DEPARTMENT OF EDUCATION

NATIONAL EDUCATORS’ ACADEMY OF THE PHILIPPINES

SCHOOLS DIVISION OF CAUAYAN CITY

CAUAYAN CITY NATIONAL HIGH SCHOOL-MARABULIG EXTENSION

LDM2
LEARNING DELIVERY MODALITIES
COURSE 2 FOR TEACHERS

Study
Notebook
CARLO D. GUERRERO
TEACHER II
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE

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 Session 1)

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 (LDM2) is a self and task-directed module that serves as a
guide on what modality is to be used in the new normal way of teaching. It is also an output-
oriented course wherein teachers as participant were tasked to provide outputs beneficial to
teachers and learners.

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

Amidst COVID 19 pandemic, the Department of Education aimed to provide alternative learning
system to students, this course shall engage and train teachers to become more equipped and skilled
in the implementation of the different learning delivery modality.

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

1. Attending professional development activities in our school like Learning Action Cell (LAC)
2. Faculty meetings and constant communication to co-workers for a team learning session.

ACTIVITY 2

Answer the following questions by copying and filling out the table in your Study Notebook.
 1. How will my personal characteristics and circumstances affect (positively or negatively) my participation
in this course?

My desire to provide my students the learning that they need inspired me to actively participate 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 repeatedly (What will prevent me from (What will push me to (Where will I
do that may affect my participating fully in this participate in this course?) accomplish the
participation in the course in course?) requirements of this
a positive or negative way?) course?
Describe this
environment.)

During the duration of the Preparation of online
course we were mandated to instructional materials,
take notes on important checking of outputs and
ideas and concepts. monitoring of learning.
Poor/No Connectivity
To learn innovations and The LAC sessions was
trends in the new normal held at CCNHS MEX
way of teaching. but I accomplished the
requirement needed to
Commitment and passion in finish this course at
teaching home
(Work from Home
Arrangement)

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. Conflict between LAC Schedule and other school related activities. Teachers are very busy on their
various tasks such as monitoring of learners outputs and preparation of Learning Resources needed in the distance
learning modality.
2. Collaboration and consolidation of outputs. Since alternative work arrangements/ work from home
scheme was implemented.
3. Unstable communication lines/Technical problem. Weak/Lost of connection, technical problem,
unwanted noises are some of the problems encountered by the attendees during the LAC session.

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.

Share your LAC Insights

LAC sessions are beneficial to teachers. The training improved and reskilled the teachers on the new normal
way of teaching and learning. It enables teachers to work together in solving the challenges of the pandemic.
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.

LDM2 TEACHERS LAC SESSION 1 GUIDE

LAC Components Activity Suggested Period

Getting Started
The LAC Facilitator leads the discussion on LAC 15-20 minutes
protocols/norms:
● Purpose of Leaders LAC sessions
● Schedule of LAC meetings
● Venue/Platform for LAC meetings
● Roles of LAC Facilitator and LAC members
● LAC Forms 1 to 4

The LAC Facilitator documents and circulates agreements

on LAC protocols/norms.

The LAC Facilitator and LAC Members complete LAC

Form 1. LAC Profile.

The LAC Facilitator completes LAC Form 2. LAC

Facilitator Information Sheet.

Small Group sharing
*For small LACs (2-5
members), you can skip this
and go directly to Big
Group/Plenary sharing
The LAC Facilitator asks the group to subdivide into 10-15 minutes
smaller groups of 2 to 3 individuals to reflect on and
share with each other their answers to the following
questions:
● What are the outcomes you expect from the
Leaders LAC sessions?
● What are the key characteristics of strong and
effective Leaders LACs?
● How can a Leaders LAC provide support for
teachers and school heads?

LAC Members are encouraged to share their reflections

from Lesson 1 and Lesson 2, Activity 1. Members should
continue to write their personal reflections or interesting
ideas and suggestions from the discussions in their Study
Notebook.

Small Groups report The LAC Facilitator gives small group representatives an 20-25 minutes per
opportunity to share their answers and reflections. representative

Big Group/Plenary sharing The LAC Facilitator synthesizes the small group 10 minutes
reflections and will ask the big group/plenary to reflect on
and answer the following questions:
 ● What was the value added in sharing answers to
a question with others?
● What might be the value of regularly working
with a group of leaders in providing support to
teachers and school heads?

Big Group/Plenary Synthesis The LAC Facilitator asks for 2-3 volunteers to share their 8-10 minutes
thoughts.

The LAC Facilitator synthesizes the discussion.

Looking forward to the next The LAC Facilitator sets the assignment: Study LDM2 3-5 minutes
session Module 2 on the Most Essential Learning Competencies.

The LAC Facilitator ensures agreement on the schedule

and venue/platform for LAC Session 2.

Completion of reports The LAC Facilitator completes LAC Form 3. LAC 5 minutes
Session Report.

LAC members complete LAC Form 4. LAC Engagement

Report.

TOTAL 71-90 minutes

ACTIVITY 3:

FORM 1: LAC PROFILE

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

REGION: 02

LAC ID: Senior High School Number of LAC members: 6

Name of LAC Facilitator: Angelle R. Bautista Designation/Position: Teacher II

LAC Members: 4

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

CABBAB, FEMALE TEACHER II CAUAYAN Email, phone,

JANINE CITY google meet,
GLARE C. zoom, FB

GUERRERO, MALE TEACHER II CAUAYAN Email, phone,

CARLO D. CITY google meet,
zoom, FB

PATRIARCA, FEMALE TEACHER I CAUAYAN Email, phone,

JOYCE D. CITY google meet,
zoom, FB
 TADAYA, MALE TEACHER III CAUAYAN Email, phone,
LESLY ANN B. CITY google meet,
zoom, FB

VALDEZ, FEMALE TEACHER III CAUAYAN Email, phone,

JOEZER CITY google meet,
zoom, FB

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

Learning Action Cell (LAC) Group 1

Roles Names Duties and Responsibilities
1. Oversees the implementation of the LAC(s);
2. Leads in the development of a LAC Plan and integrates such in
the SIP or AIP;
3. Organizes LAC groupings at the beginning of each school year
and ensures that each LAC has an assigned facilitator, preferably a
Master Teacher or senior teacher or senior member of the faculty;
4. Mobilizes resources for the conduct of LACs;
5. Provides feedback and submits LAC Progress Reports to
District and Schools Division Office;
6. Adapts and shares LAC best practices from other schools,
thereby developing a culture of collaboration and continuous
improvement;
LAC Leader MARITES M. LUNA 7. Ensures the monitoring of LAC sessions and related activities
and evaluating their impact on teacher professional development,
quality teaching, and pupil achievement;
8. Agrees with LAC Members on how to observe or monitor
application of learning;
9. Provides feedback to the teachers;
10. Gathers evidences of implementation or application of
learning;
11. Meets with facilitator to decide on next LAC topic and to
prepare or plan for the next session; and
12. Monitors the LAC implementation vis-à-vis the school LAC
plan.

1. Documents LAC proceedings following the template agreed

upon;
2. Keeps records of attendance and output of members;
3. Helps the LAC Leader and Facilitator in writing the progress
reports to be submitted to the District, Schools Division, Regional,
and Central Office;
Documenter CARLO D. GUERRERO 4. Devices innovative and efficient ways to document and
synthesizes the agreements during the LAC sessions;
5. Provides the information on the progress of the LAC and the
insights of the teachers about student learning;
6. Takes down minutes and captures the processes in the LAC; and
7. Gathers evidences of implementation (e.g., individual plans,
etc.).
Members CABBAB, JANINE GLARE 1. Attends LAC meetings regularly and participates actively in
 LAC sessions;
2. Serves as LAC facilitator or documenter or resource person for
certain topics when assigned such roles;
3. Develops plans to apply what has been learned and implements
agreed action plan in one’s classroom;
4. Monitors one’s progress in relation to the LAC Plan;
GUERRERO, CARLO D. 5. Prepares and submits documents or materials as needed and
PATRIARCA, JOYCE D. brings materials relevant to the topic;
TADAYA, LESLY ANN B. 6. Observes agreed norms of behavior;
JOEZER, VALDEZ 7. Captures evidences of implementation;
8. Reflects on the implementation;
9. Shares with colleagues in informal settings;
10. Prepares to share in each LAC session;
11. Allows LAC leader to observe how the learning was applied;
and
12. Provides the LAC leader with evidences of application of
learning.
1. Convenes the LAC team meetings;
2. Provides technical assistance in the development of the LAC,
timetable of team meetings, and other activities;
3. Checks and monitors attendance of members and submission of
materials and sees to it that team meetings start and end on time,
and that agenda for the meeting are covered;
4. Encourages active engagement and participation of members;
5. Serves as resource person on specific topics;
6. Assigns a documenter on rotation basis;
7. Invites external resource persons when necessary;
8. Reports regularly to LAC leader on LAC progress;
Facilitators BAUTISTA, ANGELLE R.
9. Prepares his/her session plan that identifies the topic, objectives,
materials needed, and outline of activities (at the very least) and
where necessary, consults the LAC Leader and members;
10. Ensures that the venue and equipment are available and
prepares the necessary learning materials such as reading
materials, videos, presentations, etc., when needed;
11. Announces the LAC session including topic, time, venue, and
other matters that the group should know; and
12. Runs and facilitates the session based on the plan and ensures
that the agreed norms of behavior are observed and that the
objectives of the session are achieved.

FORM 2: LAC FACILITATOR INFORMATION SHEET

This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.
 Region: Cagayan Valley Region II

Division: Cauayan City

NAME: Male/Female: Date of Birth: Age:

ANGELLE R. FEMALE AUGUST 02, 1988 32

BAUTISTA

Contact details: Email: Mobile Number: Facebook Name:

angellerallonza612@g
0935-180-3381 mail.co.m 0935-180-3381 ANGELLE SAPLAN
RALLONZA
BAUTISTA

Preferred contact mode: (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Google meet,
Phone FB, Messenger, etc.)
Messenger
Facebook
e-mail

FORM 3: LAC SESSION REPORT

This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: SENIOR HIGH SCHOOL REGION: II

LAC FACILITATOR: ANGELLE R. LAC SESSION NO.: 1

BAUTISTA

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

November 04, 2020 GOOGLE MEET

Number of members present (attach attendance document): 8

Materials and resources:

Self-Learning Module
Activity Sheets
Digital Resources
Online Resources
Smartphone
PC
LAC Session Guide
Others. Please specify:_________________________________

Part A
Please indicate the extent to which you agree with each of the following statements by ticking the
appropriate box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

Comments / Remarks
(For example, if you disagree
SD D N A SA or strongly disagree, please
 indicate why.)

MEMBER PARTICIPATION

1. All of the members came All members have prepared

prepared for the LAC session their materials/gadget need.

2. All of the members had an All members are not able to

opportunity to share and present their tasks.
discuss their assignment,
insights, and ideas

3. Members listened to each Members are open for

other’s insights and ideas. constructive criticisms.

4. The members’ assignments

showed an understanding of Outputs are correct
the lessons in the SLM.

5. The members demonstrated Members are engaged ad

engagement in and/or enthusiastic during the session.
enthusiasm for the learning
tasks during the session
(including providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and Discussions are presented in

discussion during the LAC an orderly and step by step
session by keeping the manner.
discussion focused on the
lesson or topic.

7. I encouraged all the members All members are given equal

to actively participate in the chance to present their ideas,
LAC session (i.e., for the insights, and outputs.
teachers to share their work
and ideas/ insights).

8. I provided useful feedback on Feedbacks are given right

the teachers’ assignments. away to the participants.

Part B
Please provide the information requested.

1. The best part of the session (i.e. what went well):

 Participants are able to grasp the lectures and they were able to accomplish their
tasks

2. Problems or challenges encountered and how they were resolved:

 Slow and unstable internet connection

3. Other topics discussed apart from the recommended topics, if any:

 None

4. Recommendations/Plans for next LAC session:

 Check members’ assignments/outputs before the start of the next session.
 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 delivery of instruction, the effectivity of the new normal modalities and the resources of teachers and
learners needed in learning and teaching are some of the many challenges that needed to be addressed not only
by the teachers but also the stakeholders, the Department of Education and the government as a whole.

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?

The learners and even the teachers are affected by this problem since some subjects were just duplication of
the other. Congested curriculum resulted to lack of mastery on the different fields of specialization or areas of
interest.

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?
MELCs is DepEd’s response to develop resilient education systems, especially during this time of emergency.
The MELCs enable DepEd to focus instruction on the most essential and indispensable competencies. The
essential competencies meet different learning levels that can lead to efficient learning outcomes through
different alternative learning delivery modalities.

a. 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. 
b. MELCs is also developed in response to UNESCO's fourth sustainable development goal and that is to
develop resilient education systems, most especially during emergencies. 
c. MELCs can be used as a mechanism to ensure education continuity.
d. The MELCs intend to assist schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space.

2. What is the difference between essential learning competencies and desirable learning competencies?

Essential Learning Competencies are the competencies provided in the K to 12 Curriculum Guide while Desirable
Learning Competencies are the latest competencies issued by the DepEd. They are considered as the Most Essential
Learning Competencies. Some of these are merged competencies in the K to 12 CG. 

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, needs and concerns across learning areas and grade
levels. The decision was made because the number of school days were narrowed down and there is no face to
face interaction, hence it is the best way that the Department of Education thinks to address the concern.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?

Learning competencies are identified by knowing the following characteristics. 

a. It is applicable to real-life situations  
b. It would be important for students to acquire the competency after s/he left that particular grade level 
c. It is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-literate
Filipinos) 
d. It would not be expected that most students would learn this through their parents/communities if not
taught at school
e. It connects the content to higher concepts across content areas 

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
Recognize the common concerns or
intersections of anthropology, sociology,
and political science with respect to the
Discuss the nature,goals and perspectives
MERGED/CLUSTER phenomenon of change
in/or anthropology,sociology and political
ED UCSP11/12SPUIb-4
science.
Identify the subjects of inquiry and goals
of Anthropology, Political Science, and
Sociology UCSP11/12SPUIb-5
RETAINED
Articulate observations on human cultural 1. articulate observations on human cultural
variation, social differences, social variation, social differences, social change,
change, and political identities and political identities UCSP11/12SPUIa-1
UCSP11/12SPUIa-1
Demonstrate curiosity and an openness to 2. demonstrate curiosity and an openness to
DROPPED explore the origins and dynamics of explore the origins and dynamics of culture
culture and society, and political identities and society, and political identities
UCSP11/12SPUIa-2 UCSP11/12SPUIa-2
Analyze social, political, and cultural
change UCSP11/12SPUIb-3

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?
Unpacking and combining MELC’s is important to focus instructio on the most essential and indispensable
competencies needed by the learners.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
A learning competency is retained if it satisfies the endurance criterion which greatly contributes to life-
long learning. Two or more learning competencies are merged if they have the same objective. Others are
dropped due to the following reasons they are too specific, recurring and they are subsumed in another
learning competency.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Yes, to ensure to deliver the most essential learning outcomes they need to graduate or to be promoted.
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 prescribed by the LCP
and 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 independent 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 3A
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 (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue. There are opportunities for active engagement, immediate
feedback and socio-emotional development of learners. It may be conducted in any available
physical learning space Face to face learning in which learners can digest the content of each
topic smoothly.
 Distance learning refers to a learning delivery modality where learning takes place between the
teacher and the learners. Learners engage in independent learning at home or in any physical
learning space applicable, by using learning materials that are accessible ether online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or ',sterling to radio-
based instruction while being geographically distant from the teacher.
 Blended learning is a combination of any of the sub-categories of distance learning. The
combination may be , ODL and PMDL, ODL and DMDL, ODL and TV-Video, ODL and TV
Video, MDL and TV-Video and others.
 Home schooling refers to an alternative learning delivery mode (ADM) that provides learners
with access to formal education while staying in an out-of-school environment, with parents,
guardians, or tutors as authorized facilitators instead of classroom teachers. It uses any or a
combination of the various learning delivery modalities.

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

 Distance Learning and Homeschooling do not require face to face interaction between the
Teacher and Learner.
ACTIVITY 2
Distance Learning Matrix

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)
Self-Learning Modules provides ample time for mastery and
sufficient practice of lessons. Learners can independently learn and
Modular Distance
1 with the aid of their parents/tutors. Considering the Economic status
Learning
of the learners, Learning Distance Module is the cheapest and the
easiest modality to adapt in this times of pandemic.
Learners are given Self Learning Modules and attend online classes
for enrichment and proper guidance in accomplishing the tasks
2 Blended Learning
provided. The problem is not all learners have the resources such as
TV, Radio and Internet..
The learners and teachers need access to digital devices and devices.
3 Online Learning Costly Strong Internet connectivity is needed to be provided by
teachers and learners

RBI is possible but needs a strong radio frequency to reach far flung
Radio-Based areas. Based on LESF Survey results, Majority of the students does
4
Instruction not have/use radio at home.

Shall only cater students with access to Private Television Channel

Provider such as CMD, Signal and etc..TV instruction is costly and
5 TV-Based Instruction requires a lot of preparation for TVI Teachers.

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
The school has organized student coaches and peer leaders in each town who will assist other
or household member
students in accomplishing the SLMs. Likewise, teachers can be reached out and help these
who can
students through private message or in group chats in facebook.Constant communication with
guide and support their
the learner is implemented.
learning at home.
Beginning readers (K to N/A
3)
Struggling readers N/A
(Grades 4-12)
Self-learning modules(SLMs) were provided and other additional learning materials like
No access to devices and
textbooks available in the school. Home visitation will be implemented following IATF
Internet
guidelines or if not possible, by online means of monitoring.

There are parent coordinators who are assigned to distribute and coordinate with the
Inaccessible (living in barangay officials to assist him/her in delivering the SLMs and other additional learning
remote and/or unsafe materials. Part of the LCP of the school is the identification of the parent coordinators as
areas) knowledge bearers who shall be responsible in the distribution and retrieval of the SLMs and
outputs of the learners.
Indigenous People N/A
Printed Self Learning Modules were provided and parents were oriented to guide and support
Persons with Disabilities the learning process of the child at home and assist him/her in accomplishing the learning
tasks.

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 effective Teaching-Learning
opportunities for the teachers and learners. It involves the identification of the content of
instruction, selecting appropriate teaching materials, designing 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 must be responsive to learners' needs and teachers must set learning targets needed to
be achieve by the learners.

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

 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?)

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

 According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled
up after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly the
parts that went well and the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things about the lesson
that were successfully implemented and which ones need improvement or could be adjusted in the
future. Teachers can also take note of the number of learners who earned 80% in the evaluation, the
number of learners who require additional activities for remediation, and the difficulties teachers
encountered that their principal or supervisor can help solve.

ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area:

Lesson/Topic:

Learning Objectives:

Learning Resources/Materials Needed:

LEARNING TASKS FOR DISTANCE LEARNING

Part of Lesson / Learning Tasks
Before the Lesson
Additional Remarks:
(ex. can be done via voice calls, can be facilitated by
Check if already
a household partner, can be done via a learning
present in the
activity sheet, can be presented via an internet based
SLM
resource, can be facilitated during a synchronous
learning session, etc.)
 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?

 Give a copy of the Learner’s Activity Sheet (LAS) 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 educational youtube videos. Since constant communication
is needed, learners and parents can be easily be reach through online platforms like messenger or via
mobile devices during 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?

 There is a need to review the Daily Learning Log for Home Schooling accomplished by the Learners. A
Teacher-Parent/Student Online conference can also be done to gather 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

during the teachers and
learning process.
The results of formative
assessments will help
teachers make good
instructional decisions so
that their lessons are better
suited to the learners'
abilities.
Occurs toward the end of a
period of learning in order
to describe the standards
reached by the learner.
Assessment
of Learning
The results of summative
assessments are recorder
and used to report on the
learners' achievement.

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 various
short quizzes and evaluation shall
seatworks also be distributed.

At the end of the unit, written summative assessments in all learning areas shall
2. Summative
be given to assess the learning development of the learners in modular distance
Assessment
learning.

For learning areas that are more focused on skills and practical activities,
performance tasks shall be implied. Learners may be asked to have a video
3. Performance- recording of their activities at home for proper evaluation. For learners with no
Based Assessment 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.

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

 During this time of pandemic, assessments are in the form of written works and performance tasks.

 Written works are administered through quizzes and long/unit tests.

 Performance tasks were performed through skills demonstration, group presentations, oral work,
multimedia presentations and research projects.

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

 The primary challenge in implementing the above-mentioned assessment is the credibility of the
learner’s outputs. Students may easily search answers in the net or can copy answers of their
classmates. Instead of assisting their children, some parents accomplish their child’s module.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?

 Our school has organized professional development (PD) activities to enhance teachers understanding
and skills in the use of LMS. These PD activities were LAC, coaching, and formal training spearheaded
with the aid of online platforms.

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.

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.

Understanding Culture, Society and Politics

Grade 11 HUMSS/TVL
Week 1 Quarter 1
October 5 – 9, 2020
WEEKLY LEARNING PLAN
Day & Time Learning Learning Learning Tasks Mode of Delivery Remarks
Area/s Competency
7:00 -7:30 Flag ceremony/Breakfast/Exercise /Meditation/Motivation
Oct. 5, 2020 Understan Discuss the Learners will read Used of Alternative Delivery Module Online/House to
Monday ding nature, goals and and study page 1 received by Parents/Guardians
house Monitoring of
Culture, perspectives in/of their Learning
2:00-3:00 society anthropology, Module. Learners via Group
and sociology and Topic: Nature and Chat/Messenger or
politics. political science. process of used of mobile device
Comunication
SMS
Note: Students must
Accomplish Daily
Learning Log for
Home Learning
Oct. 6, 2020 Discuss the Online Learning: Online Learning Online/House to
Tuesday nature, goals and Watch Youtube
house Monitoring of
perspectives in/of Video Link
2:00-3:00 anthropology, https://www.youtube Learners via Group
sociology and .com/watch? Chat/Messenger or
political science. v=y2vWTuVmlO4 used of mobile device
SMS
 Sending link via GC

Oct. 7, 2020 Discuss the Review of Previous Review Alternative Delivery Module page 1 Online/House to
Wednesday nature, goals and Reading/Lessons
house Monitoring of
perspectives in/of Watch Previous YT Link
2:00-3:00 anthropology, Learning Activity 4- Learners via Group
sociology and Think, Fill and
political science. Share p. 6 of ADM Send link via GC.

Sending of Outputs
through Learners GC
or Email.
Oct. 8, 2020 Discuss the Learning Activity 5: Used of Alternative Delivery Module Sending of Outputs
Thursday nature, goals and Think, Fill and received by Parents/Guardians
through Learners GC
perspectives in/of Sharet p. 7 of ADM
2:00-3:00 anthropology, or Email.
sociology and
political science.
Oct. 9, 2020 Discuss the Review week 1 Used of Alternative Delivery Module Submission and
Friday nature, goals and Lesson received by Parents/Guardians
Retrieval of Students
perspectives in/of
2:00-3:00 anthropology, Finalization of outputs via DOA or
sociology and students Online Submission
political science. activities/outputs through Email/
Messenger

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)
 A tool to guide learners and learning
facilitators or household partners in
tracking the subject areas to be tackled
and activities to perform at home.
 It aid teachers and parents in keeping
Purpose track of theday-to-day in-school and off-
school general learning processes as they
implement the most suitable and feasible
alternative learning modality based on the
context of their school.
 It creates awareness among learners that
they are responsible for what they learn.
Learners and learning facilitator or learning
For Whom?
coach
Monitoring Plan (ILMP)
 A tool for monitoring learners who lag
behind based on the results of their
formative and summative assessments.
 It serves as the document that will show if
the learner has shown either mastery of
the learning competencies, significant
progress, or insignificant progress.
 It is used only for learners who are not
showing progress in meeting the required
learning competencies.
Teachers and learning facilitator or learning
coach

Learning area, learning competencies, Learner’s needs, intervention strategies,

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

Has to be Yes Yes

communicated 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 and LR Portal 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?
Teachers are already utilizing the use of LR Portals like LRMDS and DepEd Commons to find useful and
effective LRs to supplement the SLMs. We also provide our students educational video related to student’s
lesson.

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 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.

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 is possible
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 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.

RAPID ASSESSMENT OF LEARNING RESOURCES

(LEARNING RESOURCE IN PHILIPPINE POLITICS AND GOVERNANCE)

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. designed with a layout/format that is /

easy to read and pleasing to the
eyes?

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
 PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT AND
LAC PLANNING
MODULE OBJECTIVE:

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

1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development
and Participation in the LAC

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

See LDM Module 4 – page 37

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.

I will have to work on assessment and reporting that will ensure the credibility of learning in this
distance learning. It will help me optimize the ways to monitor and evaluate learners’ progress and minimize
possible distance cheating.

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?

What is your goal toward improving

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

Deeper understanding and reflecting to Improving my teaching strategies in Consistent collaboration from my
the things I need in preparation for the this time challenging situation. fellow educators and continuous
opening of classes. learning to provide quality education
amid this crisis.

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.

Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Needs Timeline Resources Needed

Learning Intervention
 Objectives of the
PD Program

Applied skills Used a range of Improve skills Attend various Year- Self-Funding
in the effective teaching strategies of and strategies to seminars, Round
MOOE
communication to enhance learner develop workshops.
of learners achievement in meaningful Benchmark with Others
needs, progress literacy and numeracy teaching-learning other teachers.
and skills. process including
achievement to assessment tools
key and techniques to
stakeholders, enhance students'
including mastery in my
parents and subject.
guardians.

Practices Makes specific Improve Improving work- Year- N/A

ethical and changes in the system intrapersonal related Round
professional or in own work skills and work coordination
behavior and methods to improve management
conduct taking performance. practices.
into account the
impact of my
actions and
decisions.

ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC. Use the PD
Discussion Template in your discussion.

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Enhancing capabilities on giving interventions to learners in
distance learning.
Develops efficiency in managing tasks focusing distance
teaching-learning process, monitoring, evaluation, and
assessment.
Outsourcing or developing learning interventions for distance
learnings.
 Work efficiency in distance learning
 Monitoring and evaluation of learners in distance
learning.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES
MODULE OBJECTIVE:

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

1. list down the evidence of LDM implementation

 2. plan for how to make sure that you will be able to relate these evidences to

your professional practice based on the professional standard

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

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

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

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions 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?
Portfolios provide documented evidence of teaching, by completing my portfolio in LAC sessions about
LDMs I am now prepared to the new normal education. It helps me reflect and imprive my teaching so that Ill
be able to provide a quality edcation fo my students.

2. What evidence from the previous modules will help capture the progress of your teaching practice?
Learning to create an individual development plan can help my assess my weaknesses and strengths in
terms of my teaching practices.

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

Writing down my reflections and insights can help me navigate my intent to improve in aspects that I
needed to. It also serves as my review points whenever I feel lost in performing my duties. Most importantly, it
serves as a gauge on how well I understand the topics discussed from this course.

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.
The list of evidence in the learning delivery modality is enough at the moment. Although of course there
might be something else that need to be included as we go on to the implementation of the DL through the
MDL. In the future LACs, surely our group will suggest of other strategies to use and henceforth the evidences
to prepare.

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.
I will make sure that I have access to the things I need before, during and after the implementation
phases of the school LCP. Making sure that I am well aware of every step and in documenting every single
thing that’s happening along the way. I shall also be guided with the rubrics at hand to ensure that I am on
track and that the Professional Standards are met.

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.

Portfolios are intended to evaluate learning progress and achievement in a specific course, by completing my
portfolio in LAC sessions about LDMs I can now be ready for the challenge of the new normal way of teaching.
First if I will make my lessons I can scan my finished portfolio and go to the topic about preparing MELCs.
Then if I will choose what learning resources to be used in my topic I can refer to Learning Resources topics
and how to download it in DepEd portals.

My portfolio will serve as evidences of my teaching and it will clearly show my improvements as well as the
problems I will meet and it will guide me to keep on the right track.
1. Write down in my study notebook the experiences LDM implementation.
2. Make reflections on everything that happened in my teaching practice so that I can
make improvements in the teaching strategies when necessary.
3. Prepare a well-designed organize, and insightful portfolio.