STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

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

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

JACQUELYN A. DESAPOR
Teacher I
 Figure 1

LESSON 1: COURSE OVERVIEW

ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down
your insights in your Study Notebook.

1. What is the main delivery of this course?

The main idea of this course is talking about self-directed module that serves as the basis of self-
learning that do not requires teachers to discuss each subject in face to face this is set by the
Department of Education to coup with the new normal setting. The Learning Delivery Modalities 2
Course (LDM2) delivers self-directed modules which do not require thorough discussion in
deepening the teachers’ understanding on the different learning modalities that we are about to use
come October 5. This course is also output-oriented as teacher participants are tasked to provide
outputs and reflect on each activity in every module.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
Given the current situation of our country due to the pandemic and as our educational system is doing
its best to adjust in providing alternative ways for learners to access quality education, this course
shall engage us to become more knowledgeable and skillful in terms of the implementation of the
most suitable learning delivery modality in their respective areas. This will also urge us to understand
better the needs of our learners and the most effective ways to provide instructional assistance
considering their health and welfare. This will also guide the teachers on how to implement LDM’s
the learners that fits on their skills and ability that leads into a meaningful learning despite of
pandemic.

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

The support mechanisms that will surely help me in learning this course are as follow:
1. My prior knowledge gains from the webinars/trainings I attended that are all connected to
this course. I research in the internet and watch collect some ideas from the internet
related to this course.
2. Discussion with the co-teachers, and gained by collecting their ideas
3. The expertise of the LAC sessions’ facilitators together with the collaborations of our teaching force
in giving insights, enlightenments, and support to each other in learning each module of this course.

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.

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

participation in this course?
This course gives me more understanding that prepares me to coup with the new normal setting,
and also this helps me in doing my part as the teacher in the best way in could give to be effective
even in this time of pandemic. This will help me a lot to be able to prepare a learning material that

needed to my learners and it led me to prepare my mindset in the new normal letting of
education nowadays. Although it gives burden, since the teachers are the one who deliver the
learning materials home to home but it gives a fulfillment through the effort and successful
education for the learners.
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?

It helps me a lot and gives me bigger picture that prepares me on what will happen in the future,
and because of this I will be able to sustain my strength that address every obstacle that hinder
my way to ensure the learnings of the of the students even in this time of pandemic. This will gives
much bigger help to the teachers as well as the learners. Take courage and willingness to sustain
interest to this course to be able to achieve a meaningful learning despite of pandemic.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me from (What will push me to (Where will I
repeatedly participating fully in this participate in this accomplish the
do that may affect course?) course?) requirements of this
my course?
participation in the Describe this
course in environment.)
a positive or
negative way?)

- Sharing - Poor communication - My primary - Office of the

instruction others whom more motivation has LAC session
with peers knowledge able to this always been the must be held
- Being course learners. Seeing - Classroom as
flexible and - Home learning distance them confined in serve as the
open - The on-going their homes and place where
minded to preparations for the learning less to course must
learn opening of classes, the nothing makes be discussed
something queries from parents me bothered. by peers.
- Being through phone Amidst this
optimistic calls/SMS/messenger, pandemic, I guess
and and other tasks being the least we can
willingness given simultaneously do is to provide
 to learn from different offices. them with the best
- I always resources we can
study the give them in
lessons order for them
given to me continue their
ahead of dreams of
time and becoming
more than someone useful
willing to and efficient
search for someday.
answers - We are paid by
and the government
solutions to - So, we do our
problems task as a teacher
that may
occur along
the way.
This for me
is somehow
positive that
may result
to providing
better
outputs.
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016
titled “The Learning Action Cell as the K to 12 Basic Education Program School Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning.”
Once you’re done, answer the following questions. Write your responses and any other ideas and
reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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

- To nurture successful teachers
- To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
- To foster a professional collaborative spirit among School Heads, teachers, and the community as a
whole

-To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills and attitudes.
-To poster a professional collaborating spirit among school heads, teachers and the community as a
whole.
-To nurture successful teachers.
-To improve the teaching- learning process to improve learning among students.

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

1. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict with the
other tasks and schedules of the teachers. Often times, teachers are attending 2 or more trainings
all at the same time resulting to give less focus to the LAC session.

2. Relevance of the Topics - To make sure that teachers are gaining knowledge and skills that are
useful to the current situation or in the future, the topics in the LAC sessions should be relevant,
timely, and beneficial to all parties concerned especially in these trying times.

3. Stable communication lines - As many of us are leveraging the power of modern technology in
conducting LAC sessions, it will be best if we can find a place with stable internet connection.

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.

See LDM Module 1 – page 5

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

JACQUELYN A. DESAPOR
Teacher
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think are
the fundamental concerns in terms of curriculum standards that need to be addressed in
order to ensure learning continuity? Cite a specific example. Do you think these concerns
could be solved by teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department of
Education especially to the teachers who are standing in the front line to provide the continuity
in education. As a teacher, I believe that narrowing down the learning competencies has
become a huge factor in order to deliver the only the most essential in this time of pandemic.
However, one of the major concerns to ensure that learning continues is the implementation
process itself. Given the shortage of resources, schools, teachers, and the community itself are
finding means to bridge the gap. This also brings a big challenge to the department of
education to conduct education in this new normal situation. The best way to address the
problem is adopt this new normal learning by shifting to distance or modular learning. With this
strategy, we can ensure learning continuity. This collaboration of all the DepEd forces teaching
and non-teaching staff and of course through parent’s learners and stake holders support.
Learning must continue. Save the Children. Department of Education urges support for parents
and guardians in delivering new adaptive learning methods to ensure children continue to learn,
and remain protected from COVID-19.

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?

Congestion means overcrowding. A congested curriculum happens when too many subjects are
squeezed into a short period of time. Yes, I agree, In the Department of education several curriculums had
been laid and adapt for the purpose of achieving higher standard education and can produce a globally
competitive learner. But due to the congested curriculum with the content standard sometimes it takes
time to finish a quarter subject with a limited time allotment.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going
through the document, provide a brief and concise response to the following guide questions.
Write
your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?

The Department of Education, through the Bureau of Curriculum Development has developed the
most essential learning competencies (MELCs) to address the challenges brought about by the global
pandemic. The MELCs is part of the department’s response to develop resilient education systems,
especially during emergencies and will enable DepEd to
focus instruction on the “most essential and indispensable” competencies. Its’ purpose is to address the
challenges brought about by the global pandemic; to develop resilient education systems during
emergencies. The MELCs intended to assist schools in navigating the limited number of school days as
they employ multiple delivery schemes by providing them ample instructional space.

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

Essential learning competencies 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 necessary in building foundational skills.

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?

For me MELCS were identified by the concepts of each lesson and by looking if there were
similar competencies in the curriculum. And I think they used rubrics and many deliberations were
made about on what competencies to retain or to drop until they came up with one decision. And
determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, during which the descriptor – ENDURANCE – was considered the
primary determining factor. A learning competency is considered enduring if it remains with learners
long after a test or unit of study is completed or if it is useful beyond a single test or unit of study.
Examples of such learning competencies include research skills, reading comprehension, writing, map
reading, and hypothesis testing, which are essential in many professions and in everyday life (Reeves,
2002; Many & Horrell, 2014). The Department then identified the MELCs across all learning areas
through the application of these understandings. A list of the characteristics of essential learning
competencies was provided to help participants decide which among the learning competencies are
deemed most important.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
For me the importance of MELC in ensuring the delivery of quality instructions is it targets what matters
in each lesson. And it also ensure that all learners can easily understand the lesson since it is well
identified. The MELCs are made aligned with the national/local standards, applicable to real-life and are
the most essential competencies that students are expected to
 K to 12 MELCs
Learning
Competencies
Tell which two letters in a
group are the same Tell which two letters,
Merged/ numbers, or words in a group
Clustered Tell which two words in a are the same
group are the same.

Nakikilala ang sarili a)

pangalan at apelyido b)
Nakikilala ang sarili a) kasarian c)
pangalan at apelyido b) gulang/kapanganakan d) 1.4
kasarian c) gusto/di-gusto  Use the
Retained
gulang/kapanganakan d) 1.4 proper expression in
gusto/di-gusto introducing oneself e.g., I
am/My name is ______

N/A N/A
Dropped
learn despite this pandemic. The Department of Education has made sure that with limited resources, time,
and the absence of face-to-face instructions, learners would still get the the necessary competencies the
need to acquire through these MELCs

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.

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.

-After the discussions and exchanging of ideas we come up with the different ides
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: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document,
provide a brief and concise response to the following guide questions in your Study Notebook:

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

The importance of unpacking of MELC is it became more attainable in the teaching – learning
process, it is more organized and easy to follow which competencies should be thought 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 see or understand that MELC 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 base on the number of days that each lesson will be taught
 Logical sequence of learning objectives - We can’t give a better learning idea to our students if
our objective is not logical sequence. Planning what are the most important objective is key frame
in achieving better understanding of our learners.

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

-The teacher may unpack or combined the MELCS depends on sequence of the lesson, the
progress and needs of learners as long as the content and standard will be achieved.

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

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of
their
choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the
synthesis of
the presentations in your Study Notebook.
 OUTPUT (UNPACKING OF MELCS)
PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYONAL
MELC 1: Nakikilala ang sarili a) pangalan at apelyido b) kasarian c)
gulang/kapanganakan d) 1.4 gusto/di-gusto  Use the proper expression in
introducing oneself e.g., I am/My name is ______
Week NUMBER OF DAYS TAUGHT: 5

DAYS UNPACK MELCS

NUMERACY
Day 1 Nsasabi ang kompletong pangalan.
Day 2 MELC 2: Sort
Nasasabi ang and classify
kasarian kung objects
siya ba ayaccording to one
babae o lalaki.
attribute/property
Trace the different (shape,
stokes: straight color, lines,
line, slanting size, combination
function/use)
Day 3 NUMBER
of straight and slanting lines,OF DAYS
curves, TAUGHT:of5straight,
combination
curved and zigzag.
Copy the different strokes: straight lines, slanting lines, combination
Day 4 of straight and slanting lines, curves, combination of straight,
DAYS curved and zigzag. UNPACK MELCS
Day 1 Name objects
Write that has
the different the same
strokes: straightshape.
lines, slanting lines,
Day 5 Tell combination
which of the of object
straight different
and slanting
from lines, curves,
the group combination
accordingofto
Day 2 straight, curved and zigzag.
colors
Day 3 Find the objects in the group that is different in size.
Day 4 Identify the objects according to one property (function).
Day 5 Classify things according to one property (use).

LANGUAGE, LITERACY AND COMMUNICATION

DAYS MELC 1: Trace, copy, and UNPACK
writeMELCS
different strokes: scribbling (free
Scribble
Day 1 hand), (free hand)
straight lines, slanting lines; combination of straight and
Lace and
Day 2 slanting cut following the dotted
lines, curves, combination oflines,
straight and curved and zigzag
Trace the different stokes: straight
NUMBER OF DAYS line, slanting 5lines,
TAUGHT:
Day 3 combination of straight and slanting lines, curves,
combination of straight, curved and zigzag.
Copy the different strokes: straight lines, slanting lines,
Day 4 combination of straight and slanting lines, curves,
combination of straight, curved and zigzag.
Write the different strokes: straight lines, slanting lines,
Day 5 combination of straight and slanting lines, curves,
combination of straight, curved and zigzag.
 COMBINING MELCS
Ang bata ay Ang bata ay 1. Nakikilala ang
QUARTER nagkakaroon ng nakapagpapamalas sarili (SEKPSE-OO-1)
I pag-unawa sa ng tamang
konsepto ng pagkilos sa lahat
mga sumusunod ng pagkakataon na 2.Nakikilala ang
na batayan may paggalang at pangalan at apelyido
upang lubos na pagsasaalang- (SEKPSE-la-1.1)
mapahalagahan alang sa sarili at sa
ang sarili. iba
3.Nakikilala ang
kasarian. (SEKPSE-lb-
1.2)

4.Nakikilala ang
gulang/kapanganakan
(SEKPSE-lc-1.3)

5.Use the proper

expression in
introducing oneself
e.g I am/My name is
___________. (SEKPSE-
llc-1.4)
 REFLECTION:
In our group discussion each of us shared the importance of unpacking the MELC and what are the
consideration we need in unpacking the MELC. We need to unpacked MELCs to help us systematize learning
activities and effectively address the varying needs of learners and the challenges of instructional deliveries.
We shared also what are the things what we need to consider.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:

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

1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

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

JACQUELYN A. DESAPOR
Teacher-I
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go
schools in order for them to acquire the learning competencies designed for them. This refers to a learning
delivery modality where the students and the teacher are both physically present in the classroom, and there
are opportunities for active engagement, immediate feedback, and socio-emotional development of learners. It
also requires the presence of a
teacher with aids for teaching and providing learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that they
can study at the comfort of their home. A learning delivery modality where
learning takes place between the teacher and the learners who are geographically remote from each other
during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance
Learning (ODL), and TV/Radio-Based Instruction.

Blended Learning - This refers to a learning delivery that combines face-to-face with any or a mix of
online distance learning, modular distance learning, and TV/Radio-based Instruction. Blended learning will
enable the schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people
outside the home at any given time.
Homeschooling - This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to
quality basic education through a home-based environment to be facilitated by qualified parents, guardians
or tutors who have undergone relevant training. It allows families to educate according to their personal faith,
philosophy, and values, and to adjust learning schedules around family schedules and circumstances. It does
not require learners to go to
school.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study Notebook

Home schooling and distance learning do not require face to face learning. Blended learning refers to a
learning delivery modality using a combination of the features of F2F and modular distance learning,

ACTIVITY 2
See LDM Module 3A – page 10-15

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and
capacities of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and
BL—from easiest to most difficult to implement. Give the reasons for your ranking of each. Replicate the
following table and write your answers in your Study Notebook.
 Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)

Fastest to collect and retrieve finished outputs of the

learners. Most of our learners belong to less-fortunate
Modular distance families who are apparently not capable of providing the
learning necessary tools and equipment like computer,
1 smartphones, internet connections, television, etc. in order
for them to participate in Online Learning and other
learning modalities. Many of them also reside in far-flung
areas where signal reception is not possible so modular
distance learning is the best fit modality for them.

Medium rank in all but of course it is also difficult

knowingly that you are using two kinds of distance
Blended learning learning. A combination of the 3 DLMs would be possible
aside from on-line distance learning When the current
situation due to this pandemic becomes better, the school
2
may include the face-to-face instruction along with the
existing modular learning. This is to provide better
instructional support, monitoring, and evaluation to the
learners to ensure that the quality of education is being
delivered.

Expensive materials especially in preparing script and

finished output in RBI.Not all pupils can access through
Radio Based radio and don’t have the capacity to avail radio at home.
3 Instruction Almost if not all families have radio at home. Most families
in the community now-a-days do not use radios anymore.
In some households this is still present but the signal
reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
Online distance because most the learners are not capable of this as stated
4
learning in the above explanations. Not all have access to internet.
Absence of laptops/tablets/smart phones and unstable
internet connection makes this modality impossible.

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

LEARNER GROUP TARGETED INTERVENTION

Learners
without parents This is a stressful, unpredictable time for everyone including families,
or household parents and children. As a teacher I am willing to help children by
member who providing them with a structure and routine, and being a positive force
can in their education. But still you can do this following:
guide and
• Ask some relatives who attended higher education to facilitate
support their
learning at learning
home. • Older siblings that have previous knowledge on the subject/topic
• Look for newly graduate education students to serve as
facilitators
• Make a weekly supervisory plan for them and check their module
and
activity sheets. Organize, if possible, a learning support system in
the
area that can be composed of volunteers to provide assistance to
these
learners.

Beginning
readers (K to 3) The purpose of providing extra instructional time is to help children
achieve levels of literacy that will enable them to be successful through
their school carriers and beyond.
• Provide other supplementary learning materials
• Ask teachers to download videos on the presentation of the lesson.
• Watch TV broadcasting for Kindergarten
• Provide additional reading materials in developing their reading
skills.
Attach monitoring sheets that parents/guardians may check.
Constant
communication with the parents/guardians should be
implemented.

Struggling
readers (Grades Struggling readers often have many amazing strengths such as building
4-12) things, putting puzzles together. This happens when the struggling
reader is able to see the word and quickly identify the patterns and
sounds.
• Provide remedial reading materials.
• Attach monitoring sheets that parents/guardians may check.
• Constant communication with the parents/guardians should be
implemented.
• Reproduce reading workbooks from the LR portals/deped
commons
• Monitor the reading activities of the pupils (checklist:pupils’
query)
No access to
devices and School leaders are pushed to think creatively as they develop remote
 Internet learning plans that are accessible to all even today, there’s no funding
for bringing internet to the home for students who don’t have access to
it.
Provide self-learning modules and other additional learning materials.
Ensure that all stimulates modules are distributed and retrieved
properly and regularly.
Inaccessible
(living in
remote and/or
unsafe areas) Provide module and making sure to check their work weekly.
Coordinate with their barangay officials ask permission to do home
visitation and to assist the teachers in delivering the self-learning
modules and other additional learning materials and to check their
learners’ areas.

Indigenous
People Provide module and making sure to check their work weekly and make
sure to check work weekly and check the content of the module if
cultured them for them.
Provide self-learning modules and other additional learning materials
that are cultured friendly. Established homeschool community
collaboration

Persons with
Disabilities
Persons with disabilities experience a variety of barriers to education. In
health crises such as COVID-19, persons with disabilities are often
provided with less help and inadequately trained teachers.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document,
write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Creating a lesson is an important aspect of instructional design. Lesson plans allow teachers to create
learning objectives, organize and deliver course content and plan and prepare learning activities and
materials. It also outlines the type of informal or formal assessment methods that teachers will use in their
classrooms. 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

2. Why is lesson designing important?

• 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
 teachers carry out a lesson successfully
 teachers master their learning area content
 teachers become more reflective about their teaching

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

1. Clearly articulated lesson objectives (What should be Taught)

2. Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught)
3. Appropriate and timely assessment activities that provide relevant information and feedback for both
teacher and learners. (How should learning be assessed.)

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:

Learners Group Targeted Intervention

Learners without parents or household
member who can guide and support their
learning at home
No access to devices and Internet
Struggling readers
Follow up them everyday to be sure that they
understand the lessons.
Upload offline videos so they can watch it even they
are using data.
Call the help of their parent to be more patient in
teaching. Send supplemental videos so that the
learners will understand the lesson by watching it.

Before the Lesson Lesson Proper After the lesson

Review previous lesson Transfer ideas and concepts to Wrap up activities
new situations

Clarify concepts from Emphasize key information and Provide learners with
previous lesson concepts discussed feedback

Present connection Explain, model, demonstrate, Assess whether lesson has

between old and new and illustrate the concepts, been mastered
lesson and establish ideas, skills, or processes that
purpose for new lesson students will eventually
internalize

Check learner’s prior Help learners understand and Check for learners’
knowledge about the master new information understanding
new lesson
 Present warm-up Reinforce what teacher has
activities to establish taught
interest in new lesson

State lesson objectives Ask learners to recall key

as guide for learners activities and concepts
discussed

Targeted Learner Interventions

Learning Tasks for Distance Learning

Activity 3: Reflecting on how to improve One’s Lesson

Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Activity 4: Using and Supplementing SLMs

Lesson: Identifying the letter, number, or word that is different in a group

Learning Objectives: Identify the letter, number, or word that is different in
a group
Learning Resources: activity sheets, printed module, offline video

Part of Lesson/ Learning Task
Before the Lesson
1. Review previous lesson
2.Clarify concepts from
previous lesson
3. Present warm-up activities
to establish
interest in new lesson
4.Check learner’s prior
knowledge about the
new lesson
5.Present connection
between old and new
lesson and establish
purpose for new lesson
6. State lesson objectives
as guide for learners
Check if Additional Remarks
already present ex. can be done via voice calls, can be
in the SLM facilitated by a household partner, can be
done via a learning activity sheet, can be
presented via an internet- based resource,
can be facilitated during a synchronous
learning session, etc.)
√ Learning activity sheets
√ Instructional video lesson
√
Printed modules
√ Learning activity sheets
√
Instructional video lesson
Printed modules
√

LESSON PROPER
1.Explain, model, Instructional video lesson,
demonstrate, and illustrate √ Printed modules
the concepts, ideas, skills,
or processes that students
will eventually internalize √ Instructional video lesson,
2. Help learners understand Supplementary books
and master new
information √ Learning activity sheets
3. Provide learners with
feedback Learning activity sheets
√
4. Check for learners’
Understanding
After the Lesson
1. Wrap up activities √ Learning activity sheets
2. Emphasize key information Facilitated by a household partner
and concepts discussed
3. Ask learners to recall key √ Facilitated by a household partner
activities and concepts
 discussed √ Learning activity sheets, facilitated by a
4. Reinforce what teacher household partner
has taught √
5. Assess whether lesson Learning activity sheets
√
has been mastered
6. Transfer ideas and Learning activity sheets/ writing a
√
concepts to new situations reflection

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, What materials or resources can
you create
or curate to supplement the SLM?
 I can make or additional activity sheets and provides learning videos to supplement the SLM.

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?
 I will make follow ups with the parents to ask how they are doing with the lessons

3. How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?
 Teachers can gather feedbacks from the learners and guardians thru phone call, text messaging, and
messenger chat.

Question: Can you think of other ways of designing and implementing

that can enhance student learning and maximize teacher preparation time?

 The activities or answer sheet should always be pupil – centered to enhance student learning skills and
more on real life situations to develop critical thinking and for the student to easily understand the
lesson. In terms of maximizing teacher preparation time we should provide

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom
Assessment to learn about assessment. In the policy, you will find out about the two types of
assessment:
formative and summative. Take note of the similarities and differences between the two. Write your
answers in
a Venn diagram in your Study Notebook.
 Formative Assessment Summative Assessment

assessment FOR learning: assessment OF learning:

to make adjustments in the lesson to measure if the student and
should promote self
- teachers met the competencies
may be integrated in any parts of the reflection and
lesson personal Can be administer after every 3
accountability among lessons
students about their
results can be recorded to study the own learning results are always recorded and part of
development of the learners and the the computation of grades
mastery of the lessons.

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are
teaching?
In your study notebook, recreate the following table and list five methods that you would like
to try.
For each one, write how you plan to use it in DL.

How to Adopt the Assessment Method in

Assessment Method
Distance Learning?

Learners will be given with weekly self-learning

modules, to answer in a weeklong span. Learners
will need to accomplish the learning tasks in a
Formative Assessments of the Self-
period of time. After accomplishing all the
Learning Modules, Activity Sheets, &
learning activities, their parents will submit it to
Learning Exemplars
the designated Kiosk strategically located in their
respective barangay.

Portfolio Making
 Learners will be instructed to compile all their
outputs per learning area. Every learner should
have to submit a learning output portfolio
wherein learner’s reflection is attached to it for
the teacher to determine an authentic response
towards what the pupils learned. In assessing the
portfolio of every learner, the teacher should use
rubrics to further assess and evaluate learner’s
understanding on the lessons given.

Learners will be instructed on project or

performance to be done in a particular lesson
Project Making/Performance
especially when the lesson requires performance
Assessment
output or a project output. Learners’ outputs will
be assessed and evaluated using rubrics

Learners will be required to submit a journal

reflection in every lesson given to them. Learners’
Journal Reflection Assessment reflection will be submitted to their teachers.
Rubrics will be used to evaluate learners’ journal
reflections.

Send the 5 items formative assessment through

5 items formative Assessment text messages or hard copy and it will be collected
during the submission of modules

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.

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

Five items formative assessment are common among our groups.

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

For me the biggest challenge is how to contact all your students to inform them that you have your assessment
for the reason that not all of them have an access in the internet.

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

We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the distant learning. By attending
webinars/trainings in connection to the implementation of distance learning, we are able
to learn various ways in communicating to the learners/parents/guardians to provide
instructional assistance especially in providing assessments that may be confusing to
them.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs
ACTIVITY 1
1. Learning competencies
2. Learning task
3. Learning area
4. Mode of delivery

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

c. Learning competencies
ACTIVITY 2

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the
three Sample Weekly Home Learning Plans. Now, based on what you have read, create a
WHLP for your class. Take note of the following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there
are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also
be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for
Grades 1 to 3

Key Stage 2 (Grades 4 to 6) – up to two hours

Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in
the morning and the other two in the afternoon) for Grades 9 and 10
Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2
hours in the afternoon)

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

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and A tool for monitoring learners

learning facilitators or who lag behind based on the
Purpose
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home

Learners and learning facilitator Teachers and learning facilitator

For Whom?
or household partner or household partner

Components
Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
 mode of delivery learner’s status

Has to be
communicated to Yes Yes
parents?

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE:

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

1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:

Lesson 1. Learning Resource Maps for Distance Learning

Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

JACQUELYN A. DESAPOR
Teacher-I
 .
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

Modular distance learning is the adopted modality in our school. Hence, printed self-learning
materials and activity sheets are the resources that we are going to utilize. 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?

-If we have no complete LR , I will use the internet to search for another resources to be used in my
lessons. I will also use DEPED PORTAL, DEPED COMMONS, offline videos and maximize the use
of Learners Materials. The school is now in the process of reproduction and reviewing the SLMs
provided to us. But teachers are already utilizing the use of LR Portals like LRMDS and DepEd
Commons to find useful and effective LRs to supplement the SLMs if needed.

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

- A stable and good internet connection is a primary need in accessing these online portals. A support
group to ensure the quality and appropriateness of the LRs should be established. I will get the
support from my fellow educators and the technical support from out ICT coordinator.

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 it will be appropriate if we will use the correct assessment tools because we are the one who
knows our learners. The resources are appropriate to the different levels of our learners. These
resources are in editable formats so improving or adjusting it to meet the needs of all learners should
be easy.

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.

-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. We have agreed to provide immediate technical assistance to
each other when we encounter problems in accessing online portals for LRs. We also came up
to a consensus to share updates and useful tools and knowledge about more sources whether
offline or online sources of LRs to suffice the needs for additional useful LRs.
 LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1

Explore the Portals.In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?

For me these two portals respond by meeting the needs of the teachers and the learners and
also the two portals are aligned according to the learning competencies that is why it is flexible
and ready to use. Hence, 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
l earning modules online so it eases the burden for us, teachers. Paperless LR fast and well-ordered process in
giving LRs. The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that we
can download, improve and adjust to meet the needs of all our learners. It gives variety of learning activities
to complement the existing LRs I have prepared.

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

In my experience, Internet connection is the main concern in accessing the portal and 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. The problem is that we are
in a mountain areas in which most of my learners don’t have a cellphone, laptop or internet
connection.

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

I think we need to ask for the support of our schools to promote the use and importance of these portals.
But before we can open the portal, we need to have an internet access and
permission from the administrator who is our ICT coordinator which is designated as the admin of the
portal. And a good and stable internet connection is a primary need in accessing these online portals. A
support group to ensure the quality and appropriateness of the LRs should be
established. I will get the support from my fellow educators and the technical support from out ICT
coordinator.

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore how you
can help
and support each other in using the LR portals. Jot down the insights and helpful information regarding the
use of
the LR portals in your Study Notebook.

-During 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 and regarding LRs. We
agreed to provide technical assistance in case problems occur while accessing the said
portals. We also decided to include the updates of these portals to our future LAC sessions.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

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

RAPID ASSESSMENT OF LEARNING RESOURCES

YE N
Is the LR Material… Cannot be determined
S O

/
1. Connected and relevant to the MELCs?

2. Appropriate to the grade level and /

learner characteristics in terms of
languages, activities?
/
3. Easy to reproduce and/ or disseminate?

4. From a credible source/author? /

5. Culture- and gender-fair? /

6. Free from red flags on possible /

copyright and plagiarism issues?
/
7. The layout and format easy to read and
pleasing to the eyes?

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

-Yes, the downloaded basic standards required to deliver the MELCs.LR material met the learning
targets of the lesson.

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?

Yes, I will study first before I am going to give it to my learners so that if there is something to
be change I can change it directly or if there is any error I can correct it.
 3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.

- The learning material covered the lesson but require some description and terminology to achieve
the best understanding of the concepts.

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

It makes me pick the right LR by looking at the data of the checklist. Understanding the
management of this LR Portals, this gives me the confidence and motivation to look for the
most appropriate learning resources to my learners.

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 it will be appropriate if we will use the correct assessment tools because we are the one
who knows our learners. The resources from non DepEd portal are not quality assured and only
provide minimal support to attain the learning objectives for the students. While most of the
learning resources from DepEd portal are quality provide support.

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

A more precise and easier to follow instructions can be developed. Upload more additional
resources to meet all the learners’ needs and levels of understanding - DepEd materials,
before posting to the DepEd portal were being examined by the DepEd personnel so I
think there’s no need for revisions for that, but non DepEd materials of course need to
be examined first and must be aligned to the assessment tool and your learners.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
-Because of this exercise and assessment tool I can now choose better Learning Resources for
my subject matter. Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources to my learners.

ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer
the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online portals?
The material needs more precision and quality assurance .

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

Need to improve the sources of the activity and the type of font. I should make it readable to
my students. Also, I must consider the culture and gender fair next time. And the complexity of
contents to meet the learning needs of my students.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
MODULE OBJECTIVE:

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

1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development and Participation in the
LAC
LAC Session 4
JACQUELYN A. DESAPOR
Teacher I
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1

See LDM Module 4 – page 37

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

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

STRONGLY STRONGLY
ITEMS AGREE DISAGREE
AGREE DISAGREE

I can use the modality with ease. /

I can confidently use the platforms in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class /

in the modality that my school has
adopted.

I can very well engage with parents and /

community partners in assisting learners.

ACTIVITY 2

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview.
Reflect on your self-assessment from Activity 1. What particular professional standards in the
PPST do
you need to focus on to effectively use the LDMs in relation to the content and pedagogy of the
learning
area/s you are teaching? Write your answer and other insights in your Study Notebook.

I will have to work on assessment and reporting that will ensure the credibility of learning in this distance
learning. It will help me optimize the ways to monitor and evaluate learners’ progress and minimize possible
distance cheating.

The following domain of the PPST that I need to focus more are the following
a. Domain #3 Diversity of Learners
 Since the modality choose of our school is a self-learning material modality/ modular, teacher
check the content of the SL, it should be gender and culture friendly to the learners. SLM content
must also modify the multi-intelligence of the learners. Provide a SLM that tends to uplift the multi-
intelligence of every learners.

b. Domain #4 Curriculum and Planning

Planning is the best way to do to come with better outcomes. As a teacher, planning of
intervention, strategies and innovation are required especially learners learn independently. In
order to be more productive in planning the curriculum, teacher must undergo different
webinars and SLAC session to be more equipped with knowledge. Decides and prepare tools
that best for the needs of learners even if they are learning at their homes. Teacher needs to
embrace more ICT matters for easily way in reproducing learning materials. In other hand, the
printed material given to learners are valid and reliable which aligned in the given learning
competencies.

c. Domain #6 Community Linkages and Professional Engagement

School can’t stand alone without the help and cooperation of the community, stakeholders
and other clienteles. The same as the teacher, you can’t give a quality education to the
learner without the parent’s cooperation especially these crises. How could the teacher
deliver the education without knowing the parents as well as the learner’s? In this kind of
modality in the new normal setting most t important is the cooperation of parents,
community, and stakeholders. Stakeholders, parents and teachers communication are the
fundamental in supporting learner’s learning. Teacher should help learner’s family get
connected in order to deliver in instruction successfully. Moreover, professional development
of a teacher also needed to uplift and improve, not only build a good rapport to co-teacher
but also build efficient, effective, and productive teachers

ACTIVITY 3

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

What is your goal toward What will push you to achieve this What will help you attain this goal?
improving your teaching goal?
practices in the modalities?

 Make effective  The challenges in teaching  Attending webinars

learning to happen in under the new normal. Partnership with
the new normal using stakeholders.
teaching strategies Training para-teachers as
that fit modular facilitator of leaning.
distance learning by
attending/joining
webinars that help us
make our lessons
 effective to deliver.
 Maximize the lacking
resources in providing
student assistance
 Fair assessment to
students output based
on diverse state of life
 Better collaboration to
the whole community.
 The empathy to students
and the hope for
betterment of our future
 Knowing the reality of our
current situation
 Deped’s aim to provide
continuous learning amidst
pandemic.
 Support from the their and
stakeholders.
 Students cooperation in
submitting their output
 Enhanced teamwork of all
the actors of learning,
teachers, parents, students
and stakeholders.

INDIVIDUAL DEVELOPMENT PLAN

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

Applied Used a range of Improve skills Attend various Year-Round Self-Funding

skills in the teaching strategies and strategies seminars,
MOOE
effective of to enhance to develop workshops.
communic learner achievement meaningful Benchmark with Others
ation of in literacy and teaching- other teachers.
learners numeracy skills. learning process
needs, including
progress assessment
and tools and
achieveme techniques to
nt to key enhance
stakeholde students'
rs, mastery in my
including subject.
parents
and
guardians.

Practices Makes specific Improve Improving Year-Round N/A

 ethical and changes in the intrapersonal work-related
profession system or in own skills and work coordination
al behavior work methods to management
and improve practices.
conduct performance.
taking into
account
the impact
of my
actions
and
decisions.

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.

3. Communicate with your assigned Instructional Coach to provide you a list of Regional and Division
Training

Programs in your area.

4. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.

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.

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Enhancing capabilities on giving interventions to Outsourcing or developing learning interventions
 learners in distance learning. for distance learnings.
Develops efficiency in managing tasks focusing  Work efficiency in distance learning
distance teaching-learning process, monitoring,  Monitoring and evaluation of learners in
evaluation, and assessment. distance learning.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES
MODULE OBJECTIVE:

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

1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

JACQUELYN A. DESAPOR
Teacher I
 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.

Module Expected Outputs (to be submitted to LAC

Leaders)

Module 1 No outputs for submission

Course Orientation

Module 2 Individual/LAC Group Presentation on Unpacking 

MELCs of a Sample MELC

Module 3A ● List of targeted learner interventions 

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

Module 3B ● Two (2) accomplished LR Rapid 

Learning Resources Assessment Tools with reflections

Module 4 ● Finalized LDM Individual Development 

PD and LAC Planning Plan (produced after discussion during
LAC)

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?
- My portfolio will help me in tracking the progress of my teaching practice in my school’s LDM by
simple looking at it every time I am confuse on what to do and by checking my answers here in the
portfolio if I execute it well. Or by assessing myself if I am still aligned on my portfolio. Portfolios
are intended to evaluate learning progress and achievement in a specific course, by completing my
portfolio in LAC sessions about LDMs I am now ready for the challenge of the new normal in
education. I am now fully capable of preparing my lesson plans and in choosing the appropriate LRs
to supplement the SLMs.

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

- The WHLP and IMLP will help me capture the progress of my teaching practice. Learning to create
an individual development plan can help my assess my weaknesses and strengths in terms of my
teaching practices.

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

- Through the act of collecting learning artifacts and compiling them into portfolios, teachers should
have an opportunity to reflect upon their experiences and see their own growth. Reflection is an
integral part of the learning process. It allows us to learn more about ourselves and how we learn, but
it also aids us in improving skills. And writing down my reflections and insights can help me
navigate my intent to improve in aspects that I needed to. It also serves as my review points
whenever I feel lost in performing my duties. Most importantly, it serves as a gauge on how well I
understand the topics discussed from this course.

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.
 Documentation of Lesson Delivery
 Researching and incorporating Teaching Strategies in the Modalities
  Participation in recognized PDs that are aligned with their professional Goals anchored on Philippine
professional standards for teachers (PPST)
 Organizing the professional Porfolio
 Co- Learning with Peers and Coach/ES

The list of evidence in the learning delivery modality is enough at the moment. Although of course
there might be something else that need to be included as we go on to the implementation of
the DL through the MDL. In the future LACs, surely our group will suggest of other strategies to use
and henceforth the evidences to prepare.

Activity 4
 LAC discussion with colleagues.

Activity 5

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)
Or

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

Participation in recognized August to November Certification of Participation with

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

Organizing the Professional December Professional Portfolio

Portfolio
 Submission of Portfolio to December Certificate of Submission
Coach/es

Co-Learning with Peers and At least once a month starting Video Recording
Coach/es September 2020

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1

Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to
ensure that
you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts
about
the Rubric in your Study Notebook.

I will make sure that I have access to the things I need before, during and after the
implementation phases of the school LCP. Making sure that I am well aware of every step
and in documenting every single thing that’s happening along the way. I shall also be
guided with the rubrics at hand to ensure that I am on track and that the Professional
Standards are met. And in order to be successful in making the portfolio I must consider first
the Demonstration progress of the LDM implementation which is 30% in the rubrics. The
outputs that I produce should be aligned with the professional standards of 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.

CRITERI EXCELLENT VERY SATISFACTORY MARGINAL UNSATISFA

A (5) SATISFACTO (3) (2) CTORY (1)
RY (4)

DEMONS The outputs The outputs The outputs reflect The outputs The outputs do
TRATION clearly and adequately to a big extent the reflect to a not show the
OF adequately captured the progress of the limited extent progress of the
PROGRES captured the progress of the LDM the progress of LDM
S OF THE progress of the implementation implementation the LDM implementatio
LDM implementation of of the LDM implementation n
IMPLEM the LDM,
ENTATIO showing
N (30%) innovations that
contribute to its
smooth
implementation
CRITERI EXCELLENT VERY SATISFACTORY MARGINAL UNSATISFA
A (5) SATISFACTO (3) (2) CTORY (1)
RY (4)

QUALITY Reflection Reflection Reflection Reflection Reflection

OF describes the describes the describes the describes the describes
REFLECT experience in the experience in experience and experience in experience in
ION (25%) LDM the LDM relates them to the the the
implementation, implementation, professional implementation implementatio
shows in-depth shows some standards and of the LDM with n of the LDM
analysis and analysis, and personal limited attempt with no
synthesis, and relates it to the development goals to relate it to the attempt to
excellently relates professional professional relate it to the
it to the standards and to standards and professional
professional professional and personal standards and
standards and to personal development personal
professional and development goals development
personal goals goals
development
goals

DEMONS The outputs The outputs The outputs clearly The outputs The outputs do
TRATION clearly clearly demonstrate 3 clearly not
OF demonstrate 5 or demonstrate 4 indicators of demonstrate the demonstrate
PROFESS more indicators of indicators of relevant strands in 2 indicators of any indicator
IONAL relevant strands in relevant strands professional relevant strands in the
STANDAR professional in professional standards in professional professional
DS (20%) standards standards standards standards

LANGUA The ideas are The ideas are The ideas are The ideas are The ideas are
GE AND expressed in clear, expressed in expressed well but expressed using jumbled and
OVERAL coherent, and clear language with incoherence in very basic words difficult to
L appropriately- with very some areas and few and structure understand;
PRESENT worded language minimal errors errors in structure with errors in
ATION with no errors in in structure and/or writing incoherence in structure and
OF THE structure and/or and/or writing conventions many areas and writing
OUTPUT writing conventions several errors in conventions
(15%) conventions structure and/or are found
writing almost
conventions everywhere in
the output
ORGANIZ The portfolio is The portfolio is The portfolio is The portfolio The portfolio
ATION logically logically generally well- has 3-4 items does not
OF organized, is organized organized with 1-2 not well placed follow a
PORTFOL insightful, and items not well in the overall logical order
IO (5%) offers new placed in the organization
perspective and overall organization
insights

TIMELIN The output/s is/are The output/s The output/s is/are The output/s The output/s
ESS (5%) submitted more is/are submitted submitted on the is/are submitted is/are
than 3 days ahead 1-2 days before day of the deadline 1-3 days after submitted
of the deadline the deadline the deadline more than 3
days after the
deadline

INSIGHTS:
Levels of Performance Rubric in our LAC Session is responsive to the evaluation criteria
and indicators .Criteria are identified in (rows), one must then decide on how many levels of
performance will be described (columns). Keep in mind that the levels of performance is
designed as EXCELLENT(5) VERY SATISFACTORY(4) SATISFACTORY(3) MARGINAL(2)
UNSATISFACTORY(1). To indicate each level of performance, one could simply identify
scores such as 0, 1, 2, 3, 4 or 5. Although you might understand what level of performance
occurred by assigning a score of a “1” or a “5,” no one else would, and this approach would
not be fair to the teachers or enhance their professional growth.

Introduction:
In line with the implementation of Republic Act No. 10533, or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed policy on
The Learning Action Cell (LAC) as a K to 12 Basic Education Program Schol-Based
Continuing Professional Development Strategy for the Improvement of Teaching and
Learning.
When the first COVID-19 case was recorded in March this year, the country was
placed under a state of national emergency. COVID-19 ushered in a new normal in the way
people conduct business and deal with each other. In the face of this continuing health threat,
the Department of Education (DepEd) formulated the Basic Education Learning Continuity
Plan (LCP) to put into motion the marching orders of the Secretary: ensure that learning
continues while guaranteeing the health, safety, and wellbeing of all learners, teachers, and
other DepEd employees.
 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. Where school-based, Face-
to-Face Learning is not possible, the LCP identifies three learning delivery modalities
(LDMs) that schools may implement: Distance Learning, Blended Learning, and
Homeschooling.

Going through deep, teachers attending under this course will not only follow what
has been set to be the requirements by the department but teachers who have the passion to
do the responsibilities yolked is far beyond measure.