LDM2 Module 1 4 Ralph Apostol

Republic of the Philippines
Department of Education
Region III
Schools Division of Bulacan
CALAWITAN NATIONAL HIGH SCHOOL
MO
DU
LE 1
AN
SW
ER
NAME: RALPH ANTHONY M. APOSTOL
SCHOOL ID: 300730
SH
NAME OF SCHOOL: CALAWITAN NATIONAL HIGH SCHOOL
DESIGNATION: TEACHER III
1|LDM2
EET RALPH ANTHONY M. APOSTOL
C A L A W I T A N N A T I O N A L H I G H S C H O O L
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MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
dowm your insights in your Study Notebook.
1. What is the main delivery of this course?
Answer: It aims to provide greater sense of readiness to teachers in response to the “New
Normal” by means of guided learning by Self-Learning Modules and technical assistance or
coaching through conducting Learning Action Cell Sessions. It also ensures that learning will
continues even the students are studying at home. Guaranteeing the health, safety, and well-
being of all learners, teachers and other DepEd employess.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
Answer: This course helps the teacher to deliver high quality of instruction in this time of
new normal by means of being open-minded and optimistic despite of the challenges that
come in our way. It also provides greater sense of dedication and commitment and realize
the important role that we are now playing.
3. What are the two support mechanisms that will help you with your
learning in this course?
Answer: The support mechanisms that will help me on learning this course are the
establishing an effective commuication system among the members of the group and
stakeholders , and providing professional support with the Internal and External learning
service providers on the implementation of principles and guidelines of this 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?
2. How can I ensure that I am able to sustain my strengths and address the obstacles will
hinder me from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent (What will push me to (Where will I accomplish the
do that may affect my me from participate in this requirements of this course?
participation in the course participating fully course?) Describe this environment.)
in a positive or negative in this course?)
way?)
2|LDM2 RALPH ANTHONY M. APOSTOL

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Attentively listening to the The concern of the My sense of responsibility, The most conducive and safe
resource speaker and existing enviromental commitment and obligation environment where I can
conducting group discussions condition, and the as a teacher will push me to access necessary information
with my colleagues to solve availability of particiapte in this course. and resources to acomplish the
the problem and activity. resources. requirements of this course.
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.
LAC sessions are important to the teacher’s professional development. It creates a greater
impact on the increase of knowledge and skills by whom the teachers fully undertand of what
New Normal is and how to cope with it. And as a teacher we need to adapt to the situation of
what we have today, giving the best that we can give for the betterment of dear institution and
students.
MODULE 1: COURSE ORIENTATION

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
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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:
3 To improve the teaching-learning process to improve learning among students
4 To nurture successful teachers
1 To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
2 To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2. What are the top three challenges to having a successful LAC? List down and elaborate.
 First, is the attention during LAC session, since some of us are doing it at home, there are
other tasks that may hinder our 100 % participation.
 Second, the utilization of the new ways of communication because not all teachers can
easily navigate the widely used communication apps.
 Third, the unstable internet connectivity especially for those living in remote barangays.
ACTIVITY 2
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.

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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 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 LACs through a network of
LAC Leaders.
Figure 1. LAC Composition and Coaching Arrangement for LDM2 Teachers

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LDM2 for
Instructional LDM2 for Teachers
Coaches
LAC Facilitator:
Maria Veronica M. Samson
NERISSA V. BERNARDO Members:

School Principal I Belticeazar V. Alarcon
(Coach) Ralph Anthony M. Apostol
Diana N. Calayag
Maika Elissa V. Cruz
Evangeline
Evangeline C.
C. Victoria
Victoria Regina B. Francisco
LAC
LAC Leader
Leader Anna Marie April DC. Guzman
Andrea Lean C. Manapat
Madhelyn T. Mempin
Jaime Andria S. Pamintuan
Maricar B. Santiago
Maria E. Sarmiento
Evangeline C. Victoria
Willyn D. Vinas
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
FORM 1: LAC PROFILE

REGION: III
LAC ID (name or number): LAC No. 1 Number of LAC members: 14
Name of LAC Facilitator: Designation/Position:

MARIA VERONICA M. SAMSON TEACHER II/MATH COORDINATOR
LAC Members
NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact mode (email,
POSITION (email, mobile phone, Skype, Zoom, Google
number) Meet, Viber, FB)
Belticeazar V. Male Teacher II Bulacan 09224444536 Phone, FB Messenger,

Alarcon Google Meet
Julie Ann Añano Female Teacher I Bulacan 09296735648 Phone, FB Messenger,

Google Meet
Ralph Anthony M. Male Teacher III Bulacan 09070573253 Phone, FB Messenger,

Apostol Google Meet
Diana M. Calayag Female Teacher I Bulacan 09333943037 Phone, FB Messenger,

Google Meet
Maika Elissa V. Female Teacher I Bulacan 09360448823 Phone, FB Messenger,

Cruz Google Meet

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Regina B. Female Teacher III Bulacan 09325198676 Phone, FB Messenger,

Francisco Google Meet
Anna Marie April Female Teacher I Bulacan 09238768438 Phone, FB Messenger,

DC. Guzman Google Meet
Andrea Lean C. Female Teacher I Bulacan 09616148145 Phone, FB Messenger,

Manapat Google Meet
Madhelyn T. Female Teacher II Bulacan 09496381823 Phone, FB Messenger,

Mempin Google Meet
Jaime Andria S. Female Teacher II Bulacan 09461780093 Phone, FB Messenger,

Pamintuan Google Meet
Maricar B. Female Teacher I Bulacan 09488522748 Phone, FB Messenger,

Santiago Google Meet
Maria E. Female Teacher II Bulacan 09177641670 Phone, FB Messenger,

Sarmiento Google Meet
Evangeline C. Female Teacher III Bulacan 09193685211 Phone, FB Messenger,

Victoria Google Meet
Willyn D. Viñas Female Teacher I Bulacan 09226385380 Phone, FB Messenger,

Google Meet
FORM 2: LAC Facilitator Information Sheet

Region: III
Division: BULACAN
NAME: Male/Female: Date of Birth: Age:

MARIA VERONICA M. FEMALE
SAMSON
Contact details: Email: Mobile Facebook Name:

Number: Maria Veronica M. Samson
Preferred contact mode: (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Googlemeet,
FB, Messenger, etc.)
FORM 3: LAC Session Report

LAC ID: LAC No. 1 REGION: III
LAC FACILITATOR: MARIA VERONICA LAC SESSION NO.: 1

M. SAMSON

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LAC LEADER: VENUE/PLATFORM OF SESSION:

GOOGLE MEET
DATE AND TIME OF SESSION:
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: LDM2 Guide for Teachers
Curriculum Guide and Copy of MELCS
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

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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):

The best part of the session is interactive discussion. The LAC session is engaging even the
participants are at home. Active participation was also evident as the members attentively listen to
the resource person and giving his or her insights/ideas/opinions/reflections to the group. Chat box
was also utilized to address the concern of everyone. Technical support was also provided when
something happens on the webinar proper.
2. Problems or challenges encountered and how they were resolved:

Lags and delay of sounds were some of the challenges encountered. Those instances are cannot be
avoided provided that these members where from remote area.
3. Other topics discussed apart from the recommended topics, if any:

Aside from the Orientation of LDM2 for teachers, unpacking of MELCS were also discussed.
4. Recommendations/Plans for next LAC session:

Secure strong internet connection to the next LAC session to avoid interruptions.
FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: RALPH ANTHONY M. LAC SESSION ID.: LAC NO. 1
APOSTOL
REGION: III DATE OF LAC SESSION:

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DIVISION: BULACAN 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
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Part B
1. I need further clarification and/or resources on the following topics:
All the topics are well-explained by the speakers. No need for further clarification.
2. I encountered the following problems or challenges:
Unstable internet connection
3. Other comments/suggestions:
Submitted by:
RALPH ANTHONY M. APOSTOL

Region III
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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?
ANSWER:
The fundamental concern in terms of curriculum standard that needs to be addresed
was the development of Most Essential Learning Competencies (MELCS). This set of
competencies believed to be the integral part in the learning continuity amidst this pandemic.
With the help of it, students can focus more on the competencies that can give them lifelong
learning without compromising the competencies designed in the K-12 Curriculum. The
effective execution of these learning modalities now lies on the teachers who have been
trained through series of webinars set before the opening of classes this school year. Still,
parents and guardians will have a vital role in assuring effective learning since students will
have home-schooling.
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:
Yes. I agree with the observation that congested curriculum is one of the hindering
factors on the poor performance of Filipino learners. As what I have observed, students tend
to lose mastery of the subject matter when there is insufficient time just to meet the school
years schedule of activities. Aside from that, there are some factors that seem to be
responsible for the lack of focus on the side of students like online games that took much
time of students. However, we teachers, are doing our best to reinforced learning through
giving them additional task to do at home
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?
The development and design of MELCs aimed to ensure the learning continuity despite of
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the COVDID 19 pandemic. The release of MELCs is not just a response to address the
challenges brought by this pandemic but it is also a part of the Department’s long-term
response to the call of SDG4 to develop resilient education systems, most specially during
emergencies.
2. How does curriculum review aid in the identification of essential

learning competencies?
The curriculum review focused on the articulation within and across learning areas and
levels which led to the identification of gaps, issues, and concers ensuring a quality, relevant
and liberating education.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies defined to be as what the students need. In the teaching-
learning process students are equipped to build skills for subsequent grade levels and
consequently, for lifelong learning. On the other hand, desirable learning competencies
were defined as what may enhance education but may not be necessary in building
foundational 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?
The most essential learning competencies were identified by determining the criteria for the
selection of the MELCs and endurance was considered the primary determining factor. The
fallouts of the review from the workshop series provided an overview of the articulation of
learning competencies in each learning area. Specifically, the review covered the following:
● Mapping of the essential and desirable learning competencies within the curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies; and
● Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs intends to provide instructional space for teachers as they address instructional
needs of learners while esuring that curriculum standards are maintained and achieved
amidst the limited learning modalities and shortening of the school year.
ACTIVITY 3

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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
No competencies are merged in No competencies are merged in

Merged/C General Chemistry 1 General Chemistry 1
lustered
use properties of matter to identify use properties of matter to identify
Retained substances and to separate them substances and to separate them
STEM_GC11MP-Ia-b-5 STEM_GC11MP-Ia-b-5
recognize the formulas of common recognize the formulas of common
chemical substances chemical substances
compare consumer products on the compare consumer products on the
basis of their components for use, basis of their components for use,
safety, quality and cost safety, quality and cost
describe and/or make a
Dropped representation of the arrangement, n/a
relative spacing, and relative motion
of the particles in each of the three
phases of matter
STEM_GC11MP-Ia-b-2
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.
During the LAC session, we reviewed and and evaluated how MELCs competencies are merged,
retained and dropped. Some clarification was also raised by the LAC members and shared some
important insights as follows:
 How MELCs serve as one of the guides for teachers in addressing the instructional needs of
the learners?
 How do the competencies meet the criteria on identifying the most essential learning
compenticies?
 How do the department of education response during emergencies as what we have today?
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 How the stakeholders work together for the sake lof learning continuity?
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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?
Unpacking and combining the MELCs give importance on the systematizing learning
activities of the students and effectively address the varying needs of the learners and the
challenges of instructional deliveries like the shortening of the school year.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
For unpacking and combining the MELCs the following shall be taken into consideration:
 Commonality of content, topic, or theme - ensures that essential content and topic will
not be watered down.
 Alignment with the Content and Performance Standards - combining two or more
should aid in the achievement of the content and performance standards.
 Alignment on the Content and Performance Standards - The MELCs are not a
departure from the standards-based design, which is one of the main features of the K
to 12 Curriculum. Actually, there are some MELCs without the content and
performance standards.
 Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater
to higher order cognitive demands. This ensures that prerequisite knowledge and skills
that would enable the achievement of MELCs, and eventually the content and
performance standards, are addressed.
 Logical sequence of learning objectives - the intention of unpacking the MELCs is to
provide systematic learning experiences for learners. It is incumbent that the unpacked
learning objectives follow a logical sequence
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Yes, the MELCs needs to unpack the curriculum standards into learning objective in order to
systematize learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries. Similarly, the MELCs should also combined to
observe efficiency in the development of learning resources, which include but are not
limited to SLMs, textbooks, teacher’s guides, activity sheets, and television and radio scripts.

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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.
Grade 11-Q1 General K to 12 Learning MELCs Reason

Chemistry 1 Competency
CS: the properties of Dropped: The dropped LC is
matter and its various differentiate between already included in
forms homogenous and the last MELC
heterogenous mixtures
PS: design using Retained: recognize the formulas All the retained LCs
multimedia, recognize the formulas of common chemical are considered
demonstrations, or of common chemical substances enduring
models, a substances STEM_GC11MP-Ia- competencies because
representation or STEM_GC11MP-Ia- b-9 the learning can go
simulation of any of b-9 beyond the classroom.
the following: Being able to
a. atomic structure familiarize of
b. gas behavior common chemical
c. mass relationships substances.
in Merged/Clustered: No competencies are No competencies are
d. reactions No competencies are merged or clustered. merged or clustered.
merged or clustered.
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

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Each member of the group has submitted their Activity 2 Outputs to their LAC leader.
Submitted by:
RALPH ANTHONY M. APOSTOL

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MODULE 3A: LESSON DESIGN AND ASSESSMENT

IN THE MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face- to-
face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define
each modality. Write your own definitions in your Study Notebook.
ANSWER:
MODALITIES
PRESCRIBED IN YOUR OWN DEFINITIONS OF EACH MODALITY
THE LCP
This refers to a learning delivery modality where the teacher
Face-To-Face (F2F)
and learner/s are physically in one venue.
Learning
This refers to a learning delivery modality where a learner

Distance Learning
is given materials or access to resources and he/she
(DL)
undertakes self-directed study at home or in another venue.
This refers to a learning delivery modality using a
combination of the features of Face-To-Face learning and
Blended Learning distance learning. It can be (1) F2F and modular distance
(BL) learning; (2) F2F and online distance learning; (3) F2F and
TV-based instruction/Radio-based instruction; or (4) F2F
and any combination of the other types of distance learning.
This refers to an alternative learning delivery mode (ADM)
that provides learners with access to formal education while
Home schooling staying in an out-of-school environment, with parents,
guardians, or tutors as authorized facilitators instead of
classroom teachers
Now, answer this question: Which of the LDMs do not have an F2F learning component? Write
down your answer in your Study Notebook.
MODALITIES
PRESCRIBED IN DOES IT HAVE AN F2F LEARNING COMPONENT?
THE LCP
Face-To-Face (F2F)
Yes
Learning
Distance Learning
No
(DL)

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Blended Learning
Yes
(BL)
Home schooling No
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the
Distance Learning Matrix. Share your completed matrix at your next LAC Session. Your
goal is to come to a shared understanding with your peers on the different DL modalities
and their defining features and requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.
ANSWER:
DISTANCE LEARNING MATRIX
Distance Role of Parent or

Distinguishing Essential
Learning Role of Teacher Household Role of School
Feature Resources
Modality Member
Teachers
communicate to
Provide learners
learners and parents.
with complete
They also help in
learning modules.
Modular Self- learning the distribution of
Distance learning Provide learners Spearheads in the
Distance kits, Learning learning modules to
with the aid of with instructional distribution of
Learning Modules, learners through
learning modules support at home. modules to
(MDL) textbooks their parents, and
learners and lead
assess students
in information
based on their
dissemination.
accomplished
modules.
Online Distance learning SLMs for Teachers will Supervision and Schools shall
Distance with the aid of Alternative facilitate learning monitors the screen determine the
Learning online resources Delivery through online time of learners appropriateness of
(ODL) and internet Modes instruction with the certain learning
connectivity (ADM), aid of available management
textbooks, online and offline systems in the
primer learning resources. delivery of
lessons, They will also give instruction.
activity assignments and
sheets, learning tasks to
teacher-made assess learners’
videos and performance.
supplementar

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y materials,
and open
educational
resources
(OERs).
SLMs and
primer
lessons shall
be converted
into different
digital forms
such as
interactive
lessons or
electronic
books (e-
books) and
shall be
available
through the
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems.
·
Teachers clarifies
on possible areas of
TV-based
TV Based confusion in the
lessons
Instruction shall lesson that was
utilized Schools shall
be implemented viewed through
through this provide the
in areas with home visitation by
platform are learners, as well as
access to subject area teacher Provide guidance
TV-Based converted their
Television wherever possible and supervision
Instruction learning parents/guardians/l
Networks with or through phone during viewing
(TVBI) modules earning facilitators
programs calls, SMS, among time.
similar to the broadcast
dedicated to others. Provide
Modular and schedule of
deliver DepEd learning exercises,
Online lessons
TV-based enrichment
distance
lessons activities in printed
lessons.
form for assessment
of learners.
Radio- Radio Based Radio-based Teachers clarifies Supervision and Schools shall
Based Instruction shall lessons on possible areas of monitors the determine the
Instruction be implemented utilized confusion in the listening time of appropriateness of
(RBI) in areas with through this lesson that was learners certain learning
access to Radio platform are viewed through management
stations with converted home visitation by systems in the
programs learning subject area teacher delivery of

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wherever possible
or through phone
modules
calls, SMS, among
dedicated to similar to
others. Provide
deliver DepEd Modular and
learning exercises, instruction.
Radio-based Online
enrichment
lessons distance
activities in printed
lessons.
form for assessment
of learners.
Teachers
facilitate/communic
ate to learners and
For Blended
parents through Schools shall
Distance
phone calls, SMS determine the
learning, Combination
Blended among others. Provide guidance appropriateness of
minimum of two or
Distance Assess learners and supervision to certain learning
requirements more learning
Learning depending on the learners. modalities chosen
must be met for resources
minimum in the delivery of
each of the types
requirements of the instruction.
being combined.
two or more chosen
modalities.
ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level
of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult
to implement. Give the reasons for your ranking of each. Replicate the following table and
write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.
ANSWER:
Ranking 1 to 5, from
easiest to hardest to Type of DL Why
implement
This will best fit to learners with two
or more available distance learning
Blended Distance
1 modalities. And in the truest sense
Learning
that two or more way of learning is
better than one.
2 Modular Distance This can be easily and readily
Learning available for all despite the absence
of technology where learning will be
possible. However, one issue in MDL
is that the absence of teacher’s
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guidance as the students study may

significantly affect their learning.
This is because not all learners,
teachers and schools have stable
Online Distance
3 internet access. As well as in some
Learning
areas, internet connectivity is also
very poor.
There is no visual presentation.
Radio Based Distance Learners will have a hard time to
4
Learning comprehend the lessons using only
their sense of hearing.
Less fortunate learners as well as

TV Based Distance those in the far-flung areas have no
5
Learning television and are having hard time
with their television signal.
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 and share your ideas at your next LAC Session.
ANSWER:
Learners Group Targeted Intervention
Schools must provide a list of those learners
Learners without parents or household
who has no support or guide at home. And
member who
these learners will be supervised constantly
can guide and support their learning at
through telephone calls, texts, internet,
home
and/or other platforms available.
Provide modules, Self-learning kits, and
SIMs that will help teach learners to read.
Beginning readers (K to 3) Their parents may also be advised to guide
them in watching educational programs on
TV that could aid in learning how to read
(at their level).
Provide modules, Self-learning kits, SIM,
effective reading materials that are focused
Struggling readers (Grades 4-12) on struggling readers. Their parents may
also be advised to guide them in watching
educational programs on TV that could aid
in learning how to read (at their level).

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No access to devices and Internet Provide modules, Self-learning kits, SIM,

printed reading materials, Textbooks

Inaccessible - live in remote and/or unsafe printed reading materials, Textbooks
areas

Persons with Disabilities

IN THE MODALITIES
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?
ANSWER: Lesson Planning is a fundamental key in ensuring a good flow of delivery in

teaching and learning process in schools. These material serves as a guideline that aims to
support teachers in organizing and managing their classes and lessons effectively and
efficiently and ensure the achievement of learning outcomes
2. Why is lesson designing important?
ANSWER: Designing through lesson plans help the teachers visualize the teaching-learning
set up in the actual delivery of the lesson, and it guides the flow of pedagogy and already sets
what is ideal. These guidelines also aim to empower teachers to carry out quality instruction
that recognizes the diversity of learners inside the classroom, is committed to learners’
success, allows the use of varied instructional and formative assessment strategies including
the use of information and communications technologies (ICTs), and enables the teacher to
guide, mentor, and support learners in developing and assessing their learning across the
curriculum.
3. What are the three elements or components of a well-designed lesson?
ANSWER: The three elements/components of a well-designed lesson are:

 Objectives – Must be SMART (Specific, Measurable, Attainable, Result-oriented, and Time-
bounded)
 Procedure – Presented clearly with varied activities/instructional materials
 Assessment/Evaluation-Provide relevant information

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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:
Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
ANSWER:
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Before the Lesson Lesson Proper After the Lesson
 Review previous  Provide learners with  Wrap up activities

lesson feedback
 Emphasize key
 Clarify concepts from  Explain, model, information and
previous lesson demonstrate, and concepts discussed
illustrate the concepts,
 Present warm-up ideas, skills, or
activities to establish processes that students  Assess whether lesson
interest in new lesson will eventually has been mastered
internalize
 Check learner’s prior  Check for learners’
knowledge about the  Help learners understanding
new lesson understand and master
new information
 Present connection  Ask learners to recall
between old and new  Check for learners’ key activities and
lesson and establish understanding concepts discussed
purpose for new lesson
 Reinforce what teacher
 State lesson objectives has taught
as guide for learners
 Transfer ideas and
concepts to new
situations
ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies
would make it easier to adjust and revise the lesson plan as needed.
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
Which part/s is/are accomplished after the lesson is delivered?

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ANSWER:
According to DepEd order No. 42 s. 2016, the reflection part of the DLL and DLP should be
filled up after the lesson is delivered.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL
and DLP. To find out the instructional principles behind these learning tasks, you may
refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).
Rosenshine’s 17 Principles of Effective Instruction:
1. Begin a lesson with a short review of previous learning.

2. Present new material in small steps with student practice after each step.
3. Limit the amount of material students receive at one time.
4. Give clear and detailed instructions and explanations.
5. Ask a large number of questions and check for understanding.
6. Provide a high level of active practice for all students.
7. Guide students as they begin to practice.
8. Think aloud and model steps.
9. Provide models of worked-out problems.
10. Ask students to explain what they have learned.
11. Check the responses of all students.
12. Provide systematic feedback and corrections.
13. Use more time to provide explanations.
14. Provide many examples.
15. Reteach material when necessary.
16. Prepare students for independent practice.
17. Monitor students when they begin independent practice.
ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self-learning Module (SLM)
for students that you have on hand. Imagine that you will deliver this lesson to your learners
through DL. In the second column, identify which of these tasks are already present in the
SLM. In the third column, identify which has to be presented via technology-mediated
resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one): ODL MDL TV/RBI BL

Grade Level and Learning Area: General Chemistry 1
Lesson/Topic: Modals
Learning Objectives: Use properties of matter to identify substances and to
separate them
Learning Resources/Materials Needed: SLM
Check if already Additional Remarks:

Part of Lesson / Learning Tasks present in the (ex. can be done via voice calls,
SLM can be facilitated by a household
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partner, can be done via a learning

activity sheet, can be presented via
an internet- based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson

1. Review previous lesson /
2. Clarify concepts from previous /
lesson
/
3. Present warm-up activities to
establish interest in new lesson
/ can be done via a learning activity
4. Check learner’s prior knowledge sheet, can be presented via an
about the new lesson internet- based resource, can be
/ facilitated during a synchronous
5. Present connection between old and learning session
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 can be done via a learning activity
/ sheet, can be presented via an
2. Help learners understand and internet- based resource, can be
master new information facilitated during a synchronous
/ learning session
3. Provide learners with feedback
/
4. Check for learners’ understanding
After the Lesson
1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key activities / can be done via a learning activity
and concepts discussed sheet, can be presented via an
internet- based resource, can be
4. Reinforce what teacher has taught / facilitated during a synchronous
learning session
5. Assess whether lesson has been /
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?
ANSWER:
Instructional videos, SIMs, SLKs
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?

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ANSWER:
a. For the learner they can be supported through follow-ups and
additional supplementary materials that can be given online or print out
b.The household partner may be given home weekly plan that will serve as their
guide
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
ANSWER:
It can be based on the learners’ assessment results or through gathering
feedback from the household partner.
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. Follow the example below.
ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.
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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.
ANSWER:
Assessment How to Adapt the Assessment Method

in DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
message.
It can be print out for those who has no internet connection and soft
1. Practice copies for those who has internet access.
exercises
2. Multimedia It will be available online and those that has internet connectivity. PDF
presentations files will also be available for print outs and soft copies
Responses can be via messenger, call or text
3. Recitations
It can be sent through print outs, pictures, video using cellphone or
4. Performance messenger
task
Using simple games answered via text or messenger
5. Games
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
ANSWER: Practice exercises are common among the group members.
2. What are the challenges in doing assessment in DL?
ANSWER: The challenges include difficulty to communicate clearly especially in giving of

instructions, and the lack of internet connectivity of some learners.
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
ANSWER: The different online platforms that can be used to make assessment doable like
learning how to use Google Forms and Google Classroom

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ACTIVITY 6
Sample learning outputs obtained from different assessment methods maybe collected to build a learner’s portfolio.
Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and use it.
After reading the references, answer the following quiz to check your understanding about using a portfolio to assess the
learner.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some options
or alternatives on how they will be assessed. Just make sure that these would show how much they have
learned.

IN THE MODALITIES
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column
A with the terms in column B. Write your answers in your Study Notebook.
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Column A Column B
1. These are the knowledge, understanding, skills, and attitudes a. learning area
that learners need to demonstrate in every lesson and/or
learning task.
Answer: C b. mode of delivery
2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to c. learning
competencies
enhance their understanding of the content.
Answer: D
3. This refers to the prescribed subject that learners take. d. learning task
Answer: A
4. This refers to the method of submission of learning
outputs
preferred by the learner/parent based on their context.
Answer: B
The check-up activity introduced you to the key components of a Weekly Home Learning
Plan (WHLP), namely, the learning area, learning tasks, learning competencies, and the
mode of delivery. The WHLP serves as a guide for your learners on what they need to
accomplish each week when they do independent study at home (DepEd, 2020). It outlines
the learning tasks that learners need to do, using the SLM, in order for them to attain the
most essential learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the Sample
Weekly Home Learning Plan for Blended Distance Learning or may just refer learners to the
lesson number and/or activity number in the SLM as shown in the Sample Weekly Home
Learning Plan for Modular Distance Learning and for Online Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as they follow the
prescribed schedule in the plan. Remember also that part of guiding learners is to give
enhancement or remediation activities when needed and when possible
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 the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan,
and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if
there are any suspensions of classes due to calamities (DepEd, 2020).

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• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should

also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours
(two in the morning and the other two in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the
other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
ANSWER:
WEEKLY HOME LEARNING PLAN – GRADE 11
Learning Area: General Chemistry 1 Week: 1 Date Covered: October 5-9, 2020
MELCs:
Recognize the formulas of common chemical substances.
Objectives:
At the end of the module, the learner is expected to:
1. Identify formulas of common chemical substances.
DAY AND
LEARNING TASK
TIME
 Gear up for the lessons to be accomplished today. Eat healthy breakfast and think
that you are really going to school today.
 A healthy mind starts with a healthy body. Do some simple exercises that can
stimulate your mind.
Note: Use the provided answer sheets for all the activities separately from the given module. You can
use separate sheets of paper if it is needed. Do not write anything on the modules. Take care of the
modules while it is in your custody. Do not drink near the modules to avoid necessary accidents.
Preliminaries/Introduction (What I Need to Know)
In this module, the student is expected to recognize formula of common chemical
substances.
Pre-assessment (What I Know)
On page 3, read and answer the questions carefully. Use the given answer sheet.
PROCEDURE
1. Review/Motivation (What’s In)
 Allow the student to answer the guided questions on page 4.
2. Initial Activity/Discovery (What’s New)
 Allow the student to read and understand the formulas of common chemical
substances and answer the activity on page 8 Chemical Formula and
Molecular Structure.
3. Generalization (What I Have Learned)
 In this part, student will fill in the L component of the KWL chart to
generalize the things that they have learned about the topic on page 9. Write
your answer on the answer sheet provided.
4. What Can I Do
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 Let the student work in progress as they choose to any of the added task on
page 10
5. Assessement
 In this part, evaluate the student’s mastery of the lesson by answering the
assessment/post-test on page 10. Write your answer on the answer sheet
provided by the teacher.
Mode of Delivery
 Modular Distance Learning: The parent/guardian/authorized representative shall personally
submit the printed module and activity sheets in the classroom. A proof of identity shall be
presented upon the submission/claim of the materials.
 Online Distance Learning: The learner can send outputs to the Google Classroom account
provided by the teacher or to any other platform recommended by the school.
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.
ANSWER:
Weekly Home Learning

Individual Learning
Plan
Monitoring Plan (ILMP)
(WHLP)
To aid teachers and This is a more specific tool
parents in keeping track of which shall be used by
the day-to-day in-school teachers and learning
and off-school general facilitators for learners who
learning processes as they lag as shown by the results of
implement the most their formative and
suitable and feasible summative assessments. By
alternative learning providing intervention
Purpose modality based on the strategies for a certain period,
context of their school. It the Individual Learning
creates awareness among Monitoring Plan serves as the
learners that they are document that will show if
responsible for what they the learner has shown either
learn mastery of the learning
competencies, significant
progress, or insignificant
progress
For Whom? For those who are For learners who are not
implementing Distance showing progress in meeting
and Blended Learning the required learning
competencies.
For learners who are given
intervention activities

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Components 1. Learner’s Needs refer

1. Learning Area are
to the gaps between the
the subjects prescribed to
required knowledge, skills,
be taken by learners in a
and attitudes described in the
grade level or key stage.
learning standard and the
2. Learning Tasks are current status of the learner
formative learning as evidenced by assessment
opportunities created for results. These are the areas
learners to enhance their where the learners need help
understanding of the in a form of interventions to
content, which prompt help them meet the required
them to engage learning competencies.
intensively in the subject
2. Intervention Strategies
matter.
are programs or sets of steps
3. Learning to help learners improve at
Competencies refer to areas they struggle with.
the knowledge, Intervention strategies may
understanding, skills, be any of the following form,
and attitudes that but not limited to,
learners need to
(1) extending time of
demonstrate in every
completion of tasks; (2)
lesson and/or learning
adjusting the level of
activity (DO 8, s. 2015
difficulty of the learning
Policy Guidelines on
Classroom Assessment contents/tasks; (3) providing
for the K to 12 Basic more guided activities before
Education Program) proceeding to independent
activities; (4) seeking for
4. Mode of Delivery
more supervised time with
refers to the method of
learning facilitator; (5) giving
submission of learning
sample prototype learning
outputs to include
outputs or models to serve as
written work, products,
reference for his or her own
and performances,
work.
preferred by the
learner/parent based on 3. Monitoring Date refers to
their context/situation the date when the teacher has
evaluated the results of
learner’s assessments after a
sufficient time of
implementing certain
intervention strategies.
Learner’s assessments may
be through portfolios to
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include learning outputs such

as written work, products,
and performances evaluated
using rubrics. Testimonies of
parents/guardians and
learning facilitators regarding
the learner’s progress may
also be considered as a matter
of holistic assessment.
3. Learner’s Status refers
to how well the student learns
as a result of the teaching-
learning process in the
learning delivery modality
that he has chosen. It is
determined after assessment
of learning and completion
of sufficient and appropriate
Has to be
communicated to Yes Yes
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 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.
Share the ILMP that you made for that specific learner during your next LAC Session.
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
INDIVIDUAL LEARNING
MONITORING PLAN
Learner’s Name: JHON AYES
Grade Level: 11
Intervention
Learning Learner’ s
Strategies Monitoring Date Learner’s Status
Area Needs
Provided
Insignificant Significant Mastery
Progress Progress

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Gen Math Follow up Activity 10-08-2020 ✔

instruction Sheets
Oral Com Follow up Activity 10-08-2020 ✔
instruction Sheets
Gen Chem Follow up Activity 10-08-2020 ✔
instruction Sheets
PR1 Follow up Activity 10-08-2020 ✔
instruction Sheets
Source: DepEd Memorandum DM-CI-2020-00162
Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and continuous
adaptation before, during, and after lesson delivery, you will be able to design lessons with
your best efforts and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback from
the learners (learners’ self-assessment), and from the learning facilitators or household
partners, in order to continuously improve lessons and provide support for learners as they
learn
• One way of getting feedback from learners is by communicating regularly with them and their
families. As teachers, you need to make your presence felt, and send the message to the learners that
they are not alone in this situation. This will greatly help them stay motivated.
As teachers, you are part of a larger community of learners, and would need support from
your Coaches, School Heads, and fellow teachers as you adapt to the new normal.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC Session
3A Guide ready when you participate in the LAC Session for this Module.

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MO
DU
LE
3A
OU
TP
UT
Output No. 1 List of Targeted Learner Intervention
Learners Group Targeted Intervention

Schools must provide a list of those learners
Learners without parents or household
who has no support or guide at home. And
member who
these learners will be supervised constantly
can guide and support their learning at
through telephone calls, texts, internet,
home
and/or other platforms available.
Provide modules, Self-learning kits, and
SIMs that will help teach learners to read.
Beginning readers (K to 3) Their parents may also be advised to guide
them in watching educational programs on
TV that could aid in learning how to read
(at their level).
Struggling readers (Grades 4-12) Provide modules, Self-learning kits, SIM,
effective reading materials that are focused
on struggling readers. Their parents may
also be advised to guide them in watching
educational programs on TV that could aid
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in learning how to read (at their level).

No access to devices and Internet Provide modules, Self-learning kits, SIM,

Inaccessible - live in remote and/or unsafe printed reading materials, Textbooks
areas

Persons with Disabilities
Output No. 2 Learning Task for Distance Learning
Before the Lesson Lesson Proper After the Lesson

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 Review previous  Provide learners with  Wrap up activities

lesson feedback
 Emphasize key
 Clarify concepts from  Explain, model, information and
previous lesson demonstrate, and concepts discussed
illustrate the concepts,
 Present warm-up ideas, skills, or
activities to establish processes that students  Assess whether lesson
interest in new lesson will eventually has been mastered
internalize
 Check learner’s prior  Check for learners’
knowledge about the  Help learners understanding
new lesson understand and master
new information
 Present connection  Ask learners to recall
between old and new  Check for learners’ key activities and
lesson and establish understanding concepts discussed
purpose for new lesson
 Reinforce what teacher
 State lesson objectives has taught
as guide for learners
 Transfer ideas and
concepts to new
situations
DISTANCE LEARNING MATRIX
Distance Role of Parent or

Distinguishing Essential
Learning Role of Teacher Household Role of School
Feature Resources
Modality Member
Teachers
communicate to
Provide learners
learners and parents.
with complete
They also help in
learning modules.
Modular Self- learning the distribution of
Distance learning Provide learners Spearheads in the
Distance kits, Learning learning modules to
with the aid of with instructional distribution of
Learning Modules, learners through
learning modules support at home. modules to
(MDL) textbooks their parents, and
learners and lead
assess students
in information
based on their
dissemination.
accomplished
modules.
Online Distance learning SLMs for Teachers will Supervision and Schools shall
Distance with the aid of Alternative facilitate learning monitors the screen determine the
Learning online resources Delivery through online time of learners appropriateness of
(ODL) and internet Modes instruction with the certain learning
connectivity (ADM), aid of available management
textbooks, online and offline systems in the
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primer
lessons,
activity
sheets,
teacher-made
videos and
supplementar
y materials,
and open
educational
resources
(OERs).
SLMs and
primer
lessons shall
be converted
into different
digital forms learning resources.
such as They will also give
interactive assignments and delivery of
lessons or learning tasks to instruction.
electronic assess learners’
books (e- performance.
books) and
shall be
available
through the
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems.
·
Teachers clarifies
TV-based
TV Based confusion in the
lessons
Instruction shall lesson that was
utilized Schools shall
be implemented viewed through
through this provide the
in areas with home visitation by
platform are learners, as well as
access to subject area teacher Provide guidance
TV-Based converted their
Television wherever possible and supervision
Instruction learning parents/guardians/l
Networks with or through phone during viewing
(TVBI) modules earning facilitators
programs calls, SMS, among time.
similar to the broadcast
dedicated to others. Provide
Modular and schedule of
deliver DepEd learning exercises,
Online lessons
TV-based enrichment
distance
lessons activities in printed
lessons.
form for assessment
of learners.

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Teachers clarifies
Radio-based
confusion in the
Radio Based lessons
lesson that was
Instruction shall utilized
viewed through Schools shall
be implemented through this
home visitation by determine the
in areas with platform are
Radio- subject area teacher Supervision and appropriateness of
access to Radio converted
Based wherever possible monitors the certain learning
stations with learning
Instruction or through phone listening time of management
programs modules
(RBI) calls, SMS, among learners systems in the
dedicated to similar to
others. Provide delivery of
deliver DepEd Modular and
learning exercises, instruction.
Radio-based Online
enrichment
lessons distance
activities in printed
lessons.
form for assessment
of learners.
Teachers
facilitate/communic
ate to learners and
For Blended
parents through Schools shall
Distance
phone calls, SMS determine the
learning, Combination
Blended among others. Provide guidance appropriateness of
minimum of two or
Distance Assess learners and supervision to certain learning
requirements more learning
Learning depending on the learners. modalities chosen
must be met for resources
minimum in the delivery of
each of the types
requirements of the instruction.
being combined.
two or more chosen
modalities.
Output No. 3 Assessment Methods in Distance Learning
3.1 Venn Diagram of Assessment

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3.2 Assessment Methods
Assessment How to Adapt the Assessment Method

in DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
message.
It can be print out for those who has no internet connection and soft
1. Practice copies for those who has internet access.
exercises
2. Multimedia It will be available online and those that has internet connectivity. PDF
presentations files will also be available for print outs and soft copies
Responses can be via messenger, call or text
3. Recitations
It can be sent through print outs, pictures, video using cellphone or
4. Performance messenger
task
Using simple games answered via text or messenger
5. Games
Output No. 4 Weekly Home Learning Plan (WHLP)

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WEEKLY HOME LEARNING PLAN – GRADE 11
Learning Area: General Chemistry 1 Week: 1 Date Covered: October 5-9, 2020
MELCs:
Recognize the formulas of common chemical substances.
Objectives:
At the end of the module, the learner is expected to:
a. Identify formulas of common chemical substances.
DAY AND
LEARNING TASK
TIME
 Gear up for the lessons to be accomplished today. Eat healthy breakfast and think
that you are really going to school today.
 A healthy mind starts with a healthy body. Do some simple exercises that can
stimulate your mind.
Note: Use the provided answer sheets for all the activities separately from the given module. You can
use separate sheets of paper if it is needed. Do not write anything on the modules. Take care of the
modules while it is in your custody. Do not drink near the modules to avoid necessary accidents.
Preliminaries/Introduction (What I Need to Know)
In this module, the student is expected to recognize formula of common chemical
substances.
Pre-assessment (What I Know)
On page 3, read and answer the questions carefully. Use the given answer sheet.
PROCEDURE
6. Review/Motivation (What’s In)
 Allow the student to answer the guided questions on page 4.
7. Initial Activity/Discovery (What’s New)
 Allow the student to read and understand the formulas of common chemical
substances and answer the activity on page 8 Chemical Formula and
Molecular Structure.
8. Generalization (What I Have Learned)
 In this part, student will fill in the L component of the KWL chart to
generalize the things that they have learned about the topic on page 9. Write
your answer on the answer sheet provided.
9. What Can I Do
 Let the student work in progress as they choose to any of the added task on
page 10
10. Assessement
 In this part, evaluate the student’s mastery of the lesson by answering the
assessment/post-test on page 10. Write your answer on the answer sheet
provided by the teacher.
Mode of Delivery
 Modular Distance Learning: The parent/guardian/authorized representative shall personally
submit the printed module and activity sheets in the classroom. A proof of identity shall be
presented upon the submission/claim of the materials.
 Online Distance Learning: The learner can send outputs to the Google Classroom account
provided by the teacher or to any other platform recommended by the school.
Output No. 6 LAC 3 Teacher 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: Ralph Anthony M. LAC SESSION ID: meet.google.com/whm-xidg-pvv

Apostol
REGION: III DATE OF LAC SESSION: September 18, 2020
DIVISION: Bulacan NUMBER OF LAC SESSION: 3
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
S or strongly disagree,
SD D N A A please 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

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Part B
1. I need further clarification and/or resources on the following topics:
ANSWER:
 Development and Design of the MELCS
 Unpacking and Combining the MELCs
2. I encountered the following problems or challenges:
ANSWER:
 Over exposure to laptop/gadget screen
 Poor Internet Connectivity
 Difficulty in setting a common available time among all department co-members
 Unfamiliarity with google apps
3. Other comments/suggestions:
ANSWER:
 There should be equal responsibility within the members of the group.
 There should be a template provided already for the list of tasks and activities to be
accomplished.
 Everyone should pay attention to the LAC Facilitator and be wise when it comes to time
management.
Output No. 7 LAC 3 Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.
LAC ID: meet.google.com/whm-xidg-pvv REGION: III
LAC FACILITATOR: Maria Veronica M. Samson LAC SESSION NO: 3
DATE AND TIME OF SESSION: September 18, 2020 VENUE/PLATFORM OF SESSION:

10:00 am – 12:00 nn Google Meet
Number of members present (attach attendance document): 13
Materials and resources:
___ Self-Learning Module

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

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

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ANSWER:
The best part of the session is when everyone agrees that the main delivery of this
course is to support teachers in preparation for the new learning delivery modality
(LDM) in school and be able to describe what this course is about and how it will
help us teachers manage the teaching-learning process in the modalities.
2. Problems or challenges encountered and how they were resolved:
ANSWER:
1. The first challenge we faced is insufficient time for proper planning. The
conduct of LAC is sometimes conducted “haphazardly”, lack of plan, order or
direction due to time constraints and urgency of required reports.
As the member, I always try to attend all the set LAC sessions on-time, all ears,
and minds on. Whenever I have something to share, I try to express it and I also
contribute to the discussion.
2. The second challenge is overlapping of schedules. Different subject areas have

their schedules that overlap with schedule of LAC such as district meeting,
webinars, workshops, trainings, etc.
We settled this by making our own timetable for the list of activities and webinars
that each one of us is going to have, in short, we give priority to proper time
management by finding time for our group’s LAC sessions.
3. Third, no prepared LAC plan which will misguide the LAC Leader and members
in the needed LAC sessions to do or accomplish.
We resolved this by having a LAC schedule suited for the topics needed to be
discussed for LDM 2.
4. Fourth, lack of communication and coordination of LAC Leader and members

that may resulted to chaos and unplanned set of priorities and activities.
We resolved this by making a Group Chat in Facebook messenger in which all of
the info’s, announcements and questions about learning Delivery Modalities 2 for
Teachers will be entertained in the said chat box.
5. Fifth, members do not perform their roles that will made the LAC Sessions
unsuccessful.
As the facilitator I ask them one by one on how they feel and what are the important
things they have in mind after each LAC Session.
6. Sixth, poor internet connection.

We see to it that whenever we have a scheduled LAC Session every one of us will find
a place where the internet connectivity is strong, and we advised everyone to use wifi
instead of mobile data.
3. Other topics discussed apart from the recommended topics, if any:
ANSWER:
1. We have discussed also DepEd Order No. 35 s. 2016 entitled “The Learning

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Action Cell as the K to 12 Basic Education Program School- Based Continuing

Professional Development Strategy for the Improvement of Teaching and
Learning.”
2. Habits, Obstacles, Motivation and Environment Columns (Describing the

content), etc. (please refer to our schedule of activities)
4. Recommendations/Plans for next LAC session:
ANSWER:
We are planning to enhance our self -confidence by practicing being a LAC
Facilitator and Resource Speaker for the next LAC Sessions.

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MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for S.Y. 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/ Divisions. Study this map and answer the following
questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
ANSWER: Based on the map, we need Online SLM, Online Activities/exercises, offline digital
SLM, offline activity sheets, printed SLM, Activity sheets, SLM-Based Video, activity sheets,
MELCs-aligned videos, activity sheets, SLM – based RBI, and activity sheets.
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?
ANSWER: Complete materials for this distance LDM are not yet available in my class and to
substitute with the missing LRs DepEd sanctioned LR portals like DepEd Commons and
DepEd LRMDS like LRDMS will be a big help. Our school also spearheaded in preparing
learning activity sheets as additional resources may also be utilized. In addition to it are the
available Self-learning kits, SIM’s prepared by the teachers in San Ildefonso and in the Division
of Bulacan is also available in our School with the help of our LR Adviser and LR coordinator.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
ANSWER: I need the support of our Division LR Department for any technical problem or
accessibility problem in Portal. And of course, I will in need also of the help of our LR district
adviser, subject coordinators, and school coordinator in utilizing this DepEd-sanctioned LR
Portals.
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?
ANSWER: Yes, they are appropriate to the level and characteristics of learners because one of
the criteria in making these LRs is the appropriateness of the created material to the level of
target learners and it should also be not gender – bias material. No one might be disadvantaged
in the material because this material is MELCs connected so it is really fit on the target learners.
It is also appropriate in terms of language and activities, so even without the help of parents,
students may understand the direction/discussion and answer the activities on their own. The LR
is appropriate in the culture of students that motivates them to study the lesson and relate their
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situation on it. More so, it shows gender – fair. Even a boy and girl will be much interested in
this LR.
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.
NAME OF COLLEAGUE: EVANGELINE C. VICTORIA

What support can you provide to your colleagues and what support can you get from them
in terms of LRs?
 I can help them gather and download the learning materials that can be found in the LR
portals.
 They can manage and arrange the files according to the subject and lesson so it will be
easier for us to find or search the material.
 We can help each other by sharing the LRs we have. I can also help them in making video
lesson if they don’t know how to edit such video. Each of us can make different worksheets
that we can use to our learners. In this time of epidemic, sharing is one of the important
attitudes that we may show toward to each other.
 INSIGHTS:
Teacher 1: Willyn D. Viñas – We are blessed to have LR portal and DepEd Commons
where we can download our needed resources.
Teacher 2: Maika Elissa Cruz– We can create our own LR too corresponds to the
Evaluation Form used in validating this LR.
Teacher 3: Julie Ann Añano– I will utilize this DepEd sanctioned LR portals and
DepEd Commons as much as possible.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
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.
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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?
ANSWER: Some of the LDM I needed is present in LR Portal. I can use this together
with my self-made resources. Some LRs that are not present here is available in
DepEd commons so I will continue using and browsing DepEd commons as well as
other website that will help me a lot in choosing appropriate LR materials.
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
ANSWER: had no hurdles in accessing LR portal with the aid of my deped account.
Learners are also in reach of DepEd commons which is also a big help for them.
Although there are instances that some of the lessons are not yet available there. So
it’s a big help that there are offline materials readily available in our District such as
SIM, SLK, and the likes.
3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
ANSWER: I should also watch the available video on how to utilize this website and
the LR portal guide manual. These provisions are provided by the Central Office with
the help of Regional Offices. For other concerns, I will be needing the help of our
LRMDS Division Office Staff and LR Coordinator.
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.
ANSWER:
The Use of LR Portals
Everyone in the group has an access in the LR portal but they are not using this for searching
their needed LR. They are not that familiar with the features and available LR resources on it.
Thanks to the LR portal video tutorial, it made them to become familiar in searching LR
available on it.

LESSON 3: ASSESSING THE LR MATERIALS

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

ANSWER: Yes it meets all the requirements. It is very useful and can easily catch the
learners’ attention and willingness to read and learn.
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?
ANSWER: I don’t have any “No” answer nor “Cannot Be Determined”
None of the requirements can be considered as “cannot be determined”. So, I would
rather choose or download this material and use to my learners. It suits with my learner
needs and I am sure that the learning competency that I need to impart to them will be
mastered.
3. What decision will you make on the LR material? Why?

ANSWER: I will use the LR material as supplementary learning device because it is
informative and suited to learner’s capabilities.
4. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
ANSWER: I think it’s the LR’s physical looks and how it is attractive to the
learner’s eyes that they can be caught on the first sight. (Maybe the drawings, colors,
cover and activities that caught the learners’ interest)
5. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
ANSWER: It helped me a lot to choose the right and appropriate LRs for my
lessons to meet the learner’s need. I can now easily choose the LR that are
appropriate to my learners’ level, interests, gender and other needs. It helped me to
become familiar on the available resources found in our DepEd sanctioned LR
Portals. It lessens my worries for this coming “new normal” setting of teaching-
learning process.
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

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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?
ANSWER: The DepEd portal has everything that you need in terms of the learning
competencies. You don’t need to go through different website for you to be able to find all
the leaning competencies that you need. It will be easier for learners to access things that
he/she will need because the content of this portal was aligned to the Learning Competencies
set by the Department of Education. Materials from LR Portal are more reliable rather than
on material found in non-DepEd portal. Materials there really suites to the learners’ needs
and it motivate learners to study the lesson on their own because the words used in this
material are easy to understand. The instructions are easy to follow and shows differentiated
activities. Skills of the students disregard their gender can develop gradually. Because of the
different activities, learners cannot be bored. On the other hand, you need to review the
material or resources you find in non-Deped Portal to assure its quality and if it jives to the
learning competency but still its production and presentation is really well-planned and
presented that would engage and maintain the interest of the students.
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
ANSWER: For the DepEd materials, I cannot say anything but to please complete the LR
materials we need. For non-DepEd portal materials, whoever the author of those materials,
they can cooperate with BLR so their talent in creating these materials can be recognized and
uploaded to the official DepEd Portal. They may also consider the assessment tool to improve
their created LR.
Make it easy to access considering how bad the internet connection in the Philippines. Make
it easy for everyone to navigate the site.
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
ANSWER: I became familiar with the materials that I will need which will be of great help as
an aid for my lessons to attain the goals and objectives of the educational sector. I also
developed the knowledge to assure the quality needed in the learning resources that we will be
using.
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?
ANSWER: It is almost the same and both materials passed the quality assurance, one
from the DepEd and the other is from the reliable online educational resources. The
Online Educational resources has more lessons and variations to choose from maybe
because they are established way longer that in the DepEd portal. Sooner, I am positive
that DepEd will be able to upload more and complete all the lessons.
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2. What improvements do you still need to make in your developed material?

ANSWER: First, I will make sure that the self-made LR materials are free from
copyright issues and plagiarism. I will also assure that it is easy to understand and the
instructions are precise so that all the students even the pupils who lacks guidance will be
able to understand and acquire the knowledge and skills, they will be able to answer all
the activities and learn independently. Second, I need to change my illustrations or
pictures. But I will be needing more time to do it. Third, I need to consider the layout of
my own developed material. It should be eye-catchy or interesting to the eyes of the
learners. While in making video lessons, I need to study more how to use different video
maker apps and buy other equipment for the best result of my video lesson.
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.
ANSWER:
CHOOSING THE APPROPRIATE LRS
Materials from DepEd portal are best to use for this coming “new normal” teaching-learning
process. We can develop our own LR but it is better if we will consider the criteria listed in
Rapid Assessment Form.

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MO
DU
LE
3B
OU
TP
UT

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RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES N Cannot be
O 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?
1.1 LR Rapid Test (Grade 9 Module From Division of Bulacan)
Reflection Questions:
ANSWER:
Yes, the material was able to meet all the requirements since the content and its part is complete
as well as the guidelines in making a module set by the LRMDS is strictly followed. The material
is appropriate to the level and characteristics of learners because one of the criteria in making
these LRs is the appropriateness of the created material to the level of target learners and it should
also be not gender – bias material. No one might be disadvantaged in the material because this
material is MELCs connected so it is really fit on the target learners. It is also appropriate in
terms of language and activities, so even without the help of parents, students may understand the
direction/discussion and answer the activities on their own. The LR is appropriate in the culture
of students that motivates them to study the lesson and relate their situation on it. More so, it
shows gender – fair. Even a boy and girl will be much interested in this LR.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”?
ANSWER:
I don’t have any “No” answer nor “Cannot Be Determined” and none of the requirements can be
considered as “cannot be determined”.

ANSWER:

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I will use the LR material because it is the approved and reproduced material for the Division of
Bulacan
4. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
ANSWER:
I think it’s the LR’s durability. Since the modules will be distributed from the teacher to then
back to the teacher in-charge, there is a possibility that the materials’ physical condition will not
be properly taken care of.
5. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
ANSWER:
It helped me a lot to choose the right and appropriate LRs for my lessons to meet the learner’s
need. I can now easily choose the LR that are appropriate to my learners’ level, interests, gender
and other needs. It helped me to become familiar on the available resources found in our DepEd
sanctioned LR Portals. It lessens my worries for this coming “new normal” setting of teaching-
learning process.
1.2 LR Rapid Test (Grade 9 Module from a Private School)
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:
ANSWER:
Yes, the material was able to meet all the requirements since the content and its part is complete.
The material is appropriate to the level and characteristics of learners because one of the criteria
in making these LRs is the appropriateness of the created material to the level of target learners
and it should also be not gender – bias material. It is also appropriate in terms of language and
activities, so even without the help of parents, students may understand the direction/discussion
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and answer the activities on their own. The LR is appropriate in the culture of students that
motivates them to study the lesson and relate their situation on it. More so, it shows gender – fair.
Even a boy and girl will be much interested in this LR.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”?
ANSWER:
Yes, it is about the ease of reproduction/dissemination. The module from a private school which
we have examined was in a book format. Plus, the mode of distribution/dissemination can also be
an issue.

ANSWER:
I will use the LR material as supplementary learning device to the module made by DepEd
Bulacan because it is informative and suited to learner’s capabilities.
4. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
ANSWER:
I think it’s the LR’s physical looks and how it is attractive to the learner’s eyes that it can make
them more engaged on the first sight. (I like the drawings, colors, cover and activities which I
think it will catch the learners’ interest)
5. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
ANSWER:
It helped me a lot to choose the right and appropriate LRs for my lessons to meet the learner’s
need. I can now easily choose the LR that are appropriate to my learners’ level, interests, gender
and other needs. It helped me to become familiar on the available resources found in our DepEd
sanctioned LR Portals. It lessens my worries for this coming “new normal” setting of teaching-
learning process.

Region III
MO
DU
LE
4
AN
SW
NAME: RALPH ANTHONY M. APOSTOL
SCHOOL ID: 300730
ER
NAME OF SCHOOL: CALAWITAN NATIONAL HIGH SCHOOL
DESIGNATION: TEACHER III
SH
60 | L D M 2
EET RALPH ANTHONY M. APOSTOL
Region III
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.
ANSWER:
STRONGLY STRONGLY
ITEMS AGREE DISAGREE
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.
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: The particular professional standards in PPST that I need to focus on to

effectively use the LDMs in relation to the content and pedagogy of learning that I have
teaching are:
First, the Domain number 3 Diversity of Learners-because we need to implement
teaching strategies that are responsive to our learners. We need to discover and to know

Region III
their strengths and weaknesses. It includes also the disabilities, giftedness and talents of the
learners.
Second, The Domain number 5 Assessment and Reporting. We need to monitor and
evaluate our learners’ progress if they have the mastery of the lesson or not. So, teachers
explore more techniques on how we deliver lessons even we do not meet our learners.
Lastly, the Community Linkages and Professional Engagement- We need to build a
strong relationship with parents and guardians in facilitating the learners. Parents and
guardians play a vital role in delivering lessons.
ACTIVITY 3
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you use the
LDM adopted by your School? What is your goal in terms of your teaching practices in the
modalities? What motivates you to achieve this goal? What do you think will help you attain
this goal?
Add as many rows as you need for your answers.
ANSWER:
What is your goal toward What will push you to achieve What will help you attain this
improving your teaching this goal? goal?
practices in the modalities?
Learn new ideas and experiences Implementation of learning Attending trainings, seminar, LAC
continuity and Professional
Development
Commit myself to my job, pupils Implementation of learning I’ll make myself available and
and community. continuity and Professional reachable by all means
Development
Embrace and adapt the new normal Implementation of learning Show awareness and readiness
continuity and Professional
Development
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT AND LAC PLANNING
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC
ACTIVITY 1

Region III
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.
ANSWER:
PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS
OBJECTIVES
RELATED TO THE MODALITIES
Demonstrating knowledge and understanding of Supporting Curriculum Management and

support curriculum implementation through Implementation
management of programs, projects and activities
aligned with the curriculum standards
Building relationships with parents/guardians and Community Linkages and Professional

the wider school community to facilitate Engagement
involvement in the educative process
Selecting, developing, organizing and using Developing Self and Others

appropriate teaching and learning resources to
address learning goals
Designing ,selecting, organizing and using Assessment and reporting

diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
Demonstrating knowledge and understanding in Strengthening Shared Accountability

the provision of technical assistance based on
quality assurance and monitoring and evaluation
results
Demonstrating knowledge and understanding of Strengthening Shared Accountability

laws ,policies, guidelines and issuances on disaster
risk reduction management
Displaying knowledge and understanding of Fostering a Culture of Continuous

relevant technology-based innovations including Improvement
ICT in effective delivery of roles and functions
Adapting and using culturally appropriate Diversity of Learners

teaching strategies to address of learners from
indigenous groups
INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Region III
Strengths Developmental Developmental Intervention) Timeline Resources

Needs Needed
Learning Intervention
Objectives of
the PD
Program
Objective 7 Objective 2 To mentor Attending Year- Round SLAC Team

KRA 3 KRA 1 with SLACs, Local Fund
To develop and To collaborate colleagues in seminars School Fund
apply effective with colleagues the conduct and/or
strategies in the in the conduct and webinars
planning and and application application of
management of of research to research
developmentally enrich
sequenced knowledge of To enrich
teaching and content and knowledge of
learning pedagogy content and
processes to pedagogy
meet curriculum Objective 9
requirements and KRA 3 To develop
varied teaching To advise and and use
contexts guide appropriate
colleagues in learning
Objective 4 the selection resources
KRA 2 organization, including ICT
To work with development
colleagues to and use of To facilitate
model and share appropriate advising and
effective teaching guiding
techniques in the learning colleagues in
management of resources the selection
classroom including ICT, organization
structure to to address that will
engage learners, specific learning address
individually or goals specific
in groups, in learning goals
meaningful
exploration,
discovery and
hands-on
activities within
a range of
physical learning
environments
Objective 8
KRA 3
To review with
colleagues,
teacher and
learner feedback
to plan, facilitate

Region III
and enrich
teaching practice
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.
ANSWER:
ACTION PLAN/INTERVENTION
WHAT DO YOU PLAN TO WHEN? WHO WILL BE

DO (INTERVENTION?) RESPONSIBLE?
Coordinate with the
local/barangay officials as to October, 2020 Parents, teachers, LGU, & Other
preparedness and awareness for concern stakeholders
the opening of classes
Secure medical certificate Before the opening of Parents, teachers, BRHU
classes
Seek the assistance of barangay
officials with regards to the October, 2020 Parents, teacher-adviser,
reading ability of parents barangay officials
Continuous dissemination of
information through FB page, Year round School Management Team
tarpaulin and other social media
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
To mentor with colleagues in the conduct and School Action Research

application of research
Region III
To enrich knowledge of content and pedagogy Effective teaching strategies
To develop and use appropriate learning resources Upgrading ICT Skills and ICT Platforms for
including ICT Effective Teaching and Learning
To facilitate advising and guiding colleagues in the Skills needed in the New Normal Education
selection organization that will address specific
learning goals

Region III
MO
DU
LE
4
OU
TP
UT
Output No. 1 Individual Development Plan

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

Region III
Program
Objective 7 Objective 2 To mentor Attending Year- Round SLAC Team

KRA 3 KRA 1 with SLACs, Local Fund
To develop and To collaborate colleagues in seminars School Fund
apply effective with colleagues the conduct and/or
strategies in the in the conduct and webinars
planning and and application application of
management of of research to research
developmentally enrich
sequenced knowledge of To enrich
teaching and content and knowledge of
learning pedagogy content and
processes to pedagogy
meet curriculum Objective 9
requirements and KRA 3 To develop
varied teaching To advise and and use
contexts guide appropriate
colleagues in learning
Objective 4 the selection resources
KRA 2 organization, including ICT
To work with development
colleagues to and use of To facilitate
model and share appropriate advising and
effective teaching guiding
techniques in the learning colleagues in
management of resources the selection
classroom including ICT, organization
structure to to address that will
engage learners, specific learning address
individually or goals specific
in groups, in learning goals
meaningful
exploration,
discovery and
hands-on
activities within
a range of
physical learning
environments
Objective 8
KRA 3
To review with
colleagues,
teacher and
learner feedback
to plan, facilitate
and enrich
teaching practice

Region III


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Republic of the Philippines

MODULE 1: COURSE ORIENTATION

1. How will my personal characteristics and circumstances affect

2|LDM2 RALPH ANTHONY M. APOSTOL

MODULE 1: COURSE ORIENTATION

and reflections in your Study Notebook.

4|LDM2 RALPH ANTHONY M. APOSTOL

3. Note the following in forming your LACs:

Figure 1. LAC Composition and Coaching Arrangement for LDM2 Teachers

NERISSA V. BERNARDO Members:

FORM 1: LAC PROFILE

LAC ID (name or number): LAC No. 1 Number of LAC members: 14

Name of LAC Facilitator: Designation/Position:

Belticeazar V. Male Teacher II Bulacan 09224444536 Phone, FB Messenger,

Julie Ann Añano Female Teacher I Bulacan 09296735648 Phone, FB Messenger,

Ralph Anthony M. Male Teacher III Bulacan 09070573253 Phone, FB Messenger,

Diana M. Calayag Female Teacher I Bulacan 09333943037 Phone, FB Messenger,

Maika Elissa V. Female Teacher I Bulacan 09360448823 Phone, FB Messenger,

6|LDM2 RALPH ANTHONY M. APOSTOL

Regina B. Female Teacher III Bulacan 09325198676 Phone, FB Messenger,

Anna Marie April Female Teacher I Bulacan 09238768438 Phone, FB Messenger,

Andrea Lean C. Female Teacher I Bulacan 09616148145 Phone, FB Messenger,

Madhelyn T. Female Teacher II Bulacan 09496381823 Phone, FB Messenger,

Jaime Andria S. Female Teacher II Bulacan 09461780093 Phone, FB Messenger,

Maricar B. Female Teacher I Bulacan 09488522748 Phone, FB Messenger,

Maria E. Female Teacher II Bulacan 09177641670 Phone, FB Messenger,

Evangeline C. Female Teacher III Bulacan 09193685211 Phone, FB Messenger,

Willyn D. Viñas Female Teacher I Bulacan 09226385380 Phone, FB Messenger,

FORM 2: LAC Facilitator Information Sheet

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

Contact details: Email: Mobile Facebook Name:

FORM 3: LAC Session Report

LAC FACILITATOR: MARIA VERONICA LAC SESSION NO.: 1

7|LDM2 RALPH ANTHONY M. APOSTOL

LAC LEADER: VENUE/PLATFORM OF SESSION:

DATE AND TIME OF SESSION:

Number of members present (attach attendance document):

Materials and resources:

___ Self-Learning Module

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

1. All of the members came /

2. All of the members had an /

3. Members listened to each /

4. The members’ assignments /

5. The members demonstrated /

8|LDM2 RALPH ANTHONY M. APOSTOL

enthusiasm for the learning

6. I managed the sharing and /

7. I encouraged all the members /

8. I provided useful feedback on /

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

REGION: III DATE OF LAC SESSION:

DIVISION: BULACAN NUMBER OF LAC SESSION: 1

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 ⁄