Expected Outputs for LDM 2 Course for Teachers

MODULE REQUIRED OUTPUTS

1 – Course Orientation *No output for submission

2 – Most Essential Learning 1. Presentation of LAC Group on Unpacking of a

Competencies (MELCs) Sample MELC

3A – Lesson Design and 1. List of targeted learner interventions

Assessment in the 2. Learning tasks for DL
Modalities 3. Assessment methods in DL
4. Weekly Home Learning Plan for one (1) subject
5. Individual Learning Monitoring Plan for a student
who lags behind in completing the learning tasks
6. LAC 3 Teacher Engagement Report
7. LAC 3 Session Report

3B – Learning Resources 1. Two (2) accomplished LR Rapid Assessment

Tools with Reflection

4 – Planning for Continuing 1. Finalized LDM Individual Development Plan

Professional Development (produced after discussion during LAC)
and LAC Planning

5 – Building Your LDM TA 1. Portfolio

Portfolio

MODULE 2
 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
Module 2: Unpacking and Combining MELCs
GRADE 9- ENGLISH
UNPACKING THE MELCs
MELCs
Use information from news reports,
speeches, informative talks, panel
discussions, etc. in everyday life.
Determine the effect of textual aids like
advance
organizers, titles, non-linear illustrations,
etc. on the
understanding of a text
Appraise the unity of plot, setting and
characterization in a material viewed to
achieve the writer’s purpose
Learning Objectives
a. Identify the elements and parts of
news;
b. Classify the various sources of
information;
c. Interpret the message of a
passage; and
d. Differentiate news reports,
speeches, informative talks and
panel discussions
a. Identify the different textual aids;
b. Create a diagram/graphic
organizer that shows the
challenges of the main character
(protagonist) of your favorite
story/movie; and
c. Use textual aids in understanding
the material viewed.
a. Determine the elements of a short
story;
b. Identify the different parts of a
plot; and
c. Explain how the elements specific
to a genre contribute to the theme
of a particular literary selection.
 MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY
MODALITIES

LIST OF TARGETED LEARNER INTERVENTION

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.

LEARNER GROUP TARGETED INTERVENTION

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

Not applicable at our level but teachers may provide

additional reading materials in developing their reading
Beginning readers
skills. Attach monitoring sheets that parents/guardians may
(K to 3)
check. Constant communication with the parents/guardians
should be implemented.

Provide remedial reading materials. Attach monitoring sheets

that parents/guardians may check. Constant communication
Struggling readers with the parents/guardians should be implemented.
(Grades 4-12) Organize, if possible, a learning support system in the area
that can be composed of volunteers to provide assistance to
these learners.

No access to Provide self-learning modules and other additional learning

devices and materials.
Internet

Coordinate with their barangay officials to assist the teachers

Inaccessible (living
in delivering the self-learning modules and other additional
in remote and/or
learning materials.
unsafe areas)

Indigenous People
 Provide self-learning modules and other additional learning
materials that are cultured friendly.

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

Other? Specify.

LEARNING TASK FOR DISTANCE LEARNING

Select and sequence teaching and learning activities that would help learners meet the
learning objectives.

Before the Lesson Lesson Proper After the Lesson

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

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

ASSESSMENT METHODS IN DISTANCE LEARNING

Assessment Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message before the
Short quiz lesson. Based on the responses, I will take note of the
common misconceptions and clarify them to the learners
during our online session or via text message.
1. Formative Formative assessment like 5-item written evaluation is
Assessment included in each self-learning modules. Additional activity
sheets and worksheets containing various evaluation
shall also be distributed.
2. Summative At the end of the unit, written summative assessments in
Assessment 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
Assessment practical activities, performance tasks shall be implied.
Learners may be asked to have a video 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.
4. Long Quiz Before using Google forms teachers must ask the
students for their convenient time to give the link for
their assessment. In case of learners with no internet
connection, teacher will contact them through phone call
 or via text blast.
5. Oral Quiz Give s certain period of time for the students to answer
the given question through video presentation, voice
recording, through text or via phone calls.
6. Laboratory Activity Since laboratory materials are not available at learners’
home, I will be sending them videos which contains
demonstration on how to perform the laboratory activity
which is made simple with alternative equipment and
resources to make sure that all the needed materials for
their laboratory activity will be available on their home.

WEEKLY HOME LEARNING PLAN

ENGLISH GRADE 10
WEEK 1 QUARTER 1
OCTOBER 19, 2020

DAY AND LEARNING LEARNING MODE OF

LEARNING TASKS
TIME AREA COMPETENCY DELIVERY
6:00 – 7:30 Waking up, breakfast, and getting ready for the day!
AM
7:30 – 8:00 Have a short exercise/ meditation/ bonding with family.
AM
MONDAY
8:am English 10 A. Use information a. Identify the
onwards from news elements and Modular
reports, parts of news; Personal
speeches, b. Classify the submission of
informative talks, various sources parents after
panel of information; two weeks
discussions, etc. c. Interpret the
in everyday life; message of a
B. Transcode passage; and
information from d. Differentiate
linear to non- news reports,
linear texts and speeches,
vice-versa and, informative talks
C. Explain and panel
illustrations from discussions
linear to non- e. Identify the
linear texts and different textual
vice versa. aids;
 f. Create a
diagram/graphic
organizer that
shows the
challenges of
the main
character
(protagonist) of
your favorite
story/movie;
and
g. Use textual aids
in
understanding
the material
viewed.
h. Determine the
elements of a
short story;
i. Identify the
different parts
of a plot; and
j. Explain how the
elements
specific to a
genre contribute
to the theme of
a particular
literary
selection.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name:
Grade Level:
Learner’s Status
Monitor Insignifi Signific
Learning Intervention
Learner’s Needs ing cant ant Maste
Area Strategies
Date Progres Progres ry
s s
Provide more guided
Learner acquired
activities before
failing scores in the October
Science proceeding to /
activities of Module 22, 2020
independent
1
activities
The Learner got a
The tasks shall be
failing score in the
modified to the level
activities on
of the learner.
division of
integers. His
Additional activities October
Mathematics solutions made in /
on addition, 22, 2020
the activity shows
subtraction, and
that the learner
multiplication of
has not mastered
integers will be
other operations
given
yet.
Learner did not
Extending time of October
English finish the tasks in /
completion of tasks 23, 2020
Module 2

Learner is not making significant progress in a timely manner.

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

Sample Intervention Strategies:

a. Extending time of completion of tasks
b. Adjusting the level of difficulty of the learning content/task
c. Providing more guided activities before proceeding to independent activities
d. Seeking for more supervised time with learning facilitator
e. Giving sample prototype learning outputs or models to serve as reference for his
or home work

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: JOSEPH L. CALACAT LAC SESSION ID.: MARIANO

PERALTA NHS – LAC GROUP 12

REGION: XI DATE OF LAC SESSION:

DIVISION: DAVAO OCCIDENTAL NUMBER OF LAC SESSION:

LAC-001

Part A
Please indicate the extent to which you agree with each of the following statements
by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree;
SA =
Strongly agree)

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

THE LAC SESSION

1. I learned a lot from my ✓

colleagues in this LAC
session.

2. The LAC session deepened ✓

my understanding of the
SLM content.

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

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

5. I interacted with different ✓

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in ✓

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

7. I intend to apply what I

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

Part B
Please provide the information requested.

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

 Learning resource maps for distance learning
2. I encountered the following problems or challenges:
 Difficulty in accessing LRMDS portal due to poor internet connection
3. Other comments/suggestions:
Part A
Please indicate the extent to which you agree with each of the following statements
by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree;
SA =
Strongly agree)

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

THE LAC SESSION

8. I learned a lot from my ✓

colleagues in this LAC
session.

9. The LAC session deepened ✓

my understanding of the
SLM content.

10. My perspective on the ✓

topic/s covered has
changed as a result of the
LAC session.

11. I participated actively in ✓

the LAC session by sharing
my assignment and
insights, asking questions,
and giving
feedback on what
colleagues shared.
 12. I interacted with different ✓
people during the LAC
session.

ACTION PLAN

13. I feel motivated to apply in ✓

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

14. I intend to apply what I

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

Part B
Please provide the information requested.

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

 Learning resource maps for distance learning
2. I encountered the following problems or challenges:
 Difficulty in accessing LRMDS portal due to poor internet
connection
3. Other comments/suggestions:

FORM 3: LAC Session Report

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

LAC FACILITATOR: JOSEPH L. CALACAT LAC SESSION NO.:

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

Google Meet

Number of members present (attach attendance document): 11

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

SD D N A SA Comments / Remarks
(For example, if you
disagree or strongly
 disagree, 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):
The LAC session gave us teachers an opportunity to see each other via
Google meet and experience a different form of discussion.

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

Poor Internet Connection

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

Topics on SLM, strategies and techniques on how to effectively deliver
lessons to learners especially in times of pandemic.

4. Recommendations/Plans for next LAC session:

Find a better place that has a good internet connection. And encourage
fellow educators to participate in the discussion so as to gather relevant
ideas that may be deem useful in the real-life context.

MODULE 3B
 LEARNING RESOURCES

RAPID ASSESSMENT OF LEARNING RESOURCES

LR
Material: DEPED-SACTIONED PORTAL

CANNOT BE
Is the LR Material... YES NO
DETERMINED

1. connected and relevant to the ✔

MELCs?

2. appropriate to the grade level ✔

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or ✔

disseminate?

4. from a credible ✔
source/author?

5. culture- and gender-fair? ✔

6. free from red flags on possible ✔

copyright and plagiarism
issues?

7. designed with a layout/format ✔

that is 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 , The assessment method has the quality and
reliability of the activities
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
 NONE the materials covered the lesson but still require some proper
description and terminology to achieve the best understanding of the
concept.
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
 It helps in terms of selecting the appropriate LRs that should be align with
the
learning’s objectives , goals for the learners achievement.

RAPID ASSESSMENT OF LEARNING RESOURCES

LR
Material: NON-DEPED PORTAL

CANNOT BE
Is the LR Material... YES NO
DETERMINED

1. connected and relevant to the ✔

MELCs?

2. appropriate to the grade level ✔

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or ✔

disseminate?

4. from a credible ✔
source/author?

5. culture- and gender-fair? ✔

6. free from red flags on possible ✔

copyright and plagiarism
issues?

7. designed with a layout/format ✔

that is easy to read and
pleasing to the eyes?

Reflection:
 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? 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.
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.

MODULE 4
PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC
PLANNING

INDIVIDUAL DEVELOPMENT PLAN

Name: JOSEPH L. CALACAT Position/Designation: SST-II

 Action Plan
(Recommended Developmental
Development Intervention) Resource
Strengths Timeline
al Needs Learning s Needed
Objectives of the Intervention
PD Program
Applied skills Used a range Improve skills and Attend various Year- Self-
in the of teaching strategies to seminars, Round Funding
effective strategies of to develop meaningful workshops. MOOE
communicatio enhance teaching-learning Benchmark Others
n of learners’ learner process including with other
needs, achievement in assessment tools teachers.
progress and literacy and and techniques to
achievement numeracy enhance students'
to key skills. mastery in my
stakeholders, subject.
including
parents and
guardians.

Practices Makes specific Improve Improving Year- N/A

ethical and changes in the intrapersonal skills work-related Round
professional system or in and work coordination
behavior and own work management
conduct methods to practices.
taking into improve
account the performance.
impact of my
actions and
decisions.
Positive use Content Apply knowledge of Facilitate the Year- MELC,
of ICT in the knowledge and content within and positive use of round Modules in
delivery of its application across the technology in LDM2
learning within and curriculum teaching teaching and course for
across the areas learning teachers,
curriculum process on the curriculum
areas in the distance guide,
implementation learning teaching
of MELCs in the modality guide and
new normal learning
class materials
Applied skills Used a range Improve skills and Attend various Year- Self-
in the of teaching strategies to webinars and Round Funding
effective strategies of to develop meaningful workshops MOOE
communicatio enhance teaching-learning Others
n of learners’ learner process including
needs, achievement in assessment tools
progress and literacy and and techniques to
achievement numeracy enhance students'
to key skills. mastery in my
stakeholders, subject.
including
parents and
guardians.