Master Teacher l, Popolon ES

09155658424

adelaida.fabian@deped.gov.ph

Adelaida T. Hernandez
Master Teacher I
 CONTENTS
MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF

MELCs
LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING
OBJECTIVES

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING
DELIVERY MODALITIES

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

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepED
PORTALS
LESSON 3: ASSESSING THE LR MATERIALS

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT
AND LAC PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC
 1 COURSE
ORIENTATION
MODULE

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?

Answer: The main delivery of the course is to support teacher in the
preparation of the new Learning Deliv ery Modality (LDM) and ensured that
delivery of LDM is learner-centered.

2. How can the course help ensure that you will be able to deliver instruction in the new
normal?
Answer: This course helps to ensure that we will be able to deliver quality
instruction in the “new normal because this is task oriented course that combines study
using self –learning modules and co-learning and collaboration through the Learning
Action Cell through online. With this, we will be able to make self-learning materials that
will suit in our learners as well as we will empower each of us in delivering the quality
instruction because of the collaboration and openness of everyone to ensure quality
education amidst pandemic.

3. What are the two support mechanisms that will help you with your learning in this course?
Answer: The two support mechanisms that will help me in learning this course are
 the School LAC Coach, LAC leader and the LAC members where they are willingness to
give support or method, which is appropriate for our learners.

Activity 2

Answer the following questions by copying and filling out the table in your
Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively) my

participation in this course?
Answer: In this course honestly affect me in positive way, because I’ve doubted myself if I
can give a quality education that suited for my learners because of the pros and cons against
COVID 19 but with this course helped and guided me to address the needs our learners. This
course give us support thru channels to gain our self- confidence and in making quality self
-learning materials.
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
Answer: I can assure that I am able to sustain my strengths and address the obstacles that
will hinder me from completing this course through patience, and dedication to finish and learn
from this course in the preparation for the New Normal.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that from participating participate in this accomplish the
may affect my fully in this course?) course?) requirements of this
participation in the  
course? Describe this
course in a positive or
negative way?) environment.)
Being optimistic have Unstable internet Having the desired to As we qre work from
a more positive mood connection. acquired new home due to COVID
and morale, and a knowledges especially 19, I accomplished the
sense of mastery in in dealing with the requirement of this
this course. New Normal course in our home to
be safe from virus.

Activity 3

Look for a colleague with whom you would like to discuss your
answers and reflections with to the questions in activities 1 and 2.

Mariz my
I would like to discuss to her about M. Pantalunan
answers and reflections to the questions in
Teacher 1
the Activities number 1 and 2 because I trust her knowledge.

LESSON 2: ORGANIZING YOUR LEARNING ACTION

CELL (LAC)

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its

 members at the first LAC session

REGION: lll

LAC ID (name or number): l-002 ROSE Number of LAC members: 6

Name of LAC Facilitator: Designation/Position: Master Teacher l

Adelaida T. Hernandez

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)

Dayson, Female Teacher lll Nueva Ecija 09493550658 Google

Loerelie N. Meet/Messen
ger/Phone

Ingoy, Leah C. Female Teacher l Nueva Ecija 09306483238 Google

Meet/Messen
ger/Phone

Parungao, Female Teacher l Nueva Ecija 09654399499 Google

Harlyn H. Meet/Messen
ger/Phone

Manzano, Female Teacher l Nueva Ecija 09458666067 Google

Anabelle S. Meet/Messen
ger/Phone

Pantalunan, Female Teacher l Nueva Ecija 09558559695 Google

Mariz M. Meet/Messen
ger/Phone
Dela Cruz, John Male Teacher l Nueva Ecija 09351731386 Google
Vincent R. Meet/Messen
ger/Phone

FORM 2: LAC Facilitator Information Sheet

This form should be accomplished by the designated LAC Facilitator on

or before the first LAC session.

Region: lll

Division: Nueva Ecija

NAME: Male/Female: Date of Birth: Age:

Adelaida T. Hernandez Female June 2, 1964 56

Contact details: Email:adelaida.fabi Mobile Number: Facebook Name:

an@deped.gov.ph
09155658424 09155658424 Adelaida T. Hernandez

Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Googlemeet, FB, Messenger, etc.)

Google Meet Email: aidafabian2@gmail.com

/Messenger/Phone Phone/Viber:09155658424/ Aida

FB/Messenger: Adelaida T. Hernandez

FORM 3: LAC Session Report

This form should be accomplished by the LAC Facilitator at the end of every LAC
session.

LAC ID: 1-002-ROSE REGION: III

LAC FACILITATOR: Adelaida T. Hernandez LAC SESSION NO.: 1

DATE AND TIME OF SESSION: September 1, VENUE/PLATFORM OF SESSION: Google Meet

2020/ 1:00pm to 4:00pm

Number of members present (attach attendance document):

Materials and resources:

_/_ Self-Learning Module

_/_ Activity sheets

_/__ Digital resources

_/__ Online resources

_/__ Smartphone

_/__ PC

_/__ LAC session guide

___ Others. Please specify:

_______________________________________
Part A

Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC
/
session

2. All of the members had an

opportunity to share and
/
discuss their assignment,
insights, and ideas

3. Members listened to each /

other’s insights and ideas.

4. The members’ assignments

showed an understanding of
the lessons in the SLM. /

5. The members demonstrated

engagement in and/or

enthusiasm for the learning

tasks during the session /
(including providing feedback
 on each other’s assignment).

FACILITATION

6. I managed the sharing and

discussion during the LAC
session by keeping the /
discussion focused on the
lesson or topic.

7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the /
teachers to share their work
and ideas/ insights).

8. I provided useful feedback on

the teachers’ assignments.
/

Part B

Please provide the information requested.

1. The best part of the session (i.e. what went well):

The best part of the session is when we do activity 3. Everybody is very responsive and
eager to share their reflections and answer to the questions in Activities 1 and 2.

2. Problems or challenges encountered and how they were resolved:

None

3. Other topics discussed apart from the recommended topics, if any:

None

4. Recommendations/Plans for next LAC session:

Module 2: Most Essential Learning Competencies (MELCs)

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every
LAC session.

NAME OF MEMBER: ADELAIDA T. HERNANDEZ LAC SESSION ID.: 1-002-ROSE

REGION: III DATE OF LAC SESSION: 09-01-2020

DIVISION: NUEVA ECIJA NUMBER OF LAC SESSION: 1

Part A

Please indicate the extent to which you agree with each of the following statements by
ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.
 /

3. My perspective on the topic/s

covered has changed as a
/
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving /
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC
/
session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
/
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
/
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

None
2. I encountered the following problems or challenges:

None

3. Other comments/suggestions:

More webinar for the development of resilient education systems most especially during
current global health crisis.

Activity 1

Begin by refreshing your memory on the Learning Action Cell. Read

DepEd Order No. 35s. 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.

REFLECTION

As a reflection on the objectives for conducting LAC sessions as listed in D.O 35,s.
2016 The teachers are engage in collaborative learning sessions to solve shared
challenges encountered in the school and to enable teachers to support each other to
continuously improve their content and pedagogical knowledge, practice, skills, and
attitudes.

Rank the following objectives from easiest to the most difficult to achieve:

_4__ To improve the teaching-learning process to improve learning

among students.

_1__ To nurture successful teachers

_2__ To enable teachers to support each other to continuously

improve their content and pedagogical knowledge, practice,
skills, and attitudes

_3__ To foster a professional collaborative spirit among School

Heads, teachers, and the community as a whole
 2. What are the top three challenges to having a successful LAC? List down and
elaborate.

1. Scheduling – Time and Dates are given ahead of time to ensure the
availability of the LAC members participants.
Interactions may also be done through ICT when it is
difficult to have face-to face due to pandemic now a days.

2. LAC Activities-Activities and outputs should be more relevant to the

topics being discussed.

3. Identification of Appropriate Intervention. The LAC could agree

on exploring interventions to address the identified need.

Activity 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more
than 15 members each. Get in touch with your designated Coach or LAC Leader
in forming your LACs.

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

Figure 1. LAC Composition and Coaching Arrangement for LDM2 Teachers

LDM 2 for LDM 2 for Teachers

Instructional Coaches

Member/ Teacher
III

Member/ Teacher I
LAC Coach/District Supervisor
Supervisor LAC Leader/ Master Teacher I
Documenter/ Teacher I

LAC Coach/School Principal l

Coach/DistricSupervSupervisor
Member / Teacher I

Facilitator/ Teacher I

Member/ Teacher I

LDM2 TEACHERS LAC SESSION 1

LAC Components Activity Suggested

Period

Getting Started The LAC Facilitator leads the discussion on LAC 15-20 minutes
protocols/norms:

● Learning Delivery Modalities Course for

Teachers
● September 1, 2020
● Google Meet
● Roles of LAC Facilitator and LAC
 members
● LAC Forms 1 to 4
The LAC Facilitator documents and circulates
agreements on LAC protocols/norms.

The LAC Facilitator and LAC Members complete

LAC Form 1. LAC Profile.

The LAC Facilitator completes LAC Form 2. LAC

Facilitator Information Sheet.

Small Group sharing The LAC Facilitator asks the group to subdivide 10-15 minutes
into smaller groups of 2 to 3 individuals to
reflect on and share with each other their
answers to the following questions:

● What are the outcomes you expect from

the Leaders LAC sessions?
● What are the key characteristics of
strong and effective Leaders LACs?
● How can a Leaders LAC provide support
for teachers and school heads?

LAC Members are encouraged to share their

reflections from Lesson 1 and Lesson 2, Activity
1. Members should continue to write their
personal reflections or interesting ideas and
suggestions from the discussions in their Study
Notebook.

Small Groups report The LAC Facilitator gives small group 20-25 minutes
representatives an opportunity to share their per
answers and reflections. representative

Big Group/Plenary The LAC Facilitator synthesizes the small group 10 minutes
sharing reflections and will ask the big group/plenary
to reflect on and answer the following
questions:

● What was the value added in sharing

answers to a question with others?
● What might be the value of regularly
working with a group of leaders in
 providing support to teachers and school
heads?

Big Group/Plenary The LAC Facilitator asks for 2-3 volunteers to 8-10 minutes
Synthesis share their thoughts.

The LAC Facilitator synthesizes the discussion.

Looking forward to the The LAC Facilitator sets the assignment: Study 3-5 minutes
next session LDM2 Module 2 on the Most Essential Learning
Competencies.

The LAC Facilitator ensures agreement on the

schedule and venue/platform for LAC Session 2.

Completion of reports The LAC Facilitator completes LAC Form 3. LAC 5 minutes
Session Report.

LAC members complete LAC Form 4. LAC

Engagement Report.

TOTAL 71-90 minutes

Activity 3

List down the members of your LAC and their respective roles in your Study
Notebook.

Speaker and the Source of

Information
LAC LEADER Adelaida T. Hernandez
Take the lead in identifying the
needed resource, ensuring their
availability and sustainability.
 Prepares the materials/ resources
needed
FACILITATOR Mariz M. Pantalunan
Facilitate the mode of
communication

Follow up

Narrative reports

DOCUMENTER Harlyn H. Parungao Take pictures

Present the supporting papers

LAC MEMBERS
 Decide on the schedule, length,
Lorelie N. Dayson and frequency of meetings.
Leah C. Ingoy  Help the Lac Leader to implement
Annabelle S. Manzano the changes and interventions that
John Vincent R. Dela Cruz has been discuss.
 Present the output

2 MOST ESSENTIAL LEARNING

COMPETENCIES
MODULE (MELCs)

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?

Answer: The fundamental concerns in terms of curriculum standards that need to address
in order to ensure learning continuity are the sake of learners ensures the learning
continuity planusing the function of MELC as an educational response to a global health
crisis. These concerns could not be solved by teachers alone because it needs a lot of time to
study carefully if it is effective or not.

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

Answer: I agree with this observation that “The congested curriculum has been a perennial
problem of teachers and Perceiving to be one of the factors on the poor performance of
Filipino learners” because this curriculum are repeated all over and over again for several
years that needs to re align into more relevant, more specific and generalize in situation
like we are facing nowadays it needs to revise , develop and design .

Activity 2
 Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief and concise response to
the following guide questions. Write your answers in your Study Notebook.

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

Answer: The release of the MELCs is not just a response to addressing the challenges of
the current pandemic but is also part of the Department’s long-term response to the call of SDG4
to develop resilient education systems, most especially during emergencies.

The MELCs can be used under similar circumstances as a mechanism to ensure

education continuity (curriculum dimension).

The MELCs can be used under similar circumstances as a mechanism to ensure education
continuity (curriculum dimension). However, releasing the MELCs does not downplay the
standards set by the K to 12 curriculum guides. Rather, they serve as one of the guides for
teachers as they address the instructional needs of learners while ensuring that curriculum
standards are maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery schemes by
providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning
competencies?

Answer: Results of the review from the workshop series provided an overview
of the articulation of learning competencies in each learning area. Specifically, the
review covered the following:

 Mapping of the essential and desirable learning competencies within the

curriculum;

 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?

Answer: 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
 4.. How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?

Answer: Through determining the criteria for the selection of the MELCs , The
Department collaborated with stakeholders from ACTRC ,during which the descriptor –
ENDURANCE- was considered the primary determining factor.

Decisions made in order to trim down the number of the essential learning competencies
are:

 Retained= if it satisfies the endurance criterion which greatly contributes to life-

long learning and is a pre-requisite skill to the next great level.
 Merged or Clustered= if they have the same objective learning intention and can
therefore be combined into one comprehensive learning competency.
 Remove/ Dropped
 They are too specific ( and the articulation is similar to that of one
learning objective)
 They are deemed appropriate to be introduced in an earlier
quarter or grade level or moved to a later quarter or grade level.
 They are recurring.
 They are subsumed in another learning competency

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

instruction?
 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

Merged/Clustered 12.Nailalarawan ang mga
pangarap o ninanais para sa sarili.
12.1 Natutukoy ang mga
pangarap o ninanais
Naipagmamalaki ang sariling
pangarap o ninanais sa
pamamagitan ng malikhaing
pamamaraan.
(AP1, Quarter 1)

12.2 Naipapakita ang

pangarap sa malikhaing
pamamaraan.

Retained Nailalarawan ang pansarilining Nailalarawan ang pansarilining

pangangailangan: pagkain, pangangailangan: pagkain,
 kasuotan at iba pang mithiin para kasuotan at iba pang mithiin para
sa Pilipinas. sa Pilipinas.
(AP1, Quarter 1)
Dropped n/a

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.

As the Department of Education anticipates the challenges in

employing various schemes in the delivery of the learning standards due
to COVID-19, the number of the identified essential learning
competencies per quarter were further reduced, thus the term “most
Essential Learning Competencies”.

As a general rule, a learning competency is retained if it satisfies

the endurance criterion which greatly contributes to life-long learning
and is prerequisite skill to the next grade leve;l. 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 if they are too specific, deemed appropriate to be
introduced in an earlier quarter or grade level or moved to a later
quarter or grade level, recurring and subsumed in another learning
competency.
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?

Answer: The importance of unpacking and combining the MELCs is 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.

Answer: In unpacking and combining the MELCs we need to

consider the alignment on the content and performance standards,
prerequisite knowledges and skills and logical sequence of learning
objectives.

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

Answer: Not all the MELCs need to be unpacked or combined if it

satisfies the endurance criterion which greatly contributes to life;long
learning and is a prerequisite skill to the next grade level.
Activity 2
1. Form a group of four members within your LAC, preferably with
fellow teacher’s 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.

Adelaida T. Hernandez Master Mariz M. Pantalunan Teacher l,

Teacher l, choose MELCs in Araling choose MELCs in English 6 in the first
Panlipunan1 in the first quarter and quarter and unpack those into learning
unpack those into learning objectives. objectives.
 Anabelle S. Manzano Teacher l,
choose MELCs in Edukasyon sa
Pagpapakatao 2 in the first quarter and
Activity 2
unpack those into learning objectives.
Harlyn H. Parungao Teacher l,
choose MELCs in Kindergarten in the
first quarter and unpack those into
learning objectives.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep
a copy of your outputs.

My Output
Unpacking the MELCs

Retained LC Sample Learning Objectives

 Nailalarawan ang pansariling

Nailalarawan ang pansarilining
pangangailangan: pagkain, kasuotan at iba
pang mithiin para sa Pilipinas.
(AP1NAT-Ib-4)
pangangailangan: pagkain, kasuotan,
tirahan, pansariling kagustuhan at
mithiin para sa Pilipinas.
 Nabibigyang halaga ang pagkakaroon
ng pagkain, kasuotan, tirahan at
pansariling kagustuhan.

Rephrased LC Sample Learning Objectives

Natutukoy ang mga mahahalagang
pangyayari at pagbabago sa buhay simula
isilang hanggang sa kasalukuyang edad
gamit ang mga larawan at timeline.
(AP1NAT-Ic-6)
 Natutukoy ang mga mahahalagang
pangyayari sa buhay simula isilang
hanggang sa kasalukuyang edad gamit
ang mga larawan.
 Nakapagsasalaysay ng mga
mahahalagang pangyayari sa buhay mula
isilang hanggang sa kasalukuyang edad
gamit ang mga larawan.
 Nailalarawan ang mga personal na gamit
tulad nga laruan, damit at iba mula
isilang hanggang sa kasalukuyan.
 3A DESIGNING INSTRUCTION IN
THE DIFFERENT
MODULE LEARNING DELIVERY
MODALITIES

LESSON 1-BACKUNDERSTANDING THE DIFFERENT

LDMs

Activity 1

Do a quick check of your knowledge of the four modalities prescribed in the

LCP— face-to-face (F2F) learning, DL, blended learning (BL), and homeschooling.
In your own words, define each modality. Write your own definitions in your Study
Notebook. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how
well you did.

1 Face-to-face (F2F) learning refers to a learning delivery modality where the teacher
and learner/s are physically in one venue.

2
 Distance learning refers to a learning delivery modality where a learner is given
materials or access to resources and he/she undertakes self-directed study at home
or in another venue. Learners engage in independent learning at home or in any
physical learning space applicable, by using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing
TV lessons or listening to radio-based instruction while being geographically distant
from the teacher. The teacher supervises and monitors the learner’s progress and
provides remediation and enhancement when needed and possible. Assistance may
be provided by a learning facilitator who may be a parent or any member of the
family, or a community stakeholder.

3 Blended learning refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning.

4 Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school
environment, with parents, guardians, or tutors as authorized facilitators instead of
classroom teachers. This does not preclude going to a school on specific periods to
develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

Which of the LDMs do not have a face-to-face learning

component?
Answer:

Distance Learning
Home Schooling if done via distance learning

Activity 2

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 Distinguishing Essential Role of Role of Role of School

Learning Feature resources Teacher Parent or
Modality Household
Member
Modular Self-learning Learner’s Monitoring Learning Orients the
Distance Modules in print Materials the progress facilitators teachers, parents
Learning (MDL) or digital textbooks, of the and learners about
format/electroni activity sheets, learners modular learning
c copy study guides and policies and
other study directions
materials
Online Synchronous Digital Devices Facilitator Co-monitor Institutionalized
Distance /asynchronous Internet engaging the the training and
Learning (ODL) instruction connection learners’ progress of updating of
Virtual Classes Activity sheets active their teachers to be
Learner-Teacher participation children’s more
and peer-to-peer learning technologically
communication adept
TV-Based Television-based Television Learning Co- Orients the
Instruction lesson Learning activity facilitator supervised teachers, parents
(TVBI) sheets the and learners about
progress of the TV-based
their instruction
children’s policies and
learning directions
Radio-Based Radio-based Radio Learning Provide Orients the
Instruction lesson facilitator guidance to teachers, parents
(RBI) their and learners about
children the Radio-based
instruction
policies and
directions
Blended Combination of print/non-print Learning Monitoring Monitoring the
Distance online distance learning facilitator the progress of the
Learning (BDL) learning, materials progress of learners for
Modular distance the learners intervention
learning and strategies
TV/Radio-based
Instruction
 Activity 3

Consider the situation in your School/Division—your

organizational capabilities, your level of resources (infrastructure,
financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest
to most difficult to implement. Give the reasons for your ranking of each.
Replicate the following table and write your answers in your Study Notebook. Be
prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from easiest to
hardest to implement) Type of DL Why
Modular Learners are provided with the complete set of SLMs.
1 Distance Flexibility in finishing each module is accorded to learners
Learning with respect to their learning needs
2 Blended We can choose the different types of distance learning that is
Learning well-suited to the needs of subject matter and the learners.
3 Television- TV- based lesson utilized for this platform are converted
Based self-learning modules. The problems encountered by the
Instruction learners to watch an educational TV program that facilitated
by DepEd is the inaccessible signal/connection.
4 Radio-Based Radio- based lesson utilized for this platform are converted
Instruction self-learning modules. The problems encountered by the
learners to listen to a radio program that facilitated by DepEd
is the inaccessible signal/connection.
5 In Online Distance Learning you need a good/strong
Online connection of the internet, this might be a problem if you
Distance have a poor connection it will cause interruption of the
Learning session/lesson. Not all the learners have digital devices
especially in the poor family.
 Activity 4

The LCP assures that all possible measures will be taken to ensure that no child
will be excluded from learning during the COVID-19 crisis. Think about groups of learners
in your School/Division who might require special consideration to be able to participate in
DL. Describe what targeted interventions you would develop to include them. Listed below
are some examples which may be relevant to your context. Add others as appropriate.
Write down your answers in your Study Notebook and share your ideas at your next LAC
Session.

Learner Group Targeted Intervention

TV/Radio-based instruction
Learners without parents or household member who Bayanihan intervention (neighbor with a good heart
can guide and support their learning at home that is willing to guide the learner)
Modular Distance Learning
Homeschooling
Beginning readers (K to 3) Video lesson intended for the beginner readers
Blended Learning Approach
Home schooling
Struggling readers (Grades 4-12) TV-based instruction
Face-to-Face interaction (if possible and allowed)
Modular Learning
No access to devices and internet Face-to-Face interaction (if possible and allowed)
Inaccessible (living in remote and/or unsafe areas) Modular Learning
Face-to-Face interaction (if possible and allowed)
Modular Learning
Indigenous People Radio-based lesson
Face-to-Face interaction (if possible and allowed)
Modular Learning
Persons with Disabilities TV/Radio-based instruction
Text messaging/voice calls, or face-to-face
interaction (if possible and allowed)

Others? 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?

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” (Virginia Department of Education, as cited in
DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are fundamental to
ensuring the delivery of quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and be responsive to the needs
of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

3. What are the 3 elements or components of well-designed lessons?

● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and feedback
for both teachers and learners (How should learning be assessed?)

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
previous lesson
3. Present warm-up activities
to establish interest in new
lesson
demonstrate, and illustrate
the concepts, ideas, skills,
or processes that students
will eventually internalize
2. Help learners understand
and master new
information
2. Emphasize key
information and concepts
discussed
3. Ask learners to recall key
activities and concepts
discussed

4. Check learner’s prior

knowledge about the new
3. Provide learners with
lesson
5. Present connection between
old and new lesson and
establish purpose for new
lesson
4. Reinforce what teacher
has taught
feedback 4. Check for
learners’ understanding
5. Assess whether lesson has
been mastered
6. Transfer ideas and
concepts to new situations

6. State lesson objectives as

guide for learners

Activity 3
 Lesson design does not end after implementing the lesson. After the
delivery of the lesson, teachers should take time to reflect on what worked well
and why, and what could have been done differently. Identifying successful and
less successful activities and strategies would make it easier to adjust and revise
the lesson plan as needed.

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

Answer: VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of

the DLL and DLP should be filled up after the lesson is delivered.
Teachers are encouraged to think about their lessons, particularly the
parts that went well and the parts that were weak and write about those
briefly. 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
 Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self Learning Module (SLM) for
students that you have on hand. Imagine that you will deliver this lesson to your learners through
DL. In the second column, identify which of these tasks are already present in the SLM. In the
third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.

Learning Task for DL

Learning Delivery Modality (select one): ODL MDL TV/RBI BL

Grade Level: Grade I - Magalang Learning Area: Araling Panlipunan l

Lesson/Topic: Mga Batayang Impormasyon Tungkol sa Sarili

Learning Objectives: Nasasabi ang batayang impormasyon tungkol sa sarili:pangalan,

magulang, kaarawan, edad, tirahan, paaralanj iba pang
pagkakakilanlan at mga katangian bilang Pilipino

Learning Resources/Materials Needed: SLM, Study notebook, Textbooks,Activity

sheets

Part of Lesson/Learning Tasks
Additional remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Check if already done via a learning activity
present in the sheet, can be presented via
SLM an internet-based resource,
can be facilitated during a
synchronous learning
session, etc.)

Before the Lesson

can be facilitated by a
1. Review previous lesson / household partner

2. Clarify concepts from previous can be done via a learning

lesson / activity sheet
3. Present warm-up activities to
establish interest in new lesson / can be facilitated during a

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 learner
LESSON PROPER
1. Explain, model, demonstrate, and
illustrate the concepts, ideas,
skills, or processes that learners
will eventually internalize
2. Help learners understand and
master new information
3. Provide learners with feedback
4. Check 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
synchronous learning session
/ can be done via voice calls
/ can be done via a learning
activity sheet
/ can be facilitated by a
household partner
can be facilitated by a
household partner
/ can be facilitated during a
synchronous learning session
can be done via a learning
/ activity sheet
can be facilitated during a
synchronous learning session
/ can be done via voice calls
/ can be facilitated during a
synchronous learning session
can be done via a learning
activity sheet
can be done via a learning
/ activity sheet
can be facilitated during a
synchronous learning session
/
can be facilitated during a
synchronous learning session
/ can be done via voice calls
 4. Reinforce what teacher has taught can be done via a learning
/ activity sheet

5. Asses whether lesson has been can be done via a learning

mastered / activity sheet

6. Transfer ideas and concepts to can be facilitated during a

new situations / synchronous learning session
can be done via a learning
activity sheet

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
ANSWER: If the learning tasks not found in the SLM the materials or resources that I
can you create or curate to supplement the SLM is by searching an appropriate instructional
video for the topic.

2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?

ANSWER: The additional support that I can give to the learner, and the household
partner are the following:

 Monitoring their progress

 Provide Instruction Videos

 Follow up

 Always open for inquiries

 Guide the household partners

 Modified the SLM according to learners’ capability

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

 A follow up call on their household partner.

  Providing confirmation or short formative assessment

 Or by trying to have Synchronous learning session

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. Follow the example below.

Formative Assessment Summative Assessment

learners may be
assesses individually
assessment FOR learning: or collaboratively assessment OF learning to make
adjustments in the lesson to measure if the student met the
should promote self- performance and content standards
may be integrated in all parts of reflection and
the lesson: before the lesson, the personal done after the lesson/end of a
lesson proper, and after the lesson accountability among quarter
students about their
results must be recorded to study own learning results enable teachers to describe
the patterns of learning how well the students learned the
demonstrated by the students but may be a written standards/competencies for a given
should NOT be used as the basis performance quarter, which are then reflected in
for grading. task the class record
Activity 6

There are various methods of assessment. Read Table 2

of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in
the classroom may be modified to be suitable for DL.
 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 METHODS IN DL

Assessment Method How to adapt the Assessment Method in DL

I will send a 5 item test in the group chat to be answered in 5
minutes. After sending their answers, I will take note of the
misconceptions and clarify them to the learners during our
1. Formative Assessment consultation.

I will get testimonies of parents and other adults in the

family/learning facilitator via voice call or text message to
measure if the learner understand the lesson so I can move to
2. Holistic Assessment the next topic.

Through synchronous learning session I will ask learner to

present his/her output in our lesson. Using this method I can
3. Rubric-based Assessment measure if the learners met the performance and content
standards.

I will ask my learners to send their e-portfolio to my

4. Learning Portfolio/e portfolio messenger/email so I can describe how well the learners the
standards/competencies for a given quarter

5. Discovery Method I will give problem solving situations where the learner draws
on his own experience. I will ask his/her parent/guardian via
call/messages if the given task was done properly.

Activity 7

Sample learning outputs obtained from different assessment

methods may be collected to build a learner’s portfolio. Read
Guidelines on the Preparation of Portfolio and e-Portfolio to find
out how to construct and use it..

After reading the references, answer the following quiz to check your understanding about using
a portfolio to assess the learner.
 Questions True False

1. A portfolio mainly displays the academic achievements of the learner.

Correct statement: A learning portfolio demonstrates not just the

academic achievements but also the effort put forward by the learner as
well as the progress in achieving learning outcomes

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

learner’s progress may be included in a portfolio.

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

Correct statement: There is no hard and fast rule that states a clear list of
items that should be included in a portfolio, as it depends upon the
requirements of the learning area. Teachers, administrators, and students
(and even parents) may decide collectively on what to include in
portfolios, which assessment criteria to use, how to evaluate student
outputs, and what to expect from the end result.

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

Correct statement: The teacher must address the students’ learning and
encourage self-assessment through their work samples. The Learners may
also be allowed to view and comment on their peers’ portfolios.

5. For asynchronous learning, teachers allow learners to work on their

outputs during their own time. The latter will submit the portfolio within
the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work saved on
a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical forms

may be handed over to the teacher by the parents or learning facilitators.
LESSON 3-GUIDING AND MONITORING LEARNERS
IN THE DIFFERENT LDMs

Activity 1

Answer the simple Check-up Quiz below. Read and match the descriptions in
column A with the terms in column B. Write your answers in your Study
Notebook.

1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.
Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content.
Answer: d) learning task

3. This refers to the prescribed subject that learners take.

Answer: a) learning area

4. This refers to the method of submission of learning outputs preferred by the learner/parent
based on their context.
Answer: b) mode of delivery

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.

WEEKLY HOME LEARNING PLAN

GRADE I – MAGALANG

WEEK 1 QUARTER 1 October 5-9,

2020
Mode of
Time Learning Area Learning Competency Learning Tasks
Delivery
Wake up, make up your bed, eat breakfast and get ready for a day of fun while learning.
7:00 – 8:00
Have a short exercise with the family before starting the lesson 
Monday
8:00 – 8:30 Edukasyon sa Nakikilala ang Ipasa ang
Pagpapakatao sariling: I. GAWAIN 1 output sa
1.1 gusto Tingnan ang mga larawan sa ibaba pamamagitan
1.2 interes at sagutin ang mga tanong sa ng Parent’s
Alamin Natin. GC.
1.3 potensyal
1.4 kahinaan II. GAWAIN 2 Dalhin ng
1.5 damdamin/emo Ikahon ang gawaing kaya mong magulang
syon gawin sa Tuklasin Natin ang output sa
EsP1PKP-la-b- paaralan at
1 Ill. MAPANURING PAG-IISIP ibigay sa
Tayo nang maglaro. Sabayan ang guro.
isang kilos awit:”Si Noah ay
Gumawa ng Arko” -iisip)

Tuesday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.TUKLASIN NATIN Ipasa ang
Pagpapakatao sariling: Sagutin ng Tama kung tama ang output sa
1.6 gusto sinasabi at Mali kung mali ang pamamagitan
1.7 interes sinasabi sa pangungusap ng Parent’s
GC.
1.8 potensyal
II. SURIIN
1.9 kahinaan Iguhit ang puso kung ang Dalhin ng
1.10 damdamin/emo gawaing bahay ay nagpapasaya sa magulang
syon iyo at bilog ang output sa
EsP1PKP-la-b- kung hindi. paaralan at
1 ibigay sa
lll. PAGYAMANIN guro.
Piliin at kulayan ang pusong
nagpapakita nang iyong damdamin
pagkatapos ng mga Gawain.

Wednesday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.TUKLASIN Ipasa ang
 Pagpapakatao sariling: Punan ang mga guhit ng tamang output sa
1.11 gusto sagot nang may tiwala sa sarili. pamamagitan
1.12 interes Sagutin at isulat ang sagot. ng Parent’s
1.13 potensyal GC.
ll. SURIIN
1.14 kahinaan
Tukuyin ang angkop na damdamin Dalhin ng
1.15 damdamin/emo para sa mga sumusunod na magulang
syon sitwasyon. ang output sa
EsP1PKP-la-b- paaralan at
1 III.PAGYAMANIN ibigay sa
Isulat ang T kung tama ang guro.
pangungusap at M kung mali.
Thursday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.ISABUHAY MO Ipasa ang
Pagpapakatao sariling: Iguhit sa loob ng bilog ang inyong output sa
1.16 gusto nararamdaman sa mga gawaing pamamagitan
1.17 interes nakakayanan mong gawing mag-isa ng Parent’s
GC.
1.18 potensyal
ll. PAGYAMANIN
1.19 kahinaan Gumuhit nang kung Dalhin ng
1.20 damdamin/emo nararanasan nyo nang laruin ang magulang
syon nasa larawan at ang output sa
EsP1PKP-la-b- Kung hindi nyo pa nararanasan. paaralan at
1 ibigay sa
III. TAYAHIN guro.
Isulat ang titik ng tamang
damdaming ipinahihiwatig ng mga
pangungusap.

Friday
7:00 – Revisit all modules and check if if all required tasks are done.
12:00

12:00 – LUNCH BREAK

1:00

1:00 – 4:00 Parents/Learners Meet to return all modules and answer sheets for the week and get new modules to
be usd for the following week.
4:00 Family Time
onwards

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 Monitoring Plan (IMP)

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

Activity 4
Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think of a
possible difficulty the learner may have encountered in accomplishing the learning tasks.
Apply what you have learned about ILMPs in Activity 3 and create an ILMP for that
particular learner who lags behind. Read and use the Individual Learning Monitoring Plan
Template. Consider the components of the ILMP that were described in Activity 3.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Johnrey Santairapan

Grade Level: l - MAGALANG

Intervention Learner’s Status

Learner’s Monitorin
Learning Area Strategies Insignifican Significant
Needs g Date Mastery
Provided t Progress Progress
MATHEMATICS The learner Conduct October 6,
needs to synchronous 2020
recognize, learning session for
represent, remediation
compare
and order Provide additional
 whole activities in reading
numbers up
to 10 000 Provide remedial
handout for reading

Monitor reading
progress via voice
message or fb
messenger call

Ask assistance from

the barangay
officials to conduct
scheduled tutorials
for face to face
interaction ( IF
POSSIBLE
ALLOWED)

Learner is not making significant progress in a timely manner. Intervention

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

3B LEARNING RESOURCES
MODULE

LESSON 1- LEARNING RESOURCE MAPS FOR

DISTANCE LEARNING

Activity 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and answer the following
questions in your Study Notebook:

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

Answer: Based on the map the resources for K – 3 in order to implement the LDM
are: Printed Modular DL, Tv/Video (SLMs -based), Tv/Video (MELCs
mapped), Blended DL

2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?

Answer: I have the complete resources for the Distance LDM needed in class.

3.What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?

Answer: I need the TA support to maximize the use of the two DepEd-sanctioned LR
portals.

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

Learning Resources Portal allows users of the system to access directly digitized
version of resources that are published and stored within the LR Portal repository. It is
key to provide teachers/learners to access all the information they needed

LESSON 1- ACCESSING LEARNING RESOURCES

FROM DepEd PORTALS

Activity 1

Establish access to the

following portals:

1. LRMDS Portal. Ensure that

you have an LRMDS Portal
Account. If you have not
registered yet, follow the LR
Portal User Guide to guide you
in your registration process.
Alternatively, seek assistance
from any of your colleagues or
your IT personnel in your
school, district, or division. You

may also coordinate with your LAC Leader and/or Coach. To understand the portal better, you
may watch the LR Portal Video Tutorial located in the resources of this Course.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

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

Answer: LRMDS could provide teaching materials that can be used by the teachers
in giving instruction to the learners be it on video form or digital. While DEPED commons
could provide not only the teachers but also the learners the materials that they need for
instruction.

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

Answer: The common challenge is the gadget that they are going to use in order to
have access on these LRs

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

Answer: Support from the parents as well as to the government to provide materials
to acquire the learning materials

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.

Insights and helpful information regarding the use of the LR Portals

1. It includes applications that facilitate communication.

2. Ecosystem for managing all teaching and learning.

3. Provide easy routes for learners to navigate through the content.

4. LR Portal offer a One-Stop-Shop integrated to school information system.

5. Instruments that facilitate teaching and learning.

LESSON 3- ASSESSING THE LR MATERIALS

Activity 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Answer the
following questions in your Study Notebook:

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

ANSWER: YES

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?
 ANSWER: NO

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

ANSWER: NO

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

ANSWER: LR is very informative and very appropriate in terms of

language and activities.

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.

RAPID ASSESSMENT OF LEARNING RESOURCES IN DEPED 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?
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?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.

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

REFLECTIONS:

1. Yes, the material was able to meet all the requirements.

2. None
3. All aspects of the material that needed to be assessed and
evaluated were covered by the tool.
4. The exercise helps me to consider the kind and ability of learners
we have in picking the right and appropriate learning resources.

RAPID ASSESSMENT OF LEARNING RESOURCES IN 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?
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?
7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
8. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
9.
REFLECTIONS:
1. Yes, the material was able to meet all the requirements.
2. Yes. I will discarded the LR because there is no assurance if the LR
is appropriate to the learners, occur from a credible source or
author and culture and gender fair.
3. None
4. This exercise help me in picking the right and appropriate LRs for
my lesson and my learners by comparing DepEd and Non-DepEd
LR with the use of Assessment Tool .DepEd LR Portal have a
quality assurance and acquisition of quality digital and non-digital
resources in response to identified educational needs while Non-
 DepEd LR portals have no assurance to provide the quality
learning resources.

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

ANSWER: The instructional materials of the LR from the DepEd Portal

undertake quality assurance compare to non-DepEd Portal.

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

ANSWER: It is still need to be modified according to the needs of learners

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

ANSWER: Same as number 4.

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?
Share and discuss your answers to the questions in Activities 1, 2, and 3 in
your next LACAnswer:
Session.LR
Jotmaterials are more
down insights appropriate that
and information to the level
can be useful to
of the learners than online portals.
you in choosing the appropriate LRs.

 Make sure that LR is connected and relevant to Most Essential

2. What improvements do you still need to make in your developed material?
Learning
Answer: Competencies.
Designing materials
 LR must have credible source and author
  LR must undertake quality assurance

Activity 4

Share and discuss your answers to the questions in Activities 1, 2, and 3 in

your next LAC Session. Jot down insights and information that can be useful to
you in choosing the appropriate LRs.

1. LR is connect and relevant to Most Essential Learning Competencies.

2. LR have credible source and author

4 PLANNING FOR CONTINUING

PROFESSIONAL
MODULE DEVELOPMENT AND LAC
PLANNING

LESSON 1 – REFLECTING ON PROFESSIONAL LIFE

AND DEVELOPMENT

Activity 1
 Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease. /

I can confidently use the platforms in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class /

in the modality that my school has
adopted.

I can very well engage with parents and /

community partners in assisting learners.

Activity 2

Revisit the Philippine Professional Standards for Teachers (PPST)

found in the LDM2 Course Overview. Reflect on your self-assessment from
Activity 1. What particular professional standards in the PPST do you need to
focus on to effectively use the LDMs in relation to the content and pedagogy of
the learning area/s you are teaching? Write your answer and other insights in
your Study Notebook.

PPST Domain 1.1

Every teacher should improve his/her efficiency, enhance the

prestige of the profession, and strengthen his/her competence, virtues,
productivity in order to be national and internationally competitive.
 Activity 3

Answer the following questions by constructing and filling out

the table in your Study Notebook. How do you envision your teaching
practice in the next few months as you use the LDM adopted by your
School? What is your goal in terms of your teaching practices in the
modalities? What motivates you to achieve this goal?

What do you think will help you attain this goal?

What is your goal toward improving
your teaching practices in the
modalities?
Increase competencies in the
mastery of the content and skill
Increase performance level in my
teaching practices in the modalities.
Develop teaching devices to
enhance learning teaching process.
What will push you to achieve
this goal?
To improve my professional
knowledge competence and
effectiveness.
To enhance my competencies
in engaging learners in
meaningful explorations.
To enhanced teaching learning
process
What will help you attain this
goal?
Trainings in content
knowledge within and across
curriculum teaching areas
Webinars
Professional reading
Webinars and Trainings
Learning Resources from
DepEd Portals
DepEd Commons
Webinars

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.
Activity 2

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

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2Activities 1
and 2. Take note of all insights and advice from your colleagues. Make adjustments in your
plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
 RELATED TO THE MODALITIES

Teaching Competencies (PPST) Keep Educating Yourself

Objective 1, KRA 1 LDM: Gearing up for Sulong Edukalidad
To give more content knowledge within and
across curriculum teaching areas

5 BUILDING THE TEACHING

PORTFOLIO RELATED
MODULE TO THE IMPLEMENTATION OF
THE MODALITIES

LESSON 2 – 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.

Expected Outputs

Part 1. LDM Selection and Implementation Planning

1. Sample MELCs Unpacking Presentation
2. List of targeted learner interventions
3. Learning tasks for DL
4. Assessment methods in DL
5. Weekly Home Learning Plan for one (1) subject
6. Individual Learning Monitoring Plan for a student who lags behind in completing the
learning tasks
7. LAC 3 Teacher Engagement Report
8. LAC 3 Session Report
9. Two (2) accomplished LR Rapid Assessment Tools with reflections
10.Professional Development Plan Part

2. LDM Implementation Portfolio

1. Daily Lesson Plans or Daily Lesson Logs
2. Recordings of Class Instruction

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?

Answer: Portfolio is a compilation of academic work and other forms of educational

evidence assembled for the purpose for evaluating coursework quality, learning progress,
and academic achievement, it helps me to track and reflect the progress of my teaching and
also helps me to extract relevant pedagogies associated in the schools LDM by reviewing it.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
Answer: By reviewing and evaluating my portfolio I can reflect the progress of my
teaching practice.

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

Answer: The purpose of a reflective writing portfolio is it will help you to learn from
your particular experience. It allows you to develop a critical awareness of your own skill,
which will help us to identify our strengths and weaknesses. It will allow you to reflect and
improve your weaknesses and fortify your strengths.

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.

ACTIVITIES TIMELINE OUTPUT/S

Conducting synchronous At least 4 recorded lessons
learning session for the October to January (online learning)
strength and weaknesses of
the learner
Monitoring the progress of October to January E-Portfolio
the learner in using LDM

Activity 4
In your LAC Session, discuss your answers and
thoughts on the questions from Activities 2 and 3 with your
colleagues.
 During LAC Session I
discussed my answers and thoughts
on the questions from Activities 2 on
how my Portfolio help me in tracking
the progress of my teaching practice
in our school’s LDM, and on
Lesson3 other evidence that I thought
relevant to the LDM adopted by our
school.
Activity 5

Based on the sharing and discussion in your LAC, finalize your

list of evidence in the List of Suggested Evidence Form and submit to
your LAC Leader. Make sure that you keep a copy for yourself.

List of Suggested Evidence Form

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)
Researching and Incorporating August to November Weekly Home Learning Plans (at
Teaching Strategies in the least 2 per month)
Modalities
Organizing the Professional September to December Professional Portfolio
Portfolio
Conducting synchronous At least 4 recorded lessons
learning session for the October to January (online learning)
strength and weaknesses of
the learner
Monitoring the progress of October to January E-Portfolio
the learner in using LDM

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.

.
Answer : Example in Demonstration of Professional Standards which is 20% in
order to hit this criteria with an excellent grade I can make an organized
portfolio and I should take into considerations on these:

1. Define your goal, what do you want to achieve after reading this PD?
2. Make a plan , how to improve yourself and change if ever there is a need to
change in you.
Activity 1 an action and try hard , by doing this you can provide and
3. Take
demonstrate 5 or more indicators relevant strands in PD.

To ensure that I will able to hit the criteria in the rubric, I will do my
best that my outputs are clearly and adequately captured the progress of the
implementation of the LDM, showing innovations that contribute to its
smooth implementation.

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.

Steps to make outputs and portfolio responsive to the

evaluation criteria and indicators.
* Identify programs goals and objectives.

* Define indicators

* Define data collection methods and timeline

* Create analysis