Republic of the Philippines

Department of education
Region V
Schools Division of Sorsogon
BAGACAY NATIONAL HIGH SCHOOL
Bagacay, Gubat,Sorsogon
SCHOOL ID: 302182

OUTPUTS FOR LEARNING DELIVERY

MODALITIES
(LDM-1)
MODULES 1-6

erlinda d. magdaraog
Ht-1/ School head

LEARNING DELIVERY MODALITIES COURSE 1 (LDM1)

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

1. How is the delivery modality of this course different from the usual in-service training I have received pre-pandemic? List at least
three differences.

 As the number of Covid 19 continues to grow in number, mass gatherings are banned and social distancing is strictly observed
in order to prevent the further spread of infection. Hence the Department of Education designs alternative modes of delivery to
meet the needs of both the teachers and students while taking into consideration their health and safety.

 For instance, in the aspect of In-Service training for Teachers, the traditional face to face in-service training is not made
possible. That is why the delivery modality which is now being introduced and utilized deviates from the usual in-service
training conducted before the pandemic occurred in the country. Virtual conferences, trainings, meetings and workshops are
now being utilized to capacitate the teachers in order to improve their readiness for Remote/Multimodal Learning Delivery.
Free webinars are also made available for the teachers for their continuing Professional development. All these do not require
face to face delivery in order to adhere to the safety measures protocol. However, the use of this kind of delivery modality
brings disadvantages since this requires only limited number of participants compared to the face to face which can cater to a
larger number of participants aside from this not all are given the opportunity to attend since it is conducted online. In some
areas with poor internet connectivity and teachers who do not have access to internet are not given the chance to attend much
as they wanted to, Unlike the usual in-service training, all are privileged to attend and participate.
2. How will my personal characteristics and circumstances affect (positively or negatively) my participation in this course? Use the
table below to guide your reflection.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

 My willingness  The following  This activity will  At home and in

to immerse are some of the provide school and in
myself to new limitations that opportunities for places with
experiences, may possibly me to acquire internet
learnings and affect my full knowledge on connectivity
discoveries participation in strategies and
which I believe this course: pedagogies to
would help me 1. Poor internet become an
grow connectivity in effective
professionally our area teacher, and
2. Willingness promote
and students’
participation of learning and
my members development. I
during the believe this
conduct of this reason is
LAC Session sufficient
online enough to
3. Limited motivate myself
knowledge in to participate in
using the ICT. this course.
3. What steps can I take to overcome any barriers or challenges to participating and completing this course? List at least three actions.
 Look for a place with internet connectivity and encourage others to do the same.
 Motivate other participants to really extend their support and participate wholeheartedly in this endeavor.
 Immerse oneself to the use of ICT and find someone who is adept in this field and ask for his/her assistance.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1. Begin by refreshing your memory on the Learning Action Cell.

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

1. How does participating in a LAC affect or influence your self-learning? Draw a diagram to illustrate the relationship between
the two and give a brief explanation of your drawing.

 Participating in Learning Action Cell (LAC) and other Continuing Professional Development activities will aid the teachers
to improve teaching-learning process. Through these activities I would be able to improve my knowledge, skills, and
attitudes that will consequently improve my students’ learning and development.

Learning Action Students’ learning

Improve teaching –
Cell (LAC) and holistic
learning process
Sessions development
2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016:

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

 LAC is a collaborative learning session that enables teachers to discuss strategies and pedagogy to use in the teaching-
learning process. One of the roles of a teacher is to establish learning environment that is responsive to learner diversity.
Each student is unique and requires instruction which is suited to his/her needs. Through this session, teachers will have an
understanding on the different approaches and adjust instructions according to the different needs of the learners.

To nurture successful teachers

 Successful teaching is the result of the systematic use of appropriate strategies for delivering and assessing the learning
objectives targeted for each lesson (UNESCOGMR 2014). Successful teachers are those who are not only knowledgeable of
the content, but are also able to select and use appropriate strategies and assessment in order to develop their students’
learning and holistic development. They should also manifest professionalism not only in school but also in the community
since they are being look up to by their students. LAC Session conducted in schools and in districts or clusters provide
opportunities for teachers to develop and grow professionally.

To enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and
attitudes

 LAC Session conducted in schools and even in districts and clusters provide opportunities for teachers to plan lessons and
to give constructive comments for improvement. Teachers can share their best practices which can be applied by others as
well as the interventions appropriate based on the identified needs. This is the best avenue for teachers to collaborate for a
common goal that is – to promote students’ learning and holistic development.
To foster a professional collaborative spirit among School Heads, teachers, and the community as a whole
 Since LAC Sessions are collaborative in nature, it will enable teachers and school heads and the community as a whole to
meet and discuss among themselves the challenges, issues and concerns and the role each one should take in order to
address all of these.

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

 Some challenges that may affect the successful conduct of Learning Action Cell (LAC) are the following
1. Poor internet connectivity in our area
2. Willingness and participation of my members on the conduct of
this LAC Session online
3. Limited knowledge in using the ICT

Submitted by:

JO-AN E. CASIPE
Teacher III

Bagcacay National High School

302182
LEARNING DELIVERY MODALITIES COURSE 1 (LDM1)
MODULE 2: Understanding the Learning Modalities in the Basic Education Learning Continuity Plan

LESSON 1 Overview of the Learning Delivery Modalities

Activity 1 : In your own words, define each modality. Write your own definitions down in your study notebook.

FACE TO FACE LEARNING: Traditional way of learning where the students come to school and have face to face contact with the teacher.

DISTANCE LEARNING: The student doesn’t come to school just like the traditional classroom instruction. The student may opt to choose
online or offline or modular instruction at his own pace and time.

BLENDED LEARNING: it is a combination of different learning modalities.

HOME SCHOOLING: The student learns at home with the help of his/her teacher. The teacher may also visit and guide the student with his/her
learning activities.

Which of the LDM do not have face to face?

ANSWER : The LDM that do not require face to face is Distance Learning

LESSON 2: Distance Learning

ACTIVITY 1. 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. DISTANCE
LEARNING MATRIX

Distance Distinguishin Essential Resources Role of Teacher Role of Parent or Role of School
Learning g Feature Household Member
Modality
Modular Used of SLM Complete set of Self Monitor Learners Provide instructional Ensure that there is a
Distance (Printed or e- Learning Modules progress and setting support as needed in mechanism on how
Learning (MDL) copy) that is K- (Printed or Electronic feedback mechanism the absence of the modules will be
12 compliant copy in PDF) , to help learners meet classroom teacher distribute and retrieve
textbook materials the MELCs
Provides Provides timely and
ample time for Ensure that the appropriate monitoring
mastery and learners see the and feedback for
sufficient connection of one consultation and
practice to lesson to the next to intervention purposes
ensure that the reinforce the
targeted MELC coherence of the
are achieved curriculum

Learners shall
be provided
with suggested
time frame to
work on their
assigned task

Online Distance Used various Internet, digital Designs online Supervise and Schools shall
Learning (ODL) technologies devices such as material for monitor screen time determine the
connected to laptops, tablets, collaborative tasks of the learners appropriateness of
the internet smartphones and that will engage certain learning
 while they are desktop computers learners to work in management systems
geographically with available online real time in the delivery of
remote from resources and internet instruction.
each other connectivity Teachers are
expected to give Schools may organize
The internet is assignments and professional
used to learning tasks development activities
facilitate to enhance teachers
learner- Teacher presents the understanding of and
teacher, lesson in more than skills in the use of
learner one format within the LMS
content, peer learners capacity
to peer Capacitate the
interaction learners and parents
on the use of the
Online learning Learning Management
may be System before the
through start of classes
Synchronous
or
Asynchronous
platform
TV-Based Implemented in Television set , Teacher may Guidance from The school provides
Instruction areas with supplemental learning become a Teacher parents during the learner as well as
(TVBI) Television activity sheet in Broadcaster viewing time the parents the TV
networks printed form broadcast schedule of
Provides lessons
supplemental LAS
Radio-Based Implemented in Radio , supplemental Teacher may Guidance from The school provides
Instruction (RBI) areas with learning activity sheet become a Teacher parents during the learner as well as
Radio networks in printed form Broadcaster listening time the parents the Radio
broadcast schedule of
Provides lessons
supplemental LAS
Blended Combination of Different learning Design and Utilize Provides instructional Schools decides on
Distance the above delivery mode suited different strategies support and monitor what type of distance
 Learning three types of to the learner for learning how the learners are learning they will
distance engagements doing during the adopt to respond on
learning lesson session the needs, capabilities
Conducts monitoring and availabilities of
and feedback on the resources of learners
students’ progress of
the lesson

Provides intervention
strategies for
learners with
difficulties

Activity 2
Consider the situation in your School—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 BDL—from easiest to most difficult to implement. Give the reasons for your ranking of each. Use the form below.
Write down your answers in your Study Notebook. Be prepared to discuss your ranking in your next LAC Session.

Ranking
(1 to 5, from easiest to Types of DL Why?
hardest to implement)
Most households have TV sets that they can use for TVBI and it’s
1 TVBI easy to operate.

Outdated form of technology, most households do not have radio. It

2 RBVI
3 MDL
requires good listening skills.
Printing of modules are costly and it requires a lot of time just for
the printing of modules for the whole class.
Learner can learn at his own pace and they are given with enough
time to master the competency.

It is difficult in the part of the school in determining what type of

4 BDL
learning modalities they are going to utilize that will surely respond
to the needs, capability and availability of learning resources of
every learner.
Different strategies will be utilized by the teachers and same goes
with assessment tool. Therefore, there will be hard time in the part
of the teacher in using various assessment tool. It will require a lot
of effort and time in preparing evaluation tool and assures that
there is really learnings in the part of the students.
 Internet connectivity is one of the problem in this kind of Learning
modalities. Not all households have internet connection and digital
device to facilitate the teaching and learning process.
5 ODL
Some teachers are not digitally acquainted with technologies
therefore they need to be capacitated first through trainings with the
platform they intend to use.

ACTIVITY 3. Targeted Interventions for Learners with Special Concerns

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 in DL. 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 TARGET INTERVENTIONS

Teachers if permitted may visit the learner on their house to

Learners without parents or household member who can guide assist the learner or the learner will communicate to teachers
and support their learning at home through call, text or using messenger to ask for instructional
assistance

Struggling readers (Grades 7-12) Teacher may localized/individualized the module suited to the
learners ability

Indigenous People Provide the learner with modules suited to their culture,
resources and ability of the individual.

The teacher may also visit the community where the IP belong.

No access to devices and internet Provide self-learning modules

Person with Disabilities Teachers if permitted may visit the learner on their house to
assist the learner
 MODULE 4 : LEARNING DELIVERY MODALITIES IMPLEMENTATION PLANNING

LESSON I: ASSESSING THE READINESS OF LEARNERS, TEACHERS AND PARENTS

I. ACTIVITY I : READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS

MY THOUGHTS:

a. Are teachers, students and parents ready physically, mentally and emotionally for the learning delivery
modality chosen by the school different from the usual face to face learning.
b. Do teachers, students and parents have the resources and materials needed for the chosen LDM?

II. ACTIVITY II : CONDUCT LAC SESSION 6

TO DO:
 Set the date and time for LAC Session
 Share accomplished checklist, proposed interventions and reflections of the checklist
 Set date for LAC Session 7 at the end of Lesson 2

LESSON II: LEARNING FROM SELECTED LDM IMPLEMENTATION MODELS

I. ACTIVITY I : THE NAVOTAS VIDEO

REFLECTIONS:

The Navotas video is basically an orientation for parents of Kindergarten pupils in Bagumbayan Elementary
School in the Schools Division of Navotas City. In the video, it clearly instructs parents of Kindergarten pupils on how
to get Navotas School – in – a - box. First step is the issuance by the teacher of an ID for parent or guardians who
will collect the box.
During the collection of Navotas School – in – a – box, the guardian or parent shall follow the minimum health
safety standard such as wearing of face mask, physical or social distancing and checking of body temperature. The
 parent or guardian shall see to it that he/she signs his/her name on the Logbook before getting/collecting Navotas
School – in – a – box.
Navotas School – in – a – box contains activity pockets, kinder parents’ guide, checklist for parent’s story book,
hygiene kit and other materials needed by the pupil in 1 week.
Another important feature in the video is the presentation of Home – based learning wherein parents and
teachers will choose the time and place for the pupil to study. The Home – based learning program is designed to last
for 2 hours from Monday to Friday.

II. ACTIVITY II

1. The Navotas School – in – a – box is a very viable option because this is similar to the LDM being undertaken by
Bagacay National High School. Wherein Modules / Learning Activity Sheets and worksheets are placed in expandable
folders to be distributed to different barangays catered to by the school.
2. See diagram on the attached paper.

III. ACTIVITY III : CONDUCT LAC SESSION 7. In this LAC Session discuss Activity 2 highlights.

Set the date for LAC Session 8 at the end of Lesson 3.

LESSON III: CREATING YOUR LDM IMPLEMENTATION PLAN
I. ACTIVITY I

MY THOUGHTS:
In order to create LDM Implementation Plan the following information/s are needed:
a. List of students by advisory class
b. Printed Learning Activity Sheets and Worksheets
c. Printed Modules
d. Printed Individual Monitoring Plan
e. School Form 10 and Form 138
f. Other Learning Resources Materials

LEARNING DELIVERY MODALITY COURSE 1

 MODULE 4

REGION : V

DIVISION : SORSOGON

SCHOOL : BAGACAY NATIONAL HIGH SCHOOL

SCHOOL HEAD : ERLINDA D. MAGDARAOG

THE LEARNING DELIVERY MODALITY IMPLEMENTATION PLAN

PART I: LEARNING MANAGEMENT

Objective: Establish the mechanism of organizing learners and managing learning

A. LEARNER/CLASS ORGANIZATION
ACTIVITIES EXPECTED OUTPUT/ DATE OF BUDGETARY PERSON-IN- CHARGE
RESULTS IMPLEMENTATION / REQUIREMENTS, IF
TIME FRAME ANY

Organize classes List of Students by August 24, 2020- NONE Teachers

advisory class. April 30, 2021
Class Advisers

Prepare weekly Printed Learning August 24, 2020- MOOE School Head
learning plan Activity Sheets and April 30, 2021
Worksheets.

Printed Modules
from Department of
Education

Prepare Individual Printed Individual August 24, 2020- NONE School Head
Monitoring Plan Monitoring Plan April 30, 2021

Monitoring and
evaluation of
individual teacher’s
outputs

Organize Teachers Conduct of Virtual August 24, 2020- MOOE School Head
for Community Learning Action Cell April 30, 2021
Learning Sessions

Organize/ Orient Para-teachers, August 24, 2020- NONE Teachers

home and/or parents to guide and April 30, 2021
community learning assist students in
facilitators accomplishing their
LAS, Worksheets and
Modules

B. LEARNING PERFORMANCE MONITORING

ACTIVITIES EXPECTED DATE OF BUDGETARY PERSON-IN-
OUTPUT/ IMPLEMENTATION / REQUIREMENT, IF CHARGE
RESULTS TIME FRAME ANY

Identify learner Addressing the August 24, 2020-April 30, NONE Teachers
performance and strength and 2021
progress weakness of
monitoring reports students in
accomplishing
their modules

Set schedule for School Form August 24, 2020-April 30, NONE Teachers
learner progress 10/Form 137 2021
report submissions
School Form 8 or
School Report
Card

Discuss reports and Feed backing on August 24, 2020-April 30, NONE Teachers
plans for actions to individual 2021
be taken on student’s
concerns and issues performance
through
Homeroom PTA
meeting, if
possible.
 PART II: LEARNING RESOURCES

A. LEARNING RESOURCE MANAGEMENT

Objective: Improve availability of LR to reach 100% in all learning areas and grades across the quarters

ACTIVITIES EXPECTED OUTPUT/ DEADLINE BUDGETARY PERSON-IN-

RESULTS REQUIREMENTS, IF CHARGE
ANY

Setup inventory Systematic issuance of June 2020- MOOE Supply Officer, B. LEARNING RESOURCE
system of LRs book and learning September Librarian DISTRIBUTION AND
materials by librarian 2020
COLLECTION
MANAGEMENT
Acquire/ Request Enough inventory of Year Round MOOE Supply Officer,
Objective: Ensure that all
for LRs books and other Librarian
learners receive their learning
learning materials
materials and are collected for
assessment
Develop LRs Availability of learning Year Round MOOE School Head
materials for the school

ACTIVITIES
Quality assure EXPECTED OUTPUT/
Good and quality DEADLINE
September BUDGETARY
MOOE PERSON-IN-
School Head
locally developed RESULTS
learning materials 2020 REQUIREMENTS, IF CHARGE
LRs ANY

Develop system of Smooth and orderly Year Round MOOE School Head
distribution and delivery and collection
collection of LRs of learning materials

Distribute and On time distribution of Year Round MOOE Teachers

collect LRs learning materials to
students and early
collection of LM

Monitor and School Head has control Year Round MOOE School Head
report distribution over the distribution and
and collection collection of learning
materials

PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND OTHER SCHOOL PERSONNEL

Objective: Improve PPST-based competencies of teachers in managing learning in the learning delivery modality

ACTIVITIES Timeline Person-in- Charge Budgetary

Requirements

Needs Assessment, Consolidation, Year Round School Head MOOE

Prioritization
SEF
Others

Planning for PD interventions Year Round School Head MOOE

 SEF
Others

Developing and Implementing Year Round School Head MOOE

School-based Interventions
SEF
Others

Monitoring Teacher PD Activities Year Round School Head NONE

Assessing Teacher PD Year Round School Head NONE

NOTE: You may need to consult the teachers on their professional development needs.

PART III. RISK MANAGEMENT

Objective: Identify risk to prevent it from happening or to mitigate its impact on the key implementation

COMPONENTS OF RISK LIKELIHOOD TO SEVERITY OF PREVENTIVE MITIGATING

LDM DESCRIPTION HAPPEN (High, RISK (High, ACTION ACTION
IMPLEMENTATION Medium, Low) Medium, Low)

Learning
Management

Learning Resources

Teacher CPD Requirement for High High LAC Sessions Enroll for
Renewal of PRC Graduate Studies
license Seminars and
 trainings with CPD
units

Others

PART IV: COMMUNICATION PLAN FOR THE IMPLEMENTATION OF LDM

AUDIENCE KEY MESSAGES COMMUNICATION TIMELINE

MEDIA/ PLATFORM

Learners Your learning continues to TV/ Radio/Social Year Round

secure your future Media
How LDM can make
learning happen in midst of
pandemic

Parents Your child’s education is TV/ Radio/ Flyers Year Round

important and has to be
supported at home
Their role in the LDM

Teachers We fulfill our mission to Social Media Year Round

educate the child amidst
Telephone
these challenges
 How to make LDM succeed Formal Meetings

Community Education is a collective Social Media Year Round

Stakeholders responsibility; Community
Town hall
support is critical in the
LDM implementation

LEARNING DELIVERY MODALITY COURSE 1

MODULE 4

Region :V
Division : SORSOGON
School : BAGACAY NATIONAL HIGH SCHOOL
School Head : ERLINDA D. MAGDARAOG
Email/Contact No. :

READINESS CHECKLIST FOR LEARNERS, TEACHERS AND PARENTS

This checklist will allow you to look into factors that might affect the implementation of your LDM. More importantly, it should inform your
interventions to make them more targeted.

Tick the space that corresponds to your answer.

FOR THE LEARNERS: HAVE YOU CHECKED YOUR LEARNERS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of


classes?

2. Health status? 

3. Reading level? 

4. Level of learning independence? 

5. Learning environment in terms of study space,


home conditions and immediate environment?

6. Learning resources? 

FOR THE TEACHERS: HAVE YOU CHECKED YOUR TEACHERS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of


classes?

2. Health status? 
 3. Teaching resources such as materials, devices,

internet access?

FOR THE PARENTS: HAVE YOU CHECKED THE PARENTS’ YES PARTIALLY NO

1. Psychosocial preparedness for the opening of


classes?

2. Health status? 

3. Confidence level to guide/support the learning of


their child/ward?

4. Time available to guide/support the learning of


their child/ward?

5. Reading level? 

6. Learning support resources such as materials,


devices, internet access?

7. Home conditions and immediate environment? 

ACTION PLAN/INTERVENTION

For the items that you have checked PARTIALLY or NO, indicate the action steps that you will take to improve the readiness of your learners,
teachers and parents.
WHAT DO YOU PLAN TO DO WHEN? WHO WILL BE RESPONSIBLE?
(INTERVENTION?)

PEER COACHING WHEN NEEDED PEER, CLASSMATE

HOME BASED LEARNING WHEN/AS NEEDED TEACHER

THOUGHT ORGANIZERS FOR MODULE 5B

THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 1

WHAT I KNOW ABOUT THE KEY WHAT DO I WANT TO

KEY CONCEPTS CONCEPTS BASED ON MY OWN LEARN ABOUT THESE
EXPERIENCE AND PERSPECTIVES KEY CONCEPTS
How instructional
INSTRUCTIONAL Directing and leading someone in
supervision is done
SUPERVISION doing a task.
properly.
Assistance provided to people with
COACHING the aim of achieving the recipient’ full
potential How coaching differs from
technical assistance and at
The support given to a particular what instances is one more
TECHNICAL person/ group of persons in order to effective to be used.
ASSISTANCE improve their functions in their
respective fields

LESSON 1 , ACTIVITY 2

Question: How can you enhance your instructional supervision using the processes of TA and Coaching?
Answer: Instructional supervision can be enhanced using the process of TA and Coaching in the sense that TA and
Coaching focus on helping the recipients to help themselves, providing opportunity for clients to interact and process suggestions in
order to achieve a particular goal. Furthermore, TA and Coaching emphasize the importance of assessing needs; planning of
assistance to be given; implementation plan; and monitoring, implementation and learning.

THOUGHT ORGANIZER FOR LESSON 1, ACTIVITY 3

WHAT PRINCIPLE IS
TA PROCESS STEPS “KEY ELEMENT”
APPLIED IN THIS STEP
 Step 1: TA NEEDS Coaches draw out and validate Learning is a cooperative
ASSESSMENT needs from the coachees and collaborative process.

Step 2: TA People are responsible for

Clients set objectives
PLANNING their own growth and
development
Step 3: Technical assistance is
Planning how to execute the plan
IMPLEMENTATION aligned with organization’s
Step 4: Significance of outputs and vision and is based on
EVALUATION results organization’s needs

THOUGHT ORGANIZER FOR LESSON 2, ACTIVITY 2

WHAT DATA SHOULD

BE GATHERED TO
WHERE TO
UNDERSTAND THE TA HOW TO GATHER
TARGET OF TA: GET THE
NEEDS OF THE THE DATA
DATA
SCHOOLS AS
ORGANIZATIONS
Bagacay NHS
Teachers
Teachers’ profile Using Teachers‘
Profile Tool
From the
teachers
 Gathering and analyzing Teachers’ profile

WHAT DATA SHOULD

BE GATHERED TO
WHERE TO
TARGET OF UNDERSTAND THE TA HOW TO GATHER
GET THE
COACHING: NEEDS OF THE THE DATA
DATA
SCHOOLS AS
ORGANIZATIONS

Teachers’ profile Using Teachers‘ From the

Profile Tool teachers

Bagacay NHS
Teachers

Gathering and analyzing Teachers’ profile

THE LEARNING DELIVERY MODALITY IMPLEMENTATION MONITORING AND EVALUATION FRAMEWORK

 LDM IMPLEMENTATION M&E PLAN TEMPLATE

This M&E Plan will cover four levels, namely Inputs and Activities, Outputs, Mid-Term Results, and Outcomes (Final).
Inputs and Activities refer to tasks related to the implementation of the LDM in the school that need to be conducted in
order to prepare and improve the schools’ implementation of the LDM. Outputs refer to resources, materials and
processes that are produced from the activities conducted in relation to the LDM implementation.( Mid-Term Results
refer to desired state along areas of the implementation of the LDM that the intervention would like to achieve; Finally,
Outcomes refer to the impact of the LDM implementation in the school on the quality of learner outcomes.

In this M&E Plan, the specific areas of concern indicated are consistent with the LDM implementation Plan, namely:
1. Learning Resources
2. Learning Management
3. Teacher Capacity
4. Household and Community Capacity
5. School Operations

In creating your M&E Plan, make sure that it is harmonized with your Readiness Assessment, LDM Implementation Plan
and TA/Coaching Plan.

Indicator Data Timing Analysis Who Will Use of M&E

Collection of Data Method Collect & Results
Method Collectio Analyze Data
(This is the
n “Learning aspect
of the M&E
Framework)
LEVELS What indicators will How will When How will From whom Who are the users
OF M&E be gathered to you gather will you you process will the data of the M&E
INQUIRY respond to the M&E the gather the data come from and Report?
Inquiry indicator? the gathered? who will What will they use
indicator collect? it for (e.g.,
? decision-making
to adjust the LDM
Plan)?
INPUTS
AND
ACTIVITIE
S: What
activities
will need to
be done to
effectively
and
efficiently
implement
LDM in the
school?
Learning Module and LAS Downloaded July Checked if it Teachers/ focal Teachers/assessm
Resources reproduction from google 20,2020 is aligned person ent of LDM used
links with MELC
Learning Assessment of Conduct Weekly By checking Students/ Teachers/ for
Manageme learning evaluation basis Teachers learning
nt intervention
Teacher Teacher trainings interview Before Reference Teachers/ School head/ for
Capacity the start for giving School head identifying
of school special necessary teacher
year assignment training program
to teachers
Household Conduct orientation By schedule First – Attendance Parents/ Teachers & school
and second checking teachers & head/ for proper
Community week of school head information
Capacity August dissemination
School Budget preparation Through the Start of Monthly Finance officers School/ for fund
Operations school school financial allocation
finance year report
officers
OUTPUTS:
What
resources,
materials,
and
processes
will be
produced
from the
activities?
Learning Portfolio, clippings By subject By checking Students / Teachers/
Resources etc. Quarterly teachers Assessment of their
learning
Learning Quaterly assessment By schedule As By checking Students/ Teachers/
Manageme schedule teachers Assessment of
nt learning
Teacher Certificate of By Monthly/ Bases in Teachers / Finance officers /
Capacity Appearance submission Quarterly claiming finance officer for releasing fund
for travel / before travel
reimburseme fiscal reimburseme
nt year nt
ends
Household Attendance sheets Letting the Every Calling the Parents / Teachers / for
and parents to time names teacher reference purposes
Community sign in there is a based from
Capacity attendance meeting the
sheets attendance
sheets
School Approved budget Through the quarterly Post in a School head, School / for module
Operations school head transparency Finance officers reproduction
board / School head
MID-TERM
RESULTS:
What
desired
state will
be
achieved
when the
outputs
have been
produced
along the
LDM areas
of
concern?
Learning Utilization of modules Retrieved Every By checking Teachers Teachers/assessm
Resources from the Thursday ent tool
adviser afternoon
Learning Enrichment/remeditiat 2 weeks Schedule By checking Teachers/for
Manageme ion before given by Students/teach passing or failing
nt quarterly the er quarterly grades
exam subject
teacher
Teacher Implement Narrative After the Application in Teacher/teache Teachers/professio
Capacity report training making rs and learners nal growth
remeditiation
Household Implement and Attendance Every Checking the Students/teach Teachers/students
and observed sheets time they checklist ers monitoring
Community get the
Capacity modules
School Proper utilization of Financial Monthly Liquidation Finance School/for
Operations school fund reports financial paper reports officers/school purchasing learning
report head materials
OUTCOME Mastery of MELC”s Submission Before By checking Students/teach Teachers/for
S: of students the ers students promotion
What outputs schedule
learner quarterly
outcomes exam
will be
achieved
when the
desired
state of
LDM areas
of concern
have been
achieved?

LEARNING DELIVERY MODALITIES COURSE 1

MODULE 6B (LAC LEADERS)

THOUGHT ORGANIZERS

LESSON 1, ACTIVITY 1
 KIRKPATRICK’S LEVELS OF
THEORY OF CHANGE MONITORING AND EVALUATION OF
TRAINING
It is focused in particular on mapping It determines the extent to which the
out or “ filling in “ what has been training “hit the mark” in balance to the
described as the “missing middle” cost / effort ( was it worth the time, effort
What is the between what a program or change and cost to provide the training).
main initiative does and how these lead to
interest of desired goals
M&E in each
framework

Planning ⬄ Reaction
Participation
⬄ Learning
M&E
LEVELS Evaluation
⬄ Behaviour

⬄ Results
LESSON 1, ACTIVITY 2
MONITORING
m Process of objective data collection and
information gathering that will be used by
management / leadership
m Purposive gathering of pertinent
information relative to how targets and the
manner with which these targets were
achieved
m Systematic observation and
documentation of information on the
implementation of initiatives based on the
plan.
m “A continuing function that uses
systematic collection of data on specified
indicators to provide management and the
main stakeholders of an ongoing
development intervention with indications
of the extent of progress and achievement
of objectives and progress in the use of
allocated funds.
m Systematic and continuous collecting,
analysis
m Monitoring generates data that can be
used in evaluations
Common Words from the
definitions above
Gathering informations
systematic observation
documentation
extent of progress
EVALUATION
e Analysis of information to make judgment that
affects the institution/project/program.
e Systematic investigation of the worth or merit
of an object.”
e Internal assessment of information (which is
collected through monitoring) regarding the
extent to which actual progress in
implementation conforms to (or deviates from)
the objectives set in the plan
e The process of determining the worth or
significance of a development activity, policy
or program ….. to determine the relevance of
objectives, the efficacy of design and
implementation, the efficiency or resource
use, and the sustainability of results.
e Studies the outcome of a project (changes in
income, benefits distribution, cost-
effectiveness, etc.)
e A periodic assessment of the efficiency,
effectiveness, impact, sustainability and
relevance of a project in the context of stated
objectives.
Common Words from the
definitions above
Analysis of information
systematic investigation
determining the worth or merit of the
program
 How I define Monitoring:
It is a systematic observation wherein
we gather informations just to know
the extent of progress of a particular
program or project.
How I define Evaluation:
It is a systematic investigation through
data analysis in order to determine the
worth or merit of the program or project.

The relationship or link between Monitoring and Evaluation is:

The data acquired through monitoring is used for evaluation.

LESSON 2, ACTIVITY 2
ANSWERS FROM LAC
QUESTION YOUR ANSWER
MEMBERS

What developments or When a vaccine is already

situations will make the available in the market, we
schools in your Division can conduct blended
consider changing their learning which is modular
LDMs? and face to face.

What M&E data will the DOH updated report

schools in your Division regarding COVID 19 status
need to decide to change or and vaccine availability.
make adjustments to their
LDMs?

What issues or constraints Lessons can be well

do you foresee arising if the understood by students if
schools in your Division classes is through face to
change their LDMs? face.
Personal Reflection With this style of LDM – modular with answer key, we
cannot attest that students learned. Because most of them
will no longer make effort to read and understand the
lessons before answering since answers are being
provided.