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 is to know the different LDMs and
platforms; to plan for the implementation of the school-adopted LDMs; and to
know the support mechanisms that will help the teachers to learn in this
course.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
- This course will ensure that we will fully understand the task-oriented
course that combines guided study using self-learning modules and co-
learning and collaboration through the Learning Action Cell (LAC) since
this will help us to deliver quality learning/instruction even without face-to-
face instruction.
3. What are the two support mechanisms that will help you with your learning in
this course?
- The positive attitudes such as attentive and participative and your skills
and knowledge.

ACTIVITY 2

Answer the following questions by copying and filling out the table in your Study
Notebook.

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

negatively) my participation in this course?

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

HABITS OBSTACLES MOTIVATION (What ENVIRONMENT

(What is it that I (What will prevent me will push me to (Where will I accomplish
repeatedly from participate in this the requirements of this
do that may affect my participating fully in this course?) course? Describe this
participation in the course?) environment.)
course in
a positive or negative
way?)
 Willingness to  Internet  See to it that I will  In a room filled
learn Connection be attentive and with
 Work-Oriented  Short-Attention participative knowledgeable and
Span throughout the 10- participative group
 Being Shy to share day LAC Session of people.
my ideas,
 sometimes.

ACTIVITY 3

Look for a
colleague with
whom you
would like to
discuss your
answers and
reflections with This module made us understand that learning this
to the questions course is very much important because this will
in Activities 1 teach us the different Learning Delivery Modalities
and 2.
that will be implemented amidst the pandemic.
This module taught us some strategies on how to
sustain ourselves in difficult times since our ‘new
normal’ will be more difficult not only to the
students but also to the teachers, parents and to
the community. And the last, but not the least, this
module taught us on how to manage our habits
and the struggles as our motivation in order for us
to learn effectively. The conducive learning
environment is also important so that we will be
comfortable during the discussion.
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 (4)
- To nurture successful teachers (3)
- To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes (2)
- To foster a professional collaborative spirit among School Heads, teachers,
and the community as a whole (1)

2. What are the top three challenges to having a successful LAC? List down and
elaborate.

● Simultaneous Tasks – It is really hard because the LAC session schedule is

also our schedule for reproduction of modules. It is also hard to be LAC member and
at the same time LAC Documenter
● Lack of sample outputs – There were no sample outputs, and some templates
in this course.
● Internet Connection – Sometimes I am having poor internet connection to
join the sessions.
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.
LDM2 FOR TEACHERS
LDM2 for Instructional Coaches

LAC LEADER LAC MEMBERS

LAC INSTRUCTIONAL COACH Name & Position: Names:
MARISSA C. JALA 1. QUENNEE R. ESCOBILLO
HT-1/School Head 2. JOMAR PALMA
3. JACQUELINE ABARCA
4. MARIANITA CABANG
5. ARBY SHIFFORD
BAYATON
6. CRISTINA LUZ CABANA
7. SHAJARAH PAMELLE
BRAZA
8. REYNALDO REVECHE JR.
9. LYRR ROSIL
10. LORNA ACIERTO
11. MIKE CLYDE ALIMA
12. CHAYEL CHEN CURADA
ACTIVITY 3

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

MEMBERS’ NAME ROLE

1. MARISSA C. JALA LAC Leader/ LAC Facilitator
2. CRISTINA LUZ CABANA LAC Facilitator
3. LORNA ACIERTO LAC Facilitator
4. QUENNEE R. ESCOBILLO LAC Documenter
5. REYNALDO REVECHE JR. LAC Documenter
6. JOMAR PALMA LAC Member
7. JACQUELINE ABARCA LAC Member
8. MARIANITA CABANG LAC Member
9. ARBY SHIFFORD BAYATON LAC Member
10.SHAJARAH PAMELLE BRAZA LAC Member
11.LYRR ROSIL LAC Member
12.MIKE CLYDE ALIMA LAC Member
13.CHAYEL CHEN CURADA LAC Member
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?
- One of the fundamental concerns that needs to be addressed to ensure the
learning continuity is the effective learning of the students. Since we cannot
teach them personally, the students might struggle if we will just let them
learn in their own (self-learning). I think this couldn’t be solved by the teacher
alone but rather with the collaborative help of the parents and even of the
community.
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?
- Yes, I agree. We all know that Philippines is one of top countries in terms of
Intelligence Quotient (IQ) and this might be because of the congested
curriculum that we are following now. For me, our curriculum is not yet
organized well and this makes hard for the students to understand and learn
the topics.
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?

● General purpose: It serves as a guide for teachers on what particular

competencies to teach accordingly.

● Specific purpose: MELCS were done because we are in the ‘new normal’. The
specific purpose is to meet the competencies or all the curriculum standards
without compromising the curriculum standards.

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

competencies?

- Curriculum review helps us to choose and pick the most essential learning
competencies. The review covered the following:

● Mapping of the essential and desirable learning competencies within the

curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and

● Analysis of the interconnectedness of prerequisite knowledge and skills among the

learning competencies for each subject area.

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

learning competencies?

- Most Essential Learning Competencies or MELC , according to DepEd, “are defined

as what the students need, considered indispensable, in the teaching-learning
process to building skills to equip learners for subsequent grade levels and
subsequently, 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?

- Through Mapping of the essential and desirable learning competencies within the
curriculum, Identify prerequisite knowledge and skills needed to prepare students for
essential learning competencies and analyze the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area.

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

instruction?

- MELCs will provide the most basic learning competencies that will help students
learn and use it in their real-life situation.
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/Clustered Researches on various Researches on various
contemporary at forms contemporary art forms,
CAR11/12CAP-OC-E-4D techniques and
performance practice.

Retained Explains Filipino Artists Explains Filipino Artists

roles and identify their roles and identify their
contribution to contribution to
 contemporary arts contemporary arts
CAR11/12CAP-OC-E-6 CAR11/12CAP-OC-E-6
Dropped Defines contemporary arts N/A
in the Philippines
CAR11/12-AP-OB3

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.
- The MELCs can be used under similar circumstances as a mechanism to ensure
education continuity (curriculum dimension). However, releasing the MELCs does not
downplay the standards set by the K to 12 curriculum guides. Rather, they 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 1

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

1. What is the importance of unpacking and combining the MELCs?

- Unpacking and Combining the MELCs is important because it became more

attainable in the teaching – learning process, it is more organized and easy to follow
which competencies should be taught first and how the MELC will be develop in each
lesson. Combining the MELC is important also in order to cope up to the shorter
school year.

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

Explain each.

● School calendar – we must understand that MELCs were formed because of

the shorter school year.

● Curriculum Standards – Both content and performance standard must be seen

and take into considerations because we need to make it sure that we are not
compromising the curriculum.

● BOW – We need to unpack the MELC based on the number of days that each
lesson will be taught.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

- No. MELCs that are general or broad or in the process of Application, Synthesis and
Analysis stage based on Bloom’s Taxonomy are just the ones to be unpacked or
combined.
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.

Unpacking MELC

MELC: Describe various contemporary Art form and their practices from various
region.

Objective 1: State the various contemporary art forms in the Philippines

Objective 2: Classify the regions where the different contemporary arts belong
Combining MELC:

Week 1-3:
 Researches or various contemporary art form, techniques and performance
practices
 Describe different contemporary art forms and their practices from the
various regions
ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face-to-face (F2F) learning, DL, blended learning (BL), and home schooling. 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.

1. Face-to-face Learning: When the students physically attend the class at school.
In this modality, students have the face to face interaction with the teacher.
2. Distance Learning: A type of modality in which the students and teacher doesn’t
have the physical interaction.
3. Blended Learning: A modality in which the students will use all the types of
learning modalities. Example: MDL and ODL; MDL and TVBI/RBI
4. Home Schooling: Where the students will study with the guidance of module and
parents or guardians will serve as the teacher of the student.

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.

ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your

level of resources (infrastructure, financial, human), level of experience in DL, health
and safety status, context and capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each. Replicate the
following table and write your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

 Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
1 Modular Distance Modular learning is somewhat easy to
Learning implement because every student with or
without internet connection can have
access to education, but the safety of the
teachers is at risk.
2 Online Distance It is a virtual face to face class where you
Learning can see your students, interact with them
virtually. As a teacher, you can guide
them accomplishing every lesson. Though
it is not every time that the connection is
good but still it is the safest mode.
3 Blended Learning It is always good to have plan B’s. Though
this may mean a lot of work for teachers
and this may lead to confusion for both
teachers and students.
4 TV-Based TVBI for me is also okay because through
Instruction TV you can discuss lessons in a real
picture but it is somewhat difficult
because TV stations are rare in rural
areas.
5 Radio-Based It is hard if you only hear what you must
Instruction learn. We all know that learners can learn
easily if they see something while
discussing to them rather than hearing it
only.
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 Planning is a process of deciding what learning opportunities the students

will have in school, the quality of instruction, teaching materials, the arrangement of
learning exercises and grouping strategies and the timing and allocation of
instructional time to be determined.

2. Why is lesson designing important?

- Lesson designing is important because it ensures that time is maximized for

instruction and learning; lessons are responsive to learners’ needs; teachers set
learning targets for students; teachers carry out a lesson successfully; teachers
master their learning area content; teachers become more reflective about their
topics; and learners successfully reach the set learning goals.

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

- What should be taught?

- How should it be taught?
- How should learning be addressed?

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

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

ACTIVITY 3

Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what
could have been done differently. Identifying successful and less successful activities
and strategies would make it easier to adjust and revise the lesson plan as needed.

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

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
- The part of the DLL/DLP that should be done after the lesson is the reflection
because the teachers here are encouraged to think about their lessons, to
make self-deliberation on the parts that need improvement and to make
adjustments so that learning process become more successful.

ACTIVITY 4

(Output)

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 Venndiagram in your Study Notebook. Follow the example below.
 FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Assessment FOR Learning;

-To make adjustments in
the lesson
-May be integrated in all
parts of the lesson; before
the lesson, the lesson
proper and after the
lesson
-Results must be recorded
to study the patterns of
learning demonstrated by
the students but should
not be used as the basis
for learning
-Learners may be Assessment OF Learning;
assessed individually
-To measure if the student
or collaboratively
meet the performances
-Should promote self- and content standards
reflection and
-Done after the
personal
lesson/end of the quarter
accountability among
students about their -Results enable teachers
own learning to describe how well the
students learned the
-May be a written
standards/ competencies
work or a
for a given quarter which
performance task
are then reflected in the
class record

ACTIVITY 6

(OUTPUT)

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.
2. Testimonies of parents/guardians and learning facilitators ⁄
regarding the learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a ⁄
portfolio.
4. The teacher can only comment on a learner’s portfolio. ⁄
5. For asynchronous learning, teachers allow learners to work ⁄
on their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via ⁄
file sharing programs or they may submit the actual softcopies of
their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or ⁄
physical
forms may be handed over to the teacher by the parents or
learning facilitators.
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 in
every lesson and/or learning task.

2. These are the formative learning opportunities b. mode of delivery

given to learners to engage them in the subject
matter and to enhance their understanding of the
content.
c.Learning competencies
3. This refers to the prescribed subject that
learners take.

4. This refers to the method of submission of d. learning task

learning outputs preferred by the learner/parent
based on their context.

Answer:

1. C
2. D
3. A
4. B

ACTIVITY 2

(OUTPUT)

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)
Purpose A tool to guide learners
and learning facilitators or
household partners in
tracking the subject areas
to be tackled and activities
to perform at home
Monitoring Plan (ILMP)
A tool for monitoring
learners who lag behind
based on the results of
their formative and
summative assessments
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components Learning area, learning Learner’s needs,
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date, learners’
status
Has to be Yes Yes
communicated to
parents?

ACTIVITY 4

(OUTPUT)
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?

- For Online Distance Learning, we have Online SLM, Online Activities/Exercises;

and For Modular Distance Learning, we have Printed Modules/SLM.

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?

- Teachers are required to prepare an alternative or supplemental learning

activities so that if the LRs are not available, we still have those alternative ones.

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

- The support that DepEd can give to teachers is the seminar workshop on how to
utilize these portal so that all teachers will be literate on how to use these resources
effectively.

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?

- For me, the materials are appropriate to the level and characteristics of the
students because these are all aligned with the learning competencies that
students can attain. But of course, the successful use of these materials will
depend on the ability of the students to learn by him/herself. If the student is
already good in comprehension, there is a big possibility that he/she will learn.
But if the student has a difficulty to read and understand, the student will really
need a guide from any member of his/her family and of the teacher.

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.
- During our insights sharing, most of us are worried about on how to utilize
those portals. Someone said that the best support that we can give to our
colleagues is to help them manipulate those LRs so that they can also get the
materials they need for their students.
ACTIVITY 1

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your
LAC Leader and/or Coach. To understand the portal better, you may watch the
LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

Explore the Portals. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond
to your LR needs and those of your learners’? How do they complement the LRs
that you already have?
- The LDM adopted by our school is Modular Distance Learning. The DepEd
Portals have a great help to the teachers because it gives other resources that
teachers can use aside from the modules made by the teachers.

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 only challenge in accessing the LRs in the portals for both me and my
students that I have seen is the internet connection because not all the students
have their own smart phones and money for the load.
3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
- If possible, the government should give us an additional budget for internet
connection bill. I find it difficult to pay since I have already more bills to pay
monthly.

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 Learning Resource Portal (LR Portal) is a web based catalogue and
repository of learning, teaching and professional development resources. It
functions as a clearinghouse. That is, it provides information about the location
of resources (hardcopy and softcopy) and allows users of the system to access
directly digitized versions of resources that are published and stored within the
LR Portal repository. It is also a quality assurance system providing support to
DepED Regions, Divisions and Schools in the selection and acquisition of quality
digital and non-digital resources in response to identified local educational
needs.
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?

- Yes. The material was able to meet all the requirements because it is already
based on MELCs.

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?

- None. Those materials met all the requirements

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

- We can assessed if the material is localized or indigenized.

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

- It gives me an idea on how and where to choose the best learning materials for my
students since the class will be opened soon.

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?

- For me, materials from DepEd portal are more reliable because the materials in
non-DepEd portals are really broad or general.

2. Based on the results of the Assessment Tool, what improvements do the materials
— both from DepEd and Non-DepEd portals — still need?

- I think they need to improve their learning activities.

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

- It helps me choose what specific LRs I will use to my students.

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:

5. How does your material compare with the ones that are obtained from the online
portals?
- The materials made by the teacher is reliable because it undergo with content
and technical checking. The learning competencies are also followed.

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

- I think the activities need to improve.

Activity 1

(OUTPUT)

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.

- I need to develop and give more focus on the domain #1, the content and
knowledge and pedagogy. I want also to enhance my domain #6, the
community linkages and professional engagement. I need to build strong
relationship with the parents/guardians of my students to deliver the quality
supervisory among them as well as with my co-mentors in school.

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 improving your
teaching practices in
the modalities?
To produce quality output,
learners are ready
and fully equipped.
Can make the best lessons
for the new normal class
Provide the quality
modules for my students
in the Modular Distance
Learning this new normal
What will push you to What will help you
achieve this goal? attain this goal?
Improving my teaching Continue my professional
strategies and practices. development
Learning to unpacking and Study and apply MELCs
combining the MELCs given by DepEd
Applying the assessment Creating account I the
tool in choosing learning LRMDS and DepEd
resources for the modules Commons
 Activity 1

(OUTPUT)

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.

PREFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE
MODALITIES
Making Lesson Plan align with the MELCs MELCs, unpacking and combining
by DepEd
Applying the Assessment tool in choosing Learning Resources, using of LRMDS
learning resources for the modules and DepEd Commons
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.

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on
your reading, reflect on the following questions and jot down your answers in your
Study Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching practice
in your School’s LDM?

- Portfolios are intended to evaluate learning progress and achievement in a specific

course, by completing my portfolio in LAC sessions about LDMs I can now be ready
for the challenge of the new normal way of teaching. First if I will make my lessons I
can scan my finished portfolio and go to the topic about preparing MELCs. Then if I
will choose what learning resources to be used in my topic I can refer to Learning
Resources topics and how to download it in DepEd portals.
2. What evidence from the previous modules will help capture the progress of your
teaching practice?

- In the previous module which is module 4, I had learned about making individual
development plan by this I can now asses my weakness and strength in terms of my
teaching practices. One of the best example is analyzing to what domain do I need
to focus more and make a development plan for that.

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

- In every work or task given it must have a reflection within. Making of it is an

integral part because it serves as a compilation of our knowledge and understanding
towards the topic. It also measures our affectively being our consciousness and even
our judgement in a certain topic.

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.
ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

LAC DISCUSSION WITH COLLEAGUES’ MEANS OF VERIFICATION

(MOVs)
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.
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.

- In order to be successful in making the portfolio I must consider first

the Demonstration progress of the LDM Implementation which 30%
in the rubrics. Ensuring the quality of my reflections in every topic or
lesson that I tackled. Lastly, my output will be based on the
professional standard given by deped.
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.