LEARNING DELIVERY MODALITIES COURSE 2

MODULE 1:
COURSE ORIENTATION

MODULE OBJECTIVE:

By the end of this Module, you will be able to describe what this course is
about and how it will help you manage the teaching-learning process in the
modalities.

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)

JENNY F. RELLON
Teacher III
 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?

This course will equip teachers to initiate what strategies to be used in the
teaching-learning process in this new normal set up. It also helps teachers to be prepared
on the new type of learning modalities that we’re able to used and assess.

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

This course provides target objectives that includes the lessons to help teachers in
delivering the instruction into different types of modalities that could also gives quality
instruction to all. One of such is Most Essential Learning Competencies (MELC).

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

The two-support mechanism that would help me in this course are as follows;

 The self-study of the lessons and modules of the course.

 Learning Action Cell Sessions that the teachers will interact and shared
strategies that help us in the new normal setting.
 MODULE 1: COURSE ORIENTATION
LESSON 1: Course Overview

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?

It affects me positively and negatively because on how to accomplished each desired

courses that is needed for the learning standards amidst in this pandemic.

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

By having a positive outlook in life and continue to cooperate with my co-teachers.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will (What will push me (Where will I
do that may affect my prevent me from to accomplish the
participation in the course in participating fully participate in this requirements of
a positive or negative way?) in this course?) this course?
course?) Describe this
environment.)

Positive habits in which I

repeatedly did are as follows;
Other work related My commitment and I will accomplish
 Prior reading the content of matters that need passion for teaching this course at
every module/lessons for me to addressed helps me to school where in I
to understand it clearly urgently and the
continue to can focus to the
availability of
internet connection participate in this assigned task.
 Looking for supplementary course. This course And my co-
videos and online samples would prevent me
participating fully in would be a great teachers will help
that would deepen my
understanding of the lessons this course. help for me to adopt me to discuss and
in this course the new normal collaborate the
setting. topics being
Negative habit was doing my delivered and
assigned tasks all at once shared in this
because I am prioritizing some of course.
my tasks at home.
 MODULE 1: COURSE ORIENTATION
LESSON 1: Course Overview

ACTIVITY 3

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

Upon discussing with my co-teacher regarding how I will respond to the completion of this
LDM2 module 1, activity 1 and 2, I had realized that this course helped me equip with knowledge
and strategies to serve quality education despite of this current situation that face-to-face learning
is prohibited because of the health risks brought about by CoVid-19. Learning must continue and
possible because there are other learning modalities that can be used to make learning effective.
 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:

OBJECTIVES
- To improve the teaching-learning process to improve learning among students
- To nurture successful teachers
- To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
- To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
ANSWER:

1 - To foster a professional collaborative spirit among School Heads, Teachers, and the
community as a whole.
2 -To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes.
3 - To nurture successful teachers.
4 - To improve the teaching-learning process to improve learning among students.

REFLECTION
All of the following objectives will be achieved through organizing professional learning
communities such as LAC Sessions, Workshops and Lectures to solve shared challenges
encountered in the school. For me the easiest objective is to foster a professional collaborative
spirit among School Head, teachers, and the community as a whole. They are of one goal and
that is to ensure quality education. On the other hand, the most difficult objectives is to improve
the teaching-learning process to improve learning among students because not all teachers are
capable in adopting new strategies and techniques and are still using the traditional ways in
teaching.
2. What are the top three challenges to having a successful LAC? List down and elaborate.

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

a. Schedule

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

There are several issues in communication such as slow internet connections that
hinders the LAC to start and finish on time plus the fact that topics are not clearly discussed
due to some technical problems occurring while in the session. In addition, some teachers
are not that knowledgeable in some online platforms and applications that have been used
in doing the sessions in this time of no face to face interaction.
c. Contents
Topics included in the LAC Session are just new and not familiar to teachers that is
why teachers and even facilitators or discussant are finding difficulty in understanding
such.
 MODULE 1: COURSE ORIENTATION
LESSON 2: Organizing Your Learning Action Cell (LAC)

ACTIVITY 2

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

See LDM Module 1 – page 5

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC.

2. During this meeting, decide on your groupings and designate one LAC Facilitator and one
LAC Leader per LAC.

3. Remember the following in performing 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:
o Master Teacher
o Head Teacher/Department Head
o Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.

4. 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.
FORM 1: LAC PROFILE

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

REGION: XI

LAC ID (name or number): 266 Number of LAC members: 7

Name of LAC Facilitator:

Designation/Position: MASTER TEACHER II
VIRGILIA C. DAUGDAUG

LAC Members:

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

MARY JOY D. FEMALE TEACHER I DAVAO DEL 09956127964 PHONE

AMESTAD SUR

ARLENE L. FEMALE TEACHER II DAVAO DEL 09978049872 PHONE

LONZAGA SUR

LUCITA A. FEMALE TEACHER III DAVAO DEL 09216002600 PHONE

MASUCOL SUR

MARIA FEMALE TEACHER II DAVAO DEL 09466119515 PHONE

TERESA G. SUR
ABORDO

JENNY F. FEMALE TEACHER III DAVAO DEL 09669922205 PHONE

RELLON SUR

OLIVER A. MALE TEACHER II DAVAO DEL 09506718422 PHONE

ALLAWAN SUR

MARIA VIOLITA FEMALE TEACHER I DAVAO DEL 09481637973 PHONE

B. AVILA SUR
 MODULE 1: COURSE ORIENTATION
LESSON 2: Organizing Your Learning Action Cell (LAC)

ACTIVITY 3

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

LAC MEMBERS ROLES

JENNEVIE G. ALBANO Leads in the development of a LAC Plan and
overseas the implementation of the LAC.
(LAC LEADER)

VIRGILIA C. DAUGDAUG Provides technical assistance in the

development of the LAC in time table of team
(LAC FACILITATOR) meetings and other activities.

JENNY F. RELLON Keeps records of attendance and output of

members. Provides the information on the
(LAC DOCUMENTOR) progress of the LAC and the insights of the
teachers about student learning.

MEMBERS
MARY JOY D. MAISTAD Participate in the given task or project, follow
directions and communicate properly with the
leader and co-leader to be able to accomplish
the given task or project.

ARLENE L. LONZAGA -do-

LUCITA A. MASUCOL -do-

MARIA TERESA G. ABORDO -do-

OLIVER A. ALLAWAN -do-

MARIA VIOLITA B. AVILA -do-

 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)

MODULE OBJECTIVE:

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

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives
MODULE CONTENT:
Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives

LAC Session 2
ESTIMATED TIME REQUIRED
3 hours

JENNY F. RELLON
Teacher III
 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?

The fundamental concerns that need to be addressed in order to ensure learninf continuity
are as follows;

 Persons whom could help them to learn such standards

 The allotted time for them to learn the competencies
 The type of assessment that could be used to measure their learning’s and as well as
the readiness of the child
 The teacher per se to cope up with the learning modality to be used.

All of the above-mentioned concerns could not be solved by teachers alone. Teachers
together with the School Heads, the parents and the community’s collaboration will make the
learning successful despite of this new setting.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers (Andaya,
2018). This is perceived to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why not?

I agree on that statement that the congested curriculum is a hindering factor why
there is a poor performance in Filipino learners. It is very evident in the result of the different
assessment and surveys conducted to Filipino learners which was declining.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: Background, Rationale, and Development of MELCs

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.

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

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

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

Curriculum review aid in the identification of essential learning competencies by

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

Essential learning competencies are defined as what the student’s need, considered
indispensable in the teaching-learning process to building skills to equip learners for
subsequent grade levels and for lifelong learning while desirable learning competencies
were defined as what may enhance education but may not be necessary in building
foundational skills.
6. How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?

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

reviewers decide which among the learning competencies are deemed most important. It
determines whether a learning competency is to be retained, merged, dropped or
rephrased.
7. What is the importance of the MELCs in ensuring the delivery of quality instruction?

The importance of MELCs in ensuring the delivery of quality instruction is that it will
serve as one of the guides for teachers as they address the instructional needs of learners
while ensuring that curriculum standards are maintained and achieved. Furthermore, the
MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery skims by providing them ample instruction space.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: Background, Rationale, And Development of MELCS

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs.

Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs. Copy and accomplish the following table in your Study Notebook and
compare the two documents to determine which learning competencies were retained, dropped,
or merged.

K TO 12 LEARNING
MELCs
COMPETENCIES

Natatalakay ang konsepto ng bansa Natatalakay ang konsepto ng bansa

AP4AAB-1a-1
1.1 Nakapagbibigay ng halimbawa
MERGED/ ng bansa
CLUSTERED 1.2 Naiisa-isa ang mga katangian ng
bansa
AP4AAB-1a-1

Natutukoy ang relatibong lokasyon Natutukoy ang relatibong lokasyon

(relative location) ng Pilipinas batay (relative location) ng Pilipinas batay
RETAINED sa mga nakapaligid ditto gamit ang sa mga nakapaligid ditto gamit ang
pangunahin at pangalawang pangunahin at pangalawang
direksyon direksyon

AP4 AAB-1c-4 AP4 AAB-1c-4

Naipaliliwanag ang katangian ng

Pilipinas bilang bansang maritime o
N/A
insular
DROPPED
AP4AAB-1g-9
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: Background, Rationale, And Development of MELCs

ACTIVITY 4

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

Question(s) about MELCs that Insights

need(s) clarification
 How can we guarantee that  The identified MELCs can be achieved by the
the identified MELCs are easy average and slow learners because these are aligned
to achieve and learn by the with content and performance standards of the
average and slow learners? curriculum guide
 Since the main objective of the Department of
Education is to provide quality education, MELCs are
designed for diverse types of learners
 The identified MELCs were thoroughly studied and
reviewed which are generally designed for all types of
learners
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 2: Unpacking And Combining MELCs Into Learning Objectives

ACTIVITY 1

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

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

The importance of unpacking and combining the MELCs identifies the most essential
need of the learner to achieved and it provide quality instruction amidst this limited time of
learning.

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

In unpacking the MELCs into learning objectives, you need to consider the following:

 Alignment on the Content and Performance Standards - The MELCs are not a
departure from the standards-based design, which is one of the main features of the
K to 12 Curriculum. In fact, there are no MELCs without the content and performance
standards.

 Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered
first in creating learning objectives. This ensures that prerequisite knowledge and skills that
would enable the achievement of MELCs, and eventually the content and performance
standards, are addressed.
 Logical sequence of learning objectives - Since the intention of unpacking the MELCs is
to provide systematic learning experiences for learners, it is incumbent that the unpacked
learning objectives follow a logical sequence.
In combining MELCs, field implementers should take note of the following criteria:

 Commonality of content, topic, or theme - MELCs to be combined should show

commonality and relatedness in content, topic, or theme. This ensures that essential
content and topic will not be watered down.
 Alignment with the Content and Performance Standards - Just like in the unpacking of
MELCs, combining two or more should aid in the achievement of the content and
performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Not all MELCs need to be unpacked or combined because it might complicate things
for the reason that MELCs in each learning areas are all interrelated and anchored on the
content and performance standards.
 MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 2: Unpacking And Combining MELCs Into Learning Objectives

ACTIVITY 2

- Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.

- Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

- Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be
considered in enhancing the learning objectives.

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

UNPACKING MELC SAMPLE

MELC Learning Objectives

LEARNING AREA: Science 4

QUARTER: First Quarter

Classify materials based on the ability to  Describe materials based on the ability
absorb water, float, sink, and undergo decay. to absorb water

S4MT-1a-1  Classify materials based on the ability to

absorb water

 Describe the kind of materials that float

and sink

 Classify material that float and sink

 Describe the materials that undergo

decay
COMBINING MELCS Sample
QUARTER Content Standard Performance MELC DURATION
Standard

First The learners The learner shall The learner should be able
demonstrate be able to: to:
understanding of :
 Recognize  Classify materials based
 grouping and practice on the ability to absorb Week 1
different proper water, float, sink,
materials handling of undergo decay;
based on their products
S4MT-1a-1
properties

 Changes that  Evaluate  Describe changes in

materials whether solid materials when
undergo when changes in they are bent, pressed, Week 2-3
exposed to materials are hammered, or cut;
certain useful or
S4MT-1e-f-5
conditions. harmful to
one’s
environment

 Describe changes in
properties of materials
when exposed to certain
conditions such as
temperature or when Week 4-5
mixed with other
materials

S4MT-1g-h-6

 Identify changes in
materials whether useful
or harmful to one’s Week 6-7
environment

S4MT-1i-j-7

MELC NUMBER MAJOR TOPIC/THEME

1 Classification of Materials
2,3 Physical Changes in Solid materials
4,5 Chemical changes in solid materials
6,7 Effects of changes in solid materials to one’s environment
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 2: Unpacking And Combining Melcs Into Learning Objectives

ACTIVITY 3

Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.

REFLECTION

By unpacking the Most Essential Learning Competencies (MELCs), I have learn that
MELCs serve as a primary reference of all schools in implementing learning delivery approaches
that are suited to the local context and delivery of learners while adapting to the challenges
caused by the pandemic.
 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:

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

1. Differentiate between the learning delivery modalities prescribed by the

LCP and between the different types of distance learning modalities.
2. Apply lesson design and assessment considerations for distance
learning in light of the COVID-19 crisis.
3. Create a weekly home learning plan to guide your learners as they do
independent study at home.
4. Create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed
learning tasks.

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

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

JENNY F. RELLON
Teacher III
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

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

 FACE TO FACE LEARNING - Refers to a learning delivery modality where the teacher
and students have a physical interaction with each other. It is where the teacher can
addressed immediately the concerns of the students in the classroom.
 DISTANCE LEARNING- refers to a learning modality where a learning is given materials
or access to resources and he/she undertakes self-directed study at home or in another
venue.
 BLENDED LEARNING- It is a learning delivery modality in which face to face and modular
learning are combined. It can also be the combination of face to face and online learning
and face to face and TV based instruction.
 HOME SCHOOLING- Refers to an alternative learning delivery modality where children
have access to formal education while staying at home. It can be facilitated by parents,
guardians or tutors.

2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook.

Home schooling and distance learning do not require face to face learning hence it
both needs assistance of the parents or guardians of the child or any member of the family
who has the capacity and ability to do the guidance while the child is at home.
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 2
See LDM Module 3A – page 15

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Role of School
Learning Feature Resources Teacher Parent or
Modality Household
Member
Modular Individual Printed Facilitate and Home The school
Distance instructions modules monitor if there Facilitator orients the
Learning where learners (SLMs) is a need for teachers,
use self-learning interventions or Supervised parents, and
modules (SLMs) Textbook supplementary and monitor learners about
in print or digital and learning activities to the the child as the modular
format materials child’s he/she is learning policies
performance doing the and directions to
activities in ensure that
Orient the the modules everyone is
parents and correctly at properly informed
learners home and guided.

Prepares Report to The school

necessary the teacher provide complete
documents in his/her and appropriate
the learning kit observation content of SLMs
(weekly to child’s in printed form
learning plan, learning
class program,
activity sheets,
modules, etc.)
TV-Based Use of television MOA with The teacher The parents The school
Instruction(T programs on the serves as a are willing to orients the
VBI) channels or Television supervisor and co- teacher, parents
stations network or collects all the supervise and learners
dedicated to station finished output and co- about the TV
providing of the learners. monitor the base instruction
learning content progress of policies and
to learners as a their directions to
form of distance children ensure that
education. learning as everyone is
well as properly informed
provide and guided.
guidance to
their
children.
Radio based Use of radio MOA with The teacher The parents The school
Instruction(R programs on the radio serve as a are willing to orients the
BI) stations station supervisor and co- teacher, parents
dedicated to collect all the supervise and learners
provide learning finished output and co- about the Radio
context to of the learners monitor the base instruction
learners as a progress of policies and
form of distance their directions to
education children’s ensure that
learning as everyone is
well as properly informed
provide and guided.
guidance to
their
children
Blended Minimum Adopt of Prepare the Serve as Schools which
Distance requirements any Self-Learning home adopt any
Learning must be met for combination Modules facilitator for combination of
each of the of the above (SLMs) printed learning the above three
types being three types or digital types of distance
combined any of of distance Supervised learning must
the following learning Monitors and and monitor meet the
LMDs must met facilitate the progress requirements of
the learners of their each type
requirement progress children
s of each
type.
Online May be through Stable Facilitate Guide and The school
Distance a synchronous internet learning and supervised orients the
Learning or connection engage during their teacher, parents
(ODL) asynchronous learners’ active child’s and learners
platform using Platform for participation online about the online
various online using various learning and learning policies
technologies learning technologies in doing the and directions to
connected to such as use activities ensure that
the internet of DepEd everyone is
Commons Orients the properly informed
and parents and and guided.
Learning child about the
Portals online learning
policies and
directions so
that everybody
is informed and
properly guided
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 3

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

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

Ranking

(1 to 5, from Type of DL Why?

easiest tohardest
to implement)

Modular It is the fastest way to collect and retrieve the output to the
Distance learners. With the printed modules learners can learn at home
1 Learning with the help and guidance of any household members. This
should monitored by the teacher through giving activity sheets
answered right after every lesson.

Radio- Not all parents or guardians has a radio. But can still listen in
2 Based their neighborhood.
Instruction

TV- Based Not all household has a TV in their houses.

3 Instruction

Blended With the combination of the different modalities, it is difficult to

4 Learning implement this kind of learning modality. Because the safety
and health of the learners will suffer.

Online Not all students have an access to internet.

Distance
Learning

5
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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

LIST OF TARGETED LEARNER INTERVENTION

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or household  Ask assistance to some nearby neighborhood, who is willing to
member who can guide help and assist the child. If there’s no one, then anybody can
and support their approach the teacher in order to extend himself to assist the
learning at home. child.
 Home visitation
Beginning readers (K to N/A
3)

Sending videos, reading materials flashcards, alphabet’s sound by

Struggling readers hard copy or soft copy. Also the teacher can communicate to the child
(Grades 4-12) thru phone calls and give sound recorders of the alphabet. Through
this reading may enhance with guidance of the parents as well.

To those who do not have access to internet, printed modules and

No access to devices
activities should be provided with the assistance of the guardians and
and Internet
teachers.

Inaccessible (living in Seek assistance and particpation of LGU’S or Barangay Officials.

remote and/or unsafe
areas)

Indigenous People Seek assistance and particpation of LGU’S or Barangay Officials.

Persons with Supports advocacies of SPED Teachers

Disabilities

Other? Specify. N/A

 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 or lesson planning refer to the process of determining what learning
opportunities students will have, by planning the content of instruction, selecting teaching
materials and designing the learning activities that is suited to the learners need and
abilities. Well-prepared and well-planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools.

2. Why is lesson designing important?

Lesson designing helps ensure that:

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

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

● Clearly articulated lesson objectives (What should be taught?)

● Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners (How should learning be assessed?)
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Demonstrate and illustrate 1. Wrap up activities

the concept, ideas and skills.

2. Clarify concept from 2. Help learners understand 2. Emphasize key information

previous lesson and master new lesson and concepts discussed

3. Present motivated activities 3. Provide leaners with 3. Ask learners to recall the
to establish interest in the new feedback concept discussed.
lesson

4. Check learners prior 4. Check for learner’s 4. Reinforce what teacher has
knowledge about the new understanding taught
lesson

5. Transfer ideas and conceptd

to new situation
Refer to the list of learning task below, and identify which section of the lesson these learning
activities can be presented by placing each task under appropriate column.

LIST OF LEARNING TASK

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 discuddd
13. Reinforced 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
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

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 revide 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

According to DepEd order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encourage to think about their
lessons particularly the parts that went well and the parts that were weak and write about
those briefly. In the reflection teachers can share their thoughts and feelings about their
lessons including things about the lesson that were successfully implemented which once
need improvement or could be adjusted in the future. Teachers can also take note of the
number of learners who earned 80% in the evaluation, the number of learners who require
additional activities for remediation, and the difficulties teachers encountered that their
principal or supervisor can help solve.
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

ACTIVITY 4

Read the handout Designing Lessons in DL . In your study notebook, recreate and
accomplish the following table. Choose one lesson from a self-learning module (SLMs) 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 this task are already present in the SLM. In the third
column, identify which has to be presented via technology thus mediated resources,
supplementary learning materials or other means.

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

LEARNING TASK FOR DL

Grade Level and Learning Area: GRADE 4/Aral Pan
Lesson/Topic: Ang Pilipinas ay isang bansa
Learning Objectives:
 Natatalakay ang konsepto ng bansa
 Nakakabuo ng kahulogan ng isang bansa
 Naipaliliwanag na ang pilinas ay isang bansa

Learning Resources/Materials Needed: MELC, Modules and Activity Sheets

Additional Remarks:

(ex. can be done via voice calls, can

Check if already
be facilitated by a household partner,
Part of Lesson / Learning can be done via a learning activity
present in the
Tasks sheet, can be presented via an
SLM internet based resource, can be
facilitated during a synchronous
learning session, etc.)

Before the Lesson

1. Review previous lesson /

2. Clarify concepts from /

previous lesson
Module
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
Module
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

/ Module
activities and concepts
discussed

4. Reinforce what teacher has /

taught
/
5. Assess whether lesson has
been mastered

6. Transfer ideas and /

concepts to new situations
Answer the following questions in your Study Notebook:

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

I will assist the household parent by providing supplementary material for the childs
learning (from internet or recoded ones). Communication with the learners at must be done
to assess the status of the learner and to give assistance to the household parent.

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

In this kind of situation, a teacher should continually communicate to the learners

and also to the parents in order to come upp with the best method and strategy that the
child can learn despite of this current scenario in the teaching and learning process.

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

In order to gather feedback on the different learning tasks, we must take a look at the
modules to check and assess the performance and learnings of the learners. In that case,
we can already refine or modify future lesson.
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

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.

Summative Assessment

Formative Assessment  Assessment OF learning

 Learners may be
 assessment FOR assessed individually
learning:  To measure if the student
or collaboratively
met the performance and
 to make adjustments in the  should promote self-
reflection and content standards done
lesson may be integrated
in all parts of the lesson: personal after the lesson/end of a
before the lesson, the accountability among quarter results enable
lesson proper, and after students about their teachers to describe how
the lesson
own learning well the students learned
 results must be recorded  may be a written the
to study the patterns of work or a
learning demonstrated by standards/competencies
performance task
thestudents but should for a given quarter, which
NOT be used as the basis are then reflected in class
for grading
record
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

ACTIVITY 6

There are various methods of assessment. Read Table 2 of DO 8, s. 2015 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 METHOD IN DL

Assessment
How to Adapt the Assessment Method in DL
Method

I will give them a copy of checklist for them to monitor and assess
1. Self-Assessment
themselves.

2. Printed Exercises I will Let the child to have printed exercises for every competency.
(Paper And Pencil
Test)

3. Role Playing There are competencies that need to be assessed through this type of
assessment. By doing so, the parent short record the child’s
performance.

4. Games A game will be administered by the household partner to the child and
the HHP will monitor the child and will tell his/her observation to the
teacher.

5. Outputs In Activity Every Activity Sheets and Printed Exercises will be placed in a
Sheets ( Portfolio) portfolio so that it can be checked by the teacher upon retrieval of the
modules and activity sheets.
 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?

The common assessment method is Portfolio or Output in Activity sheets because it

is already found in the module.

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

 Not all have cellular phones for us to communicate.

 Not all have the internet access that enable them to search for additional
learning resources
 Limited knowledge of the household members to guide students in their
assessment.
 Lots of distraction at home that could affect the assessment of the learners.

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

Collaboration with my colleagues and other stakeholders to come up with the best
assessment method to be used. Also communicate to the parents and learners that we
have to do such assessment for their own learning and understanding.
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 2: Designing Lessons And Assessments In The Different LDMs

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.
 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

1. These are the knowledge, understanding, skills, and

C
attitudes that learners need to demonstrate in every a. learning area
lesson and/or learning task.

2. These are the formative learning opportunities

D b. mode of delivery
given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

3. This refers to the prescribed subject that learners c. learning competencies

A
take.

4. This refers to the method of submission of learning

B
outputs d. learning task
preferred by the learner/parent based on their context.
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 3: Guiding And Monitoring Learners In The Different LDMs

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the Deped Memorandum DM-CI-2020-00162
whichdiscusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that,
view thethree Sample Weekly Home Learning Plans.

WEEKLY HOME LEARNING PLAN

Modular Distance Learning
Teacher: Jenny F. Rellon Quarter: First Quarter

Grade & Grade 4 – Del Pilar Week: 1

Section:

Mensahe: Ako ay may pangalan

Day & Time Learning Area Learning Competency Learning Task Mode of
Delivery
8:00-9:00 Preparatory Activities
9:00-9:30 Engage Physical Activities to improve health and fitness
MONDAY
9:30-11:30 English Recognize the parts of  Distinguish Personal
a simple paragraph paragraph from submission
a non-paragraph by the parent
 Answer the to the teacher
crossword in school
puzzle
 Identify the
different parts of
the paragrapgh

1:00-3:00 Edukasyon sa Nakakapagsasabi ng  Subukin ang Personal

Pagpapakatao katutohanan anuman sariling submission
ang maging bunga nito. kaalaman by the parent
ESP4PKP-1  Hanapin sa to the teacher
puzzle ang in school
sampong
mahalagang
salita
 Tuklasin ang
 katangiang
taglay

TUESDAY
9:30-11:30 Mathematics Visualizes numbers up  Visualized Personal
to 100,000 with numbers submission
emphasis on numbers using by the parent
10,001 to 100,000 number disc to the teacher
M4NS-1a-1.4 and model in school
Read and write  Write
numbers from 10,001 numbers in
to 100,000 in symbols words and in
and in words standard
M4NS-1a-10.4 form

1:00-3:00 Mapeh Describe the physical 

Dance Personal
activity pyramid exercise submission
PE4PF-1a-16  Checking the by the parent
pulse rate to the teacher
 Answer in school
worksheet

WEDNESDAY
9:30-11:30 FILIPINO Nagagamit ng wasto  Tukuyin ang Personal
ang mga Pangngalan salitang submission
sa pagsasalita tungkol Pangngalan by the parent
sa sarili at ibang tao sa at hindi to the teacher
paligid Pangngalan in school
F4WG-1a-c-2  Basahin ang
kwento at
sagutin ang
mga tanong
 Pakilala ang
sarili gamit
ang
Pangngalan

1:00-3:00 Araling Natatalakay ang  Subukin ang Personal

Panlipunan konsepto ng bansa kaalam sa submission
AAP4AAB-1a konsepto ng by the parent
bansa to the teacher
 Buuin ang in school
kahulugan ng
isang bansa
 Pag-usapan
at ipaliwanag
na ang
Pilipinas ay
 isang bansa

THURSDAY
9:30-11:30 Science Classify materials  Classify the Personal
based on the ability to materials submission
absorb water, float, sink whether it by the parent
and undergo decay absorb water to the teacher
S4MT-1a-1 or did not in school
absorb
 Classify
porous and
non-porous
materials
 Draw object
which
absorb more
water and
object
absorb less
water

1:00-3:00 EPP Nasasagawa ang mga  Sagutin ang Personal

kasanayan at kaalaman Gawain A,B submission
sa pagtatanim ng at C sa by the parent
halamang ornamental module to the teacher
belang isang in school
pagkakakitaang gawain

EPP4AG-Oa-
1(Week 1-day 1)

FRIDAY
9:30-4:00
Distribution and retrieval of modules
(SLMs)
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 3: Guiding And Monitoring Learners In The Different LDMs

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 seehow the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Purpose A tool to guide learners and A tool for monitoring learners who
learning facilitator in tracking the are behind based on their formative
subject areas to be tackled and assessment
activities to perform at home

Learners, learning facilitator or Learners, learning facilitator or

For Whom?
household members household members

Learner’s needs,
Learning area, learning intervention strategies,
Components competencies, learning tasks, monitoring date, learner’s
mode of delivery status

Has to be Yes Yes

communicated to
parents?
 MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 3: Guiding And Monitoring Learners In The Different LDMs

ACTIVITY 4

INDIVIDUAL MONITORING PLAN

Learners MAQUE, DANIEL ADRIAN D.

Name:
Grade 4 – Del Pilar
Level:
Learning Learner’s Intervention Monitoring Learner’s Status
Area Needs Strategies Date
Provided
Insignificant Significant Mastery
Progress Progress
English Weak in Provide October, /
decoding learning 2020
of words materials,
reading
materials for
their
comprehension
Intervention Learner is not making significant progress in a timely manner.
status Intervention strategies need to be revised.
Learning is making significant progress. Continue with the learning plan. /
Learning as reach mastery of the competencies in the learning plan.

Prepared by: JENNY F. RELLON

Adviser

Noted by:

JENNEVIE G. ALBANO
School Principal II
 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVE:

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

1. Associate learning resources (LRs) with specific learning modalities.

2. Access resources from online portals such as DepEd Commons and LR Portal
of the Department of Education.
3. Explain the importance of using quality assured LRs

MODULE CONTENT:

Lesson 1. Learning Resource Maps for Distance Learning

Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

JENNY F. RELLON
Teacher III
 MODULE 3B: LEARNING RESOURCES
LESSON 1: Learning Resource Maps For Distance Learning

ACTIVITY 1

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

Our School has adopted the Offline (Modular) Distance Learning Mode of Learning for
our pupils, so we must provide Printed Modules and Activity sheets to accommodate the
preferred LDM of our learners.

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?

As far as I know, we have the complete set of resources for the first quarter. If ever the
LR’s are not complete, we will provide it by ourselves. We will reproduce those need modules
and activity sheets using our own printers in school

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

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

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

Yes, those materials in the portals are appropriate to the level and characteristics of
learners based on my evaluation. Learners who might be disadvantaged by the LR Portal’s
materials due to his/her reading ability, level of learning independence, level of household
support and distance may be resolved by the teacher. As a teacher, we are the ones that will
make plans and adjustments or solutions to this kind of situation.
 MODULE 3B: LEARNING RESOURCES
LESSON 1: Learning Resource Maps For Distance Learning

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.
 Instructional support from colleagues who have the knowledge in ICT.

 Shared downloaded LRs from the Portals can be one way to easily access the
resources.

 Assistance from colleagues for the reproduction of additional Modules and Activity
Sheets if delivered resources are not sufficient.
 MODULE 3B: LEARNING RESOURCES
LESSON 2: Accessing Learning Resources From DepEd Portals

ACTIVITY 1

Explore the Portals.In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs
and those of your learners’? How do they complement the LRs that you already have?

In our school we adapted a Modular Distant Learning, by the help of the two Deped portals
we can easily access the learning resources and SLM. We can obtain our learning modules online
so it eases the burden for us teachers.

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

On my part, the challenges I have in accessing the LRs in the portals are the slow internet
connectivity and the materials I will use in the reproduction of such. In reproducing the resources
taken in the portals, ink and bond papers are needed. On the part of the learners, the challenges are
their learning ability, and the person whom will help them out in doing those task given in the
resources. With the help and support of the my co teachers, parents and community this challenges
will be overcome.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?

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

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

Based on the evaluation of the materials, they are appropriate to the level and characteristics
of the learners, and if there will be more problem about LR’s we will find ways by looking other
sources in the internet.
 MODULE 3B: LEARNING RESOURCES
LESSON 2: Accessing Learning Resources From DepEd 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.

 Ask assistance to my co-teachers to print the SLM for distribution to our learners.
 Technical assistance from colleagues on the use of LR Portals.
 Sharing of information in relation to the appropriate and usable LRs for a specific Grade level
and specific competencies.
 Be passionate about exploring new ideas, be open to improvements in the system and work
with colleagues.
 Guiding on how to register on the LR Portals.
 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:

https://commons.deped.gov.ph/08c369fc-4bb3-4834-a7cb-5d3828dda979

Is the LR material… YES NO Cannot be determined

1. Connected and relevant to the MELCs? /
2. Appropriate to the grade level and learner /
characteristics in terms of language, activities?

3. Easy to reproduce and/or disseminate? /

4. From a credible source/author? /

5. Culture and gender-fair? /

6. Free from red flags on possible copyright and /

plagiarism issues?

7. The layout and format easy to read and pleasing to /

the eyes?

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

Yes, the material meets all the requirements.

The material satisfied the following:

 Connected and relevant to the MELCS

 Appropriate to the grade level and learner characteristics in terms of language, activities
 Easy to reproduce/or disseminate
 From a credible source/author
 Culture and gender fair
 Free from red flags on possible copyright and plagiarism issues
 The layout and format easy to read and pleasing to the eyes
 2. Were there any questions in the assessment tool where you answered ―No‖ or ―Cannot Be
Determined‖? What decision will you make on the LR material? Why?

None so far. The material satisfied the requirements so I am deciding to use it to enrich my
learners understanding on the lessons.

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.

There are no additional considerations in the material that are need assessment.

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

With the specific requirement mentioned, I know have the knowledge in assessing materials
taken indifferent portals and sources. It is very useful that we’ve learn such for us to decide on the
best resource material to use in our teaching
 MODULE 3B: LEARNING RESOURCES
LESSON 3: Assessing The Lr Materials

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?

DepEd prescribe LRs are reliable and aligned in the basic requirement needed for
choosing LR's while non DepEd LR's sometimes deviate from the requirements of
standard LR's.

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non DepEd portals — still need?

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

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

Because of this exercise and assessment tool I can now choose better Learning
Resources for my subject matter.
 MODULE 3B: LEARNING RESOURCES
LESSON 3: Assessing The Lr Materials

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?

I had made a learning resources in my grade 7 students with the Title Activity sheet
Fantastic Foamy Mountain of Making an experiment module. When I saw the assessment
tool I had knew that I am lacking and didn't meet some requirement prescribe by deped.
2. What improvements do you still need to make in your developed material?

In developing material, I must have the knowledge and skills in creating visuals to
make my material more interesting and pleasing to the eyes of my learners. Intelligence and
creativity are determining factors.
 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
MODULE OBJECTIVE:

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

1. carry out your plan for your continuing PD.

2. discuss the different PD initiatives/programs related to the LDMs that are
available to you, either provided by DepEd or by non-DepEd learning service
providers (LSPs).
3. develop a PD plan including the Learning Action Plan.
4. commit to your professional growth and development.

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development and Participation in

the LAC

JENNY F. RELLON
Teacher III
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

LESSON 1: Reflecting On Professional Life And Development

ACTIVITY 1

See LDM Module 4 – page 37

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE


I can use the
modality with ease

I can confiedently
use the platforms in

the modalities

I can use 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.
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

LESSON 1: Reflecting On Professional Life And Development

ACTIVITY 2

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

Content Knowledge and Pedagogy

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

Learning Environment
- Learners safety and security
- Fair learning environment

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

Curriculum and Planning

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

Assessment and Planning

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

Community Linkages and Professional Engagement

-Establishment of learning environments that are responsive to community contexts

-Engagement of parents and wider school community in the educative process
Personal Growth and Professional Development
-Philosophy of Teaching
-Professional Reflection and learning to improve practice
 MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

LESSON 1: Reflecting On Professional Life And Development

ACTIVITY 3

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

What is your goal toward

What will push you to What will help you attain this
improving your teaching
achieve this goal? goal?
practices in the modalities?

A. To ensure effective learning In achieving these goals, I The mentioned goals could be
of my pupils have to think that I have to attained through the help and
satisfy the needs of my client, support of the following:
the parents and their children
of course. I am a teacher, so I a. School
B. Provide quality modules and
best lessons for my students have to make everything b. Colleagues
possible just for the sake of my
pupils despite of the difficult c. Community
situation we are in right now
C. Provide time to check on my d. Parents
due to this pandemic.
learner’s and parent’s status at
e. Learners
home.

D. Improve and develop my With the help of webinars and

LAC Sessions and other
teaching techniques.
related seminars and Study
Courses, I can adopt little by
little and with ease in this new
normal modality of teaching.
 LEARNING DELIVERY MODALITIES COURSE 2

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

MODULE OBJECTIVE:

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

1. list down the evidence of LDM implementation.

2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards.

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

JENNY F. RELLON
Teacher III
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.
MODULE 5:BUILDING THE TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: The Teaching Portfolio And Its Contents

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions and jot down your answers in your Study Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?

My Portfolio will help me in tracking my progress in relation to my teaching practice in

Modular distance learning modality. I can now be ready for the challenge of the new nowmal
way of teaching. Topics discussed and learned from the LDM2 Course are reflected in my
portfolio, so I can easily glance for those, and will refresh my memory on how to do such
concept or output.

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

The previous modules help me to develop my skills and knowledge on the following matters
in relation to my teaching practice:
a. Construction of a Weekly Home Learning Plan;
b. Unpacking the MELCs to provide lower level of competencies to my learners before targeting
the essential skills;
c. Different Assessment Methods that I can use to measure my learner’s understanding
d. Use Individual Monitoring Plan Form and for whom it is intended to
e. Sites to go to in obtaining different LRs and how to assess such LRs

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

Reflecting is one way of assessing on your strong points and weak points as a
teacher. It is a compilation of our knowledge and understanding towards the topic.
MODULE 5:BUILDING THE TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: The Teaching Portfolio And Its Contents

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.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons (online

Delivery learning)
Or

Researching and August to November Lesson Plans (at least 2 per month)
Incorporating Teaching
Strategies in the Modalities

Participation in recognized August to November Certification of Participation with PD

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

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a month Video Recording

Coach/es starting September 2020
 Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Make a list of Targeted Learner August- September List of targeted learner

Intervention intervention

Make Learning task for DL August- September Learning task for DL

Make weekly home learning plan August- September Weekly Home Learning Plan

Construct an Individual Learning August- September Individual Learning Monitoring

Monitoring Plan Plan

Make Class Record October up to the end of Class Record

School Year

Make Grading Sheets October up to the end of Grading Sheets

School Year
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.

To hit the criteria, I should be able to:

1. Record in my Study Notebook all progress in my teachings.

2. I should be able to make reflections, make judgments, in-depth analysis, and suggestions to
improve my teaching.
3. Make a presentable, logically organized and insightful portfolio.