Study Notebook

1 Module

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

ESTIMATED TIME REQUIRED

4 hours
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LESSON 1: COURSE OVERVIEW

1 Activity
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?

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

(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course course?) Describe this environment.)
in
a positive or negative way?)
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LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

1 Activity

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

See LDM Module 1 – page 5

3 Activity

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:

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

Name of LAC Facilitator:

Designation/Position:

LAC Members:

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

MOST ESSENTIAL LEARNING

COMPETENCIES
(MELCs)
MODULE OBJECTIVE

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

ESTIMATED TIME REQUIRED

3 hours
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LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF

MELCS

1 Activity
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?
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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?

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2 Activity

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?
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2. How does curriculum review aid in the identification of essential learning competencies?
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3. What is the difference between essential learning competencies and desirable learning
competencies?
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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?
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5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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3 Activity
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
MERGED/CLUSTERE
D
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RETAINED

DROPPED

K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERE
D
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RETAINED

DROPPED

4 Activity
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.
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LESSON 2: UNPACKING AND COMBINING MELCS INTO

LEARNING OBJECTIVES

1 Activity
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?
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2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
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3. Do all the MELCs need to be unpacked or combined? Why or why not?
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2 Activity

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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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.

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3A Module

DESIGNING INSTRUCTION IN THE

DIFFERENT
LEARNING DELIVERY MODALITIES
MODULE OBJECTIVE

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

ESTIMATED TIME REQUIRED

18 to 24 hours
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LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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

See LDM Module 3A – page 15

3 Activity
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)

2
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4 Activity
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
household member
who can
guide and support
their learning at
home.

Beginning readers (K
to 3)

Struggling readers
(Grades 4-12)
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No access to devices
and Internet

Inaccessible (living in
remote and/or
unsafe areas)

Indigenous People

Persons with
Disabilities

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs

1 Activity
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?
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2. Why is lesson designing important?
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3. What are the three elements or components of a well-designed lesson?
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2 Activity

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

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3 Activity
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

4 Activity
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks Check if already Additional Remarks:

present in the (ex. can be done via voice calls,
SLM can be facilitated by a household
partner, can be done via a
learning activity sheet, can be
presented via an internet based
resource, can be facilitated
during a synchronous learning
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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?
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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?
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3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
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5 Activity

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.
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6 Activity
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.

2.

3.

4.

5.

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

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2. What are the challenges in doing assessment in DL?
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3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs

1 Activity
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2. _______________________
3. _______________________
4. _______________________
5. _______________________

2 Activity

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)
Purpose
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For Whom?

Components

Has to be communicated
to parents?
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3B Module

LEARNING RESOURCES
MODULE OBJECTIVE

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

ESTIMATED TIME REQUIRED

4 hours
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LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE

LEARNING

1 Activity
1. Based on the map, what resources should you have in order to implement the LDM adopted by
your School/Division?
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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?
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3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
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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?
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2 Activity

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.
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LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd

PORTALS

1 Activity

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?
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2. What are the challenges in accessing the LRs in the portals both for you and your learners? How
will you overcome these challenges?
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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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2 Activity

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.
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LESSON 3: ASSESSING THE LR MATERIALS

1 Activity

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?
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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?
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3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
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4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
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2 Activity

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?
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2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need?
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3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
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3 Activity
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?
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2. What improvements do you still need to make in your developed material?
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4 Module

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
LAC Session 4

ESTIMATED TIME REQUIRED

2 hours
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LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT

1 Activity

See LDM Module 4 – page 37

2 Activity
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.
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3 Activity

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

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

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 standards

MODULE CONTENT

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

ESTIMATED TIME REQUIRED

4 hours
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LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

2 Activity

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?
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2. What evidence from the previous modules will help capture the progress of your teaching
practice?
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3. Why is writing down your reflections an integral part of your Portfolio?
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3 Activity

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.
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LESSON 2: THE EVALUATION RUBRIC

1 Activity

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.
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