Republika ng Pilipinas

Kagawaran ng Edukasyon
Region XI
Sangay ng Lungsod ng Davao
Purok ng Bangoy
VICENTE HIZON, SR. ELEMENTARY SCHOOL
Lungsod ng Davao
Tel. No. (082)327-6242 / Email Address: vicentehizonsr@gmail.com

THIRD LAC SESSION IN LDM2 NARRATIVE REPORT

School opening will not necessarily mean traditional learning inside the
classroom. Due to the increase of the number of cases in Davao City, face-to-face
classes were cancelled. The physical opening will depend on the risk severity
grading or classification of a certain community pursuant to guidelines from the
Department of Health (DOH), the Inter-Agency Task Force (IATF) for the
management of the emerging infectious diseases in the Philippines. Aligned with
this, the Department of Education designed and implemented different learning
delivery modalities to cater the needs of the students.
Vicente Hizon Sr. Elementary School, as a symbol of hope in bridging the
students towards their dreams, divided the teachers into small groups to discuss
important learning delivery modalities. Last November 18, 2020, Group 16, led by
LAC leader Ma’am Armel D. Palma, conducted their third LAC Session in module 3A
with the topic, “Designing Instruction In The Different Learning Delivery Modalities”.
The module was consisted of three lessons, with an estimated time required of 18 to
24 hours.
The facilitator first presented the objectives of the module, and started
discussing the first lesson entitled, Understanding Different LDMs. Key concepts for
Lesson 1 were highlighted, followed by the resources required. The difference
between Blended Learning and Distance Learning was emphasized, in which the
school is practicing the latter. In activity 2, teachers are expected to complete the
Distance Learning Matrix after reading the Guidance on Distance Learning, and Non-
Negotiable Minimum Requirements for Distance Learning. It was also noted that
Blended Learning will only be possible when the vaccine is already available and
once F2F will be allowed by the IATF. In activity 3, the teachers are tasked to
replicate the sample table and rank the Distance Learning Types (MDL, ODL, RBI,
and BL) from easiest to most difficult to implement considering the situation in their
School/Division. They must state some points as well, as to why did they placed it in
that specific rank. They must also be prepared to share their answers in the next
sessions. In activity 4, teachers are expected to describe what targeted interventions
would they develop in order to ensure that no child will be excluded from learning
during the crisis.
Lesson 2 in Module 3A focuses on Designing Lessons and Assessments in
the Different LDMs. Key topics were primarily presented, followed by the resources
required. The facilitator reviewed the different components of a well-designed lesson,
enumerated sample learning tasks which can be incorporated in their DL lessons,
 and select formative and summative assessment tasks which will help monitor
student’s learning. In the first activity, questions were provided for the teachers to
answer in their study notebook after reading the DO 42, s2016 on Policy Guidelines
on Daily Lesson Preparation. In the second activity, teachers are asked to select and
sequence teaching and learning activities that would help learners meet the
objectives of a particular lesson. List of Learning Tasks was presented by the
facilitator to give an idea to the teachers. In the third activity, teachers are tasked to
identify successful and less successful activities and strategies after the delivery of
the lesson as guided by the DLP/DLL to make it easier to adjust and revise the
lesson plan as needed. In fourth activity, teachers are expected to recreate and
accomplish the table provided, and choose one lesson from a Self-Learning Module
for the students, and identify which of the tasks mentioned in the table are already
present in the SLMs. Follow-up questions are also provided to be answered in their
study notebooks. In the fifth activity, a Venn Diagram is illustrated and teachers are
to take note of the similarities and differences between the Formative and
Summative Assessment. In the sixth activity, teachers must recreate the table
provided and list five assessment methods that they can adapt in DL considering the
content area they are handling. In the seventh and last activity for lesson 2, teachers
must answer the quiz to check their understanding about using a portfolio to assess
the learner. Moreover, guidelines on the Preparation of Portfolio and E-Portfolio of
the students presented first before the facilitator proceeded to the next lesson of the
module.
Lesson 3 talks about Guiding and Monitoring Learners in the Different LDMs.
The facilitator revisited the definition and samples of the Weekly Home Learning
Plan, Individual Learning Monitoring Plan, and Individual Learning Monitoring Plan.
The discussion was followed by the provided activities. The first activity gave a
simple check-up quiz for teachers to revisit their schema about the given topics. The
second activity, a Weekly Home Learning Plan is expected as an output as guided
by the items 1-6 in Appendix D of the DM-CI-2020-00162. The third activity provided
a table for the teachers to fill out to see how ILMP differs from the WHLP. In the
fourth activity, teachers are expected to use the ILMP Template to for a particular
learner who lag behind considering the components of the ILMP that were described
in Activity 3.
An open forum followed the presentation. Teachers pointed out their
concerns, and the facilitator, as well as the other members, responded to the
queries. School Principal, Ma’am Ana Liza Pacoy-Abayon, then delivered her
thoughts regarding the topics of the module, as well as her bliss in seeing the
teachers helping each other in order to attain unified understanding and
interpretation of the tasks for the teachers to comply.

Prepared by: Checked by:

CHRISTINE JANE N. ONGCO ARMEL D. PALMA

Documenter LAC Leader
MT II

Noted:
ANA LIZA PACOY-ABAYON
 THIRD
LAC
SESSION

GROUP