Mae Studynotebook
Mae Studynotebook
Mae Studynotebook
Department of Education
Region VI – Western Visayas
Schools Division of Aklan
Naisud National High School
LDM2
LEARNING DELIVERY
MODALITIES COURSE
PORTFOLIO
REGION: VI
LAC Members
Region: VI
Division: AKLAN
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.
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)
MEMBER PARTICIPATION
FACILITATION
Part B
Please provide the information requested.
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.)
ACTION PLAN
Part B
Please provide the information requested.
3. Other comments/suggestions:
LDM2 TEACHERS LAC SESSION 1 GUIDE
Getting Started The LAC Facilitator leads the discussion on LAC 15-20 minutes
protocols/norms:
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?
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:
Big Group/Plenary The LAC Facilitator asks for 2-3 volunteers to 8-10 minutes
Synthesis share their thoughts.
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.
Completion of reports The LAC Facilitator completes LAC Form 3. LAC 5 minutes
Session Report.
MODULE CONTENT
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
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.
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:
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.
LAC FACILITATOR/MEMBERS
IRENE V. TARACINA
REGION: VI
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
MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2
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)
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.
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.
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.
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.
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
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.
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 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)
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:
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.
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
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
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.
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.
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.
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.
Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)
MEMBER PARTICIPATION
FACILITATION
Part B
Please provide the information requested.
Poor internet connection that causes me to not clearly understand the part that being
missed.
None
There must be free snacks and also resource speaker coming from other schools who are
knowledgeable and experts about the topics.
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.)
Part B
Please provide the information requested.
None
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
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.
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.
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.
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
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?
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Intervention
Objectives of the
PD Program
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.
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
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.
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.
Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the month)
Modalities
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.