MODULE 1

COURSE OVERVIEW

FORM 2: LAC LEADERS AND MEMBERS ROLE

INFORMATION SHEET
 ROLES NAMES
LAC Leader Letecia S.Flauta,HT-I
Team Leader Jomar P.Paloma,T-II
LAC Documenter Anthony D.Ares

MODULE I.
LESSON 1: COURSE OVERVIEW

 ACTIVITY 1.

1. What is the main delivery of this course?

The implementation of Learning Delivery Modality (LDM) course 2 under Basic

Education Learning Continuity Plan (BE-LCP) main delivery modality is through guided
independent study through self-learning modules to be made available in electronic
(online/offline) and printed versions (modules).

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

This course helps improves readiness of the teachers for the implementation and
management of learning modalities in line with the guidelines and policies mandated by
the government and also COVID-19 response framework adopted by the government.
With this guidelines, it ensures the public safety while learning in this New Normal.

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

The two support mechanisms that helps me learn in this course are the Technical
Assistance (Google, online mass media support, etc…) and the Coaches/Facilitators that
through their discussions and collaborations with the colleagues, ensure the deeper
learning I can have.

 ACTIVITY 2.
“SerbisyongTapat, Dekalidad at Marangal”

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

or negatively) my participation in this course?
 The passion to learn new knowledge in this time of distress can motivate me to strive and
strengthen my skills and turn negativity to positive outlook in life. LDM course helps me
to adopt changes and acquire new potential learnings throughout this course.

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

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that may me from to participate in accomplish the
affect my participation participating fully this course?) requirements of this
in the course in the in this course?) course? Describe the
positive way?) environment.)
I always have a Unstable My primary I can finished the
recording of internet motivation requirements at
important connection for Acquiring new home and even in
topics/discussion researching. knowledge and School during the
through listing and Conflict of satisfied scheduled work
taking videos. Schedules and curiosity arrangement.
hampered towards new
progress of challenges in
reports learning.

LESSON 2. ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Begin by refreshing your memory on Learning Action Cell. Read DepEd Order No. 35 s.
2016 The Learning Action Cell as K to 12 Basic Education Program School-Based
Continuing Professional Development Strategy for the Improvement of Teaching and
Learning. Once you’re done, accomplish the following items. Write your responses and any
other ideas and reflections in your study notebook.
Cellphone No. 09383427532
Email Address: jomar.paloma002.depe.gov.ph

1. How does participating in LAC influence your learning? Draw a graphic

organizer or chart to illustrate the relationship between the two and give
explanation. “SerbisyongTapat, Dekalidad at Marangal”

LAC Sessions with the guidance of the LAC Facilitator, have proven to be effective
in engaging a group of teachers in collaborating ideas and problem solving. This
session encourage teachers to reflect with shared and optimized understanding in
curriculum and classroom practices and management.

LEARNING ACTION CELL

ACTIVITIES AND
DEVELOPMENTAL
FRAMEWORK
 Improved Teacher’s
Community Practice with content knowledge,
collaborative planning, Pedagogical skills, Student Learning
problem solving and assessment strategies, and Holistic
action implementation and professional ethics Development

2. Reflect on the objectives for conducting LAC Sessions as listed in D.O.

35, s 2016. Rank the following objectives from easiest to the most
difficult to achieve:

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

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

3. What are the top three challenges to having a successful LAC? List them
down, raise these concerns, and discuss mitigating actions at your first
“SerbisyongTapat, Dekalidad at Marangal”
LAC Session.

Unstable internet connection.

Conflicts of schedule and hampered progress of reports.
Overburden of workload that caused stress to teachers that eventually leads to poor
performance and diminished productivity.
 “SerbisyongTapat, Dekalidad at Marangal”

“SerbisyongTapat, Dekalidad at Marangal”

Cellphone No. 09055712082

Email Address:
Lyzabeetina.delacruz@deped.gov.ph
MODULE 2
INDIVIDUAL/LAC GROUP
PRESENTATION ON
UNPACKING OF
MELC

MODULE 2 OUTPUTS
UNPACKING OF MELCS
 K to 12 MELCs
Learning
Competencies
Naipamalas ng mga mag-
Merged/Clustered
aaral ang pag-unawa sa
mga akdang
Nagagamit ang mga ekspresyong
pampanitikanng
naihahayag ng
Mindanao. posibilidad(maari,baka,,at iba pa)

Nahihinuha ang
Retained kaugalianng panlipunan Nahihinuha ang kaugaliang
ng lugar na pinagmulan ng panlipunan ng lugar na pinagmulan ng
kwentong-bayan batay sa kwentong-bayan batay sa mga
mga pangyayari at usapan pangyayari at usapan ng mga
ng mga tauhan(F7PN-Ia- tauhan(F7PN-la-b-1)
b-1)
Nagagamit nang wasto
Dropped ang mga retorikal na N/A
pang-ugnay na gamit sa
akda(kung,kapag,sakali,at
iba pa)

COMBINING MELCs
QUARTER CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
I Ang mag-aaral ay: Ang mag-aaral ay: .3 Nahihinuha ang kaugalian at
kalagayan ng lugar na
1Naisalaysay nang 2 Naipaliliwanag ang sanhi pinagmulan.
maayos at wasto at bunga ng mga

2( S.Y 2020-2021 )
ang buod, pangyayari.
pagkakasunod-
sunod ng mga
pangyayari sa
kwentong bayan

REFLECTION
Importance of MELC “SerbisyongTapat, Dekalidad at Marangal”
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd.
Cellphone No. 09055712082
OUTCOME Email Address:
Lyzabeetina.delacruz@deped.gov.ph
 Having completed this module the participants will be able to
- understand the importance of MELCs
- compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
- unpacked and combine MELCs into learning objectives
This module consist of of:
- Lesson 1 Background, Rationale and Development of MELCs
- Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
- LAC Session

“SerbisyongTapat, Dekalidad at Maranga

FORM 3: LAC Session Report

LAC ID: REGION: XII – SOCSKSARGEN
LAC FACILITATOR:
LAC SESSION NO: 1
Letecia S.Flauta
DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:
NOVEMBER 17, 2020 KIAMBA NATIONAL HIGH SCHOOL
Number of members present (attach attendance document):
Materials and resources:
_ /_ Self-Learning Module
_ /_ Activity Sheets
___ Digital Resources
_ /_ Online Resources
_ /_ Smartphone
___ PC
_ /_ LAC Session Guide
___ Others. Please specify:
__________________________________

Part A

Please indicate the extent to which you agree with each of the following statements by ticking the appropriate
box.

(SD=Strongly Disagree; D=Disagree; N=Neutral; A=Agree; SA=Strongly Agree

Comments/Remarks
(For example, if you disagree or
SD D N A SA
strongly disagree, please
indicate why.)
MEMBER PARTICIPATION
1. All of the members came prepared
for the LAC session
2. All of the members had an
opportunity to share and discuss
their assignment, insights, and
ideas.
3. Members listened to each other’s
insights and ideas.
4. The members’ assignments showed
an understanding of the lessons in
the SLM.
5. The members demonstrated
engagement in and/or
“SerbisyongTapat, Dekalidad at Marang
Enthusiasm for the learning tasks
during the session (including
providing feedback on each other’s
assignment).
FACILITATION
6. I managed the sharing and
discussion during the LAC session
by keeping the discussion focused
on the lesson or topic.
7. I encouraged all the members to
actively participate in the LAC
session (i.e., for the teachers to
share their work and ideas/
insights).
8. I provided useful feedback on the
teachers’ assignments.

Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):
- Sharing of ideas while gaining knowledge.
2. Problems or challenges encountered and how they were resolved:
-Unstable internet connection.

3. Other topics discussed apart from the recommended topics, if any:

-NONE

4. Recommendations/Plans for next LAC session:

-Continuation of the unpacking of MELCs for 2nd grading period.

“SerbisyongTapat, Dekalidad at Marangal”

MODULE 3A
LESSON DESIGN AND
ASSESSMENT
OUTPUTS
1. List of targeted learner intervention.
2. Learning task for DL
3. Assessment methods in DL
4. Weekly Home Learning Plan (WHLP) for one subject.
5. Individual Learning Monitoring Plan for a student who lags
behind in completing the learning tasks.
6. LAC 3 Teacher Engagement Report
7. LAC 3 Session Report

Targeted Learner Interventions

Learner Group TARGETED INTERVENTIONS
 Learners without parents or
household member who can guide
and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Persons with disabilities
Learning Tasks for Distance Learning
Before During
Make a weekly supervisory plan for them and
check their module and activity sheets
Communicate to respective teacher on what to do
through text, call, chat on Facebook messenger.
Also ask co-parenting around your area.
Provide them materials that will suited to their
learning ability
Communicate with parents for a reading warrior
(volunteer) to help the school in implementing
the facilitative learning.
Provide them materials that will suited to their
learning ability
Communicate to the previous teacher and
parents. Include them to the reading
remediation.
Provide all the learning package like module,
worksheets.
Communicate with LGU to have free access Wifi
in the community.
Provide them modules and making sure to check
their work weekly
Look for a LR mover volunteer to access the
inaccessible areas of the community.
Provide them the learning materials that are suited to
them.Communicate with parent and let them attend
on a seminar on psychosocial approach. Also in
retrieval of modules they are included.
“SerbisyongTapat, Dekalidad at Marangal”
After
 Review previous  Provide learners with  Wrap up activities
lesson feedback
 Emphasize key information
 Clarify concepts  Check learners’ and concepts discussed
from previous lesson understanding
 Assess whether lesson has
 State lesson  Explain, model been mastered
objectives as guide demonstrate and
 Transfer ideas and
for learners illustrate Check
concepts to new
learner’s prior
 Present connection situation.
knowledge about the
between old and
new lesson.  Check learner’s prior
new lesson and
knowledge about the new
establish purpose  The concepts ideas,
lesson.
for new lesson. skills, or processes of the
students.

 Present warm-up
activities to establish
interest in new lesson

“SerbisyongTapat, Dekalidad at Marangal”

ASSESSMENT METHODS IN DISTANCE LEARNING

Assessment Method How to Adopt the Assessment

 Method in Distance Learning?

Learners will be given with weekly self-learning

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

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
Portfolio Making
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 especially when the lesson
Project Making/Performance Assessment requires performance 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’ reflection will
Journal Reflection Assessment be submitted to their teachers. Rubrics will be used to
evaluate learners’ journal reflections.

“SerbisyongTapat, Dekalidad at Marangal”

Republic of the Philippines
Department of Education
REGION XII
DIVISION OF SARANGANI
KIAMBA NATIONAL HIGH SCHOOL
WEEKLY HOME LEARNING PLAN
 Grade 10
Week 1 Quarter 1
October 5-9, 20202

D Le
ay ar
Learni
& ni
ng
Ti n Learning Tasks Mode of Delivery
Compe
m g
tency
e Ar
ea
8: Paggising, pagtulong sap ag-aayosnghigaan, pagaalmusal, paglilinisngsarli
00
–
9:
00
9: Pagsasagawangmgakaragdagang Gawain bago simulant angpag-aaral.
00
-
9:
30
Fi
hu li Naipa 1. Sagutanangmgatanongsaika- Gamitang Drop and pick up Box system,
malas pitongpahinangmodyulnamayroongbilan ihahatidngmgaguroangmga Learning Materials
w pi samganatalaganglugar.
ng mga gnaisahangganglabing lima.
eb no
mag- 2. Tunghayananglarawansaibaba.
es -7 aaral Mayroongkahonngpaglalagyanngmga Learning
Bigyanitongsarilinginterpretasyongamitangg Materials bawatlebel kung saanditokukunin at
ang abaynamgatanong. ilalagayngmgamagulangtuwingarawngByernesangmg
pag- amodyulkalakipangmgaaktibitinanagawangmga mag-
unawa aaral.
sa
akdang
Pampa
nitikan
ng
Minda
nao
3. Gawain 2: Inside the Box
Unawainangmgaiba’tibangisyusabilang.
• Piliinkunganonguringkontemporaryongisyun
Aralin amakikitasaloobngkahon.
1- Isulatangnapilingsagotsapatlangnanakalaan.
Naiiug
nay
ang
mga
panyay
ari sa
binasa “SerbisyongTapat, Dekalidad at Marangal”
sa mga
kagana
pan sa
iba
pang
lugar
(F7PB-
Ia-b-1
 •
Aralin
2-
INatut
ukoy at
naipap 4. Sagutan at
aliwan unawainangmgatanongsapahinalabingani
ag ang mnamayroongbilangnaisahanggangsamp
mahala u.
gang
kaisipa
n sa
binasa
ng
akda

INDIVIDUAL LEARNING MONITORING PLAN FOR A “SerbisyongTapat,

STUDENT WHO
Dekalidad at Marangal”

LAGS BEHIND IN COMPLETING THE LEARNING TASKS

Learner’s Name:Aaron Valdez
Grade Level: 7
Learner’s Status
Learning Learner’s Intervention Strategies Monitoring
Insignificant Significant
Area Needs Provided Date Mastery
Progress Progress
Baitang 7- Struggles to a. seek help from a
Filipino comprehend capable immediate
October 23,
the task family member to help
 given. the learner in
answering the learning
2020

modules
b. give sufficient time
for the learner to
accomplish the
learning modules
c. scheduled home
visitation of the
teacher to help
the learner in
answering the
activities in the
learning modules.
d. make and provide
learning activities
suited to his pace
of learning
e. if possible, the
teacher provides
direct guidance
and supervision in
the completion of
the learner

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.

“SerbisyongTapat, Dekalidad at Marangal”

MODULE 3B
LEARNING RESOURCES
Two (2) accomplished LR Rapid
Assessment Tools with Reflection

OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with Reflections.

Is the LR Material YES NO Cannot be determined

1. Connected and relevant to the

MELCs?

2. Appropriate to the grade level
and learner characteristics in 
terms of language, activities?
 3. Easy to reproduce and/or
disseminate? 
B (S.Y. 2020-2021) 4. From a credible
source/author?

5. Culture- and gender-fair?

6. Free from red flags on
possible copyright and 
plagiarism issues?

7. The layout and format easy to

read and pleasing to the eyes? 

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

OUTPUT FOR MODULE 3-B

Cellphone No. 09055712082
Email Address:
Lyzabeetina.delacruz@deped.gov.ph
Two accomplished LR Rapid Assessment Tools with reflections.

ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

8. Connected and relevant to the MELCs? 

9. Appropriate to the grade level and learner 

characteristics in terms of language, activities?
 10. Easy to reproduce and/or disseminate? 

11. From a credible source/author? 

12. Culture- and gender-fair? 

13. Free from red flags on possible copyright and 

plagiarism issues?

14. The layout and format easy to read and pleasing to 

the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?
Yes
6. 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 it first, before giving it to my learners.
7. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
None
8. 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 Learning Resources by looking at data of the checklist.

REFLECTIONS “SerbisyongTapat, Dekalidad at Marangal”

Cellphone No. 09055712082

SELF-LEARNING MODULE IN ARALING PANLIPUNAN 10 Email Address:
Lyzabeetina.delacruz@deped.gov.ph

The Self-Learning Module in AralingPanlipunan that I downloaded was developed by the

Department of Education which is the primary learning resource materials to be utilized by Grade 10
learners across the country in the new normal. This SLM in Filipino baitang 7 is K to 12 compliant, based
from the MELCs and passed the ADM Learning Resources Standards. This means that this SLM in Filipino
7 was designed to cater the needs of our learners in this time of pandemic.

As I go through the indicators and as I answered the Assessment of Learning Resources that in this
case, the SLM in Grade 7 was evaluated. As I can foresee, the scarcity fund and materials for reproduction is
a problem in order to reproduce these self-learning modules made more issues and problems in delivery of
SLMs. Second is “free from red flags on possible copyright and plagiarism issues.” The development of
SLMs includes the use of suited references; however SLMs writers might not be able to properly cite the
references they used. So, the issue of copyright infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing better learning outcomes
and teachers have big significant roles in the selection of appropriate learning resource materials to be used
in their teaching. Relatively, this process had helped me a lot.

“SerbisyongTapat, Dekalidad at Marangal”

Cellphone No. 09055712082

Email Address:
Lyzabeetina.delacruz@deped.gov.ph

MODULE 4
PD AND LAC PLANNING
Finalized LDM Individual
Development Plan
 INDIVIDUAL DEVELOPMENT PLAN
FORM 4: LAC ENGAGEMENT REPORT

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

Applying Align the lessons To model the Equip myself and Whole school Webinars
knowledge and with the targeted effective familiarize the year
content within concepts stated in applications of learning
and across the MELC. content competencies
curriculum knowledge stated in the
teaching areas. within and MELC.
across
curriculum
 teaching areas.

Using a range Evaluate the use Model a Study or search Year - round Internet
of teaching and development comprehensive new strategies to
webinars
strategies that of teaching selection of be used in this
enhance strategies that effective new normal and
learner promote learner teaching in different
achievement in achievement in strategies that modalities.
literacy and literacy and promote learner
numeracy skills. numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
using various and Attending
Ability to work Needs assistance
necessary webinars, LAC Whole year
collaboratively in on technology- School funds
technologies sessions about the round
groups related work
used in different use of ICT
LDMs

“SerbisyongTapat, Dekalidad at Marangal”

Cellphone No. 09055712082

Email Address:
Lyzabeetina.delacruz@deped.gov.ph

MODULE 5
PORTFOLIO
MODE OF DELIVERY
VIRTUAL LAC SESSION
 LAC SESSION
(FINALIZATION OF LDM2 OUTPUT)

MY REFLECTION/ GUIDE FOR LDM2

 MODULE I.
LESSON 1: COURSE OVERVIEW

 ACTIVITY 1.

4. What is the main delivery of this course?

The implementation of Learning Delivery Modality (LDM) course 2 under Basic Education Learning
Continuity Plan (BE-LCP) main delivery modality is through guided independent study through self-
learning modules to be made available in electronic (online/offline) and printed versions (modules)

5. How can this course help ensure that you will be able to deliver quality instruction in
“New Normal”?

This course helps improves readiness of the teachers for the implementation and management of learning
modalities in line with the guidelines and policies mandated by the government and also COVID-19
response framework adopted by the government. With this guidelines, it ensures the public safety while
learning in this New Normal.

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

The two support mechanisms that helps me learn in this course are the Technical Assistance (Google,
online mass media support, etc…) and the Coaches/Facilitators that through their discussions and
collaborations with the colleagues, ensure the deeper learning I can have.

 ACTIVITY 2.

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

negatively) my participation in this course?

The passion to learn new knowledge in this time of distress can motivate me to strive and strengthen my
skills and turn negativity to positive outlook in life. LDM course helps me to adopt changes and acquire
new potential learnings throughout this course.

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

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me (What will push me (Where will I accomplish
do that may affect my from participating to participate in this the requirements of this
participation in the course fully in this course?) course?) course? Describe the
in the positive way?) environment.)
 Recording of important Unstable internet Acquiring new I can finished the
topics/discussion connection. knowledge and requirements at home
through listing and Conflict of satisfied curiosity and even in School
taking videos. Schedules and towards new during the scheduled
hampered progress challenges in work arrangement.
of reports learning.

LESSON 2. ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Begin by refreshing your memory on Learning Action Cell. Read DepEd Order No. 35 s. 2016 The Learning
Action Cell as K to 12 Basic Education Program School-Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning. Once you’re done, accomplish the following items.
Write your responses and any other ideas and reflections in your study notebook.

4. How does participating in LAC influence your learning? Draw a graphic organizer or
chart to illustrate the relationship between the two and give explanation.

LAC Sessions with the guidance of the LAC Facilitator, have proven to be effective in engaging a
group of teachers in collaborating ideas and problem solving. This session encourage teachers to
reflect with shared and optimized understanding in curriculum and classroom practices and
management.

LEARNING ACTION CELL

ACTIVITIES AND
DEVELOPMENTAL
FRAMEWORK

Improved Teacher’s
Community Practice
content knowledge, Student Learning
with collaborative
Pedagogical skills, and Holistic
planning, problem
assessment strategies, Development
solving and action
and professional ethics
implementation

5. Reflect on the objectives for conducting LAC Sessions as listed in D.O. 35, s 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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

4 To nurture successful teachers.
2 To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes.
3 To foster a professional collaborative spirit among School Heads, Teachers, and the community as a
whole.
 6. What are the top three challenges to having a successful LAC? List them down, raise
these concerns, and discuss mitigating actions at your first LAC Session.

Unstable internet connection.

Conflicts of schedule and hampered progress of reports.
Overburden of workload that caused stress to teachers that eventually leads to poor performance and
diminished productivity.

MODULE 2
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 or curriculum standards that need to be addressed in order to ensure learning continuity? Cite a
specific example. Do you think that this concerns should be solved by teachers alone? Why or Why not?

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 COVID-19. Now as we faced the journey of modular learning, some obstacles hinder the
learnings of the students such as:
1. Unstable internet connection.
2. Failure to meet the deadlines of delivery due to lacking of printing materials and resources.
3. Failure to communicate with the stationed teacher for the updates in delivery of modules due to lack
of gadgets such as cell phones, laptop, radio, TV’s, etc. of the students.
2. Even prior to the spread of COVID 19 that eventually led to the closure of the congested curriculum has
been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the hindering
factors on the poor performance of Filipino learners. Do you agree with this observation? Why or Why
not?
Yes, I agree. A congested curriculum requiring too many competencies is one of the biggest challenges
hounding the K-12 program. It also prevents students from achieving sufficient competence in Reading,
Writing, and Arithmetic, which results in the continuous presence of non-readers in the higher grades.

Activity 2.
1. What are the general and specific purposes of the development of MELCs?
The general and specific purposes of MELCs is based on the guidelines, which is also
downloadable for free, the MELCs is part of the DepEd's response to “develop resilient
education systems, especially during emergencies.” The MELCs will also enable DepEd to
“focus instruction” on the most essential and indispensable competencies.

2. How does curriculum review aid in the identification of essential learning competencies?
Having a commitment to ensure quality, relevant, and standard education from all the DepEd
staff and officers, Bureau specialist, academic experts and the field implementers to work hand
by hand in implementing and ensuring the quality of delivered education for all.
 3. What is the difference between essential learning competencies and desirable learning competencies?
The main difference between essential and desirable that the term essential refers to minimum
qualifications that are necessary for a job, while the term desirable refers to non-essential, but
preferred qualifications.

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?
Listing of characteristics provided to help reviewers decide which among the learning
competencies are deemed most important. It is aligned with National and/or real life situations in
schools/divisions who experience learning difficulties. Only essential competency needs to be
retained and can be merged if the thought of two learning competency is the same and can
maximized the learning capabilities of the curriculum.

5. What is the importance of MELCs in enduring the delivery of quality instruction?

MELC serves as a teacher guides in preparing his/her lesson and instructional materials. Despite
that we are facing this global pandemic MELC were badly in need. MELC 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 .MELCS also ensures delivery of quality instruction as it becomes the primary reference in
determining and implementing learning delivery approaches that are suited to the local context
and diversity of learners while adapting to the challenges posed by COVID-19.

LESSON 2 : UNPACKING AND COMBINING MELCS INTO

LEARNING OBJECTIVES
ACTIVITY 1.
1. What is the importance of unpacking and combining of MELCs?
To systematize learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Alignment on the content and performances standards- MELCs must be aligned according to the
content and performance standard in the curriculum. Some content standard was removed,
merged or clustered or it is still retained because of its relevance in the curriculum design.
Pre-requisite Knowledge and skills- Curriculum based standard have the specific knowledge and
skills to retained or acquired by the learner in the duration of learning modality delivery.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
It is a case to case basis. There are some considerations and criteria in unpacking the MELCs.
MODULE 3A
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
Activity 1:
1. Do a quick check of your knowledge of the four modalities prescribe in the LCP-Face to face (F2F)
learning. Distance Learning, blended learning (BL), and home-schooling. In your own words, define
each modality. Write your own definitions in your study notebook.
Answer: Based on my understanding, face to face learning is a traditional approach of learning delivery
mode where both teachers and pupils are physically present in the classroom. In distance learning, the pupils
and teachers are not seeing each other in school. The pupils are provided with digital or printed modules,
worksheets, and other learning activities by their teachers. The parents will served as a facilitator of learning
at home. There are also recommended platforms of learning like Google Classroom, Google Meet,
Messenger, and the like. Blended learning is a combination of learning via online, distance and face to face
learning. In homeschooling the pupils stay at home while learning through the guidance of their parents who
will serve as para teachers.
2. Which of the LDMs do not have a F2F learning component? Write down your answers in your study
notebook.
Answer: Based on the LDMs, homeschooling and distance learning does not require face to face learning
component.

ACTIVITY 3.
Consider the situation in your School/Division- your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in Distance Learning, Health and safety status, context
and capacities of your learners and their households, etc. then rank the Distance Learning Types-MDL,
ODL, TVBI, RBI, and BL- from easiest to the 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 Type of DL Why?
easiest to hardest to
implement)
Almost all pupils can access to quality
education since it does not require more
resources compare to other types of LDMs.
1 Modular Distance Learning They will be provided with free learning
packets.
Some pupils have no gadgets to access
learning instruction.
2 Blended Learning On the part of teacher, it is quite difficult
and confusing because you will be
preparing a combined learning modality.
Not all pupils have TV to access the
learning instruction. It takes time to make a
3 TV-Based Instruction script and shoot the video lessons.
Not all pupils have radio to access the
4 Radio-Based Instruction learning instruction.
Poor internet connection
Some pupils do not have gadgets and cannot
5 Online Learning afford to buy.
Not all pupils are knowledgeable in using
gadgets.

ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from the
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. And
others as appropriate. Write down your answers in your study notebook.

LEARNER GROUP TARGETED INTERVENTION

Learner without parents or household member who can Assigned a parent-volunteer who can be a
guide and support their learning at home. facilitator of learning.

Provide educational videos.

Peer-assisted learning strategies

Beginning readers (K to 3) Provide reading materials and communicate

with the parents to track the pupils
Provide additional reading materials in digital
and printed form
Struggling readers (4-12)
Ask help of parent/guardians to guide their
children in studying.
No Access to devices and internet Provide modules, self-learning materials,
worksheets, and other activities.
Deliver the learning kits to access the learning
Inaccessible (living in remote and/or unsafe areas) instructions and communicate with them
constantly via phone calls and SMS.
Respect their culture and provide learning
Indigenous people packets appropriate to their needs
Use appropriate strategies to address their
Persons with disability learning needs like making a concise and short
activities, and give immediate feedbacks.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparations. As you go through the document,
write down your answers to the following questions in your Study Notebook:
1. What is the Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is define as 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.

2. Why is lesson designing important?

Lesson designing is important because it helps ensure that the time is maximize 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 well-designed lesson?
The three elements or components of a well-designed lesson are as follows:
a. Clearly articulated lesson objectives (What should be taught?)
b. Well selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives (how should it be thought?)
c. 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 sequenced teaching and
learning activities that would help learners meet the learning objectives. These learning task can be
presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. In your study notebook,
copy the following table:
BEFORE THE LESSON LESSON PROPER AFTER THE LESSON
 Review previous lesson.  Explain, model  Wrap up activities
 Clarify concepts from demonstrate, and illustrate  Emphasize key information
previous lesson the concepts, ideas, skills or and concepts discussed
 Present warm-up activities to processes that students will  Ask learners to recall key
establish interest in new eventually internalize. activities and concept
lesson  Help learners understand discussed
 Check learner’s prior and master new  Reinforce what teacher has
knowledge about the new information. taught
lesson  Provide learners with  Assess whether lesson has
 Present connection between feedbacks been mastered
old and new lesson and  Check for learners’  Transfer ideas and concepts to
established purpose for new understanding new situations.
lesson
 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 DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Answer:
 Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered. The
teacher can make comments about the outcome of the lesson and other things that has been observed during
the instructions of the lessons.

ACTIVITY 4.
 Additional Remarks:
(ex. Can be done via voice call, can be
facilitated by household partner, can
be done via learning activity sheets,
Part of Lesson/Learning Task Check if can be presented via an internet based
already resource, can be facilitate during a
present in the synchronous learning session, etc.)
SLM
Before the Lesson


1. Review previous lesson Can be facilitated by a household
partner

2. Clarify concepts from previous

lesson  Can be facilitated by a household
partner


3. Present warm-up activities to Can be facilitated by a household
establish interest in new lesson partner

4. Check learner’s prior knowledge

about the new lesson  Can be done via a learning activity
sheet


5. Present connection between old Can be done via a learning activity
and new lesson and established sheet
purpose for new lesson
6. State lesson objectives as guide
for learners  Can be done via a learning activity
sheet

Lesson Proper


1. Explain, model, demonstrate, and Can be done via a learning activity
illustrate the concepts, ideas, sheet
skills, or processes that students
will eventually internalize


2. Help learners understand and Can be done via a learning activity
master new information sheet

3. Provide learners with feedback

 Can be done via a learning activity
sheet


4. Check for learners understanding Can be done via a learning activity
sheet

After the lesson

1. Wrap up activities
 Can be done via a learning activity
sheet


2. Emphasize key information and Can be done via a learning activity
concepts discussed sheet

3. Ask learners to recall key

activities and concepts discussed  Can be done via a learning activity
sheet


4. Reinforced what teacher has Can be done via a learning activity
taught sheet

5. Assess whether lesson has been

mastered  Can be done via a learning activity
sheet

6. Transfer ideas and concepts to Can be done via a learning activity

Learning Delivery Modality (select one): __ODL _√_MDL __TV/RBI __BL
Grade Level and Learning Area: Grade 7-Filipino
Lesson/Topic: Konsepto at Iba’tibanguringsuliraningpangkapaligiran
Learning Objectives:
NaisasabuhayangkasalukuyangkalagayangpangkapaligiranngPilipinas.
Nalalamanangepektongmgasuliraningpangkapaligiran
Nalalamanangmgaprograma at pagkilosngibat-ibangsektorupangpangalagaanangkapaligiran.
NapapahalagahanangkalagayangpangkapaligiranngPilipinasbataysaepekto at
pagtugonsamgahamongpangkapaligiran.
Learning Resources/Materials Needed: MELC, Modules

Answer the following question in your study notebook:

1. For learning task not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
Answer: In case in the learning task are not found in the SLM, the teacher should provide
supplementary materials like books, worksheets and learning activity sheets.

2. What kind of additional support can you give: A) the learner, and B) the Household partner so that
they are guided throughout the lesson?
Answer: The additional support that I can give to the learners is to make sure that they are provided with
learning materials needed to support their education. I will assure them that they can contact me if they
have some queries on the lessons. On the part of the parents, I will provide them a copy of Weekly
Home Learning Plan to guide them in facilitating learning and give some tips in teaching children at
home

3. How can the teacher gather feedback on the different learning task, to refine or modify current and
future lessons?
Answer: Through constant communication, follow-up and by checking their work the teacher can gather
feedback on the different learning tasks.

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.
ACTIVITY 6
Which assessment methods can you adapt in Distance Learning 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 Distance Learning.

Assessment Method How to Adapt the Assessment Method in

Distance Learning

The teachers may ask the pupils to make a

Portfolio portfolio where they can write their reflection.
Provide and discuss the rubrics to be used for the
activity.
The pupils will perform or demonstrate their
knowledge, understanding and proficiency in a
Performance Task particular topic. This can be done through video
recording and will be send to the teacher for
checking/evaluation.
Before the end of each quarter pupils should be
given a quarterly test to evaluate pupils’
Quarterly Test understanding in all learning competencies. This
will be distributed to the learners in printed form
since they are under Modular Distance Learning.
 Worksheets/Learning Activity Sheets Aside from the activities in module, teachers need
to provide additional activities every week to
assess the pupils if they learned the topic. This can
be recorded as your graded quiz.

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

Answer:
Portfolio
Demonstration/Practicum/Performance task
Quarterly Test
Weekly Test/Assessment
Worksheets/Learning Activity Sheets

2. What are the challenges in doing assessment in Distance Learning?

Answer:
Insufficient data connections
Time Schedule
Limited Resources
No full support from the barangay officials
Lack of Gadgets

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in Distance Learning?
Answer:
Division of labor
Accepts donations
Seek assistance from the superiors
Provide enough time in constructing summative assessment
Give feedback form
Create group chat with the parents for open communication
Provide simplified modules
ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read the 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 display 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 own
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 Distance Learning, learner with outputs in hard
copies or physical forms may be handed over to the teacher
by the parents or learning facilitators.

LESSON 3. GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs
ACTIVITY 1.

COLUMN A COLUMN B

C 1. These are the knowledge, A. Learning Area

understanding, skills, and
attitudes that learners need to
demonstrate.
D 2. These are the formative learning B. Mode of Delivery
opportunities given to learners to
engage them in the subject matter
and to enhance understanding of
the content.
A 3. This refers to the prescribe subject C. Learning Competencies
that learners take.
B 4. This refers to the method of D. Learning Task
submission of learning outputs
preferred by the learner/parent
based on their context.
 ACTIVITY 2
Sample Weekly Home Learning Plan for Modular Distance Learning Grade 10:

KIAMBA NATIONAL HIGH SCHOOL

WEEKLY HOME LEARNING PLAN
Grade 10
Week 1 Quarter 1
October 5-9, 20202
Name: Eduardo Sangid Grade7-Filipino

Da Le
y ar
& ni Learning
Learning Tasks Mode of Delivery
Ti ng Competency
me Ar
ea
8:0 Paggising, pagtulong sap ag-aayosnghigaan, pagaalmusal, paglilinisngsarli
0–
9:0
0
9:0 Pagsasagawangmgakaragdagang Gawain bago simulant angpag-aaral.
0-
9:3
0
M Fil Nasusuriangkahal 5. Sagutanangmgatanongsaika- Gamitang Drop and pick up Box system,
A ipi agahanngpag- pitongpahinangmodyulnamayroongbi ihahatidngmgaguroangmga Learning Materials
aaralngkontempo samganatalaganglugar.
R no langnaisahangganglabing lima.
TE ba raryongisyu 6. Tunghayananglarawansaibaba. Mayroongkahonngpaglalagyanngmga Learning
S iti Bigyanitongsarilinginterpretasyongamita Materials bawatlebel kung saanditokukunin at
• Aralin 1- nggabaynamgatanong.
ng ilalagayngmgamagulangtuwingarawngByernesan
KonseptongKont gmgamodyulkalakipangmgaaktibitinanagawangm
7
emporaryongIsyu ga mag-aaral.
• Aralin 2-
Iba’tibanguringK
ontemporaryongI
syu
• Aralin 3-
Kahalagahanngpa
g-
7. Gawain 2: Inside the Box
aaralngKontempo
Unawainangmgaiba’tibangisyusabilang.
raryongIsyu
Piliinkunganonguringkontemporaryongis
yunamakikitasaloobngkahon.
Isulatangnapilingsagotsapatlangnanakala
an.

8. Sagutan at
unawainangmgatanongsapahinalabing
animnamayroongbilangnaisahanggan
gsampu.

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.
INDIVIDUAL LEARNING
WEEKLY HOME MONITORING PAN
 LEARNING PLAN (ILMP)
(WHLP)
A tool to guide learners and A tool for monitoring learners
learning facilitators of the who lag behind based on the
household partners in result of their formative and
Purpose tracking the subject areas to summative assessment.
be tackled and activities to
perform at home.

Learners and Learning Teachers and learning

For Whom? Facilitator or household facilitator or household
partner. partner.

Learners and Learning Learner’s need, intervention

Competencies, learning task, strategies, monitoring date,
Components mode of delivery learner’s status.

Has to be Communicated to Yes Yes

Parents?

ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of the possible difficulty the learners may have
encountered in accomplishing the learning task. 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 Monitoring Plan
Template. Consider the components of the ILMP that were described in Activity 3.
Learners EDUARDO SANGID
Name:
Grade Grade 10 Maxwell
Level:
Learning Learners Intervention Monitoring Learner’s Status
Area: Needs Strategy Date
Provided
Insignificant Significant Mastery
Progress Progress
AralingPanli Having Modify the October 23, Can now
punan Difficulty in instructions 2020 easily
following into simplest understand
instructions and easiest and follow the
way. instructions
English Poor reading Reading of November6, Can answer
comprehension Short 2020 the questions.
paragraphs
then ask easy
questions

Learner is not making significant progress in a timely manner, intervention

Intervention Status strategies need to be revised.
Learning is making significant progress. Continue with the learning plan.
Learning as reached mastery of the competencies in the learning plan.

MODULE 3B: LEARNING RESOURCES

Lesson 1: Learning Resource Maps for Distance Learning
Lesson 2: Accessing Learning Resources from DepEd Portals
Lesson 3: Assessing the LR Materials

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE

LEARNING
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Answer: Our School adopted the Modular Distance Learning (MDL) that was based on the LESF data. To
implement this LDM we need to provide modules, worksheets and learning activity sheets that will be
delivered to our learners.
2. Do you have the complete resource for the Distance Learning Module needed in class? If LRs are not
complete or not available, what steps will you take to make this available? What are your options to
substitute these missing LRs?
Answer: No some modules are not yet available, but we need to provide learning packets in replace of this.
Teachers must prepare learning materials ahead of time and ensure that learning resources are complete and
readily available prior to opening of classes.
3. What support will you need to maximize the use of the two DepEd-sanctioned Learning Resource
Portals? From whom can you get this support?
Answer: To maximize the use of the 2 DepEd- Sanctioned LR Portals we need stable internet connection
and appropriate gadgets. Local Government Units and other stakeholders may be tapped to support our
needs. Just like in Manila, the local government through the leadership of Mayor Isko Moreno has allotted a
budget for teachers and students to adapt to the DepEd proposal of blended learning for the upcoming school
year. On other hand technical assistance is also needed, and these can be done even in school with the help
of colleagues especially the designated ICT Coordinator. The SK of KiambaPoblacion donated 249 reams of
bond paper.
 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 Learning Resources?
Answer: In my opinion, the learning resource materials are appropriate to the level of our learners because
the contents are based on the learning competencies of each grade level.
In case there are learners who might be disadvantaged by the materials, careful adjustments and
proper interventions may be applied. Teachers can adjust learning activities suitable to the reading level and
ability of the pupils. The use of video-based and PowerPoint instructional materials may be of great help to
address their learning needs.

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 Learning Resources?
Take note of the insights that can you gather from your colleagues and write them in your Study Notebook.
Answer:
Organize a LAC session in learning delivery modalities.
Collaborate to teachers and help them in the register in two DepEd portals.
Have a division of work in making/writing modules/worksheets.
Brainstorming about LDM
Technical Assistance

LESSON 2: ACCESSING LEARNING RESOURCE FROM DepEd

PORTALS

ACTIVITY 1: Establish access to the following portals:

1. LRDMS Portal- Ensure that you have an LRMDS Portal Account. If you have not registered
yet, follow the Learning Resource Portal User Guide to guide you in your registration process.
Alternatively, seek assistance from any of your colleagues or your IT personnel in your school,
district, or division. You may also coordinate with your LAC Leader and/or Coach. To
understand the portal better, you may watch the LR Portal Video Tutorial located in the resources
of this course.
Register and create an account in LRMDS.
2. DepEd Commons- Ensure that you have access to DepEd Commons, Refer to Memorandum on
DepEd Commons dated March 17, 2020.
Register and create an account in DepEd Commons.
Explore the portals. In your Study notebook, answer the following questions:
1. Given the LDM adopted in your School, how do they complement the LRs that you already have?
Answer: The LRMDS Portal and DepEd Commons provides access to quality learning and teaching
resources. These can be used as primary bases or as supplement to teaching and learning processes
especially during this time of health crisis.
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: Unstable Internet connection and appropriate gadgets are the main concern in accessing the portal.
To overcome this challenges, I ask the help of my colleagues downloading the lessons and modules in the
portal.
3. What support will you need to need to be able to maximize the use of LR Portals? From whom can
you get this support?
Answer: Provide us load allowance or free access in the Internet and appropriate gadgets to be able to
maximize the use of LR Portals. This can be provided by the LGU and other stakeholders, and DepEd.

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.
We can support each other in using the LR Portals by conducting professional development activities to
enhance our knowledge and skills. These may include LAC, FGD and the like. Also, be passionate in
exploring new ideas, accept the challenges in educational system and work positively with colleagues.

LESSON 3: ASSESSING THE LEARNING RESOURCE 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.
Is the LR Material… YES NO Cannot be
determined
1. Connected are relevant to the MELCs? 
2. Appropriate to the grade level and learner characteristics 
in terms of language and 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?

ACTIVITY 1:
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal
and assess the material using the tool. Answer the following questions in your Study Notebook.
1. Was the material able to meet all the requirements?
Answer:
Yes, it was.
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?
Specifically which aspect/s?
Answer:
None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Answer:
None

ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals on 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:

Is the LR Material… YES NO Cannot be

determined
1. Connected are relevant to the MELCs? 
2. Appropriate to the grade level and learner characteristics 
in terms of language and 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?

ACTIVITY 2
Explore other non-DepEd LR Portals/ Platforms you can find online. Take note of the portals in your Study
Notebooks. Download at least one LR. From each portal. Assess the materials using the same tool and
answer the following questions in your Study Notebooks:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the
LR from the DepEd Portal?
Both portals aim to provide learning resources that will help teachers and pupils in teaching-
learning process. Based on the assessment tool, some of the materials from a non- DepEd portal
are not appropriate to the grade level and learners’ characteristics in terms of language and
activities.

2. Based on the results of the assessment tool, what improvements do the materials- both from DepEd
Portals – still need?
There is no improve to the materials uploaded in the DepEd LR portal, while in non-DepEd
Portal, I think they need to be improve some parts of the worksheets and activities suited to
learners’ ability and needs.
3. How does this exercised help you in picking the right and appropriate LRs for your lesson and your
learners?
This exercise helps me check the validity of LRs appropriately. There are lots of learning
resources in websites but some of them are not suited to the learning needs of pupils. I need to be
more responsible in choosing the best learning materials for my lesson and learners.
ACTIVITY 3
Choose one of the LR materials that you have deployed. Assess this materials 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?
Both materials are connected and relevant to the MELCs. The material that I have developed met
the criteria stated in the Rapid Assessment Checklist.
2. What improvements do you still need to make in your developed material?
I think I still need to improve my creativity in selecting the best layout for my LR.
ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC Session. Jot down
insights and information that can be useful to you in choosing the appropriate LR’s.
Answer:
The materials that were uploaded in the DepEd LR Portal (LRMDS and DepEd Commons) meet
the requirements from the Rapid Assessment Tools, while the materials form the non-DepEd LR
Portal did not meet some of the requirements.
There is no need to improve in the materials uploaded in the DepEd LR Portal, while in the non-
DepEd Portal, I think we need to improve some parts of the worksheet based in the Rapid
Assessment Tool.
In determining the right LRs for our lesson, we need to make sure that the LRs are aligned to the
MELCs. This exercise helps me check the validity of the LRs appropriately.
The LRs which were given /distributed by the DepEd are also the ones uploaded in the DepEd
Portal (LRMDS and DepEd Commons. These materials will be ones to be use in the actual classes
and these materials meet all the requirements based on the assessment using the Rapid
Assessment.