LDM2

Study notebook
Module 1
(Course Orientation)

LESSON 1
COURSE OUTLINE
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?
The main delivery modality of this course is independent study through self-
learning modules. Made available through downloaded electronic copies and printed
copies.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This LDM course helps ensure that I will be able to deliver quality instruction in
the new normal through better understanding of the what’s, how’s, and why’s of learning
continuity platforms to make learning effective to happen in the new normal school setting
wherein blended learning modalities are significant concerns to this current time.

3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms that will help me with my learning in this course are
(1) self-learning modules and (2) collaboration through the Learning action Cells via
google meet.

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?
 My professional attitude towards answering the LDM modules will affect positively
my participation in this course. Though I have other essential school related works aside
from answering these modules, still I am optimistic that gradually I can finish all of the
activities to be answered on time.

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?
I can ensure that I will be able to sustain my strengths and address the obstacles
that will hinder me from completing this course through effective time management,
efficient collaboration among the members of LAC members of group 2, and constant
communication with our LAC Coach and our LAC Leader.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that may from participating participate in this accomplish the
affect my participation fully in this course?) course?) requirements of this
in the course in a course? Describe this
positive or negative environment.)
way?)
Doing my other Enough time, poor The essential In a place where it is
school task. internet connectivity positive learnings free from noise and
that can be gained with good internet
after completing this connectivity.
LDM2 modules
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.
Upon discussing with my co-teacher regarding how I will respond to the completion
of this LDM2 Modules, I have gained optimistic spirit of enlightenment. Subjecting myself
to undergo through this process will not only benefit me a lot but it will also benefit my
learners under the new normal school setting. Wherein face-to-face learning is prohibited
because of the health risks brought about by Covid19. Learning must continue no matter
what the situation is. Learning is possible because there are other learning modalities that
can be used to make learning effective to happen in this time of pandemic.
 ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1

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

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

1. Reflect on the objectives for conducting LAC session as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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

students

__4__ To nurture successful teachers

__2__ To enable teachers to support each other to continuously improve their

content and the pedagogical knowledge, practice, skills, and attitudes

__3__ To foster a professional collaborative spirit among school heads, teachers,

and the community as a whole

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

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

1. LAC Scheduling of Meeting

The selection of date and time is significant indicators to ensure
successful LAC session. This means that the date and time is favorable to
all the LAC team members. All should be present so that everyone should
be able to share their own understanding, interventions to be adopted, and
productively generate solutions to issues that concern the school, the
learners, and among themselves. In this manner, LAC session will become
successful and productive.

2. Setting Up of Resources
Before the LAC session be scheduled before hand, the LAC leader
should ensure that all resources (human and material) are ready. Because
if not, success will not be possible if both human and material resources
are not complete nor ready.

3. Prioritization of Topics or Agenda

 Prioritization of LAC topic to be tackled is an essential indicator of
success because if done so, problems will be addressed immediately.
Careful selection of LAC topic should surface the present problems of the
school, of the learners, or among the teachers themselves.

Activity 2

According to DP 35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach or LAC Leader in forming your
LACs.

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

Answer
Once a month (Every second Friday of the month)

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

LAC Leader VELFA S. VILLANUEVA

LAC Facilitator JEANETTE L. GABITA

3. Note the following in forming your LACs:

● LACs should be composed of teachers. Discuss your preferred LAC
composition with your assigned Instructional Coach (this will be a district or
division supervisor assigned to your LAC).
● After forming your respective LACs, there should be a LAC Leader assigned
to you from among the following school members:
⮚ Master Teacher
⮚ Head Teacher/Department Head
⮚ Other senior teachers who have proven competence, potential
to lead, or subject expertise to lead the LAC.

Activity 3

List down the members of your LAC and their respective roles in your Study
Notebook.
 Composition Name of Teachers Roles/Functions

School Head VELFA S. VILLANUEVA LAC Leader

MT2 JEANETTE L. GABITA LAC Facilitator

MT2 MICHELLE L. ALZATE

MT1 IMELDA E. BASILOY

T3 MA. CRESANTA C. CUI

T3 NONA G. ESTREMERA

T3 FILMA G. RONDINA

SPED Teacher NORA N. UBANA

Members
T2 JESUSA P. VERANO

T1 DAFFODIL RONA A. CEDENIO

T1 RAQUEL P. CAHUSAY

T1 GIOVANNI J. POLINAS

T1 ANALYN M. ARIOLA

T1 TOMAS L. CERBITO JR.

Look for a colleague with whom you would like to discuss your answers and reflection with
to the questions in the activities 1 and 2.
 LDM2
Study notebook
Module 2
(Most Essential Learning
Competencies)
ESSON 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?
One of the major concerns that needs to be addressed in the proper dissemination
of content knowledge to the learners. Although the DepEd made a solution to this by
formulating MELC’s, there are still some issues needs to be resolved like the medium of
instruction. DepEd shows different alternative delivery modes but to me, this would not
work without the cooperation of everyone.

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?
I don’t think the curriculum is the problem. It is the implementation. The
curriculum had undergone different researches before it was implemented. Perhaps the
reason is that, the curriculum is slightly ideal.
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?
The general purpose of the MELC’s is to ensure quality, relevant and liberating
education by reviewing the competencies in K to 12 Curriculum. Before the pandemic,
there is already reviews done in the competencies and there are plans to compress learning
competencies. The specific purpose is to map the essential and desirable learning
competencies, Identify prerequisite knowledge and skills for essential learning
competencies and analyze interconnectedness of prerequisite knowledge and skills among
the learning competencies for each subject area.

2. How does curriculum review aid in the identification of essential learning competencies?
 Mapping of the essential and desirable learning competencies within the
curriculum.
 Identification of prerequisite knowledge and skills for essential learning
competencies.
 Analysis of the interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area.

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

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?
 It started in identification of essential and desirable learning competencies. Then,
essential learning competencies to most essential learning competencies. As a rule, a
learning competency is retained if it satisfies the endurance criterion which greatly
contributes to life-long learning and is a prerequisite skills to the next grade level. Two or
more learning competencies were merged or clustered if they have the same objective or
learning intention and can therefore be combined into one comprehensive learning
competency. However, learning competency are removed/dropped due to the following
reasons:
 These are too specific and the articulation is similar to that of a learning objective.
 These are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level.
 These are recurring.
 These are subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The creation of most essential learning competencies is a very long and
comprehensive process. It undergone different processes to ensure that learners will be
educated properly.

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 Competencies MELCs
 K to 12 Learning MELCs
Competencies
Merged/Clustered
Use plural form of regular Use plural form of regular
nouns by adding /s/ or /es/ nouns by adding /s/ or
Retained
(e.g., dog, dogs; wish, /es/ (e.g., dog, dogs;
wishes) wish, wishes)
Read grade 3 level texts
consisting of 2- syllable
words with short vowel
Dropped sound with at least 95- N/A
100% accuracy
Write a short paragraph,
etc.
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.
Insights:
 MELC’s are a long term response to the call of SDG4. It is already been planned
even before the COVID-19 pandemic.
 There is a big different between online learning and digital modular distance
learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compresses.

 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?
In order systematize learning activity and effectively address the varying needs of
learners and the challenges of instructional deliveries. It is also essential to prevent
redundancy that are visible to repetition of the lesson which does not show spiral
progression.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Prerequisite knowledge and skills must be taken consideration. It is worth noting
that the identified MELC’s cater to higher order cognition demands. As such, lower
cognition demands may be considered first in creating learning objectives. This ensures
that prerequisite knowledge and skills that would enable the achievement of MELC’s and
eventually the content and performance standards are address.
Logical sequence of learning objectives – since the intention of unpacking the MELC’s 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?

Yes, in order for the department to give focus and prioritize those that are essentials
and can be used in the learner’s daily lives.

ACTIVITY 2
Discuss and jot down the synthesis of the presentations in your Study Notebook.
Unpacking and combining of MELC’s helps to minimize the consuming of time in
dealing with the competencies.
 LDM2
Study notebook
Module 3a
(Designing Instruction in the
Different LDMs)
 MODULE 3A
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs DESIGNING

ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the
LCP—face- to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

Answers:

1. A. Face-to-face (F2F) learning - refers to a learning delivery modality where the

teacher and learner/s are physically in one venue.

B. Distance learning - refers to a learning delivery modality where a learner is

given materials or access to resources and he/she undertakes self-directed study at home
or in another venue. Learners engage in independent learning at home or in any
physical learning space applicable, by using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to
radio-based instruction while being geographically distant from the teacher.

C. Blended learning - refers to a learning delivery modality using a combination of

the features of F2F learning and distance learning. It can be

(1) F2F and modular distance learning;

(2) F2F and online distance learning;
(3) F2F and TV-based instruction/Radio-based instruction;
(4) F2F and any combination of the other types of distance learning.

D. Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators instead of classroom
teachers.

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

Answer:

Distance learning
Home schooling if done via distance learning
 ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-Negotiable

Minimum Requirements for Distance Learning. As you go through the
readings, complete the Distance Learning Matrix. Share your completed matrix
at your next LAC Session. Your goal is to come to a shared understanding with
your peers on the different DL modalities and their defining features and
requirements.

DISTANCE LEARNING MATRIX

Distance Role of Parent

Distinguishing Essential Role of
Learning Role of Teacher or Household
Feature Resources School
Modality Member
Modular A printed Self-Learning Pack modules Guide and assist Provide
Distance materials/ Modules and Learning their children modules for
Learning modules adapted Activity Sheets education at learners.
Learning
(MDL) to the condition to be distribute home.
Activity Sheets
of the program to parents.
(LAS) Return modules
use and provide
Help deliver to assigned
quality education Textbooks
modules. person.
that response to
the call for Provide Weekly Contact teachers
education who Home Learning if needed
prefer traditional Plan
way of teaching
of learning Attend to
learner’s queries
on tough topics
thru text or
phone calls.
Gather modules.
Check modules
Online Involve in- Learning Provide Weekly Guide, assist, Monitor
Distance person Activity Sheets Home Learning monitor and help teachers
Learning interaction (LAS( Plan their children on and learners
(ODL) between teacher their online class. inter action
Textbooks Provide power
and learners in via online
point Contact teachers
which the main Power point learning.
presentation. if needed
elements include Presentation
separation of made by Provide self-
teachers and teachers made video
students during lesson/presentati
instruction and Teachers
on.
use of various improvised
technologies to video Check learners
 facilitate student lesson/presentat output thru e-
teacher and ion learning.
student – student
Attend to
communications.
parents and
learners queries
on hard topics
thru phone calls,
text or
messages.
Check learne
TV-Based Concise, detailed Smart TV Provide Weekly Guide, assist, Provide
Instruction and precise Home Learning monitor and help learning
Television with
(TVBI) presentation of Plan their children. videos and
cable
the T-learning . activities
connection Provide
thru TV-
Learning
Textbooks Based
Activity Sheets
learning.
Learning (LAS)
Activity Sheets
Attend to
(LAS)
parents and
learners queries
on hard topics
thru phone calls,
text or
messages.
Check learners
output.
Radio-Based A form of distant Radio Provide Weekly Guide, assist, Provide
Instruction learning that able Home Learning monitor and help learning
Textbooks
(RBI) to expand access Plan their children. activities
to education by Learning thru audio
Provide Contact teachers
bringing it to Activity Sheets
Learning if needed
where the (LAS)
Activity Sheets
learners are and
(LAS
enable them to
acquire Attend to
equivalency in parents/learner’s
basic education queries on tough
through topics thru text
broadcast of or phone calls.
lessons.
Check learners
output
Blended Increased student Self-Learning Self-Learning Guide, assist, Provide
Distance engagement in Modules Modules monitor and help modules for
Learning learning. their children. learners
Learning Learning
Enhanced Activity Sheets Activity Sheets
 teacher and (LAS) (LAS) Contact teachers Monitor
student if needed. teachers
Power point Power point
interaction. and learners
Presentation Presentation
inter action
Responsibility of made by made by
via online
learning. teachers teachers
learning
Improved Teachers Teachers
student learning improvised improvised
outcomes. video video
lesson/presentat lesson/presentati
ion on
Textbooks Textbooks

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.

ACTIVITY 3
Consider the situation in your School/Division—your organizational
capabilities, your level of resources (infrastructure, financial, human), level of
experience in DL, health and safety status, context and capacities of your
learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to
most difficult to implement. Give the reasons for your ranking of each.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Does not require more resources, can be
1 MDL implemented to almost all learners even
to the poorest of the poor.
Radio broadcast is the next accessible
2 RVBI
device to larger percentage of learners

TV is available to most of the

3 TVBI
households but not all.

Combination of all may require more

4 BL
mixed resources.
 This DL is the hardest to implement due
to digital divide. A large percentage of
5 ODL the country does not have access to fast
and not intermittent connection.

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

The LCP assures that all possible measures will be taken to ensure that no child
will be excluded from learning during the COVID-19 crisis. Think about
groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as appropriate.
Write down your answers and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

RVBI, TVBI-The teacher encourage the

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)
pupil to be more patient to study of
course with the teacher’s concern by
giving follow ups to their lesson and it
can be done via text, chats or voice calls
to the pupils.
MDL-They can be facilitated by their
parents/household partner and can be
done via SLM( Self Learning Modules)
and LAS(Learning Activity Sheets)
WHLP (Weekly Home Learning Plan).
Follow up by the teacher via voice
call/internet.
MDL, TVBI, RVBI-Provide them
reading materials to read and to be
monitored using the ORV (Oral Reading
Verification) to be done via internet
based resource.
 MDL- The teacher will send them
material/s such as SLM (Self Learning
Modules), LAS (Self Learning Activity
No access to devices and Internet Sheets) and WHLP (Weekly Home
Learning Plan) to be delivered by
assigned parent leader/ barangay
officials.
MDL- The teacher will create projects
and assignments that help students the
Inaccessible (living in remote and/or unsafe critically and at the same time they
areas) learned about it.
-ask for the help of barangay officers for
delivery of the printed materials.
MDL- The teacher will give learning
materials based on their culture
knowledge system and practices of the
Indigenous Peoples learners in their community.
-learning, materials such as textbooks
and worksheets using (MTB) Mother
Tongue Based.
TVBI, RVBI, MDL-Provide them SLM
(Self Learning Modules) LAS (Learning
Activity Sheets) WHLP (Weekly Home
Learning Plan)
Persons with Disabilities Textbooks and can be facilitated by
parents/guardians. And can be
monitored via voice calls texts or
internet resources.
 LESSON 2
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDM’s

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?
Answer:
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning “the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of instructional time”
(Virginia Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-
prepared and well-planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools. In order for the design to be effective,
teachers need to consider the learners’ characteristics
and be responsive to the needs of the learners.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals

3. What are the three elements or components of a well-designed lesson?

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

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

ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson,
(2) during the lesson proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

Refer to the list of learning tasks below, and identify which section of the
lesson these learning activities can be presented by placing each task under
the appropriate column.

List of Learning Tasks

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

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of
the lesson, teachers should take time to reflect on what worked well and why,
and what could have been done differently. Identifying successful and less
successful activities and strategies would make it easier to adjust and revise the
lesson plan as needed.

Highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of the
DLL and DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think about their lessons, particularly the parts that went well and the
parts that were weak and write about those briefly. In the reflection, teachers can
share their thoughts and feelings about their lessons including things about the lesson
that were successfully implemented and which ones need improvement or could be
adjusted in the future. Teachers can also take note of the number of learners who
earned 80% in the evaluation, the number of learners who require additional
 activities for remediation, and the difficulties teachers encountered that their
principal or supervisor can help solve.

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of
the DLL and DLP. To find out the instructional principles behind these learning
tasks, you may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL
and DLP should be filled up after the lesson is delivered. Teachers are encouraged to
think about their lessons, particularly the parts that went well and the parts that were
weak and write about those briefly. In the reflection, teachers can share their thoughts
and feelings about their lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in the future.
Teachers can also take note of the number of learners who earned 80% in the evaluation,
the number of learners who require additional activities for remediation, and the
difficulties teachers encountered that their principal or supervisor can help solve.
 ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. Recreate and accomplish the
following table. Then choose one lesson from a Self Learning Module (SLM)
for students that you have on hand. Imagine that you will deliver this lesson to
your learners through DL. In the second column, identify which of these tasks
are already present in the SLM. In the third column, identify which has to be
presented via technology-mediated resources, supplementary learning
materials, or other means.

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

Grade Level : ENGLISH 3

Lesson/Topic: Writing sentences describing one’s drawing about the
stories/poems listened to
Learning Objectives: Write sentences describing one’s drawing about the
stories/poems listened to (EN3WC-Ia-j-4).
Learning Resources/Materials Needed: ENGLISH Module 1

Additional Remarks: (ex. can be

Part of Lesson / Learning Tasks
done via voice calls, can be
Check if facilitated by a household partner,
can be done via a learning activity
already sheet, can be presented via an
present in the internet- based resource, can
SLM be facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson can be done via voice call or

2. Clarify concepts from previous lesson √
√ video call
3. Present warm-up activities to establish
√
interest in new lesson can be facilitated by a
4. Check learner’s prior knowledge about the new household partner
√
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
 Can be done via learning activity
1. Explain, model, demonstrate, and illustrate the √ sheets
concepts, ideas, skills, or processes that students
will eventually internalize Can be done via learning activity
2. Help learners understand and master new √
information sheets
3. Provide learners with feedback √
√ can be done via voice call or video
4. Check for learners’ understanding
call

After the Lesson

can be done via voice call or video
1. Wrap up activities √ call
2. Emphasize key information and concepts √
discussed Can be done via learning activity
3. Ask learners to recall key activities and √ sheets
concepts discussed
4. Reinforce what teacher has taught can be done facilitated during
√
5. Assess whether lesson has been mastered √ synchronous and asynchronous
6. Transfer ideas and concepts to new √ learning session
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?

Answer:
Accessible video presentations and other activity learning sheets that will
suit the accessibilities of the learners.

2. What kind of additional support can you give: a) the learner, and/or b)
the household partner so that they are guided throughout the lesson?

Answer:
Consultations thru voice or video call.

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

Answer:
Face to face (If allowed) or let the parents and learners write and
attached their feedback in each activity sheets.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

 • You can check the MELCs for topics that may be integrated into
other learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it
easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time? Don’t forget
to check back with your Coach and share them with your peers.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on

Policy Guidelines on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two.
Write your answers in a Venn diagram. Follow the example below.
 After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key
to see the other similarities and differences between the two types of
assessments.

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

There are various methods of assessment. Read Table 2 of DO 8, s2015 on

Policy Guidelines on Classroom Assessment to see examples such as games,
quizzes, and interviews. These methods that are commonly used in the
classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area
that you are teaching? Recreate the following table and list five methods that
you would like to try. For each one, write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method

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.
I will send a five-item quiz via text message before the lesson. Based on
1.Written the responses, I will take note of the common misconceptions and clarify
Works them to the learners during our online session or via text message.

At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
Task depending on the topic. Feedback and clarification may be done thru
voice or video call consultation.

I will give it once at the end of the quarter face to face ( if allowed) and
3.Quaterly or test item will be send via online messaging. , I will take note of the
Assessment common misconceptions and clarify them to the learners during our
online session or via text message.

I will include it in the learning activity sheet to be given weekly along

4.Formative with the modules. Based on the responses, I will take note of the
Assessement common misconceptions and clarify them to the learners during our
online session or via text message.

I will instruct the class at the beginning of each quarter to gather

5.Portfolio evidences and mov’s of what they do, submit and write for the whole
Making quarter. It will be checked and noted at the end of the quarter upon the
retrieval of pupil’s output thru parents.
 Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your colleagues:

1. What assessment methods are common among the group members?

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

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

Answer:
The differences of the learners which will be visible to differentiated
learning and the learner’s access to mode of delivery.

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

colleagues explore to make assessment doable in DL?
Answer:
More LAC regarding assessment to attend so we will have more
chances and choices of the different assessment we can give.

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be
collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.

After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.

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
LDM’s

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in
column A with the terms in column B.

Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes
that learners need to demonstrate in b. mode of delivery
D
every lesson and/or learning task.
2. These are the formative c. learning competencies
learning opportunities given to
learners to engage them in the d. learning task
subject matter and to enhance
B their understanding of the
content.
3. This refers to the prescribed subject
that learners take.
A 4. This refers to the method of
submission of learning outputs
preferred by the learner/parent
based on their context.

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

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

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-

2020-00162 which discusses what WHLPs and Individual Learning Monitoring
Plans (ILMPs) are. After that, view the three Sample Weekly Home Learning
Plans.

Now, based on what you have read, create a WHLP for your class. Take note of
the following when creating your WHLP:

• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area
teachers.
• Adjustments should be made on the timeframe for accomplishing the
learning tasks if there are any suspensions of classes due to calamities
(DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as
designing portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the
American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8
and up to four hours (two in the morning and the other two in the
afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in
the morning and the other 2 hours in the afternoon)
 Attach Weekly Home Learning Plan (WHLP)

Learning
Day & Time Learning Area Learning Tasks Mode of Delivery
Competency

8:00 – 9:00 Paggising, pagtulong sa pag-aayos ng higaan, pag aalmusal, paglilinis ng sarli

9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.

Ipasa ang output o sagot

ng mga mag-aaral ng
Lunes MTB Naibibigay ang -Sagutin ang mga Gawain. kanilang magulang sa
unang letra o paaralan ayon sa
tunog ng mga itinakdang araw at oras ng
salita. Panuto: isulat sa inyong guro.
kuwaderno ang isang
pangalan ng bagay, tao,
hayop o pangyayari na ● Sa pagpunta ng mga
nagsisimula sa mga letra magulang sa paaralan
na nakasulat. Sundan ang ay mahigpit na
unang halimbawa. ipatutupad ang
minimum health
protocols ng DOH at
Z-zipper IATF.
E-
I-
S-
F-
A-
O-
T-
V-
C-
B-
U-
D-

Panuto: sundan ang mga

nasusulat na hakbang para
mabuo ang Gawain o
awtput.
Martes MTB Naibibigay ang
unang letra o 1. Kumuha ng isang pirasong
tunog ng mga papel
salita. 2. Tupiin ito ng pirasong
papel Kulayan ang
magkabilang bahagi ng
kulay asul.
3. Gumuhit ng araw sa bahagi
ng papel na may kulay .
 4. Lagyan ng pangalan.

Panuto: basahin ang mga

sumusunod na salita.
Uliting bigkasin ang tunog
ng mga unang letra.
Miyerkules MTB Naibibigay ang
unang letra o
tunog ng mga
Amo itlog
salita.
Masa laso

Sasa mama

Mesa nanay

Gamit kahon

Panuto: basahin ang mga

nakatakdang Gawain.
Sundin ito.

1. Isulat sa inyong kwaderno

ang pangalan ng iyong
HUWEBES MTB Naibibigay ang magulang at mga kapatid.
unang letra o2. Isulat ang mga unang letra
tunog ng mga ng bawat pangalan.
salita.
3. Basahin ito ng dalawang
beses.
4. Magsulat ng isang salita na
nagsisimula sa parehas ng
letra.

Panuto: tingnan ang mga

larawan simula sa unang
pahina ng modyul
hanggang sa pahina na ito.

1. Isulat ang mga pangalan ng

mga larawan.
2. Isulat ang unang letra.
3. Bigkasin at basahin ang
nakasulat ng letra.
BIYERNES MTB

Share your prepared WHLP during your LAC Session.

 ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-
00162. After you read the guidelines on creating an ILMP, fill out the table
below to see how the ILMP differs from the WHLP.

Weekly Home Learning Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)
A tool to guide learners and
A tool for monitoring
learning facilitators or
learners who lag behind
household partners in
Purpose based on the results of their
tracking the subject areas to
formative and summative
be tackled and activities to
assessments
perform at home
Learners and learning Teachers and learning
For Whom? facilitator or household facilitator or household
partner partner
Learner’s needs, intervention
Learning area, learning
strategies, monitoring date,
Components competencies, learning tasks,
learner’s status
mode of delivery

Has to be communicated Yes Yes

to parents?

ACTIVITY 4

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

Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think
of a possible difficulty the learner may have encountered in accomplishing the
learning tasks. Apply what you have learned about ILMPs in Activity 3 and
create an ILMP for that particular learner who lags behind. Read and use the
Individual Learning Monitoring Plan Template. Consider the components of
the ILMP that were described in Activity 3.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: FRANSCINE ROSE CEDENIO

Grade Level: Grade 3

Learner’s Status
Learning Learner’s Intervention Strategies Monitori
Area Needs Provided ng Date Insigni Signifi
ficant cant Mastery
Progre Progre
 ss ss

MTB Struggles to a. seek help from a October /

read with capable immediate 12-30,
fluency and family member to 2020
comprehensio help the learner in
n answering the
learning modules

b. give sufficient time for

the learner to
accomplish the
learning modules

c. scheduled home
visitation of the
teacher to help the
learner in answering
the activities in the
learning modules.

d. make and provide

learning activities
suited to his pace of
learning

e. if possible, the teacher

provides direct
guidance and
supervision in the
completion of the
learner

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Interven
tion
Status /
Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

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

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important

to get in touch with the household partner who provides assistance as needed
while the learner is doing the learning tasks at home.

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection,

and continuous adaptation before, during, and after lesson delivery,
you will be able to design lessons with your best efforts, and
maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing,
get feedback from the learners (learners’ self-assessment), and from the
learning facilitators or household partners, in order to continuously
improve lessons and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to make
your presence felt, and send the message to the learners that they are
not alone in this situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would
need support from your Coaches, School Heads, and fellow teachers as
you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study Notebook,
and LAC Session 3A Guide ready when you participate in the LAC Session for
this Module.
 LDM2
Study notebook
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
Module, video clip, power point presentation, television and radio broadcasting are
the resources in distance learning. The school has to implement the chosen DL that will
deliver the modalities in teaching.

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
The distance LDM has not yet available but school and teachers take into options
in finding solutions on how to use the LR Portals and the use of DepEd Commons.

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
The two DepEd-sanctioned portals such as LRMDS Portals and DepEd Commons
can be maximized if there is lack in LRs. Our District ICT Coordinator and School ICT
Coordinators are amenable in sharing their knowledge in using the portals.
 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
The LRs are appropriate to the level of learners. The activities are suited to the
needs. Different exercises, drills and remediation were needed for supervised study.

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
Be passionate about exploring new ideas, be open to improvement in the education
system and work harmoniously with colleagues.
 LESSON 2
ACCESSING LEARNING RESOURCES FROM DepEd
PORTALS

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

Answer
Teachers can download appropriate LRs from the LRDMS Portal and DepEd
Commons and used them as instructional materials in their classes.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on
DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your
LR needs and those of your learners’? How do they complement the LRs that you already
have?

Answer
The big challenge in accessing the LRs in the portal is poor/slow internet
connectivity.

2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?

Answer
The LR Portal and DepEd Commons are platforms that alternatively used as
additional activities which you can maximize the exercises in teaching, it provides you
easily to give other information and other exercises in teaching in the new normal.
 3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?

Answer
I can use the LR portals to share my experiences. I may use it in teaching to
incorporate lessons and improve activities to enhance the learners learning outcomes.
 LDM2
Study notebook
Module 4
(Planning for Continuing
Professional
Development & LAC
Planning)
 LESSON 1
REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

STRONGL
STRONGL DISAGRE Y
ITEMS AGREE
Y AGREE E DISAGRE
E

I can use the modality with ease. /

I can confidently use the platforms in

/
the modalities.

I can use pedagogies associated with

/
the modalities and platforms.

I can very well manage my

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

I can very well engage with parents and

community partners in assisting /
learners.

ACTIVITY 2.

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. What particular
professional standards in the PPST do you need to focus on to effectively use the LDMs in
relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines
 Professional standards in the
PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
Modelling a comprehensive school year due to global
Domain 1 selection of effective teaching health pandemic, careful
Content Knowledge & strategies that promote learner selection of effective teaching
Pedagogy achievement in literacy and strategies that promote
numeracy. learner achievement in
literacy and numeracy should
be addressed properly.
Applying comprehensive
We need to address a safer
knowledge of and acting as a
and more secure learning
Domain 2 resource person for, policies,
environment especially now
guidelines and procedures that
Learning Environment that Covid-19 is still infecting
relate to the implementation of
people. Health protocols
safe and secure learning
should be observed always.
environments for learners.
Modelling exemplary practice
Careful planning of the
and leading colleagues in
Domain 4 lessons should take place.
enhancing current practices in
Teachers should consider the
Curriculum and Planning the planning and management
fact that learning modality is
of developmentally sequenced
different now compared
teaching and learning
before.
processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5
relate to the design, selection, learning among children is
Assessment & Reporting organization and use of effective though modular
effective diagnostic, formative, distance learning is the
and summative assessment learning modality most of us
consistent with curriculum will be using under the new
requirements. normal school setting.

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 toward
improving your teaching
practices in the modalities?
1. Make effective learning to
happen in the new normal
using teaching strategies that
fit modular distance learning
by attending/joining
webinars that help us make
our lessons effective to
deliver.
What will push you What will help you attain
to achieve this goal? this goal?
Attending webinars.
Partnership with
The challenges in teaching
stakeholders.
under the new normal.
Training para-teachers as
facilitators of learning.

The empathy to students and Support from their parents

2. Maximize the lacking the hope for the betterment of and stakeholders.
resources in providing our future
student assistance.

Knowing the reality of our Student’s cooperation in

3. Fair assessment to students current situation. submitting their output
output based on diverse state
of life

DepEd’s aim to provide Enhanced teamwork of all the

4. Better collaboration to the
continuous learning amidst actors of learning; teachers,
whole community.
pandemic. parents, students and
stakeholders.
 LESSON 2
PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC

ACTIVITY 1

1. Access the List of NEAP-recognized Programs and the Individual Development Plan
template. Examine the available PD activities/programs offered by DepEd and non
DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in
Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Strengths Development Intervention) Timeline Resources
al Needs Needed
Learning
Objectives of the Intervention
PD Program

Learning
To To manage Apply more Strategic Year- and
participate in learner positive and learning mode round Developme
collegial behavior effective nt Team
discussions constructively strategies to
that use by applying develop and Supervisor/
teacher and positive and manage behavior School
learner non-violent of the learners Head/Mast
feedback to discipline to constructively in er
enrich ensure every task and Teachers/C
teaching learning- activities. o-workers
practice. focused
environment. Local
Funds

Teamwork Result focus Arrange schedules Time table Year Supervisor/

*Service particularly on for each task that -round School
orientation achieving needs to be Head/Mast
*Innovation results with accomplished as er
optimal use of urgent, high Teachers/C
time and priority and o-workers
resources priority.
most of the
time.
 ACTIVITY 2

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

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2 Activities 1
and 2. Take note of all insights and advice from your colleagues. Make adjustments in
your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES

To manage learner behavior constructively by Apply more positive and effective

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

Result focus particularly on achieving results with Arrange schedules for each task that
optimal use of time and resources most of the time. needs to be accomplished as urgent, high
priority and priority.
REFERENCES:
https://www.youtube.com/watch?v=sKiZ4Cpibwk