Name of Teacher: Nalven A.

Catubig School Assignment: Grade 12 GAS- Santa Filomena NHS

MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

ACTIVITY 1

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

1. What is the main delivery of this course?

Answer: The main delivery of this course is Learning Delivery Modality in which teachers are
given guidelines and instructions through modules on how to perform duties in the upcoming
school year in the new normal.
2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?

Answer: This course can help ensure teachers to be guided effectively in the delivery of the
teaching and learning process and the different modalities,

3. What are the two support mechanisms that will help you with your learning in
this course?

Answer: For me, one is the training matrix and the reading materials, two is the equipment
gadgets necessary to perform the task,

ACTIVITY 2

Answer the following questions by copying and filling out the table.

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

or negatively) my participation in this course?
Answer: Positively
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?

HABITS OBSTACLES MOTIVATION ENVIRONMEN

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

- Output driven Needs Complete focus Time management Home

- Laptop just - I am a participant of
bugged down RBI webinar which
entails outputs
-I am also a speaker for
Child Safeguarding
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.

Shared Ideas with Colleague:

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.

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 (1-4, 1 being the easiest) to
achieve:
To improve the teaching-learning process to improve learning
among students To nurture successful teachers
To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
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.
2.
3.

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 informing 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 toyou
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.

See Figure 1 for Reference

Figure 1. LAC Composition and Coaching Arrangement for LDM2

Teachers
LDM2 for Instructional LDM2 for Teachers
Coaches

ACTIVITY 3

List down the members of your LAC and their respective roles.

Na Rol
me es
REFLECTION
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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:

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 ofFilipino
learners. Do you agree with this observation? Why or why not?

Answer:

ACTIVITY2

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 ofMELCs?
Answer:
2. How does curriculum review aid in the identification of essential
learning competencies?
Answer:
3. What is the difference between essential learning competencies and desirable
learning competencies?
Answer:
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:
 5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:

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 MEL
Learning Cs
Compete
nci es

Merged/Cluster
ed

Retained

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.

Insights:
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:
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
Answer:
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:

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
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING 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. When you are done, check Lesson 1, Activity 1
AnswerKey 1to see how well you did.

Answers:

Now, answer this question: Which of the LDMs do not have an F2F learning component?
Check it against Lesson 1, Activity 1 Answer Key 2.

Answer:

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
DistanceLearning 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
Distance Distinguishin Essenti Role
Parent or Role of
Learning g Feature al of
Household School
Modality Resourc Teach
Member
es er
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task
Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may
be combined with F2F learning to come up with a BL. Learn more about BL in the
Supplementary Handout on Blended Learning Delivery Modalities.
ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your level of

resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc.

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

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

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.

Learn Targeted
er Intervention
Grou
p

Learners without parents or household member who

can guide and support their learning at home

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
 No access to devices and Internet

Inaccessible (living in remote and/or unsafe

areas)

Indigenous Peoples

Persons with Disabilities

Others? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

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:
2. Why is lesson designing important?
Answer:
3. What are the three elements or components of a well-designed lesson?
Answer:

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

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

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).

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 ODL MDL TV/RBI BL

Modality (select
one): Grade Level
and Learning Area:
Lesson/Topic:
Learning
Objectives:
Learning
Resources/Material
s Needed:

Additional
Remarks: (ex. can
be done via voice
Check if calls, can be
facilitated by a
Part of Lesson / Learning Tasks already household partner,
present can be done via a
learning activity
in the sheet, can be
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 and concepts to
new situations

Answer the following questions:

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

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

PolicyGuidelines on Classroom Assessmentto 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.

Formative S
Assessme u
nt learners may be assessed m
individually or collaboratively m
assessmen
t FOR a
learning:
to make t
adjustment i
s in the
lesson v
e

A
s
s
e
s
s
m
e

n
t
a
s
s
e
s
s
m
e
n
t
O
F
l
e
a
r
n
i
n
g
:
to
me
as
ure
if
the
stu
de
 nt
me
t
the
per
for
ma
nc
e
an
d
co
nte
nt
sta
nd
ard
s
Your answer:

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Keyto 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.

Assessme How to Adapt the Assessment Method in

nt DL
Meth
od

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

1.

2.

3.
 4.

5.

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:
2. What are the challenges in doing assessment in DL?
Answer:
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable inDL?
Answer:

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.

Quest Tru Fals

io ns e e

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

1. These are the knowledge, a. learning area

understanding, skills, and
attitudes that learners need b. mode of delivery
to demonstrate in every
lesson and/or learning c. learning competencies
task.
2. These are the d. learning task
formative
Checklearning
your answers using Lesson 3, Activity 1 Answer Key.
opportunities given to
learners to engage
them in the subject
matter and to enhance
their understanding of
the content.
3. This refers to the
prescribed subject that
learners take.
4. This refers to the
method of
submission of
learning outputs
preferred by the
learner/parent
based on their
context.
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-2020-00162which

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 to1.5
hours for Grades 1 to3
» 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 and10
» 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)

Share your prepared WHLP during your LAC Session.

ACTIVITY 3

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you

read the guidelines on creating an ILMP, fill out the table below to see how the ILMP differs
from the WHLP.

Weekly Home Learning Individual

Plan (WHLP) Learning
Monitoring Plan
(ILMP)
Purpose

For
Whom?
Componen
ts
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 3.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Maria Katigbak
Grade Level: 7 - Gumamela
Interventi Learner’s Status
Learnin Learner Monitor
on Insignifica Significa
g ’s ing Master
Strategies nt nt
Area Need Date y
Provided Progress Progress
s

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

Interventi strategies need to be revised.
on Learner is making significant progress. Continue with the learning
Status plan.
Learner has reached mastery of the competencies in learning
plan.
Source: DepEd Memorandum DM-CI-2020-00162

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

Check the Lesson 3, Activity 3 Answer Keyto 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 read when
you participate in the LAC Session for this Module.
REFLECTION
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:

1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
Answer:

2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
Answer:

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

Based on your evaluation of the materials, are they appropriate to the level and characteristics
of learners? Are there learners who might be disadvantaged by the materials (based on reading
ability, level of learning independence, level of household support, distance)? What adjustments
will you make in terms of the LRs?

Answer:
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.

Answer:

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1Establish 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.

RefertoMemorandum on DepEd Commons dated March 17,2020.

Explore the Portals and answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that
you already have?
Answer:
2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
Answer:
3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
Answer:
ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity 1.

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.

Share your insights:

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions:

1. Was the material able to meet all the requirements?

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

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Download at least one LR
from each portal. Assess the materials using the same tool and answer the following questions:
 1. Based on the Assessment Tool, how does the material from a non-DepEd
Portal compare with the LR from the DepEd Portal?
Answer:
2. Based on the results of the Assessment Tool, what improvements do the materials—
both from DepEd and Non-DepEd portals — still need?
Answer:
3. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer:

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the same
tool. Answer the following questions:

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

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

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.

RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR portals/platforms)

Is the LR Material... Cannot

YE NO
be
S
determin
ed
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?
Answer:

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?
Answer:

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

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

RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have developed)

Is the LR Material... Cannot

YE NO
be
S
determin
ed
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:
4. Was the material able to meet all the requirements?
Answer:
5. 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?
Answer:

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

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

REFLECTION
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

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

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

STRONG STRONG
ITE AGREE DISAGRE
LY LY
MS E
AGREE DISAGR
EE
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:

Answer:

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on
DepEdProfessional Development Priorities and the Continuing Professional Development
Guidelines.

ACTIVITY 3

Answer the following questions by constructing and filling out the table. 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 What will help you
toward improving
push you to attain this
your teaching
practices in the achieve this goal?
modalities? goal?
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 Developmen Intervention) Timeline Resourc
tal es
Needs Learning Neede
Objectives of Intervention d
the PD
Program
ACTIVITY 2(Submit a copy of your Outputs to your LAC Leader)

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 2Activities
1 and 2. Take note of all insights and advice from your colleagues. Make adjustments
in your plan accordingly.

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

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

REFLECTION
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:
2. What evidence from the previous modules will help capture the progress of
your teaching practice?
Answer:
3. Why is writing down your reflections an integral part of your Portfolio?
Answer:

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 At least 2 recorded lessons (online

November learning) Or

Researching and Incorporating August to Lesson Plans (at least 2 per month)
Teaching Strategies in the November
Modalities
Participation in recognized PDs that August to Certification of Participation with PD credit
are aligned with their Professional November units

Goals anchored on Philippine

Professional Standards for Teachers
(PPST)
Organizing the Professional December Professional Portfolio
Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and At least once a Video Recording

Coach/es month starting
September 2020
Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

● Is the list of evidence enough to capture the progress of your teaching practice?
Answer:
● What other evidence can you think of that is relevant to the LDM adopted by
your School?
Answer:

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and
3 with your colleagues.

ACTIVITY 5(Submit a copy of your Outputs to your LAC Leader)

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.

Finalized list of evidences in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Other Types of Evidences relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

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.
ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to
make your outputs and Portfolio responsive to the evaluation criteria and indicators. Take note
of your colleagues’ other insights as well.

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

Reflection

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