DLL – INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

Name: MARK KENT V. MONTEBON

Subject: INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

Distinguish a holistic perspective from a partial point

MELCC of view.
Realize the value of doing philosophy in
obtaining a broad perspective of life; and
Objective
Do a Philosophical on a concrete situation
from holistic perspective.

Introduction to the Philosophy of the

Learning Resources
Human Person modules
A. EXPECTATIONS
B. PRE-TEST
C. BRIEF INTRODUCTION
Procedures D. ACTIVITIES
E. REMEMBER
F. CHECK YOUR UNDERSTANDNG
G. POST TEST
85% of the learners had mastered the
Remarks
lessons
15% of the learners will be given an
reflection
enhancement learning
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?

The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules which do not
require thorough discussion in deepening the teachers’ understanding on the different learning
modalities that we are about to use come October 5. This course is also output-oriented as teacher
participants are tasked to provide outputs and reflect on each activity in every module.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
Given the current situation of our country due to the pandemic and as our educational
system is doing its best to adjust in providing alternative ways for learners to access quality
education, this course shall engage us to become more knowledgeable and skillful in terms of the
implementation of the most suitable learning delivery modality in their respective areas. This will
also urge us to understand better the needs of our learners and the most effective ways to provide
instructional assistance considering their health and welfare.

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

The support mechanisms that will surely help me in learning this course are as follow:
1. My prior knowledge gain from the webinars/trainings I attended that are all connected to
this course.
2. The expertise of the LAC sessions’ facilitators together with the collaborations of our
teaching force in giving insights, enlightenments, and support to each other in learning each
module of this course.

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively) my

participation in this course?

I think my eagerness to learn this course for me to be able to apply and help me as a teacher
adapt the new normal education and to help achieve a successful education for our learners.
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder
me from completing this course?

By having a positive outlook and willingness to learn, I think I can overcome whatever
challenges I may face in completing this course. And also, with the help of my co-teachers and
superiors.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

I always study the The on-going My primary Since we are doing

lessons given to me preparations for the motivation has the LAC sessions
ahead of time and opening of classes, the always been the virtually, I will have to
more than willing to queries from parents learners. Seeing accomplish the
search for answers through phone them confined in requirements of this
and solutions to calls/SMS/messenger, their homes and course from my home.
problems that may and other tasks being learning less to Rest assured that I
occur along the way. given simultaneously nothing makes me keep constant
This for me is from different offices. bothered. Amidst this communication with
somehow positive Not to mention the pandemic, I guess my colleagues in
that may result to difficulty in internet the least we can do is getting their insights
providing better connection since our LAC to provide them with and support for better
outputs. sessions may be the best resources understanding of this
conducted virtually. we can give them in course.
order for them
continue their
dreams of becoming
someone useful and
efficient someday.
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.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

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

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

1 - To nurture successful teachers

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

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict with
the other tasks and schedules of the teachers. Often times, teachers are attending 2 or more
trainings all at the same time resulting to give less focus to the LAC session.
 2. Relevance of the Topics - To make sure that teachers are gaining knowledge and skills that
are useful to the current situation or in the future, the topics in the LAC sessions should be
relevant, timely, and benefial to all parties concerned especially in these trying times.

3. Stable communication lines - As many of us are leveraging the power of modern

technology in conducting LAC sessions, it will be best if we can find a place with stable
internet connection.

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
See LDM Module 1 – page 5

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

FORM 1: LAC PROFILE

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

REGION: IX

LAC ID (name or number): Number of LAC members: 11

Name of LAC Facilitator: Designation/Position: Master Teacher 1

Dionesio P. Ubod
LAC Members

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

Davie Shalome F T -1 Zambo.Sur 09156268303 Phone

Ganuhay
[email protected]
ov.ph

Leicelyn Bayobay F T-2 Zambo.Sur 09121072609 Phone

[email protected].
ph

Rosenne F T-2 Zambo.Sur 09493358937 Phone

Duhaylungsod
rosenne.duhaylungsod@depe
d.gov.ph

Jessa Thea Maca F T-2 Zambo.Sur 09673302136 Phone

[email protected]

Zekia Alyssa Labalan F T-1 Zambo.Sur 09276271355 Phone

[email protected]
.ph

Jerzon D. Orion M T-1 Zambo.Sur 09778418223 Phone

[email protected]

Rolando O. Armecin Jr. M T-1 Zambo.Sur 09496605305 Phone

rolando.armecin001@deped.
gov.ph

October C. Garay M T-2 Zambo.Sur 09076245634 Phone

[email protected]

Mark Kent V. M T-1 Zambo.Sur 09288532675 Phone

Montebon
 [email protected]

Edmark Dave I. Bolo M T-1 Zambo.Sur 09518007672

Glainbert A. Malalis M T-1 Zambo.Sur

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 crisis brought about by the COVID-19 has posted a lot of challenges for the Department
of Education especially to the teachers who are standing in the front line to provide the continuity in
education. As a teacher, I believe that narrowing down the learning competencies has become a
huge factor in order to deliver the only the most essential in this time of pandemic. However, one of
the major concerns to ensure that learning continues is the implementation process itself. Given the
shortage of resources, schools, teachers, and the community itself are finding means to bridge the
gap.

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

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of
education and to produce competitive learners. But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that can
lead to efficient learning outcomes through alternative learning delivery modalities. How does
curriculum review aid in the identification of essential learning competencies?

2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, 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
compretencies were defined as what may enhance education but may not necessary in building
foundational skills.
3. How were the most essential learning competencies identified? What were the decisions made
in order to trim down the number of the essential learning competencies further?

The MELCs were identified according to the gaps, issues and concerns across learning areas
and grade levels. The decisions were made due to the limited number of school days and the
absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the the
learning competencies is the best option the DepEd has come up with.
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and are
the most essential competencies that students are expected to learn despite this pandemic. The
Department of Education has made sure that with limited resources, time, and the absence of face-
to-face instructions, learners would still get the the necessary competencies the need to acquire
through these MELCs.
Module 2. Sample MELCs Unpacking Presentation

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

MERGED/CLUSTERE N/A
N/A
D

The Learners: The Learners:

1. Recognize the uniqueness of 1. Recognize the uniqueness of

Earth, being the only planet Earth, being the only planet in
RETAINED in the solar system with the solar system with
properties necessary to properties necessary to
support life. support life.
Week 1
S11/12ES-la-e-3
S11/12ES-la-e-3

The Learners:

1. State the different

hypothesis explaining the
origin of the universe.
S11/12ES-la-e-1
DROPPED N/A

2. Describe the different

hyphothesis explain the
origin of the solar system.
S11/12Es-la-e-2
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.

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?
By unpacking and combining the MELCs, we now have a clear path forward. This gives up a
deeper understanding on how these MELCs are selected. It will be much helpful for us to plan on
how are we going to implement our LCP more efficiently.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs of the
learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Of course, unpacking the MELCs are essential in order to have a systematic learning activity
so that the competencies needed by the learners are not congested or repetitive.

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.
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 - A traditional way of teaching and learning process where learners usually to
go schools in order for them to acquire the learning competencies designed for them. It also requires
the presence of a teacher with aids for teaching and providing learning resources to the class for
better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools
that they can study at the comfort of their home. This could also be an online teaching and learning
process.

Blended Learning - This method can be a combination of online learning and F2F learning or any
combinations of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to

school. They study at their own pace with the help of their parents/guardians.

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

Distance Learning and Homeschooling

ACTIVITY 2

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular *Individualized *Self-learning * supervises * provide * orient the teachers,
Distance instruction using Modules and monitors guidance and parents and learners
Learning self -learning * textbooks/ the learner’s instructional about the modular
(MDL) modules in print or learners’ progress support to learning policies and
in digital format materials * provides learners directions
 *Facilitated by remediation * provide schedules to
family members or and teachers to meet the
trained enhancement learners at least once a
stakeholders in the week
community
Online * Internet is used to * SLM * give * supervise * orient the parents and
Distance facilitate learner- * textbooks assignments and monitors other facilitators on the
Learning teacher, learner- * primer and learning the screen recommended screen
(ODL) content and peer to lessons tasks time of the time, as well as break
peer interaction * activity * record learners time from the screen
* maybe sheets performance * orient learners,
synchronous or * teacher- task-based parents and other
asynchronous made videos outputs stakeholders on the use
platform * of the Learning
supplementar Management System
y materials (DepEd Commons, LR
* open Portal), online security
educational and protection, digital
resources footprint, promotion of
digital honesty and
parental guidance and
supervision
TV-Based * it uses television * television * visits the * supervise *provide learners,
Instruction as platform in sets learner for and guide the parents/guardians/learni
(TVBI) broadcasting the * learning enhancement learner during ng facilitators the
lessons activity sheets and listening time broadcast schedule of
* enrichment clarification the lessons
activities on possible
areas of
confusion
* follow up
learners
through
phone calls,
SMS and
others
Radio-Based * it uses radio as * transistor * visits the * supervise *provide learners,
Instruction platform in airing radio learner for and guide the parents/guardians/learni
(RBI) the lessons * learning enhancement learner during ng facilitators the
activity sheets and viewing time broadcast schedule of
* enrichment clarification the lessons
activities on possible
areas of
confusion
* follow up
learners
through
phone calls,
SMS and
others
Blended *a combination of Self-learning * supervises * provide * orient the teachers,
Distance Modular Distance Modules and monitors guidance and parents/guardians and
Learning Learning, Online * textbooks/ the learner’s instructional learners about the
Distance Learning learners’ progress support to modular learning, online
and TV Based and materials * provides learners learning, and TV/Radio-
Radio Based * SLM remediation * supervise based Instruction
 Instruction * primer and and monitors policies and directions
lessons enhancement the screen * provide schedules to
* activity * give time of the teachers to meet the
sheets assignments learners learners at least once a
* teacher- and learning * supervise week
made videos tasks and guide the * orient the parents and
* * record learner during other facilitators on the
supplementar performance listening and recommended screen
y materials task-based viewing time time, as well as break
* open outputs time from the screen
educational * visits the * orient learners,
resources learner for parents and other
* television enhancement stakeholders on the use
sets and of the Learning
* transistor clarification Management System
radio on possible (DepEd Commons, LR
* enrichment areas of Portal), online security
activities confusion and protection, digital
* follow up footprint, promotion of
learners digital
through honesty and parental
phone calls, guidance and
SMS and supervision
others *provide learners,
parents/guardians/learni
ng facilitators the
broadcast schedule of
the lessons

ACTIVITY 3

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

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

Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
1 Modular Distance Most of our learners belong to less-fortunate families
Learning who are apparently not capable of providing the
necessary tools and equipment like computer,
smartphones, internet connections, television, etc. in
order for them to participate in Online Learning and
other learning modalities. Many of them also reside
in far-flung areas where signal reception is not
possible so modular distance learning is the best fit
 modality for them.
Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-
face instruction along with the existing modular
learning. This is to provide better instructional
2
support, monitoring, and evaluation to the learners
to ensure that the quality of education is being
delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned

above, most of the learners’ families are not capable
of providing this type of device.
3

Radio-Based Most families in the community now-a-days do not

Instruction use radios anymore. In some households this is still
present but the signal reception is still their biggest
4 hurdle.

Online Learning Based from the data collected from the LESFs, a very
small number of learners selected this type of
instruction simply because most the learners are not
5 capable of this as stated in the above explanations.

ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from
learning during the COVID-19 crisis. Think about groups of learners in your School/Division who
might require special consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some examples which may be
relevant to your context. Add others as appropriate. Write down your answers in your Study
Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or Make a weekly supervisory plan for them and check their module and
household member activity sheets. Organize, if possible, a learning support system in the area
who can that can be composed of volunteers to provide assistance to these
guide and support learners.
their learning at
home.
 Provide additional reading materials in developing their reading skills.
Beginning readers
Attach monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that

parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a
(Grades 4-12)
learning support system in the area that can be composed of volunteers
to provide assistance to these learners.
No access to
Provide self-learning modules and other additional learning materials.
devices and
Internet

Coordinate with their barangay officials to assist the teachers in

Inaccessible (living
delivering the self-learning modules and other additional learning
in remote and/or
materials.
unsafe areas)

Provide self-learning modules and other additional learning materials

Indigenous People
that are cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would suffice it.

Other? Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning
opportunities students in school will have by planning "the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods.
2. Why is lesson designing important?
Lesson designing is imperative to ensure that time is maximized for instruction and learning,
lessons are responsive to learners' needs, teachers set learning targets for learners, and for the
teachers to carry out lessons successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the objectives are
met.

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 and clarify concepts Provide learners with Wrap up activities
and key points from previous feedback Emphasize key information
lessons Check for learners' and concepts discussed
State lesson objectives as understanding Assess whether lesson has
guide for learners Explain, model, demonstrate, been mastered
Present connection between and illustrate the concepts, Transfer ideas and concepts
old and new lesson and ideas, skills, or processes that to new situations
establish purpose for new students will eventually Ask learners to recall key
lesson internalize activities and concepts
Check learners' prior Help learners understand and discussed
knowledge about the new master new information Reinforce what teacher has
lesson taught
ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

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

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

Create printed materials that would supplement the missing learning tasks in the SLMs.

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?

Providing additional learning resources like activity sheets/worksheets and constant

communication with the parents/guardians for proper instructions and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication procedure with
the parents/guardians for the feedbacks, comments, and suggestions.

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.

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

ACTIVITY 6

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

Assessment
How to Adapt the Assessment Method in DL
Method
5 items Formative Send the 5 items formative assessment through Group Chat and it will
Assessment be connected during online meeting in google meet.

Essay Type Assessment Send rubrics of the essay and tell them to achieve the standards given
 to get high points. Send it to your group chat.
5 points

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

Five items formative assessment are common among our groups.

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

For me, the biggest challenge is how to conduct all our students to inform them that they
will be having an assessment for the reason that not all of them have an access to the internet.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
We can collaborate well and choose among our all method of assessment listed in our
notebook. We can come up the best method to use in the Distant Learning

ACTIVITY 7

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 a synchronous 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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate
in every lesson and/or learning task.

Ans: c) Learning competencies

2. These are the formative learning opportunities given to learners to engage them in the subject
matter and to enhance their understanding of the content.
 Ans: d) learning task

3. These refers to the prescribed subjects that learners take.

Ans: a) learning area

4. This refers to the method of submission of learning outputs preferred by the learner/parent
based on their context.

Ans: b) mode of delivery

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the
guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see how
the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Purpose

For Whom?

Components

Has to be
communicated to
parents?
MODULE 3B: LEARNING RESOURCES

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?

Modular distance learning is the adopted modality in our school. Hence, printed self-
learning materials and activity sheets are the resources that we are going to utilize.

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?

The school is now in the process of reviewing the SLMs provided to us. But teachers are
already utilizing the use of LR Portals like LRMDS and DepEd Commons to find useful and effective
LRs to supplement the SLMs if need be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
 A good and stable internet connection is a primary need in accessing these online portals. A
support group to ensure the quality and appropriateness of the LRs should be established. I will get
the support from my fellow educators and the technical support from out ICT coordinator.

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?

The resources are appropriate to the different levels of our learners. These resources are in
editable formats so improving or adjusting it to meet the needs of all learners should be easy.

ACTIVITY 2

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

After the discussions and exchanging of ideas we come up with the different ideas regarding
LR. Learning Resources and SLM are now ready to our portal given by the national for our modular
distant learning so the only help that my colleagues can offer is to print the SLM for distribution to
our learners.

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?

The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that
we can download, improve and adjust to meet the needs of all our learners. It gives variety of
learning activities to complement the existing LRs I have prepared.
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?

The biggest challenge in accessing these portals is a poor or very slow internet connection.
The alternative way is to find some place where the signal reception is better.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
 A good and stable internet connection is a primary need in accessing these online portals. A
support group to ensure the quality and appropriateness of the LRs should be established. I will get
the support from my fellow educators and the technical support from out ICT coordinator.

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.

During our LAC session we knew that one in our group is an admin of the said portal in our
school. We had shared our personal experience in using the learning portals and after the session we
agreed to use the portal frequently in addressing need in teaching and regarding LRs.

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?

The download LR material met the learning targets of the lesson. The LR has the basic
standards required to deliver the MELCs.
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?

The evaluation method has achieved the quality and reliability of the activities to manipulate
and optimize the use of the LR portal.
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.

The learning material covered the lesson but require some description and terminology to
achieve the best understanding of the concepts.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same
tool and answer the following questions in your Study Notebook:

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?

The resources are not quality assured and only provide minimal support to attain the
learning objectives for the students.
2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non DepEd portals — still need?

A more precise and easier to follow instructions can be developed. Upload more additional
resources to meet all the learners’ needs and levels of understanding.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation
to look for the most appropriate learning resources to my learners.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the same tool.
Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online portals?
The material needs more precision and quality assurance.

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

The complexity of contents to meet the learning needs of my students.

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC
PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

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

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease. √

I can confidently use the platforms in the √

modalities.

I can use pedagogies associated with the √

modalities and platforms.

I can very well manage my learners/class in the √

modality that my school has adopted.

I can very well engage with parents and √

community partners in assisting learners.

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.

Domain No. 1 which is about content knowledge and pedagogy for the improvement of my
teaching skills and capabilities. Strengthening my community linkages is also one that I need to focus
on.

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?

Deeper understanding and Improving my teaching Consistent collaboration from

reflecting to the things I need strategies in this time my fellow educators and
in preparation for the opening challenging situation. continuous learning to
of classes. provide quality education
amid this crisis.
To produce quality output, Improving my teaching Continue my professional
learners ready and fully strategies and practices. development.
equipped.
Can make the best lessons for the Learning to unpacking and Study and apply the MELCs given
new normal class. combining the MELCs. by DepEd.
Provide the quality modules for Applying the assessment tool in Creating account in the LRMDS
my students in the Modular choosing learning resources for and DepEd commons.
Distant learning in this new the modules.
normal.

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.
Action Plan
(Recommended Developmental
Strengths Developmental Needs Intervention) Timeline Resources Needed

Learning Intervention
Objectives of the
PD Program

Focusing Produce quality Producing quality Attending Whole School funds

teaching and output, learners ready output and seminars about Year
learning and fully equipped. learners ready curriculum Round
planning, lesson
planning, and
teaching
strategies.

Focusing Can make the best Making lesson Attend Whole School Funds
teaching and lessons for the new plan align with orientation about Year
learning normal class the MELCs by MELCs, LAC Round
DepEd. sessions
discussing MELC
based lesson
plans

Support Provide the quality Applying the Attending Inset, School Funds,
Curriculum modules for the assessment tool seminars about LAC personal
Management students in the in choosing learning sessions
and modular distant learning resources,
Implementatio learning this new resources for the LRMDS and
n normal modules. DepEd commons.

1.Set personal Make personal Be able to set Capability 1st Personal and
goals and sacrifices to meet aside personal building semester Developmental
direction, organization needs matters while of 2020- Resources
needs and there’s work 2021
development

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.

PROFESSIONAL DEVELOPMENT OF OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Making WHLPs align with the MELCs MELCs, unpacking and combining.

Application of the assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the SLMs DepEd commons

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 1 Expected Outputs (to be submitted to LAC Leaders)

Module 1 No output for submission

Course Orientation

Module 2 Individual/LAC Group Presentation on Unpacking

MELCs of a Sample MELC

Module 3A List of targeted learner intervention

Lesson Design and Assessment Learning tasks for DL
Assessment methods in DL
Weekly Home Learning Plan for 1 subject
Individual Learning Monitoring Plan for a student
 who lags behind in completing the learning tasks
LAC 3 Session Report (Optional if LAC session was
conducted)
LAC 3 Session Report (Optional if LAC session was
conducted)
Module 3B Two (2) accomplished LR Rapid Assessment Tools
Learning Resources with reflections

Module 4 Finalized LDM Individual Development Plan

PD and LAC Planning (produced after discussion during LAC)

ACTIVITY 2

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

Portfolios are intended to evaluate learning progress and achievement in a specific course, by
completing my portfolio in LAC sessions about LDMs I am now ready for the challenge of the new
normal in education. I am now fully capable of preparing my lesson plans and in choosing the
appropriate LRs to supplement the SLMs.

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

Learning to create an individual development plan can help me assess my weaknesses and
strengths in terms of my teaching practices.

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

Writing down my reflections and insights can help me navigate my intent to improve in
aspects that I needed to. It also serves as my review points whenever I feel lost in performing my
duties. Most importantly, it serves as a gauge on how well I understand the topics discussed from
this course.

ACTIVITY 3

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

Documentation of Lesson August to November At least 2 recorded lessons

Delivery

Researching and incorporating August to November Lesson Plans (at least 2 per
teaching strategies in the month)
modalities

Participation in recognized PDs August to November Certification of Participation with

that are aligned with their PD credit units
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 starting Video Recording
Coach/es September 2020

ACTIVITY 4

-LAC discussion with colleagues. (MOVs)

ACTIVITY 5

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery

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

Participation in recognized PDs August to November Certification of Participation with

that are aligned with their PD credit units
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 starting Video Recording
Coach/es September 2020

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.

In order to be successful in making the portfolio I must consider first the Demonstration
progress of the LDM implementation which is 30% in the rubrics. The outputs that I produce should
be aligned with the professional standards of DepEd.

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