Learning Delivery Modalities

Republic of the Philippines
DEPARTMENT OF EDUCATION
National Capital Region
Division of City Schools
RAMON MAGSAYSAY HIGH SCHOOL
España, Manila
LEARNING DELIVERY MODALITIES (LDM) 2 FOR

TEACHERS
Study Notebook
Module 1: Course Orientation
Module 2: Most Essential Learning Competencies
Module 3A: Designing Instruction in the Different Learning Delivery
Modalities
Module 3B: Learning Resources
Module 4: Planning for Continuing Professional Development and LAC
Planning
Module 5: Building the Teaching Portfolio Related to the Implementation
of the Modalities
RONNEL C. ADANI
MASTER TEACHER I – FILIPINO DEPARTMENT
España, Manila
GENE T. PANGILINAN
PRINCIPAL IV
España, Manila
MODULE 1
COURSE ORIENTATION
LESSON 1. COURSE OVERVIEW
ACTIVITY 1.
1. What is the main delivery of this course?

2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your learning in this course?
ACTIVITY 2.
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

   
LESSON 2. ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1.
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:
__ To improve the teaching-learning process to improve learning among students
__ To nurture successful teachers
__ To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
__ 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.
ACTIVITY 2.
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:
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o Master Teacher
o Head Teacher/Department Head
o Other senior teachers who have proven competence, potential to lead, or subject expertise to
lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
LAC FACILITATORS:
LAC MEMBERS:
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MODULE 2
MOST ESSENTIAL LEARNING COMPETENCIES
LESSON 1. BACKGROUND, RATIONALE AND DEVELOPMENT OF MELCs
ACTIVITY 1.
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in
terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a
specific example. Do you think these concerns could be solved by teachers alone? Why or why not?
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?
ACTIVITY 2.
1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning competencies?
4. How were the most essential learning competencies identified? What were the decisions made in order
to trim down the number of the essential learning competencies further?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
ACTIVITY 3.
K TO 12 LEARNING
MELCs
COMPETENCIES
Merged/Clustered
Retained
Dropped
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.
1. What is the importance of unpacking and combining the MELCs?

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2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
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.
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MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1. UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1.
Which of the LDMs do not have an F2F learning component?
ACTIVITIY 2.
DISTANCE LEARNING MATRIX
Distance Role of Parent

Distinguishin Essential Role of
Learning or Household Role of School
g Feature Resources Teacher
Modality Member
Modular
Distance
Learning
(MDL)
Online
Distance
Learning
(ODL)
TV-Based
Instruction
(TVBI)
Radio-
Based
Instruction
(RBI)
Blended
Distance
Learning
ACTIVITY 3.
RANKING TYPE OF DL WHY?

1
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2
3
4
5
ACTIVITY 4.
LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household member who can
guide and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify.
LESSON 2. DESIGNING LESSONS AND ASSESSMENT IN THE DIFFERENT LDMs
ACTIVITY 1.
1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
ACTIVITY 2.
BEFORE THE LESSON LESSON PROPER AFTER THE LESSON
ACTIVITY 3.
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Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should
take time to reflect on what worked well and why, and what could have been done differently. Identifying
successful and less successful activities and strategies would make it easier to adjust and revise the lesson
plan as needed.
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
ACTIVITY 4.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:
Check if already present in the

Part of Lesson/Learning Tasks Additional Remarks
SLM
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,
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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
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
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?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
ACTIVITY 5.
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FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT
ACTIVITY 6.
Assessment Method How to Adapt the Assessment Method in DL

1.
2.
3.
4.
5.
1. What assessment methods are common among the group members?

2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
ACTIVITY 7.
QUESTIONS TRUE FALSE

1. A portfolio mainly displays the academic achievements of the learner.
2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
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4. The teacher can only comment on a learner’s portfolio.

5. For asynchronous learning, teachers allow learners to work on their outputs
during their own time. The latter will submit the portfolio within the schedule
that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs, or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may
be handed over to the teacher by the parents or learning facilitators.
LESSON 3. GUIDING AND MONITORING LEARNERS IN DIFFERENT LDMs
ACTIVITY 1.
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every
lesson and/or learning task. C. LEARNING COMPETENCIES
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. D. LEARNING TASK
3. This refers to the prescribed subject that learners take. A. LEARNING AREA
4. This refers to the method of submission of learning outputs preferred by the learner/parent based on
their context. B. MODE OF DELIVERY
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. Take note of the following when creating
your WHLP:
 For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss
the WHLP with the learning area teachers.
 Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
 Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be
reflected in the WHLP.
 Be guided by the recommended screen time for learners set by the American Academy of Pediatrics
(AAP) and the World Health Organization (WHO) which are as follows:
o Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for
Grades 1 to 3
o Key Stage 2 (Grades 4 to 6) – up to two hours
o Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two
in the morning and the other two in the afternoon) for Grades 9 and 10
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o Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2
hours in the afternoon)
ACTIVITY 3.
Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)
Purpose
For whom?
Components
Has to be communicated to
parents?
ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3
and create an ILMP for that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.
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MODULE 3B
LEARNING RESOURCES
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?
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?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom
can you get this support?
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?
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.
LESSON 2. ACCESSING LEARNING RESOURCES FROM DEPED PORTALS
ACTIVITY 1.
Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet, follow
the LR Portal User Guide to guide you in your registration process. Alternatively, seek assistance from
any of your colleagues or your IT personnel in your school, district, or division. You may also
coordinate with your LAC Leader and/or Coach. To understand the portal better, you may watch the LR
Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on DepEd
Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will
you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get
this support?
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ACTIVITY 2.
In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore how you
can help and support each other in using the LR portals. Jot down the insights and helpful information
regarding the use of the LR portals in your Study Notebook.
LESSON 3. 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?
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
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?
2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
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?
2. What improvements do you still need to make in your developed material?
ACTIVITY 4.
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC Session. Jot down
insights and information that can be useful to you in choosing the appropriate LRs. Submit your LR
assessments with your reflection on the exercises to your LAC Leader. Ensure that you keep a copy for
yourself.
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MODULE 4
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
LESSON 1. REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
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.
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. How do
you envision your teaching practice in the next few months as you use the LDM adopted by your School?
What is your goal in terms of your teaching practices in the modalities? What motivates you to achieve this
goal? What do you think will help you attain this goal?
Add as many rows as you need for your answers.
WHAT IS YOUR GOAL

TOWARD IMPROVING YOUR WHAT WILL PUSH YOU TO WHAT WILL HELP YOU
TEACHING PRACTICES IN ACHIEVE THIS GOAL? ATTAIN THIS GOAL?
THE MODALITIES?
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LESSON 2. PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

AND PARTICIPATION IN THE LAC
ACTIVITY 1.
1. Access the List of NEAP-recognized Programs and the Individual Development Plan template. Examine
the available PD activities/programs offered by DepEd and non-DepEd providers whether online or
offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and Division
Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.
ACTIVITY 2.
Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC.
Use the PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2 Activities 1 and 2. Take
note of all insights and advice from your colleagues. Make adjustments in your plan accordingly.
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.
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MODULE 5
BUILDING THE TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1. THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 1.
Before you begin to prepare building your Portfolio, you need to make sure that you have completed all the
outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out whether
you have completed all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your outputs
for your own records.
ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on
the following questions 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?
2. What evidence from the previous modules will help capture the progress of your teaching practice?
3. Why is writing down your reflections an integral part of your Portfolio?
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.
ACTIVITY 4.
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with your
colleagues.
ACTIVITY 5.
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of Suggested
Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for yourself.
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LESSON 2. THE EVALUATION RUBRIC
ACTIVITY 1.
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that you
are able to hit the criteria in the Rubric? Write down your answers and any other thoughts about the Rubric
in your Study Notebook.
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.

Learning Delivery Modalities

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Republic of the Philippines

LEARNING DELIVERY MODALITIES (LDM) 2 FOR

1. What is the main delivery of this course?

1. How will my personal characteristics and circumstances affect (positively or negatively) my

HABITS OBSTACLES MOTIVATION ENVIRONMENT

LESSON 2. ORGANIZING YOUR LEARNING ACTION CELL (LAC)

LESSON 2. UNPACKING AND COMBINING MELCs INTO LEARNING OBJECTIVES

1. What is the importance of unpacking and combining the MELCs?

Which of the LDMs do not have an F2F learning component?

DISTANCE LEARNING MATRIX

Distance Role of Parent

RANKING TYPE OF DL WHY?

LEARNER GROUP TARGETED INTERVENTION

LESSON 2. DESIGNING LESSONS AND ASSESSMENT IN THE DIFFERENT LDMs

1. What is Lesson Designing or Lesson Planning?

BEFORE THE LESSON LESSON PROPER AFTER THE LESSON

Components of the DLL/DLP

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

Check if already present in the

and illustrate the concepts,

Assessment Method How to Adapt the Assessment Method in DL

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

QUESTIONS TRUE FALSE

4. The teacher can only comment on a learner’s portfolio.

LESSON 3. GUIDING AND MONITORING LEARNERS IN DIFFERENT LDMs

Weekly Home Learning Plan Individual Learning Monitoring

LESSON 2. ACCESSING LEARNING RESOURCES FROM DEPED PORTALS

Establish access to the following portals:

LESSON 3. ASSESSING THE LR MATERIALS

Add as many rows as you need for your answers.

WHAT IS YOUR GOAL

LESSON 2. PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

LESSON 2. THE EVALUATION RUBRIC

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