DEPARTMENT OF EDUCATION

Division of Davao del Norte

STO. NIÑO NATIONAL HIGH SCHOOL

Sto. Niño, Talaingod, davao del Norte

LEARNING DELIVERY
MODALITIES
COURSE
for
TEACHERS
TEACHER’S PORTFOLIO
MODULE Course Orientation
01 Most Essential Learning Competencies (MELCs)
MODULE

02
MODULE

03A Designing Instruction in the Different

Learning Delivery Modalities
MODULE

03B Learning Resources

MODULE

04 Planning for Continuing Professional Development

MODULE
and LAC Planning
05
Building the Teaching Portfolio Related to the
Implementation of the Modalities
VICENTE D. TEODOCIO
TEACHER
I
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the
modalities.

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down
your insights in your Study Notebook.
1. What is the main delivery of this course?
To know the different Learning Delivery Modalities and platforms, their features, uses and
pedagogies as part of Department of Education’s learning Continuity Plan(LCP). The delivery of
this course is an immediate action implemented by bthe Department of Education in response to the
urgency brought about by COVID pandemic, where teachers and other educators will be able to
adapt in the new normal towards the successful delivery of of quality instruction to our clienteles.

2. How can this course help ensure that you will be able to deliver quality instruction in the “ new
normal
This course helps us a lot in ensuring that learning continues while guaranteeing the health,
safety, and well-being of all learners, and teachers as well.

3.What are the two support mechanisms that will help you with your learning
in this course?
 First, attend and participate in the webinars sponsored by Department of Education and other
private institutions. Second, constant communication with co- teachers and consultation with my subject
group head and immediate superior for some updates on the said course.

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?

Through coaching and mentoring and active participation in group discussion, a positive
outlook in life will be develop regarding the new normal education system.

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?
Learn to accept challenges and willing to learn from my superior and colleagues.
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course course?) Describe this environment.)
in
a positive or negative way?)

Bewildered every time (2) Unstable internet Primarily, the learners In my environment
a report needs to be connectivity – there are always my ,colleagues and
accomplish. are instances that the motivation in in superiors are always
I take down notes connection is lost participating in this there to guide us in
from time to time Distraction coming course. In this way, I accomplishing the
during discussion from the noise will be able to gain course
outside. knowledge on how to
Overlapping of implement the school-
activities. adopted LDMs.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the following questions. Write
your responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__3__ 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
__2__ 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.
a. Topics – Selecting the topic is very important to a LAC session for the teachers to gain relevant,
timely, and suited which is based on their needs. These topics must be useful in both parties (for the
teachers and for the learners) in this time of pandemic.
b. Speaker – Finding reliable speaker for the LAC session is very helpful. He/She is the one who will
impart knowledge (based from his/her experiences, trainings and seminars on a specific topic) to the
teachers where they can you use it in their tasks.
c. Time Frame – Scheduling the LAC session is very beneficial to the teachers, since, teachers are
attending their classes and at the same time attending webinars. Proper scheduling of the sessions may
resolve the conflict of time schedules.

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

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the
conduct of your LAC.

2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per
LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned
Instructional Coach (this will be a district or division supervisor assigned to your LAC).
 After forming your respective LACs, there should be a LAC Leader assigned to you from among the
following school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional
Coach will also be handling multiple LAC through a network of LAC Leaders.
See Figure 1 for reference.

LAC instructional LAC LEADER

LAC MEMBERS
 ARLYN P. MURILLO ANITA P. ROPERO
Principal III Teacher III

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.

REGION: XI – DAVAO DEL NORTE

LAC ID (name or number): 304257 Number of LAC members: 7

Name of LAC Facilitator:

ANITA P. ROPERO Designation/Position: Teacher III

LAC Members

NAME Male/ DESIGNAT DIVISION/S Contact details Preferred

Female ION/ (email, mobile contact
POSITION number) mode (email,
phone,
Skype,
Zoom,
Google
Meet, Viber,
FB)

ROLDAN DELA CRUZ Male Teacher I Davao del Norte Phone and
FB

RIZA S. GABATO Female Teacher I Davao del Norte bonife.david@dep.ed Phone and
gov.ph/09510304550 FB

BONIFE D. DAVID Female Teacher I Davao del Norte Phone and

FB

MICHELLE ANN ISRAEL Female Teacher I Davao del Norte Phone and
FB

JESUS L. MARAMARA Female Teacher I Davao del Norte Phone and

FB
VICENTE M. TEDOCIO Female Teacher I Davao del Norte Phone and
FB

FERDINAND FAMISAN Female Teacher I Davao del Norte Phone and

FB

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)

TEAM LEADER ANITA P. ROPERO Responsible for guiding a group to complete a

task or project.

TEAM CO-LEADER BONIFE D. DAVID Assists the leader in guiding the group to perform
a given task.

MEMBERS RIZA S. GABATO Participate in the given task or project, follow

directions and communicate properly with the
leader and co-leader to be able to accomplish the
given task or project.

ROLDAN D. DELA CRUZ -do-

MICHELLE ANN ISRAEL -do-

JESUS L. MARAMARA -do-

VICENTE M. TEODOCIO -do-

FERDINAND FAMISAN -do-

 Reflection

In this module, I learned the Learning Delivery Modalities Course 2 for Teachers: its
objectives, course design, content and delivery. This module teach me on how to respond to this
course and the organization of the Learning Action Cell (LAC) in order to address the needs of the
teachers especially in the “new normal”. I also get to know the different members of the group and
learn how to collaborate, cooperate and commit to the tasks.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives

LAC Session 2
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think are
the fundamental concerns in terms of curriculum standards that need to be addressed in
 order to ensure learning continuity? Cite a specific example. Do you think these concerns
could be solved by teachers alone? Why or why not?
The crisis brought about by the COVID 19 has posted a lot of challenges for the
Department of Education especially to the teachers who are standing in the front line to
provide the continuity in education. As a teacher, I believe thart narrowing down the
learning competencies has become a huge factor in order to deliver the most essential in
this time of pandemic. However, one of the major concerns to ensure that learning
continues is the implementation process itself. Given the shortage of resources, schools,
teachers, and community are finding means to bridge the gap.

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?
I agree to this observation. The purpose of the curriculum is solely to achieve a
higher standard of education and to produce globally competitive learners. But due to its
congested nature, students cannot cope up with and more often that not, teachers find it
hard and time consuming to teach all these competencies which seems to be repetitive
and redundant resulting to poor performances of the learners.

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?
The general purpose of the MELC is to ensure quality, accessible, relevant, and liberating
education by reviewing the competencies. The specific purpose is to map the essential and
desirable learning competencies, to identify the prerequisite knowledge and skills needed to
prepare students for essential learning competencies and to analyze the interconnectedness of
prerequisite knowledge and skills among the learning competencies for each subject area. 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 designed to meet different learning levels that can
lead to efficient learning outcomes through alternative learning delivery modalities.
2. How does curriculum review aid in the identification of essential learning
competencies?
The review focused on articulation within and across learning areas and grade levels, which
led to the identification of gaps, issues, and concerns. The review covered the following: mapping
the essential and desirable learning competencies, identification of prerequisite knowledge and
skills needed to prepare students for essential learning competencies, and analysis of the
interconnectedness of prerequisite knowledge and skills among the learning competencies for
each subject area
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 gaps, issues and concerns across the learning areas and grade
levels. Then, identification of the essential and desirable learning competencies. Then, essential
learning competencies to most essential learning competencies. 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.
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: (1) these are too
specific (and the articulation is similar to that of a learning objective), (2) these are deemed
appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or
grade level, (3) these are recurring and (4) these are subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Most essential learning competencies is the answer towards enhancing, quality teaching,
as it ensures what learning skills, should be included in the curriculum and serves as a
teachers’ guide.

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 COMPETENCIES MELCS

TLE_PECS9-12-001 TLE_PECS9-12-001

LO 1. Recognize Personal Competencies LO 1. Recognize Personal Competencies

and Skills (PeCS) needed in agricultural and Skills (PeCS) needed in agricultural
RETAINE crop production crop production

1.1. Identify and assess one's PeCS 1.1. Identify and assess one's PeCS
D 1.2. Identify and assess a practitioner’s 1.2. Identify and assess a practitioner’s
PeCS PeCS

1.3. Compare self with a practicing 1.3. Compare self with a practicing
entrepreneur/employee 1.4. Identify areas entrepreneur/employee 1.4. Identify areas
for improvement, development and growt for improvement, development and growt

TLE_9-12UT-0a-1 TLE_9-12UT-0a-1
LO 1. Select and use farm tools LO 1. Select and use farm tools

1.1. Identify farm tools according to use 1.1. Identify farm tools according to use

1.2. Check farm tools for faults 1.2. Check farm tools for faults

1.3. Use appropriate tools for the job 1.3. Use appropriate tools for the job
requirement according to manufacturer's requirement according to manufacturer's
specifications and instructions specifications and instructions

TLE_AFAC9-12UT0b-2 TLE_AFAC9-12UT0b-2

LO 2. Select farm equipment LO 2. Select farm equipment

2.1. Identify appropriate farm equipment 2.1. Identify appropriate farm equipment

2.2. Follow the guidelines in the instructional 2.2. Follow the guidelines in the instructional
manual of farm equipment manual of farm equipment

2.3. Conduct pre-operation check-up in line 2.3. Conduct pre-operation check-up in line
with the manufacturer’s manual with the manufacturer’s manual

2.4. Identify faults in farm equipment and 2.4. Identify faults in farm equipment and
facilities facilities

2.5. Use farm equipment according to their 2.5. Use farm equipment according to their
function function

TLE_AFAC9-12MT0c-3 TLE_AFAC9-12MT0c-3

LO 3. Perform preventive maintenance LO 3. Perform preventive maintenance

3.1. Clean tools and equipment after use in 3.1. Clean tools and equipment after use in
line with farm procedures line with farm procedures

3.2. Perform routine check-up and 3.2. Perform routine check-up and
maintenance maintenance

3.3. Follow procedures in sharpening and 3.3. Follow procedures in sharpening and
oiling farm tools and equipment oiling farm tools and equipment

TLE_AFAC9-12MC0d-4 TLE_AFAC9-12MC0d-4
LO 1. Perform estimation LO 1. Perform estimation

1.1. Identify job requirement from written and 1.1. Identify job requirement from written and
oral communications oral communications

1.2. Estimate the quantity of materials and 1.2. Estimate the quantity of materials and
resources required to complete a work/ task resources required to complete a work/ task
1.3. Estimate time needed to complete a 1.3. Estimate time needed to complete a
work/activity work/activity

1.4. Calculate the duration of work completion 1.4. Calculate the duration of work completion
1.5. Follow procedures in reporting to 1.5. Follow procedures in reporting to
appropriate persons the estimate of materials appropriate persons the estimate of materials
and resources and resources

TLE_AFAC9-12MC0e-5 TLE_AFAC9-12MC0e-5

LO 2. Perform basic workplace calculation LO 2. Perform basic workplace calculation

2.1. Identify calculations to be done 2.1. Identify calculations to be done

according to the job requirement according to the job requirement

2.2. Determine correct methods of 2.2. Determine correct methods of

calculation calculation

2.3. Ascertain systems and units of 2.3. Ascertain systems and units of
measurement to be followed measurement to be followed

2.4. Perform calculations needed to 2.4. Perform calculations needed to

complete a task using the four basic complete a task using the four basic
mathematical operations mathematical operations

2.5. Employ different techniques in 2.5. Employ different techniques in

checking accuracy of result checking accuracy of result

2.6. Use appropriate operations to comply 2.6. Use appropriate operations to comply
with the job requirement with the job requirement

TLE_AFAC9-12ID0f-g-6 TLE_AFAC9-12ID0f-g-6

LO 1. Layout garden plots LO 1. Layout garden plots

1.1. Design farm plans and layouts 1.1. Design farm plans and layouts
according to crop grown according to crop grown

1.2. Follow strictly planting system and 1.2. Follow strictly planting system and
practices according to approved cultural practices according to approved cultural
practices practices

1.3. Interpret irrigation system plan 1.3. Interpret irrigation system plan
according to established procedures according to established procedures

1.4. Differentiate designs of irrigation 1.4. Differentiate designs of irrigation

systems systems

_ TLE AFAC9-12OS0h-i-7 _ TLE AFAC9-12OS0h-i-7

LO 1. Apply appropriate safety measures LO 1. Apply appropriate safety measures
while working in farm while working in farm

1.1. Apply safety measures based on work 1.1. Apply safety measures based on work
requirement and farm procedures requirement and farm procedures

1.2. Utilize tools and materials in 1.2. Utilize tools and materials in
accordance with farm requirements accordance with farm requirements

1.3. Explain the importance of wearing 1.3. Explain the importance of wearing
work outfit in accordance with farm work outfit in accordance with farm
requirements requirements

1.4. Check shelf life and/or expiration of 1.4. Check shelf life and/or expiration of
materials and supplies against materials and supplies against
manufacturer’s specifications manufacturer’s specifications

1.5. Identify risks and hazards in the 1.5. Identify risks and hazards in the
workplace and report them in accordance workplace and report them in accordance
with farm guidelines with farm guidelines

TLE_AFAC9-12OS0j-8 TLE_AFAC9-12OS0j-8

LO 2. Safely keep/dispose tools, materials LO 2. Safely keep/dispose tools, materials

and outfit and outfit

2.1. Observe procedures in cleaning used 2.1. Observe procedures in cleaning used
outfits in line with farm procedure before outfits in line with farm procedure before
storing storing

2.2. Follow the guidelines in labeling 2.2. Follow the guidelines in labeling
unused materials to be stored according to unused materials to be stored according
manufacturer’s recommendation and farm to manufacturer’s recommendation and
requirements. farm requirements.

2.3. Dispose waste materials according to 2.3. Dispose waste materials according to
manufacturer’s, government and farm manufacturer’s, government and farm
requirements requirements
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.

Insights:
 MELC is the response to the current situation where face-to-face is not allowed.
 Poor internet connection is a problem in Online Distance Learning.
 Doubts on how to assess the learners using the Modular Distance Learning and other
modalities.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in
your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
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.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
1. Alignment on the Content and Performance Standard – The MELCs are still designed based
on the standards in the K-12 Curriculum. Content and Performance Standard should be parallel or
interconnected with each other.
2. Prerequisite Knowledge and Skills – The MELCS cater higher order thinking skills in order to
prepare the learners for essential learning competencies.
3. Logical Sequence of Learning Objectives – The unpacking of MELCs aims to systematize
the learning activities wherein it is very important to present the learning objective in a sequential
manner for the learners to easily understand the lessons.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Definitely yes, the MELCs need to be unpacked of combined in order to have a systematic
learning process so that learners will have and meaningful and fruitful learning experience.
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.
UNPACKING OF MELCS

RETAINED LC SAMPLE LEARNING OBJECTIVES

Explains the dimensions of holistic health
(physical, mental/intellectual, emotional,
social, and moral-spiritual) H7GD-Ib-13
MERGED LC
Recognizes that changes in different health
dimensions are normal during adolescence
H7GD-Id-e-17
REMOVED/DROPPED LC
Discusses the concept of holistic health
H7GD-Ia-12
Identify the dimensions of holistic health
SAMPLE LEARNING OBJECTIVES
Identify the changes in the health dimensions
during adolescence
SAMPLE LEARNING OBJECTIVES
Discuss the concept of holistic health

Reflection

In this module, I learned the development and design of the most essential learning
competencies (MELC). It was also a great experience to identify the retained, merged and
dropped competencies from the curriculum guide. I was able to unpacked and combined
competencies into learning objectives. I also learned the essence of trimming down the
competencies in order to address the current situation in the field of education where face-to-face
learning is not allowed.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES

MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-
face (F2F) learning, (DL) distance learning, blended learning (BL), and homeschooling. In
your own words, define each modality. Write your own definitions in your Study Notebook.
 Face-to-Face Learning – It is the traditional type of learning instruction. It is an instructional
method where course content and learning materials are taught in person or to a group of
students. This allows for a live interaction between a learner and a teacher.
Distance Learning – There is a physical separation of teachers and students during instruction
and the use of various technologies to facilitate student - teacher and student - student
communication.
Blended Learning - This method can be a combination of online learning and face-to-face
learning or any combinations of learning delivery modalities.
Homeschooling - This is a home-based learning method where learner is not required to go to
school. They study at their own pace with the help of their parents/guardians
2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook

Distance Learning and Homeschooling has no face-to-face learning component.

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

Role of
Distance Learning Distinguishing Essential Parent or Role of
Role of Teacher
Modality Feature Resources Household School
Member
Modular Distance A printed Self-Learning Pack modules and Guide and Provide
Learning (MDL) materials/ Modules Learning Activity assist their modules
modules Sheets to be children for
Learning Activity
adapted to the distributed to education at learners.
Sheets (LAS)
condition of the parents. home.
program use and Textbooks
Help deliver Return
provide quality
modules. modules to
education that
assigned
response to the Provide Weekly
person.
call for education Home Learning
who prefer Plan Contact
traditional way of teachers if
teaching of Attend to learner’s
needed
learning queries on the
topics through text
or phone calls.
Gather modules.
Check modules
Online Distance Involve in- Learning Activity Provide Weekly Guide, Monitor
Learning (ODL) person Sheets (LAS( Home Learning assist, teachers
interaction Plan monitor and and
Textbooks
between teacher help their learners
Provide power point
and learners in Power point children on interaction
presentation.
which the main Presentation made their online via online
elements include by teachers Provide self- made class. learning.
separation of video
Teachers Contact
teachers and lesson/presentation.
improvised video teachers if
students during
lesson/presentatio Check learners needed
instruction and
use of various n output through e-
technologies to learning.
facilitate student Attend to parents
teacher and and learners
student – queries on the
student topics through
communications. phone calls, text or
messages
TV-Based Concise, Smart TV Provide Weekly Guide, Provide
Instruction (TVBI) detailed and Home Learning assist, learning
Television with
precise Plan monitor and videos
cable connection
presentation of help their and
Provide Learning
the T-learning. Textbooks children. activities
Activity Sheets
through
Learning Activity (LAS)
TV-Based
Sheets (LAS) learning.
Attend to parents
and learners
queries on the
topics through
phone calls, text or
messages.
Check learners
output.
Radio-Based A form of distant Radio Provide Weekly Guide, Provide
Instruction (RBI) learning that Home Learning assist, learning
Textbooks
able to expand Plan monitor and activities
access to Learning Activity help their through
Provide Learning
education by Sheets (LAS) children. audio
Activity Sheets
bringing it to
(LAS Contact
where the
teachers if
learners are and Attend to
needed
enable them to parents/learner’s
acquire queries on the
equivalency in topics through text
basic education or phone calls.
through
broadcast of Check learners
lessons. output

Blended Distance Increased Self-Learning Self-Learning Guide, Provide

Learning student Modules Modules assist, modules
engagement in monitor and for
Learning Activity Learning Activity
learning. help their learners
 Enhanced Sheets (LAS) Sheets (LAS) children. Monitor
teacher and teachers
Power point Power point Contact
student and
Presentation made Presentation made teachers if
interaction. learners
by teachers by teachers needed.
inter
Responsibility of
Teachers Teachers action via
learning.
improvised video improvised video online
Improved lesson/presentatio lesson/presentation learning
student-learning n
Textbooks
outcomes.
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
Learning who are actually not capable of providing the needed
tools and equipment like computer, smartphones,
internet connections, television, etc. in order for them to
1
participate in Online Learning and other learning
modalities. Many of them also reside in remote areas
where signal reception is not possible so modular
distance learning is appropriate modality for them.
Online Learning Based from the data collected from the LESFs, a very
small number of learners selected this type of
2 instruction simply because most the learners are not
capable of this as stated in the above explanations.
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 modular
3 learning. This is to provide better instructional support,
monitoring, and evaluation to the learners to ensure
that the quality of education is being delivered.
Radio-Based Most families in the community now-a-days do not use
4 Instruction radios anymore. In some households this is still present
but the signal reception is still their biggest hurdle.
TV-Based TVBI is a potential but not to everyone. As mentioned
Instruction above, not all families have televisions at home.
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
TARGETED INTERVENTION
GROUP
Learners without Create time arrangements and use phone as medium of communication to
parents or support the learner or if possible look for a learning support system in the
household place maybe volunteers to provide assistance to these learners. Make a
member who can weekly supervisory plan for them and check their module and activity
guide and support sheets.
their learning at
home.
Give additional reading materials in developing their reading skills. Attach
Beginning
monitoring sheets that parents/guardians may check. Constant
readers (K to 3)
communication with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
Struggling parents/guardians may check. Constant communication with the
readers (Grades parents/guardians should be implemented. Organize, if possible, a
4-12) learning support system in the area that can be composed of volunteers to
provide assistance to these learners.
No access to Provide self-learning modules and radios with all the RBI materials.
devices and
Internet
Inaccessible Coordinate with the Purok and Barangay Officials to assist the teachers in
(living in remote delivering the self-learning modules and other additional materials.
and/or unsafe
areas)
Indigenous Provide self-learning modules and other additional learning materials that
People are cultured friendly.
Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials 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?
According to Benjamin Franklin, “By failing to prepare, you are preparing to fail”. Lesson
designing or lesson planning is the process of determining what learning opportunities students in
school will have by planning “the content of instruction, selecting teaching materials, designing the
learning activities and grouping methods, and deciding on the pacing and allocation of instructional
time. We, teachers consider the lesson planning as important tool to our teaching-learning
process for us to deliver the quality teaching and learning in schools.

2. Why is lesson designing important?

Lesson designing is very important for us because it helps us to maximize our time for
instruction and learning, set our learning targets for learners, carry out our lesson successfully,
master our learning area content, and become more reflective about our teaching. On the other
hand, the lessons are responsive to learner’s needs and learners successfully reach the set
learning goals. Therefore, it provides with a general outline of our teaching goals, learning
objectives, and means to accomplish them. 

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

The three elements or components of a well-designed lesson are (1) clearly articulated
lesson objectives, (2) well-selected and logically sequenced presentation of learning resources
and activities to help learners meet the objectives, and (3) 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
your Study Notebook, copy the following table:
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 illustrate the
previous lesson 2. Emphasize key information
concepts, ideas, skills, or
3. Present warm-up activities and concepts discussed
processes that students will
to establish interest in new eventually internalize. 3. Ask learners to recall key
lesson
activities and concepts
4. Check learner’s prior 2. Help learners understand
discussed
knowledge about the new and master new information
lesson 4. Reinforce what teacher has
5. Present connection 3. Provide learners with
taught
between old and new lesson feedback
and establish purpose for new 5. Assess whether lesson has
4. Check for learners’
lesson been mastered
understanding
6. State lesson objectives as
guide for learners 6. Transfer ideas and
concepts to new situations
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
Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been successfully delivered or not.

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

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: Grade 7
Lesson/Topic: Dimension of Health
Learning Objective:
a. Identify the dimensions of health
.
Learning Resources/Materials Needed:
LEARNING TASKS FOR DL
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via
present in voice calls, can be
the facilitated by a
SLM household partner, can
be done via a learning
activity sheet, can be
presented via an
internet based resource,
can be facilitated during
 a synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson /
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish interest in new
lesson /
4. Check learner’s prior knowledge about the new lesson /
5. Present connection between old and new lesson and
establish purpose for new lesson /
6. State lesson objectives as guide for learners /
Lesson Proper
1. Explain, model, demonstrate, and illustrate the
concepts, ideas, skills, or processes that students will
eventually internalize /
2. Help learners understand and master new information /
3. Provide learners with feedback
4. Check for learners’ understanding /
After the Lesson
1. Wrap up activities /
2. Emphasize key information and concepts discussed /
3. Ask learners to recall key activities and concepts
discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been mastered /
6. Transfer ideas and concepts to new situations /
Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?

I will create printed materials that would supplement the missing learning task 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?

I could provide additional learning resources like activity sheets/worksheets. I could also
extend my time in communicating with the parents/guardians through phone for proper instructions
and monitoring.

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

In Modular Distance Learning, the teacher can give his/her feedback upon retrieving the
modules and additional activity sheets/worksheets/outputs. But teachers may also set up a
communication procedure with the parents/guardians for the feedbacks, comments, and
suggestions through phone or in any social media like messenger.

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

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 assessments are generally have low or no point value.
Assessment Examples of formative assessments include asking students to:
(quizzes, journals, o draw a concept map in class to represent their
seatworks, understanding of a topic
assignments) o submit one or two sentences identifying the main point of a
lecture
o turn in a research proposal for early feedback
Formative assessment in the SLMS are like 5-item written
evaluation included in each self-learning modules. Additional
activity sheets and worksheets containing various evaluation are
also included.
2.Summative At the end of each lesson, written summative assessments in all
Assessment learning areas are given to assess the learning development of the
learners in modular distance learning.
3.Performance-Based For learning areas that are more focused on skills and practical
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 assessment tool based on the
given rubrics.

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

The common assessment among group members are formative and summative
assessment simply because these two are integral parts in the grading system.

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

The assessment is challenging part of the DL because of the absence of the traditional
face-to-face interaction. The integrity of honesty among the learners as well as the
parents/guardian are at stake on how they answer the modules. It is a bit challenging especially in
assessing the performance tasks of the learners in every quarter

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
Open communication among the colleagues is very important especially in sharing ideas
and strategies on how to assess the learners. In addition, reading memoranda from the
department and attending webinars related to the assessment in the Distance Learning.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B. Write your answers in your Study Notebook.

Column A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competency
_D__2. These are the formative learning opportunities given to d. learning task
learners to engage them in the subject matter and to
enhance their understanding of the content.
_A__3. This refers to the prescribed subject that learners take.
_B__4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which
discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the
three Sample Weekly Home Learning Plans. Now, based on what you have read, create a WHLP
for your class.

WEEKLY HOME LEARNING PLAN

Grade 10 Week 1 Quarter 1
October 5-9, 2020

Time Day Learning Competency Learning Tasks Mode of

Delivery
Monday TLE_PECS9-12-001 Answer the pretest
Day 1 – Identify ones PECS
Identify and assess Parents will
one's Personal Anwer the ctivity 1- 2 in page submit to the
Entrepreniurial 2-3-4 teacher in one wk
CompetenciesS time after the
Differentiate intrepreneur module is done.
from intrepreniurship.
Conduct an entreveiw
fromypour community of the
10:00- entripreniurs that have
11:00 business.

Tuessday Day 2 –
TLE_PECS9-12-001
Identify the attributes ,
Identify and assess a characters. Lifestyle, skills of
practitioner’s PeCS an entripreniurs.

Compare self with a

practicing
entrepreneur/employee

Friday Day 3

Identify areas for Identify the areas of

improvement, improvement and
development and development of an
growth entripreniurs in your locality.
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read
the guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to
see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

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

Yes Yes
Has to be communicated to
parents?

Reflection
In this module, I have learned the different modalities to be used in the time of pandemic.
These are the Face-to-face learning, Distance learning, Blended learning, and Home schooling.
These modalities are the initiatives of the Department of Education to deliver the quality education
in every Filipino learners. In these modalities, the features, essential resources, role of a teacher,
role of the Parent or household and the role of the school were identified.

According to Benjamin Franklin, “By failing to prepare, you are preparing to fail”. Lesson A
well-prepared and well-planned lessons are fundamental to ensure the teaching and learning
process are achieved and definitely delivery of the quality education for the learners. Assessment
of learning plays an integral part in the teaching-learning process. This is that part where the
learning outcomes in the form of knowledge, skills, attitudes, and values shall be assessed.

Before the pandemic, teachers prepare Daily Lesson Log but in “new normal” Weekly
Home Learning Plan and Individual Monitoring Plan are to be prepared. The WHLP is a tool guide
for learners and learning facilitators or household partners in tracking the subject areas to be
tackled and activities to perform at home. The IMP is a tool for monitoring learners who lag behind
based on the results of their formative and summative assessments.
 In this particular module, I would be able to familiarize with the different modalities and the
modality adopted by our school. I also learned that even we experience this crisis, we were able to
hold on together and can LEARN as one.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
 Our school had adopted the Online Distance Learning and Modular Distance Learning that
needs the following learning resources materials: Online activities/exercises, printed SLM and
Activity sheets.

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?

I do not think there is complete resources for the Distance Learning Delivery Modalities. It
is the ability of the teacher to think, find and use the materials for the learners in the different
portals. Basically, the steps to make the Learning Materials available is (1) to familiarize the
Learning Resource Management and Development System (LRMDS) which is a system designed
to support increased distribution and access to learning, teaching, and professional development
resources at the Central Office (CO), (2) to download the needed materials for the learners, (3) to
utilize the downloaded materials. Through this LRMDS, the department established the use of
Learning Resources (LR) Portal and DepEd Commons as a repository of learning, teaching, and
professional development resources.

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 think the support that I need to maximize the use of the LR Portals is deeper exploration of
the website through the help of our school LR Coordinator. Through this, I will be able to utilize the
available resources in the portals.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of
household support, distance)? What adjustments will you make in terms of the LRs?

The resources available in the portals are appropriate to the different levels of learners.
These resources are in editable formats so improving and adjusting it to meet the needs of all
learners should be easy. I believe that the department is closely monitoring the various learning
resources uploaded in the portals. If ever there are learner who might be disadvantaged, I think
contextualization and localization will be a great help to address the needs of the 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 your Study
Notebook.

Support system in this time of crises is very important especially teachers are also
embracing the new normal to provide the quality education that the learners need. I think that
things that I can provide to my colleagues are to guide them explore the various resources in the
LR Portals and share the resources I have downloaded for my classes. On the other hand, the
things that I can get from them are cooperation and willingness to learn the system and share
what they have downloaded resources, which are very useful for our learners.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1
Explore the Portals. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that
you already have?

The two DepEd Portals are positively responding to the needs of our school and learners
because it provide supplementary materials that be downloaded in order to address the needs of
the teachers and learners. It complements the LRs that I have through the additional activities that
give the learners a meaningful and fruitful output. .

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

Definitely, the biggest challenge in accessing the LRs Portals is the unstable internet
connection. How will I overcome this challenge? Once the internet connection is already stable, I
will download the needed materials and save to my laptop/computer, then, I will print it.

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

I will seek assistance to our School Learning Resource Coordinator on how to access the
different portals and of course with the help of ICT Coordinator and teachers.

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore
how you can help and support each other in using the LR portals. Jot down the insights and
helpful information regarding the use of the LR portals in your Study Notebook.
We agreed to provide technical assistance in case problems occur while accessing the
portals. We also decided to include te updates of these portals to our succeeding sessions.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS
Portal and assess the material using the tool. Answer the following questions in your Study
Notebook:
1. Was the material able to meet all the requirements?
The downloaded LR material met the learning targets of the lesson. The learning resource
has the basic standards required to deliver the MELCs.

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?

I did not answer “No” because the materials I downloaded from the DepEd Commons is the
SLM. I think that the learners must use the material because it is relevant to this time of crisis.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 The consistency on the use of learning competency in the SLM because one of the
competency is rephrased but still the ELC is used/ imprinted in the SLM and not MELC.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Choosing the appropriate material for the learner is very important. This would also help my
learners to learn the appropriate lessons for their level. At the same time, they will experience that
learning is fun.

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same
tool and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?

The resources are not quality assured and only provide minimal support to attain the
learning objectives for the learners.

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

It must be aligned to the competencies for easy use in delivery of instruction.

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

It helps me analyze the appropriate learning resources to my learners. And of course, to

choose the right website where I can download materials which is helpful to my teaching practice.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the same
tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online
portals?
The material needs more improvement and quality assurance.

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

The content itself in order to meet the learning needs of my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

Is the LR Material... YES NO Cannot be

determined
 1. Connected and relevant to the /
MELCs?

2. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism
issues?

7. the layout and format easy to /

read and pleasing to the
eyes?

Reflection Questions:
1. Was the material able to meet all the requirements? YES
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why? NONE
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. Consistency of using the MELC
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners? It makes me extra cautious in selecting the LRs I need for my
learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

Is the LR Material... YES NO Cannot be

determined

8. Connected and relevant to the /

 MELCs?

9. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?

10. easy to reproduce and/or /

disseminate?

11. from a credible /

source/author?

12. culture- and gender-fair? /

13. free from red flags on /

possible copyright and
plagiarism issues?

14. the layout and format easy to /

read and pleasing to the
eyes?

Reflection Questions:
5. Was the material able to meet all the requirements? NO

6. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why? I will still use the
material simply because of it fits the needs of my learners even if I am not sure of its
rightful owner.

7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. The content must be aligned in the MELC.

8. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners? It makes me extra cautious in selecting the LRs I need for my
learners.

Reflection
In this module, I learned the importance of learning resources in the new environment of
education. Exploring the different portals is such a great experience because I was able to identify
the difference of the learning materials in the different portals. The learning resources for each
modality are the aid to let the learners explore the knowledge independently.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

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

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

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

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

See LDM Module 4 – page 37

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.
 STRONGLY STRONGLY
ITEMS AGREE DISAGREE
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.
Assessment and reporting involves designing, selecting, organizing and using diagnostic,
formative and summative assessment strategies consistent with curriculum requirements. I think
this particular domain needs my attention because this is where we assess the performance of the
learners. Sometimes, it is very difficult to assess the learners in a traditional way of teaching but I
am very optimistic that as a teacher I can learn and adjust in this teaching learning process.

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

What will push you to What will help you attain
improving your teaching
achieve this goal? this goal?
practices in the modalities?
My goal towards improving my
teaching practices in the
modality adopted by our
school is to read and be
oriented with the Self Learning
Modules and other Learning
materials that would help in
the teaching-learning process
in my learning area. In this
manner, I would be able to be
more prepared to answer the
questions of my learners and
parents/guardians.
My motivation to achieve this
goal is my passion for
teaching. I think this is also
very exciting on our part as a
teacher to learn new things
and new ways in the field of
education. This is very
challenging to adapt this new
normal.
I will be able to attain this goal
through communication,
collaboration and commitment
of my fellow teachers in
achieving my goal and the
goal of every teacher to
deliver the quality education.
Aside from that, I will submit
myself to different webinars
that help in achieving my goal.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PARTICIPATION IN THE LAC
ACTIVITY 1

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non-DepEd providers
whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson
1 Activity 3 of this Module.

Action Plan
(Recommended Developmental
Intervention)
Developmental Timeline Resources
Needs Needed
Strengths Learning Intervention
Objectives of
the PD
Program

Applied To integrate * Coaching Year- School Head

knowledge of other learning and Mentoring round Master
content within areas/topics in * Attend Teachers
and across the lesson to webinars and Funds
 curriculum improve trainings about Resource
teaching areas. teaching teaching Speaker
efficiency. strategies in
the integration
of other
learning areas
in the lessons.

Used a range of To improve the *Coaching and Year- School Head

teaching teaching Mentoring round Master
strategies that strategies in *Search for Teachers
enhance learner integrating the possible Funds
achievement in literacy and teaching Resource
literacy and numeracy skills strategies that Speaker
numeracy skills. in teaching- can help to
learning enhance the
process. literacy and
numeracy
skills of the
learners.
*Apply various
activities in the
lesson that
involved the
skills needed.

Applied a range
of teaching
strategies to
develop critical
and creative
thinking, as well
as other higher
order thinking
skills.

Managed
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within a
range of physical
learning
environments

Managed learner
behavior
constructively by
applying positive
and non-violent
discipline to
ensure learning-
focused
environments.

Used
differentiated,
developmentally
appropriate
learning
experiences to
address learners’
gender, needs,
strengths,
interests and
experiences.

Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning
processes to
meet curriculum
requirements and
varied teaching
contexts.

Selected,
developed,
organized and
used appropriate
teaching and
learning
resources,
including ICT, to
address learning
goals.

Designed, To develop * Coaching

selected assessment and Mentoring
organized and strategies * Attend
used diagnostic, consistent with webinars and
formative and curriculum trainings about
summative requirement assessment
assessment
strategies
consistent with
 curriculum
requirements.

Self-
Management

Teamwork To work *Coaching and Year- School Head

constructively Mentoring round Master
with others and *Seminars and Teachers
across Workshops Funds
organization *Attending
goals and Webinars
objectives

Professionalism
and Ethics

Innovation To demonstrate *Coaching and Year- School Head

resourcefulness Mentoring round Master
and the ability to *Seminars and Teachers
succeed with Workshops Funds
minimal *Attending
resources. Webinars

Results Focus

Service oriented

ACTIVITY 2

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

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE
MODALITIES
To integrate other learning areas/topics in the Integration of other learning areas in Self-
lesson to improve teaching efficiency. Learning Modules
To improve the teaching strategies in To Strategies on integrating the literacy and
improve the teaching strategies in integrating numeracy in Distance Learning
the literacy and numeracy skills in teaching-
learning process, integrating the literacy and
numeracy skills in teaching-learning process.
To develop assessment strategies consistent Monitoring and evaluation of learners in
with curriculum requirement Distance Learning
To work constructively with others and across Leadership Training on Teamwork
organization goals and objectives
To demonstrate resourcefulness and the ability Training on Different Teaching Strategies and
to succeed with minimal resources. Teaching materials
 Reflection

In this module, I learned that as a teacher I must grow professionally. The Professional
Development Plan helps me to identify my strength and weaknesses in order to perform my duties
and responsibilities to my learners, school and my community. I need an intrinsic and extrinsic
motivation to continue the passion for teaching. I must develop qualities that would influence
others and make a difference in the lives of my learners.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

1. list down the evidence of LDM implementation

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

professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

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

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

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on
the following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?
Portfolio is a compilation of academic work and other forms of education evidence
assembled for evaluating the quality, learning progress, determining if the learning standards have
met, and creating an archive of accomplishments and other documentation. Based on the
definition, the portfolio will surely help me to monitor my progress as a teacher. This is also my
platform to report what I have accomplished for a year. With this LDM course through the LAC
sessions, I could say, “challenge accepted” in the new environment of basic education.
2. What evidence from the previous modules will help capture the progress of your teaching
practice?

I think the evidence that will help me capture my progress as a teacher is the Individual
Development Plan. This plan indicates my strengths, developmental needs, objectives,
intervention, time and resources needed wherein very important to monitor my performance as a
teacher. This will serve as my guide to deliver the necessary competencies for the learners and at
the same time my tracker in order to know if I am on the track in the delivery of the quality
education.
3. Why is writing down your reflections an integral part of your Portfolio?

Reflection plays an integral part of the portfolio because it describes the experience in the
LDM implementation, shows in-depth analysis and synthesis, and excellently relates it to the
professional standards and to personal development goals. Writing down my reflections and
insights can help me express what are my thoughts and feelings toward the different tasks.

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM
adopted by your School? Write down your answers and other insights in your Study Notebook.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to At least 2 recorded lessons

November (online learning)
Or

Researching and Incorporating August to Lesson Plans (at least 2 per

Teaching Strategies in the November month)
Modalities
Participation in recognized PDs August to Certification of Participation with
that are aligned with their November PD credit units
Professional Goals anchored on
Philippine 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 Video Recording

Coach/es month starting
September 2020

The table shows the list of suggested evidence in the Learning Delivery Modality (LDM).
For me, the evidence is enough to capture the progress of my teaching practice because it
anchored to the Philippine Professional Standards for Teachers (PPST).

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.

The steps that I will take to ensure that I will be able to hit the criteria in the Rubric:

1. Demonstrate the progress of the LDM implementation – The outputs clearly and
adequately captured the progress of the implementation of the LDM, showing innovations
that contribute to its smooth implementation.
2. Demonstrate the Professional Standards – The outputs clearly demonstrate 5 or more
indicators of relevant strands in professional standards.
3. Present the output – The ideas are expressed in clear, coherent, and appropriately worded
language with no errors in structure and/or writing conventions.
4. Write down reflection – Reflection describes the experience in the LDM implementation,
shows in-depth analysis and synthesis, and excellently relates it to the professional
standards and to personal development goals
5. Organize the portfolio – The portfolio is logically organized, is insightful, and offers new
perspective and insights.
6. Submit the output and portfolio on time – The outputs are submitted ahead of the deadline.

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.
 The rubric is self-explanatory. With regards, to the steps to make the outputs and Portfolio
responsive to the evaluation criteria and indicators, the teacher must: (1) accomplish the needed
outputs, (2) present accurate outputs, (3) prepare the necessary documents for the Portfolio, (4)
submit on time needed outputs and Portfolio on or before the scheduled time.

Reflection

In this module, I learned that the portfolio is a reflection of my accomplishments. This is

where I can showcase the things I have done and what are the things I need to improve. The
portfolio serves as my accomplishment with the different means of verifications in the
implementation of the Learning Delivery Modality.