LESSON 1

COURSE OVERVIEW

ACTIVITY 1
1. What is the main delivery of this course?
The Learning Delivery Modalities 2 Course
(LDM2) delivers self-directed modules which do not
require thorough discussion in deepening the
teachers’ understanding on the different learning
modalities that we are about to use this school year
2020-2021. This course is also output-oriented as
teacher participants are tasked to provide outputs and
reflect on each activity in every module.

2. How can this course help ensure that you will be

able to deliver quality instruction in the “new
normal”?
This LDM course helps ensure that I will be able
to deliver quality instruction in the new normal
through better understanding of the what’s, how’s,
and why’s of learning continuity platforms to make
learning effective to happen in the new normal school
setting wherein blended learning modalities are
significant concerns to this current time.

3. What are the two support mechanisms that will

help you with your learning in this course?
The two support mechanisms that will help me
with my learning in this LDM course are (1) self-
learning modules and (2) collaboration through the
Learning Action Cells (LACs).
ACTIVITY 2
1. How will my personal characteristics and
circumstances affect (positively or negatively) my
participation in this course?
My professional attitude towards answering the
LDM modules will affect positively my participation
in this course. Though I have other essential school
related works aside from answering these modules,
still I am optimistic that gradually I can finish all of
these on time.

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?
I can ensure that I will be able to sustain my
strengths and address the obstacles that will hinder
me from completing this course through effective
time management of LAC members and constant
communication to our Master Teacher.

ACTIVITY 3
Look for a colleague with whom you would like to
discuss your answers and reflections with the
questions in Activities 1 and 2.
 Upon discussing with my co-teacher regarding how I
will respond to the completion of this LDM2 modules, I
had gained optimistic spirit of enlightenment. Subjecting
myself to undergo through this process will not only
benefit me a lot but it will also benefit my learners under
the new normal school setting wherein face-to-face
learning is prohibited because of the health risk brought
about by COVID 19. Learning must continue no matter
what the situation is. Learning is possible because there
are other learning modalities that can be used to make
learning effective to happen.

LESSON 2
ORGANIZING YOUR LEARNING ACTION CELL

ACTIVITY 1
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:
2 – To improve the teaching-learning process to
improve learning among students
4 – To nurture successful teachers
1 – To enable teachers to support each other to
continuously improve their content and
pedagogical
 knowledge, practice, skills, and attitudes
3 – 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.
LAC Scheduling of Meeting
The selection of date and time in significant
indicators to ensure successful LAC session.
This means that the date and time is favorable to
all the LAC team members. All should be
present so that everyone should be able to share
their own understanding, interventions to be
adopted, and productively generate solutions to
issues that concern the school, the learners, and
among themselves. In this manner, LAC session
will become successful and productive.
Setting Up of Resources
Before the LAC session be scheduled before
hand, the LAC leader should ensure that all
resources (human and material) are ready.
Because if not, success will not be possible if
both human and material resources are not
complete nor ready.
Prioritization of Topics or Agenda
Prioritization of LAC topic to be tackled is
an essential indicator of success because if done
so, problem will be addressed immediately.
Careful selection of LAC topic should surface
the present problems of the school, of the
learners, or among the teachers themselves.
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.
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.
2. During this meeting, decide on your groupings and
designate one LAC Facilitator and one LAC Lear
per LAC.
3. Note the following in forming LACs;
 LACs should be composed of teachers.
Discuss your preferred LAC composition with
your assigned Instructional Coach.
 After forming your respective LACs, there
should be 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.
ACTIVITY 3
List down the members of your LAC and their
respective roles in your Study Notebook.
LAC Leader Teofila B. Epis
LAC Facilitator Asuncion S. Barola
LAC Documenter Joel M. Bragas
Germelina Dalogdogan
Valbino L. Enilo
LAC Member Jonna Marie M. Udarbe
Judy M. Espinosa
Charlin Gozo
LAC Members
FORM 1: LAC PROFILE
Region: VIII
LAC ID: 2-001 Number of LAC Members: 6
Name of LAC Facilitator: Asuncion S. Barola Designation/Position: Master Teacher I
LAC Members
Preferred
Name Sex Designation Division Contact Details Contact
Mode
09451530460
Joel M. Bragas M Teacher III Maasin City joel.bragas001@ Phone
deped.gov.ph
09263660983
germelina.dalogd
Germelina Dalogdogan F Teacher III Maasin City Phone
ogan001@deped.
gov.ph
09195190199
Valbino L. Enilo M Teacher II Maasin City valbino.enilo@de Phone
ped.gov.ph
09473418062
Jonna Marie M. Udarbe F Teacher II Maasin City jonnamarie.udarb Phone
[email protected]
09958709847
Judy M. Espinosa F Teacher III Maasin City judy.espinosa@d Phone
eped.gov.ph
09297137340
SPED
Charlin Gozo F Maasin City Charlin.gozo@de Phone
Teacher I
ped.gov.ph
 LESSON 1:
BACKGROUND, RATIONALE, AND
DEVELOPLMENT OF MELCs

ACTIVITY 1
1. The closure of schools around the world due to the
global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns
in terms of curriculum standards that need to be
addressed in order to ensure learning continuity?
Cite a specific example. Do you think these
concerns could be solved by teachers alone? Why
or why not?
The crisis brought about by the COVID-19 has
posted a lot of challenges for the Department of
Education especially to the teachers who are standing
in the front line to provide the continuity in
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 continuous 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 to this. 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
1. What are the general and specific purposes of the
development of MELCs?
The MELC is developed to allow students to
study based on their abilities to learn skills or
competencies at their own pace. This method is
tailored to meet different learning levels that can lead
to efficient learning outcomes through alternative
learning delivery modalities. How does curriculum
review aid in the identification of essential learning
competencies?

2. How does curriculum review aid in the

identification of essential learning competencies?
 Doing curriculum review is a difficult task
especially if you do not have enough time to do it.
But in our educational system, having the
commitment to ensure quality, relevant and liberating
education for all the bureau specialist, academic
experts and field implementers initiated by Sec
Leonor M. Briones worked hand in hand to reach a
consensus regarding the criteria to be used in
determining these competencies. The review focuses
on articulation within and across learning areas to
identify gaps, issues, and concerns across learning
areas and grade level.

3. What is the difference between essential learning

competencies and desirable learning
competencies?
Essential learning competencies are defined as
what the students need, considered indispensable, in
the teaching-learning process to building skills to
equip learners for subsequent grade levels and
subsequently, for lifelong learning. On the other
hand, desirable learning competencies if were defined
as what may enhance education but may not
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 MELCs were identified according to the
gaps, issues and concerns across learning areas and
grade levels. The decisions were made due to the
limited number of school days and the absence of
face-to-face instructions at this time of pandemic.
Hence, narrowing down the learning competencies is
the best option the DepEd has come up with.

5. What is the importance of the MELCs in ensuring

the delivery of quality instruction?
The MELCs are made aligned with the
national/local standards, applicable to real-life and
are the most essential competencies that students are
expected to learn despite this pandemic. The
Department of Education has made sure that with
limited resources, time, and the absence of face-to-
face instructions, learners would still get the
necessary competencies the need to acquire through
these MELCs.

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.
 1st Quarter K to 12 Learning Competencies MELCs
 Naipaliliwanag ang konsepto ng Konteporaryong  Nasusuri ang
Isyu AP10IPE-Ia-1 kahalagahan ng pag-
aaral ng
Kontempraryong
 Nasusuri ang kahalagahan ng pagiging mulat sa Isyu
mga kontemporaryong isyu sa lipunan at daigdig
AP10IPE-Ia-2
 Naipaliliwanag ang iba’t ibang uri ng kalamidad  Natatalakay ang
na nararanasan sa komunidad at sa bansa kalagayan, suliranin
AP10IPE-Ib-3 at pagtugon sa
 Naiuugnay ang gawain at desisyon ng tao sa isyung
pagkakaroon ng mga kalamidad AP10IPE-Ib-4 pangkapaligiran

 Natutukoy ang mga paghahanda na nararapat  Natutukoy ang mga

gawin sa harap ng mga kalamidad AP10IPE-Ib-5 paghahandang
 Natutukoy ang mga ahensiya ng pamahalaan na nararapat gawin sa
responsable sa kaligtasan ng mamamayan sa harap ng panganib
panahon ng kalamidad AP10IPE-Ic-6 na dulot ng mga
suliraning
pangkapaligiran
Merged/Clustered
 Naipaliliwanag ang aspektong politikal, pang-  Naisasagawa ang
ekonomiya, at panlipunan ng Climate Change mga angkop na
AP10IPE-Ic-8 hakbang ng
 Natatalakay ang iba’t ibang programa, polisiya, at CBDRRM Plan
patakaran ng pamahalaan at ng mga
pandaidigang samahan tungkol sa Climate
Change AP10IPE-Id-9
 Natataya ang epekto ng Climate Change sa
kapaligiran, lipunan, at kabuhayan ng tao sa
bansa at sa daigdig AP10IPE-Id10
 Natutukoy ang mga suliraning pangkapaligiran na
nararanasan sa sariling pamayanan AP10IPE-Ie11
 Natatalakay ang mga hakbang ng pamahalaan sa
pagharap sa mga sulliraning pangkapaligiran sa
sariling pamayanan AP10IPE-Ie-12
 Nakagagawa ng case study tungkol sa sanhi at
epekto ng mga suliraning pangkapaligiran na
nararanasan sa sariling pamayanan AP10IPE-If-13
Retained  Napahahalagahan ang pagkakaroon ng disiplina  Nasusuri ang
at kooperasyon sa pagitan ng mga mamamayan kahalagahan ng
at pamahalaan sa panahon ng kalamidad kahandaan, disiplina
AP10IPE-Ic-7 at kooperasyon sa
pagtugon ng mga
hamong
pangkapaligiran
Dropped  Naipaliliwanag ang mga dahilan ng pagkakaroon
 ng unemployment AP10IPE-If-14
 Natataya ang implikasyon ng unemployment sa
pamumuhay at sa pag-unlad ng ekonomiya ng
bansa AP10IPE-Ig15
 Nakabubuo ng mga mungkahi upang malutas ang
sulliranin ng unemployment AP10IPE-Ig16
 Naipaliliwanag ang konsepto ng globalisasyon
AP10IPE-Ig17
 Naipaliliwanag ang pangkasaysayan,
pampulitikal, pang-ekonomiya, at sosyokultural
na pinagmulan ng globalisasyon AP10IPE-Ih18
 Nasusuri ang mga pangunahing institusyon na
may bahaging ginagampanan sa globalisasyon
(pamahalaan, paaralan, mass media,
multinational na korporasyon, NGO at mga
internasyonal na organisasyon) AP10IPE-Ih19
 Naipaliliwanag ang konsepto ng sustainable
development AP10IPE-Ih20
 Natatalakay ang kasaysayan ng pagkabuo ng
konsepto ng sustainable development AP10IPP-
Ii21
 Naipaliliwanag ang kaugnayan ng mga gawain at
desisyon ng tao sa pagbabagong pangkapaligiran
AP10IPE-Ii22
 Nasusuri ang mga kasalukuyang hamon sa
pagtamo ng sustainable development (hal.:
consumerism, energy sustainability, poverty, at
health inequalities) AP10IPE-Ii23
 Napaghahambing ang iba’t ibang istratehiya at
polisiya na may kaugnayan sa pagtamo ng
sustaibale development na ipinatutupad sa loob
at labas ng bansa AP10IPE-Ij24
 Nakasusulat ng isang case study na nakatuon sa
pagtamo ng sustainable development ng
kinabibilangang pamayanan AP10IPE-Ij25

ACTIVITY 4
In your LAC Session, discuss and share your
answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as
well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot
down all the insights shared in the discussion,
including your own, in your Study Notebook.
Question(s) about MELCs Insights shared by your co-
Your insights shared
that need(s) clarification teacher(s)
 How will the  It is possible for students to  The expected varieties of
 students ensure to jot down their ideas on a materials are not available at
participate with their certain topic given, although their respective homes.
classmates in such they will be no appearance on
forums or panel screen due to some
discussions if they do certainties, but what matters
not have the gadgets is for them to express their
to be used insights on a certain issue and
(smartphones, submit it (jot down ideas)
tablets, laptops, or through pictures.
computers and
stable internet
connections.)

The students may get ideas  Some students will be having a


 How will the through extensive readings hard time to accomplish this
students gather competency because of lack of
(books, newspapers, articles,
sensible questions to etc.) and watch sources and internet
deliver in such connectivity.
documentations.
activities?

LESSON 2
UNPACKING AND COMBINING MELCs INTO
LEARNING OBJECTIVES

ACTIVITY 1
1. What is the importance of unpacking and
combining the MELCs?
The unpacking and combining of MELCs is
essential to make the learning activities more
organize and systematic. The teacher may unpack
the MELCs into more specific learning
competencies or objectives to ensure that learner
acquire the necessary knowledge, skills and values.
However, the teacher may add more sub-
competencies depending on the need of the
learners, and as time allows.

2. What considerations must be taken in

unpacking and combining the MELCs? Explain
each.
 Here are some points to consider in unpacking and
combining the MELCs:
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.
Pre-requisite knowledge and skills - The learning
competencies must be in spiral progression
approach where the basic principles are
introduced in the first grade and are rediscovered
in succeeding grades in more complex forms.
Logical sequence of learning objective - Since
the intention of unpacking the MELCs is to
provide systematic learning experiences for
learners. It is important that the unpacked
learning objectives follow a logical sequence or
specific order.

3. Do all the MELCs need to be unpacked or

combined? Why or why not?
It varies on a case-by-case basis. There are
consideration and criteria in unpacking or
combining the MELCs. The teacher may
unpack or combine the learning competencies
depending on the sequence of the lesson, need
of the learners.

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.
Unpacking MELCs
MELCs Learning Objectives
Nasusuri ang kahalagahan ng pag-aaral ng  nabibigyang kahulugan ang
kontemporaryong isyu. kontemporaryong isyu;
 natutukoy ang mga uri ng
kontemporaryong isyu;
 nasusuri ang mga kontemporaryong isyu
ayon sa kasanayang natalakay;
 napahahalagahan ang pag-aaral ng mga
kontemporaryong isyu; at
 nakapagbibigay ng sariling mungkahi sa
paglutas ng mga kontemporaryong isyu
na kinakaharap ng kinabibilangang
komunidad.

Combining MELCs
Quarter Content Standard Performance Standard MELCs
1st Ang mag-aaral ay … Ang mag-aaral ay …  nasusuri ang
ay may pag-unawa sa mga nakabubuo ng ankop kahalagahan ng
sanhi at implikasyon ng mga na plano sa pagtugon pag-aaral ng
hamong pangkapaligiran sa ating Kontemporaryong
upang maging bahagi ng pangkapaligiran tungo isyu
pagtugon na sa pagpapabuti ng  Natatalakay ang
makapagpapabuti sa pamumuhay ng tao kalagayan,
pamumuhay ng tao. suliranin at
pagtugon sa
isyung
pangkapaligiran
ng Pilipinas
 Natutukoy ang
mga
paghahandang
nararapat gawin
sa harap ng
panganib na dulot
ng mga suliraning
pangkapaligiran
 Nasusuri ang
kahalagahan ng
kahandaan,
disiplina at
kooperasyon sa
pagtugon ng mga
hamong
pangkapaligiran
 Naisasagawa ang
mga angkop na
hakbang ng
CBDRRM Plan

LESSON 1:
 UNDERSTANDING THE DIFFERENT LDMS

ACTIVITY 1
1. Do a quick check of your knowledge of the four
modalities prescribed in the LCP—face-to-face
learning, DL, blended learning, and
homeschooling. In your own words, define each
modality. Write your own definitions in your
Study Notebook.
Face-to-Face Learning – a traditional way of
teaching and learning process where learners
usually to go schools in order for them to acquire
the learning competencies designed for them. It
also requires the presence of a teacher with aids
for teaching and providing learning resources to
the class for better outcomes.
Distance Learning – refers to a learning method
where learners are provided with materials or
tools that they can study at the comfort of their
home. This could also be an online teaching and
learning process.
Blended Learning – this method can be a
combination of online learning and face-to-face
learning or any combinations of learning
delivery modalities.
Homeschooling – this is a home-based learning
method where learner is not required to go to
school. They study at their own pace with the
help of their parents/guardians
 2. Which of the LDMs do have a face-to-face
learning component? Write down your answer in
your Study Notebook.
Based on the LDMs, homeschooling and
distance learning does not require face-to-face
learning component.

ACTIVITY 2
Distance Distinguishin
Essential Role of Role of Parent or Role of
Learning g
Resources Teacher Household Member School
Modality Feature
Modular Individualiz SLMs, as
Monitors the Learning Plans,
Distance ed well aslearner facilitators who prepare,
Learning instruction textbooks
progress and provide learners monitors
(MDL) where /learners’
sets a with instructional the
learners materials
feedback support as performanc
use self- (LMs), mechanism to needed e of student
learning copies of
help learners
modules video meet the Collaborates
(SLMs) in lessons in
MELCs while to barangay
print or a flashseeing the officials
digital drive or
connection of
format CD one lesson to Accepts
the next to donations
reinforce the from
coherence of stakeholder
the s
curriculum.
Online Teacher SLMs for Give Learning Provide
Distance facilitates Alternativ assignments facilitator that orientation
Learning learning e Deliver and learning supervise and for learners
(ODL) and Modes tasks monitor the and parents
engages (ADM), screen time of the on
learners’ textbooks Facilitates learners navigating
active , primer learning and these online
participatio lessons, engages platforms
n using activity learners
various sheets, active Organize
technologie teacher- participation professional
s connected made using developmen
to the videos technologies t activities
internet and to enhance
while they suppleme teachers
 are ntary understandi
geographic materials, ng of and
ally remote and open skills in the
from each education use of LMs
other al
resources Determine
(OERs). the
SLMs and appropriate
primer ness of
lessons certain
converted learning
into managemen
different t systems in
digital the delivery
forms of
such as instruction
interactiv
e lessons
or
electronic
books (e-
books)
and
DepEd
Learning
Resource
s Portal,
DepEd
Commons
and/or
different
DepEd
recognize
d learning
managem
ent
systems
TV-Based Use of TV-based Enhancement Serves as a guide Provide the
Instructio television lessons of during viewing learners, as
n (TVBI) programs understandin time well as their
on channels g of key parents/gua
or stations concepts and rdians/learn
dedicated clarification ing
to on possible facilitators
providing areas of the
learning confusion in broadcast
content to the lesson schedule of
learners as that was lessons
a form of viewed to
distance shall be done
education during home
visits by
subject area
teacher/learn
ing facilitator
wherever
 possible or
through
phone calls,
SMS, among
others.
Radio- Use of Radio- Enhancement Guidance from Provide the
Based radio based of parents/learning learners, as
Instructio programs lessons understandin facilitators during well as their
n (RBI) on channels g of key listening time parents/gua
or stations concepts and rdians/learn
dedicated clarification ing
to on possible facilitators
providing areas of the
learning confusion in broadcast
content to the lesson schedule of
learners as that was lessons
a form of listened to
distance shall be done
education. during home
visits by
subject area
teacher/learn
ing facilitator
wherever
possible or
through
phone calls,
SMS, among
others.
Blended Any SLMs, as Provide the Learning Ensure the
Distance combinatio well as learners, as facilitator quality of
Learning n of the textbooks well as their education
above DL /learners’ parents/guar
types. materials dians/learnin Provide
Thus: (LMs), g facilitators supplement
 MDL copies of the broadcast ary
and video schedule of materials to
ODL lessons in lessons those who
 MDL a flash have
and drive or insignificant
TVBI/R CD
BI Plan a LAC
 ODL SLMs for strategies to
and Alternativ enhance the
TVBI/R e Delivery learning
BI Modes progress of
 TVBI/R (ADM), students
BI and textbooks
MDL , primer
lessons,
activity
sheets,
teacher-
made
videos
and
 suppleme
ntary
materials,
and open
education
al
resources
(OERs).
SLMs and
primer
lessons
converted
into
different
digital
forms
such as
interactiv
e lessons
or
electronic
books (e-
books)
and
DepEd
Learning
Resource
s Portal,
DepEd
Commons
and/or
different
DepEd
recognize
d learning
managem
ent
systems

TV and
radio
based-
lesson

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

Most of our learners belong to less-fortunate families

who are apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
1 Modular Distance Learning 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.
2 Blended Learning This is to provide better instructional support,
monitoring, and evaluation to the learners to ensure
that the quality of education is being delivered.

TVBI is possible but not to everyone. As mentioned

above, most of the learners’ families are not capable of
3 TV-Based Instruction
providing this type of device.

Most families in the community now-a-days do not use

radios anymore. In some households this is still present
4 Radio-Based Instruction but the signal reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very

small number of learners selected this type of instruction
5 Online Learning 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.
LEARNER GROUP TARGETED INTERVENTION
Learners without parents or
Make a weekly supervisory plan for them and check their module and activity
household member who can
sheets. Organize, if possible, a learning support system in the area that can
guide and support their
be composed of volunteers to provide assistance to these learners.
learning at home.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers (K to 3) monitoring sheets that parents/guardians may check. Constant
communication with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
parents/guardians may check. Constant communication with the
Struggling readers (Grades 4-
parents/guardians should be implemented. Organize, if possible, a learning
12)
support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to devices and Provide self-learning modules and other additional learning materials.
Internet
Inaccessible (living in remote Coordinate with their barangay officials to assist the teachers in delivering
and/or unsafe areas) the self-learning modules and other additional learning materials.
Provide self-learning modules and other additional learning materials that
Indigenous People
are cultured friendly.
Assess the particular needs of these learners and provide them with the
Persons with Disabilities
materials that would suffice it.
Other? Specify.

LESSON 2:
DESIGNING LESSONS AND ASSESSMENTS IN
THE DIFFERENT LDMs

ACTIVITY 1
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 pacing and allocation of instructional
time.
 2. Why is lesson designing important?
Lesson designing is important because it helps
ensure that time is maximized for instruction and
learning, lessons are responsive to learner’s needs,
teachers set learning targets for learners, teachers
carry out a lesson successfully, teachers master their
learning area content, teachers become more
reflective about their teaching.

3. What are the three elements or components of a

well-designed lesson?
The three elements or components of a well-
designed lesson are as follows:
a) Clearly articulated lesson objectives (What
should be taught?)
b) Well selected and logically sequenced
presentation of learning resources and activities
to help learners meet the objectives ( How
should it be taught?)
c) Appropriate and timely assessment activities that
provide relevant information and feedback for
both teachers and learners ( How should learning
be assessed?)

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

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
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Reflection is the part of the DLL/DLP that should be
filled up after the lesson is delivered. The teacher can
make comments about the outcome of the lesson and
other things that has been observed during the instructions
of the lesson.
ACTIVITY 4
Learning Delivery Modality: Modular Distance Learning
Grade Level and Learning Area: Aral Pan 10
Lesson/Topic: Kontemporaryong Isyu
Learning Objectives: Nabibigyang kahulugan ang
kontemporaryong isyu; Natutukoy ang mga uri ng
kontemporaryong isyo; Nasusuri ang mga
kontemporaryong isyu ayon sa kasanayang natalakay;
Napahahalagahan ang pag-aaral ng mga kontemporaryong
isyuu; at Nakapagbibigay ng sariling mungkahi sa
paglutas ng mga kontemporaryong isyu na kinakaharap
ng kinabibilangang komunidad.
Learning Resources/Materials Needed: MELC, Modules

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can be
Part of Lesson / Learning Tasks present in the done via a learning activity sheet, can be
SLM 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 / Can be facilitated by a household partner
establish interest in new lesson
4. Check learner’s prior knowledge / Can be done via a learning activity sheet
about the new lesson
5. Present connection between old / Can be done via a learning activity sheet
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide /
for learners
Lesson Proper
1. Explain, model, demonstrate, and / Can be done via a learning activity sheet
illustrate the concepts, ideas, skills,
or processes that students will
eventually internalize
2. Help learners understand and / Can be done via a learning activity sheet
master new information
3. Provide learners with feedback / Can be done via a learning activity sheet
4. Check for learners understanding / Can be done via a learning activity sheet
After the Lesson
1. Wrap up activities / Can be done via a learning activity sheet

/ Can be done via a learning activity sheet

2. Emphasize key information and
concepts discussed
3. Ask learners to recall key activities / Can be done via a learning activity sheet
and concepts discussed
4. Reinforce what teacher has / Can be done via a learning activity sheet
taught
/ Can be done via a learning activity sheet
5. Assess whether lesson has been
mastered / Can be done via a learning activity sheet
6. Transfer ideas and concepts to
new situations

1. For learning tasks not found in the SLM you

examined, what materials or resources can you
create or curate to supplement the SLM?
In case the learning tasks are not found in the
SLM, the teacher should provide supplementary
materials like books, worksheets and learning activity
sheets.

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?
The additional support that I can give to the
learners is to make sure that they are provided with
learning materials needed to support their education.
I will assure them that they can contact me if they
have some queries on the lessons. On the part of the
parents, I will provide them a copy of Weekly Home
Learning Plan to guide them in facilitating learning
and give some tips in teaching children at home.

3. How can the teacher gather feedback on the

different learning tasks, to refine or modify
current and future lessons?
 Through constant communication, follow-up and
by checking their works the teacher can gather
feedback on the different learning tasks.
ACTIVITY 5
Assessment is always a part of designing
instruction. Read the DO 8, s2015 on Policy Guidelines
on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of
assessment: formative and summative. Take note of
the similarities and differences between the two. Write
your answers in a Venn diagram in your Study
Notebook.

Formative Assessment Summative Assessment

Learners
Assessment FOR learning: Assessment OF learning:
may be assessed
individually
to make corrections in the lesson to measure if the student met the
should encourage performance and content standards
self reflection and
may be incorporated in all parts of the personal execute after the lesson/end of a
lesson: before the lesson, the lesson accountability
among students quarter
proper, and after the lesson
about their own
learning
results enable teachers to describe
results must be recorded to study the may be a written how well the students learned the
patterns of learning demonstrated by work or a
performance standards/competencies for a given
the students but should NOT be used as task quarter, which are then reflected in
the basis for grading
the class record
ACTIVITY 6
Which assessment methods can you adapt in DL
considering the content area that you are teaching? In
your Study Notebook, recreate the following table and
list five methods that you would like to try. For each
one, how you plan to use it in DL.
Assessment
How to Adapt the Assessment Method in DL
Method

Portfolio The teacher may ask the students to make a portfolio where they can
write their reflection. Provide and discuss the rubrics to be used for the
activity.

Performance Task The students will perform or demonstrate their knowledge,

understanding and proficiency in a particular topic. This can be done
through video recording and will be send to the teacher for
checking/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.

Quarterly Test Before the end of each quarter, students should be given a quarterly test
to evaluate students understanding in all learning competencies. This will
be distributed to the learners in printed form since they are under
Modular Distance Learning.

Worksheets/Learning Aside from the activities in module, teachers need to provide additional
Activity Sheets activities every week to assess the students if they learned the topic. This
can be recorded as your graded quiz.

1. What assessment methods are common among the

group members?
 Portfolio
 Demonstration/Performance Task
 Quarterly Test
 Weekly Test/Assessment
 Worksheets/Learning Activity Sheets
 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. √

2. Testimonies of parents/guardians and learning

facilitators regarding the learner’s progress may be √
included in a portfolio.
3. There is a fixed list of items that should be included in
a portfolio. √

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

portfolio. √

5. For asynchronous learning, teachers allow learners to

work on their outputs during their own time. The
latter will submit the portfolio within the schedule √
that the teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit
the actual softcopies of their work saved on a √
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies
or physical forms may be handed over to the teacher √
by the parents or learning facilitators.
 LESSON 3
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,
skills, and attitudes that learners need to a. Learning area
demonstrate
d 2. These are the formative learning opportu-
nities given to learners to engage them in
b. Mode of delivery
the subject matter and to enhance under-
standing of the content.
a 3. This refers to the prescribed subject that
c. Learning competencies
learners take.
b 4. This refers to the method of submission of
learning outputs preferred by the learner/ d. Learning task
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.
WEEKLY HOME LEARNING PLAN
Quarter: First Grade & Section : 10 – Mars

Week: 1 (October 12-16)

Day and Learning Learning Learning Mode of Delivery

Time Areas Competencies Tasks

Monday Araling Nasusuri ang Gawain 1: Paunang Pagtataya Kukunin at ihahatid

8:00 – 12:00 Panlipunan kahalagahan ng pag- Basahin at suriing mabuti ang ng magulang ang
aaral ng mga tanong sa ibaba. Isulat gawain sa gurong
Kontemporaryong ang titik ng tamang sagot sa pupunta sa
isyu. iyong sagutang papel. barangay hall o
Gawain 2: Headline-Suri gym
Pumili sa mga larawan ng
headline at sagutin ang mga
pamprosesong tanong sa
ibaba. Isulat ang sagot sa
hiwalay na papel.
Gawain 3: Halo-Letra
Gamit ang mga pinaghalo-
halong letra, tukuyin ang mga
konsepto at salitang
inilalarawan ng sumusunod na
pahayag. Isulat ang sagot sa
hiwalay na papel.
Gawain 4: Tapat-Tapat!
Dapat!
Maglista ng mga isyu na iyong
nalalaman na maaaring
nangyayari sa iyong
komunidad at itapat ang mga
ito ayon sa tamang uri.
Gumamit ng sariling sagutang
papel.
Gawain 5: Timbangin Mo,
Kontemporaryong isyu Ba
Ito?
Suriin ang bawat pahayag at
sabihin kung ito ay
kontemporaryong isyu o
hiindi. Ipaliwanag ang iyong
sagot gamit ang sariling
sagutang papel.
Gawain 6: Maging Manapuri!
Magtala ng mga
kontemporaryong isyu sa
inyong lugar at suriin ito gamit
ang talahanayan sa ibaba.
Ilagay ang sagot sa hiwalay na
papel.
Gawain 7: Balita-Suri!
Basahin at unawain ang
sumusunod na balita.
Pagkatapos ay sagutin ang
sumusunod na pamprosesong
mga tanong sa hiwalay na
papel.
Gawain 8: Suriin Mo!
Gamit anag limang
balita/artikulo na iyon binasa,
punan ang talahanayan sa
ibaba upang patunayan ang
iyong kaalaman sa maingat na
pagsusury ng isang isyu.
Gumamit ng sariling sagutang
papel.
Gawain 9: “3-2-1 Chart”
Punan ng impormasyon ang
tsart sa ibaba gamit ang
sariling sagutang papel.
Gawain 10: Mahalaga Ito!
Pansinin Mo!
Ipaliwanag ang iyong sagot.
Gumamit ng hiwalay na papel.
Gawain 11: Pangatwiranan
Mo!
Sagutin ang sumusunod na
tanong sa sariling papel.
Gawain 12: Kahon-Analysis
Basahin at suriin ang
sumusunod na pahayag at
ipaliwanag ang iyong sariling
opinion kung sumasang-ayon
ka o hindi. Kopyahin ang
Kahon ng Tanong at isulat ang
sagot sa loob nito.
Gawain 13: S-E-S Graph
Maging mapanuri, magbigay
ng mga isyu na iyong nakikita
sa inyong komunidad ibigay
ang iyong sariling opinion
gamit ang graph sa ibaba.
Gumamit ng hiwalay na papel.
Gawain 14: Mula sa Media
Kumuha ng kontemporaryong
isyu mula sa iba’t ibang uri ng
media at sagutin ang mga
sumusunod na pamprosesong
tanong gamit ang sariling
sagutang papel.
Gawain 15: “Tandaan Mo!”
Dugtungan ang sumusunod na
mga kaisipan. Ilagay ang sagot
sa hiwalay na papel.
Gawain 16: Mulat sa
Katotohanan!
Magbigay ng mga
kontemporaryong isyung
 kinakaharap ng ating bansa sa
ngayon at ibigay ang
kahalagahan nito sa iyong
buhay bilang isang mag-aaral
na mulat sa katotohanan.
Ilagay ang sagot sa hiwalay na
papel.
Gawain 17: Ipahayag sa
Bawat Letra!
May kahalagahan ba sa iyong
buhay ang pagiging mulat sa
mga kontemporaryong isyu?
Paano mo magagamit ang iyng
kaalaman sa iyong buhay?
Sagutin ang mga tanong sa
pamamagitan ng pagbuo ng
akrostik gamit ang salitang
KONTEMPORARYO. Gumamit
ng sariling sagutang papel.
Gawain 18: Panghuling
Pagtataya
Isulat ang tamang sagot sa
sariling sagutang papel.
Gawain 19: “Ako Ay
Kabahagi”
Maging mapagmasid sa iyong
komunidad na kinabibilangan,
alamin ang mga isyung
kinakaharap ninyo sa ngayon
at magbigay ng sariling
suhestiyon kung papaano ito
masosolusyonan. Itala ang
mga sagot sa sariling sagutang
papel.

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

Learners and learning facilitator or Teachers and learning facilitator or

For Whom? household partner household partner
 Learning area, learning competencies, Learner’s needs, intervention strategies,
Components learning tasks, mode of delivery monitoring date, learner’s status

Has to be
communicated Yes Yes
to parents?

ACTIVITY 4
Assume that after going through the outputs
submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks.
Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply
what you have learned about ILMPs in Activity 3 and
create and 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.
Learner’s Name: Ginalyn Ranola
Grade Grade 10-Mars
Level:
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Aral Pan Having Modify the October Can now
difficulty instructions 2020 easily
in into understand
following simplest and follow
instructio and easiest instructions
ns way

Learner is not making significant progress in a timely manner.

Intervention Status
Intervention strategies need to be revised.
 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?
Our school adopted the Modular Distance Learning
(MDL) that was based on the LESF data. To implement
this LDM we need to provide modules, worksheets and
learning activity sheets that will be delivered to our
learners.

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?
No, some modules are not yet available, but we need
to provide learning packets in replace of this. Teachers
must prepare learning materials ahead of time and
ensure that learning resources are complete and
readily available prior to the opening of classes.

3. What support will you need to maximize the use of the

two DepEd - sanctioned LR Portals? From whom can
you get this support?
To maximize the use of the 2 DepEd sanctioned LR
Portals we need stable internet connection and
appropriate gadgets. Local Government Units and
other stakeholders may be tapped to support our needs.
On the other hand, technical assistance is also needed,
and these can be done even in school with the help of
colleagues especially the designated 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?
In my opinion, the LR materials are appropriate to
the level of our learners because the contents are based
on the learning competencies of each grade level. In
case there are learners who might be disadvantaged by
the materials, careful adjustments and proper
interventions may be applied. Teachers can adjust
learning activities suitable to the reading level and
 ability of the learners. The use of video-based and
PowerPoint instructional materials may be of great
help to address their learning needs.

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.
 LESSON 2
ACCESSING LEARNING RESOURCES FROM
DEPED PORTALS

ACTIVITY 1
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?
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 our 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 can support each other in using the LR portals by
conducting professional development activities to
enhance our knowledge and skills. These may include
LAC, FGD and the like. Also, be passionate in exploring
new ideas, accept the changes in educational system and
work positively with colleagues.
LESSON 3:
ASSESSING THE LR MATERIALS

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download on LR
from either DepEd Commons or LRMDS Portal and
assess the material using the tool. Answer the following
questions in your Study Notebook:
Is the LR Material . . . Yes No Cannot be determined
1. Connected and relevant to the MELCs? √
2. Appropriate to the grade level and
learner characteristics in terms of √
language and 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?

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
require to deliver the MELCs.

2. Were there are 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 aspects.
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
1. Based on the Assessment Tool, how does the
material from a non-DepEd Portal compare with
the LR from the DepEd portal?
Both portals aim to provide learning resources
that will help teachers and students in teaching-
learning process. Based on the assessment tool, some
of the materials from a non-DepEd Portal are not
appropriate to the grade level and learners’
characteristics in terms of language and activities.

2. Based on the results of the Assessment Tool, what

improvements do the materials — both from DepEd
and Non-DepEd portals — still need?
There is no need to improve in the materials
uploaded in the DepEd LR Portal, while in the Non-
DepEd Portal, they need to improve some parts of
the worksheets and activities suited to learner’s
ability and needs.

3. How does this exercise help you in picking the right

and appropriate LRs for your lesson and your
learners?
This exercise helps me check the validity of LRs
appropriately. There are lots of learning resources in
websites but some of them are not suited to the
learning needs of my students. I need to be more
responsible in choosing the best learning materials
for my lesson and learners.
ACTIVITY 3

1. How does your material compare with the ones that

are obtained from the online portals?
Both materials are connected and relevant to the
MELCs. The material that I have developed met the
criteria stated in the Rapid Assessment Checklist.

2. What improvements do you still need to make in

your developed material?
I think I still need to improve my creativity in
selecting the best layout for my LR.

ACTIVITY 4

1. Share and discuss your answers to the questions in

Activities 1, 2, and 3 in your next LAC Session. Jot
down insights and information that can be useful to
you in choosing the appropriate LR’s.
After the LAC session we had seen a clearer
view in making our own LR’s and in choosing
and downloading LR’s in our DepEd portal.
In determining the right LRs for our lesson, we
need to make sure that the LRs are aligned to the
MELCs. This exercise helps me check the
validity of LRs appropriately.
 LESSON 1
REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT

ACTIVITY 1

1. Assess your current capabilities and skills using the

Professional Self-Assessment Questionnaire.

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 need to develop and give more focus
on the Domain number one, the content
knowledge and Pedagogy. As my self-
assessment where I got only the agree
level so there's a room for my
improvement. Also, I want to enhance the
domain number six the community
linkages and professional engagement. I
need to build strong relationship with the
guardians/parents of my students to deliver
the quality supervisory among them as
well as with my co mentors in schools.

ACTIVITY 3

1. 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?
 LESSON 2
PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC

ACTIVITY 1

1. Accomplish the Individual Development Plan

Template by referring your output in Lesson 1
Activity 3 of this module.
ACTIVITY 2

1. Refer to your PD objectives and decide on what

topics you would like to talk about in your school
LAC.