Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

STUDY NOTEBOOK
 Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 1
COURSE ORIENTATION
 LDM 2 COURSE
Module 1
COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

Activity 1
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

 This Learning Delivery Modalities 2 Course (LDM2) delivers self-directed
modules which do not require thorough discussion in deepening the
teachers’ understanding on the different learning modalities. This course is
also output-oriented as teacher participants are tasked to provide outputs
and reflect on each activity in every module. It helps us to acquire new
knowledge and skills on how to handle the new normal of education.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
 This course can guide and help me on what should be the things to do for
now in delivering quality education to our learners. It can help me to gain
more knowledge and understanding on how these learning modalities should
be performed or applied in this what we called new normal in education. In
this time of pandemic, we teachers’ needs to be well-oriented and be flexible
on the new things to come for our learners’ needs.
3. What are the two support mechanisms that will help you with your learning in
this course?
 The two support mechanism that might help me with my learning in this
course is; first, the eagerness of me to be educated on how we can handle
this new normal education that should be applied to give our learners the
quality education that they need. And secondly, the collaboration of our
colleagues or co-teachers in this Learning Action Cell (LAC) sessions, where
the teachers collaborates and help each other to gain knowledge and
understanding to deepen one’s learning.

Activity 2
Answer the following questions by copying & filling out the table in your study notebook.

1. How will my personal characteristics and circumstances affect

(positively/negatively) my participation in this course?
 My personal characteristics could affect positively if I have a positive attitude
in participating this course like willing to learn, and positive outlook towards
new normal learning modalities.

2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?
 By having positive thoughts and possessing positive outlooks will help us to
be able to sustain ourselves in completing in this course. And the most
important thing that we should remind ourselves when it comes to work is our
time-management. Things can be done accordingly when we know how to
 manage our time. But sometimes, things like urgent reports may come
abruptly; therefore we need to organize our thoughts in order not to stress
ourselves.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

My primary The environment

 Forgetfulness of  Overlapping of motivation has that I need to
other task given. schedules and always been the accomplish my
 Distractions from urgent reports. learners. Seeing requirements in
non-school  Lack of focus them confined in this course is a
related works. especially their homes and place that you can
 Can fulfill task when parents learning less to move easily,
given are looking for nothing makes organize thoughts
immediately. you to get or me bothered. properly, solemn
 Willing to finish claim the Amidst this and a good
work that needs modules of pandemic, I internet
to be their children guess the least connection. But
accomplished. not on the said we can do is to also, it sometimes
date. provide them good to do work at
with the best my classroom
resources we because the other
can give them in things that you
order for them might need are
continue their there and you
dreams of have your
becoming colleagues or co-
someone useful teachers to help
and efficient share knowledge
someday. and ideas.

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

Upon discussing with my co-teacher regarding how I will respond to

the completion of this LDM2 modules, I had gained optimistic spirit of
enlightenment. Subjecting myself to undergo through this process will not
only benefit me a lot but it will also benefit my learners under the new
normal school setting wherein face-to-face learning is prohibited because
of the health risks brought about by COVID 19. Learning must continue no
matter what the situation is. Learning is possible because there are other
learning modalities that can be used to make learning effective to happen.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
Activity 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No.
35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education Program
SchoolBased Continuing Professional Development Strategy for the Improvement of
Teaching and Learning.” Once you’re done, answer the following questions. Write your
responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__1__ To improve the teaching-learning process to improve learning among
students
__4__ To nurture successful teachers
___2_ To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
___3_ To foster a professional collaborative spirit among School Heads, teachers,
and the community as a whole

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

Proper Schedule of LAC - It will be best if the schedule for the session do not
conflict with the other tasks and schedules of the teachers. Often times,
teachers are attending 2 or more trainings all at the same time resulting to
give less focus to the LAC session.

Relevance of the Topics - To make sure that teachers are gaining knowledge
and skills that are useful to the current situation or in the future, the topics in
the LAC sessions should be relevant, timely, and beneficial to all parties
concerned especially in these trying times.

Setting up the resources- to deliver the instruction effectively.

Activity 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than15
members each. Get in touch with your designated Coach or LAC Leader in forming your
LACs.

1. Agree on a date and time to meet and discuss forming your LACS. Follow LAC
session 1 guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC facilitator
and one LAC leader per LAC.
3. Note the following in forming your LAC’s:
 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 be a LAC leader assigned
to you from among the following school members:
 Master Teacher
 Head Teacher/ Department Head
 Other Senior Teacher 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.

See Figure 1 for reference.

LAC INSTRUCTIONAL LAC LEADER LAC MEMBERS

COACH
SUSAN L, VALDEZ
DR.JULIETA M. BESAS MT 1
PRINCIPAL IV METHUSELAH F. DUTERTE

JEANRUSE D. EBAL

NAPSA J. BAGUINDA

ROWIZALYN B. GUNDOY

MARILYN L. LEE

NURHAIBA A. KHAN

JACQUELINE

R.KADOMINOG

CHERYL A. CASIMIRO
 Activity 3
List down the members of your LAC and their respective roles in your
Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)

TEAM LEADER METHUSELAH Responsible for guiding a group to complete a task or

DUTERTE project.

TEAM CO- JEANRUSE EBAL Assists the leader in guiding the group to perform a
LEADER given task.

MEMBERS NAPSA J. Participate in the given task or project, follow

BAGUINDA directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

ROWIZALYN B. Participate in the given task or project, follow

GUNDOY directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

MARILYN L. LEE Participate in the given task or project, follow

directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

NURHAIBA A. Participate in the given task or project, follow

KHAN directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

JACQUELINE Participate in the given task or project, follow

R.KADOMINOG directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

CHERYL A. Participate in the given task or project, follow

CASIMIRO directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.
 Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 2
MOST ESSENTIAL LEARNING COMPETENCIES
 LDM 2 COURSE
Module 2
MOST ESSENTIAL LEARNING COMPETENCIES (MELC)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT

OF MELCS

Activity 1

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think
are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite an example. Do you think these
concerns could be easily solved by teachers alone? Why or Why not?
The crisis brought about by the COVID-19 has posted a lot of challenges for the
Department of Education especially to the teachers who are standing in the front
line to provide the continuity in education. As a teacher, I believe that narrowing
down the learning competencies has become a huge factor in order to deliver the
only the most essential in this time of pandemic. However, one of the major
concerns to ensure that learning continues is the implementation process itself.
Given the shortage of resources, schools, teachers, and the community itself are
finding means to bridge the gap.
.These concerns could not be solve alone by the teachers but also the help of the
higher-ups to view and make some actions because this may perceive one of
the hindering factors on the performance of Filipino Learners.
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?

Due to closure of schools in nationwide, the congested curriculum has been a

perennial problem of teachers and this is perceived to be one of the hindering
factors on the poor performance of Filipino learners. I agree with this observation
because the teachers couldn’t monitor them one by one due to over populated or
numerous enrollees and hard to assess we couldn’t even meet personally or
handle them face to face that could be possibly lead to poor performance of
Filipino learners.
I totally agree to this. The purpose of the curriculum is solely to achieve a higher
standard of education and to produce competitive learners. But due to its
congested nature, students cannot cope up with it and more often than not,
teachers find it hard and time consuming to teach all these competencies which
seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.
Activity 2

1. What are the general and specific purposes of the development of MELCs?
It serves as a guide for the teachers as thy addressed the instructional needs of
learners while ensuring the curriculum standards are maintained and attained.
The MELC is developed to allow students to study based on their abilities to
learn skills or competencies at their own pace. This method is tailored to meet
different learning levels that can lead to efficient learning outcomes through
alternative learning delivery modalities.

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

competencies?
Mapping of the essential and desirable learning competencies within the
curriculum.
Identification of pre-requisite knowledge and skills needed to prepare students for
essential learning competencies.
Analysis of the interconnectedness of pre-requisite knowledge and skills among
the learning competencies for each subject area.
3. What is the difference between essential learning competencies and desirable
learning competencies?
 The difference between essential learning competencies and desirable learning
competencies. Essential learning competencies were defined as what the
students need , considered indispensable in the teaching-learning process to
build skills to equip learners for subsequent grade levels consequently for life-
long learners. Desirable learning competencies are what may enhance education
but may not be necessary in building foundation skills.
4. How were the most essential learning competencies identified?
 The most essential learning competencies identified through:
 It is applicable to real-life situations.
 It concerns the context to higher concepts across context areas.
 The decisions made in order to trim down number of the essential
learning competencies to be more focused on the most essential learning
competencies.
 The MELCs were identified according to the gaps, issues and concerns across
learning areas and grade levels. The decisions were made due to the limited
number of school days and the absence of face-to-face instructions at this time of
pandemic. Hence, narrowing down the learning competencies is the best option
the DepEd has come up with.

5. What is the importance of the MELCs in ensuring the delivery of quality instructions?
MELC seems as a teacher’s guide in preparing his/her lesson and
instructional materials, despite of global pandemic could be possible in
delivering quality instructions. Most essential Learning Competencies give
a direction to the teachers of what they need to do in accordance to both
performance standards and curriculum standards.
The MELCs are made aligned with the national/local standards, applicable
to real-life and are the most essential competencies that students are
expected to learn despite this pandemic. The Department of Education
has made sure that with limited resources, time, and the absence of face-
 to-face instructions, learners would still get the the necessary
competencies the need to acquire through these MELCs.

Activity 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to
your instructional needs. Copy and accomplish the following table and
compare the two documents to determine which learning competencies
were retained, dropped, or merged.

K to 12 Learning MELCs
Competencies
WEEK 1 WEEK 2
Merged/Clustered EN6G-Ia-2.3.1 EN6G-Ia-2.3.1
Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures:
-Pluralization of regular nouns -Pluralization of regular nouns
WEEK 1 WEEK 2
Retained EN6G-Ia-2.3.1 EN6G-Ia-2.3.1
Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures:
-Pluralization of regular nouns -Pluralization of regular nouns

Dropped N/A N/A

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.

Insights:

 MELC’s are a long-term response to the call of SDG4. It is already been planned
even before the COVID-19 pandemic.
 There is a big difference between online learning and digital modular distance
learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compresses
LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING OBJECTIVES

Activity 1

1. What are is the importance of unpacking and combining the MELCs?

The importance of unpacking and combining the MELCs is to be more specific
towards its goal with quality assurance.
By unpacking and combining the MELCs, we now have a clear path forward. This
gives up a deeper understanding on how these MELCs are selected. It will be
much helpful for us to plan on how we are going to implement our LCP more
efficiently.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking and combining the MELCs we should consider the following:
 The cognitive skills/critical thinking.
 Apply knowledge and skills in real-life situation.
 Be more specific and accurate.
 Most Essential Learning Competencies should be aligned to the content
and performance standards of the all the learning areas. Should be based
on the learning needs of the learners.
3. Do all the MELCs need to be unpacked or combined? Why or Why not?
 Yes, unpacking the MELCs is essential in order to have a systematic learning
activity so that the competencies needed by the learners are not congested or
repetitive.

Activity 2

UNPACKING OF MELCs

MELC Unpacked Learning Objectives

WEEK 1  Define the different sound

EN6RC-Ia-2.3. devices(onomatopoeia,alliteration,asson
1EN6RC-Ia-2.3.3 ance,consonance)
EN6RC-la-2.3.2,EN6RC-  Discuss the different sound
la-2.3.9 devices(onomatopoeia,alliteration,asson
Analyze Sound Devices ance,consonance)
Onomatopeia,  Use the different sound
Alliteration,Assonance,Co devices(onomatopoeia,alliteration,asson
nsonance ance,consonance) in a sentence
 Analyze sound devices
(onomatopoeia,alliteration,assonance,co
nsonance) in a sentence
COMBINING OF MELCs

MELC Sample Learning Objectives

WEEK 2
EN6G-la-2.3.1
Compose clear and
coherent sentences using
appropriate grammatical
structures: Pluralization
of Regular Nouns
EN6G-lb-2.3.2 Compose clear and coherent sentences
Compose clear and using appropriate grammatical
coherent sentences using structures: Pluralization of Regular and
appropriate grammatical Irregular Nouns
structures: Pluralization
of Irregular Nouns

Activity 3

REFLECTION:
The importance of MELC is to ensure quality education and ensure adherence to
policies and guidelines set by Department of Education. I find out that the unpacking
and combining MELCs or Most Essential Learning Competencies has a big role on
delivering quality instruction in the new normal. It helps in giving information to the
learners to reach the goal or achieve the objective of the lesson. Unpacking of MELCs
helps us to distinguish the learning objectives that should be met or achieved by our
learners. And combining them can make an objective that is clear and simple for our
leaners to understand. MELCs also give the learners and the teachers’ clear
instructions in answering the said learning resources. Furthermore, MELCs are really
important in this said new normal in education, because without this teachers can be
lost on their way of teaching and delivering quality education to the learners amidst the
pandemic that we encounter.
 Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 3A

LESSON DESIGN AND ASSESSMENT

 LDM 2 COURSE
Module 3A
DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY
MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LEARNING

DELIVERY MODALITIES
Activity 1
1. Face to Face – A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed
for them. It also requires the presence of a teacher with aids for teaching and providing
learning resources to the class for better outcomes.
2. Distance Learning – a setting of instruction where they don’t need to report in school
due to pandemic but the education will continue and the students still have an
opportunity to learn by using printed modules without face to face instructions. Refers to
a learning method where learners are provided with materials or tools that they can
study at the comfort of their home. This could also be an online teaching and learning
process.
3. Blended Learning – a setting of instruction with a combination of all supplementary
modalities without face to face like TV Based, Radio Based, Online Learning and
Printed Modules.
4. Home Schooling - a setting of instructions which has its own learning competencies
to follow who can’t be full time learner, or a pupil who is working while studying. Home
schooling is not bringing works from school to their home in other words it is different
from the normal setting for the full-time students.

Which of the LDMs do not have a face-to-face learning component?

Distance learning
Home schooling if done via distance learning

Activity 2

DISTANCE LEARNING MATRIX

DISTANCE DISTIGUISHING ESSENTIAL ROLE OF ROLE OF ROLE OF

LEARNING FEATURE RESOURCES TEACHER PARENT OR SCHOOL
MODALITY HOUSEHOL
D MEMBER
MODULAR A printed Textbooks Provide Serve as Printing
DISTANCE materials/ Self -Learning SLMs to learning and
LEARNING modules Modules the facilitator and availability
(MDL) adapted to the Learning learners supervise of materials
condition of the (SLM) learners on and
program use Activity Monitor the SLMs textbooks
and provide Sheets(LAS) the
quality learners
education that progress
response to the through
 call for online or
education who phone call
prefer traditional and
way of teaching messages
of learning
Online Facilitate Internet Facilitate Supervise Provide
Distance learning through connection the and monitor teachers
Learning the internet Gadgets learning the class time training for
(ODL) process of the online
by giving learners teaching
the
learning
tasks
TV-based Using TV TV Channel Facilitate Supervise Orient
Instruction Channels for instruction and monitor teachers,
s (TVBI) instructions through learners parents and
the access on TV learners
allotted air about the
time on TV
TV instruction
policies and
direction to
ensure that
everyone is
guided
Radio- Use of radio Radio Facilitate Supervise Orient
Based program for program instruction and monitor teachers,
Instruction teaching through learners parents and
(RBI) instruction allotted air access on learners
time on radio about the
radio radio based
instruction

Activity 3
Ranking Type of DL
(1 to 5, from easiest to Why?
hardest to implement)
 Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but not all.

3 TVBI

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.

1. Modular Distance Learning (MDL)

Individualized instruction where learners used a self-learning modules (SLM).
The essential resources are textbooks, self-learning modules. Provided by free
printed modules. Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and equipment like
computer, smartphones, internet connections, television, etc. in order for them to
participate in Online Learning and other learning modalities. Many of them also
reside in far-flung areas where signal reception is not possible so modular
distance learning is the best fit modality for them.

2. Radio Based Instruction (RBI)

Using radio program for teaching instruction. The essential resources is radio.
Learners can easily access through radio. Most families in the community now-a-
days do not use radios anymore. In some households this is still present but the
signal reception is still their biggest hurdle.

3. TV Based Instructions (TBI)

Using TV channel for teaching instructions. The essential resources is TV
channel. Free access channel. TVBI is possible but not to everyone. As
mentioned above, most of the learners’ families are not capable of providing this
type of device.

4. Blended Distance Learning (BDL)

Combination of different distance learning types. The essential resources are
self-learning modules, TV and radio program and online educational portal.

5. Online Distance Learning (ODL)

Facilitate learning through internet. The essential resources are internet,
gadgets, (cellphone/laptop), load. Based from the data collected from the LESFs,
a very small number of learners selected this type of instruction simply because
most the learners are not capable of this as stated in the above explanations.

Activity 4
 LEARNER GROUP TARGETED INTERVENTIONS

Learners without parents or household Make a weekly supervisory plan for them
member who can guide and support their and check their module and activity sheets
learning at home
Communicate to respective teacher on
what to do through text, call, chat on
Facebook messenger. Also ask co-
parenting around your area.

Struggling readers (Grades 6) Provide them materials that will suited to

their learning ability

Communicate to the previous teacher and

parents. Include them to the reading
remediation under BR-B4.

No access to devices and Internet Provide all the learning package like
module, worksheets.

Inaccessible (living in remote and/or unsafe Provide them modules and making sure
areas) to check their work weekly

Look for a LR mover volunteer to access

the inaccessible areas of the community.

Persons with disabilities Provide them the learning materials that

are suited to them. Communicate with
parent and let them attend on a seminar
on psychosocial approach.

MDL- The teacher will give learning

materials based on their culture
knowledge system and practices of the
learners in their community.
Indigenous Peoples -learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue
Based.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs
Activity 1
1. What is the lesson Designing or Lesson Planning?
Lesson designing or lesson planning is a kind of blueprint for teachers to deliver
quality instructions on the lesson in a certain subject and it gives direction/guide
to attain the objectives. 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?

Lesson designing is imperative to ensure that time is maximized for instruction
and learning, lessons are responsive to learners' needs, teachers set learning
targets for learners, and for the teachers to carry out lessons successfully.

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

The three elements or components of a well-designed lesson are before the
lesson, lesson proper, and after the lesson.

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.

BEFORE THE LESSON LESSON PROPER AFTER THE LESSON

1. Review the lesson 1. Explain, model, 1. Provide learners with
2. Clarify the concepts from demonstrate, and illustrate feedback.
previous lesson the concepts, ideas, skills, 2. Emphasize key
3. Present warm-up or processes that students information and concepts
activities to establish will eventually internalize. discussed.
interest in new lesson 2. Help learners understand 3. Ask learners to recall
4. Check learners’ prior and master new information. key activities and
knowledge about the new 3. Provide learners with concepts discussed
lesson feedback. 4. Reinforce what teacher
5. Present connection 4. Check for learners’ has taught

between old and new lesson understanding. 5. Assess whether lesson

and establish purpose for has been mastered

new lesson. 6. Transfer ideas and

6. State objectives as guide. concepts to new
situations

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.

Components of the DLL/DLP

I. Objectives
II. Content
 III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Activity 4

Learning Delivery Modality (select one): MDL , ODL

Grade Level and Learning Area: Grade VI- FILIPINO
Lesson/Topic: Sawikain
Learning Objectives: Nabibigyang kahulugan ang sawikain.
Learning Resources/Materials Needed: SLM, Link youtube, books

Additional Remarks:
(ex. can be done via
voice calls, can be
facilitated by a
household partner, can
Check if already
Part of Lesson / Learning be done via a learning
present in the
Tasks activity sheet, can be
SLM
presented via an internet
based resource, can be
facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson SLM
2. Clarify concepts from / SLM
previous lesson SLM
3. Present warm-up / SLM
activities to establish interest SLM
in new lesson / SLM
4. Check learner’s prior
knowledge about the new /
lesson
5. Present connection
between old and new lesson /
and establish purpose for
new lesson
6. State lesson objectives as
guide for learners
Lesson Proper
1. Explain, model, / PHONE CALL, SENDING
demonstrate, and illustrate VIDEO RELATED TO THE
the concepts, ideas, skills, or TOPIC
processes that students will
eventually internalize / SENDING LINK
2. Help learners understand
and master new information / VIDEO CALL
3. Provide learners with / LEARNER’S
feedback ASSESSMENT ACTIVITY
4. Check for
learners’understanding
After the Lesson
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
Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in
the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?

Providing additional learning resources like activity sheets/worksheets and

constant communication with the parents/guardians for proper instructions
and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a
communication procedure with the parents/guardians for the feedbacks ,
comments, and suggestions.

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.
 Activity 6
Adapting Assessment Methods in Distance Learning

Assessment How to Adapt the Assessment Method in DL

Method

Example: Short quiz I will send a three-item quiz via text message before the 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.

I will send a five-item quiz via text message before the lesson. Based on
1.Written Works the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.

At the end of the lesson, focusing on the topic and skill, I will give 1-2
2.Performance Task activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru
voice or video call consultation.

I will give it once at the end of the quarter face to face ( if allowed) and or
3.Quaterly test item will be send via online messaging. , I will take note of the
Assessment common misconceptions and clarify them to the learners during our online
session or via text message.

I will include it in the learning activity sheet to be given weekly along with
4.Formative the modules. Based on the responses, I will take note of the common
Assessment misconceptions and clarify them to the learners during our online session
or via text message.
 I will instruct the class at the beginning of each quarter to gather
5.Portfolio Making evidences and mov’s of what they do, submit and write for the whole
quarter. It will be checked and noted at the end of the quarter upon the
retrieval of pupil’s output thru parents.

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?

Answer:
Written works and formative test are common among the
group because it can be included right away with the activity
sheets.

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

Answer:
The differences of the learners which will be visible to differentiated
learning and the learner’s access to mode of delivery.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?
Answer:
More LAC regarding assessment to attend so we will have more
chances and choices of the different assessment we can give.
REFLECTIONS:

As a teacher there is a need to evaluate learners’ capability and understanding the

lesson, and this is through monitoring plan .It helps to understand better the needs of
our learner in distance learning. In this situation, we can’t evaluate our learners’ directly
because we can’t see their performances physically. So in order to monitor and assess
them properly, DepEd made this to help us teachers in assessing our leaners’ and their
individual needs amidst the situation that we are going through up to now. We may not
be used in this kind of delivering quality education, but teachers’ needs to be flexible in
order to achieve our individual goals and objectives for our learners. Education is the
key of everyone’s success and learning is continuous, so every day in our lives learning
may change but it is a way to learn new things.
 Questions True False

1. A portfolio mainly displays the academic achievements of

the learner. √

2. Testimonies of parents/guardians and learning facilitators

regarding the learner’s progress may be included in a √
portfolio.

3. There is a fixed list of items that should be included

in a portfolio. √

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

portfolio. √

5. For asynchronous learning, teachers allow learners to

work on their outputs during their own time. The latter will √
submit the portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage their portfolio
via file sharing programs or they may submit the actual √
softcopies of their work saved on a CD/DVD/USB flash
drive.
7. Portfolios of DL learners with outputs in hard copies or √
physical forms may be handed over to the teacher by the
parents or learning facilitators.
Activity 7

Learners are different and have different abilities. For some topics,
you can give students some options or alternatives on how they will
be assessed. Just make sure that these would show how much
they have learned.
 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.

Column A Column B
C
B
1. These are the knowledge, a. learning area
D
A
understanding, skills, and attitudes that
learners need to demonstrate in every
b. mode of delivery
lesson and/or learning task.
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter d. learning task
and to enhance their
understanding of the content.
3. This refers to the prescribed subject
that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent based
on their context.

Activity 2
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)

Republic of the Philippines

Department of Education
Zamboanga City Division
Don Gregorio Evangelista Memorial School
Tetuan District
Sta. Catalina Cluster
S.Y. 2020-2021

Weekly Home Learning Plan for Grade 6

Week 3, Quarter 1, October 19-23, 2020

Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

6:00 - 7:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

7:00 - 8:00 Have a short exercise/meditation/bonding with family.

Monday

8:00 - 9:30 English Compose clear and English 6, Quarter 1_week 3.1 Personal
coherent sentences using submission by the
Let’s Practice parent to the
appropriate grammatical
teacher in school.
structures: -Pluralization of Directions: Change the noun inside
regular nouns the parenthesis to its plural form to
make the following sentences
 Define what noun correct.
is
Try
 State the rules in
forming the plural Directions: Choose the letter of the
form of a regular correct answer.
nouns
 Give the plural
form of the regular
nouns.
Code: EN6G-Ia-2.3.1

10:00 - Mathema  The learner divides Mathematics 6, Quarter 1_Week 3 Personal

11:30 tics simple fractions submission by the
Let’s Practice parent to the
and mixed
teacher in school
fractions. Activity 1
Code: M6NS-Ib93.2
Directions: Match each division
 The learner solves equation in column A with the
correct quotient in column B. Write
routine and non-
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

routine problems only the letter of the correct

involving division answer on the space provided.
without or with any
Activity 2:
other operations of
fractions and mixed Each word problem below is
fractions using followed by an illustration on how
appropriate to solve it. You need to show the
computations in order to solve the
problem solving
given problems.
strategies and
tools. TRY
Code: M6NS-Ic97.2
Assessment 1:

Directions: Unlock the magic

phrase by solving each division
equation below. Then, match the
quotient with the letter code. Write
the letter on the space provided.

Assessment 2:

Directions: Choose the letter of the

correct answer and write it on the
space provided.

Assessment 3: Solve each problem

and show your computation.

1:00 – 2:30 Science Describe the appearance of Science 6, Quarter 1 _week 3.1 Personal
uniform (Homogenous) and submission by the
non-uniform Let’s Practice parent to the
(Heterogenous) mixtures. teacher in school
Directions: Let us observe and
describe the common mixtures
found at home.

Try: Encircle the letter of the

correct answer

3:00 – 4:30 Filipino  Nabibigyang Filipino 6, Kwarter 1, MELC 5 Binigay sa mga

kahulugan ang magulang ang
sawikain. Sanayin Natin CapsLET at isauli sa
Code: F6PN-Ij-28 guro pagkatapos ng
Gawain I:
linggo.
Panuto: Hanapin ang kahulugan ng
sawikaing nakasalungguhit. Itiman
ang katumbas na bilog ang tamang
sagot.

Gawain 2:

Panuto: Piliin sa loob ng kahon ang

Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

kahulugan ng sawikaing
nakasalungguhit sa bawat
pangungusap. Itiman ang bilog ng
iyong napiling sagot.

Subukin Natin:

Panuto: Basahin ang pangungusap

sa bawat bilang. Bilugan ang titik ng
tamang sagot.

 Napagsunod-sunod
ang mga
Filipino 6, Kwarter 1, MELC 6
pangyayari sa
kwento sa tulong Sanayin Natin:
ng nakalarawang
balangkas at Gawain 1: Sagutin ang mga tanong
pamatnubay na sa loob ng kahon ayon sa
tanong. pagkakasunod-sunod na
Code: F6PB-Ib-5.4, F6RC- pangyayari.
IIe-5.2
Subukin Natin:

Panuto: Pagsunod-sunurin ang mga

pangyayari ayon sa kwento. IItiman
ang titik ng tamang sagot.

Tuesday

8:00 - 9:30 English Compose clear and English 6, Quarter 1_week 3.2 Personal
coherent sentences using submission by the
appropriate grammatical Let’s Practice parent to the
teacher in school.
structures: Pluralization of Directions: Write the plural form in
irregular nouns. column B.

Objectives: Try:

 Tell what irregular Directions: I. Rewrite the given

nouns are sentences on the space provided
below of each item with the correct
 Discuss the rules in
irregular plural noun.
forming the plural
form of regular and II. Write a clear and correct
irregular nouns sentence using the irregular noun
 Give examples of in the picture.
irregular nouns
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

 Use irregular nouns

in a sentence
correctly.
Code: EN6G-Ib-
2.3.2

10:00 - Mathema  The learner divides Mathematics 6, Quarter 1_Week 3 Personal

11:30 tics simple fractions submission by the
Let’s Practice parent to the
and mixed
teacher in school
fractions. Activity 1
Code: M6NS-Ib93.2
Directions: Match each division
 The learner solves equation in column A with the
correct quotient in column B. Write
routine and non-
only the letter of the correct
routine problems answer on the space provided.
involving division
without or with any Activity 2:
other operations of
Each word problem below is
fractions and mixed followed by an illustration on how
fractions using to solve it. You need to show the
appropriate computations in order to solve the
problem solving given problems.
strategies and
TRY
tools.
Code: M6NS-Ic97.2 Assessment 1: Directions: Unlock
the magic phrase by solving each
division equation below. Then,
match the quotient with the letter
code. Write the letter on the space
provided.

Assessment 2: Directions: Choose

the letter of the correct answer and
write it on the space provided.

Assessment 3: Solve each problem

and show your computation.

1:00 – 2:30 Science Compare the Science 6, Quarter 1_week 3.2 Personal
characteristics of submission by the
homogenous and Let’s Practice parent to the
heterogenous mixtures teacher in school
Directions: Compare the
characteristics of homogenous and
heterogenous mixture given below.
Supply the missing words to
complete the table.

Try

Directions: Encircle the letter of the

Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

correct answer.

3:00 – 4:30 Filipino  Nakakapagbibigay Filipino 6, Kwarter 1, MELC 7 Binigay sa mga

hinuha sa magulang ang
kalabasan ng mga Sanayin Natin: CapsLET at isauli sa
pangyayri bago, guro pagkatapos ng
habang, at matapos Panuto: Base sa inyong naasa. linggo.
ang pagbasa. Sagutin ang mnga tanong.
Code: F6PN-Id-e-12 , F6PB-
IIIf-24 Subukin Natin:

Panuto: BAsahin ang kwento at

ibigay ang inyong hinuha sa mga
pangyayari.

Wednesday

8:00 - 9:30 Araling Nasusuri ang mga dahilan Araling Panlipunan, Kuwarter Personal
Panlipuna at pangyayaring naganap sa 1_linggo 3 Aralin Bilang 3 submission by the
n Panahon ng Himagsikang parent to the
Pilipino: Simulan: teacher in school

 Sigaw sa Pugad- Gawain 1:

lawin
Panuto: Gamit ang graphic
 Kumbensiyon sa
organizer, sagutinang mga
(Tejeros
katanungan batay sa nasuring
Convention)
aralun tungkolsa mga dahilan at
 Kasunduan sa Biak pangyayaring naganap sa panahon
na - Bato ng Himagsikang Pilipino.

Gawain 2:

Panuto: Suriin ang mga larawang

kalakip sa Data Retrieval Chart sa
ibaba. Ibigay ang dahilan kung bakit
nangyari ang mga ito.

Natutuhan Ko

Panuto: Suriin nang mabuti ang

tanong sabawat bilang tungkol sa
mga pnagyayring naganap sa
Himagsikang Pilipino. Bilugan ang
titik ng tamang sagot sa inyong
sagutang papel para sa pagsasanay
at pagtatasa.

10:00 - TLE Conduct a survey to TLE 6 Quarter 1_week 3, Lesson 1 Personal

Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

11:30 identify: Let’s Practice submission by the

parent to the
 Types of orchard Activity 1: Directions: Read and teacher in school
farm understand the questions. Write
 Trees appropriate your answer on the answer sheet.
for orchard
gardening based on Activity 2: Directions: Analyze the
location, climate, puzzle and try to find the terms
and market related in plant propagation. Write
demands your answer on the answer sheet.
 Proper way of Try:
planting/propagati
ng trees and fruit- Directions: Read and understand
bearing trees the questions carefully. Write your
(budding, answers on the space provided in
marcotting, each number.
grafting)
Code: TLE6AG-0c-3

1:00 – 2:30 ESP Nakagagamit ng Edukasyon sa Pagkakatao Binigay sa mga

impormasyon Markahan 1_Linggo 3 Aralin 3 magulang ang
(wasto/tamang CapsLET at isauli sa
impormasyon) Sanayin Natin: guro pagkatapos ng
linggo.
Code: EsP6P-Ia-i-37 Panuto: Pumili ng isang
sangguniang palahgi mong
ginagamit upnag makakuha ng
impormasyon.Bakit ito lagi ang
iyong pinagkukunan ng
impormasyon?

SANAYIN NATIN: Sagutin ang mga

tanong sa bawat bilang.

3:00 – 4:30 MAPEH( Music: MAPEH-Music, Quarter 1_week 3 Personal

Music submission by the
and Arts) Read stick notations in Assessment 1: parent to the
rhythmic patterns with teacher in school
measure of 2s, 3s, and 4s. Directions: Count the claps from
the box according to the rhythmic
Code: MUZRH-Ic-5 pattern.

Assessment 2:

Directions: Count and then clap the

rhythmic pattern in the box. Write
Arts: the number inside the box in each
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

Discusses the concept that pattern.

art processes, elements
and principles still apply
even the use of new
technologies.

Code: (A6EL-Ia)

Explains the elements and

principles applied in
commercial art.

Code: (A6PL-Ia) MAPEH-ARTS, Quarter _week 3

Thursday

8:00 - 9:30 Araling Nasusuri ang mga dahilan Araling Panlipunan, Kuwarter Personal
Panlipuna at pangyayaring naganap sa 1_linggo 3 Aralin Bilang 3 submission by the
n Panahon ng Himagsikang parent to the
Pilipino: Simulan: teacher in school

 Sigaw sa Pugad- Gawain 1: Panuto: Gamit ang

lawin graphic organizer, sagutinang mga
 Kumbensiyon sa katanungan batay sa nasuring
(Tejeros aralun tungkolsa mga dahilan at
Convention) pangyayaring naganap sa panahon
Kasunduan sa Biak na - ng Himagsikang Pilipino.
Bato
Gawain 2: Panuto: Suriin ang mga
larawang kalakip sa Data Retrieval
Chart sa ibaba. Ibigay ang dahilan
kung bakit nangyari ang mga ito.

Natutuhan Ko

Panuto: Suriin nang mabuti ang

tanong sabawat bilang tungkol sa
mga pnagyayring naganap sa
Himagsikang Pilipino. Bilugan ang
titik ng tamang sagot sa inyong
sagutang papel para sa pagsasanay
at pagtatasa.

10:00 - TLE 1. Sources of fruit- TLE 6 Quarter 1_week 3, Lesson2 Personal

11:30 bearing trees submission by the
2. How to take care Let’s Practice parent to the
for seedlings teacher in school
Directions: Put a check on practices
3. Prepare layout
which you have experienced doing
design of an
and an X mark on those you have
orchard garden
not experienced doing.
using the
information
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

gathered
Code: TLE6AG-0c-4

1:00 – 2:30 ESP Nakagagamit ng Edukasyon sa Pagkakatao Binigay sa mga

impormasyon Markahan 1_Linggo 3 Aralin 3 magulang ang
(wasto/tamang CapsLET at isauli sa
impormasyon) Sanayin Natin: guro pagkatapos ng
linggo.
Code: EsP6P-Ia-i-37 Panuto: Pumili ng isang
sangguniang palahgi mong
ginagamit upnag makakuha ng
impormasyon.Bakit ito lagi ang
iyong pinagkukunan ng
impormasyon?

SANAYIN NATIN: Sagutin ang mga

tanong sa bawat bilang.

3:00-4:30 MAPEH PE: MAPEH-PE Quarter 1_week 1-4 Personal

(PE and submission by the
Health) Execute thhe Directions: Read and understand parent to the
different skills each statement carefully. Write A teacher in school
involved in a game. on the blank before each number if
Code: PE6GS-Ic the statement is correct and B if
false.

Health:

Demonstrate self-
management skills.
Code: H6PH-Iab-19
MAPEH-health Quarter 1_week 3

Directions: Rearrange the JUMBLED

LETTERS on the left to identify the
self-management skills described in
each item. Write your answers on
the blank after each item.

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules
to be used for the following week.
Day & Time Learning Learning Competency Learning Tasks Mode of Delivery
Area

4:00 Family Time

onwards

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, fill out the
table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and A tool for monitoring learners
Purpose 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

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Yes Yes
Has to be communicated
to parents?

Activity 4
Assume that after going through the outputs submitted by your learners,
one of them has problems completing the learning tasks for the first two
weeks. Think of a possible difficulty the learner may have encountered in
accomplishing the learning tasks. Apply what you have learned about
ILMPs in Activity 3 and create 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

Learner’s Name: M 12
Grade Level: Grade 6
Learner’s Status
Learnin Learner’s Intervention Strategies Monitorin Insignif Signific
g Area Needs Provided g Date icant ant
Mastery
Progre Progre
ss ss
 Further
Math 6 explanation a. seek help from a October /
about the capable immediate 19-30,
lesson by family member to help 2020
the teacher the learner in
answering the learning
modules

b. give sufficient time for

the learner to
accomplish the
learning modules

c. Send link from Youtube

related from the
lesson.

d. make and provide

learning activities
suited to his pace of
learning

e. if possible, the teacher

provides direct
guidance and
supervision in the
completion of the
learner

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.

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection,

and continuous adaptation before, during, and after lesson
delivery, you will be able to design lessons with your best efforts,
and maximize learning in this new context.
• It is important for teachers to keep track of how the students are
doing, get feedback from the learners (learners’ self-assessment),
and from the learning facilitators or household partners, in order to
continuously improve lessons and provide support for learners as
they learn.
• One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to
make your presence felt, and send the message to the learners
that they are not alone in this situation. This will greatly help them
stay motivated.
• As teachers, you are part of a larger community of learners, and
would need support from your Coaches, School Heads, and fellow
teachers as you adapt to the new normal.
 Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 3B
LEARNING RESOURCES
 LDM 2 COURSE
Module 3B
LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE

LEARNING
Activity 1
1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
Modular distance learning is the adopted modality in our school. Hence,
printed self-learning materials and activity sheets are the resources that we
are going to utilize.

2. Do you have the complete resources for the Distance LDM needed in class? If
the LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
The school is now in the process of reviewing the SLMs provided to us. But
teachers are already utilizing the use of LR Portals like LRMDS and DepEd
Commons to find useful and effective LRs to supplement the SLMs if need
be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of
the LRs should be established. I will get the support from my fellow educators
and the technical support from out ICT coordinator.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by
the materials (based on reading ability, level of learning independence, level of
household support, distance)? What adjustments will you make in terms of the
LRs?
The resources are appropriate to the different levels of our learners. These
resources are in editable formats so improving or adjusting it to meet the
needs of all learners should be easy.
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.

The support that I share to them in terms of LRs if there some challenges
encountered due to slow connection so I can give them an ideas or help for
those who are not totally mastered in ICT and share a copy of LRs , and also
the things that I can get from them if I experience slow connection I can ask
help from them and seek a copy of 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?
The biggest challenge in accessing these portals is a poor or very slow
internet connection. The alternative way is to find some place where the
signal reception is better.

3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of
the LRs should be established. I will get the support from my fellow educators
and the technical support from out ICT coordinator.

LESSON 2: ASSESSING THE LEARNING RESOURCES FROM

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

 The two Deped Portals are positively responding to the needs of our
school and learners because these portals provide learning resource
materials that we need today. These SLMs, activity sheets, interactive
platforms are very essential to address the needs of our teachers and
learners. The access to these learning portals also provide authentic
learning platform because these were developed by the Department of
Education which are the primary learning resource materials to be utilized
by learners across the country in the new normal. This SLMs is K to 12
 compliant, based from the MELCs and passed the ADM Learning
Resources Standards.

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

The challenges in accessing the LRs in the portals are the following.

a. poor internet connection that hinders the downloading and accessing the
LRs in the Deped portals

b. not all learners and teachers have internet connection to access the
online digital platforms especially the DepEd Commons.

d. not all learners have learning gadgets to access the DepEd Commons.

e. lack of fund to finance the massive reproduction of SLMs, the MOOE of

the school is not enough

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

As teachers in our school, we can maximize the use of the LR portals

through info-drive and simulation on how to access and use the LRMs in the
DepEd portals.

We can get these supports though the strong sponsorship of the ff.

a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association

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: ASSESSING THE LEARNING RESOURCES

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.
1. Was the material able to meet all the requirements?
The download LR material met the learning targets of the lesson. The LR has
the basic standards required to deliver the MELCs.

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?
The evaluation method has achieved the quality and reliability of the activities
to manipulate and optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources
to my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE ENGLISH VI
FROM DEPED-SACTIONED PORTAL
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. The self-learning material was able to meet the requirements.

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 as of now. And if there is some corrections, we will find a way or a
reliable resources to find a solution to this problem.

3.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

4.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources
to my learners.

Reflection:

The Self-Learning Module that I downloaded was developed by the Department

of Education which is the primary learning resource materials to be utilized by Grade 6
learners across the country in the new normal. This SLM is K to 12 compliant, based
from the MELCs and passed the ADM Learning Resources Standards. This means that
this SLM was designed to cater the needs of our learners on what they should
essentially need to learn now that face-to-face learning is not possible because of the
health risks brought about by Covid 19.
As I go through the indicators and as I answered the Rapid Assessment of
Learning Resources that in this case, the SLM was evaluated. I have two indicators
that I think brought some minor issues. First is “easy to reproduce and/or disseminate.”
We cannot deny the fact that no matter how complete the SLMs, still we are challenged
on the mass production of SLMs because this requires huge budget allocation. Scarcity
fund is a problem in order to reproduce these self-learning modules. Second is “free
from red flags on possible copyright and plagiarism issues.” The development of SLMs
includes the use of suited references; however SLMs writers might not be able to
properly cite the references they used. So, the issue of copyright infringement is a great
challenge for the SLMs writers.
The procedure in selecting appropriate SLMs is fundamental in securing better
learning outcomes and teachers have big significant roles in the selection of appropriate
learning resource materials to be used in their teaching. Relatively, this process had
helped me a lot.
As I go through this SLM review, I was enlightened that one of the essential roles
of a teacher is to look and study carefully the most appropriate learning resource
materials he will be using. It is his responsibility to scrutinize carefully the learning
resource materials he will be using because if he does, there will be significant learning
outcomes for our children despite this global health pandemic.
RAPID ASSESSMENT OF LEARNING RESOURCES
FROM NON-DEPED PORTAL
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?

Some of the materials that you can found in this learning resources can be a
good source of learning, and also the lessons were sort of connected to
MELC.

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 as of now. And if there is some corrections, we will find a way or
another reliable resources to find a solution to this problem.

3.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

4.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources
to my learners.

Reflection:

This self-learning module in English that I downloaded was developed by the

Deped Click for grade 6 learners. The SLM was designed to cater the needs of our
learners on what they should essentially need to learn now that face to face learning is
not possible because of the health risk.

Some of the Non-Deped portal sentences/words are confusing but can still be
used by the learners to answer some activities. It is also useful because some words
have pictures and easier to understand. But I will still use the non-deped portal for
additional resources because it fits the needs of my learners. In choosing SLM for our
learners we should use appropriate resources for our learners.

As I go to English 6 non-deped portal, I was enlightened to choose the best and

appropriate resources for the learners.

Activity 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study
Notebook.

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
The resources are not quality assured and only provide minimal support to attain
the learning objectives for the students. Just like as follows:

a. they are not contextualized and localized

b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified

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

materials — both from DepEd and Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed. Upload more
additional resources to meet all the learners’ needs and levels of understanding, the
 lay-out, free from red flags on possible copyright and plagiarism issues and
parallelism and congruity of learning competencies between the LRs found in the
Deped portals and Non-DepEd portals.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources
to my learners.

Activity 3
Choose one of the LR materials that you have developed. Assess this material using
the same tool. Answer the following questions in Your Study Notebook.

1. How does your material compare with the ones that are obtained from the online
portals?
The material needs more precision and quality assurance. Based from our final
outputs, the following are noted compared to the LRs we can access in the
online LR portals:

a. it is MELC based

b. the lay-out is different

c. learning activities were contextualized and localized.

d. the level of difficulty is addressed (from easy to the most difficult

learning tasks for learners

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

The complexity of contents to meet the learning needs of my students. The

Activity Sheets needs the following improvements;
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by real
experts in the fields

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.
 Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 4
PD AND LAC PLANNING
 LDM 2 COURSE
Module 4
PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT

Activity 1

Assess your current capabilities and skills using the Professional

Self-Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the

modality with ease.


I can confidently use

the platforms on the

modalities.

I can use pedagogies

associated with the

modalities and
platforms.

I can very well

manage my

learners/class in the
modality that my
school has adopted.

I can very well

engage with parents

and community
partners in assisting
learners.
Activity 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the
LDM2 Course Overview. Reflect on your self-assessment from Activity 1. What
particular professional standards in the PPST do you need to focus on to effectively use
the LDMs in relation to the content and pedagogy of the learning area/s you are
teaching? Write your answer and other insights in your Study Notebook.

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
Professional standards in the
PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective
selection of effective
Content Knowledge & teaching strategies that
teaching strategies that
Pedagogy promote learner achievement
promote learner
in literacy and numeracy.
achievement in literacy and
numeracy should be
addressed properly.
Applying comprehensive
We need to address a safer
knowledge of and acting as a
and more secure learning
resource person for, policies,
environment especially
Domain 2 guidelines and procedures
now that Covid-19 is still
Learning Environment that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning environments
observed always.
for learners.
Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management of the fact that learning
developmentally sequenced modality is different now
teaching and learning compared before.
processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5 relate to the design, learning among children is
Assessment & Reporting selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new normal school setting.
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?
I have to be very well engaged with the parents in assisting my learners in
accomplishing their SLMs. And always be connected to them to monitor their
work and how well they are in doing their Self-learning Modules. And in terms
of delivering quality education to them, we need to have a lot of resources to
ensure that their learning is still equipped with the most essential learning
competency.

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

For my learners to I have to familiarize myself Attend seminars/webinars related to the

continue their with teaching strategies different teaching modalities.
education even with the new modalities
without face to face due to the New Normal.
classes.
To motivate my I have to respond to the Master the content of the SLM
students to study on inquiries of my students
their own. while they are studying at
home.
To prove that DepEd To become an effective Accessing DepEd portals and the
teachers are the front Distance Learning teacher. internet
liners in educating
the future generation
of the Philippines
LESSON 2: PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC
Activity 1

1. Access the List of NEAP-recognized Programs and the Individual Development Plan
template. Examine the available PD activities/programs offered by DepEd and non
DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of
Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your
output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

 Strength Development Action Plan ( Recommended Timeline Resources
al Needs Developmental Intervention ) Needed

Learning Intervention
Objectives in
the PD
Program

Selected, Showed Develop Seminar/webi Whole school Internet

developed, knowledge of lessons nar, LAC year Connection
organized content and integrated to Session,
and used its integration other Asking
appropriate within and learning assistance
teaching and across areas aligned
learning subject areas with the
resources, MELCs
including
ICT, to
address
learning
goals.

Applied Planned, Model a Study / Year - round Internet

knowledge of managed development research
content and ally about how to webinars
within and implemented sequenced perform a
across development teaching development
curriculum ally learning ally
teaching sequenced process sequenced
areas. teaching and teaching,
learning learning
processes to process
meet
curriculum
requirements
and varied
teaching
contexts.

ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like to talk about
in your School LAC. Use the PD Discussion Template in your discussion.

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

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES

To manage learner behavior constructively by Apply more positive and effective

applying positive and non-violent discipline to strategies to develop and manage
ensure learning-focused environment. behavior of the learners constructively
in every task and activities.

Result focus particularly on achieving results with Arrange schedules for each task that
optimal use of time and resources most of the needs to be accomplished as urgent,
time. high priority and priority.

Department of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of City Schools

DON GREGORIO EVANGELISTA MEMORIAL SCHOOL

Sta. Catalina Cluster

SY 2020-2021
 LEARNING DELIVERY MODALITIES 2 COURSE
MODULE 5
BUILDING THE TEACHING PORTFOLIO RELATED TO
THE IMPLEMENTATION OF THE MODALITIES

LDM 2 COURSE
Module 5
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENT

Activity 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
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions and jot down your answers in your Study
Notebook.
1. How will your Portfolio help you in tracking the progress of your teaching practice
in your School’s LDM?
 Portfolios are intended to evaluate learning progress and achievement in a
specific course, by completing my portfolio in LAC sessions about LDMs I am
now ready for the challenge of the new normal in education. I am now fully
capable of preparing my lesson plans and in choosing the appropriate LRs to
supplement the SLMs.
2. What evidence from the previous modules will help capture the progress of your
teaching practice?
Learning to create an individual development plan can help my assess my
weaknesses and strengths in terms of my teaching practices.
3. Why is writing down your reflections an integral part of your Portfolio?
Writing down my reflections and insights can help me navigate my intent to
improve in aspects that I needed to. It also serves as my review points
whenever I feel lost in performing my duties. Most importantly, it serves as a
gauge on how well I understand the topics discussed from this course.

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to At least 2 recorded lessons (online

Delivery November learning)
Or

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

Participation in recognized PDs August to Certification of Participation with PD

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

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a Video Recording

Coach/es month starting
September 2020

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.

ACTIVITY 5

Based on the sharing and discussion in your LAC, finalize your list of evidence in
the List of Suggested Evidence Form and submit to your LAC Leader. Make sure that
you keep a copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR

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

Participation in recognized PDs that August to November Certification of Participation with PD credit
are aligned with their Professional units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a Video Recording / PICTURES
month starting
September 2020
LESSON 2: THE EVALUATION RUBRIC

Activity 1

Study the criteria and indicators found in the Evaluation Rubric. What steps will you take
to ensure that you are able to hit the criteria in the Rubric? Write down your answers
and any other thoughts about the Rubric in your Study Notebook.

In order to be successful in making the portfolio I must consider first the

Demonstration progress of the LDM implementation which is 30% in the
rubrics. The outputs that I produce should be aligned with the professional
standards of 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.