Republic of the Philippines

Department of Education
REGION XII
Division of South Cotabato
POLOMOLOK CREEK INTEGRATED SCHOOL

LEARNING DELIVERY MODALITIES COURSE 2

FOR TEACHERS

MY STUDY NOTEBOOK

ROBERT KIER T. TOMARO

TEACHER I

REDEN F. FAJAGUTANA
HEAD TEACHER I
MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1

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

1. What is the Main delivery of this course?

Ans:
Due to the continuing health threat, the Department of Education (DepEd) formulated the Basic
Education Learning Continuity Plan (LCP) to put into motion the marching orders of the Secretary:
ensure that learning continues while guaranteeing the health, safety and wellbeing of all learners,
teachers and other DepEd employees. The Learning Delivery Modalities Course 2 is a task-oriented
course. The delivery of this course is an urgent action of Deped to this ongoing pandemic as also part
of Deped’s Learning Continuity Plan. The main concern of this course is to deliver education to
learners in this new normal settings by using Self Learning Modules prepared by selected teachers
which are designed for self-study. This will be the new mode of learning.
2. How can this course help ensure that you will be able to deliver quality instruction in the new
normal?
Ans:
Despite of our current situation, teaching and learning process should must not be stopped. As an
immediate response by DepEd, this course is implemented. It will ensure the continuous delivery of
quality instruction in a new normal way. Teachers are prepared for this scenario which is distant
learning by the help of this said course. It provides teachers the knowledge, skills and the positive
mindset that will help us cope with this new form of teaching and learning process.
3. What are the two support mechanism that will help you with your learning in this course?
Ans.
Attending online seminars also known as webinars that are conducted by the Department of
Education and collaboration with my co-teachers in order for us to come-up with more effective
delivery strategies that might help with this new normal way.
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?
Ans:
As a teacher, I trained myself to be prepared in all circumstances including this one. No one of us
predicted that this pandemic will took placed abruptly. A course like this is very necessary and I
believe to have a positive effect for us because it serves as our guiding path on how we can cope
with our current situation.

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?
Ans:
I will take it as a challenge and I will look at it as a silver lining that even the worst events or
situations, it has some positive aspect beyond. It is a training for me especially in terms of virtual
learning.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I accomplish the
repeatedly do that me from to participate in this requirements of this course?
may affect my participating fully in course?) Describe this environment.)
participation in the this course?)
course in a positive
or negative way?)
I cannot think of Sudden loss of Necessary In our house where all the
any habit that internet information necessary factors for
might affect my connection and needed in the new answering this course such as
participation in the emergency normal learning the area, internet connection
course. matters. delivery. (Data), etc. are well provided.

Activity 3
I will look for colleagues with whom I would like to discuss my answers and reflections for the
questions in Activities 1 and 2.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1.
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.”

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank the following
objectives from easiest to the most difficult to achieve.
Ans:
 1- To improve the teaching-learning process to improve learning among students
2- To nurture successful teachers
3- To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
4- 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.
Ans:
• There are so many requirements that many of them are no longer necessary. There are no fix
deadlines also. We just get surprised every time we are ask to submit requirements abruptly.
• Poor connection because most of us uses only mobile data and it is quite expensive also.
• There are some computer applications and commands that are new and need to be studied first
before becoming an expert about it.

Activity 2
Share your LAC Insights

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide
for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.
3. Note the following in forming your LACs:
 LACs should be composed of teachers. Discuss your preferred LAC composition with your
assigned Instructional Coach (this will be a district or division supervisor assigned to your
LAC).
 After forming your respective LACs, there should a LAC Leader assigned to you from
among the following school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.

Activity 3
List down your LAC members and cite their roles.
Composition Name Of Teachers Roles Function

LAC Leader Reden F. Fajagutana,
School Head I
LAC Facilitator Liza Jane M. Nierra
Julie Ann M. Babao
LAC Documenter Loverliza A. Bernardio
-LDM 2 Content
-Consolidate the outputs of
the teachers/participate of this
course
-Oversees the implementation
of the LAC.
Facilitate and Discuss the
content of the Module.
-Documented the meeting
pictures, and responsible for
the narrative report.

-Accomplish study notebook

LAC Members All PCIS Teachers
-Participate in the course

MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

Activity 1
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 for example. Do you think these
concerns could be solved by teachers alone? Why or why not?
Ans: As we are facing the biggest concern of all humanity in this present time which is Covid-19
pandemic. The delivery of education is put into a great challenge. The only way to cope with
this problem is to adapt in the new normal scenario. From the traditional way of the teaching
and learning process which takes place inside a classroom, we are shift into the distance or
modular way of learning. Together with this new approach, we can still be able to continue the
learning delivery. This cannot be solved by the teachers alone obviously. It needs a close
cooperation between the government, Department of Education, teachers, private
stakeholders who are willing to help and also the parents of the learners to properly
implement this new approach. There are many factors need to consider especially in health
protocols that cannot be faced by the teachers only.
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?
Ans: I absolutely agree. The Department of Education adapt several curriculums with a dream of
providing quality education and achieving higher standard of learning. The department
hopes to produce quality and globally competitive learners out these curriculums. But the
 result is congested curriculum that’s why the quality of education here in our country is still
questionable. Students can’t cope up with the content standard sometimes it takes time to
finish a full quarter subject with a limited time allotment. Despite of the good performances of
schools according to their data, there are still learners who promoted to high school that are
slow readers and even non-readers at all.
Activity 2
1. What are the general and specific purposes of the development of MELCs?
 It was developed in response to UNESCO's fourth sustainable development goal and that
is to develop resilient education systems, most especially during emergencies.
 Used as a mechanism to ensure education continuity.
 The Department of Education's Bureau of Curriculum Development developed MELCs to
cope with the drastic change in the educational atmosphere due to Covid 19 pandemic.
The focus of instruction was streamlined to the most essential or the most indispensable
learning competencies.
 Used to assist schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning competencies?
Ans. Through this curriculum we can address all the issues and concerns in all learning
areas of every year levels. With this, we can identify the areas which need improvement
and that would enhance the learning engagement, experience, outcomes and consequently
recommend solutions.
It led to the identification of gaps, issues, and concerns within and across learning areas and
grade levels. Analysis of the Interconnectedness of prerequisite knowledge and skills among
the learning competencies for each subject area. It helped in the identification of areas for
improvement that would enhance the learning engagement, experience, and outcomes and
consequently recommend solutions. In addition, it analyses the interconnectedness of
prerequisite knowledge and skills among the learning competencies for each subject area.
Curriculum review mapped the essential and desirable learning competencies within the
curriculum.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Ans. The essential learning competencies deals with the students’ needs, it is considered
indispensable in the teaching- learning process to build the skills, to equip learners for the
subsequent grade level and consequently, for lifelong learning. On the other hand, the
desirable learning competencies are those that may enhance education but may not be
necessary in building fundamental skills.
4. Now 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?
Learning competencies are identified by knowing the following characteristics.
 It should also require the students ‘observable learning and competency after they finished
their current year level.
 Does it attainable and can be used in real-life scenarios?
  Must be aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-
literate Filipinos)
 It is expected that there are lots of considerations in this type of delivery even those
students who cannot totally adopt and cannot perform well.
 it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 It serves as a guide for us teachers in this new normal. It gives us the idea on what are the
things we need to do to continue the learning delivery for our learners without violating the
health protocols made by the DOH. It consists of Weekly Home Learning Plan for teachers
and even the SLM or Self-Learning Modules appropriate for the current situation of the
learners.
 It helps us adapt and cope with our situation despite of the challenges we are facing
resulted by the COVID-19 pandemic. It continues to provide quality learning delivery in a
new normal way to make sure that the learners education will be not hindered by the
pandemic.
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

S8MT-III-h-11
S8MT-IIIi-j-12
The deleted LC (S8MT-IIIG-
h-11) is deemed not as
essential as the retained LC
MERGED/CLUSTERED S8MT-III-h-11
(S8MT-IIIi-j-12) as it
S8MT-IIIi-j-12
requires the student to use
the properties of elements
to predict the chemical
behavior of an element,
hence it is more
encompassing.

EN7WC-IV-a-2.2
RETAINED
Use the periodic table to
S8MT-IIIi-j-12
predict the chemical
behavior of an element.
S8MT-III-h-11
Trace the development of
DROPPED S8MT-III-h-11
the periodic table from
observations based on
similarities in properties of
elements
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions. Jot down all the insights shared in the
discussion, including your own.
Insights:
Question(s) about melcs
that need(s) clarification
MELCS:
EN7OL- III- h- 1.3.1
Raise sensible, challenging
thought provoking questions
in public forums and panel
discussions, etc.
 How will the students
ensure to participate with
their classmates in such
forums or panel
discussions if they do not
have the gadgets to be
used (smartphones,
tablets, laptops, or
computers and stable
internet connections.)
 How will the students
gather sensible questions
to deliver in such
activities?
Insights shared by your co-
Your insights shared
teacher(s)
 It is possible for students to
jot down their ideas on a
certain topic given,
although they will be no
 The expected varieties of
appearance on screen due
materials are not
to some certainties, but
available at their
what matters is for them to
respective homes.
express their insights on a
certain issue and submit it
 Some students will be
(jot down ideas) through
having a hard time to
pictures.
accomplish this
competency because of
 The students may get
lack of sources and
ideas through extensive
internet connectivity.
readings (books,
newspapers, articles. etc)
and watch documentaries.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

Activity 1
1. What Is the importance of unpacking and combining the MELCs?
 In order for us to determine what are the best strategies we can offer to the learners in a
way that those with various needs can be cater. Unpacking and combing the MELCS can
help us organize and systematize well our leaning delivery.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking MELCs we must consider the following:
  We should arrange the sequence of learning objectives in a logical manner to implement
better learning ideas for our learners. We should consider the most essential learning
objectives in order to give our leaners quality learning instructions.
 Being familiar with the Fundamental Knowledge is a must before going to the other level of
learning. Curriculum objective must be in a hierarchy along with their prerequisite
knowledge and skills.
 The alignment on the Content and Performance Standards The MELCS are not departure
from the standard-based design. We must consider this to achieve a quality teaching
output.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
 It depends on the teacher because he/she is the one who monitors the learning progress of
the learners as long as the content and standard will still be followed.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's 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
Unpacking MELCS Sample

Chosen MELCs Suggestions and Insights

MELCS:
Describe the different types of plate
boundaries.
(Code: S10ES-Ia-j-36.2)
 In the delivery of this lesson, the
LEARNING OBJECTIVES:
teacher has to provide students
with visual presentation.
1. Identify the types of plate boundaries.
2. Describe the movements of plate
 The lesson is best learned through
boundaries.
demonstration and modeling
3. Classify plate boundaries according to
the direction of its movement
4. Draw the direction of plate movements
using arrow.
5. Create a model of plate boundary using
clay soil.

Combining MELCS Sample

 MELCS COMBINED

S10LT-IIIf-39 Explain how fossil records,

Compose Effective comparative anatomy, and
Paragraphs genetic information provide
Write an essay on the evidence for evolution
importance of adaptation as a
mechanism for the survival of
a species
Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection:
MELCS is our new foundation of learning delivery in todays situation. We should be
thankful and appreciate it and as much as we could, we should religiously follow what is being
written in this curriculum.

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, IX, blended learning (BL), and home schooling In your own words, define each modality. Write
your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1 Answer
Key I to see how well you did.
Answer:
• Face-to-face (F2F) learning refers to an education involves traditional classroom learning.
Students who study at a face-to-face learning institute attend classes daily. Classes vary from
early morning to afternoon lessons.  The teacher and the learners meet in actual scenario
specifically in a classroom setting.
• Distance learning refers to a method of study where teachers and students do not meet in a
classroom but use the Internet, e-mail, mail, modules, etc., to have classes. Simply put,
distance learning is when students are separated from teachers and peers. This means that
students learn remotely and do not have face-to-face learning with instructors or other
students.

• Blended learning refers to a style of education in which students learn via electronic and online
media as well as traditional face-to-face teaching. It is an approach to education that combines
online educational materials and opportunities for interaction online with traditional place-based
 classroom methods. It requires the physical presence of both teacher and student, with some
elements of student control over time, place, path, or place.
• Home schooling refers when children’s education is based at home with their parents’
guidance rather than through enrollment in a public school or private school. When you learn
reading, math, and other stuff taught in school from your parents or tutors who come to your
house, it's called homeschooling. A kid may be the only one, or he or she may be taught with
brothers, sisters, or kids from the neighborhood.
2. Which of the LDMs do not have an F2F learning component?
Answer:
 Homeschooling and Distance Learning

Activity 2 Distance Learning Matrix

Distance Role of Parent
Distinguishing Essential Role of
Learning or Household Role of School
Feature Resources Teacher
Modality Member
Monitors the
learner
progress and
Plans, prepare,
setting a
SLMs, as well monitors the
feedback
as performance of
Individualized mechanism to Learning
textbooks/lea pupil
instruction where help learners facilitators who
Modular rners’
learners use meet the provide
Distance materials Collaborates to
self-learning MELCs while learners with
Learning (LMs), copies barangay
modules (SLMs) seeing the instructional
(MDL) of video officials
in print or digital connection of support as
lessons in a
format one lesson to needed
flash drive or Accepts
the next to
CD donations from
reinforce the
stakeholders
coherence of
the curriculum.

Online Teacher Give Learning Provide

Distance facilitates SLMs for assignments facilitator that orientation for
Learning learning and Alternative and learning supervise and learners and
(ODL) engages Delivery tasks monitor the parents on
learners' active Modes screen time of navigating
participation (ADM), Facilitates the learners these online
using various textbooks, learning and platforms
technologies primer engages
connected to the lessons, learners active Organize
internet while activity participation professional
they are sheets, using development
geographically teacher-made technologies activities to
remote from videos and enhance
each other supplementar teachers
y materials, understanding
and open of and skills in
educational the use of LMS
resources
 (OERs).
SLMs and
primer
lessons
converted
into different
digital forms
such as
interactive Determine the
lessons or appropriatenes
electronic s of certain
books (e- learning
books) and management
DepEd systems in the
Learning delivery of
Resources instruction
Portal,
DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems
Enhancement
of
understanding
of key
Use of television
concepts and
programs on clarifications on
channels or possible areas
stations Provide the
of confusion in
dedicated to learners, as
the lesson that
providing well as their
was viewed to
TV-Based Serves as a parents/guar
learning content TV – based shall be done
Instruction guide during dians/learnin
to learners as a lessons during home
(TVBI) viewing time g facilitators
form of distance visits by
the broadcast
education. subject area
schedule of
teacher/learnin
lessons
g facilitator
wherever
possible or
through phone
calls, SMS,
among others.

Use of radio Enhancement

provide the
programs on of
learners, as
channels or understanding
Guidance from well as their
stations of key
Radio-Based parents/learnin parents/guardi
Radio based- concepts and
Instruction dedicated to g facilitators ans/learning
lessons clarifications on
(RBI) providing during listening facilitators the
possible areas
learning content time broadcast
of confusion in
to learners as a schedule of
the lesson that
form of distance lessons
was listened to
 shall be done
during home
visits by
education. subject area
teacher/learnin
g facilitator
wherever
possible or
through phone
calls, SMS,
among others.
SLMs, as well
as
textbooks/lea
rners’
materials
(LMs), copies
of video
lessons in a
flash drive or
CD

SLMs for
Alternative
Delivery
Modes
(ADM), Ensure the
textbooks, quality of
Any combination primer education
of the above DL lessons,
types. Thus: activity Provide the Provide
sheets, learners, as supplementary
•MDL and ODL teacher-made well as their materials to
Blended videos and parents/guardi those who
•MDL and Learning
Distance supplementar ans/learning have
TVBI/RBI facilitator
Learning y materials, facilitators the insignificant
•ODL and and open broadcast
TVBI/RBI educational schedule of Plan a LAC
•ODL, TVBI/RBI resources lessons strategies to
and MDL (OERs). enhance the
SLMs and learning
primer progress of
lessons pupils
converted
into different
digital forms
such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal,
DepEd
Commons
 and/or
different
DepEd
recognized
learning
management
systems

TV and radio
based-lesson

Activity 3
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 TO Type of DL Why?
HARDEST TO
IMPLEMENT)

1 MDL Module is already provided and it is free.

Most of the learners have televisions that’s why is is a good platform
2 TV BI
for learning.
Some still don’t have internet connectivity, if there is, connection is
3 ODL
not stable.

4 RBI There are many learners who rarely use radio in their houses.

It involves the traditional face to face and as of the moment there

5
BL are still many positive cases in our municipality.

Activity 4
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.

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household Coordinate with the Barangay Officials or BHW assigned in
member who can their area.
guide and support their learning at home
Asked the help of some concerned neighbor or relatives.
 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
Provide reading materials and parents should facilitate and
ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
other private institutions
Coordinate with the Barangay Officials/ Civic Volunteer/
BHWs
Prepare localized/indigenized materials

Persons with Disabilities Access to SPED Learning Materials to address their needs.

Others? Specify: N/A

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs

ACTIVITY 1
1. What is Lesson Designing or Lesson Planning?
Ans.

 Lesson designing or lesson planning is a teacher’s daily guide for what students need to
learn, how it will be taught, and how learning will be measured. It helps teachers be more
effective in the classroom by providing a detailed outline to follow each class period. This
ensures every bit of class time is spent teaching new concepts and having meaningful
discussions

2. Why is lesson designing important?

Ans.

 Ensure alignment across grades

 Avoid teaching from cover to cover
 Guides us how to teach
 A good lesson design makes a confident teacher
 Saves time in future
 Teachers master their learning area content
 Become more reflective about their teaching

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

Ans.

 Clearly articulated lesson objectives (What should be taught?)

  Well-selected and logically sequenced presentation of learning resources and actities to help
learners meet the objectives. (How should it be taught?)
 Appropriate and timely assessment activities that provide relevant information and feedback for
both teacher and learners. (How should learning be assessed?)
Activity 2

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

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

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

List of Learning Tasks

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

Activity 3
1. In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
Vl. Reflection

Ans. The reflection part of the DLL and DLP should be filled up after the lesson is delivered.
 Additional Remarks:
(ex. can be done via voice calls,
can be facilitated
Check if by a household partner,
already can be done via a learning activity
Part of Lesson / Learning Tasks present in sheet, can be
the presented via an internet
SLM based resource, can
be facilitated during a
synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson X
X
2. Clarify concepts from previous
lesson
 can be facilitated
3. Present warm-up activities to by a household partner
establish interest in new lesson
can be done via a learning activity
 sheet
4. Check learner’s prior knowledge
about the new lesson
can be facilitated during a
5. Present connection between old  synchronous learning session
and new lesson and establish
purpose for new lesson can be done via a learning activity
 sheet

6. State lesson objectives as guide

for learners
Lesson Proper

1. Explain, model, demonstrate, and  can be done via a learning activity

illustrate the concepts, ideas, sheet
skills, or processes that students
will eventually internalize can be done via a learning activity

sheet
2. Help learners understand and
master new information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding  sheet

After the Lesson

1. Wrap up activities  can be done via a learning activity
sheet
2. Emphasize key information and
concepts discussed can be done via a learning activity

sheet
3. Ask learners to recall key can be done via a learning activity
activities and concepts discussed
 sheet
4. Reinforce what teacher has can be done via a learning activity
taught sheet

5. Assess whether lesson has been can be done via a learning activity

ACTIVITY 4

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

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

Level and Learning Area: English VI
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: 1. Differentiate real from make believe
2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules

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?
 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain
what has been discussed.
 Ask the students to make a relevance of the things they have learned, reiterate the values
and the importance of the lesson in their lives/ daily situations.

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?

 To the learner, I will guide the students by providing them more examples of the concepts
in the SLM for them to understand the lesson better
 To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

1. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about
the students progress while taking the tasks/ activities and set more examples using technologies
and other reliable references.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and summative. Take
note of the similarities and differences between the two. Write your answers in a Venn diagram in
your Study Notebook.

Formative Assessment Summative Assessment

learners may be
assessed individually
assessment FOR learning: or collaboratively assessment OF learning:
to make corrections in the lesson to measure if the student met the
should encourage- performance and content standards
may be incorporated in all parts reflection
self and
the
of lesson: before the lesson, personal execute after the lesson/end
thelesson proper, and after the lesson
accountability among of a quarter
students about their
results must be recorded to own learning results enable teachers to describe
study the patterns of learning how well the students learned the
demonstrated by the students but may be a written standards/competencies for
work or a
should NOT be used as the basis
performance a given quarter, which are After
for grading.
task then reflected in the class completing
the record Venn diagram,
look at Lesson 2, Activity
5 Answer Key to see the other
similarities and difference between the two types of assessments.

ACTIVITY 6

here are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that are
commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are teaching? In
your study notebook, recreate the following table and list five methods that you would like to try. For each
one, write how you plan to use it in DL.
 Assessment Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the output
1. Essay through the assistance of the teacher.

2. Demonstration / Practicum / The learners will send recorded performance through a given link. The teacher
Performance Task will give feedback to the learners individually through text / messenger.

Teachers can use mechanism in Learning Management Systems to increase

3. Quarterly Test
4. Weekly Test / Assessment
5. Reflection
academic integrity. He/ she may use a link or use drop box for the submission of
the test in case the students do not have an access online.
Provide supplementary assessment materials to the learners aside from the
module which will be picked up in the designated drop box placed in barangay
hall and other accessible places.
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the learners to
ponder. Provide and discuss the rubrics to be used for the activity.

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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection
2. What are the challenges in doing assessment in DL?
 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules

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.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMS

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B. Write your answers in your Study Notebook.

Column A
Column B
c_ 1. These are the knowledge, understanding, skills, and
a. learning area
attitudes that learners need to demonstrate

d_ 2. These are the formative learning opportunities given to

learners to engage them in the subject matter and to enhance
b. mode of delivery
their understanding of the content.

_a 3. This refers to the prescribed subject that learners take.

c. learning competencies

_b 4. This refers to the method of submission of learning

outputs preferred by the learner/parent based on
their
d. learning task
context.
ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 10
WEEK 1, QUARTER 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 Wake up then fix the bed, take a bath and have a breakfast

9:00 - 9:30 Relax for a while and have a short bond with the family members

Monday

9:30 - 11:30
ORIENTATION/MEETING/CONSULTATION
1:00 - 3:00

Tuesday

9:30 - 11:30 EXPRESS PERMISSION, ENGLISH MODULE PERSONAL

OBLIGATION AND PROHIBITION 1, LESSON 1 SUBMISSION BY THE
ENGLISH
USING MODAL VERBS. PARENT TO THE
QUARTER I, WEEK 1
TEACHER IN SCHOOL

1:00 - 3:00 EDUKASYON NATATANGGAP ANG MGA ESP MODULE 1, PERSONAL

SA PAGBABAGONG NAGAGANAP SA LESSON 1 AND SUBMISSION BY THE
PAGPAPAKATA SARILI NA MAY PAGTATAYA SA LESSON 2 PARENT TO THE
O MGA KILOS TUNGO SA MAAYOS NA TEACHER IN SCHOOL
 Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

PAGTUPAD NG KANYANG MGA QUARTER I, WEEK 1

TUNGKULIN BILANG
NAGDADALAGA/NAGBIBINATA.

Wednesday

9:30 - 11:30 EXPLAIN BASIC CONCEPTS IN BEAUTY CARE PERSONAL

TLE: BEAUTY BEAUTY CARE (NAIL CARE) MODULE 1, LESSON SUBMISSION BY THE
CARE SERVICES 1 PARENT TO THE
TEACHER IN SCHOOL
QUARTER I, WEEK 1

1:00 - 3:00 MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, PERSONAL

CHARACTERISTICS OF LESSON 1 SUBMISSION BY THE
MAPEH (ONE
REPRESENTATIVE MUSIC PARENT TO THE
COMPONENT QUARTER I, WEEK 1
SELECTIONS FROM THE TEACHER IN SCHOOL
PER WEEK)
LOWLANDS OF LUZON AFTER
LISTENING

Thursday

9:30 - 11:30 MATHEMATICS ILLUSTRATE WELL-DEFINED SETS, MATHEMATICS PERSONAL

SUBSETS, UNIVERSAL SETS, NULL MODULE 1, LESSON SUBMISSION BY THE
SETS, CARDINALITY OF SETS, 1 AND LESSON 2 PARENT TO THE
UNION AND INTERSECTION OF TEACHER IN SCHOOL
 Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

SETS, AND THE DIFFERENCE OF QUARTER I, WEEK 1

TWO SETS.

1:00 - 3:00 FILIPINO NAHIHINUHA ANG KAUGALIAN AT FILIPINO MODULE 1, PERSONAL

KALAGAYANG PANLIPUNAN NG LESSON 1 SUBMISSION BY THE
LUGAR NA PINAGMULAN NG PARENT TO THE
QUARTER I, WEEK 1
KUWENTONG BAYAN BATAY SA TEACHER IN SCHOOL
MGA PANGYAYARI AT USAPAN NG
MGA TAUHAN.

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used
for the following week.

4:00 onwards Family Time

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

WEEKLY HOME INDIVIDUAL LEARNING

LEARNING PLAN MONITORING PLAN
(WHLP) (ILMP)

A tool to guide learners and

learning facilitators of
household partners in tracking
PURPOSE
the subject areas to be tackled
and activities to perform at
home
A tool for monitoring learners
who lag behind based on the
result of their formative and
summative assessment

Learners and learning

Teachers and learning
FOR WHOM? facilitator or household
facilitator or household partner
partner

Learning areas, learning Learner’s need, intervention

COMPONENTS competencies, learning task, strategies, monitoring date,
mode of delivery learners status

HAS TO BE
COMMUNICATED TO Yes Yes
PARENTS?

ACTIVITY 4

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

INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE

LEARNER’S NAME: Arlito Makatengkeng

GRADE LEVEL: 8- Mars
INTERVENTION LEARNER’S STATUS
MONITORING
LEARNING AREA LEARNER’S NEEDS STRATEGIES INSIGNIFICANT SIGNIFICANT
DATE MASTERY
PROVIDED PROGRESS PROGRESS

will provide an
activity that the
As what I have learner may get
observed, the involve and October 14,
learner has more 2020 √
short attention interesting
a span and strategies such
easily get as group
distracted. activities will
Science be conducted.

 
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.

MODULE 3B: LEARNING RESOURCES

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

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

 Our school implement Modular Distance Learning (MDL) so in order to achieve this
LDM we need to have printed Self Learning Modules (SLM). This SLM will be
distributed to the learners.

2. Do you have the complete resources for the Distance LDM needed in class?
Aside from the modules coming from the central and our division office, our
schools do not have yet a complete resource for the distance learning delivery
modalities.
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?
 In order to fill-up the missing learning resources, we can use the two DepEd
portals: the LRMDS and Commons to search for the following LR and also, to
substitute the missing LR by collaborating to the teachers we will make/write a
module/worksheet by following the format given by our division

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

 Because learning must be reinforced, using the learning portals is very important to
supplement the missing LRs. We need support to orient the teachers on how to
register on the portals. We also need a support in providing the school with a better
and stable internet connection. In order to achieve these: we can accept donations
form generous stake holders, from the LGU’s and officials.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners?

 Through the evaluation of the materials that was distributed by DepEd, we found
out that the level of difficulties of the materials were appropriate to the student’s
level of thinking. However, since mother tongue is a part of the curriculum of the K-
12 education, there is a need to translate and contextualized the learning
materials.

5. 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?
  When it comes to learners reading ability and learners comprehension, it would be
a disadvantage for the learners because the LR from national has a lots of reading
to do.
 In order to reach the reading level of the pupils, we need to low down the
difficulties of the LR by giving easier and more examples of activities.

Activity 2
1. 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.

Answer:

 After the discussions and exchanging of ideas we come up with the different ideas
regarding LR. Learning Resources and SLM are now ready to our portal given by the
national for our modular Distant learning so the only help that my colleagues can offer
is to print the SLM for distribution to our learners.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1. Establish access to the following portals:

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

 Register and create and account in LRMDS

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

 Register and create and account in DepEd Commons

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’?

 Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
 Teachers can use it as a supplementary material in filling out the missing LR’s to
our LDM.
 2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
 lack of gadgets
 unstable internet,
 financial burden to parents in paying data load for internet connection.
 Learners’/parents’ limited technical knowledge in operating the portals(DepEd
Common)

3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?

 Seek assistance to LGU’s, accept donations for internet connections, save and
give a copy of supplementary materials to parents.

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.

 Organize a LAC session in accessing LR portals.

 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Technical Assistance in operating gadgets in and downloading LR’s from the portals.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.

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

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

 Yes, the material was 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?
 Based on the assessment there were no answers “No” or “Cannot Be
Determined”

3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.
 In my own perspective, there are no aspects of the that is not covered.

4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
 The use of Rapid Assessment Tool helps us to assess learning resources’
validity accurately.

ACTIVITY 2.

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in
your Study Notebook. Download at least one LR from each portal. Assess the materials using
the same tool and answer the following questions in your Study Notebook:

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
 The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the
materials form the Non-DepEd LR portal did not meet some of the
requirements.

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

materials — both from DepEd and Non-DepEd portals — still need?
 There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the
worksheet based in the Rapid Assessment Tool.

3. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
 In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.

ACTIVITY 3.

Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:
 1. How does your material compare with the ones that are obtained from the
online portals?
 The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the
ones to be used in the actual classes and these materials meet all the
requirements based in the assessment using the Rapid Assessment Tool.

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

 We can still contextualized the modules from Kinder to Grades 3 to suit their
mother tongue

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.

Insights:
 The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the
materials form the Non-DepEd LR portal did not meet some of the
requirements.
 There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the
worksheet based in the Rapid Assessment Tool.

 In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.

 The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the
ones to be used in the actual classes and these materials meet all the
requirements based in the assessment using the Rapid Assessment Tool.

 Finally, we can still contextualized the modules from Kinder to Grades 3 to suit
their mother tongue.

Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that you keep a copy for yourself.

Congratulations! You are now done with Module 3B. You may now proceed to Module 4
MODULE 4: PLANNING FOR CONTINUING
PROFESSIONAL

LESSON 1: DEVELOPMENT AND LAC PLANNING

Activity 1
1. Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.

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.
Answer:
 I need to develop and give more focus on the Domain number one, the content
knowledge and Pedagogy. As my self-assessment where I got only the agree level so
there's a room for my improvement. Also, I want to enhance the domain number six the
community linkages and professional engagement. I need to build strong relationship
 with the guardians/parents of my students to deliver the quality supervisory among
them as well as with my co mentors in schools.

Activity 3
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you
use the LDM adopted by your School? What is your goal in terms of your teaching
practices in the modalities? What motivates you to achieve this goal? What do you
think will help you attain this goal?

Add as many rows as you need for your answers

What is your goal toward improving

What will push you to What will help you attain
your teaching practices in the
achieve this goal? this goal?
modalities?

 Provide
 To allow the students
 Education must differentiated
master the learning process
continue and no instructions
and direct their learning in
student shall be (modalities) which
their own individual and
left behind incorporates
flexible ways.
authentic learning.
 Teaching using
 To strengthen my
21st century  Attending relevant
technological skills to cope
technology is a webinars
up with the variety of needs
must and an  Conduct LAC
of the learners in the new
advantage for Session
teaching-learning set up.
every educator
 Create an online
presence with the
parents where they
 Establish positive can share views in
 Involve parents in their
relationship with teaching their child.
child’s education
the parents  Constant
communication to
update their child’s
progress
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
Intervention)
Learning
Objectives
Development of the PD Interventio Timelin Resource
Strengths al Needs Program n e s Needed
Attend
orientation
Willingness and about
enthusiasm to Make lesson MELCs
Making Whole
teach in any LDM plan aligned ,LAC School
lessons for year
to deliver quality with MELCs session funds
relevant to the round
education to by Deped discussing
learners new normal MELC
based
lesson plan
Enhance skills
in using Attending
Needs various and webinars,
Ability to work Whole
assistance on necessary LAC School
collaboratively in year
technology- technologies sessions funds
groups round
related work used in about the
different use of ICT
LDMs

PD DISCUSSION TEMPLATE FOR LAC

 PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES

Applying assessment tool in choosing Learning Resources, using of LRMDS and

learning resources for the modules DepEd Commons

Enhancing skills in developing learning Writeshop on the Development Of Different

resources Learning Resources

ACTIVITY 2
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.

 Our LAC group shared insights and personal experiences about how they view
Professional Development. We also discussed the importance of continuing personal
development of teachers not just for promotion and salary increase but mot importantly,
for the welfare of our learners. Through continuing professional development, we can
offer better instruction and best practices to instantly address the needs of our learners.

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

 After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator and English Department Head, Ma’am Beatriz D.
Quito. Moreover, I uploaded my personal copy in Google Drive for easy access and safe
storage and kept a printed hard copy.

MODULE 5: BUILDING THE TEACHING

PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES
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.

 After going over the list found in LDM2 Guide for Expected Outputs, each
members will start working out to prepare, complete and submit required outputs in
given link and print these files for hard copies.

ACTIVITY 2.

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions and jot down your answers in your Study
Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?
 MY Portfolio will help me in tracking the progress of my teaching practice in our
school’s LDM by leading me to foresee and address some challenges in
implementation of the school’s LDM. It will also help in making plans, modes and
strategies on teaching practices on the implementation of the Deped Programs “No
Learners shall be Left Behind” on this pandemic situation.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
 In capturing the progress of my teaching practice the following served as
evidences:
 Rapid Assessment Tool on Validity of downloaded Learning Materials from DepEd
Portal and Non-DepEd Portals,
 Individual Development Plan,
 Professional Assessment Questionaires

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

 My reflections will serve as review of my own performance and room for further
improvement on the actual implementation of the modality.

ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough
to capture the progress of your teaching practice? What other evidence can you think of that
is relevant to the LDM adopted by your School? Write down your answers and other insights
in your Study Notebook.

 It think the list of evidence is not yet enough because, more realizations and learnings
will come along the way on the actual implementation of the modality.

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.

List of Suggested Evidence in the Learning Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson September to At least 2 recorded
Delivery November teaching lessons
Google Classroom (1
teacher)
Researching and September to Weekly Home Learning
Incorporating Teaching November Plans (2 per month)
Strategies in the Modalities
Participation in DepEd’s September to Certificate of Participation
recognized educational November
resources trainings,
INSETs and LAC sessions
Organizing the December Professional Portfolio
Professional Portfolio
Submission of Portfolio to December Any proof of submission
coach/es from the coach/es
Technical Assistance At least twice Video Recording
starting
September 2020
 Other Types of Evidence relevant to your
Modalities

ACTIVITIES TIMELINE OUTPUT/S

Conducting LAC At least 1 LAC Session Write-ups
Session on teaching
strategies in Modalities
Writing Intervention Remedial Reading Reading Materials
Materials for Insignificant Materials
Learners
Conduct Innovative At least 1 Write-ups
Workplan

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

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.
 It is important to complete all required outputs. Likewise, active participation in
brainstorming and sharing insights in all sessions is very important to elicit and gather
ideas from all the members of the group to attain quality of the outputs. It is also
important to indicate attainable plan of activities.

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.
 The following were gathered insights in making out of Portfolio
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated
areas in distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission
of final outputs.
5. Seeking assistance from the leader and coach for the proper organization of
Portfolios.
EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR TEACHERS

VERY
EXCELLEN
SATISFACTO SATISFACTO MARGINAL UNSATISFACTO
CRITERIA T
RY RY (3) (2) RY (1)
(5)
(4)
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly adequately reflect to reflect to not
OF PROGRESS and captured a big extent a limited show the
OF adequately the progress the extent the progress of
THE LDM captured the of the progress of progress of the LDM
IMPLEMENTATI progress of implementatio the LDM the LDM implementation
ON the n of implementatio implementati
(30%) implementati the LDM n on
on of
the LDM,
showing
innovations
that
contribute to
its
smooth
implementati
on
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the experience the experience the experience in the
experience in the and experience implementation of
in the LDM relates them in the the LDM with no
LDM implementatio to the implementati attempt to relate
implementati n, professional on of it
on, shows some standards and the LDM to the
shows in- analysis, personal with limited professional
depth and relates it development attempt to standards and
analysis and to the goals relate it personal
synthesis, professional to the development
and standards and professional goals
excellently to professional standards
relates it and and
to the personal personal
professional development developmen
standards goals t goals
and to
professional
and
personal
development
goals

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly clearly clearly clearly not
OF demonstrate demonstrate 4 demonstrate 3 demonstrate demonstrate any
PROFESSIONA 5 or indicators of indicators of the 2 indicator in the
L more relevant relevant indicators of professional
STANDARDS indicators of strands in strands in relevant standards
(20%) relevant professional professional strands in
strands in standards standards professional
professional standards
standards
LANGUAGE The ideas The ideas are The ideas are The ideas The ideas are
AND are expressed in expressed are jumbled and
OVERALL expressed in clear well but expressed difficult
PRESENTATIO clear, language with with using very to understand;
N OF coherent, very incoherence in basic words errors
THE OUTPUT and minimal errors some areas and in structure and
(15%) appropriately in and few structure writing
 - structure errors in with conventions
worded and/or structure incoherence are found almost
language writing and/or writing in many everywhere in the
with no conventions conventions areas and output
errors in several
structure errors in
and/or structure
writing and/or
conventions writing
conventions
ORGANIZATIO The portfolio The portfolio is The portfolio is The portfolio The portfolio
N OF is logically generally well- has 3-4 does
PORTFOLIO logically organized organized with items not not follow a
(5%) organized, is 1-2 well placed logical
insightful, items not well in the overall order
and offers placed organization
new in the overall
perspective organization
and
insights
TIMELINESS The output/s The output/s The output/s The output/s The output/s
(5%) is/are is/are is/are is/are is/are
submitted submitted 1-2 submitted on submitted 1- submitted more
more than days the day 3 days than
3 days before the of the deadline after the 3 days after the
ahead of the deadline deadline deadline
deadline

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

Congratulations! You have completed the LDM 2 Course. Good luck

on your LDM implementation, Teacher!