National Educators Academy of the Philippines

Department of Education

M2-13-A, 2/F Mabini Building

Department of Education
DepEd Complex, Meralco Avenue
Pasig City 1600 Philippines

neap.od@deped.gov.ph

© 2020 National Educators Academy of the Philippines. All rights reserved.

The views expressed in this work are those of the authors and do not necessarily reflect
those of the National Educators Academy of the Philippines or the Department of Education;
the Foundation for Information Technology Education and Development or the International
Development Research Centre; or Save the Children or the Australian Government.
ACKNOWLEDGEMENTS
The National Educators Academy of the Philippines (NEAP), Department of Education,
is grateful for the generous support and assistance of our Education Forum Partners in
developing this course. In particular, we give special mention and thanks to:
• Bureau of Curriculum Development (BCD), Department of Education, led by Director
Jocelyn D. R. Andaya;
• Bureau of Learning Delivery (BLD), Department of Education, led by Director Leila
P. Areola, and the BLD Teaching and Learning Divison, led by Chief Rosalina J.
Villaneza;
• Foundation for Information Technology Education and Development (FIT-ED) for the
TPD@Scale Coalition for the Global South, led by FIT-ED Executive Director Victoria
L. Tinio and funded by the International Development Research Centre (Canada);
• Sustaining Education Reform Gains (SERG), led by Adelina Velasco and funded by the
Australian Government through Save the Children.

NEAP also thanks Undersecretary Nepomuceno A. Malaluan, Undersecretary Diosdado M.

San Antonio, Director Abram Abanil (ICT Service) and Director Roger B. Masapol (Planning
Service) for their invaluable guidance and support.

Finally, NEAP acknowledges with thanks the contributions of the instructional designers,
consultants and module developers who worked tirelessly to develop the course modules
and tools.

Instructional Designers and Consultants

Anne T. Choi, Sylvia A. Garde, Sarah Pouzevara, Camille G. Quiambao, Monalisa T. Sasing,
John Arnold S. Siena, Victoria L. Tinio and Adelina Velasco

Module Developers

Module 1: John Arnold S. Siena, Victoria L. Tinio and Sylvia A. Garde.

Module 2: Julieven R. Abrea, Denn Marc P. Alayon, Rosalie E. Bongon, Anne T. Choi, Anna
Lourdes A. Falcon, Sylvia A. Garde, Glenda M. Granadozin, Anna Marlaine V. Litonjua,
Camille G. Quiambao, Jessica C. Rubin, Wanny Milaine N. Santos, Monalisa T. Sasing,
Gaudencio Luis N. Serrano, Krisha Anne M. Soriano, Victoria L. Tinio, Gemma T. Valdevia
and Rosalina J. Villaneza
Module 3: Victoria L. Tinio
Modules 4 and 7: John Arnold S. Siena
Modules 5 and 6: John Arnold S. Siena and Adelina Velasco
MODULE 1: GETTING STARTED
Welcome to LDM1: Learning Delivery Modalities Course for Division
and School Leaders.

MODULE OBJECTIVE 

By the end of this Module, you will be able to describe what this course is about
and how it works.

MODULE CONTENT 

Lesson 1. Course Overview

Lesson 2. Organizing Your Learning Action Cell (LAC)
LAC Session 1

ESTIMATED TIME REQUIRED 

3 hours

LDM1: Learning Delivery Modalities Course for Division and School Leaders 1
LESSON 1: COURSE OVERVIEW

This overview will cover the why, what and how of this course. It will situate the
course within the larger capacity building framework for teachers and school leaders
of the Basic Education Learning Continuity Plan (LCP). By the end of this lesson, you
will be able to explain the rationale and objectives of the course; its design, content
and delivery; expected outputs; and assessment.

Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course design,
content and delivery; self-learning modules; learning action cell

Resources Required
33 Study Notebook
33 Study Notebook Guide

When the first COVID-19 case was recorded in March this year, the country was placed
under a state of national emergency. COVID-19 ushered in a new normal in the way people
conduct business and deal with each other. To prevent the further spread of infection
among the populace, various measures were put in place such as a ban on mass gatherings,
restrictions on movement, social distancing, preventive practices like handwashing and the
wearing of masks, etc.

In the face of this continuing health threat, the Department of Education (DepEd) formulated
its Basic Education Learning Continuity Plan (LCP) to put into motion the marching orders of
the Secretary—ensure that learning continues while ensuring the health, safety and wellbeing
of all learners, teachers and other DepEd employees. The LCP recognizes that DepEd must
adopt alternative modes of delivering learning if it is to reach all learners regardless of who
they are or where they are. Where school-based, Face-to-Face Learning is not possible,
the LCP identifies three learning delivery modalities that schools may implement: Distance
Learning, Blended Learning and Home Schooling.

A critical component of the LCP is capacitating teachers and school leaders to use these
learning delivery modalities effectively (see Figure 1). LCP capacity building will have two
streams. This course you are taking now – LDM1 – is part of the first stream focused on the
implementation and management of the alternative learning delivery system at all levels of
the education system, and intended for school and division leaders. The second stream –
LDM2 – is intended for teachers and focused on the instructional implications of using these
alternative learning delivery modalities.

2 Module 1 - Getting Started

 Design and Implementation
Principles and Guidelines

Improved Readiness for

Remote/Multi-Modal
PD Priorities LCP Courses/ Learning Delivery
(DepEd Programs
Informed Decision-
Memo No.
making in Choosing Quality
50 s. 2020) Appropriate Learning Instructional SULONG
Super- School
Teachers
Delivery Modality Delivery in EDUKALIDAD
+ visors Heads
“The New
Normal”
COVID-19
Response Regular PD
(LCP) Programs/ Improved Pedagogical
Courses Content Knowledge and
Assessment

Internal and External

Learning Service Providers

Figure 1. LCP capacity building framework for teachers and school leaders

Course Objectives

By the end of this Course, learners will be able to:

1. demonstrate an understanding of the learning delivery modalities specified in the LCP
2. utilize data to select appropriate learning delivery modalities for their school/division
3. develop a learning delivery implementation plan for school year 2020-2021

Course Design, Content and Delivery

This is a task-oriented, blended learning course that combines guided study using self-
learning modules and co-learning and collaboration through the Learning Action Cell (LAC).
Since face-to-face meetings are not permitted at present, you will be expected to hold your
LAC sessions online. How to organize your LAC and run your LAC sessions will be discussed
in Lesson 2.

As you can see in Table 1, the Course is divided into two parts. Part 1 covers LDM selection
and implementation planning and is comprised of seven modules that will take about
80 hours to complete. Part 2 is the practicum component of the course covering LDM
implementation throughout the school year.

The modules in Part 1 are designed for self-study, without a trainer or instructor to assist
you. Each module is comprised of several lessons. Lessons are self-contained and include
readings or video tutorials, activities, quizzes and reflection points. We ask that you keep

LDM1: Learning Delivery Modalities Course for Division and School Leaders 3
a Study Notebook or learning journal to jot down your answers to activity questions and
quizzes, and to record your ideas and reflections.

Use a paper notebook or create a file on your computer or phone. For more details, read the
Study Notebook Brief.

At various points in the modules, you will be prompted to convene a LAC session with your
Division Team to discuss a particular lesson and/or collaborate on specific tasks. You will
be given a LAC Guide to help structure your LAC activities. Your LAC will also be assigned
a Coach from the Regional Office. This Coach is tasked to provide guidance and support to
your Division Team as you go through the course activities.

Table 1. LDM1 Course Modules

No. LDM1 Module Title Suggested Duration

PART 1: LDM SELECTION AND IMPLEMENTATION PLANNING

Module 1 Getting Started 3 hours

Module 2 Understanding the Learning Delivery Modalities in the 6 hours

Basic Education Learning Continuity Plan

Module 3 Choosing the Appropriate Learning Delivery Modalities 40 hours

for your Division and Schools

Module 4 Implementation Planning 16 hours

Module 5 Establishing and Managing the Technical Assistance 6 hours

Mechanism for School Heads

Module 6 Monitoring, Evaluation and Learning 6 hours

Module 7 Implementation Portfolio 3 hours

Total 80 hours

PART 2: PRACTICUM - LDM IMPLEMENTATION August 2020 –

April 2021

4 Module 1 - Getting Started

Expected Outputs

You are expected to generate outputs at various points in the Course. This will constitute your
Course Portfolio.

Part 1. LDM Implementation Planning Portfolio

1. Completed LDM Decision Tree
2. Completed LDM Readiness Assessment
3. LDM Readiness Action Plan
4. Implementation Plan, including a Technical Assistance Plan and a Monitoring,
Evaluation and Learning Plan

Part 2. LDM Implementation Portfolio

Course Assessment and Certification

Learners will receive their Certificate of Participation once they are able to submit to their
designated coaches their LDM Implementation Planning Portfolio. The Portfolio will be
evaluated by the coach who will recommend to the NEAP Central Office through the NEAP
Regional Office issuance of the Certificate. Where feasible, the Certificate will also indicate
the professional development credit units earned in accordance with the DepEd Quality
Assurance Division evaluation of the program.

ACTIVITY 1. Reflect on the overview you just read by answering the following questions.
Write down your reflections in your Study Notebook.

1. How is the delivery modality of this course different from the usual in-service training
I have received pre-pandemic? List at least three differences.
2. How will my personal characteristics and circumstances affect (positively or negatively)
my participation in this course? Use the table below to guide your reflection.

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 in course?) Describe this environment.)
a positive or negative way?)

LDM1: Learning Delivery Modalities Course for Division and School Leaders 5
 3. What steps can I take to overcome any barriers or challenges to participating and
completing this course? List at least three actions.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

6 Module 1 - Getting Started

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

This lesson will help your Division Team set up your LAC and prepare for LAC
activities in succeeding modules. By the end of this lesson, you will be able to:
1. organize a LAC to support your learning
2. enumerate the roles and responsibilities of different LAC members
3. set protocols and norms for the conduct of LAC sessions
4. accomplish the required LAC Forms

Key Topics/Concepts
LAC; LAC roles and responsibilities; LAC Forms

Resources Required
33 DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning
33 LAC Session 1 Guide
33 Form 1. LAC Profile
33 Form 2. LAC Facilitator Information Sheet
33 Form 3. LAC Session Report
33 Form 4. LAC Engagement Report
33 Study Notebook

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 reading, answer the following questions. Write your responses and any
other ideas and reflections in your Study Notebook.

1. How does participating in a LAC affect or influence your self-learning? Draw a

diagram to illustrate the relationship between the two and give a brief explanation of
your drawing.
2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016:
• To improve the teaching-learning process to improve learning among students
• To nurture successful teachers
• To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes

LDM1: Learning Delivery Modalities Course for Division and School Leaders 7
 • To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole

What are the challenges to having a successful LAC? Write down the top three
challenges in your Study Notebook. Raise your concerns with your Division Team and
discuss mitigating actions at your first LAC session.

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 and/or your
Division Team to plan how you will organize yourselves into LACs.

1. Agree on a date and time to meet and discuss forming your LACs.
2. During this meeting, decide on your LAC groupings and designate one LAC Facilitator
per LAC.
3. Set a date and time for your first LAC session.
4. Hold LAC Session 1 following the LAC Session 1 Guide.

Responsibilities of a LAC Facilitator

• Convene the LAC sessions

• Check and monitor the attendance of the members, and the submission of
assignments and reports
• See to it that LAC sessions start and end on time, and that agendas are fully
covered
• Encourage active engagement and participation of members
• Ensure that the venue (physical or virtual) and equipment are available, and
prepare the necessary learning materials such as reading materials and videos
• Announce the LAC session, including the topic, time, venue, and other matters
that the group should know
• Run and facilitate the session based on the session guide, and ensure that the
agreed norms of behavior are observed and that the objectives of the session
are achieved
• Ensure the practice of SAFETY FIRST, adhering to social distancing
requirements in this period of pandemic; this would include synchronous and
asynchronous LAC conduct and engagement

Congratulations! You have completed Module 1. You are now ready for Module 2.

8 Module 1 - Getting Started