Department of Education

Region X
Division of Bukidnon
IMPASUGONG NATIONAL HIGH SCHOOL
Impasugong, Bukidnon

LEARNING
DELIVERY
MODALITIES 2
MY
STUDY
NOTES
DONALD D. CUNADA
Teacher I
TEODORO P. CASIANO
Secondary School Principal II

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES 2 COURSE
MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

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

MODULE CONTENT:

Lesson 1: Course Overview

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

DONALD D. CUNADA
Teacher I
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1

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

1. What is the main delivery of this course?

The main delivery of the LDM2 course is guided independent study through self-learning
modules to be made available in electronic (offline/online) and printed versions. To support the
training delivery modality, the Learning Action Cells (LAC) will be used as a platform where
participants can engage in co-learning with others with the assistance of the coach.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
The Covid-19 pandemic poses an unprecedented situation that calls for adaptation especially in
the new normal school setting. The Department of Education is doing its best to adhere to its belief
that “Learning must continue”. This course can help me arm myself for battle in the teaching-
learning arena. The knowledge, skills, and values that I will gain from this course will equip me to
deliver quality education to the heart of the curriculum- the learners even at this time of uncertainty.

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

The support mechanisms that will definitely help me with learning in this course are my
background knowledge on the topics that will be discussed and of course, the knowledge
and skills of the LAC coach and facilitator.

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

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

participation in this course?

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

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me (What will push me (Where will I accomplish the
do that may affect my from to requirements of this
participation in the course in participating fully in this participate in this course?
a positive or negative way?) course?) course?) Describe this environment.)

I think the habit that will affect
my participation in this course
is my constant search for new
knowledge. This will absolutely
help me learn more.
The on-going
preparations for the The primary I can do self-study at home
opening of classes, the motivation for me during WFH schedule and I
queries from parents are the learners. will participate during the
through phone The knowledge and LAC sessions in our school.
calls/SMS/messenger, skills that I will gain
and other tasks being from this course can
given simultaneously help me help them.
from different offices.
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled
“The Learning Action Cell as the K to 12 Basic Education Program School Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the
following questions. Write your responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__3__ To improve the teaching-learning process to improve learning among students
_4___ To nurture successful teachers
_1___ To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
__2__ To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Collaborative attitude of the participants – LAC sessions are conducted to promote
collaboration among the participants. With collaboration, the objectives will be met and the
activities will be done successfully.

2. Relevance of the Topics – The topics that should be included in the LAC sessions should be
timely and significant especially now that we are in the new normal setting.

3. Time – This is also a challenge because of the WFH scheme that is being implemented in our
school.

ACTIVITY 2
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get
in touch with your designated Coach or LAC Leader in forming your LACs.

See LDM Module 1 – page 5

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

COMPOSITION NAME OF TEACHERS ROLE/FUNCTION

LAC Coach TEODORO P. CASIANO  LDM 2 content
 Consolidate the Output of
teachers/members of this
course
LAC Facilitator EMETERIO B. REDIDO  Facilitate the LAC Session
 Discuss the content of modules
LAC Documenter EMELOU S. PASADOBLE  Document the meeting
 Make narrative report
Members ULDARICO H. TURTOSA  Active participants
HANNAH P. CALUNSAG  Accomplish Study Notebook
GRACE D. YONGCO  Submit expected output on
DONALD D. CUNADA time
ALVIN GANTALAO
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

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

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

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

ESTIMATED TIME REQUIRED

3 hours

DONALD D. CUNADA
Teacher I
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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

Covid-19 pandemic has affected the world in all aspects, including education. This posed a lot
of challenges as to how we will put into action the “Learning Must Continue”. As a teacher, the
fundamental concern that should be addressed is how do we implement the curriculum in spite of
several factors that will affect the delivery of education such as shortage of resources and the
amount of support from the stakeholders.

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

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of
education and to produce competitive learners. But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.

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

1. What are the general and specific purposes of the development of MELCs?
The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that can
lead to efficient learning outcomes through alternative learning delivery modalities. How does
curriculum review aid in the identification of essential learning competencies?

2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for subsequent
grade levels and subsequently, for lifelong learning. On the other hand, desirable learning
competencies were defined as what may enhance education but may not necessary in building
foundational skills.
 3. How were the most essential learning competencies identified? What were the decisions made in
order to trim down the number of the essential learning competencies further?
The MELCs 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 and the
absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the learning
competencies is the best option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and are the
most essential competencies that students are expected to learn despite this pandemic. The
Department of Education has made sure that with limited resources, time, and the absence of face-
to-face instructions, learners would still get the necessary competencies the need to acquire
through these MELCs.

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs. Go
to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.

K TO 12 LEARNING
MELCS
COMPETENCIES

MERGED/CLUSTERED

RETAINED

DROPPED

K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERED
 RETAINED

DROPPED

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the insights shared in the discussion,
including your own, in your Study Notebook.
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document, provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
By unpacking and combining the MELCs, we now have a clear path forward. This gives up a
deeper understanding on how these MELCs are selected. It will be much helpful for us to plan on
how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and performance
standards of the all the learning areas. Should be based on the learning needs of the learners.

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

Of course, unpacking the MELCs are essential in order to have a systematic learning activity so
that the competencies needed by the learners are not congested or repetitive.

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

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of
their choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down
the synthesis of the presentations in your Study Notebook.
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

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

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

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

DONALD D. CUNADA
Teacher I
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go
schools in order for them to acquire the learning competencies designed for them. It also requires the
presence of a teacher with aids for teaching and providing learning resources to the class for better
outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that
they can study at the comfort of their home. This could also be an online teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to school.
They study at their own pace with the help of their parents/guardians.

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

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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

Ranking Type of DL Why?

(1 to 5, from
easiest to
hardest to
implement)

1 Modular Most of our learners belong to less-fortunate families who are

Distance apparently not capable of providing the necessary tools and
Learning equipment like computer, smartphones, internet connections,
television, etc. in order for them to participate in Online Learning
and other learning modalities. Many of them also reside in far-flung
areas where signal reception is not possible so modular distance
learning is the best fit modality for them.
 2 Blended When the current situation due to this pandemic becomes better,
Learning the school may include the face-to-face instruction along with the
existing modular learning. This is to provide better instructional
support, monitoring, and evaluation to the learners to ensure that
the quality of education is being delivered.

3 TV-Based TVBI is possible but not to everyone. As mentioned above, most of

Instruction the learners’ families are not capable of providing this type of
device.
4 Radio-Based Most families in the community now-a-days do not use radios
Instruction anymore. In some households this is still present but the signal
reception is still their biggest hurdle.

5 Online Based from the data collected from the LESFs, a very small number
Learning of learners selected this type of instruction simply because most
the learners are not capable of this as stated in the above
explanations.

ACTIVITY 4

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

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their module and
household member activity sheets. Organize, if possible, a learning support system in the area
who can that can be composed of volunteers to provide assistance to these
guide and support learners.
their learning at
home.

Provide additional reading materials in developing their reading skills.

Beginning readers
Attach monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that

parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a learning
(Grades 4-12)
support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to
Provide self-learning modules and other additional learning materials.
devices and
Internet
Inaccessible (living
in remote and/or Coordinate with their barangay officials to assist the teachers in delivering
unsafe areas) the self-learning modules and other additional learning materials.

Indigenous People Provide self-learning modules and other additional learning materials that
are cultured friendly.
Persons with
Assess the particular needs of these learners and provide them with the
Disabilities
materials that would suffice it.
Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document,
write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods.

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for instruction and learning,
lessons are responsive to learners' needs, teachers set learning targets for learners, and for the
teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the objectives
are met.

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and sequence teaching and
learning activities that would help learners meet the learning objectives. These learning tasks can be
presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. In your Study
Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify
concepts and key points
from previous lessons
 State lesson objectives
as guide for learners
 Present connection
between old and new
lesson and establish
purpose for new lesson
 Check learners' prior
knowledge about the
new lesson
 Provide learners with
feedback
 Check for learners'
understanding
 Explain, model,
demonstrate, and
illustrate the concepts,
ideas, skills, or
processes that students
will eventually
internalize
 Help learners
understand and master
new information
 Wrap up activities
 Emphasize key
information and
concepts discussed
 Assess whether lesson
has been mastered
 Transfer ideas and
concepts to new
situations
 Ask learners to recall
key activities and
concepts discussed
 Reinforce what teacher
has taught

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
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 have been observed
during the conduct of the lesson.

ACTIVITY 4
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a household
Check if already partner, can be done via a
Part of Lesson / Learning Tasks present in the learning activity sheet, can be
SLM presented via an internet based
resource, can be facilitated during
a synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior /
knowledge about the new lesson
5. Present connection between /
old and new lesson and establish
purpose for new lesson
6. State lesson objectives as /
guide for learners
Lesson Proper
1. Explain, model, demonstrate, /
and illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize
2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for learners /
‘understanding

After the Lesson

1. Wrap up activities /
2. Emphasize key information /
and concepts discussed
3. Ask learners to recall key /
activities and concepts discussed
4. Reinforce what teacher has /
taught
5. Assess whether lesson has /
been mastered
6. Transfer ideas and concepts to /
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create
or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in the SLMs.

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?
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication procedure
with the parents/guardians for the feedbacks , comments, and suggestions.

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment. In the policy, you will find out about the two types of
assessment: formative and summative. Take note of the similarities and differences between the two. Write
your answers in a Venn diagram in your Study Notebook.

Formative Assessment learners may be Summative Assessment

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

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.

Assessment
How to Adapt the Assessment Method in DL
Method
Provide the rubrics in the activity sheets. Then, parents will assess the
Essay
output through the assistance of the teacher.
Demonstration/ The learners will send recorded performance through a given link. The
Practicum/ teacher will give feedback to the learners individually through text /
Performance Task messenger.
Teachers can use mechanism in Learning Management Systems to increase
Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission
of the test in case the students do not have an access online.
Provide supplementary assessment materials to the learners aside from the
module which will be picked up in the designated drop box placed in barangay
Weekly Test/
hall and other accessible places.
Assessment
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the learners
Reflection
to ponder. Provide and discuss the rubrics to be used for the activity.

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

Essay
Demonstration / Practicum / Performance Task
Quarterly Test
Weekly Test / Assessment
Reflection

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

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 DL?
Seek assistance from the superiors
Provide enough time in constructing summative assessment
Give feedback form
Create group chat with the parents for open communication

ACTIVITY 7
Questions True False

1. A portfolio mainly displays the academic achievements of the 

learner.

2. Testimonies of parents/guardians and learning facilitators 

regarding the learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a portfolio. 

4. The teacher can only comment on a learner’s portfolio. 

5. For asynchronous learning, teachers allow learners to work on

their outputs during their own time. The latter will submit the 
portfolio within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their 
work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical

forms may be handed over to the teacher by the parents or learning 
facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Column A
Column B
c__1.These are the knowledge, understanding, skills, and attitudes a. learning area
that learners need to demonstrate .

d_2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to enhance their
understanding of the content.

_a__3.This refers to the prescribed subject that learners take. c. learning competencies

_b__4.This refers to the method of submission of learning outputs d. learning task

preferred by the learner/parent based on their context.

ACTIVITY 2

WEEKLY HOME LEARNING PLAN FOR GRADE 7 WEEK 1, QUARTER 1, October 5-9, 2020
Day & Learning Area Learning Competency Learning Mode of
Time Tasks Delivery

8:00 - Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
9:00
9:00 - Have a short exercise/meditation/bonding with family.
9:30
Monday

9:30 - ORIENTATION/MEETING/CONSULTATION
11:30
1:00 -
3:00
Tuesday

9:30 - ENGLISH EXPRESS PERMISSION, ENGLISH PERSONAL

11:30 OBLIGATION AND PROHIBITION MODULE 1, SUBMISSION
USING MODAL VERBS. LESSON 1 BY THE
QUARTER I, PARENT TO
WEEK 1 THE TEACHER
IN SCHOOL
1:00 - EDUKASYON SA NATATANGGAP ANG MGA ESP PERSONAL
3:00 PAGPAPAKATAO PAGBABAGONG NAGAGANAP SA MODULE 1, SUBMISSION
SARILI NA MAY PAGTATAYA SA LESSON 1 BY THE
MGA KILOS TUNGO SA MAAYOS NA AND PARENT TO
PAGTUPAD NG KANYANG MGA LESSON 2 THE TEACHER
TUNGKULIN BILANG QUARTER I, IN SCHOOL
NAGDADALAGA/NAGBIBINATA. WEEK 1

Wednesday
9:30 - TLE: EXPLAIN BASIC BEAUTY CARE PERSONAL SUBMISSION
11:30 COOKERY CONCEPTS IN MODULE 1, BY THE PARENT TO THE
COOKERY LESSON 1 TEACHER IN SCHOOL
QUARTER I,
WEEK 1

1:00 - MAPEH (ONE MUSIC: DESCRIBE THE MUSIC PERSONAL SUBMISSION

3:00 COMPONENT MUSICAL MODULE 1, BY THE PARENT TO THE
PER WEEK) CHARACTERISTICS OF LESSON 1 TEACHER IN SCHOOL
REPRESENTATIVE QUARTER I,
MUSIC SELECTIONS WEEK 1
FROM THE LOWLANDS
OF LUZON AFTER
LISTENING
Thursday

9:30 - MATHEMATICS ILLUSTRATE WELL- MATHEMATIC PERSONAL SUBMISSION

11:30 DEFINED SETS, S MODULE 1, BY THE PARENT TO THE
SUBSETS, UNIVERSAL LESSON 1 TEACHER IN SCHOOL
SETS, NULL SETS, AND LESSON
CARDINALITY OF 2
SETS, UNION AND QUARTER I,
INTERSECTION OF WEEK 1
SETS, AND THE
DIFFERENCE OF TWO
SETS.
1:00 - FILIPINO NAHIHINUHA ANG FILIPINO PERSONAL SUBMISSION
3:00 KAUGALIAN AT MODULE 1, BY THE PARENT TO THE
KALAGAYANG LESSON 1 TEACHER IN SCHOOL
PANLIPUNAN NG QUARTER I,
LUGAR NA WEEK 1
PINAGMULAN NG
KUWENTONG BAYAN
BATAY SA MGA
PANGYAYARI AT
USAPAN NG MGA
TAUHAN.
Friday
9:30 - Revisit all modules and check if all required tasks are done.
11:30
1:00 - 4:00 Parents/Learners return all modules and answer sheets for the week and get new
modules to be used for the following week.

4:00 Family Time

onwards

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

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and
A tool for monitoring learners who
learning facilitators of household
Purpose lag behind based on the result of
partners in tracking the subject
their formative and summative
areas to be tackled and activities
assessment
to perform at home
Learners and learning facilitator Teachers and learning facilitator or
For Whom?
or household partner household partner
Learning areas, learning Learner’s need, intervention
Components competencies, learning task, strategies, monitoring date, learner’s
mode of delivery status
Has to be communicated
Yes Yes
to parents?
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE:

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

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

MODULE CONTENT:

Lesson 1. Learning Resource Maps for Distance Learning

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

DONALD D. CUNADA
Teacher I
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
Based on the learning resources map, the Printed Modular Distance Learning and Blended
distance Learning are the adopted strategies and to be implemented at public schools here in our
Division. It is because the resources in these LDMs (modules) are readily available and accessible
from Kindergarten up to Grade 12.
 
2. Do you have the complete resources for the Distance LDM needed in class?
Only the first quarter learning resources were given by the Division.
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?
 
In order to fill-up the missing learning resources, we can use the two DepEd portals: the
LRMDS and Commons to search for the following LR and also, to substitute the missing LR by
collaborating to the teachers we will make/write a module/worksheet by following the format given
by our division
 
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
Because learning must be reinforced, using the learning portals is very important to
supplement the missing LRs. We need support to orient the teachers on how to register on the
portals. We also need a support in providing the school with a better and stable internet
connection. In order to achieve these, we can accept donations form generous stake holders, the
LGU’s and officials.
 
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics
of learners?
Through the evaluation of the materials that was distributed by DepEd, we found out that the
level of difficulties of the materials were appropriate to the student’s level of thinking.
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?
In order to reach the reading level of the pupils, we need to low down the difficulties of the LR
by giving easier and more examples of activities.

ACTIVITY 2

What support can you provide to your colleagues and what support can you get from them in terms of LRs?

Organize a LAC session on using the DepED Learning Portals.

Collaborate with co-teachers and help them register and explore in the DepED Portals.
 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’?
Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
Teachers can use it as a supplementary materials in filling out the missing LR’s to our LDM.
 
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
 lack of gadgets
 unstable internet,
 financial burden to parents in paying data load for internet connection.
 Learners’/parents’ limited technical knowledge in operating the portals(DepEd Commons)
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get
this support?
Seek assistance from LGU’s, accept donations for internet connections, save and give a
copy of supplementary materials to parents.

ACTIVITY 2
Insights and helpful information regarding the use of the LR portals.
 
 Organize a LAC session in accessing LR portals.
 Collaborate with co-teachers and help them in the register in the Two DepEd Portals
 Technical Assistance in operating gadgets in and downloading LR’s from the portals.
 LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

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

Yes, the material 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?
Based on the assessment there were no answers “No” or “Cannot Be Determined”
 3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
In my own perspective, there are no other aspects that are not covered.
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
The use of Rapid Assessment Tool help us to assess learning resources’ validity accurately.

ACTIVITY 2
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
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.
 
2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non-DepEd portals — still need?
There is no need no 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.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
In determining the right LRs for our lesson, we need to make sure that the LRs are
aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

ACTIVITY 3
1. How does your material compare with the ones that are obtained from the online portals?
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 the ones to be used in the actual
classes and these materials meet all the requirements based in the assessment using the Rapid
Assessment Tool.
1. What improvements do you still need to make in your developed material?
 We can still contextualized the modules from Kinder to Grades 3 to suit their mother tongue

ACTIVITY 4
Insights and information that can be useful to me in choosing the appropriate LRs.
Insights:
 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 no 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 help me check the validity of 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 the ones to be used in the
actual classes and these materials meet all the requirements based in the assessment using
the Rapid Assessment Tool.
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

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

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development and Participation in
the LAC

DONALD D. CUNADA
Teacher I
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1

See LDM Module 4 – page 37

ACTIVITY 2
. 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?

Among the domains in PPST, I think need to focus on first domain which is Content Knowledge and
Pedagogy to strengthen the effectiveness and efficiency of my teaching not just in the normal face-to-face
LDM but in all the alternative learning delivery modes to deliver quality education to learners amidst
pandemic.

ACTIVITY 3

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

What is your goal toward improving What will push you to What will help you attain this
your teaching practices in the achieve this goal? goal?
modalities?
 To allow the students master  Education must  Provide differentiated
the learning process and direct continue and no instructions (modalities)
their learning in their own student shall be left which incorporates
individual and flexible ways. behind authentic learning.

 To strengthen my  Teaching using 21st  Attending relevant

technological skills to cope up century technology is webinars
with the variety of needs of the a must and an  Conduct LAC Session
learners in the new teaching- advantage for every
learning set up. educator
 Involve parents in their child’s  Establish positive  Create an online
education relationship with the presence with the
parents parents where they can
share views in teaching
their child.
 Constant
communication to
update their child’s
progress
 LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC

ACTIVITY 1

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template. Examine
the available PD activities/programs offered by DepEd and non-DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of Regional and Division
Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1 Activity
3 of this Module.
INDIVIDUAL DEVELOPMENT PLAN
Strengths Developmental Action Plan Timeline Resources
Needs (Recommended Needed
Developmental
Intervention)
Learning Intervention
Objectives
of the PD
Program
Willingness and Make lesson Attend Whole School
enthusiasm to Making lessons plan aligned orientation year funds
teach in any for relevant to the with MELCs by about MELCs round
LDM to deliver new normal Deped ,LAC session
quality education discussing
to learners MELC based
lesson plan
Ability to work Needs assistance Enhance skills Attending Whole School
collaboratively in on technology- in using webinars, year funds
groups related work various and LAC sessions round
necessary about the use
technologies of ICT
used in
different LDMs

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.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
Applying assessment tool in choosing
learning resources for the modules
Enhancing skills in developing learning
resources
Learning Resources, using of LRMDS and
DepEd Commons
Writeshop on the Development of Different
Learning Resources
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

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

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

DONALD D. CUNADA
Teacher I
 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 1

Before you begin to prepare building your Portfolio, you need to make sure that you have completed all the
outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out whether
you have completed all the outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your
outputs for your own records.

ACTIVITY 2

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

1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s
LDM?
My Portfolio will help me in tracking the progress of my teaching practice in our school’s
LDM by leading me to foresee and address some challenges in implementation of the
school’s LDM. It will also help in making plans, modes and strategies on teaching practices
on the implementation of the Deped Programs “No Learners shall be Left Behind” on this
pandemic situation.

2. What evidence from the previous modules will help capture the progress of your teaching practice?
In capturing the progress of my teaching practice the following served as evidences:
 Rapid Assessment Tool on Validity of downloaded Learning Materials from DepEd Portal and
Non-DepEd Portals,
 Individual Development Plan,
 Professional Assessment Questionaires

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

My reflections will serve as review of my own performance and room for further
improvement on the actual implementation of the modality.

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM
adopted by your School? Write down your answers and other insights in your Study Notebook.

I think the list of evidence is not yet enough because , more realizations and learnings will come along the
way on the actual implementation of the modality.
ACTIVITY 5
List of Suggested Evidence in the Learning Modality
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery September to November At least 2 recorded teaching lessons
Google Classroom (1 teacher)

Researching and Incorporating September to November Weekly Home Learning Plans (2 per
Teaching Strategies in the Modalities month)

Participation in DepEd’s recognized September to November Certificate of Participation

educational resources trainings,
INSETs and LAC sessions

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to coach/es December Any proof of submission from the

coach/es
Technical Assistance At least twice starting Video Recording
September 2020

Other Types of Evidence relevant to your Modalities

ACTIVITIES TIMELINE OUTPUT/S

Conducting LAC Session on At least 1 LAC Session Write-ups
teaching strategies in Modalities

Writing Intervention Materials for Remedial Reading Materials Reading Materials

Insignificant Learners

Conduct Innovative Workplan At least 1 Write-ups

 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.
It is important to complete all required outputs. Likewise, active participation in
brainstorming and sharing insights in all sessions is very important to elicit and gather ideas from
all the members of the group to attain quality of the outputs. I t is also important to i indicate
attainable plan of activities.

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.
The following were gathered insights in making out of Portfolio:
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated area in
distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission of
final outputs.
5. Seeking assistance from the leader and coach for the proper organization of Portfolios.

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO FOR TEACHERS

CRITERIA EXCELLENT VERY SATISFACTO MARGINAL UNSATISFACT
(5) SATISFACTO RY (3) (2) ORY (1)
RY
(4)
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly adequately reflect to reflect to not
OF PROGRESS and captured a big extent a limited show the
OF adequately the progress the extent the progress of
THE LDM captured the of the progress of progress of the LDM
IMPLEMENTATI progress of implementati the LDM the LDM implementation
ON the on of implementati implementati
(30%) implementati the LDM on on
on of
the LDM,
showing
innovations
that
contribute to
its
smooth
implementati
on
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in
 experience experience in experience experience the
in the the and in the implementation
LDM LDM relates them implementati of
implementati implementati to the on of the LDM with
on, on, professional the LDM no
shows in- shows some standards with limited attempt to
depth analysis, and attempt to relate it
analysis and and relates it personal relate it to the
synthesis, to the development to the professional
and professional goals professional standards and
excellently standards standards personal
relates it and to and development
to the professional personal goals
professional and developmen
standards personal t goals
and to development
professional goals
and
personal
development
goals

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly clearly clearly clearly not
OF demonstrate demonstrate demonstrate demonstrate demonstrate
PROFESSIONA 5 or 4 3 the 2 any
L more indicators of indicators of indicators of indicator in the
STANDARDS indicators of relevant relevant relevant professional
(20%) relevant strands in strands in strands in standards
strands in professional professional professional
professional standards standards standards
standards
LANGUAGE The ideas The ideas The ideas The ideas The ideas are
AND are are are are jumbled and
OVERALL expressed in expressed in expressed expressed difficult
PRESENTATIO clear, clear well but using very to understand;
N OF coherent, language with basic words errors
THE OUTPUT and with very incoherence and in structure and
(15%) appropriately minimal in structure writing
- errors in some areas with conventions
worded structure and few incoherence are found
language and/or errors in in many almost
with no writing structure areas and everywhere in
errors in conventions and/or several the
structure writing errors in output
and/or conventions structure
writing and/or
conventions writing
conventions
ORGANIZATIO The portfolio The portfolio The portfolio The portfolio The portfolio
N OF is is is has 3-4 does
PORTFOLIO logically logically generally items not not follow a
(5%) organized, is organized well- well placed logical
insightful, organized in the overall order
and offers with 1-2 organization
new items not
perspective well placed
and in the overall
insights organization

TIMELINESS The output/s The output/s The output/s The output/s The output/s
(5%) is/are is/are is/are is/are is/are
submitted submitted 1- submitted on submitted 1- submitted more
more than 2 days the day 3 days than
3 days before the of the after the 3 days after the
ahead of the deadline deadline deadline deadline
deadline
 RAPID ASSESSMENT OF LEARNING RESOURCES

Subject: TLE 7- Cookery

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? /

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?

No.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”?
What decision will you make on the LR material? Why?
Yes. I think that the module should undergo thorough critiques and corrections when it comes to copyright
and plagiarism issues.
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 LRs for your lesson and your learners?
It makes me aware of the points to consider in picking the appropriate LR for the learners.

RAPID ASSESSMENT OF LEARNING RESOURCES

Subject: TLE 10- ICT

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?

No.
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 think that the module should undergo thorough critiques and corrections when it comes to copyright
and plagiarism issues and its contents.
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 aware of the points to consider in picking the appropriate LR for the learners.