LESSON 1

COURSE OUTLINE
Activity 1

1. What is the main delivery of this course?

The main delivery modality of this course is to deliver education to

learners in this new normal setting by using Self Learning Modules prepared by
selected teachers which are designed for self-study.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “ new normal”?

This LDM course helps ensure that you will be able to transfer quality
instruction in the new normal through improved interpretation of the whats,
hows, and whys of learning continuity designs to apprehend learning effective to
happen in the new normal school setting wherein blended learning modalities are
significant concerns to this current time.

3. What are the two support mechanisms that will help you with your learning in
this course?

The two support mechanisms that will help me with my learning in

this LDM course are Self-learning- modules and (2) collaboration through the
Learning Action Cells (LACs).

LESSON 1

1
 COURSE OUTLINE
Activity 2

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

negatively) my participation in this course?

I think my decisiveness to learn will enhance me a lot in delivering the lesson to the
learners successfully in this new normal. My professional attitude towards answering the
LDM modules will affect positively my participation in this course. Though I have other
important school related works aside from answering these modules, still I am optimistic
that gradually I can finish all of these.

2. How can I ensure that I am able to sustain my strength and address the obstacles that
will hinder me from completing this course?

Concrete time management is my weapon in order to sustain my strengths and

address the obstacles in completing this course. It is also important to have an efficient
collaboration to our LAC members of group 2, and constant communication to our LAC
Coach together with the Division LAC team and also by participating and by making the
assigned output per module I can ensure that I will be able to complete the course.

HABITS OBTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that me from to participate in this accomplish the
may effect my participating fully in course?) requirements of this
participation in the this course?) course?
course in a positive Describe this

2
or negative way?) environment?

My interest in certain Lack of focus since The learning and the It will benefit the
topic affects my we are working from opportunity to work learners as well as
participation in this home the situation with my co-teachers. the teachers, By
course. Sometimes if affects my being guided and
I find the topic participation because equipped there is an
difficult it influenced of the other matters assurance the quality
my participation. that I need to attend. education will be
delivered even at
home.

LESSON 1
COURSE OUTLINE
Activity 3

3
 Look for the a colleague with whom you would like to discuss your answer and
reflection with the questions in activities 1 and 2.

I had step-up bright spirit of appraising through discussing with my co-

educator regarding how I will respond to the completion of this LDM2 modules. We

link learning goals, what we want our learners to know, understand or to be able to

do. This really benefits me so I can pass it on to the learners under new normal school

setting wherein face- to-face learning is prohibited because of the health risk brought

about by Covid 19. Learning environment amidst the Covid-19 pandemic will be very

different yet our department is optimistic that despite the various socio- economic

situations of families which affect the provision of learning support in the home , and

the peculiar needs of different learners. Learning is possible because there are other

learning modalities that can be used to make learning effective to happen .

LESSON 2
ORGANIZING YOUR LEARNING ACTION CELL (LAC)
Activity 1

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35,s.2016.

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

4
 3 To improve the teaching – learning process to improve learning among students
4 To nurture successful teachers
1 To enable teachers to 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.

1. Proper schedule of LAC- Full attendance and participation of teachers are

expected’
2. Relevance of the Topic- It is to make sure that the teachers are absorbing
relevant informations that are useful to the current situation.
3. Means of communication- Slow internet connections, power interruptions can also
be a problem, lack of knowledge in the use of different apps, like google meet,
zoom etc.
4. Output activities- Sometimes there are activities that are time consuming and
difficult to answer to answer on the part of the teachers.

LESSON 2
ORGANIZING YOUR LEARNING ACTION CELL(LAC)
Activity 2

According to DP 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.

5
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.

6
LESSON 3A
7
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES

UNDERSTANDING THE DIFFERENT LDMs

Activity 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your
own words, define each modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for
them. It also requires the presence of a teacher with aids for teaching and providing learning
resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials
or tools that they can study at the comfort of their home. This could also be an online
teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F 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

8
 ACTIVITY 1

Answer the following reflective questions.

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?

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 Answer:
With this new normal scenario, a sequence of events upshot the delivery of
quality basic education. As a teacher, one of the major concerns that needs to be
addressed is to follow homeschooling as a home- based learning. They study with their
own pace with the help of their parents or guardians. Meeting with their parents or
guardians in a regular basis, who are the direct contact of learners experiencing
difficulties with the lessons, for me, is a big factor in order to ensure learning
continuity so that the content of the knowledge needed by the learners will be directed.

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:
Our curriculum is our guide as teachers in molding the minds of our learners
equipping them with knowledge, skills, and right values for them to become
productive and progressive citizens of our country. I don’t agree that this is a perennial
problem of teachers. If a teacher is well equipt with mindfulness and masterfulness of
the subject being taught and continuously improve their content and pedagogical
knowledge, practice skills, and with positive attitude towards learning, then the quality
basic education will be acquired.

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.

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

MELCs?

Answer:
The general purpose of the MELC’s is to ensure essential,
significant and liberating education by examining the competencies in
K to 12 Curriculum. Mapping the utmost important and most
advisable learning competencies is the specific aim.

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

Answer:
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

● 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 is centered on students need as he or she
absorbs skill in the teaching- learning process. Desirable learning competencies
may strengthen education but not be the requirement in constructing
foundational learners knowledge and skills.

4. How were the most essential learning competencies identified? What

were the decisions made in order to trim down the number of the
essential learning competencies further?

Answer:
Learning competencies are removed/ dropped due to appearing
repeatedly. Some competencies are included to another learning competency
which confuses teachers to differentiate if they are similar or related to each
other. Also, some competencies are included and introduced in an early quarter
or grade level or moved to a later quarter or grade level.

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

quality instruction?

Answer:
The creation of most essential learning competencies is a very
long and comprehensive process. It undergone different processes to ensure
that learners will be educated properly

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

K to 12 Learning MELCs
Competencies
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce.
Discuss the interaction among living-
things and non-living things in tropical
Discuss the interaction among living
rainforest, coral reefs and mangrove
things and non-living things in tropical
swaps.
rain forest, coral reefs and mangrove
swamps.

Describe theappearance and uses Describe the appearance and uses

Retained uniform and non-uniform mixture.
uniform and-uniform mixture..

Tell the benefits of separating mixtures

Dropped from products in community. 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.

Insights:

12
 MELC’s are a long-term response to the call of SDG4. It is already been planned even
before the COVID-19 pandemic.
 There is a big difference between online learning and digital modular distance
learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compresses

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:

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

Answer:
.
The importance of unpacking and combining the MELCs is
to draw up learning activities and effectively address the needs and
challenges of the learners of instructional deliveries. Most likely, it is
to prevent redundancy that are visible to duplication of the lesson
which does not show spiral progression.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

Answer:

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

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

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

ACTIVITY 2

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.

Attach presentation:

14
 ACTIVITY 3

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

REFLECTION

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

Outcome
Having completed this module the participants will be able to
 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consist of

 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning

 Objectives

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 LDM2
Study Notebook
Module 3A
DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITIES
 

16
 LESSON 1: UNDERSTANDING
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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

Answers:

1. A. Face-to-face (F2F) learning - refers to a learning delivery modality where the

teacher and learner/s are physically in one venue.

B. 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.

C. Blended learning - refers to a learning delivery modality using a combination

of the features of F2F learning and distance learning. It can be

(1) F2F and modular distance learning;

(2) F2F and online distance learning;
(3) F2F and TV-based instruction/Radio-based instruction;
(4) F2F and any combination of the other types of distance learning.

D. 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.

3. Question: Which of the LDMs do not have a face-to-face learning

component?

Answer:
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 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 LEARNING MATRIX

Role of Parent
Distance Learning Distinguishing Role of
Essential Resources Role of Teacher or Household
Modality Feature School
Member
Modular Distance Learning A printed materials/ Self-Learning Pack modules and Guide and Provide
(MDL) modules adapted to Modules Learning Activity assist their modules
the condition of the Sheets to be distribute children for
Learning Activity
program use and to parents. education at learners.
Sheets (LAS)
provide quality home.
Help deliver modules.
education that Textbooks
Return modules
response to the call Provide Weekly Home
to assigned
for education who Learning Plan
person.
prefer traditional Attend to learner’s
way of teaching of Contact
queries on tough
learning teachers if
topics thru text or
needed
phone calls.

Gather modules.

Check modules
Online Distance Learning Involve in-person Learning Activity Provide Weekly Home Guide, assist, Monitor
(ODL) interaction between Sheets (LAS( Learning Plan monitor and teachers
teacher and help their and
Textbooks Provide power point
learners in which children on learners
presentation.
the main elements Power point their online inter action
include separation Presentation made Provide self- made class. via online
of teachers and by teachers video learning.
Contact
students during lesson/presentation.
Teachers improvised teachers if
instruction and use video Check learners output needed
of various lesson/presentation

18
 technologies to thru e-learning.
facilitate student
Attend to parents and
teacher and student
learners queries on
– student
hard topics thru phone
communications.
calls, text or messages.

Check learne
TV-Based Instruction (TVBI) Concise, detailed Smart TV Provide Weekly Home Guide, assist, Provide
and precise Learning Plan monitor and learning
Television with cable
presentation of the help their videos and
connection Provide Learning
T-learning . children. activities
Activity Sheets (LAS)
Textbooks thru TV-
Attend to parents and Based
Learning Activity
learners queries on learning.
Sheets (LAS)
hard topics thru phone
calls, text or messages.

Check learners output.

Radio-Based Instruction A form of distant Radio Provide Weekly Home Guide, assist, Provide
(RBI) learning that able to Learning Plan monitor and learning
Textbooks
expand access to help their activities
Provide Learning
education by Learning Activity children. thru audio
Activity Sheets (LAS
bringing it to where Sheets (LAS)
Contact
the learners are and Attend to
teachers if
enable them to parents/learner’s
needed
acquire equivalency queries on tough
in basic education topics thru text or
through broadcast phone calls.
of lessons. Check learners output
Blended Distance Learning Increased student Self-Learning Self-Learning Modules Guide, assist, Provide
engagement in Modules monitor and modules
Learning Activity
learning. help their for learners
Learning Activity Sheets (LAS)
children.
Enhanced teacher Sheets (LAS) Monitor
Power point
and student Contact teachers
Power point Presentation made by
interaction. teachers if and
Presentation made teachers
needed. learners
Responsibility of by teachers
Teachers improvised inter action
learning.
Teachers improvised video via online
Improved student video lesson/presentation learning
learning outcomes. lesson/presentation
Textbooks
Textbooks

Note that when a vaccine is already available and F2F will be allowed by the
Inter-Agency Task Force (IATF) and by the local government unit (LGU)
concerned, any of the DL modalities may be combined with F2F learning to
come up with a BL. Learn more about BL in the Supplementary Handout on
19
 Blended Learning Delivery Modalities.

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.

Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but not all.

3 TVBI

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.

LESSON 3A
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES

UNDERSTANDING THE DIFFERENT LDMs

Activity 3

20
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 apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
1 order for them to participate in Online Learning and
other learning modalities. Many of them also reside in
far-flung areas where signal reception is not possible
so modular distance learning is the best fit modality for
them.
Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-
face instruction along with the existing modular
2 learning. This is to provide better instructional support,
monitoring, and evaluation to the learners to ensure
that the quality of education is being delivered.

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

above, most of the learners’ families are not capable of
providing this type of device.
3

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

Instruction radios anymore. In some households this is still present
but the signal reception is still their biggest hurdle.
4

21
 Online Learning Based from the data collected from the LESFs, a very
small number of learners selected this type of
instruction simply because most the learners are not
5 capable of this as stated in the above explanations.

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member who
can guide and support their learning at home
RVBI, TVBI-The teacher encourage the
pupil to be more patient to study of course
with the teacher’s concern by giving follow
ups to their lesson and it can be done via
text, chats or voice calls to the pupils.

MDL-They can be facilitated by their

Beginning readers (K to 3)
parents/household partner and can be done
via SLM( Self Learning Modules) and
LAS(Learning Activity Sheets) WHLP
(Weekly Home Learning Plan).
Follow up by the teacher via voice
call/internet.

22
 MDL, TVBI, RVBI-Provide them reading
materials to read and to be monitored using
Struggling readers (Grades 4-12) the ORV (Oral Reading Verification) to be
done via internet based resource.

MDL- The teacher will send them material/s

No access to devices and Internet
such as SLM (Self Learning Modules), LAS
(Self Learning Activity Sheets) and WHLP
(Weekly Home Learning Plan) to be
delivered by assigned parent leader/
barangay officials.

MDL- The teacher will create projects and

assignments that help students the critically
and at the same time they learned about it.
Inaccessible (living in remote and/or unsafe areas) -ask for the help of barangay officers for
delivery of the printed materials.

MDL- The teacher will give learning

materials based on their culture knowledge
system and practices of the learners in their
community.
Indigenous Peoples -learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue
Based.

TVBI, RVBI, MDL-Provide them SLM (Self

Persons with Disabilities
Learning Modules) LAS (Learning Activity
Sheets) WHLP (Weekly Home Learning
Plan)
Textbooks and can be facilitated by
parents/guardians. And can be monitored
via voice calls texts or internet resources.

LESSON 2:
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs

23
 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:

1. What is Lesson Designing or Lesson Planning?

Answer:
Lesson designing or lesson planning is the process of developing lessons,
assignments, units, and projects to teach the students knowledge and skills. To define
the specifics of how those objectives are taught in the classroom, teachers develop
lesson plans based on the curriculum.
.

2. Why is lesson designing important?

Answer:
An effective lesson makes the class more interesting. It allows the
students to grow more interest in the subject matter and they participate in
active conversation. This interaction gets the students thinking and helps them
build new skills.

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

lesson?
Answer:
a. learning objectives
b. activities
c. tools to check for understanding

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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.

24
 Before the Lesson Lesson Proper After the Lesson
1. Review previous lesson 1. Explain, model, 1. Wrap up activities

2. Clarify concepts from demonstrate, and 2. Emphasize key

previous lesson illustrate the concepts, information and

3. Present warm-up ideas, skills, or concepts discussed

activities to establish processes that students 3. Ask learners to recall

interest in new lesson will eventually key activities and

4. Check learner’s prior internalize concepts discussed

knowledge about the 2. Help learners 4. Reinforce what teacher

new lesson understand and master has taught

5. Present connection new information 5. Assess whether lesson

between old and new 3. Provide learners with has been mastered

lesson and establish feedback 6. Transfer ideas and

purpose for new lesson 4. Check for learners’ concepts to new

6. State lesson objectives understanding situations

25
as guide for learners

1. Ask learners to recall key activities and concepts discussed

2. Reinforce what teacher has taught
3. Transfer ideas and concepts to new situations
Present Refer to the list of learning tasks below, and identify which section
of the lesson these learning activities can be presented by placing each task
under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish
purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills,
or processes that students will eventually internalize
11. Help learners understand and master new information
12. warm-up activities to establish interest in new lesson
Check learner’s prior knowledge about the new lesson Compare your answers
to Lesson 2, Activity 2 Answer Key.

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.

Highlight which part/s is/are accomplished after the lesson is delivered.

26
Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of the
DLL and DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think about their lessons, particularly the parts that went well and the
parts that were weak and write about those briefly. 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.

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of
the DLL and DLP. To find out the instructional principles behind these learning
tasks, you may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

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.

27
 ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. Recreate and accomplish the
following table. Then choose one lesson from a Self Learning Module (SLM)
for students that you have on hand. Imagine that you will deliver this lesson to
your learners through DL. In the second column, identify which of these tasks
are already present in the SLM. In the third column, identify which has to be
presented via technology-mediated resources, supplementary learning
materials, or other means.

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

BL

Grade Level : MATHEMATICS VI

Lesson/Topic: Solves word problems involving addition of fractions.
Learning Objectives:Solving word problems involving addition of fractions.

Learning Resources/Materials Needed: Mathematics

Module 1

Additional Remarks: (ex. can

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

Before the Lesson

1. Review previous lesson √ can be done via voice call or

2. Clarify concepts from previous lesson √ video call
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about √ can be facilitated by a
the new lesson household partner
5. Present connection between old and new √
lesson and establish purpose for new √
lesson
6. State lesson objectives as guide for learners

Lesson Proper

28
 Can be done via learning activity
1. Explain, model, demonstrate, and illustrate √ sheets
the concepts, ideas, skills, or processes
that students will eventually internalize Can be done via learning activity
2. Help learners understand and master √ sheets
new information
can be done via voice call or video
3. Provide learners with feedback √
call
4. Check for learners’ understanding √

After the Lesson

√ can be done via voice call or video
1. Wrap up activities √ call
2. Emphasize key information and
concepts discussed Can be done via learning activity
3. Ask learners to recall key activities √ sheets
and concepts discussed can be done facilitated during
4. Reinforce what teacher has taught √
synchronous and asynchronous
5. Assess whether lesson has been mastered √ learning session
6. Transfer ideas and concepts to √
new situations

Answer the following questions:

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:

Supplemental learning materials such as student worksheets, guides, and

accessible video presentation can help teachers provide students with strong
learning experiences.

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:
Consultations thru voice or video call.

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

29
 Answer:
Direct phone calls between teachers, students, and parents can also be
utilized even under lockdowns.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it
easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time? Don’t forget
to check back with your Coach and share them with your peers.

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. Follow the example below.

30
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to
see the other similarities and differences between the two types of assessments.

ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)

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? 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.

31
 Assessment
How to Adapt the Assessment Method in
Method
DL

Example: Short I will send a three-item quiz via text message before the lesson. Based on the
quiz responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.

I will send a five-item quiz via text message before the lesson. Based on
1.Written the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Works
At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru
Task
voice or video call consultation.

I will give it once at the end of the quarter face to face ( if allowed) and or
3.Quaterly test item will be send via online messaging. , I will take note of the
Assessment common misconceptions and clarify them to the learners during our online
session or via text message.

I will include it in the learning activity sheet to be given weekly along with
4.Formative the modules. Based on the responses, I will take note of the common
Assessement misconceptions and clarify them to the learners during our online session
or via text message.

I will instruct the class at the beginning of each quarter to gather

5.Portfolio evidences and mov’s of what they do, submit and write for the whole
quarter. It will be checked and noted at the end of the quarter upon the
Making
retrieval of pupil’s output thru parents.

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

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

Answer:
The assessment method may be on the final understanding or the process
of developing the understanding. The common among the group are the written
works and formative test because it can be included directly with the activity
sheets.

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

Answer:

32
 Learners have individual differences is one of the challenges.
Challenges arose due to impact of not having physical contact
between the teachers and the learners, adaptations resulting from
the necessity of using technology for communicating with students,
workload and time management issues, and the ongoing need to
collect a variety of assessment data and provide feedback.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?
Answer:

Conduct of additional LAC sessions concerning assessment so

we can give more chances and list the different assessments.

Questio True False

ns

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

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

learner’s progress may be included in a portfolio.

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

portfolio. √

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

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

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

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

33
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.

Sample learning outputs obtained from different assessment methods may be

collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.
After reading the references, answer the following quiz to check your understanding
about using a portfolio to assess the learner.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can
give students some options or alternatives on how they will be assessed. Just
make sure that these would show how much they have learned.

LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE
DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in
column A with the terms in column B.

Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes
that learners need to demonstrate b. mode of delivery
in every lesson and/or learning
D
task. c. learning competencies
2. These are the formative
learning opportunities given d. learning task
to learners to engage them in
the subject matter and to
enhance their understanding
A
of the content.
3. This refers to the prescribed
B
34
 subject that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent
based on their context.

Check your answers using

Lesson 3, Activity 1 Answer
Key.

ACTIVITY 2
(Submit a copy of your Output to your LAC Leader)

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-

2020-00162 which discusses what WHLPs and Individual Learning Monitoring
Plans (ILMPs) are. After that, view the three Sample Weekly Home Learning
Plans.

Now, based on what you have read, create a WHLP for your class. Take note of
the following when creating your WHLP:

• For grade levels where learning areas are taught by different teachers,
coordinate, plan, and discuss the WHLP with the learning area
teachers.
• Adjustments should be made on the timeframe for accomplishing the
learning tasks if there are any suspensions of classes due to calamities
(DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as
designing portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the
American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8
and up to four hours (two in the morning and the other two in the
afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in

35
 the morning and the other 2 hours in the afternoon)

Attach Weekly Home Learning Plan (WHLP)

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Learning Learning

Learning Tasks Mode of Delivery
Time Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
Ipasa ang output o
Lunes MTB Naibibigay ang -Sagutin ang mga sagot ng mga mag-
unang letra o Gawain. aaral ng kanilang
tunog ng mga magulang sa
salita. Panuto: isulat sa inyong paaralan ayon sa
kuwaderno ang isang itinakdang araw at
pangalan ng bagay, tao, oras ng guro.
hayop o pangyayari na
 Sa pagpunta
nagsisimula sa mga letra ng mga
na nakasulat sa kahon. magulang sa
Sundan ang unang paaralan ay
halimbawa. mahigpit na
ipatutupad
MTB ang
Z-zipper
minimum
Martes
E- I- health
S- protocols ng
F- A- DOH at
O- IATF.
Naibibigay ang T- V-
unang letra o

36
 tunog ng mga C-
salita. B- U-
D-

Panuto: sundan ang mga

nasusulat na hakbang
para mabuo ang Gawain
o awtput.
MTB 1. Kumuha ng
isang pirasong
papel
2. Tupiin ito ng
Miyerkules pirasong papel
3. Kulayan ang
magkabilang
bahagi ng kulay
asul.
Naibibigay ang 4. Gumuhit ng
unang letra o araw sa bahagi
tunog ng mga ng papel na may
salita. kulay .
5. Lagyan ng
MTB pangalan.

HUWEBES

Panuto: basahin ang mga

sumusunod na salita. Uliting
bigkasin ang tunog ng mga
unang letra.

MTB
Amo itlog
Masa laso
Naibibigay ang Sasa mama
unang letra o
tunog ng mga Mesa nanay
salita. Gamit kahon

37
BIYERNES

Panuto: basahin ang

mga nakatakdang
Gawain. Sundin ito.
1. Isulat sa inyong
kwaderno ang
pangalan ng
iyong magulang
at mga kapatid.
2. Isulat ang mga
unang letra ng
bawat pangalan.
3. Basahin ito ng
dalawang beses.
4. Magsulat ng
isang salita na
nagsisimula sa
parehas ng letra.

Panuto: tingnan ang

mga larawan simula sa
unang pahina ng modyul
hanggang sa pahina na
ito.
1. Isulat ang mga
pangalan ng mga
larawan.
2. Isulat ang unang
letra.
3. Bigkasin at
basahin ang
nakasulat ng
letra.

38
Share your prepared WHLP during your LAC Session.

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, fill out the table
below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Learners and learning facilitator Teachers and learning facilitator

For Whom? or household partner or household partner

Learning area, learning Learner’s needs, intervention

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

39
 Yes Yes
Has to be communicated
to parents?

ACTIVITY 4

(Submit a copy of your Output to your LAC Leader)

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

INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: FLORENCE M. JAVAR, JR.

Grade Level: Grade VI

Learner’s Status

Learner’s Monitoring Insignific Significa

Learning Area Intervention Strategies Provided ant nt
Needs Date Mastery
Progres Progres
s s

Struggles
to
MATH a. seek help from a capable December /
comprehend 12-30, 2020
immediate family
about solving member to help the
two to three learner in answering the
word learning modules and
problems and recommend to consult
hardly via text or call or fb gc of
compute the math teacher.
given real-

40
 life situation
problems. b. give sufficient time for the
learner to accomplish the
learning modules

c. scheduled home visitation

of the teacher to help the
learner in answering the
activities in the learning
modules.

d. make and provide learning

activities suited to his
pace of learning

e. if possible, the teacher

provides direct guidance
and supervision in the
completion of the learner

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

need to be revised.
Intervention
Status
/
Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during your next LAC
Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important

to get in touch with the household partner who provides assistance as needed
while the learner is doing the learning tasks at home.

41
Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection,

and continuous adaptation before, during, and after lesson delivery,
you will be able to design lessons with your best efforts, and
maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing,
get feedback from the learners (learners’ self-assessment), and from the
learning facilitators or household partners, in order to continuously
improve lessons and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to make
your presence felt, and send the message to the learners that they are
not alone in this situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would
need support from your Coaches, School Heads, and fellow teachers as
you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study Notebook,
and LAC Session 3A Guide ready when you participate in the LAC Session for
this Module.

42
 LDM2
Study Notebook
Module 3B

43
 LESSON 1
LEARNING RESOURCE MAP 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?

Our school had opted the modular distance learning which needs
the following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM

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?

As of now, we do not have a complete LRMs for Distance LDM, however,

our school had already initiated creation of supplementary activity sheets for subjects
which are not yet available.
I had already led my co-teachers that in the absence of the learning materials
in their respective grade level, they may use the compiled learning activities, their
Diagnostic, and formative assessment in their DLLs.
We do not have adequate LRMs for distance LDM for now. But we already
set up the advancement of supplementary activity sheets for the subjects which are not
yet available.
I already informed my co-teachers that we use the compiled learning
activities, their diagnostic, and formative assessment in their DLLs.

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

44
 First, we need to have an internet access and permission of the administration.
Upon approval of my query, I can start downloading LRMs that are must-have to my
teaching using the MDL modality.

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

Absolutely they are applicable because these were improved by the

Department of Education which is the foremost learning resource materials to be
utilized by Grade 1 learners across the country in the new normal. These SLMs is K to
12 compliant, based from the MELCs and passed the ADM Learning Resources
Standards. The only problem is the absoluteness and completeness of SLMs to be
downloaded is still a trouble.
Teachers can expound the learning activities in the SLMs. It is a great and big
help to address the learning mode through contextualizing and localizing the SLMs.

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.

INSIGHT

Sharing our ideas and providing technical support to our fellows in the field would be
a great help to overcome the challenges may arise on downloading learning resources from
the portals.

Support that I can provide to my colleagues:

1. Direct and extent my assistance with my co-teachers to download the SLMs using
the DepEd LR Portals.

45
 2. Give supplementary support to them in administering review and assessment of
all the downloaded SLMs to address the absoluteness and appropriateness of all
the SLMs to be used this school year.

3. To address the disadvantage learners, maybe I can assist them in simplifying the
activities in the SLMs.

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

1. Partnership.

2. Continued effort and devoted in the honest assessment of the LRs

3. Their feedbacks matter in addressing possible issues that may arise during the
school year in terms of the use and contents of the SLMs

LESSON 2
ASSESING LEARNING RESOURCES
FROM DEPED

ACTIVITY 1.

Establish access to the following portals:

46
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?

The two Deped Portals are positively responding to the needs of our school
and learners because these portals provide learning resource materials that we need
today. These SLMs, activity sheets, interactive platforms are very essential to address
the needs of our teachers and learners. The access to these learning portals also
provide authentic learning platform because these were developed by the Department
of Education which are the primary learning resource materials to be utilized by
learners across the country in the new normal. This SLMs is K to 12 compliant, based
from the MELCs and passed the ADM Learning Resources Standards.

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

The challenges in accessing the LRs in the portals are the following.
a. technical difficulties with online teaching tools.
b. computer literacy
c. many of the learners and teachers have no internet connection to penetrate the
online digital platforms especially the DepEd Commons.
d. not all learners have learning gadgets to access the DepEd Commons.
e. shortage of fund to capitalize the massive reproduction of SLMs, the MOOE
of the school is not sufficient.

47
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
As teachers in our school, we can make the most use of the LR portals
through info-drive and simulation on how to access and use the LRMs in the DepEd
portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association

LESSON 3
ASSESING THE LEARNING
RESOURCES
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?
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.

48
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN MTB 1
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
49
 SELF-LEARNING MODULE IN MATHEMATICS

The Self-Learning Module in Mathematics VI that I downloaded was developed by

the Department of Education which is the primary learning resource materials to be utilized
by Grade VI learners across the country in the new normal. This SLM in Mathematics VI is K
to 12 compliant, based from the MELCs and passed the ADM Learning Resources Standards.
This means that this SLM in Mathematics VI was designed to cater the needs of our learners
on what they should essentially need to learn now that face-to-face learning is not possible
because of the health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid Assessment of Learning

Resources that in this case, the SLM in Mathematics VI was evaluated. I have two indicators
that I think brought some minor issues. First is “easy to reproduce and/or disseminate.” We
cannot deny the fact that no matter how complete the SLMs, still we are challenged on the
mass production of SLMs because this requires huge budget allocation. Scarcity fund is a
problem in order to reproduce these self-learning modules. Second is “free from red flags on
possible copyright and plagiarism issues.” The development of SLMs includes the use of
suited references; however SLMs writers might not be able to properly cite the references
they used. So, the issue of copyright infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing better

learning outcomes and teachers have big significant roles in the selection of appropriate
learning resource materials to be used in their teaching. Relatively, this process had helped
me a lot.

As I go through this SLM review in Mathematics VI, I was enlightened that one of the
essential roles of a teacher is to look and study carefully the most appropriate learning
resource materials he will be using. It is his responsibility to scrutinize carefully the learning
resource materials he will be using because if he does, there will be significant learning
outcomes for our children despite this global health pandemic.

ACIVITY 2.

50
 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?
DepEd prescribe LRs are reliable and aligned in the basic requirement needed for
choosing LRs while non DepEd LRs sometimes deviate from the requirements of
standard LRs. Also, non Deped LRs are not K to 12 compliant, not MELCs based, and
they are not simplified.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
a. the design
b. reliable and aligned in the basic requirement of LRs
c. free from red flags on possible copyright and plagiarism issues
d. similarities were introduced and likeness of learning competencies between
the LRs found in the Deped portals and Non-DepEd portals.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Directing through examining of how to use the Rapid Assessment tool for LRs had
terribly rescued me decide the suitable learning materials which I will be using for my
grade 6 learners this school year.

ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online
portals?

51
 Based from our final outputs, the following are noted compared to the LRs we
can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult learning
tasks for learners.

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

The Activity Sheets needs the following improvements;

1. Focus on form and simplify.
2. Prioritized materials.
3. Focus on what you can create.
4. Better lay-out
5. Proper citation of used reference materials
6. The AS should be carefully validated and edited by real experts
in the fields.

ACTIVITY 4.
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing
the appropriate LRs.

Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.

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 LDM2
Study Notebook
Module 4
(Planning for Continuing
Professional Development
& LAC Planning)

53
 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.
STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
E

STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
E

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.

54
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.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines

Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective
selection of effective
Content Knowledge & teaching strategies that
teaching strategies that
Pedagogy promote learner achievement
promote learner
in literacy and numeracy.
achievement in literacy and
numeracy should be
addressed properly.
Domain 2 Applying comprehensive We need to address a safer
Learning Environment knowledge of and acting as a and more secure learning
resource person for, policies, environment especially
guidelines and procedures now that Covid-19 is still
55
 that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning environments
observed always.
for learners.
Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management of the fact that learning
developmentally sequenced modality is different now
teaching and learning compared before.
processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5 relate to the design, learning among children is
Assessment & Reporting selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new normal school setting.
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you use
the LDM adopted by your School? What is your goal in terms of your teaching practices in
the modalities? What motivates you to achieve this goal? What do you think will help you
attain this goal?
Add as many rows as you need for your answers.

What is your goal What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
1. Make effective learning to
happen in the new normal
Attending webinars.
using teaching strategies that
Partnership with
fit modular distance learning The challenges in teaching
stakeholders.
by attending/joining under the new normal.
Training para-teachers as
webinars that help us make
facilitators of learning.
our lessons effective to
deliver.

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 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.

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 INDIVIDUAL DEVELOPMENT PLAN
ACTIVITY 2

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

Learning and
To participate To manage Apply more positive Strategic learning Year- round Development
in collegial learner behavior and effective mode. Team
discussions constructively by strategies to develop . Webinar
that use applying positive and manage behavior . Zoom Supervisor/Sc
teacher and and non-violent of the learners . Google hool
learner discipline to constructively in classroom Head/Master
feedback to ensure learning- every task and . DepEd Dose sa Teachers/Co-
enrich teaching focused activities. Ere workers
practice. environment.
Local Funds

Teamwork Result focus Arrange schedules for Peer Coaching Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.

58
 Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

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

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

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

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

59
 LDM2
Study Notebook
Module 5
 
MODULE 5: BUILDING THE
TEACHING PORTFOLIO
RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
LESSON 1: THE TEACHING PORTFOLIO

60
 AND ITS CONTENTS

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

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

ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform.
Based on your reading, reflect on the following questions.

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

Answer:
Portfolios can significantly advance a teacher’s professional growth.
Educators have used student portfolios to assess student performance for many
years. My portfolio helps me in tracking the progress of my teaching practice in
our school LM in such a way that it will serve as my guide rearing the different
LDM that takes place during pandemic season.

2. What evidence from the previous modules will help capture the
progress of your teaching practice?

Answer:
Certain confirmation from the former modules help me to catch
the progress of my teaching practice such as doing WHLP,LAS, SLM
targeting some interventions that some of the learners should have.

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

Answer:

Reflection represents an important component of the portfolio. It will need to be

supported by evidence from the other materials uploaded in the portfolio, and the learner

61
needs to give more detail for how he or she achieved this level of competency.

Successful reflection enables self-awareness, personal and professional growth and

improved teaching practices.

ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to At least 2 recorded lessons (online
Delivery November learning)
Or
Researching and August to Lesson Plans (at least 2 per month)
Incorporating Teaching November
Strategies in the Modalities
Participation in recognized August to Certification of Participation with
PDs that are aligned with November PD credit units
their 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

ACTIVITY 4.

62
 In your LAC Session, discuss your answers and thoughts on the
questions from Activities 2 and 3 with your colleagues.

ACTIVITY 5.
Based on the sharing and discussion in your LAC, finalize your list of evidence in the
List of Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a
copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR

Researching and Incorporating Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities

Participation in recognized PDs that are August to November Certification of Participation with PD credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month Video Recording / PICTURES
starting September
2020

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.

63
 ANSWERS

Some of the criteria to be able to hit criteria in a rubric is identifying what you want
students to do or to accomplish as the learning outcomes. It is important also to develop a
grid and add numerical scores to each performance level. In order to be successful in making
the portfolio I must consider first the Demonstration progress of the LDM Implementation
which 30% in the rubrics. Lastly, my output will be based on the professional standard given
by DepEd.

ACTIVITY 2.
Discuss and share your thoughts on the Rubric in your LAC Session. Present your
steps to make your outputs and Portfolio responsive to the evaluation criteria and indicators.
Take note of your colleagues’ other insights as well.

Congratulations! You have

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

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65