MELO LDM-Study-Notebook

Republic of the Philippines
Department of Education
Caraga Region
Schools Division of Surigao del Sur
LDM Module 1 : Course Orientation

Lesson 1 : Course Overview
Activity 1
1. What is the main delivery of this course?
Answer : This course is a task-oriented course which combines the

guided study using self-learning modules and collaboration through Learning
Action Cell (LAC).
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
Answer : The LDM 2 will prepare teachers with knowledge, skills and
mindsets that would be necessary for the new school year in ensuring the
delivery of quality instructions in the new normal.
3. What are the two support mechanisms that will help you with your learning in
this course?
Answer : The two support mechanisms are the following :
- The LDM2 course since it will enable me to plan for the
implementation of the school adopted LDMs, prepare learning
materials and resources.
- The collaboration with my co-teachers since we still need to
convene for a LAC session to discuss a particular lesson and to
collaborate on the task on hand.
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Activity 2
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
Answer : I am very eager to learn new things and this will affect me positively
in participating in this course since it will be easier for me since I am already
interested and willing to learn about new topic.
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 : I just need to accept the challenges and be willing to learn from my
superiors and colleagues.
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will prevent (What will push me (Where will I
repeatedly do that me from to participate in this accomplish the
may affect my participating fully in course) requirements of this
participation in the this course) course? Describe this
course in a positive environment)
or negative way?)
Confused everytime Internet Eagerness to learn In school with my
a report needs to connection, colleagues and
accomplish. Distraction coming superiors who are
from the noise always there to
I take down notes outside, and guide us in
from time to time Overlapping of accomplishing this
during the activities course.
discussion
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Lesson 2 : Organizing your LAC Session

Activity 1
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 :
Answer : _1_ To improve the teaching-learning process to improve
learning among students
_2_ To nurture successful teachers
_3_ To enable teachers to support each other to

continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
_4_ 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.
Answer : 1. Communication-barrier due to unavailability or
unstable internet access.
2. Limited knowledge on the technology involved for this

platforms to be used in the new normal.
3. Bulk of reports that hinders primary task in school

which is teaching children remotely.
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Activity 2
1. Agree on a date snd time to meet and discuss forming your LACs. Follow LAC
Session 1 Guide fro the conduct of your LAC.
Answer : Date : September 16, 2020
Time : 1:00 PM
2. During this meeting, decide on your groupings and designate one LAC Facilitator
and one LAC Leader per LAC.
Answer : LAC Leader : JOSEFINA C. CAP-ATAN
LAC Facilitator : MAREDY C. MELO
3. Note the following in forming your LACs:

- LACS should be composed of teachers.
- Teacher LACs can connect with their Instructional Coach(this will

be a district or division supervisor assigned to your LAC) through
the LAC Leader.
Activity 3
List down the members of your LAC and their respective roles in your Study
Notebook.
Composition Name of Teachers Roles/Functions
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LDM Module 2: Most Essential Learning

Competencies(MELCs)
Lesson 1 : Background, Rationale, and Development of
MELCs
Activity 1
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 adressed 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 : This pandemic has been a great challenge to us teachers
and to the whole Department of Education as a whole. The greatest
challenge as a teacher may be the remote learning of the students at this
of pandemic. Some learners even encounter difficulty with facing with a
teacher in school, how much more if the answer the questions and study
the lessons without a teacher to help and guide them through. So with
this time, collaboration among the stakeholders should be widely
emphasized because teachers cannot do this alone without everyone’s
help.The MELCs are defined as the competencies that a learner needs in
order to continue to subsequent grades, and ultimately to have a
successful life. The general and specific purposes of the development of
the MELC’S is to accommodate the varying contexts of learners, teachers,
learning environment, and support structures considering both the
content and performance standards. With these, Filipino learners are
guaranteed relevant and quality basic education a midst COVID-19. It
serves as a supplementary guide for teachers as they address the
instructional needs of learners.
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
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poor performance of Filipino learners. Do you agree with this observation? Why or
why not?
Answer : Yes, I agree. The purpose for the curriculum is solely to achieve a
higher standard education and to produce a competitive learner but due to its
congested nature, students cannot cope up with it and most often that not,
teachers will have a hard time finishing the topic at the end of the quarter
with such limited time allotted for the teaching-learning process.
Activity 2
1. What are the general and specific purposes of the development of MELCs?
Answer : The MELC made to allow students to advance based on their ability
to master a skill or competency at their own pace regardless of environment.
This method is tailored to meet different learning abilities and can lead to
more efficient student outcomes.
2. How does curriculum review aid in the identification of essential learning

competencies?
Answer : This process will enable teachers to plan effectively and ultimately
save us time to focus on our students. Not only will we have a deeper
understanding of the standards we teach, but our students will be more
engaged in their learning.The identification of the MELCs is not only in
response to the challenge of delivering learning in the time of COVID-19 but is
actually the accelerated result of the curriculum review that the Secretary has
directed as early as two years ago. It responds to the findings that there are
overlaps and congestion in the curriculum. The review involved bureau
specialists, academic experts, and field implementer working collaboratively
and employing consensus judgment.
3. What is the difference between essential learning competencies and desirable learning
competencies?
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Answer : 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 be necessary in building
foundational skills.
4. How were the essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
Answer : The competencies were identified according to the gaps, issues and
concerns across learning areas and grade levels. the decisions were made due
to the limited number of school days allotment at this time of pandemic and
should be based solely on the application to real-life situation.A key partner in
the review, which remains ongoing and will still be refined and finalized
beyond the COVID-19 period, is the Assessment Curriculum and Technology
Research Centre (ACTRC).
The characteristics of the MELCs are:
a. It is aligned with national standards or frameworks, such as, for
example, “holistic Filipino learners with 21st Century skills.”
b. They connect the content to higher concepts across content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a student drops out
from
school.
e. They cannot be expected to be ordinarily learned by students if not
taught in
school.
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
Answer : MELCs are made aligned with the national and/or local standards,
applicable to real-life and are the most essential competency that the students
are expected to learn in the setting of pandemic other than through formal
education that is why this is very important in delivering the quality
education.
The release of the MELCs is not just a response to addressing the challenges
of the current pandemic but is also part of the Department’s long-term
response to the call of SDG4 to develop resilient education systems, most
especially during emergencies. The MELCs can be used under similar
circumstances as a mechanism to ensure education continuity (curriculum
dimension). However, releasing the MELCs does not downplay the standards
set by the K to 12 curriculum guides. Rather, they serve as one of the guides
for teachers as they address the instructional needs of learners while ensuring
that curriculum standards are maintained and achieved. Furthermore, the
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MELCs intend to assist schools in navigating the limited number of school

days as they employ multiple delivery schemes by providing them ample
instructional space.
Activity 3
Prepare a copy of your learning area’s original K-12 Curriculum
Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are
relevant to your instructional needs. Copy and accomplish the
following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained,
dropped, or merged.
K TO 12 Learning MELC’s
Competencies
Merged/Clustered illustrates and finds the illustrates and finds the slope of a
slope of a line given two line given two points, equation, and
points, equation, and graph.
graph.
M8AL-Ie-4 & M8AL-Ie-5
solves problems involving systems of
solves problems linear equations in two variables by
involving systems of (a) graphing; (b) substitution; (c)
linear equations in two elimination.
variables. M8AL-Ii-j-1
solves problems
involving systems of
linear equations in two Illustrates and graphs linear
variables. M8AL-Ij-2 inequalities in two variables
. illustrates linear
inequalities in two
variables. M8AL-IIa-1
graphs linear
inequalities in two
variables. M8AL-IIa-4
Retained Factors completely Factors completely different types of
different types of polynomials (polynomials with
polynomials common monomial factor, difference
(polynomials with of two squares, sum and difference of
common monomial two cubes, perfect square trinomials,
factor, difference of two and general trinomials). (M8AL-Ia-b-
squares, sum and 1)
difference of two cubes,
perfect square Solves problems involving factors of
trinomials, and general polynomials.
trinomials). (M8AL-Ia-b- (M8AL-Ib-2)
1)
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illustrates rational algebraic

Solves problems expressions. (M8AL-Ic-1) 2.
involving factors of simplifies rational algebraic
polynomials. expressions. (M8AL-Ic2)
(M8AL-Ib-2)
performs operations on rational
illustrates rational algebraic
algebraic expressions. expressions. (M8AL-Ic-d-1)
(M8AL-Ic-1) 2.
solves problems involving rational
simplifies rational algebraic
algebraic expressions. expressions. (M8AL-Id-2)
(M8AL-Ic2)
illustrates the rectangular coordinate
performs operations on system
rational algebraic and its uses. (M8AL-Ie-1)
expressions. (M8AL-Ic-
d-1) illustrates linear equations in two
variables. (M8AL-Ie-3)
solves problems
involving rational writes the linear equation Ax + By =
algebraic C into the form y = mx + b and vice
expressions. (M8AL-Id- versa. (M8AL-If-1) 2.
2)
graphs a linear equation given (a)
illustrates the any two points; (b) the x – and y –
rectangular coordinate intercepts; (c) the slope and a point
system on the line.
and its uses. (M8AL-Ie- (M8AL-If-2) 3.
1)
describes the graph of a linear
illustrates linear equation in terms of its intercepts
equations in two and slope.
variables. (M8AL-Ie-3) (M8AL-If-3)
writes the linear finds the equation of a line given (a)

equation Ax + By = C two points; (b) the slope and a point;
into the form y = mx + b (c) the slope and its intercepts.
and vice versa. (M8AL- (M8AL-Ig-1)
If-1) 2.
solves problems involving linear
graphs a linear equation equations in two variables. (M8AL-Ig-
given (a) any two points; 2)
(b) the x – and y –
intercepts; (c) the slope
and a point on the line.
(M8AL-If-2) 3.
describes the graph of a illustrates a system of linear

linear equation in terms equations in two variables. (M8AL-
of its intercepts and Ih-1)
slope.
(M8AL-If-3) graphs a system of linear equations
in two variables. (M8AL-Ih-2)
finds the equation of a
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line given (a) two points; categorizes when a given system of

(b) the slope and a linear equations in two variables has
point; (c) the slope and graphs that are parallel, intersecting,
its intercepts. and coinciding. (M8AL-Ih-3)
(M8AL-Ig-1)
solves problems
involving linear
equations in two
variables. (M8AL-Ig-2)
illustrates a system of
linear equations in two
variables. (M8AL-Ih-1)
graphs a system of
linear equations in two
variables. (M8AL-Ih-2)
categorizes when a
given system of linear
equations in two
variables has graphs
that are parallel,
intersecting, and
coinciding. (M8AL-Ih-3)
Dropped NONE NONE

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Lesson 2 : Unpacking and Combining MELCs into

Learning Objectives
Activity 1
1. What is the importance of unpacking and combining the MELCs?
Answer : By unpacking this standard, you now have a clear path forward.
This process will enable you to plan effectively and ultimately save you time to
focus on your students. Not only will we have a deeper understanding of the
standards we teach, but our students will be more engaged in their learning.It
is important and highly encouraged to unpack and combine the curriculum
standards into the learning objectives in the in order to systematize learning
activities and effectively address the varying needs of learners and the
challenges of instructional deliveries. The identification of MELCs intends to
provide instructional space among field partners/implementers to deliver
quality instruction amidst the limited learning modalities and shortening of
the school year.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
Answer : The MELCs should still be
- aligned to the content and performance standards
- connects the content to higher concept across content areas
- what is expected for students to learn.
In unpacking the combining MELCs you need to consider the following:

● Alignment on the Content and Performance Standards - The MELCs are not
a departure from the standards-based design, which is one of the main
features of the K to 12 Curriculum. In fact, there are no MELCs without the
content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified
MELCs cater to higher order cognitive demands. As such, lower cognitive
demand may be considered first in creating learning objectives. This ensures
that prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are
addressed.
● Logical sequence of learning objectives - Since the intention of unpacking
the MELCs is to provide systematic learning experiences for learners, it is
incumbent that the unpacked learning objectives follow a logical sequence.
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3. Do all MELCs need to be unpacked or combined? Why or why not?

Answer : Yes, unpacking of the MELCs are essential in order to have a
systematized learning activity so that the competencies needed by the
students to learn are not congested anymore. MELCs are need to be unpacked
or combined to provide quality instruction amidst the limited learning
modalities and shortening of the school year. The unpacking of MELC’s
ensures the prerequisite knowledge and skills that would enable the
achievement of MELCs, and eventually the content and performance
standards, are addressed.
Activity 2
Presentation of unpacked learning objectives by learning areas.
Unpacking & Combining the MELC’S
Sample LC in Math Grade 8 (First Quarter)
Retained LC Sample Learning COMBINED

Objectives(Unpacked) MELC’S TOPIC
1. Factors 2. Expresses a polynomial by
completely extracting its greatest common
different types monomial factor (GCMF) and its
of polynomials prime polynomial.
(polynomials 3. finds the factors of a polynomial
with common by a difference of two squares Polynomia
monomial (DOTS). WEEK ls
factor, 4. performs factoring a polynomial
difference of using sum and difference of two 1&2
two squares, cubes (SDTC).
sum and 5. distinguishes a perfect square
difference of trinomial from other types of
two cubes, polynomials.
perfect square 6. applies factoring a polynomial by
trinomials, and a perfect square trinomial (PST).
general 7. demonstrates factoring a general
trinomials). quadratic trinomial (GQT).
(M8AL-Ia-b-1) 8. determines the most appropriate
method of finding factors of a
polynomial.
1. Solves 1. Solves problems involving

problems polynomials and their factors.
involving
factors of
polynomials.
(M8AL-Ib-2)
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1. illustrates rational Day 1: describes and illustrates rational

algebraic expressions. algebraic expressions
(M8AL-Ic-1) Day 2: interprets zero and negative
2. simplifies rational exponents.
algebraic expressions. Day 3: simplifies rational algebraic
(M8AL-Ic2) expressions.
Day 4: evaluates procedures on Algebraic
simplifying rational Expressio
algebraic expressions. Week 3 & ns
Week 4
Day 1: finds the product and quotient of
3.performs operations two or more
on rational algebraic rational algebraic expressions.
expressions. (M8AL-
Ic-d-1) Day 2: performs addition and
4. solves problems subtraction of rational
involving rational algebraic expressions with the same
algebraic denominators.
expressions. (M8AL-
Id-2) Day 3: executes addition and
subtraction of rational
algebraic expressions with different
denominators.
Day 4: creates a new model to solve real

life problems
involving rational algebraic expressions.
1.illustrates the Day 1: defines and illustrates
rectangular rectangular coordinate
coordinate system system and its uses.
and its uses. (M8AL- Day 2: illustrates linear equations in two WEEK 5, Linear
Ie-1) variables 6&7 Equation
2. illustrates linear using coordinate axes.
equations in two Day 3: finds and interprets the slope of
variables. a line given
(M8AL-Ie-3) two points and a graph.
3. illustrates and Day 4: deconstructs a slope of a line
finds the slope of a from a given equation.
line given
two points, equation,
and graph. Day 1: writes linear equation Ax + By =
C into the form
y =mx+b and vice versa.
1. writes the linear Day 2: graphs a linear equation given (a)

equation Ax + By = C any two
into the points; and (b) x- and y intercepts.
form y = mx + b and
vice versa. (M8AL-If- Day 3: constructs the line on a
1) coordinate axes given a
2. graphs a linear slope and a point.
equation given (a) any Day 4: describes the graph of a linear
two points; equation in
(b) the x – and y – terms of its intercepts and slope.
intercepts; (c) the
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slope and a point on

the line. (M8AL-If-2)
3. describes the
graph of a linear
equation in terms
of its intercepts and
slope. (M8AL-If-3)
1. finds the equation Day 1: finds the equation of a line given

of a line given (a) two (a) any two
points; (b) points and (b) the slope and a point.
the slope and a point;
(c) the slope and its Day 2: determines equation of a line
intercepts. given the slope
(M8AL-Ig-1) and its intercepts.
2. solves problems Day 3: solves and evaluates problems

involving linear involving linear
equations in two equations in two variables.
variables. (M8AL-Ig-2)
Day 4: creates a linear model that
solves real life
problems involving linear equations in
two variables.
1. illustrates a system Day 1: describes and illustrates a

of linear equations in system of linear
two equations in two variables using
variables. (M8AL-Ih-1) practical situations Week
and mathematical expressions. 8&9 System of
2. graphs a system of Linear
linear equations in Day 2: graphs a system of linear Equation
two equations in two
variables. (M8AL-Ih-2) variables on a coordinate plane.
3. categorizes when a Day 3: categorizes when a given system

given system of linear of linear
equations in two equations in two variables has graphs
variables has graphs that are parallel,
that intersecting, and coinciding.
are parallel, Day 4: distinguishes the kind of systems
intersecting, and of linear
coinciding. equations according to the number of
(M8AL-Ih-3) solutions.
Day 1: describes and illustrates

solutions to a system
of linear equations in two variables by
graphing.
1. solves problems Day 2: finds solution to problems

involving systems of involving systems of
linear linear equations in two variables by
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equations in two substitution.

variables by (a)
graphing; Day 3: solves problems involving
(b) substitution; (c) systems of linear
elimination. equations in two variables by
elimination.
Day 4: distinguishes the most

appropriate method of
solving problems in real life situation
(such as age,
distance, motion, investment problems,
etc.) involving
systems of linear equations in two
variables.
Activity 3
Submission of Activity 2 outputs to LAC Leader.
LDM Module 3A : Designing Instruction in the

Different Learning Delivery Modalities
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Lesson 1 : Understanding the Different LDMS

Activity 1
The four modalities prescribed in the LCP
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 socio-emotional 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.
Which of the LDMs do not have a face-to-face learning component?

Answer : - Distance Learning
- Home Schooling if done via distance learning
Activity 2
Distance Learning Matrix
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Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular Form of In print or Distribute Guide the Produce the modules
Distance individualized digital format modules in children and needed for distribution
Learning instruction the barangay monitor the
(MDL) where learners and retrieve progress as to
use self-learning it a week the schedule of
modules(SLMs)in after answering the
print or digital modules
format
Online Learning delivery Internet Teacher Monitor the Record videos and online
Distance modality using LR Portal facilitates usage of classes to be made
Learning various DepEd learning and internet at home available online
(ODL) technologies Commons engages
connected to the learners’
internet active
participation
TV-Based Use of television Materials for Learners shall Guidance from Schools shall provide the
Instruction programs on learning be directed parents/learning learners, as well as their
(TVBI) channels or exercises, to watch an facilitators parents/guardians/learning
stations enrichment educational during facilitators the broadcast
dedicated to activities, and TV program viewing/listening schedule of lessons.
providing assessment may or listen to a time shall be
learning content be provided in radio required
printed form program
facilitated by
DepEd
Radio-Based Use of radio Materials for Learners shall Guidance from Schools shall provide the
Instruction programs on learning be directed parents/learning learners, as well as their
(RBI) channels or exercises, to watch an facilitators parents/guardians/learning
stations enrichment educational during facilitators the broadcast
dedicated to activities, and TV program viewing/listening schedule of lessons.
providing assessment may or listen to a time shall be
learning content be provided in radio required
printed form program
facilitated by
DepEd
Blended Any combination MDL and ODL Teachers Guidance from Conducting a quick survey
Distance of the above DL MDL and check in parents/learning every week to monitor
Learning types. Thus MDL TVBI/RBI often with facilitators learners’ difficulties and to
and ODL, MDL ODL and students during see how they have been
and TVBI/RBI, TVBI/RBI either by viewing/listening progressing in the lesson.
ODL, TVBI/RBI ODL,TVBI/RBI sending them time shall be
and MDL and MDL instant required
messages or
a bullet
pointed
summary of
what is
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expected
from them
Activity 3
Consider the situation in your School/Division—your organizational capabilities, your level
of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and
write
your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.
Ranking (1 to 5, from easiest to Type of DL Why?

hardest to implement
1 MDL Modular Learning is easier
because modules are just
distributed to the students
and will be retrieved the
following week
2 BL Blended Learning is a
combination of the other
learning modalities
depending on what is
suitable to the learners.
3 ODL Online Distance Learning is
quite difficult to attain since
there is a disparity in
connectivity. This is a type of
learning which is not suited
for all.
4 RBI Radio-Based Instruction is a
lot challenging especially for
schools which don’t have
radio stations
5 TVBI Television-Based Instruction
is more challenging
considering schools do not
have tv stations
Activity 4
The LCP assures that all possible measures will be taken to ensure that no
child will be excluded from learning during the COVID-19 crisis. Think about
groups of learners in your School/Division who might require special
consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them.

Listed below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers in your Study Notebook and
share your ideas at your next LAC Session.
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Learner Group Targeted Intervention

Learners without parents or household Meet them once a week and guide them in
member who can guide and support their answering the modules
learning at home
Beginning readers Meet with the home tutors and instruct
them how to teach their children
Struggling readers Meet with the home tutors and instruct
them how to teach their children
No access to devices and internet Introduce them to modular learning
Inaccessible(living in remote and/or unsafe Introduce them to modular learning
areas
Indigenous People Introduce them to modular learning and
meet them once a week
Persons with disabilities Introduce them to a special class that will
cater their needs
Others? Specify
Lesson 2 : Designing Lessons and Assessments in the

Different LDMs
Activity 1
1. What is Lesson Designing or Lesson Planning?
Answer :
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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
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals
3. What are the 3 elements or components of well-designed lessons?

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?)
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

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

2. Clarify concepts from demonstrate, and illustrate 2. Emphasize key
previous lesson the concepts, ideas, skills, information and concepts
3. Present warm-up or processes that students discussed
activities to establish will eventually internalize 3. Ask learners to recall
interest in new lesson 2. Help learners key activities and concepts
4. Check learner’s prior understand and master discussed
knowledge about the new new information 4. Reinforce what teacher
lesson 3. Provide learners with has taught
5. Present connection feedback 5. Assess whether lesson
between old and new 4. Check for learners’ has been mastered
lesson and establish understanding 6. Transfer ideas and
purpose for new lesson concepts to new situations
6. State lesson objectives
as guide for learners
Activity 3
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) listed below, then highlight which part/s is/are
accomplished after the lesson is delivered.
Components of the DLL/DLP

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

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.
Activity 4
In your Study Notebook, recreate and accomplish the following table. Then
choose one lesson from a Self Learning Module (SLM) for students that you
have on hand. Imagine that you will deliver this lesson to your learners
through DL. In the second column, identify which of these tasks are already
present in the SLM. In the third column, identify which has to be presented
via technology-mediated resources, supplementary learning materials, or other
means.
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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 : There are
various
supplementary materials available

in Deped
Commons
and different
Learning
Portals provided by
DepEd. Also
there are modules crafted in
order to
assist the
learning process.
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 : I can do home visitation maintaining the strict health protocols in
order to assist learners.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Answer : By taking into considerations the results in every modules
students have answered. This way, lessons can be improved.
Activity 5
Take note of the similarities and differences between the two. Write your
answers in a Venn diagram in your Study Notebook.
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Formative Assessment Summative Assessment

assessment FOR learning: learners assessment OF learning:
to make adjustments in the lesson may be assessed to measure if the students met
individually or the performance and content standards
may be integrated in all parts of the collaboratively
lesson : before the lesson, the lesson done after the lesson/end of a quarter
proper, and after the lesson should promote
self-reflection and
results must be recorded to study personal accountability results enable teachers to describe
the patterns of learning among students how well the students learned the
demonstrated by the students but about their own standards/competencies for a given
should NOT be used as the basis learning quarter, which are then reflected
for grading in the class record
may be a written
work or a perform-
ance task
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.
A
Assessment Method How to Adapt the Assessment Method in DL

Example : I will send a three-item quiz via text message
Short Quiz before the lesson. Based on the responses, I
will take note of the common misconceptions
and clarify them to the learners during our
online session or via text message.
1. Picture-analysis I will print pictures and distribute it to the
students
2. Puzzles I will create puzzles which can stimulate
students interest towards our lesson
3. Word Games I will create word games which can stimulate
students interest towards our lesson
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4. Situational Analysis I will send situations related to the topic via

text message.
5. Open-ended statements I will send open ended statements related to
the topic via text message.
1. What assessment methods are common among the group members?

Answer: Situational Analysis
2. What are the challenges in doing assessment in DL?

Answer : It is not face to face. The students will not be guided the usual way.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer : Keep on focus. Find ways to adapt to the new normal.
Activity 7
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. √
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5. For asynchronous learning, teachers allow learners to work on their

outputs during their own time. The latter will submit the portfolio within
√
the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work
√
saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms

may be handed over to the teacher by the parents or learning facilitators.
√
Lesson 3 : Guiding Monitoring Learners in the

Different LDMs
Activity 1
Answer the simple check-up quiz below. Read and match the descriptions in
column A with the terms in column B. Write your answers in your Study
Notebook.
1. These are the knowledge, understanding, skills, and

attitudes that learners need to demonstrate in every lesson and/or learning
task.
Answer : c. learning competencies
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2. These are the formative learning opportunities given to learners to engage

them in the subject matter and to
enhance their understanding of the content.
Answer : d. learning task
3. This refers to the prescribed subject that learners take.

Answer : a. learning area
4. This refers to the method of submission of learning outputs preferred by the

learner/parent based on their context.
Answer : b. mode of delivery
Activity 2
Create a Weekly Home Learning Plan (WHLP) for your class.
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Activity 3
Copy and fill out the table below in your Study Notebook to see how the ILMP
differs from the WHLP.
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
Purpose
A tool to guide learners A tool for monitoring
and learning learners who lag
facilitators or behind based on the
household partners in results of their
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tracking the subject formative and

areas to be tackled and summative
activities to perform at assessments
home
For whom?
Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components
Learning area, learning Learner’s needs,
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date,
learner’s status
Has to be communicated to
parents? Yes Yes
Activity 4
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.
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INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Marianne Therese C. Romeo

Grade Level: Grade 10 - Jade
Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
MATH 8 Identifying Provide fun 2nd week of Difficulty in Express ideas Read
Contemporar activities October identifying related to the current
y Issues related to the Contemporary topic events
lesson Issues
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
INDIVIDUAL LEARNER’S INTERVENTION & MONITORING PLAN
LEARNER’S NAME: ARIEL VILLAMOR

Grade Level: CURIE-9
Learning Learner’ Interventi Monitor Learner’s Status

Area s Need on ing
(Compet Strategies Date Insignifi Significant Mastery
ency/ Provided cant Progress
ies) Progress
Math 8
Printed To prepare Start :O Lack of Willingness The learner easily
Factors Modules and ctober motivati to learn can understand the
completely
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different Activity provide 5, 2020 on/time concept of the

types of Sheets learning until allotmen lesson but still
polynomials( materials, the end t in needs guidance
polynomial supplemen of the answerin from the parents.
with tary school g the
common activity year modules.
monomial sheets for
factor, further
difference of understan
two squares, ding on the
sum and steps in
difference of factoring
two cubes, polynomial
perfect s.
square
trinomials
and general
trinomials.)
Intervention Status (pls check)

_________________Learner is not significant progress in a timely manner. Intervention Strategies need to be
revised.
_________________ Learner is making significant progress. Continue with the learning Plan.
_________________ Learning as reached mastery of the competencies in learning plan.
LDM 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
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Schools/Divisions. Study this map and answer the following questions in your
Study Notebook:
1. Based on the map, what resources should you have in order to
implement the LDM adopted by your School/Division?
Answer : Our school implements Modular Distance Learning (MDL) so in
order to achieve this LDM we need to have printed Self Learning Modules(SLM)
which 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 : The school is not yet complete with these LRs, but we can work
hand in hand in order to make and accomplish the needed task like making
teacher-made activity sheets or propose a video resources to guide the
children in the safety of their homes.
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 needed LSM.
But we need to have an internet access so we can open the portal. We can het
this support from our IT Coordinator designated as the admin of the portal.
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?
Answer : Guided by the parents and if the learner would do his/her own
tasks, the LRs would be appropriate. Yes, those who are disadvantaged would
indeed encounter difficulty even with these LRs provided so I would suggest
constant guidance from stakeholders and constant monitoring progress from
teachers.
Activity 2
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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?
Answer : Learning Resources and SLM are now ready in our portal from the
Central Office and Division Office for Modular Distant Learning so the only
help we can give to each other is to print the SLM for distribution to our
learners.
Lesson 2 : Accessing Learning Resources from DepEd

Portals
Activity 1
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 : The two portals provides to quality resources from the Regions,
Divisions, Cluster/School level : including
- information on quantity and quality and location of textbooks and
supplementary materials, and cultural expertise.
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- access to learning, teaching and professional development resources in

digital format and locates resources in print format and hard copy.
- standards, specifications and guidelines for assessing and evaluating,
acquiring and harvesting, modification, development and production of
resources
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 :
- Logging in to Deped accounts-get help from admins or school ICT
- Internet connection – ask a copy from those who have stable internet
connection and provide a hard copy instead to the learners who cannot access
online.
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 :
- From the School admin – to provide the necessary resources to reproduce
the materials obtained from the portal
- ICT Coordinators to guide us in times that we encounter problems in logging
in or entering the portals and
- from fellow teachers to provide necessary materials if in times that the
difficulties in accessing the materials is not solved by the admin or ICT.
Activity 2
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.
Answer : 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 regarding LRs.
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Lesson 3 : Assessing the LR Materials

Activity 1
Study the LR 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:
Is the LR Material… YES NO Cannot be determined
1. Connected and relevant to the MELCs? √

2. Appropriate to the grade level and learner √
characteristics in terms of 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?
I downloaded Math 8 Module from the DepEd Portal.
1. Was the material able to meet all the requirements?

Answer : Yes, the materials were able to meet all requirements because of its
variety and it has been quality-checked by the superiors before uploading it on
the portal for DepEd.
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
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4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer :This exercise has helped a lot in thinking of my individual students’
welfare and how it would help them greatly in their learning process specially
if the lesson and material is right for them.
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?
Answer : DepEd prescribe LRs are reliable and aligned in the basic
requirement needed for choosing LRs while non DepEd LRs sometimes deviate
from the requirements of standard LRs.
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 no revisions for that but non DepEd
materials 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 : This exercise has helped a lot in thinking of my individual students’
welfare and how it would help them greatly in their learning process specially
if the lesson and material is right for them.
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?
Answer : I made a learning resource in my Grade 10 students and found out
I did not meet some of the requirements prescribed by DepEd based on the
assessment tool.
2. What improvements do you still need to make in your developed ma
terial?
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Answer : Need to improve the sources of the activity and make it more
enjoyable while considering the culture and gender fair.
Activity 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your
next LAC Session.
- After the LAC session, we had a clearer view in making our own
LRs and in choosing and downloading LRs
- A member suggested that we must adapt with this tool and use it
more often in making our LRs.
LDM Module 4 : Planning for Continuing

Professional Development
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.
ITEMS STRONGL AGREE DISAGREE STRONGL

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Y AGREE Y
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
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.
Answer : I need to improve in Domain 3 which is Diversity of Learners. I

need to learn more on how to deal with different kind of learners specially in
this time of pandemic where students will not be taught face to face. I need to
be more versatile to cater the different learning needs of my students. And
also, I will my very best to improve in the domains that I got low score/grade.
Activity 3
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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 What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the modalities?
To give safe and quality Home visitation while Support from LGU, School
education to my students in following strict health administrators, and Home
this time of pandemic protocols Tutors
To adapt my teahing method Explore various teaching Continue my professional
in the new normal method suitable for the new development
normal
To impart essential lessons Assist my students in their Self-discipline and
to my students amidst this learning in every way perseverance
pandemic possible
Lesson 2 : Planning for the Continuing Professional

Development and Participation in the LAC
Activity 1
Accomplish the Individual Development Plan Template by referring
from your output in Lesson 1 Activity 3 of this Module.
Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD Program
Caraga Region
Focusing Produce Producing Attend Whole Year School funds

teaching and quality quality seminars round
learning output, output and about
learners ready learners curriculum
and fully ready planning,
equipped lesson
planning and
teaching
strategies
Focusing Can make the Making Attend Whole Year School funds
teaching and best lessons Lesson plan orientation round
learning for the new align with about
normal class the MELCs MELCS, LAC
by Deped session
discussing
MELC based
lesson plans
Support Provide the Applying the Attending Inset, LAC School funds,
Curriculum quality assessment seminar sessions Personal
Management modules for tool in about
and my students choosing learning
Implementatio in the Modular learning resources,
n Distant resources LRMDS and
learning this for the Deped
new normal modules commons
Activity 2
Refer to your PD objectives and decide on what topics you would like to talk
about in your School LAC. Use the PD Discussion Template in your
discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson
2 Activities 1 and 2. Take note of all insights and advice from your
colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your
Plans.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

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RELATED TO THE MODALITIES

Making Lesson plan align with the MELCs, unpacking and
MELCs by DepEd combining
Applying the assessment tool in Learning Resources, using of
choosing learning resources for the LRMDS and DepEd Commons
modules
LDM Module 5 :Building the Teaching

Portfolio Related To The Implementation of the
Modalities
Lesson 1 : The Teaching Portfolio and Its Contents
Activity 1
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.
Module Expected Outputs to be submitted to Completed/Not Completed
LAC Leaders
Module 1 : Course *No outputs for submission
Orientation
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Module 2 : Most *Individual/Group LAC Completed

Essential Learning Presentation on Unpacking of a
Competency (MELCs) Sample MELC
Module 3A : Designing *List of targeted learner Completed
Instruction in the interventions
Different Learning *Learning Tasks for DL Completed
Delivery Modalities *Assessment methods in DL
*Weekly Home Learning Plan for 1
Completed
subject Completed
*Individual Learning Monitoring
Plan for a student who lags behind Completed
in completing the learning tasks
*LAC3 Teacher Engagement Completed
Report(optional if LAC session was
conducted)
*LAC Session Report(optional if
LAC session was conducted) Completed
Module 3B : Learning *Two(2) accomplished LR Rapid Completed
Resources Assessment Tools with reflections
Module 4 : Planning for *Finalized LDM Individual Completed
Continuing Professional Development Plan(produce after
Development and LAC discussion during LAC)
Planning
Module 5 : Building for *Daily Lesson Plans or Daily
Teaching Portfolio Lesson Logs
Related To The *Recordings of Class Instruction
Implementation of the
Modalities
Activity 2
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
Answer : Portfolios can encourage students to take more ownership and
responsibility over the learning process. In some schools, portfolios are a way
for students to critique and evaluate their own work and academic progress,
often during the process of deciding what will be included in their portfolios.
2. What evidence from the previous modules will help capture the progress of your teaching
practice?
Answer : Unpacked MELCs, WHLP, ILMP, LDMs
3. Why is writing down your reflections an integral part of your Portfolio?
Answer : Reflection is a process of exploring and examining ourselves, our
perspectives, attributes, experiences and actions/interactions. It helps us gain
insight and see how to move forward. Reflection is often done in writing,
possibly because this allows us to probe our reflections and develop them
more thoughtfully.
Activity 3
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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.
Answer : Yes, the list is enough to capture the progress of teaching practice
since it is a list with evidence and on current basis.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson August to November Printed Modules (Modular

Delivery Distant learning)
Researching and Incorporating August to November Lesson Plans ( at least 2

Teaching Strategies in the per month)
Modalities
Participation in recognized PDs August to November Certification of

that are aligned with their Participation with PD
Professional Goals anchored on credit units
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 Pictures

Coach/es starting September
2020
Activity 4
In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.
Activity 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in
the List of Suggested Evidence Form and submit to your LAC Leader. Make sure
that you keep a copy for yourself.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of August to November Printed Modules

Lesson Delivery (Modular Distant
learning)
Researching and August to November Lesson Plans ( at least 2

Incorporating Teaching per month)
Strategies in the
Caraga Region
Modalities
Participation in August to November Certification of

recognized PDs that are Participation with PD
aligned with their credit units
Professional Goals
anchored on Philippine
Professional Standards
for Teachers (PPST)
Organizing the December Professional Portfolio

Professional Portfolio
Submission of Portfolio December Certificate of

to Coach/es Submission
Co-Learning with Peers At least once a month Pictures

and Coach/es starting September
2020
Lesson 2 : The Evaluation Rubric

Activity 1
Study the criteria and indicators found in the Evaluation Rubric. What steps will
you take to ensure that you are able to hit the criteria in the Rubric? Write down
your answers and any other thoughts about the Rubric in your Study Notebook.
Answer :
- Make sure that the goals are achievable
- Identify the problems and solve them beforehand
- Find alternatives
- Select feasible strategies
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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.
 Strictly follow the criteria

 The criteria must be discussed in order to achieve unified desired result.
 Focus on the goal
 Be consistent in accomplishing the portfolio

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Republic of the Philippines

LDM Module 1 : Course Orientation

Answer : This course is a task-oriented course which combines the

HABITS OBSTACLES MOTIVATION ENVIRONMENT

Lesson 2 : Organizing your LAC Session

_2_ To nurture successful teachers

_3_ To enable teachers to support each other to

_4_ To foster a professional collaborative spirit among

2. Limited knowledge on the technology involved for this

3. Bulk of reports that hinders primary task in school

3. Note the following in forming your LACs:

- Teacher LACs can connect with their Instructional Coach(this will

LDM Module 2: Most Essential Learning

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

Answer : Essential learning competencies are defined as what the students

MELCs intend to assist schools in navigating the limited number of school

illustrates rational algebraic

writes the linear finds the equation of a line given (a)

describes the graph of a illustrates a system of linear

line given (a) two points; categorizes when a given system of

Dropped NONE NONE

Lesson 2 : Unpacking and Combining MELCs into

In unpacking the combining MELCs you need to consider the following:

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

Retained LC Sample Learning COMBINED

1. Solves 1. Solves problems involving

1. illustrates rational Day 1: describes and illustrates rational

Day 4: creates a new model to solve real

1. writes the linear Day 2: graphs a linear equation given (a)

slope and a point on

1. finds the equation Day 1: finds the equation of a line given

2. solves problems Day 3: solves and evaluates problems

1. illustrates a system Day 1: describes and illustrates a

3. categorizes when a Day 3: categorizes when a given system

Day 1: describes and illustrates

1. solves problems Day 2: finds solution to problems

equations in two substitution.

Day 4: distinguishes the most

LDM Module 3A : Designing Instruction in the

Lesson 1 : Understanding the Different LDMS

Distance learning refers to a learning delivery modality where a learner is

Blended learning refers to a learning delivery modality using a combination of

Home schooling refers to an alternative learning delivery mode (ADM) that

Which of the LDMs do not have a face-to-face learning component?

Distance Distinguishing Essential Role of Role of Parent Role of School

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

Describe what targeted interventions you would develop to include them.

Learner Group Targeted Intervention

Lesson 2 : Designing Lessons and Assessments in the

Lesson designing or lesson planning is the process of determining what

2. Why is Lesson Designing important?

3. What are the 3 elements or components of well-designed lessons?

Before the Lesson Lesson Proper After the Lesson

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

Components of the DLL/DLP

III. Learning Materials and Resources

Answer: VI. Reflection

1. For learning tasks not

supplementary materials available

Formative Assessment Summative Assessment

Assessment Method How to Adapt the Assessment Method in DL

4. Situational Analysis I will send situations related to the topic via

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

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