Mae Studynotebook

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 46

Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Aklan
Naisud National High School

LDM2
LEARNING DELIVERY
MODALITIES COURSE
PORTFOLIO

MARIA MAE A. DOLLOSA


Teacher II
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: VI

LAC ID (name or number): TEACHERRIFICS Number of LAC members: 11

Name of LAC Facilitator: Designation/Position:


MARIA MAE A. DOLLOSA TEACHER III

LAC Members

NAME Male/ DESIGNATION DIVISION/S Contact details Preferred contact


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

JULIE ANN D. ALMANON AKLAN

SHEILA B. ABE AKLAN

CEZAN M. SINGSON AKLAN

REAH ROSE T. FRANCISCO AKLAN

RUPELMA S. PATNUGOT AKLAN

REY EMMANUEL S. SOLANO AKLAN

JOSEPH SALVADOR B. SIMERA AKLAN

KRISTINE C. JONTILANO AKLAN

AIZA G. UNSAN AKLAN

LEDESMA S. SUALOG AKLAN

WINEFERL P. NOBLEZA AKLAN


FORM 2: LAC Facilitator Information Sheet
This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.

Region: VI

Division: AKLAN

NAME: Male/Female: Date of Birth: Age:


MARIA MAE A. DOLLOSA FEMALE MARCH 25, 1990 30

Contact details: Email: Mobile Number: Facebook Name:


mariamaealonsagay@de 09482619892 Maria Mae Alonsagay
ped.gov.ph Dollosa

Preferred contact mode: (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Googlemeet, FB,
Messenger, etc.)
PHONE, FB & MESSENGER
FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: REGION: VI

LAC FACILITATOR: MARIA MAE A. DOLLOSA LAC SESSION NO.: 1

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


September 29, 2020 SCHOOL ICT LAB./VIRTUAL (MESSENGER ROOM)

Number of members present (attach attendance document):

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)

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

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

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

4. Recommendations/Plans for next LAC session:


FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: LAC SESSION ID.:

REGION: VI DATE OF LAC SESSION:

DIVISION: AKLAN NUMBER OF LAC SESSION:

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:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
LDM2 TEACHERS LAC SESSION 1 GUIDE

LAC Components Activity Suggested


Period

Getting Started The LAC Facilitator leads the discussion on LAC 15-20 minutes
protocols/norms:

● Purpose of Leaders LAC sessions


● Schedule of LAC meetings
● Venue/Platform for LAC meetings
● Roles of LAC Facilitator and LAC members
● LAC Forms 1 to 4

The LAC Facilitator documents and circulates


agreements on LAC protocols/norms.

The LAC Facilitator and LAC Members complete


LAC Form 1. LAC Profile.

The LAC Facilitator completes LAC Form 2. LAC


Facilitator Information Sheet.

Small Group sharing The LAC Facilitator asks the group to subdivide 10-15 minutes
*For small LACs (2-5 into smaller groups of 2 to 3 individuals to reflect
members), you can skip this on and share with each other their answers to the
and go directly to Big following questions:
Group/Plenary sharing
● What are the outcomes you expect from
the Leaders LAC sessions?
● What are the key characteristics of strong
and effective Leaders LACs?
● How can a Leaders LAC provide support for
teachers and school heads?

LAC Members are encouraged to share their


reflections from Lesson 1 and Lesson 2, Activity 1.
Members should continue to write their personal
reflections or interesting ideas and suggestions
from the discussions in their Study Notebook.

Small Groups report The LAC Facilitator gives small group 20-25 minutes
representatives an opportunity to share their per
answers and reflections. representative

Big Group/Plenary sharing The LAC Facilitator synthesizes the small group 10 minutes
reflections and will ask the big group/plenary to
reflect on and answer the following questions:

● What was the value added in sharing


answers to a question with others?
● What might be the value of regularly
working with a group of leaders in
providing support to teachers and school
heads?

Big Group/Plenary The LAC Facilitator asks for 2-3 volunteers to 8-10 minutes
Synthesis share their thoughts.

The LAC Facilitator synthesizes the discussion.

Looking forward to the next The LAC Facilitator sets the assignment: Study 3-5 minutes
session LDM2 Module 2 on the Most Essential Learning
Competencies.

The LAC Facilitator ensures agreement on the


schedule and venue/platform for LAC Session 2.

Completion of reports The LAC Facilitator completes LAC Form 3. LAC 5 minutes
Session Report.

LAC members complete LAC Form 4. LAC


Engagement Report.

TOTAL 71-90 minutes


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

ESTIMATED TIME REQUIRED


4 hours
LESSON 1: 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?


This course is a task oriented course which combines the guided study using self-learning modules
and collaboration through Learning action cell (LAC). The delivery of this course is an immediate
action implemented by the Department of Education in response to the urgency brought about by
COVID 19 pandemic, where teachers and other educators will be able to adapt in the new season
towards the successful delivery of quality education to learners in this new normal settings by using
Self Learning Modules prepared by selected teachers which are designed for self-study.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
This course helps us a lot in ensuring that learning continues through quality instruction for it helps
teachers prepared for distant learning in this new normal situation. It helps teachers to gain
knowledge, skills and mindset that are necessary in this new teaching and learning way.

3. What are the two support mechanisms that will help you with your learning in this course?

First, attend and participate in webinars sponsored by DepEd and other private institutions.
Second, constant communication with co-teachers and consultation with subject group head and
immediate superiors for some updates on the said course.

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?

Through coaching and mentoring and active participation in group discussions, a positive outlook in
life will be developed regarding new normal education system. As we all know learning doesn’t stop.

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?

By having positive outlook and willingness to learn and accept challenges. Also by asking help from
others, if I have difficulty and can no longer address the needs alone.

HABITS OBSTACLES MOTIVATION ENVIRONMENT


(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course in course?) Describe this environment.)
a positive or negative way?)
Seek companion/ *Internet connection * My learners are my major At home because that is the
colleague to help me if I * Distractions coming reason to participate this most convenient and safest
can’t understand or from the noise outside course to reach them out place for me.
cannot do the assigned *Overlapping of using alternative modes of
teaching. Also, the school where my
task. activities.
colleagues are always there
The essential positive to guide me in
I take down notes from learning that can be gained accomplishing this course.
time to time during the after completing the LDM2
discussion. modules.

Cooperation

ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections with to the questions in
Activities 1 and 2.
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 School Based 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:

1. To improve the teaching-learning process to improve learning among students


2. To nurture successful teachers
3. To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
4. To foster a professional collaborative spirit among School Heads, teachers, and
community as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Lack of knowledge in using online platforms and other technologies, some teachers
are good in using different platforms, still there are teachers who are left behind.
2. Internet connection – there are barangay schools in our locality doesn’t have an
internet connection and teachers teaching those areas find it hard to connect online
or communicate with other teachers.
3.Professional etiquette.

ACTIVITY 2.
See LDM Module 1 – page 5
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.

Figure 1: LAC Composition and Coaching Arrangement for LDM2 Teachers

LAC FACILITATOR/MEMBERS

JULIE ANN D. ALMANON


SHEILA B. ABE
CEZAN M. SINGSON
THELMA A. SITIOCO MARIA MAE A.
Instructional Coach DOLLOSA WINEFERL P. NOBLEZA
VIVIAN C. CABUNGCAL
LAC Leader KRISTINE C. JONTILANO
LAC Documenter
AIZA G. UNSAN
Members
RUPELMA S. PATNUGOT
REAH ROSE T.MARIA LIZA S. REYES
FRANCISCO
LEDESMA S.JULIETA
SUALOGC. ESGUERRA
REY EMMANUEL S. SOLANO
ANALIZA V. DE BELEN
JOSEPH SALVADOR B. SIMERA
ADRIENNE B. SORIA

IRENE V. TARACINA

ACTIVITY 3. CONSOLACION S. LAJO


GILDA B. VILLAFLOR
LAC Leader RITA E. ARCHE
Master Teacher II
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE


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

REGION: VI

LAC ID (name or number): Teacherrifics Number of LAC members: 12

Name of LAC Facilitator:


Designation/Position: Teacher III
MARIA MAE A. DOLLOSA

LAC Members:

Preferred contact
Contact details mode (email,
DESIGNATIO
NAME Male/ Female DIVISION/S (email, mobile phone, Skype,
N/ POSITION
number) Zoom, Google
Meet, Viber, FB)

JULIE ANN D. ALMANON Female Teacher III Aklan 0945306705 Phone, FB,
Messenger

SHEILA B. ABE Female Teacher II Aklan 09098988051 Phone, FB,


Messenger

CEZAN M. SINGSON Female Teacher I Aklan 09052547419 Phone, FB,


Messenger

REAH ROSE T. FRANCISCO Female Teacher I Aklan 09389710907 Phone, FB,


Messenger

RUPELMA S. PATNUGOT Female Teacher I Aklan 09385192126 Phone, FB,


Messenger

REY EMMANUEL S. Male Teacher III Aklan 09399183842 Phone, FB,


SOLANO Messenger

JOSEPH SALVADOR B. Male Teacher III Aklan 09956550291 Phone, FB,


SIMERA Messenger

KRISTINE C. JONTILANO Female Teacher III Aklan 09126892400 Phone, FB,


Messenger

AIZA G. UNSAN Female Teacher III Aklan 09661493023 Phone, FB,


Messenger

LEDESMA S. SUALOG Female Teacher I Aklan 09287359540 Phone, FB,


Messenger

WINEFERL P. NOBLEZA Female Teacher II Aklan 09393944595 Phone, FB,


Messenger
MODULE 2:
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVE
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

ESTIMATED TIME REQUIRED


3 hours
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
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?

One fundamental concern in terms of curriculum standards that arose in this time of the pandemic is
the attainment of the k to 12 learning standards and competencies given the shortened or reduced
school days and the abrupt shift of the traditional face to face classes to distance learning. Also, is
how can the competencies be mastered by the learners since there is no face to face learning.
Teachers cannot do it alone because there should be partnership between the teachers and parents
who assists the learning of their children.

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?

The congested curriculum is not the only issue that affects learners’ performance in
school. Some of our learners did not master the fundamental skills that are being
stressed out before in teaching process.

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?
MELCS’ general aim is to concentrate on the most essential skills a child requires to learn and to
uphold the quality of the curriculum . It will also enable teachers to focus instruction on the most
essential and indispensable competencies.

2. How does curriculum review aid in the identification of essential learning competencies?
The curriculum review focused on articulation within and across learning areas and grade levels
which lead to the identification of gaps, issues and concerns. Mapping of the essential and desirable
learning competencies within the curriculum.

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 that may not be necessary in building foundation 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?

A learning competency is considered enduring if it remains with learners longer after a test or unit of
study is completed or if it is useful beyond a single test. A learning competency is retained if it
satisfies the endurance criterion which greatly contributes to lifelong learning and is a prerequisite
skill to the next grade level.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

The importance of MELC is ensuring the delivery of the quality instruction are they
serve as one of the guide for teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved
and to assist schools in navigating the limited numbers of school days as they
employ multiple delivery schemes by providing them ample instructional space.
Academic experts worked to retained, merged/clustered, rephrased and
removed/dropped the different learning competencies.

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.
K TO 12 LEARNING
MELCS
COMPETENCIES
 Overall artistic value of the structure and
elements of the selection (structuralist/
formalist) (EN10RC-IIIa-22.1) Critique a literary selection based on
the following approaches:
 Treatment of underlying or overarching issue  Structuralist/formalist
concerning human experience (moralist)  Moralist
(EN10RC-IIIb-22.2)  Marxist
 Feminist
 Power struggle of characters (Marxist)  Historical
MERGED/CLUSTERE (EN10RC-IIIc-22.3)  Reader-response
D
 Gender relationships of characters (feminist)
(EN10RC-IIId-22.4)

 Relevance of the selection to the historical


context during which it was produced
(historical) (EN10RC-IIIe-22.5)

 Personal significance of the selection to the


reader (reader-response) (EN10RC-IIIf-22.18)
 Give technical and operational definitions Give technical and operational
RETAINED
(EN10V-IIa-13.9) definitions (EN10V-IIa-13.9)
Use of quotation marks or hanging indentations for
DROPPED direct quotes None
(EN10SS-IIf-1.6.6)
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.

1. DepEd made the big move of revising LC’s just to make assure that the learners will receive
quality education despite the hindrances in the new normal.
2. Is is very important to us teachers to embrace the new learning modalities to ensure quality transfer of
learning competencies.
3. Not all MELCs need to be combined if they are attainable in a certain period of time.

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?
The importance of unpacking and combining the MELCs is to deliver quality instruction amidst the
limited learning modalities and shortening of the school year. This is to guide teachers to be specific
in a particular topic, specific in objectives to be taken.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Unpacking
a. Alignment on the content and performance Standards
- The performance standards to be taken should be anchored to the
content of the subject. It should be attainable and it should be a relevant
to life performances to prepare the learners in the future.

b. Prerequisite knowledge and Skills


- It should be specific to general skills. Lets’ start first with the basic skills and
eventually go to the higher thinking skills. Know first your learners before
making your objectives or unpacking the MELCs.

c. Logical Sequence of learning objectives


- It should be properly organized and unpacking of MELC’s should be take
it into consideration if the objectives are really relevant and achievable.

Combining
a. Commonality of content, topic, or theme
- MELCs to be combined should show commonality and relatedness in
content, topic, or theme. This ensures that essential content and topic
will not be watered down.
b. Alignment with the Content and Performance Standards
- Just like in the unpacking of MELCs, combining two or more should aid in
the achievement of the content and performance standards.

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


Not all MELCs need to be combined if they are attainable in a certain period of time. We can only
consider unpacking if there’s a prerequisite skills needed.

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.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their
choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of
the presentations in your Study Notebook.

Rephrased LC Sample Learning Objectives

 Determine the effect of textual


aids like advance organizers,  identify the different textual aids;
titles, non-linear illustrations,  use various textual aids in understanding a text, and
etc. on the understanding of a  employ appropriate textual aids in specific real-life
text (EN10RC-Ia-2.15.2)
situations.

MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
MODULE OBJECTIVE
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

ESTIMATED TIME REQUIRED


18 to 24 hours
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 (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write
your own definitions in your Study Notebook.

a. Face-to face (F2F)- this is the old normal set-up of education. There is an actual physical
contact wherein the teacher faces the pupils in delivering instruction. Higher percentage of
learning is guaranteed in this kind of set-up because the needs of pupils are immediately
answered and responded by the teachers to the best of his/ her capabilities. Face-to face mode
of learning is the oldest form of learning and perceptibly quite the most effective.

b. Distance Learning- a set-up where education is delivered amidst distance between the
teacher and the pupils. This is made possible either by digital or printed modules. Parents,
guardians, and older siblings are encourage to assist the pupils in accomplishing the tasks.

c. Blended Learning- a combination of online and modular learning. This is an effective


alternative due to difficulty of situations.

d. Homeschooling- Refers to an alternative learning delivery mode (ADM) that provides


learners with access to formal education while staying in and out of school environment.
Parents act as teachers to pupils. Some well- to- do family hires tutor teach their child.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook

 Distance Learning
 Home schooling if done via distance learning

ACTIVITY 2.
See LDM Module 3A – page 15
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for Distance
Learning. As you go through 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.

LEARNING DISTANCE MATRIX


Distance Distinguishing Essential Role of Role of Parent Role of School
Learning Feature Resources Teacher or Household
Modality Member

Modular A printed Competency Prepare Guide the Provide modules for


Distance materials/ based printed printed learners and learners and
Learning Modules learning material modules serve as assistance to
(MDL) adapted to the module and monitor and parent- teachers
condition of the activity sheets assess the teachers
program use learners
and provide Textbooks Returned
quality education Provide modules to
that response to Home assigned
the call for Weekly person
education who Learning
prefer traditional Plan
way of teaching
and learning
Online Involve in- Internet access Facilitator of Provide Provide strong
Distance person gadgets 9 smart learning in internet internet access for
Learning interaction phone, tablet, digital connection for teachers in school
(ODL) between teacher desktop, laptop) platforms learners and
and learners in digital devices/
which the main Learning Activity gadgets
elements include Sheets
separation of Help their
teachers and Teacher children with
students during improvised video their online
instruction and classes
use of various Teacher-made
technologies to PowerPoint
facilitate student presentation
teacher and
student-student
communications
TV-Based television Educational Schedule Guide the Provide the tv
Instruction television broadcast of learners program and
(TVBI) programs and the lessons broadcasting
channel
(with cable
connection)
Radio- A form of distant Educational radio Served as Guide the Provide the radio
Based learning that station program radio learners station and
Instruction able to expand broadcaster broadcasting
(RBI) access to
education by
bringing it to
where the
learners are and
enable them to
acquire
equivalency in
basic education
through
broadcast of
lessons
Blended Combination of Internet access Facilitator of Guide and Monitor and
Distance traditional and digital devices or learning support the supervise the
Learning technological gadgets printed learners needs implementation of
learning materials BDL

Learning Activity
Sheets

Teacher
improvised video

Teacher-made
PowerPoint
presentation

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)

Majority of the parents favored this because of


1 MDL
practicality.

It is not the easiest to implement because not all


2 TVBI
household has tv and same channel networks

3 RBI Not all household has radio

4 BL It is hard because of difficulty in internet connectivity

Having some areas with no or weak internet connectivity


5 ODL prove to be the hardest.
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 household Teacher can extend technical assistance for them so that they will not left behind in terms
member who can of learning.
guide and support
their learning at
home.
Beginning readers (K Provide printed reading materials and have parents’ orientation to teach parents on how
to 3) to do it at home.
Struggling readers Prepare Reading materials at their own level and teach their parent how to do it.
(Grades 4-12)
No access to devices Prepare them daily printed materials
and Internet
Inaccessible (living in Set designated areas that are accessible for them to get their printed modules per week.
remote and/or unsafe
areas)
Indigenous People Prepare contextualized printed materials
Persons with Provide technical assistance if it is needed by the learner/s. Parent and adviser should
Disabilities help them hand in hand due to situation.
Other? Specify.
Encourage parents and learners to continue schooling.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS 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?
It is the process of deciding what learning opportunities the students will have at school, the
quality of instruction, Learning materials, the arrangement of learning exercises, and grouping
strategies, and the timing and allocation of instructional time to be determined.

2. Why is lesson designing important?


Time is maximized for instruction and learning, lessons are attentive to the needs
of the learners, teachers set learning goals for the learners, teachers effectively
carry out a lesson, teachers master their learning field, teachers become more
positive about their teaching and the learners achieved the aims set.

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


First, clearly articulated lesson objectives. Second, well selected and logically sequenced
presentation of learning resources and activities to help learners meet the objectives. Third,
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


lessons demonstrate, and 2. Emphasized key
2. Clarify concepts from illustrate concepts, information and lessons
previous lesson ideas, skills or discussed.
3. Present warm up processes, that students 3. Ask learners to recall
activities to establish will eventually key activities and
interest in new lesson internalize lessons discussed.
4. Check learner’s prior 2. Help learners 4. Reinforce what teachers
knowledge about the understand and master has taught
new lesson new information 5. Assessed whether
5. Present connection 3. Provide learners with lessons has been
about old and new feedback mastered
lesson and establish 4. Check for learners 6. Transfer lessons and
purpose for new lesson. understanding ideas to new 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
The part of the DLL that should be accomplished is delivered. Teachers are encouraged
to think about their lessons, to make a self- deliberation on the parts that need
improvement to make an adjustment so that the learning process become successful. In
the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented and which ones
need improvement or could be adjusted in the future. Teachers can also take note of the
number of learners who earned 80% in the evaluation, the number of learners who
require additional activities for remediation, and the difficulties teachers encountered
that their principal or supervisor can help solve.

ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: Grade 10- English
Lesson/Topic: Textual Aids
Learning Objectives: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations,
etc. on the understanding of a text

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson / Printed modules
2. Clarify concepts from previous / Printed modules/ activity sheets
lesson
3. Present warm-up activities to / Asynchronous learning
establish interest in new lesson
4. Check learner’s prior knowledge / Printed modules
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, / Asynchronous/ video lessons
and illustrate the concepts, ideas,
skills, or processes that students will
text messages, phone calls
eventually internalize Printed modules
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 / Printed modules
2. Emphasize key information and /
concepts discussed
Printed modules/ activity sheets
3. Ask learners to recall key / self-learning assessment
activities and concepts discussed
4. Reinforce what teacher has / Printed modules
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 an instructional video lesson or additional learning materials to supplement 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?

Maintain constant communication with the parents in facilitating learning at home and
update them on different channels, internet sites that they can visit for additional source of
information. Design a simplify learning material to promote individualized learning
instructions and other practice exercises.

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

Ask the parents to provide the pupils a journal notebook. Where they can write their
feelings, insights and questions about a particular topic. The teacher can gather feedback
through messaging, phone call or video call.

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 Summative
Assessment
learners may be
assessed Assessment
assessment FOR learning: to individually or assessment OF learning: to
make adjustments in the lesson collaboratively measure if the student met the
performance and content
may be integrated in all parts of should promote standards
the lesson: before the lesson, the self-reflection and
lesson proper, and after the lesson personal done after the lesson/end of a
accountability quarter
results must be recorded to study among students
the patterns of learning about their own results enable teachers to
demonstrated by the students but learning describe how well the students
should NOT be used as the basis learned the
for grading. may be a written standards/competencies for a
work or a given quarter, which are then
performance task reflected in 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, write how
you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
1. FORMATIVE TEST Learners will answer formative test included in their learning packet
2. SUMMATIVE TEST Learners will answer summative test included in their learning packet
3. SHORT QUIZ Learners will answer short quiz included in their learning packet
4. ACTIVITY SHEET Learners will answer activity sheet included in their learning packet
5. PORTFOLIO Includes all test and activity sheets from the learning packets

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


Written works (formative test/short quiz) is the common assessment method for distance
learning.

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


The biased result of the written activities due to geographical distance. The teacher will not
be able to observe the honesty of learner’s answers.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Encourage the parents to be fair and just while learners answer activities. Support guidance
only.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs


ACTIVITY 1.

D
ACTIVITY
2. A
Read B items 6
to 11 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.
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)
Serve as reference to guide To monitor learning progress of
Purpose
learners and parents in doing the pupils who lag behind as shown by
SLM at home the result of their assessment
Parents, household partners and Learner and parents, household
For Whom?
learners partners and teacher
Learning areas, competency, Learners need, intervention
task and mode of delivery strategies, monitoring date,
Components
learning status, insignificant and
significant progress and mastery
Yes, for them to be guided of the Yes, for them to be guided and
Has to be communicated to
task of their children for the directed of the activities to be done
parents?
entire week and the things to prioritize

ACTIVITY 4.
Assume that after going through the outputs submitted by your learners one of them have 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: Jade Masula


Grade Level: Grade 9

Intervention Learner’s Status


Learning Monitoring
Learner’s Needs Strategies Insignificant Significant
Area Date Mastery
Provided Progress Progress
English The learner needs The teacher may October 9, 2020 /
further explanation provide more
and more examples examples of essay
on how to write a or handouts
composition
Detailed
explanation are
also provided.
Math The learners needs The teacher may October 16, /
more examples and provide activity 2020
explanation in sheets or
solving exercises with
mathematical detailed
problems explanation.
ESP Poor reading The teacher may October 30, /
comprehension provide readings 2020
(situational task) and activity
sheets or
exercises with
detailed
explanation.

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.

Source: DepEd Memorandum DM-CI-2020-00162


FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: REGION: VI

LAC FACILITATOR: MARIA MAE A. DOLLOSA LAC SESSION NO.: 1

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


September 29, 2020 SCHOOL ICT LAB./VIRTUAL (MESSENGER ROOM)

Number of members present (attach attendance document):

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)

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

Brainstorming of ideas from all the LAC members.

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

Poor internet connection that causes me to not clearly understand the part that being
missed.

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

None

4. Recommendations/Plans for next LAC session:

There must be free snacks and also resource speaker coming from other schools who are
knowledgeable and experts about the topics.

FORM 4: LAC ENGAGEMENT REPORT


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

NAME OF MEMBER: MARIA MAE A. DOLLOSA LAC SESSION ID.:

REGION: VI DATE OF LAC SESSION: 09/29/20

DIVISION: AKLAN NUMBER OF LAC SESSION: 3

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:

None

2. I encountered the following problems or challenges:

Poor internet connection since we conducted our LAC session virtually due to COVID-19

3. Other comments/suggestions:
MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE
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

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

ESTIMATED TIME REQUIRED


4 hours
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 implement Modular Distance Learning (MDL) so in order to achieve this
LDM we need to have printed Self Learning Modules (SLM). This SLM will be
distributed to the 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?

The school is not yet complete with these LRs, but we can work hand in hand in
order to make and accomplish the needed task like making a teacher- made
activity sheets.

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

Using the Deped LR we can easily find and obtain our need SLM. But before we can open the portal
we need to have an interne access and permission of the administrator. - From our ICT coordinator
designated as the admin of the portal.

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?

Guided by the parents and if the learner would do his/her own tasks, the LRs would
be appropriate. Yes, those who are disadvantaged would indeed encounter
difficulty even with these LRs provided so I would suggest constant guidance from
stake holders and constant monitoring of progress from teachers.

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.

After the discussions and exchanging of ideas we come up with the different ideas
regarding LR. Learning Resources and SLM are now ready to our portal given by the
national for our modular Distant learning so the only help that my colleagues can
offer is to print the SLM for distribution to our learners.

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?

In our school we adapted a Modular Distant Learning, by the help of the two DepEd portals we can
easily access the Learning resources and SLM. We can obtain our learning modules online so it eases
the burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?

Internet connection is the main concern in accessing the portal but some students and teacher has a
slow internet speed. The other concern is it need a cellular phone or laptop to enter the portal so as an
adviser, I downloaded first the specific LR and I personally printed it for my learners to ensure that
everyone can get their copy.

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

To maximize the use of the two DepEd learning resources, the presence and
assistance of IT teachers/ personnel who are knowledgeable, experts and skilled to
navigate this LRs that will support as to have an easy access to the portal.

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.

After the discussion and exchanging of ideas we come up with the different ideas
regarding LR. Learning resources and SLM are now ready to our portal given by the
national for our modular distant learning so the only help that my colleagues can
offer is to help to print the SLM for distribution to our learners.

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:
RAPID ASSESSMENT OF LEARNING RESOURCES

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


1. Was the material able to meet all the requirements?
1. Connected and relevant to the /
MELCs?
Some
but not
all, as 2. Appropriate to the grade level and / I
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?

experience more of the contents in the LRMDS portals are for


elementary and only few for the secondary. However, I know that the materials
were able to meet all the requirements because it have been quality checked by
the superiors before uploading it on the portal for DepEd.

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?
This exercise has helped me a lot in thinking of my individual students’ welfare and
how it would help them greatly in their learning process specially if the lesson and
materials is right for them. It is also a great help for us teachers in choosing the best
LR for our subject matter. It taught us to consider first all the requirements needed in
obtaining our desired LR.

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

DepEd prescribe LRs are reliable and aligned in the basic requirement needed for
choosing LRs while non- DepEd LRs sometimes deviate from the requirements of
standard LRs.

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

DepEd materials before posting to the DepEd portal were being examined by the
DepEd personnel so I think there’s no revisions for that but non-DepEd materials of
course need to be examined first and must be aligned to the assessment tool given
by DepEd.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Because of this exercise and assessment tool I can now choose better Learning
Resources for my subject matter.

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?
I had made a learning resources in my grade 10 English class. When I saw the
assessment tool I had knew that I am lacking and didn't meet some requirement
prescribe by DepEd.

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

Need to improve the sources of the activity and the type of font to make it
readable to my students. Also I will consider the culture and gender fair next time
MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING ON
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
LAC Session 4

ESTIMATED TIME REQUIRED


2 hours
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self- Assessment Questionnaire.

ITEMS STRONGLY AGREE DISAGREE STRONGLY


AGREE DISAGREE

I can use the modality with ease. /

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 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.
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 improving


What will push you to achieve this
your teaching practices in the What will help you attain this goal?
goal?
modalities?
To produce effective quality of Improving my teaching strategies Continue my professional
learning despite the current ways and practices. development.
or trends of teaching which is
modular distance learning by My learners welfare
equipping myself through
attending online webinars and
discovering strategies that can
improve my teaching practice.
Provide quality modules and The aim that education will Support from the school, parents
assistance for my students in the continue even at the midst of this and community
Modular Distant learning this new pandemic and the hope for the
normal. betterment of all.
Can make the best lessons for the Learning to unpacking and Study and apply the MELCs given
new normal class. combining the MELCs. by DepEd.
Getting abreast in the related Quality instruction amidst the Participating in the webinars and
information and application of the pandemic. In the absence of F2F, LAC sessions addressing this
modality implemented by the the need to guarantee effective issue.
school. implementation of LDM.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND


PPARTICIPATION 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 nonDepEd 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.

INDIVIDUAL DEVELOPMENT PLAN

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

Content Curriculum Applied knowledge Attend seminars or Whole Year Personal


Knowledge and Planning of content within webinars regarding round resources, School
Pedagogy Planned, manage and across curriculum and Funds
and implemented curriculum teaching planning to enhance
developmentally areas Teaching strategies
sequenced teaching
and learning
process to meet
curriculum
requirements and
varied contexts

Using Engagement of To build strong Communicate October 2020 Smart phones,


differentiated, parents and the relationship among effectively through to July 2021 internet
developmentally wider school parents/guardians text messages and connection and
appropriate community in the and the wider email of personal printed materials
learning materials educative process school community message thru
to address learner’s in the educative messenger or any
gender need, process. form of
strengths interest communications
and experiences. following the safety
protocols to keep
parents in the loop.

Focusing on Can make Making lesson Attend orientation Whole Year School Funds
Teaching and contextualize plans align with the about MELC, LAC round
learning lessons for the new MELC’s by DepEd. sessions discussing
normal class MELC based lesson
Producing quality plans seminars about
Produce quality output and lifelong curriculum planning,
output, Learners learners lesson planning and
and fully equipped. teaching strategies,

Support curriculum Provide the quality Applying the Attending seminar INSET, LAC School funds,
management and modules for my assessment tool in about learning session personal
implementation students in the choosing learning resources, LRMDS
Modular Distance resources for the and DEpEd
learning this new modules commons.
normal

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.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2 Activities 1 and 2. Take note of all
insights and advice from your colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School Head/Department Head. Make
sure that you keep a copy of your Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
SPECIFIC TOPICS
OBJECTIVES RELATED TO THE MODALITIES

Making Lesson plan aligned with the MELCs by MELCs, unpacking and combining.
DepEd.

Applying the assessment tool in choosing learning Learning Resources, using of LRMDS and DepEd
resources for the modules. commons

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

ESTIMATED TIME REQUIRED


4 hours
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
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 can encourage students to take more ownership and responsibility over the learning
process. In some schools, portfolios are a way for students to critique and evaluate their own work
and academic progress, often during the process of deciding what will be included in their portfolios.

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

The evidences from the previous modules that will help capture the progress of my
teaching practices are Unpacked MELCs, WHLP. ILMP and LDMs.

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

Reflection is a process of exploring and examining ourselves, our perspectives, attributes,


experiences and actions/interactions. It helps us gain insight and see how to move forward.
Reflection is often done as writing, possibly because this allows us to probe our reflections and
develop them more thoughtfully.

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

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons


(online learning)
Or

Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the month)
Modalities

Participation in recognized PDs that August to November Certification of Participation with


are aligned with their Professional PD credit units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional December Professional Portfolio


Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and At least once a month starting Video Recording
Coach/es September 2020

Yes, the list is enough to capture the progress of teaching practice since it is a list
with evidence and on current basis.
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.

- Make sure that the goals are achievable.


- Identify the problems and solve them beforehand.
- Find alternatives.
- Select feasible strategies.

You might also like