LDM 2

LEARNING DELIVERY MODALITIES COURSE

FOR TEACHERS

TEACHER’S PORTFOLIO

ANALYN P. PANAMA
Teacher II

 Module 1: Course Orientation

 Module 2 : Most essential learning Competencies (MELCs)
 Module 3A : Designing Instruction in the Different Learning
Delivery Modalities
 Module 3B : Learning Resources
 Module 4: Planning and Continuing Professional Development
and LAC Planning
 Module 5: Building the Teaching Portfolio Related to the I
Implementation of the Modalities
MODULE 1

COURSE ORIENTATION
 Learning Delivery Modalities Course for Teachers
Learning Action Cell (LAC)

Name of LAC Member: ANALYN P.PANAMA Gender: FEMALE Designation/Position: Teacher II

Division: _Dipolog City_ Contact Number: 09502217239 LAC ID: ___________
Name of Facilitator: ________________________________

MODULE 1: COURSE ORIENTATION ACTIVITY 1.

LESSON 1: COURSE OVERVIEW

Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
down your insights in your Study Notebook.

1. What is the main delivery of this course?

The main delivery of this course to ensure that learning continues while guaranteeing the health, safety
and well-being of all learners, teachers and other DepEd employees.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?

This course will us to deliver the quality of education to our learners in the “New Normal” situation
by adopting different alternative modes of delivering learning such as Distance Learning, Blended Learning
and Homeschooling.

3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms that I will used to learn more about this are LDM 1 and LDM2. The first
stream ( LDM1) is focused on the implementation and management of the alternative learning delivery system
at all levels of the education system, and intended for school and division leaders. LDM2, is intended for
teachers and focused on the instructional implications of using these alternative LDMs .And you can also adapt
the coping and creative mechanism.

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?

I think the personal characteristics and circumstances affecting me in participating in this course are
my eagerness to finish tasks on time and my ability to work in a group collaboratively will positively
affect my participation in this course.

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’ll complete this course confidently by giving time and effort to accomplish the given task. As a teacher,
there are no hindrances or obstacles that can hamper you to achieve success in completing the course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I accomplish
 repeatedly
do that may affect my
participation in the
course in
a positive or negative
way?)
I think there are no
hindrances that I can
participate in the course.
from
participating fully in this
course?)
I think some urgent reports
that need to accomplish.
participate in this the
course?) requirements of this
course?
Describe this
environment
The new learning that I At my comfort zone which
absorb in this course. has well ventilated, well
lighted and positive work
environment.

ACTIVITY 3.

Look for a colleague with whom you would like to discuss your answers and reflections with to the questions in
Activities 1 and 2.
MTs and I discussed our outputs and shared with each other our views and reflections in Activities 1 and 2. We
learned a lot from that collaborative discussion that we had.

Well done! You have completed Lesson 1. You may now proceed to lesson 2.

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’re 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 sessions 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 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.
1. Verify if the expected learning outcomes are reached, identify disadvantaged groups and diagnose gaps and
strengths.

2. Instruments used are usually complex, in order to be able to measure a set of skills and abilities.

3. Distance and lack of communication between technical bodies that administer assessments and decision
makers.

ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in touch
with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the conduct of your
LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
 • LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned
Instructional Coach (this will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among the following
school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential to lead, or subject expertise to lead the
LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional Coach will
also be handling multiple LACs through a network of LAC Leaders.

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

Blue team
LAC Leader: VOLTAIRE L. VILLASAN- Master Teacher 1
Facilitator: JESSA ROSE D. AJERO- Teacher I
Documentor: ANALYN P. PANAMA

Members: GEMMA S. LOPEZ

LUZMINDA P. LEAR
ELVIRA L. NALZARO
ADAM MALIK J. TABANCURA
LYN S. SALADAGA
GIOVANNA PAULA J. DINGAL
CHOKIE I. MABILOG
MARITESS DULFO
RITCHELLE PALMA
EDGAR PAGENTE
 MODULE 2

MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery
of quality basic education. As a teacher, what do you think are the fundamental concerns in terms of
curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

The crisis brought about the COVID-19 has posted a lot of challenges for the Department of
Education especially to the teachers who are standing in the front line to provide the continuity in
the education. As a teacher, I believed that narrowing down the learning competencies has become
a huge factor in order to deliver the only most essential in this time of pandemic. However, one of
the major concerns to ensure that learning continues is the implementation process itself. Given the
shortage of resources, schools, teachers, and community itself are finding to bridge the gap.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to
be one of the hindering factors on the poor performance of Filipino learners. Do you agree with
this observation? Why or why not?

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of
education and to produce competitive learners. But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repeated and redundant resulting to poor performance of the
learners as well as the teachers.

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through
the document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.
1. What are the general and specific purposes of the development of MELCs?

The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that can
lead to efficient learning outcomes through alternative learning delivery modalities. How does
curriculum review aid in the identification of essential learning competencies?

2. How does curriculum review aid in the identification of essential learning competencies?

Curriculum review ensures mapping of the most essential and desirable learning competencies within the
curriculum, identify prerequisite knowledge and skills needed to prepare students for essential learning
competencies and analyze the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area

3. What is the difference between essential learning competencies and desirable learning
competencies?

Essential Learning competencies are defined as what the students need, considered indispensable, in
the teaching learning process to building skills to equip learners for subsequently, for lifelong learning,
On the other hand, desirable learning competencies were defined as what may enhance education but
not necessary in building foundation 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 were identified according to the gaps, issues and concerns across learning and
grade level. Hence, narrowing down the learning competencies is the best option the DepEd has
come up with. To trim down the number of learning competencies, some competencies are merged
and dropped. However competencies that are prerequisite to the next competency and enduring are
retained.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

The MELCs are made aligned with the national/ local standards, applicable to the real life and are the most
essential competencies that students are expected to learn despite this pandemic. The Department of
Education has made sure that with the limited resources, time and absence of face-to face instructions,
learners would still get the necessary competencies the need to acquire through these MELCs

ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.

K to 12 Learning
MELCs
Competencies

Define infection, infection control, policy Explain workplace hazard and risks.
procedures and infection risk assessment
Merged/Clustered
Explain the importance of infection control
policies and procedures
Identify nail care tools, equipment and Identify nail care tools, equipment and
paraphernalia applicable to specific job. paraphernalia applicable to specific job.
Retained

Determine equipment, tools and

paraphernalia based on the specific task.
Dropped n/a

ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the insights shared in the discussion, including
your own, in your Study Notebook.

Identification of whether the competency is to be maintained combined, dropped, or rephrased is important.

Learning skills should still concentrate on the study, understanding and writing skills that are essential in our
everyday lives. A list of the features of important learning skills has been presented to help participants
determine which of the most relevant LCs are

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?

It helps and directs us to plan learning activities and address th evaryiing students needs and
challenges of teaching deliveries as well.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 Retained- Meets the criterion of strength, contributes to lifelong learning process is a pre-
requisite skill
Merged- Two or more learning skills which have the same goals or objectives are combined into
comprehensive learning skill.
Reprased- to make the statement more concise
Dropped-the learning competency is too specific recurring

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

No. Not necessarily that all the Most Essential Learning Competencies are to be unpacked. They are
only unpacked or combined when necessary to address learning needs.

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.

MELCS from the first quarter:

Use resources such as a dictionary, thesaurus, and online sources to find the meaning of words.

3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their
choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.
MELC 1:
Identify resources such as a dictionary, thesaurus, and online sources to find the meaning of words.

MELC 2:
Note significant details of various text types

Combined MELC:
Identify resources to find the meaning of words and note significant details.

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
 MODULE 3A

Designing Instruction
In the Different
Learning Delivery
Modalities
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENTLEARNING DELIVERY MODALITIES
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 in
your Study Notebook. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question:

Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.
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.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force (IATF)
and by the local government unit (LGU) concerned, any of the DL modalities may be combined with F2F learning to
come up with a BL. Learn more about BL in the Supplementary Handout on Blended Learning Delivery Modalities.

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities of your
learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the
reasons for your ranking of each. Replicate the following table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

(1 to 5, from
easiest to
Type of DL Why?
hardest to
implement)

Modular Distance Most of our learners belong to less-fortunate families who are
Learning apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
1 television, etc. in order for them to participate in online learning and
other learning modalities. Many of them also reside in far flung areas
where signal reception is not possible so modular distance learning is
the best fit modality for them.
Blended Learning When the current situation due to this pandemic becomes better, the
school may include the face-to-face instruction along with the existing
2 modular learning. This is to provide better instructional support,
monitoring, and evaluation to the learners to ensure that the quality of
education is being delivered.
TV- Based Instruction TVBI is possible but not everyone. As mentioned above, most of the
3
learners ‘families are not capable of providing this type of device.
Radio-Based Most families in the community now-a- days do not use radios
4 Instruction anymore. In some households this is still present but the signal
reception is still their biggest hurdle.
Online Learning Based from the data collected from the LESFs, a very small number of
5 learners selected this type of instruction simply because most the
learners are not capable of this as stated in above explanations.

ACTIVITY 4.
 The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning
during the COVID-19 crisis. Think about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted interventions you would develop to include them.
Listed below are some examples which may be relevant to your context. Add others as appropriate. Write down your
answers in your Study Notebook 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 composed of volunteers to provide assistance to these learners.
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Make a weekly supervisory plan for them and check their module and
activity sheets. Organize, a learning support system in the area that can be
Provide additional reading materials in developing their reading skills. Attach
monitoring sheets that parents/ guardians may check. Constant
communication with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that parents/
guardians may check. Constant communication with the parents/guardians
should be implemented.
Provide self-learning modules and other additional learning materials.

Inaccessible (living in remote and/or Coordinate with the barangay officials to assist the teachers in delivering the
unsafe areas) self-learning modules and other additional learning materials.
Provide self-learning modules and other additional learning materials that
Indigenous Peoples
are cultured friendly.
Assess the particular needs of these learners and provide them with the
Persons with Disabilities
materials that would suffice it.
Others? Specify.

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, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?

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 materials, designing the learning activities
and grouping methods.

2. Why is lesson designing important?

Lesson designing is important because it help the teachers to be well prepared and be aware of what
he/she intends on teaching the students.

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

A clear and articulated set of objectives or what the learners need to learn or acquire.
A well- selected and well- organized group learning activities to ensure that the objectives are met.
Tools to check for understanding.

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.

In your Study Notebook, copy the following table:

Before the lesson Lesson Proper After the Lesson

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

Refer to the list of learning tasks below, and identify which section of the lesson these learning activities can be
presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.
ACTIVITY 3.
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.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then 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

Reflection, this part of DLL/ DLP allow teachers to reflect the performance of the learners on whether the
lesson has been successfully delivered or not.

ACTIVITY 4.
 Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following
table. Then choose one lesson from a Self Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through DL. In the second column, identify which of these tasks are already
present in the SLM. In the third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.

Components of the DLL/DLP

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

Reflection, this part of DLL/ DLP allow teachers to reflect the performance of the learners on
whether the lesson has been successfully delivered or not.

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

Learning Delivery Modality (select one): Modular Distance Learning

Grade Level and Learning Area: Grade 4- English________________
Lesson/Topic: Recognize the Parts of a Simple Paragraph
Learning Objectives: 1. Identify topic sentence or main idea in the given paragraph
2. Determine supporting details
3. Draw conclusions from a given text

Learning Resources/Materials Needed: charts and books

LEARNING TASKS FOR DL

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

1. Review previous lesson /

2. Clarify concepts from previous lesson /
3. Present warm-up activities to establish
interest in new lesson /
4. Check learner’s prior knowledge about the
new lesson /
5. Present connection between old and new
lesson and establish purpose for new lesson /
6. State lesson objectives as guide for learners /
Lesson Proper
1. Explain, model, demonstrate, and illustrate the
concepts, ideas, skills, or processes that 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

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create
or curate to supplement the SLM?

Create printed materials that would supplement the missing learning materials tasks in the SLMs.

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?

Providing additional learning resources like activity sheets/worksheets and constant communication
with the parents/ guardians for proper instructions and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs
for checking. Teachers may also set up a communication procedure with the parents/guardians for
the feedbacks, comments and suggestions.
Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this module.

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 in your Study Notebook. Follow the
example below.

Formative Assessment Summative

Assessment
 Provides students
with immediate  Assessment of
feedback learning at the
end of each unit
 Classroom
assessment
is an
integral
part of the
teaching
and
learning

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.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used in the
classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are teaching?

In your study notebook, recreate the following table and list five methods that you would like to try. For each one, write
how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method

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

1.Formative Assessment in a
form of short quizzes and
seatworks
2.Summative Assessment
3.Performance- Based
Assessment
4.Online Quizzes
Formative assessment like 5-item written evaluation is included in each self-learning
modules. Additional activity sheets and worksheets containing various evaluation
shall also be distributed.
At the end of the unit, written summative assessments in all learning areas shall be
given to assess the learning development of the learners in modular distance
learning.
For learning areas that are more focused on skills and practical activities,
performance tasks shall be implied. For learners with no capabilities of doing such,
their parents/guardians shall be asked to assess their performance at home and
answer the prepared assessment tool based on the given rubrics.
For assessing learning outcomes, quiz questions such as multiple-
choice and fill-in blanks are ideal as learners take the exam,
the teacher may compare and contrast results from different classes.

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.

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. Write your answers in your Study Notebook.

Answer: 1. c 2. d 3. a 4. b

ACTIVITY 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what
WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly Home
Learning Plans.
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)
 Share your prepared WHLP during your LAC Session.

Republic of the Philippines

Department of Education (DepEd)
Region IX
Division of Dipolog City
BARRA ELEMENTARY SCHOOL
North District
SY: 2020-2021
Weekly Home Learning Plan for Grade 4
Quarter 1, Week 1, October 05 -09, 2020

Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area
7:00 - 7:30 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
7:30 - 8:00 Have a short exercise/meditation/bonding with family.
MONDAY
8:00 - 11:00 English Recognize the Parts of a Learning Task 1:  What’s In Coordinate with the
Simple Paragraph    Write check (/) if the group of parents for the
sentences is a paragraph and distribution and
1.    Identify topic (x), if it is not. retrieval of printed
sentence or main idea in p 3-4 w/ key answer modules.
the given paragraph *Learning Task 2: Word
Master The teacher can
 Answer the crossword puzzle. make phone calls
2.    Determine Choose your answers from the to their pupils to
supporting details words inside the box Write the assist their needs
answers on your answer sheet. p and monitor their
5 w/ key answer progress in
3.    Draw conclusions *Learning Task 3: What is It answering the
from a given text Let us try this one. modules.
Read the paragraph below.
Write the information being
asked in each item. p.10 with
key answer.
*Learning Task 7: What’s
More
A. What’s the Lead?
Read the paragraph below.
Identify what part of the
paragraph is missing. p11-13 w/
key answer
B. Thought- working
Choose the sentence that is
NOT relevant to the given topic
sentence. p 14-15 w/ key
answer.
C. The Bottom Line
Read the paragraph below then
give the best concluding
sentence. p 16-17 w/ key
answer
*Learning Task 9:   What I
Can Do

FRIDAY
7:30 - 10:00 Distribution and collection of modules.
10:00 - 4:30 Checking and recording of test paper, worksheets, projects, assignments, etc.
FRIDAY
8:00AM - 11:00AM Retrieval of Modules

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

Weekly Home Learning Plan Individual Learning

.
(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and learning

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

Has to be communicated to
yes yes
parents?

ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has problems completing the
learning tasks for the first two weeks. Think of a possible difficulty the learner may have encountered in accomplishing
the learning tasks. Apply what you have learned about ILMPs in Activity 3 and create an ILMP for that particular learner
who lags behind. Read and use the Individual Learning Monitoring Plan Template. Consider the components of the ILMP
that were described in Activity 3. Share the ILMP that you made for that specific learner during your next LAC Session.

Form 1-C

INDIVIDUAL LEARNING MONITORING PLAN

School: BARRA ELEMENTARY SCHOOL

Pupil: CANOY, MIKE
Grade and Section: IV- ROSE

Learning Areas Pupil’s Need Intervention Monitoring Date Pupils Status

Strategies Insignificant Significant Mastery
Status Progress

English The pupil Provided simple October 16,2020 /

acquired failing worksheets with
score in this samples before
subject because proceeding to
he was not able another activity.
to pass the
module on time.
Intervention Status: The pupil demonstrated significant progress on the modules given to her. There is a need to continue the learning plan and
follow-up on the modules.
She promise to pass the module on time.

Prepared by:

ANALYN P.PANAMA
Subject Teacher
MODULE 3B

Learning
Resources
MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 included the
Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

Modular distance learning is the adopted modality in our school. Hence, printed self-leaning materials and
activity sheets are the resources that we are going to utilize.

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?

The school is now in the process of reviewing the SLMs provided to us. But teachers are already utilizing the
use of LR Portals like LRMDS and DepEd Commons to find useful and effective LRs to supplement the SLMs
if need be.

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

A good and stable internet connection I primary need in accessing these online portals. A support group to
ensure the quality and appropriateness of the LRs should be established. I will get my support to my fellow
educators and the technical support from our ICT coordinator.

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?

The resources are appropriate to the different levels of our learners. These resources are in editable formats
so improving or adjusting to it meet the needs of all learners should be easy.

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

We have agreed to provide immediate technical assistance to each other when we encounter problems in
accessing online portals for LRs. We also came up to a consensus to share updates and useful tools and knowledge about
more sources whether offline or online sources of LRs to suffice the needs for additional useful LRs.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1. Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet, follow
the LR Portal User Guide to guide you in your registration process. Alternatively, seek assistance from any of
your colleagues or your IT personnel in your school, district, or division. You may also coordinate with
your LAC Leader and/or Coach. To understand the portal better, you may watch the LR Portal Video
Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on DepEd
Commons dated March 17, 2020.

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.

We agreed to provide technical assistance in case problems occur while accessing the said portals. We also decided to
include the updates of these portals tour future LAC sessions.

The download LR material met the learning targets of the lesson. The LR

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and
assess the material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?

The download LR material met the learning targets of the lesson. The LR has the basic standards
required to deliver the MELCs.

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?

The evaluation method has achieved the quality and reliability of the activities to manipulate and
optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.

The learning material covered the lesson but require some description and terminology to achieve
the best understanding of the concepts.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?

Understanding the management of this LR Portals, This gives me the confidence and motivation to
look for the most appropriate learning resources to my learners.

ACTIVITY 2.

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same tool and
answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR
from the DepEd Portal?

The resources are not quality assured and the only provide minimal support to attain the learning
objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non-DepEd portals — still need?

A more precise and easier to follow instructions can be developed. Upload more additional resources
to meet all the learners, needs and levels of understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Understanding the management of this LR Portals, give s me the confidence and motivation to look for the
most appropriate learning resources for my 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?

The material needs more precision and quality assurance.

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

The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED

PORTAL

Is the LR Material…. YES NO Cannot be

determined
1. Connected and relevant to the /
MELCS?
2. Appropriate to the grade level and /
learners characteristics in terms of
language and activities
3. Easy to produce or disseminate? /
4. From 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?
Yes
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?
None
3. Are there other aspects of the material not covered by the tool but still need to be assess?
Specify which aspect/s
None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
It makes me extra cautious in selecting the LRs I need for my learners.

RAPID ASSESSMENT OF LEARNIING RESOURCES FROM NON-DEPEDPORTAL

 Is the LR Material Yes No Cannot be determined
8.Connected and relevant to the MELCs

/
9. Appropriate to the grade level and learner
characteristics in terms of language, activities?
/
10. Easy to reproduce and/or disseminate?

/
11. From a credible source/author?

12.Culture and gender fair

/
13.Free from red flags on possible copyright and
plagiarism issues?
/
14.The layout and format easy to read and pleasing
to the eyes
/
Reflection Questions:
1. Was the material able to meet all the requirements?
Yes
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?
I will still use the material simply because of its fits the needs of my learners even if I’m not sure
of its rightful owner.
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s
None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
It makes me extra cautious in selecting the LRs I need for my learners.

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.
 DepEd prescribed Learning Resource portals are reliable and aligned with the basic education
program of DepEd. They are safe to use.
 Rapid Assessment tool for Learning Resources contains 7 criteria
 Teachers need to be very careful in choosing learning materials from non-DepEd LRs so that the
standard and quality of learning materials used in teaching are within the prescribed LRs of
DepEd.

Submit your LR assessments with your reflection on the exercises to your LAC Leader. Ensure that you keep a copy for
yourself.
 MODULE 4

Planning for
Continuing Professional
Development
and
LAC Planning
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC
PLANNING

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PARTICIPATION IN THE LAC

Activity I

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

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality
with ease. √

I can confidently use

the platforms in the
modalities √

I can use pedagogies

associated with the
modalities and
platforms. √

I can very well manage

my learners / class in
the modality that my
school has adapted. √

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 you answer and other insights in your study notebook.

I will have to work on assessment and reporting that will ensure the credibility of learning in this distance
learning. It will help me optimize the ways to monitor and evaluate learner’s progress and minimize possible
distance cheating.
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 teaching practices in the modalities? What motivates you to achieve this goal? What do
you think will help you to attain this goal?

What is your goal towards
improving your teaching practices
and modalities?
Deeper understanding and
reflecting to the things I need in
preparation for the opening of
classes
What will push you to achieve this
goal?
Improving my teaching strategies
in this time challenging situation.
What will help you to attain this
goal?
Consistent collaboration from my
fellow educators and continuous
learning to provide quality
education amid the crisis
 MODULE 5

Building the Teaching

Portfolio Related
to the Implementation
of the
Modalities
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 Glossary of Education Reform. Based on your reading, reflect on the following
questions and jot down your answers in your Study Notebook:

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

Portfolio are intended to evaluate learning progress and achievement in a specific course, by completing my
portfolio in LAC sessions about LDMs I am now ready for the challenge of the new normal in education, I am
now fully capable of preparing my lesson plans and in choosing the appropriate LRs to supplement the SLMs.

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

Learning to create an individual development plan ca help assesses my weaknesses and strengths in terms of
my teaching practices.

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

Writing down my reflections and insights can help me navigate my intent to improve in aspects that I needed
to. It also serves as my review points whenever I feel lost in performing my duties. Most importantly, it serves
as a gauge on how well I understand the topics discussed from this course.

ACTIVITY 3

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 adapted by your School? Write
down your answers and other insights in your Study Notebook.

The list of evidence in the learning delivery modality is enough at the moment. Although of course there might be
something else that needed as we go on to the implementation of the DL through the MDL. In the future LACs, surely our
group will suggest of other strategies to use and the evidences to prepare.

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 thoughts about the Rubric in your Study Notebook.

I will make sure that I have access to the things I need before, during and after the implementation phases of the
school LCP. Making sure that I am well aware of every step and in documenting every single thing that’s happening
along the way. I shall also be guided with the rubrics at hand to ensure that I am on track and that the Professional
Standards are met.

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.