Republic of the Philippines

Department of Education
REGION IV-A (CALABARZON)
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE

LEARNING DELIVERY MODALITIES COURSE

FOR TEACHERS

MYRA R. CAERMARE, EdD

Teacher III
Bulihan Integrated National High School
 MODULE 1. Course Orientation

MODULE 1 LESSON 1: COURSE OVERVIEW

Coach: Nimfa R. Mendoza

Leader: Miriam P. Loyola

ACTIVITY 1

Read the LDM Course Overview. Reflect on the overview by answering

the following questions. Write down your insights in your Study
Notebook.

1. What is the main delivery of this course?

The main delivery of this course is to guide and assist teachers to accomplish
the things that needs to be done in this new educational set up, the new normal, that
we need to adapt due to this pandemic. This course will lead teachers to know more
about the Leaning Modalities and platforms that the Department of Education
planned and implemented.

2. How can this course help ensure that you will be able to deliver
quality instruction in the “new normal”?

This course will help us educators to adapt, adjust and be familiarized on the
changes on the new normal set up in education that we all inevitably face. It will lead
teachers to awareness of the situation that we are facing amidst this pandemic, and
knowing such might lead us to innovations and techniques on how are we going to
deliver quality instructions to our learners, considering the safety of both teacher and
students.

3. What are the two support mechanisms that will help you with your
learning in this course?
The support mechanisms that night help me learn this course are, (1) the LAC
leader that will guide and assist us in this course and (2) my groupmates where we can
have constant communication through LAC or FGD to share ideas and clearly
 understand and achieve the objectives of this course. DepEd Webinars may also be
considered if there are related topics.

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?

- Constant checking - Household Chores - Intrinsic motivation Since I live in a

of updates in Social that I know at the community that is not
Media - Unstable Internet end of this course I conducive, expected the
Connection will learn a lot that noise pollution.
- Taking down notes will use to our
during meetings/ teaching strategies.
sessions - Certificate of
Completion
- Eagerness to finish
my work as early as
possible

-A habit that every

time I am in a
seminar/webinar, I
see to it that this is
the first time so
that the learning
will be fluently go
to my mind.
-
ACTIVITY 3. (to be shared in the LAC session)
Look for a colleague with whom you would like to discuss your answers and
reflections with to the questions in Activities 1 and 2.

For this module we have decided to share our answers with everyone. I’ve noticed
that most of us shared the same thoughts. We all agreed on the same goal which is
to develop ourselves as we finish this course and of course to help our students to
have a quality learning in this new system in education due to pandemic.

Picture below is our LAC session headed by our group leader,

 MODULE 1
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.

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.
This are the list challenges that I might encounter in these activities/ sessions.

1. Unstable Internet connection – Internet connectivity is very importance since

all the sessions and activities that needs to be done are online. It may also lead
to miscommunication between members.
2. Household chores – We also have duties in our house.
3. Other school reports and work-related activities/reports and paper works – this
is the most challenging since there are tons of work that should also be done
by us, since the opening of school year is approaching. As teachers we need
to prepare lessons for our class, online class to specific, we also have other roles
in our field, most of us are advisers, some are coordinators/ chairpersons.
ACTIVITY 2. (to be executed in the LAC Session)
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.

This is the schedule that we are following, it was given by our LAC Leader, Ma’am Miriam
P. Loyola. If there are changes that might happen, she will surely inform us ahead of time.
ACTIVITY 3.
List down the members of your LAC and their respective roles

Coach: Nimfa R. Mendoza

Leader: Miriam P. Loyola

Richard Orpiano Chairman
Myra R. Caermare Facilitator
Mark Anthony Batiancila Documenter
Bernard Roi Cuizon
Myrna Dimapilis
Eleazar Gonzalez
Gregoria Marasigan
Mhy Mendoza
Zaira Mendoza
Josephine Mojica
Religious Siega Mojica
Rhenz Marie Odo
Rachell Roldan
 MODULE 2. Most Essential Learning Competencies (MELSCs)

MODULE 2
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

Answer the following reflective questions:

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you
think are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?

As a Personal Development teacher, my concern is to guide my students in terms of values

and knowing themselves. Since it is a values subject, parents may help the teachers to ensure or
to guide their children in educating values. (for students under online and modular modality).
As a Senior High School teacher, one of the fundamental concerns that I have noticed is
the way how applied subjects, for all strands and specialized subjects for TVL could ensure
learning. Try to consider subjects like Empowerment Technologies, SMAW, EIM and Baking,
these are the subjects that requires hands-on activities and face-to-face learning. If some students
are having difficulties on the way or mode of teaching we are doing before, then in this “New
Normal” it will be more complicated for them to grasp the needed information to understand and
apply the lesson, especially if they don’t have access to the computer and needed materials to
practice their skills in SMAW, EIM and baking.

These issues cannot be solved by teachers alone, we will be needing the help of the
administrators, other stakeholders and LGUs to ensure a safe space for learning.

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?

Agree with this observation. Some lessons are too complicated for most students to handle
and It does not fit the allotted time for the subject (based on the curriculum guide and Budget
of Work). Students with low academic performance will be the most affected. Though teachers
are doing their best to address this issue, I think, it will not change the fact that it will affect
the academic performance of the students especially learning of our students.
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.
1. What are the general and specific purposes of the development of MELCs?

MELCs is an emergency measure to allow instruction amid challenging

circumstance to focus on the most essential learning and skills, and to ease the
requirements for adapting classroom-based learning resource for distance learning. It is
also developed in response to UNESCO's fourth sustainable development goal and that
is to develop resilient education systems, most especially during emergencies. Lastly, It
intend to assist schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space.
In general, it aims to focus on the essential and most important competency or
skill that a learner should acquire to meet the required standards in each subject that a
student must acquire.

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

competencies?

The curriculum review led us to the identification of gaps, issues, and concerns
within and across the curriculum (learning areas and grad levels). It helped in the
identification of areas for improvement that would enhance the learning engagement,
experience and outcomes and consequently recommend solutions.

The curriculum review covers the following:

o Mapping of the essential and desirable learning competencies within the

curriculum
o Identification of prerequisite knowledge and skills needed to prepare students
for essential learning competencies
o Analysis of the interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subject area.

3. What is the difference between essential learning competencies and

desirable learning competencies?
 On the teaching-learning process, the essential learning competencies were defined
as what the students need, considered indispensable, to build skills to equip learners for
subsequent grade levels and consequently, for lifelong learning. On the other hand,
desirable learning competencies were defined as what may enhance education but may
not be necessary in building foundational skills.

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

The participants decided which among the competencies are considered essential.
A list of criteria or characteristics of essential learning competencies was provided to
determine the MELCs. Since there are characteristics, participants could have retained,
dropped, or combined/clustered the competencies

“Also, in determining the criteria for the selection of the MELCs, the Department
collaborated with stakeholders from ACTRC, during which the descriptor –
ENDURANCE – was considered the primary determining factor. A learning competency
is considered enduring if it remains with learners long after a test or unit of study is
completed or if it is useful beyond a single test or unit of study. The Department then
identified the MELCs across all learning areas through the application of these
understandings.

Necessary in this process is the decision whether a learning competency is to be

retained, merged, dropped, or rephrased. As a rule, a learning competency is retained if it
satisfies the endurance criterion which greatly contributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies are merged or
clustered if they have the same objective or learning intention and can therefore be
combined into one comprehensive learning competency. However, learning competencies
are removed/dropped if they are too specific (and the articulation is similar to that of a
learning objective), they are deemed appropriate to be introduced in an earlier quarter or
grade level or moved to a later quarter or grade level, they are recurring, and if they are
subsumed in another learning competency. Finally, a learning competency is rephrased to
be more concise.” (Development and design of the Most Essential Learning Competencies
(MELCs) Module)

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

instruction?
 MELCs is very important since it is our guide in providing lessons to ensure the
lifelong learning of our students. The content of MELC is necessary to equip our students
with the relevant and necessary competencies that they must acquire. It is also our guide
to enhance the quality of education that we can offer to our students in this time of
pandemic.

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

1st Quarter of Personal Development

K-12 Learning Competencies MELCS

Merged/Clu 3.1 classify various developmental Discuss developmental tasks and challenges
stered tasks according to developmental being experienced during adolescence (EsP-
stage (EsP-PD11/12DS-Ic3.1) PD11/12DS-Ic-3.1)

3.2 evaluate one’s development in Evaluate one’s development through the

comparison with persons of the help of significant people around him/her
same age group 3 (EsP- (peers, parents, siblings, friends, teachers,
PD11/12DSId-3.2) community leaders) (EsP-PD11/12DS-Id-3.2)
5.1 discuss that understanding stress Discuss understanding of mental health and
and its sources during adolescence psychological well-being to identify ways to
may help in identifying ways to cope cope with stress during adolescence EsP-
and have a healthful life PD11/12CA-Id-
4.1 Identify causes and effects of stress in
5.2 identify sources of one’s stress one’s life Week 5 EsP-PD11/12CS-If-
and illustrate the effect of stress on 5.2 Demonstrate personal ways to cope with
one’s system 5.3 demonstrate stress and maintain mental health EsP-
personal ways of coping with stress PD11/12CS-Ig-5.3
for healthful living

7.1 interpret the concepts of mental

health and psychological well-being
in everyday observations about
mental health problems during
adolescence 7.2 identify his/her own
vulnerabilities
 6.1 discuss that understanding the *Discuss that understanding the different
left and right brain may help in parts of the brain, processes and functions
improving one’s learning. (EsP- may help in improving thoughts, behavior and
PD11/12PM-Ig-6.1) feelings. (EsP-PD11/12PM-Ig-6.1)

6.2 explore two types of mind- *Explore ways on how to improve brain
mapping techniques, each suited to functions for personal development. (EsP-
right brain- or left brain-dominant PD11/12PM-Ig-h6.2)
thinking styles . (EsP-PD11/12PM-Ig-
h-6.2) *Develop a personal plan to enhance brain
functions. (EsP-PD11/12PM-Ih-6.3)
6.3 make a plan to improve learning
using left and right brain through
mind-mapping activities. (EsP-
PD11/12PM-Ih-6.3)
8.1 discuss that understanding the discuss that understanding the intensity and
intensity and differentiation of differentiation of emotions may help in
emotions may help in communicating communicating emotional expressions. (EsP-
emotional expressions. (EsP- PD11/12EI-Ii-j-8.1)
PD11/12EI-Ii-j-8.1)

8.2 explore one’s positive and explore one’s positive and negative emotions
negative emotions and how one and how one expresses or hides them. (EsP-
expresses or hides. (EsP-PD11/12EI- PD11/12EI-Ij-8.2)
Ij-8.2)
demonstrate and create ways to manage
8. 3 demonstrate and create ways to various emotions. (EsP-PD11/12EI-Ij-8.3)
manage various emotion. (EsP-
PD11/12EI-Ij-8.3)
Retained -explain that knowing oneself can -explain that knowing oneself can make a
make a person accept his/her person accept his/her strengths and
strengths and limitations and dealing limitations and dealing with others better
with others better. (EsP-PD11/12KO- (EsP-PD11/12KO-Ia-1.1)
Ia1.1)
-share his/her unique characteristics, habits,
-share his/her unique characteristics, and experiences. (EsP-PD11/12KO-Ia1.2)
habits, and experiences. (EsP-
PD11/12KO-Ia1.2)

evaluate his/her own thoughts, evaluate his/her own thoughts, feelings, and
feelings, and behaviors EsP- behaviors (EsP-PD11/12DWP-Ib2.2)
PD11/12DWPIb-2.2)
show the connections between thoughts,
show the connections between feelings, and behaviors in actual life
thoughts, feelings, and behaviors in situations (EsP-PD11/12DWP-Ic2.3)
actual life situations (EsP-
PD11/12DWPIc-2.3)
 Discuss developmental tasks and challenges
being experienced during adolescence
Evaluate one’s development through the
help of significant people around him/her (
peers, parents, siblings, friends, teachers,
community leaders)
Identify ways that help one become Identify ways that help one become capable
capable and responsible adolescent and responsible adolescent prepared for
prepared for adult life adult life
Dropped 1.3 maintain a journal (EsP-
PD11/12KO-Ib1.3)

discuss the relationship among

physiological, cognitive,
psychological, spiritual, and social
development to understand his/her
thoughts, feelings, and behaviors
(EsP-PD11/12DWPIb-2.1)
4.1 Discuss that facing the challenges
during adolescence may able to
clarify and manage the demands of
teen years

4.2 express his/her feelings on the

expectations of the significant
people around him/her (parents,
siblings, friends, teachers,
community leaders)

4.3 make affirmations that help one

become more lovable and capable as
an adolescent

ACTIVITY 4. (to be shared in the LAC)

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.
 On the case of the 1st quarter of Personal development, I have seen that five (5)
competencies were dropped, and there were competencies merged like the stress and mental
health, which is I think much better because they are related with each other.
 MODULE 2
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:
1. What is the importance of unpacking and combining the MELCs?

The unpacking and combining of MELCs is very important for us to identify and
specify the needs of our students and possible circumstances that they may encounter and
for us to address such. It will also help in integrating learning activities and to deliver
our lessons well.

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

In unpacking and combining the MELCs we should consider the following:

• Alignment on the content and performance standards- MELCs should be align on the
content and performance standards.
• Prerequisite knowledge and skills- There should be prerequisite knowledge and skills to
achieve higher cognitive demands.
• Logical sequence of learning objectives- to be able to provide systematic learning
experiences for learners, MELCs should follow logical sequence.

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

There are things to consider to unpack or combine MELCs (please see no.2). The
needs to unpack and combine MELCs will always depends on the competencies, the
contend and performance standard must be aligned so we can provide a systematic
learning experience for our students.
ACTIVITY 2. ( to be executed in the LAC)
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 to arrive at a
consensus. Discuss and jot down the synthesis of the presentations in your Study
Notebook.

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs. (separate template will be provided as an output for Module 2)

*Output Submitted to our LAC Leader

MODULE 2 LESSON 2

UNPACKING MELC LEARNING LEARNING OBJECTIVES

OBJECTIVES
MELC: 1. define what is stress.
2. define what is mental health;
Stress and Mental Health 3. discuss understanding of mental health
and psychological well-being to identify
ways to cope with stress during
adolescence;
MELC: 1. Discuss that understanding the different
parts of the brain, processes, and
Brain: Parts, Processes and Functions functions may help in improving
thoughts, behavior, and feelings.

MELC: 1. discuss that understanding the intensity

and differentiation of emotions may help
Emotional Intelligence in communicating emotional expressions
 MODULE 3A. Designing Instruction in the Different Learning Delivery
Modalities

MODULE 3A
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—face
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own
words, define each modality. Write your own definitions in your Study Notebook. When
you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Face-to-face (F2F) Face-to-face (F2F) learning refers to the actual teaching-

learning learning process happens in a physical learning space, like
classroom. Teachers have the better opportunity to deliver
real time class engagement and participation.

Distance learning Distance learning (DL) refers to teaching and learning

process where teachers and students do not meet. Instead,
learning materials are provided to students through but not
limited to modular or online modality. Assistance could be
given by more knowledgeable peers in the household.
Teacher’s feedbacks are also given after students
completed the tasks required.

Distance learning may be classified as Modular DL, Online DL,

Radio BI, TVBI

Blended learning Blended learning (BL) refers to the combined usage of F2F
learning and any of the modalities in 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 Home schooling refers to an alternative learning delivery

when students do not come to school yet they are being
given formal education by authorized people (with parents,
guardians, or tutors as authorized facilitators) who will serve
as teachers.

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

The LDM that does not have F2F learning is distance learning as it does not require
physical presence of teachers during the teaching-learning process.

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 Distinguishing Essential Role of Role of Parent Role of

Modality Feature Resources Teacher or Household School
Member

Modular Distance Usage of modules in -Developer/ Serves as -Orients, guides

the delivery of -Financial Provider of learning and supports
Learning (MDL)
learning -Human Learning coaches to their parents.
Resources Materials children and -Ensures
-Supports provider of availability of
learners/ needed modules/learnin
parents financial g materials
/psychosocial
support
Online Distance Presence of online - Financial -Developer/ Serves as -Orients, guides
educational - Human Provider of learning and supports
Learning (ODL)
platform, online Resources Learning coaches to their parents.
email facility, usage -Technological Materials children and -Ensures
of gadgets -Supports provider of availability of
learners/ needed modules/learnin
parents financial g materials
/psychosocial
-Support
support
teachers

TV-Based - Tie up with TV - Financial -Developer/ Serves as -Orients, guides

stations is needed - Human Provider of learning and supports
Instruction (TVBI) Use of television in Resources Learning coaches to their parents.
the delivery of -Technological Materials children and -Ensures
learning -Supports provider of availability of
learners/ needed modules/learnin
parents financial g materials
-tie up with
/psychosocial
networks
support

Radio-Based -Tie up with radio -Developer/ Serves as -Orients, guides

stations is needed - Financial Provider of learning and supports
Instruction (RBI)
Use of radios in the - Human Learning coaches to their parents.
delivery of learning Resources Materials children and -Ensures
-Technological -Supports provider of availability of
learners/ needed modules/learnin
parents financial g materials
/psychosocial
-tie up with
support
radio networks

Blended Distance Learning minimum -Financial -Developer/ Serves as -Orients, guides

requirements must - Human Provider of learning and supports
Learning
be met for any DL Resources Learning coaches to their parents
with F2F -Structural Materials children and -Ensures
-Technological -Supports provider of availability of
learners/ needed modules/learnin
parent financial g materials
/psychosocial
support

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task
Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may
be combined with F2F learning to come up with a BL. Learn more about BL in the Supplementary
Handout on Blended Learning Delivery Modalities.
ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your

level of resources (infrastructure, financial, human), level of experience in DL, health and
safety status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Accomplish table and be
prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?

(1 to 5, from easiest to

hardest to implement)

1 It Is the most preferred and

supported modality of the
MDL (Modular Distance
parents.
Leaning)
The distribution retrieval of
modules or learning
materials is easier with the
help of the parents and
Brgy officials.

2 F2F with MDL is possible

wherein limited time spent
BL (Blended Learning)
in school is done.

3 ODL (Online Distance Some parents/Students

Learning) have internet connection
and gadgets, the
dissemination of activities is
also easy.

4 RBI (Radio Based The need to tie up to radio

Instruction) stations is challenging.

Most household have

radios and gadgets have
radio apps.

Most students are visual

learners than Auditory
 5 TVBI (TV Based Instruction) The need to tie up to radio
stations is challenging.

Most of the household

doesn’t have cable TV

ACTIVITY 4 ( OUTPUT FOR MODULE 3) Please refer to the separate template as an output
for this Module

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

The output was submitted to our LAC Leader on a separate word document

ACTIVITY 4 (OUTPUT FOR MODULE 3)

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

Learner Group Targeted Targeted intervention

Learners without parents or household - We can have a help desk where

member who can they can go to school for
assistance.
guide and support their learning at home
- Teachers may have consultation
hours, where students can call
him/her for queries
Struggling Students on the fundamental - Provide practice modules.
operations - Send downloadable video
tutorials.
- Set a time for online consultation
- Set time for hotline consultation.

Struggling readers (Grades 4-12) - Help desk for parent’s queries.

- We can send technological
support to parents where they can
download or watch videos for
coaching and mentoring students
who struggles in reading.
- Provide modules or extra reading
materials

No access to devices and Internet - The modular learning modality is

available.
- The distribution of module will be
easier through the help of the
barangay officials.

Inaccessible (living in remote and/or - Establishing parent support groups

unsafe areas) and designation of their zone
leaders who will represent/collect
modules /materials for them

Persons with Disabilities - Establishing parent support groups

and designation of their zone
leaders who will represent/collect
modules /materials for them
 MODULE 3A
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 a preparatory phase for teachers to ensure

a quality education delivery for our students. As teachers, we must consider the individual
differences, capabilities, and situation in life of our learners. The content, competencies,
skills, materials, or equipment needed as well as the methodology or teaching technique is
determined. Time management is very important to consider in designing and planning
lessons.

2. Why is lesson designing important?

Lesson designing or lesson planning is essential in delivering quality education to

learners. Activities and level of difficulty of learning materials are based on differences
of the learners in terms of interests and capabilities for equal opportunities.

It also a way to determine the strengths and weaknesses of teachers as it will

serve as an aid to their professional growth for it ensures that the set objectives or lessons
are met.

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

For a lesson to be well-designed, the objectives to be met should be specified, the

methodology/technique should be selected carefully; and the evaluation or assessment
should be done to determine whether the lesson was understood by the learner or whether
remediation of reteaching is needed. These elements must be observed and considered in
making a well-designed/ well-planned 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.

Accomplish this table

Before the lesson Lesson proper After the lesson

1. Review previous lesson 1. Explain, model, 1. Wrap up activities

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

5. Present connection 3. Provide learners with 5. Assess whether lesson

between old and new feedback has been mastered
lesson and establish
4. Check for learners’ 6. Transfer ideas and
purpose for new lesson
understanding concepts to new
situations
6. State lesson objectives
as guide for learners
ACTIVITY 3

Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies
would make it easier to adjust and revise the lesson plan as needed.

Listed below are the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP). Highlight or encircle 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

Answer:

On the listed components of a DLL above, the part to be accomplished by

the teacher after the delivery of the lesson is the REFLECTION part. This will serve as
our basis if our learners mastered the lesson or whether remediation is needed. It
allows teachers to identify who needs remediation/ enrichment activities and to
assess whether the teaching methodology or technique is effective or is needed to
be improved/ adjusted or changed by the teacher.
ACTIVITY 4. (OUTPUT FOR MODULE 3) Please refer to the separate template as an output
for this module

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.

Output Submitted to our LAC Leader. Output was done on a separate word document

Lesson 2 Activity 4: Learning Tasks

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

Grade Level and Learning GRADE 11/ PERSONAL DEVELOPMENT

Area:

Lesson/Topic: Knowing Oneself – Strengths and Limitations

Learning Objectives: Explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better.

Learning MODULE
Resources/Materials
Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

already
(ex. can be done via voice calls, can be facilitated
by a household partner, can be done via a
present in
learning activity sheet, can be presented via an
the internet- based resource, can be facilitated during
a synchronous learning session, etc.)
SLM

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

For additional remarks, since it is under modular distance learning, the content and activities are
all included on the module.

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 this Venn diagram

Formative Assessments Summative Assessment

For learning Of learning

Can be individual or
Used to make adjustments in collaborative Measures if the students were
the lesson. should promote self- able to meet the standards
reflection and
May be integrated before, personal
accountability Done at the end of the
during and after the lesson. among students
lesson/chapter/quarter
about their own
learning
results must be recorded to
It enables us, teachers to
study the patterns of learning may be a written
work or a describe how well the students
demonstrated by the students performance task
learned the competencies for the
but should NOT be used as the given quarter, and as reflected on
basis for grading. our class record.
ACTIVITY 6. (OUTPUT FOR MODULE 3) Please refer to the separate template as an output
for this module

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL. Which assessment methods can you adapt in DL considering the
content area that you 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

Quiz This will be posted in the google classroom, students scores

shall serve as guide in the next activities and reinforcements

Done through google meet

Oral recitations Questions shall be asked and number chain shall be adopted
as a technique

Group collaboration Links shall be sent per group whose members shall
simultaneously collaborate to complete a given template

Quiz assignment in Students shall be asked to prepare a pre-assigned ad where

pair the pair help each other in coming up with an local ad
depicting scenarios within their localities

Output Submitted to our LAC Leader. Output was done on a separate word document
 MODULE 3A LESSON 2

ACTIVITY 6. (OUTPUT FOR MODULE 3)

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy

Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be modified to
be suitable for DL. Which assessment methods can you adapt in DL considering the
content area that you 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
ODL: may use online applications like kahoot or mentimeter
QUIZZES or google forms

MDL: Modules or send word problems to the parents/students

through text messages or facebook messenger.

ODL: may use online applications like kahoot or mentimeter

or google forms

LONG TESTS MDL: Modules or activity sheets

GAMES/PUZZLES I can send it through messenger in the class’ group chat as

motivation for your upcoming lesson.

OPEN ENDED A form of assessment that could be done to check what they
QUESTIONS learned as review or generalization.

PRACTICE EXERCISES To further enhance their knowledge on the topic, additional

practice exercises could be sent through group chat.
ACTIVITY 7.
Sample learning outputs obtained from different assessment methods may be collected
to build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-
Portfolio to find out how to construct and use it. After reading the references, answer the
following quiz to check your understanding about using a portfolio to assess the learner.

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 l earning facilitators.
 MODULE 3A
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in column B. Write your answers on the space provided before the
number

Column A Column B

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

and attitudes that learners need to demonstrate in
every lesson and/or learning task. b. mode of delivery

d 2. These are the formative learning opportunities c. learning

given to learners to engage them in the subject
competencies
matter and to enhance their understanding of the
content. d. learning task

a 3. This refers to the prescribed subject that learners

take.

4. This refers to the method of submission of learning

b outputs preferred by the learner/parent based on
their context

ACTIVITY 2 ( OUTPUT FOR MODULE ) Please refer to the separate template as an output
for this module

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.

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

NOTE: Output was submitted to our LAC Leader. Output was done on a separate word
document. WHLP was based on the format given by my Department Head.

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 to see
how the ILMP differs from the WHLP.

Weekly Home Learning Individual Learning

Plan
Monitoring Plan (ILMP)
(WHLP)

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

learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments.
and activities to perform at
home

For whom Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner

Components Learning area, learning Learner’s needs, intervention

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

Has to be communicated Yes Yes

with parents
ACTIVITY 4 (OUTPUT FOR MODULE 3) Please refer to the separate template to be
accomplished as an output for this module.

Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty
the learner may have encountered in accomplishing the learning tasks. Apply what you
have learned about ILMPs in Activity 3 and create an ILMP for that particular learner who
lags behind. Read and use the Individual Learning Monitoring Plan Template. Consider
the components of the ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session.

NOTE: Output was submitted to our LAC Leader. Output was done on a separate word
document.
 WEEKLY HOME LEARNING PLAN

Day and Time Learning Area Learning Learning Tasks MODE OF DELIVERY
Competency
October 5-9, PERSONAL MODULE 1 Introduction Reading of the lesson Modular Modality
2020 DEVELOPMENT ➢ explain that content and learning objectives and Reminders
knowing an introduction on the initial • Make sure that the
Knowing oneself can concept of the lesson (page 4) number of pages
Oneself – make a person Development of every module
Characteristics, accept his/her Challenge 1: Editorial Cartoon that you received
Habits, and strengths and Analysis is complete.
Presentation of the lesson:
Experiences limitations and • Make use of an
dealing with Read, understand and analyze the
intermediate pad
others better concepts of Self-Development,
or short bond
Know Thyself, Self-Concept
Activity 1.1. Define the following paper as your
terms below in your own words. answer sheet.
Knowing ➢ share his/her • The given modules
Activity 1.2. Briefly discuss the
Oneself – unique are expected to
principles and concepts of the
Characteristics, characteristics, famous philosophers. Do this on finish in one week.
Habits, and habits, and your paper. • Make use of this
Experiences experiences Activity 1.3. Learning the Skill: weekly learning
Understanding Conceptual plan as your guide
Paradigm in answering the
Assimilation modules.
Complete the road map below. • Make use of the
Answer the assessment rubrics (for some
The questions are indicated in the activities) in
module. answering the
Check your answers using the activities.
answer key which is also found in • Students are
the module.
expected to assess
Additional Activities: Write a three-
themselves
paragraph reflection on how you
whenever there
lived your life for the past five
are activities with
years. Please take note of the guide
questions given below. this note, “Verify
your answers
Introduction Reading of the lesson through the
content and learning objectives and answer key
an introduction on the initial provided”.
concept of the lesson (page 15)
Development
Answer the Self-Esteem Scale.
Presentation of the lesson:
Read, understand and analyze the
concepts of Self-Esteem, Self-
Efficacy, Self and Identity, Judgment
and Decision Making
 Engagement
In this part, you will be given Two
(2) different activities that will
allow you to share how you see
yourself and how others see you.
Activity 1.1: Some “One” Dear
Activity 1.2: Sharing-Is-Caring

Assimilation
Modified True or False: Write TRUE
if the statement is correct. If the
statement is wrong, change the
underlined word/s with the correct
answer. Write your answer in a
separate sheet. (page 20)
Time-To-Decide
You will need four other individuals
to do this task to make a group of
five. It may be your siblings,
parents, neighbors, etc. You are to
imagine the following scenarios.
Make sure that each member of the
group contributes on your decision-
making process.
Answer the assessment
The questions are indicated in the
module.
Check your answers using the
answer key which is also found in
the module.

Intervention Learner is not making significant progress in a timely manner. Intervention strategies
Status need to be revised. ☐
 INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name: ANNA BATUMBAKAL

Grade Level: GRADE 11

Learning Area Learner’s Intervention Monitoring Learner’s Status
Needs Strategies Date Insignificant Significant Mastery
Provided Progress Progress
Personal Failing The tasks October 12, /
Development score in shall be 2020
the modified to
Activities the level of
the learner
UCSP The Extend the October 12, /
learner time of 2020
was not completion
able to
finish the
activities
in module
1
Oral Concepts More October 12, / /
Communication and exercises/ 2020
principles activities
discussed
in module
1

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

 MODULE 3B. Learning Resources

MODULE 3B
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1. The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY
2020-2021 included the Learning Resources (LR) Map as a guide in selecting the appropriate
Distance LDM to be implemented in Schools/Divisions. Study this map and answer the
following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
• Online SLM/exercises
• Offline digital SLM/ Offline activity sheet
• Printed SLM /activity sheets
• SLM-Based video/ activity sheets
• MELCs aligned videos /activity sheets
• SLM-based RBI/Activity sheets
• Any of the available learning resource/Activity sheets
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs
are not complete or not available, what steps will you take to make these available?
What are your options to substitute these missing LRs?
• With regards to the materials found in LR Portal, Personal Development
subject is not complete. The options are the learning packet made by the
teachers as learning supplement.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
• I think the support that teachers can ask is the stable internet connection for
online distance learning. For modular distance learning, the support we need
is the supply of bond paper for printing of modules. And the best support that
we can have is the support from guardian/parents of the learners.

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?
 • Our learners are Senior High School that is why the learning materials are
being appropriate to them. It can’t be denied that there are learners have
poor when it comes to comprehension. It is really necessary to give support
from their guardians and constant monitoring from the teachers as well.

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.

MODULE 3B
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1. Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration process.
Alternatively, seek assistance from any of your colleagues or your IT personnel in your
school, district, or division. You may also coordinate with your LAC Leader and/or
Coach. To understand the portal better, you may watch the LR Portal Video Tutorial
located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

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?
In our school, we have utilized two types of Distance learning – the modular and
online distance learning. We use the Learning Resources from Regional office so that
the burden of the teachers in writing modules will be lessen.

2.What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
The challenges here in implementing distance learning is the stability of internet
connection for the ODL.

3.What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
Stable internet connections. We also need supports from our ICT coordinators in
navigating LR portals
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.

MODULE 3B
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:
RAPID ASSESSMENT OF LERANING RESOURCES TOOL

In the LR Material…. YES NO Cannot be

determined
1. Connected and relevant 
to the MELCs
2. Appropriate to the grade 
level and learner
characteristics in terms
of language, activities?
3. Easy to reproduce and or 
disseminate?
4. From a credible source 
5. Culture-and gender-fair? 
6. Free from red flags on 
possible copy right and
plagiarism issues?
7. The lay out and format 
easy to read and
pleasing to the eyes?

REFLECTION:

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Was the
material able to meet all the requirements?

As I browsed into the DepEd portal (DepEd Commons and LDRMS) there were no
uploaded files yet on our subject Personal Development) That is why I cannot give any
assessment on the tool given. I hope and pray that eventually if the materials uploaded
are all be aligned and connected on MELC so that Teachers and Learners can access.
 MODULE 4. Planning and Continuing Professional Department and LAC
Planning

MODULE 4
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE Check the box that best represents

your assessment of your skills and capabilities.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with ease. 
I can confidently use the platforms 
in the modalities.
I can use pedagogies associated 
with the modalities and platforms.
I can very well manage my 
learners/class in the modality that
my school has adopted.
I can very well engage with 
parents and community partners in
assisting learners.

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 in the provided space below.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development
Guidelines.
ACTIVITY 3.
Answer the following questions by constructing and filling out the table 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?
Add as many rows as you need for your answers.

What is your goal toward What will push you What will help you attain
improving your teaching to achieve this this goal?
practices in the modalities? goal?
To ensure that students will Improving my teaching Continue my professional
experience quality of teaching even in strategies and practices development
times of pandemic

To make students learn and acquire Making students lifelong Teach and guide students
skills even if we are in the new normal learners , education through different modalities
must continue that are applicable to them
To construct or create modules that Learning to unpacking Study and apply MELC’s given by
will cater the needs of every learners and combining MELCs Deped
regardless of their status in life

To provide the best type of resources Combining the ideas Access to portals and
(online or modular) in my subject from the portals orientation on how to use it
matter provided by DepEd

MODULE 4
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC SESSION 4

ACTIVITY 1. MODULE 4 OUTPUT (please refer to the separate template as an output for
this module )
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
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Learning Intervention Needed
Objectives of
the PD Program
Classroom Managed learner To develop and • Constant Year-round Human
Communication behavior apply effective Counseling for Resource (HT,
Strategies (2.6) constructively by strategies in the students not MT, Teachers.
applying positive planning and only for the Guidance
and non-violent management of delinquent ones Counselors)
discipline to developmentally but also all the
ensure learning sequenced students.
focused teaching and Through
environments. learning process guidance and
in varied counseling,
teaching teachers may
content determine or
know the
background of
each students in
which it is very
much necessary
to know their
differences so
that in
classroom based
you may apply a
thorough
understanding
of each
individual.

• Peer Counseling
is also
recommended
Learners’ Uses Teachers make • Child Protection Year-round Human
gender, needs, differentiated, adjustments Policy (CPP) Resource (HT,
strengths, developmentally within the same MT, Teachers.
interests, and appropriate lesson to meet • Anti-bullying
experiences (3.1) learning the needs of Policy
experiences to students.
address learners' Initiates the
gender, needs, learning
 strengths, experiences that
interests and are equitable for
experiences all learners.
Provides
activities that
help learners
celebrate their
strengths and
provide varied
opportunities
for learners to
express and
pursue their
individual
interests.

ACTIVITY 2. MODULE 4 OUTPUT ( please refer to the separate template as an output for
this module )
Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make
adjustments in your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.
 PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Adapting practices that uphold the dignity of Personal Growth and Professional
teaching as a profession by exhibiting qualities such Development
as caring, attitude, respect, and integrity

Participating in professional networks to share DepEd Core Behavioral Competencies

knowledge and to enhance practice

Establishing safe and secure learning environments Learning Environment

to enhance learning through the consistent
implementation of policies, guidelines, and
procedures

Managing learner behavior Child Protection Policy (CPP)

constructively by applying positive
and non-violent discipline to ensure Anti-bullying Policy
learning-focused environments

To develop and apply effective strategies in the Develop LR that can be used as a
planning and management of developmentally supplementary material
sequenced teaching and learning processes in
varied teaching context

To guide colleagues to strengthen relationship with Develop strategies in connecting easily with
parents/guardians and the wider school community parents pr guardians
to facilitate involvement in the educative process
 MODULE 5. Building the Teaching Portfolio Related to the
Implementation of The Modalities

MODULE 5
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1. Before you begin to prepare building your Portfolio, you need to make
sure that you have completed all the outputs for this course. Go over the list found
in LDM2 Guide for Expected Outputs and find out whether you have completed
all the outputs required for Modules 1-4 of this course. Submit the completed
outputs to your designated Coach for final evaluation. Keep a copy of all your
outputs for your own records.

Module Expected Outputs (to be submitted to LAC

Leaders)
Module 1 Course Orientation No outputs for submission
Module 2 MELCs Individual/LAC Group Presentation on Unpacking of
a Sample MELC
Module 3A Lesson Design and Assessment • List of targeted learner interventions •
Learning tasks for DL
• Assessment methods in DL
• Weekly Home Learning Plan for 1 subject
• Individual Learning Monitoring Plan for a
student who lags behind in completing the
learning tasks
• LAC 3 Teacher Engagement Report
(Optional)LAC session was conducted)
• LAC 3 Session Report (Optional if LAC session
was conducted)

Module 3B Learning Resources • • Two (2) accomplished LR Rapid

Assessment Tools with reflections

Module 4 PD and LAC Planning • Finalized LDM Individual Development Plan

(produced after discussion during LAC)
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?

Portfolio is a compilation of outputs/activities that can help us to trace or monitor

the progress of one’s achievement. Through out the LAC session, we answered a
lot of activities in each module. Portfolio help us in tracking our progress if there
are progress in our teaching practice or not. Through our portfolio, we can reflect
how far are we in such practices.

2. What evidence from the previous modules will help capture the progress of
your teaching practice?
Module 4 was captured the progress of teaching practices because it identifies the
strength and weaknesses of everyone. It showed the things that need to develop
and improve in our teaching practices.

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

Maybe because our insights and feelings wrote in the portfolio, so as we need to
reflect on it, we can easily be read and analyzed what was encoded in it.

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.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of August to November At least 2 recorded
Lesson Delivery lessons (online learning)
Researching and August to November Lesson Plans (at least 2
Incorporating Teaching per month)
Strategies in the
Modalities
Participation in August to November Certification of
recognized PDs that are Participation with PD
aligned with their credit units
Professional Goals
anchored on Philippine
Professional Standards
for Teachers (PPST)
Organizing the December Professional Portfolio
Professional Portfolio
Submission of Portfolio December Certificate of
to Coach/es Submission
Co-Learning with Peers At least once a month Video Recording
and Coach/es starting September
2020

The list of evidence provided are already enough, but if I may suggest, there
should also be an observation to be conducted online by the school principal.
He/ she will just join one of the synchronous sessions of the subject teacher per
quarter. And for the teachers under MDL, the principal may monitor his/her work
by submitting MOV’s at every week to make sure that they’re checking the
modules submitted by students weekly
 MODULE 5
LESSON 2: THE EVALUATION RUBRIC

CRITERIA EXCELLENT VERY SATISFACTO MARGINAL UNSATISFACTO

(5) SATISFACTO RY (3) (2) RY (1)
RY (4)
DEMONSTRATIO The outputs The outputs The outputs The The outputs do
N OF clearly and adequately reflect to a outputs not show the
PROGRESS OF adequately captured big extent reflect to a progress of the
THE LDM captured the the progress limited LDM
IMPLEMENTATI the progress progress of of the LDM extent the implementatio
ON (30%) of the the implementa progress of n
implementa implement tion the LDM
tion of the ation of the implement
LDM, LDM ation
showing
innovations
that
contribute
to its
smooth
implementa
tion
QUALITY OF Reflection The outputs The outputs The The outputs do
REFLECTION describes clearly clearly outputs not
(25%) the demonstrat demonstrat clearly demonstrate
experience e4 e3 demonstra any indicator
in the LDM indicators indicators of te the 2 in the
implementa of relevant relevant indicators professional
tion, shows strands in strands in of relevant standards
in-depth professional professional strands in
analysis and standards standards profession
synthesis, al
and standards
excellently
relates it to
the
professional
standards
and to
professional
and
personal
 developme
nt goals
DEMONSTRATIO The ideas The ideas The ideas The ideas The ideas are
N OF are are are are jumbled and
PROFESSIONAL expressed in expressed expressed expressed difficult to
STANDARDS clear, in clear well but with using very understand;
(20%) coherent, language incoherenc basic errors in
and with very e in some words and structure and
appropriate minimal areas and structure writing
ly worded errors in few errors in with conventions
language structure structure incoheren are found
with no and/or and/or ce in many almost
errors in writing writing areas and everywhere in
structure convention conventions several the output
and/or s errors in
writing structure
conventions and/or
writing
conventio
ns
ORGANIZATION The portfolio The The portfolio The The portfolio
OF PORTFOLIO is logically portfolio is is generally portfolio does not
(5%) organized, is logically well- has 3-4 follow a
insightful, organized organized items not logical order
and offers with 1-2 well
new items not placed in
perspective well placed the overall
and insights in the overall organizatio
organization n

TIMELINESS The output/s The The output/s The The output/s

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