LDM2

Study Notebook
Module 1
(Course
Orientation)
 
 LESSON 1
COURSE OUTLINE
Activity 1

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 whats, hows, and whys 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 LDM course are (1) self-learning
modules (SLM) and (2) collaboration through the
Learning Action Cells (LACs).

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 these
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, and constant
communication to our LAC Coach together with the
Division LAC team.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Doing my other Enough time, poor The essential In a place where it

school tasks. internet positive learnings is free from noise
connectivity that can be gained and with good
after completing internet
the LDM2 connectivity,
nodules. probably my
classroom.

Activity 3

Look for a colleague with whom you would like to discuss

your answers and reflections with 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 had 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 CoVid 19.
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.

LESSON 2
 Organizing your learning
Action cell (lac)
Activity 1

Begin by refreshing your memory on the Learning Action Cell.

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

Once you 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.

2. During this meeting, decide on your groupings and designate

one LAC Facilitator and one LAC Leader per LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your
preferred LAC composition with your assigned
Instructional Coach (this will be a district or division
supervisor assigned to your LAC).
 After forming your respective LACs, there should 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.

 Teacher LACs can connect with their Instructional Coach

through the LAC Leader. This Instructional Coach will also
be handling multiple LAC through a network of LAC
Leaders.

See Figure 1 for reference.

 LAC MEMBERS

LAC instructional LAC LEADER

NAMES

Karen Tupaz
 REMARIE P. PAALAN

Teacher 1
ELVIRA A. TAPEL

Principal II

Activity 3
 List down the members of your LAC and their respective roles
in your Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER REMARIE P. PAALAN Responsible for guiding a group to complete a task or project.

TEAM CO-LEADER KAREN P. TUPAZ Assists the leader in guiding the group to perform a given task.

MEMBERS SHERRYL MACANANG Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able to
accomplish the given task or project.

IRISH P. ZONIO -do-

JERALDINE BAGUIO -do-

MARITSU GA-AS -do-

VANESSA HERNANDEZ -do-

MARJORIE TAGANAS -do-

LIZABELLE NERI -do-

REBECCA EDRALIN -do-

JOHN D. BUNOY -do-

SHEILLA VELASQUEZ -do-

CONSUELO MENRIGE -do-

MEL RIA DE LEON -do-

HERDYVYNNE CASTAÑEDA -do-

LDM2
  

MODULE 2: MOST ESSENTIAL

LEARNING COMPETENCIES
(MELCs)
 LESSON 1
Background, rationale and development
of melc
ACTIVITY 1

Answer the following reflective questions.

1. The closure of schools around the world due to the global

pandemic posed serious challenges on the delivery of quality basic
education. As a teacher, what do you think are the fundamental
concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers
alone? Why or why not?

Answer:
One of the major concerns that needs to be addressed is the
proper dissemination of content knowledge to the students.
Although the DepEd made a solution to this by formulating MELC’s,
there are still some issues need 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?

Answer:
I don’t think the curriculum is the problem. It is the
implementation. The curriculum had undergone different researches
before was being implemented. Maybe 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.

1. What are the general and specific purposes of the

development of MELCs?

Answer:
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 and to
identify

2. How does curriculum review aid in the identification of

essential learning competencies?

Answer:
The review covered the following:

● Mapping of the essential and desirable learning competencies

within the curriculum;

● Identification of prerequisite knowledge and skills needed to

prepare students for essential learning competencies

● 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?

Answer:
Essential learning competencies were defined as what the
students 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.

4. How were the most essential learning competencies

identified? What were the decisions made in order to trim
down the number of the essential learning competencies
 further?

Answer:
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 skill to the next grade level. Two or more
learning competencies are merged or clustered if they have
the same objective or learning intention and can therefore be
combined into one comprehensive learning competency.
However, learning competencies 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?

Answer:
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 and compare the two documents to determine
which learning competencies were retained, dropped, or merged.

K to 12 MELCs
Learning
Competencies
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce. Discuss the interaction among
living-things and non-living things
Discuss the interaction among living in tropical rainforest, coral reefs
things and non-living things in and mangrove swaps.
tropical rain forest, coral reefs and
mangrove swamps.
Describe theappearance and Describe the appearance and uses
Retained uses uniform and-uniform uniform and non-uniform mixture.
mixture..
Tell the benefits of separating
Dropped mixtures from products in N/A
community.

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.

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 difference 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:

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

Answer:
In order to systematize learning activities 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.

Answer:
Prerequisite knowledge and skills must be
taken consideration. It is worth noting that the
identified MELCS cater to higher order cognitive
demands. As such, lower cognitive demands may be
 considered first in creating learning objectives. This
ensures that prerequisite knowledge and skills that
would enable the achievements of MELCS and eventually
the content and performance standards are address.
Logical sequence of learning objectives – since the
intention of unpacking the MELCS is to provide
systematic learning experiences for learners. It is
incumbent that the unpacked learning objectives follow
a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why

not?

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

ACTIVITY 2
1. Form a group of four members within your LAC, preferably
with fellow teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose
MELCs in the first quarter and unpack these into learning
objectives.
3. Each team will present their unpacked learning objectives.
Discussion and processing will follow each presentation.
Suggestions and insights from each group will be considered in
enhancing the learning objectives.

Repeat the above process but instead of unpacking, each team will
now combine at least two MELCs of their choice. Group deliberation
will be observed in order to arrive at a consensus. Discuss and jot
down the synthesis of the presentations.

Attach presentation:
 ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to
keep a copy of your outputs.

REFLECTION

Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd

Outcome

Having completed this module, the participants will be able to

 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to
determine which learning competencies were retained,
dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consists of

  Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
 LAC Session

LDM2
Study Notebook
Module 3A
DESIGNING INSTRUCTION
 LESSON 1
Understanding the different ldms
ACTIVITY 1

Do a quick check of your knowledge of the four modalities

prescribed in the LCP—face- to-face (F2F) learning, DL, blended
learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions. 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

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

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 Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

RVBI Radio broadcast is the next accessible device

 2 to larger percentage of learners

TV is available to most of the households but not all.

3 TVBI

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 the country
5 ODL 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

Learners without parents or household member who
can guide and support their learning at home
RVBI, TVBI-The teacher encourage the
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

Beginning readers (K to 3)
parents/household partner and can be done
via SLM( Self Learning Modules) and

Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
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 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 critically
and at the same time they 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 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)
Textbooks and can be facilitated by
parents/guardians. And can be monitored
via voice calls texts or internet resources.
 LESSON 2
Designing lessons and assessment in the
different ldms
ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson

Preparation. As you go through the document, write down your
answers to the following questions:

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 2. Emphasize key

previous lesson illustrate the concepts, information and

3. Present warm-up ideas, skills, or concepts discussed

activities to establish processes that students 3. Ask learners to recall

interest in new lesson will eventually key activities and

4. Check learner’s prior internalize concepts discussed

knowledge about the 2. Help learners 4. Reinforce what teacher

new lesson understand and master has taught

5. Present connection new information 5. Assess whether lesson

between old and new 3. Provide learners with has been mastered

lesson and establish feedback 6. Transfer ideas and

purpose for new lesson 4. Check for learners’ concepts to new

6. State lesson objectives understanding situations

as 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 : MTB 1

Lesson/Topic: Pagbibigay ng unang letra o tunog ng mga salita.
Learning Objectives: Naibibigay ang unang letra o tunog ng mga salita.
Learning Resources/Materials Needed: MTB Module 1

Check if already present in
Part of Lesson / Learning
Tasks
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about
the new lesson
5. Present connection between old and new
lesson and establish purpose for new
lesson
6. State lesson objectives as guide for learners
Lesson Proper
1. Explain, model, demonstrate, and illustrate
the concepts, ideas, skills, or processes
that students will eventually internalize
2. Help learners understand and master
new information
3. Provide learners with feedback
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities
2. Emphasize key information and
concepts discussed
3. Ask learners to recall key activities
and concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to
new situations
Answer the following questions:
Additional Remarks: (ex. can
be done via voice calls, can be
facilitated by a household partner,
can be done via a learning activity
sheet, can be presented via an
the SLM internet- based resource, can
be facilitated during a synchronous
learning session, etc.)
√
√ can be done via voice call or
√ video call
√ can be facilitated by a
household partner
√
√
Can be done via learning activity
√ sheets
Can be done via learning activity
√ sheets
can be done via voice call or video
√
call
√
√ can be done via voice call or video
√ call
Can be done via learning activity
√ sheets
can be done facilitated during
√
synchronous and asynchronous
√ learning session
√
 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
Method
DL

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

At the end of the lesson, focusing on the topic and skill, I will give
2.Performance 1-2 activities guided by the rubrics along with the modules once a
Task week 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)
3.Quaterly and or test item will be sent via online messaging. I will take note of
Assessment the 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

4.Formative along with the modules. Based on the responses, I will take note of
Assessement the 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
Making whole 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 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
C
1. These are the knowledge, a. learning area
understanding, skills, and
attitudes that learners need to
b. mode of delivery
D demonstrate in every lesson
and/or learning task.
2. These are the formative c. learning
learning opportunities given competencies
to learners to engage them
in the subject matter and to d. learning task
A
enhance their
understanding of the
content.
3. This refers to the prescribed
B subject that learners take.
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)

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Learning Learning

Learning Tasks Mode of Delivery
Time Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-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
Lunes MTB Naibibigay ang -Sagutin ang mga sagot ng mga mag-
unang letra o Gawain. aaral ng kanilang
tunog ng mga magulang sa paaralan
salita. Panuto: isulat sa inyong ayon sa itinakdang
kuwaderno ang isang araw at oras ng guro.
pangalan ng bagay, tao,
hayop o pangyayari na  Sa pagpunta
nagsisimula sa mga letra ng mga
na nakasulat sa kahon. magulang sa
Sundan ang unang paaralan ay
halimbawa. mahigpit na
ipatutupad ang
Z-zipper minimum
MTB E- I- health
S- protocols ng
Martes F- A- DOH at IATF.
O-
T- V-
Naibibigay ang C-
unang letra o B- U-
tunog ng mga D-
salita.
 Panuto: sundan ang mga
nasusulat na hakbang
para mabuo ang Gawain
o awtput.
1. Kumuha ng isang
pirasong papel
2. Tupiin ito ng
pirasong papel
MTB 3. Kulayan ang
magkabilang
bahagi ng kulay
asul.
Miyerkules 4. Gumuhit ng araw
sa bahagi ng
papel na may
Naibibigay ang kulay .
unang letra o 5. Lagyan ng
tunog ng mga pangalan.
salita.

MTB
Panuto: basahin ang mga
sumusunod na salita. Uliting
bigkasin ang tunog ng mga
unang letra.

Amo itlog
Masa laso
HUWEBES Sasa mama
Mesa nanay
Gamit kahon

Naibibigay ang
MTB unang letra o
tunog ng mga
Panuto: basahin ang mga
salita.
nakatakdang Gawain.
Sundin ito.
1. Isulat sa inyong
kwaderno ang
pangalan ng
BIYERNES iyong magulang
at mga kapatid.
2. Isulat ang mga
unang letra ng
bawat pangalan.
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.
 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 Plan Individual Learning

(WHLP)
A tool to guide learners and
Purpose learning facilitators or
household partners in tracking
the subject areas to be tackled
and activities to perform at
home
Monitoring Plan (ILMP)
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Yes Yes
Has to be communicated
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
 INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: KELVIN RONDINA
Grade Level: Grade 1
Learner’s Status
Learner’s Monitoring Insignific Significa
Learning Area Intervention Strategies Provided ant nt
Needs Date Mastery
Progres Progres
s s
Struggles to
MTB read with a. seek help from a capable October 12- /
fluency and immediate family member 30, 2020
comprehension to help the learner in
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

Intervention Learner is not making significant progress in a timely manner. Intervention strategies need to
Status be revised.

/ 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
 LESSON 1
LEARNING RESOURCE MAP 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?

Our school had opted the modular distance learning which needs
the following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM

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?

As of now, we do not have a complete LRMs for Distance LDM,

however, our school had already initiated creation of supplementary
activity sheets for subjects which are not yet available.
I had already led my co-teachers that in the absence of the
learning materials in their respective grade level, they may use the
compiled learning activities, their Diagnostic, and formative assessment
in their DLLs.

3. What support will you need to maximize the use of the two
DepEd-sanctioned LR Portals? From whom can you get this
support?

I will join electronically in the DepEd LR Portals. Upon approval

of my request to join, I will start to download LRMs that are essential to
my teaching using the MDL modality.
I can gain support from the Division LRM of LUSDO.

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?
 Yes, they are appropriate because these were developed by the
Department of Education which is the primary learning resource
materials to be utilized by Grade 1 learners across the country in the new
normal. These SLMs is K to 12 compliant, based from the MELCs and
passed the ADM Learning Resources Standards. However, completeness
of SLMs to be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify
the learning activities in the SLMs. Contextualizing and localizing the
SLMs will be a great help to address the learning styles and pacing of
disadvantage learners.

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.

Support that I can provide to my colleagues:

1. Guide and help them download the SLMs using the DepEd
LR Portals.
 2. Assist them in conducting review and assessment of all the
downloaded SLMs to address the completeness and
appropriateness of all the SLMs to be used this school year.

3. To address the disadvantage learners, maybe I can assist

them in simplifying the activities in the SLMs.

Support that I can get from them in terms of LRs:

1. Cooperation

2. Perseverance and diligence in the honest assessment of the

LRs

3. Their feedbacks matter in addressing possible issues that

may arise during the school year in terms of the use and
contents of the SLMs

LESSON 2
ASSESING LEARNING RESOURCES
FROM DEPED

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.

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?
The two Deped Portals are positively responding to the needs of
our school and learners because these portals provide learning resource
materials that we need today. These SLMs, activity sheets, interactive
platforms are very essential to address the needs of our teachers and
learners. The access to these learning portals also provide authentic
learning platform because these were developed by the Department of
Education which are the primary learning resource materials to be
utilized by learners across the country in the new normal. This SLMs is
K to 12 compliant, based from the MELCs and passed the ADM
Learning Resources Standards.
2. What are the challenges in accessing the LRs in the portals both
for you and your learners? How will you overcome these
challenges?
The challenges in accessing the LRs in the portals are the following.
 a. poor internet connection that hinders the downloading and
accessing the LRs in the Deped portals
b. not all learners and teachers have internet connection to access
the online digital platforms especially the DepEd Commons.
d. not all learners have learning gadgets to access the DepEd
Commons.
e. lack of fund to finance the massive reproduction of SLMs, the
MOOE of the school is not enough
3. What support will you need to be able to maximize the use of the
LR Portals? From whom can you get this support?
As teachers in our school, we can maximize the use of the LR
portals through info-drive and simulation on how to access and use the
LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association
ACTIVITY 2.
In your next LAC Session, share and discuss your answers to
the questions in Activity 1. Explore how you can help and support
each other in using the LR portals. Jot down the insights and
helpful information regarding the use of the LR portals in your
Study Notebook.
 LESSON 3
ASSESING THE LEARNING
RESOURCES
ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from

either DepEd Commons or LRMDS Portal and assess the material
using the tool. Answer the following questions in your Study
Notebook:
1. Was the material able to meet all the requirements?
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?
3. Are there other aspects of the material not covered by the tool
but still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?

RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN MTB 1
Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the MELCs?

√
2. Appropriate to the grade level and
learner characteristics in terms of
√
language, activities?
 3. easy to reproduce and/or disseminate?
√
4. from a credible source/author?
√
5. culture- and gender-fair?
√
6. free from red flags on possible
copyright and plagiarism issues? √
7. the layout and format easy to read and
pleasing to the eyes? √

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

REFLECTIONS
SELF-LEARNING MODULE IN MTB 1

The Self-Learning Module in MTB 1 that I downloaded was developed by

the Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal. This
SLM in MTB 1 is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM in MTB 1 was
designed to cater the needs of our learners on what they should essentially
need to learn now that face-to-face learning is not possible because of the
health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid Assessment

of Learning Resources that in this case, the SLM in MTB 1 was evaluated. I
have two indicators that I think brought some minor issues. First is “easy to
reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs
because this requires huge budget allocation. Scarcity fund is a problem in
order to reproduce these self-learning modules. Second is “free from red flags
on possible copyright and plagiarism issues.” The development of SLMs
includes the use of suited references; however SLMs writers might not be able
to properly cite the references they used. So, the issue of copyright
infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing

better learning outcomes and teachers have big significant roles in the
selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review in MTB 1, I was enlightened that one of

the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his responsibility
to scrutinize carefully the learning resource materials he will be using because
if he does, there will be significant learning outcomes for our children despite
this global health pandemic.

ACIVITY 2.

Explore other non-DepEd LR portals/platforms you can find

online. Take note of the portals in your Study Notebook. Download
at least one LR from each portal. Assess the materials using the
same tool and answer the following questions in your Study
Notebook:

1. Based on the Assessment Tool, how does the material from a

non-DepEd Portal compare with the LR from the DepEd Portal?
The differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified

2. Based on the results of the Assessment Tool, what

improvements do the materials —both from DepEd and Non-
DepEd portals — still need?
a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the
LRs found in the Deped portals and Non-DepEd portals

3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials
which I will be using for my grade 5 learners this school year.
 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?
Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learners

1. What improvements do you still need to make in your

developed material?

The Activity Sheets needs the following improvements;

1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by
real experts in the fields
 ACTIVITY 4.
Share and discuss your answers to the questions in Activities
1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LRs.

Submit your LR assessments with your reflection on the

exercises to your LAC Leader. Ensure that you keep a copy for
yourself.

LDM2
Study Notebook
Module 4
 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.
STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
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
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective
selection of effective
Content Knowledge & teaching strategies that
teaching strategies that
Pedagogy promote learner achievement
promote learner
in literacy and numeracy.
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
resource person for, policies,
environment especially
Domain 2 guidelines and procedures
now that Covid-19 is still
Learning Environment that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning environments
observed always.
for learners.
Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management of the fact that learning
developmentally sequenced modality is different now
teaching and learning compared before.
processes.
Domain 5 Leading initiatives in the Teachers should adopt
Assessment & Reporting evaluation of assessment appropriate assessment
 policies and guidelines that method to ensure that
relate to the design, learning among children is
selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new 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 What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
1. Make effective learning to
happen in the new normal
Attending webinars.
using teaching strategies that
Partnership with
fit modular distance learning The challenges in teaching
stakeholders.
by attending/joining under the new normal.
Training para-teachers as
webinars that help us make
facilitators of learning.
our lessons effective to
deliver.
 The empathy to students and the Support from their parents and
2. Maximize the lacking hope for the betterment of our stakeholders.
resources in providing student future
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 Developmental Intervention) Timeline Resources
Needs Needed
Learning Objectives
Intervention
of the PD Program

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

Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources 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 SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environment.
Result focus particularly on achieving
results with optimal use of time and
resources most of the time.
Apply more positive and
effective strategies to develop
and manage behavior of the
learners constructively in every
task and activities.
Arrange schedules for each task
that needs to be accomplished as
urgent, high priority and
priority.

LDM2
MODULE 5: BUILDING THE
TEACHING PORTFOLIO
RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
 LESSON 1: THE TEACHING PORTFOLIO
AND ITS CONTENTS

ACTIVITY 1.
Before you begin to prepare building your Portfolio, you need to make sure
that you have completed all the outputs for this course. Go over the list
found in LDM2 Guide for Expected Outputs and find out whether you have
completed all the outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final evaluation.
Keep a copy of all your outputs for your own records.

ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform.
Based on your reading, reflect on the following questions.

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?

Answer:
My portfolio helps me in tracking the progress of my
teaching pratie in our hool LM in such a
way that it will serve as my guide rearing the different
LDM that takes place during pandemic season.

2. What evidence from the previous modules will help capture the
progress of your teaching practice?

Answer:

Some evidences from the previous modules help

me to capture the progress of my teaching practice
such as doing WHLP,LAS, SLM targeting some
interventions that some of the learners should have.
3. Why is writing down your reflections an integral part of your Portfolio?
 Answer:

- In every work or task given it must have a reflection within.

Making of it is an integral part because it serves as a compilation of
our knowledge and understanding towards the topic. It also
measures our affectively being our consciousness and even our
judgement in a certain topic.
- In every work or task given, one must have a reflection. It is an
integral part because in the reflection we can pour out our ideas,
analysis, comments/suggestions about the particular task which can
be a road to change or improvement.

ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

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

Participation in recognized PDs that are August to November Certification of Participation with PD credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month Video Recording
starting September
2020

ACTIVITY 4.

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

ACTIVITY 5.

Based on the sharing and discussion in your LAC, finalize your

list of evidence in the List of Suggested Evidence Form and submit
to your LAC Leader. Make sure that you keep a copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR
Researching and Incorporating Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities

Participation in recognized PDs that are August to November Certification of Participation with PD credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month Video Recording / PICTURES
starting September
2020

LESSON 2
THE EVALUATION RUBRIC
ACTIVITY 1.

Study the criteria and indicators found in the Evaluation

Rubric. What steps will you take to ensure that you are able to hit
the criteria in the Rubric? Write down your answers and any other
thoughts about the Rubric in your Study Notebook.

ANSWERS

In order to be successful in making the portfolio I must consider

first the Demonstration progress of the LDM Implementation which
30% in the rubrics. Ensuring the quality of my reflections in every
topic or lesson that I tackled. Lastly, my output will be based on the
professional standard given by deped.
 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.

Congratulations! You have

completed the LDM 2 Course.
Good luck on your LDM
implementation, Teacher!