Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Schools Division Isabela
San Miguel Elementary School

LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS

Study Notebook

Submitted by: ROVIEDA D. BUTAC

Teacher 3

Submitted to: LAILANIE I DANUG

Principal II
 LDM2

MODULE 1

STUDY
NOTEB
COURSE ORIENTATION
OOK
 LESSON 1
COURSE OUTLINE
This overview will cover the why, what, and how of this course. It will
walk you through the coverage of the course as it relates to the teaching-learning
process in the LDMs adopted by our School. By the end of this lesson, we will be
able to describe the course and plan how to go about the course. Key
Topics/Concepts LCP capacity building framework; course rationale and
objectives; course design, content and delivery; self-learning modules; learning
action cell Resources Required 3 LDM Course Overview 3 Study Notebook 3
Study Notebook Guide

Activity 1
1. What is the main delivery of this course?

The main delivery modality of this course is face to face discussion

through LAC sessions following the ITF protocols and self-learning
through downloaded modules.

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

This LDM course helps ensure that I will be able to deliver quality
instruction in the new normal through better understanding of the whats,
hows, and whys of learning continuity platforms to make learning
effective
to happen in the new normal school setting where blended learning
modalities are significant concerns to this current time.

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

The two support mechanisms that will help me with my learning in

this LDM course are (1) self-learning modules and (2) collaboration
through the Learning Action Cells (LACs).
 Activity 2

Answer the following questions by copying and filling out

the table in your Study Notebook.

1. How will my personal characteristics and circumstances

affect (positively or negatively) my participation in this
course?
My professional attitude towards answering the LDM modules
will affect positively my participation in this course. Though I have
other essential school related works aside from answering these modules,
still I am optimistic that gradually I can finish all of these on time.
2. How can I ensure that I am able to sustain my strengths
and address the obstacles that will hinder me from
completing this course?
I can ensure that I will be able to sustain my strengths and address
the obstacles that will hinder me from completing this course through
effective time management, efficient collaboration among the members
of LAC members of group 2, and constant communication to our LAC
Coach together with the Division LAC team.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

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

school tasks. poor internet positive it is free from
connectivity learnings that noise and with
can be gained good internet
after connectivity,
completing the probably my
LDM2 nodules. classroom.
 Activity 3

Look for a colleague with whom you would like to discuss your
answers and reflections with the questions in Activities 1 and 2.

Upon discussing with my co-teacher regarding how I will

respond to the completion of this LDM2 modules, I had gained

optimistic spirit of enlightenment. Subjecting myself to

undergo through this process will not only benefit me a lot but

it will also benefit my learners under the new normal school

setting wherein face-to-face learning is prohibited because of

the health risks brought about by CoVid 19. Learning must

continue no matter what the situation is. Learning is possible

because there are other learning modalities that can be used to

make learning effective to happen.

LESSON 2
 ORGANIZING YOUR LEARNING
ACTION CELL (LAC)
Activity 1

Begin by refreshing your memory on the Learning Action Cell.

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

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

1. Reflect on the objectives for conducting LAC session as

listed in DO 35, s. 2016. Rank the following objectives from
easiest to the most difficult to achieve:

__1__ To improve the teaching-learning process to improve

learning among students

__4__ To nurture successful teachers

__2__ To enable teachers to support each other to

continuously improve their content and the
pedagogical knowledge, practice, skills, and attitudes

__3__ To foster a professional collaborative spirit among

school heads, teachers, and the community as a whole
2. What are the top three challenges to having a successful
LAC? List down and elaborate.

In my own opinion, the three challenges that ensure

successful LAC are the following:

1. LAC Scheduling of Meeting

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

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

3. Prioritization of Topics or Agenda

Prioritization of LAC topic to be tackled is an
essential indicator of success because if done so,
problems will be addressed immediately. Careful
selection of LAC topic should surface the present
problems of the school, of the learners, or among the
teachers themselves.
 Activity 2

According to DP 35, s. 2016, a LAC should have no less than 2

but not more than 15 members each. Get in touch with your
designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your
LACs. Follow LAC Session 1 Guide for the conduct of your
LAC.
2. During this meeting, decide on your groupings and designate
one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
 LACs should be composed of teachers. Discuss your
preferred LAC composition with your assigned
Instructional Coach (this will be a district or division
supervisor assigned to your LAC).
 After forming your respective LACs, there should be a
LAC Leader assigned to you from among the following
school members:
 Principal/Department Head
 Other teachers who have proven competence,
potential to lead, or subject expertise to lead
the LAC.
 Teacher LACs can connect with their Instructional Coach
through the LAC Leader. This Instructional Coach will also
be handling multiple LAC through a network of LAC
Leaders.


See Figure 1 for reference.

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

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)

TEAM LEADER Lailanie I Dannug Responsible for guiding a group to complete a task or
project.

TEAM CO- Helen Grace V. Guzman Assists the leader in guiding the group to perform a
LEADER given task.

MEMBERS Carmen M. Butac Participate in the given task or project, follow

directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Welna A. Barrientos -do-

Rovieda D. Butac -do-

Charmaine D. Dela Cruz -do-

Teresita B. Macadangdang -do-

Reygiene V. Ramos -do-

 LDM2

MODULE 2

STUDY
NOTEB
(Most Essential
OOK Learning
Competencies)
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:
One of the major concerns that needs to be addressed is the proper
dissemination of content knowledge to the students. Although the DepEd
made a solution to this by formulating MELC’s, there are still some issues
need to be resolved like the medium of instruction. DepEd shows different
alternative delivery modes but to me, this would not work without the
cooperation of everyone
2. Even prior to the spread of COVID-19 that eventually led to the
closure of schools nationwide, the congested curriculum has been a
perennial problem of teachers (Andaya, 2018). This is perceived to be
one of the hindering factors on the poor performance of Filipino
learners. Do you agree with this observation? Why or why not?
Answer:
I don’t think the curriculum is the problem. It is the implementation. The
curriculum had undergone different researches before was being
implemented. Maybe the reason is that, the curriculum is slightly ideal

ACTIVITY 2

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

Answer:
The general purpose of the MELC’s is to ensure quality, relevant and
liberating education by reviewing the competencies in K to 12 Curriculum.
Before the pandemic, there is already reviews done in the competencies
and there are plans to compress learning competencies. The specific
purpose is to map the essential and desirable learning competencies and to
identify

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

competencies?
Answer:
The review covered the following:
● Mapping of the essential and desirable learning
competencies within the curriculum;
● Identification of prerequisite knowledge and skills
needed to prepare students for essential learning
competencies
● Analysis of the interconnectedness of prerequisite
knowledge and skills among the learning
competencies for each subject area.

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

learning competencies?
Answer:
Essential learning competencies were defined as what the students
need,
considered indispensable, in the teaching-learning process to build skills to
equip learners for subsequent grade levels and consequently, for lifelong learning.
On the other hand, desirable learning competencies were defined as what may
enhance education but may not be
necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential
learning competencies further?
Answer:
It started in identification of essential and desirable learning
 competencies. Then, essential learning competencies to most essential learning
competencies As a rule, a learning competency is retained if it satisfies the
endurance criterion which greatlycontributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies
are merged or clustered if they have the same objective or learning
intention and can therefore be combined into one comprehensive learning
competency. However, learning competencies are removed/dropped due to
the following reasons:
● These are too specific (and the articulation is similar to that of
a learning objective).
● These are deemed appropriate to be introduced in an earlier
quarter or grade level or moved to a later quarter or grade level.
● These are recurring.
● These are subsumed in another learning competency.

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

instruction?

Answer:
The creation of most essential learning
competencies is a very long and comprehensive process. It undergone different processes to
ensure that learners will be educated properly.

ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to
your instructional needs. Copy and accomplish the following table and
compare the two documents to determine which learning competencies
were retained, dropped, or merged.
In your LAC Session, discuss and share your answers to Activities 1-3 in
this lesson. Discuss any questions about the MELCs that need clarification
as well. Share your thoughts and let your co-teachers articulate their
insights regarding your questions. Jot down all the insights shared in the
discussion, including your own.

Insights:

 MELC’s are a long-term response to the call of SDG4. It

is already been planned even before the COVID-19

pandemic.

 There is a big difference between online learning and

digital modular distance learning.

 Strong internet connection is a big problem in online

learning.

 MELC’s are comprehensively compresses

LESSON 2: UNPACKING AND

COMBINING MELCS INTO
LEARNING OBJECTIVES
ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining the
MELCs. After reading the document, provide a brief and concise response to the
following guide questions:

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

 Answer:
In order to systematize learning activities and effectively address
the varying needs of learners and the challenges of instructional deliveries.
It is also essential to prevent redundancy that are visible to repetition of
the lesson which does not show spiral progression.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.

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

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

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

ACTIVITY 2

1. Form a group of four members within your LAC, preferably with fellow
teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose
3. MELCs in the first quarter and unpack these into learning objectives.
4. 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.

K to 12 Learning MELCs
Competencies

Merged/Clustered Classify objects and materials as

N/A solid, liquid and gas based on some
observable characteristics

Classify objects and materials as Describe changes in materials based

Retained solid, liquid and gas based on on the effect of temperature
some observable characteristics.. 1.Solid to liquid
Describe ways on the proper use and 2. liquid to solid
Dropped handling solid, liquid and gas found 3. liquid to gas
at home and in school 4. solid to gas

QUARTER 1 CONTENT PERFORMANCE MELC’s

STANDARD
Ways of sorting materials
I and describing them as
solid, liquid or gas based
on observable properties
2 parts, and functions of the
sense organs of the
human body;
STANDARD
Group common objects 1.classify objects and
found at home and in materials as solid, liquid
school according to and gas based on some
solid, liquid, and gas observable
characteristics
2. describe changes in
materials based on the
effect of temperature
1. solid to liquid
2. liquid to solid
3. liquid to gas
4. solid to gas
practice healthful habits practice healthful habits
in taking care of the in taking care of the
sense organs sense organs

parts and functions of enumerate ways of Describe animals in their

animals and importance grouping animals based immediate surroundings
to humans on their structure and
importance
demonstrate the proper
 ways of handling plants Classify animals
animals according to body parts
and use
State the importance of
animals to humans

State the importance of

to humans
external parts of plants demonstrate the proper
and their functions, and ways of handling plants
importance to humans State the importance of
animals to humans
Describe the parts of
different kinds of plants

Compare living with

nonliving things Week 5
S3LT -IIe - f -11 Identify
observable
characteristics that are
passed on from parents
to offspring (e.g.,
humans, animals, plants)

Compare living with

nonliving things Week 5
S3LT -IIe - f -11 Identify
observable
characteristics that are
passed on from parents
to offspring (e.g.,
humans, animals, plants)
Compare living with
nonliving things Week 5
S3LT -IIe - f -11 Identify
observable
characteristics that are
passed on from parents
to offspring (e.g.,
 humans, animals, plants)
basic needs of plants, list down activities Identify the basic needs
animals and humans which they can perform of humans, plants and
at home, in school, or in animals such as air, food,
their neighborhood to water, and shelter
keep the environment Explain how living things
clean depend on the
environment to meet
their basic needs

Recognize that there is a

need to protect and
conserve the
environment

Identify the basic needs

of humans, plants and
animals such as air, food,
water, and shelter
Explain how living things
depend on the
environment to meet
their basic needs
Recognize that there is a
need to protect and
conserve the
environment

3 motion of objects observe, describe, and Describe the position of a

investigate the position person or an object in
and movement of things relation to a reference
around them point such as chair, door,
another person

Describe the different

uses of light, sound, heat
and electricity in
everyday life
 4 people, animals, plants,
lakes, rivers, streams, hills,
mountains, and other
landforms, and their
importance
express their concerns
about their Relate the importance of
surroundings through surroundings to people
teacher - guided and and other living things
self – directed activities

Describe the changes in

the weather over a
period of time

Enumerate and practice

safety and precautionary
measures in dealing with
different types of
weather

ACTIVITY 3

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

REFLECTION
Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd
Outcome
Having completed this module the participants will be able to
  understand the importance of MELCs
 compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consist of

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

LDM2

MODULE 3A
 STUDY
NOTEB
OOK
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 Answer Key 1 to
see how well you did.

Answers:

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

the teacher and learner/s are physically in one venue.

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

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

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

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

(1) F2F and modular distance learning;

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

D. Home schooling refers to an alternative learning delivery mode (ADM) that

provides learners with access to formal education while staying in an out-of-school
environment, with parents,
guardians, or tutors as authorized facilitators instead of classroom teachers.

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

component?
Answer:

Distance learning
Home schooling if done via distance learning

ACTIVITY 2
 Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the
readings, complete the Distance Learning Matrix. Share your completed
matrix at your next LAC Session. Your goal is to come to a shared
understanding with your peers on the different DL modalities and their
defining features and requirements.

DISTANCE LEARNING MATRIX

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

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

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

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

Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but not

3 TVBI all.

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.

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

The LCP assures that all possible measures will be taken to ensure that no
child will be excluded from learning during the COVID-19 crisis. Think
about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as
appropriate. Write down your answers and share your ideas at your next
 LAC Session.
Learner Group
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
Targeted Intervention
RVBI, TVBI-The teacher encourage the
pupil to be more patient to study of course
with the teacher’s concern by giving follow
ups to their lesson and it can be done via
text, chats or voice calls to the pupils.
MDL-They can be facilitated by their
parents/household partner and can be done
via SLM( Self Learning Modules) and
LAS(Learning Activity Sheets) WHLP
(Weekly Home Learning Plan).
Follow up by the teacher via voice
call/internet.
MDL, TVBI, RVBI-Provide them reading
materials to read and to be monitored using
the ORV (Oral Reading Verification) to be
done via internet based resource.
MDL- The teacher will send them material/s
such as SLM (Self Learning Modules), LAS
(Self Learning Activity Sheets) and WHLP
(Weekly Home Learning Plan) to be
delivered by assigned parent leader/
barangay officials.
MDL- The teacher will create projects and
assignments that help students the critically
and at the same time they learned about it.
-ask for the help of barangay officers for
delivery of the printed materials.
MDL- The teacher will give learning
materials based on their culture knowledge
 system and practices of the learners in their
community.
-learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue
Based.

TVBI, RVBI, MDL-Provide them SLM (Self

Persons with Disabilities
Learning Modules) LAS (Learning Activity
Sheets) WHLP (Weekly Home Learning
Plan)
Textbooks and can be facilitated by
parents/guardians. And can be monitored
via voice calls texts or internet resources.

LESSON 2:
DESIGNING LESSONS AND
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:
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning “the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of instructional
time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-
planned lessons are fundamental to ensuring the delivery of quality teaching and
 learning in schools.
In order for the design to be effective, teachers need to consider the learners’
characteristics
and be responsive to the needs of the learners.

2. Why is lesson designing important?

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

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

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

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

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities

2. Clarify concepts from demonstrate, and 2. Emphasize key

previous lesson illustrate the concepts, information and

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

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

interest in new lesson will eventually key activities and

4. Check learner’s prior internalize concepts discussed

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

new lesson understand and master has taught

5. Present connection new information 5. Assess whether lesson

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

lesson and establish feedback 6. Transfer ideas and

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

6. State lesson objectives Understanding situations

as guide for learners

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

List of Learning Tasks

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

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

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

Components of the DLL/DLP

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

According to DepEd Order No. 42, s. 2016: The reflection part of

the DLL and
DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think
about their lessons, particularly the parts that went well and the parts that
were weak
and write about those briefly. In the reflection, teachers can share their
thoughts and
feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be
adjusted
in the future. Teachers can also take note of the number of learners who
earned
80% in the evaluation, the number of learners who require additional
activities for
remediation, and the difficulties teachers encountered that their principal
or
supervisor can help solve.

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

The learning tasks listed in Activity 2 all form part of the Lesson Procedures
of the DLL and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
 According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encouraged to think about
their lessons, particularly the parts that went well and the parts that were weak and write
about those briefly. In the reflection, teachers can share their thoughts and feelings about
their lessons including things about the lesson that were successfully implemented and
which ones need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered
that their principal or supervisor can help solve.

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

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

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

Grade Level : Filipino 3

Lesson/Topic: Pagbibigay ng unang letra o tunog ng mga salita.
Learning Objectives: Naibibigay ang unang letra o tunog ng mga salita.
Learning Resources/Materials Needed: FILIPINO 3
 Additional Remarks: (ex.
can be done via voice calls, can
be facilitated by a household
Check if already present in partner,
Part of Lesson / Learning can be done via a learning
the SLM activity sheet, can be
Tasks presented via an internet- based
resource, can
be facilitated during a
synchronous learning session,
etc.)

Before the Lesson

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

After the Lesson

 √ can be done via voice call or
1. Wrap up activities video call
√
2. Emphasize key information and
concepts discussed Can be done via learning
3. Ask learners to recall key √ activity sheets
activities and concepts
discussed can be done facilitated during
√ synchronous and
4. Reinforce what teacher has taught
√ asynchronous learning
5. Assess whether lesson has been
mastered √ session
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:
Accessible video presentations and other activity
learning sheets that will suit the accessibilites of the learners.
2. What kind of additional support can you give: a) the learner, and/or
b) the household partner so that they are guided throughout the
lesson?

Answer:
Consultations thru voice or video call.
3. How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?

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

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

Integrating Content Across Learning Areas/Team Teaching

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

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

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8,
s2015 on Policy Guidelines on Classroom Assessment to learn about
assessment.

In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the
two. Write your answers in a Venn diagram. Follow the example below.
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key
to0 see the other similarities and differences between the two types of
assessments.

ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)
There are various methods of assessment. Read Table 2 of DO 8, s2015
on Policy Guidelines on Classroom Assessment to see examples such as
 games, quizzes, and interviews. These methods that are commonly used in
the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content

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

Assessment
How to Adapt the Assessment Method in
Method
DL

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

I will send a five-item quiz via text message before the lesson. Based on
1.Written the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Works
At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru
Task
voice or video call consultation.

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

I will include it in the learning activity sheet to be given weekly along with
4.Formative the modules. Based on the responses, I will take note of the common
Assessement misconceptions and clarify them to the learners during our online session
or via text message.

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

5.Portfolio evidences and mov’s of what they do, submit and write for the whole
quarter. It will be checked and noted at the end of the quarter upon the
Making
retrieval of pupil’s output thru parents.

Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your
colleagues:
 1. What assessment methods are common among the group members?
Answer:
Written works and formative test are common
among the group because it can be included right away
with the activity sheets.

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

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

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

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

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

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

Questions True False

1. A portfolio mainly displays the academic achievements of

the learner. √

2. Testimonies of parents/guardians and learning facilitators

regarding the learner’s progress may be included in a
 √
portfolio.

3. There is a fixed list of items that should be included

in a portfolio. √

4. The teacher can only comment on a learner’s portfolio. √

5. For asynchronous learning, teachers allow learners to

work on their outputs during their own time. The latter will √
submit the portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage their portfolio
via file sharing programs or they may submit the actual √
softcopies of their work saved on a CD/DVD/USB flash
drive.
7. Portfolios of DL learners with outputs in hard copies or √
physical forms may be handed over to the teacher by the
parents or learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can
give students some options or alternatives on how they will be assessed.
Just make sure that these would show how much they have learned.

LESSON 3:
GUIDING AND MONITORING
 LEARNERS IN THE
DIFFERENT LDMs

ACTIVITY 1

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

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

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

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

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

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

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

• For grade levels where learning areas are taught by different

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

Attach Weekly Home Learning Plan (WHLP)

WEEKLY HOME LEARNING PLAN
Grade 3
Week 2 Quarter 1
October 12-16, 2020

Day & Time Learning Learning Learning Tasks Mode of Delivery

 Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
Ipasa ang output o
Lunes SCIENCE 3 classifying objects Choose the letter of sagot ng mga mag-
and materials as the best answer. aaral ng kanilang
solid, liquid and Write the chosen magulang sa paaralan
gas based on some letter on a separate ayon sa itinakdang
observable sheet of paper. If you araw at oras ng guro.
characteristics answer correctly all
(S3MT-lc-d-2). the five questions you  Sa pagpunta
may skip this module ng mga
but if you do not, you magulang sa
describing the are going to continue
paaralan ay
changes in with the activities of
mahigpit na
materials based this module.
ipatutupad
on the effects of
ang minimum
temperature,
(S3MT-lh-j-4).
health
protocols ng
Objects and materials
DOH at
found at home are
IATF.
matter. Can you
identify them? Draw
SCIENCE 3 three (3) examples for
Martes each phase.

SCIENCE Compare the

following
Miyerkules states of
matter. Write
Yes if the
 statement will
answer the
state of
matter and
No if it is not.
SCIENCE 3

Through your
sense of
HUWEBES
touch, you
can describe
the objects
and materials’
texture
whether it is
rough,
smooth, hard,
and soft

SCIENCE 3
Identify the
shape, color,
size and
BIYERNES texture of the
following
objects. Write
your answer
on the space
provided.
.

Share your prepared WHLP during your LAC Session.

 ACTIVITY 3

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-

2020-00162. After you read the guidelines on creating an ILMP, fill out the
table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

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

Yes Yes
Has to be communicated
to parents?

ACTIVITY 4

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

Assume that after going through the outputs submitted by your learners,
one of them has problems completing the learning tasks for the first two
weeks. Think of a possible difficulty the learner may have encountered in
accomplishing the learning tasks. Apply what you have learned about
ILMPs in Activity 3 and create an ILMP for that particular learner who lags
behind. Read and use the Individual Learning Monitoring Plan Template.
Consider the components of the ILMP that were described in Activity
 INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: KELVIN RONDINA
Grade Level: Grade 1
Learner’s Status
Ins Si
Mon ign gni
Learn Learn Intervention
itori ific fic
ing er’s Strategies
ng ant ant Mast
Area Needs Provided
Date Pr Pr ery
og og
res res
s s

MTB Strugg a. seek help Octo /

les to from a ber
read capable 12-
with immediate 30,
fluenc family 202
y and member 0
compr to help the
ehensi learner in
on answering
the
learning
modules

b. give
sufficient
time for
the
learner to
accomplis
h the
learning
modules
 c. scheduled
home
visitation
of the
teacher to
help the
learner in
answering
the
activities
in the
learning
modules.

d. make and
provide
learning
activities
suited to
his pace
of learning

e. if possible,
the
teacher
provides
direct
guidance
and
supervisio
n in the
completio
n of the
learner

Learner is not making significant progress in a timely manner. Intervention strategies need to
be revised.
Intervention
Status
/ Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

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

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

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

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

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

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

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

Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study
Notebook, and LAC Session 3A Guide ready when you participate in the LAC
Session for this Module.
 LDM2

MODULE 3B
STUDY
NOTEB
OOK
 LEARNING RESOURCE MAP FOR
DISTANCE LEARNING

LESSON 1
LEARNING RESOURCE MAP FOR
DISTANCE LEARNING
ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in
Implementing LDMs for SY 2020-2021 included the Learning
Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and
answer the following questions in your Study Notebook:

1. Based on the map, what resources should you have in order to

implement the LDM adopted by your School/Division?

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

2. Do you have the complete resources for the Distance LDM

needed in class? If the LRs are not complete or not available,
what steps will you take to make these available? What are
your options to substitute these missing LRs?

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

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

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

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

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

4. Based on your evaluation of the materials, are they appropriate

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

Yes, they are appropriate because these were developed by the

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

ACTIVITY 2.

In your LAC Session, share and discuss your answers from the
previous activity. What support can you provide to your colleagues
and what support can you get from them in terms of LRs? Take
note of the insights that you can gather from your colleagues and
write them in your Study Notebook.

Support that I can provide to my colleagues:

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

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

them in simplifying the activities in the SLMs.

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

1. Cooperation

2. Perseverance and diligence in the honest assessment of the

LRs

3. Their feedbacks matter in addressing possible issues that

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

LESSON 2
ASSESING LEARNING RESOURCES
FROM DEPED

ACTIVITY 1.
 Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account.

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

2. DepEd Commons. Ensure that you have access to DepEd

Commons. Refer to Memorandum on DepEd Commons dated March
17, 2020.

Explore the Portals. In your Study Notebook, answer the

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

LESSON 3
ASSESING THE LEARNING
RESOURCES
ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from

either DepEd Commons or LRMDS Portal and assess the material
using the tool. Answer the following questions in your Study
Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you
answered “No” or “Cannot Be Determined”? What decision will you
make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool
but still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?

RAPID ASSESSMENT OF LEARNING RESOURCES

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

1. Connected and relevant to the

MELCs?
√
2. Appropriate to the grade level and
learner characteristics in terms of
√
language, activities?

3. easy to reproduce and/or

disseminate?
√
4. from a credible source/author?
√
5. culture- and gender-fair?
√
6. free from red flags on possible
copyright and plagiarism issues?
√
7. the layout and format easy to read
and pleasing to the eyes?
√

Reflection Questions:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
 REFLECTIONS
SELF-LEARNING MODULE IN MTB 1

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

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

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

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

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

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

ACIVITY 2.

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

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

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

non-DepEd Portal compare with the LR from the DepEd Portal?
The differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified
2. Based on the results of the Assessment Tool, what
improvements do the materials —both from DepEd and Non-
DepEd portals — still need?
a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the
LRs found in the Deped portals and Non-DepEd portals

3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials
which I will be using for my grade 5 learners this school year.

ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess
this material using the same tool. Answer the following questions in
Your Study Notebook:

1. How does your material compare with the ones that are
obtained from the online portals?
 Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learners

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

developed material?

The Activity Sheets needs the following improvements;

1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by
real experts in the fields

ACTIVITY 4.
Share and discuss your answers to the questions in Activities
1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LRs.
 Submit your LR assessments with your reflection on the
exercises to your LAC Leader. Ensure that you keep a copy for
yourself.

LDM2

MODULE 4
STUDY
NOTEB
OOK
 (Planning for
Continuing
Professional
Development & LAC

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.

ITEMS STRONG AGREE DISAGRE STRONG

 LY
LY
E DISAGRE
AGREE
E

I can use the modality with ease. /

I can confidently use the

platforms in the modalities.
/

I can use pedagogies associated

with the modalities and /
platforms.

I can very well manage my

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

I can very well engage with

parents and community partners /
in assisting learners.

ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers (PPST)
found in the LDM2 Course Overview. Reflect on your self-assessment
from Activity 1. What particular professional standards in the PPST do
you need to focus on to effectively use the LDMs in relation to the
content and pedagogy of the learning area/s you are teaching? Write
your answer and other insights in your Study Notebook.

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

Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective
selection of effective
Content Knowledge & teaching strategies that
teaching strategies that
Pedagogy promote learner achievement
promote learner
in literacy and numeracy.
achievement in literacy and
numeracy should be
addressed properly.
Applying comprehensive
We need to address a safer
knowledge of and acting as a
and more secure learning
resource person for, policies,
environment especially
Domain 2 guidelines and procedures
now that Covid-19 is still
Learning Environment that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning environments
observed always.
for learners.
Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management of the fact that learning
developmentally sequenced modality is different now
teaching and learning compared before.
processes.
 Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5 relate to the design, learning among children is
Assessment & Reporting selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new normal school setting.
ACTIVITY 3.
Answer the following questions by constructing and filling out the
table in your Study Notebook. How do you envision your teaching
practice in the next few months as you use the LDM adopted by your
School? What is your goal in terms of your teaching practices in the
modalities? What motivates you to achieve this goal? What do you think
will help you attain this goal?
Add as many rows as you need for your answers.

1. Make effective learning to

happen in the new normal
Attending webinars.
using teaching strategies that
Partnership with
fit modular distance learning The challenges in teaching
stakeholders.
by attending/joining under the new normal.
Training para-teachers as
webinars that help us make
facilitators of learning.
our lessons effective to
deliver.

The empathy to students and the Support from their parents and
2. Maximize the lacking hope for the betterment of our stakeholders.
resources in providing student future
assistance.
 Knowing the reality of our Student’s cooperation in
3. Fair assessment to students current situation. submitting their output
output based on diverse state of
life

DepEd’s aim to provide Enhanced teamwork of all the

4. Better collaboration to the
continuous learning amidst actors of learning; teachers,
whole community.
pandemic. parents, students and
stakeholders.

LESSON 2:
PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT
AND
PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Access the List of NEAP-recognized Programs and the Individual

Development Plan template. Examine the available PD
activities/programs offered by DepEd and non DepEd providers
whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you
a list of Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring
from your output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

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

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

Teamwork Result focus Arrange schedules Time table Year -round Supervisor/S
*Service particularly on for each task that chool
orientation achieving needs to be Head/Maste
*Innovation results with accomplished as r
optimal use of urgent, high Teachers/Co
time and priority and -workers
resources most priority.
of the time.
 ACTIVITY 2

Refer to your PD objectives and decide on what topics you would

like to talk about in your School LAC. Use the PD Discussion Template
in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and

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

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

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environment.
Result focus particularly on achieving
results with optimal use of time and
resources most of the time.
Apply more positive and
effective strategies to develop
and manage behavior of the
learners constructively in every
task and activities.
Arrange schedules for each task
that needs to be accomplished as
urgent, high priority and
priority.
 LDM2

MODULE 5

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

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

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

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

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

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

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

Answer:

Some evidences from the previous modules help

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

Answer:

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

Making of it is an integral part because it serves as a compilation of
our knowledge and understanding towards the topic. It also
measures our affectively being our consciousness and even our
judgement in a certain topic.
- In every work or task given, one must have a reflection. It is an
integral part because in the reflection we can pour out our ideas,
analysis, comments/suggestions about the particular task which can
be a road to change or improvement.
 ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or

Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the Modalities

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

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

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

month starting
September 2020

ACTIVITY 4.
 In your LAC Session, discuss your answers and thoughts on the
questions from Activities 2 and 3 with your colleagues.

ACTIVITY 5.

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

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

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR

Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the Modalities

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

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

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

LESSON 2
THE EVALUATION RUBRIC
ACTIVITY 1.

Study the criteria and indicators found in the Evaluation

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

ANSWERS

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

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

ACTIVITY 2.
Discuss and share your thoughts on the Rubric in your LAC
Session. Present your steps to make your outputs and Portfolio
responsive to the evaluation criteria and indicators. Take note of
your colleagues’ other insights as well.
 Congratulations! You have
completed the LDM 2 Course.
Good luck on your LDM
implementation, Teacher!