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
ACTIVITY1.
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

The main delivery of this Learning Delivery Modalities Course for Teachers primarily focused on
providing a comprehensive knowledge about the different learning modalities in teaching that we can use in
this ‘new normal” times. This will equip teachers and school leaders for quality teaching and achieve the
expected student learning outcomes to our learners. This is a task-oriented course that combines guided
study using self-learning modules and co-learning and collaboration through Learning Action Cell (LAC).
 2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?

Teachers are deeply, passionately motivated to show up for their students and create a positive
learning experience for them, however many also feel deep concern for their safety. Hence, by understanding
the alternative learning delivery modalities in this course, without sacrificing the risks, teachers will
be more prepared, can upgrade their skills and develop a proper mindset in teaching our learners despite of
this pandemic. This course will me ensure the delivery of quality instruction in the “new normal” through
informed decision in choosing appropriate Learning Delivery Modality and improved pedagogical content
knowledge and assessment.

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

Different modules from this course will greatly support my learning but aside from this, I can also
learn a lot through attending different DepEd webinars and other affiliated organizations that provide
tutorials or demonstration on how the different learning modalities be done. And, collaboration with other
teachers and asking assistance from LAC coaches or LAC leaders if necessary.

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?

I am very eager to learn new things and this will affect me positively in participating in this
course. My willingness to learn about this course will be able to help me apply and adapt to the new
 normal of education and help me also achieve a quality education for our learners.

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

By having a positive outlook and willingness to learn and I just need to accept the challenges and
be willing to learn from my superiors and colleagues.
 HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me (Where will I
repeatedly do that may from participating to participate in this accomplish the
affect my participation fully in this course?) course?) requirements of this
in the course in course? Describe this
a positive or negative environment.)
way?)

 I can focus  Slow internet  My learners are  The

whenever I’m connection my primary requirements of
interested sometimes. motivation to this course
with the participate in will be done at
topic.  Lack of focus his course. I school during
especially want to give the the skeletal
 I can easily when there’s a best that I can work force and
get distracted lot of reports to deliver at home with
from other or documents quality education the help of my
interesting for and to reach them co-teachers and
topics not submission. out using coaches through
related to alternative modes our LAC
teaching. of teaching. sessions. They
are also
passionate to
learn from this
course and
willing to
share their
knowledge and
expertise to
improve our
instruction in
the different
LDM.
 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

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

1. Lack of knowledge in using online platforms and other technologies.

Although there are some teachers who are familiar in using the
different platforms, still there are teachers who are left behind since
they are not much interested and inclined in using these technologies.

2. Poor internet connection in some areas.

There are specific areas in our locality that doesn’t have an
internet connection. Teachers living within that areas find it hard
to connect online or communicate with other teachers.

3. Proper scheduling.
Since we are working from home sometimes, there are many webinars or
online courses offered every day. Some teachers may attend to if they
find the topics interesting. This may cause scheduling LAC sessions a
challenge since we need to find the most convenient time for everyone.
Moreover, report for submission are always on our way to meet the
deadlines.
ACTIVITY 2.
See LDM Module 1 – page 5

MODULE DATE TIME/NO VENUE RESOURCE SECRETARY DOCUMENTE

. HOURS SPEAKER/S R
ALLOTED (INTERNAL
)
Module 1 September 4 hours Science Rose May Ma. Geraldine
Course 14, 2020 Faculty P. Ombid Janice I. P.
Orientation Room Dayaday Ortigas
Module 2 Most September 3 hours Science Jennilyn Heena May Rose
Essential 15, 2020 Faculty A. Porcal Grace L. Poblador
Learning Room President
Competencies e
Module 3A September 18-24 Science Christine May Rose Rose May
Designing 16-18, hours Faculty Jed Galas Poblador P. Ombid
Instruction 2020 Room and
in the Mary Ann
Different Convocar
Learning
Delivery
Modality
Module 3B September 4 hours Science Geraldine Jennilyn Rosy H.
Learning 21, 2020 Faculty P. A. Porcal Conadera
Resources Room Ortigas
Module 4 September 2 hours Science Ma. Rose May Susana H.
Planning for 23, 2020 Faculty Janice I. P. Ombid Gallera
Continuing Room Dayaday
Professional and Rosy
Development H.
and LAC Conadera
Planning
Module 5 September 4 hours Science Susana H. Rosy Christien
Building the 25, 2020 Faculty Gallera Conadera Jed Galas
Teaching Room
Portfolio
Related to
the
Implementatio
n of the
Modalities
 ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: VI – Western Visayas

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

Name of LAC Facilitator: Johna P. Mana-ay
Designation/Position: Master Teacher I

LAC Members:

Preferred
Contact contact mode
NA Male/ DESIGNATION/ DIVISION/S details (email,
ME Female POSITION (email, phone,
mobile Skype, Zoom,
number) Google Meet,
Viber, FB)
Rosy H. Female Teacher II ILOILO rosy.conadera Phone, FB
Conadera @deped.gov.ph
09129474983
Mary Ann T. Female Teacher II ILOILO maryann.tagha Phone, FB
Convocar [email protected]
h/
09951677840
Ma. Janice I. Female Teacher I ILOILO janoez35@gmai Phone, FB
Dayaday l.com
/09128774727
Christine Jed Female Teacher II ILOILO christinejed. Phone, FB
Galas [email protected]
ov.ph/
09123241469
Susana Gallera Female Teacher III ILOILO susanahgaller Phone, FB
[email protected]/
09060761372
Rose May P. Female Teacher I ILOILO rosemay.ombid Phone, FB
Ombid @deped.gov.ph
/09493767870
Geraldine P. Female Teacher II ILOILO geraldine.ort Phone, FB
Ortigas [email protected]
v.ph /
09077998813
May Rose Female Teacher I ILOILO mmzoldyk@gmai Phone, FB
Poblador l.com/
09475730344
Jennilyn A. Female Teacher I ILOILO 09098236545 Phone, FB
Porcal

Heena Grace L. Female Teacher I ILOILO presidentehee Phone, FB

Presidente nagrace@gmail
.com/
09156666522
Composition Name of Teachers Roles Functions
LAC LEADER OLIVA P. ALFARAS 1. Oversees the implementation of the LAC(s);
PhD 2. Leads in the development of a LAC Plan and
integrates such in the SIP or AIP;
3. Organizes LAC groupings at the beginning
of each school year and
ensures that each LAC has an assigned
facilitator, preferably a Master Teacher or
senior teacher or senior member of the
faculty;
4. Mobilizes resources for the conduct of
LACs;
5. Provides feedback and submits LAC Progress
Reports to District and Schools Division
Office;
6. Adapts and shares LAC best practices from
other schools, thereby developing a culture
of collaboration and continuous improvement;
7. Ensures the monitoring of LAC sessions and
related activities and evaluating their
impact on teacher professional development,
quality
teaching, and pupil achievement;
8. Agrees with LAC Members on how to observe
or monitor application of learning;
9. Provides feedback to the teachers;
10. Gathers evidences of implementation or
application of learning;
11. Meets with facilitator to decide on next
LAC topic and to prepare or
plan for the next session; and
12. Monitors the LAC implementation vis-à-vis
the school LAC plan.
LAC JOHNA P. MANA-AY 1. Convenes the LAC team meetings;
FACILITATOR PhD. 2. Provides technical assistance in the
development of the LAC, timetable of team
meetings, and other activities;
3. Checks and monitors attendance of members
and submission ofmaterials and sees to it
that team meetings start and end on time, and
that agenda for the meeting are covered;
4. Encourages active engagement and
participation of members;
5. Serves as resource person on specific
topics;
6. Assigns a documenter on rotation basis;
7. Invites external resource persons when
necessary;
8. Reports regularly to LAC leader on LAC
progress;
9. Prepares his/her session plan that
identifies the topic, objectives,
materials needed, and outline of activities
 (at the very least) and where
necessary, consults the LAC Leader and
members;
10. Ensures that the venue and equipment are
available and
prepares the necessary learning materials
such as reading materials,
videos, presentations, etc., when needed;
11. Announces the LAC session including
topic, time, venue, and other
matters that the group should know; and
12. Runs and facilitates the session based on
the plan and ensures
that the agreed norms of behaviour are
observed and that the objectives
of the session are achieved.
LAC DOCUMENTER GERALDINE P. 1. Documents LAC proceedings following the
ORTIGAS template agreed upon;
2. Keeps records of attendance and output of
members;
3. Helps the LAC Leader and Facilitator in
writing the progress reports to be submitted
to the District, Schools Division, Regional,
and
Central Office;
4. Devices innovative and efficient ways to
document and synthesizes the agreements
during the LAC sessions;
5. Provides the information on the progress
of the LAC and the insights of the teachers
about student learning;
6. Takes down minutes and captures the
processes in the LAC; and
7. Gathers evidences of implementation (e.g.,
individual plans, etc.).
MEMBER ROSY H. CONADERA 1. Attends LAC meetings regularly and
participates actively in LAC sessions;
MARY ANN T. 2. Serves as LAC facilitator or documenter or
CONVOCAR resource person for certain topics when
MA. JANICE I. assigned such roles;
DAYADAY 3. Develops plans to apply what has been
learned and implements agreed action plan in
CHRISTINE JED one’s classroom;
GALAS 4. Monitors one’s progress in relation to the
LAC Plan;
SUSANA H. 5. Prepares and submits documents or
GALLERA materials as needed and brings materials
ROSE MAY P. relevant to the topic;
OMBID 6. Observes agreed norms of behavior;
7. Captures evidences of implementation;
MAY ROSE M. 8. Reflects on the implementation;
POBLADOR 9. Shares with colleagues in informal
settings;
JENNILYN A. 10. Prepares to share in each LAC session;
PORCAL 11. Allows LAC leader to observe how the
HEENA GRACE learning was applied; and
 L.PRESIDENTE 12. Provides the LAC leader with evidences of
application of learning.

LAC Resource 1. Shares current trends and best practices

Person on certain aspects of
curriculum, pedagogy, and assessment;
2. Facilitates the activities during the
session, which may include
workshops and demonstrations;
3. Mentors or coaches teachers on content and
pedagogies for a
particular lesson unit;
4. Coordinates with the LAC Facilitator on
materials and equipment
to be used during the session; and
5. Helps the LAC plan subsequent action based
on the session.
 MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
MODULE OBJECTIVE
By the end of this Module, you will be able to:
2. explain the background and development of the MELCs
3. unpack the MELCs
4. 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 MELCS

ACTIVITY 1.

Answer the following reflective questions in your Study Notebook:

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

Due to COVID 19 pandemic, one major concern in terms of curriculum standards is how the teachers will
 cover all the necessary learning competencies without face to face classes and collaboration among their
learners. Under K-12 curriculum, group works and performance tasks are included as an integral part of the
teaching-learning process. It is challenge for teachers during these times to implement those activities
through distance learning. However, learning must continue and we must think of alternative ways to engage
our students. These concerns could not be solved by the teachers alone. They are not trained enough to
this “new normal” way of teaching hence school leaders and Supervisors must provide assistance and
motivation to ensure that teachers can do their job well and that learning standards are relevant, and
flexible to address the impact of COVID 19 in Basic 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?

I totally agree that congested curriculum can be one of the reasons of poor performance among our
learners. Because of curriculum congestion, adequate teaching time and students’ deeper understanding are
compromised. It also prevents students from achieving sufficient competence in reading, writing and
arithmetic, which results in the continuous presence of non-readers in the higher grades. Students don’t
have enough time to develop mastery because teachers need to teach all the prescribed learning competencies
and 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 release of the MELCs is not just a response to addressing the

challenges of the current pandemic but is also part of the department’s
long-term response to develop resilient education systems, most
especially during emergencies.

 They 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.

 The MELCs intend to assist schools navigating the limited number

of school days as they employ multiple delivery schemes by
providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning competencies?
Curriculum review provide a greater chance for the identification of
gaps, issues, and concerns among the different grade levels and subject
areas. It helps the curriculum planners to identify the areas for
improvement that would enhance the learning engagement, experience, and
outcomes and formulate possible solutions for these concerns.
3. What is the difference between essential learning competencies and desirable learning
competencies?
In the teaching-learning process, essential learning skills were
identified as what learners need, considered indispensable, to develop
skills to equip the learners for subsequent grade levels, and for
lifelong learning. On the other hand, desirable learning skills have been
described as what can improve education but may not be necessary to
develop fundamental skills.
4. How were the most essential learning competencies identified? What were the decisions made
in order to trim down the number of the essential learning competencies further?
The primary criteria for the MELCs selection is if it is “enduring”.
A learning competency is considered enduring if the learners can still
use and remember the acquired skills even after the assessment or units
of study. Furthermore, they can use and apply those skills in other
fields and even in everyday life. Enduring means “LONG-LASTING”
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs are carefully review and selected by DepEd through
the Bureau of Curriculum Development-Curriculum Standards Development
Division. Bureau specialists, academic experts, and field implementers
worked together to retained, merged/clustered, rephrased or
remove/dropped the different learning competencies. For that reason, we
are confident that our DepEd affirms its commitment to sustain the
delivery of quality, accessible and relevant Basic Education to our
learners.
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

SCIENCE 8

NONE NONE
MERGED/CLUSTERED

LC CODE S8FE –Ia-15 LC CODE S8FE –Ia-15

Investigate the relationship between Investigate the relationship between the

RETAINED the amount of force applied and the amount of force applied and the mass of
mass of the object to the amount of the object to the amount of change in the
change in the object’s motion. object’s motion.
 LC CODE S8FE –Ib-17 N/A

DROPPED Demonstrate how a body responds to

changes in motion.
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.

Question(s) about MELCs Your shared Insights Insights shared by co-

that need(s) clarification.
teachers
Differentiate between
heat and temperature at
the molecular level.
(S8FE-Ig-29)

1. How will the students 1. The students will 1. The learners answer
answers the questions in perform a simple the questions in the
activities? activity guided by their activities by discussing
parents and write their them in the activity
answers in a pad paper sheets or piece of paper
as an answers sheets and which will be gathered
submit during retrieval. during retrieval.

2. How can you assure 2. Add additional 2. By providing

the understanding of the activity as part of the enrichment activities
students of the topic? module with rubrics and suited to the level of
learners will submit a learners’ understanding.
thinking log.
 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 can serve as a guide in assuring quality

instruction amidst the limited learning modalities and shortening of the
school year. Teachers can modify specific learning objectives based on
the needs of their learners.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking MELCs we need to consider three things;
a. Alignment on the content and performance standards – we need to
make sure that the learning objectives that we will formulate are
parallel to the K to 12 content and performance standard.
b. Pre-requisite knowledge and skills – focus on the target skills
then identify the pre-requisite knowledge and skills that would
enable the achievement of MELCs then the content and performance
standards.
c. Logical sequence of learning objectives – learning objectives
should follow logical sequence. We can refer to Bloom’s Taxonomy
to classify educational learning objectives into levels of
complexity and specificity.
In combining MELCs, always take note of these;
a. Commonality of the content, topic or theme – if there are common
content or topics, it can be merged or combined. It can aid to
observe efficiency in the development of learning resources, which
include but are not limited to SLMs, textbooks, teacher’s guide,
activity sheets, and television and radio scripts.
b. Alignment with the content and performance standards – in
combining MELCs, we have to ensure that the learning competencies
can help in attaining the content and performance standards.

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

There is no need to unpacked or combined all the MELCs. We can only

consider unpacking if there’s a pre-requisite skills needed. Likewise,
combined or merged the MELC if we’ve seen competencies having the same
content/topics.
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.

Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and
jot down the synthesis of the presentations in your Study Notebook.

Unpacking the Most Essential Learning Competencies

Sample MELCs Learning Objectives Duration
Differentiate At the end of the lesson, learners should be 1-2 days
between heat and able to;
temperature at the
molecular level. a. Distinguish
Combining the Mostheat from temperature
Essential Learning Competencies
b. Compare Combined
the movement of molecules in
Sample MELCS MELCS Reason
different temperature (water)
c. Explain the change in temperature when
Infer the Explain the relationship between current and The topics are co-related
relationship heat
voltage, is added. and disadvantages of series
advantages or inter-related.
between current and parallel connections in homes.
and voltage.

Explain the
advantages and
disadvantages of
series and parallel
connections in
homes.
 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 hours
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 home schooling. 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 socio-emotional
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.

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

Distance Learning, and Home Schooling via distance learning.

ACTIVITY 2.
See LDM Module 3A – page 15
Distance Distinguishing Essential Role of Role of Role of School
Learning Feature Resources Teacher Parent or
Modality Household
Member
Modular Learners engage Printed Learning Learning -The school
Distance in independent Modules Facilitato facilitator, orients the
Learning learning using r guardians and teachers, parents
(MDL) learning supervisors and learners about
materials that the modular
are accessible learning policies
either online, and directions to
stored in ensure that
CD/DVD/ everyone is
flash drive or properly informed
printed. and guided.
-The school has
complete and
appropriate
content (Learning
Modules/Self-
Learning Modules
in print and
e-copy for those
with device) for
Quarter 1
available for
distribution to
learners.
Online Learners Internet The Parent as The school must
Distance engages active connectio teachers learning provide Learning
Learning participation ns are well facilitator Management System
(ODL) using various oriented must assure (LMS) and orient
technologies on DepEd that learners parents and
connected to policies have internet learners of the
the internet relating connection DepEd Commons/LR
while they are to online and gadgets Portals.
geographically distance to used in
remote from learning learning.
each other and to
freely
access the
needed
resources
accorded
by the
Department
like the
DepEd
Commons
and LRMDS.

TV-Based Use of The The The parents The school orients

Instruct television or school teacher will help the the teachers,
ion radio programs has a serves as teacher parents and
(TVBI) on channels or MOA/MOU a supervise the learners about the
stations with a supervisor output of TV/Radio-based
Radio dedicated to televisio and their Instruction
Based providing n Network collect children. policies and
Instruct learning or Radio all the directions to
ion content to Station finished ensure that
(RBI) learners as a for the output of everyone is
form of needed learners. properly informed
distance airtime/s and guided.
education. lot.
Blended Minimum Combinati Strategies The parents School must orient
Distance requirements on of the for will co- the guidelines and
Learning must be met for above learners’ supervise and policies of any
each of the mentioned engagement co- and guide combined learning
types being distance in all the progress delivery.
combined. learning. types of of their
distance children.
learning
shall be
utilized
by
teachers.

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 Type of DL Why
easiest to ?
hardest to
implement)

5
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 household
member who can
guide and support their
learning at home.

Beginning readers (K to 3)

Struggling readers
(Grades 4-12)

No access to devices
and Internet

Inaccessible (living in
remote and/or unsafe
areas)

Indigenous People

Persons with
Disabilities

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?

2. Why is lesson designing important?

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

ACTIVITY 2.

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

Before the Lesson Lesson Proper After the Lesson

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

ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T
V/RBI _BL Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice calls,
can be facilitated by a
Check if
household partner, can be done
Part of Lesson / Learning Tasks already
via a learning activity sheet,
present in the
can be presented via an
SLM
internet based resource, can be
facilitated during a
synchronous learning session,
etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from
previous lesson
3. Present warm-up
activities to establish interest
in new lesson
4. Check learner’s prior
knowledge about the new
lesson
5. Present connection between
old and new lesson and
establish purpose for new
lesson
6. State lesson objectives as
guide for learners
Lesson Proper
1. Explain, model, demonstrate,
and illustrate the concepts,
ideas, skills, or processes that
students will eventually
internalize
2. Help learners understand
and master new information
3. Provide learners with feedback
4. Check for learners’
understanding
After the Lesson
1. Wrap up activities
2. Emphasize key information
and concepts discussed
3. Ask learners to recall key
activities and concepts
discussed
4. Reinforce what teacher
has taught
5. Assess whether lesson has
been mastered
6. Transfer ideas and
concepts to new situations

Answer the following questions 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?

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

ACTIVITY 5.
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment. In the policy, you will find out about the two types of
assessment: formative and summative. Take note of the similarities and differences between the two.
Write your answers in a Venn diagram in your Study Notebook.
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.

Assessme
How to Adapt the Assessment Method
nt
in DL
Method
1.

2.

3.

4.

5.

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

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

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1.
1.
2.
3.
4.
5.

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)

Purpose

For Whom?

Components

Has to be communicated to
parents?
 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

1 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?
 s to substitute these missing LRs?

2. Do you
have
the
compl
ete
resour
ces for
the
Distan
ce
LDM
neede
d in 3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can you get this support?
class?
If the
LRs
are
not
compl
ete or
not
availa
ble,
what
steps
will
you
take
to
make
these
availa
ble?
What
are
your
option
 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?

ACTIVITY 2.
In your LAC Session, share and discuss your answers from the previous activity. What support can you provide to
your colleagues and what support can you get from them in terms of LRs? Take note of the insights that you can
gather from your colleagues and write them in your Study Notebook.

LESSON 2: 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?

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

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
ACTIVITY 2.
In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore how you can help
and support each other in using the LR portals. Jot down the insights and helpful information regarding the use of
the LR portals in your Study Notebook.

LESSON 3: ASSESSING THE 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:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”?
What decision will you make on the LR material? Why?

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?

ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your Study
Notebook. Download at least one LR from each portal. Assess the materials using the same tool and answer the
following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR from
the DepEd Portal?

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non DepEd portals — still need?
 3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?

ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer the
following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?

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

 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

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

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

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.

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.