
lesson or topic
7. I encouraged all the members to
actively participate in the LAC Session
8. I provided useful Feedback on the
teachers’ assignment
PART B – Provide the information requested
1. The best part of the session

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2. Problems and challenges encountered and how they were solved.

3. Other topics discussed
4. Recommendations/ Plans for next LAC Session:

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MODULE 2
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself with the background, rationale, and
development of MELCs. In this session, you will be able to:
1. identify the background and basic process of the identification and development of the MELCs
2. make sense of the function of MELCs as an educational response to a global health crisis
3. appreciate the MELCs as support for teachers during this time
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?
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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?
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ACTIVITY 2.

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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?
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2. How does curriculum review aid in the identification of essential learning competencies?
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3. What is the difference between essential learning competencies and desirable learning competencies?
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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?
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5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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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 K to 12 Learning
Competencies MELCs Competencies MELCs
Merged/Clustered Retained
Dropped
Dropped
Dropped
ACTIVITY 4.
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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.
 ___________________________________________________________________________________
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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?

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2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
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3. Do all the MELCs need to be unpacked or combined? Why or why not?
 ___________________________________________________________________________________
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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 in your Study Notebook
Discussion:
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MODULE 3.A

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MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
In your own words, define each modality:
Face to face Learning (F2F)-

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Distance Learning-
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Blended learning (BL) –

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Home-schooling-
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*When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
1. Which of the LDMs do not have an F2F learning component?
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*check it against Lesson 1, Activity 1 Answer Key 2.
ACTIVITY 3.

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Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities of
your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the
reasons for your ranking of each.
Ranking (1 to 5, from
easiest to hardest to Type of DL Why?
implement)

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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. And share your ideas at your next LAC Session.
Learner Group Targeted Intervention
Learners without parents or household

member who can guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe

areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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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?

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2. Why is lesson designing important?

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3. What are the three elements or components of a well-designed lesson?
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Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
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ACTIVITY 2.

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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.
Before the Lesson Lesson Proper 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
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.
ACTIVITY 3.
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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
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).

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ACTIVITY 4.
Read the hand out 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:______________________________________________
Lesson/Topic:_____________________________________________________
Learning Objectives: _____________________________________________________
Learning Resources/Materials Needed: _____________________________________________________
Additional Remarks: (ex. can be done via

voice calls, can be facilitated by a
Check if already household partner, can be done via a
Part of Lesson / Learning Tasks present in the learning activity sheet, can be presented
SLM via an internetbased resource, can be
facilitated during a synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about
the new lesson 5. Present connection
between old and new lesson and
establish purpose for new lesson
6. State lesson objectives as guide for
learners
Lesson Proper
1. Explain, model, demonstrate, and
illustrate
the concepts, ideas, skills, or processes
that

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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:
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
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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?
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3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
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ACTIVITY 5.

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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.
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.

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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 Method How to Adapt the Assessment Method in DL
Example: Short quiz I will send a three-item quiz via text message
before the lesson. Based on the responses, I will
take note of the common misconceptions and
clarify them to the learners during our online
session or via text message.
1
Try to answer these questions with your colleagues::
1. What assessment methods are common among the group members?
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2. What are the challenges in doing assessment in DL?
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3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
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ACTIVITY 7.

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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.

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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
1. These are the knowledge, understanding, skills, a. learning area

and attitudes that learners need to demonstrate in
every lesson and/or learning task.
2. These are the formative learning opportunities b. mode of delivery

given to learners to engage them in the subject
matter and to enhance their understanding of the
content.
3. This refers to the prescribed subject that learners c. learning competencies

take.
4. This refers to the method of submission of d. learning task

learning outputs preferred by the learner/parent
based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key.
ACTIVITY 2.
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.

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*Now, based on what you have read, create a WHLP for your class
WEEKLY HOME LEARNING PLAN
GRADE 8
________________
(Week)
DATE AND TIME LEARNING AREAS LEARNING LEARNING TASKS MODE OF

COMPETENCIES DELIVERY
8;00-9;00
9;00-9:30
Monday
9:30-11:30
11:30-1:00
1:00-3:00
Tuesday
9:30-11:30
11:30-1:00
1:00-3:00
Wednesday
9:30-11:30
11:30-1:00
1:00-3:00
Thursday
9:30-11:30
11:30-1:00
1:00-3:00
Friday
9:30-11:30

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11:30-1:00
1:00-3:00
3:00 onwards
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 to see how the ILMP differs from the WHLP.
Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be communicated 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.

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MODULE 3.B
MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

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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:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
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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?
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3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom
can you get this support?
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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?
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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.

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LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

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?
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2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
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3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
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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.
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______________________________________________________________________________________.
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:
RAPID ASSESSMENT OF LEARNING RESOURCES
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?
1. Was the material able to meet all the requirements?

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___________________________________________________________________________________
_________.
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?
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_________.
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
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___________________________________________________________________________________
_________.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________.
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:

REGION III
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR from
the DepEd Portal?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________.
2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and
Non-DepEd portals — still need?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________.
3. How does this exercise help you in picking the right and appropriate LRs for yourlesson and your learners?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________.
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:

REGION III
1. How does your material compare with the ones that are obtained from the online portals?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What improvements do you still need to make in your developed material?

__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
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
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT

AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

REGION III
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.
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.

REGION III
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?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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:
What is your goal toward What will push you to achieve What will help you attain this
improving your teaching this goal? goal?
practices in the modalities?
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.
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 Resources

REGION III
(Recommended Developmental Needed

Intervention)
Strengths Developmental Timeline
Needs
Learning Intervention
Objectives of the
PD Program
ACTIVITY 2.

REGION III
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.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
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.

REGION III
MODULE 5

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.
Expected Outputs and Assessment for LDM2 Teachers, Modules 1-4 (before practicum)
Module Expected Outputs (to be submitted to LAC Leaders)
Module 1 No outputs for submission

Course Orientation
Module 2 Individual/LAC Group Presentation on Unpacking of a Sample

MELC
MELCs
Module 3A ● List of targeted learner interventions

● Learning tasks for DL
Lesson Design and Assessment ● Assessment methods in DL
● Weekly Home Learning Plan for 1 subject
● Individual Learning Monitoring Plan for a student who lags
behind in completing the learning tasks
● LAC 3 Teacher Engagement Report (Optional if LAC session
was conducted)
● LAC 3 Session Report (Optional if LAC session was
conducted)
Module 3B ● Two (2) accomplished LR Rapid Assessment Tools with

reflections
Learning Resources
Module 4 ● Finalized LDM Individual Development Plan (produced

REGION III
after discussion during LAC)

PD and LAC Planning
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:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s
LDM?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. What evidence from the previous modules will help capture the progress of your teaching practice?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Why is writing down your reflections an integral part of your Portfolio?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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 November At least 2 recorded lessons

Delivery (online learning)
Or
Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the month)
Modalities

REGION III
Participation in recognized PDs August to November Certification of Participation with

that are aligned with their PD credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)
Organizing the Professional December Professional Portfolio

Portfolio
Submission of Portfolio to December Certificate of Submission

Coach/es
Co-Learning with Peers and At least once a month starting Video Recording
Coach/es September 2020
Other Types of Evidence relevant to your modalities (as discussed in your LAC):
ACTIVITIES TIMELINE OUTPUT/S
Note: Add more rows as needed.
*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?
REGION III
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.
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.

REGION III
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.
*As a final reminder, make sure that you are able to collect the evidence of your teaching practice as you have
listed, and organize these into a Portfolio. At the end of the year, you will submit your Portfolio to your LAC
Leader, who will announce the specific date and manner of submission.


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School Address: San Mateo, Norzagaray, Bulacan

MODULE 1: COURSE ORIENTATION

Lesson 1: COURSE OVERVIEW

2. How can this course help ensure that you will

3. What are the two support mechanisms that will

School Address: San Mateo, Norzagaray, Bulacan

requirements of this course? will I accomplish the

1. How will my personal characteristics and circumstances affect (positively or negatively) my

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

School Address: San Mateo, Norzagaray, Bulacan

ACTIVITY 1: Begin by refreshing your memory on the Learning Action Cell.

 To improve the teaching-learning process; to improve learning among students

 To nurture successful teachers

School Address: San Mateo, Norzagaray, Bulacan

3. Note the following in forming your LACs:

FORM 1: LAC PROFILE

LAC ID (name or number): Number of LAC members:

Name of LAC Facilitator: Designation/Position:

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

FORM 2: LAC Facilitator Information Sheet

NAME: Male/Female: Date of Birth: Age:

Contact details: Email: Mobile Number: Facebook Name:

FORM 3: LAC Session Report

Number of participants present:

Materials and Resources:

Member Participation SD D N A SA Comments/Remarks

PART B – Provide the information requested

1. The best part of the session

School Address: San Mateo, Norzagaray, Bulacan

2. Problems and challenges encountered and how they were solved.

4. Recommendations/ Plans for next LAC Session:

School Address: San Mateo, Norzagaray, Bulacan

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

3. appreciate the MELCs as support for teachers during this time

ACTIVITY 1. Answer the following reflective questions in your Study Notebook:

School Address: San Mateo, Norzagaray, Bulacan

School Address: San Mateo, Norzagaray, Bulacan

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

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

School Address: San Mateo, Norzagaray, Bulacan

School Address: San Mateo, Norzagaray, Bulacan

School Address: San Mateo, Norzagaray, Bulacan

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

In your own words, define each modality:

Face to face Learning (F2F)-

Blended learning (BL) –

1. Which of the LDMs do not have an F2F learning component?

*check it against Lesson 1, Activity 1 Answer Key 2.

School Address: San Mateo, Norzagaray, Bulacan

School Address: San Mateo, Norzagaray, Bulacan

Learner Group Targeted Intervention

Learners without parents or household

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe

Persons with Disabilities

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?