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

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?

The main delivery of this course was to ensure that learning will continue
despite of challenges brought by COVID-19. It aims to ensure the learning
continuity of teachers through deployment of multiple learning modalities. And
to solve shared challenges, it may be through self-learning, independent study
collaborative learning, LAC session and coaching which helps every teacher to
enhance professional development.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?

This course helps to ensure that teachers can deliver quality instruction in
the new normal by preparing the materials and resources needed, attending
different webinars, involving in different type of activities that will help teachers
enhance their skills, and choosing the appropriate learning delivery modalities
needed by their learners so that teachers can deliver their lessons properly.

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

The two support mechanisms that will help teachers with their learning are
the Synchronous Learning (Video Conferencing) and Asynchronous Learning
(Guided Independent Study).
 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?

My participation in this course will affect my personal characteristics in a

positive way, because this course helps me to improve my skills and foster a
professional development. This course also teaches me on how to do
collaborative planning and problem solving that will improve my learning and
development.

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

I can ensure that I am able to sustain my strengths in this course through

exploring, collaborating and communicating with my colleagues. And by
engaging, participating and listening to their ideas to discover new things in
teaching that will help me to overcome the obstacles that will hinder me from
completing this course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly
do that may affect my
participation in the course
in a positive or negative
way?)
Noting important
insights/details in the
meeting.
Study the lessons
ahead of time.
(What will present me from (What will push me to (Where will I accomplish the
participating fully in this participate in this course?) requirements of this course?
course?) Describe this environment.)
Slow internet It always been the Accomplish the
connection. learners. requirements of this
course from my home.
On-going Next, to
preparations for the improve/develop my
opening of classes. personal and
professional growth.

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.

Reflection
 Due to the pandemic were going through brought by COVID 19 which lead us all
to a “new normal’, the DepEd formulated Learning continuity Plan (LCP) to ensure
learning continues which guarantees safety to learners, teachers and other DepEd
employees. Thus, LCP adopts a different modes of learning delivery that caters
every learner since face to face is not possible at this time. LCP enables teachers
and school leaders to use these modes of learning delivery which builds to streams
the LDM1 for school and division leaders and the LDM2 for teachers. With these
modes of learning delivery, safety and continues learning is ensure for all.

This module taught teachers about the various Learning Delivery Mode suited to
every need of different learners which enables us to have a self-study and have a
collaboration learning through LAC sessions to deliver quality instruction into a new
normal.

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:

___4___ To improve the teaching-learning process to improve learning among

students
___2___ To nurture successful teachers
___3___ To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
___1___ 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.

 LAC Framework – It will become unsuccessful if the topics are not organized
and if no model to the flow of topic.
  LAC Teamwork – It will become unsuccessful if there is no teamwork among
school head and teachers. Everyone must involve, participate and
cooperate.
 LAC Activities – It will be unsuccessful if teachers do not put it into action.
There should be an output in every plan.

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.
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

LDM2 for LDM2 for Teachers

Instructional Coaches

LAC Leader 1 LAC 1 Members

MADONNA S. PALO SARAH S. LUNA
ROLDAN C. DELA PEÑA
ANGELICA S. DELA PEÑA
RICA MARIZ M. PINLAC

LAC Instructional Coach

LAC LEADER 2 LAC 2 MEMBERS
ELOIDA N. LABRADOR
ANNA MARIE P. GARCIA NANETTE S. YAP
Public Schools District
AILEEN S. DOFREDO
Supervisor
PERLA A. DE LUNA
KENNEDY L. ESCANLAR
MA. EMILY S. KABILING
Head Teacher III

LAC LEADER 3 LAC 3 MEMBERS

ROSARIO L. CASTRO RONALD Y. CRUZ
MARY JANE Z. SAPNU
OFELIA G. VELASCO
MICHELLE B. SUING
ACTIVITY 3

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

LAC COMPONENTS ROLES

MA. EMILY S. KABILING
Head Teacher III
LAC LEADER 1: MADONNA S.
PALO
LAC LEADER 2: ANNA MARIE P.
GARCIA
LAC LEADER 3: ROSARIO L.
CASTRO
LAC 1 Members
SARAH S. LUNA
ROLDAN C. DELA PEÑA
ANGELICA S. DELA PEÑA
RICA MARIZ M. PINLAC
LAC 2 Members
NANETTE S. YAP
AILEEN S. DOFREDO
PERLA A. DE LUNA
KENNEDY L. ESCANLAR
LAC 3 Members
RONALD Y. CRUZ
MARY JANE Z. SAPNU
OFELIA G. VELASCO
MICHELLE B. SUING
Roles of Principal during LAC Session:
 Oversees the implementation of the LAC
 Leads the development of a LAC Plan
 Mobilize resources for the conduct of
LAC
 Assigned facilitator and leader
 Provides feedback
 Ensures the monitoring of LAC Session
Roles of LAC Facilitator during LAC
Session:
 Conveys the LAC team meetings
 Provide technical assistance in the
development of LAC and other activities
 Monitor attendance and agenda of the
meeting
 Encourage active engagement and
participation of members
 Serve as resource person on specific
topic
 Runs and facilitate the session
Roles of LAC Members during LAC
Session:
 Attend LAC meetings regularly and
participate actively
 Develop plans to apply what has been
learned
 Monitor one’s progress in relation to the
LAC Plan
  Prepare and submit documents as
needed
 Reflects on the implementation

DOCUMENTATION

Prepared by:

Kennedy L. Escanlar
Teacher I
MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES
MODULE OBJECTIVES

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

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?

In this time of pandemic, the role of school-community relationship is very

crucial. In order to ensure learning continuity, we must strengthen the
connection between school and community. Unlike in the face-to-face learning
interaction teachers have the responsibility in the teaching and learning process.
Although in blended learning teacher’s role is very critical, the active
participation of the household members and other stakeholders is highly
 encouraged. For instance, teachers can use the online platforms to deliver
lessons and learning materials to the learners but executing the process must be
done by the household members because as we all know learning needs
interaction to be more effective.

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?

Curriculum congestion is not a problem as long as our teachers are already

accustomed with different pedagogical strategies and techniques to manage and
deliver learning efficiently considering limited time and resources. It is only
become dangerous in some cases when the ratio between teachers and learners
is not manage properly.

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?

Initiated by Secretary Leonor Magtolis-Briones, the K to 12 curriculum

review is not just meant to fulfill one of the provisions of Republic Act 105333 to
review the curriculum, but is also part of her continuing commitment to ensure
quality, relevant, and liberating education. After the four phases of curriculum
review are completed, the Secretary will convene the Curriculum Consultative
Committee to present the findings as provided for in Section 6 of the same
Republic Act.

Specifically, its main purposes are:

 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.

2. How does curriculum review aid in the identification of essential learning

competencies?
 The review focused on articulation within and across learning areas and
grade levels, which led to the identification of gaps, issues, and concerns.
Moreover, areas for improvement that would enhance the learning engagement,
experience, and outcomes were identified and consequent solutions were
recommended.

3. What is the difference of between essential learning competencies and desirable

learning competencies?

Essential learning competencies were defined as what the students need,

considered indispensable, in the teaching-learning process to build skills to equip
learners for subsequent grade levels and consequently, for lifelong learning. On
the other hand, desirable learning competencies were defined as what may
enhance education 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?

Learning competency is essential if:

 It is aligned with national, state, and/ or local standards/framework (e.g.,
scientifically-literate Filipinos)
 It connects the content to higher concepts across content areas
 It is applicable to real-life situations
 It would be important for students to acquire the competency after s/he left
the particular grade level
 It would not be expected that most students would learn this through their
parents/communities if not taught at school

5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?

The MELCs can be serve as one of the guides for teachers as they address
the instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.

ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding lit 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.

SCIENCE 3
K to 12 Learning MELCs
Competencies
Merged /Clustered: Describe sources of light Describe the different
Q3-W4&5 and sound, heat and uses of light, sound,
electricity; and heat, and electricity in
Enumerate uses of light, everyday life.
sound, heat, and
electricity.
Retained: Q2-W1 Describe the parts and Describe the functions of
functions of the sense the sense organs of the
organs of the human human body.
body.
Dropped: Q2-W1 Enumerate healthful N/A
habits to protect the
sense organs.

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?

Just like in the pre-COVID years, you are highly encouraged to unpack the
curriculum standards into learning objectives through the MELCs, in order to
systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.

In unpacking the MELCs into learning objectives, you need to consider the
following:
● 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. In fact, there are no 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. As such, lower cognitive
demand may be considered first in creating learning objectives. 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 - Since 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. MELCs intends to provide instructional space among field

partners/implementers to deliver quality instruction amidst the limited learning
modalities and shortening of the school year.

ACTIVITY 2

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

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

Unpacking of the MELCS

Retained LC Learning objectives

Naipapaliwanag ang  Nasusuri ang matalino at dimatalinong mga
wastong pangangasiwa ng paraanng pangangasiwa ng mga likas
mga pangunahing likas na nayaman
yaman ng sariling  Nakabubuo ng konklusyon na ang
lalawigan at rehiyon matalinongpangangas wa ng likas na yaman
(AP3Q1) ay maykinalaman sa pag-unlad ng sariling
lalawigan at rehiyon
 Combining MELCS

MELCS # Major Topic/Theme

1 Kahulugan ng mga simbolo na ginagamit sa
mapa
2 and 4 Kinalalagyan, katangian pisikal, at
pagkakakilanlang heograpikal ng mga lalawigan
ng sariling rehiyon.
3 Katangian ng populasyon ng iba’t ibang
pamayanan sa sariling lalawigan.
5 and 6 Mga anyong tubig at anyong lupa ng sariling
lalawigan at karatig lalawigan at pagkakaugnay-
ugnay ng mga ito sa sariling rehiyon.
7 and 8 Interpretasyon ng kapaligiran at wastong
pangangasiwa ng mga pangunahing likas na
yaman ng sariling lalawigan at rehiyon
DOCUMENTATION

Prepared by:

Kennedy L. Escanlar
Teacher I
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

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

Answer the following reflective questions in your Study Notebook:

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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how
well you did.
  Face-to-face learning (F2F) is a learning delivery modality where the teachers
and the learner/s are in the same venue devoted for instruction and the
teaching and learning process take place at the same time.
 Distance learning (DL) is a learning delivery modality where the teachers and
the learner/s do not meet in the classroom. Rather, the teacher delivers learning
materials or resources to the learners with the help of any household members
that serve as a learning facilitator.
 Homeschooling is when the learners are taking up formal education without
leaving their personal space in which the parents/guardians, tutors, or online
teachers serve as an authorized learning facilitator.
 Blended learning (BL) is an educational approach that combines any of the
other learning delivery modalities.

Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it against
Lesson 1, Activity 1 Answer Key 2.

The LDMs that do not have an F2F learning component are Distance learning
(DL) and Homeschooling.

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.

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

Modular Involves Print or digital Takes the Needs to Orient

Distance individualized format/electronic responsibility serve as teachers,
Learning instruction that copy, whichever is of monitoring para- parents/gu
(MDL) allows learners applicable in the the progress ardians,
 to use self- context of the of the teachers. learners
learning learner, and other learners. and
modules (SLMs) learning resources stakeholde
in print or digital like Learner’s Facilitate rs
format/electroni Materials, and regarding
c copy. textbooks, activity provides the
sheets, study instructional procedures
guides and other support. to ensure
study materials. that
everyone
is well
Learners access inform and
electronic copies protocols
of learning to ensure
materials on a the safety
computer, tablet of
PC, or everyone.
smartphone, CDs,
DVDs, USB
storage and
computer-based
applications can all
be used to deliver
e-learning
materials,
including offline E-
books.

Online Used to Using a Learning Teacher as Adopt new Organize

Distance facilitate Management facilitator, roles to profession
Learning learner-teacher System or related engaging support al
(ODL) and peer-to- technologies, learner’s their child’s developme
peer DepEd Commons active learning. nt
communication. and LR Portal. participation activities
through the to enhance
use of teachers
Allows live various understan
synchronous technologies ding and
instruction. accessed skills in the
through the use of
internet.
 LMS.

TV-Based Utilizes SLMs Self-Learning Monitor Instruct and Provide

Instructio converted to Modules-Based learner’s guide the
n (TVBI) video lessons Videos activity by learners broadcast
for Television- communicati schedule
Based ng with of lessons
Instruction Activity Sheets parents/guar
dians
Orient the
teachers,
parents/gu
ardians
and
learners
regarding
TV-Based
Instruction
policies
and
directions
to ensure
confusion.

Radio- SLMs converted Self-Learning Monitor Instruct and Provide

Based to radio script Modules-RBI learner’s guide the
Instructio for Radio-Based activity by learners broadcast
n (RBI) Instruction. communicati schedule
Activity sheets ng with of lessons
parents/guar
dians and
learners Orient the
teachers,
parents/gu
ardians
and
learners
regarding
 TV-Based
Instruction
policies
and
directions
to ensure
confusion.

Blended Combines face- Use of print/non- Monitor Instruct and Orient

Distance to-face with any print learning learner’s guide parents/gu
Learning or a mix of materials such as activity by learners ardians
online distance but not limited to communicati regarding
learning, the following: (a) ng with the
modular modules, (b) parents/guar procedures
distance worksheets, (c) dians and and
learning, and activity sheets, or learners protocols.
TV/Radio-Based (d) the use of
Instruction. gadgets.
Communic
ate with
parents/gu
ardians in
real time.

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 Type of DL Why?

(1 to 5, from
easiest to hardest
to implement)

1 TVBI Because learners can easily access learning by viewing

on their prescribed schedule. Viewing lesson on
televisions arouse learners’ interest.
 2 RBI Because some barriers on listening may happen to
disturb learning like; noise, focus and distractions.

3 MDL Because it can reduce learner’s performance, and

increased teacher’s preparation and time.

4 OBL Because not all can access internet and some are
computer illiterate.

5 BL Because it requires more than one learning delivery

modality and it makes teachers overwork.

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.

Learner Group Targeted Intervention

Learners without parents  Provide behavioral parent training via online if

or household member applicable (i.e., teaching parents behavior
who can guide and management skills)
support their learning at  Be guided on TV-Based Instruction and Radio-
home Based Instruction in supporting learning
 Work or seek help with stakeholders (family
member)
Beginning readers (K to  Work collaboratively with stakeholders (i.e., family
3) members)
 Provide reading materials like phonics lessons so
that learners can explicitly learn how to decode
words.
Struggling readers  Help learners with word identification and reading
(Grades 4-12) comprehension skills.
 Work collaboratively with stakeholders (i.e., family
members)
 Assess informal reading inventories
No access to devices and  Distribute modules and resources for pick-up.
Internet  Communicate with teachers for queries and other
concerns via text message if they have phone
access.
Inaccessible (living in  Reach out parents/guardians via text, call, write
remote and/or unsafe letters or postcards.
areas)  Distribute modules and resources for pick-up.

Indigenous Peoples  Be guided on TV-Based Instruction and Radio-

Persons with Disabilities
Others? Specify.
Based Instruction in supporting learning
 Work collaboratively with stakeholders (i.e., family
members)
 Communicate with teachers for queries and other
concerns via text message if they have phone
access.
 Provide behavioral parent training via online if
applicable (i.e., teaching parents behavior
management skills)
 Be guided on TV-Based Instruction and Radio-
Based Instruction in supporting learning
 Work collaboratively with stakeholders (i.e., family
members)

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs

ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go

through the document, write down your answers to the following questions in your
Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson Designing or Lesson Planning is the process of developing lessons,

assignments, units, and projects to teach students knowledge and skills. It is an
outline of the important points of a lesson arranged in the order in which they
are to be presented to students by the teacher. It is a writing noting the method
of delivery, and the specific goals and time-lines associated to the delivery of
lesson content.

2. Why is lesson designing important?

 Lesson designing is important because it helps the teacher in maintaining a
standard teaching pattern and does not let the class deviate from the topic. It
allows teachers to evaluate their own knowledge with regards to the content to
be taught. And it ensures a clear route-map to effective teaching.

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

The following are the three elements or components of a well-designed lesson:

Define the expected goal of a curriculum, course, lesson or activity in

Learning Objectives terms of demonstrable skills or knowledge that will be acquired by a
student as a result of instruction.

Use a variety of activities to explain what is being taught in the lesson.

Activities Activities should be fun, interactive and should also be applied to real-
world situations whenever possible.

Gauge what students will take away from the lesson and how much of it they
Tools to check for were able to retain, includes an assessment which can be formal or informal.
Learning outputs, i.e. student productions are different. They allow follow-up
understanding (e.g. formative feedback) and measuring if learning objectives are met.

ACTIVITY 2

Direction: 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.
Before the Lesson Lesson Proper After the Lesson

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

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

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

ACTIVITY 3

Copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP)
listed below, then highlight which part/s is/are accomplished after the lesson is
delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
 The reflection part of the DLL and DLP should be filled up after the lesson
is delivered. It is a critical process for supporting your growth and development
as a teacher. At the end of the lesson, you should reflect on the experience and
analyze its effectiveness. It should make you think about your overall
impressions and feelings that you had. And to address the lesson’s effectiveness
– to what extent did the students meet the objectives stated in your lesson plan.

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): o ODL o MDL o TV/RBI o BL

Grade Level and Learning Area: Homeroom Guidance 3
Lesson/Topic: I Love the Way I Am

Learning Objectives:

1. Recall the basic rights of a child

2. Name your talents’ abilities and attitudes;
3. Describe the changes in yourself; and
4. Show ways of taking care of yourself.

Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks Check Additional Remarks:

if (ex. can be done via voice calls, can
alread be facilitated by a household
y partner, can be done via a learning
presen activity sheet, can be presented via
t in the an internet-based resource, can be
SLM facilitated during a synchronous
learning session, etc.)
Before the Lesson

1. Review previous lesson Available in the Module

2. Clarify concepts from previous lesson Available in the Module
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
Wrap up activities
Emphasize key information and concepts
discussed
 Can be facilitated by a household
partner
 Can be done via online communication,
text message or call
Can be presented via an internet-based
resource
Can be facilitated by a household
partner
 Can be done via online communication,
text message or call
 Available in the module
Can be facilitated by a household
partner
Can be presented via an internet-based
resources
Can be presented via TV/Radio Based
Instruction
 Available in the module
Can be facilitated by a household
partner
Can be done via learning activity sheet
 Can be done via online communication,
text message or call
 Available in the module
Can be facilitated by a household
partner
Can be done via learning activity sheet
 Available in the module
Can be facilitated by a household
partner
Can be done via learning activity sheet
 Can be done via online communication,
text message or call
1. Ask learners to recall key activities and  Can be done via online communication,
concepts discussed text message or call

2. Reinforce what teacher has taught  Available in the module

Can be done via learning activity sheet

3. Assess whether lesson has been  Can be done via learning activity sheet
mastered
4. Transfer ideas and concepts to new  Can be done via online communication,
situations text message or call

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

For learning tasks not found in the SLM I examined, the materials or
resources that I can create or curate to supplement the SLM is the Multimedia
instructional materials which can enhance knowledge and make learning
interactions. If possible, online teaching to help learners understanding the
lesson.

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?

Kinds of additional support that I can give to the learners and household partner
so that they are guided throughout the lesson:

a) the learner: encourage active learning with the help of their parents. Boost
participation even they are learning from home, they can participate by
watching and listening to the TV or Radio-Based Instruction.
b) the household partner: communication and cooperation are the best way to
make this learning possible. With the physical absence of the teacher in
learning, their household partners/members are enforcing to monitor and
facilitate learner.

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

A teacher can gather feedback on different learning tasks by communicating

and having a conversation with parents via letter, text messages, group chat or
video call in order to assist their child’s improvement and progress.

ACTIVITY 5
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.

Formative Assessment Summative Assessment

Is the monitoring that
BOTH Is to evaluate student
occurs throughout the  Are ways to learning and overall
process of learning, assess/eval
uate competencies at the end
providing students with
learning of an instructional
feedback on how they  Can be module by comparing it
are doing and what used for
student to a benchmark. And it
their next learning is implemented at the
feedback
steps are. And it  Require end of a unit of study or
involves a continuous criteria
 Use
after teaching a
way of checks and measures standard.
balances in the  Evidence-
teaching learning driven
processes.

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 Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message before the lesson.
Short quiz Based 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.
1. Short Essay I will send a sort of questions before the lesson via Facebook
messenger or text. Based on the responses, I will take note those
topics that needs to clarify for the better understanding of the
 learners.

2. Short Answer During the lesson, I will interfere some questions which learners
Questions: True or can respond True or False immediately via online session. It will
False/Multiple help me to monitor if the learners understand the lesson.
Choice
3. Open-ended Have some questions about understanding the instruction by
questions answering yes/no. It is one of the easiest ways to monitor
learners understanding via text, call, or Facebook messenger.

4. Journals Using journals, learners writes regularly about their own learning.
It helps the teachers to assess the learner’s progress.

5. Portfolio Using portfolios, teachers can check learners process at any time
by accessing their portfolio work and formally assess the final
product at the conclusion of a learning unit.

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

The assessment method that are common among the group is PORTFOLIO,
which is very helpful for teachers to monitor and evaluate academic
achievements of the learners.

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

The following are the challenges in doing assessment in Distance Learning:

 Cheating is easier to do (and harder to detect): It is more difficult to monitor

who’s taking a test and how learners taking it.
 Cheating is easier to do (and harder to detect): It is more difficult to monitor
who’s taking a test and how learners taking it.

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

 Analyze your learner’s strength and weaknesses through

formative/diagnostic assessment so that you can make an assessment
according to their needs.
 Use a variety of assessment tools to accurately communicate expectation for
their performance such as rubrics, checklist, etc.
 Provide feedback to the entire class by means of announcement or e-mail,
text messages, messenger, etc.

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be
collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.

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

Questions TRUE FALSE

1. A portfolio mainly displays the academic
achievements of the learner. Correct statement: A
learning portfolio demonstrates not just the academic
achievements but also the effort put forward by the ✔
learner as well as the progress in achieving learning
outcomes.
2. Testimonies of parents/guardians and learning
facilitators regarding the learner’s progress may be ✔
included in a portfolio.
3. There is a fixed list of items that should be included
in a portfolio. Correct statement: There is no hard
and fast rule that states a clear list of items that
should be included in a portfolio, as it depends upon
the requirements of the learning area. Teachers,
administrators, and students (and even parents) may ✔
decide collectively on what to include in portfolios,
which assessment criteria to use, how to evaluate
student outputs, and what to expect from the end
result.
4. The teacher can only comment on a learner's
portfolio. Correct statement: The teacher must
address the students’ learning and encourage self-
assessment through their work samples. The ✔
Learners may also be allowed to view and comment
on their peers’ portfolios.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The
latter will submit the portfolio within the schedule ✔
that the teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may
submit the actual softcopies of their work saved on a ✔
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies
or physical forms may be handed over to the teacher ✔
by the parents or learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs

ACTIVITY 1

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.

Column A Column B
1. These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate b. mode of delivery
in every lesson and/or learning task. c c. learning competencies
2. These are the formative learning opportunities d. learning task
given to learners to engage them in the subject
matter and to enhance their understanding of the
content. d
3. This refers to the prescribed subject that learners
take. a
4. This refers to the method of submission of
learning outputs preferred by the learner/parent
based on their context. b

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).
• 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.

Weekly Home Learning Plan for Grade 2

Week 1, Quarter 1, October 5 - 9, 2020
Learning Mode of
Day & Time Learning Area Learning Tasks
Competency Delivery

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:00 Edukasyon sa Naisakikilos ang Edukasyon sa Personal

Pagpapakatao sariling Pagpapakatao– submission
kakayahan sa iba’t Ikalawang Baitang by the parent
ibang ESP Modified Strategic to the
pamamaraan: Intervention Material teacher in
1.1. pag-awit Unang Markahan – school
1.2. pagguhit Unang Linggo: Talentu
1.3. pagsayaw Cu, Ipakit Ku
1.4. Unang Edisyon, 2020
pakikipagtalastasan
1.5. at iba pa

1:00 – 2:30 Filipino Nagagamit ang Filipino – Ikalawang Personal

naunang kaalaman o Baitang submission
karanasan sa Alternative Delivery by the parent
pagunawa ng Mode to the
napakinggang teksto Unang Markahan – teacher in
Modyul 1: Paggamit ng school
Unang Kaalaman o
Karanasan sa Pag-
 Learning Mode of
Day & Time Learning Area Learning Tasks
Competency Delivery

unawa ng
Napakinggang Teksto
Unang Edisyon, 2020

Tuesday

9:30 - 11:00 MTB-MLE 1. Maging aktibu king MTB-MLE 2 Personal

pamakyabe Mumunang Kwarter- submission
pamamasang Modyul 1: Aktibung by the parent
kwentu king Pamakyabe king to the
paralan a Pamamasang Kwentu teacher in
makagawang school
komentu ampon
makapakibat
karing kutang
gamit ing
kumpletung
panyalita.
2. Ipakit ing lugud at
kawilian king
pamamasang
kwentu.

1:00 – 2:30 English Classify/Categorize English 2 – Quarter 1: Personal

sounds heard Module 1 submission
(animals, mechanical, Classifying/ Categoring by the parent
objects, Sounds Heard to the
musical instruments, (Animals, Mechanical, teacher in
environment, Objects, Musical school
speech) Instruments,
Environment, Speech)

Wednesday

9:30 - 11:00 Mathematics visualizes and Mathematics 2: Personal

represents numbers Quarter 1 – Modyul 1- submission
from 0- Lisyun 1 by the parent
1000 with emphasis Pamagpakit at to the
on numbers 101 – 1 Pamaglarawan Kareng teacher in
000 using a variety Numeru mag-umpisa school
 Learning Mode of
Day & Time Learning Area Learning Tasks
Competency Delivery

of materials. king 0 Hanggang 1000

1:00 – 2:30 Aralin Naipaliliwanag ang Aralin Panlipunan 2: Personal

Panlipunan konsepto ng Quarter 1 – Week 1 submission
komunidad Komunidad Ku, by the parent
Kilalanan ampo to the
Pakamalan Ku teacher in
school

Thursday

9:30 - 11:00 MAPEH Music: relates visual MAPEH 2: Quarter 1 – Personal

images to sound and Week 1 submission
silence using quarter by the parent
note, beamed eighth to the
notes and quarter teacher in
rest in a rhythmic school
pattern
Arts: explains that
ART is all around and
is created by
different people
P.E.: Creates body
shapes and actions
Health: states that
children have the
right to nutrition
(Right of the child to
nutrition Article 24 of
the UN Rights of the
Child)

1:00 – 3:00 Revisit all modules and check if all required tasks are done.

Friday

9:30 - 11:30 Parents/Learners meet to return all modules and answer sheets for the week and
get new modules to be used for the following week.

1:00 onward Family Time

 Learning Mode of
Day & Time Learning Area Learning Tasks
Competency Delivery

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 Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)
Purpose The Weekly Home The Individual Monitoring
Learning Plan shall aid Plan shall be used by
teachers and parents in teachers and learning
keeping track of the day- facilitators for learners who
to-day in-school and off- lag behind as shown by the
school general learning results of their formative
processes as they and summative
implement the most assessments. By providing
suitable and feasible intervention strategies for a
alternative learning certain period, the
modality based on the Individual Learning
context of their school. It Monitoring Plan serves as
creates awareness among the document that will
learners that they are show if the learner has
responsible for what they shown either mastery of the
learn. learning competencies,
significant progress, or
insignificant progress.
For Whom?  Leaners  Teachers
 Learning facilitator  Learning facilitator
 Household partner  Household partner

Components  Learning area  Learner’s needs

 Learning tasks  Intervention strategies
 Learning competencies  Monitoring date
 Mode of delivery  Leaner’s status

Has to be communicated Yes Yes

to parents?
ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think of a
possible difficulty the learner may have encountered in accomplishing the learning
tasks. Apply what you have learned about 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

Learner’s Name: Jhonard A. Ballaret

Grade Level: VI
Learner’s Status
Interventi
Learner Signific
Learnin on Monitori Insignific
’s ant Maste
g Area Strategies ng Date ant
Needs Progres ry
Provided Progress
s
Mathema The  Adjust the October √
tics learner level of 16, 2020 (78)
needs to difficulty
familiariz of the
e solving learning
routine content/ta
and non- sks
routine  Provide
problem more
s guided
involving activities,
addition exercises
and/or and
subtracti worksheet
on of s that aim
fractions in
 using familiarizin
appropri g the
ate appropriat
problem- e
solving problem-
strategie solving
s and strategies
tools. and tools
 Evaluate
the factors
affecting
the study
habit of
learners at
home and
design
relevant
class
program
 Look for
more
supervised
time with
the
learning
facilitator
or parent

Learner is not making significant progress in a timely manner.

Intervention strategies need to be revised.
Interventio
Learner is making significant progress. Continue with the learning plan.
n Status
√
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

DOCUMENTATION
MODULE 3b: LEARNING RESOURCES
MODULE OBJECTIVES

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

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE

LEARNING

ACTIVITY 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY

2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map
and answer the following questions in your Study Notebook:

1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?

The resources that should we have in order to implement the LDM adopted
by our School/Division are Offline Digital SLM, Offline activity, Printed SLM and
Activity sheets for Modular DL and SLM-Based Video, MELCs-Aligned Videos, and
Activity sheets for TV/Video DL.

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?

If the LRs are not complete or available, you can use MELCs-mapped DepEd
Textbooks/LMs as learning resources for all DLDM. Other textbooks/LMs and
Teacher-made videos/modules may supplement the required learning resources
for each DLDM. You can also open the DepEd portal such as LRMDS Portal and
 DedEd Common or any LR portals to find the needed learning materials in your
class.

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

First of all, you must need a good internet connection and gadgets such as
smartphones and laptops to access the two DepEd-sanctioned LR portals.
Second, you must have a DepEd email account to access one of the DepEd
portal which is the LRMDS portal. You can seek assistance or support from any
of your colleagues or your IT personnel in your school, district, or division.

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?

Based on my evaluation of the materials, they are appropriate to the level

and characteristics of the learners. But for some learners, this might be a
disadvantaged by the materials based on their reading ability, level of learning
independence, and level of household support. In order to support these
materials from the said disadvantages, we need to make some adjustment in
terms of learning resources such as providing learning resources that
correspond to the reading ability, level of learning independence, and level of
household support of the learners.

ACTIVITY 2

In your LAC Session, share and discuss your answers from the previous activity.
What support can you provide to your colleagues and what support can you get
from them in terms of LRs? Take note of the insights that you can gather from your
colleagues and write them in your Study Notebook.

The support I can provide to my colleagues and support I can get from them in
terms of LRs are new ideas or knowledge that can happen by sharing of expertise,
LAC session and collaborating/communicating with colleagues which helps everyone
to accelerate in their own learning progress.
Lesson 2: ACCESSING LEARNING RESOURCES FROM DEPED
PORTALS

ACTIVITY 1

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?

Given the LDM adopted in our school, the two DepEd portals can respond to
our LR needs and those of our learners in supporting distance learning,
increasing information, supplementary materials, and access to learning in
digital format. The two DepEd portals can complement the LRs that we already
have by providing materials that we do not have but needed in the instruction.

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

The following are the challenges and the process on how to overcome these
challenges in accessing the LRs in the portals both for me and for my learners:
 Technical Issues - Majority of teachers and learners does not have a
stable connection. To overcome this challenge a reliable internet connection
is the key and know where to get help if you need technical assistance for
your connection.
 Digital Literacy - Inability to access LRs due to a certain need of
technological proficiency. To overcome this challenge, seek assistance or
learn the process.

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

The support that I will need to be able to maximize the use of LR portals are
platforms that support continuous delivery of basic education to Filipino learners
and foster awareness and promote understanding in using LR Portals. I can get
this support from any DepEd stake holders.

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.
The following are ways on how I can help and support each other in using the LR
Portals.
 Help colleagues get into the system, help them explore the system.
 Provide easy routes to navigate through the content.
 Keeps them motivated to complete the lesson.
 Communicate other ways in using LR Portals.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

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

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED PORTAL

Is the LR Material... YES NO CANNOT BE

DETERMINED

1. connected and relevant to the 

MELCs?

2. appropriate to the grade level and 

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or 

disseminate?

4. from a credible source/author? 

5. culture- and gender-fair? 

6. free from red flags on possible 

copyright and plagiarism issues?

7. designed with a layout/format that is 

easy to read and pleasing to the
eyes?

1. Was the material able to meet all the requirements?

Yes. The material was able to meet all the requirements.

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?

There were no questions in the assessment tool where I answered “NO” or

“Cannot Be Determined” because the material was able to meet all the
requirement. It only means that the material is right and appropriate for both
lessons and learners.

3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.

Although the learning competency covered by the materials is connected

and related to the MELCs, there are some points that still need improvement.
Just for example is the outdated content. The material needs to revise and
update its content without affecting the learning competencies stated in the
MELCs.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

This exercise helps me to choose the right and appropriate LRs for my
lesson and learners by using the rapid assessment tool for learning materials.
The assessment tool helps me to identify which learning materials is appropriate
to the lesson and suit to the needs of the learner.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM A NON-DEPED

PORTAL

Is the LR Material... YES NO Cannot be

determined

1. Connected and relevant to the ✔

MELCs?

2. Appropriate to the grade level ✔

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or ✔

disseminate?

4. from a credible ✔
source/author?

5. culture- and gender-fair? ✔

 6. free from red flags on ✔
possible copyright and
plagiarism issues?

7. the layout and format easy to ✔

read and pleasing to the eyes?

Reflection Questions:

1. Was the material able to meet all the requirements?

The material was able to meet all the requirements aside from number 1
and number 3.

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?

There were questions in the assessment too that I answered “No” and
“Cannot be determined”. I answered “Cannot be determined” on number 1
because the learning competencies stated in the LR material coming from a
Non-DepEd portal still following the K to 12 Curriculum Guide. While, I decided
to answer “No” in number 3 because the material is not easy to reproduce
and/or disseminate. The Non-DepEd portal requires you to pay or subscribe to
access their portal and download the material.
3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.

I think the other aspects of the material not covered by the tool but still
need to be assessed is the consistency of its content.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

This exercise helps me to choose the right and appropriate LRs for my
lesson and learners by using the rapid assessment tool for learning materials.
The assessment tool identifies which learning materials is appropriate to the
lesson and suit to the needs of the learner.

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?

Based on the Rapid Assessment Tool, the material from a Non-DepEd Portal
and DepEd Portal shows a lot of common and differences. Although they have
the same learning competencies under the K to 12 curricula, the material from
the DepEd portal is much easier to reproduce and disseminate because DepEd
Portal like LRMDS Portal doesn’t need subscription or payment to download
documents unlike Non-DepEd Portals such as Scribd, Academia, etc., who
required membership or payment to access their portal.

2. Based on the results of the Assessment Tool, what improvements do the

materials both from DepEd and Non-DepEd portals — still need?

Based on the results of the assessment tool, each material coming from the
DepEd portal and Non-DepEd portal shows strength and weaknesses to be
improve. Just for example, the material from Non-DepEd portal need to revise or
follow the learning competencies stated in the MELCs.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

This exercise helps me to choose the right and appropriate LRs for my
lesson and learners by using the rapid assessment tool for learning materials.
The assessment tool identifies which learning materials is appropriate to the
lesson and suit to the needs of the learner.

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?

Based on the result of the Rapid Assessment Tool, there is no major

differences between the two LR materials because just like the LR material
obtained from the portal, the self-developed LR material was able to meet all
the requirements given by the Rapid Assessment Tool.

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

I think the improvement that I still need to make in my self-developed

material is to adapt rather than duplicate the existing materials – eg reference
materials, manuals;
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.

Assessment practices play an important role in the field of teaching. They not
only show what students have learned but also provides vital information as to the
effectiveness of a lesson, unit, or curriculum. In this study, Rapid Assessment Tool
was used to helps teachers and educational leaders make decisions in promoting a
learning resource.

The following are some insights and information that can be useful in choosing
the appropriate LRs: (a) The materials uploaded in the DepEd LR Portal (LRMDS and
DepEd Commons) meet the requirements from the Rapid Assessment Tools, while
the materials form the Non-DepEd LR portal did not meet some of the requirements.
(b) There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the
worksheet based in the Rapid Assessment Tool (c) In choosing the right LR for the
lesson, we make sure that the LR were aligned to the MELC. Formats and templates
were followed and meet the requirements in the Rapid Assessment Tool. LR
materials uploaded in the DepEd portals are quality prepared materials for the
teachers used and for the pupils. (d) The material that was given/distributed by the
DepEd are also the ones uploaded in the DepEd Portal (LRMDS and DepEd
Commons. These materials will be the ones to be used in the actual classes and
these materials meet all the requirements in the Rapid Assessment tool. (e) And
also, we need to contextualized the modules from Kinder to Grades 3.

Using this assessment tool, it helps teachers to identify which learning materials
is appropriate to the lesson and suit to the needs of the learner. And with this tool,
validity and credibility of the source/author and possible copyright and plagiarism
issues is observed. It is important to identify the information of the materials before
using it for the accurate and avoidance on plagiarism.
DOCUMENTATION

Prepared by:

Kennedy L. Escanlar
Teacher I
MODULE 4: PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT AND LAC PLANNING
MODULE OBJECTIVES

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

1. carry out your plan for your continuing PD

3. 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)
4. develop a PD plan including the Learning Action Plan
5. 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

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.

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.

Based on the result of my self-assessment from activity 1, the particular

Philippine Professional Standards for Teacher (PPST) that I need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the learning
area/s are the following:

a. (Domain 1, Strand 2) Research-based knowledge and principles of

teaching and learning. This strand focus on using a range of teaching
strategies that enhance learner achievement in literacy and numeracy skills, as
well as developing critical and creative thinking, and other higher order thinking
skills. It will also help you to identify which teaching strategies is applicable or
way more effective in the learning delivery modalities adopted by our school.
b. (Domain 3, Strand 1) Learners’ Gender, needs, strengths, interests,
and experiences. Understanding the nature of our learners’ strengths and
weaknesses through the use of differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs, strengths, interest and
experiences is one of the crucial parts to effectively manage the learners/class in
the modality that our school has adopted.
c. (Domain 6, Strands 2) Engagement of parents and the wider school
community in the educative process. Due to this pandemic, communication
is vital for all of us especially with parents and other community partners in
assisting learners by means of cooperating, collaborating, and communicating
with them anytime. This strand will help us to build relationships with
parents/guardians and the wider school community/stakeholders to facilitate
involvement in the educative process.
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.

What is your goal toward What will push you to What will help you to
improving your teaching achieve this goal? attain this goal?
practices in the
modalities?
Improve and familiarize in Support the Learning Webinars, LAC Sessions,
using a range of teaching Continuity Plan offered colleagues, PPST and
strategies (specifically for by the Department of other related materials.
those strategies that is Education (DepEd)
very useful and applicable without compromising
in the LDM adopted by our quality education.
school) that enhance
learner achievement in
literacy and numeracy
skills, as well as
developing critical and
creative thinking, and
other higher order
thinking skills.
Improve and familiarize in Support the Learning Webinars, LAC Sessions,
using differentiated, Continuity Plan offered colleagues, PPST and
developmentally by the Department of other related materials.
appropriate learning Education (DepEd)
experiences to address without compromising
learners’ gender, needs, quality education.
strengths, interest and
experiences.
Improve and familiarize in Support the Learning Webinars, LAC Sessions,
building relationships with Continuity Plan offered colleagues, School-
parents/guardians and the by the Department of Community Linkages
wider school Education (DepEd)
community/stakeholders without compromising
 to facilitate involvement in quality education.
the educative process.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL

DEVELOPMENT AND PARTICIPATION IN THE LAC

ACTIVITY 1

1. Access the List of NEAP-recognized Programs and the Individual Development

Plan template. Examine the available PD activities/programs offered by DepEd
and non-DepEd providers whether online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of

Regional and Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your

output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
Strengths  Developmental (Recommended Timeline Resources
Needs Developmental Needed
Intervention)

Learning Intervention
Objectives of
the PD Program 

Curriculum Learning - Identify - Read the Year- - PPST

and Planning Environment differentiated PPST Round Resource
and Diversity of strategies to Resource Package
- Selected, Learners cater the needs, Package
developed, strengths, Module 6 - Trainings,
organized - Used interests and LAC
and used differentiated, experiences of - Apply the Sessions,
appropriate developmentally the pupils by knowledge Insets
teaching and appropriate engaging in gained from
learning learning different attending - Local
resources, experiences to seminars, trainings, funds
including address workshops and seminars and
ICT, to learners’ gender, trainings. workshops.
address needs,
learning strengths, - Collaborate to - Seek
goals. interests and other teachers additional
experiences. to enrich strategies
teaching from other
practices and
strategies.

Self- Teamwork Works Collaborate Year- - Training,

Management constructively with other Round LAC
and teachers to Sessions
collaboratively enrich
with others and teaching - Local
across practices. funds
organizations to
accomplish
organization
goals and
objectives.

ACTIVITY 2.

Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues.
Make adjustments in your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL
DEVELOPMENT OBJECTIVES
SPECIFIC TOPICS
RELATED TO THE
MODALITIES

Establish the mechanism of Learning Management

organizing learners and
managing learning

Improve availability of LR in all Learning Resource Management

learning areas across the
quarters

Ensure that all learners receive Learning Resource Distribution and Collection
their learning materials and are Management
collected for assessment

Improve PPST-based Continuing Professional Development for

competencies of teachers in Teachers and Other School Personnel
managing learning in the
learning delivery modality

DOCUMENTATION
Prepared by:

Kennedy L. Escanlar
Teacher I
MODULE 5: BUILDING THE TEACHING PORTFOLIO
RELATED TO THE IMPLEMENTATION OF THE
MODALITIES
MODULE OBJECTIVES

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 LAC Session*

Lesson 2 - The Evaluation Rubric
LAC Session*

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

Before you begin to prepare building your Portfolio, you need to make sure that you
have completed all the outputs for this course. Go over the list found in LDM2 Guide
for Expected Outputs and find out whether you have completed all the outputs
required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final evaluation. Keep a
copy of all your outputs for your own records.

Expected Outputs and Assessment for LDM2 Teachers, Modules 1-4 (before
practicum)
Module Expected Outputs (to be submitted to LAC Leaders)

Module 1  No outputs for submission

Course Orientation

Module 2 Individual/LAC Group Presentation on Unpacking of a

MELCs Sample MELC

Module 3A  List of targeted learner interventions

Lesson Design and  Learning tasks for DL 
Assessment  Assessment methods in DL
 Weekly Home Learning Plan for 1 subject 
  Individual Learning Monitoring Plan for a student
who lags behind in completing the learning tasks
 LAC 3 Teacher Engagement Report (Optional if LAC
session was conducted)
 LAC 3 Session Report (Optional if LAC session was
conducted)

Module 3B  Two (2) accomplished LR Rapid Assessment Tools

Learning Resources  with reflections 

Module 4  Finalized LDM Individual Development Plan

PD and LAC (produced after discussion during LAC)
Planning

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?

Portfolio will help me tracking the progress of my teaching practice in my

School’s LDM by means of assessing learners’ progress and my own professional
growth. And also, it will help me to provide an opportunity for self-reflection and
collegial interactions based on documented episodes of my own teaching.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?

The evidence from the previous modules that will help me capture the
progress of my teaching practice is the Individual Learning Monitoring Plan for a
student who lags behind in completing the learning tasks. It will help me
monitor learner progress based on the given intervention strategies. And, it will
help me in adjusting learning content and tasks based on the characteristics,
cognitive ability, readiness, interest, and profile of the learner.

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

Writing down your reflections is an integral part of your Portfolio, because it

will need to be supported by evidence from other materials uploaded in the
portfolio, and the learner needs to give more detail for how he or she achieved
 this level of competency. It also describes the advantages of writing down
reflection pages and students’ attitude towards this kind of method. And
because, it gives students the opportunity to present their point of view to what
they are doing, how they are learning and how they would like to learn.

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.

The list of evidence is enough to capture the progress of my teaching practice.

And the other evidence that I think is relevant to the LDM adopted by our school is
the ILMP or Individual Learning Monitoring Plan. Individual Learning Monitoring Plan
is a tool used by teachers and learning facilitators for learners who lag behind as
shown by the results of their formative and summative assessment. It also serves as
feedback data for learners who are provided with intervention activities and guide
teachers in adjusting learning content and tasks based on the characteristics,
cognitive ability, readiness, interest, and profile of the learner.

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.

Activity 2 is all about Portfolios from the Glossary of Education Reform. It is

written there that there are many different types of portfolios in education, and each
form has its own purpose. And a student portfolio is a compilation of academic work
and other forms of educational evidence assembled. Using portfolio is helpful in
many ways: (a) it will help teachers track their progress of their own teaching
practice in School’s LDM by means of assessing learners progress and own
professional growth, (b) evaluate learners progress and achievement, (c) help
teachers monitor and evaluate learning progress over time, (d) help teachers
determine whether learners can apply what they have learned to new problems and
different subject areas, (e) encourage learners to take more ownership and
responsibility over the learning process, and (f) can improve communication
between teachers and parents.

Activity 3 talks about Suggested Evidence in the Learning Delivery Modality

which is expected to be accomplish by the given date of final submission of outputs.
DepEd provides suggested strategies in implementing and managing distance
learning delivery modalities. And it will serve as a portfolio of teachers for both
reflection and assessment.
ACTIVITY 5

Based on the sharing and discussion in your LAC, finalize your list of evidence in the
List of Suggested Evidence Form and submit to your LAC Leader. Make sure that you
keep a copy for yourself.

Finalized List of Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)
Or

Researching and August to November Lesson Plans (at least 2 per

Incorporating Teaching month)
Strategies in the Modalities

Participation in recognized August to November Certification of Participation

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

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a month Video Recording

Coach/es starting September 2020

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

The following are the steps that I will take to ensure that I am able to hit the criteria
in the Rubric:
 Step 1 Demonstrate an output that clearly and adequately captures the progress
of the implementation of the LDM, and showing innovations that
contribute to its smooth implementation.

Step 2 Provide a quality of reflection which describes the experience in the LDM
implementation, shows in-depth analysis and synthesis, and excellently
relates it to the professional standards and to professional and personal
development goals.

Step 3 Demonstrate a clear output of 5 or more indicators of relevant to the

strands in professional standards.

Step 4 Present ideas that are expressed in clear, coherent, and appropriately-
worded language with no errors in structure and/or writing conventions.

Step 5 Provide portfolio that are logically organized, insightful, and offers new
perspective and insights.

Step 6 Submit output/s more than 3 days ahead of the deadline.

Activity 2

Discuss and share your thoughts on the Rubric in your LAC Session. Present your
steps to make your outputs and Portfolio responsive to the evaluation criteria and
indicators. Take note of your colleagues’ other insights as well.

Rubric is typically an evaluation tool or set of guidelines used to promote the

consistent application of learning expectations, learning objectives, or learning
standards in the classroom, or to measure their attainment against a consistent set
of criteria. Rubrics are also used as scoring instruments to determine grades or the
degree to which learning standards have been demonstrated or attained by
students.
DOCUMENTATION

Prepared by:

Kennedy L. Escanlar
Teacher I