ANSWER TO THE ACTIVITY

CHERRY PIE C. RAMOS

LDM2
Pang2_STAMARIA_6THSEC_TGROUP1_PANG2_STA.MARIA_6THsec_TGROUP4

MODULE 3A: Designing Instruction in the Different

Learning Delivery Modalities

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP-face-to-face (F2F9
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
Write your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1,
Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.

 Face to Face (F2F) – a learning modality in which the teacher and a learner is in one place that
they can interact and exchange ideas physically.

 Distance Learning Modality – a learning delivery modality in which the learner will be given
materials and they will study at home with the help of their parents and other concerned
individuals.

 Blended Learning – combination of two or more learning delivery modality in which the
combination of Face to Face and Distance Learning
1. Modular printed and Face to Face
2. Online and Face to Face
3. Radio/TV and Face to Face
4. Any combination of the other type of distance learning

 Home schooling – (ADM) in which the learner can access formal education at home with the
help of parents, guardians and also tutors as his/her facilitators instead of their teacher.

Activity 2

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

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ANSWER TO THE ACTIVITY

Requirements for Distance Learning. As you go through the readings, complete the Distance Learning
Matrix. Share your completed matrix at your next LAC Session. Your goal is to come to a shared
understanding with your peers on the different DL modalities and their defining features and
requirements.

DISTANCE LEARNING MATRIX

ROLE OF
DISTANCE
DISTINGUIS ESSENTIAL ROLE OF PARENT OF ROLE OF
LEARNING
H FEATURE FEATURE TEACHER HOUSEHOL SCHOOL
MODALITY
D MEMBER
Modular Learning
Individual Self-learning Learning
Distance Co-facilitator materials
Instruction modules Facilitation
(MDL) provider
Online
Learning
Distance Learning
Internet Facilitator Co- facilitator materials
Learning Modality
provider
(ODL)
TV-Based Medium Learning
Instruction Instruction is TV Facilitator Co- facilitator materials
(TVBI) Audio-Visual provider
Radio-Based Medium Learning
Information
Instruction Instruction is Radio Co- facilitator materials
provider
(RBI) Audio-Visual provider
Modular
Distance,
Online
Distance
Learning,
Blended Varied Learning
TV-Based Partner of the
Distance learning Facilitator materials
Instruction, Teacher
Learning Modality provider
Radio-Based
Instruction,
Blended
Distance
Learning

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force
(IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined
with F2F learning to come up with a BL. Learn more about BL in the Supplementary Handout on
Blended Learning Delivery Modalities.

Learning Scenario # Type of BL

1 Blended F2F and MDL
2 Blended F2F and TV/RBI and ODL
3 Blended F2F and ODL
4 Blended F2F and TV/RBI

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.

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ANSWER TO THE ACTIVITY

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and write your
answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session

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

1 MDL It is most of the students don’t have internet access

2 TVBI Majority of the learners have television at home

3 RBI Very accessible because its handy and affordable

Other Learners or parents prefer two learning modality to

4 BL
be able to cope with the lesson

It allows the learners to work at their own pace and level.

a. Some students don’t have internet access however
5 ODL there are those learners who prefer online distance
learner due to distance.
b. For fast learners could be more motivate.

Activity 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe what targeted interventions you
would develop to include them. Listed below are some examples which may be relevant to your context.
Add others as appropriate. Write down your answers in your Study Notebook and share your ideas at
your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household
member who can
Guide and support their learning at
home
 They can ask the assistance from their neighbors
or any of the teachers who are near their place.
 They can use the query sheet or they cancan use
social media flat forms
 We can forward the link to the parents for their
pupils to watch a particular lesson or topic
especially in reading.
 Teacher could a video of himself/herself
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ANSWER TO THE ACTIVITY

presenting the phonics or basic sight words

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Persons with Disabilities
Others? Specify.
needed for reading.
 Supplemental Reading Materials
 Provide materials concentrating phonics that
would help the learners to master the sounds
before presenting the sight words and other
reading dulls. If they can already read the sight
word. Teachers now provide other supplemental
reading materials.
 Provide supplemental reading materials
 Asking tutorial or assistance to their neighbors
 Seek the assistance of LGU’s and Barangay
Officials
 Seek the assistance of LGU’s and Barangay
Officials
 Catering the needs of person with disability varies
upon their learning need. In this can we may tap
the Head of the LGU’s

LESSON 2: DESIGNING LESSONS AND ASSESSMENT 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 planning according to DepEd Order No.42 s. 2016 is a fundamental responsibility of
a teacher to provide quality instruction by formulating learning objectives, learning
activities and preparing the assessment for the success of teaching- learning process.

2. Why is lesson designing important?

 Lesson designing is important because it plays a virtual role in the teaching learning process.
Without lesson designing, teachers and learners has a tendency to be out of focus and divided
from the particular lesson topic.

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

 Learning Objectives
 Learning Activities and Strategies
 Assessments

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:

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Before the Lesson Lesson Proper After the Lesson

2. Review previous lesson 6. Present connection between old and 1. Wrap up activities
3. Clarify concepts from previous new lesson and establish purpose for 5. Provide learners with feedback
lesson new 8. Assess whether lesson has been
4. State lesson objectives as guide for Lesson mastered
learners 7. Emphasize key information and 9. Check for learners’ understanding
12.Ask learners to recall key activities concepts discussed 13.Reinforce what teacher has taught
and concepts discussed 10.Explain, model, demonstrate, and
15.Present warm-up activities to illustrate the concepts, ideas, skills, or
establish interest in new lesson processes that students will eventually
16.Check learner’s prior knowledge internalize
about the new lesson 11. Help learners understand and
master new information
14.Transfer ideas and concepts to new
situations
Refer to the list of learning tasks below, and identify which section of the lesson these learning activities
can be presented by placing each task under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
eventually internalize
11. Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson

Activity 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers
should take time to reflect on what worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.

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

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Activity 4

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP. To
find out the instructional principles behind these learning tasks, you may refer to the article Principles of
Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).

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

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

Grade Level and Learning Area: Grade 10 Science
Lesson/Topic: Plate Boundaries
Learning Objectives: 1. describe the different types of plate boundaries (S10 -Ia -j-36.2); and 2. identify the places/plates
that lie on the different types of boundaries.
Learning Resources/Materials Needed: __________________________

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
Check if by a household partner,
already can be done via a learning
activity sheet, can be
Part of Lesson / Learning Tasks present in the presented via an internet
SLM based resource, can
be facilitated during a
synchronous learning
session, etc.)

Before the Lesson

1. Review previous lesson / It is suggested done before the

2. Clarify concepts from previous lesson X lesson can be facilitated by a
3. Present warm-up activities to establish / parent
interest in new lesson  It can be done through activity
4. Check learner’s prior knowledge about the sheet
new lesson /  Can be done through phone
5. Present connection between old and new calls and through messenger
/
lesson and establish purpose for new lesson  It can be done through
6. State lesson objectives as guide for learners / learning activity sheet

Lesson Proper

1. Explain, model, demonstrate, and illustrate / It can be done through learning

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ANSWER TO THE ACTIVITY

the concepts, ideas, skills, or processes that activity sheet

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 / It can be done through via phone

2. Emphasize key information and concepts / calls and messenger.
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?

 We can create voice, messenger, text messaging or forward links to the parents for
learning task not found in the SLM.

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?

 We can provide the learner or parents the copy of Weekly Home Learning Plan.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?

 The teacher gather feedback on the different learning task in order to refine or
modify current and future lessons by providing the query sheet in addition to, the
teacher can follow up through text messaging, phone call etc.

Be ready to share your answers for Activity 4 when you meet with your LAC group after completing
this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas.
• You can team up to integrate lessons across learning areas. Integration of content
across learning areas maximizes time and helps learners make connections for better
understanding.
• You can use content topics as themes, motivation, springboards, or initial topics for
lessons across subjects. You can also try merging selected learning area performance
tasks and assessments and create separate rubrics for scoring per learning area. This
can make it easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing lessons that can enhance student learning
and maximize teacher preparation time? Don’t forget to check back with your Coach and share them
with your peers.

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ANSWER TO THE ACTIVITY

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. Follow the example below.

1. It is gives anytime
during the teaching and
learning process. It is a
way to check
effectiveness of
instruction.
2. It is included in the
in computation of grade
1. It is administered at
the end of the particular
unit in order to describe
Both of these are the standard reach by
assessment tool the learner.
2. Recorded and used to
report on the learner
achievement

Activity 6

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that are
commonly used in the classroom may be modified to be suitable for DL.

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
Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message before the lesson. Based on the
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ANSWER TO THE ACTIVITY

Short quiz responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.

1. Games Via text messaging, messenger or posting instruction of the game on social
media.
2. Written Works Such as journal
3. Interviews Through phone calls, text messaging , etc.
4.Simulation Through experiment, reading simulation and role play
activities
5.Assessment Will be done by the learners through the assessment of the parents and
checklist facilitated by teacher via text messaging and phone calls.

Be ready to share your output when you meet with your LAC group after completing this module. Try to
answer these questions with your colleagues:

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

 The common assessment methods are common among the group members are
games and written work

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

 The challenge is doing assessment is whether the learner will accomplish the given
task independently or not.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

 Despite the challenges, teachers can offer help by following up the learners and
encouraging the parents to be partners by giving the learners close assistance while
doing the assessment.

Activity 7
Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it.

After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Question True False

1. A portfolio mainly displays the academic achievements of the learner. /

2. Testimonies of parents/guardians and learning facilitators regarding the

/
learner’s progress may be included in a portfolio.

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

/
portfolio.

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

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ANSWER TO THE ACTIVITY

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:
Activity 1
G
Answer the simple check-up quiz below. Read and match the
U descriptions in column A with the terms in column B. Write your
I answers in your Study Notebook.
D Column A
I Column B
N 1. These are the knowledge, understanding, skills, and a.
G learning area
attitudes that learners need to demonstrate in every lesson
A and/or learning task. C
b. mode of delivery
N 2. These are the formative learning opportunities given to
D learners to engage them in the subject matter and to c. learning
competencies
enhance their understanding of the content. D
M
O 3. This refers to the prescribed subject that learners take. A
N 4. This refers to the method of submission of learning outputs d.
learning task
I preferred by the learner/parent based on their context. B
T
O
Activity 2
R
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-
I CI-2020-00162 which discusses what WHLPs and Individual Learning
N Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.
G

L
CHERRY PIE C. RAMOS 10
E
A
R
ANSWER TO THE ACTIVITY

Now, based on what you have read, create a WHLP for your class. Take note of the following when
creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if
there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are as
follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for Grades 1
to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in the
morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2 hours in
the afternoon)

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ANSWER TO THE ACTIVITY

Weekly Home Learning Plan for Grade 10

Week 1, Quarter 1, October 5 - 9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 Wake up, make-up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 Araling Panlipunan Naipaliliwanag ang konsepto ng Asya tungo sa paghahating Araling Panlipunan Module 1, Online submission through Google
heograpiko: Silangang Asya, Timog-Silangang Asya, Timog- Lesson 1 Classroom
Asya, Kanlurang Asya, Hilagang Asya, at Hilaga/Gitnang Quarter I, Week 1
Asya.
Also watch the following:
https://www.youtube.com/watch?
v=7I6DSZ6Wq1E

https://www.youtube.com/watch?
v=aMsgM7ZZB9I

1:00 - 3:00 Edukasyon sa Natatanggap ang mga pagbabagong nagaganap sa sarili na may EsP Module 1, Lesson 1 and Isumite gamit ang Google Forms
Pagpapakatao pagtataya sa mga kilos tungo sa maayos na pagtupad ng Lesson 2
kanyang mga tungkulin bilang nagdadalaga/nagbibinata. Quarter I, Week 1

Sagutan ang mga Gawain 1 at 2 na

makikita sa Google Forms

Tuesday

9:30 - 11:30 Filipino Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar Filipino Module 1, Lesson 1 Submit essay to the teacher via e-
na pinagmulan ng kuwentong bayan batay sa mga pangyayari Quarter I, Week 1 mail
at usapan ng mga tauhan.

1:00 - 3:00 English Identify real or make-believe, fact or non-fact images. English Module 1, Lesson 1 Online submission through Google
Quarter I, Week 1 Classroom

Wednesday

9:30 - 11:30 Mathematics Illustrate well-defined sets, subsets, universal sets, null sets, Mathematics Module 1, Lesson 1 Online submission through Google

CHERRY PIE C. RAMOS 12

ANSWER TO THE ACTIVITY

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

cardinality of sets, union and intersection of sets, and the and Lesson 2 Classroom
difference of two sets. Quarter I, Week 1

Virtual discussion via Google Meet

at 10:00 - 11:00

1:00 - 3:00 Science Describe the components of a scientific investigation. Science Module 1, Lesson 1 Online submission through Google
Quarter I, Week 1 Classroom

Watch the following:

https://www.youtube.com/watch?
v=1jPhaj2T3t0

Thursday

9:30 - 11:30 TLE: Beauty Care Explain basic concepts in Beauty Care (Nail Care) Services Beauty Care Module 1, Lesson 1 Online submission through Google
Quarter I, Week 1 Classroom

Also watch Tools for NCS at:

https://www.youtube.com/watch?
v=KJ3B7-juToI

1:00 - 3:00 MAPEH (One component Music: Describe the musical characteristics of representative Music Module 1, Lesson 1 Online submission through Google
per week) music selections from the lowlands of Luzon after listening Quarter I, Week 1 Classroom

Watch the following:

https://www.youtube.com/watch?
v=taG1aMDF_5k

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners Meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 onwards Family Time

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the module’s parts for additional monitoring
guide for both teacher and the learner.
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ANSWER TO THE ACTIVITY

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ANSWER TO THE ACTIVITY

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

Individual Learning Monitoring

Weekly Home Learning Plan (WHLP)
Plan (ILMP)

Purpose To keep track of the day to day is school
and off-school general learning process.
It create awareness among learners that
they are responsible for what they learn.
Provide intervention strategies of a
certain period. It shows if the
learners has show either mastery of
the learning competencies
significant progress of insignificant
progress

For Whom? Teachers, learners, parent and guardian Learners

Components Learning area, learning task, learning Learners needs, intervention

competencies, learning mode of delivery strategies, monitoring date, learners
status

Has to be The Weekly Home Learning Plan Through phone calls, text
communicated to messaging.
parents?

Activity 4
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity
3 and create an ILMP for that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in Activity 3.

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 ANSWER TO THE ACTIVITY

Appendix F.
INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: ABCDE DELA CRUZ

Grade Level: Grade 10
Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
Provided
Insignificant Significant Mastery
Progress Progress
Science 10 Learner’s Provide more guided Oct. 22, 2020
acquired failing activities before
scores in proceeding to
activities in independent activity
Module 1

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learning is making significant progress. Continue with the learning plan.

Learning as reached mastery of the competencies in learning plan.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: CHERRY PIE C. RAMOS LAC SESSION ID.:
Pang2_STAMARIA_6THSEC_TGROUP1_PA
NG2_STA.MARIA_6THsec_TGROUP4

REGION: I DATE OF LAC SESSION: September 8,9,11 &

15, 2020

DIVISION: PANGASINAN II NUMBER OF LAC SESSION: 3-9

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)

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 ANSWER TO THE ACTIVITY

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:
- n/a
2. I encountered the following problems or challenges:
- n/a
3. Other comments/suggestions:
- Everyone shared ideas successfully.

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 ANSWER TO THE ACTIVITY

FORM 3: LAC Session Report

This form should be accomplished by the LAC Facilitator at the end of every LAC session.
LAC ID: REGION: I

LAC FACILITATOR: CHERRY PIE C. LAC SESSION NO.: 9-10

RAMOS

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

SEPTEMBER 15, 2020 F2F SESSION

Number of members present (attach attendance document): 15

Materials and resources:

_/_ Self-Learning Module

___ Activity sheets
___ Digital resources
___ Online resources
_/ Smartphone
___ PC
_/_ LAC session guide
___ Others. Please specify: _______________________________________

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

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

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 ANSWER TO THE ACTIVITY

Comments / Remarks
(For example, if you disagree or strongly disagree,
SD D N A SA please indicate why.)

MEMBER PARTICIPATION

1. All of the members came /

prepared for the LAC
session

2. All of the members had an /

opportunity to share and
discuss their assignment,
insights, and ideas
3. Members listened to each other’s /
insights and ideas.

4. The members’ assignments /

showed an understanding of the
lessons in the SLM.

5. The members demonstrated /

engagement in and/or
enthusiasm for the learning tasks
during the session (including
providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and /

discussion during the LAC
session by keeping the discussion
focused on the lesson or topic.

7. I encouraged all the members to /

actively participate in the LAC
session (i.e., for the teachers to
share their work and ideas/
insights).

8. I provided useful feedback on the /

teachers’ assignments.

Part B
Please provide the information requested.
1. The best part of the session (i.e. what went well):
- Best part of our session is when we share our ideas to make our LAC Session easy to understand.

2. Problems or challenges encountered and how they were resolved:

- Health risk because of Covid-19 pandemic
(Strictly follow the Safety Protocols)
- Poor Internet Connection
(Use alternative means of communication such as texting and phone calls)

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

- none

4. Recommendations/Plans for next LAC session:

- Advance reading for the next module.

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ANSWER TO THE ACTIVITY

CHERRY PIE C. RAMOS 20