Final LDM2 Note Book

Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Valenzuela City
MALINTA NATIONAL HIGH SCHOOL
A. Pablo St. Malinta, Valenzuela City
LDM 2
Study notebook
JACQUILYN TOGORES DELA CRUZ

TEACHER 1
MODULE 1
Course
Orientation
LEARNING DELIVERY MODALITIES COURSE 2
MODULE OBJECTIVE
By the end of this Module, you will be able to

describe what this course is about
and how it will help you manage the teaching-
learning process in the modalities.
MODULE CONTENT:
Lesson 1: Course Overview

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

Answer: This course will be best delivered
through the utilization of various online
platforms that are accessible to every
educator.
2. How can this course help ensure that you will

be able to deliver quality instruction in the “new
normal”?
Answer: As an educator who is already
dealing in this new normal setting, I am
certain that, I and all of my colleagues, are
doing our best in showing our most
innovative feet forward in giving every bit of
learning our students need. This course can
be utilized as an additional tool and an extra
assistance in these trying times to strengthen
more the educators in any way possible.
3. What are the two support mechanisms that

will help you with your learning in this course?
Answer: The school-based seminars and the

seminars from the division will be good
footholds in deepening the understanding in
this course.
LESSON 1 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?
Answer: I think my willingness to learn will

have a big part in my participation in this
course. I am willing to learn new knowledge
and skills that I can apply in today’s new way of
teaching. On the other hand, I can’t also deny
that due to the overload of paperwork and
other tasks, I got easily tired and pressured.
Although a short nap and a gospel music help
me back on my foot easily.
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?
Answer: I do believe that having a positive

outlook will help to overcome the
challenges that I will face in participating in
this course. Also, with the support of my
family and colleagues, I can finish this
course.
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will (What will push (Where will I
repeatedly prevent me from me to accomplish the
do that may participating participate in requirements of
affect my fully in this this course?) this course?
participation in course?) Describe this
the course in
a positive or environment.)
negative way?)
I always Internet My primary In a quiet

study the connection, motivation place
noise in the has always
lessons where I can
environment been the
given to me learners. think freely,
ahead of and and since
Seeing them
messages
time and confined in we are
from my
more than their homes doing the
students and learning
willing to who keep on LAC
less to
search for asking about virtually, I
nothing
answers the makes me will have to
and complete- bothered. accomplish
solutions to ness of their Amidst this the
problems requirement. pandemic, I requiremen
that may . guess the ts from my
least we can
occur along home.
do is to
the way. provide them
This for me with the best
is somehow resources we
positive can give them
that may in order for
them to
result to
continue their
providing dreams of
better becoming
outputs. someone
useful and
efficient
someday.
Aside from
gaining new
knowledge to
be a better
version of my
self.
LESSON 2 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.
ANSWER:
1. PROPER SCHEDULE of LAC- It will be best if the
schedule for the session do not conflict with the
other task and schedules of teachers. Often times,
teachers are attending 2 or more trainings all at the
same time resulting to give less focus to the LAC
session
2. RELEVANCE of the TOPICS- To make sure that
teachers are gaining knowledge and skills that are
useful to current situation or in the future, the topics
in the LAC sessions should be relevant, timely, and
beneficial to all parties concerned especially in
these trying times.
3. STABLE OMMUNICATION LINES- As many of us
are leveraging the power of modern technology in
conducting LAC sessions, it will be best if we can
find a place with stable internet connection.
ACTIVITY 2
According to DO 35, s. 2016, a LAC should have
no less than 2 but not more than 15 members
each. Get in touch with your designated Coach or
LAC Leader in forming your LACs.
See LDM Module 1 – page 5
ACTIVITY 3
List down the members of your LAC and their
respective roles in your Study Notebook.
FORM 1: LAC PROFILE

This form should be accomplished by the LAC
Facilitator and its members at the first LAC
session.
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator
and its members at the first LAC session.
REGION: National Capital Region
LAC ID (name or number): Grp 7 - Number of LAC members: 5

Cluster 28
Name of LAC Facilitator: Leo A. Designation/Position: Master

Tolentino Teacher I
LAC Members
NAME Male/ DESIGNATIO DIVISION/S Contact Preferred

Female N/ POSITION details contact
(email, mode
mobile (email,
number) phone,
Skype,
Zoom,
Google
Meet, Viber,
FB)
1.Jacquilyn Female T-1 Valenzuela jacquilyn. fb/phone

T. Dela delacruz
Cruz @deped.g
ov.ph
091725173
83
2. Camille Female T-I Valenzuela camilleari FB / Phone

Ariane H. ane.cruz
Cruz @deped.g
ov.ph
092132958
11
3. Ebit Female T-I Valenzuela ebitmarie. FB

Marie P. saez@dep
Saez ed.gov.ph
094799086
59
4.Julius M. Male T-I Valenzuela julius.dac phone

Daco o@deped.
gov.ph
0918 959
9736
5. Sarah Female T-II Valenzuela sarahjane. phone

Jane V. velasco00
Diamos 1@deped.
gov.ph
092795907
99
MODULE 2
Most Essential
Learning
Competencies
(MELCS)
TEACHER 1
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
LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
LESSON 1 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?
Answer: Teachers don’t possess magics. It is greatly impossible to put

the burden into the teachers alone. Every stakeholder should partake
and make the new setting in the teaching and learning possible. The
higher ups, after constructing new setting, stratagems and
propositions in the learning modality that will take place within the
school year, should lessen the burdens of the teachers who will
execute their created concepts – teachers purely concentrating on the
teaching and learning process without extra tasks. During the
execution, parents should also lend extra push for their learners, and
the learners to appreciate the and participate wholeheartedly in the
process --- prioritizing it before tiktoks and games.
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?
ANSWER: Yes, it is congested. The curriculum is trying to bombard the

learners with too much topics and information without the chance of
getting familiar with it and mastering it. The number of the concept
taught should not be prioritized but the day it is taught --- it should be
given enough time since knowledge is not about the number of topics or
concepts that they know but their deep understanding of the topics
discussed which will be remembered longer.
LESSON 1 ACTIVITY 2
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?
Answer: The MELC is developed to allow students to
study based on their abilities to learn skills or
competencies at their own pace. This method is tailored
to meet different learning levels that can lead to
efficient learning outcomes through alternative learning
delivery modalities. How does curriculum review aid in
the identification of essential learning competencies.
2. How does curriculum review aid in the identification

of essential learning competencies?
Answer: By the collaborative effort of the members of
Department of Education spearheaded by the Secretary,
they undergone through study of the curriculum using
criteria to determine the appropriate competencies.
Curriculum review helps to identify the most essential
learning competencies in all learning areas ensuring
that the learning outcomes are still achieved even in this
pandemic. The review focuses on articulation within and
across learning areas to identify gaps, issues and
concerns across learning areas and grade levels.
LESSON 1 ACTIVITY 2
3. What is the difference between essential learning competencies

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

quality instruction?
Answer: The MELCs are made aligned with the national/local
standards, applicable to real-life and are the most essential
competencies that students are expected to learn despite this
pandemic. The Department of Education has made sure that
with limited resources , Time, and the absence of face-to-face
instructions, learners would still get the necessary competencies
the need to acquire through these MELCs.
LESSON 1 ACTIVITY 3
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
LO 1. Prepare Electrical LO 1. Prepare Electrical materials

materials and tools for the task and tools for the task
1.1 Prepare a list of 1.1 Prepare a list of electriacal
electriacal tools and materials tools and materials for a specific
for a specific job. job.
TLE_IAEI7/8UT-Oa1 TLE_IAEI7/8UT-Oa1
LO 2. Request appropriate LO 2. Request appropriate
electrical supplies materials and electrical supplies materials and
tools applicable to a specific job tools applicable to a specific job
2.1 Use the appropriate form 2.1 Use the appropriate form
in requesting for electrical tools, in requesting for electrical tools,
MERGED/CLUST supplies and materials for a supplies and materials for a
E``RED specific job. specific job.
TLE_IAEI7/8UT-Oa2 TLE_IAEI7/8UT-Oa2
LO 3. Received and inspect
electrical supplies, materials
and tools
3.1 Check and control
received items on the list
TLE_IAEI7/8MT-Ob-3
LO 1. Analyze signs, electrical LO 1. Analyze signs, electrical
symbols and data symbols and data
1.1 Read and interpret electrical 1.1 Read and interpret electrical
signs, symbols and data signs, symbols and data
1.2 Analyze electrical 1.2 Analyze electrical components
components and materials based on and materials based on electrical
electrical signs, symbols and data. signs, symbols and data.
RETAINED
LO 2. Interpret technical drawings LO 2. Interpret technical drawings and
and plans plans
2.1 Read blueprints of electrical 2.1 Read blueprints of electrical
plans, diagrams and circuits plans, diagrams and circuits
2.2 Identify necessary tolls, 2.2 Identify necessary tolls,
materials and equipment according materials and equipment according to
to blueprints of electrical plans, blueprints of electrical plans,
diagrams and circuits diagrams and circuits
LO 3. Received and inspect

electrical supplies, materials and
tools
3.1 Check and control received
items on the list
TLE_IAEI7/8MT-Ob-3
DROPPED
LESSON 1 ACTIVITY 4
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 ACTIVITY 1
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?

Answer: By unpacking and combining the MELCs, we now
have a clear path forward. this gives up a deeper understanding
on how these MELCs are selected. It will be much helpful for us
to plan on how are we going to implement our LCP more
efficiently.
2. What considerations must be taken in unpacking and combining

the MELCs? Explain each.
Answer: The Most Essential Learning Competencies should be
aligned to the content and performance standards of all the
learning areas. Should be based on the learning needs of the
learners.
3. Do all the MELCs need to be unpacked or combined? Why or

why not?
Answer: Of course, unpacking the MELCs are essential in order
to have a systematic learning activity so that the competencies
needed by the learners are not congested or repetitive.
LESSON 2 ACTIVITY 2
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.
MODULE 3A
Designing Instruction in
the different Learning
Delivery Modalities

TEACHER 1
MODULE OBJECTIVE:
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 ACTIVITY 1
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.
Answer: Face-to-face is what our previous setting looks like

– the educator and students can meet in a physical
classroom where the teaching and learning takes place. On
the other hand, distance learning is what we are doing
today --- teachers are utilizing various online apps to deliver
learning. Blended is the combination of the utilization of
online applications and written tasks given to learners as a
supplementary activity which can be accomplished at home.
However, homeschooling is the learning of students within
the comfort of their home, where the parents or guardians
commit to aid in the educational progress of their children.
It is usually the choice of the parents and students.
2. Which of the LDMs do not have an F2F learning component?

Write down your answer in your Study Notebook
Answer; Distance Learning ang Home Schooling
ACTIVITY 2
See LDM Module 3A – page 15
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the readings,
complete the Distance Learning Matrix. Share your completed matrix at your
next LAC Session. Your goal is to come to a shared understanding with your
peers on the different DL modalities and their defining features and
requirements.
DISTANCE LEARNING MATRIX
Distance Distinguishin Essential Role of Role of Role of

Learning g Feature Resources Teacher Parent or School
Modality Household
Member
Modular A printed Self-Learning Pack modules Guide and assist Provide
Distance materials/ Modules and Learning their children modules for
Learning (MDL) module Learning Activity Sheets education at learners.
adapted to the Activity Sheets to be distribute home.
condition of the (LAS) to parents. Return modules
program use Textbooks Help deliver to assigned
and provide modules. person.
quality Provide Weekly Contact
education that Home Learning teachers if
response to the Plan needed
call for Attend to
education who learner’s
prefer queries on
traditional way tough topics
of teaching of thru text or
learning phone calls.
Gather
modules.
Check modules
Online Distance Involve in- Learning Provide Weekly Guide, assist, Monitor
Learning (ODL) person Activity Sheets Home Learning monitor and teachers and
interaction (LAS( Plan help their learners inter
between Textbooks Provide power children on action via
teacher and Power point point their online online learning.
learners in Presentation presentation. class.
which the main made by Provide self- Contact
elements teachers made video teachers if
include Teachers lesson/presenta needed
separation of improvised tion.
teachers and video Check learners
students during lesson/presenta output thru e-
instruction and tion learning.
use of various Attend to
technologies to parents and
facilitate learners’
student teacher queries on hard
and student – topics thru
student phone calls,
communication text or
s. messages.
Check learner
TV-Based Concise, Smart TV Provide Guide, assist, Provide
Instruction detailed and Television Weekly monitor and learning
(TVBI) precise with cable Home help their videos and
presentation connection Learning children. activities
of the T- Textbooks Plan thru TV-
learning. Learning Provide Based
Activity Learning learning.
Sheets (LAS) Activity
Sheets (LAS)
Attend to
parents and
learners’
queries on
hard topics
thru phone
calls, text or
messages.
Check
learners’
output.
Radio-Based A form of Radio Provide Guide, assist, Provide
Instruction distant Textbooks Weekly monitor and learning
(RBI) learning that Learning Home help their activities thru
able to Activity Learning children. audio
expand Sheets (LAS) Plan Contact
access to Provide teachers if
education by Learning needed
bringing it to Activity
where the Sheets (LAS
learners are Attend to
and enable parents/learn
them to er’s queries
acquire on tough
equivalency topics thru
in basic text or phone
education calls.
through Check
broadcast of learners’
lessons. output
Blended Increased Self-Learning Self-Learning Guide, assist, Provide
Distance student Modules Modules monitor and modules for
Learning engagement Learning Learning help their learners
in learning. Activity Activity children. Monitor
Enhanced Sheets (LAS) Sheets (LAS) Contact teachers and
teacher and Power point Power point teachers if learners inter
student Presentation Presentation needed. action via
interaction. made by made by online
Responsibility teachers teachers learning
of learning. Teachers Teachers
Improved improvised improvised
student video video
learning lesson/prese lesson/prese
outcomes. ntation ntation
Textbooks Textbooks
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and
capacities of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI,
and BL—from easiest to most difficult to implement. Give the reasons for your ranking of each.
Replicate the following table and write your answers in your Study Notebook.
Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Modular Distance Most of our learners belong to less-fortunate families who
Learning are apparently not capable of providing the necessary tools
and equipment like computer, smartphone, internet
connections, televisions, etc. in order for them to
1 participate on Online Learning and other learning
modalities. Many of them also reside in far-flung areas
where signal reception is not possible so modular distance
learning is the best fit modality for them.
Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing monitoring, and evaluation to the
2 learners to unsure that the quality of education is being
delivered.
TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,

most of the learners’ families are not capable of providing
this type of device.
3
Radio-Based Most families in the community now-a-days do not use

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

Learners without Make a weekly supervisory plan for them and check their module and activity
parents or sheets. Organize, if possible, a learning support system in the area that can be
household member composed of volunteers to provide assistance to these learners.
who can
guide and support
their learning at
home.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers (K monitoring sheets that parents/guardians may check. Constant communication
to 3) with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that

parents/guardians may check. Constant communication with the
Struggling readers parents/guardians should be implemented. Organize, if possible, a learning
(Grades 4-12) support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to devices Provide self-learning modules and other additional learning materials
and Internet
Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the
remote and/or self-learning modules and other additional learning materials.
unsafe areas)
Provide self-learning modules and other additional learning materials that are
Indigenous People
cultured friendly.
Persons with Assess the particular needs of these learners and provide them with materials
Disabilities that would suffice it
Other? Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through
the document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Answer: It is the guide of the educators on how to execute the
competency for the day. It is a set of activities with one targeted ability to
hone.
2. Why is lesson designing important?

Answer: It is relevant for it directs the educators to the appropriate
activities they need to do to assist the learners achieve the aimed
competency.
3. What are the three elements or components of a well-designed lesson?

SMART
Specific, Measurable, Attainable, Realistic and Time-bound.
Relevant to the students’ day to day life. They can easily understand the
lesson if they can relate to the topic. Targets the different learning styles
and intelligences of the learners.
Fun, to avoid boredom so the lessons can be easily remembered.
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 • Provide learners with • Wrap up activities
concepts and key points feedback • Emphasize key
from previous lessons • Check for learners’ information and concepts
• State lesson objective as understanding discussed
guide for learners • Explain, model, • Assess whether lesson has
• Present connection demonstrate, and illustrate been mastered
between old and new lesson the concepts, ideas, skills, or • Transfer ideas and
and establish purpose for processes that students will concepts to new situations
new lesson eventually internalize •
•check learners’ prior Ask learners to recall key
knowledge about the new • Help learners understand activities and concepts
lesson and master new discussed
information • 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.
ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: TLE 7- ILLUSTRATION
Lesson/Topic: Use and maintain hand tools, measuring instrument and equipment
Learning Objectives: The learners shall be able to maintain hand tools, drawing instruments,
equipment, and paraphernalia
Learning Resources/Materials Needed: SLEM
Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
an internet-based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson /
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge /
about the new lesson
5. Present connection between old / I can provide additional activities.
and new lesson and establish
purpose for new lesson I can send lesson videos to
6. State lesson objectives as guide / supplement their learning
for learners
Lesson Proper
1. Explain, model, demonstrate, / I can send SMS or chat and video call
and illustrate the concepts, ideas, the learners and give feedback
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?
Answer: Create printed materials that would supplement the missing learning tasks in the
SLMs.
2. What kind of additional support can you give: a) the learner, and/or b) the household partner so
that they are guided throughout the lesson?
Answer: Providing additional learning resources like activity sheets/worksheets and
constant communication with the parents/guardians for proper instruction and
monitoring.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer: In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teacher may also set up a communication
procedure with the parents/guardians for the feedbacks, comments, and suggestions.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines
on Classroom Assessment to learn about assessment. In the policy, you will find out about the
two types of assessment: formative and summative. Take note of the similarities and differences
between the two. Write your answers in a Venn diagram in your Study Notebook.
May be given at any time Occurs toward the end of

during the teachers and period of learning in order to
learning process describe the standards reached
by the learner.
Assessment of
The results of formative Learning
assessments will help teachers The results of summative
make good instructional assessments are recorded and
decisions so that their lessons use to report on the learners
are better suited to the achievement
learners abilities
ACTIVITY 6
Which assessment methods can you adapt in DL
considering the content area that you are teaching? In
your study notebook, recreate the following table and list
five methods that you would like to try. For each one,
write how you plan to use it in DL.
Assessment How to Adapt the Assessment Method in DL

Method
1. Formative Formative assessment like 5-item written evaluation is included in
Assessment in a each self-learning modules. Additional activity sheets and
form of a short worksheets containing various evaluation shall also be distributed.
quizzes and
seatwork
2. Summative At the end of the unit. Written summative assessments in all

Assessment learning areas shall be given to assess the learning development of
the learners in modular distance learning.
3. Performance- For learning areas that are more focused on skills and particular
Based Assessment activities, performance tasks shall be implied. Learners may be
asked to have a video recording of their activities at home for
proper evaluation. For learners with no capabilities of doing such,
their parents/guardians shall be asked to assess their performance
at home and answer the prepared assessments tool based on the
given rubrics.
4.
5.
1. What assessment methods are common among the group members?
Answer: Formative and Summative assessments are common among the groups simply
because these two are integral parts in the grading system during this time of pandemic
1. What are the challenges in doing assessment in DL?

Answer: The primary challenge in cascading the above-mentioned assessment is the honesty
of the learners and parents in answering those materials. Without the presence of the teachers and
the traditional face-to-face interaction, it will remain as a major challenge for the teachers and the
9educational system as a whole. Another problem that is expected to occur in this type of learning
modality is the learning support system of a child which may lead him/her to having low or poor
performance which will reflect to these assessment method
1. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Answer: By attending webinars/trainings in connection to the implementation of distance
learning, we are able to learn various ways to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be confusing to them. Our
technology is also of big help in communicating
with the parents and learners to make sure that they will comply with assessment.
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.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
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.
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 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.
Column A Column B
___C___ 1. These are the knowledge, a. learning area
understanding, skills, and attitudes
that learners need to demonstrate in b. mode of delivery
every lesson and/or learning task. c. learning
____D__2. These are the competencies
formative learning opportunities
given to learners to engage them d. learning task
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 leerarent based on
their context.
ACTIVITY 2
(Submit a copy of your Output to your LAC Leader)
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:
» 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
» Key Stage 2 (Grades 4 to 6) – up to two hours
» 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
» 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
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 Individual Learning

Learning Plan Monitoring Plan
(WHLP) (ILMP)
A tool to guide learners and A tool for monitoring learners
learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
Purpose
the subject areas to be tackled summative assessements
and activities to perform at
home
Learners and learning Teachers and learning

facilitator or household partner facilitator or household partner
For Whom?
Learning area, learning Learner’s needs, intervention

competencies, learning task, strategies, monitoring date,
Components mode of delivery learner’s status
Has to be
communicated to Yes Yes
parents?
ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)
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
INDIVIDUAL LEARNING MONITORING PLAN
TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: Jacquilyn T. Dela Cruz

Grade Level: Grade 7
Learning Area Learner’s Needs Intervention Strategies Monitoring Learner’s Status
Provided Date Insignifica Significant Mastery
nt Progress
Progress
EPP/TLE Struggles to read
with fluency and a. seek help from a October 12- /
comprehension capable immediate 30, 2020
family member to help
the learner in
answering the learning
modules
b. gives sufficient time

for the learner to
accomplish the
learning modules
c. scheduled home
visitation of the
teacher to help the
learner in answering
the activities in the
learning modules.
d. make and provide

learning activities
suited to his pace of
learning
e. if possible, the
teacher provides direct
guidance and
supervision in the
completion of the
learner
Learner is not making significant progress in a timely manner Intervention

strategy need to be revised.
Intervention Learner is making significant progress. Continue with the learning plan.
Status
Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during
your next LAC Session.
Check the Lesson 3, Activity 3 Answer Key to find out how well
you did.
Remember also that in monitoring the progress of your

learners, it is important to get in touch with the household
partner who provides assistance as needed while the learner is
doing the learning tasks at home.
Before leaving this Module, take note of the following key

messages:
• There are no perfect lessons, but with careful planning,

reflection, and continuous adaptation before, during, and
after lesson delivery, you will be able to design lessons with
your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are
doing, get feedback from the learners (learners’ self-assessment),
and from the learning facilitators or household partners, in order
to continuously improve lessons and provide support for learners
as they learn.
• One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to
make your presence felt, and send the message to the learners
that they are not alone in this situation. This will greatly help
them stay motivated.
• As teachers, you are part of a larger community of learners, and
would need support from your Coaches, School Heads, and
fellow teachers as you adapt to the new normal.
Now, coordinate with your LAC Leader regarding your LAC Session
schedule for this module. Be sure that you have your Module 3A
outputs, Study Notebook, and LAC Session 3A Guide ready when
you participate in the LAC Session for this Module.
MODULE 3B
LEARNING
RESOURCES

TEACHER 1
MODULE OBJECTIVE:

1. associate learning resources (LRs) with specific
learning modalities
2. access resources from online portals such as
DepEd Commons and LR Portal of the
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?
Answer: 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?
Answer: The school is now in the process of reviewing the SLMs provided to
us. But teachers are already utilizing the use of LR portals like LRDMS and
DepEd Commons to find useful and effective LRs to supplement the SLMs if
need be.
3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
Answer: 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 our 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?
Answer: The resources are appropriate to the different levels of our learners.
These resources are in editable formats so improving or adjusting it to meet
the needs of all learners should be easy.
ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity.
What support can you provide to your colleagues and what support can you get
from them in terms of LRs? Take note of the insights that you can gather from your
colleagues and write them in your Study Notebook.
Answer: We need to provide immediate technical assistance to each other when

we encounter problems in accessing online portals for LRs. We also need 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?
Answer: 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.
1. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
Answer:
• Logging in to DepEd accounts- get help from admins or school ict.
• Internet connection- ask a copy from those who have stable internet
connection and provide a hard copy instead to the learners who cannot
access online.
1. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
Answer:
➢ From the school admin- to provide the necessary resources to reproduce the
materials obtained from the portal
➢ ICT Coordinators to guide us in times that we can encounter problems in
logging in or entering the portals and
➢ From head and fellow teachers to provide necessary materials if in times
that the difficulties in accessing the materials is not solved by the admin or
ICT.
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.
Answer: Provide technical assistance in case problems occur while accessing the said portals.
We also need 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?
Answer: Yes, the materials were able to meet all requirements because of its variety and it
has been quality-checked by the superiors before uploading it on the portal for deped.
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?
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?
1. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.
2. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
Answer: This exercise has helped a lot in thinking of my individual students’ welfare
and how it would help them greatly in their learning process specially if the lesson
and material is right for them.
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?
Answer: The resources are not quality assured and only provide minimal support to
attain the learning objectives for the student.
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non DepEd portals — still need?
Answer: 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?
Answer: 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?
Answer: Based from our final outputs, the following are noted compared to the LRs we can
access in the online LR portals:
a. the basis is MELCs
b. the interface
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult learning tasks for
learner
2. What improvements do you still need to make in your developed material?
Answer: The complexity of contents to meet the learning needs of my students.

MODULE 4
PLANNING FOR
CONTINUING
PROFFESSIONAL
DEVELOPMENT AND LAC
PLANNING

TEACHER 1
MODULE OBJECTIVE:
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
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with
ease.
I can confidently use the
platforms in the modalities.
I can use pedagogies
associated with the
modalities and platforms.
I can very well manage my
learners/class in the
modality that my school has
adopted.
I can very well engage with
parents and community
partners in assisting
learners.
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.
Answer: 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 your teaching What will push you to What will help you attain
practices in the achieve this goal? this goal?
modalities?
Deeper Improving my teaching Consistent

understanding and strategies in this time collaboration from my
reflecting to the challenging situation. fellow educators and
things I need in continuous learning to
preparation for the provide quality
opening classes. 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.
INDIVIDUAL DEVELOPMENT
PLAN
Action Plan
(Recommended
Strengths Developmen Developmental Timeline Resources
tal Needs Intervention) Needed
Learning Intervention
Objectives of
the PD
Program
Learning and
To participate To manage Apply more Strategic Year- round Development
in collegial learner positive and learning mode Team
discussions behavior effective
that use constructively strategies to Supervisor/Sch
teacher and by applying develop and ool
learner positive and manage Head/Master
feedback to non-violent behavior of the Teachers/Co-
enrich teaching discipline to learners workers
practice. ensure constructively
learning- in every task Local Funds
focused and activities.
environment.
Teamwork Result focus Arrange Time table Year -round Supervisor/Sch
*Service particularly on schedules for ool
orientation achieving each task that Head/Master
*Innovation results with needs to be Teachers/Co-
optimal use of accomplished workers
time and as urgent, high
resources most priority and
of the time. priority.
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.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior Apply more positive and effective
constructively by applying strategies to develop and manage
positive and non-violent behavior of the learners
discipline to ensure learning- constructively in every task and
focused environment. activities.
Result focus particularly on Arrange schedules for each task
achieving results with optimal that needs to be accomplished as
use of time and resources most of urgent, high priority and priority.
the time.

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Republic of the Philippines

JACQUILYN TOGORES DELA CRUZ

LEARNING DELIVERY MODALITIES COURSE 2

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

Lesson 1: Course Overview

Read the LDM Course Overview. Reflect on the

1. What is the main delivery of this course?

2. How can this course help ensure that you will

3. What are the two support mechanisms that

Answer: The school-based seminars and the

1. How will my personal characteristics and

Answer: I think my willingness to learn will

2. How can I ensure that I am able to sustain

Answer: I do believe that having a positive

I always Internet My primary In a quiet

Begin by refreshing your memory on the

1. Reflect on the objectives for conducting

See LDM Module 1 – page 5

FORM 1: LAC PROFILE

REGION: National Capital Region

LAC ID (name or number): Grp 7 - Number of LAC members: 5

Name of LAC Facilitator: Leo A. Designation/Position: Master

NAME Male/ DESIGNATIO DIVISION/S Contact Preferred

1.Jacquilyn Female T-1 Valenzuela jacquilyn. fb/phone

2. Camille Female T-I Valenzuela camilleari FB / Phone

3. Ebit Female T-I Valenzuela ebitmarie. FB

4.Julius M. Male T-I Valenzuela julius.dac phone

5. Sarah Female T-II Valenzuela sarahjane. phone

LEARNING DELIVERY MODALITIES COURSE 2

Answer: Teachers don’t possess magics. It is greatly impossible to put

ANSWER: Yes, it is congested. The curriculum is trying to bombard the

1. What are the general and specific purposes of the

2. How does curriculum review aid in the identification

3. What is the difference between essential learning competencies

4. How were the most essential learning competencies identified?

5. What is the importance of the MELCs in ensuring the delivery of

LO 1. Prepare Electrical LO 1. Prepare Electrical materials

LO 3. Received and inspect

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

2. What considerations must be taken in unpacking and combining

3. Do all the MELCs need to be unpacked or combined? Why or

Repeat the above process but instead of

JACQUILYN TOGORES DELA CRUZ

LEARNING DELIVERY MODALITIES COURSE 2

LESSON 1: UNDERSTANDING THE

Answer: Face-to-face is what our previous setting looks like

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

Distance Distinguishin Essential Role of Role of Role of

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

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

LEARNER GROUP TARGETED INTERVENTION

Provide remedial reading materials. Attach monitoring sheets that

2. Why is lesson designing important?

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

Before the Lesson Lesson Proper After the Lesson

May be given at any time Occurs toward the end of

Assessment How to Adapt the Assessment Method in DL

2. Summative At the end of the unit. Written summative assessments in all

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

Questions True False

2. Testimonies of parents/guardians and learning facilitators regarding the learner’s

3. There is a fixed list of items that should be included in a portfolio.

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