Republic of the Philippines

Department of Education
Region VII, Central Visayas
Tagbilaran City Schools Division
Tagbilaran City
SAN ISIDRO NATIONAL HIGH SCHOOL
San Isidro District, Tagbilaran City

MODULE 1
ACTIVITY 1
Questions Response/Answer

 Organizing Learning Action cell as a continuing professional development strategy

1. What is the main delivery of for the improvement of teaching and learning process.
this course?
 This course enables us to do collaborative planning, problem solving, and action
2. How can this course help implementation that will lead us to improve our knowledge, skills, and attitudes
ensure that you will be able that will consequently and significantly improve student learning and holistic
to deliver quality instruction
development.
in the “new normal”?

 Media/Study Notebook
3. What are the two support  Organizing Learning Action Cell
mechanisms that will help
you with your learning in
this course?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Tagbilaran City Schools Division
Tagbilaran City
SAN ISIDRO NATIONAL HIGH SCHOOL
San Isidro District, Tagbilaran City

MODULE 1
ACTIVITY 2

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course course?) Describe this environment.)
in a positive or negative
way?)
• Crafting the outline • Thinking and doing of the • Strong learning  School, present in internet
of the course in my modules for the opening of collaboration with the connectivity where I can
study notebook new normal classes. whole team. truly focus on the course
• Do multi-tasking • Poor internet connectivity. • Ways in integrating and free form nuisance.
while participating • Emergency situations like strategy for the
the course at a severe illness, etc. improvement of
meantime.
teaching and learning
process in the new
normal
 Having a soft and  Unavailability of resources  To improve learning among  Home, a place where I
hard copy of needed in the course . students. can easily participate in the
downloadable files course through the present
needed in the whole of internet connectivity and
course.
immediately proceed to
daily work home as needed.
 FORM 1: LAC PROFILE

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

DIVISION: Divison of City Schools-Tagbilaran City Division

LAC ID (name or number): LAC 51 Number of LAC members: 14

Name of LAC Facilitator: Jenelou John F. Israel Designation/Position: SST-I

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details (email, Preferred contact mode
POSITION mobile number) (email, phone, Skype,
Zoom, Google
Meet, Viber, FB)

ARCAYERA, MALE SST-1 Division of janrey.arcayera@deped. Zoom, FB

JANREY P. City School & gov.ph
Tagbilaran
City Division

FORM 4: LAC ENGAGEMENT REPORT

 This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: Arcayera, Janrey P. LAC SESSION ID.: 51

DIVISION: Division of City Schools- DATE OF LAC SESSION: September 14, 2020
Tagbilaran City Division

SCHOOL: San Isidro National High School NUMBER OF LAC SESSION:LAC 1

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
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC
session.

2. The LAC session /

deepened my
understanding of the
SLM content.
3. My perspective on the /
topic/s covered has
changed as a result of
the LAC session.

4. I participated actively in /
the LAC session by
sharing my assignment
and insights, asking
questions, and giving
feedback on what
colleagues shared.

5. I interacted with /
different
people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply /

in my
region/division/district
what I have learned in
this lesson.

7. I intend to apply what I /

have learned from the
lesson in my
region/division/district
 Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

Strategies for the improvement of teaching & learning.

2. I encountered the following problems or challenges:

Using media as a strategic tool in facilitating LAC cell and a sub way in integrating LDMs.

3. Other comments/suggestions:
Further ideas in diff. LDMs & platforms, their features, uses, & pedagogies.

LDM2 MODULE 2
ACTIVITY 1:
 1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery of quality
basic education. As a teacher, what do you think are the fundamental concerns in terms of curriculum standards that
need to be addressed in order to ensure learning continuity? Cite a specific example. Do you think these concerns
could be solved by teachers alone? Why or why not?

ANSWER:
 Integrating the MELC as a mechanism tool that guides the teacher as they address the instructional need of the
learners while ensuring that curriculum standards are maintained and achieved.
 Professional learning community through the learning action cell (LAC), resource materials, and other forms of
support that can be made available in real or virtual platforms/set-up.
 No, because we really need support and guidance from higher government, public nor private sectors.

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

Answer:

 No, before introducing the MELC, we are used to with the traditional curriculum, but even if it is congested we find
ways to cover it up as we undergo w/ our remediation period. And for me it is not really the reason why, it is one of
the factors on the poor performance of Filipino learners. And now by means of MELC the congested curriculum will
be break down into most essential curriculum throughout the prior stages of education.

ACTIVITY 2:

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

 Strive to produce holistic Filipino learners with 21st century skills.

 Ensures that learning standards are relevant and flexible to address the complex, disruptive, volatile, and
ambiguous impact of COVID-19 in the Philippines particularly in the basic education sector.

 Intend to assist schools in navigating the limited number of school days as they employ multiple delivery schemes
by providing them ample instructional space.
 they serve as one of the guides for teachers as they address the instructional needs of learners

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

Answer:

 Mapping of the essential and desirable learning competencies within the curriculum;
 Identification of prerequisite knowledge and skills needed to prepare students for essential learning competencies;
and
 Analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for each
subject area.

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

Answer:

 Essential learning competencies were defined as what the students need, considered indispensable, in the
teaching-learning process to build skills to equip learners for subsequent grade levels and consequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as what may enhance education but
may not be necessary in building foundational skills.
 4.) How were the most essential learning competencies identified? What were the decisions made in order to trim down
the number of the essential learning competencies further?

Answer:

 The number of the identified essential learning competencies per quarter were further reduced, thus the term
“most essential learning competencies.”
 As a general rule, a learning competency is retained if it satisfies the endurance criterion which greatly
contributes to life-long learning and is a prerequisite skill to the next grade level. Two or more learning
competencies are merged or clustered if they have the same objective or learning intention and can therefore be
combined into one comprehensive learning competency. However, learning competencies are removed/dropped
due to the following reasons:
 They are too specific (and the articulation is similar to that of a learning objective).
 They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or
grade level.
 They are recurring.
 They are subsumed in another learning competency.
 Finally, a learning competency is rephrased to be more concise as what we seen in the MELC.

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

Answer:

 It is advantageous for students to learn the concepts and skills in the MELCs through meaningful activities and
scenarios relatable to them and within the context of the students’ own environmenT
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Tagbilaran City Schools Division
Tagbilaran City
 SAN ISIDRO NATIONAL HIGH SCHOOL
San Isidro District, Tagbilaran City
MODULE 2
ACTIVITY 3
K to 12 Learning Competencies
Merged/Clustered
 Define Social Sciences as the study of
society.
 Distinguish Social and Natural Sciences
and Humanities
Retained  Examine the key concepts and ideas of
Filipino thinkers in the Social Sciences
rooted in Filipino language/s and
experiences:
a. 19th Century (Isabelo delos Reyes, Jose
Rizal, others )
MELCs
 Differentiate the nature and functions of
Social Science disciplines with the natural
sciences and humanities
 Examine the key concepts and ideas of
Filipino thinkers in the Social Sciences rooted
in Filipino language/s and
experiences:
a. 19th Century (Isabelo delos Reyes, Jose
Rizal, others )
Dropped * Structural-Functionalism
1.1. Structuralism
1.2. determine manifest and latent
functions and dysfunctions of
sociocultural phenomena
• Marxism
analyze social inequalities in terms
of class conflict
 Apply the major social science theories and
its importance in examining socio-cultural,
economic,
and political conditions.
a. Structural-functionalism
b. Marxism
c. Symbolic Interactionism.

• Symbolic Interactionism
appraise the meanings that people attach to
everyday forms of
interaction in order to explain social
 FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: Arcayera, Janrey P. LAC SESSION ID.: 51

DIVISION: Division of City Schools- DATE OF LAC SESSION: September 15, 2020
Tagbilaran City Division

SCHOOL: San Isidro National High School NUMBER OF LAC SESSION: LAC 2

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
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC
session.

2. The LAC session /

deepened my
 understanding of the
SLM content.

3. My perspective on the /
topic/s covered has
changed as a result of
the LAC session.

4. I participated actively in /
the LAC session by
sharing my assignment
and insights, asking
questions, and giving
feedback on what
colleagues shared.

5. I interacted with /
different
people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply /

in my
region/division/district
what I have learned in
this lesson.

7. I intend to apply what I /

 have learned from the
lesson in my
region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics: Applying the unpacking MELC in the learning
plan.

2. I encountered the following problems or challenges:

What are the appropriate verb to use in merging, retaining or dropping of the learning competencies in the MELCs that will
surely meet the desire of the learners.

3. Other comments/suggestions:
More easy way or steps in unpacking the MELC.
 DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household Member
Modality
Modular Refers to a learning (Learning The teacher will made The parents have The school orients the
Distance delivery modality Modules/Self- and print the modules expressed teachers, parents and
where a learner is Learning Modules to be given by the willingness for the learners about the
Learning
given materials or in print and e-copy parents for the learners option of modular modular learning
(MDL) distance learning for policies and directions
access to resources for those with and will collect the
device) for Quarter their children. to ensure that
and he/she modules after the given
1 available for everyone is properly
undertakes self- time or days. informed and guided.
distribution to
directed study at learners.
home or in another
venue.
Online Refers to learning Media, and internet Teachers have access The parents have The school has
Distance where teachers, connectivity to device/s and expressed helpdesk personnel
Learning parents and learners connectivity at the willingness for the working under the
(ODL) about the online school.Together with option of online platform managers
the content, the school distance learning for whose main task will
learning policies and
has proper their children. be to directly answer
directions to ensure usage queries of both
assessments (e.g., quiz,
that everyone is exams) available in the teachers and
properly informed platform. The same students.
and guided. assessments should be
regularly reviewed &
updated

TV-Based Refers to learning Television, Radio Facilitator in assessing The parents are The school have
Instruction that orients the and internet the progress of the willing to available
(TVBI) teachers, parents connectivity if learners. cosupervise and reference/supplement
and learners about needed. comonitor the ary materials for
/ Radio- the TV/Radiobased progress of their distribution to the
Based Instruction policies children's learning learners.
Instruction and directions to as well as provide
(RBI) ensure that guidance to their The school has a
everyone is properly children.
MOA/MOU with a
informed and
guided. Television Network or
Radio Station for the
needed airtime/slot.
Blended Refers to a learning Use of The roles of the adviser the household Schools shall
Distance delivery modality print media, digital and the learning area partner (HHP) who determine the
Learning using a combination media, TV/radio, teacher are the same can be a parent, number of days that
as their roles in the guardian, sibling, or
of the features of and the internet. schoolbased F2F other community the learners must be
F2F learning and modality. In this setup, members considered on F2F learning. They
distance learning. learners who are a shall be guided by the
enrolled in the school responsible adult number of subclasses
capable of guiding organized.
and supporting the
learner’s learning
process at home.
 Lesson 2 Activity 4: Learning Tasks

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

Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials
Needed:
DISS
NATURE OF SOCIAL SCIENCES
Differentiate the nature of social sciences to natural sciences and humanties.
Modules and media w/ internet connection

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a household
present in partner, can be done via a learning activity sheet, can be
the presented via an internet- based resource, can be facilitated
SLM 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

ACTIVITY 4:
 1.) For learning task not found in the SLM you examined what materials or resources can you create or curate to
supplement the module?

ANSWER:

Aside from the SLMs, other supplementary learning materials and resources can be used to help you deliver the lessons.
These include, but are not limited to, printed materials such as textbooks and learner materials (LMs), leveled readers,
teacher-made learning activity sheets and other assessment materials, internet-based resources, MELCs-aligned teacher-
made audio or video resources, computer-based or phone-based activities, and educational TV
and/or radio broadcasts. Curated LRs available at the DepEd LRMDS Portal can be downloaded and made available to
learners as needed. It is important that the chosen materials are educationally sound, thoroughly evaluated, and quality
assured by teachers before they are presented to learners.

2.) What kind of additional support can you give?

a) To the learner
b) To the household partner so that they are guided throughout the lessons?

ANSWER:
Integrate the use of technology into different parts of a lesson to support theattainment of the learning objectives. Various
instructional strategies and methodscan be delivered using ICT equipment, peripherals, and applications. Teachers can
plan learning opportunities that allow learners to access, organize, and processinformation; create and develop products;
and communicate and collaborate with others using ICTs. Provide differentiated instruction — interesting, engaging, and
challenging activities— through on-level, above-level, and below-level tasks to various groups of learners.
This allows routes of access at varying levels so that every learner is appropriatelychallenged and comes away with pivotal
skills and understanding. Use of ICTs in lessons is also one way of differentiating instruction
Explore tasks and tools that enable you to monitor, assess, and facilitate your students’
learning, and at the same time enable your learners to reflect on what they have learned andcommunicate their insights to
you and their classmates. Consider various touch points such as text messaging, voice calls, or face-to-face interaction (if
possible and allowed) to monitor learner progress and provide timely feedback on learning.
 3.) How can you gather feedback on the different learning tasks in order to refine or modify current and future
lessons?

ANSWER:
Learner’s assessments may be through portfolios that include learning outputs such as written work, products, and
performances evaluated using rubrics. Include the testimonies of parents/guardians and learning facilitators regarding the
learner’s progress. In DL, teachers should allow learners to work on their outputs at their own time. They shall submit the
portfolio within the schedule that the teachers set.

INDIVIDUAL LEARNING MONITORING PLAN

 Learner’s Name: Niluag, Kobe
Grade Level: 11-MACOPA
Learner’s Status
Learning Intervention Strategies
Learner’s Needs Monitoring Date Insignifican Significant
Area Provided Mastery
t Progress Progress
D.I.S.S Differentiate the Adjusting the level of difficulty Nov. 16 2020
( Diciplines nature and of the learning content/task.
and Ideas functions of Social
in Social Science Providing more guided
Sciences) disciplines with the activities before proceeding to
natural sciences and independent activities.
humanities
/
Explore him the difference of
the learning content with the
help of media or journals.

Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
Interventio
Learner is making significant progress. Continue with the learning plan.
n Status
Learner has reached mastery of the competencies in learning plan.
Source: DepEd Memorandum DM-CI-2020-00162
FORM 4: LAC ENGAGEMENT REPORT
 This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: Arcayera, Janrey P. LAC SESSION ID.: 51

DIVISION: Division of City Schools- DATE OF LAC SESSION: September 17, 2020
Tagbilaran City Division

SCHOOL: San Isidro National High School NUMBER OF LAC SESSION: LAC 4

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
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

8. I learned a lot from my /

colleagues in this LAC
session.

9. The LAC session /

deepened my
understanding of the
SLM content.
10. My perspective on /
the topic/s covered has
changed as a result of
the LAC session.

11. I participated /
actively in the LAC
session by sharing my
assignment and
insights, asking
questions, and giving
feedback on what
colleagues shared.

12. I interacted with /

different
people during the LAC
session.

ACTION PLAN

13. I feel motivated to /

apply in my
region/division/district
what I have learned in
this lesson.

14. I intend to apply /

what I have learned
from the lesson in my
 region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

Application and guidance in implementing diverse tool in distance learning .

2. I encountered the following problems or challenges: Designing instruction in different LDM

3. Other comments/suggestions: Organizing and preparation of portfolio’s.

LESSON - 3B

LESSON 1
ACTIVITY 1.

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 included the Learning
Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be implemented in Schools/Divisions. Study
this map and answer the following questions in your Study Notebook:

1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

ANSWER:

MODULAR - Digital Modular = Offline digital SLM, offline activity sheets

Printed Modular = Printed SLM, Activity sheets

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete or not
available, what steps will you take to make these available? What are your options to substitute these missing LRs?

ANSWER:

NO! visit to the LRMDS Portal or:

Make use of the other textbooks/LMs and Teacher-made videos/modules may supplement the required learning
resources for each DLDM or any of the available learning resources.

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

ANSWER:
The rights to register with the LR portals where we can fully accessed learning resources that we can utilized in our distance
LDM. Division personnel or administrator, since they are the one who will approved us in the portal.

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners? Are there
learners who might be disadvantaged by the materials (based on reading ability, level of learning independence, level of
household support, distance)? What adjustments will you make in terms of the LRs?

ANSWER:

Yes,
Yes, because there are learners who have less cognitive ability and comprehension. For me, there should be a discretion to
adopt appropriate modalities of instruction provided that we need to follow specially it will matter on what type of learners
we have.

LESSON - 3B

LESSON 1
ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 included the Learning
Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be implemented in Schools/Divisions. Study
this map and answer the following questions in your Study Notebook:

5. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

ANSWER:

MODULAR - Digital Modular = Offline digital SLM, offline activity sheets

Printed Modular = Printed SLM, Activity sheets

6. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete or not
available, what steps will you take to make these available? What are your options to substitute these missing LRs?

ANSWER:

NO! visit to the LRMDS Portal or:

Make use of the other textbooks/LMs and Teacher-made videos/modules may supplement the required learning
resources for each DLDM or any of the available learning resources.

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

ANSWER:
The rights to register with the LR portals where we can fully accessed learning resources that we can utilized in our distance
LDM. Division personnel or administrator, since they are the one who will approved us in the portal.

8. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners? Are there
learners who might be disadvantaged by the materials (based on reading ability, level of learning independence, level of
household support, distance)? What adjustments will you make in terms of the LRs?

ANSWER:

Yes,
Yes, because there are learners who have less cognitive ability and comprehension. For me, there should be a discretion to
adopt appropriate modalities of instruction provided that we need to follow specially it will matter on what type of learners
we have.

Module4
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.
 ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE

I can use the modality with

ease. /

I can confidently use the /

platforms in the modalities.

I can use pedagogies associated /

with the modalities and
platforms.

I can very well manage my /

learners/class in the modality
that my school has adopted.

I can very well engage with /

parents and community
partners in assisting learners.
 PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

 Applying the assessment tool in choosing learning  Learning Resources, using of LRMDS and Deped
 resources for the modules. Commons.

 Develop and apply effective strategies in the planning  Develop LR that can be used as a supplementary
and management of developmentally sequenced materials.
teaching and learning processes in varied teaching
contexts.

 Guide colleagues to strengthen relationship with  Develop strategies in connecting easily with the
parents/guardians and the wider school community parents/gurdians.
to facilitate involvement in the educative process.

 Applying the assessement tool in choosing learning  Learning Resources, using of LRMDS and Deped
resources for the modules. commons.

 MELC’s, unpacking and combining.

 Making learning plan align with the MELC by Deped.

LDM4-LESSON 1

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 achieve What will help you attain this goal?
your teaching practices in the this goal?
modalities?

To produce quality output, learners
ready and fully equipped.
Can make the best lessons for the new
normal class
Provide the quality modules for my
students in the Modular Distant
learning this new normal.
Improving my teaching strategies and Continue my professional development.
practices
Learning to unpacking and combining Study and apply the MELC’s given by Deped
the MELC’s
Applying the assessment tool in Creating account in the LRMDS and Deped
choosing learning resources for the commons.
modules

PROFESSIONAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Objectives Intervention
of the PD Program
Preparing a Can make the best Attend orientation WHOLE YEAR MOOE/
Making Weekly
variety of lessons for the new about MELC’s, LAC ROUND SCHOOL
Home Learning
teaching and normal class. session discussing FUNDS
Plan that align with
learning MELC based lesson
the MELC by Deped.
strategies plans.

Support Provide the quality Applying the During every MOOE/

curriculum modules for my assessment tool in Attending seminars INSET or LAC SCHOOL
Management students in the choosing learning about learning SESSIONS FUNDS
and Modular Distant resources for the resources, LRMDS and
learning this new modules Deped Commons.
Implementation
normal.

Positive use of Planning and To develop and apply Peer teaching WHOLE YEAR MOOE/
ICT management of effective strategies in Attend webinars ROUND SCHOOL
teaching and learning the planning and related to learning FUNDS/
process. management of pedagogies. PERSONAL
developmentality FUND
sequenced teaching
and learning
processes in varied
teaching contexts.
Teaching and Engagement of parent To guide my Online educational EVERY END OF MOOE/
learning and wider school colleagues to engagement for the EACH SCHOOL
resources community in the strengthen their parents (e.g regular QUARTERS ( 4 FUNDS
including ICT. educative process. relationship with zoom meeting with the TIMES IN A YEAR )
parents/guardian and
parentswith access to
thw wider school
multimedia.
community
to facilitate
involvement in the
educative processes.

Focusing Produce quality Producing quality Attending online WHOLE YEAR MOOE/
teaching and output, learners ready output and learners trainings or seminars ROUND SCHOOL
learning. and fully equipped. ready in the new about curriculum FUNDS
normal. planning, lesson
planning and teaching
strategies.