Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon
Guinayangan North District

2
Sta. Cruz Elementary School

L earning

D elivery
M odalities

Study Notebook
LORENA L. CANTONG
TEACHER I

ENERY B. ORFILA
HEAD TEACHER III

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE

By the end of this Module, you will be able to describe

what this course is about and how it will help you
manage the teaching-learning process in the modalities.

MODULE CONTENT

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

ESTIMATED TIME REQUIRED

4 hours
 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 course will equipped teachers with knowledge and strategies to serve a quality education
despite of this current situation that no face to face classes will be done in the teaching-learning
process. It will prepare teachers for the new learning delivery modality in their own school through
guided study and collaboration of teachers through LAC Sessions.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This course ensures that quality instruction would be provided in this new normal set up for it
targets objectives and includes files and lessons that would help teachers to cope up in different
learning delivery modalities. One of such is the Most Essential Learning Competencies (MELC).

3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanism that would help me in this course are the following:
a. Self-study of the lessons and modules of the course
b. Learning Action Cell Sessions with my coworkers that would impart me additional
strategies and knowledge which would be helpful in this kind of situation.

ACTIVITY 2

Answer the following questions by copying and filling out the table in your Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?

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?

HABITS
OBSTACLES ENVIRONMENT
(What is it that I repeatedly MOTIVATION
(What will prevent me from (Where will I accomplish the
do that may affect my (What will push me to
participating fully in this requirements of this course?
participation in the course in participate in this course?)
course?) Describe this environment.)
a positive or negative way?)
Positive habits in which I
repeatedly did are the
following: I think household matters My passion for teaching Due to this current
and other work-related and love for children’s situation, I am currently
 matters that need to be learning would drive me to accomplishing this course
addressed urgently would fully participate in this at home despite of the
1. Prior reading of the
prevent me from course. I know that this scenarios that when we are
content of every
participating fully in this course would be a great working from home, a lot
module and/or lessons
course. There are still help for me to adopt the of distractions out there.
for me to clearly
upcoming webinars for new normal scheme. In Distractions and
understand the course;
teachers to attend that addition, a competent hindrances to not focus on
and
could affect the teacher’s teacher should have the the lessons of the course
2. Looking for videos
focus in this course. eagerness to adopt new such as the following:
and other online
learnings and strategies
samples that would
and that would go beyond a. Slow internet
deepen my
his or her limits. connectivity
understanding of the
b. Neighborhoods
lessons in this course.
making noises
c. Household chores
Negative habit was doing
undone
the above-mentioned tasks
d. Unexpected visitors
all at once at night for I am
who came
prioritizing household
e. Unexpected things
chores that lead me to be in
that happened in the
a rush and made me fell
family members etc.
sleepy in the daytime
 LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled
“The Learning Action Cell as the K to 12 Basic Education Program School Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning.” Once you’re done,
answer the following questions. Write your responses and any other ideas and reflections in your Study
Notebook.

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

All of the following objectives will be achieved through organizing professional learning
communities such as LAC Sessions, workshops and lectures to solve shared challenges encountered in
the school. For me, the easiest objective is to foster a professional collaborative spirit among school
heads, teachers and community as a whole for they are of one goal and that is to ensure quality education
hence the most difficult objective is that to improve the teaching-learning process because not all
teachers are open-minded in adopting new strategies and techniques and are stranded in using the
traditional ways in teaching.

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

These are the top three challenges to having a successful LAC:

a. Schedule
The schedule of the LAC sessions overlaps with the schedule of some essential webinars
and coincides with the accomplishments and deadlines of some reports.

b. Communication
There are several issues in communication such as slow internet connections that hinders
the LAC to start and finish on time plus the fact that topics are not clearly discussed due
to some technical problems occurring while in the session. In addition, some teachers are
not that knowledgeable in some online platforms and applications that have been used in
doing the sessions in this time of no face to face interaction.

c. Contents
Topics included in the LAC Session are just new and not familiar to teachers that is why
teachers and even facilitators or discussant are finding difficulty in understanding such.

1 2
ACTIVITY
 According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members
each. Get in touch with your designated Coach or LAC Leader in forming your LACs. See LDM
Module 1 – page 5

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 LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with
your assigned Instructional Coach (this will be a district or division supervisor assigned to
your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from
among the following school members:
»» Master Teacher
»» Head Teacher/Department Head
»» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LACs through a network of LAC
Leaders.

ACTIVITY 3

List down the members of your LAC and their respective roles in your Study Notebook.
COMPOSITION NAME OF TEACHERS ROLES FUNCTION
LAC COACH REYNALDO ASUNCION

 Consolidate the outputs of

teachers/Participants of this course.
LAC LEADER ENERY B. ORFILA
 Oversees the implementation of the
LAC.

 Facilitate and discuss the content of

LAC FACILITATOR MARGARITA VERGARA
the Modules
LORENA CANTONG
RUTH MUSTAR
CHERRIE ORTEGA  Accomplished study notebook
LAC MEMBER
BERNARDITA CLEOPE  Participates in the course
GINA MOJICA
IMELDA PORTO
FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: IV-A CALABARZON

LAC ID (name or number): 108747 Number of LAC members: 7

Name of LAC Facilitator: MARGARITA VERGARA Designation/Position: HT-III

LAC Members:

Preferred contact
mode (email, phone,
Male/ DESIGNATIO DIVISION/ Contact details (email,
NAME Skype, Zoom,
Female N/ POSITION S mobile number)
Google Meet, Viber,
FB)

MASTER
MARGARITA A. FEMAL margarita.vergara@de
TEACHER- Quezon FB Messenger
VERGARA E ped.gov.ph
1

BERNARDITA V. FEMAL TEACHER- bernardita.cleope@dep

Quezon FB Messenger
CLEOPE E II ed.gov.ph

FEMAL TEACHER- ruth.mustar003@depe

RUTH L. MUSTAR E
Quezon FB Messenger
II d.gov.ph

FEMAL TEACHER- [email protected]

GINA M. MOJICA E
Quezon FB Messenger
II ov.ph

FEMAL imelda.porto001@dep
IMELDA C. PORTO E
TEACHER-I Quezon FB Messenger
ed.gov.ph

FEMAL [email protected]
CHERRIE T. ORTEGA E
TEACHER-I Quezon FB Messenger
ov.ph

FEMAL lorena.cantong@deped
LORENA L. CANTONG E
TEACHER-I Quezon FB Messenger
.gov.ph
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELC

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 a specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?

With this global pandemic we have today, this make the education for children more difficult to
achieve. This also brings a big challenge to the Department of Education to conduct education in this
new normal situation. One of the fundamental concerns in terms of curriculum standards that need to
be address to ensure learning continuity is the learning delivery mode. Because of safety
precautionary measures for us to be safe from virus, we are shifting from face-to-face to distance
modular learning or blended learning for the safety of our learners and teachers. This will not be
possible without the help of our stake holders specially the parents who are now a big part of this
adjustment in education.
Another one is narrowing the learner’s competency. Since we have limited resources like
internet connection as well as printing materials, the learning and teaching process is affected.
Narrowing the learner’s competency helps us to focus more on the most essential that can still suffice
and deliver quality education

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?

Yes, I agree. In the department of education several curriculums had been laid and adapt for
the purpose of achieving higher standard education and can produce a globally competitive learner.
But due to the congested curriculum, adequate teaching time and student’s deeper understanding are
compromised. It also prevents student from achieving sufficient competence in reading, writing and
arithmetic which results in the continuous presence of non-readers in higher grades. Students don’t
have enough time to develop mastery because teachers need to teach all the prescribed learning
competencies on a limited time.

ACTIVITY 2

Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.

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

The general and specific purposes in the development of MELC are the following:
a. to give focus instruction to the most essential and indispensable competencies that
our learners must acquire as we anticipate challenges in learning delivery.
b. to lighten the burden of converting classroom-oriented learning resources into
learning resources adapted to distance learning.

2. How does curriculum review aid in the identification of essential learning competencies?
 Curriculum review aid in the identification of essential learning competencies by focusing in
the different characteristics of an essential learning competency which is based on a US-developed
competency validation rubric and fulfill one of the provisions of Republic Act 105333 to review the
curriculum and as well as to ensure quality, relevant and liberating education for all. The said rubric is
intended to assure that learning competencies can reach the highest level of quality and comparability
across schools although adaptations were made for relevance in the Philippine context. The review
focuses on articulation within and across learning areas to identify the gaps, issues and concerns across
learning areas and grade levels.

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

Essential learning competencies is applicable to real life situation, connect the content to
higher concepts across content areas, and aligned with the national / local standard / framework while
desirable learning competencies are competencies that include the cognitive skills of critical thinking,
problem-solving, knowledge application and creativity.

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

A list of characteristics of essential learning competencies was provided to help reviewers

decide which among the learning competencies are deemed most important. The said characteristics
was based on a US-developed competency validation rubric. With the challenges on learning delivery
posed by COVID-19, the Bureau of Curriculum Development accelerated the identification of the
essential learning competencies and streamlined these further into the Most Essential Learning
Competencies (MELCs). In determining the criteria for the selection of the most essential learning
competencies, the descriptor “Endurance” was considered to be the primary determining factor. Part
of the process was deciding whether a learning competency is to be retained, merged, dropped or
rephrased. The content and performance standards are directly lifted from the curriculum guides.

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

The importance of MELCs in ensuring the delivery of quality instruction is that it will serve
as one of the guides for teachers as they address the instructional needs of learners while ensuring that
curriculum standards are maintained and achieved. Furthermore, the MELCs intend to assist schools
in navigating the limited number of school days as they employ multiple delivery schemes by
providing them ample instructional space.
ACTIVITY 3

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

K TO 12 LEARNING
MELCS
COMPETENCIES
12. Nailalarawan ang mga pangarap o ninanais para Nailalarawan ang pansariling
sa sarili pangangailangan: pagkain,
MERGED/
12.1 Natutukoy ang mga pangarap o ninanais kasuotan, at iba pa at mithiin para sa
CLUSTERED
12.2 Naipapakita ang pangarap sa malikhaing Pilipinas
pamamaraan
RETAINED Nasasabi ang batayang impormasyon tungkol sa Nasasabi ang batayang
sarili: pangalan, magulang, kaarawan, edad, tirahan, impormasyon tungkol sa sarili:
 paaralan, iba pang pagkakakilanlan at mga katangian pangalan, magulang, kaarawan,
bilang Pilipino edad, tirahan, paaralan, iba pang
pagkakakilanlan at mga katangian
bilang Pilipino
Nasasabi ang sariling pagkakakilanlan sa iba’t ibang
DROPPED
pamamaraan

ACTIVITY 4

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions. Jot down all the insights shared in
the discussion, including your own, in your Study Notebook.

Questions:
1. Will the unpacked and combined learning competencies we have done in this module
be used in the incoming school year?

INSIGHTS:
 I don’t think so. The very reason why this module allowed us to unpack and
combine learning competencies is for us to experience the procedure of
unpacking and combining such.
 The Department of Education has its ready-made MELCs to be utilized in the
upcoming school year. We won’t be able to create modules and other
instructional materials if MELCs have not been made.

2. How can we be sure that the identified MELCs are easy to attain and understand by
the average and slow learners?

INSIGHTS:
 The identified MELCs were thoroughly identified and reviewed which are
generally designed for all types of learners.
 The identified MELCs can be attained by the average and slow learners
because these are aligned with the content and performance standards.
 Since the main objective of the Department of Education is to deliver quality
education, MELCs are designed for diverse types of learners.

3. Will the learning of the student suffer due to the fact that there are learning
competencies that are combined/merged into only one competency?

INSIGHTS:
 There will be no mastery of the learning competencies if duration of teaching
those competencies is watered down.
 Only the fast learners can adapt to this change. Slow learners will be left
behind.

Since the parents and guardians are the learning facilitators of their children, they can be
flexible in extending the instructional hours to achieve learning retention.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

 ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study
Notebook:

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

The identification of MELCs intends to provide instructional space among field

partners/implementers to deliver quality instruction amidst the limited learning modalities and
shortening of the school year. Likewise, the release of the MELCs does not confine teachers in
navigating the peculiarities of the learning landscapes. Just like in the pre-COVID years, you are
highly encouraged to unpack the curriculum standards into learning objectives through the MELCs, in
order to systematize learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries.

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

In unpacking the MELCs into learning objectives, you need to consider the following:
 Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12 Curriculum.
In fact, there are no MELCs without the content and performance standards.
 Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first in
creating learning objectives. This ensures that prerequisite knowledge and skills that would
enable the achievement of MELCs, and eventually the content and performance standards, are
addressed.
 Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked
learning objectives follow a logical sequence.

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

Not all MELCs need to be unpacked or combined because it might complicate things for the
reason that MELCs in each learning areas are all interrelated and anchored on the content and
performance standards making it enough for teachers to combine at least two MELCs which will
allow them to skillfully design instructional resources without departing from the standards prescribed
by the curriculum.

ACTIVITY 2

1.Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2.Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack
these into learning objectives.
3.Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN
THE DIFFERENT LEARNING
DELIVERY MODALITIES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed by the LCP and between the
different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning in light of the COVID-
19 crisis
3. create a weekly home learning plan to guide your learners as they do independent study at
home
4. create an individual learning monitoring plan to keep track of the progress of learners who lag
behind in completing the prescribed learning tasks

MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
 Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

ESTIMATED TIME REQUIRED

18 to 24 hour
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.

 Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical learning
space.

 Distance learning refers to a learning delivery modality where a learner is given materials or access
to resources and he/she undertakes self-directed study at home or in another venue. Learners engage
in independent learning at home or in any physical learning space applicable, by using learning
materials that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form,
or by viewing TV lessons or listening to radio-based instruction while being geographically distant
from the teacher. The teacher supervises and monitors the learner’s progress and provides
remediation and enhancement when needed and possible. Assistance may be provided by a learning
facilitator who may be a parent or any member of the family, or a community stakeholder.

Parents/Guardians or any responsible adults who are in-charge of guiding and supporting the learner
at home shall be encouraged to come to the community learning space to confer with the teachers
about the learner’s progress.

The four types of Distance Learning are:

1. Modular Distance Learning refers to a learning delivery that is in the form of
individualized instruction where learners use self-learning modules (SLMs) in print or
digital format, whichever is applicable in the context of the learner, with the guidance of
any member of the family or other stakeholder in the community trained to serve as
learning facilitators.

2. Online Distance Learning refers to a learning delivery modality where the teacher
facilitates learning and engages learners' active participation using various technologies
connected to the internet while they are geographically remote from each other. The internet
is used to facilitate learner-teacher, learner-content and peer-to-peer interaction. Online
learning may be through a synchronous or asynchronous platform; it requires both teacher
and learners to have good and stable internet connection. This is practiced effectively by
using a Learning Management System (LMS) or related technologies. The use of DepEd
Commons and LR Portal falls in this category as both require internet connectivity to have
access.

4. TV-based instruction/Radio-based instruction refers to the use of television or radio

programs on channels or stations dedicated to providing learning content to learners as a
form of distance education. This may not be considered as a sole learning delivery modality
 as it is usually combined with Face-to-Face Learning or other forms of distance learning
such as Modular Distance Learning or Online Distance Learning.

5. Blended Distance Learning: Any combination of the above DL types. Thus:

 MDL and ODL
 MDL and TVBI/RBI
 ODL and TVBI/RBI
 ODL, TVBI/RBI and MDL

 Blended learning refers to a learning delivery modality using a combination of the features of F2F
learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online
distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and any
combination of the other types of distance learning.

 Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with
access to formal education while staying in an out-of-school environment, with parents, guardians, or
tutors as authorized facilitators instead of classroom teachers. This does not preclude going to a
school on specific periods to develop learning competencies that require the use of laboratory,
equipment, and others. It uses any or a combination of the various learning delivery modalities.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study Notebook then check it against Lesson 1, Activity 1, Answer Key 2.

See LDM Module 3A – page 15

The LDMs that do not have an F2F learning component are the following:

a. Distance learning
b. Home schooling if done via distance learning

Both of the above mentioned LDMs require to have the assistance of the parents or guardians of the
child or any member of the family who has the capacity and ability to do the guidance while the child
is at home.

ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.

DISTANCE LEARNING MATRIX

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

Use self-learning Printed or digital Orients the parents and Facilitator The school orients the
Instruction (ODL) Distance(MDL) Distance
Modular

modules (SLMs) in format SLMs learners about the teachers, parents and
print or digital modular learning Supervise and monitor learners about the
format through Textbooks and policies and directions the child as he/she is modular learning
individualized learning materials to ensure that doing the activities in policies and directions
instruction everyone is properly the modules correctly to ensure that everyone
Learning

May be through a Stable internet Facilitates learning Guide their children The school orients the
Online

synchronous or connection, platforms and engages learners' during their online teachers, parents and
asynchronous for online learning active participation learning and in doing learners about the
platform using such as use of DepEd using various the activities. online learning policies
various Common and technologies and directions to ensure
technologies Learning portal Parents, guardians or that everyone is
May be through a Stable internet Facilitates learning Guide their children The school orients the
TV-Based

synchronous or connection, platforms and engages learners' during their online teachers, parents and
(TVBI)

asynchronous for online learning active participation learning and in doing learners about the
platform using such as use of DepEd using various the activities. online learning policies
various Common and technologies and directions to ensure
technologies Learning portal Parents, guardians or that everyone is
Use of radio Radio Programs on Facilitate learning Ensure children’s Orient the teachers,
Radio-Based
Instruction

programs on Stations; radio; through the allotted access to radio. parents and learners
(RBI)

station dedicated to activity sheets airtime/slot in the Supervise and monitor about the Radio Based
providing learning radio station the progress of Instruction policies and
context to learners. learners. directions to ensure that
everyone is properly
Any combination Self-Learning Prepares the Self- Serve as learning Provide completed set
of the different Modules (SLMs) in Learning Modules Facilitator. of SLMs in print or
Learning
Distance
Blended

distance learning print or digital. (SLMs) printed or digital as well as

types. Various technologies digital. Supervise and monitor textbooks, Learners
connected to the the progress of their Materials (LMs) and
internet Monitors the learners children. supplementary

ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc. Then rank the DL types—MDL,
ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the reasons for your
ranking of each. Replicate the following table and write your answers in your Study Notebook.

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
With printed modules, learners can learn at home with the
guidance of any family members and the teacher can monitor
Modular Distance Learning
1 the learner’s progress and development through various Activity
(MDL)
Sheets answered right after every lesson. There is no need for
the child to come to school in order for him/her to learn.
2 TV-Based Instruction (TVBI) Most of the families living in our school area have a TV in their
houses. It is most convenient for them to have this DL however
there must be a readily made available TV Programs in which
learners may use a basis in learning things. For those learners
 who do not have the TV, they can still have the access through
watching in their neighborhood’s appliance.
Most of the parents of the learners have their own cellular
phones with built in radio which will be used also in learning
however, there must be a readily available Radio Station or
3 Radio-Based Instruction (RBI)
programs which will be used by the learners to learn things. For
those learners who do not have the Radio, they can still have the
access through listening in their neighborhood’s appliance.
These can be possible if all learners may have the gadget, the
4 Online Distance Learning connection and the money to satisfy the requirement of this DL
but in our case, not all have those mentioned considerations.
With the combination of the different modalities, it will be
5 Blended Distance Learning easier to teach and assess the learner’s status but the health and
safety of the learners will suffer. As well with the teacher.

ACTIVITY 4

The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your School/Division
who might require special consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some examples which may be
relevant to your context. Add others as appropriate. Write down your answers in your Study
Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or Ask assistance to some nearby neighborhood who is willing to assist
the child or if still no one volunteers, the teacher may now extend
household member who can
himself/herself to act as the facilitator to the child.
guide and support their learning at
home.
With the use of the different communication platform, the teacher
can communicate with the child to help him/her to learn how to
read. It can be through cellular phones via text or call, video calls or
recorders. Reading may be enhance also by sending hardcopies or
Beginning readers (K to 3) softcopies of pictures, sounds of the alphabet, flashcards and other
reading materials to the parents or guardians of the child with the
teacher’s guidance as well.

Can advise the parents to ask assistance to people within their

barangay to help the child or the teacher himself/herself can assist
the child via different communication platforms available. For these
Struggling readers (Grades 4-12) learners, peer assistance is recommended. Reading materials may
also be used to solve the problem.

Printed modules and Activity Sheets must be provided together with

the assistance of the parents or guardian and the teacher as well for
No access to devices and Internet the child not to be left behind.

Inaccessible (living in remote and/or Seek the maximum assistance and participation of LGU’s
unsafe areas)
Indigenous People Acknowledging the existence of community beyond the classroom
 to which the teacher is responsible.
Participate and initiate activities outside the classroom, many
involving the local IP community.
Keep things in perspective. A learning disability isn’t
Persons with Disabilities insurmountable.
Be an advocate for your child.
Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs

ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is 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. Well-prepared and well-planned lessons are
fundamental in ensuring the delivery of quality teaching and learning in schools. In order for the
design to be effective, teachers need to consider the learners’ characteristics and be responsive to the
needs of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:
● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

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

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

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives.
These learning tasks can be presented (1) before the lesson, (2) during the lesson proper,
and (3) after the lesson. In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain model demonstrate, 1. Wrap up activities
and illustrate the concept ideas,
2. Clarify concepts from previous skills, or processes that students 2. Emphasize key information and
lesson will eventually internalize. concepts discussed.

3. Present warm-up activities to 2. Helps learners understand and 3. Ask learners to recall key
establish interest in new lesson. master new information. activities and concept discussed.

3. Provide learners with feedback. 4. Reinforce what teacher has

4. Check learner’s prior
taught
knowledge about the new lesson
Assess whether lesson has been
4. Check for learners
mastered.
5. Present connection between old understanding
and new lesson and establish 5. Transfer ideas and concepts to
purpose for new lesson new situation.

6. State lesson objectives as guide

for learners.

ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

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

According to DepEd order No. 42, s, 2016: The reflection part of the DLL and DLP should be
filled after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly the
parts that went well and the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things about the lesson that
were successfully implemented and which ones need improvement or could be adjusted in the future.
Teachers can also take note of the number of learners who earned 80% in the evaluation, the number of
learners who require additional activities for remediation and difficulties teachers encountered that
their principal or supervisor can help resolve.
Compare your answer to Lesson 2, Activity 3 Answer Key.

ACTIVITY 4

Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the
following table. Then choose one lesson from a Self-Learning Module (SLM) for students that you
have on hand. Imagine that you will deliver this lesson to your learners through DL. In the second
 column, identify which of these tasks are already present in the SLM. In the third column, identify
which has to be presented via technology-mediated resources, supplementary learning materials, or
other means.

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

Grade Level and Learning Area: Kindergarten/ Literacy

Lesson/Topic: Nakikilala ang Sarili

Learning Objectives:
Makilala and sarili
a. Pangalan at Apelyido
b. Kasarian
c. Gulang/kapanganaka
d. Gusto/di-gusto

Learning Resources/Materials Needed: Kindergarten Curriculum Guide/ Modules and Activity

Sheets

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the 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 Can be facilitated by a household
partner

2. Clarify concepts from previous lesson Can be facilitated by a household

partner or can be done by the teacher
through communication platforms such
as calls or video calls.

3. Present warm-up activities to establish

interest in new lesson
 Can be facilitated by a household
4. Check learner’s prior knowledge about the partner or can be done by the teacher
new lesson through communication platforms such
as calls or video calls.

5. Present connection between old and new

lesson and establish purpose for new lesson 
6. State lesson objectives as guide for
learners 
Lesson Proper
1. Explain, model, demonstrate, and illustrate
the concepts, ideas, skills, or processes that  Can be facilitated by a household
partner or can be done by the teacher
 students will eventually internalize through communication platforms such
as calls or video calls.

2. Help learners understand and master new

information


Can be facilitated by a household
3. Provide learners with feedback partner or can be done by the teacher
through communication platforms such
as calls or video calls.
4. Check for learners’ understanding
Can be facilitated by a household
partner or can be done by the teacher
through communication platforms such
as calls or video calls.

After the Lesson

1. Wrap up activities Can be facilitated by a household
partner or can be done by the teacher
through communication platforms such
as calls or video calls.

2. Emphasize key information and concepts Can be facilitated by a household

discussed partner or can be done by the teacher
through communication platforms such
as calls or video calls.

Can be facilitated by a household

3. Ask learners to recall key activities and partner or can be done by the teacher
concepts discussed through communication platforms such
as calls or video calls.

4. Reinforce what teacher has taught Can be facilitated by a household

partner or can be done by the teacher
through communication platforms such
as calls or video calls.

5. Assess whether lesson has been mastered Can be facilitated by a household

partner or can be done by the teacher
through communication platforms such
as calls or video calls.
6. Transfer ideas and concepts to new
situations Can be facilitated by a household
partner or can be done by the teacher
through communication platforms such
as calls or video calls.

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
For those learning tasks not found in the SLM, I can assist the household parent by
providing videos (from the internet or a recorded ones) which may be a supplemental material
for the child’s learning. Communication with the learners at all times must be done to assess
the status of the learner and to give assistance also to the household parent.
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?
Communication is the key to this new normal setup we are in right now. The teacher
must have the initiative to communicate with the learner and the household parent to come up
with the best method and strategy that the child can learn despite of this current scenario in
the teaching and learning process. The teacher must be always be approachable at all times
that learners and household parents are in need.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Feedbacks can be gained through the different communication platforms such as texts, calls,
video calls and5 other.
ACTIVITY

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines
on Classroom Assessment to learn about assessment. In the policy, you will find out about the two
types of assessment: formative and summative. Take note of the similarities and differences
between the two. Write your answers in a Venn diagram in your Study Notebook.

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

Assessment for learning: to make adjustments in the lesson may be integrated in all parts of
the lesson: before the lesson, the lesson proper, and after the lesson results must be recorded to study
the patterns of learning demonstrated by the students but should NOT be used as the basis for grading.
Formative Assessment
Summative Assessment
Assessment of learning to measure of the student met the Performance and content
standards done after the lesson/end of a quarter results enable teachers to describe how well the
students learned the standards/competencies for a given quarter, which are then reflected in the class
record learners may be assessed individually or collaboratively should promote self-reflection and
personal accountability among students about their own learning may be a written work or a
performance task
 ACTIVITY 6

Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you would
like to try. For each one, write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
I will send a three-item quiz via text message before the lesson. Based
Example: Short on the responses, I will take note of the common misconceptions and
quiz clarify them to the learners during our online session or via text
message.

Printed Exercises I will let the child to have a lot of printed exercises for every
(Paper and Pencil competency. It can be additional to the activity sheets provided in the
Test) modules.

There are competencies that need to be assessed through this type of

Role Playing assessment. By doing so, the house parent should record the child’s
performance.

A game will be administered by the household partner to the child and

Games the HHP will monitor the child and will tell his/her observation to the
teacher.

Observation

(ECCD And The child will demonstrate the task and the household partner may
Progress Card record it.
competencies)

Outputs in Every Activity Sheets and Printed Exercises will be placed in a

Activity Sheets portfolio so that it can be checked by the teacher upon retrieval of the
( Portfolio) modules and activity sheets.

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

The common assessment method among the group members are the Portfolio and Formative
Assessment. Most of our learner’s preferred to have the Modular Distance Learning so there are
Printed Activity Sheets provided for every lesson.

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

As a kindergarten teacher, one of the challenges is to assess all of my students knowing that
they are in their respective homes. Not all parents have the cellular phones for us to communicate
and for them to use for some purpose Furthermore, limited knowledge of the household partner to
 execute the assessment method. Another is. the age of the child, for they are only Kinder pupils so
must have the full
guidance of the teacher and the parent since they are still dependent to their
parents and lots of distractions at home that could affect the assessment. this may cause bias
on their performances. child’s interest in doing the assessment method can also be one of the
challenges.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Exchanging ideas and opinions between my colleagues are important in making our
assessment possible. Aside from that, we can also request the cooperation of our stake holders
including parents to be honest about the learnings of their children for the reliability of the
assessment.
ACTIVITY 7

learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it. After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.

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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

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

ACTIVITY 2

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162

which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are.
After that, view the three Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP:

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

WEEKLY HOME LEARNING PLAN

Modular Distance Learning
Teacher: Lorena L. Cantong Quarter: First Quarter
Grade & Section: Kinder-Rosal Week: 1

Mensahe: Ako ay may pangalan.

Day & Learning Area Learning Competency Learning Task Mode of
Time Delivery
8:00 – 8:10 Pagbati, kamustahan at paghahanda sa isang kahanga-hangang araw.
8:00 – 8:25 Magkaroon ng isang maikling ehersisyo / pagmumuni-muni / bonding sa pamilya.
MONDAY
8:25 - 11:00 Language, Nakikilala ang sarili MODULE: TV Based
Literacy and (SEKPSE-00-1) Aralin 1: Ipinagmamalaki ko Video
 ang Aking Buong Pangalan
(Modyul 1.1 p. 4-7)
Communication 1.Pangalan at apelyido
(LLC) (SEKPSE-1a-1.1) Activity Sheet:
Mga gawain sa Modyul 1 –
p.1-5

Sort and classify Lesson

objects according to
one attribute/property Modular/
Mathematics (M) Learning
(shape, color, size, Worksheet: Color Match
function/use) (MKSC- Activity
00-6) Sheet
(LAS)

Title:Ako ay Ako ni Teacher

Language, Pher
Literacy and Listen attentively to
Source:
Communication stories/poems/songs
https://www.youtube.com/w
(LLC) (LLKLC-00-1)
atch?v=wTKYtYG4EFY

TUESDAY
MODULE:
Aralin 2: Ako ay Babae. Ako
Language,
ay Lalaki (Modyul 1.1 p. 8-13
Literacy and Kasarian
Communication (SEKPSE1b-1.2)
Activity Sheet:
(LLC) TV Based
Mga gawain sa Modyul 1 –
Video
p.6-8
Lesson
8:25 - 11:00 Match pictures in one-
Modular/
Mathematics (M) to-one correspondence
Worksheet: Picture Match Learning
(MKAT-00-1)
Activity
Sheet
Language, Title: Si Liam Natutong
(LAS)
Literacy and Listen attentively to Magbilang kwento ni
Communication stories/poems/songs Erickson Maneclang
(LLC) (LLKLC-00-1) Source: (LRMDS-Bataan)

WEDNESDAY
MODULE:
Gulang/
Language, Lesson 3: Ang Aking Gulang
Kapanganakan
Literacy and at Kapanganakan (Modyul
(SEKPSE1c-1.3)
Communication 1.1 p. 14-18) TV Based
(LLC) Activity Sheet: Video
Mga gawain sa Modyul 1 – Lesson
p.9 - 12
8:25 - 11:00
Modular/
Learning
Identify two to three Activity
dimensional shapes: Sheet
Mathematics (M) Worksheet: Shape Match (LAS)
square, circle, triangle,
rectangle (MKSC-00-2)
 Language,
Literacy and Listen attentively to Title: Si Limang Taon na Ako
Communication stories/poems/songs ni Melinda Gonio
(LLC) (LLKLC-00-1) Source: (LRMDS-Bataan)

THURSDAY

MODULE:
Language, Aralin 4: Ang Aking Gusto at
Literacy and Gusto/di gusto Di-Gusto
Communication (SEKPSE-11c-1.4) (Modyul 1.2 p. 2-5)
(LLC) Activity Sheet:
Mga gawain sa Modyul 1 –
p.13-15
TV Based
Video
Recognize simple Lesson
shapes in the
8:25 - 11:00 Worksheet: Draw the shape
Mathematics (M) environment (MKSC- Modular/
of the given objects.
00-1) Learning
Activity
Sheet
(LAS)

Language,
Title: Bili Mo Ko Niyon Bili
Literacy and Listen attentively to
Mo Ko Niyan
Communication stories/poems/songs
Kwento ni: Roda S. Soriano
(LLC) (LLKLC-00-1)
Source: (LRMDS-Bataan)

FRIDAY
Use the proper
expression in MODULE:
Language,
introducing oneself Aralin 5: Pagpapakilala
Literacy and
e.g., I am/My name ng Sarili
Communication
is________ (Modyul 1.2 p. 6-9)
(LLC)
(LLKPD-Ia-13) Activity Sheet: TV Based Video
Mga gawain sa – p. 16-18 Lesson
8:25- 11:00
Modular/
Sort and classify Learning
objects according to Activity Sheet
one attribute/property (LAS)
Mathematics (M)
(shape, color, size, Worksheet: Shape Match
function/use) (MKSC-
00-6)
 Title: Si Ulay Ang
Language,
Batang Ayaw Kumain ng
Literacy and Listen attentively to
Gulay Kwento ni:
Communication stories/poems/songs
Jocelyn D. Cernias
(LLC) (LLKLC-00-1)
Source: (LRMDS-
Bataan)

Isasauli ng mga magulang o tagapag-alaga ang mga modules at activity sheets sa paaralan at
kukuhang muli ng panibagong modules at activity sheets para sa susunod na isang linggong
1:00 – 4:00
aralin.

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, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners are learning A tool for monitoring learners who lag
Purpose facilitators or household partners in behind based on the results on their
tracking the subject areas to be tackled and formative and summative.
activities to perform at home.
Learners and learning facilitator or Teachers and Learning Facilitator or
For Whom?
household partner. household partner.
Learning area, learning competencies, Learners needs intervention, strategies,
Components
learning tasks, mode of delivery. monitoring date, learner’s status.
Has to be
communicated to YES YES
parents?
LEARNER’S NAME: Earl John Ford Bello
GRADE LEVEL: Kindergarten
LEARNER’S STATUS
LEARN

LEARN

MONIT
PROVIDE

INTERVE

ORING
NEEDS

STRATE
AREA

DATE
NTION
ER’S
ING

GIES
D

INSIGNIFICAN SIGNIFICANT MASTER

T PROGRESS PROGRESS Y

The teacher October 9, 

INTERVENTIO Mathemat

The learner may provide 2020

ics

needs further more examples

explanation and videos of
and more numbers.
Learner is not making significant progress in a timely manner. Intervention
N STATUS

strategies need to be revised. ☐

Learner is making significant progress. Continue with the learning plan ☐

Learner has reached mastery of the competencies in learning plan. ☐

 Prepared by:
Lorena L. Cantong

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and
LR Portal of the
Department of Education
 3. explain the importance of using quality assured LRs

MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

ESTIMATED TIME REQUIRED

4 hours

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?
Since the location of the school and its nearby barangay are limited in signal of mobile
networks and very few of its people have limited internet access, the school decided to implement the
modular distance learning. We need to have printed Self Learning Modules (SLM) to be distributed to
every learners of the school.

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?
Quarter 1 Distance Learning Modules are available thus its printed materials are limited.
Teachers are now printing modules to have 1 module: 1 learner ratio. Furthermore, we can still make
self-learning modules aligned with the standards to suffice the needs of it

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
To maximize the use of the two DepEd-sanctioned LR Portals, teachers need a strong internet
connection, a gadget, materials and people that will help him/ her to do the process of downloading
and finding out the best resources to use for his/her learners as well with the reproduction of such. The
above-mentioned support can be possible if LGUs can assist teachers in doing so as well with other
sectors in the community

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?
Yes, those materials in the portals are appropriate to the level and characteristics of learners
based on my evaluation. Learners who might be disadvantaged by the LR Portal’s materials due to
his/her reading ability, level of learning independence, level of household support and distance may
be resolved by the teacher. As a teacher, we are the ones that will make plans and adjustments or
 solutions to this kind of situation. There are still other resources to be used or can be made by the
teacher himself to adjust to the learner’s ability and capacity.

ACTIVITY 2

In your LAC Session, share and discuss your answers from the previous activity. What support can you
provide to your colleagues and what support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your Study Notebook.

After the discussion an exchanging of ideas, we come up certain arrangement to help each
everyone. since learner’s materials are available online and some of us have limited access, those who can
download will provide it for those who can’t. We can also help each other in printing and distribution of
modules to make our work easier.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DEPED
PORTALS
ACTIVITY 1

Explore the Portals.In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?
Given the Modular Distance Learning adopted by our School, the two DepEd Portals are
made to provide the different resources that teachers may use to teach children and for learners to use
in their learning. The teacher has the responsibility to ensure that the LRs is in connection with that of
the Modules and Activity Sheets.

2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
On my part, the challenges I have in accessing the LRs in the portals are the slow internet
connectivity and the materials I will use in the reproduction of such. In reproducing the resources
taken in the portals, ink and bond papers are needed.
On the part of the learners, the challenges are their learning ability, the level of their
independence in learning, the person whom will help them out in doing those task given in the
resources.
With the collaboration and support from the community and colleagues and the school, I know
that these challenges will be surpassed.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?
To maximize the use of the two DepEd-sanctioned LR Portals, teachers need a strong internet
connection, a gadget, materials and people that will help him/ her to do the process of downloading and
finding out the best resources to use for his/her learners as well with the reproduction of such. The
above-mentioned support can be possible if LGUs can assist teachers in doing so as well with other
sectors in the community.

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.
- Sharing of information in relation to the appropriate and usable LRs for a specific Grade
level and specific competencies.
 - LRs from other portals other than DepEd Portals should be first validated before using it.
- Technical assistance from colleagues on the use of LR Portals.

LESSON 3: ASSESSING THE LR MATERIALS

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:

https://commons.deped.gov.ph/08c369fc-4bb3-4834-
a7cb-5d3827dda979

Cannot be
Is the LR Material… YES NO determined

1. Connected and relevant to the MELCs? 

2. Appropriate to the grade level and learners characteristics in terms of

language, activities?
3. Easy to reproduce and/r disseminate? 
4. from a credible source/author? 
5. Culture-and gender-fair? 
6. Free from red flags on possible copyright and plagiarism issues? 
7. The layout and format easy to read and pleasing to the eyes? 

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

Yes, the material meets all the requirements. The material satisfied the following:
a. connected and relevant to the MELCs
b. appropriate to the grade level and learner characteristics in terms of language, activities
c. easy to reproduce and/or disseminate
d. from a credible source/author
e. culture- and gender-fair
f. free from red flags on possible copyright and plagiarism issues
g. the layout and format easy to read and pleasing to the eyes

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 so far. The material satisfied the requirements, so I am deciding to use it to enrich my
leaner’s understanding on the lessons.

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
There are no additional considerations in the material that are needing assessment.
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
With the specified requirements mentioned, I have now the know how in assessing materials
taken in different portals and sources. It is very useful that we’ve learned such for us to decide on the
best resource material to use in our teaching.
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:

https://education.com/download/worksheet/32965/prac
tice.tracing-a-prek.pdf

Cannot be
Is the LR Material… YES NO determined

1. Connected and relevant to the MELCs? 

2. Appropriate to the grade level and learners characteristics in terms of

language, activities?
3. Easy to reproduce and/r disseminate? 
4. from a credible source/author? 
5. Culture-and gender-fair? 
6. Free from red flags on possible copyright and plagiarism issues? 
7. The layout and format easy to read and pleasing to the eyes? 

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
Based on the Assessment Tool, the material from a non-DepEd Portal is somehow not
relevant to the needed competencies to be attained, not sure if it is from a credible source/author and
not sure as well if it is free from red flags on possible copyright and plagiarism issues.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need?
Based on the results of the Assessment Tool, the materials form both DepEd and Non-DepEd
Portals still needs further evaluation from professionals to ensure that it will be useful and appropriate
to the learners.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
With the specified requirements mentioned, I have now the know how in assessing materials
taken in different portals and sources. It is very useful that we’ve learned such for us to decide on the
best resource material to use in our teaching.

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:

Cannot be
Is the LR Material… YES NO determined
1. Connected and relevant to the MELCs? 
2. Appropriate to the grade level and learners characteristics in terms of

language, activities?
3. Easy to reproduce and/r disseminate? 
4. from a credible source/author? 
5. Culture-and gender-fair? 
6. Free from red flags on possible copyright and plagiarism issues? 
7. The layout and format easy to read and pleasing to the eyes? 

1. How does your material compare with the ones that are obtained from the online portals?
The material I have developed and the materials I have obtained from the online portals of
DepEd have met the requirements. Now that I already know the things to consider in making and
choosing the appropriate materials, It would be of great help to me as a teacher.

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

In developing material, I must have the knowledge and skills in creating visuals to make my
material more interesting and pleasing to the eyes of my learners. Intelligence and creativity are
determining factors.
ACTIVITY 4

1. Share and discuss your answers to the questions in Activities 1, 2, and 3 in

your next LAC Session. Jot down insights and information that can be useful to you
in choosing the appropriate LR’s.
- Learning resources from DepEd Learning Portals are more reliable than those of the non-DepEd
Portals. The contents of LRs from DepEd Learning Portals are aligned to the Content and Performance
Standards of the DepEd Curriculum
- In choosing the appropriate LRs, we must consider the ability and level of understanding of out
learners. In ensuring the LRs quality, we must consider the different requirements set in the Rapid Assessment
Tool.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs
that are available to
you, either provided by DepEd or by non-DepEd learning service
providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and
Participation in the LAC
LAC Session 4

ESTIMATED TIME REQUIRED

2 hours

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT
ACTIVITY 1

See LDM Module 4 – page 37

STRONGL
STRONGL DISAGRE Y
ITEMS Y AGREE
AGREE
E DISAGRE
E
I can use the modality with ease 
I can confidently use the platforms in modalities 
I can use pedagogies associated with the modalities and
platform

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.

Content Knowledge and Pedagogy

- Positive use of Information and Communication Technology in the delivery of
learning.
- Content knowledge and its application within and across the curriculum areas
in the implementation of MELCs in the new normal.

Learning Environment
- Learners safety and security
- Fair learning environment

Diversity of Learners
- Learner’s gender, needs, strengths, interests, and experiences
- Learner’s in difficult circumstances

Curriculum and Planning

- Planning and management of teaching and learning process
- Teaching and learning resources including ICT

Assessment and Planning

- Monitoring and evaluation of learner progress and achievement
- Feedback to improve learning
- Communication of learners needs, progress and achievement to key
stakeholders

Community Linkages and Professional Engagement

-Establishment of learning environments that are responsive to community
contexts
-Engagement of parents and wider school community in the educative process

Personal Growth and Professional Development

-Philosophy of Teaching
-Professional Reflection and learning to improve practice

 Domain 3 Diversity of learners

Learners are not unique. Learners are different in terms of their gender, needs, strengths,
interests, experience and difficult circumstances. As a teacher, we have to be flexible in
 dealing with our learners. We ought to know their learning difficulties and their learning
environment.
 Domain 2LEARNING ENVIRONMENT
In The New Normal situation, home is the alternative learning environment of our
pupils. Let us take into considerations what kind of learning environment they have. Do their
parents provide a space for their home schooling?
 Domain 5: ASSESSMENT AND REPORTING
It is difficult for us to monitor the progress of our learners because we only base on the
result of their written assessment. This is more about the integrity on the part of the parents
and learners.

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 improving

What will push you to achieve this
your teaching practices in the What will help you attain this goal?
goal?
modalities?
The following are my goals toward The mentioned goals could be
improving my teaching practices in In achieving these goals, I have attained through the help and support
the modalities: to think that I have to satisfy the of the following:
a. Make sure that each pupil has needs of my client, the parents and a. School
the complete set of SLM and their children of course. I am a b. Colleagues
Activity Sheets teacher, so I have to make everything c. Community
b. ensure effective learning of possible just for the sake of my pupil d. Parents
despite of the difficult situation we
my pupils with this type of e. Learners
are in right now due to this
learning modality. pandemic.
c. Be able to impart advance With the help of webinars and LAC
skills to my pupils for them to Sessions and other related seminars
and Study Courses, I can adopt little
be readily skillful in Grade
by little and with ease in this new
One normal modality of teaching.
d. Provide time to check on my
learner’s and parent’s status
at home while doing the
modules
e. Improve and develop my
teaching techniques

LESSON 2: PLANNING FOR THE CONTINUING PROFFESSIONAL

DEVELOPMENT AND PARTICIPATION IN 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

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

Content knowledge
Positive use of
and its application Facilitate the positive
information and Apply knowledge of MELCs, Modules on
within and across the use of technology in
communication on content within and Year- LDM2 Course for
curriculum areas in teaching and learning
Technology in the across curriculum round Teachers, Curriculum
the implementation process in the distance
delivery of the teaching areas Guide, TG and LM
of MELCs in the new learning modality
learning
normal

Establish safe and

secure learning
Maintain learning
environments to Parent-Teacher
environment that
Learner safety and Fair learning enhance learning Year- agreement form, Self-
promotes fairness,
security environment through the consistent round learning Modules and
respect, care to
implementation of Worksheets
encourage learning
policies, guidelines and
procedures

Use differentiated,
Plan, create and
developmentally
Learner’s gender deliver teaching
appropriate learning
needs, strengths, Learners in Difficult strategies that are Year- Student’s data Sheet
experiences to address
interests and circumstances responsive to the round and records
learner’s gender needs,
experiences special needs of
strengths, interests and
learners
experiences

Plan, manage and

implement Select, develop,
Planning and developmentally organize and use
Teaching and Learner’s data Sheet,
management of sequenced teaching and appropriate teaching Year-
learning resources Trainings and
teaching and learning process to meet and learning resources round
including ICT Webinars
learning process curriculum requirements including ICT to
and varied teaching address learning goals
contexts

Communicate promptly
Communication of Monitor and evaluate Learner’s Monitoring
Monitoring and and clearly the learner’s
learner’s needs, learner’s progress and Plan, Portfolio,
evaluation of needs, progress and Year-
progress and achievement using Progress Report,
learner’s progress achievement to key round
achievement to key learner attainment Individual Learning
and achievement stakeholders including
stakeholders data. Development Plan
parents/guardians

Establishment of Engagement of Maintain learning Guide colleagues to Year- Parent-Teachers

learning parents and the wider environments that are strengthen round Agreement Form,
environments that school community in responsive to relationships with Self-learning
are responsive to the educative process community contexts parents/guardians and Modules and
community contexts the wider school Worksheets
community to
maximize their
 involvement in the
educative process

Professional Develop a personal Apply a personal

PPST Modules,
reflection and Philosophy of professional philosophy of Year-
LDM2 Course
learning to improve Teaching improvement plan based teaching that is round
Modules
practice on own reflection learner-centered.

ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make
adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PROFESSIONAL DEVELOPMENT DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES

Apply knowledge of content within and across Most Essential Learning Competencies in
curriculum teaching areas Kindergarten Curriculum

Establish safe and secure learning environments to Safe and secured places at home and in the
enhance learning through the consistent community conducive for learner’s learning
implementation of policies, guidelines and
procedures

Use differentiated, developmentally appropriate Learning activities suitable for different

learning experiences to address learner’s gender types of learners in this new normal setup
needs, strengths, interests and experiences

Plan, manage and implement developmentally The process on how to teach in the New
sequenced teaching and learning process to meet Normal situation
curriculum requirements and varied teaching contexts

Communicate promptly and clearly the learner’s Ways and means to communicate with
needs, progress and achievement to key stakeholders Parents regarding learner’s needs and
including parents/guardians progress

Maintain learning environments that are responsive to Role of Parents as Co-facilitator at Home
community contexts

Develop a personal professional improvement plan Upcoming Webinars and LAC Sessions to
based on own reflection attend to

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES

MODULE OBJECTIVE

By the end of this module, you will be able to:

 1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these
evidences to your
professional practice based on the professional standards

MODULE CONTENT

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

ESTIMATED TIME REQUIRED

4 hours
 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.

Expected Outputs and Assessment for LDM2 Teachers, Modules 1-4

(before practicum)

Completed / Not
Module Expected Outputs (to be submitted to LAC Leaders)
Completed

Module 1
No outputs for submission COMPLETED
Course Orientation

Module 2 Individual/LAC Group Presentation on Unpacking of a

COMPLETED
MELCs Sample MELC

1. List of targeted learner interventions

2. Learning tasks for DL
3. Assessment methods in DL
4. Weekly Home Learning Plan for 1 subject
Module 3A 5. Individual Learning Monitoring Plan for a student
Lesson Design and COMPLETED
Assessment who lags in completing the learning tasks
6. LAC 3 Teacher Engagement Report (Optional if
LAC session was conducted)
7. LAC 3 Session Report (Optional if LAC session
was conducted)

Module 3B Two (2) accomplished LR Rapid Assessment Tools with

COMPLETED
Learning Resources reflections

Module 4
Finalized LDM Individual Development Plan (produced
PD and LAC COMPLETED
after discussion during LAC)
Planning

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?
My Portfolio will help me in tracking my progress in relation to my teaching practice in
Modular distance learning modality by serving as my reference guide in dealing with the important
matters to take into consideration upon the execution and deliberation of this new learning modality
in teaching the learners for this School Year. Topics discussed and learned from the LDM2 Course
are reflected in my Portfolio, so I can easily glance for those and will refreshed my memory on how
to do such specific concept or output.

2. What evidence from the previous modules will help capture the progress of your teaching practice?
The previous modules help me to develop my skills and knowledge on the following matters in
relation to my teaching practice:
a. Construction of a Weekly Home Learning Plan;
b. Unpacking the MELCs to provide lower level of competencies to my learners before
targeting the essential skills;
c. Dealing with different learner groups and interventions I can do to deal with them
d. Different Assessment Methods that I can use to measure my learner’s understanding
e. Use Individual Monitoring Plan Form and for whom it is intended to
f. Sites to go to in obtaining different LRs and how to assess such LRs
g. Reflection on my strengths and weaknesses that leads me to the creation of my Individual
Development Plan. 

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

Reflecting is one way of assessing on your strong points and weak points as a teacher.
It is a vital tool in the teaching and learning process. It is through reflection that we learn to
scrutinize our own performance, come to terms with went wrong as well with what went well.
It is also a strategy to enhance success in future tasks. 

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to
capture the progress of your teaching practice? What other evidence can you think of that is
relevant to the LDM adopted by your School? Write down your answers and other insights in your
Study Notebook.

Yes, the list is enough to capture the progress of teaching practice since it is a list with evidence and
on current basis.

List of Suggested Evidences in the Learning Delivery Modality

Other Types of Evidences relevant to your modalities (as discussed in our LAC):

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Modular October to End of School Narrative Report with

Distance Learning Modality Year Pictorials while doing the
Delivery Process in the preparation,
distribution, retrieval of
SLM and Checking of
Activity Sheets and Portfolio
 of Learners

Researching and October to End of School WHLP/ Lesson Plans (at

Incorporating Teaching Year least 2 per month)
Strategies in the Modalities

Participation in recognized October to End of School Certification of Participation

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

Organizing the Professional End of School Year Professional Portfolio

Portfolio

Submission of Portfolio to End of School Year Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a month Narrative Report with
Coach/es starting October 2020 Pictorials during the LAC or
consultation session

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 Modular October to End of School Narrative Report with

Distance Learning Modality Year Pictorials while doing the
Delivery Process in the preparation,
distribution, retrieval of SLM
and Checking of Activity
Sheets and Portfolio of
Learners

Researching and October to End of School WHLP/ Lesson Plans (at

Incorporating Teaching Year least 2 per month)
 Strategies in the Modalities

Participation in recognized October to End of School Certification of Participation

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

Organizing the Professional End of School Year Professional Portfolio

Portfolio

Submission of Portfolio to End of School Year Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a month Narrative Report with
Coach/es starting October 2020 Pictorials during the LAC or
consultation session

Collaboration with parents October to End of School Screenshots of Text messages

and Guardians Year and other communication
messages of teachers to
parents and vice versa

Feed backing to learners/ October to End of School ILMP/ Portfolio Outputs of

Checking of Learner’s Year learners, Report Card of
Status /Monitoring Learner

Interventions October to End of School List of targeted Learner

Year Intervention

Learning Tasks October to End of School List of Learning Task for

Year Modular LDM/ WHLP

Recording of Scores October to End of School Class Record

Year

Learners Development October to End of School ECCD Checklist, Progress

Observation Year Report Card
 
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.

These are the steps I will take to ensure that I am able to hit the criteria in the Rubric:

a. DEMONSTRATION OF PROGRESS OF THE LDM IMPLEMENTATION (30%)

 Make sure that the outputs clearly and adequately captured the progress of the
implementation of the LDM, showing innovations that contribute to its smooth
implementation. Ensuring that every topics and lessons were understood and executed and
would be beneficial in the implementation of LDM.

b. QUALITY OF REFLECTION (25%)

Think of reflections which describes the experience in the LDM implementation, shows in-
depth analysis and synthesis, and excellently relates it to the professional standards and to
professional and personal development goals. It is very essential that collaboration among
other members of the team is observed during LAC sessions for me to come up with quality
answers or reflections.

c.DEMONSTRATION OF PROFESSIONAL STANDARDS (20%)

Make sure that the outputs clearly demonstrate 5 or more indicators of relevant strands in
professional standards. Everything that has been learned and done in this Course must be in
alignment and targeted multiple stands with Professional Standards to ensure the delivery
of quality education.

d. LANGUAGE AND OVERALL PRESENTATION OF THE OUTPUT (15%)

Ensure that ideas are expressed in clear, coherent, and appropriately- worded language with
no errors in structure and/or writing conventions. Let the Master Teacher, a Head Teacher
or any colleague to check on my answers.

e.ORGANIZATION OF PORTFOLIO (5%)

Make sure that my portfolio is logically organized, is insightful, and offers new perspective
and insights. Ensure that the portfolio is neatly organize in the preferred material for
compilation.

f. TIMELINESS (5%)
Polish everything about the Portfolio and submit it ahead of the deadline to my LAC
Leader.
 
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.

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO

For Teachers
 VERY SATISFACT
EXCELLENT MARGINA UNSATISFACTOR
CRITERIA (5)
SATISFACTO ORY (3)
L (2) Y (1)
RY (4)

DEMONST The outputs The outputs The outputs The outputs The outputs do not
RATION clearly and adequately reflect to a reflect to a show the progress
OF adequately captured the big extent the limited of the LDM
PROGRESS captured the progress of the progress of extent the implementation
OF THE progress of implementatio the LDM progress of
LDM the n of the LDM implementati the LDM
IMPLEMEN implementati on implementa
TATION on of the tion
(30%) LDM,
showing
innovations
that
contribute to
its smooth
implementati
on

QUALITY Reflection Reflection Reflection Reflection Reflection

OF describes the describes the describes the describes describes
REFLECTI experience in experience in experience the experience in the
ON (25%) the LDM the LDM and relates experience implementation of
implementati implementatio them to the in the the LDM with no
on, shows in- n, shows some professional implementa attempt to relate it
depth analysis, and standards and tion of the to the professional
analysis and relates it to the personal LDM with standards and
synthesis, and professional development limited personal
excellently standards and goals attempt to development goals
relates it to to professional relate it to
the and personal the
professional development professiona
standards and goals l standards
to and
professional personal
and personal developme
development nt goals
goals

DEMONST The outputs The outputs The outputs The outputs The outputs do not
RATION clearly clearly clearly clearly demonstrate any
OF demonstrate 5 demonstrate 4 demonstrate 3 demonstrat indicator in the
PROFESSI or more indicators of indicators of e the 2 professional
ONAL indicators of relevant relevant indicators standards
STANDAR relevant strands in strands in of relevant
DS (20%) strands in professional professional strands in
professional standards standards professiona
standards l standards
 VERY SATISFACT
EXCELLENT MARGINA UNSATISFACTOR
CRITERIA (5)
SATISFACTO ORY (3)
L (2) Y (1)
RY (4)

LANGUAG The ideas are The ideas are The ideas are The ideas The ideas are
E AND expressed in expressed in expressed are jumbled and
OVERALL clear, clear language well but with expressed difficult to
PRESENTA coherent, and with very incoherence using very understand; errors
TION OF appropriately- minimal errors in some areas basic words in structure and
THE worded in structure and few and writing conventions
OUTPUT language with and/or writing errors in structure are found almost
(15%) no errors in conventions structure with everywhere in the
structure and/or incoherenc output
and/or writing e in many
writing conventions areas and
conventions several
errors in
structure
and/or
writing
convention
s

ORGANIZA The portfolio The portfolio The portfolio The The portfolio does
TION OF is logically is logically is generally portfolio not follow a logical
PORTFOLI organized, is organized well- has 3-4 order
O (5%) insightful, organized items not
and offers with 1-2 well placed
new items not well in the
perspective placed in the overall
and insights overall organizatio
organization n

TIMELINE The output/s The output/s The output/s The The output/s is/are
SS (5%) is/are is/are is/are output/s submitted more
submitted submitted 1-2 submitted on is/are than 3 days after
more than 3 days before the day of the submitted the deadline
days ahead of the deadline deadline 1-3 days
the deadline after the
deadline