LDM Templates

Republic of the Philippines
Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OF ABRA
BAAY-LICUAN DISTRICT
DIANGAY PRIMARY SCHOOL
NAME: JENNYHYN M. CRUZ

REGION: CORDILLERA ADMINISTRATIVE REGION
DIVISION: ABRA
DISTRICT: BAAY-LICUAN
SCHOOL: DIANGAY PRIMARY SCHOOL
Address: Actividad-Economia St., Zone 2, Bangued, Abra

1| Telephone No.: (074)614-6918
Website: http://www.depedabra.com
e-mail: abra@deped.gov.ph
Accelerating and Bolstering Responsive Education that Nurtures Inspired and Outstanding LEARNERS. . . .
LDM2
Study Notebook
Module 1
(Course
Orientation)


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LESSON 1
COURSE OUTLINE
Activity 1
1. What is the main delivery of this course?
The main delivery modality of this course is

independent study through self-learning modules
made available through downloaded electronic
copies and printed copies.
2. How can this course help ensure that you will be able to
deliver quality instruction in the “new normal?”
This LDM course helps ensure that I will be

able to deliver quality instruction in the new normal
through better understanding of the whats, hows,
and whys of learning continuity platforms to make
learning effective to happen in the new normal
school setting wherein blended learning modalities
are significant concerns to this current time.
3. What are the two support mechanisms that will help you
with your learning in this course?
The two support mechanisms that will help me

with my learning in this LDM course are (1) self-
learning modules and (2) collaboration through the
Learning Action Cells (LACs).
Activity 2
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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 1,
and constant communication t our LAC Coach
together with the Division LAC team.

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HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is that I (What will prevent (What will push me (Where will I
repeatedly do me from to participate in accomplish the
that may affect participating fully this course?) requirements of
my participation in this course?) this course?
in the course in Describe the
a positive of environment.)
negative way?)
I prefer to listen The lack of stable The essential positive Since we are doing the
rather than to talk internet for the on- learnings that can be LAC sessions
especially if I don’t going preparations for gained after virtually, I will have
know most of the the opening of classes, completing the to accomplish the
participants. the queries from LDM2 modules. requirements of this
parents through phone The best motivation course from my
calls/SMS/messenger, from teacher like me home. Rest assured
and other tasks being is seeing my pupils that I keep constant
given simultaneously read even a single communication with
from different offices. word, sentences and my colleagues in
Not to mention the paragraphs. getting their insights
difficulty in internet and support for
connection since our better understanding
LAC sessions may be of this course.
conducted virtually.

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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.

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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

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__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 favourable 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
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problems of the school, of the learners, or among
the teachers themselves.
Activity 2
According to DP 35, s. 2016, a LAC should have no less

than 2 but not more than 15 members each. Get in touch with
your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your

LACs. Follow LAC Session 1 Guide for the conduct of your
LAC.
2. During this meeting, decide on your groupings and

designate one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your
preferred LAC composition with your assigned
Instructional Coach (this will be a district or division
supervisor assigned to your LAC).
 After forming your respective LACs, there should be a
LAC Leader assigned to you from among the following
school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven
competence, potential to lead, or subject
expertise to lead the LAC.
 Teacher LACs can connect with their Instructional

Coach through the LAC Leader. This Instructional
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Coach will also be handling multiple LAC through a
network of LAC Leaders.
See Figure 1 for reference
LAC LEADER LAC MEMBERS
MARY JANE B. BUENAFE

NAMES
LAC instructional Teacher III
PRESCILA B. TESORO LEDOVINA J. TIMMANGEN
HELEN A. MENDOZA
Principal I
EVELYN J. TANGDAY
JOAN ROSE T. PREZA
JUNE P. TESORO
EDWIN C. LATAWAN JR

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Activity 3
List down the members of your LAC and their respective roles in your
Study Notebook.
FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC
session.
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC
session.
REGION: CAR
LAC ID: DIANGAY P/S Number of LAC members: 7
Name of LAC Facilitator: Designation/Position:
FATIMA M. VALERA Officer-In-Charge/ T-I
LAC Members
NAME GENDE POSITIO DIVISIO Contact Preferred
R N N details contact
mode
1. JENNYHYN M. CRUZ FEMALE T1 ABRA 0955605694 EMAIL,
5 PHONE
2. EMILIA A. BALILING FEMALE T1 ABRA 0916189373 EMAIL,
3 PHONE
3. JASMIN S. NAGA FEMALE T1 ABRA 0965163174 EMAIL,
4 PHONE
4. JEFFERSON V. MALE T1 ABRA 0975099057 EMAIL,
ABADINAS 0 PHONE
5. CHERRY ANN B. FEMALE T1 ABRA 0997951803 EMAIL,
IBASCO 3

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MODULE 2: MOST ESSENTIAL

LEARNING COMPETENCIES
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions.

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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 need 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
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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.
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4. How were the most essential learning competencies identified?

What were the decisions made in order to trim down the number
of the essential learning competencies further?
Answer:
It started in identification of essential and desirable
learning competencies. Then, essential learning
competencies to most essential learning competencies. As
a rule, a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-long
learning and is a prerequisite skill to the next grade level.
Two or more learning competencies are merged or
clustered if they have the same objective or learning
intention and can therefore be combined into one
comprehensive learning competency. However, learning
competencies are removed/dropped due to the following
reasons:
● These are too specific (and the articulation is similar to

that of a learning objective).
● These are deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later quarter or
grade level.
● These are recurring.
● These are subsumed in another learning competency.
5. What is the importance of the MELCs in ensuring the delivery of

quality instruction?
Answer:
The creation of most essential learning
competencies is a very long and comprehensive process. It
underwent different processes to ensure that learners will
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be educated properly.
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide

and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant
to your instructional needs. Copy and accomplish the following table
and compare the two documents to determine which learning
competencies were retained, dropped, or merged.
K to 12 Learning MELCs
Competencies
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce.
Discuss the interaction among living-
things and non-living things in tropical
Discuss the interaction among living
rainforest, coral reefs and mangrove
things and non-living things in tropical
swaps.
rain forest, coral reefs and mangrove
swamps.
Describe theappearance and uses Describe the appearance and uses

Retained uniform and non-uniform mixture.
uniform and-uniform mixture..
Tell the benefits of separating mixtures

Dropped from products in community. 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
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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 being planned even before the COVID-19 pandemic.
 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
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such, lower cognitive demands may be considered first in
creating learning objectives. This ensures that
prerequisite knowledge and skills that would enable the
achievements of MELCS and eventually the content and
performance standards are address.
Logical sequence of learning objectives – since the
intention of unpacking the MELCS is to provide
systematic learning experiences for learners. It is
incumbent that the unpacked learning objectives follow a
logical sequence.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
Yes, in order for the department to focus and
prioritize those that are essentials and can be used in the
learner’s daily lives.
ACTIVITY 2
1. Form a group of four members within your LAC, preferably with

fellow teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the
first quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from
each group will be considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at
least two MELCs of their choice. Group deliberation will be observed in order to
arrive at a consensus. Discuss and jot down the synthesis of the presentations.
Attach presentation:
ACTIVITY 3
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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
 LAC Session

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LDM2
Study Notebook
Module 3A
DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITIES


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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:
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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

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

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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 all.

3 TVBI
Combination of all may require more

4 BL mixed resources.
This DL is the hardest to implement due to

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

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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
Grou Targeted Intervention
p
RVBI, TVBI-The teacher encourage the pupil to be more
patient to study of course with the teacher’s concern by
Learners without parents or household
member who can guide and support their giving follow ups to their lesson and it can be done via text,
learning at home 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
Beginning readers (K to 3) 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
Struggling readers (Grades 4-12) 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
No access to devices and Internet 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
Inaccessible (living in remote and/or unsafe about it.
areas) -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
Indigenous Peoples their community.
-learning, materials such as textbooks and worksheets using
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(MTB) Mother Tongue Based.
TVBI, RVBI, MDL-Provide them SLM (Self Learning

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

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LESSON 2:
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction,
selecting teaching materials, designing the learning activities and grouping methods.
2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction
and learning, lessons are responsive to learners' needs, teachers set learning targets for
learners, and for the teachers to carry out lessons successfully.
3. What are the three elements or components of a well-designed lesson?

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

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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. StateAddress:
lessonActividad-Economia
objectives asSt.,guide for learners
Zone 2, Bangued, Abra
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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
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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
Read the handout Designing Lessons in DL. Recreate and accomplish the following
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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.
Grade Level : ENGLISH 4

Lesson/Topic: Note significant details of various text types
Learning Objectives: Noting significant details of various text types
Learning Resources/Materials Needed: ENGLISH 4
Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a
household partner,
Check if already present in can be done via a learning
Part of Lesson / 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

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√
1. Review previous lesson √ can be done via voice call
2. Clarify concepts from previous lesson √ or video call
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about √ can be facilitated by a
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 illustrate √ activity sheets
the concepts, ideas, skills, or processes
that students will eventually internalize Can be done via learning
2. Help learners understand and master √ activity sheets
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 activities √ activity sheets
and concepts discussed can be done facilitated during
4. Reinforce what teacher has taught √
synchronous and
5. Assess whether lesson has been mastered √ asynchronous learning
6. Transfer ideas and concepts to √ session
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 accessibilities of the learners.
2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?
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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.

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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

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ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you
are teaching? 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 quiz I will send a three-item quiz via text message before the lesson. Based on the
responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.
I will send a five-item quiz via text message before the lesson. Based on
1.Written Works the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
At the end of the lesson, focusing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
Task depending on the topic. Feedback and clarification may be done thru voice
or video call consultation.
I will give it once at the end of the quarter face to face (if allowed) 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

4.Formative with 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 evidences
5.Portfolio Making 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 retrieval of pupil’s
output thru parents.
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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 tests 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.

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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.
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.

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LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE
DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B.
Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes
that learners need to demonstrate b. mode of delivery
D
in every lesson and/or learning
task. c. learning competencies
2. These are the formative
learning opportunities given d. learning task
to learners to engage them in
the subject matter and to
A
enhance their understanding
of the content.
3. This refers to the prescribed
B subject that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent
based on their context.
ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162

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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
QUARTER 1, WEEK 1
OCTOBER 5-9, 2020
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Day & Time Learning Area Learning Learning Tasks Mode of Delivery
Competency
Monday Wake up, make up your bed, eat breakfast and get ready for an awesome day!
7:00 am-
8:30 am
8:30 am- Have a short exercise/meditation/bonding with family.
9:30am
9:30 am- Edukasyon sa Natutukoy ang Sagutin ang mga Modular
11:30 am Pagpapakatao natatanging Gawain na nakapaloob  Kukunin ng mga
kakayahan sa modyul: magulang ang
Subukin sa pahina 1 mga modyul sa
EsP3PKP- Ia – Tuklasin p. 3 paaralan tuwing
13 Suriin p. 4 araw ng Lunes.
Pagyamanin p. 5-6
Isagawa p. 7
Tayahin p. 8
Karagdagang
Gawain p. 9
11:30 am- LUNCH BREAK
1:00 pm
1:00 pm- Math Visualizes Sungbatan dagiti naited Ipasa ti nagannak
3:00 pm numbers up to nga activity wenno iti nalpasen a
10 000 with aramiden nga adda iti module iti aldaw ti
emphasis on module: Biernes.
numbers 1001- Umuna nga Ubraen
10000. iti pahina 2
Sublian p. 3
M3NS-Ia-1.3 Takwaten p. 4
Pabaknangen ti
Kapanunutan
Aramiden 1 p. 4
Assessment 1 p. 5
Aramiden 2 p. 6
Assessment 2 p. 6-7
Aramiden ken Ibiag
p. 8
Maudi nga Ubraen p.
8
Kanayunan nga
Aramiden p. 9
Tuesday English Describe one’s Answer the different Modular
9:30 am- drawing about activities in the module:  Check and
11:30 am the What I Know 2 monitor
stories/poems What’s In p. 3 Learner’s
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listened to using What’s More activities thru
simple and Activities p. 7-10 call/text and
compound What I Have Learned other forms of
sentences. p. 11 social media if
What I Can Do p. 12 possible
Assessment p. 13  House to house
Additional Activities monitoring
p. 14
1:00 pm
1:00 pm- Filipino Nagagamit ang Sagutin ang mga  Check and
3:00 pm pangngalan sa Gawain na nakapaloob monitor
pagsasalaysay sa modyul: Learner’s
tungkol sa mga Subukin sa pahina 2 activities thru
tao, lugar at Balikan p. 3 call/text and
bagay sa Tuklasin p. 4 other forms of
paligid. Pagyamanin social media if
Gawain A at B p. possible
F3WG-Ia-d-2 6  House to house
Isaisip p. 7 monitoring
Isagawa p. 8-9
Tayahin p. 10-11
Karagdagang
Gawain p. 11-12
Wednesday MTB Correctly spells Sungbatan dagiti naited Modular
9:30 am- the words in the nga activity wenno
11:30 am list of aramiden nga adda iti
vocabulary module:
words and the Umuna nga Ubraen
words in the iti pahina 3
selections read. Sublian p. 4
Pabaknangen ti
MT3F-Ia-i-1.6 Kapanunutan
Aramiden 1 p. 7-8
Aramiden 2 p. 8-11
Aramiden ken Ibiag
p. 12-13
Maudi nga Ubraen p.
13
Kanayunan nga
Aramiden p. 14
1:00 pm
1:00 pm- Aral. Pan. Naipaliliwanag Sungbatan dagiti naited Modular
3:00 pm ang kahulugan nga activity wenno
ng mga simbolo aramiden nga adda iti
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na ginagamit sa module:
mapa sa tulong Umuna nga Ubraen
ng panuntunan. iti pahina 3
Sublian p. 4
AP3LAR-Ia-1 Takwaten p. 5
Pabaknangen ti
Kapanunutan
Aramiden 1 p. 6-7
Assessment 1 p. 7
Aramiden 2 p. 7-8
Assessment 2 p. 8
Aramiden ken Ibiag
p. 9-10
Maudi nga Ubraen p.
10
Kanayunan nga
Aramiden p. 10
Thursday Science Classify objects Sungbatan dagiti naited  Check and
9:30 am- and materials as nga activity wenno monitor
11:30 am solid, liquid, and aramiden nga adda iti Learner’s
gas based on module: activities thru
some Umuna nga Ubraen call/text and
observable iti pahina 2
other forms of
characteristics. Sublian p. 3
social media if
Takwaten p. 3
S3MT-Ic-d-2 Pabaknangen ti possible
Kapanunutan  House to house
Aramiden 1 p. 3 monitoring
Assessment 1 p. 4
Aramiden 2 p. 4
Assessment 2 p. 4
Music & Arts Aramiden ken Ibiag
p. 6
Maudi nga Ubraen p.
Relates images 6  Check and
with sound and Kanayunan nga monitor
silence using Aramiden p. 7 Learner’s
quarter note, activities thru
beamed eighth Sungbatan dagiti naited call/text and
note, half note, nga activity wenno other forms of
quarter rest, and aramiden nga adda iti social media if
half rest within a module: possible
rhythmic Umuna nga Ubraen House to house
pattern. iti pahina 2 monitoring
Sublian p. 3
Takwaten p. 4
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Pabaknangen ti
Kapanunutan
Aramiden 1 p. 5
Assessment 1 p. 5
Aramiden 2 p. 6
Assessment 2 p. 6
Aramiden ken Ibiag
Distinguishes p. 7
the size of Maudi nga Ubraen p.
persons in the 7-8
drawing, to Kanayunan nga
indicate its Aramiden p. 9
distance from
the viewer.
Sungbatan dagiti naited
A3EL-1a nga activity wenno
aramiden nga adda iti
module:
Umuna nga Ubraen
iti pahina 2
Sublian p. 3
Takwaten p. 4
Pabaknangen ti
Kapanunutan
Aramiden 1 p. 4
Assessment 1 p. 5
Aramiden 2 p. 5
Assessment 2 p. 6
Aramiden ken Ibiag
p. 6-7
Maudi nga Ubraen p.
7
Kanayunan nga
Aramiden p. 8
1:00 pm
1:00 pm- P.E Describes body Sungbatan dagiti naited  Check and
3:00 pm shapes and nga activity wenno monitor
actions aramiden nga adda iti Learner’s
module: activities thru
PE3BM-Ia-b-1 Umuna nga Ubraen call/text and
iti pahina 2
other forms of
Sublian p. 3
social media if
Takwaten p. 4
Pabaknangen ti possible
Kapanunutan
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Aramiden 1 p. 5 House to house
Assessment 1 p. 5 monitoring
Aramiden 2 p. 6
Assessment 2 p. 6
Health Aramiden ken Ibiag
Describes a p. 7
healthy person. Maudi nga Ubraen p.
8
H3N-Iab-11 Kanayunan nga
Aramiden p. 9
Sungbatan dagiti naited

nga activity wenno
aramiden nga adda iti
module:
Umuna nga Ubraen
iti pahina 2
Sublian p. 3
Takwaten p. 4
Pabaknangen ti
Kapanunutan
Aramiden 1 p. 5
Assessment 1 p. 5
Aramiden 2 p. 6
Assessment 2 p. 6
Aramiden ken Ibiag
p. 7
Maudi nga Ubraen p.
8
Kanayunan nga
Aramiden p. 8
Friday
9:30 am- Self-assessment Tasks; Portfolio preparation, e.g. Reflective journal; Other
11:30 am Learning Area Tasks for Inclusive Education
1:00 pm
1:00 pm- Retrieve, check, evaluate and record learner’s activities
3:00 pm
Prepared by:
JENNYHYN M. CRUZ
Teacher

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Checked by:
FATIMA M. VALERA
OIC/ T-I
Share your prepared WHLP during your LAC Session.

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

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INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: DANIEL KYLE BOBIAS
Grade Level: Grade 6
Learner’s Status
Learner’s Monitoring Insignific Significa
Learning Area Intervention Strategies Provided ant nt
Needs Date Mastery
Progres Progres
s s
Struggles to
ENGLISH read with a. seek help from a capable October 5- /
fluency and immediate family member to 9, 2020
comprehension help the learner in
answering the learning
modules
b. give sufficient time for the

learner to accomplish the
learning modules
c. scheduled home visitation of

the teacher to help the
learner in answering the
activities in the learning
modules.
d. make and provide learning

activities suited to his pace
of learning
e. if possible, the teacher

provides direct guidance
and supervision in the
completion of the learner
Intervention Learner is not making significant progress in a timely manner. Intervention strategies need to
Status be revised.
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/ 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.

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LDM2
Study Notebook
Module 3B
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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?
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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?
Since I am already a member in the DepEd LR Portals, I will

download LRMs that are essential to my teaching using the MDL
modality.
I can gain support from the Division LRM of ABRA.
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?

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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.

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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,
54 | Telephone No.: (074)614-6918
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.
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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
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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 ENGLISH 6
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?

√
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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 ENGLISH 4
The Self-Learning Module in ENGLISH 4 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 ENGLISH 6 is K to 12 compliant, based from
the MELCs and passed the ADM Learning Resources Standards. This means
that this SLM in ENGLISH 4 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 ENGLISH 6
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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 ENGLISH 6, 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?
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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:

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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.

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Submit your LR assessments with your reflection on the
exercises to your LAC Leader. Ensure that you keep a copy for
yourself.
LDM2
Study Notebook
Module 4
(Planning for Continuing
Professional Development
& LAC Planning)
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LESSON 1:
REFLECTING ON PROFESSIONAL
LIFE AND DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional

Self-Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and
capabilities.
STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
E
I can use the modality with ease. /
I can confidently use the

platforms in the modalities.
/
I can use pedagogies associated /

with the modalities and
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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
Domain 1 Modelling a comprehensive Since learning modality has
Content Knowledge & selection of effective drastically changed this
Pedagogy teaching strategies that school year due to global
promote learner achievement health pandemic, careful
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selection of effective
teaching strategies that
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.

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What is your goal What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
1. Make effective learning to
happen in the new normal
Attending webinars.
using teaching strategies that
Partnership with
fit modular distance learning The challenges in teaching
stakeholders.
by attending/joining under the new normal.
Training para-teachers as
webinars that help us make
facilitators of learning.
our lessons effective to
deliver.
The empathy to students and the Support from their parents and
2. Maximize the lacking hope for the betterment of our stakeholders.
resources in providing student future
assistance.
Knowing the reality of our Student’s cooperation in

3. Fair assessment to students current situation. submitting their output
output based on diverse state of
life
DepEd’s aim to provide Enhanced teamwork of all the

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

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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.

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INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Objectives
Intervention
of the PD Program
Learning and
To participate To manage Apply more positive Strategic learning Year- round Development
in collegial learner behavior and effective mode Team
discussions constructively by strategies to develop
that use applying positive and manage behavior Supervisor/Sc
teacher and and non-violent of the learners hool
learner discipline to constructively in Head/Master
feedback to ensure learning- every task and Teachers/Co-
enrich teaching focused activities. workers
practice. environment.
Local Funds
Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.
ACTIVITY 2
Refer to your PD objectives and decide on what topics you would

like to talk about in your School LAC. Use the PD Discussion
Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3

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

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

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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. WhatAddress:
evidence from the St.,
Actividad-Economia previous modules
Zone 2, Bangued, Abra will help capture the progress of
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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.

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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 August to At least 2 recorded lessons (online

Delivery 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 August to Certification of Participation with PD

that are aligned with their November credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)
Organizing the Professional December Professional Portfolio

Portfolio
Submission of Portfolio to December Certificate of Submission

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

Coach/es month starting
September 2020

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ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson August to At least 2 recorded lessons (online

Delivery 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 August to Certification of Participation with PD

that are aligned with their November credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)
Organizing the Professional December Professional Portfolio

Portfolio
Submission of Portfolio to December Certificate of Submission

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

Coach/es 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.

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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.

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Republic of the Philippines

NAME: JENNYHYN M. CRUZ

Address: Actividad-Economia St., Zone 2, Bangued, Abra

Address: Actividad-Economia St., Zone 2, Bangued, Abra

1. What is the main delivery of this course?

The main delivery modality of this course is

This LDM course helps ensure that I will be

The two support mechanisms that will help me

Answer the following questions by copying and filling

1. How will my personal characteristics and circumstances

My professional attitude towards answering

2. How can I ensure that I am able to sustain my strengths

I can ensure that I will be able to sustain my

Address: Actividad-Economia St., Zone 2, Bangued, Abra

Address: Actividad-Economia St., Zone 2, Bangued, Abra

Look for a colleague with whom you would like to

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.

Address: Actividad-Economia St., Zone 2, Bangued, Abra

Begin by refreshing your memory on the Learning Action

Once you are done, answer the following questions. Write

1. Reflect on the objectives for conducting LAC session as

__1__ To improve the teaching-learning process to

__4__ To nurture successful teachers

__2__ To enable teachers to support each other to

Address: Actividad-Economia St., Zone 2, Bangued, Abra

2. What are the top three challenges to having a successful

In my own opinion, the three challenges that ensure

1. LAC Scheduling of Meeting

3. Prioritization of Topics or Agenda

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

1. Agree on a date and time to meet and discuss forming your

2. During this meeting, decide on your groupings and

3. Note the following in forming your LACs:

 Teacher LACs can connect with their Instructional

See Figure 1 for reference

LAC LEADER LAC MEMBERS

MARY JANE B. BUENAFE

JOAN ROSE T. PREZA

Address: Actividad-Economia St., Zone 2, Bangued, Abra

FORM 1: LAC PROFILE

Address: Actividad-Economia St., Zone 2, Bangued, Abra

MODULE 2: MOST ESSENTIAL

Answer the following reflective questions.

1. What are the general and specific purposes of the development of

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

● Mapping of the essential and desirable learning

● Identification of prerequisite knowledge and skills needed

● Analysis of the interconnectedness of prerequisite

3. What is the difference between essential learning competencies and

4. How were the most essential learning competencies identified?

● These are too specific (and the articulation is similar to

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

Prepare a copy of your learning area’s original K-12 Curriculum Guide

1 To improve the teaching-learning process to

4 To nurture successful teachers

2 To enable teachers to support each other to