Republic Of The Phillipines

Department Of Education
Region Vii, Central Visayas
Division Of Cebu Province
District Of Madridejos

MADRIDEJOS NATIONAL HIGH SCHOOL

Poblacion, Madridejos, Cebu

LDM 2

Learning Delivery
Modalities
FOR TEACHERS

STUDY
NOTEBOOK

Princess Elaisa D. Abello

Teacher 1
LDM 2 FOR TEACHERS

MODULE 1

1
 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?

➢ To know the different Learning Delivery Modalities and platforms: their

features, uses and pedagogies as part of Department of Education’s Learning
Continutiy Plan (LCP). 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 wil be able to
adapt in the new normal towards the successful delivery of quality instruction to our
clienteles.

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 while guaranteeing
the health, safety, and wellbeing of all learners, and teachers as well.It helps
us also to know different LDM’s flat forms, it guides us teachers on how to
implement this LDM’s and it gives us ways to prepare learning materials
needed for LDM’s

3. What are the two (2) support mechanisms that will help you with your learning in
this course?

The two (2) support mechanism that will help me with my learning in this course are the
following:

 The Course itself ,for at the end of this I will be able to know the different learning
delivery modalities and platforms.It will also enable me to plan for the
implementationof the school adopted LDM’s,prepare learning materials and
resources needed for the LDM and be confident enough in executing lessons in the
new LDM.
 Second, constant communication with co-teachers and consultation with my
subject group head and immediate superiors for some updates on the said course
and collaboration with co – teachers and coaches for at various points in the
modules we will need to convene for LAC Session to discuss a particular lesson
and/or to collaborate on specific tasks.

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 develop regarding new normal education system

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

➢ Learn to accept challenges and willing to learn from my superiors and colleagues.

2
 MODULE 1:

COURSE ORIENTATION
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

2. What are the top three (3) challenges to having a successful LAC? List down and
elaborate.

1. Lack of knowledge in using the technologies, some of the teachers are not good in using
computer particularly the old ones, how to use different platforms that we are using in the
new normal situation.
2. Internet Connection – poor connection that’s the reason there is a miscommunication
3. Bulk of reports and household chores limited our time.

ACTIVITY 2
According to DO #35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach and LAC leader in forming your
LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session
1 Guide for the conduct of your LAC. (*see the Guide)
3. Date and Time of the LAC Session 1 for LDM2 Module 1: 1:30 pm – September 07, 2020
2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.

LAC Leader JESSICA MACASERO

LAC Facilitator MELVILLE DELA PEṄA

3
 3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your
assigned Instructional Coach (this will be a district or division supervisor assigned to your
LAC). After forming your respective LACs, there should a LAC Leader assigned to you from
among the following school members:

» Master Teacher

» Head Teacher/ Department Head

» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.

• Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.

ACTIVITY 3

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

LAC SESSION NO. 1 – LDM 2 MODULE 1

COMPOSITION NAME OF TEACHER(S) ROLES/ FUNCTION
LAC Leader JESSICA MACASERO − LDM2 content
− Consolidate the outputs of
teacher/participants of this course −
Oversees the implementation of the
LAC.
LAC Facilitator MELVILLE DELA PEṄA - Facilitate and discuss the content of
the modules

LAC PRINCESS ELAISA D. ABELLO - Documented the meeting,

Documenter responsible for the narrative report

LAC Members Lorena Cena − Accomplished study notebook

Jessa Baulita − Participates in the course
Ana Almohallas
John Clifford
Aira Marie Dayap
Nessyl Jumanguin
Blesilda Santillan
Narcisa Tinga
Rowela Olivar
Rosie Villegas
Sheila Navarro
Jehazel Lim
Cheryl Templa

4
LDM 2 FOR TEACHERS

MODULE 2

5
 LESSON 1. BACKGROUND, RATIONALE,

]] 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?

➢ The fundamental concerns in terms of curriculum standards 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.

2. How does curriculum review aid in the identification of essential learning

competencies?
 It will inform us to determine the most essential and attainable
competencies that can be reached both the learners and
teachers and can be conveyed by the parents.

6
 K to 12 Learning Competencies MELCs

3.What is the difference between essential learning competencies and

desirable learning competencies?
 In the teaching-learning process, essential learning skills were
identified as what the learners need, considered indispensable, to
develop skills to equip the learners for subsequent grade levels and,
consequently, for lifelong learning. On the other hand, desirable
learning skills have been described as what can improve
education but may not be necessary to develop fundamental skills.

4.How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential learning
competencies further?
 The most essential learning skills listed provided the participants with
different characteristics to help them select which of the most
important learning skills. It could have retained, merged or
dropped the learning competence.

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

instruction?

➢ MELC is an answer towards enhancing quality teaching, as it ensures what

learning skills should be included in the curriculum and serves as a
teachers' guide

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 this Study Notebook and compare the two documents to determine
which learning competencies were retained, dropped, or merged.

K to 12 Learning Competencies MELCs

Merged/Clustered

7
Retained

Dropped

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 this Study Notebook.

➢ Identification of whether the competency is to be maintained, combined,

dropped or rephrased is important. Learning skills should still concentrate
on the study, understanding and writing skills that are essential to our
everyday lives. A list of the features of important learning skills has been
presented to help participants determine which of the most relevant LCs
are.

8
LDM 2 FOR TEACHERS

MODULE 3

9
Module 3 A Lesson 1
Activity 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-
face (F2F) learning, IX, blended learning (BL), and home schooling In your own words, define
each modality. Write your own definitions in your Study Notebook. When you are done, check
Lesson 1, Activity 1 Answer Key I to see how well you did.

Answer:

• Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue. There are opportunities for active engagement,
immediate feedback and socio emotional development of learners. It may be conducted in
any available physical learning space Face to face learning in which learners can digest the
content of each topic smoothly. It is the best way to address and to deliver learning ideas. •
Distance learning refers to a learning delivery modally where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible ether online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or ',sterling to radio-based
instruction while being geographically distant from the teacher.

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

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

• Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access t formal education while staying in an out-ofschool environment, with
parents, guardians, or tutors as authorized facilitators instead of classroom teachers.

2. Which of the LDMs do not have an F2F learning component?

Answer:

- Homeschooling and Distance Learning do not require Face to face learning.

10
Activity 2 Distance Learning Matrix

Activity 3

Activity 4

11
 MADRIDEJOS NATIONAL HIGH SCHOOL LIST OF TARGETED INTERVENTIONS

Name: PRINCESS ELAISA ABELLO

LEARNER GROUP TARGETED INTERVENTION

Make a weekly supervisory plan for them and check

1. Learners without parents their modules and activity sheets.
or household member
who can guide and
support their learning at
home

2. Beginning readers Provide modules and reading materials that can help the
(K-3) child

3.No access to devices Provide module and making sure to check their work
and internet weekly

4.Inaccessible (living in the Provide module and making sure to check their work
remote and /or unsafe weekly
areas)

5.Struggling learners Provide modules and other activity sheets that fitted to
(confused of the lesson) them

6.Persons with Disabilities Provide Learning materials suited for their needs

12
Lesson 2 Activity 1
1. What is Lesson Designing or Lesson Planning?
Answer:
- Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning the content of instruction,
selecting teaching materials, designing the learning activities and grouping
methods.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:

• time is maximized for instruction and learning

• lessons are responsive to learner's needs

• teachers set learning targets for learners

• teachers carry out a lesson successfully

• teachers master their learning area content

• teachers become more reflective about their teaching

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

- Clearly articulated lesson objectives (What should be taught?)

- Well-selected and logically sequenced presentation of learning resources
and actities to help learners meet the objectives. (How should it be
taught?)
- Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)
Activity 2

13
 Activity 3
1. 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.

Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table.
Then choose one lesson from a Self Learning Module (SLM) for students that you have on
hand.
Imagine that you will deliver this lesson to your learners

MADRIDEJOS NATIONAL HIGH SCHOOL

LEARNING TASKS FOR DL

Name of Teacher: PRINCESS ELAISA ABELLO

Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL

Grade Level and Learning Area: KOMUNIKASYON AT PANANALIKSIK

Lesson/Topic: KONSEPTONG PANGWIKA

Natutukoy ang mga kahulugan at kabuluhan ng mga

konseptong pangwika
Learning Objectives:
Naiuugnay ang mga konseptong pangwika sa mga
napakinggan/napanood na sitwasyong pang
komunikasyon sa radyo, talumpati, mga panayam at
telebisyon (Halimbawa: Tonight with Arnold Clavio,
State of the Nation, Mareng Winnie,Word of the
Lourd (http://lourddeveyra.blogspot.com)

Learning Resources/Materials LM page 1 - 12

Needed:

Additional Remarks:
Check if (ex. can be done via voice calls,
already can be facilitated by a
Part of Lesson / Learning Tasks
household partner, can be done
present in the via a learning activity sheet, can
be presented via an internet-
SLM
based resource, can be
facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson √

14
2. Clarify concepts from previous √
lesson
3. Present warm-up activities to √
establishinterest in new lesson
4. Check learner’s prior √
knowledge about thenew
lesson
5. Present connection between √
old and newlesson and
establish purpose for new
lesson
6. State lesson objectives as √
guide for learners

1. Explain, model, demonstrate, √

and illustrate the concepts,
ideas, skills, or processes
that students will eventually
internalize.

2. Help learners understand and √

master new Information

3. Provide learners with feedback. √

4. Check for learners’ √

understanding

1. Wrap up activities √

2. Emphasize key information √

and concepts discussed

3. Ask learners to recall √

key activities and
concepts discussed

4. Reinforce what teacher has √

taught
5. Assess whether lesson has √
been mastered
6. Transfer ideas and concepts to √
new
situations

Activity 4: Learning Task

15
 Questions
1. For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement the SIM?
Answer: Provide module for distant learning in order to supplement the lacking
learning task.
2. What kind of additional support can you give: a) the learner,
and/or b) the household partner so that the are guided throughout the lesson?
Answer: As an adviser the only additional support that I can give is additional
activity sheets and reading materials.

3. How can the teacher gather feedback on the different learning

tasks, in order to refine or modify current and future lessons?
Answer: In modular distant learning the only way is to retrieve the modules for
checking and for the teacher adviser to assess and gather feedback.

Activity 5 Venn Diagram

Assessment is always art of designing instructio

n. Read the Guidelines on Classroom 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. Follow the

Summative
Assessment
Formative
Assessment are more
Both are formal,structure,an
Is an ongoing,flexible, often used to
ways to normalize
and more informal
assess performance so they
diagnostic tool
pupils can measured and
compare

After completing the Venn Lesson 2, Activity 5

to see the other similarities and differences between the two types
of assessments.
Assessment for learning: to make adjustments in the lesson may be
integrated in all parts of the lesson: before the lesson, the lesson proper, and
after the lesson results must be recorded to study the patterns of learning
16
 demonstrated by the students but should NOT be used as the basis for
grading.
Formative Assessment
Summative Assessment
Assessment of learning to measure of the student met the Performance and
content standards done after the lesson/end of a quarter results enable
teachers to describe how well the students learned the
standards/competencies for a given quarter, which are then reflected in the
class record learners may be assessed individually or collaboratively should
promote self reflection and personal accountability among students about
their own learning may be a written work or a performance task

Activity 6

MADRIDEJOS NATIONAL HIGH SCHOOL

ASSESSMENT METHODS IN DL
Name of Teacher: PRINCESS ELAISA ABELLO

ASSESSMENT METHOD How to adapt the assessment method in DL

Paper – based, offline, online assessment

1.Formative Assessment format

Paper – based, offline, online assessment

2. Summative Assessment format

Hardcopy, softcopy ,or a combination of

3. Portfolio these and shall be assessed using rubrics

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

Answer:
- Five items formative assessment are common among our groups.

17
2. What are the challenges in doing assessment in DL?
Answer:

- For me the biggest challenge is how to contact all your student to inform
them that you have your assessment for the reason that not all of them have
an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer:

- We can collaborate well and choose among our all method of assessment
listed in our notebook. We come up the best method to use in the Distant
Learning.

Activity 7

Lesson 3
Activity 1

1. These are the knowledge, understanding, skills, and attitudes that

learners need to demonstrate in every lesson and/or learning task.
Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to

engage them in the subject matter and to enhance their understanding
of the content.

Answer: d) learning task

18
3. This refers to the prescribed subjects that learners take. Answer: a)
learning area
4.These are the formative learning opportunities given to learners to engage
them in the subject matter and to enhance their understanding of the
content.

Answer: d) learning task

5.This refers to the prescribed subjects that learners take.

Answer: a) learning area

4. This refers to the method of submission of learning outputs preferred by

the learner/parent based on their context. Answer: b. mode of delivery

19
Activity 2 Sample Weekly Home Learning Plan for Modular Distance
Learning Grade

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Cebu Province
Madridejos District
MADRIDEJOS NATIONAL HIGH SCHOOL

WEEKLY HOME LEARNING PLAN FOR GRADE 11

Week 1 Quarter 1, October 5-9, 2020
GRADE TEN - ABELLO

20
Module 3B Lesson 1
Activity 1
1. Based on the map, what resources should you have in order to implement
the LDM adopted by your School/Division?
Answer:
- 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?
Answer:
- As of the moment the LRs that I needed for my subjects are not yet
complete. In this case, if there is still no available LRs we prepared already
the Learners Home Task as an alternative LRs that I can use on the opening
of the class.
3. What support will you need to maximize the use of the two
DepEdsanctioned LR Portals? From whom can you get this support? Answer:
- 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 internet access
and permission of the administrator.
- From our ICT coordinator and LR coordinator.
4.Based on your evaluation of the materials, are they appropriate to the level
and characteristics of learners? Are there learners who might be
disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments will
you make in terms of the LRs?
Answer:
I think all the materials are appropriate to the level of the students because
those are based on the competencies of each grade level. While on the
characteristics of the learners we all know that there is what we called
differentiated learning. Students learn in different ways. In some cases, there
is an advantage to those who are good in reading and comprehension and
disadvantage on the part of those who are poor in reading and
comprehension. In that matter, the teacher must do something to avoid that
issue.
.
Activity 2

1. 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.

Answer:

21
- 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

Activity 1
1. Given the LDM adopted in your School, how can the two DepEd
portals respond to your LR needs and those of your learners'? How do they
complement the LRs that you already have?

Answer:

In our school we adapted a Modular Distant Learning, by the help of the two
DepEd portals we can easily access of 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?

Answer:

- 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 distribute it to my learner 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?

Answer:

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 internet access and permission
of the administrator. From our ICT coordinator and LR coordinator.

Activity 2

1. 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.

Answer:

We had shared our personal experience in using the learning Portals and
after the session we agreed to use the portal frequently in addressing need
in teaching ang regarding LRs.

22
Lesson 3
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.

I downloaded Filipino Grade 2 Module in the Deped Portal.

RAPID ASSESSMENT OF LEARNING RESOURCES

MADRIDEJOS NATIONAL HIGH SCHOOL

Name of Teacher: PRINCESS ELAISA ABELLO

IS THE LR MATERIAL... YES NO CANNOT BE
DETERMINED

1. CONNECTED AND
RELEVANT TO THE MELCS?

2. APPROPRIATE TO THE
GRADE LEVEL AND LEARNER
CHARACTERISTICS IN TERMS
OF LANGUAGE, ACTIVITIES?

3. EASY TO REPRODUCE
AND/OR DISSEMINATE?

4. FROM A CREDIBLE
SOURCE/AUTHOR?

5.CULTURE- AND GENDER-

FAIR?

6. FREE FROM RED FLAGS ON

POSSIBLE COPYRIGHT AND
PLAGIARISM ISSUES?

7.THE LAYOUT AND FORMAT

EASY TO READ AND
PLEASING TO THE EYES?

Reflection Questions:

1. Was the material able to meet all the requirements?

• Yes, because the material is based on the MELC.
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”?
• None.

23
 3. What decision will you make on the LR material? Why?
I will use the LR material as a supplementary material to my class.
Because the division office prepared already the Self Learning
Materials.
4. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
• None

5. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
• This assessment tool was 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 L.R.

Activity 2
1. Based on the Assessment Tool, how does the material from a non-DepEd
Portal compare with the LR from the DepEd Portal?
Answer:
- DepEd prescribe LRs are reliable and aligned in the basic requirement
needed for choosing LR's while non DepEd LR's sometimes deviate from the
requirements of standard LR's.
2. Based on the results of the Assessment Tool, what improvements do the
materials — both from DepEd and Non-DepEd portals — still need?
Answer:
- 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?
Answer:
- By the help 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:
RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be

determined

/
1. Connected and relevant to
the MELCs?

24
 2. Appropriate to the grade /
level and learner
characteristics in terms of
language, activities?

/
3. easy to reproduce and/or
disseminate?

4. from a credible /
source/author?

5. culture- and gender-fair? /

6. free from red flags on /

possible copyright and
plagiarism issues?
7. the layout and format easy /
to read and pleasing to the
eyes?

1. How does your material compare with the ones that are obtained from
the online portals?
Answer:
I had made a learning resources in my grade 1 students with the Title Activity
sheet . When I saw the assessment tool I had knew that I am lacking and
didn't meet some requirement prescribed by DepEd.
2. What improvements do you still need to make in your developed
material?
Answer:
• 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.

Activity 4
1. Share and discuss your answers to the questions in Activities 1, 2, and 3 in
your next LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LR’s.
Answer:

• After the LAC session we had seen a clearer view in making our own LR's
and in choosing and downloading LR's in our deped portal.
• A member of the group suggested that we must adapt this tool and use it
every time we make our own LR’s.

25
LDM 2 FOR TEACHERS

MODULE 4

26
Module 4 Lesson 1
Activity 1
1. Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

Activity 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the
LDM2 Course Overview. Reflect on your self-assessment from Activity 1. What
particular professional standards in the PPST do you need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the
learning area/s you are teaching? Write your answer and other insights in your
Study Notebook.
Answer:
The domain that I need to develop and give more focus is domain No.1,
the content knowledge and Pedagogy. As my self-assessment where I got
only the agree level so there is a room for my improvement. Also, I want to
enhance the domain no.6, the community linkages and professional
engagement. I need to build strong relationship with the guardians/parents
of my students to effectively communicate with them for a better delivery of
the learning modalities and deliver the quality supervisory among them as
well as with my co mentors in schools

Activity 3
1. Answer the following questions by constructing and filling out the table in
your Study Notebook. How do you envision your teaching practice in the
next few months as you use the LDM adopted by your School? What is your
goal in terms of your teaching practices in the modalities? What motivates
you to achieve this goal? What do you think will help you attain this goal?

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

Support DepEd
Learning Resources
Portals that
enhances distance
learning for learners.

Offer advising /
counselling activities
Provide learners’ A good working
that provide a
support services and relationship with the
foundation for learners’
programs that learners and their
success in distance
complement distance parents.
learning and address learning.
learners’ needs.

Provide a learning
environment for
learners’ success and
retention in distance
learning that is
equivalent to traditional
learning.

Provide distance Provide opportunities Trainings, Seminars,

learning support for professional Self-paced courses
services to coteachers, development.
staff, and
administrators. Provide appropriate
technologies and
facilities to meet the
needs of instructional
services

Lesson 2
Activity 1
1. Accomplish the Individual Development Plan Template by referring your
output in Lesson 1 Activity 3 of this module.

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 MADRIDEJOS NATIONAL HIGH SCHOOL
FINALIZED LDM INDIVIDUAL DEVELOPMENT PLAN

Name of Teacher: PRINCESS ELAISA ABELLO

Action Plan
(Recommended
Development Resources
Strengths Developmental Intervention) Timeline
Needs Needed
Learning
Intervention
Objectives
A. Functional Competencies
Focusing Produce Producing Attending Whole School Funds
teaching and quality Quality Output Seminars about Year
learning output and learners curriculum Round
learners, ready planning, lesson
learners planning and
ready and teaching
fully strategies
equipped

Focusing Can make Making lesson Attend Whole School Funds

teaching and the best plan aligned Orientation Year
learning lesson for the with MELCs by about MELCs, Round
new normal DepEd LAC Sessions
class discussing MELC
based lesson
plans

Applied skills in Used a range Improve skills Attend various Year- Self-Funding
the effective of teaching and seminars, Round
MOOE
communication strategies of strategies to workshops.
of learners to enhance develop Benchmark with Others
needs, progress learner meaningful other teachers.
and achievement teachinglearning
achievement in literacy process
to key and including
stakeholders, numeracy assessment tools
including skills. and techniques
parents and to enhance
guardians. students' mastery
in my subject.

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Support Provide The Applying the Attending INSET ,LAC School
Curriculum quality assessment seminar about sessions Funds,Personal
Management modules for tool in learning
and my students choosing resources
Implementation in the learning ,LRDMDS and
Modular resources for the DEPED
Distant modules commons
Learning this
new normal

B. Core Behavioral Competencies

Practices ethical Makes Improve Improving Year- N/A
and professional specific intrapersonal workrelated Round
behavior and changes in skills and work coordination
conduct taking the system or management
into account in own work practices.
the impact of methods to
my actions and improve
decisions. performance.

1. Refer to your PD objectives and decide on what topics you would like to talk about
in your school LAC.

Use the PD Discussion Template in your discussion.

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES RELATED TO THE MODALITIES

Apply knowledge of content within and across Most essential Learning Competencies
curriculum teaching areas (MELCs)
Pedagogical Content Knowledge on
Teacher
Competence and Students’ Achievement

Establish safe and secure learning environments Keeping Learners Safe and Focus During
to enhance learning through the consistent Distance Learning
implementation of policies, guidelines and
procedures.

Use differentiated, developmentally appropriate Diversity, Equity and Inclusion during

learning experiences to address learners, Pandemic
gender, needs, strengths, interest and
experiences.

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 Plan, manage and implement developmentally A Pandemic and a Policy: Contextualizing the
sequenced teaching and learning process to meet national education Policy
curriculum requirements and varied teaching contexts

Monitor and evaluate learner process and Assessing Learners’ Performance in Distance
achievement using learner attainment data. Learning as Learning Delivery Modality

Maintain learning environment that are responsive to Engaging Parents and Wider School
community contexts. community in the Educative Process

Apply a personal philosophy of teaching that is learner Positive Teaching and Learning Culture Within
centered. and Beyond the School

Module 5

This portfolio will be submitted to your LAC coach for evaluation at the end of the year. You may
also use this portfolio as a means of verification (MOV) for your performance evaluation.

MODULE OBJECTIVES

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 this evidence to your professional
practice based on the professional standards

MODULE CONTENT

Lesson 1 - The teaching Portfolio and Its Contents LAC Session

Lesson 2 - The Evaluation Rubric LAC Session

LAC Sessions are included in the activities but may be optional as determined by the LAC
Members under the guidance of the LAC Leader

ESTIMATED TIME REQUIRED

4 hours

The Teaching Portfolio and its content

This lesson will introduce you to the teaching portfolio related to your use of the LDM. By
the end of this lesson, you should be able to:

1. Describe what a portfolio is

2. Identify the contents of your teaching in the LDM portfolio.
Key Topics/Concepts

assessment; capabilities; professional practice; professional standards

Resources Required

-LDM2 Guide for Expected Outputs

-Reading on Portfolios
-List of Suggested Evidence Form
-Study Notebook

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LDM 2 FOR TEACHERS

MODULE 5

32
Module 5

Lesson 1

Activity 1
1. Before you begin to prepare building your Portfolio, you need to make
sure that you have completed all the outputs for this course. Go over the list
found in LDM2 Guide for Expected Outputs and find out whether you have
completed all the outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final

evaluation. Keep a copy of all your outputs for your own records.

Activity 2
A. 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?

Answers:

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

course. A teaching portfolio is a collection of information about a teacher’s practice.
By completing my portfolio in LAC sessions about LDMs, I can say that I am now ready
for the challenges of the new normal way of teaching. In making lessons, I can use it as
my guide, I can scan my finished portfolio and go to the topic about preparing MELCs.
Then if I will choose what learning resources to be used in my topic I can refer to
Learning Resources topics and how to download it in DepEd portals.
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- My portfolio will help me reflect on academic goals and progress. It will guide me to
keep on the right track.

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

Answers:

- In the previous module which is module 4, I had learned about making individual
development plan by this I can now asses my weakness and strength in terms of
my teaching practices. One of the best example is analyzing to what domain do I
need to focus more and make a development plan for that.

- From the previous modules, the following evidences will help monitor my teaching
practice :

1. Unpacking of MELCs (Module 2)

2. Learning task for DL (Module 3A)

3. Weekly Home Learning Plan (Module 3A)

4. Individual Learning Monitoring Plan (Module 3A)

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

Portfolio?

Answers:

- Reflections mirrors the quality of output, initiation of plan of activities and problems
encountered during and after the implementation.

- In every work or task given it must have a reflection within. Making of it is an integral
part because it serves as a compilation of our knowledge and understanding towards
the topic. In the reflection, we can pour out our ideas, analysis, comments/suggestions
about the particular task which can be a road to change or improvement.

Activity 3
List of Suggested Evidence in the Learning Delivery Modality

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1. Is the list of evidence enough to capture the progress of your teaching
practice?

Answer:
- I think it’s enough. Hopefully , as a teacher I can diligently follow everything
stipulated and mandated by DepEd.

2. What other evidence can you think of that is relevant to the LDM adopted
by your School?

Answer:
- Having a uniform class record, grading sheets and evaluation documents
that should be adopted by my school relevant or congruent to LDM.

Activity 4
- LAC discussion with colleagues. (Put some evidence) MOVs.

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Activity 5

LESSON 2

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.
• In order to be successful in making the portfolio I must consider first the
Demonstration progress of the LDM Implementation which 30% in the rubrics.
Ensuring the quality of my reflections in every topic or lesson that I tackled.
Lastly, my output will be based on the professional standard given by
DepEd.

Activity 2. Discuss and share your thoughts on the Rubric in your LAC Session.
Present your steps to make your outputs and Portfolio responsive to the
evaluation criteria and indicators. Take note of your colleagues' other
insights as well.
Some of the insights were:
- Evaluation Rubric are great tool to evaluate LDM Implementation portfolio.
- By following the criteria and indicators found in the Evaluation Rubric,
teachers will be guided on how they are evaluated

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 Department of Education
Region VII , Central Visayas
DIVISION OF CEBU PROVINCE
Sudlon, Lahug, Cebu City
MADRIDEJOS NATIONAL HIGH SCHOOL
Poblacion, Madridejos, Cebu

HOMEROOM GUIDANCE

Guide Questions:

1. What is homeroom guidance?

Homeroom Guidance is a comprehensive, developmental and proactive program designed

to equip K to 12 learners with life skills on three domains: Academic Development, Personal and
Social Development and Career Development.

2. Give the vision and mission of homeroom guidance?

Homeroom Guidance Vision:

Homeroom Guidance, shall complement the Department’s goal which is to produce holistically
developed Filipinos who are able to achieve academic success, demonstrate healthy
behavior, exemplify positive disposition and systematically plan their future. It shall produce
learners who can work for the common good of society while upholding the international
standards.

Homeroom Guidance Mission:

Homeroom Guidance is dedicated to address the academic, personal/social and career

development needs of the learners in a developmental, comprehensive and proactive manner.
This shall be realized through the collaborative efforts of family, school, community, government
and other institutions.

3. What are the different domains focused by homeroom? Elaborate each.

 Academic Development Domain – pertains to all academic related needs or concerns of

learners.
 Personal and Social Development Domain – pertains to concerns or issues affecting learners’
individuality (self), relationship with others and their interaction in community.
 Career Development Domain – pertains to all occupational and world of workrelated concerns
and issues of learners.

4. What are the roles and responsibilities of DepEd offices for the implementation of homeroom
guidance?

 The Bureau of Curriculum Development (BCD) serves as the program manager in the Central
Office.
 The Bureau of Learning Delivery (BLD) ensures that appropriate pedagogical approaches are
employed on how to deliver the curriculum content.
 The Bureau of Learning Resources (BLR) ensures the availability of learning resources to the field
units.

5. In HGP, how to assess the learner’s development and how to monitor the program?

The Homeroom Guidance program is guided by HG MELCs and follows a set of criterion –
applicability to real life situations, needs of the learners and complements learning
competencies developed in other academic subjects. To assess the learner’s development,
each standard should be met and will be evaluated by class advisers.

37
 Department of Education
Region VII , Central Visayas
DIVISION OF CEBU PROVINCE
Sudlon, Lahug, Cebu City
MADRIDEJOS NATIONAL HIGH SCHOOL
Poblacion, Madridejos, Cebu

CHILD SAFEGUARDING POLICIES

1. Why do we need to elaborate Social Media or Online Child Safeguarding Policies?

Social Media has great influence to people, specially to children. The COVID 19 pandemic
has impacted every sector in the country, one of which is the Philippine Educator sector which shifts
to nontraditional modes of education delivery and social media serves as a springboard in delivering
learning. Since social media doesn’t follow the norm of personal interaction, Online Child
Safeguarding Policies were made and elaborated in a manner to keep children from harm against
social media.

The reason why Online Child Safeguarding Policies are presented elaborately so that it helps
prevent the different risks of social media against children. These policies may hinder inappropriate
exposure of pornography, violence, cyberbullying, posting private information and etc. that can
cause traumatic experience to children. Here are other things to consider why social media or online
child safeguarding policies need to be elaborated:

• Learner’s inappropriate or unsafe online conduct.

• Mismanagement of official school social media presence leading to child protection
concerns.
2. What are the Social Media Communication Channels?
Here are the social media communication channels:
• Facebook (Facebook group)
• Zoom
• Google Meet
• Messenger
3. What are the behavioral protocols for online interaction?
These are the behavioral protocols for online interaction:
1. Clearly define how school personnel, especially teachers should interact with learners,
whether it be for communications purposes of educational delivery.
2. Violent, threatening or sexual online interactions between school personnel and learners
should be prohibited. Sexual innuendos, grooming behavior or any other inappropriate
behaviors should also be prohibited.
3. Private messages between school personnel and learners are risky. A safe protocol is to
prohibit such practices, thus also protecting the privacy of both personnel and learners.
4. Define guidance on social media “friending” between school personnel and learners. A
safe example is to prohibit such practices, although there are certain sociocultural
considerations that must be taken into account.
5. It is important to define online behavioral expectations for learners, whether towards their
co-learners, or towards school personnel.
4. What are the guidelines for School Personnel as Online Role Models?
These are the guidelines for school personnel as online role models:
1. The policy and social expectations for school personnel’s behavior offline should also
extend to online sphere. What is inappropriate offline, should also be seen as
inappropriate behavior online.
2. Since we have different parameters appropriate or not, the school management should
help define these exact parameters via the social media or online child safeguarding
policy.
3. There should be a balance between freedom of expression and the adult’s responsibility
as a role model.

38
 4. Certain non-negotiables should be defined e.g. sharing of sexual/ sexualized or violent
content, fake news/false information, the use of foul language, or sharing any content
which might lead to real to real word harm must be prohibited.
5. There should be policy guidance to help school personnel protect their online privacy. A
public social media post can be seen by anyone, even learners who are not in our social
media friends list.
6. School personnel should protect learner’s confidentiality. Clear guidelines on when or
when not to share images of learners online via school personnel social media account
should be elaborated.
5. What are the protocols on protecting confidential online?
• Protocols on getting learners consent when taking images (photos and video).
a. How do we get guardians and learners consent?
b. At what point do we get consent?
• Clear guidelines on when or when not to share images of learners online via school
personal social media account or via the official social media page of the school.

Prepared by:

PRINCESS ELAISA ABELLO

Checked by:

JESSICA MACASERO

Approved by:

MELVILLE D. DE LA PEÑA

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