Arizapa D. Ldm2-Module - Asd

Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Quezon City
PAYATAS B ELEMENTARY SCHOOL
Prepared:
DERISH B. ARIZAPA Reviewed:

Teacher II
DANILO P. ODIAS
Master Teacher II
Noted:
TERESITA S. DUMPIT
Principal IV
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Narra St., Payatas B, Quezon City

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es.payatasb@depedqc.ph
LEARNING DELIVERY MODALITIES COURSE 2
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
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LDM2
Study Notebook
Module 1
(Course
Orientation) 3
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LESSON 1
COURSE OUTLINE
Activity 1
1. What is the main delivery of this course?
As a teacher, I should act appropriately to better prepare myself for the different mode of
learning continuity for the students so that they could still gaining education but of course I
may not be successful enough to perform it alone and parents have a great role to help the
teacher ensure the learning continuity of the student with their guidance.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal?”
I agree that congested curriculum is one of the hindering factors on the poor performance of
the learners because of so many homework’s, projects but lack of resources and readiness,
learners cannot cope up with it and of course teachers also experiencing the same thing, so
we need to adjust and adapt new learning delivery modalities.
3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms are the following:

-The LDM2 course since it will enable me to plan for the implementation of the school adopted
LDMs, prepare learning materials and resources.
-The collaboration with my co-teachers since we still need to convene for a LAC session to
discuss a particular lesson and to collaborate on the task at hand.
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?
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I am very eager to learn new things, and this will affect me positively in participating in this
course since it will be easier for me since I am already interested and willing to learn about the
topic.
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?
I do believe that having a positive outlook will help to overcome the challenges that I will face in
participating in this course. Also, with the support of my family and colleagues, I can finish the
course.
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will prevent me (What will push me to (Where will I
repeatedly do that may from participating participate in this accomplish the
affect my participation fully in this course?) course?) requirements of this
in the course in a course? Describe the
positive of negative environment.)
way?)
I think of not taking I think some urgent The new learnings that I At my comfort zone
down notes while reports that need to absorb in this course. which is my room. My
listening on this course. accomplish room has well
ventilated, well-lighted
and positive work
environment
Activity 3
Look for a colleague with whom you would like to discuss your answers and reflections with
the questions in Activities 1 and 2.
In 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.
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LESSON 2
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ORGANIZING YOUR LEARNING ACTION CELL (LAC)

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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 are 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 session 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.
__4__ To nurture successful teachers.
__2__ To enable teachers to support each other to continuously improve their content and the
pedagogical knowledge, practice, skills, and attitudes.
__3__ To foster a professional collaborative spirit among school heads, teachers, and the
community.
2. What are the top three challenges to having a successful LAC? List down and elaborate.
In my own opinion, the three challenges that ensure successful LAC are the following:
1. Communication-barrier due to unavailability or unstable internet access.
2. Limited knowledge on the technology involved for this platform to be used in
the new normal.
3. Urgent reports that hinders primary task in school which is teaching children remotely.
Activity 2
According to DP 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each.
Get in touch with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for
the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.
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
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LAC).
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 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.
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ACTIVITY 3
List down the members of your LAC and their respective roles
REGION: NATIONAL CAPITAL REGION

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LAC ID (name or number): Number of LAC Members: 15

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Name of LAC Facilitator: Designation/Position:

DANILO P. ODIAS MASTER TEACHER II
LAC Members
Preferred contact
Contact details mode (email, phone,
Male/ DESIGNATIO
NAME N/ POSITION
DIVISION (email, mobile Skype, Zoom,
Female
number) Google Meet, Viber,
FB)
Female TEACHER QUEZON CITY lovely.pagtalunan@depe Messenger/Google

LOVELY C. PAGTALUNAN
111 dqc.ph Meet/Phone
09674676244
CATHERINE L. RENANTE Female TEACHER QUEZON CITY catherine.renante@deped Messenger/Google

11 qc.ph Meet/Phone
09126109038
MAY ROSE L. NIÑO Female TEACHER QUEZON CITY mayrose.niño@deped. Messenger/Google

111 qc.ph Meet/Phone
09302980034
MA. ANGELA F. Female TEACHER QUEZON CITY mangela.millares@de Messenger/Google

1 pedqc.ph Meet/Phone
MILLARES
09120299033
MELANIE S. OBENZA Female TEACHER QUEZON CITY melanie.obenza@depe Messenger/Google

09154912706
DERISH B. ARIZAPA Female TEACHER QUEZON CITY derish.arizapa@deped Messenger/Google

11 qc.ph Meet/Phone
09065370578
MILALYN S. OREGILA Female TEACHER QUEZON CITY milalyn.oregila@de Messenger/Google

11 pedqc.ph Meet/Phone
09674676562
TERESITA B. Female TEACHER QUEZON CITY teresita.armendares@d Messenger/Google

1 epedqc.ph Meet/Phone
ARMENDARES
09674676562
MICHAEL M. ACUPIADO Male TEACHER QUEZON CITY michael.acupiado@de Messenger/Google

1 ped.gov.ph Meet/Phone
09218115905
ROY L. CASCAYAN Male TEACHER QUEZON CITY roy.cascayan@depedq Messenger/Google

111 c.ph Meet/Phone
09325865138
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BRYAN P. CHENILLA Male TEACHER QUEZON CITY bryan.chenilla@deped Messenger/Google

(02) 983-59-12
1 qc.ph Meet/Phone
09465538052
Female TEACHER QUEZON CITY laarni.bermil@depedq Messenger/Google

LAARNI O. BERMIL
11 c.ph Meet/Phone
09305012130.
MARJUN G. RAMIREZ Male TEACHER QUEZON CITY marjun.ramirez@ Messenger/Google

111 depedqc.ph Meet/Phone
09304432655
JEREMIAS J. OACAL Male TEACHER QUEZON CITY jeremias.oacal@deped Messenger/Google

111 qc.ph Meet/Phone
09152105366
RODERICK B. PAGALA Male TEACHER QUEZON CITY roderick.pagala@depe Messenger/Google

09674676580
FORM 2: LAC Facilitator Information Sheet

This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.
Region: NATIONAL CAPITAL REGION
Division: QUEZON CITY
NAME: Male/Female: Date of Birth: Age:

DANILO P. ODIAS MALE MAY 1, 1962 58
Contact details: Email: Mobile Number: Facebook Name:

danilo.odias@depedqc.ph 09262319568 Danilo Odias
Preferred contact mode: email, phone, Google meet, FB, Messenger, Text, Messenger, FB, Google Meet
FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
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NAME OF MEMBER: MARJUN G. RAMIREZ LAC SESSION ID.: PBES

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REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION:

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DIVISION: QUEZON CITY 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

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my region/division/district
what I have learned in this
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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:
- I still need to explore more about the topic by studying and applying it independently.
2. I encountered the following problems or challenges:
- The application of the concept immediately but interrupted by poor internet connection.
3. Other comments/suggestions:
- Enough time to apply the concept among the participants.
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STUDY NOTEBOOK
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LEARNING DELIVERY MODALITIES COURSE 2
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
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LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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ACTIVITY 1.

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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 to ensure learning continuity? Cite a
specific example. Do you think these concerns could be solved by teachers alone? Why or why not?
Answer: The fundamental concerns in terms of curriculum standards 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?
Answer: The congested curriculum is not only the 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?
Answer: MELC’s general aim is to concentrate on the most essential skills a child requires to learn and to
uphold the quality of the curriculum.
2. What is the difference between essential learning competencies and desirable learning
competencies?
Answer: 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 consequently for life-long learners. Desirable
learning competencies are what may enhance education but may not be necessary in building foundation skills.
3. How were the most essential learning competencies identified? What were the decisions made to
trim down the number of the essential learning competencies further?
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Answer: The most essential learning competencies identified through:

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• It is applicable to real-life situations.

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• It concerns the context to higher concepts across context areas.
• The decisions made to trim down number of the essential learning competencies to
be more focused on the most essential learning competencies.
.
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: MELC seems like a teacher’s guide in preparing his/her lesson and instructional materials,
despite of global pandemic could be possible in delivering quality instructions. Most essential Learning
Competencies give a direction to the teachers of what they need to do in accordance with both
performance standards and curriculum standards.
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
EPP VI MELCS
COMPETENCIES
-Nasasagot ang mga tanong -Nasasagot ang mga tanong tungkol sa
tungkol sa napakinggang pabula napakinggang pabula, kuwento.tekstong
- Nasasagot ang mga tanong pang impormasyon at usapan.
MERGED/CLUSTERED tungkol sa napakinggang
kuwento
-Nasasagot ang mga tanong
tungkol sa napakinggang usapan
Nagagamit ang pangkalahatang Nagagamit ang pangkalahatang sanggunian
RETAINED
sanggunian sa pagsasaliksik sa pagsasaliksik
Nakakapagbibigay ng panuto ng N/A
DROPPED
may higit na limang hakbang
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.
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
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Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
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document, provide a brief and concise response to the following guide questions in your Study Notebook:

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1. What is the importance of unpacking and combining the MELCs?
ANSWER: • We need to unpack MELCS to help us systematize learning activities and effectively address
the varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
ANSWER: •It is worth noting that the identified MELCS cater to higher order cognitive demands. As
such, lower cognitive demands may be considered first in creating learning objectives. This ensures that
prerequisite knowledge and skills that would enable the achievements of MELCS and eventually the content
and performance standards are address.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

ANSWER: Yes, the teacher may unpack or combined the MELCS depends on sequence of
the lesson, the progress and needs of learners if the content and standard will be achieved.
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 to arrive at a consensus. Discuss and jot down the synthesis of the presentations
in your Study Notebook.
Unpacking of MELCs in FILIPINO 6 VI

MELCs Learning Objectives
Nasasagot ang mga tanong tungkol sa - A. Nakababasa ng mga kwento, pabula, teksto at usapan nang
napakinggang/nabasang pabula, kuwento, may pang-unawa.
tekstong pang impormasyon at usapan - B. Nasasagot ang mga tanong tungkol sa
napakinggang/nabasang pabula, kuwento, tekstong iba pang-
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impormasyon at usapan.
- C. Nakabubuo ng isang usapan ayon sa impormasyon.
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Combining of MELCs in FILIPINO 6 VI
MELCs MELC MERGED Learning Objectives
Nasasagot ang mga tanong tungkol sa Nasasagot ang mga tanong na bakit at paano
napakinggang/nabasang tungkol sa napakinggang/nabasang
pabula, kuwento, tekstong pang- pabula, kuwento, tekstong pang-impormasyon at usapan
impormasyon at usapan
Nasasagot ang tanong na bakit at paano
INSIGHTS:
By unpacking the Most Essential Learning Competencies (MELCs), we as teachers, now have a clear path
forward. This process enables us to plan effectively and ultimately save us time to focus on our pupil’s. Not only will
you have a deeper understanding of the standards you teach, but your pupils’ will be more engaged in their learning.
MELCs serve as a primary reference of all schools in implementing learning delivery approaches that are suited to the
local context and diversity of learners while adapting to the challenges caused by the pandemic.
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
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by the LCP and between the different types of distance learning modalities
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2. apply lesson design and assessment considerations for

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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 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
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.
Face-to-Face Learning - Teachers and pupils are present in a classroom scenario in which concepts are
presented directly to the pupils with different performance task to show off what they have learned from the
main topic being discussed.
Distance Learning - Teachers and pupils do not meet in a classroom instead they use another platform like
internet, modules, or TV/Radio Based Instruction.
Blended Learning - This is a combination of different modalities that can be used for learning. Example,
MDL-ODL, MDL-TVBI, MDL-RBI, or any that you can mismatch.
Homeschooling - This is another form of schooling where pupils were only based at home. There might be
instances that an instructor will go to their home or it can also be using online schooling where they use an
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internet connection to have interaction to the teacher-pupil and pupil-teacher.

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2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook
Distance Learning and Homeschooling
ACTIVITY 2
See LDM Module 3A – page 15
ACTIVITY 2
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.
Modular A printed Self- Pack modules and Guide and The school
Learning Activity assist their
Distance materials/ Learning Sheets to be distribute
orients the
Learning module adapted Modules children teachers,
to parents.
Help deliver modules.
education at
(MDL) to the condition Learning home. parents and
Provide Weekly Home
of the program Activity Learning Plan
learners about
use and provide Sheets Attend to learner’s Return the modular
quality (LAS) queries on tough topics modules to distance
thru text or assigned
education that Textbooks learning
FB/Messenger/phone person.
response to the calls. policies and
call for Gather modules/
Contact directions to
worksheets.
education who teachers if ensure that
Check modules/
prefer Worksheets
needed everyone is
traditional way Teachers have access to properly
devices and
of teaching of connectivity at the
informed
learning school
Online Involve in- Learning Provide Weekly Guide, Monitor
Distance person Activity Home Learning assist, teachers and
Learning interaction Sheets Plan monitor, and learners
(MDL) between teacher (LAS) Provide power help their interaction via
point presentation.
and learners in Textbooks children on online
Provide self- made
which the main Power point their online learning.
video
elements Presentation class.
lesson/presentation.
include made by
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separation of teachers. Check learners’ Contact

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teachers and Teachers output thru e- teachers if

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students during improvised learning. needed
instruction and video Attend to parents
use of various lesson/presen and learners’
technologies to tation queries on hard
topics thru phone
facilitate student
calls, text or
teacher and
messages
student.
TV-Based Use of MOA with The teacher The parents The school
Instructions television the television serves as a are willing orients the
(TVBI) programs on network supervisor and to co- teachers,
channels or collect all the supervise parents and
stations finished output of and co- learners about
dedicated to the students. monitor the the TV/Radio-
providing progress of based
learning content their instruction
to learners as a children’s policies and
form of distance learning as directions to
education. well as ensure that
provide everyone is
guidance to properly
their informed and
children. guided.
A form of distant Provide Weekly Guide,
learning that able Radio Home Learning assist, Provide
to expand access Textbooks Plan monitor, and learning
Radio- to education by Learning Provide Learning help their activities thru
based bringing it to Activity Activity Sheets children. audio
Instructions where the learners
Sheets (LAS) (LAS Contact
are and enable
(RBI) them to acquire Attend to teachers if
equivalency in parents/learner’s needed.
basic education queries on tough
through broadcast topics thru text or
of lessons. phone calls.
Check learners’
output.
Provide Weekly
Home Learning
Plan
Provide Learning
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Activity Sheets
(LAS)
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and learners’
queries on hard
topics thru phone
calls, texts, or
messages.
Check learner’s
output.
Blended Increased Self- Self-Learning Guide, Provide
Distance student Learning Modules assist, modules for
Learning engagement in Modules Learning Activity monitor, and learners.
learning. Learning Sheets (LAS) help their Monitor
Enhanced Activity Power point children. teachers and
teacher and Sheets Presentation learner’s
student (LAS) made by teachers. Contact interaction via
interaction. Power point Teachers teachers if online
Responsibility Presentation improvised video needed. learning
of learning. made by lesson/presentatio
Improved teachers. n. requirements
student learning Teachers Textbooks of each type.
outcomes. improvised
video
lesson/presen
tation.
Textbooks
ACTIVITY 3
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 or household If pupils have access to internet, TV, or Radio this can be a good remedy to cater
member who can the pupils need especially for visual and auditory learners.
guide and support
their learning at
home.
Parents or any household member should guide the learner to ensure that the
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Beginning readers (K
learner will really do his/her task. The Teacher can also initiate for instance
to 3)
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calling the parent to explain the instruction of the module being answered.

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Involvement of parents is needed in this kind of situation or a teacher should
Struggling readers
initiate to call the parent(G4-G8)/learner(G7-G12) to ensure that the learner
(Grades 4-12)
would not find it hard to understand the lesson in the module.
No access to devices
and Internet Learners can use the MDL (Modular Distance Learning)
Inaccessible (living
If applicable and there is a willingness of teacher’s initiative to go to every houses
in remote and/or
or parents’ initiative to go to school to get the Module/toolkit.
unsafe areas)
It can also be with the coordination barangay/barangay official.
The same with learners which is inaccessible, if applicable and there is a

Indigenous People willingness of teacher’s initiative to go to every houses or parents’ initiative to go
to school to get the Module/toolkit.
If applicable and there is a willingness of teacher’s initiative to go to every houses

Persons with
or parents’ initiative/any household member to go to school to get the
Disabilities
Module/toolkit.
N/A
Other? Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document,
write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning “the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods, and deciding on the pacing and allocation
of instructional time”.
2. Why is lesson designing important?

Lesson designing helps ensure that time is maximized for instruction and learning,lessons are responsive to
learner’s needs and teachers set learning targets for learners.
3. What are the three elements or components of a well-designed lesson?
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1. Clearly articulated lesson objectives.

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2. Well-selected and logically sequenced presentation of learning resources and activities to help learners
meet the objectives.
3. 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
 Review previous lesson  Provide learners with feedback  Wrap up activities

 Clarify concepts from  Check for learners  Emphasize key information and
previous lesson understanding concepts discussed
 State lesson objective as  Explain, model, demonstrate,  Assess whether lesson has been
guide for learners and illustrate the concepts, mastered
 Present connections between ideas, skills, or processes that  Transfer ideas and concepts to
old and new lesson and students will eventually new situations
establish purpose for new internalize  Ask learners to recall key
lesson  Help learners understand and activities and concepts
 Check learners’ prior master new information discussed reinforced what
knowledge about the lesson teacher has taught
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 - - accomplished after the lesson has been delivered
VI. Reflection - - accomplished after the lesson has been delivered
ACTIVITY 4
23
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL

Grade Level and Learning Area: Grade 5 - Mathematics
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Lesson/Topic Pagsagot sa mga Tanong Tungkol sa Nabasang Pabula, Kwento, Impormasyon at Usapan

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Learning Objectives: Nasasagot ang mga tanong tungkol sa nabasang pabula, kuwento, tekstong iba
pangimpormasyon at usapan.
Learning Resources/Materials Needed: MAnwal ng Guro sa Filipino 6 /SLM, worksheet
Additional Remarks:
Check if
(ex. can be done via voice calls, can be facilitated
already
by a household partner, can be done via a
Part of Lesson / Learning Tasks present in
learning activity sheet, can be presented via an
the
internet based resource, can be facilitated during
SLM
a synchronous learning session, etc.)
Before the Lesson
1. Review previous lesson / 1.Can be done by learning activity sheet
2. Clarify concepts from previous lesson / 2.Can be done by learning activity sheet
3. Present warm-up activities to establish / 3.Can be done by learning activity sheet
interest in new lesson /
4. Check learner’s prior knowledge about the 4.Can be done by learning activity sheet
new lesson /
5. Present connection between old and new 5.Can be done by learning activity sheet
lesson and establish purpose for new lesson /
6. State lesson objectives as guide for learners 6. Can be done by learning activity sheet
Lesson Proper
1. Explain, model, demonstrate, and illustrate /
the concepts, ideas, skills, or processes that can be done by learning activity sheet,
students will eventually internalize can be done via voice calls, can be facilitated by
2. Help learners understand and master new / household partner
information can be done via voice calls a
3. Provide learners with feedback / Can be done by learning activity sheet, can be
4. Check for learners’understanding / done by voice call
After the Lesson
1. Wrap up activities / Can be done by learning activity sheet
2. Emphasize key information and concepts / Can be done by learning activity sheet, voice calls
discussed
3. Ask learners to recall key activities and / Can be done by learning activity sheet, voice calls
concepts discussed
4. Reinforce what teacher has taught / Can be done by learning activity sheet, voice calls
5. Assess whether lesson has been mastered / Can be done by learning activity sheet, voice calls
6. Transfer ideas and concepts to new / Can be done by learning activity sheet
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?
- Accessible video presentations and other activity learning sheets that will suit the accessibility
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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?
Providing additional learning resources like activity sheets/worksheets and constant communication with
the parents/guardians for proper instructions and monitoring.
2. How can the teacher gather feedback on the different learning tasks, to refine or modify current
and future lessons?
3.
Face to face (If allowed) or let the parents and learners write and attached their feedback in each
activity sheets.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment. In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two. Write your answers in a Venn diagram
in your Study Notebook.
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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. Multiple Choice Test I will give a 5 items multiple choice tests in their worksheet and correct it upon
the retrieval.
2. True or False I will include a 5 items True or False type of test in the worksheet to assess the
understanding of the learners on the certain lesson. Corrections will be every
after the retrieval.
3. Identification I will include a 5 items identification type of test in the worksheet to assess the
understanding of the learners on the certain lesson. Corrections will be every
after the retrieval.
4. Weekly Test / Provide supplementary assessment materials to the learners aside from the
Assessment module which will picked up in the designated drop box placed in barangay
hall and other accessible places.
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1. What assessment methods are common among the group members?

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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 differences of the learners which will be visible to differentiated learning and the learner’s
access to mode of delivery.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
More LAC regarding assessment to attend so we will have more chances and choices of the
different assessment we can give.
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

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ACTIVITY 1

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COLUMN A COLUMN B
1. These are the knowledge, understanding, skills and attitudes that learners
C a. Learning area
need to demonstrate.
2. These are the formative learning opportunities given to learners to engage b. Mode of
D
them in the subject matter and to enhance understanding of the content. delivery
c. Learning
A 3. This refers to the prescribed subject that learners take.
competencies
4. This refers to the method of submission of learning outputs preferred by
B d.Learning task
the learner/parent based on their context.
ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what
WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view a Sample Weekly Home
Learning Plans.
WEEKLY HOME LEARNING PLAN
Teacher: DERISH V. ARIZAPA Quarter: First Quarter

Grade: 6 Week: Week 4
Date: October 26 – 30, 2020
Day SECTIO Learning Area Learning Learning Tasks Mode of Delivery
& N Competency
Time
MONDAY
6:30   Wake up, make up your bed, eat breakfast and get ready for an awesome day!
–  Have a short exercise/meditation/bonding with family.
7:00
 Homeroom explain the Here are the things you need to do The parent can drop
Guidance importance of for our lesson today. the output in the
self-awareness in  Online Discussion on assigned drop-box in
CEPHEUS achieving self- identifying strength and school on the
understanding weakness of every scheduled date of
and acceptance; individual. submission before
 Reading story about self- the week ends.
7:00
understanding and
–
acceptance. Alternative mode of
8:00
 Accomplishment of delivery (via group
activity Chat, Facebook page
sheets/worksheets. communication, and
Note: Learners may watch any online platforms
programs online or on television of communication)
as supplementary learning
resource of the lesson.
28
11:30 CEPHEUS Reminders/Dismissal

–
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TUESDAY
11:30 – CEPHEUS Reminders/Dismissal
12:00
WEDNESDAY
8:00  Teacher’s Monitoring
 EPP -  Recite Here are the things you need to do The parent can drop
TLE what and for our lesson today. the output in the
when to  Online Discussion on assigned drop-box in
harvest what and when to harvest school on the
fruits and fruits and show how to scheduled date of
show how compute cost profit in submission before
CEPHEUS to selling orchard the week ends.
8:00 POLARIS compute trees/seedlings.
– LIBRA cost profit  Study on your TLE Book Alternative mode of
VIRGO
9:30 in selling. on what and when to delivery (via group
AQUARIU
S
(AG6 harvest fruits and show Chat, Facebook page
W4de) how to compute cost communication, and
profit in selling orchard any online platforms
trees/seedlings. of communication)
 Accomplishment of
activity
sheets/worksheets.
9:30 – Nutritional Break
10:00
CEPHEUS  Araling  Natatalaka Narito ang mga kailangan mong Ang magulang ang
POLARIS Panlipu y ang gawin sa araw na ito para sa ating magpapasa ng output
LIBRA nan partisipasy aralin. sa drop-box na nasa
VIRGO on ng mga  Online Discussion: Ang eskuwelahan sa petsa
AQUARIU
S
kababaiha partisipasyon ng mga ng pagpasa bago
n sa kababaihan sa matapos ang linggo.
rebolusyo rebolusyong Pilipino
ng Pagbasa ng mga
10:00 – Pilipino impormasyon ukol sa
11:30 (AP6PM aralin gamit ang aklat sa
K-le-8) Araling Panlipunan.
 Magbigay ng mga
katangian ng mga
kababaihan sa panahon
rebolusyong Pilipino.
(Gawin ito sa isang
malinis na papel)
 Sagutan ang Gawain 4
11:30 – Reminders/Dismissal
12:00
THURSDAY
8:00  MAPE  Music: Here are the things you need to do The parent can drop
– H Identifies for our lesson today. the output in the
9:30 the values  Online Discussion: assigned drop-box in
29
of the  Learning TASK: school on the

notes/rest Music: Identifying the scheduled date of
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in a notes and rests in the song submission before

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particular “PARU-PARONG the week ends.
song. BUKID”
(MU6RH-
1a-1) Arts: Make an illustration Alternative mode of
CEPHEUS  Arts: about the different delivery (via group
Utilizes hardware’s used for Chat, Facebook page
art skills digital arts. communication, and
in using any online platforms
new PE: Make a research of communication)
technologi about the proper behavior
es during certain game in
(hardware order to win. (Reference:
and PE and Health For Fun)
software).
(A6PR- Health: Make a poster
1c) that shows the importance
 PE: of health appraisal in our
Displays life.
joy effort,  Watch programs online or
respect for on television as
others and supplementary learning
fair plays resource of the lesson.
during 
participati No. 4
on in
physical
activities.
(PE6GS-
lb-h-20)
 Health:
Explains
the
importanc
e of
undergoin
g health
appraisal
procedure
s. (H6PH-
1d-f21)
9:30 Nutritional Break
–
10:00
10:00  Edukas  Naipapam Narito ang mga kailangan mong Ang magulang ang
– yon sa alas ang gawin sa araw na ito para sa ating magpapasa ng output
11:30 Pagpapa pag- aralin. sa drop-box na nasa
katao unawa sa  Online Discussion: pag- eskuwelahan sa petsa
kahalagah unawa sa kahalagahan ng ng pagpasa bago
CEPHEUS an ng pagsunod sa mga tamang matapos ang linggo.
pagsunod hakbang bago makagawa
sa mga ng isang desisyon para sa
tamang kabubuti ng lahat
30
hakbang  Sumulat ng isang

bago sanaysay tungkol sa isang
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makagawa pangyayari sa iyong

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ng isang buhay na nagpapakita ng
desisyon tamang hakbang sa
para sa paggawa ng isang
kabubuti desisyon para sa kabubuti
ng lahat. ng lahat
(EsP6KP-  Sagutan ang Gawain 4
1a-i37)
11:30 Reminders/Dismissal
–
12:00
FRIDAY
 Performance Output The parent can drop
 Reading Time the output in the
assigned drop-box in
8:00 –
10:00 school on the
scheduled date of
submission before
the week ends.
10:00 –
10:30
10:30 – Distribution/ Retrieval of Learning Outputs and Learning Kits
12:00
Prepared by:
DERISH B. ARIZAPA
Teacher II
Checked by:
MA. THERESA C. MONTEJO
Master Teacher II
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)
A tool to guide learners and learning
facilitators or household partners in
Purpose
tracking the subject areas to be A tool for monitoring learners who
tackled and activities to perform at lag based on the results of their
31
home formative and summative assessments

Learners and learning facilitator or Teachers and learning facilitator or
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For Whom?
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Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, mode strategies, monitoring date, learner’s
of delivery status
Must be communicated Yes Yes
to parents?
ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMP’s in Activity 3
and create an ILMP for that learner who lags. Read and use the Individual Learning Monitoring Plan
Template. Consider the components of the ILMP that were described in Activity 3.
LEARNER’S NAME: ANTONIA DELOS SANTOS

GRADE LEVEL: 6 - MENSA
INTERVENTION LEARNER’S STATUS

LEARNING LEARNER’S MONITORING
STRATEGIES INSIGNIFICAN SIGNIFICAN
AREA NEEDS DATE MASTERY
PROVIDED T PROGRESS T PROGRESS
The learner Quarter 1,
MATHEMATICS needs further The teacher may Week 4
√
explanation and provide more
examples of
more examples November 9-
on Solve mathematical 13, 2021
Routine and sentences on
Non-routine Solve Routine
Problems and Non-routine
Involving Problems
Addition Involving
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and/or Addition and/or

Subtraction of
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Subtraction of
Fractions Fractions

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Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
INTERVENTIO Learner is making significant progress. Continue with the learning plan.
N STATUS
Learner has reached mastery of the competencies in learning plan. ☐
Share the ILMP that you made for that specific learner during your next LAC Session.
Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before, during,
and after lesson delivery, you will be able to design lessons with your best efforts and maximize learning in this new
context.
• It is important for teachers to keep track of how the students are doing, get feedback from the learners
(learners’ self-assessment), and from the learning facilitators or household partners, to continuously improve lessons
and provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them and their families. As
teachers, you need to make your presence felt, and send the message to the learners that they are not alone in this
situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support from your Coaches,
School Heads, and fellow teachers as you adapt to the new normal.
LDM2
Study Notebook
Module 3B
33
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(Learning
Resources)
LESSON 1
LEARNING RESOURCE MAP FOR DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-

2021 included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and answer the following questions
in your Study Notebook:
1. Based on the map, what resources should you have to implement the LDM adopted by your
School/Division?
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Our school had opted the modular distance learning which needs the following
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a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not
complete or not available, what steps will you take to make these available? What are your
options to substitute these missing LRs?
As of now, we do not have a complete LRMs for Distance LDM, however, our
school had already initiated creation of supplementary activity sheets for subjects
which are not yet available.
In the absence of the learning materials, I may use the compiled learning
activities, and formative assessment in their DLLs.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
I will join electronically in the DepEd LR Portals. Upon approval of my

request to join, I will start to download LRMs that are essential to my teaching using
the MDL modality.
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics
of learners? Are there learners who might be disadvantaged by the materials (based on
reading ability, level of learning independence, level of household support, distance)? What
adjustments will you make in terms of the LRs?
Yes, they are appropriate because these were developed by the Department of
Education which is the primary learning resource materials to be utilized by Grade 9
learners across the country in the new normal. These SLMs is K to 12 compliant,
based
from the MELCs and passed the ADM Learning Resources Standards. However,
completeness of SLMs to be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify the learning
activities in the SLMs. Contextualizing and localizing the SLMs will be a great help to
address the learning styles and pacing of disadvantage learners.
ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What
support can you provide to your colleagues and what support can you get from them in terms of
LRs? Take note of the insights that you can gather from your colleagues and write them in your
35
Study Notebook.
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Support that I can provide to my colleagues:
1. Guide and help them download the SLMs using the DepEd LR Portals.
2. Assist them in conducting review and assessment of all the downloaded SLMs to
address the completeness and appropriateness of all the SLMs to be used this school
year.
3. To address the disadvantage learners, maybe I can assist them in simplifying the
activities in the SLMs.
Support that I can get from them in terms of LRs:
1. Cooperation
2. Perseverance and diligence in the honest assessment of the LRs
3. Their feedbacks matter in addressing possible issues that may arise during the school
year in terms of the use and contents of the SLMs
LESSON 2
ASSESING LEARNING RESOURCES FROM DEPED
ACTIVITY 1
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered
yet, follow the LR Portal User Guide to guide you in your registration process. Alternatively, seek
assistance from any of your colleagues or your IT personnel in your school, district, or division.
You may also coordinate with your LAC Leader and/or Coach. To understand the portal better,
you may watch the LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum
on DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already
have?
The two DepEd Portals are positively responding to the needs of our school
36
and learners because these portals provide learning resource materials that we need
today. These SLMs, activity sheets, interactive platforms are very essential to
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also provides authentic learning platform because these were developed by the
Department of Education which are the primary learning resource materials to be
utilized by learners across the country in the new normal. This SLMs is K to 12
compliant, based on the MELCs and passed the ADM Learning Resources Standards.
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
The challenges in accessing the LRs in the portals are the following.
a. poor internet connection that hinders the downloading and accessing the LRs
in the DepEd portals
b. not all learners and teachers have internet connection to access the online
digital platforms especially the DepEd Commons.
d. not all learners have learning gadgets to access the DepEd Commons.
e. lack of fund to finance the massive reproduction of SLMs, the MOOE of the
school is not enough.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
As teachers in our school, we can maximize the use of the LR portals through
info-drive and simulation on how to access and use the LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Division LDRMs
e. LGUs
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.
LESSON 3
ASSESING THE LEARNING RESOURCES
ACTIVITY 1
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Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in your
Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN SCIENCE 3
Is the LR Material... YES NO Cannot be

determined
1. Connected and relevant to the √

MELCs?
2. Appropriate to the grade level and √

learner characteristics in terms of
language, activities?
3. easy to reproduce and/or √

disseminate?
4. from a credible source/author? √
5. culture- and gender-fair? √
6. free from red flags on possible √

copyright and plagiarism issues?
7. the layout and format easy to read √

and pleasing to the eyes?
Reflection Questions:
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1. Was the material able to meet all the requirements?

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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?
The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
The learning material covered the lesson but require some description and
technology to achieve the best understanding of the concept.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
Understanding the management of this LR portals, this gives me the confidence and
motivation to look for the most appropriate resources to my learners.
REFLECTIONS
SELF-LEARNING MODULE IN FILIPINO 6
The Self-Learning Module in FILIPINO 6 that I downloaded was developed by the
Department of Education which is the primary learning resource materials to be utilized by Grade
6 learners across the country in the new normal. This SLM in Science is K to 12 compliant, based
on the MELCs and passed the ADM Learning Resources Standards. This means that this SLM in
FILIPINO 6 was designed to cater the needs of our learners on what they should essentially need
to learn now that face-to-face learning is not possible because of the health risks brought about by
Covid 19.
As I go through the indicators and as I answered the Rapid Assessment of Learning
Resources that in this case, the SLM in FILIPINO 6 was evaluated. I have two indicators that I
think
brought some minor issues. First is “easy to reproduce and/or disseminate.” We cannot deny the
fact that no matter how complete the SLMs, still we are challenged on the mass production of
SLMs because this requires huge budget allocation. Scarcity fund is a problem to reproduce these
self-learning modules. Second is “free from red flags on possible copyright and plagiarism issues.”
The development of SLMs includes the use of suited references; however, SLMs writers might not
be able to properly cite the references they used. So, the issue of copyright infringement is a great
challenge for the SLMs writers.
The procedure in selecting appropriate SLMs is fundamental in securing better learning
outcomes and teachers have big significant roles in the selection of appropriate learning resource
39
materials to be used in their teaching. Relatively, this process had helped me a lot.
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As I go through this SLM review in FILIPINO 6 , I was enlightened that one of the essential
roles of a teacher is to look and study carefully the most appropriate learning resource materials
he will be using. It is his responsibility to scrutinize the learning resource materials he will be using
because if he does, there will be significant learning outcomes for our children despite this global
health pandemic.
ACIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals
in your Study Notebook. Download at least one LR from each portal. Assess the materials using
the same tool and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
The materials that were uploaded in the DepEd LR Portal (LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the
materials form the Non-DepEd LR portal did not meet some of the requirements.
2. Based on the results of the Assessment Tool, what improvements do the materials —both
from DepEd and Non-DepEd portals — still need?
There is no need to improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
In determining the right LRs for our lesson, we need to make sure that the LRs are
aligned to the MELCs. This exercise helps me check the validity of LRs appropriately.
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?
The LRs which were given/distributed by the DepEd are also the ones uploaded in the
DepEd Portal (LRMDS and DepEd Commons). These materials will be the ones to be
used in the actual classes and these materials meet all the requirements based in the
assessment using the Rapid Assessment Tool.
40
2. What improvements do you still need to make in your developed material?

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Some of the topics/lessons need to contextualize the modules from Kinder to suit their
learning abilities.
ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your
next
LAC Session. Jot down insights and information that can be useful to you in
choosing the appropriate LRs.
Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.
LDM2
41
Study
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LESSON 1:
REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional

Self-Assessment Questionnaire.
42
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

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STRONGLY STRONGLY
ITEMS AGREE AGREE DISAGREE 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 Professional Standards in the PPST do you
need to focus on to effectively use the LDMs in relation to the content and pedagogy of the learning area/s
you are teaching? Write your answer and other insights in your Study Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd Professional
Development Priorities and the Continuing Professional Development Guidelines.
ANSWER:
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 is 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
43
Answer the following questions by constructing and filling out the table in your Study Notebook.
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How do you envision your teaching practice in the next few months as you use the LDM adopted by

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your School? What is your goal in terms of your teaching practices in the modalities? What
motivates you to achieve this goal? What do you think will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal toward What will push you What will help you
improving your teaching to achieve this goal? attain
practices in the modalities? this goal?
Can make the best and Give more time to search Attending in different
effective lessons to face the different strategies that will help virtual seminars/
new normal set-up of me to make the lesson looks webinars.
education. easy, in able the learners will
learn effectively.
Study and apply the Most
Learning to unpacking and Essential Learning
combining the Most Essential Competencies (MELCs)
Learning Competencies
(MELCs)
LESSON 2:
PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development Plan template. Examine
the available PD activities/programs offered by DepEd and non DepEd providers whether online or
offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and Division
Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.
Strength/s Development Needs Action Plan Timeline Focusing

(Recommended Developmental teaching and
Intervention) Learning
Resources
Learning Intervention Needed
44
Objectives of the
PD Program
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Managed Applied range of 'Strategies for Attend Year- Personal /
classroom teaching strategies to developing critical Seminars and round School Funds
structure to develop critical and and creative Training
engage learners, creative thinking as thinking as well as (Virtually and
individually or in well as other higher other higher-order Physically)
groups in order thinking skills. thinking skills.
meaningful
explanation, Designed, selected, To design, select,
discovery, and organized, and used organize, and use
hands-on- diagnostic, formative, diagnostic,
activities within a and summative formative, and
range of physical assessment strategies summative
learning consistent with assessment
environments. curriculum strategies
requirements. consistent with
curriculum
requirement.
Used a range of
teaching Applied knowledge Content within Attend Year- Personal /
strategies that and content within and across Seminars and round School Funds
enhance learner’s and across curriculum Training
achievement in curriculum teaching teaching areas. (Virtually and
literacy and areas. Physically)
numeracy.
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 Plan
PROFESSIONAL DEVELOPMENT
45

ACTIVITIES RELATED TO THE
SPECIFIC TOPICS
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MODALITIES

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Making Lesson plan align with the Most
MELCs, Unpacking and Combining
Essential Learning Competencies (MELCs)
Learning Resources
Applying assessment tools in choosing
Using of LRMDS
learning resources for the modules.
DepEd Commons
LDM2
Study Notebook
Module 5
(Building the
46
Teaching
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LESSON 1
THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 1
Before you begin to prepare building your Portfolio, you need to make sure that you have
completed all the outputs for this course. Go over the list found in LDM2 Guide for Expected
Outputs and find out whether you have completed all the outputs required for Modules 1-4 of this
course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all
your outputs for your own records.
I have completed and compiled my outputs from Modules 1-4, and is ready for submission
to our LAC Leader, attached is the LAC Engagement Report in LAC session. I have also
kept my own copies of outputs for my LAC Portfolio.
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?
Portfolios are important in the learning process since it tends to evaluate the learning
47
progress and achievements in a specific course. As teachers, we need to comply on the

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completion of portfolios in each LDM so that we can track our strengths and weaknesses. Thru

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this, we can make a more creative learning outcomes to be used in the teaching – learning
process.
- Portfolios served as evidence of teaching and clearly shows improvement as well as to
overcome the future problems that we, teachers might encounter in the teaching progress.
Most, especially, it serves as a guide in the attainment of our teaching – learning goals.
2. What evidence from the previous modules will help capture the progress of your teaching practice?
In the previous module, which is module 4, I had learned about making individual development
plan. With this, I can now assess my weakness and strength in terms of my teaching
practices. One of the best examples is analyzing to what domain do I need to focus more and
make a development plan for that.
3. Why is writing down your reflections an integral part of your Portfolio?
Reflection serves as a mirror of yourself. It tells something about your own thoughts, emotions,
opinions and/or analysis on what you read or experienced. Reflections are the best part of a
portfolio since its meant to illustrate your understanding of the material and how it affects your
ideas and possible practices in the future.
ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture
the progress of your teaching practice? What other evidence can you think of that is relevant to the LDM
adopted by your School? Write down your answers and other insights in your Study Notebook.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery February to At least 2 recorded lessons

June
Researching and Incorporating October Lesson Plans (at least 2 per

Teaching Strategies in the Modalities month)
to June
Participation in recognized PDs that October Certification of Participation

are aligned with their Professional to June with PD credit units
Goals anchored on Philippine
48
Professional Standards for Teachers

(PPST)
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Organizing the Professional Portfolio December Professional Portfolio
Submission of Portfolio to Coach/es June-July Certificate of Submission
Co-Learning with Peers and Coach/es At least once a Video Recording

month starting
December 2020
ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with
your colleagues.
ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of Suggested
Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for yourself.
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.
To be successful in making the portfolio I must consider first the Demonstration progress of
the LDM Implementation which is 30% in the rubrics, ensuring the quality of my reflections in every
topic or lesson that I tackled. Lastly, my output will be based on the professional standard given by
DepEd.
49
ACTIVITY 2
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Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to make your
outputs and Portfolio responsive to the evaluation criteria and indicators. Take note of your colleagues’ other
insights as well.
EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR TEACHERS

CRITERIA EXCELLENT VERY SATISFACTORY (3) MARGINAL (2) UNSATISFACTORY
SATISFACTORY (1)
(5)
(4)
DEMONSTRATION The outputs The outputs The outputs reflect The outputs reflect The outputs do
OF PROGRESS OF clearly to to not
adequately
THE LDM and captured a big extent the a limited extent the show the
adequately progress of the progress of
IMPLEMENTATION the progress of progress of the
LDM
captured the the LDM the LDM
(30%)
implementation
progress of implementation implementation implementation
the of the LDM
implementation
of the LDM,
showing
innovations
that
contribute to
its smooth
implementation
QUALITY OF Reflection Reflection Reflection Reflection Reflection

describes describes describes describes describes
REFLECTION
(25%) the the experience the experience the experience in experience in
experience in in the and relates them the the
the to the
LDM implementation of implementation
LDM implementation, professional the LDM with of the LDM
implementation limited with no
shows some standards and
shows in- analysis, attempt to relate it attempt to
depth personal
relate it
analysis and and relates it to development goals to the professional
synthesis, the to the
standards and
and professional
professional personal
standards and
excellently standards and development goals
relates it to professional personal
and
to the development
professional personal goals
development
50
standards goals
and to
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professional

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and
personal
development
goals
DEMONSTRATIO The outputs The outputs The outputs The outputs clearly The outputs do
N clearly clearly clearly not
demonstrate the 2
OF demonstrate demonstrate 4 demonstrate 3 demonstrate
indicators of
PROFESSIONAL 5 or any
indicators of indicators of relevant
STANDARDS more relevant relevant indicator in the
strands in
(20%) indicators of
strands in strands in professional
professional
relevant
professional professional standards
strands in standards
standards standards
professional
standards
LANGUAGE AND The ideas are The ideas are The ideas are The ideas are The ideas are
OVERALL expressed in expressed in expressed well but expressed using jumbled and
clear, clear very difficult
PRESENTATION with incoherence
OF coherent, and language with in some areas and basic words and to understand;
very few errors
THE OUTPUT appropriately- structure with
(15%) minimal errors errors in structure in structure
worded incoherence in
in structure and
language and/or writing many
and/or
writing
with no errors conventions areas and several
writing conventions
in structure
conventions errors in structure
and/or are found
and/or writing almost
writing
conventions conventions everywhere in
the
output
ORGANIZATION The portfolio The portfolio is The portfolio is The portfolio has The portfolio
OF is logically 3-4 does
logically generally well-
organized, is
PORTFOLIO (5%) organized items not well not follow a
organized with 1-2
insightful, and placed logical
offers items not well
in the overall order
placed
new
organization
perspective in the overall
and
organization
insights
51
TIMELINESS (5%) The output/s The output/s The output/s is/are The output/s is/are The output/s
Page
is/are is/are is/are

submitted on the

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submitted submitted 1-2 day submitted 1-3 days submitted
more than days more than
of the deadline after the deadline
3 days ahead before the 3 days after
of the deadline the
deadline deadline
52
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Republic of the Philippines

DERISH B. ARIZAPA Reviewed:

Narra St., Payatas B, Quezon City

LEARNING DELIVERY MODALITIES COURSE 2

Lesson 1: Course Overview

Narra St., Payatas B, Quezon City

Narra St., Payatas B, Quezon City

1. What is the main delivery of this course?

The two support mechanisms are the following:

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

Narra St., Payatas B, Quezon City

HABITS OBSTACLES MOTIVATION ENVIRONMENT

ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Narra St., Payatas B, Quezon City

__1__ To improve the teaching-learning process to improve learning among students.

__4__ To nurture successful teachers.

Narra St., Payatas B, Quezon City

Narra St., Payatas B, Quezon City

REGION: NATIONAL CAPITAL REGION

LAC ID (name or number): Number of LAC Members: 15

Narra St., Payatas B, Quezon City

Name of LAC Facilitator: Designation/Position:

Female TEACHER QUEZON CITY lovely.pagtalunan@depe Messenger/Google

CATHERINE L. RENANTE Female TEACHER QUEZON CITY catherine.renante@deped Messenger/Google

MAY ROSE L. NIÑO Female TEACHER QUEZON CITY mayrose.niño@deped. Messenger/Google

MA. ANGELA F. Female TEACHER QUEZON CITY mangela.millares@de Messenger/Google

MELANIE S. OBENZA Female TEACHER QUEZON CITY melanie.obenza@depe Messenger/Google

DERISH B. ARIZAPA Female TEACHER QUEZON CITY derish.arizapa@deped Messenger/Google

MILALYN S. OREGILA Female TEACHER QUEZON CITY milalyn.oregila@de Messenger/Google

TERESITA B. Female TEACHER QUEZON CITY teresita.armendares@d Messenger/Google

MICHAEL M. ACUPIADO Male TEACHER QUEZON CITY michael.acupiado@de Messenger/Google

ROY L. CASCAYAN Male TEACHER QUEZON CITY roy.cascayan@depedq Messenger/Google

BRYAN P. CHENILLA Male TEACHER QUEZON CITY bryan.chenilla@deped Messenger/Google

Narra St., Payatas B, Quezon City

Female TEACHER QUEZON CITY laarni.bermil@depedq Messenger/Google

MARJUN G. RAMIREZ Male TEACHER QUEZON CITY marjun.ramirez@ Messenger/Google

JEREMIAS J. OACAL Male TEACHER QUEZON CITY jeremias.oacal@deped Messenger/Google

RODERICK B. PAGALA Male TEACHER QUEZON CITY roderick.pagala@depe Messenger/Google

FORM 2: LAC Facilitator Information Sheet

Region: NATIONAL CAPITAL REGION

Division: QUEZON CITY

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

Contact details: Email: Mobile Number: Facebook Name:

FORM 4: LAC ENGAGEMENT REPORT

NAME OF MEMBER: MARJUN G. RAMIREZ LAC SESSION ID.: PBES

REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION:

Narra St., Payatas B, Quezon City

DIVISION: QUEZON CITY NUMBER OF LAC SESSION:

THE LAC SESSION

1. I learned a lot from my

2. The LAC session deepened

3. My perspective on the topic/s

4. I participated actively in the

5. I interacted with different

6. I feel motivated to apply in

Narra St., Payatas B, Quezon City

7. I intend to apply what I have

Narra St., Payatas B, Quezon City

By the end of this Module, you will be able to:

Lesson 1. Background, Rationale, and Development of MELCs

ESTIMATED TIME REQUIRED

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

Narra St., Payatas B, Quezon City

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

4 To nurture successful teachers.