Republic of the Philippines

Department of Education
REGION VIII
EASTERN SAMAR DIVISION
MAYDOLONG CENTRAL ELEMENTARY SCHOOL
ALTERNATIVE LEARNING SYSTEM

LDM2

LEARNING
DELIVERY
MODALITIES
COURSE

LEA MAE J. BASILIA

ALS Mobile Teacher
 MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY
1.
Read the LDM Course Overview. Reflect on the overview by answering the following
questions.

1. What is the main delivery of this course?

 The Learning Delivery Modalities Course 2 is task-oriented. The delivery of this course is an
urgent action of DepEd to this ongoing pandemic and is also part of DepEd Learning
Continuity Plan. The main concern of this course is to deliver education to learners in this
new normal settings by using Self-Learning Modules prepared by selected teachers which are
designed for self-study.

2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
 This course will be a great help to ensure the delivery of quality instruction for it helps
teachers to gain knowledge, skills and mind-set that are necessary in this new teaching-
learning way.

3. What are the two support mechanisms that will help you with your learning in this
course?
 The two support mechanism that can help me with this course are:
First, I attended webinars that are related to Modular Distance Learning conducted by DepEd.
Second, I seek assistance/guidance to my co-teachers and other sources regarding with this
course.

ACTIVITY 2.

Answer the following questions by copying and filling out the table.
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
 I believe, my eagerness to learn this course positively affect me to learn more knowledge for
me to be able to apply it and adapt to the new normal education and to help achieve quality
education for our learners despite the pandemic.

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?
  By having a positive outlook and willingness to learn, I believe I can overcome whatever
challenges I may face in completing this course. And especially with the guidance of my co-
teachers.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I accomplish the
repeatedly do that from participating fully participate in this requirements of this course?
may affect my in this course?) course?) Describe this environment.)
participation in the
course in a positive
or negative way?)
Doing my other There is none so far. My learners and my Anywhere can do as long as I
school tasks. There are plenty of desire to grow and learn have here with me my laptop,
available resources for more. As a teacher, we my phone and other needed
me to exhaust. I am also must seek knowledge resources that would be of great
willing to explore more for us to impart it to our help accomplishing this course.
to learn this course. learners.

Activity 3:

Look for a colleague with whom you would like to discuss your answers and reflection with
to the in Activities 1 and 2.

Reflections/Insights:

Upon discussing with my co-teachers regarding how I will respond to the completion of this
LDM2
Modules, I have gained optimistic spirit of enlightenment. Subjecting myself to undergo through this
process will not only benefit me a lot but it will also benefit my learners under the new normal school
setting wherein face-to-face learning is prohibited due to health risks brought about by COVID 19.
Learning must continue no matter what the situation is. Learning is possible because of diverse
learning modalities that can be utilized to make effective learning possible.
 MODULE 1: COURSE ORIENTATION
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:

Easy To improve the teaching-learning process to improve learning among

students
Difficult To nurture successful teachers
Fair To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitude
Moderatel To foster a professional collaborative spirit among School Heads,
y Fair teachers, and the community as a whole

2. What are the top three challenges to having a successful LAC? List down and
elaborate.
a. Schedule of LAC Meeting – Date and time must be favourable to all the LAC
members to ensure successful LAC session. All should be present so that everyone
will be able to share their ideas, provide interventions to be adopted and productively
generate solutions to issues and concerns.
b. Funding and Resources – LAC leader should ensure that all resources both human
and material be ready and available before the scheduled LAC meeting to ensure
success of the said activity.
c. Organizing agenda – Careful selection of lack topic so that problems will be
addressed immediately.

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.

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.
-
Date and Time of the LAC Session 1 for LDM2 Module 1:
 2. During this meeting, decide on your groupings and designate one LAC Facilitator
and
one LAC Leader per LAC.

LAC Leader Enrique Corre

(Cluster Head)
LAC Facilitator Roel Ador

3. Note the following in forming your LACs:

 Focus on the agenda

ACTIVITY 3.

List down the members of your LAC and their respective roles in your Study Notebook.
LAC SESSION NO. 1 – LDM 2 MODULE 1
COMPOSITION NAME OF ROLES/ FUNCTION
TEACHER(S)
Enrique Corre  Responsible for guiding the
LAC Leader group/cluster to complete the
task.
LAC Facilitator Roel Ador  Assist the leader for guiding the
group to complete the task or
project.
Kimberly Montes- Dalina  Serves as secretary of the
LAC Documenter group by jotting down
important notes.
Feddie Tyson Contado  Participate in the given task or
LAC Members Euphrosyne Tiu project. Follow directions and
Brian Bagarino communicate properly with the
Jane Magalona leader and facilitator to be able
Oliver Guial to accomplish the given task or
Glenda Asadon report.
Rosalia Ejada
Mervin Borac
Rosabeth Copada
Lea Mae Basilia
Jame Bryan Pecayo

Congratulations! You have completed Module 1. You are now ready for Module 2
 MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
LESSON 1: DEVELOPMENT AND DESIGN OF THE MOST
ESSENTIAL LEARNING COMPETENCIES (MELCs)

ACTIVITY 1.

Answer the following reflective questions in your Study Notebook:

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

 With this global pandemic we are facing today, education for children is more difficult to
achieve bringing a big challenge to DepEd to conduct education in this new normal situation.
The best way to address the problem is to adapt this new normal learning by shifting to
Modular Distance Learning. With this strategy, we can ensure learning continuity. This
concerns are not for teachers alone but with the collaboration of all the DepEd forces both
teaching and non-teaching staff. And of course through parents, learners and stakeholders’
support.
 Proper dissemination of content knowledge to the students is also one of the major concerns
that needs to be addressed. Although DepEd made a solution to this by formulating the
MELCs, there are still some issues need to resolve like the medium of instruction. DepEd
shows different alternative delivery modes but for me, this would not work without
everyone’s cooperation.

2. Even prior to the spread of COVID 19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?

 Yes, I agree. In the department of education, various curriculum had been laid and adapt for
the purpose of achieving higher education standard to produce a globally competitive
learners. But due to congested curriculum, we cannot achieve our goal. Students cannot cope
with the content standard most of the time resulting to longer period of time to finish a full
quarter of a subject with a limited time allotment. I believe there is also big problem with the
implementation.
ACTIVITY 2.

Familiarize yourself with the course reading on the Development and Design of the MELDs.
After going through the document, provide a brief and concise response to the following guide
questions.

1. What are the general and specific purposes of the development of MELCs?

 The DepEd’s Bureau of Curriculum Development developed MELCs to cope with the drastic
change in the educational atmosphere due to COVID 19 pandemic. The focus of instruction
were streamlined to the most essential or the most indispensable learning competencies.
 MELCs is also developed in response to UNESCOs’ fourth sustainable development goal and
that is to develop resilient education systems, most especially during emergencies.
 The MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space.
 Likewise, the general purpose of MELCs s to ensure quality, relevant and liberating education
by reviewing the competencies in K to 12 Curriculum.

2. How does curriculum review aid in the identification of essential learning competencies?

 Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.
 Curriculum review mapped the essential and desirable learning competencies within the
curriculum. It also led to the identification of gaps, issues and concerns within and across
learning areas.
 Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies.

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

 Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching- learning process to build skills to equip learners for subsequent
grade levels and consequently, for lifelong learning. On the other hand, desirable learning
competencies were defined as what may enhance education but may not be necessary in
building foundational 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?

 It started in identification of essential and desirable learning competencies. Then, essential

learning competencies to most essential learning competencies. As a rule, a learning
competency is retained if it satisfies the endurance criterion which greatly contributes to life-
long learning and is a prerequisite skill to the next grade level. Two or more learning
competencies are merged or clustered if they have the same objective or learning intention
and can therefore be combined into one comprehensive learning competency. However,
learning competencies are removed/dropped due to the following reasons:
  Too specific
 Are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level.
 Are recurring
 Are subsumed in another learning competency.

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

 MELCs serves as a teacher guides in preparing our lesson (weekly home learning plan) and
instructional materials (Self-Learning Modules).
 MELCs ensures delivery of quality instruction as it becomes the primary reference in
determining and implementing learning delivery approaches that are suited to the local
contexts and diversity of learners while adapting to the challenges posed by COVID 19.

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 this Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.

K to 12 Learning MELCs
Competencies
Merged / Clustered Distinguish how spore-
bearing and cone bearing
plant reproduce Discuss the interaction
among living things and non-
Discuss the interaction living things in tropical rain
among living things and non- forest, coral reefs and
living things in tropical rain mangrove swamps.
forest, coral reefs and
mangrove swamps.
Retained Describe the appearance and Describe the appearance and
uses uniform and non-uniform uses uniform and non-
mixture… uniform mixture
Dropped Tell the benefits of separating
mixtures from products in the n/a
community.

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 this Study Notebook.
Reflections/Insights
 MELCs are a long term response to the call of SDG4. It is already been planned even before the
COVID 19 pandemic.
 There is a big difference between online learning and digital modular distance learning.
 Strong internet connection is a big problem in online learning.
 MELCs are comprehensively compressed.

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

LESSON 2: UNPACKING AND COMBINING MELCs INTO
LEARNING OBJECTIVES

ACTIVITY 1.

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

 In order to systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries. It is also essential to prevent
redundancy that are visible to repetition of the lesson which does not show spiral progression.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

 Prerequisite knowledge and skills must be taken consideration. It is worth noting that the
identified MELCs cater to higher order cognitive demands. As such, lower cognitive demands
may be considered first in creating learning objectives. This ensures that prerequisite
knowledge and skills that would enable the achievements of MELCs and eventually the
content and performance standards are address. Logical sequence of learning objectives –
since the intention of unpacking the MELCs is to provide systematic learning experiences for
learners. It is incumbent that the unpacked learning objectives follow a logical sequence.

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

 Yes, in order for the department to focus and prioritize those that are essentials and can be
used in the learner’s daily lives.

ACTIVITY 2.

Discuss and jot down the synthesis of the presentations in this Study Notebook.
  This module explained the background and development of the MELCs. It also unpacked the
MELCs and combined related competencies into learning.

Reflection:
Importance of MELCs
1. To ensure quality education
2. To ensure adherence to policies and guidelines set by DepEd

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1.

In your own words, define each modality. Write your own definition in this Study Notebook. When you
are done, check lesson 1, Activity 1, Answer Key 1 to see how well you did.

Four Learning Modalities Definition

Face – to – Face Refers to a learning delivery modality wherein the teacher and
learner/s are physically in one place.
Distance Learning Refers to a learning delivery modality where a learner is given
materials or access to resources and he/she undertakes self-
directed study at home or in another place.
Blended Learning Refers to learning delivery modality using a combination of the
features of face-to-face learning and distance learning.
Home Schooling Refers to an alternative delivery mode (ADM) that provides
learners with access to formal education while staying in an out-
of-school environment, with parents, guardians or tutors as
authorized facilitators instead of classroom teachers.

ACTIVITY 2.

Distance Learning Matrix

DISTANCE DISTINGUISHIN ESSENTIAL ROLE OF THE ROLE OF ROLE OF

LEARNING G FEATURE RESOURC TEACHER THE SCHOOL
MODALITY ES PARENT OR
HOUSEHOL
D MEMBER
Modular A printed materials/ Self-Learning Pack modules Guide and Provide modules
modules adapted to Modules and Learning assist their for learners.
 Distance the condition of the Learning Activity Sheets children’s
Learning program use and Activity to be distribute education at
(MDL) provide quality Sheets to parents. home.
education that Help deliver Return
response to the call modules. modules to
for education who Provide Weekly assigned
prefer traditional Home Learning person.
way of teaching and Plan Contact
learning Attend to teachers if
learners’ queries needed,
on tough topics
through text
messages or
online via
messenger.
Gather modules.
Check modules.
Online Involve in-person Learning Provide Weekly Guide, assist, Monitor teachers
Distance interaction between Activity Home Learning monitor help and learners
Learning teacher and learners Sheets (LAS) Plan their children interaction via
(ODL) in which the main Teacher Provide on their online online learning.
elements include made PowerPoint class.
separation of PowerPoint presentation Contact
teachers and students Presentations Provide self- teachers if
during instruction Teacher made video needed.
and use of various improvised lesson/
technologies to video lesson/ Presentation
facilitate student presentation Check learners’
teacher and student- output through e-
student learning.
communications. Attend to parents
and learners’
queries on hard
topics thru
phone.
Check learners’
outputs.
TV-Based Concise, detailed Smart TV Provide Weekly Guide, assist, Provide learning
Instruction and precise Television Home Learning monitor, and videos and
(TVBI) presentation of the with cable Plan help their activities thru TV-
E-learning connection Provide children. Based Learning
Textbooks Learning
Learning Activity Sheets
Activity (LAS)
Sheets (LAS) Attend to parents
and learners’
queries on hard
topics thru
phone.
Check learners’
output.
Radio Based A form of distant Radio Provide Weekly Guide, assist, Provide learning
Instruction learning that able to Learning Home Learning monitor and activities through
(RBI) expand access to Activity Plan help their audio
education by Sheets (LAS) Provide children.
bringing it to where Textbooks Learning
the learners are and Activity Sheets
enable them to (LAS)
acquire equivalency Attend to parents
in basic education and learners’
 through broadcast of queries on hard
lessons. topics thru
phone.
Check learners’
output.
Blended Increased student Self-Learning Provide Weekly Guide, assist, Provide modules
Distance engagement in Modules Home Learning monitor and for learners.
Learning learning. Enhanced Learning Plan help their Monitor teachers
student and teacher activity Provide children. and learners
interaction. Sheets (LAS) Learning Contact interaction.
PowerPoint Activity Sheets teachers if
presentation (LAS) needed.
made by Attend to parents
teachers and learners’
Teacher queries on hard
improvised topics thru
video lesson/ phone.
presentation Check learners’
Textbooks output.

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.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)
1 MDL
2 RVBI
3 TVBI
4 BL
5 ODL
Does not require more resources, can be
implemented to almost all learners even to the
poorest of the poor.
Radio broadcast is the next accessible device to
larger percentage of learners.
TV is available to most of the households but not
all.
Combination of all may require more mixed
resources.
The DL is the hardest to implement due to digital
device. A large percentage of the country does not
have access to fast and not intermittent connection.
 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 and share your ideas at your next LAC Session.

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)
Persons with Disabilities
Others? Specify.
Lack of interest in studying
RVBI, TVBI-the teacher encourage the pupil to
be more patient to study of course with the
teacher’s intervention by giving follow ups to
their lessons and it can be done via texts, chats or
voice calls to the pupils.
MDL- They can be facilitated by their parents/
household partner and can be done via SLM (Self-
Learning Modules) and LAS (Learning Activity
Sheets), WHLP (Weekly Home Learning Plan).
Follow up by the teacher via voice call/internet.
MDL, TVBI, RVBI- Provide them reading
materials to read and to be monitored using the
ORV (Oral Reading Verification) to be done via
internet based resources.
MDL- The teacher will send them material/s such
as SLM (Self-Learning Modules), LAS (Learning
Activity Sheet), and WHLP (Weekly Home
Learning Plan) to be delivered by assigned parent
leader/barangay officials.
MDL- The teacher will create projects and
assignments that help students critically and at the
same time they learned about it. Ask for the help
of barangay officials for the delivery of the
printed materials.
TVBI, RVBI, MDL- Provide them SLMs (Self-
Learning Modules), LAS (Learning Activity
Sheets), WHLP (Weekly Home Learning Plan.
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERNET LDMs.

ACTIVITY 1.

Read DO 42,s 2016 Policy Guidelines on Daily Lesson Preparation. As you go

through the document, write down your answers to the following questions in this Study
Notebook.
1. What is Lesson Designing or Lesson Planning?

 Lesson Designing or lesson planning is the process of determining what learning

opportunities students in school will have by planning the content instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding on
the pacing and allocation of instructional time. Well prepared and well planned lessons are
fundamental to ensuring the delivery of quality teaching and learning in schools.

2. Why is lesson designing important?

 Lesson designing helps ensure that:

 Time is maximized for instruction and learning.
 Lessons are responsive to learner’s needs.
 Teachers set learning targets for learners.
 Teachers carry out a lesson successfully.
 Teachers master their learning area content.
 Teachers become more reflective about their teaching.
 Learners successfully reach the set learning goals.

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

 Clearly articulated lesson objectives

 Well selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives.
 Appropriate and timely assessment activities that provide relevant information and feedback
for both teachers and learners.

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 this Study Notebook, write your answers in the table below:
 Before the Lesson Lesson Proper After the Lesson
1. Review previous lesson. 1. Explain, model, 1. Wrap up activities.
2. Clarify concepts from demonstrate and 2. Emphasize key
previous lesson. illustrate the concepts, information and concepts
3. Present warm-up ideas, skills or discussed.
activities to establish processes that students 3. Ask learners to recall key
interest in new lesson will eventually activities and concepts
4. Check learner’s prior internalize. discussed.
knowledge about the new 2. Help learners 4. Reinforce what teachers
lesson. understand and master has taught.
5. Present connection new information. 5. Assess whether lesson
between old and new 3. Provide learners with has been mastered.
lesson and establish feedback. 6. Transfer ideas and
purpose for new lesson. 4. Check for learners’ concepts to new
6. State lesson objectives as understanding. situations.
guide for learners.

ACTIVITY 3.

In this Study Notebook, highlight which part/s is/are accomplished after the lesson is delivered.
Answer:
 On the DO no. 42, s. 2016 Reflection part of the DLL and DLP should be filled up after the
lesson is delivered. Teachers are encourage to share their thoughts and feelings about their
lessons pointing on the things that were successful and unsuccessful so that it will be the basis
for the teacher on the adjustments that he/she would make to improve his/her lesson in the
future.

ACTIVITY 4.

Read the hand-out Designing Lessons in DL. In this Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self-Learning Module (SLM) for
students that you have on hand. Imagine that you will deliver this lesson to your learners through DL.
In the second column, identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology mediated resources, supplementary
learning materials, or other means.
Learning Delivery Modality (Select one): ⃞ ODL ⃞MDL ⃞TV/RBI ⃞BL
Grade Level and Learning Area: Elementary Level
Lesson / Topic: Time
Learning Objectives: Read and Record time using clock
Learning Resources / Materials Needed: A&E LM Module Elem level

Additional Remarks: (ex. Can be

done via voice calls, can be

Part of Lesson / Learning Tasks
present in the
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 learners prior knowledge
about the new lesson
5. Present connection between new
and old lesson and establish
purpose for new lesson
6. State lesson objectives as guide for
learners
Lesson Proper
1.Explain, model, demonstrate, and
illustrate 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 the 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?
Check if facilitated by a household partner,
already can be done via a learning activity
sheet, can be done via an internet
SLM based resource, can be facilitated
during a synchronous learning
session, etc.
 Can be done via voice calls
 Can be facilitated during a
synchronous learning
 session.
 Can be facilitated by a
household partner.

Can be done via a learning
activity sheet.
 Can be facilitated by a
household partner
 Can be done via voice calls.
 Can be facilitated during a
synchronous learning
 session.
 Can be facilitated by a household
partner
 Can be done via a learning activity
sheet
 Can be facilitated by a household
 partner
Can be facilitated during a
synchronous learning session.
Can be facilitated by a household
partner
  Accessible video presentations and other learning activity sheets that will suit the
accessibilities of the learners.

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?

 Consultations through voice or video call. Home visitations and student monitoring
observing IATF minimum health and safety protocols.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

 Face to face (if allowed) or let the parents and learners write and attached their feedback in
each activity sheets. Teachers can also create a group chat with learners or parents to
immediately address concerns.

ACTIVITY 5.

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 this Study Notebook.

FORMATIVE
SUMMATIVE
ASSESSMENT
Assessment for learning to ASSESSMENT
Assessment of learning: to
Learners may be
make adjustment in the measure if the students met
assessed
lesson. the performance and
individually or
May be integrated in all collaboratively. content standards.
parts of the lesson: before
Should not promote Done after the lesson/end
the lesson, the lesson
proper and after the lesson.
self-reflection and of the quarter.
personal
Results must be recorded to accountability Results enable teachers to
study the patterns of among students describe how well the
learning demonstrated by about their students learned the
the students but should learning. standards/competencies for
NOT be used as the basis a given quarter, which are
May be a written
for grading. then reflected in the class
work or a
performance task. record.
 ACTIVITY 6.

Assessment Method How to Adapt the Assessment Method in DL

Short Quiz I will send a 5 item quiz via messenger before the lesson. Based on the
responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via group chat in messenger.
Formative Test I will include it in the learning activity sheet to be given weekly along with the
modules. Based on the responses, I will take note of the common misconceptions
and clarify them to the learners during our online session.
Summative Test I will give it once at the end of the quarter face to face (if allowed) or the test
item will be send via messenger. I will take note of the common misconceptions
and clarify them to the learners during online session.
Activity Sheet
Portfolio I will instruct the class at the beginning of each quarter to gather evidences and
MOVs of what they do, submit and write for the whole quarter. It will be
checked and noted at the end of the quarter upon the retrieval of learners’ output
thru parents.

Be ready to share your output when you meet with your LAC group after completing this module. Try
to answer these questions with your colleagues:

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

 Written works and formative tests are common among the group because it can be included
right away with the activity sheets.

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

 The differences of the learners which will be visible to differentiated learning and the
learner’s access to mode of delivery.

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

 More LAC regarding assessment to attend so we will have more chances and choices of the
different assessment we can give.

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.

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 soft 
copies 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.

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs.

ACTIVITY 1.

Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. write your answer in this Study Notebook.

Column A Column B
__C__1. These are the knowledge, understanding, skills, and a. learning area
Attitudes that learners need to demonstrate in every
Lesson and / or learning task.
__D__2. These are the formative learning opportunities given to b. mode of delivery
Learners to engage them in the subject matter and to
Enhance their understanding of the content.
__A__3. This refers to the prescribed subject that learners take. c. learning competencies
__B__4. This refers to the method of submission of learning outputs d. learning task
Preferred by the learner / parent based on their context.

ACTIVITY 2.

Refers to Module 3A, page 26. Create a WHLP for your class.

 n/a

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 this Study Notebook to
see how the ILMP differs from the Weekly Home Learning Plan.

Weekly Home Learning Plan Individual Learning

(WHLP)
Purpose A tool to guide learners and
learning facilitators or
household partners in tracking
the subject areas to be tackled
and activities to perform at
home.
For Whom? Learners and learning
facilitator or household partner.
Components Learning area, learning
competencies, learning tasks,
mode of delivery.
Has to be communicated to Yes
parents
Monitoring Plan (ILMP)
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments.
Teachers and learning
facilitator or household partner.
Learner’s needs, intervention,
strategies, monitoring date and
learner’s status.
Yes

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.

1. Individual Learning Monitoring Plan for a student who lags behind in completing the
learning tasks.
Learner’s Name: Nilbert Escalante
Grade Level: Junior HighSchool
Learning Learner’s Intervention Monitorin Learner’s Status
Area Needs Strategies g Date Insignifican Significant Mastery
Provided t Progress Progress
LS1(Englis Struggles to a. seek help Nov. 3-20, Learner is
h) read with from capable 2020 making
fluency and immediate significant
comprehensio family progress.
n, poor member to Continue
sentence help learner with the
construction. in answering learning
the learning plan.
modules
b. give
sufficient
time for the
learners to
accomplish
the 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.

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING

ACTIVITY 1.

Study this map and answer the following questions in this Study Notebook:

1. Based on the map, what resources should you have in order to implement the LDM adopted
by your School/Division?

 Our school had opted the Modular Distance Learning which needs the following learning
resource materials:
a. Printed SLMs
b. Learning Activity Sheets (LAS)

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are
not complete or not available 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?

 As of now, we do not have a complete LRMs for Distance LDM, however our school had
already initiated creation of supplementary activity sheets for subjects which are not yet
available.
 3. What support will you need to maximize the use of the two DepEd sanctioned LR Portals?
From whom can you get this support?

 I will join electronically in the DepEd LR Portals. Upon approval of my request to join, I will
start to download LRMs that are essential to my teaching using the MDL modality.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Were 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?

 Yes, they are appropriate because these were developed by the DepEd which is the primary
learning resource materials to be utilized by the learners across the country in the new normal.
These SLMs are K to 12 compliant, based from the MELCs and passed the ADM Learning
Resources Standards. However, completeness of SLMs to be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify the learning activities in the
SLMs. Contextualizing and localizing the SLMs will be a great help to address the learning
styles and pacing of disadvantage learners.

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 this Study
Notebook.

 Support that I can provide with my colleagues:

1. Guide and help them download the SLMs using the DepEd LR portals
2. Assist them in conducting review and assessment of all the downloaded SLMs to address
the completeness and appropriateness of all the SLMs to be used this school year.
3. To address the disadvantage learners, maybe I can assist them in simplifying the activities
in the SLMs.

 Support that I can get from them in terms of LRs:

1. Cooperation
2. Perseverance and diligence in the honest assessment of the LRs

MODULE 3B: LEARNING RESOURCES

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd
PORTALS

ACTIVITY 1.

Explore the Portals. In this Study Notebook, answer the following questions:
 1. Given the LDM adapted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?

 The two DepEd portals are very useful for us teachers and it reflect with our learners. The
contents of both portals supplement the needed knowledge. It complements LRs that we
already have for it has parallel competencies being showcase.

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

 The challenges in accessing the portals are:

1. Poor internet connection
2. Not all teachers and learners can access the internet.
3. Some learners do not have gadgets to access DepEd commons
4. Lack of funding in the reproduction of LMs

3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?

 In order to maximize the use of LR portal we have to inform the clients about it, in order to
address the problems we need to collaborate with the different stakeholders to help us in
accomplishing the task.

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.

MODULE 3B: LEARNING RESOURCES

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 materials using the tool. Answer the following questions in this Study
Notebook.

1. Was the material able to meet all the requirements?

 I believe the materials was able to meet all the requirements. The LMs on the different
learning strands are all K to 12 compliant. This means that the LMs was designed to cater the
needs of our learners on what they should essentially need to learn.
 2. Where there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR materials? Why?

 Yes there is. I have answered “No” under ‘easy to reproduce and/or disseminate’. I find it
hard because of lack of funding in the reproduction of LR.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s?

 I believe there is none so far since the materials have undergone thorough study of experts
before it was made available in the said portals.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

 The exercise was really a big help for me in picking the right and appropriate LRs for my
lessons and my learners by giving me a wide variety of choices, it gave me the chance to
meticulously examine what’s really suited.

ACTIVITY 2.

Explore other non-DepEd LR portals / platforms you can find online. Take note of the portals
in this Study Notebook. Download at least one LR from each portal. Assess the materials using the
same tool and answer the following questions in this Study Notebook.

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?

 The differences are as follows:

a. they are not contextualized and localized
b. they are not k-12 compliant
c. they are not MELCs-based
d. they are not simplified

2. Based on the results of the Assessment Tool, what improvements do the materials – both from
DepEd and Non-DepEd portals – still need?

 a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the LRs found in the DepEd
portals and Non-DepEd portals.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?

 It greatly helped me choose the right and appropriate learning materials which I will be using
for my learners this school year.
 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?

 a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized
d. the level of difficulty is addressed

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

 I think I have to improve the ff:

a. better lay-out
b. proper citation or used reference materials
c. The LAS must be evaluated

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.

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.

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 adapted.
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 the 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.
Professional standards in the
PPST do I need to focus on
the effective use of LDMs in
Domain relation to the content and
pedagogy of the learning
area/s I will be teaching
Domain 1 Modelling a comprehensive
Content selection of effective teaching
Knowledge & strategies that promote learner
Pedagogy achievement in literacy and
numeracy.
Applying comprehensive
knowledge of and acting as a
Domain 2 resource person for policies,
Learning guidelines and procedures that
Environment relate to the implementation of
safe and secure learning
environments for learners.
Modelling exemplary practices
in the planning and
Domain 4 management of
Curriculum & developmentally sequenced
Planning teaching and learning
processes.
Leading initiatives in the
evaluation of assessment
policies and guidelines that
Domain 5 relate to the design, selection,
Assessment & organization and use of
Reporting effective diagnostic, formative,
and summative assessment
consistent with curriculum
requirements.
Insights
Since learning modality has
drastically changed due to
global health pandemic, careful
selection of effective teaching
strategies that promote learner
achievement in literacy and
numeracy should be addressed
properly.
We need to address a safer and
more secure learning
environment especially now
during this pandemic.
Minimum safety health
protocols should always be
observed.
Careful planning of the lessons
should take place. Teachers
should consider the fact that
learning modality is different
now compared before.
Teachers should adapt
appropriate assessment method
to ensure that learning among
children is effective though
modular distance learning is
the learning modality most of
us will be using under the new
normal school setting.
 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 Goal toward
improving your teaching
practices in the Modalities?
Make effective learning to
happen in the new normal
using teaching strategies that
fit modular distance learning
by attending/joining webinars
that help us make our lessons
effective to deliver.
Maximize the lacking
resources in providing student
assistance.
Fair assessment to students
output based on diverse state
of life.
Better collaboration to the
whole community.
What will you push to achieve
this goal?
The challenges in teaching
under the new normal.
The empathy to students and
the hope for the betterment of
our future.
Knowing the reality of current
situation.
DepEd’ aim to provide
continuous learning amidst
pandemic
What will help you to attain
this goal
Attending webinars.
Partnership with stakeholders.
Training para-teachers as
facilitators of learning.
Support from their parents and
stakeholders.
Students’ cooperation in
submitting their output.
Enhanced teamwork of all the
actors of learning; teachers,
parents, students and
stakeholders.

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT AND LAC PLANNING
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Accomplish the Individual Development Plan Template by referring from your output in
Lesson 1 Activity 3 of this Module.

Action Plan (recommended

Developmental Intervention)
Development Learning Resources
Strengths al Needs Objectives Intervention Timeline Needed
of the PD
Program
To To manage Apply Strategic Year Learning and
participate learner more learning mode Round development
 in collegial behaviour positive team
discussions constructivel and
that use y by applying effective Supervisor/Scho
teacher positive and strategies ol Head/Master
and non-violent to develop Teachers/co-
learner discipline to and workers
feedback ensure manage
to enrich learning- behaviour Local Funds
teaching focused of the
practice. environment. learners
constructiv
ely in every
task and
activities
Teamwork Result focus Arrange Year Supervisor/Scho
*service particularly schedules Round ol Head/Master
orientation on achieving for each Teachers/co-
*innovatio results with task that workers.
n optimal use needs to be
of time and accomplish
resources ed as
most of the urgent,
time. high
priority and
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.

PROFESSINAL DEVELOPMENT SPECIFIC TOPICS

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

Reflection

Congratulations! You have completed Module 4 you may now proceed to the Final Module.
 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.

1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?

 My portfolio will serve as my guide during the different LDM that takes place during
pandemic season.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
 Some evidences from the previous modules help me to capture the progress of my teaching
practice such as doing WHLP, LAS, SLM targeting some interventions that some of the
learners should have.

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

- In every work or task given it must have a reflection within. Making of it is an integral
part because it serves as a compilation of our knowledge and understanding towards the
 topic. In the reflection we can also pour out ideas, analysis, and comments/suggestions
about the particular task which can be a road to change or improvement.

ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

1. Is the list of evidence enough to capture the progress of your teaching practice?
 I think yes, I just have to follow all the indicators.

2. What other evidence can you think of that is relevant to the LDM adopted by your School?
 Documentation of Lesson Delivery

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 and submit to your LAC Leader. Make sure that you keep a copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons
Delivery
Researching and August to November WLL
Incorporating Teaching
Strategies in the Modalities
Participation in recognized August to November Certification of participation
PDs that are aligned with their
Professional Standards for
Teachers (PPST)
Organizing the Professional December Professional portfolio
Portfolio
Submission of Portfolio to December Certificate of submission
Coach/es
Co-Learning with Peers and At least once a month starting Video recording, MOVs,
Coach/es September 2020 Pictures

MODULE 5: BUILDING THE TEACHING PORTFOLIO

RELATED TO THE IMPLEMENTATION OF THE MODALITIES
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.

 First of all I must consider the rubrics to ensure the quality of my reflections in every topic
or lesson that I tackled. I must ensure also that my outputs will be based on the
professional standard given by DepEd.

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.

Congratulations! You have completed the LDM 2 Course. Good luck on your
LDM implementation, Teacher!