Republic of the Philippines

Department of Education
Region IV-A (CALABARZON)
City Schools Division of Bacoor

Maliksi I, Bacoor City, Cavite

S.Y 2020-2021
What is the Main delivery of this course?
The Learning Delivery Modalities Course 2 is task-oriented.
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 setting by using
Self Learning Modules prepared by selected teachers which
are designed for self-study.

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

This course will be a great help to teachers to be prepared

for this distant learning in this new normal situation so that
they can ensure the delivery of quality instruction. It also
helps teachers to gain knowledge, skills, and mindset that
are necessary for this new teaching and learning way.

What are the two-support mechanism that will help you with your learning in
this course?

The two support mechanisms that can help me with this

course are the seminars that I've attended and the
learnings that I will gain from the facilitators and to my co-
teachers. Through the insights sharing with the group, I
know that I will get new knowledge and skills that I can
apply in a new way of teaching.
How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?

I think my willingness to learn will have a big part in my

participation in this course. I am willing to learn new
knowledge and skills that I can apply in today's new way of
teaching. On the other hand, I can't also deny that due to
the overload of paperwork and other tasks, I got easily
tired and pressured.

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 do believe that having a positive outlook will help to
overcome the challenges that I will face in participating in
this course. Also, with the support of my family and
colleagues, I can finish the course.
Reflect on the objectives for conducting LAC sessions as listed in DO 35, s.
2016. Rank the following objectives from easiest to the most difficult to
achieve:

1 - To nurture successful teacher

2 - To improve the teaching-learning process to improve
learning among students.
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

What are the top three challenges to having a successful LAC? List down
and elaborate.

It is hard to focus on the LAC session when there are other

paperwork or duties that we, teachers, should accomplish.

Unstable internet connects affects the performance and

participation of the members.

Some teachers are still coping in using technology and with

that, they find it hard to participate in the course activities.
The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher, what
do you think are the fundamental concerns in terms of curriculum standards that
need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why
or why not?
The fundamental concerns in terms of curriculum standards is
how can the competencies be mastered by the learners since
there is no face to face learning. Teachers cannot do it
alone because there should be partnership between the
teachers and parents who assists the learning of their
children.

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?
The congested curriculum is not the only issue that affects
learners’ performance in school. Some of our learners did
not master the fundamental skills that are being stressed out
before in teaching process.
What are the general and specific purposes of the development of Most Essential Learning
Competencies?
MELCs' general aim is to concentrate on the most essential skills a child requires to
learn and to uphold the quality of the curriculum.
How does curriculum review aid in the identification of essential learning competencies?

It will inform us to determine the most essential and attainable competencies

that can be reached both the learners and teachers and can be conveyed by
the parents.
What is the difference between essential learning competencies and desirable learning
competencies?

In the teaching-learning process, essential learning skills were identified as

what the learners need, considered indispensable, to develop skills to equip the
learners for subsequent grade levels and, consequently, for lifelong learning.
On the other hand, desirable learning skills have been described as what can
improve education but may not be necessary to develop fundamental skills.
How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?

The most essential learning skills listed provided the participants with
different characteristics to help them select which of the most important
learning skills. It could have retained, merged or dropped the learning
competence.
What is the importance of the MELCs in ensuring the delivery of quality
instruction?
• MELCS serves as a teacher guides in preparing our lesson (Weekly Home
Learning Plan) and Instructional Materials (Self- Learning Modules)
• MELCs ensures delivery of quality instruction as it becomes the primary
reference in determining and implementing learning delivery approaches
that are suited to the local context and diversity of learners while
adapting to the challenges posed by COVID-19.
 Organize
information from Identify the genre, purpose,
a material intended audience and
Merged viewed (EN7VC- features of various viewed
/ I-f-9:) texts such as movie clip,
Clustered Determine the trailer, newsflash, internet-
truthfulness and based program,
accuracy of documentary, video.
the material (EN7VC-I-h-10)
viewed
(EN7VC-I-h-10)
Observe correct
subject-verb Observe correct subject-
Retained
agreement (EN7G-I- verb agreement. (EN7G-I-a-
a-11) 11)
Dropped N/A N/A
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.

Identification of whether the competency is to be

maintained, combined, dropped or rephrased is important.
Learning skills should still concentrate on the study,
understanding and writing skills that are essential to our
everyday lives. A list of the features of important learning
skills has been presented to help participants determine
which of the most relevant LCs are.
What is the importance of unpacking and combining the Most
Essential Learning Competencies?
It is important to unpacked MELCS for us to systematize
learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.

What considerations must be taken in unpacking and

combining the MELCs? Explain each.
meets the criterion of strength, contributes to the
lifelong learning process and is a pre-requisite skill.
two or more learning skills which have the
same goals or objectives are combined into one
comprehensive
learning skill.
To make the statement more concise
The learning competency is too specific, recurring

Do all the Most Essential Learning Competencies need to be

unpacked or combined? Why or why not?
The teacher may unpack or combined the Most
Essential Learning Competencies depends on the sequence
of the lesson, the progress, and the needs of learners if
the content and standard will be achieved.
 • Form a group of four members within your LAC, preferably with fellow teacher's in your
respective learning area.
• Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
• Each team will present their unpacked learning objectives

Use the appropriate reading • Scan for specific information.

style (scanning, skimming, • Skim for major ideas using headings as guide
speed reading, intensive
reading etc.) for one’s • Read intensively to find answers to
purpose specific questions

The learner transfers learning by: Use the passive

The learner demonstrates
showing appreciation for the and active voice
understanding of: pre-
literature of the past; meaningfully in
colonial Philippine
comprehending texts using varied contexts
literature as a means of

1
appropriate reading styles; EN7G-III-c-2
connecting to the past;
various reading styles; participating in conversations using
ways of determining word appropriate context-dependent
expressions; producing English Use the passive
meaning; the sounds of
sounds correctly and using the and active voice
English and the prosodic
features of speech; and prosodic meaningfully in
correct subject-verb features of speech effectively varied contexts
agreement. in various situations; and EN7G-III-h-3
observing correct subject-verb
agreement.
 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.

A learning delivery modality where A learning delivery modally where a

the teacher and learner/s are learner is given materials or
physically in one venue. access to resources and he/she undertakes
self-directed study at home or in another
venue.

A learning delivery modality using

ADM that provides learners
a combination of the features of
with access formal education while
F2F learning and distance
staying in an out-of-school environment,
learning.
with parents, guardians, or tutors as
authorized facilitators instead of
classroom teachers.

Which of the Learning Delivery Modalities do not have an F2F learning

component?

Homeschooling and Distance Learning do not require Face to

face learning.
 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
Distance Learning Essential Role of Role of Parent or
Distinguishing Feature Role of School
Modality Resources Teacher Household Member
Individualized Printed Learning Learning Facilitator The school orients the
instruction where Modules Facilitator and guardians and teachers, parents and
learners use self- supervisors learners about the
Modular Distance learning modules (SLMs) modular learning policies
Learning (MDL) in print or digital and directions to ensure
format. that everyone is
properly informed and
guided,
Use of television or MOA with The teacher The parents are The school orients the
radio programs on the serves as a willing to co- teachers, parents and
channels or stations television supervisor supervise and co- learners about
TV-Based dedicated to provided Network or and collect monitor the progress TV/Radio-based
Instruction learning content to Radio all the of their children’s Instruction policies and
learners as a form of Station finished learning as well as directions to ensure that
distance education. outputs of provide guidance to everyone is properly
the students their children. informed and guided.

Use of television or MOA with the The teacher The parents are willing The school orients the
radio programs on television serves as a to co-supervise and co- teachers, parents and
channels or stations Network or supervisor monitor the progress of learners about TV/Radio-
Radio-Based dedicated to providing Radio Station and collect their children’s learning based Instruction policies
Instruction learning content to all the as well as provide and directions to ensure
learners as a form of finished guidance to their that everyone is properly
distance education outputs of children. informed and guided.
the students

Minimum requirements must Adopt any Strategies The parents are willing Schools which adopt any
be met for each of the combination for learner's to co-supervise and co- combination of the above
types being combined any of the above engagement monitor the progress of three types of distance
Blended of the following LMDs. three types in all types their children’s learning learning must meet the
of distance of distance as well as provide requirements of each type.
Distance learning must learning shall guidance to their
Learnin meet the be utilized children.
g requirements by teachers.
of each type.
 Ranking the Types of Distance Learning

Type of Distance
Ranking Why?
Learning
For me, it is the easiest because it doesn't require having
1st Modular Printed internet connections although giving feedback and mastering the
lessons are considered as disadvantages in this modality.
I ranked this modality as second because we all know that
not all students have access to the internet. Furthermore,
for some public-school students, buying computers or
2nd Online Learning smartphones that they will use in their online classes is
difficult. Their parents would probably choose to spend
their money to buy on other things like food. Also, some
teachers were still practicing using technology in teaching.

Identifying Targeted Interventions for Learners

Learners whose parents are

may Give assistance to the parents through online
not able to teach their own child communications such as cellphone and messenger.
at home.
Learners who don’t have access
Offer the Modular Distance Learning modality to
on the internet
them.
Call the help of their parent to be more patient in
Struggling readers teaching. Send supplemental videos so that the learners
will understand the lesson by watching it.
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.
Why is lesson designing important?
• It provides teachers with an opportunity for reflection on
what learners need to learn, how learners learn, and how
best to facilitate the learning process.
• These guidelines also aims the following:
• To empower teachers to carry out quality instruction
that recognizes the diversity of learners inside the
classroom
• Committed to learners’ success, allows the use of varied
instructional and formative assessment strategies including the
use of information and communications technologies
(ICTs), and
• Enables the teacher to guide, mentor, and support
learners in developing and assessing their learning
across the curriculum.
What is Lesson Designing or Lesson Planning?
Clearly articulated lesson objectives (What should be taught?)
Well-selected and logically sequenced presentation of learning resources
and activities 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?)
Before the Lesson Proper After the Lesson
Lesson
Review previous lesson Transfer ideas and Wrap up activities
concepts
to new situations
Clarify concepts from Emphasize key information and Provide learners with
previous lesson concepts discussed feedback
Present connection Explain, model, demonstrate, Assess whether lesson
between old and new and illustrate the concepts, has been mastered
lesson and establish ideas, skills, or processes
purpose for new lesson that students will eventually
internalize
Check learner’s prior Help learners understand and Check for learners’
knowledge about the master new information understanding
new lesson
Present warm-up Reinforce what
activities to establish teacher has taught
interest in new lesson
State lesson objectives Ask learners to recall
as guide for learners key activities and
concepts discussed
Review previous lesson Transfer ideas and Wrap up activities
concepts
to new situations
 In your Study Notebook, copy the components of the Daily Lesson Log (DLL)
or Detailed Lesson Plan (DLP) listed below, then highlight which part/s is/are
accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Learning Delivery Modality (select ☐ODL ☐MD ☐TV/RBI ☐BL

one):
Grade Level and Learning Grade 7
Area:
Lesson/Topic: Analogy
Learning Objectives: Supply other words or expressions that complete
an
analogy
Learning Resources/Materials
Needed: Module and Learning Activity Sheets
For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement the
SLM?
I can make or additional activity sheets and provide
learning videos to supplement the SLM.

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?
As an adviser the only additional support that I can
give is additional activity sheets and reading
materials or asking some follow-ups to the parents
regarding their child's performance in that lesson or
activity.

How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?
Teachers can gather feedbacks from the learners
and guardians thru phone call, text messaging, and
messenger chat.
Assessment for learning: Assessment of
- To adjust in the lesson learning:
Should promote
- May be integrated in - To measure if the
any parts of the self-reflection student and teachers
lesson and personal met the competencies
- Results can be accountability - Can be administer every
recorded to study the among students after three lessons.
development of the about their - Results are always
learners and the own learning recorded and part
master of the lessons. of the computation
- Can be individual of grades,
or group. - Always individual
  These shall be conducted by the teachers to track
and measure learners’ progress and to adjust
1. Formative
instruction accordingly.
and
 These shall be done in paper-based, offline, or online
Summative
assessment format, whichever is appropriate to the context
Assessment
and needs of the learners, to enable them to participate
fully in the assessment process and be assessed fairly.

 A purposeful collection of student work that

comprehensively demonstrates not only academic
2. Learning achievements but also the effort put forward by the
portfolio/e- student as well as the demonstrated progress in
portfolio achieving learning outcomes
 A digital collection of student work samples where teachers
can include the use of technology – based tools such
as word documents, graphics, sound, and video.
 Shall be administered in school for learners on F2F
learning and blended learning.
3. Summative  For those who are on distance learning, summative tests
Tests may
be administered when physical classes shall be allowed
and possible in their respective areas or through
appropriate online platforms.
4. Letter I will let them write their opinions through messenger or
Writing google
classroom wall.
5. Self – I will give them a soft copy of checklist for them to monitor
assessment and
assess their selves.
What assessment methods are common among the group
members?
The common assessment method in our group are
giving formative and summative assessments to our
students.

What are the challenges in doing assessment in DL?

Since there is no F2F learning this school year,
students are studying in their houses where their
parents serve as their guide. As a teacher, I have a
feeling of doubt on assessing because we can't
assure if students are the ones who will answer it.
Despite the challenges, what opportunities can you and your
colleagues explore to make assessment doable in DL?
We can collaborate well and choose among our all
method of assessment listed in our notebook.
A portfolio mainly displays the academic achievements of ✔
the learner.
Testimonies of parents/guardians and learning ✔
facilitators regarding the learner’s progress may be
included in a portfolio.
There is a fixed list of items that should be included ✔
in a portfolio.
The teacher can only comment on a learner's portfolio. ✔
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.
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.
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.
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.

C 1. These are the knowledge,

understanding, skills, and attitudes a. Learning
that learners need to demonstrate area
in every lesson and/or learning
task. b. Mode
D 2. These are the formative learning
opportunities given to learners of
to engage them in the subject
matter and to enhance their delivery
understanding of the content.
c. Learning
A 3. This refers to the prescribed
subject that learners take
Competencies

d. Learning Task
B 4. This refers to the method of
submission of learning outputs
preferred by the
learner/parent based on
their context.
Purpose A tool to guide learners and learning A tool for monitoring learners who
facilitators or household partners in lag behind based on the results of
tracking the subject areas to be their formative and summative
tackled and activities to perform at assessments
home
For whom? Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner
Components Learning area, learning competencies, Learner’s needs, intervention
learning tasks, mode of delivery strategies, monitoring date,
learner’s status
Has to be
communicated Yes Yes
to parents?
Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
Our school implements Modular Distance Learning (MDL) and Online
Distance Learning (ODL). In order to achieve this LDM we need
to have printed Self Learning Modules (SLM) for Modular
Distance Learning (MDL) and to have an Online Learning System
(OLS) for Online Distance Learning (ODL). This SLM will be
distributed to the learners while for those students who chose the
ODL, we gave them an account where they can use to access
their lessons online.

Do the schools have complete LRs for the LDMs they have chosen? If the LRs
are not complete or not available, what steps will you take to help them make
these available?
• Since May, our school has started to prepare different LRs for
MDL and ODL. Teachers also made Learning Activity Sheets
as an additional learning resource for MDL. For the ODL,
some teachers became course creators where they made an
online classroom where students can access the lesson thru
online. As an ODL teacher, if ever that the Learning
Resources in this modality are not available, I will use
other online resources to use in my lessons. I will also use
the DEPED PORTAL, DEPED COMMONS, offline videos, and
maximize the use of Learners Materials.
What support will you need to maximize the use of the two DepEd- sanctioned LR Portals?
From whom can you get this support?
Using the DepEd LR we can easily find and obtain our need SLM.

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 What adjustments will you make in terms of the LRs?
• For me it will be appropriate if we will use the correct
assessment tools because we are the one who knows our
learners.
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?
Form me, these two portals responds by meeting the needs of
the teachers and the learners. Also, these portals aligned their
activities according to the competencies that’s why it is flexible
and ready to use.
 STRONGLY STRONGLY
ITEMS AGREE DISAGREES
AGREE DISAGREE
I can use the modality
with /
ease.
I can confidently use the
/
platforms on the modalities.
I can use pedagogies
associated with the /
modalities and platforms.
I can very well manage
my
learners/class in the /
modality that my school
has adopted.
I can very well engage
with parents and
/
community partners in
assisting learners.
What 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?
I need to develop and give more focus on domain number one which is all
about Content Knowledge and Pedagogy. Also, I want to enhance the domain
number six the community linkages and professional engagement. I need to
build a strong relationship with the guardians/parents of my students to
deliver the quality supervisory among them as well as with my co-
teachers in schools.

What is Goal toward

Improving your teaching What will you push to achieve What will help
practices in the the goal? you to attain the
Modalities? goal?
Equip myself with all the
For my students to learn changes including the Webinars related to
and have mastery. platforms to be used and the my profession
modalities adopt by my school.
To see changes and
To produce self –
success in this new
centered activity sheets Continues learning
normal set up of
and life-long skills.
the school year.
To be more effective and
To prove that DEPED
efficient teacher in this
does not failed in Portals and the
season that we are facing
giving quality web.
new normal.
education.
 Action Plan
Developmental (Recommended Developmental
Intervention)
Strengths Needs Resources
Learning Objectives of Timeline
Intervention Needed
the PD Program

Managing classroom Effective and To manage learner’s Consult with and Year- Head
structure to engage constructive behavior behavior constructively observe other round Teacher
learners, individually management skills to by applying positive staff – Master
or in groups, in ensure learning-focused and non-violent particularly Teacher
meaning exploration, environment despite of discipline to ensure intervention Co-
discovery and the current issue. learning-focused specialists. teachers
hands-on activities environment. Engaging in
within a range of informal dialogue
physical learning with peers on how
environments to improve my
behavior
management skill.
Developing Improving my ICT skills To display knowledge Individual or Year- Online
organizing and using and the ability to find and understanding of collaborative round Learning
appropriate teaching or create different relevant technology- research on how Resources
and learning engaging learning based innovation understand Internet
resources, including resources online in including ICT in relevant Connection
ICT, to address response to our school’s effective delivery of technology-based
learning goals LDM. functions innovation including
ICT in effective
delivery of
functions
Using range of Using range of teaching To plan and deliver Consult and Year- Reliable
teaching strategies strategies that are teaching strategies that observe other round Websites
that enhance learner aligned to the school’s are responsive to the staff Online
achievement in new learning delivery special education needs Learning
literacy and modalities to develop the of learners in difficult Attend webinars Resources
numeracy skills. higher order thinking circumstances including: and virtual Internet
skills of the learners. Geographic Isolation, conferences Connection
chronic illness; related to
displacement due to effective teaching
armed conflict, urban strategies in this
resettlement or time of pandemic.
disaster, child abuse
and child labor
practices
 MODULE REQUIRED OUTPUTS
MODULE 1: Course Orientation 1. No outputs for submission

MODULE 2: MELCs 1. Presentation of LAC Group on Unpacking of a Sample

MELC
MODULE 3A: 1. List of targeted learner interventions
Lesson Design and 2. Learning tasks for DL
Assessment in the
Modalities 3. Assessment methods in DL
4. Weekly Home Learning Plan for one (1) subject
5. Individual Learning Monitoring Plan
6. LAC 3 Teacher Engagement Report
7. LAC 3 Session Report

MODULE 3B: 1. Two (2) accomplished LR Rapid Assessment Tools with

reflections
Learning Resources
MODULE 4: 1. Finalized LDM Individual Development Plan
(produced after discussion during LAC)
Planning for Continuing
Professional Development and
LAC Planning
MODULE 5: 1. Portfolio
Building Your LDM TA
Portfolio
How will your Portfolio help you in tracking the progress of your teaching
practice in your School's LDM?
• A portfolio is intended to evaluate learning progress and achievement
in a specific course. By completing my portfolio in LAC sessions about
Learning Delivery Modalities, I can now be ready for the challenge of
the new normal way of teaching. I can use it as my reference regarding
the different modalities, learning resources, and others.
• My portfolio will serve as evidence of my teaching. It also shows my
improvements as a teacher and the problems that will encounter. I can use
my portfolio to guide and keep me on the right track.

What evidence from the previous modules will help capture the progress of
your teaching practice?
In the previous module which is module 4, I learned how to make an
individual development plan where I can assess my weakness and strength in
terms of my teaching practices. One of the best examples is analyzing to
what domain do I need to focus more and make a development plan for that.
From the previous modules, the following evidences will help monitor my
teaching practice:
• Unpacking of Most Essential Learning Competencies
• Learning task for DL
• Weekly Home Learning Plan
• ILMP

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

Reflection is an integral part of my portfolio because it serves us the soul
of what I have learned towards the activity or course. Through writing a
reflection, I can tell the ideas or thoughts that I have gained from the topic
or session.