MARK JHOSUA A.

GALINATO
LAC LEADER/FACILITATOR
LAC ID: LAC-2-009
MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

ACTIVITY 1

Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights:

1. What is the main delivery of this course?

Answer:
The main delivery of the course is to ensure that education must continue while the
threat of the CoVid-19 pandemic still in the country, so the Department of Education launch
different learning modalities to ensure that the educational system of the Philippines will still
stand no matter whom and where the students are. Teachers must know the different learning
modalities which will suits each students needs in their respective location. There are three (3)
learning modalities that DepEd planned to implement commonly known as: Distance Learning,
Blended Learning, and Homeschooling, whereas these will prevent the Face to Face
communication of the students and teachers inside a classroom. These modalities where not
new to us because when the time of no technology is present these are the ways of the
teachers did in the past to teach students.

2. How can this course help ensure that you will be able to deliver quality instruction
in the “new normal”?
Answer:
This course will help and guide the teachers to make sure what learning modality will be
used in the coming school year. This will make sure that teachers will be able to ready on how
to deliver these modalities through remote and multi-modal learning delivery. This will be the
challenge to us teachers in dealing with the new normal education for us to deliver excellent
and quality education for our learners whether if what learning modalities among the three will
be push through.

3. What are the two support mechanisms that will help you with your learning in this
course?
Answer:
The LCP recognizes that DepEd must adopt alternative modes of delivering learning if it
is to reach all learners regardless of who and where they are. A critical component of the LCP
is enabling teachers and school leaders to use these learning delivery modalities effectively.
LCP capacity building has two streams. The first stream (LDM1) is focused on the
implementation and management of the alternative learning delivery system at all levels of the
education system, and intended for school and division leaders. This course you are taking
now, which is LDM2, is intended for teachers and is focused on the instructional implications of
using these alternative LDMs.
ACTIVITY 2

Answer the following questions by copying and filling out the table.

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

negatively) my participation in this course?
Answer:
In this time of pandemic it is nice to hear the word negative as the cases in
our country arises, but looking at the positive way we should be ready in the
instances that may happen to our educational system.

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?
Answer:
Maybe, from the help and collaboration of our colleagues in our department we can
supervise each other on how to solve the problems that we may face in this time of crisis.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that may from participating fully participate in this accomplish the
affect my participation in this course?) course?) requirements of this
in the course in a course? Describe this
positive or negative environment.)
way?)
Communicating The time that will The thing that Since we are
with my co- be consume pushes me to do bound to do our
teachers on how because it will this is to learn how service still, we will
to finish this divide the things to implement the be working from
course fluently, we need to modality that we home to finish this
besides many of prioritized first will be using in the course and have
us were still doing aside from this new normal online
a lot of things in course. education. communication
our specialized with our team.
subjects given.

ACTIVITY 3

Look for a colleague with whom you would like to discuss your answers and reflections
with the questions in Activities 1 and 2.

Shared Ideas with Colleague:

We must pursue this course for us to enlighten how to implement the

different learning modalities across the country to have an excellent and quality
eduactaion.
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.

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 (1-4, 1 being the
easiest) to achieve:
1
To improve the teaching-learning process to improve learning among students
4 To nurture successful teachers
2 To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
3 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.
1. Collaboration- it helps to finish the work with members on time
2. Competence- by helping each other’s needs
3. Cooperation- by focusing and sharing ideas to the member
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 informing
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.
See Figure 1 for Reference

Figure 1. LAC Composition and Coaching Arrangement for LDM2

Teachers
LDM2 for Instructional LDM2 for Teachers
Coaches

LAC Instructional Coach LAC Members

LAC Leader
Names:
1.Mark Jhosua A. Galinato
Name & Position: 2.Mark Adrian L. Dancel
3.Myrah D. Burbos
Mark Jhosua A. Galinato 4.Maricris G. Maningding
Name & Position: Teacher II 5.Melvin I. Cachero
Domingo Baldovino 6.Leah F. Domingo
7.Gimfrey V. Soratos
Principal 8.Catherine Z. Tadioan
9.Rose Ann J. Martinez
10.Carmela M. Peralta
11.Christine S. Cuario
12.Melba C. Corpuz

ACTIVITY 3

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

Name Roles
Mark Jhosua A. Galinato Teacher II, LAC Leader/Facilitator
Mark Adrian L. Dancel Teacher II, LAC Documenter
Myrah D. Burbos Teacher II, Member
Maricris G. Maningding Teacher II, Member
Melvin I. Cachero Teacher II, Member
Leah F. Domingo Teacher II, Member
Gimfrey V. Soratos Teacher III, Member
Catherine Z. Tadioan Teacher I, Member
Rose Ann J. Martinez Teacher I, Member
Carmela M. Peralta Teacher I, Member
Christine S. Cuario Teacher I, Member
Melba C. Corpuz Teacher I, Member
REFLECTION

In this trying times, teachers have a big role in pursuing the continuity of

education amidst the different crisis we are suffering. We must stand through this

instances for us to nurture our learners mind even in the time of pandemic. We must

have different teaching modalities that will suits our students needs where ever and

whom they are. We must light their way for them to have a bright future and they can

help our country soon. This course gives the teachers learning on how to prepare in the

new normal education. Thus, it must sustain the teacher’s capability in dealing

challenges that may be happen when the school year starts. Having this course has an

impact to the teachers to have an idea of what we will be facing on.

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

Answer the following reflective questions.

1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher, what do you
think are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you think
these concerns could be solved by teachers alone? Why or why not?

Answer:
The education sector have been affected by the covid-19 Pandemic, for this the
officials of department should implement a different platform in order to achieve the
basic and required competencies in the curriculum. This must be analyze and
decided by the experts because it will lessen the time that the students will use in
studying. Health is the concern of everybody this time, so this will be solution of the
problem we are facing. The teachers can implement this curriculum because we
know how to teach and what to teach, thus, the department leaders must provide a
lot of support and materials for us to do our duty. The officials have an essential
role to execute for they were the one we are holding on in the lower department.

2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why not?

Answer:
Yes, because the curriculum have a lot of competencies to be done in just a year
which is one of the problem why students lag in the mid of the year. Teachers can
still manage to handle it, but the students cannot. Maybe, they have a lot to practice
and to remember when they are studying. Unlike in the other country they have
ample of competencies which are only required and they apply it globally. Revision
must be done in the curriculum to upgrade students learning at a time. Also, one
hindrance that affects students learning is the lot of school activities that we
executed. In the part of teacher, the paper works which are somewhat unrealistic.
Maybe, we should be focus in teaching the students, preparing materials for them
and lessen in paper works, because in the real scenario even we have lesson
planned for the day this is not always follows the flow of teaching rather it is the
reason why the teachers cannot teach well the lesson because a lot of paper works
to be done, this is just my opinion.
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.

1. What are the general and specific purposes of the development of MELCs?
Answer:
To lessen the face to face time for the teachers and students, as well as to
focus on the competencies which are essential in the learning of the students in
this time of pandemic.

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

competencies?
Answer:
Well, for the teachers to provide guide in executing the lesson which are
only required this time and to focus it on what learning delivery to be
implemented.

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

learning competencies?
Answer:
The difference is that essential learning focus on the most important
information to be taught to students, while desirable learning competencies is the
standard competencies which are already written on the curriculum guide.

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?
Answer:
Through reviewing the curriculum guides and mapping the competencies
which are to be done by the students in the year. Getting the most qualified
competency and essential for life-long learning while they are at home.

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

instruction?
Answer:
It guides the teacher to what will be taught in a given quarter and the
competency which are only required. For the students also not to lag in their
education.

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 and compare the two
documents to determine which learning competencies were retained, dropped, or
merged.

K to 12 Learning MELCs
Competencies

Install standard electrical protection

install auxiliary terminal cabinet
Merged/Clustered system for lighting and grounding
and distribution panel

Retained install wire ways and cable tray install wire ways and cable tray

Dropped n/a n/a

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.

Insights:
The teachers ask what if the subject doesn’t have MELC specially in TVL Senior High
School so the remedy is that they may use the existing curriculum guide in their specialization.
Unpacking of MELC’s is very easy because you just have to look at the learning objectives which
are under that competency.
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:

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

Answer:
It is important that we unpack and combine the MELCs for us to know the
different competencies under it and expand the lesson for that competency.

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

Explain each.
Answer:
The consideration is to prioritized and maximized the most essential
competency to take by the students especially where face to face teaching is
prohibited. It makes sure that the lesson and competencies where collaborated
to execute it sequencially.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
Not necessarily because some subjects still needs to deliver the lesson
stand alone like in senior high school tvl strand to get NC II the learner must take
all the competencies to qualify in the National Assessment. Unlike, in general
subjects in elementary and junior high school and some in senior core subjects it
can be unpacked and compined.

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.
Attach presentation:

UNPACKING OF MELC’S
Retained Learning Competency Sample Learning Objectives
Install wire ways and cable tray
1. Select appropriate electrical tools,
equipment and materials for specific task
2. Apply suitable wiring method for the job
3. Install electrical wiring systems using
different types of wiring methods:
 Circuit with one bulb controlled by
surface or flush type single pole
switch
 Circuit using 3-way switches in two
locations
 Combination of lighting and
convenience

ACTIVITY 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

REFLECTION

As one of the basic technique in delivering the lesson in the new normal, it is
recommended that all teachers must know how to unpack learning competencies which
are broad in nature. Chunk the lessons which are too general and make it into simpler
format for them to follow chronologically the lesson. Most essential learning competencies
serves as guide to teachers for them to focus in a very specific area wherein they will only
apply and teach the life-long skills to the students in this time of pandemic. We are hoping
that when we return to the normal situation in the basic education, the educational system
should have implemented the best curriculum standards for the learners to jive the best
among the best in globalized world of learning. Perhaps, the education sector and its
officials have a direction in improving the educational system in the Philippines.
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own
words, define each modality. Write your own definitions. When you are done, check
Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Answers:

Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue. There are opportunities for active engagement, immediate
feedback and socioemotional development of learners. It may be conducted in any available
physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space applicable,
by using learning materials that are accessible either online, stored on CD/DVD/USB Flash
drive, or in printed form, or by viewing TV lessons or listening to radio-based instruction while
being geographically distant from the teacher. The teacher supervises and monitors the learner’s
progress and provides remediation and enhancement when needed and possible. Assistance
may be provided by a learning facilitator who may be a parent or any member of the family, or a
community stakeholder.
Blended learning refers to a learning delivery modality using a combination of the features of
F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F
and online distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4)
F2F and any combination of the other types of distance learning.
Home schooling refers to an alternative learning delivery mode (ADM) that provides learners
with access to formal education while staying in an out-of-school environment, with parents,
guardians, or tutors as authorized facilitators instead of classroom teachers. This does not
preclude going to a school on specific periods to develop learning competencies that require the
use of laboratory, equipment, and others. It uses any or a combination of the various learning
delivery modalities.

Now, answer this question: Which of the LDMs do not have an F2F learning component?
Check it against Lesson 1, Activity 1 Answer Key 2.

Answer: Distance learning , Home schooling if done via distance learning

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.

DISTANCE LEARNING MATRIX

Distance Role of Parent or

Distinguishing Essential Role of
Learning Household Role of School
Feature Resources Teacher
Modality Member
Modular A learning delivery Self- Distribute The parents have The school has
Distance that is in the form of learning and retrieve expressed available
Learning (MDL) individualized modules the modules willingness for reference/supple
instruction where (SLMs) in for checking. the option of mentary
learners use self- print or modular distance materials for
learning modules digital learning for their distribution to
format children the learners.
Online Distance A learning delivery Internet is Teachers The parents have The school has
Learning (ODL) modality where the used to have access expressed institutionalized
teacher facilitates facilitate to device/s willingness for the training and
learning and engages learner- and the option of updating of
learners' active teacher, connectivity online distance teachers to be
participation using learner- at the school. learning for their more
various technologies content children. technologically
connected to the and peer- adept.
internet while they to-peer
are geographically interactio
remote from each n.
other.
TV-Based Refers to the use of Television The teacher The parents The school have
Instruction television or will guide the ensure children's available
(TVBI) dedicated to students on access to reference/supple
providing learning what television. mentary
content to learners program they materials for
as a form of distance will view. distribution to
education. the learners.
Radio-Based Refers to the use of Radio The teacher The parents The school have
Instruction (RBI) radio programs on will guide the ensure children's available
stations dedicated to students on access to radio. reference/supple
providing learning what mentary
content to learners program they materials for
as a form of distance will listen. distribution to
education. the learners.

Blended Any combination of Modules, teachers The parents Schools which

Distance the above DL types Internet, check in should guide adopt any
Learning Television, often with their children to combination of
radio students manage time on the above three
either by learning. types of distance
sending them learning must
instant meet the
messages or requirements of
a bullet each type.
pointed
summary of
what is
expected of
 them

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.

Ranking
(1 to 5, from easiest Type of DL
to hardest to
implement)
1 MDL
2 BL
3 RBI
4 TVBI
5 ODL
Why?
Learning is based on modules which will be self-learned by the
students. This avoids the face-to-face interaction between learner
and teacher.
For the areas which are low risk in CoVid-19 Pandemic, so
students learn through face-to-face and modular.
For the students who were auditory smart and have access to
radio stations in the community.
Still guidance of teachers, parents and school is done through
viewing. A lot of things to be done.
Internet is the number one issue here, a lot of areas in the
community have low internet connection.

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Blended learning for them to meet

Learners without parents or household member who can guide teachers in a given time and guide
and support their learning at home them on what to do and learn
alone.

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Blended learning for the learner to
learn how to read with the guide of
the teacher and parent. TBI is also
helpful.
Blended learning, guidance of
teachers and parents are required.
Modular Distance Learning, this
will be very helpful to the learner
without any material to study, thus,
help of the member of the family is
acquired as well a sthe teacher.
Modular Distance Learning, hence
the officials of the community will
join to help access the learners in
that area where the families will be
oriented on how to get modules for
their children.
Blended Learning, this will help
the learners to experience and
explore how to learn at school and
in their home while the threat of
CoVid-19 is still in the country.
TVBI and RBI, to at least use their
sense of sight and hearing on
learning. Blended learning will
also be helpful in follow up
activities and assessments.

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:
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and deciding
on the pacing and allocation of instructional time” (Virginia Department of Education, as
cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality teaching and learning in schools. In order
for the design to be effective, teachers need to consider the learners’ characteristics and
be responsive to the needs of the learners.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that: time is maximized for instruction and learning,
lessons are responsive to learner’s needs. Teachers set learning targets for learners,
carry out a lesson successfully, master their learning area content and become more
reflective about their teaching. Learners successfully reach the set learning goals.
 3. What are the three elements or components of a well-designed lesson?
Answer:
Clearly articulated lesson objectives (What should be taught?). Well-selected and
logically sequenced presentation of learning resources and activities to help learners
meet the objectives (How should it be taught?). Appropriate and timely assessment
activities that provide relevant information and feedback for both teachers and learners
(How should learning be assessed?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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.

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson
2. Clarify concepts from previous
lesson
3. Present warm-up activities to
establish interest in new lesson
4. Check learner’s prior knowledge
about the new lesson
5. Present connection between old
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide
for learners
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
1. Wrap up activities
2. Emphasize key information and
concepts discussed
3. Ask learners to recall key
activities and concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been
mastered
6. Transfer ideas and concepts to
new situations

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

List of Learning Tasks

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

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.

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
Answer:
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and
DLP should be filled up after the lesson is delivered. Teachers are encouraged to think
about their lessons, particularly the parts that went well and the parts that were weak
and write about those briefly. In the reflection, teachers can share their thoughts and
feelings about their lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in the future.
Teachers can also take note of the number of learners who earned 80% in the
evaluation, the number of learners who require additional activities for remediation, and
the difficulties teachers encountered that their principal or supervisor can help solve.

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL
and DLP. To find out the instructional principles behind these learning tasks, you may
refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. Recreate and accomplish the following
table. Then choose one lesson from a Self Learning Module (SLM) for students that you
have on hand. Imagine that you will deliver this lesson to your learners through DL. In
the second column, identify which of these tasks are already present in the SLM. In the
third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.

Learning Delivery Modality (select one): ODL / MDL TV/RBI

BL Grade Level and Learning Area: 11-E.I.M.
Lesson/Topic: Wire ways and cable tray
Learning Objectives: 1. Prepare materials, tools, and equipment for the
job; 2. Perform installation of wire ways and cable tray using available
wires at home; 3. Apply safety methods in performing the job
Learning Resources/Materials Needed: Modules, pictures, videos, PPT

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the activity sheet, can be
presented via an internet-
SLM based resource, can
be facilitated during a
synchronous learning session,
etc.)

Before the Lesson

1. Review previous lesson All can be done via voice

2. Clarify concepts from previous lesson √ calls, can be facilitated
√ by a household partner,
3. Present warm-up activities to establish interest can be done via a
in new lesson learning activity sheet
4. Check learner’s prior knowledge about the new √
activity sheets, and
lesson canbe facilitated during a
5. Present connection between old and new lesson synchronous learning
and establish purpose for new lesson session
√
6. State lesson objectives as guide for learners

Lesson Proper
All can be done via voice
1. Explain, model, demonstrate, and illustrate the √ calls, can be facilitated by a
concepts, ideas, skills, or processes that students household partner, can be
will eventually internalize
done via a learning activity
2. Help learners understand and master new √
information sheet activity sheets, and
3. Provide learners with feedback canbe facilitated during a
synchronous learning
4. Check for learners’ understanding
session

After the Lesson

 1. Wrap up activities
2. Emphasize key information and concepts
discussed
3. Ask learners to recall key activities and
concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to new
situations
√ All can be done via voice
calls, can be facilitated by a
household partner, can be
done via a learning activity
sheet activity sheets, and
canbe facilitated during a
√
√ synchronous learning
session

Answer the following questions:

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

Answer:
Materials which can be adapted to other resources like online, libraries and
other means.

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?

Answer:
To the learners, if they already have some information of the competencies they
will be studying try them to read further to supplement their knowledge on their
area of specialization. To the family members, the teacher should give a copy of
curriculum guide, melcs, and other offline resources such as soft copy of modules
and offiline mobile applications to guide their child at home.

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

Answer:
By contacting the learner itself through sms, messenger or facebook, phone calls
if they have phone or contacting the parents. Otherwise, if the learner still not be
contacted maybe the classmate of the learner or nearest to their location must
update the teacher. The best idea is to get the contact number of the parents of
students to get daily/weekly feedback.

Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning
areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
• You can use content topics as themes, motivation, springboards, or initial topics
for lessons across subjects. You can also try merging selected learning area
 performance tasks and assessments and create separate rubrics for scoring
per learning area. This can make it easier for you to check student work, and
saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back with
your Coach and share them with your peers.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

Guidelines on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and
summative. Take note of the similarities and differences between the two. Write your
answers in a Venn diagram. Follow the example below.

Summative
Formative
Assessment
Assessment learners may assessment OF
be assessed learning:
assessment FOR individually or
learning: to measure if the
collaboratively student met the
to make adjustments
in the lesson performance and
content standards

Your answer:

Summative
Formative Assessment
Assessment
-assessment FOR learning: learners may be
assessment OF learning:
to make adjustments in the assessed
to measure if the student met
lesson individually or
the performance and content
-may be integrated in all collaboratively
standards
parts of the lesson: before should promote
done after the lesson/end of a
the lesson, the lesson self-reflection
quarter
proper, and after the lesson and personal
accountability results enable teachers to
-results must be recorded to
among students describe how well the
study the patterns of
about their own students learned the
learning demonstrated by
learning standards/competencies
the students but should
may be a written for a given quarter, which
NOT be used as the basis for
work or a are then reflected in the
grading.
class record
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
other similarities and differences between the two types of assessments.
ACTIVITY 6 (Submit a copy of your Output to your LAC Leader)

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you
are teaching? Recreate the following table and list five methods that you would like to
try. For each one, write how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method

Example: Short I will send a three-item quiz via text message before the lesson. Based on the
quiz responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.

I will send mechanics of the game on messenger and each of the students must answer the
1.Games questions in random order and will be send to them individually. Others, looking for some
materials present in their home and taking pictures of what will be ask to submit on
messenger.
After the lesson and discussion of the topic the students will be given an activity to
2. Video perform a task assigned to them which will be individually done. Taking videos while
Presentation doing the task and sending it to me.
After the discussion the students will be asked to record their answers orally in their phone
3.Oral/audio recorder, answering different questions that they pick based on numbered orders. This will
recording serve as performance participation and oral questioning on how they done a simple task.
presentation
On a quarterly basis, the students will take an exam online through google docx to assess
4. Online their learning. This will require an internet connection for them to answer the questions.
examination Accessing using their phone or other gadget is required to take the exam.
After each unit or lesson in the given quarter, the students will have a reflection on what
5. Reflection have they done and learn for them to retain in their mind the importance and significance
of their learned competencies. This will help the teacher if they can move now to another
lesson.

Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:

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

Answer:
Reflection, Online examination, Games
2. What are the challenges in doing assessment in DL?
 Answer:
The challenges are access of the students, time, and mode of learning.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer:
Make them appropriate for all the learners, and accessible by all means.

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. √

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make sure that
these would show how much they have learned.
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.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2 (Submit a copy of your Output to your LAC Leader)

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)

Attach Weekly Home Learning Plan (WHLP)

 Share your prepared WHLP during your LAC Session.

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, fill out the table below to see how the ILMP
differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: Gilbert Mesesgan
Grade Level: 11-TVL

Intervention Learner’s Status

Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
EIM Supplement Providing more Nov.12 75
ary activities guided activities fairly
 on installing before satisfactory
3-way proceeding to
switches independent
activities

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan. /

Learner has reached mastery of the competencies in learning plan. /

Source: DepEd Memorandum DM-CI-2020-00162

Share the ILMP that you made for that specific learner during your next LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner is
doing the learning tasks at home.

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will be
able to design lessons with your best efforts, and maximize learning in this
new context.
• It is important for teachers to keep track of how the students are doing, get
feedback from the learners (learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with
them and their families. As teachers, you need to make your presence felt, and
send the message to the learners that they are not alone in this situation. This
will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need
support from your Coaches, School Heads, and fellow teachers as you adapt to
the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for this
module. Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this Module.

REFLECTION

This module gives me an idea on how to plan for the designing of instruction in the new
 normal. It emphasizes on the different plans that we need to do for us to know the procedures that
we will do on this year. A challenge to all of us is to manage our time in dealing with this plans and
implement them for the best. As teachers we need to familiarize ourselves in this plans for as to
achieve our learning goals for our students. Perhaps, we need to establish further and know more
about these plans to apply in the teaching pedagogy.

MODULE 3B: LEARNING RESOURCES

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:

1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
Answer:
Our school will implement Modular Distance Learning (MDL) so in order
to achieve this LDM we need to have printed Self Learning Modules (SLM).
This SLM will be distributed to the learners.

2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
Answer:
Yes
3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
Answer:
Using the Deped LR we can easily find and obtain our need SLM. But
before we can open the portal we need to have an internet access and
permission of the administrator.
From our ICT coordinator designated as the admin of the portal.

Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?
Answer:
Yes, they are appropriate to the level and characteristics of the learners
and so on. Maybe, by modifying the content of it and make it in a simplified way
for the students to cope up.

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.
Answer:
After the discussions and exchanging of ideas we come up with the different
ideas regarding LR. Learning Resources and SLM are now ready to our portal given by
the national for our modular Distant learning so the only help that my colleagues can
offer is to print the SLM for distribution to our learners.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd
PORTALS

ACTIVITY 1 Establish access to the following portals:

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

2. DepEd Commons. Ensure that you have access to DepEd Commons.

Refer to Memorandum on DepEd Commons dated March 17, 2020.

Explore the Portals and answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond
to your LR needs and those of your learners’? How do they complement the LRs
that you already have?
Answer:
In our school we adapted a Modular Distant Learning, by the help of the
two Deped portals we can easily access of Learning resources and SLM. We
can obtain our learning modules online so it eases the burden for us teachers.
Paperless LR fast and well-ordered process in giving LRs.

2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
Answer:
Internet connection is the main concern in accessing the portal but some
students and teacher has a slow internet speed. The other concern is it needs a
cellular phone or laptop to enter the portal so as an adviser, I downloaded first
the specific LR and I personally distribute it to my learner to ensure that
everyone can get their copy.

3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
Answer:
What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support? Using the Deped
LR we can easily find and obtain our need SLM. But before we can open the
portal we need to have an interne access and permission of the administrator.
From our ICI coordinator designated as the admin of the portal.
ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity
1.

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.

Share your insights:

During the LAC session we knew that one in our group is an admin of the said
portal in our school. We had shared our personal experience in using the learning
Portals and after the session we agreed to use the portal frequently in addressing need
in teaching ang regarding LRs.

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:

I downloaded Empowerment Technologies Student reader in LR portal

1. Was the material able to meet all the requirements?
Answer:
Yes
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material?
Why?
Answer:
None
3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.
Answer:
None
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer:
This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired L .R.

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Download at least
one LR from each portal. Assess the materials using the same tool and answer the
following questions:

1. Based on the Assessment Tool, how does the material from a non-DepEd
Portal compare with the LR from the DepEd Portal?
Answer:
 Deped prescribe LRs are reliable and aligned in the basic requirement
needed for choosing LR's while non deped LR's sometimes deviate from the
requirements of standard LR's. But basically for specialized subjects like
Electrical Installation and Maintenance there were no files found in the Deped
LR portal that’s why I needed to fing a resource outside the portal.

2. Based on the results of the Assessment Tool, what improvements do the materials
— both from DepEd and Non-DepEd portals — still need?
Answer:
Deped materials before posting to the deped portal were being
examined by the deped personnel so I think there's no revisions for that but non
deped materials of course need to be examined first and must be aligned to the
assessment tool given by deped.

3. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer:
Because of this exercise and assessment tool I can now choose better
Learning Resources for my subject matter.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions:

1. How does your material compare with the ones that are obtained from the
online portals?
Answer:
I had made a learning resources for my grade 12 students with the Title
Activity sheet The Multimedia. When I saw the assessment tool I had knew that I
am lacking and didn't meet some requirement prescribe by deped.

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

Answer:
Need to improve the sources of the activity and the type of font to make
it readable to my students. Also I will consider the culture and gender fair next
time.

ACTIVITY 4 (Submit a copy of your Outputs to your LAC Leader)

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.

RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR portals/platforms)

 Is the LR Material... Cannot be
YES NO
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?
Answer: Yes
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
Answer: None
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: It gives me an idea on where to find reliable source of information on the LR to
be used.

RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have developed)

Is the LR Material... Cannot be

YES NO
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?
Answer: Yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
Answer: None
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
Answer: None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: It gives me an idea on where to find reliable source of information on the LR to
be used.

REFLECTION
After the LAC session we had seen a clearer view in making our own LR's and in
choosing and downloading LR's in our deped portal. A member of the group suggested that we must
adapt this tool and use it every time we make our own LR’s.
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

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:

Answer:
I need to develop and give more focus on the Domain number one, the content
knowledge and Pedagogy. As my self-assessment where I got only the agree level so
there's a room for my improvement. Also, I want to enhance the domain number six the
community linkages and professional engagement. I need to build strong relationship
with the guardians/parents of my students to deliver the quality supervisory among them
as well as with my co mentors in schools.

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.

ACTIVITY 3

Answer the following questions by constructing and filling out the table. 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 What will help you
improving your teaching
to achieve this goal? attain this goal?
practices in the modalities?
To produce quality output,
Improving my teaching strategies Continue my professional
learners were ready and fully
and practices. development.
equipped.
Can make the best lessons for the Learning to unpack and combine Study and apply the MELCs
new normal class. the MELCs. given by Deped portals.
 Provide the quality modules for
my students in the Modular
Distance Learning this new
normal.
I want to try and apply TVBI and
RBI in our school for the opening
of classes.
Applying the assessment tool in Creating accounts in the LRMDS
choosing learning resources for and other Deped and Non- Deped
the modules. Portals.
Learn the basic and standards in
TVBI and RVI and MOA for the
using TVBI and RBI modalities
TV and Radio stations.
to answer all my queries.

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

Focusing Produce Producing quality Attending Whole Shool

teaching and quality output and seminars about Year Funds
learning outputs, equipped curriculum round
learner’s were learners. planning,
ready and lesson
fully planning, and
equipped. teaching
strategies.

Focusing Can make the Making lesson Attend Whole School

teaching and best lessons plan align with orientation Year Funds
Learning for the new the MELC’s by about MELC’s, Round
normal class. Deped. LAC session
 discussing
MELC based
lesson plan.

Support Provide the Applying the Attending Inset, LAC School

curriculum quality assessment tool seminar about sessions funds,
Managemen modules for in choosing learning Personal
t and my students learning resources,
Implementa in the resources for the LRMDS and
tion Modular modules. Deped and
Distance Non-Deped
learning this Portals.
new normal

ACTIVITY 2 (Submit a copy of your Outputs to your LAC Leader)

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 to your LAC Leader and your School Head/
Department Head. Make sure that you keep a copy of your plan.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

Making lesson plan align with the MELC’s provided by MELC’s unpacking and combining.
DepEd.

Applying the assessment tool in choosing learning Learning Resources, using LRMDS, Deped
resources for the module. Commons, and Non-DepEd Portals.

REFLECTION
I believe that every teacher has a plan which is important for us to be
guided and equipped with information which is essential for delivering the quality and
excellent education even in the new normal education. A challenge for everyone’s sake
and for our learners to access the new situation in learning is to provide differentiated
modalities that will suit their needs in pursuing education.
MODULE 5: BUILDING THE TEACHING PORTFOLIO
RELATED TO THE IMPLEMENTATION OF THE
MODALITIES

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.
ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions.

1. How will your Portfolio help you in tracking the progress of your teaching practice
in your School’s LDM?
Answer:
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.
My portfolio will serve as evidences of my teaching and it will clearly show
my improvements as well as the problems I will meet and it will guide me to keep
on the right track.

2. What evidence from the previous modules will help capture the progress of
your teaching practice?
Answer:
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.
From the previous modules, the following evidences will help monitor my
teaching practice :
1. Unpacking of MELC
2. Learning task for DL
3. Weekly Home Learning Plan
4. Individual Learner’s Monitoring Plan

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

Answer:
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.
In every work or task given, one must have a reflection. It is an integral
part because in the reflection we can pour out our ideas, analysis,
comments/suggestions about the particular task which can be a road to change or
improvement.

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

 Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or

Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the Modalities

Participation in recognized PDs that August to November Certification of Participation with PD credit
are aligned with their Professional units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a Video Recording

month starting
September 2020

Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

 Is the list of evidence enough to capture the progress of your teaching practice?
Answer: Yes
 What other evidence can you think of that is relevant to the LDM adopted by your
School?
Answer: None

ACTIVITY 4

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

ACTIVITY 5 (Submit a copy of your Outputs to your LAC Leader)

 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 evidences in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Other Types of Evidences relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

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.
Answer:
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.

As a final reminder, make sure that you are able to collect the evidence of your teaching
practice as you have listed, and organize these into a Portfolio. At the end of the year,
you will submit your Portfolio to your LAC Leader, who will announce the specific date
and manner of submission.
Answer:

REFLECTION

Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!