Republic of the Philippines

Department of Education
REGION-IVA CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE
RECTO MEMORIAL NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Learning Delivery Modality

Course 2

Study Notebook

MIRIAM L. HERNANDEZ
Name

TEACHER II
Designation

“Making Excellence a Habit in the Spirit of Love and Care”

Address: Recto Street, Brgy. Quipot, Tiaong, Quezon
Contact Numbers: (042) 795-5525; 0949-9951769
Email Address: rectoshs301380@gmail.com

MODULE 1: COURSE ORIENTATION

 LESSON 1: COURSE OVERVIEW
ACTIVITY 1
1. What is the main delivery of this course?
This course focused on the Learning Delivery Modalities for Teachers as it also emphasized the
online holding of Learning Action Cell (LAC).

2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
This course is a task-oriented one and thus, combines guided study using self-learning modules and
co-learning and/or collaboration. Through these guided practices, there will be an assurance of quality
instruction in the face of new normal in education. Improved readiness and informed decision-making in
appropriate learning modality, and improved pedagogical content, knowledge, and assessment are the
ingredients to complete a meal of new normal.

3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms which help learning this course are as follows:
 design and implementation principles and guidelines
 internal and external learning service providers

ACTIVITY 2
1. How will my personal characteristics and circumstances affect (positively or negatively) my participation
in this course?
Being an open-minded person and a diligent one, I can easily embrace the insights I’ll get on this
course. My willingness to learn will contribute in the success of this session.

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?
As the word suggests in the phrase “new normal in education”, everything is ‘new’ to us, to me as
an educator. I, myself, is prepared to explore new ways in dealing with my students. My drive in
discovering things and taking risks will sustain my strengths and will address the obstacles which may
impede the completion of this course.

3.
HABITS
(What is it that I repeatedly
do that may affect my
participation in the course in
a positive or negative way?)
POSITIVELY
-writing down important
notes
OBSTACLES MOTIVATION ENVIRONMENT
(What will prevent me from (What will push me to (Where will I accomplish the
participating fully in this participate in this course?) requirements of this course?
course?) Describe this environment.)
I guess boredom, The CHALLENGES in the I’m going to accomplish
especially during dull new normal will push me requirements at school
times, and poor Internet to participate actively in and even at home
connection. this course. whenever I’m scheduled to
work from home. The
mentioned places were
quiet and conducive to
learning.

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 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
1. Rank the following objectives from easiest to the most difficult to achieve:
3 To improve the teaching-learning process to improve learning among students
1 To nurture successful teachers
2 To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
4 To foster a professional collaborative spirit among School Heads, teachers, and the community as a
whole.

2. What are the top three challenges to having a successful LAC? List down and elaborate.
Listed below are the challenges that may happen in the event of LAC implementation.
 Poor Internet Connection - Since LAC will be held online, there must be a stable Internet
connection on your place.
 Inappropriate/ Misleading Content - The session proper must have a comprehensive and
relevant content/ theme that would be beneficial to teachers.
 Inadequate Support from the Members - Any event will not be successful if members of the
group are non-participative and are not well-versed on what’s going on.

ACTIVITY 3
List down the members of your LAC and their respective roles.
Victor Emmanuel D. Maderazo - LAC Coach
Leandro S. Panganiban - LAC Leader
Eilene P. Salcedo - LAC Assistant Leader
Valentina R. Del Mundo and Sarah Mae D. Anglo - Documenters
Lemuel Condes - Technical Assistant

Members - Participants
Catherine L. Ilagan Miriam L. Hernandez
Christian Paul D. Naive Maricar Carandang
Ermalyn M. Pasco Ricel Añago
Janeth P. Casin Quirah Venedict Q. Miñas
Justin Willard Bola Kristine Joan M. Hinanay
Katrin I. De Villa Lucy Corpuz

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
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?
In order to address the serious challenges posed on the delivery of quality basic education in the
new normal, an intensive study must be done from the curriculum planning up to its implementation.
The planners, for instance, can at least reduce the number of learning competencies in the curriculum
guides since these LCs are too congested based on my observation. Problems regarding curriculum
planning, implementation, and evaluation couldn’t be solved by teachers alone. A great consensus must
appear between and among curriculum planners (education specialists) and curriculum implementers
(teachers).
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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?
Yes, I agree with this observation. As mentioned on my previous answer, a congested curriculum is
one of the concerns I want to be addressed in terms of curriculum standards. From my experience, I
wasn’t able to meet all the competencies for the whole school year. As I utilized the curriculum guides
before, I came up with the following observations:
 Some of the LCs were taught already.
 Some LCs were not SMART (specific, measurable, attainable, result-oriented, and time-bound).
 Two or more LCs were related to one another and can be merged as one.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELCs?
Generally speaking, MELCS development is a long-term response to the call in developing resilient
education systems, most especially in these trying times or emergencies.
Specifically, this serves as one of the guides for teachers as they address the instructional need of
learners while ensuring that curriculum standards are maintained and achieved.

2. How does curriculum review aid in the identification of essential learning competencies?
The review focused on articulation within and across learning areas and grade levels, which led to
the identification of gaps, issues, and concerns. Moreover, areas for improvement that would enhance
the learning engagement, experience, and outcomes were identified and consequent solutions were
recommended. These procedures provided an ease in the identification of essential learning
competencies.

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

4. How were the most essential learning competencies identified? What were the decisions made in order
to trim down the number of the essential learning competencies further?
The MELCS are identified using its endurance as the primary determining factor. Necessary in this
process is the decision whether a learning competency is to be retained, merged, dropped, or rephrased.
 retained - satisfies the endurance and contributes to lifelong learning
 merged - same objective
 dropped - too specific or can be introduced in an earlier quarter or grade level or moved to a later
quarter or grade level, recurring, subsumed in another learning competency
 rephrased - more concise learning competency

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The contextualization of MELCS can accommodate the varying contexts of learners, teachers,
learning environment and support structures considering both the content and performance standards.
Through MELCS, the students can learn the concepts and skills through meaningful activities and
scenarios, thus producing lifelong learning.
ACTIVITY 3

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Compare the two documents to determine which learning competencies were retained, dropped, or
merged.
K to 12 Learning Competencies MELCs
Merged/Clustered Editorializes the value of being media and Discuss responsible use of media and
information literate individual. information.
Identifies characteristics/ describes
responsible users and competent
producers of media and information.
Retained Describes how communication is affected Describe how communication is
by media and information. influenced by media and information.
Dropped Shares to class media habits, lifestyles, N/A
and preferences.
*Subject: Media and Information Literacy
*Compared documents: Curriculum guide and MELCS

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.
Based from my discussion with Sir Christian Paul D. Naive, we didn’t have any clarifications
regarding the identification and development of Most Essential Learning Competencies since the
schedule or allotted time frame on each LC was discussed and presented in Budget of Work (BOW). We
found out that MELCS development is a good response in this pandemic period. Time and effort of the
teaching staff will be maximized as well.

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
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 home schooling. In your own words, define each modality.
 Face-to-face learning is defined as a typical class setting by which discussion and learning are made
possible inside the classroom. There’s a presence of both teacher and student in this modality.
 Distance learning is a teaching-learning scenario wherein both teacher and student aren’t present
inside the classroom. This is also known as online or ubiquitous learning. Time is flexible here.
 Blended learning is a combination of two or more learning modalities. Examples are face-to-face
and distance learning and TV-/Radio-based Instruction.
 Home schooling is known to be basic in nature. Parents and guardians serve as the teachers of their
child or children at home.

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

Among the LDMs introduced to us, distance learning and home schooling do not have face-to-face
learning component.

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ACTIVITY 2
Learning Scenario No. Type of Distance Learning
1 Blended F2F and MDL
3 Blended F2F and ODL
4 Blended F2F and TV/RBI
2 Blended F2F and TV/RBI and ODL

ACTIVITY 3
Ranking
(1 to 5,
from easiest to Type of DL Why?
hardest to
implement)
I find it easiest since only SLMs or self-learning modules will be utilized
1 Modular and it can be printed or digitized. Parent guides their child as teacher
monitor student’s progress.
In this modality, learners and even teachers may prefer two or more DL
2 Blended
modalities since learning may take place more evidently.
Internet service provider that’s stable must be present in this modality.
3 Online
In this reason, only few may have the access on the Internet.
TV-based
4 Only few in the community may have LED or Smart television, and radio,
instruction
thus it would be hard for us, teachers, to communicate effectively on
Radio-based them. In addition, some students reside in remote or far-flung areas.
5
instruction

ACTIVITY 4
Learner Group
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.
Targeted Intervention
Online DL can be an alternative way for students to learn whenever
they have access on the Internet.
Most on this age group are visual and auditory students, these
learners shall engage themselves in any DL delivery modalities or
combination of these. Parents and teachers will guide them.
Printed self-learning modules and activity sheets, and any of the
available learning resources can be used. Parents and teachers will
guide them.
In this case, modular DL will do. Printed SLMs and activity sheets will
be a great help.
Some teachers will be assigned on those inaccessible areas. Modular
DL may take effect as long as parents guide them
Looking back on my answer above, modular DL can also be used
here.
These learners must be guided by any household member who can
support their learning at home. They may participate in the blended
DL.
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 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the Document:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is one of the fundamental tools of teachers. They can organize
and plan the lesson properly based on their desired targets and teaching approaches as a whole. Lesson
planning includes the use of varied instructional and formative assessment strategies, including the use
of information and communication technologies (ICTs).

2. Why is lesson designing important?

Lesson designing is important to ensure the delivery of teaching and learning in schools. This aims
to help teachers in organizing and managing their classes and lessons effectively and efficiently and
ensure the achievement of learning outcomes.

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

A well-designed lesson comprises of three elements or components, which serve as avenues in
monitoring learners namely:
 what learners need to learn;
 how learners learn; and
 how best to facilitate the learning process.

ACTIVITY 2
Before the Lesson Lesson Proper After the Lesson
2 9 1
3 10 8
4 11 9
5 12
6 13
15
16
Refer to the list of learning tasks below, 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
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15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson

ACTIVITY 3
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
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?
Better to navigate or browse both DepEd - and non-DepEd-sanctioned learning resources in order
to supplement those learning tasks which are not found in the self-learning modules.

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?
To be able to guide the learner and/or the household member throughout the lesson, the teacher
may prepare activity sheets and slide deck presentation (printable) or handout for a more precise
understanding of the topic. Teacher may also teach them through a video presentation.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Through phone call, chat message on FB messenger, and SMS, the teacher can gather feedback on
the different learning tasks. It is really necessary to monitor student’s progress.

ACTIVITY 5
Take note of the similarities and differences between the two.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

-part of the instructional -usually given after the

process -ways to assess lesson delivery
Quiz, observation, -used for student’s Chapter test,
diagram, seatwork, and feedback achievement test and
writing are examples -evaluate students quarterly exam are
which help teacher effectively examples to determine
modify future lesson. one’s understanding.

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? List
five methods that you would like to try. For each one, write how you plan to use it in DL.
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Assessment Method How to Adapt the Assessment Method in DL
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz 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/ attach activity sheet during our online classes or modular sessions
1. Activity Sheet
and clarify misconceptions student may address.
I will send a 5-item quiz via text message or FB messenger in order to check
2. Short Quiz
student’s prior knowledge.
Long quiz will be attached on modules or in Google drive. Answer key will be
3. Long Quiz forwarded right after I received all their answers so that students can analyze
correct responses.
A brief writing can be sent to me via text message, chat, and e-mail as a form of
4. Journal Writings
reflection on what they experienced and understood from the session.
Students will be encouraged to prepare a portfolio. Those in online class will
make a compilation of their outputs on the Google drive while those in modular
5. Portfolio
session will have their own compilation boxes. These portfolios will be collected
by teacher at the end of every quarter.

ACTIVITY 7
Questions True False
1. A portfolio mainly displays the academic achievements of the learner. ̸
2. Testimonies of parents/guardians and learning facilitators regarding the
̸
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio. ̸
4. The teacher can only comment on a learner’s portfolio. ̸
5. For asynchronous learning, teachers allow learners to work on their outputs
during their own time. The latter will submit the portfolio within the schedule ̸
that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work saved on a ̸
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be
̸
handed over to the teacher by the parents or learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in
column B.
Column A Column B
1. These are the knowledge, understanding, skills, and attitudes that learners need to a. learning area
demonstrate in every lesson and/or learning task. b. mode of
2. These are the formative learning opportunities given to learners to engage them in delivery
the subject matter and to enhance their understanding of the content. c. learning
3. This refers to the prescribed subject that learners take. competencies
4. This refers to the method of submission of learning outputs preferred by the d. learning task
learner/parent based on their context.

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ANSWER:
1. c. learning competencies
2. d. learning task
3. a. learning area
4. b. mode of delivery

ACTIVITY 2
WHLP

ACTIVITY 3
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 aid teachers and parents in
used by teachers for learners who
keeping track of the day-to-day
lag behind as shown by the result
and off-school general learning
of their formative and summative
processes based on school’s
assessments
alternative learning modality
For Whom? teacher and parent learner
Components allotted day and time of learner’s needs, intervention
instruction, learning area, strategies, monitoring date,
learning tasks, learning learner’s status, insignificant
competencies, and modes of progress, significant progress,
delivery and mastery
Has to be communicated to
Yes Yes
parents?

Activity 4
ILMP

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
From the map, the required learning resources are as online/ offline SLM, online/ offline activities/
exercises, printed SLM, and activity sheets.

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?
Yes, we have complete resources for the distance learning modality; however, we’re still waiting for
copies of the learning modules from our region. But then, we’re notified that these will be available
soon.

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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 A stable Internet connection must be present in order to use LRMDS portal and DepEd Commons
since these two are both online-based platforms. Once you’re already registered in these portals, the
technical working group in your school may assist you.

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 LRs?
As I evaluated the learning materials in both DepEd-sanctioned LR portals, I found out that these
are appropriate to learners’ level and characteristics. But, teachers must also use other learning
resources since some of the subject areas do not have enough supporting reading materials.

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.
In this session, I learned how to become a member officially in the LRMDS Portal and access the site
of DepEd Commons. Since I have already this know-how, I can easily teach my co-worker to do the
same. Sir Christian and I concluded that teachers must be resourceful enough in order to navigate more
learning materials which can be applied in the teaching-learning process. We also suggest having a
capacity building activity for teachers regarding this matter.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1
Explore the Portals
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?
The two DepEd portals brought a great impact on teachers and students in addressing their needs.
These two are designed as direct solutions to give access to online learning materials and Open
Educational Resources. Aside from what teachers get on other learning portals, many credible and
reliable references can be located here in order to deliver the lessons effectively and efficiently.

2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
Challenges Solutions
Slow Internet connection especially if you’re too Additional routers; look for a more stable Internet
many accessing the Net service provider
Technical difficulty in the portal itself Open a designed DepEd Commons in Facebook
Limited learning resources Browse non-DepEd-sanctioned portals

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get
this support?
There must be a technical working group in a school.

ACTIVITY 2
Jot down the insights and helpful information regarding the use of the LR portals
Generally, there must have a stable source of Internet to be able to access the LR Portals without
any hassle. These LR Portals are DepEd-sanctioned namely the DepEd Commons and the Learning
Resources Management and Development System (LRMDS). One must be qualified in order to access

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 them, mainly a professional teacher with DepEd e-mail. You are then free to browse the different LRs
available. There are downloadable learning materials in the portals.

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.
1. Was the material able to meet all the requirements?
As I studied the LR Rapid Assessment Tool and the downloaded presentation (Subatomic Particles
by Ma’am Shiela Marie B. Sibayan) in DepEd Commons, there were unfulfilled requirements.

2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
Frankly saying, yes, there were. Some parts of the learning material can be retained, especially the
latter part by which activities are present; others can be modified or altered since lessons should be
student-centered. Appropriate time frame and references must also be identified.

2. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
I guess everything was already covered by the LR Rapid Assessment Tool. No other aspects are
needed to be assessed.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
LR Rapid Assessment Tool is really a big help in choosing the right and appropriate LR for your
lesson and learners since the teacher will be able to assess the learning material based on the
requirements set on it. The level of learner’s capability and diversity was given emphasis.

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
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR
from the DepEd Portal?
The non-DepEd LR portal I found online is Quexbook, an application designed to provide students
helpful information on the subject. The information and the data are provided by the PERCDC Learnhub.
This app has the same purpose with the LR form the DepEd portal. Both LR can be downloaded.
However, the Quexbook, itself, on a particular subject area can be fully downloaded and studied offline.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non-DepEd portals — still need?
I noticed that there are some information which came on the ideas of others; they were sourced
and cited from related and reliable books and sites and yet, there’s no reference section in the
Quexbook LR. There’s lack of information, e.g. graphics, tables, scenarios, that may support the data
contained and make these more helpful to the students.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
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 It is good that we can still use and find other LR portals online aside from LRMDS and DepEd
Commons. We may address some misconceptions from one source to another learning material. We can
easily select the best LR material that’s suitable to the diversity of our 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:
1. How does your material compare with the ones that are obtained from the online portals?
I prepared a slide deck presentation in Media and Information Literacy. This was partly with the
same format I obtained from the online portal, DepEd Commons. Objectives and lesson title are
identified. Different learning tasks are infused though I used both individual and cooperative learning
activities. References were also found on the material I made.

2. What improvements do you still need to make in your developed material?

The LR material I developed should be more engaging for the learners and there must be an
accompanying handout and activity sheet. There should be time indicated on each part of the lesson to
be able to help the learners in managing their time.

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.
As we shared our answers in Activities 1, 2, and 3, we learned that LRMDS and DepEd Commons are
the only DepEd-sanctioned learning portals which are direct solutions to access online learning
materials and Open Educational Resources. There are non-DepEd-sanctioned LRs but we must know
the validity and credibility of the sources. The learning materials should address the arising needs and
capability levels of each learner.

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Professional Self-Assessment Questionnaire

ACTIVITY 2
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?
I’ll be focusing on the Content Knowledge and Pedagogy domain. I’ll give emphasis on the
strategies for promoting literacy and numeracy because as I have observed, there are still struggling
students in these areas. I will also deal with the positive use of ICT and communication strategies in
teaching my subjects.

ACTIVITY 3
Answer the following questions by constructing and filling out the table.
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 What is your goal toward
What will push you to achieve What will help you attain this
improving your teaching practices
this goal? goal?
in the modalities?
 To be more equipped in
using DepEd- and non-  Attending webinars with
 The ‘new normal’ itself
DepEd-sanctioned LR regards to lesson
 My drive to be a
portals implementation using
competent teacher at all
 Use various online online and offline teaching
times
platforms in the delivery platforms
of lessons in ODL

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE
LAC
ACTIVITY 1
List of NEAP-recognized Programs and the Individual Development Plan

ACTIVITY 2
PD Discussion Template

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION OF MODALITIES

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 1
LDM2 Guide for Expected Outputs

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?
Portfolio can be a big help to me since I can monitor and evaluate learning progress over time. It
can aid me in deciding whether I retain, change, or make modifications on the teaching approaches I
implemented in our schools’ LDM. I can evaluate the effectiveness and efficiency of the teaching-
learning strategies.

2. What evidence from the previous modules will help capture the progress of your teaching practice?
Portfolio assessment will help in capturing the progress of my teaching practice.

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

Reflection writing is an integral part of my portfolio because this barely explains the significance of
individual work samples and captures the best and worst moments of the learning experiences.

ACTIVITY 3

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Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM
adopted by your School?
The use of information and communication technologies (ICTs) can be added as evidence in
capturing the progress of teaching practices.

ACTIVITY 5
List of Suggested Evidence Form

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?
In order to hit the criteria in the evaluation rubric, I will consider the experiences relevant to
learning outcomes, artifacts presented, MELCS, application of learning, and completeness and quality of
portfolio presentation.

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.
From my previous answer and my colleague’s response as well, we will organize our outputs based
on the categories namely sources of learning, learning demonstration and evidences, mastered
knowledge and skills, and learning reflections. We will gear up our Portfolios with artifacts that are
relevant and satisfying.

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