LDM2: Learning Delivery Modalities Course for Teachers

MODULE 1: COURSE ORIENTATION

Lesson 1: Course Overview

Activity 1
Read the LDM Course Overview. Reflect on the overview by answering the
following questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?

It provides guidance to the field officials and teaching personnel in

making informed decisions related to the implementation of the
different learning delivery modalities appropriate to a specific
content existing in a school.

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

It improves the readiness of all teachers and school leaders for the
implementation and management of learning delivery modalities
consistent with policies and COVID-19 response framework adopted
by the government.

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

Module that increase user’s engagement easily, the combination of

multimedia and instructional designing makes the perfect recipe for
a rich learning experience. Most importantly, the LAC PLAN in
which we can go back to the agendas whenever we want so we can
deliver great results over time.

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?

The disruption caused by Covid-19 has forced the adoption of

different learning delivery modalities. Teacher training is a major
consideration that would require schools to readjust their budget
allocation in order to respond to this emerging need. Online
teaching involves a lot of preparation. For sure, there will be
adjustments. With the new school year under new normal calling
learners to stay home and encouraging schools to use distant online
learning platforms as an alternative way of teaching and learning
that emerged. The Covid-19 crisis presents an opportunity for the
education sector to come together, forge connections and share
what works. We may have not seen this before the crisis, but we are
missing a greater opportunity if we do not do this now.
 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 keeping a stronger communication and relationship from time to

time. During this pandemic, teachers, colleagues, parents and
learners must regularly communicate. There is a need to build a
stronger relationship among these three actors in the educative
process.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that me from to participate in accomplish the
may affect my participating fully this course?) requirements of
participation in in this course?) this course?
the course in a Describe this
positive or environment.)
negative way?)
Maintain the Deep Inspired and School and Home
eagerness to understanding of influenced by that is conducive
learn new a particular school leaders, for learning to
learnings outside issue/ matter to aspired them that maintain focus to
my comfort zone, foster a positive I can be like them achieve good
participated understanding in the near result and output.
actively and no matter how future. Setting
engage myself to can complicated goals and having
a competitive it is. Knowing a clear vision and
and challenging how to overcome goals towards to
role to establish those issues is a my professional
camaraderie that privileged and growth and
promotes can influence development.
peaceful learning. other colleagues.

Work under
pressure but can
still manage to
have a smooth
goal.

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

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 1: COURSE ORIENTATION

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:
3 To improve the teaching-learning process to improve learning among
students
1 To nurture successful teachers
2 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.

2.1. Assessment of Needs. Needs are identified with reference to the

professional teacher standards set for one’s career stage. These
needs could be captured through different forms like self-
assessment tools, classroom observation results, critical reflections,
surveys, research-based teacher development needs, students’
assessment results, and other forms.
2.2 Prioritization of Topics or Agenda. From the needs that have
been identified as focus of LAC, members could agree on which of
them should be prioritized for their sessions. The basis for
prioritization could be in terms of urgency of need, time needed in
addressing the need, interest or in whatever way agreed upon by the
members of the group. These priority needs or topics could
integrate the areas mentioned above.
2.3 Identification of Appropriate Intervention. The LAC could agree
on exploring interventions to address the identified need.
Interventions could be in the form of learning materials,
instructional materials, equipment, facilities, strategies in teaching,
modality in teaching, program, etc.
Activity 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more
than15 members each. Get in touch with your designated Coach or LAC Leader
in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow
LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC
Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
  LACs should be composed of teachers. Discuss your preferred LAC
composition with your assigned Instructional Coach (this will be a
district or division supervisor assigned to your LAC).
 After forming your respective LACs, there should a LAC Leader
assigned to you from among the following school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential to
lead, or subject expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the
LAC Leader. This Instructional Coach will also be handling multiple
LACs through a network of LAC Leaders.
See Figure 1 for reference.

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

NAME DESIGNATION RESPECTIVE ROLES

LISETTE M. GREGORIO, PhD LAC LEADER The Principal or School Head

1. Oversees the implementation of LAC(s);

2. Leads in the development of 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 assigned
facilitator, preferably a Master Teacher
or senior member of the faculty;
4. Mobilizes resources for 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
continues improvement;
7. Ensures monitoring of LAC sessions
related activities and evaluating their
impact on the teachers professional
development, quality teaching and
pupils achievement.
8. Agree with LAC members on how to
observe or monitor application of
learning;
9. Provide feedback to the teachers;
10.Gathers evidence of implementation or
application of learning;
11.Meet with the facilitator to decide on
next LAC topic to prepare plan for the
 next session; and
12. Monitors the LAC implementation the
school LAC plan.
MA. REACHEL A. LAGUIDO LAC - The Senior Member of Faculty
FACILITATOR 1. Convenes the LAC team meetings;
2. Provides technical assistance in the
development of the LAC, time table of team
meetings and other activities;
3. Checks and monitors attendance of
members and submissions of materials and
sees to it that the meetings start and end
on time, and the agenda for the meeting are
covered;
4. Encourages active engagement and
participation of members;
5. Serves as resource person on specific
topic;
6. Assigns a documenter on rotation basis;
7. Invites external resource person 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 activities ( at the very
least ) and where necessary, consult the
LAC leader and members;
10. Ensures the venue and equipment are
available and prepares the necessary
learning materials such as reading
materials, video presentation etc, when
needed;
11. Announces the LAC session including
topic, time, venue, and others matters that
the group should know and;
12. Runs and facilitates the session based
on the plan and ensures that the agreed
norms or behavior are observed and the
objectives of the session are achieved.
LAC JOHN PAUL VIOLAGO
DOCUMENTER

ANJO R. RENOBALLES LAC MEMBERS 1. Attends LAC meeting regularly and

JONATHAN DC. RAMOS participates actively in LAC sessions;
ARLEN A. SUATENGCO 2. Serve as LAC facilitator or documenter or
JOANNA MARIE C, SANTOS resource person for certain topics when
DAWN BUENAMAE H. ORACION assigned such roles;
KRISHA GRECELLE P. DALISAY 3. Develop plans to apply what has been
JEAN S. FRIAS learned and implements agreed action
MARY JOY T. BALOLOY plan in one’s classroom;
LIZA B. TANDAYU 4. Monitors one’s progress in relation to LAC
ROSHELLE MARINAS plan;
CLAUDINE C. RAMOS 5. Prepares and submit document materials
JULIE ANN V. INTACTO relevant topic;
JAIRA JANE S. SURIO 6. Observes agreed norms of behavior;
REGINE S. SOLOMON 7. Captures evidences of implementation;
8. Reflects on the implementation;
9. Share with colleagues in informal
 settings;
10.Prepares to share in each LAC session
11.Allows LAC leader to observe how
learning was applied; and
12.Provides the LAC leader with evidences
of application of learning.

Congratulations! You have completed Module 1.

You are now ready for Module 2.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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?

Now that learning takes place in personal spaces, most likely in

learners’ homes, family members become active agents in the
teaching and learning process. The entire household can act as
learning facilitators, providing guidance and assistance to make the
learning process pleasant for learners. Although teachers can always
 deliver lessons and learning materials online, learning needs
interaction with the physical world. When it comes to the need for
references to the outside world and physical interactions, household
members need to play a role – showing real life examples, giving
demonstrations, or even having simple conversations. Household
members need not be a star teacher, they simply need to be present
to facilitate the process. It cannot be solved by the teacher alone,
support from household members gives learners conviction that
learning is an activity that is absolutely imperative.
2. Even prior to the spread of COVID-19 that eventually led to the closure
of schools nationwide, the congested curriculum has been a perennial
problem of teachers (Andaya, 2018). This is perceived to be one of the
hindering factors on the poor performance of Filipino learners. Do you
agree with this observation? Why or why not?

Yes, concerns about what needs to be covered, leading to further

concerns about the resulting congestion, need not be the distraction
that they are. What is far more important in that coverage is the
way in which a localised curriculum addresses the vision and
mission of the school. If a school’s mission is to create lifelong
learners, for instance, then what becomes critical isn’t so much
what is covered in the curriculum, as what approaches to learning
are developed and refined that will ensure the lifelong love for and
engagement in learning. To gain a perspective on this we need to
consider first the ‘why’ behind our curriculum, to understand the
drivers behind its design, and then use this understanding to resolve
some of the tensions that exist. A curriculum shouldn’t based upon
lists of content that a panel of ‘experts’ have deemed important to
transfer into the minds of young people. Instead, it must give
priority to the development of skills and dispositions that will
create successful learners both now and into their future. Learners
who are inquirers, who have the skills to access, process, and
communicate ideas and information in creative and meaningful
ways. Learners who can discriminate between fact and fiction, who
have a strong sense of their own identity, and who can relate well to
others.

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?

Most Essential Learning Competencies Skills (MELCS) shall serve as

the primary reference of all schools, Schools Division and Regional
Offices in determining and implementing learning delivery
approaches that are suited to the local context and diversity of
learners while adopting to the challenges caused by COVID-19.
2. How does curriculum review aid in the identification of essential learning
competencies?

The review focuses on articulation and across learning areas to

identify gaps, issues and concerns across learning areas and grade
levels. Specifically, the review covers the following;
2.1 Mapping of the essential and desirable learning competencies
within the curriculum.
2.2 Identification of prerequisite knowledge and skills needed to
prepare learners for essential learning competencies and;
2.3 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?

Essential learning competencies are defined as what the students’

needs, considered indispensable, in the teaching learning process to
building skills to equip learners for subsequent grade levels and
subsequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education
but may not be necessary in building foundation 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?

In determining the criteria for the selection of MELCs, the

descriptor “endurance” was considered to be 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 it is useful beyond a single test or unit of study. Part
of the process was deciding whether a learning competency is to be
retained, merged or dropped or retained. As a general rule, a
learning competency was retained if it satisfies the endurance
criterion which greatly contributes to lifelong learning and is a pre-
requisite skill to the next grade level. Two or more learning
competencies are merged or clustered into one comprehensive
learning competency if they have the same objective or learning
intention. The content and performance standards are directly lifted
from the curriculum guides. This is to emphasize that the
identification of MELCs is anchored on the prescribed standards and
not a departure from the standards-based education curriculum.

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

instruction?

The MELCs will enable the Department to focus instruction to the

most essential and indispensable competencies that our learner
must acquire, as we anticipate challenges in learning delivery. It is
advantageous for students to learn the concepts and skills in the
MELCs through meaningful activities and scenarios relatable to
 them and within the context of the student’s own environment. The
MELCs are implementable as long as the designed activities also
teach the procedures on processes on how and when to apply those
knowledge and skills in a given context.

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 K to 12 Learning

Merged/Clustered

Retained

Dropped n

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.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to
unpack and combine the MELCs into Learning Objectives.
 LDM2: Learning Delivery Modalities Course for Teachers

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

Lesson 2: UNPACKING & 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 importance of unpacking and combining the MELCs is to

address the challenges and learnings of students brought about by
the global pandemic. With this new school year under new normal,
skills and competencies must applicable to real-life situations of
learners. It can craft the vision of mastery for specific standards,
align lessons and accompanying resources to that vision and can
create a friendly-learner objectives to better communicate required
skills to learners and even community stakeholders.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

There are four key steps to unpacking MELCs:

2.1 Identify key concepts and skills
Identify what learners need to know and what they need to do. We
like to highlight nouns (content) in blue and verbs (skills) in green.

2.2 Identify learning target types

Next, you’ll determine which concepts are content/knowledge
targets, reasoning/cognitive targets, skill/performance targets, and
product targets.
2.3 Determine Big Ideas
The next step is to list the conceptual understandings that students
discover during the learning process.
2.4 Write essential questions
To focus and guide classroom instruction and assessment, write
open-ended questions to help stimulate student interest and make
new connections. Think of this unpacking process as a journey with
a destination in mind. The journey will include packing and
preparation, travel arrangements, perhaps some new experiences,
and ultimately an endpoint student learning, which may very well
begin a new journey.

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

 Yes, all the MELCs need to unpacked and combined so that teachers
share a common understanding about the goals and targets of a
specific learning competency. Implementing standards effectively
requires teachers to dive deep into the standards to fully
understand expectations and make them clear to learners.
Unpacking and combining are techniques in which a teacher can use
to make sense of standards, and then create focused learning
targets to make them actionable. This process, also called
“deconstructing” or “unwrapping” standards, fosters a collaborative
dialogue that supports growth and effectiveness.

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.

Activity 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy
of your outputs.

Congratulations! You have completed Module 2. You may now proceed to Module
3A - Lesson Design and Assessment in the Modalities.
LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

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 home
schooling. 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.
Now, answer this question: Which of the LDMs do not have an F2F learning
component?

LCP – face to-face (F2F) Learning - refers to the traditional mode of

conducting classes in the classroom
DL - is delivered where the student and the educator, or information source are
not physically present in a traditional classroom environment.
Blended Learning (BL) - is a style of instruction that combines electronic and
online media as well as traditional F2F teaching.
Home Schooling - also known as home education, is the education of children
at home or at a variety of places other than school. Home education is usually
conducted by a parent, tutor, or an online teacher.
 
Write down your answer in your Study Notebook, then check it against Lesson
1, Activity 1 Answer Key 2.

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.
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 Hand-out 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. Replicate the
following table and write your answers in your Study Notebook.

Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
1 RBI Flexible to all since all
learners have radio at their
 home.
Easy access for all learners,
online learning by the use of
2 TVBI this instruction, it is a
learner-friendly, stress-free
and fun and enjoyable.
Uses printed modules so
access to learning is
3 MDL convenient since
distribution to learners is
the main tool to deliver.
Applicable to selected
learners since majority of
4 BL
them has a limited access
and resources online.
Lack of gadgets, no reliable
internet connection and
5 ODL
limited capability in using
social media platforms.

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 and share your
ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or

household member who can guide Consistent communication and feedback
and support their learning at to monitor learner’s progress.
home
Provide opportunities to apply skills and
strategies in reading and writing
Beginning readers (K to 3)
meaningful text with parents/guardian
support.
Provide differentiated instruction based
Struggling readers (Grades 4-12) on assessment results and adapt
instruction to meet students' needs.
Provide learners at least one reliable
gadget with strong and stable internet
No access to devices and Internet
connection by the support of their parents
and LGUs to facilitate online learning.
Establish welfare support, supplementary
Inaccessible (living in remote or out-of-school time programs, pathways
and/or unsafe areas) planning for at-risk learners and project-
based learning for disengage learners.
Indigenous Peoples Create team-based approaches to
 teaching, learning and pastoral care
anchored to their cultures, traditions and
beliefs.
Have a cross sector initiatives.
Launch a monthly health check-up
sponsored by the LGUs to achieve good
Persons with Disabilities
level of a health and to participate in
activities contributing their health.
Daily/Weekly motivational interviewing in
Broken Family (living with their a child-client center style of counselling
relatives) to enhance parent’s motivation to engage
and remain in parenting program.
Parent/family training and education,
Health Issues support health promotion campaigns and
health care provider training

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

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/ Lesson planning is the teacher’s road map of

what learners need to learn and how it will be done effectively
during the class time. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on student
learning. It provides a general outline of teaching goals, learning
objectives, and means to accomplish them, and is by no means
exhaustive. A productive lesson is not one in which everything goes
exactly as planned, but one in which both learners and teacher learn
from each other.

2. Why is lesson designing important?

Lesson designing is important because it is the motivation for the

teacher and hunger to learn more by learners and what keeps a
teacher’s going. It help the teachers to be well prepared and be
aware of what he/she intends on teaching the students. It can also
help the teacher to focus more on the basic knowledge first then
take the students towards the next step. 

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

 The three elements or components of a well-designed lesson are
objectives, subject matter/pre-assessment and motivation.

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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

- Review previous - Explain, model, - Wrap up activities.

lesson. demonstrate, and
illustrate the - Emphasized key
- Clarify concepts from concepts, ideas, skills, information and
previous lesson. or processes that concepts discussed.
students will
- Check learner’s prior eventually internalize. - Transfer ideas and
knowledge about the concepts to new
new lesson. - Check learner’s prior situation.
knowledge about the
- Present warm up new lesson. - Assess whether
activities to establish lesson has been
interest in new lesson. - Provide learners with mastered.
feedback.
- Present connection - Ask learners to recall
between and old new - Help learners key activities and
lesson and establish understand and master concepts discussed.
purpose for new new information.
lesson. - Reinforce what
teacher has taught.
- State lesson
objectives as guide for
learners.
Refer to the list of learning tasks below, and identify which section of the
lesson these learning activities can be presented by placing each task under
the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for
new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or
processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson

Compare your answers to Lesson 2, Activity 2 Answer Key.

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.
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
Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of
the DLL and DLP. To find out the instructional principles behind these learning
tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine
(https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf)

ACTIVITY 4
Read the hand-out Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self-
Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through DL. In the second column,
identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means.

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

Grade Level and Learning Area: ENGLISH 6
Lesson/Topic: Identifying Real or Make-Believe; Factual or Non-Factual
Images
Learning Objectives: Differentiate real from make believe; - factual or non-
factual.
Learning Resources/Materials Needed: SLM, Online Learning Portal, LRMDS

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated
by a household partner,
Check if
can be done via a learning
already
activity sheet, can be
Part of Lesson / Learning Tasks present in
presented via an internet-
the
based
SLM
resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
It can be facilitated during
synchronous learning
1. Review previous lesson
 session, if the internet
2. Clarify concepts from previous lesson
 connection is limited and has
3. Present warm-up activities to establish
 no reliable gadget, teacher
interest in new lesson
will provide a SLM containing
4. Check learner’s prior knowledge about the
 all the learning tasks and it
new lesson
should be guided by the
5. Present connection between old and new
 parents or a household
lesson and establish purpose for new lesson
member and teacher will
6. State lesson objectives as guide for learners
 establish a feedback for
learners.
Lesson Proper
It can be facilitated during
synchronous learning
session, if the internet
1.Explain, model, demonstrate, and illustrate
 connection is limited and has
the concepts, ideas, skills, or processes that
 no reliable gadget, teacher
students will eventually internalize
will provide a SLM containing
2. Help learners understand and master new 
all the learning tasks and it
information
should be guided by the
3. Provide learners with feedback  parents or a household
4. Check for learners’ understanding
member and teacher will
establish a feedback for
learners.
After the Lesson
It can be facilitated during
synchronous learning
1. Wrap up activities
session, if the internet
2. Emphasize key information and concepts  connection is limited and has
discussed  no reliable gadget, teacher
3. Ask learners to recall key activities and
will provide a SLM containing
concepts discussed
 all the learning tasks and it
4. Reinforce what teacher has taught
 should be guided by the
5. Assess whether lesson has been mastered
parents or a household
6. Transfer ideas and concepts to new
member and teacher will
Situations
establish a feedback for
learners.

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?

I will create a Self-Learning Kit and my own version of module to

address the learning needs of the learner and for better
understanding of the lesson.

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?

Aside from the Self-Learning Kit and module, consistent

communication via means of social media or phone calls or any
means of online platforms and feedback to them are the keys to
guide them throughout the lesson and to cater their needs.

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

A teacher can gather feedback by constant communication and

adequate support by any means of online platforms.

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration of
content across learning areas maximizes time and helps learners make
connections for better understanding.
• You can use content topics as themes, motivation, springboards, or initial
topics for lessons across subjects. You can also try merging selected learning
area performance tasks and assessments and create separate rubrics for
scoring per learning area. This can make it easier for you to check student
work, and saves time for you and the learners.
Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time?
In terms of designing and implementing lessons and interventions we
deliver, there may be clear options for providing those online. There may
also be options for supporting families in implementing an intervention
the team designs. But not all students have internet or device access.
Although we will be able to continue providing much of the support at
home that was delivered in school, there may be insurmountable barriers
to delivering some of the interventions students were receiving in school,
or the importance of those interventions may have changed. DEPED must
acknowledges that there could be exceptional circumstances especially in
our congested curriculum that affect the student’s performance and
service delivery during this time. But the department also compels us to
prepare to address gaps, should any result from school closures, so
educators will need to figure out ways to address these issues promptly as
schools reopen.

Don’t forget to check back with your Coach and share them with your peers.

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. Follow the
example below.

FORMATIVE SUMMATIVE
ASSESSMENT BOTH ASSESSMENT

 To evaluate their  Are ways to  To understand

assess student their over all
own learning.
learning.
 To build performance in a
 Are
knowledge. unit study.
opportunities
 To identify to give and  To understand
strength and receive whether they have
weaknesses. feedback. met the learning
 To continually  Are ways to outcomes, and to
improve learning. evaluate the what extent, at
 To target effectiveness of the end of a unit
learning. teaching. study.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to
see the other similarities and differences between the two types of assessments.

ACTIVITY 6
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
I will send a three-item quiz via text message before the
Example: lesson. Based on the responses, I will take note of the
Short quiz common misconceptions and clarify them to the
learners during our online session or via text message.
Use your SLM to set up a designated portfolio space
for each student. Alternatively, you could use cloud
software such as OneNote or Google Classroom.
Portfolios
Portfolio platforms are also available. Students can
use this space to upload select pieces of work for
assessment.
Unlike classroom discussion, student comments on
online message boards can be read as many times as
Online you need to make an informed assessment of
Discussion learning. Students also have time to post detailed
and considered responses that you would not
ordinarily get in a live setting.
Peer feedback assessment can be conducted online
via a discussion board where students post their
work, or a synchronous tool, Skype or Zoom, where
Peer
students discuss each other’s work in real time.
Assessment
Many of your students will already be connected via
social media, so encourage them to share work on
these platforms too.
You can base a project around a research topic,
problem-solving activity, a creative activity, or a
mix of different learning opportunities. For example,
task students with researching a real-world problem
Independent
that links to your studied content and then have
Projects
them design a creative solution based on what they
have learned. Team this with a reflection and you
have an assessment that is rich with learning
opportunities along the way.
Learning Journals where students write regularly about their
Journals own learning will provide you with a constant source
of formative assessment. It also builds students’
metacognitive abilities –their ability to ‘think about
thinking’. Online learning journals can be as simple
as a Word document. You can also use free blogging
platforms, Live Journal or Blogger, video diaries or
voice recordings for greater interactivity and
engagement.
Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your colleagues:

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

Portfolios and Learning journals are the common assessment methods
among the groups since distant learning is the main tool of learning
modalities.
2. What are the challenges in doing assessment in DL?

Some challenges may encounter in doing the assessment in Distant

Learning are the availability and capability of learning resources
online and the limited internet connection which can affect
student’s performance.

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

Professional judgement is always enough to reliably assess student

learning. Don’t feel the need to bring cumbersome testing methods
into online teaching in an attempt to maintain control. Experiment
with new strategies, get creative and most importantly trust
yourself. You might change your whole approach to assessment in
the process.

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 learning facilitators.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did. Learners are
different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would
show how much they have learned.
Good job! You are done with Lesson 2. You may now proceed to Lesson 3
LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING

DELIVERY MODALITIES

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 in your Study
Notebook
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.
D 2. These are the formative learning opportunities b. mode of delivery
given to learners to engage them in the subject
matter and to enhance their understanding of the
content.
A 3. This refers to the prescribed subject that c. learning
learners take. competencies
B 4. This refers to the method of submission of d. learning task
learning outputs preferred by the learner/parent
based on their context.

Check your answers using Lesson 3, Activity Answer Key.

The check-up activity introduced you to the key components of a Weekly Home
Learning Plan (WHLP), namely, the learning area, learning tasks, learning
competencies, and the mode of delivery. The WHLP serves as a guide for your
learners on what they need to accomplish each week when they do
independent study at home (DepEd, 2020). It outlines the learning tasks that
learners need to do, using the SLM, in order for them to attain the most
essential learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the
Sample Weekly Home Learning Plan for Blended Distance Learning or may just
refer learners to the lesson number and/or activity number in the SLM as
shown in the Sample Weekly Home Learning
Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as
they follow the prescribed schedule in the plan. Remember also that part of
guiding learners is to give enhancement or remediation activities when needed
and when possible.

ACTIVITY 2

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

00162 which discusses what WHLPs and Individual Learning Monitoring Plans
(ILMPs) are. After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of
the following when creating your WHLP:

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

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 Individual Learning

Plan Monitoring Plan (ILMP)
(WHLP)
Purpose To keep track of the To monitor learner
day-to-day in school progress based on the
and off-school general given intervention
learning processes as strategies.
they implement the
most suitable and
feasible alternative
learning modality based
on the context of a
school.
For Whom? For parents and For teachers and
teachers learning facilitators
Components Learning area, learning Learner’s needs,
tasks, learning intervention strategies,
competencies and mode monitoring date,
of delivery. earner’s status,
insignificant &
significant progress and
mastery.
Has to be communicated YES YES
to parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important

to get in touch with the household partner who provides assistance as needed
while the learner is doing the learning tasks at home.

ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one
of them has problems completing the learning tasks for the first two weeks.
Think of a possible difficulty the learner may have encountered in
accomplishing the learning tasks. Apply what you have learned about ILMPs in
Activity 3 and create an ILMP for that particular learner who lags behind. Read
and use the Individual Learning Monitoring Plan Template. Consider the
components of the ILMP that were described in Activity 3.

Share the ILMP that you made for that specific learner during your next LAC
Session

Before leaving this Module, take note of the following key messages:
 There are no perfect lessons, but with careful planning, reflection, and
continuous adaptation before, during, and after lesson delivery, you will
be able to design lessons with your best efforts, and maximize learning in
this new context.
 It is important for teachers to keep track of how the students are doing,
get feedback from the learners (learners’ self-assessment), and from the
learning facilitators or household partners, in order to continuously
improve lessons and provide support for learners as they learn.
 One way of getting feedback from learners is by communicating regularly
with them and their families. As teachers, you need to make your
presence felt, and send the message to the learners that they are not
alone in this situation. This will greatly help them stay motivated.
 As teachers, you are part of a larger community of learners, and would
need support from your Coaches, School Heads, and fellow teachers as
you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule for
this module.
Be sure that you have your Module 3A outputs, Study Notebook, and LAC
Session 3A Guide ready when you participate in the LAC Session for this
Module.

Congratulations for completing Module 3A! You are now ready for Module 3B.
 LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3B: LEARNING RESOURCES

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?

School shall be guided by the Omnibus Guidelines on the

Implementation of Community Quarantines, issued by the IATF for
the Management of Emerging Infectious Diseases as well as the
directives of the Office of the President, in deciding the learning
modality/modalities to be implemented. In addition, the learner’s
context, access and readiness, as well as the context/situation of
the area where the schools are located shall be taken into
consideration. The choice of the modality/modalities of the parent
and/or learner may be also considered.

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?

No, I will coordinate and seek help to parents and community

stakeholders, even in my colleagues to have an alternative LRs that
can be used by the learners to facilitate learning. Teachers are
resourceful and always lend their hands full just keeping stay
connected with students. But the need to actually assess student
learning is becoming more pressing.

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

Adequate support by the DEPED to provide reliable

gadgets/allocated budget/ allowance to sustain the needs in stable
internet connection and other learning resources to cater also the
needs and required skills of learner.
4. Based on your evaluation of the materials, are they appropriate to the
level and characteristics of learners? Are there learners who might be
disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments
will you make in terms of the LRs?

Yes, there will always be a huge gap between the LRs that teachers
want to impart to their students and the things that students want
to know from them. The connection that will let the two meet is the
relevance of the lesson with the students’ lives. Engaging activities
that stimulate active learning is proven to be the best method
teachers use to provide a long-term understanding, especially with
global learning. Since the use of learning tools promotes active
learning, the students will acquire skills to analyse, synthesise and
apply the material. It will help develop their logical reasoning and
creative thinking because the teachers are allowing them to have a
more active role in the learning process.

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.

As far as my teaching practice is concerned, in my practice active use and

employment of multimedia resources in the classroom activity has
increased my possibility to capture the attention of the students. Along
with that, I have also emphasized on the outdoor learning process which
has widened the scope for including natural environment as one of the
best learning resources. 
Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to
access LRs from DepEd Portals.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3B: LEARNING RESOURCES

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 a similar manner, every teacher uses different teaching and

learning resources that indicates towards the effectiveness of the
teaching process. This scenario attempts to shed light upon
different teaching and learning resources during this time. Along
with the purpose of the resources, this LR also present a detailed
analysis of different learning and teaching techniques and resources
in order to understand the effectiveness of using different
innovative learning resources.

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

Unstable and limited internet connection, lack of reliable gadgets

for learners and the home residing location is also one factor
because of the poor signal and connection. I think I will overcome
these challenges by providing an allocated budget allowance for
online learning education like one reliable gadget and one SIM CARD
having a load of at least 150GB per month, so facilitating of online
learning is convenient and accessible.
 3. What support will you need to be able to maximize the use of the LR
Portals? From whom can you get this support?

Adequate support by the DEPED to provide reliable

gadgets/allocated budget/ allowance to sustain the needs in stable
internet connection and other learning resources to cater also the
needs and required skills of learners.

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.

Learning resources portal are often considered as educational material

that contains information and content which can primarily covers the
breadth of any particular subject but it often fails to cover the depth of
the subject. Learning resources are more than that and it can be summed
up as various tools that provide the teachers with the opportunity of
teaching effectively in order to offer an easier learning process to the
students.

Teaching materials or learning resources are designed mainly to support

teaching and learning in different contexts. The major purpose of learning
and teaching resources is to provide a source of learning experience that
is effective enough to invoke interaction among students and teachers in
the learning or teaching process. An effective learning resource has the
ability of helping the students in the learning process and broaden the
learning experience of the students along with meeting the learning needs
of the students. 

Effective usage of proper learning resources help the students to

construct more than superficial knowledge that is building in depth
knowledge on a particular subject and also developing their individual
learning strategies, values, attitudes and generic skills. It is important to
use proper learning resources in the teaching process in order to build a
solid foundation for lifelong learning.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.
LDM2: Learning Delivery Modalities Course for Teachers

MODULE 3B: LEARNING RESOURCES

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?
No. Materials should be suited to learning preferences and always
provides a new learning experience to the learners.

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?
Yes, LR materials must have a principle of resource design since
learning materials are design for learning experience. My decision is
requisite to assess the primary purpose of resource designing to
support a particular learning goal or objective or in order to address
a defined challenge or problem in a particular learning material.
Effective learning design is a result of productive collaboration
among the content experts, learning facilitators and learners.

3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Yes, learning materials can be evaluated using the currency,
relevance, authority, accuracy and purpose. This is an effective
method as it provides a scope for necessary evaluation of the
learning resources. It is important to analyse the timeliness of a
particular information in order to provide current and revised
information to the learners to evaluate the relevance of the
information. 

4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?

As their many learning resources and they often vary from one
other, it can help because it analyse the relevance of the resource
along with the source of the information. After the authority it is
important to judge the accuracy of the information in order to
understand the reliability, correctness and truthfulness of the
content towards the understanding the purpose of the information
that indicates the reason behind the existence of the information.

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?

Specific learning material have their own credibility in meeting

individual learning needs and few of the effective resources that are
 used in the curriculum are evaluated in order understand their
individual effectiveness.

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

materials — both from DepEd and Non-DepEd portals — still need?

Materials needs to constitute alternative channels of

communication, in which a teacher can use to convey more
vividly instructional information to learners. It must represent a
range of functions which can be used to 'extend the range of
vicarious experience' of learners in a teaching-learning situation.

3. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?

It increases knowledge of the learners, arouses interest and enriches

the imagination and thinking power of students; as a result, they
enable the students to learn faster, remember longer and gain more
accurate information. As their many learning resources and they
often vary from one other, it can help because it analyse the
relevance of the resource along with the source of the information.
After the authority it is important to judge the accuracy of the
information in order to understand the reliability, correctness and
truthfulness of the content towards the understanding the purpose
of the information that indicates the reason behind the existence of
the information.

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?

It constitute the media of exchange through which a message

transaction is facilitated between a source and a receiver. In
addition to extending the range of materials that can be used to
convey the same instructional message to learner’s instructional
materials also facilitate the 'process' nature of communication. In
this passage, the process nature of communication implies that both
the source and the receiver of a message are actively involved in a
communication encounter.

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

material?
 The quality and its function and accessibility on the learner’s need.
Accordingly, learning activities can be planned while considering
their accessibility and relevance in a given situation. The learners
feel interested only when he/she participates actively in the
learning process. It is therefore important for teachers to know how
to prepare materials during this time so that result of the outcome
becomes meaningful.

ACTIVITY 4

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

your next LAC Session. Jot down insights and information that can be useful
to you in choosing the appropriate LRs.

 Understand the concept of teaching-learning materials.

 Understand the importance of teaching aids in teaching-learning
situations especially during this time of pandemic.
 Describe the material available in the environment for preparation
of simple aids for the better comprehension of difficult concepts.
 Develop and implement the LMs (portal) in the teaching-learning
process.
 Appreciate the advantages of using TLMs in teaching-learning.

Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.

Congratulations! You are now done with Module 3B. You may now proceed to Module 4.
LDM2: Learning Delivery Modalities Course for Teachers

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT

AND LAC PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

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

ACTIVITY 2

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

I think I need to focus on Assessment and Reporting and Curriculum and

Planning.

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 goal? this goal?
practices in the modalities?

Create team to gained

Aspired and influenced by Exhibiting effective
knowledge and deep
colleagues and school practices in providing
understanding on the
leaders in providing support for learning
different processes to
adequate provision for resource management in
support learning resource
learning resource school and to the
management in school and
management. community.
to community.
Leading by highly
Applying appropriate Modelling exemplary
professionals in developing
delivery of different practices in the delivery of
a compendium of effective
learning and development different learning and
and efficient interventions
interventions to school and development interventions
to school and community
to the community. to school and community.
leadership.
Sharing best practice skills
Adequate support by the in the provision of technical
Adopting and implementing
management team and assistance by designing and
appropriate technical
leaders in the preparedness implementing responsive
assistance modalities to
and assistance modalities to interventions based on
school and to the
the school and community quality assurance and
community.
sector. monitoring and evaluation
results.
 Good job! You are now done with Lesson 1. You may now proceed to Lesson 2
and learn more about planning for the Continuing PD and participation in the
LAC.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT

AND LAC PLANNING

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL

DEVELOPMENT AND PARTICIPATION IN THE LAC

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

ACTIVITY 2
Refer to your PD objectives and decide on what topics you would like to talk
about in your School LAC. Use the PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and
Lesson 2Activities 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.
 Congratulations! You have completed Module 4. You may now proceed to the
final Module.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED

TO THE IMPLEMENTATION OF THE MODALITIES

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.

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based
on your reading, reflect on the following questions and jot down your answers
in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?

My portfolio is evidence-based.  It includes evidence of best practice

in my teaching and the promotion of learning, my reflection and
development as a reflective professional.  This does not mean that
everything possible is included, but, rather, selection is made of
evidence on teaching activities and effectiveness. My portfolio
includes information on my course planning and preparation, some
actual teaching examples, data on evaluation of students and
feedback, and evidence that I can keep up with developments in
teaching and keep abreast of these.  It tracks progress particularly
to provide verifiable evidence of my ability to promote effective
student learning.

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

My own portfolio and other outputs that will capture my teaching

practice.

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

Because it helps others get a better view of how the teacher has
performed in the past across a wide spectrum of educational
 settings. A teaching portfolio is a step toward a more open,
professional view of teaching and reflects the practice as an
academic activity. A portfolio should only include the things, which
document the teacher’s practice, and not an exhaustive overview of
every detail in the educator’s career. Reflections in portfolio
conveys a coherent message about your beliefs and approaches to
teaching and offers specific evidence to support that message.

ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of
evidence enough to capture the progress of your teaching practice? What other
evidence can you think of that is relevant to the LDM adopted by your School?
Write down your answers and other insights in your Study Notebook.

Yes, Reflective Portfolios and Other outputs, WHLP and ILP.

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions
from Activities 2 and 3 with your colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence
in the List of Suggested Evidence Form and submit to your LAC Leader. Make
sure that you keep a copy for yourself.

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

LDM2: Learning Delivery Modalities Course for Teachers

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED

TO THE IMPLEMENTATION OF THE MODALITIES

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.
  You find yourself re-writing the same comments on several different
students’ task/work.
 Your marking load is high, and writing out comments takes up a lot
of your time.
 Students repeatedly question you about the task requirements, even
after you’ve handed back the marked task.
 You want to address the specific components of your marking
scheme for student and instructor use both prior to and following
the requirements submission.
 You find yourself wondering if you are grading or commenting
equitably at the beginning, middle, and end of a grading session.

ACTIVITY 2
Discuss and share your thoughts on the Rubric in your LAC Session. Present
your steps to make your outputs and Portfolio responsive to the evaluation
criteria and indicators. Take note of your colleagues’ other insights as well.

As a final reminder, make sure that you are able to collect the evidence of your
teaching practice as you have listed, and organize these into a Portfolio. At the end of
the year, you will submit your Portfolio to your LAC Leader, who will announce the
specific date and manner of submission.

Congratulations! You have completed the LDM 2 Course. Good luck on your
LDM implementation, Teacher!

Prepared by:

Teacher I
Noted:

Principal I