LDM 2 Module 1

Course Orientation
11 SEPTEMBER 2020

Facilitator
EVA E. GARCIA

My Study Notebook
Module 1: Course Orientation
LESSON 1
As an educator, we believed that learning is a continued process. It is our responsibility to be confident in
adopting and executing all different learning modalities that will help us to ensure that our learners are
receiving quality education. At the same time, we also need to ensure their security.

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?
The main delivery of this course is through LAC session or webinar to give more information about
LDM Course.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
By attaining all the objectives written and stated in this course. By implementing of this we will ensure
a delivery of quality instruction in the new normal.
3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms that will help me learning in this course are Independent learning and
LAC session.

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?
After I participated in this course, I learned many things about the learning distant modalities were all
about. The facilitator explained the all of the topics belong in module 1 clearly and understandable. ,
As a teacher we believe that learning must continue, we must be confident in executing the modules.
We must have positive outlook in life.
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?
Have a positive attitude in life and always have an open – minded in sharing ideas.

HABITS OBSTACLES MOTIVATION ENVIRONME

(What is it that I repeatedly (What will prevent (What will push NT
do that may affect my me from me to (Where will I
participation in the course participating fully in participate in this accomplish the
in this course?) requirements of
a positive or negative way?) course?) this course?
Describe this
environment.)

The obstacles that Continues to Due to our

prevent me in develop my pandemic we
When I do not understand participating the positive attitude teachers are
the some topics that the course was in teaching. allowed to work
facilitator discussed I ask sometimes the from home for
questions. internet connection our personal
 lost security.

ACTIVITY 3
Look for colleague with whom you would like to discuss your answers and reflections with to the
questions in Activities 1 and 2. (Kindly insert photo documentation with your colleague)

ACTIVITY 1:
Begin by refreshing your memory on the Learning Action Cell. Read Dep--Ed 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:
4 To improve the teaching-learning process to improve learning among students - Nowadays
teaching-learning process must exert effort and dedication to improve learning among students. In
this time of pandemic in which we can’t physically teach our learner with different needs, it is very
hard for the teachers to have different methods and techniques to accommodate them.
2 To nurture successful teachers LDM2: Learning Delivery ow a Modalities Course for Teachers 5.
The teachers must have enough knowledge and orientation about Learning Delivery Modalities for
Teachers. There is always room for improvement
 1 To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes- Teachers must have sharing of ideas to improve their
way of teaching. Through the use of modern technologies.
3 To foster a professional collaborative spirit among School Heads, teachers, and the community as a
whole. The teachers the school heads must have a harmonious relationship and full support of the
stakeholders.

ACTIVITY 2
Figure 1. LAC Composition LDM2 Teachers
Facilitator:
Attendance/Certificate/Evaluator:
Documenter:
Photo Documentation:

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.

REGION: III

LAC ID (name or number): 10 Number of LAC members: 14

Name of LAC Facilitator: Designation/Position: Master Teacher I

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)
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.:10

REGION: III DATE OF LAC SESSION:08-31-2020

DIVISION: Bulacan NUMBER OF LAC SESSION:

1

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

Comments / Remarks
(For example, if you
disagree or strongly
disagree, please indicate
SD D N A SA 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 . All of the topic were clearly discussed by the facilitator.
2. I encountered the following problems or challenges:
Poor Net Connections
3. Other comments/suggestions:
All of the topics in this module were clearly tackled by the facilitator . She gave as an ideas on how to
answer the output.
 S

LDM 2 MODULE 2
MELCS
September 01, 2020

Facilitator

My Reflection
Module 2: MELCs
LESSON 1
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?
As a teacher ,I think the fundamental concerns in terms of curriculum standards that need to be
addressed to be in order to ensure learning continuity first we must consider readiness of our
department to this kind of crisis . The Department of Education must sure to it that all of the
necessary materials were ready and available. Another is the assurance of parents and pupils to
get or delivers the modules safely. Through the cooperation and support of all the members of the
society the teachers can solve this.
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?
A congested curriculum happens when too many subjects are squeezed into a short period of time. As
a teacher I agree with this kind of observation, Because of this congested the learners should not have
a mastery of the lesson. Yes I agree, because this "forced" online learning has its issues! While
learning still goes on, it does not take into account the learning or for that matter the teaching
styles/personality that takes place in the face to face classroom

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?
The general purpose of MELC is the long term response to the case of SDG4 on the 2030 agenda
for sustainable Development. Its specific purpose is to address the challenges of the current
pandemic.

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

3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are what the students need, are indispensable, in the teaching-
learning process to build skill to equip learners for subsequent grade levels for lifelong learning.
Desirable learning competencies were defined as what may enhance education but 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?
Most Essential Learning Competencies is identified if it remains with the learners long after a test
or a unit of study is completed or if it is useful beyond a single test or examination
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
It is important for students to learn the concept and skills in MELCs through meaningful activities
and scenarios relatable to them and within the context of the students own environment. The
 designed activities also teach the procedures and processes on how and when to apply those skills
in a given context.

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

  1. Classify objects as to solid   Classify objects as to solid ,

,liquid or gas liquid or gas based on their
Merged/Clustered observable characteristics
Classify objects as to solid ,
liquid or gas based on their
observable characteristics

  Describe changes in materials   Describe changes in materials

based on the effect of based on the effect of
Retained temperature: 1 solid to liquid 2 temperature: 1 solid to liquid 2
liquid to solid 3 liquid to gas 4 liquid to solid 3 liquid to gas 4
solid to gas solid to gas

 Describe ways on how the

proper use and handling of
Dropped n/a
materials solid, liquid or gas
used at home and in school

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. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.
2. Leader : Clarissa G. Marcelo
3. Members : Mary Grace Santos , Arlene Bautista and Alona Sabinay
4. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.
5. 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.
 Based on our discussion the other learning objective from the curriculum guide was merged or
clustered in MELCs Curriculum because the skills, the competency are related to each other. The
objectives in K TO 12 Curriculum were retained in MELCs Curriculum because this skills and
competency considered as the most essential skills suited for the grade level. The objective in K to 12
were dropped in the MELCs Curriculum because they believed that this competencies were not necessary
essentials skills and it will not affect the learners because this objectives were tackled in other learning
areas.

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.

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 MELCs is it intends to provide instructional space
among field partners/implementers to deliver quality education amidst the limited learning modalities
and the shortening of the school year.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 Alignment on the content and performance standard

1. The MELC are not a departure from the standard based design. In fact there are no MELCs
without the content and performance standard.
2. Prerequisite knowledge and skills. This ensures that the prerequisite knowledge and skills that
would enable the achievement of MELCs.
3. Logical sequence of Learning Objectives. Provide systematic learning experience of learners.

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

Yes.There are still some MELC competencies that need to be unpacked r combined. In order to
systematize learning activities and effectively address the varying needs of learners and challenges of
instructional deliveries.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

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.:10

REGION: III DATE OF LAC SESSION:09-01-2020

DIVISION: Bulacan NUMBER OF LAC SESSION:

2

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.)

THE LAC SESSION /

8. I learned a lot from my /

colleagues in this LAC session.

9. The LAC session deepened my /

understanding of the SLM
content.

10. My perspective on the topic/s /

covered has changed as a result
of the LAC session.

11. I participated actively in the /

LAC session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

12. I interacted with different /

people during the LAC
session.

ACTION PLAN

13. I feel motivated to apply in my /

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

14. I intend to apply what I have /

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
None All of the topic were clearly discussed by the facilitator.
2. I encountered the following problems or challenges:
Poor Net Connections
3. Other comments/suggestions:
All of the topics in this module were clearly tackled by the facilitator . She gave as an ideas on how to
answer the output.
m

LDM 2 : MODULE 3 A
Designing Instruction in the
Different Learning Deliveries
Modalities
September 02,2020

Facilitator
 My Study Notebook
Module MODULE 3A: DESIGNING INSTRUCTION IN

THE DIFFERENT LEARNING DELIVERY

MODALITIES

Lesson 1
ACTIVITY 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. When you are done, check Lesson 1, Activity 1
Answer Key 1 to see how well you did.
Face to face (F2F) Learning

is an instructional method where course content and learning material are taught in person to a group of
students. This allows for a live interaction between a learner and an instructor. It is the most traditional
type of learning instruction.

Distance Learning (DL)- is a method of study where teachers and students do not meet in a classroom but
use the Internet, e-mail, mail, etc., . Distance learning, also called distance education, e-learning, and
online learning, form of education in which the main elements include physical separation of teachers and
students during instruction and the use of various technologies to facilitate student-teacher and student-
student communication.

Blended Learning (BL)- 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 types of distance learning.
Home Schooling- refers to an alternative learning delivery mode (ADM) that provides learners with
access to formal education while staying in an out-of-school environment, with parents, guardians, or
tutors as authorized facilitators instead of classroom teachers. This does not preclude going to a school on
specific periods to develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.
Now, answer this question: Which of the LDMs do not have an F2F learning component? Write down
your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.
Distance Learning and Home Schooling do not have an F2F learning component
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the 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.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Member
Modular Learning delivery Set of SLMs, as -Monitoring of -The parents -The school orients the
Distance learner progress
Learning that is in the form well as and setting a have expressed teachers, parents and
(MDL) feedback
of individualized textbooks/learers willingness for learners about the
mechanism shall
instruction where materials be ensured to the option of modular learning
help learners
learners use self- modular distance policies and directions
meet the MELCs
learning modules. while seeing the learning for their to ensure that everyone
connection of one
children. - -The is properly informed and
lesson to the next
to reinforce the parents are guided.
coherence of the
willing to co- -The school has
curriculum.
supervise and complete and
co-monitor the appropriate content
progress of their (Learning Modules/Self-
children's Learning Modules in
modular distance print and e-copy for
learning those with device) for
Quarter 1 available for
distribution to learners.
- The school has
available
reference/supplementary
materials for distribution
to the
Online Learning delivery -Access to digital -Teachers have -The parents -The school has an
Distance have expressed educational platform or
modality where the devices, such as access to device/s
Learning willingness for Learning Management
(ODL) teacher facilitates laptops, tablets, and connectivity the option of System (LMS), either
online distance subscription-based or
learning and smartphones, and at the school.
learning for their locally developed.
engages learners' desktop The learners have children.
active participation computers, with access to the
using various available online necessary
technologies resources and resources
connected to the internet (device,
internet while they connectivity. connectivity) to
are geographically access the
remote from each lessons.
other.
TV-Based refers to the use of Materials for Enhancement of -The parents -The school has
Instruction learning exercises,
television or radio understanding of ensure children's complete and
(TVBI) enrichment
and Radio- programs on activities, and key concepts and access to appropriate content
Based assessment may
channels or stations clarifications on television and (Learning Modules/Self-
Instruction be provided in
(RBI) dedicated to printed form. possible areas of radio. Learning Modules in
providing learning confusion in the their children. video format and radio-
content to learners lesson that was -Guidance from based lesson
as a form of viewed/listened parents/learning format/radio script as
distance learning to shall be done facilitators well as in print/e-copy)
during home during for Quarter 1.
visits by subject viewing/listenin -The school has a MOA
area g time shall be with a Television
 teacher/learning required. Network or Radio
facilitator Station for the needed
wherever airtime/slot. 
possible or
through phone
calls, SMS,
among others.
Blended Combination of the Modules , activity Strategies for The parents are Schools which adopt
Distance any combination of the
three types of sheets , vide learners’ willing to co-
Learning above three types of
distance learning. lessons engagement in all supervise and distance learning must
meet the requirements of
MDL and ODL types of distance co-monitor the
each type.
MDL and
learning shall be progress of their
TVBI/RBI
ODL and utilized by children's
TVBI/RBI
teachers learning as well
ODL, TVBI/RBI
and MDL as provide
guidance to their
children.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force
(IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined
with F2F learning to come up with a BL. Learn more about BL in the Supplementary Handout on
Blended Learning Delivery Modalities.

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.
Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)

1 MDL The parents have expressed willingness for

the option of modular distance learning for
their children.
2 TVBI The school orients the teachers, parents and
learners about the TV/Radio-based
Instruction policies and directions to ensure
that everyone is properly informed and
guided.
3 RBI The combination of TV based instructions
and MDL can be used easily because of the
availability of the LRs.
4 ODL
Most of the learners do not have their own
DSL and Wi-Fi connection
5 BL Minimum requirements must be met for each
of the types being combined
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 and share your ideas at your next LAC Session.

Ranking Why?
(1 to 5, from easiest to
hardest to implement)

Learners without parents or household Home Visitation

member who can
guide and support their learning at Reading Remediation
home Send them a lot of supplementary reading materials.
Beginning readers (K to 3) Self – Learning Materials
Modular Distance Learning
Struggling readers (Grades 4-12) Reading Remediation
Send them a lot of supplementary reading materials
No access to devices and Internet Self – Learning Materials
Modular Distance Learning
Inaccessible (living in remote and/or Coordinate with the Local Government Unit regarding to the
unsafe areas) distribution and retrieval of modules
Indigenous Peoples

Persons with Disabilities Make the activities concise and short . and provide learning
disabled students with frequent progress checks. Let them
know how well they are progressing toward an individuals or
class goal

Lesson 2
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?
Lesson Designing or Lesson Planning is one way of planning instruction. It is a way of
visualizing a lesson before it taught. It is a critical part of the teaching and learning process.
Lesson Planning is a hallmark of effective teaching. _
2. Why is lesson designing important?

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
● learners successfully reach the set learning goals

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

a.What should be taught? ( the objectives of the lesson )
b.How should it be taught? ( the presentation of the lessons and
 activities to help the learners meet the mastery )’
c.How should learning be assessed? ( teacher will prepare an assessment
plan or specifically a formative assessment plan and needs to rely on
multiple ways of assessing learning inside the classroom )
_

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 lesson 1. Explain, model, 1. Wrap up activities
2. Clarify concepts from demonstrate, and 2. Emphasize key information and concepts
previous lesson illustrate the concepts, discussed
3. Present warm-up ideas, skills, or 3. Ask learners to recall key activities and
activities to establish processes that students concepts discussed
interest in new lesson will eventually 4. Reinforce what teacher has taught
4. Check learner’s prior internalize 5. Assess whether lesson has been mastered
knowledge about the new 2. Help learners 6. Transfer ideas and concepts to new
lesson understand and master situations
5. Present connection new information
between old and new lesson 3. Provide learners with
and establish purpose for feedback
new lesson 4. Check for learners’
6. State lesson objectives as understanding
guide for learners

Refer to the list of learning tasks below, and identify which section of the lesson these learning activities
can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
eventually internalize
11. Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson
ACTIVITY 3

Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers
should take time to reflect on what worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.
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- requires teachers to reflect on and assess their effectiveness. In this part of the DLL, the
teacher should make notes on 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. (DepEd Order no. 42, s.2016)

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 through DL. In the second column,
identify which of these tasks are already present in the SLM. In the third column, identify which has to be
presented via technology-mediated resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area:_3- Filipino
Lesson/Topic:____Paggamit ng Pangngalan sa pagsaslaysay ng tao .bagay o pangyayari
Learning Objectives:_Paggamit ng pangangalan sa pagsasalaysay ng tao,bagay ,lugar o pangyayari.
Learning Resources/Materials Needed:___video presentation_
Part of Lesson / Learning : In the discussion of the lesson

Part of Lesson / Learning Tasks Check if already Additional Remarks:

present in the (ex. can be done via voice
SLM calls, can be facilitated
by a household partner,
can be done via a learning
activity sheet, can be presented
via an internet-based resource,
can be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1.Review previous lesson / Can be done via learning
activity sheet
2. Clarify concepts from previous lesson / Can be done via learning
activity sheet
3. Present warm-up activities to establish / Can be done via learning
activity sheet
4.Check learner’s prior knowledge about the new / can be facilitated during a
lesson synchronous learning
/ can be facilitated during a
5. Present connection between old and new synchronous learning
 6. State lesson objectives as guide for learners /
Lesson Proper
1.Explain, model, demonstrate, and illustrate the / can be facilitated during a sync
concepts, ideas, skills, or processes that students can be facilitated during a
will eventually internalize synchronous learning hronous
learning
2.Help learners understand and master new /
information Can be done via learning
activity sheet

3. Provide learners with feedback / can be done via a learning

activity sheet
4. Check for learners’ understanding / can be done via a learning
activity sheet
After the Lesson
1. Wrap up activities / can be facilitated during a
synchronous learning
2. Emphasize key information and concepts /
discussed can be facilitated during a
synchronous learning

3. Ask learners to recall key activities and / can be done via a learning
concepts discussed activity sheet

4.Reinforce what teacher has taught can be done via

/ learning activity shee
5.Assess whether lesson has been mastered t
can be done via
learning activity sheet
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?____ Additional Activity Sheets and Oral Performance
Tasks
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?
Lesson objectives should be clearly communicated. It provides the student direction, so that they
can go through the materials and activities with these goals in mind How can the teacher gather
feedback on the different learning tasks, in order to refine or modify current and future lessons?
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Explore tasks and tools that enable you to monitor, assess, and facilitate your
students’ learning, and at the same time enable your learners to reflect on what they
have learned and communicate their insights to you and their classmates. Consider
r various touch points such as text messaging, voice calls, or face-to-face interaction (if possible and
allowed) to monitor learner progress and provide timely feedback on learning.

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. Follow the example below.

Summative Assessment
Formative Assessment
learners may be assessed assessment of learning: to measure if
assessment of learning: to make individually or the student met the performance and
adjustments in the lesson collaboratively content standards
may be integrated in all parts of the should promote done after the lesson/end of quarter
lesson: before the lesson, the lesson selfreflection and
proper, and after the lesson results enable teachers to describe
personal accountability
results must be recorded to study the among students about how well the students learned the
patterns of learning demonstrated by their own learning standards/competencies for a given
ACTIVITY 6

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that are
commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you areteaching? 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

Example: I will send a three-item quiz via text message before the
Short quiz lesson. Based on the responses, I will take note of the
common misconceptions and clarify them to the learners
during our online session or via text message.
1. Activity Sheet Through video conferencing or messenger the activity will be
done and send to group chat messenger
2. Summative Test With the help of Google forms quiz will be answered through
online evaluation link.
3. Formative Test Using kahoot application platform, pupils will answer the
evaluation on time assessment in online session
4. Portfolio Google Classroom and other platforms will be used by the
learners to send their learning portfolio
5. Short Quiz The use of quiz application, they will be given a chance to
answer the lesson using online session

Be ready to share your output when you meet with your LAC group after completing this module. Try to
answer these questions with your colleagues:
1. What assessment methods are common among the group members?_________
The most common methods use as assessment methods are Formative and Summative Test _
2. What are the challenges in doing assessment in DL?___________________________

_Teachers need to be able to identify reliable ways to measure learners’ understanding. This means that
you need to communicate to learners what they are expected to learn; involve them in assessing their own
learning at the beginning, during, and end of every lesson and use data from their assessment to
continually adjust instruction to ensure attainment of learning outcomes.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?____________________________________________

Successful collaborations happen when teachers work together to share the workload instead of doubling
their efforts. From the delegation of tasks, teachers are also able to learn more from each other.
ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and
use it.
After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Question True False

1. A portfolio mainly displays the academic achievements of the

learner.
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work on
their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their
work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or learning
facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms
in column B. Write your answers in your Study Notebook.
Column A
Column B
__c_1. These are the knowledge, understanding, skills, and attitudes
that learners need to demonstrate in every lesson and/or learning task.
a. learning area
__d_2. These are the formative learning opportunities given to learners to b. mode of
engage them in the subject matter and to enhance their understanding delivery
of the content. c. learning
__a_3. This refers to the prescribed subject that learners take. competencies
__b 4. This refers to the method of submission of learning outputs preferred d. learning task
by the learner/parent based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which
discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the
three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following when
creating your WHLP:

• For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss
the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be
reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of Pediatrics
(AAP) and the World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
 hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the
other 2 hours in the afternoon)

Share your prepared WHLP during your LAC Session.

PLANO SA PAGKATUTO SA TAHANAN

SAMPLE WEEKLY HOME LEARNING PLAN
Ikatlong Baitang
Unang Linggo
Oktubre 5-8 2020
Day
Learning
and Learning Competency Learning Tasks Mode of Delivery
Area
Time
Araw Asignatu Pag-aaral ng
Gawaing Pagkatuto Paraan ng Pamamahagi
at Oras ra Kakayahan
8:00 –
9:00 Paggising, pagsasaayos ng higaan, pagkain ng almusal at paglilinis ng sarili upang makapaghanda para sa
isang makabuluhang araw.

9:00 -
9:30 Magkaroon ng oras para ikondisyon ang katawan at isip sa panibagong aralin.

)
Lunes Filipino PANIMULANG GAWAIN
Kapag natapos mo na
ang modyul na ito, ikaw Pagbati! Sa araw na ito Ipasa ang Output sa
ay inaaasahang: ay sisimulan mo ang iyong pamamagitan ng Google
kaalaman. Halika at pag-aralan Classroom na ibinigay ng Guro
Pagkatapos ng Ikatlong natin ang gabay ng iyong o sa ibang platform na
Baitang, inaasahang na ginagamit ng paaralan.
magulang, matututuhan mong
ang mag-aaral ay
makakagamit ang gamitin ang naunang kaalaman o
pangngalan sa karanasan sa pag-unawa ng
pagsasalaysay tungkol napakinggang teksto.
sa mga tao, lugar at
bagay sa paligid. May mga gawain akong inihanda
Dalhin ng magulang ang
para sa iyo upang mahasa ang output at ibigay sa guro.
iyong kaalaman tungkol dito.
Basahin mong mabuti ang panuto
sa bawat bahagi at isulat ang
iyong mga sagot sa sagutang
papel.

SUBUKIN.
SUBUKIN.

.Isulat ang pangngalan ng bawat

larawan sa angkop na
hanay.Isulat ito sa sagutang papel
sa pahina 2 ng iyong modyul.

Tandaan:
Maaaring basahing mabuti ang
tanong at pamimiliang kasagutan
upang makapagsagot ng malaya
at mapaunlad ang kanilang
kakayahan kasama ang iyong
magulang. Gawin mo ito ng
limang minuto

BALIKAN
Pasagutan ang modyul sa pahina
3
Balikan natin ang iyong
karanasan noong nasa Ikalawang
Baitang ka. Sagutin mo ang
sumusunod na tanong

Sa parteng ito ng modyul,

maari mong ipakita at ipasuri ang
tala ng guro upang lubos mong
maunawaan ang aralin na nasa
pahina 4.

Sa pagpapatuloy ng modyul na
ito ay basahin mo ang text
message na ipinadala ni Patrick
sa kaniyang kaibigang si Jose at
sagutin ang mga tanong.

TUKLASIN
Buksan mo naman ang iyong
modyul sa pahina 4. Punan mo
ang angkop na pagngalan ang
bawat patlang upang mabuo ang
talata . Piliin sa kahon ang iyong
sagot.

Tara! tuklasin mo ang bago mong

kaalaman. Gawin mo ito sa loob
ng l0 minuto.

Tandaan: Pagsubaybay sa mga

mag-aaral habang ginagawa ang
Gawain ito at pagtatanong para
sa pagpapaunlad ng kanilang
kaisipan.

SURIIN

Buksan ang iyong modyul sa

pahina 5.
Sa aralin ito malalaman kung ano
ang kahulugan ng pangngalan at
ang mga uri nito at kung paano
ito magagamit pangngalan sa
pagsasalaysay tungkol sa mga
tao, lugar, hayop at pangyayari.
Gumamit ng 10 minuto para dito
Tandaan:
Pagsubaybay sa mga mag-aaral
habang nagbabasa at pagtatanong
para sa pagpapaunlad ng kanilang
kaisipan.

kasama ang inyong anak.

PAGYAMANIN:

Para sa paglinang ng iyong pang-

unawa ay masukat ang mga
aralin ayon sa konsepto nito. May
dalawang Gawain at pagsasanay
na dapat mong sagutin upang
mapalawak pa ang iyong
kasanayan. Buksan ang pahina 6
ng iyong modyul.

Gawain A
Pagtambalin ang pangngalan
pambalana na nasa Hanay a sa
pangngalan pantangi pantangi na
nasa Hanay B.
Gawin B
Iguhit ang Bilog sa kahon kung
ang pangnagalang tinutukoy ay
pambalana at bituin naman
kung ito ay pantangi.
Isulat ang iyong sagot sa
sagutang papel .Gawin ito sa loob
ng 20 minuto

Tandaan: Alalayan sa
pagsasagot ang inyong anak
batay sa pagsasanay. Sundin ang
inihandang panuto ng guro.

ISAISIP
Sa paglalahad ng buod ng
konseptong natutuhan sa aralin sa
pahina 7 ng modyul ay
kinakailangang kumpletuhin ang
itinakdang kaisipan upang lalo
pang mapigting ang kanyang
pang-unawa sa araling pinag-
aralan. Gawin mo ito sa loob ng
labing-limang minuto. Isulat ang
iyong sagot sa sagutang papel

ISAGAWA:

Sa pagpapatuloy ng iyong
Gawain sa pahina 8- 9 ay mas
lalo mo pang mauunawan ang
iyong aralin sa pamamagitan ng
paglalaan ng 20 minuto upang
mapaunlad pa ang iyong
kasanayan.
Gamitin ang sumusunod na
larawan upang makasulat ng
isang pangungusap.
 TAYAHIN
. Sa pagtataya na ito ay lubos na
masusukat ang kakayahan ng
mga mag-aaral sa pagsagot sa
inihandang pagsusulit sa pahina
10-11.. Dito maipapakita ng mga
bata ang kanilang natutuhan at
maipamalas ang galing sa
pagsagot sa kanilang mga
pagsasanay bilang pampagkatuto
ng bawat isa, gawin mo ito sa
loob ng 10 minuto.

Tandaan:
Paggabay sa mga bata sa mga
pamimiliang sagot kung
kinakailangan.

KARAGDAGANG GAWAIN
Para sa karagdagan
Gawain,buksan ang iyong
modyul sa pahina 12- 13. Pumili
ng limang pangngalan sa listahan
. Gamitin ang mga ito sa
pangngusap na magsasabi ng
iyong sariling karanasan.Isulat
ang iyong sagot sa sagutang
papel. Gawin ito sa loob ng
limang minuto

TANDAAN MO:
Sa ipinamalas na galing ng iyong
anak sa pagtatapos ng aralin ay
buong pagmamalaki mo ang
kanyang nagawa at bilang
motibasyon ay mas lalo pa
niyang mapagbuti sa susunod na
aralin ay pagpuri sa kanyang
pagsusumikap sa kanyang pag-
aaral.

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 Individual Learning

Plan (WHLP) Monitoring Plan (ILMP)

Purpose A tool to guide learners and A tool for monitoring learners

learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
home
For Whom? Learners and learning Teachers and learning facilitator
facilitator or household partner or household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Has to be Yes Yes
communicated to
 parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to get in touch with
the household partner who provides assistance as needed while the learner is doing the learning tasks
at home.
ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may
have encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in
Activity 3 and create 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.
Share the ILMP that you made for that specific learner during your next LAC Session.

Fill-out the Individual Learning Monitoring Plan)

APPENDIX F

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:

Grade Level: EPP 5

Learner’s Status
Intervention
Learnin Monitorin
Learner’s Needs Strategies
g Area g Date Insignificant Significant
Provided Mastery
Progress Progress

Nagagamit ang Using picture 10-5-9- Lack of Eagerness He can

pangngalan sa and audio 2020 motivation/ to learn learn the
pagsasalaysay tungkol visual Time concept of
sa mga tao, lugar at presentation allotment in the lesson
bagay sa answering but still
paligid_____________ the module needs
F3WG-Ia-d-2 F3WG- guidance
IIa-c-2 from his
parents

Congratulations for completing Module 3A! You are now ready for Module 3B.
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.:10

REGION: III DATE OF LAC SESSION: 9-2-2020

DIVISION: Bulacan 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:
None

3. Other comments/suggestions:

The resource speakers explains his topics clearly.

D

LDM 2 MODULE 3 B
Learning Resources
September 03,2020

Facilitator
 My Study Notebook
Module 3b:
LEARNING RESOURCES

LESSON 1

ACTIVITY 1:

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021included the
Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be implemented
in Schools/Divisions. Study this map and answer the following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
_

Learning Delivery Modality Resources Needed

BLENDED LEARNING
Any combination of the Distance Learning  Printed SLM ,Activity sheets
Delivery Modality SubCategories  SLM Based Videos ,Activity Sheeets
 ODL + Printed Modular DL,  MELCs-Aligned Videos, Activity
 ODL + SLM based TV/Video, etc. sheets
 SLM-based RBI Activity sheets

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?

As of now , we don’t have the modules yet but being a teacher I am preparing some power point
presentation based on MELCs that can be use as learning resource in presenting the lesson.
(synchronous online). An d it is a big help for teachers to log in LR portal and Deped Commons
because there are learning resources aligned to the MELCs.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom
can you get this support?

To maximize the use of the two DepEd sanctioned LR portals, I need the help of our ICT teacher
because registration at the LR Portal is needed to access the learning resources. DepEd officials
and field personnel are enjoined to registered. So the teacher can maximize because published
learning resources downloaded are free to use. Teacher can access , view and download different
learning resource titles and descriptions.
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?

Based on the evaluation of the materials ,they are appropriate to the level and characteristics of
the learners because all the learning resources were evaluated and validated of the LRMDS team.
The LR Portal is consistent with the LRMDS processes, which ensure all learning resources
uploaded are aligned with circular requirements and have been subjected to rigid QA standards
of the DepEd before publishing.

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.

LESSON 2

ACTIVITY 1

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet, follow
the LR Portal User Guide to guide you in your registration process. Alternatively, seek assistance from
any of your colleagues or your IT personnel in your school, district, or division. You may also coordinate
with your LAC Leader and/or Coach. To understand the portal better, you may watch the LR Portal Video
Tutorial located in the resources of this Course.

..
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum
on DepEd Commons dated March 17, 2020.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on DepEd
Commons dated March 17, 2020.
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?

LR portal and DepEd Commons are big help to the teachers and also to the parents who
are capable in managing the learning management system. Especially DepEd Commons,
an online flat form for public school teachers to support the Distance Learning
Modalities. It is a direct solution to give access to online materials. And of course the LR
Portal that teachers can download learning resources jived/fitted to the learning
competency of each subject.

2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will
you overcome these challenges?

Learners- if no one or no household partner can guide the learners in accessing to DepEd
portals.
Teachers- if the teacher has no account yet or not yet registered in the DedpEd portal.
To overcome these challenges make sure that read the User Guide and if it is possible try
to orient the parents how to access in DepEd portals.
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 sanctioned LR portals, I need the help of our ICT teacher
because registration at the LR Portal is needed to access the learning resources. DepEd officials
and field personnel are enjoined to registered. So the teacher can maximize because published
learning resources downloaded are free to use. Teacher can access , view and download different
learning resource titles and descriptions.

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.

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:

Name;
School;

Two (2) Accomplished Rapid Assessment tools with reflections

RAPID ASSESSMENT OF LEARNING RESOURCES

1. LR from DepEd Commons entitled Filipino Quarter 1, Module 1: Text Types

downloaded at https://commons.deped.gov. ph/categories/54 9d1683-ad62-44f8-9e72-
8cbb64260798
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?

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

Yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
None. The downloaded material attained the standards reflected in the LR Rapid Assessment.
Personally, I will use this material because it is comprehensive and effective in teaching text types to
Grade 3pupils.

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.

In addition with the complete aspect of the materials, there is an application in daily life situation
and there is a values integration

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
This exercise taught me the criteria to consider in choosing the right LR for my pupils. More to that,
the same criteria will be my guide when developing my own learning materials. Furthermore, it
helped me to be more critical on my own outputs to ensure the quality of the materials I produce
because a keen adherence to standards mean quality in the production of LR materials.

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:

Type of Learning Resource: Taga Deped Ako Grade 3 Facebook.page

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?
No. The material doesn’t seem to be original since some photos looks like lifted from
Google. The format also seem overcrowded with pictures and words. When downloaded,
the PowerPoint itself is also pixelated which makes it not pleasing to the eye.
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?
Yes. The video lesson arouses the interest and attention of pupils because of different
interactive materials presented.
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.

In addition with the complete aspect of the materials, there is an application in daily life
situation and there is a values integration .

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

I learned from this exercise that not all learning resources available online are helpful. As a
teacher, I need to consider the criteria presented in the LR Rapid Assessment when picking my
materials. On the conduct of the activity, I came across a PowerPoint that might be plagiarized.
If I will be using it, I myself took part in plagiarism which is actually a crime. It is also not a
good practice to just use someone’s intellectual property rights

ACTIVITY 4

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 LRs. Submit your LR
 assessments with your reflection on the exercises to your LAC Leader. Ensure that you keep a copy for
yourself

The insights
In choosing the appropriate LRs we must consider the following:
Their relevance to the MELCs to make sure that the lesson is in lined with the
standard set by the Basic Education Curriculum.
The appropriateness of language and activities to the learners they are
intended to
The easiness of reproduction and dissemination
The source or author of the LR is credible and reliable
The LRs are culture and gender sensitive to ensure that it is fair and just for all
the learners
The LRs are originally made by its author to prevent the issue of plagiarism
The layout and format is readable and pleasing to the eyes

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: 10

REGION: III DATE OF LAC SESSION: September 3, 2020

@ 2:00pm

DIVISION: BULACAN NUMBER OF LAC SESSION: 4

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: None

Poor Internet Connections.
3. Other comments/suggestions
The speaker the topics clearly . Congratulations
 LDM 2 MODULE 4 :
CONTINUING PROFESSIONAL
DEVELOPMENT
September 04,2020
 Facilitator

My Study Notebook
Module 4: PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT AND LAC PLANNING

LESSON 1

Activity 1: Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire. Check the box that best represents your assessment of your skills and
capabilities.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

ITEMS STRONGL AGREE DISAGREE STRONGL

Y AGREE Y
DISAGRE
E

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?
Answer
.
The teacher preferably desired to focus on the Planning and Management of Learning Process,
demonstrating knowledge and understanding of support for curriculum implementation to achieve the
expected outcome of learnings un through the effectively used of Learning Delivery Modality under the
“new normal”. Furthermore, the teacher also wants to consider comprehending to the communication of
learners’ needs, progress and achievements to key stakeholders, thus involving, initiating, empowering
and leading the community, including parents, alumni, authorities, industries and other stakeholders, in
creating in creating collaborative actions in solving complex issues on learners’ development, as well as
school and community improvement.

(To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd Professional
Development Priorities and the Continuing Professional Development Guidelines.)
Activity 3: Answer the following questions by constructing and filling out the table. 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?

Add as many rows as you need for your answers.

What is your goal toward What will push you to What will help you attain
improving your teaching achieve this goal? this goal?
practices in the modalities?
Being a teacher , It is my Engage in online video
Improve ICT skills using responsibility as tutorial on different LDMs.
different modalities and compensated by the Ask the help of my
platforms in teaching. government . Giving my best colleagues who are
to the new face of teaching “techy” in making some
and learning environment. video presentation

LESSON 2

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 non DepEd providers
whether online or offline.
Professional Development Priorities of NEAP-recognized Programs and courses for Teachers and School
Heads envision to support the realization of the Department’s goal of continuous upskilling and reskilling
of teachers and school leaders that will result in better learning outcomes, parallel to the Individual
Development Plan for Teachers. In relation, the available PD activities and programs offered by the
DepEd outstandingly fitted and reflected the needs of the professional teachers. Their activities intended
to provide Learning Service Providers guidance in the development of proposal and activities that are
responded to the DepEd needs. On the other hand other non-DepEd providers offered programs maybe be
congruent to the needs of the DepEd but must further study and assess its goals, mission and vison.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional
and Division Training Programs in your area.

 Intensive School-Based Instructional Supervision (ISBIS)

A Regional initiative focused on intensive supervision of instruction providing technical support and
assistance to teachers with an end goal of improving performance of pupils in all grade levels, in the
five major learning areas.
 Every Child A Reader Program (ECARP)

An institutionalized program by DepED which enforce the policy that every child a reader by Grade
3.
 Philippine Informal Reading Inventory
 A national assessment tool to determine the reading level of pupils from Grades I-VI.
 Journalism Program
A year round activity intended to develop journalistic and writing skills of pupils and teachers
advisers.
 GAD Capability Building
Strengthen the bonding and team spirit among and between DepEd employees, thus become more
committed and responsive to gender equality

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
Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Intervention
Objectives of the
PD Program

1.1.3Model 1.3.3 Promote Improve ICT Engage in online Oct. 2020- June Laptop/Smartphon
effective effective strategies skills using video tutorial on 2021 e
applications of in the positive use different different LDMs.
content knowledge of ICT to facilitate platforms in Internet
within and across the teaching and teaching. connection,
curriculum learning process.
teaching areas.

Domain -Strand 2: Domain 3 -Strand To know more Apply new Year Round School Head
Monitoring and 1: Learners’ gender, about learners’ learning from
Master Teacher
evaluation of needs, strengths, gender, needs, seminars/
learner progress interests, and strengths, webinars, Books/ Articles
and achievement experiences interests, and workshop, LAC
experiences and by reading Internet 
some articles
related.

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 you

PD DISCUSSION TEMPLATE FOR LAC

 PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS
OBJECTIVES
RELATED TO THE MODALITIES

Digital Access on
Improve ICT knowledge and skills on … Google Drive, Google Docs, Google Sheets,
Google Slides, Google Forms, Google
Classroom, Google Meet and Gmail

Planned, managed and implemented Effective Teaching- Learning Process using the
developmentally sequenced teaching and learning Delivery Modalities
processes to meet curriculum requirements and
varied teaching contents.

Selected, developed, organized and used appropriate Used of LRs and other registered DepEd Portals
teaching and learning resources including ICT, to
address learning goals.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and you

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: 10

REGION: III DATE OF LAC SESSION: September 4, 2020

@ 2:00pm

DIVISION: BULACAN NUMBER OF LAC SESSION: 5

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: None

Poor Internet Connections.
3. Other comments/suggestions
The speaker explained the topics clearly. Congratulations