Republic of the Philippines

Department of Education
CARAGA Administrative Region
SURIGAO DEL NORTE DIVISION
 Portfolio
in
VIRTUAL TRAINING
on
DESIGNING and LEARNING

JAMES D. MALDA
CED – I

TVL - GROUP

TABLE OF CONTENTS

• List of Most Essential Learning

Competencies
QUARTER l
• Weekly Home Learning Plan
• Copy of Self-Learning Module
• Designing Learning
Environment in the New
 Home Learning Environment
 Classroom Learning Environment
• Facilitating Strategies on
Self-Directed Learning
• Learner's Progress Monitoring
Mechanism
• Individual Learning Monitoring Plan
• Learning Intervention
• Learner's Grade (not applicable)
• Reflection
CURRICULUM
GUIDE
WEEKLY HOME
LEARNING
PLANS
SELF-LEARNING
MODULES
 LEARNING
ENVIRONMENT
IN THE
NEW NORMAL

Home Learning Environment

Classroom Learning Environment
 FACILITATING
STRATEGIES ON
SELF-DIRECTED
LEARNING

FACILITATING STRATEGIES ON SELF-DIRECTED LEARNING

 Created Messenger Group Chat to the students.

o Students are informed with the latest updates regarding:
  Enrollment
 Module distribution and retrieval
 Parents’ Consent on important class activities
 Home Visit
 Issues and concerns
 Other school requirements and activities

 Home Visit
 Students will be visited when they failed to get the
printed modules.
 Students with difficulty in some learning areas will be
visited at home.
 Intervention strategies will be developed to close the
learning gap.
 MOVs will be required:
o Home Visitation Form
o Photo Documentation

 Text or Call the Parents/Guardians

o Text or call the guardians or parents whenever the school need
them on some important matters.
 LEARNER’S
PROGRESS
MONITORING
MECHANISM

LEARNER’S PROGRESS MONITORING MECHANISMS

 Monitor the module distribution and retrieval using Module
Tracker Form.

 Students who fail to return the modules, LAS, Answer Sheets will
be visited at home.

 Students will be provided with Written Tests and Performance

Tasks to monitor their learning progress.

 Record the formative and summative tests and all other

evaluations given to them in the E-Class Record.

 Individual Learning Monitoring Plans will be utilized to keep track

of the students' academic progress.

 Connect with parents

 INDIVIDUAL
LEARNING
MONITORING
PLAN
 LEARNING
INTERVENTION

Home Learning Environment

DESIGNING INTERVENTION TO ENHANCE LEARNING
PERFORMANCE OF CHALLENGED LEARNERS
ACTIVITY 1

INSTRUCTION: Choose a student you work with that has one or more significant
academic challenges requiring a classroom intervention plan. Answer these questions
regarding your student.

a. Academic Task. What specific academic task is the greatest academic challenge
for this student?

The learner finds it difficult to answer the written works and performance tasks in the modules.

b. Current Performance. How does your student currently perform on this task?

The learner returned the modules with complete answers.

c. Expected Performance. What level of performance would you expect on this

task from a typical/average student?

The learner would be able to answer correctly all the written works and performance tasks.

ACTIVITY 2

INSTRUCTION: Write a three-part Problem-Identification Statement. Use this organizer to

write your student’s

academic problem in the form of a 3-part Problem ID statement.

3-Part Academic Problem ID

Statement
Environmental Typical or Expected
Problem Description
Conditions Level of
or Task Demands Performance
The learner should be The learner finds it The leaner would be able to
able to answer all the difficult to comprehend answer the tasks completely
tasks in the modules the tasks in the and correctly.
completely. modules.

ACTIVITY 3

INSTRUCTION: Make an instructional intervention plan.

REFLECTION

Republic of the Philippines

Department of Education
Caraga Adminitrative Region
Division of Surigao del Norte
 GIGAQUIT NATIONAL SCHOOL OF HOME INDUSTRIES
Gigaquit, Surigao del Norte

Reflection on Virtual Training on Designing Learning from Module Writing to Effective

Learning

The 3-Day Virtual Training on Designing Learning: From Module Writing to Effective
Learning has equipped me to provide learning resources to my students.
GNHSI has implemented Modular Distance Learning (MDL) as a learning modality
since the pandemic began in 2020. Even in this modular print, I found out that some parents
have difficulty guiding their children in answering the modules since some of them do not
have a higher educational qualification.
GNSHI has provided the learners with the whole set of SLMs as well as textbooks.
Even in the advent of technologies, digitized SLMs are not yet permitted to all students who
have access to the gadgets. Instead, we printed and distributed the SLMs to the students.
Then, we encouraged them to send back all the outputs or activities to the barangay facilities
assigned by the school.
SLMs are designed based on the MELCS and CG which are provided by the DepEd.
Besides, we are instructed and encouraged to create more SLMs as part of the module
development process to fill in the gaps left by incomplete modules, particularly in TechVoc
courses. Even though crafting module is not an easy task, I have to exert effort and
dedication in creating simplified SLMs to my students.
When it comes to students monitoring, I have to keep track my students'
development via home visits (following social distancing protocols) and feedback
mechanisms, guiding those who require further help.
In this 3-day webinar, I am very much grateful to the DepEd – SDN Division for
granting us this opportunity to continue learning and enhancing our writing skills of SLMs.

JAMES D. MALDA
CED I