STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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

MODULE 1- COURSE ORIENTATION

1
LESSON1: 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?
 DL – Distance Learning
 BL – Blended Learning
 HS – Home Schooling
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
 In order to deliver the quality instruction in the new normal we need to follow the
guidelines for instructions.
3. What are the two support mechanisms that will help you with your learning in this
course?

1. LDM1 – is focused on the implementation and management of the alternative

learning delivery system at all levels of the education system, and intended for the
school and division leaders.
2. LDM2 - is intended for teachers and is focused on the instructional implications of
using these alternative LDMs.

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?

We must be physically, mentally, emotionally and spiritually fit in all aspect so that we
focused on our goals or tasks.

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

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that may me from to participate in accomplish the
affect my participation participating fully this course?) requirements of this
in the course in a in this course?) course? Describe

2
 positive or negative this environment.)
way?)
Time oriented participation learners school
Manana habit transportation assessment Following IATF
School Protocol
punctuality
Weather condition

MODULE 1 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 SchoolBased
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 teachers5LDM2: Learning Delivery Modalities Course for
Teachers
___1___To enable teachers to support each other to continuouslyimprove 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. Time Schedule
2. Responsibilty
3. Unfamiliar of the LAC session

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.

3
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC.

Module 1 – October 6, 2020 ( A.M.)

Module 2 – October 6, 2020 ( P.M)
Module 3A – October 7-8, 2020
Module 3B – October – 13, 2020
Module 4 – October 14, 2020
Module 5 – 15, 2020
Submission of Portfolio October 22, 2020

2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.

LAC SCHEDULE MODULE 1

MODULE 1 October 6, 2020
LAC LEADER : Rosie T. Pereyra
LAC FACILITATATOR : Maricel T. Cabangon
LAC DOCUMENTATOR : Macdonabelle Rishi B. Zulueta

3. Note the following in forming your LACs: • LACs should be composed of teachers.
Discuss your preferred LAC composition with your assigned Instructional Coach (this
will be a district or division supervisor assigned to your LAC). • After forming your
respective LACs, there should a LAC Leader assigned to you from among the following
school members: » Master Teacher » Head Teacher/Department Head » Other senior
teachers who have proven competence, potential to lead, or subject expertise to lead the
LAC. • Teacher LACs can connect with their Instructional Coach through the LAC
Leader. This Instructional Coach will also be handling multiple LACs through a network
of LAC Leaders.
See Figure 1 for reference.

ACTIVITY 3.

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

LAC Leader: Rosie T. Pereyra

LAC facilitator: Marecil T. Cabangon
LAC Documentor: Macdonabelle Rishi B. Zulueta
LAC Members: Lydia T. Orandain Clariza Kay B. Torrano
Resciel B. Bonion Marisa T. Canieta
Mylene P. Posada Mhay S. Nodalo

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 Lilian Paula F. Barba Ma. Carmel S. Soner
Robert P. Obillo Irene C. Bozar
Wilma T. Cadiz Charlene C. Torzar

FORM 1: LAC PROFILE

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

REGION: V – BICOL

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

Name of LAC Facilitator: Designation/Position:

LAC Members

NAME Male/ DESIGNAT DIVISION/S Contact details Preferred

Female ION/ (email, mobile contact
POSITION number) mode
(email,
phone,
Skype,
Zoom,
Google
Meet,
Viber, FB)

LYDIA T. FEMALE TEACHER I CATANDUANES 09481909472 DEPED

ORANDAIN EMAIL

RESCIEL B. FEMALE TEACHER CATANDUANES 09091860873 DEOED

BONION II EMAIL

MYLENE T. FEMALE TEACHER CATANDUANES 09486279038 DEPED

POSADA III EMAIL

LILIAN PAULA F. FEMALE TEACHER I CATANDUANES 09075943387 DEPED

BARBA EMAIL

MA. CARMEL S. FEMALE TEACHER1 CATANDUANES 09500300888 DEPED

SONER III EMAIL

MARISA T. FEMALE TEACHER CATANDUANES 09468164417 DEPED

CANIETA II EMAIL

5
 CHARLENE C. FEMALE TEACHER CATANDUANES 09308149250 DEPED
TORZAR II EMAIL

ROBERT P. MALE TEACHER CATANDUANES 09100042077 DEPED

OBILLO 1 EMAIL

WILMA T. CADIZ FEMALE TEACHER CATANDUANES 09384083626 DEPED

II EMAIL

MHAY S. FEMALE TEACHER I CATANDUANES 09185368886 DEPED

NODALO EMAIL

IRENE C. BOZAR FEMALE TEACHER CATANUANES 09092252896 DEPED

II EMAIL

CLARIZA KAY B. FEMALE TEACHER I CATANDUANES 0963586441 DEPED

TORRANO EMAIL

MACDONABELL FEMALE TEACHER CATANDUANES 09481909283 DEPED

E RISHI B. III EMAIL
ZULUETA

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:

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 MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

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
MODULE 2: LESSON 1 PLANNING FOR THE IMPLEMENTATION OF THE LDM2
FOR TEACHERS
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?

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  The crisis brought about by the COVID-19 has posted a lot of challenges for the
Department of Education. As a teacher, I believe that narrowing down the
learning competencies has become a huge factor in order to deliver the only the
most essential in this time of pandemic. However, one of the major concerns to
ensure that learning continues is the implementation process itself. Given the
shortage of resources, schools, teachers, and the community itself are finding
means to bridge the gap.

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 because 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 MELCs intend to assist school in navigating the number of school
days as they employ multiple delivery schemes by providing them ample
instructional space.
2. How does curriculum review aid in the identification of essential learning
competencies?
 It is aligned with national standards or frameworks such as for example,
holistic Filipino Workers with 21st century skills
 They connect the content the higher concept across content areas.
 They are applicable to real life situations

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

 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?

 The number of the identifiedessential learning competencies per quarter were further
reduced,
 In determining the criteria for the selection of the MELCs , the department collaborated
with stakeholders from ACTRC, during which the descriptor – ENDURANCE - was
considered the primary determining factor. A learning competencies is considered
enduring if it remains with learners long after a test or unit of the study.

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

instruction?

 Ensure learning continuity through k – 12 curriculum adjustment

alignment of learning materials , deployment of learning delivery
modalities, provision of corresponding training for teachers and school
leaders, and proper orientation of parents or guardians of the learners.
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.

Grade 2 AP Q1W1

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 K to 12 Learning MELCs
Competencies
Merged/Clustered 1.Nauunawaan ang konsepto *Naipaliliwanag ang konsepto ng
ng komunidad komunidad
1.1 Nasasabi ang payak na
kahulugan ng komunidad
1.2 Nasasbi ang mga
halimbawa ng komunidad

Grade 2 ESP Q1W1

Retained 1. Naisakikilos ang sariling 1. Naisakikilos ang sariling
kakayahan sa iba’t ibang kakayahan sa iba’t ibang
pamamaraan: 1.1. pag-awit pamamaraan: 1.1. pag-awit 1.2.
1.2. pagguhit 1.3. pagsayaw pagguhit 1.3. pagsayaw 1.4.
1.4. pakikipagtalastasan pakikipagtalastasan 1.5. at iba pa
1.5. at iba pa
Dropped Nailalarawan ang Nakakaguhit ng payak na mapa ng
komunidad gamit ang mga komunidad mula sa sariling tahanan
simbolo sa payak na mapa o paaralan na nagpapakita ng mga
7.1 Nakikilala ang mga mahahalagang lugar at istruktura, at
sagisag na gingamit sa mapa tubig, atbp.
sa tulong ng panuntunan.
7.2 Natutukoy ang mga
lokasyon ng mga
mahahalagang lugar sa
sariling komunidad batay sa
lokasyon nito sa sariling
tahanan o paaraalan

MODULE 2 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

10
 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.
In unpacking the MELCs into learning objectives, you need to consider the following:
 Alignment on the Content and Performance Standards - The MELCs are
not a departure from the standards-based design, which is one of the main
features of the K to 12 Curriculum. In fact, there are no MELCs without
the content and performance standards.
 Prerequisite knowledge and skills - It is worth noting that the identified
MELCs cater to higher order cognitive demands. As such, lower cognitive
demand may be considered first in creating learning objectives. This
ensures that prerequisite knowledge and skills that would enable the
achievement of MELCs, and eventually the content and performance
standards, are addressed.
 Logical sequence of learning objectives - Since the intention of unpacking
the MELCs is to provide systematic learning experiences for learners, it is
incumbent that the unpacked learning objectives follow a logical
sequence.

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

 Yes, because the combination of these MELCs do not affect the
attainment of both the content and performance standards as
articulated in the said quarter.
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.

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 Unpacking MELCs in AP Grade 2 Q1W1

Retained LC Sample Learning Objectives

 Natutukoy ang mga bumubuo sa
komunidad
a. mga taong naninirahan
b. ang mga institusyon
c. at iba pang istrukturang
panlipunan
Read with understanding words
with consonants blends, clusters
and digraphs when applicable
MT2PWR-1c-d-7.4
-Natutukoy ang mga iba’t ibang taong
naninirahan sa komunidad
-Natutukoy ang mga institusyon: paaralan,
mga sentrong pangkalakaln o nagbibigay
serbisyo, sentrong pangkalusugan, pamilihan,
simbahan o mosque at iba pang pinagtitipunan
ng mga kasapi ng ibang relihiyon bumubuo sa
komunida
-Natutukoy ang iba pang istrukturang
panlipunang bumubuo sa komunidad
-Identify the words with consonant blends,
clusters and digraphs
-Read words with consonants blends, clusters
and digraphs
-Use words with consonants blends, clusters
and digraphs in the sentence
-Give words with consonant blends, clusters,
and digraphs

COMBINING
MELCs Combined MELCs
1. Naisakikilos ang sariling kakayahan sa Nasisasagawa ang sariling kakayahan sa
iba’t ibang pamamaraan: iba’t ibang pamamaran gamit ang ating
1.1. pag-awit katawan
1.2. pagguhit
1.3. pagsayaw
1.4. pakikipagtalastasan
1.5. at iba pa

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

12
 MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
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
LDM2 MODULE 3A LESSON 1- DESIGNING INSTRUCTION IN THE DIFFDERENT
LEARNING DELIVERY MODALITIES
ACTIVITY 1.

13
 Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-face
(F2F) 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.

 Face-to-face (F2F) learning refers to a learning delivery modality wherein the teacher
and the learners meet together in one specific place where learning takes place. There is
an active interaction or collaboration between the teacher and the learners.

 Distance learning refers to a learning delivery modality where a learner needs the
printed modules to access in resources so that he/she can undertake self- directed learning
at the comfort of their home for safety purposes. Learners also engage in the independent
learning through the use of printed materials provided by the school. They can also use
soft copies stored in the USB, DVD, CD or by viewing TV lessons or listening to a radio.

 Blended learning refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning. It can be (1) F2F and modular distance
learning; (2) F2F and online distance learning; (3) F2F and TV-based instruction/Radio-
based instruction; or (4) F2F and any combination of the other types of distance learning.

 Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators instead of classroom teachers.
This does not preclude going to a school on specific periods to develop learning
competencies that require the use of laboratory, equipment, and others. It uses any or a
combination of the various learning delivery modalities.

ACTIVITY 2.
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum 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

Distance Distinguishing Essential Role of Role of Role of School

Learning Feature Resources Teacher Parent or
Modality Household

14
 Member
Modular Learning Computer,soft Learner Tutor, coach, Learner
Distance modules ware,printer, Facilitator/A Learning Facilitator/
Learning ( hard/soft paper, ink, ssessor Modules Assessor,
(MDL) copy) photocopier, Liason Command
DEPED Forwarder center, main
MELC, distribution/retri
compliant eval, hub
work activity recording and
sheets/module archival
s/learning
evaluation
materials
Online Digital copy, Stable internet Learner Lerning Learning
Distance Information on connection,go Facilitator/ Modules Facilitator/
Learning just a click ogle meet, Assessor Tutor/coach Assessor
(ODL) microsoft Command
team, center, main
computer distrubtion/retri
( eval hub,
desktop/laptop recording and
) mobile archival
devices
TV-Based Video Television set, Learner Learning Learner
Instruction Broadcast TV antenna, Facilitator/ Modules Facilitator/
(TVBI) Eleectricity, Assessor Tutor/coach Assessor
DEPED Command
MELC, center, main
compliant distribution/retri
work activity eval hub,
sheets/module recording and
s/learning/eval arhival
uation
materials
Radio-Based Audio Radio Learner Learning Learner
Instruction Broadcast ( Facilitator/ moudles Fcilitator/
(RBI) Transistor/Port Assessor Tutor/coach Assessor,
able ) battery, command
electricity, center main
DEPED distribution/trtie

15
 MELC, val hub,
compliant recording and
work activity archjval
sheets/module
s/learning/eval
uation
materials
Blended Combination of Computer Learner Learning Learner
Distance Broadcast (desktop/lapto Facilitator/ Modules Facilitator/
Learning (Audio/video) p) mobile Assessor Tutor/coach Assessor,
Learning devices command
modules ( smartphones/ center, main
( hard/soft copy table). Wifi, distribution/retri
) digital copy, modem pocket eval hub,
information on wifi, internet recording and
just a click service archival
provider,
software,
printer, paper,
ink,
photocopier,
television set,
TV antenna,
Radio
(
Transistor/port
able) battery,
electricity,
DEPED
MELC,
compliant
work/activity
sheets/module
s/learning/eval
uation
materials

Learning Scenario # Types of BL

#1 Blended F2F and MDL
#3 Blended F2F and ODL

16
 #4 Blended F2F and TV/RBI
#2 Blended F2F and TV/RBI and ODL

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.

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.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from easiest to Type of DL WHY?

hardest to implement)
1 Modular Distance Most of our learners belong to less-
Learning
2 Blended
fortunate families who are apparently not
capable of providing the necessary tools and
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.
When the current situation due to this
pandemic becomes better, 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 the learners’

17
 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 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 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 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
Make a weekly supervisory plan for them and
check their module and activity sheets. Organize, if
possible, a learning support system in the area
that can be composed of volunteers to provide
assistance to these learners.

Beginning readers (K to 3) Provide additional reading materials in developing

their reading skills. Attach monitoring sheets that
parents/guardians may check. Constant
communication with the parents/guardians should
be implemented.

Struggling readers (Grades 4-12) Provide remedial reading materials. Attach

No access to devices and Internet
monitoring sheets that parents/guardians may
check. Constant communication with the
parents/guardians should be implemented.
Organize, if possible, a learning support system in
the area that can be composed of volunteers to
provide assistance to these learners.
Provide self-learning modules and other additional

18
 learning materials.

Inaccessible (living in remote and/or unsafe Coordinate with their barangay officials to assist
areas) the teachers in delivering the self-learning
modules and other additional learning materials.

Indigenous Peoples Provide self-learning modules and other additional

learning materials that are cultured friendly.

Persons with Disabilities Assess the particular needs of these learners and
provide them with the materials that would suffice
it.

Others? Specify.

MODULE 3A LESSON 2 – DESIGNING LESSON 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 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, and deciding on the allocation of instructional time” ( Virginia
Department of Education, as cited in rhe Deped Order No. 42, s. 2016.

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.

19
  A well-selected and well-organized group of learning activities to ensure that the
objectives are met.
 Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners.

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

1. Review previous 1. Explain, model, 1. Wrap-up activities

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

ACTIVITY 3.

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the lesson
is delivered.

Components of the DLL/DLP

I. Objectives
II. Content

20
 III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been successfully delivered. In reflection, teachers can share
implemented and which once need improvement or could be adjusted in the near future.

ACTIVITY 4

Lesson 2 Activity 4: Learning Tasks for MDL

Learning Delivery Modality (select one): ODL ✘ MDL TV/RBI BL
Grade Level and Learning Area: Grade 2 English
Lesson/Topic: Sound it Off
Learning Objectives: Learn to classify sounds you hear
Learning Resources/Materials Needed: Picture, scissors, paste and pencil

Part of Lesson / Learning Tasks Check if Additional

already Remarks:
present in the (ex. can be done via
SLM voice calls, can be
facilitated by a
household partner, can
be done via a learning
activity sheet, can be
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

21
 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

22
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
May be given at any time
during the teachers and
learning process.
The results of formative
assessments will help
teachers make good
instructional decisions so
that their lessons are better
suited to the learners'
abilities.
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.
Occurs toward the end of a
period of learning in order
Llearners may
to describe the standards
be assessed
reached by the learner.
individually or
collaboratively
May be a The results of summative
written or a assessments are recorder
perpermance and used to report on the
task learners' achievement.
ACTIVITY 6
Which assessment methods can you adapt in DL

Assessment
How to Adapt the Assessment Method in DL
Method
1.Formative Assessment in a Formative assessment like 5-item written evaluation is included
form of short quizzes and in each self-learning modules. Additional activity sheets and
seatworks worksheets containing various evaluation shall also be
distributed.
2.Summative Assessment At the end of the unit, written summative assessments in all
learning areas shall be given to assess the learning development
of the learners in modular distance learning.
3. Performance-Based For learning areas that are more focused on skills and practical
Assessment activities, performance tasks shall be implied. Learners may be
asked to have a vide recording of their activities at home for
proper evaluation. For learners with no capabilities of doing
such, their parents/guardians shall be asked to assess their
performance at home and answer the prepared assessment tool
based on the given rubrics.

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

23
  Formative and summative assessments are common among the groups simply
because these two are integral parts in the grading system during this time of
pandemic.

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

 The primary challenge in cascading the above-mentioned assessment is the honesty
of the learners and parents in answering those materials. Without the presence of the
teachers and the traditional face to face interaction, it will remain as a major
challenge for the teachers and the educational system as a whole. Another problem
that is expected to occur in this type of learning modality is the learning support
system of a child which may lead him/her to having low or poor performance which
will reflect to these assessment methods.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
 By attending webinars/trainings in connection to the implementation of distance
learning, we are able to learn various ways in communicating to the
learners/parents/guardians to provide instructional assistance especially in providing
assessments that may be confusing to them.
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.

Questions True False

1. A portfolio mainly displays the academic achievements of the learner.
/
Testimonies of parents/guardians and learning facilitators regarding the /
learner’s progress may be included in a portfolio.

24
 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.

MODULE 3A LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. Write your answers in your Study Notebook.

Column A Column B

__C__ 1. These are the knowledge, understanding a, learning area every lesson that learners
need to be demonstrated in b. mode of delivery In every lesson and or learning task.
c. learning competencies
__D__ 2. These are the formative learning d. learners task
oppurtunities given to the learners to engage
them in the subject matter and to enhance their
understanding of content.
__A___ 3. These refers to the prescribed subject thar
learners take.
__B___ 4. Refers to the method of submission

25
of learning output preferred by the learner/parent
based on their context

ACTIVITY 2

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view
the three Sample Weekly Home Learning Plans. Now, based on what you have read, create a
WHLP for your class.

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

learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
Purpose
the subject areas to be tackled summative assessments
and activities to perform at
home

Learners and learning facilitator Teachers and learning facilitator

For Whom?
or household partner or household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Has to be
communicated to Yes Yes
parents?

26
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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: JOVAN J. DOMINS

Grade Level: Grade 2
Interventio Learner’s Status
Learning Learner’s Monitoring
n Strategies Insignificant Significan Master
Area Needs Date
Provided Progress t Progress y
Mathematic Familiarizing Provide October 12, Lack of Active Not
s numbers activity 2020 motivation participati evident
sheets with on
numbers
sets, provide
multiplicati
on numbers
and flash
cards,
provide
counters,
provide
printed
number
chatrs
Reading Provide October 12, Lack of Need Not
reading 2020 motivation/ne active evident
materials ed participati
remediation on
writing Provide pad October 12, Need more More Not
paper for 2020 practice in practice evident
writing, writing
provide
activity
sheets like

27
 number
tracing

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

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

Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF CATANDUANES
VIRAC, CATANDUANES
CARORIAN ELEMENTARY SCHOOL
CARORIAN BATO, CATANDUANES

WEEKLY HOME LEARNING PLAN

GRADE AND SECTION: GRADE 2 MASUNURIN
QUARTER: QUARTER I
SCHOOL YEAR: 2020-2021
WEEK: WEEK 2

28
 LEARNING MODE OF
DAY / LEARNING
COMPETE LEARNERS’ TASK DELIVER
TIME AREA
NCY Y
8:00-
Wake up, make up your bed, eat breakfast and get ready for awesome day!
9:00
9:00-
Have a short exercise/ meditation/ bonding with family.
9:30

MONDAY

9:30- ESP Natataw-an nin ENOT NA PAGPURBAR Send

11:30 maogmang Direksyon: Ayuson an mga letra modules/
resulta an sa Hanay A nganing mabilog an worksheet
pagtukdo sa iba
sarong panaramon na mabagay s provided
nin anoman na
kakayahan o sa litrato sa Hanay B. Isurat an by the
talento. saimong simbag sa kahon. teacher or
PAGDISKUBRE NIN KAMATIDAN any
A. Direksiyon: platform
Magpili ka nin mga kakayahan na recommen
gusto mong gibohon. Isurat an ded by the
tsek sa saday na kahon sa ibaba school.
nin napili mong litrato.
B. Direksiyon: Simbagan an mga Have the
hapot. parent
hand-in
the output
to the
teacher in
PAGSASAPUSO school
A.Direksyon:
Basahon buda saboton an
lambang sitwasyon sa ibaba. Lag-
an nin tsek an saday na kahon na
iyo an tamang simbag.
C.Direksiyon:
Basahon buda saboton an istorya
sa ibaba. Simbagan an mga
hapot manungod uya. Isurat an
simbag sa linya.
PAGSABUHAY
Direksyon:
Basahon an lambang sitwasyon
sa ibaba buda isurat an saimong
simbag sa blangko.
PAGSUKOL NIN NANUD-AN
Direksyon:
Kahangan nin puso an mga
kakayahan na gatao nin
kaogmahan saimo buda X kung
dae.
MGA DAGDAG NA GIBOHON
Direksyon:
Sa laog nin kahon, idrowing an
sadiling kakayahan o talento na

29
 gatao nin kaogmahan saimo
buda sa saimong magurang
pagkatapos koloran mo ini.
11:30-
SNACK/ LUNCH BREAK
1:00
PANIMULANG PAGSUBOK
Panuto:
Tingnan mabuti ang mga larawan.
Piliin ang angkop na magagalang
na pananalita sa bawat
sitwasyong nasa larawan. Isulat
ang buong sagot sa iyong papel.
MGA GAWAIN SA PAGKATUTO
Basahin mo.
Ang Magalang na Bata
Ni: Minerva Salvadora Ipasa ang
Sa modyul na Sagutin mo output sa
ito, inaasahan PAGSASANAY pamamagi
na nagagamit
PAGSASANAY 1 tan ng
mo ang
magalang na I Panuto : worksheet
pananalita sa Lagyan ng { / } kung gumagamit s na
angkop na ng magagalang na pananalita at ibinigay
sitwasyon ekis { X } kung hindi. ng guro o
(pagbati, PAGSASANAY 2 sa ibang
paghingi ng II.Panuto: platform
pahintulot, Basahin ang mga sitwasyon sa na
1:00- pagtatanong ng
FILIPINO lokasyon ng
hanay A. Piliin ang katumbas na ginagamit
3:00
lugar, magagalang na pananalita sa ng
pakikipagusap hanay B. Isulat ang letra ng paaralan.
sa matatanda, tamang sagot sa iyong kwaderno.
pagtanggap ng PAGSASANAY 3 Dalhin ng
paumanhin, III. Panuto: magulang
pagtanggap ng Gamitin ang angkop na ang
tawag sa
magagalang na pananalita sa output sa
telepono,
pagbibigay ng bawat sitwasyong nasa bilang 1- paaralan
reaksyon o 5. Isulat ang buong sagot sa at ibigay
komento). iyong papel. sa guro.
PANAPOS NA PAGSUBOK
Piliin ang titik ng magagalang na
salita na dapat gamitin sa bawat
sitwasyon.
KARAGDAGANG GAWAIN
Panuto:
Gamitin ang mga magagalang na
salita na iyong natutunan sa
isang usapan o tula. Magiging
gabay ninyo ang rubriks na nasa
ibaba.

TUESDAY

9:30- ENGLISH Read the Vocabulary Builder Send

11:30 aphabet We will start our lesson by writing modules/
the Alphabet in the air while worksheet
singing. You may sing together s provided

30
 with your Mom. by the
teacher or
Now, in doing this activity, you any
may ask somebody at home to platform
help you and sing together the recommen
Alphabet Song with its sounds. ded by the
Start with: school.
Aa is for apple, a-a-apple, Bb if
for ball, b-b-ball and so on. . . Have the
The beginning sound of the parent
name of the pictures in the table hand-in
below will help you. the output
to the
Warming Up teacher in
In our next activity I’m sure you school
will enjoy. It is an alphabet train.
Just write the missing letter of the
English Alphabet.
Learning About It

Let’s play the Cheerleaders’

Game. Pretend to be a
cheerleader. Lead the group in a
cheer of your name. You spell
your name first.
Keeping You in Practice

Grace: Give me an “M”. Group:

“M” Grace: Give me an “A”
Group: “A” Grace: Give me an
“R” Group: “R” Grace: Give me
a “Y” Group: “Y” Grace: Who do
you have? Group: Mary! Yeah!

Keeping you in practice

TASK 2
Help Helen Hen cross the river to
reach her chick. Join all the Hs.

Help the worm reach the apple by

writing the missing letter of the
alphabet

Task 3

Can you identify the missing letter

to complete the name of the
picture? Look for the correct
answer in column B from the
picture in column A.

Cooling Down
This time you are going to

31
 skywrite the letters of your name
as you sing to the tune of “Here
we Go Around the Mulberry
Bush”.

Learning Challenge

For our last activity, decorate the

letters of your name on a bond
paper. See the example below.

11:30-
SNACK/ LUNCH BREAK
1:00
Enot na Pagpurbar

A. Pilion ang letra nin tamang

simbag.

Mga Gibohon sa Pakanuod

Ipasa ang
Yagamit an place value chart output sa
tanganing apurado tang maitao pamamagi
an place value nin kada digit nin tan ng
mga numero. worksheet
Gibohon 1 s na
ibinigay
Purbaran ta. ng guro o
Maitao an
Gibohon 2 sa ibang
Place Value
platform
buda value
1:00- MATHEMA Itao an value nin kada digit sa na
nin kada
3:00 TICS 821 ginagamit
digit sa 3-
ng
digit
Gibohon 3 paaralan.
number.
Sa kada set, hanapon an numero Dalhin ng
na gapahiling nin digit na igwa magulang
nin pinakadakulang value. ang
Bilugan an numero. output sa
paaralan
Pagsukol nin Nanud-an at ibigay
sa guro.
A. Pilion an letra nin tamang
simbag.

MGA DAGDAG NA GIBOHON

Simbagan an mga kahaputan.

WEDNESDAY

9:30- MTB Enot na pagpurbar Ipasa ang

11:30 Basahon ta an Diyalogo. output sa
Sa modyul pamamagi
na ini Simbagon an mga hapot tan ng
yaasahan worksheet

32
 Mga Gibohon sa pakanood

Basahon mo.

BIGKASON NIN SARO-SARO AN MGA

GINIBO NI LITO.

Gibohon 1
Basahon nin husay an mga
ko na pangungusap sa ibaba.
s na
mabibigkas
ibinigay
mo an “TELESERYE NIN MAGAGALANG NA
ng guro o
halabang PANARAMON”
sa ibang
tataramon
platform
Magbuo nin tolong grupo.
na
Magpahiling nin sitwasyon na
ginagamit
gagamit nin magalang na
ng
panaramon:
paaralan.
Gibohon 3
Dalhin ng
magulang
Direksyon:Basahon an istorya. Enot na
ang
Aldaw nin
output sa
kumpleto
paaralan
ng Huring pagpurbar
at ibigay
pangungus
sa guro.
ap Direksyon:Basahon an lambang
sitwasyon buda simbagan an mga
hapot.

Mga dagdag na gibohon

Basahon an mga magaglang na
pagbati buda mga tataramon nin
igwang tamang tono, ekspresyon,
paggrupo nin mga pantig, buda
tataramon.
11:30-
SNACK/ LUNCH BREAK
1:00
1:00- ARALING Sa leksiyon Enot naPagpurbar Send
3:00 PANLIPUNA na ini, Pilion sa kahon an pigasabi sa modules/
N tatalakayin kada pangungusap. Isurat an worksheet
ang simbag sa blangko. s provided
kamalayan by the
at Mga Gibohon sa Pakanuod teacher or
pagunawa Online Study Sa parteng ini, any
sa mahihiling mo an sarong palabas platform
konsepto Manungod sa komunidad recommen
ng Gibohon Ta ded by the
komunidad Direksiyon: school.
at Magdrowing nin mga litrato sa
pagpapahal laog nin kahon na saimong Have the
aga sa mga nahihiling, nadadangog, buda parent
bumubuo nahahangop sa komunidad. hand-in
nito. Gibohon 1 the output

33
 Koloran an litrato na kapareho to the
Sa tulong na namugtakan nin saimong teacher in
ng modyul komunidad. school
na ito, mas
mabibigyan Praktis 2
ng Direksiyon:
kahulugan Kahangan nin tsek (/) an kahon
ang para sa tamang simbag.
komunidad Praktis 3
na Direksiyon:
kinabibilan Pilion an letra nin tamang
gan. simbag.
Inaasahan Pagsukol sa Nanudan
na
maipamam Pangwakas na Pagsubok
alas ng
mag-aral I. Hanapon sa Hanay B ang
ang pigatukoy sa Hanay A.
sumusuno Isurat an letra nin tamang
d: simbag sa papel.

Nailalada II. Isurat an letra nin

wan ang impormasyon na gatukoy
sadiling sa igwang kurit na
komunidad tataramon sa lambing
base sa numero. Pilion an simbag
pangaran, sa laog nin kahon.
lokasyon,
mga Dagdag na Gibohon
namamayo, Basahon an istorya buda isurat
populasyon an impormasyon manungod sa
, ipinapahiling na komunidad.
tataramon, Gamiton an rubrik para sa
kaugalian, maayos na gibo. Pwedeng
pagtubod, magpatabang sa mga magurang.
buda iba
pa. A. Isurat sa listahan an
impormasyon na makukua
manungod sa komunidad.
B. Magsurat nin 2-3 pangungusap
na gapahiling nin katangian nin
saimong komunidad.

Layunin 2

Enot na pagpurbar
Direksiyon:
Aramon an pigapahiling sa
lambang numero. Pilion an letra
nin tamang simbag buda isurat
ini sa blangko.
Alamin natin

Gibohon Ta
A. Isurat sa kahon an tataramon

34
 na gapahiling sa mga gibo
nin mga minasunod:
B. Pag-adal gamit an Internet.
Sa parting ini mahihiling mo
an sarong palabas/video
manungod sa mga lugar sa
komunidad. Pwedeng mag
log-in sa:

Gibohon Ta

A. Idrowing sa kahon an mga lugar

sa komunidad.
B. Gibohon an mga minasunod:
1. Idrowing sa papel an lugar nin
saimong komunidad.
2. Tukuyon an pagkakapareho
buda pagkakaiba nin saimong
komunidad sa video na
nahiling.
Gibohon 2
Gibohon gamit an Internet:
Pag-adalan an mga litrato sa slide
share. Pwedeng
mag log - in sa:
https://www.slideshare.net/elera
geonzon/urba n - a t - rura l - n a
- komunida d
Gibohon 3
Panuto: Isurat an U kun an
Komunidad Urban an pigatukoy
sa tataramon. Isurat an R kung
ito ay Komunidad Rural.

Pagsukol nin nanud-an

Ikabit an litrato na nasa Hanay A
sa istruktura nin komunidad na
yatukoy sa Hanay B.

Mga dagdag na gibohon

A.Magdrowing nin sarong puso sa
saimong papel. Idukot an Iitrato
sa laog nin puso. Idrowing an
kaya mong itao sa saimong
komunidad.
Layunin 3
Enot na pagpurbar

Direksiyon:
Pilion sa kahon an tamang
simbag.
Mga Giboihon sa Pakanood

Pag-adal gamit an Internet. Sa

parteng ini mahihiling mo an

35
 sarong palabas manungod sa
komunidad. Pwedeng mag log - in
sa:

Gibohon Ta

Direksiyon:
Pagkabiton an mga patuom
sa Hanay A buda isurat an
letra nin tamang simbag sa
Hanay B.
Gibohon

A. Gibohon an minasunod.
B. Gibohon an minasunod.

C. Magsurat sa papel nin sarong

pangungusap manungod sa
saimong komunidad.

Gibohon 2
Direksiyon: Idrowing an
maogmang pandok sa sinasabi sa
pangungusap mamundong
pandok kung dae.
Gibohon 3
 Direksiyon: Basahon an mga
pangungusap sa ibaba. Isurat an
letra nin tamang simbag sa AP
notebook.
Pagsukol nin nanud-an
Direksiyon: Pilion an tamang
simbag. Isurat sa AP notebook.
Mga dagdag na gibohon
A. Isurat an impormasyon
manungod sa komunidad mo.
B. Isurat an pigahagad na
impormasyon.
C. Idrowing an gusto mong lider
sa komunidad.

THURSDAY

9:30- SINING,MU ENOT NA PAGPURBAR Ipasa ang

11:30 SIC Basahon buda Simbagan ang mga output sa
hapot: pamamagi
tan ng
MGA GIBOON SA PAKANOOD worksheet
An minasunod makatabang sa s na
Differentiate pagkumpara nin manlainlain na ibinigay
the contrast prutas, tinanom buda mga burak ng guro o
between shapes manungod sa hugis o porma, sa ibang
and colors of kolor buda tekstura. Hilingon sa platform

36
different fruits link: Toy fruits, vegetables play on na
or plants and the water ginagamit
flowers in one Link: ng
work and in the
https://youtu.be/5sGYbrDFzlI paaralan.
work of others.
MGA GIBOHON
Dalhin ng
GIBOHON 1 magulang
ang
Hilingon an mga litrato sa kahon. output sa
Arin sa mga minasunod an: paaralan
GIBOHON 2 at ibigay
Koloran an prutas buda burak sa sa guro.
ibaba base sa saiyang natural na
kolor. Isurat sa linya an saindang
korte o porma buda tekstura
PAGSUKOL NIN NANUD-AN
Isurat sa linya kun Tama o Sala
an yasabi kan pangungusap.

ASSIGNMENT/DAGDAG NA GIBOHON

Magdrowing nin prutas na

paborito mo. Sabihon an korte,
kolor, tekstura buda klase kaini.
Mentains
ENOT NA PAGPURBAR
steady beats
when
replicating a I-click and link na ini
simple series of https://www.youtube.com/watch
rhythmic ?v=gz2xwBC 0DmE&t=145s
pattern (Ex. “Drummer Pete Steady Beats
clapping, Test” dangan simbagan mo.
walking, MGA GIBOHON SA PAKANOOD
tapping,
chanting and
(Review) Igwang mga ipapahiling
playing musical na mga litrato sa ibaba: Sabihon
instruments). nin apat na beses an tanog kan
kada saro.

MGA GIBOHON
GIBOHON 1
 Kantahon an Leron Leron Sinta
buda ipalakpak an beat o
kumpas.

GIBOHON 2
Kantahon an Leron Leron Sinta
buda tugtugan nin tamburin o
pinulpog na tansan buda
magmartsa.
GIBOHON 3
I-chant ang COVID-19 sa ibaba:
HURING PAGPURBAR

Magpahiling nin manlain-lain na

steady beat (Pagpalakpak,

37
 paglakaw, pagtaptap o kaya
pagtugtog nin mga instrumentong
perkusyon) I-video buda
ipasa sa email o messenger kan
meastra/maestro.

MGA DAGDAG NA GIBOHON

Magibo nin hababa na chant
manungod sa mga ginibo ninyo
habang nasa quaraintine period
kamo.

11:30-
SNACK/ LUNCH BREAK
1:00
1:00- P.E./ PRE-TEST Send
3:00 HEALTH Sabihon kun an ritrato modules/
Symmetrical o Asymmetrical. worksheet
Isagibo an mga ipinapahiling na s provided
hiro sa ritrato: by the
teacher or
LEARNING ACTIVITIES any
Ipadalan an video dangan arugon platform
ini recommen
https//youtu.be/XsnBVcYUwea ded by the
Symmetrical vs. Asymmetrical school.
exercises
PRACTICE TASK Have the
Demonstrate A. Ipagibo an sa ritrato, mag parent
momentary bilang nin 10 segundo sa kada hand-in
stillness in ginibong hiro. Uliton ini nin the output
symmetrical duwang beses. to the
and B. HAND STAND BALANCE teacher in
asymmetrical
shapes using
C. Simbagan an Hapot: school
body parts
other than both POST-TEST
feet as a base of
support. Simbagan: Isurat kun TAMA o
SALA an sinasabi sa kada
pangungusap.

GIBOHON SA HARONG

Mag gibo nin tolong routine na

nagpapahiling nin pag balanse
kan hawak..
Discusses the
important ENOT NA PAGPURBAR
function of
food and a Kahangan nin tsek an litrato nin
balanced meal masustansyang pagkaon.

38
 LEARNING ACTIVITIES

An tamang pagkaon pundasyon

para sa marhay na kalusugan. An
dai pagkaon nin tama dahilan nin
pagluya nin saimong immune
system. Sa masustansyang
pagkaon magkakaigwa nin
makusog na ginhawa. Iyo ini an
kaipuhan nganing magibo nine
ginhawa mo an mga dapat
gibuhon buda ma mentinar an
tamang timbang. Dapat
mong reparuhon an nutritional
value nin lambang pagkaon.
Siguruhon na igwang tamang
bitamina buda mineral an yakaon
mo oro-aldaw.

MGA GIBOHON

GIBOHON 1
Isurat an TAMA O SALA.
GIBOHON 2
Isurat sa linya an nawawarang
tataramon nganing makumpleto
an pangungusap. Pilion an
simbag sa laog nin kahon.
GIBOHON 3
Hanapon sa hanay B an mga
tataramon na naglaladawan sa
States that
mga tataramon sa hanay A.
children have
the right to
nutrition PAGSUKOL NIN NANUD-AN
( Right of the
child to Kumpletuhon an pangungusap.
nutrition Isurat an nawawarang
Article 24 of tataramon .Pilion an tamang
the UN Rights simbag sa kahon.
of the Child )
ASSIGNMENT
Ano sa pagmati mo an tamang
pagkaon na kaipuhan nin sarong
aki na arog saimo? Ngata?

FRIDAY

9:30- Self-Assessment Tasks; Portfolio Preparation (e.g., Reflective Journal); Other

11:30 Learning Area Tasks for Inclusive Education
11:30-
SNACK/ LUNCH BREAK
1:00
1:00- Self-Assessment Tasks; Portfolio Preparation (e.g., Reflective Journal); Other
3:00 Learning Area Tasks for Inclusive Education

39
 3:00
ONWAR FAMILY TIME
DS

Prepared by:
LYDIA T. ORANDAIN
Class Adviser
Noted:

ALEX I.
TORRES

HEAD TEACHER II

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:

LEARNING RESOURCES

MODULE OBJECTIVES:
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

40
 MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

MODULE 3B 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?

 Modular distance learning is one of the resources that is easily to adopt in our
school. Hence, printed self-learning materials and activity sheets are the resources
that we are going to utilize.

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?

 The school is now in the process of reviewing the SLMs provided to us. But teachers
are already utilizing the use of LR Portals like LRMDS and DepEd Commons to find
useful and effective LRs to supplement the SLMs if needed.

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

41
  A good and stable internet connection is a primary need in accessing these online
portals. A support group to ensure the quality and appropriateness of the LRs should
be established as well as the support from my fellow educators and the technical
support from out ICT coordinator.

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?

 The resources are appropriate to the different levels of our learners. These resources
are in editable formats so improving or adjusting it to meet the needs of all learners
should be easy.

ACTIVITY 2

In your LAC Session, share and discuss your answers from the previous activity. What
support can you provide to your colleagues and what support can you get from them in
terms of LRs? Take note of the insights that you can gather from your colleagues and write
them in your Study Notebook.

We have agreed to provide immediate technical assistance to each other when we encounter
problems in accessing online portals for LRs. We also came up to a consensus to share updates
and useful tools and knowledge about more sources whether offline or online sources of LRs to
suffice the needs for additional useful LRs.

MODULE 3B LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd

PORTALS

ACTIVITY 1

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that
you already have?

42
  The LRMDS and DepEd Common portals provide supplementary materials to our
SLMs that we can download, improve and adjust to meet the needs of all our
learners. It gives variety of learning activities to complement the existing LRs I have
prepared.

2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?

 The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal reception is
better.

3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?

 A good and stable internet connection is a primary need in accessing these online
portals. A support group to ensure the quality and appropriateness of the LRs should
be established. I will get the support from my fellow educators and the technical
support from out ICT coordinator.

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity

1. Explore how you can help and support each other in using the LR portals. Jot down the
insights and helpful information regarding the use of the LR portals in your Study
Notebook.

 We agreed to provide technical assistance in case problems occur while accessing the
said portals. We also decided to include the updates of these portals to our future LAC
sessions.

43
MODULE 3B LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in
your Study Notebook:
1. Was the material able to meet all the requirements?
 The download LR material met the learning targets of the lesson. The LR has the
basic standards required to deliver the MELCs.

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?
 The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study Notebook:

44
 1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?

 The resources are not quality assured and only provide minimal support to attain the
learning objectives for the students. The materials from the non DepEd portals did
not undergo from the QA.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non DepEd portals — still need?

 A more precise and easier to follow instructions can be developed. Upload more
additional resources to meet all the learners’ needs and levels of understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online
portals?
 The material needs more precision and quality assurance.

2. What improvements do you still need to make in your developed material?

 The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED

PORTAL

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

45
 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? YES
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why? NONE
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. NONE
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners? It makes me extra cautious in selecting the LRs I need for my
learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

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?

46
 10. easy to reproduce and/or /
disseminate?

11. from a credible source/author? /

12. culture- and gender-fair? /

13. free from red flags on possible /

copyright and plagiarism issues?

14. the layout and format easy to /

read and pleasing to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements? YES
6. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why? I will still use the
material simply because of it fits the needs of my learners even if I am not sure of its
rightful owner.
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 extra cautious in selecting the LRs I need for my
learners.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
47
 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

MODULE 4 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT

ACTIVITY 1

See LDM Module 4 – page 37

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

ITEMS STRONGL AGREE DISAGRE STRONGL

Y AGREE E Y
DISAGREE

I can use the modality with ease. /

48
 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.

ACTIVITY 2

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. 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? Write your
answer and other insights in your Study Notebook.

I will have to work on assessment and reporting that will ensure the credibility of
learning in this distance learning. It will help me optimize the ways to monitor
and evaluate learners’ progress and minimize possible distance cheating.

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

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

Deeper understanding and Improving my teaching Consistent collaboration from

reflecting to the things I need strategies in this time my fellow educators and

49
 in preparation for the opening challenging situation. continuous learning to
of classes. provide quality education
amid this crisis.

MODULE 4 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.

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

Mastery of the 90% of the DOMAIN 1. Attend All year- RESOURCE

subject matter members cab Content various Round can SPEAKERS
comply 10% said it knowledge and seminars, be done
was difficult for pedagogy workshops. during
the subject they Attending semestral
handle or will Strand 1 content webinars breaks and
handle it or not knowledge and its related to the summer
their major application within subject I am vacation

50
 in across the teaching
curriculum areas

Practices Makes specific Improve Improving Year- N/A

ethical and changes in the intrapersonal work-related Round
professional system or in own skills and work coordination
behavior and work methods to management
conduct improve practices.
taking into performance.
account the
impact of my
actions and
decisions.

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.

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE
MODALITIES
Enhancing capabilities on giving Outsourcing or developing learning interventions for
interventions to learners in distance learning. distance learnings.
Develops efficiency in managing tasks  Work efficiency in distance learning
focusing distance teaching-learning process,  Monitoring and evaluation of learners in
monitoring, evaluation, and assessment. distance learning.

51
 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

MODULE 5 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

52
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?

 Portfolios are intended to evaluate learning progress and achievement in a specific

course, by completing my portfolio in LAC sessions about LDMs I am now ready for the
challenge of the new normal in education. I am now fully capable of preparing my lesson
plans and in choosing the appropriate LRs to supplement the SLMs.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?

 Learning to create an individual development plan can help assess my weaknesses

and strengths in terms of my teaching practices.

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

 Writing down my reflections and insights can help me navigate my intent to improve
in aspects that I needed to. It also serves as my review points whenever I feel lost in
performing my duties. Most importantly, it serves as a gauge on how well I
understand the topics discussed from this course.

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

53
think of that is relevant to the LDM adopted by your School? Write down your answers
and other insights in your Study Notebook.

 The list of evidence in the learning delivery modality is enough at the moment.
Although of course there might be something else that need to be included as we
go on to the implementation of the DL through the MDL. In the future LACs,
surely our group will suggest of other strategies to use and henceforth the
evidences to prepare.

MODULE 5 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.

 I will make sure that I have access to the things I need before, during and after
the implementation phases of the school LCP. Making sure that I am well aware
of every step and in documenting every single thing that’s happening along the
way. I shall also be guided with the rubrics at hand to ensure that I am on track
and that the Professional Standards are met.

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.

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.

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE
MODALITIES
Enhancing capabilities on giving Outsourcing or developing learning

54
interventions to learners in distance learning. interventions for distance learnings.
Develops efficiency in managing tasks  Work efficiency in distance learning
focusing distance teaching-learning process,  Monitoring and evaluation of learners
monitoring, evaluation, and assessment. in distance learning.

55