Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Aklan
Naisud National High School

LDM2
LEARNING DELIVERY
MODALITIES COURSE
PORTFOLIO

MARIA MAE A. DOLLOSA

Teacher II
 FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: VI

LAC ID (name or number): TEACHERRIFICS Number of LAC members: 11

Name of LAC Facilitator: Designation/Position:

MARIA MAE A. DOLLOSA TEACHER III

LAC Members

NAME Male/ DESIGNATION DIVISION/S Contact details Preferred contact

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

JULIE ANN D. ALMANON AKLAN

SHEILA B. ABE AKLAN

CEZAN M. SINGSON AKLAN

REAH ROSE T. FRANCISCO AKLAN

RUPELMA S. PATNUGOT AKLAN

REY EMMANUEL S. SOLANO AKLAN

JOSEPH SALVADOR B. SIMERA AKLAN

KRISTINE C. JONTILANO AKLAN

AIZA G. UNSAN AKLAN

LEDESMA S. SUALOG AKLAN

WINEFERL P. NOBLEZA AKLAN

 FORM 2: LAC Facilitator Information Sheet
This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.

Region: VI

Division: AKLAN

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

MARIA MAE A. DOLLOSA FEMALE MARCH 25, 1990 30

Contact details: Email: Mobile Number: Facebook Name:

mariamaealonsagay@de 09482619892 Maria Mae Alonsagay
ped.gov.ph Dollosa

Preferred contact mode: (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Googlemeet, FB,
Messenger, etc.)
PHONE, FB & MESSENGER
 FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: REGION: VI

LAC FACILITATOR: MARIA MAE A. DOLLOSA LAC SESSION NO.: 1

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

September 29, 2020 SCHOOL ICT LAB./VIRTUAL (MESSENGER ROOM)

Number of members present (attach attendance document):

Materials and resources:

___ Self-Learning Module

___ Activity sheets
___ Digital resources
___ Online resources
___ Smartphone
___ PC
___ LAC session guide
___ Others. Please specify:
_______________________________________

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

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

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

MEMBER PARTICIPATION

1. All of the members came /

prepared for the LAC
session

2. All of the members had an /

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

3. Members listened to each /

other’s insights and ideas.

4. The members’ assignments /

showed an understanding of
 the lessons in the SLM.

5. The members demonstrated /

engagement in and/or
enthusiasm for the learning
tasks during the session
(including providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and /

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

7. I encouraged all the members /

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

8. I provided useful feedback on /

the teachers’ assignments.

Part B
Please provide the information requested.

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

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

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

4. Recommendations/Plans for next LAC session:

 FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

REGION: VI DATE OF LAC SESSION:

DIVISION: AKLAN NUMBER OF LAC SESSION:

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

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

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC session.

2. The LAC session deepened /

my understanding of the SLM
content.

3. My perspective on the topic/s /

covered has changed as a
result of the LAC session.

4. I participated actively in the /

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

5. I interacted with different /

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in /

my region/division/district
what I have learned in this
lesson.
7. I intend to apply what I have /
learned from the lesson in my
region/division/district

Part B
Please provide the information requested.

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

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
 LDM2 TEACHERS LAC SESSION 1 GUIDE

LAC Components Activity Suggested

Period

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

● Purpose of Leaders LAC sessions

● Schedule of LAC meetings
● Venue/Platform for LAC meetings
● Roles of LAC Facilitator and LAC members
● LAC Forms 1 to 4

The LAC Facilitator documents and circulates

agreements on LAC protocols/norms.

The LAC Facilitator and LAC Members complete

LAC Form 1. LAC Profile.

The LAC Facilitator completes LAC Form 2. LAC

Facilitator Information Sheet.

Small Group sharing The LAC Facilitator asks the group to subdivide 10-15 minutes
*For small LACs (2-5 into smaller groups of 2 to 3 individuals to reflect
members), you can skip this on and share with each other their answers to the
and go directly to Big following questions:
Group/Plenary sharing
● What are the outcomes you expect from
the Leaders LAC sessions?
● What are the key characteristics of strong
and effective Leaders LACs?
● How can a Leaders LAC provide support for
teachers and school heads?

LAC Members are encouraged to share their

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

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

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

● What was the value added in sharing

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

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

The LAC Facilitator synthesizes the discussion.

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

The LAC Facilitator ensures agreement on the

schedule and venue/platform for LAC Session 2.

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

LAC members complete LAC Form 4. LAC

Engagement Report.

TOTAL 71-90 minutes

 MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE
By the end of this Module, you will be able to describe what this course is
about and how it will help you manage the teaching-learning process in the
modalities.

MODULE CONTENT
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down
your insights in your Study Notebook.

1. What is the main delivery of this course?

This course is a task oriented course which combines the guided study using self-learning modules
and collaboration through Learning action cell (LAC). The delivery of this course is an immediate
action implemented by the Department of Education in response to the urgency brought about by
COVID 19 pandemic, where teachers and other educators will be able to adapt in the new season
towards the successful delivery of quality education to learners in this new normal settings 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 course helps us a lot in ensuring that learning continues through quality instruction for it
helps teachers prepared for distant learning in this new normal situation. It helps teachers to gain
knowledge, skills and mindset that are necessary in this new teaching and learning way.

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

First, attend and participate in webinars sponsored by DepEd and other private institutions.
Second, constant communication with co-teachers and consultation with subject group head and
immediate superiors for some updates on the said course.

ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.

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

participation in this course?

Through coaching and mentoring and active participation in group discussions, a positive outlook
in life will be developed regarding new normal education system. As we all know learning doesn’t
stop.

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

By having positive outlook and willingness to learn and accept challenges. Also by asking help
from others, if I have difficulty and can no longer address the needs alone.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Seek companion/ *Internet connection * My learners are my At home because that is

colleague to help me * Distractions coming major reason to participate the most convenient and
if I can’t understand from the noise outside this course to reach them safest place for me.
or cannot do the *Overlapping of out using alternative
modes of teaching. Also, the school where my
assigned task. activities.
colleagues are always
The essential positive there to guide me in
I take down notes learning that can be gained accomplishing this course.
from time to time after completing the
during the LDM2 modules.
discussion.

Cooperation

ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections with to the questions in
Activities 1 and 2.

Upon discussing with my co-teacher regarding how I will respond to the completion
of this LDM2 modules, I had gained optimistic spirit of enlightenment. Subjecting myself to
undergo through this process will not only benefit me a lot but it will also benefit my learners
under the new normal school setting wherein face-to-face learning is prohibited because of
the health risks brought about by CoVid 19. Learning must continue no matter what the
situation is. 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.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the following questions.
Write your responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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

2. To nurture successful teachers
3. To enable teachers to support each other to continuously improve their
content
and pedagogical knowledge, practice, skills, and attitudes
4. To foster a professional collaborative spirit among School Heads, teachers, and
community as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. LAC Scheduling of Meeting
The selection of date and time is significant indicators to ensure successful LAC session. This
means that the date and time is favorable to all the LAC team members. All should be present so that
everyone should be able to share their own understanding, interventions to be adopted, and productively
generate solutions to issues that concern the school, the learners, and among themselves. In this manner,
LAC session will become successful and productive.

2.Setting Up of Resources
Before the LAC session be scheduled before hand, the LAC leader should ensure that all resources
(human and material) are ready. Because if not, success will not be possible if both human and material
resources are not complete nor ready.

3.Prioritization of Topics or Agenda

Prioritization of LAC topic to be tackled is an essential indicator of success because if done so,
problems will be addressed immediately. Careful selection of LAC topic should surface the present
problems of the school, of the learners, or among the teachers themselves.

ACTIVITY 2.
See LDM Module 1 – page 5
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in touch
with your designated Coach or LAC Leader in forming your LACs.
 1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide
for the conduct of your LAC.

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

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your preferred LAC composition with
your assigned Instructional Coach (this will be a district or division supervisor assigned to
your LAC).
 After forming your respective LACs, there should 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.

LAC FACILITATOR/MEMBERS

JULIE ANN D. ALMANON

Figure 1: LAC Composition and Coaching Arrangement forSHEILA
LDM2 B.
Teachers
ABE
CEZAN M. SINGSON
WINEFERL P. NOBLEZA
KRISTINE C. JONTILANO
AIZA G. UNSAN
RUPELMA S. PATNUGOT
THELMA A. SITIOCO MARIA MAE A.
DOLLOSA REAH ROSE T. FRANCISCO
Instructional Coach
LAC Leader LEDESMA S. SUALOG
REY EMMANUEL S. SOLANO
JOSEPH SALVADOR B. SIMERA
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: VI

LAC ID (name or number): Teacherrifics Number of LAC members: 12

Name of LAC Facilitator: MARIA MAE A. DOLLOSA

Designation/Position: Teacher III

LAC Members:

Preferred
contact mode
Contact details
Male/ DESIGNATIO (email, phone,
NAME DIVISION/S (email, mobile
Female N/ POSITION Skype, Zoom,
number)
Google Meet,
Viber, FB)

JULIE ANN D. ALMANON Female Teacher III Aklan 09453066705 Phone, FB,
Messenger

SHEILA B. ABE Female Teacher II Aklan 09098988051 Phone, FB,

Messenger

CEZAN M. SINGSON Female Teacher I Aklan 09052547419 Phone, FB,

Messenger

REAH ROSE T. Female Teacher I Aklan 09389710907 Phone, FB,

FRANCISCO Messenger

RUPELMA S. PATNUGOT Female Teacher I Aklan 09385192126 Phone, FB,

Messenger

REY EMMANUEL S. Male Teacher III Aklan 09399183842 Phone, FB,

SOLANO Messenger

JOSEPH SALVADOR B. Male Teacher III Aklan 09956550291 Phone, FB,

SIMERA Messenger

KRISTINE C. JONTILANO Female Teacher III Aklan 09126892400 Phone, FB,

Messenger

AIZA G. UNSAN Female Teacher III Aklan 09661493023 Phone, FB,

Messenger

LEDESMA S. SUALOG Female Teacher I Aklan 09287359540 Phone, FB,

Messenger
WINEFERL P. NOBLEZA Female Teacher II Aklan 09393944595 Phone, FB,
Messenger

LACK MEMBER RESPECTIVE ROLE

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER MARIA MAE A. LAC Leader

DOLLOSA Responsible for guiding a group to complete a task or project.

MEMBERS JULIE ANN D. FACILITATOR

ALMANON Participate in the given task or project, follow directions and
communicate properly with the leader to be able to accomplished the
given task or project.

SHEILA B. ABE -do-

CEZAN M. SINGSON -do-

REAH ROSE T. -do-

FRANCISCO

RUPELMA S. -do-
PATNUGOT

REY EMMANUEL S. -do-

SOLANO

JOSEPH SALVADOR B. -do-

SIMERA

KRISTINE C. -do-
JONTILANO

AIZA G. UNSAN -do-

LEDESMA S. SUALOG -do-

WINEFERL P. NOBLEZA -do-

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

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

ESTIMATED TIME REQUIRED

3 hours
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in
terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a
specific example. Do you think these concerns could be solved by teachers alone? Why or why not?

One fundamental concern in terms of curriculum standards that arose in this time of the pandemic
is the attainment of the k to 12 learning standards and competencies given the shortened or
reduced school days and the abrupt shift of the traditional face to face classes to distance learning.
Also, is how can the competencies be mastered by the learners since there is no face to face
learning. Teachers cannot do it alone because there should be partnership between the teachers
and parents who assists the learning of their children.

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?

The congested curriculum is not the only issue that affects learners’ performance in
school. Some of our learners did not master the fundamental skills that are being
stressed out before in teaching process.

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

1. What are the general and specific purposes of the development of MELCs?
MELCS’ general aim is to concentrate on the most essential skills a child requires to learn and to
uphold the quality of the curriculum. It will also enable teachers to focus instruction on the most
essential and indispensable competencies.

2. How does curriculum review aid in the identification of essential learning competencies?
The curriculum review focused on articulation within and across learning areas and grade levels
which lead to the identification of gaps, issues and concerns. Mapping of the essential and
desirable learning competencies within the curriculum.

3. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies were defined as what the students need, considered indispensable,
in the teaching- learning process to build skills to equip learners for subsequent grade levels and
consequently, for lifelong learning. On the other hand, desirable learning competencies were
defined as what may enhance education that may not be necessary in building foundation skills.

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

It started in identification of essential and desirable learning competencies. Then,

essential learning competencies to most essential learning competencies. As a
rule, a learning competency is retained if it satisfies the endurance criterion which
 greatly contributes to life-long learning and is a prerequisite skill to the next grade
level. Two or more learning competencies are merged or clustered if they have
the same objective or learning intention and can therefore be combined into
one comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:

 These are too specific (and the articulation is similar to that of a learning
objective).
 These are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level.
 These are recurring.
 These are subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The importance of MELC is ensuring the delivery of the quality instruction are they
serve as one of the guide for teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved
and to assist schools in navigating the limited numbers of school days as they
employ multiple delivery schemes by providing them ample instructional space.
Academic experts worked to retained, merged/clustered, rephrased and
removed/dropped the different learning competencies.

ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
 Overall artistic value of the structure and
elements of the selection (structuralist/
formalist) (EN10RC-IIIa-22.1) Critique a literary selection based on
the following approaches:
 Treatment of underlying or overarching issue  Structuralist/formalist
concerning human experience (moralist)  Moralist
(EN10RC-IIIb-22.2)  Marxist
 Feminist
 Power struggle of characters (Marxist)  Historical
MERGED/CLUSTERE (EN10RC-IIIc-22.3)  Reader-response
D
 Gender relationships of characters (feminist)
(EN10RC-IIId-22.4)

 Relevance of the selection to the historical

context during which it was produced
(historical) (EN10RC-IIIe-22.5)

 Personal significance of the selection to the

reader (reader-response) (EN10RC-IIIf-22.18)
 Give technical and operational definitions Give technical and operational
RETAINED
(EN10V-IIa-13.9) definitions (EN10V-IIa-13.9)
Use of quotation marks or hanging indentations for
DROPPED direct quotes None
(EN10SS-IIf-1.6.6)
ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about
the MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights
regarding your questions. Jot down all the insights shared in the discussion, including your own, in your Study
Notebook.
 MELCs are a long-term response to the call of SDG4. It is already being 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 in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
The importance of unpacking and combining the MELCs is to deliver quality instruction amidst
the limited learning modalities and shortening of the school year. This is to guide teachers to be
specific in a particular topic, specific in objectives to be taken.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Unpacking
a. Alignment on the content and performance Standards
- The performance standards to be taken should be anchored to the
content of the subject. It should be attainable and it should be a
relevant
to life performances to prepare the learners in the future.

b. Prerequisite knowledge and Skills

- It should be specific to general skills. Lets’ start first with the basic skills
and eventually go to the higher thinking skills. Know first your learners
before making your objectives or unpacking the MELCs.

c. Logical Sequence of learning objectives

- It should be properly organized and unpacking of MELC’s should be
take it into consideration if the objectives are really relevant and
achievable.

Combining
a. Commonality of content, topic, or theme
- MELCs to be combined should show commonality and relatedness in
content, topic, or theme. This ensures that essential content and topic
will not be watered down.
b. Alignment with the Content and Performance Standards
- Just like in the unpacking of MELCs, combining two or more should aid
in the achievement of the content and performance standards.

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

 Not all MELCs need to be combined if they are attainable in a certain period of time. We can only
consider unpacking if there’s a prerequisite skills needed.

ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these
into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their
choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis
of the presentations in your Study Notebook.

UNPACKING OF MELCS

CHOSEN MELCS SUGGESTIONS AND THOUGHTS

Determine the effect of textual aids like

advance organizers, titles, non-linear
illustrations, etc. on the understanding of
a text (EN10RC-Ia-2.15.2)
Learning Objectives:
 identify the different textual
aids;
 use various textual aids in
understanding a text, and
 employ appropriate textual aids
in specific real-life situations.
 In the delivery of this lesson, the teacher has to
provide students with the different textual aids in
order for them to differentiate one from the other.
 The lesson is lengthy/complex; it is better to deliver to
students one at a time. First is to define textual aids
and then introduced the different types one by one
with examples for them to understand, supported with
some engaging activities to ensure that students will
absorb the necessary information required of them
 COMBINING OF MOST ESSENTIAL LEARNING COMPETENCIES

LEARNING COMPETENCIES MELCS (COMBINED)

 Overall artistic value of the structure and Critique a literary selection based on the
elements of the selection (structuralist/ following approaches:
formalist) (EN10RC-IIIa-22.1)  Structuralist/formalist
 Moralist
 Treatment of underlying or overarching  Marxist
issue concerning human experience  Feminist
(moralist) (EN10RC-IIIb-22.2)  Historical
 Reader-response
 Power struggle of characters (Marxist)
(EN10RC-IIIc-22.3)

 Gender relationships of characters

(feminist) (EN10RC-IIId-22.4)

 Relevance of the selection to the historical

context during which it was produced
(historical) (EN10RC-IIIe-22.5)

 Personal significance of the selection to the

reader (reader-response) (EN10RC-IIIf-
22.18)

Unpacking and combining of MELCs help us to minimize the K to 12 learning competencies wherein the most
essential and important learning competencies were chosen to cater the needs of the learners.

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

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

ESTIMATED TIME REQUIRED

18 to 24 hours
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1.
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
Write your own definitions in your Study Notebook.

a. Face-to face (F2F)- this is the old normal set-up of education. There is an actual physical
contact wherein the teacher faces the pupils in delivering instruction. Higher percentage of
learning is guaranteed in this kind of set-up because the needs of pupils are immediately
answered and responded by the teachers to the best of his/ her capabilities. Face-to face
mode of learning is the oldest form of learning and perceptibly quite the most effective.

b. Distance Learning- a set-up where education is delivered amidst distance between the
teacher and the pupils. This is made possible either by digital or printed modules. Parents,
guardians, and older siblings are encourage to assist the pupils in accomplishing the tasks.

c. Blended Learning- a combination of online and modular learning. This is an effective

alternative due to difficulty of situations.

d. Homeschooling- Refers to an alternative learning delivery mode (ADM) that provides

learners with access to formal education while staying in and out of school environment.
Parents act as teachers to pupils. Some well- to- do family hires tutor teach their child.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook

 Distance Learning
 Home schooling if done via distance learning

ACTIVITY 2.
See LDM Module 3A – page 15
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for Distance
Learning. As you go through 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.

LEARNING TASK FOR DL

Distance Distinguishing Essential Resources Role of Teacher Role of Parent Role of School
Learning Feature or Household
Modality Member

Modular A printed materials/ Self-Learning Modules Pack modules and Guide and Provide modules
Distance modules adapted to Learning Activity Learning Activity assist their for learners.
Learning the condition of the Sheets (LAS) Sheets to be distribute children
(MDL) program use and Textbooks to parents. education at
provide quality Help deliver modules. home.
education that Provide Weekly Home Return modules
response to the call Learning Plan to assigned
for education who Attend to learner’s person.
prefer traditional queries on tough topics Contact
way of teaching of thru text or phone calls. teachers if
learning Gather modules. needed
Check modules
 Online Involve in-person Learning Activity Provide Weekly Home Guide, assist, Monitor teachers
Distance interaction between Sheets (LAS( Learning Plan monitor and and learners inter
Learning teacher and learners Textbooks Provide power point help their action via online
(ODL) in which the main Power point presentation. children on learning.
elements include Presentation made by Provide self- made their online
separation of teachers video class.
teachers and Teachers improvised lesson/presentation. Contact
students during video Check learners output teachers if
instruction and use lesson/presentation thru e-learning. needed
of various Attend to parents and
technologies to learners queries on hard
facilitate student topics thru phone calls,
teacher and student text or messages.
– student Check learners output
communications.

TV-Based Concise, detailed Smart TV Provide Weekly Home Guide, assist, Provide learning
Instruction and precise Television with cable Learning Plan monitor and videos and
(TVBI) presentation of the connection Provide Learning help their activities thru TV-
T-learning . Textbooks Activity Sheets (LAS) children. Based learning.
Learning Activity Attend to parents and
Sheets (LAS) learners queries on hard
topics thru phone calls,
text or messages.
Check learners output.
Radio- A form of distant Radio Provide Weekly Home Guide, assist, Provide learning
Based learning that able to Textbooks Learning Plan monitor and activities thru
Instruction expand access to Learning Activity Provide Learning help their audio
(RBI) education by Sheets (LAS) Activity Sheets (LAS children.
bringing it to where Attend to Contact
the learners are and parents/learner’s teachers if
enable them to queries on tough topics needed
acquire equivalency thru text or phone calls.
in basic education Check learners output
through broadcast of
lessons.
Blended Increased student Self-Learning Modules Self-Learning Modules Guide, assist, Provide modules
Distance engagement in Learning Activity Learning Activity monitor and for learners
Learning learning. Sheets (LAS) Sheets (LAS) help their Monitor teachers
Enhanced teacher Power point Power point children. and learners inter
and student Presentation made by Presentation made by Contact action via online
interaction. teachers teachers teachers if learning
Responsibility of Teachers improvised Teachers improvised needed.
learning. video video
Improved student lesson/presentation lesson/presentation
learning outcomes. Textbooks Textbooks

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities of
your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to
most difficult to implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.
 Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)

1 MDL Majority of the parents favored this because of practicality.

It is not the easiest to implement because not all household

2 TVBI
has TV and same channel networks

3 RBI Not all household has radio

4 BL It is hard because of difficulty in internet connectivity

Having some areas with no or weak internet connectivity

5 ODL prove to be the hardest.
ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning
during the COVID-19 crisis. Think about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted interventions you would develop to
include them. Listed below are some examples which may be relevant to your context. Add others as
appropriate. Write down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without parents RVBI, TVBI-The teacher encourage the pupil to be more patient to study of
or household member course with the teacher’s concern by giving follow ups to their lesson and it
who can can be done via text, chats or voice calls to the pupils.
guide and support their
learning at home.
Beginning readers (K to N/A
3)

MDL, TVBI, RVBI-Provide them reading materials to read and to be

Struggling readers
monitored using the ORV (Oral Reading Verification) to be done via
(Grades 4-12)
internet based resource.
MDL- The teacher will send them material/s such as SLM (Self Learning
No access to devices and
Modules), LAS (Self Learning Activity Sheets) and WHLP (Weekly Home
Internet
Learning Plan) to be delivered by assigned parent leader/ barangay officials.
Inaccessible (living in MDL- The teacher will create projects and assignments that help students
remote and/or unsafe the critically and at the same time they learned about it.
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 People
-learning, materials such as textbooks and worksheets using (MTB) Mother
Tongue Based.
TVBI, RVBI, MDL-Provide them SLM (Self Learning Modules) LAS
(Learning Activity Sheets) WHLP (Weekly Home Learning Plan)
Persons with Disabilities
Textbooks and can be facilitated by parents/guardians. And can be
monitored via voice calls texts or internet resources.
Other? Specify. Encourage parents and learners to continue schooling.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1.
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write
down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
It is the process of deciding what learning opportunities the students will have at school, the
quality of instruction, Learning materials, the arrangement of learning exercises, and
grouping strategies, and the timing and allocation of instructional time to be determined.

2. Why is lesson designing important?

Time is maximized for instruction and learning; lessons are attentive to the
needs of the learners, teachers set learning goals for the learners, teachers
effectively carry out a lesson, teachers master their learning field, teachers
become more positive about their teaching and the learners achieved the
aims set.

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

First, clearly articulated lesson objectives. Second, well selected and logically sequenced
presentation of learning resources and activities to help learners meet the objectives. Third,
appropriate and timely assessment activities that provide relevant information and feedback
for both teachers and learners.

ACTIVITY 2.
The second component of a well-designed lesson asks teachers to select and sequence teaching and learning
activities that would help learners meet the learning objectives. These learning tasks can be presented (1)
before the lesson, (2) during the lesson proper, and (3) after the lesson. In your Study Notebook, copy the
following table:

Before the Lesson Lesson Proper After the Lesson

1. Review previous lessons 1. Explain, model, 1. Wrap up activities

2. Clarify concepts from
previous lesson
3. Present warm up
activities to establish
interest in new lesson
4. Check learner’s prior
knowledge about the new
lesson
5. Present connection about
old and new lesson and
establish purpose for new
lesson.
demonstrate, and
illustrate concepts, ideas,
skills or processes, that
students will eventually
internalize
2. Help learners understand
and master new
information
3. Provide learners with
feedback
4. Check for learners
understanding
2. Emphasized key
information and lessons
discussed.
3. Ask learners to recall key
activities and lessons
discussed.
4. Reinforce what teachers
has taught
5. Assessed whether lessons
has been mastered
6. Transfer lessons and ideas
to new situations

ACTIVITY 3.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
 II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
The is the part of the DLL that should be accomplished after the lesson is delivered. Teachers
are encouraged to think about their lessons, to make a self- deliberation on the parts that need
improvement to make an adjustment so that the learning process become successful. In the
reflection, teachers can share their thoughts and feelings about their lessons including things
about the lesson that were successfully implemented and which ones need improvement or
could be adjusted in the future. Teachers can also take note of the number of learners who
earned 80% in the evaluation, the number of learners who require additional activities for
remediation, and the difficulties teachers encountered that their principal or supervisor can
help solve.

ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: Grade 10- English
Lesson/Topic: Textual Aids
Learning Objectives: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations,
etc. on the understanding of a text

Check if already
Part of Lesson / Learning Tasks
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous
lesson
3. Present warm-up activities to
establish interest in new lesson
4. Check learner’s prior knowledge
about the new lesson
5. Present connection between old
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide
for learners
Lesson Proper
1. Explain, model, demonstrate,
and illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize
2. Help learners understand and
master new information
3. Provide learners with feedback
4. Check for learners ’
understanding
Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
partner, can be done via a learning
present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
/ Printed modules
/ Printed modules/ activity sheets
/
/ Printed modules
/
/
/ Printed modules
text messages, phone calls
/
Printed modules
/ activity sheets
/
After the Lesson
1. Wrap up activities / Printed modules
2. Emphasize key information and /
concepts discussed
Printed modules/ activity sheets
3. Ask learners to recall key / self-learning assessment
activities and concepts discussed
4. Reinforce what teacher has / Printed modules
taught
5. Assess whether lesson has been / Printed modules
mastered
6. Transfer ideas and concepts to /
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?

Create an instructional video lesson or additional learning materials to supplement SLMs.

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

Maintain constant communication with the parents in facilitating learning at home and update
them on different channels, internet sites that they can visit for additional source of information.
Design a simplify learning material to promote individualized learning instructions and other
practice exercises.

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

Ask the parents to provide the pupils a journal notebook. Where they can write their feelings,
insights and questions about a particular topic. The teacher can gather feedback through
messaging, phone call or video call.

Summative
Formative learners may be Assessment
Assessment assessed
individually or
assessment OF learning: to
assessment FOR learning: to measure if the student met the
collaboratively performance and content
make adjustments in the lesson
standards
should promote
may be integrated in all parts of
ACTIVITY 5. self-reflection and done after the lesson/end of a
the lesson: before the lesson, the
Assessment is always a part of designing instruction. personal
Read the DO 8, s2015 on Policy Guidelines
quarter on Classroom
lesson proper, and after the lesson
Assessment to learn about assessment. In the policy,accountability
you will find out about the two types of assessment:
formativeresults
and summative. Take note among
of the similarities students between the
and differences results
two.enable
Write teachers to
your answers in
must be recorded to study
a Venn diagram in your Study Notebook. about their own describe how well the students
the patterns of learning
learning learned the
demonstrated by the students but
should NOT be used as the basis standards/competencies for a
may be a written given quarter, which are then
for grading.
work or a reflected in the class record
performance task
ACTIVITY 6.
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your
study notebook, recreate the following table and list five methods that you would like to try. For each one,
write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
1. FORMATIVE TEST Learners will answer formative test included in their learning packet
2. SUMMATIVE TEST Learners will answer summative test included in their learning packet
3. SHORT QUIZ Learners will answer short quiz included in their learning packet
4. ACTIVITY SHEET Learners will answer activity sheet included in their learning packet
5. PORTFOLIO Includes all test and activity sheets from the learning packets. I will
instruct the class at the beginning of each quarter to gather 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 retrieval of pupil’s
output thru parents.

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

Written works and formative test are common among the group because it can be included right
away with the activity sheets.

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

The biased result of the written activities due to geographical distance. The teacher will not be
able to observe the honesty of learner’s answers.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?

Encourage the parents to be fair and just while learners answer activities. Support guidance only.

ACTIVITY 7.

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

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

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

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.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be
handed over to the teacher by the parents or learning facilitators. √

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.

A
B
ACTIVITY 2.
Read items 6 to 11 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.
ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines
on creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from
the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Serve as reference to guide learners To monitor learning progress of
Purpose
and parents in doing the SLM at pupils who lag behind as shown by
home the result of their assessment
Parents, household partners and Learner and parents, household
For Whom?
learners partners and teacher
Learning areas, competency, task Learners need, intervention
and mode of delivery strategies, monitoring date, learning
Components
status, insignificant and significant
progress and mastery
Yes, for them to be guided of the Yes, for them to be guided and
Has to be communicated
task of their children for the entire directed of the activities to be done
to parents?
week and the things to prioritize

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

Learner’s Name: JADE MASULA

Grade Level: Grade 9
Learner’s Status
Learning Intervention Monitoring
Learner’s Needs Insignificant Significant
Area Strategies Provided Date Mastery
Progress Progress
English The learner needs Seek help October 9, 2020 /
further explanation from a
and more examples capable
on how to write a immediate
composition family
member to help the
learner in answering the
Poor reading learning modules
comprehension
The teacher may
(situational task)
provide more examples
of essay or handouts

Detailed explanation
are also provided.
Math The learners needs The teacher may October 16, /
more examples and provide activity sheets 2020
explanation in or exercises with
solving detailed explanation.
mathematical
problems Give sufficient
time for the
learner to
accomplish
the learning
modules

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.

Source: DepEd Memorandum DM-CI-2020-00162

FORM 3: LAC Session Report

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

LAC ID: REGION: VI

LAC FACILITATOR: MARIA MAE A. DOLLOSA LAC SESSION NO.: 1

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

September 29, 2020 SCHOOL ICT LAB./VIRTUAL (MESSENGER
ROOM)
 Number of members present (attach attendance document):

Materials and resources:

___ Self-Learning Module

___ Activity sheets
___ Digital resources
___ Online resources
___ Smartphone
___ PC
___ LAC session guide
___ Others. Please specify:
_______________________________________

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

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

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

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC session /

2. All of the members had an

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

3. Members listened to each other’s /

insights and ideas.

4. The members’ assignments /

showed an understanding of the
lessons in the SLM.

5. The members demonstrated

engagement in and/or
enthusiasm for the learning tasks
during the session (including /
providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and /

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

7. I encouraged all the members to

actively participate in the LAC
session (i.e., for the teachers to /
share their work and ideas/
insights).
 8. I provided useful feedback on the /
teachers’ assignments.

Part B
Please provide the information requested.

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

Brainstorming of ideas from all the LAC members. The discussion is very informative and it serves as a chance
to interact with our colleagues where everyone is given chance to speak.

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

Poor internet connection that causes me to not clearly understand the part that being missed.

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

None

4. Recommendations/Plans for next LAC session:

There must be free snacks and also resource speaker coming from other schools who are knowledgeable and
experts about the topics.

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: MARIA MAE A. DOLLOSA LAC SESSION ID.:

REGION: VI DATE OF LAC SESSION: 09/29/20

DIVISION: AKLAN NUMBER OF LAC SESSION: 1

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues /

in this LAC session.

2. The LAC session deepened my /

 understanding of the SLM content.

3. My perspective on the topic/s /

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

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

5. I interacted with different

people during the LAC /
session.

ACTION PLAN

6. I feel motivated to apply in my

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

7. I intend to apply what I have

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

Part B
Please provide the information requested.

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

Our LDM is modular how can we give and assess a certain task that calls for an actual performance, can we
change the activities that is applicable for our modality?

2. I encountered the following problems or challenges:

Poor internet connection since we conducted our LAC session virtually due to COVID-19.
Honesty of learners in answering their self-learning modules.

3. Other comments/suggestions:
None
 MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR
Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
ESTIMATED TIME REQUIRED
4 hours
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1.
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

Our school implement Modular Distance Learning (MDL) so in order to achieve

this LDM we need to have printed Self Learning Modules (SLM). This SLM will be
distributed to the learners.

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?

The school is not yet complete with these LRs, but we can work hand in hand in
order to make and accomplish the needed task like making a teacher- made
activity sheets.

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

Using the DepEd LR we can easily find and obtain our need SLM. But before we can open the
portal we need to have an interne access and permission of the administrator. - From our ICT
coordinator designated as the admin of the portal.

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?

Guided by the parents and if the learner would do his/her own tasks, the LRs
Would be appropriate. Yes, those who are disadvantaged would indeed
encounter difficulty even with these LRs provided so I would suggest constant
guidance from stake holders and constant monitoring of progress from teachers.

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.

After the discussions and exchanging of ideas we come up with the different
ideas regarding LR. Learning Resources and SLM are now ready to our portal
given by the national for our modular Distant learning so the only help that my
colleagues can offer is to print the SLM for distribution to our learners.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?
 In our school we adapted a Modular Distant Learning, by the help of the two DepEd portals we
can easily access the Learning resources and SLM. We can obtain our learning modules online so
it eases the burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.

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

Internet connection is the main concern in accessing the portal but some students and teacher has a
slow internet speed. The other concern is it need a cellular phone or laptop to enter the portal so as
an adviser, I downloaded first the specific LR and I personally printed it for my learners to ensure
that everyone can get their copy.

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

To maximize the use of the two DepEd learning resources, the presence and
assistance of IT teachers/ personnel who are knowledgeable, experts and skilled
to navigate this LRs that will support as to have an easy access to the portal.

ACTIVITY 2.
In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore how you can
help and support each other in using the LR portals. Jot down the insights and helpful information regarding
the use of the LR portals in your Study Notebook.

After the discussion and exchanging of ideas we come up with the different
ideas regarding LR. Learning resources and SLM are now ready to our portal
given by the national for our modular distant learning so the only help that my
colleagues can offer is to help to print the SLM for distribution to our learners.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess
the material using the tool. Answer the following questions in your Study Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED (LRMDS PORTAL)

Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the /

MELCs?

2. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

7. the layout and format easy to read /

and pleasing to the eyes?
 1. Was the material able to meet all the requirements?
Some but not all, as I experience more of the contents in the LRMDS portals are
for elementary and only few for the secondary. However, I know that the
materials were able to meet all the requirements because it have been quality
checked by the superiors before uploading it on the portal for DepEd.

2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
None
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
None

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
This exercise has helped me a lot in thinking of my individual students’ welfare
and how it would help them greatly in their learning process specially if the lesson
and materials is right for them. It is also a great help for us teachers in choosing
the best LR for our subject matter. It taught us to consider first all the requirements
needed in obtaining our desired LR.

ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your Study
Notebook. Download at least one LR from each portal. Assess the materials using the same tool and answer the
following questions in your Study Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED

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?
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.

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

DepEd materials before posting to the DepEd portal were being examined by
the DepEd personnel so I think there’s no revisions for that but non-DepEd
materials of course need to be examined first and must be aligned to the
assessment tool given by DepEd.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Because of this exercise and assessment tool I can now choose better Learning
Resources for my subject matter.

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?
I had made a learning resources in my grade 10 English class. When I saw the
assessment tool I had knew that I am lacking and didn't meet some requirement
prescribe by DepEd.

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

Need to improve the sources of the activity and the type of font to make it
readable to my students. Also I will consider the culture and gender fair next time
 MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING ON
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are
available to
you, either provided by DepEd or by non-DepEd learning service providers
(LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and
Participation in the LAC
LAC Session 4

ESTIMATED TIME REQUIRED

2 hours
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self- Assessment Questionnaire.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease. /

I can confidently use the platforms in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class /

in the modality that my school has
adopted.

I can very well engage with parents and /

community partners in assisting learners.

ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview. Reflect
on your self-assessment from Activity 1. What particular professional standards in the PPST do you need to
focus on to effectively use the LDMs in relation to the content and pedagogy of the learning area/s you are
teaching? Write your answer and other insights in your Study Notebook.

I need to develop and give more focus on the Domain number one, the content knowledge and
Pedagogy. As my self-assessment where I got only the agree level so there's a room for my improvement.
Also, I want to enhance the domain number six the community linkages and professional engagement. I
need to build strong relationship with the guardians/parents of my students to deliver the quality
supervisory among them as well as with my co mentors in schools.

ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. How do you
envision your teaching practice in the next few months as you use the LDM adopted by your School? What is
your goal in terms of your teaching practices in the modalities? What motivates you to achieve this goal? What
do you think will help you attain this goal?

What is your goal toward

What will push you to achieve this What will help you attain this
improving your teaching practices
goal? goal?
in the modalities?
1. Make effective learning to
happen in the new normal using
Attending webinars.
teaching strategies that fit
The challenges in teaching under Partnership with stakeholders.
modular distance learning by
the new normal. Training para-teachers as
attending/joining webinars that
facilitators of learning.
help us make our lessons
effective to deliver.
2. Getting abreast in the related Quality instruction amidst the Participating in the webinars and
information and application of pandemic. In the absence of F2F, LAC sessions addressing this
the modality implemented by the the need to guarantee effective issue.
school. implementation of LDM.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PPARTICIPATION 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 nonDepEd 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.

INDIVIDUAL DEVELOPMENT PLAN

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

Content Curriculum Applied knowledge Attend seminars or Whole Year Personal

Knowledge and Planning of content within webinars regarding round resources, School
Pedagogy Planned, manage and across curriculum and Funds
and implemented curriculum teaching planning to enhance
developmentally areas Teaching strategies
sequenced teaching
and learning
process to meet
curriculum
requirements and
varied contexts

Using Engagement of To build strong Communicate October 2020 Smart phones,

differentiated, parents and the relationship among effectively through to July 2021 internet
developmentally wider school parents/guardians text messages and connection and
appropriate community in the and the wider email of personal printed materials
learning materials educative process school community message thru
to address learner’s in the educative messenger or any
gender need, process. form of
strengths interest communications
and experiences. fowing the safety
protocols to keep
parents in the loop.

Focusing on Can make Making lesson Attend orientation Whole Year School Funds
Teaching and contextualize plans align with the about MELC, LAC round
learning lessons for the new MELC’s by DepEd. sessions discussing
normal class MELC based lesson
Producing quality plans seminars about
Produce quality output and lifelong curriculum planning,
output, Learners learners lesson planning and
and fully equipped. teaching strategies,

Support curriculum Provide the quality Applying the Attending seminar INSET, LAC School funds,
management and modules for my assessment tool in about learning session personal
implementation students in the choosing learning resources, LRMDS
Modular Distance resources for the and DEpEd
learning this new modules commons.
normal

ACTIVITY 2.
Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC. Use the
PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 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
OBJECTIVES RELATED TO THE MODALITIES
To manage learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
SPECIFIC TOPICS
Apply more positive and effective strategies to
develop and manage behavior of the learners
constructively in every task and activities.

Result focus particularly on achieving results with Arrange schedules for each task that needs to be
optimal use of time and resources most of the time. accomplished as urgent, high priority and priority.

MODULE 5:
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES
MODULE OBJECTIVE
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to
your
professional practice based on the professional standards
MODULE CONTENT
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s
LDM?
My portfolio helps me in tracking the progress of my teaching pratie in our hool 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?

The evidences from the previous modules that will help capture the progress of
my teaching practices are Unpacked MELCs, WHLP. ILMP and LDMs.

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

Reflection is a process of exploring and examining ourselves, our perspectives, attributes,

experiences and actions/interactions. It helps us gain insight and see how to move forward.
Reflection is often done as writing, possibly because this allows us to probe our reflections and
develop them more thoughtfully.

ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM adopted
by your School? Write down your answers and other insights in your Study Notebook.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons

(online learning)

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

Participation in recognized PDs that August to November Certification of Participation with

are aligned with their Professional PD credit units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

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

Yes, the list is enough to capture the progress of teaching practice since it is a
 list with evidence and on current basis.

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.

- Make sure that the goals are achievable.

- Identify the problems and solve them beforehand.
- Find alternatives.
- Select feasible strategies.