Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Schools Division of Eastern Samar
DAPDAP NATIONAL TECHNICAL VOCATIONAL HIGH SCHOOL

LEARNING
DELIVERY
MODALITIES
FOR TEACHERS

Study Notebook

ANA BON Q. RAPADA

TEACHER II

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 LDM2
MODULE 1: COURSE
ORIENTATION

LESSON 1:Course Overview

ACTIVITY 1:
1. What is the Main delivery of this course?
Answer:
The Learning Delivery Modalities Course 2 is a task-oriented course. The delivery of this course emerge
as an urgent action of DepEd to this ongoing pandemic as part of DepEd’s Learning Continuity Plan.
The main concern of this course is to deliver education to learners in this new normal settings by using
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Self Learning Modules prepared by selected teachers which are designed for self- study that will help
also the learners to learn how to learn.
2. How can this course help ensure that you will be able to deliver quality instruction in the new
normal?
Answer:
This course will be a great help to ensure the delivery of quality instruction for it helps teachers be
prepared for this distant learning in this new normal situation. It helps teachers to gain knowledge, skills
and mindset that are necessary in this new teaching and learning way. And also to the learners they will
have a wider understanding in life through this experiences nowadays.
3. What are the two support mechanism that will help you with your learning in this course?
Answer.
The two support mechanism that can help me with this course
are:
First, I attended webinars conducted by DepEd. Second, I also asked and communicate to my co-
teachers regarding with this course. Having a brainstorming also with colleagues can be a great help in
learning this course.

ACTIVITY 2
1.How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?
Answer:
Through my eagerness to learn this course, for me, to be able to apply and help me as a teacher, I need
to adapt the new normal education and to help achieve a successful education for our learners.

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?
Answer:
Through having a positive outlook and willingness to learn, I think I can overcome whatever challenges
I may face in completing this course. And also, with the help of my co-teachers and superiors.

HABITS OBSTACLES MOTIVATIONS ENVIRONMENT

(What is it that I (What will prevent me What will push me to (Where will I accomplish
repeatedly do that may from participating fully in participate in this the requirements of this
affect my participation in this course?) course?) course?
the course in a positive Describe this
or negative way?) environment?)
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Address Overlapping of
Eastern Samar The willingnes to I will
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 tendency to schedule and learn something accomplishing
delay the task/ urgent reports. new this course at the
activity esp. if I Unstable internet Eagerness to help place where
am doing connection the learners at there is stable
something more this time of connection of
important than pandemic to internet, and
this. sustain learning noise-free.
Repeatedly process.
checking of
chats, emails, or
texts on my
phone.

Reflection
This course will help me to gain more understanding about how the
different modalities will be implemented amidst the pandemic.
For me this course also is essential especially that we are facing the new
normal school year.
Personal characteristics, strength, and weakness is important in planning,
and time management in participating this course.

LDM2
MODULE 2

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4

LEARNING
Lesson 1:
Background, Rationale, and Development of MELCS
Activity 1
Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamentals 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?

Answer:
Our country is facing health crisis brought about by COVID-19. With the stringent physical
distancing and community quarantine imposed by the IATF and LGUs , basic education is among the
sectors which has been affected as schools and community learning centers are closed for physical
conduct of classes. This, however, should not hinder education to continue. But the problem is how the
teachers will teach the most essential learning competencies without having a face to face classes. It is a
big challenges for us on how we are going to do this. This concern cannot be solved by the teachers
alone, we need the help and guidance of school leaders and supervisors to give us technical assistance
and motivation. Parents and other stakeholders can get involved and share responsibility for developing
life- long 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?

Answer:
Yes, I do agree. We all know that circumstances is important in educational system for it helps in
planning the education process or procedures for a given period. In our setting , it cannot be denied the
fact that we have congested curriculum which probably one of the reasons why our learners have poor
performance in school. In some instances, there are topics or skills that requires a couple of days or
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 weeks to be taught but since the time is limited we need to fast forward the lessons just to meet the
time frame given.

Activity 2
Familiarize yourself with the course reading on the Development and Designs of the MELCs.
After going through the document, provide a brief and concise responses to the following guide
questions.

1. What are the general and specific purposes of the development of MELCs?

Answer:
The general aim of MELCs is to concentrate on the most essential skills a child requires to
learn and to uphold the quality of the curriculum.

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

ANSWER
It will inform us to determine the most essential and attainable competencies that can be reached
and can be conveyed by the parents.

3. What is the difference between essential learning competencies and desirable learning competencies?

Answer:
Essential learning competencies are defined as what the student’s need, considered
indispensable, in the teaching- learning process to building skills to equip learners for lifelong learning. On
the other hand, desirable learning competencies were defined as what may enhance education but may be
necessary building foundation skills.

4. How were the most essential learning competencies identified? What were the decision made in
order to trim down the number of the essential learning competencies further?

Answer:
The most essential learning skills listed provided the participant with different characteristics to
help them to select which is the most important learning skills. It could have retained, merged or dropped
the learning competencies.

5. What is the importance of the MELCS in ensuring the delivery of quality instruction?

Answer:
The importance of MELCs is ensuring the delivery of equality instruction because it serve as
teachers guide in addressing the instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. Also, it will serve as reference in preparing the weekly home learning plan, Self
learning module, worksheets, and other learning materials.

ACTIVITY 3:

Prepare a copy of your learning areas 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 which learning
competencies were retained, dropped, or emerged.
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 Kto12 Learning Competencies MELCS
MERGED/CLUSTERED Nahihinuha ang kaugalian at Nahihinuha ang kaugalian at
kalagayang panlipunan ng lugar na kalagayang panlipunan ng lugar
pinagmulan ng kwentong bayan batay na pinagmulan ng kwentong
sa mga pangyayari at usapan ng mga bayan batay sa mga pangyayari
tauhan. at usapan ng mga tauhan..
RETAINED Nahihinuha ang kaugalian at Nahihinuha ang kaugalian at
kalagayang panlipunan ng lugar na kalagayang panlipunan ng lugar
pinagmulan ng kwentong bayan batay na pinagmulan ng kwentong
sa mga pangyayari at usapan ng mga bayan batay sa mga pangyayari
tauhan . at usapan ng mga tauhan .
DROPPED N/A N/A

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?

Answer:

The unpacking and combining of MELCs is essential to make the learning activities more
organize and systematic. The teacher may unpack the MELCs into more specific learning
competencies or objectives to ensure that learners acquire the necessary knowledge, skills, and
values.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

Answer:
The MELCs should still be:
 Aligned to the content and performance standards
 Connects the content to higher concept across content areas
 What is expected for students to learn

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

Answer:
Yes, the unpacking of the MELCs are essential in order to have a systematized learning
activity so that the competencies needed by the students to learn is not congested.

OUTPUT (UNPACKING of MELCs)

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 Subject: Filipino 7
MELC 1: Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kwentong
bayan batay sa mga pangyayari at usapan ng mga tauhan.
Number of days taught: 5 days

DAYS UNPACKED MELCs

Day 1 Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar
na pinagmulan ng kwentong bayan batay sa mga pangyayari
at usapan ng mga tauhan.
Day 2 Nagagamit nang wasto ang mga pahayag sa pagbibigay ng
patunay.
Day 3 Nahihinuha ang kalalabasan ng mga pangyayari batay sa
akdang napakinggan.
Day 4 Naipapaliwanag ang sanhi at bunga ng mga pangyayari.
Day 5 Naisusulat sa isang talata ang sanhi at bunga ng mga
pangyayari

Reflection
This module tells us about the importance of MELCs. MELCs serve as a
primary reference of all schools implementing learning delivery approaches that
are suited to the local context and diversity of learners while adapting to the
challenges caused by the pandemic.
By unpacking the MELCs it helps us to plan effectively and ultimately save
time to focus on our students.

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 LESSON DESIGN AND
ASSESSMENT IN THE
MODALITIES

LESSON 1: Understanding the different Learning Delivery Modalities

Activity 1: Defining the modalities prescribed in the LCP

1. Face to face learning – this is the usual classroom set up that we are doing over the years. Wherein, the
teachers and students are in the classroom and doing the teaching-learning process.
2. Blended learning – this is using supplemental video or printed modules to help us in teaching the
lessons and for the students to understand more about the topic.
3. Home schooling – student is just at home for studying with her/his own schedule together with her/his
parents as her/his teacher but still it is the teacher who will give assessments.

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

Answer:
 Distance Learning
 Home study

ACTIVITY 2
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DISTANCE LEARNING MATRIX

Distance Role of Parent or

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

Modular Self Learning Competency Prepare Guide the learners Coordinate with the LGU
Distance Modules based printed printed and serve as with the manner of
Learning worksheets learning modules parateachers delivery and retrieval of
(MDL) material monitor and printed modules
module and assess the
activity sheets learners
Online Online Internet access Facilitator of Provide internet Provide strong internet
Distance instruction gadgets 9 learning in connection for access for teachers in
Learning smart phone, digital learners and school
(ODL) tablet, platforms digital devices/
desktop, gadgets
laptop)

TV-Based television Educational Schedule Guide the learners Provide the tv program
Instruction television broadcast of and broadcasting
(TVBI) programs and the lessons
channel
Radio- Radio-based Educational Served as Guide the learners Provide the radio station
Based instruction radio station radio and broadcasting
Instruction program broadcaster
(RBI)

Blended Combination Internet access Facilitator of Guide and support Monitor and supervise the
Distance of traditional digital devices learning the learners needs implementation of BDL
Learning and or gadgets
technological printed
learning materials

ACTIVITY 3:
RANKING THE TYPES OF DISTANCE LEARNING

RANKING TYPE OF DL WHY?

(1 TO 5, FROM
EASIEST TO
HARDEST TO
IMPLEMENT
1 MDL Majority of the parents favored this because of
practicality.
2 TVBI It is not the easiest to implement because not all
household has tv and same channel networks
3 RBI Not all household has radio
4 BL It is hard because of difficulty in internet
connectivity
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5 ODL Having some purok with no or weak internet
connectivity prove to be the hardest.

ACTIVITY 4:
IDENTIFYING TARGETED INTERVENTIONS FOR LEARNERS W/ SPECIAL
CONCERN+LAC

LEARNER GROUP TARGETTED INTERVENTION

Learners without parents or household member Seek assistance from relatives of LGU. Peer
who can guide and support their learning at learning can be done among relatives. Obtain
home support through text messages from respective
teacher.
Beginning readers (7to 8) Prepare and provide supplementary reading
materials for beginners that will help the pupils to
improve their reading skills. Make materials that
are attractive to pupils.
Struggling readers (9 to10) Arrange reading materials from easy to difficult
task. Provide instructional video materials for the
learners.
No access to devices or internet Provide non-ICT based like modules and other
activity sheets. Nodular approach can be used.
Inaccessible( living in remote or unsafe area Use modular learning with localized materials.
Seek support of LGU for distribution and retrieval
of materials.
Indigenous people Coordinate with LGU for assistance.
Person with disabilities Refer to the near set school offering SPED
program. Use blended learning with assisted
learning devices.
Other? specify Provide interesting video of the lesson.

LESSON 2: Designing Lesson and Assessment in the Different LDMs.

ACTIVITY 1:

1. What is lesson designing or lesson planning?

Answer:
Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning “ the content instruction, selecting teaching materials, designing
the learning activities and grouping methods, and deciding on the pacing and allocation of instructional
time.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
Time is maximized for instruction and learning
Lessons are responsive to learners need
Teachers carry out a lesson successfully

3. What are the 3 elements or component of well -

designed lesson?

Answer:
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  What should be taught?
 How should it be taught?
 How should learning be assessed?

Activity 2: SEQUENCIG LEARNING TASK

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

ACTIVITY 3: Highlight which part/s is /are accomplished after the lesson is delivered Components of
the DLL/DLP.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
The part of the DLL that should be accomplished is delivered. Teachers are
encouraged to think about their lessons, to make a self- deliberation on the parts
that need improvement to make an adjustment so that the learning process become
successful.

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ACTIVITY 4: LEARNING TASK FOR DISTANCE LEARNING

Learning Delivery Modality(select one)

ODL MDL TV/RBI BL

GRADE LEVEL & LEARNING AREA: GRADE 7 TVE EXPLORATORY

LESSON/TOPIC:
LEARNING OBJECTIVES:
LEARNING RESOURCES/ MATERIALS NEEDED: SLMs, ACTIVITY SHEET

PARTS OF LESSON/ LEARNING Check if already present in the

Additional Remarks
TASK SLM
Before the lesson
1. Review previous lesson Printed modules

2. Clarify concepts from Printed modules/ activity sheets

previous lesson
3. Present warm up activities Teleconferencing
to establish interest in
new lesson
4. Check learner’s prior Asynchronous learning
knowledge about the new
lesson and establish
purpose for new lesson
5. Present connection Printed modules
between old and new
6. State lesson objectives as Printed modules
guide for learners.

LESSON PROPER
1. Explain, model, Asynchronous/ video lessons
demonstrate, and
illustrate the concepts,
ideas, skills or processes
that students will
eventually internalize

2. Help learners understand Video conferencing, text

and master new
messages, phone calls
information

3. Provide learners with Printed modules

feedback
Check for learners
understanding
After the Lesson
1. Wrap up activities Printed modules

2. Emphasis key information Printed modules/ activity sheets

and concepts discussed
3. Ask learners to recall key videoconferencing
activities
Addressand concept
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 discussed
4. Reinforce what teacher self learning assessment
has taught
5. Assess whether lesson has self learning assessment
been mastered
6. Transfer ideas and Printed modules
concepts to new situations

ACTIVITY 5:
Answer the following questions:

1. For learning task not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?

ANSWER:
Create an instructional video lesson or additional learning materials to
supplement SLMs.

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

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

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

ANSWER:

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

ACTIVITY 6
Assessment is always a part of designing instruction. Read the D.O.8, s.2015 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 answer in a Venn diagram.

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To measure if the pupils
met the performance and
content standard done after
 Formative Assessment Learners may be
Assessment FOR learning assessed
To make adjustment in the individually
concept that may be of collaboratively
integrated in any parts of the Should also
lesson . promote self

ASSESSMENT METHOD HOW TO ADOPT ASSESSMENT METHOD

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

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

ANSWER:

Written works is the common assessment method for distance learning

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

ANSWER:

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

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?

ANSWER:

Encourage the parents to be fair and just while pupils answer activities.
Support guidance only.

QUESTIONS TRUE FALSE

1. A portfolio mainly displays the academic achievements of the
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 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 teachers may submit, store, and managed their portfolio
via file sharing programs or they may submit the actual soft
copies of their work saved on s 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 facilitator.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs.

ACTIVITY 1:

Answer the simple check-up quiz below. Read and match the description in Column A with the
terms in Column B.

COLUMN A COLUMN B

1. These are the knowledge, understanding, skills, a. learning area

and attitudes that learners need to demonstrate b. mode of delivery
in every lesson and /or learning task. C. learning competencies
2. These are the formative learning opportunities d. learning task
Given to learners to engage them in the subject
Matter and to enhance their understanding of
the content.
3. This refer to the prescribed subject that learners
Take.
4. This refers to the method of submission of learning
outputs preferred by the learner/ parents based
on their content.

Activity 2
After you read the guidelines on creating an ILMP, fill out the table to see how the ILMP differs
from the WHLP.

Weekly Home Learning Plan Individual monitoring plan (IMP)

(WHLP)
Purpose A tool to guide learners and A tool for monitoring learners who
learning facilitator or household lag behind based on the results of
partners in tracking the subject their formative and summative
areas to be tackled and activities assessments.
to perform at home..
For whom? Learners and learning facilitator or Teachers and learning facilitator or
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 Components Learning area, learning Learners need, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learners status.
Has to be communicated to yes Yes
parents?

WEEKLY HOME LEARNING PLAN

Republic of the Philippines

Department of Education
DepED Eastern Visayas (Region VIII)
DAPDAP NATIONAL TECHNICAL VOCATIONAL HIGH SCHOOL 20 12

DOLORES II- DISTRICT

_____________________________________________________________________________________________________________

WEEKLY HOME LEARNING PLAN

Grade Level: Grade 7 Week &Quarter: Week 1 Quarter 1 Inclusive Dates: October 5-9, 2020

Day Time Learning Area & Learning Competency Learning Tasks Mode of Delivery
Subject Teacher
Monday- 7:00-9:00 Wake up, make up your bed, eat breakfast, take a bath, and get ready for an exciting day!
Friday
Monday- 9:00-9:30 Have a short bonding with a family
Friday
Monday 9:30- 11:30 MATHEMATICS Illustrates well-defined sets, Please refer Module 1, Have the parent hand in
subsets, universal sets, null set, Pages 1-19 the output to the
Subject Teacher cardinally of sets, union, and assigned person in a
Rosana C. intersection of sets and the particular designated
Villacarillo difference of two sets. area.
0948253956/fb: RC (M7NS-Ia-1;M7NS-Ia-2)
VILLA

11:30-1:00 LUNCHBREAK
1:00-3:00 Araling Panlipunan Naipapaliwanag ang konsepto ng Sumangguni sa Modyul 1, Katangiang Ibibigay ng magulang
Subject Teacher Asya tungo sa paghahating Pisikal ng Asya ang output ng mag aaral
Nico M.Amos heograpiya. Pahina 5-20 sa itinalagang lugar.
CP # 09086405909 (AP7HAS-Ia-1.1)
Fb: Nico Amos

3:00 – 5:00 Family Time!

TUESDAY 9:30-11:30 ENGLISH Supply other words or expression Please refer to Module 1, Have the parent hand in
Subject Teacher that complete an analogy. Analogy the output to the
Alma D. Laniog (EN7V-IV-c-23.1) Pages 2-12 assigned person in a
09100934739/fb: particular designated
Alma Laniog area.
Eleanor C. Abordo
Cp #
09207520658/fb:
Eleanor Colima
abordo

11:30-1:00 LUNCHBREAK
1:00-3:00 SCIENCE Describe the components of a Please refer to Module 1, Scientific Have the parent hand in
Subject Teacher scientific investigation. Ways of Acquiring Knowledge and the output to the
Bernardita U. (S7MT-Ia-1) Solving Problems assigned person in a
Villaflor Pages: 2-15 particular designated
09161654996/Bern area.
adeth Tegerero
Ubaldo
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 3:00 – 5:00 Family Time!
Wednesday 9:30-11:30 FILIPINO Nahihinuha ang kaugalian at Sumangguni sa modyul 1, Kwentong Ibibigay ng magulang
Subject Teachers kalagayang panlipunan ng lugar Bayan Ang munting Ibon ang output ng mag aaral
Ivy Grace O. Jocson na pinagmulan ng kwentong Pahina: 7-24 sa itinalagang lugar.
09501530559/ig bayan batay sa pangyayari at
jocson usapan ng mga tauhan.
Anabon Q. Rapada (F7PN-1a-b-1)
09292852502/Anab
on Q. Rapada
Ma. Isabel S.
Caňizares
09488817442/fb:
Isabel Sauza
Almedilla Docabo
Caňizares

11:30-1:00 LUNCHBREAK
1:00-2:00 ESP Naipapamalas ng mag aaral ang Sumangguni sa Modyul 1, Ibibigay ng magulang
Subject Teacher pag unawa sa mga inaasahang Ako Ngayon ang output ng mag aaral
Virginia A. Diaz kakayahan at kilos sa panahong Pahina; 20-10 sa itinalagang lugar.
09120047597/0997 pagdadalaga/pagbibinata, talento
2094578 at kakayahan, hilig,at mga
Fb: Virgina Diaz tungkulin sa panahong
pagdadalaga/pagbibinata.
(EsP7PS-1a-1.1)

2:00-3:00 TECHNICAL list hand tools based on job Please refer to Have the parent hand in
DRAWING requirements; 2. identify Quarter 1 – Module 1: Use of Hand the output to the
Subject Teacher appropriate hand tools; and 3. Tools and Equipment assigned person in a
Joemar A. classify hand tools according to Pages 6 - 19 particular designated
Robedizo function and task requirements. area.
CP # 09556085616 (TLE_ICTTD7/8UT-Oa-1)
Fb; joemar james
robedizo
3:00 5:00 Family Time!
THURSDAY 9:30-11:30 MAPEH Identifies the musical Please refer to Module 1, Have the parent hand in
MUSIC characteristic of representatives Music of the lowlands of Luzon the output to the
Subject Teacher music selections from the Folk songs from the Lowlands assigned person in a
Severo O. Anabo lowlands of Luzon after listening. Pages:4-15 particular designated
09483678215/0935 (MU7LU-Ia-1) area.
5666243 Analyzes the musical elements of
Fb: Severo Olaybar some lowland vocal music
Anabo selections
(MU7LU-I1-2)
Sings folksong from the lowlands
of Luzon
(MU7LU-Ia-h7)

11:30-1:00 LUNCHBREAK
1:00-2:00 ICF Recognize the different types of Please refer to LAS (Learning Activity Have the parent hand in
Subject Teacher computer. Sheet) the output to the
Randy C. Voces Activity 1, pages 1-3 assigned person in a
09300171790/ fb: Activity 2, pages 5-6 particular designated
Randy Voces Activity 3, pages 12-13 area.
Activity 4 & 5 pages 16-17

2:00-3:00 TLE Explain basic concepts in Beauty Please refer to Module 1 Have the parent hand in
Subject Teacher Care (Nail Care) Services. Basic concept in Beauty care ( nail the output to the
Beauty Care) assigned person in a
Care(Emerald) Module 1: Pages: 8-25 particular designated
Catherine Y. Cookery (Exploratory Course) area.
Hobayan Use and Maintain Kitchen Tools Please refer to Module 1,
09555866148 / Fb: and Equipment Pages 1-3,12-16
Ate Cathy (TVE_HEC7/8UT-Ib-2)
Cookery (Amethyst)
Ma. Genia B. Please refer to Module 1,
Balanon Module 1: Identifying Pages 1-6,9-15
0928232011/fb:Ma. Materials and Tools for a Task
Genia Balanon (TLE_IACP7/8UT-0a-1)
Carpentry
(Diamond)
Joel plana
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0906840298/fb:
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 joel plana
3:00 – 5:00 Family Time!
Friday 9:30-11:30 Self Assessment task Portfolio Preparation e.g. Reflective Journal and other learning task for Inclusive Education.
11:30-1:00 LUNCHBREAK
1:00-3:00 Self Assessment task Portfolio Preparation e.g. Reflective Journal and other learning task for Inclusive Education.
3:00 onwards Family bonding

INDIVIDUAL LEARNING MONITORING PLAN

LEARNER’S NAME: RIA MAE OLEGARIO
GRADE LEVEL: GRADE 7- EMERALD
LEARNER’S STATUS
INTERVENTION
LEARNING MONITORING
LEARNERS NEED STRATEGIES
AREA DATE INSIGNIFICANT SIGNIFICANT
PROVIDED MASTERY
PROGRESS PROGRESS
FILIPINO 7 Difficulties with The use of October, 2020 She actively gave
tasks requiring multimedia and her opinion about
reasonable electronic the topic through
working memory information allows a message on
capacity such as the learner with messenger her
following reading difficulties ideas and helps
instructions or to improve their overcome short
remembering comprehension of term memory
sequential a topic or ideas difficulties.
information. without being
dependent on
their reading
ability.

LDM2
MODULE 3B
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 LEARNING RESOURCES

LESSON 1 : LEARNING RESOURCES MAPS FOR DISTANCE LEARNING

ACTIVITY 1:
The DEPED Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 include
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:

1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?

ANSWER:

The resources should we have based on our adopted LDM are printed Self-Learning Modules (SLM),

LMs and textbook, Primer Lesson and 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 are your options to substitute these missing LRs?

ANSWER:
Most of the resources are available. In some situations, if the LRs are not complete, textbooks,
learning materials, teacher made videos and modules may supplement the required LRs that is localized
and aligned with the MELCs, as well leveled with the learner’s capabilities.

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

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

4. Based on your evaluation of the materials, are they appropriate to the level and characteristic of
learners? Are there learners who might be disadvantaged by the materials (based on reading ability,
level of learning independence, level of household support, distance)? What adjustments will you make
in terms of the LRs?

ANSWER:
Yes, it is important to make yourself familiar with the contents and format of the materials.
There are some learners who might be disadvantaged by the materials based on level of learning
independence. Adapt a resource materials from the LRs that is suitable for your learners, those who are
not meeting expectations shall be provided with remediation while those who may accomplish the tasks
as contained in the LRs shall be given enrichment activities.

ACTIVITY 2
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.
ANSWER:
By providing additional learning resources materials that may be used and shared to my
colleagues, ensuring that these learning resources are aligned with the MELCs. Teachers shall make
certain that the resources learning materials being used ensure contextualization and integration of
learning content which is relevant and useful to all learners.

LESSON 2 : Accessing Learning Resources From DepeEd Portals

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 you 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 the access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17,2020

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

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 It is an online repository of learning that requiring a stable internet connection is a
challenge, particularly for learners who don’t have digital devices and internet at home,
but was resolved by making actions to avert the situation.

LESSON 3: Accessing Learning Resources From DepEd Portals

ACTIVITY 1:
LR RAPID ASSESSMENT TOOL
RAPID ASSESSMENT OF LEARNING RESOURCES

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

2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why?
None

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
This help us determine the criteria we need to check while looking at our printed SLMs.

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 LDM2

MODULE 4
PLANNING FOR CONTINUING
PROFESSIONAL
DEVELOPMENT AND LAC
PLANNING ON

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ACTIVITY 1.
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 in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class /

in the modality that my school has
adopted.

I can very well engage with parents and /

community partners in assisting learners.

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

I need to develop and give more focus on the Domain number one, the content knowledge
and Pedagogy. As my self-assessment where I got only the agree level so there's a room for my
improvement. Also, I want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the guardians/parents of my
students to deliver the quality supervisory among them as well as with my co mentors in schools.

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

What is your goal toward

What will push you to achieve What will help you attain this
improving your teaching
this goal? goal?
practices in the modalities?
To produce quality output, Improving my teaching Continue my professional
learners ready and fully strategies and practices. development.
equipped.
Provide the quality modules Applying the assessment tool Creating account in the LRMDS
for my students in the Modular in choosing learning resources and DepEd common.
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 Distant learning this new for the modules.
normal.
Can make the best lessons for Learning to unpacking and Study and apply the MELCs
the new normal class. combining the MELCs. given by Deped.

Getting abreast in the related Quality instruction amidst the Participating in the webinars
information and application of pandemic. In the absence of and LAC sessions addressing
the modality implemented by F2F, the need to guarantee this issue.
the school. effective implementation of
LDM.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL

DEVELOPMENT AND PARTICIPATION IN THE LAC 

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

INDIVIDUAL DEVELOPMENT PLAN

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

Focusing Produce quality Producing Attending seminars Whole year School funds
teaching and output, learners quality output about curriculum round
learning ready and fully and learners panning, lesson
equipped ready planning and
teaching strategies

Focusing Can make the best Making lesson Attend orientation Whole year School funds
teaching and lessons for the new plan align about MELCs, LAC round
learning normal class with the session discussing
MELCS by MELC based lesson
DepEd plans.

Support Provide the quality Applying the Attending seminar INSET, LAC School funds,
curriculum modules for my assessment about learning session personal
management students in the tool in resources, LRMDS
and Modular Distance choosing and DEpEd
implementati learning this new learning commons.
on normal resources for
the modules
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Activity 2

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

PROFESSIONAL DEVELOPMENT OBJECTIVES RELATED TO

SPECIFIC TOPICS
THE MODALITIES

Making Lesson plan align with the MELCs by MELCs, unpacking and combining.
Deped.

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

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