GLOBE HOME = Zham1610@

WIFI PASSWORD = iloveyouGod87

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

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

ESTIMATED TIME REQUIRED

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

1. What is the main delivery of this course?

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2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
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3. What are the two support mechanisms that will help you with your learning in this course?
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ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively) my participation in
this course?
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2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
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HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course in course?) Describe this environment.)
a positive or negative way?)
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the following questions.
Write your responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
_ To improve the teaching-learning process to improve learning among students
_ To nurture successful teachers
To enable teachers to support each other to continuously improve their content and pedagogical knowledge,
practice, skills, and attitudes
_ To foster a professional collaborative spirit among School Heads, teachers, and the community as a whole
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2. What are the top three challenges to having a successful LAC? List down and elaborate.
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ACTIVITY 2.
See LDM Module 1 – page 5

ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE

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

REGION: VII

LAC ID (name or number): ELENA D. GODIN Number of LAC members:

Name of LAC Facilitator:

Designation/Position: MT 2 AND MT1
DARIO L. DIAZ AND ANTONIETTA D. RODRIGO

LAC Members:

Preferred contact
Contact details mode (email,
DESIGNATION/
NAME Male/ Female DIVISION/S (email, mobile phone, Skype,
POSITION
number) Zoom, Google Meet,
Viber, FB)
 MODULE 2:
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

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

ESTIMATED TIME REQUIRED

3 hours
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in terms
of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?
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_________The fundamental concerns in terms of curriculum standards that need to be addressed in order to ensure
learning continuity are:___________________________________________________________________
_________1. Competencies to be taught since school year is shortened due to pandemic.______________________
_________2. Type of distance learning modalities to be applied.___________________________________________
___________example:_____________________________________________________________________________
__________________a. modular learning_____________________________________________________________
__________________b. online learning_______________________________________________________________
__________________c. Radio/TV-Based Instruction_____________________________________________________
_______ _ No. Teachers cannot solve it alone because face to face classes are prohibited. It needs the help of the___
community particularly the parents so that quality education can be delivered amidst this global________
pandemic._____________________________________________________________________________

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?

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______No. Because congestion of the curriculum is not actually the real problem in having the poor performances of
the Filipino learners but the reduction of the instructional hours given in each subject areas.____________________

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?
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_______The general and specific purposes of the development of MELCs are: ________________________________
______ A. To be used nationwide as a mechanism to educational continuity._________________________________
______ B. To serve as guide for teachers as they address the instructional needs of learners while ensuring that
_________curriculum standards are being maintained and achieved._______________________________________
______ C. To assist schools in navigating the limited number of schools as they employ multiple delivery schemes by
________ providing ample instructional space._________________________________________________________
 2. How does curriculum review aid in the identification of essential learning competencies?
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______A. It aids in the analysis of the interconnectedness of prerequisite knowledge and skills among the learning__
________competencies for each subject area__________________________________________________________
______B. It aids in the identification of prerequisite knowledge and skills needed to prepare students for essential __
________learning competencies_____________________________________________________________________
______C. It aids in the competencies within the curriculum through mapping of the essential and desirable learning._

3. What is the difference between essential learning competencies and desirable learning competencies?
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______Essential Learning Competencies were defined as what the students need, considered indispensable in the__
______teaching-learning process, to build skills, to equip learners for subsequent grade levels and consequently, for
______lifelong learning while 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?
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______DepEd identified MELCs across all learning areas by collaborating with the stakeholders from ACTRC, during_
______which the descriptor – ENDURANCE – was considered the primary determining factor. This means that a ____
______learning competency is considered enduring if it remains with learners long after a test or unit of study is ___
_____ completed or it is useful beyond a single test or unit of study.________________________________________
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______Decisions to trim down the numbers of essential learning competencies were made by considering ______the
following factors: _______________________________________________________________________
______A. shortened number of school days____________________________________________________________
______B. The limitation of performing tasks due to the modality of instruction._______________________________
______C. Cooperative learning is excluded since most of the learners will be doing the competencies alone at home.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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______MELCs is part of DepEd’s response to develop resilient education systems especially during emergencies and_
______will enable the department to focus instruction on the “most essential and indispensable” competencies.___
______It serves as a mechanism to ensure education continuity through the curriculum dimension. Through MELCs_
______quality education is delivered within a shortened number of school days similar to the standards set by the__
______K to 12 curriculum guides where learners will have a life-long learning and will give them a prerequisite skill__
______to the next grade level. It is our roadmap for School Year 2020-2021.
ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES

MERGED/CLUSTERE
D

RETAINED

DROPPED

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.
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______________________________All is clear. No further questions to ask._________________________________
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 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?
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______The importance of unpacking MELCs is to identify what students should know and be able to do. With these_
______teachers can do three important things._________________________________________________________
______A. Craft a vision of mastery for specific standards._________________________________________________
______B. Align resources and other learning materials to that vision._______________________________________
______C. Create pupil-friendly learning objectives to better communicate required skills to learners and community_
______stakeholders.______________________________________________________________________________
______Combining MELCs means clustering competencies if they have the same or similar objectives or learning ____
______intentions. Its importance is that it lessens the required period of time in discussing these lessons and it’s like
______hitting two or more birds in one stone._________________________________________________________

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
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______1. Consider the needs of the learners – Knowing the needs of the learners will help teachers create an ______
______effective learning plan using MELCs.____________________________________________________________
______2. Teachers must look deeply into each competencies to determine if it can be divided into sub competencies
______or if it can be combined provided that each competencies have similar learning intentions or goals._________
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3. Do all the MELCs need to be unpacked or combined? Why or why not?

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_____Not necessarily. Some MELCs competencies doesn’t have similar objectives with the rest of the competencies.
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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.

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

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

ESTIMATED TIME REQUIRED

18 to 24 hours
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1.
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write
your own definitions in your Study Notebook.
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___ Face-to-face (F2F) learning refers to a learning delivery modality where the teacher
and learner/s are physically in one venue. There are opportunities for active engagement,
immediate feedback and socioemotional development of learners. It may be conducted in
any available physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials
or access to resources and he/she undertakes self-directed study at home or in another
venue. Learners engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-
based instruction while being geographically distant from the teacher. The teacher
supervises and monitors the learner’s progress and provides remediation and enhancement
when needed and possible. Assistance may be provided by a learning facilitator who may
be a parent or any member of the family, or a community stakeholder.
Blended learning refers to a learning delivery modality using a combination of the features
of F2F learning and distance learning. It can be (1) F2F and modular distance 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.
Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators instead of classroom teachers.
This does not preclude going to a school on specific periods to develop learning
competencies that require the use of laboratory, equipment, and others. It uses any or a
combination of the various learning delivery modalities.
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2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook
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Distance learning
Home schooling if done via distance learning
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ACTIVITY 2.
See LDM Module 3A – page 15

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

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)

1
2

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

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or household
member who can
guide and support
their learning at
home.

Beginning readers (K
to 3)

Struggling readers
(Grades 4-12)

No access to devices
and Internet

Inaccessible (living in
remote and/or unsafe
areas)

Indigenous People

Persons with
Disabilities

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1.
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down
your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
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2. Why is lesson designing important?
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3. What are the three elements or components of a well-designed lesson?
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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:

Before the Lesson Lesson Proper After the Lesson

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

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
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
4. Check learner’s prior knowledge
about the new lesson
5. Present connection between old
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide
for learners
Lesson Proper
1. Explain, model, demonstrate,
and illustrate the concepts, ideas,
skills, or processes that students will
eventually internalize
2. Help learners understand and
master new information
3. Provide learners with feedback
4. Check for learners’understanding
After the Lesson
1. Wrap up activities
2. Emphasize key information and
concepts discussed
3. Ask learners to recall key
activities and concepts discussed
4. Reinforce what teacher has
taught
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?
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2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they
are guided throughout the lesson?
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3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
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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.
ACTIVITY 6.
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how
you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
1.

2.

3.

4.

5.

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

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2. What are the challenges in doing assessment in DL?
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3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

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

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Purpose

For Whom?

Components

Has to be communicated to
parents?
 MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal
of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1.
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
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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?
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3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can
you get this support?
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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?
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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.
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 LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1.
Explore the Portals.In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?
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2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
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3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
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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.
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 LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess
the material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
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2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”?
What decision will you make on the LR material? Why?
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3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
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 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
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ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your Study
Notebook. Download at least one LR from each portal. Assess the materials using the same tool and answer the
following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR from
the DepEd Portal?
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2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and
Non DepEd portals — still need?
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 3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
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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?
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2. What improvements do you still need to make in your developed material?
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 MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING ON
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are
available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

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

ESTIMATED TIME REQUIRED

2 hours
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1.
See LDM Module 4 – page 37

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

What is your goal toward improving

What will push you to achieve this
your teaching practices in the What will help you attain this goal?
goal?
modalities?
 MODULE 5:
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES
MODULE OBJECTIVE
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards

MODULE CONTENT
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?
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2. What evidence from the previous modules will help capture the progress of your teaching practice?
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3. Why is writing down your reflections an integral part of your Portfolio?
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ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM adopted by
your School? Write down your answers and other insights in your Study Notebook.
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 LESSON 2: THE EVALUATION RUBRIC
ACTIVITY 1.
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that you are
able to hit the criteria in the Rubric? Write down your answers and any other thoughts about the Rubric in your
Study Notebook.
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