Republic of the Philippines

Department of Education
Region XII
Schools Division of South Cotabato
Banga South District
RANG-AY INTEGRATED SHOOL
Rang-ay, Banga South Cotabato

Submitted by:

ROLDAN T. TULIAO
Teacher I

Submitted to:

FE M. PILAPIL
Principal II

STUDY NOTEBOOK
 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION

MODULE OBJECTIVE:

By the end of this Module, you will be able to describe what this course is
about
and how it will help you manage the teaching-learning process in the
modalities.

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
 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?

The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules which do
not require thorough discussion in deepening the teachers’ understanding on the different
learning modalities that we are about to use this coming October 5. The delivery of this
course is an urgent action of Deped to this ongoing pandemic as also part of Deped’s
Learning Continuity Plan. This course is also output-oriented as teacher participants are
tasked to provide outputs and reflect on each activity in every module.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
During this New Normal Education this course will engage us to become more knowledgeable
and skillful in terms of the implementation of the most suitable learning delivery modality in
their respective areas. It helps teachers to gain knowledge, skills and mindset that are
necessary in this new teaching and learning way.
This will also urge us to understand better the needs of our learners and the most effective
ways to provide instructional assistance considering their health and welfare.

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

The support mechanisms that will surely help me in learning this course are as follow:
1. My knowledge gain from the webinars/trainings I attended that are all connected to this
course.
2. Through the collaborations of my co teachers in giving insights, enlightenments, and
support to each other in learning each module of this course.

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?
 2. How can I ensure that I am able to sustain my strengths and address the obstacles that will
hinder me from completing this course?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Studying the lessons The difficulty in internet Seeing the learners I will have to accomplish
ahead of time and more connection since our LAC confined in their homes the requirements of this
than willing to search for sessions may be and learning less to course from my home.
answers and solutions to conducted virtually. Aside nothing motivate me to Rest assured that I keep
problems that may occur from that the preparation participate in this constant communication
along the way. This for for the incoming opening course.The least we can with my colleagues in
me is somehow positive of classes, modules do is to provide them with getting their insights and
that may result to printing and other the best resources we support for better
providing better outputs. necessary things needed can give them in order for understanding of this
for this course. them continue their course.
dreams.
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016
titled “The Learning Action Cell as the K to 12 Basic Education Program School Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning.” Once you’re
done, answer the following questions. Write your responses and any other ideas and reflections in
your Study Notebook.

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:
__2__ To improve the teaching-learning process to improve learning among students
__4__ To nurture successful teachers
__1__ To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
__3__ To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Poor Internet Connection - As many of us are leveraging the power of modern technology
in conducting LAC sessions, it will be best if we can find a place with stable internet
connection.

2. Time Management - It will be best if the schedule for the session do not conflict with the
other tasks and schedules of the teachers. Often times, teachers are attending 2 or more
trainings all at the same time resulting to give less focus to the LAC session.

3. Knowledge of the Topic - To make sure that teachers are gaining knowledge and skills
that are useful to the current situation or in the future, the topics in the LAC sessions should
be relevant, timely, and benefial to all parties concerned especially in these trying times.

ACTIVITY 2
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each.
Get in touch with your designated Coach or LAC Leader in forming your LACs.

See LDM Module 1 – page 5

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

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: XII – SOCKSARGEN

LAC ID (name or number): Number of LAC members:

Name of LAC Facilitator: Fatima P. Carpizo Designation/Position:

LAC Members
NAME Male/ DESIGNATION/ DIVISION/S Contact details Preferred
Fema POSITION (email, mobile contact mode
le number) (email, phone,
Skype, Zoom,
Google Meet,
Viber, FB)

TULIAO, ROLDAN T. M TEACHER - I SO. COT.

DE ALA, BELLE G. F TEACHER - III SO. COT.

CASTILLO, ROSIE F TEACHER - III SO. COT.

DELMORO, PELAGIA F TEACHER - III SO. COT.

PURTO, STEPHEN M TEACHER - II SO. COT.

DALE P.

BESINGA, LORY JOY B. F TEACHER - II SO. COT.

PALUBON, ALEXIA F TEACHER - II SO. COT.

MARIE

MANLAPAO, CORINNE F TEACHER - II SO. COT.

G.

DELA CRUZ, M TEACHER - II SO. COT.

REYNALDO JR.

SOLOMON, JHON REY M TEACHER-I SO. COT.

S,

VALDEZ, LIEZL ANN G. F TEACHER - III SO. COT.

MANGAY-AYAM, BENJO M TEACHER - II SO. COT.

G.

PEREZ, REYMART M TEACHER - II SO. COT.

MAGBANUA, DOMILYN. F TEACHER - I SO. COT.

MENDOZA, RONALD M TEACHER - I SO. COT.

PASTOR, VARY M TEACHER - I SO. COT.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 MODULE 2:
MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.

Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious challenges
on the delivery of quality basic education. As a teacher, what do you think are the fundamental
concerns in terms of curriculum standards that need to be addressed in order to ensure
 learning continuity? Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department
of Education especially to the teachers who are standing in the front line to provide the
continuity in education. As a teacher, I believe that narrowing down the learning competencies
has become a huge factor in order to deliver the only the most essential in this time of
pandemic. However, one of the major concerns to ensure that learning continues is the
implementation process itself. Given the shortage of resources, schools, teachers, and the
community itself are finding means to bridge the gap.

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?

YES I totally agree to this. The pupils have only shorter time to digest their lessons and due
to its congested nature, students cannot cope up with it and more often than not, teachers find
it hard and time consuming to teach all these competencies which seem to be repetitive and
redundant resulting to poor performance of the learners as well as the teachers.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
The MELCs is part of the department's response to develop resilient education systems,
especially during emergencies and will enable DepEd to focus instruction on the “most
essential and indispensable” competencies.
This method is tailored to meet different learning levels that can lead to efficient learning
outcomes through alternative learning delivery modalities.

2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education but may not necessary in
building foundational skills.
 3. 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 MELCs were identified according to the gaps, issues and concerns across learning
areas and grade levels. The decisions were made due to the limited number of school days and
the absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the
learning competencies is the best option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and
are the most essential competencies that students are expected to learn despite this
pandemic. The Department of Education has made sure that with limited resources, time, and
the absence of face-to-face instructions, learners would still get the the necessary
competencies the need to acquire through these MELCs.

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 in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
2. investigate changes that Investigate changes that happen in
happen in materials under materials under the following
the following conditions: conditions:
2.1 presence or lack of 1 presence or lack of oxygen
oxygen; and 2 application of heat
2.2 application of heat;
S5MTIc-d-2
3. recognize the importance of
recycle, reduce, reuse,
MERGED/CLUSTERE
recover and repair in waste
D
management; and S5MTIe-
g-

4. design a product out of local,

recyclable solid and/ or liquid
materials in making useful
products.

2. investigate changes that investigate changes that happen in

happen in materials under
the following conditions:
RETAINED 2.1 presence or lack of
oxygen; and
2.2 application of heat;
materials under the following conditions:
2.1 presence or lack of
oxygen; and
2.2 application of heat;

DROPPED 2. recognize the importance of

recycle, reduce, reuse,
recover and repair in waste
management; and S5MTIe-
g-
 3. design a product out of local,
recyclable solid and/ or liquid
materials in making useful
products.

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, in your Study Notebook.
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study
Notebook:
1. What is the importance of unpacking and combining the MELCs?
By unpacking and combining the MELCs, we now have a clear path forward. This gives up
a deeper understanding on how these MELCs are selected. It will be much helpful for us to
plan on how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs of
the learners.

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

Of course, unpacking the MELCs are essential in order to have a systematic learning
activity so that the competencies needed by the learners are not congested or repetitive.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will
follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs
of their choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot
down the synthesis of the presentations in your Study Notebook.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribedby the
LCP and
a. between the different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning
in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning
tasks.

MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3
 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, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning -  can be defined as the traditional style of learning in which you show up at
a venue at the same time for a number of sessions. This allows for a live interaction between a learner
and an instructor. Learners benefit from a greater level of interaction with their fellow students as well.

Distance Learning - students usually study from home, instead of attending physical classes.

Blended Learning -  is an approach to education that combines online educational materials and
opportunities for interaction online with traditional place-based classroom methods.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study Notebook

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc. Then rank the DL types—MDL,
ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the reasons for your
ranking of each. Replicate the following table and write your answers in your Study Notebook.

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

Modular Distance Many advantages for students in terms of their capacity to offer

Learning flexibility, choice, access and mobility.Most of our learners
belong to less-fortunate families who are apparently not
capable of providing the necessary tools and equipment like
1 computer, smartphones, internet connections, television,
etc. in order for them to participate in Online Learning and
other learning modalities.

Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing modular learning. This is to provide
better instructional support, monitoring, and evaluation to
2 the learners to ensure that the quality of education is being
delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,

most of the learners’ families are not capable of providing
this type of device.

Radio-Based Most families in the community now-a-days do not use

Instruction radios anymore. In some households this is still present but
the signal reception is still their biggest hurdle.

Online Learning Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
because most the learners are not capable of this as stated
in the above explanations.
5
ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe what targeted interventions you
would develop to include them. Listed below are some examples which may be relevant to your
context. Add others as appropriate. Write down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their module and activity
household member sheets. Organize, if possible, a learning support system in the area that can be
who can composed of volunteers to provide assistance to these learners.
guide and support
their learning at
home.

Provide additional reading materials in developing their reading skills. Attach

Beginning readers
monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that

parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a learning
(Grades 4-12)
support system in the area that can be composed of volunteers to provide
assistance to these learners.

No access to Provide self-learning modules and other additional learning materials.

devices and Internet

Inaccessible (living Coordinate with their barangay officials to assist the teachers in delivering the
in remote and/or self-learning modules and other additional learning materials.
unsafe areas)

Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would suffice it.

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

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

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction and
learning, lessons are responsive to learners' needs, teachers set learning targets for learners,
and for the teachers to carry out lessons successfully.

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

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

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

 Review and clarify
concepts and key points
from previous lessons
 State lesson objectives
as guide for learners
 Present connection
between old and new
lesson and establish
purpose for new lesson
 Check learners' prior
knowledge about the
new lesson
 Provide learners with
feedback
 Check for learners'
understanding
 Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually internalize
 Help learners understand
and master new
information
 Wrap up activities
 Emphasize key
information and concepts
discussed
 Assess whether lesson
has been mastered
 Transfer ideas and
concepts to new
situations
 Ask learners to recall key
activities and concepts
discussed
 Reinforce what teacher
has taught

ACTIVITY 3

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners
on whether the lesson has been succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 5 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge /
about the new lesson
5. Present connection between old /
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide /
for learners
Lesson Proper
1. Explain, model, demonstrate, /
and illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize
2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for /
learners’understanding
After the Lesson
1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key /
activities and concepts discussed
4. Reinforce what teacher has /
taught
5. Assess whether lesson has been /
mastered
6. Transfer ideas and concepts to /
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in the SLMs.

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?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks , comments, and suggestions.

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.

May be given at any time Occurs toward the end of a

during the teachers and period of learning in order
learning process. to describe the standards
/ reached by the learner.
The results of formative
assessments will help The results of summative
teachers make good assessments are recorder
instructional decisions so and used to report on the
that their lessons are better learners' achievement.
suited to the learners'
abilities.
ACTIVITY 6
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
How to Adapt the Assessment Method in DL
Method
1. Formative Formative assessment like 5-item written evaluation is included in each self-
Assessment in a form of learning modules. Additional activity sheets and worksheets containing
short quizzes and various evaluation shall also be distributed.
seatworks
2. Summative At the end of the unit, written summative assessments in all learning areas
Assessment shall be given to assess the learning development of the learners in modular
distance learning.
3. Performance-Based For learning areas that are more focused on skills and practical activities,
Assessment performance tasks shall be implied. Learners may be asked to have a vide
recording of their activities at home for proper evaluation. For learners with
no capabilities of doing such, their parents/guardians shall be asked to
assess their performance at home and answer the prepared assessment tool
based on the given rubrics.

4.

5.

1. What assessment methods are common among the group members?

Formative and summative assessments are common among the groups simply because
these two are integral parts in the grading system during this time of pandemic.

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

The primary challenge in cascading the above-mentioned assessment is the honesty of the
learners and parents in answering those materials. Without the presence of the teachers and
the traditional face to face interaction, it will remain as a major challenge for the teachers and
the educational system as a whole. Another problem that is expected to occur in this type of
learning modality is the learning support system of a child which may lead him/her to having
low or poor performance which will reflect to these assessment methods.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance learning, we
are able to learn various ways in communicating to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be confusing to them.
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 in every lesson b. mode of delivery
and/or learning task. c. learning
competencies
d. learning task
_D__2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans. Now, based on what you have read, create a WHLP for your class.
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 Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and A tool for monitoring learners who

learning facilitators or household lag behind based on the results of
Purpose partners in tracking the subject their formative and summative
areas to be tackled and activities assessments
to perform at home

Learners and learning facilitator or Teachers and learning facilitator or

For Whom?
household partner household partner

Learning area, learning Learner’s needs, intervention

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

Has to be communicated
Yes Yes
to parents?
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning
modalities
2. access resources from online portals such as DepEd Commons
andPortal of the Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1

1. Based on the map, what resources should you have in order to implement the LDM adopted
by your School/Division?
Modular distance learning is the adopted modality in our school. Hence, printed self-
learning materials and activity sheets are the resources that we are going to utilize.
 2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not
complete or not available, what steps will you take to make these available? What are your
options to substitute these missing LRs?
The school is now in the process of reviewing the SLMs provided to us. But teachers are
already utilizing the use of LR Portals like LRMDS and DepEd Commons to find useful and
effective LRs to supplement the SLMs if need be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
A support group to ensure the quality and appropriateness of the LRs should be
established. I will get the support from my fellow educators and the technical support from our
ICT coordinator. A good and stable internet connection is a primary need in accessing these
online portals.

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics
of learners? Are there learners who might be disadvantaged by the materials (based on
reading ability, level of learning independence, level of household support, distance)? What
adjustments will you make in terms of the LRs?
The resources are appropriate to the different levels of our learners. These resources are in
editable formats so improving or adjusting it to meet the needs of all learners should be easy.

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can
you provide to your colleagues and what support can you get from them in terms of LRs? Take note of
the insights that you can gather from your colleagues and write them in your Study Notebook.

We have agreed to provide immediate technical assistance to each other when we encounter
problems in accessing online portals for LRs. We also came up to a consensus to share
updates and useful tools and knowledge about more sources whether offline or online sources
of LRs to suffice the needs for additional useful LRs.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?
The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that
we can download, improve and adjust to meet the needs of all our learners. It gives variety of
learning activities to complement the existing LRs I have prepared.

2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
 The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal reception is better.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
A good and stable internet connection is a primary need in accessing these online portals.
A support group to ensure the quality and appropriateness of the LRs should be established. I
will get the support from my fellow educators and the technical support from out ICT
coordinator.

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.

We agreed to provide technical assistance in case problems occur while accessing the said
portals. We also decided to include the updates of these portals to our future LAC sessions.

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?
The download LR material met the learning targets of the lesson. The LR has the basic
standards required to deliver the MELCs.

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?
The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
The learning material covered the lesson but require some description and terminology to
achieve the best understanding of the concepts.
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.

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 resources are not quality assured and only provide minimal support to attain the
learning objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed. Upload more additional
resources to meet all the learners’ needs and levels of understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.

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 material needs more precision and quality assurance.

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

The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

Is the LR Material... YES NO Cannot be determined

 1. Connected and relevant to the
MELCs?
/

2. Appropriate to the grade level

and learner characteristics in
terms of language, activities? /

3. easy to reproduce and/or

disseminate?
/

4. from a credible source/author?

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

7. the layout and format easy to /

read and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements? YES
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? NONE
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s. NONE
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners? It makes me extra cautious in selecting the LRs I need for my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

Is the LR Material... YES NO Cannot be determined

8. Connected and relevant to the

MELCs?
/

9. Appropriate to the grade level

and learner characteristics in
terms of language, activities? /

10. easy to reproduce and/or

disseminate?
/

11. from a credible source/author?

12. culture- and gender-fair? /

13. free from red flags on possible /

 copyright and plagiarism issues?

14. the layout and format easy to /

read and pleasing to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements? YES
6. 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? I will still use the
material simply because of it fits the needs of my learners even if I am not sure of its
rightful owner.
7. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s. NONE
8. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners? It makes me extra cautious in selecting the LRs I need for my learners.
 MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
ACTIVITY 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.

 Among the domains in PPST, I think need to focus on first domain which is Content
Knowledge and Pedagogy to strengthen the effectiveness and efficiency of my teaching
not just in the normal face-to-face LDM but in all the alternative learning delivery modes
to deliver quality education to learners even amid a pandemic.

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

PROFESSIONAL DEVELOPMENT OBJECTIVES

RELATED TO THE MODALITIES SPECIFIC TOPICS
Applying assessment tool in choosing learning Learning Resources, using of LRMDS and
resources for the modules DepEd Commons
Writeshop on the Development Of Different
Enhancing skills in developing learning 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
CRITERIA EXCELLEN VERY SATISFACT MARGINA UNSATISFACT
T SATISFACT ORY (3) L (2) ORY (1)
(5) ORY
(4)
DEMONSTRA The outputs The outputs The outputs The The outputs do
TION clearly adequately reflect to outputs not
OF and captured a big extent reflect to show the
PROGRESS adequately the progress the a limited progress of
OF captured of the progress of extent the the LDM
THE LDM the implementati the LDM progress of implementation
IMPLEMENTA progress of on of implementati the LDM
TION the the LDM on implement
(30%) implementa ation
tion of
the LDM,
showing
innovations
that
contribute
to its
smooth
implementa
tion
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in
experience experience experience experience the
in the in the and in the implementation
LDM LDM relates them implement of
implementa implementati to the ation of the LDM with
tion, on, professional the LDM no
shows in- shows some standards with limited attempt to
depth analysis, and attempt to relate it
analysis and relates it personal relate it to the
and to the development to the professional
synthesis, professional goals profession standards and
and standards al personal
excellently and to standards development
relates it professional and goals
to the and personal
professiona personal developme
l development nt goals
standards goals
and to
professiona
l and
personal
developme
nt goals

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