LDM 2

LEARNING
DELIVERY
MODALITIES
FOR
TEACH
STUDY
NOTEBOOK

IRISH A. SUTIN
Teacher I
MODULE 1: COURSE ORIENTATION

Hi, Ma’am/Sir. How are you? We hope that you are doing well

despite our current national health situation. We know that you

are busy preparing for the opening of classes this year. Your

students and your country are grateful for your tireless service in

ensuring safe and quality education. Welcome to Learning Delivery

Modality Course 2 (LDM2) for Teachers. This course aims to

support you in your preparation for the new learning delivery

modality (LDM) in your School.

MODULE OBJECTIVE 

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

course is about and how it will help you manage the teaching-

learning process in the modalities.

MODULE CONTENT 

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC) LAC Session

1
 LESSON 1: COURSE OVERVIEW
ACTIVITY I
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?

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

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

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ACTIVITY 2
Answer the following questions by coping and filling out on the table in
you Study Notebook.

1. How will my personal characteristics and circumstances affect

(positively or negatively) my participation in this course?
2. How can I ensure that I am able to sustain my strengths and
address the obstacles that will hinder me from completing this
course?
 HABITS
(What is it that I
OBSTACLES ENVIRONMENT
repeatedly do that MOTIVATION (Where will I
(What will prevent
may affect my (What will push me accomplish the
me from
participation in to participate in requirements of this
participating fully
the course in a this course?) course? Describe this
in this course?)
positive or environment.)
negative way?)

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 Etaching 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:
________-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

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

1.___________________________________________________________________
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2.___________________________________________________________________
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3.___________________________________________________________________
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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.

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

2. During this meeting, decide on your groupings and designate one

LAC Facilitator and one LAC Leader per LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your

preferred LAC composition with your assigned Instructional
Coach (this will be a district or division supervisor assigned
to your LAC)

 After forming your respective LACs, there should a LAC

Leader assigned to you from among the following school
members:
Master Teacher
Head Teacher/Department Head
Other senior teachers who have proven competence,
potential to lead, or subject expertise to lead the LAC
 Teacher LACs can connect with their Instructional Coach
through the LAC Leader. This Instructional Coach will also
be handling multiple LACs through a network of LAC
Leaders.
 ACTIVITY 3
List down the members of your LAC and their respective roles in
your Study Notebook.

LAC COACH
ROMEO O. LARITA
Principal I

LAC LEADER
JEAN D. LARIOSA
Teacher III

FACILITATOR FACILTATOR FACILTATOR

JEAN D. LARIOSA PAZ ELVI LL. RAMO IRISH A. SUTIN

Teacher III Teacher II Teacher I
MODULE 1 MODULE 2 MODULE 3A

FACILTATOR FACILTATOR FACILTATOR

MARIA EDYLYN F. ELLEN T. ORELLANA MARY GRACE C.

ELORDE Teacher I GAMOSE
Teacher I MODULE 4 Teacher I
MODULE 3B MODULE 5

LAC DOCUMENTER

IRISH A. SUTIN
Teacher I

LAC MEMBERS

ANGELINA N.
VASQUEZ

LOLITA A. MABAO

ALEJANDRA R.
PINGKE
MODULE 2: MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)

After having been introduced to the course in Module 1, you will

now begin this course by gaining an understanding of the Most

Essential Learning Competencies (MELCs). We hope that you will

be able to strengthen your understanding through this Module. In

this Module, the development of the MELCs will be discussed, and

how these can be unpacked and combined in planning and

designing your lessons.

MODULE OBJECTIVES 

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

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 posted 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 this these concerns could be solved by teachers
alone? Why or why not?

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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?

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ACTIVITY 2

Familiarize yourself with the course reading on 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?
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2. How does curriculum review aid in the identification of essential

learning competencies?

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3. What is the difference between essential learning competencies

and desirable learning competencies?

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4. How were the most essential learning competencies identified?

What were the decisions made in order to trim down the number of
the essential learning competencies?

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

quality instruction?

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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

Merged/Clustered

Retained

Dropped
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.

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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?

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2. What considerations must be taken in unpacking and combining

the MELCs? Explain each.

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3. Do all the MELCs need to be unpacked or combined? Why or why

not?

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ACTIVITY 2
1. Form a group of four members within your LAC, preferable with
fellow teachers in your respective learning area.
 2. Using the curriculum guide and 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.
Discussions and processing will follow each presentation.
Suggestions and insights from each group will be considered in
enhancing the learning objectives.

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

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a
copy of your outputs.
MODULE 3A: DESIGNING INSTRUCTION
IN THE DIFFERENT LEARNING
DELIVERY MODALITIES

Welcome to Module 3. This Module focuses on how lessons and

assessments are designed for the distance learning modality prescribed

by the Basic Education Learning Continuity Plan (LCP).

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
LESSON 1: UNDERSTANDING THE
DIFFERENT LDMs
ACTIVITY 1.
Do a quick check of your knowledge of the four modalities prescribed in
the LCP—faceto-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 (F2F) Learning

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Distance Learning

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Blended Learning (BL)

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Homeschooling

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ACTIVITY 2.
Read two documents: Guidance on Distance Learning and Non-
Negotiable Minimum Requirements for Distance Learning. As you go
through the readings, complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to come to a
shared understanding with your peers on the different DL modalities and
their defining features and requirements.

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

(Insert Distance Learning Matrix)

ACTIVITY 3.
Consider the situation in your School/Division—your organizational
capabilities, your level of resources (infrastructure, financial, human),
level of experience in DL, health and safety status, context and capacities
of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to
most difficult to implement. Give the reasons for your ranking of each.
Replicate the following table and write your answers in your Study
Notebook.

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

Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)
ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that
no child will be excluded from learning during the COVID-19 crisis.
Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed
below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers in your Study Notebook
and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or

household member who can guide
and support their learning at home

Beginning readers (K to 3)

Struggling readers (Grade 4-12)

No access to devices and internet

Inaccessible (living in remote
and/or unsafe areas)

Indigenous peoples

Persons with Disabilities

Others? 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?

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2. Why is lesson designing important?

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

lesson?

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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

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

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose
for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas,
skills, or processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson

ACTIVITY 3.

Lesson design does not end after implementing the lesson. After the
delivery of the lesson, teachers should take time to reflect on what
worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP) listed below, then highlight which
part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
II. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
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ACTIVITY 4.

Read the handout Designing Lessons in DL. In your Study Notebook,

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

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

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

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement the
SLM?
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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?
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3. How can the teacher gather feedback on the different learning
tasks, in order to refine or modify current and future lessons?
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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.

ACTIVITY 6.

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

on Policy Guidelines on Classroom Assessment to see examples such as
games, quizzes, and interviews. These methods that are commonly used
in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content

area that you are teaching? In your study notebook, recreate the
following table and list five methods that you would like to try. For each
one, write how you plan to use it in DL.
 Assessment Method How to Adapt the
Assessment Method in DL
I will send a three-item quiz via text
message before the lesson. Based
on the responses, I will take note of
Example: Short quiz the common misconceptions and
clarify them to the learners during
our online session or via text
message.
1.

2.

3.

4.

5.
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?
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2. What are the challenges in doing assessment in DL?
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3. Despite the challenges, what opportunities can you and your
colleagues explore to make assessment doable in DL?
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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.
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

___________1. These are the knowledge, understanding, skills, and

attitudes that learners need to demonstrate in every lesson and/or
learning task.
___________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.
___________3. This refers to the prescribed subject that learners take.
___________4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

Column B

a. learning area
b. mode of delivery
c. learning competencies
d. learning task

ACTIVITY 2.

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

2020-00162 which discusses what WHLPs and Individual Learning
Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning Plans.

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

Share your prepared WHLP during your LAC Session.

ACTIVITY 3.

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-

2020-00162. After you read the guidelines on creating an ILMP, copy and
fill out the table below in your Study Notebook to see how the ILMP
differs from the WHLP.

Individual
Weekly Home
Learning
Learning Plan
Monitoring Plan
(WHLP)
(ILMP)

Purpose

For Whom?

Components
 Has to be
communicated to
parents?

ACTIVITY 4.

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

Share the ILMP that you made for that specific learner during your
next LAC Session.
MODULE 3B: LEARNING
RESOURCES
Now that you are familiar with how a lesson is designed in the

modalities, you will also need to gather the learning materials you

need to deliver the lesson. This Module will help you refresh your

knowledge on the different types of resources available for you in

the different LDMs, show how you can access these materials, and

introduce a method of rapidly assessing them before use.

MODULE OBJECTIVES 

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

*LAC Sessions are included in the activities but may be optional as

determined by the LAC Members under the guidance of the LAC

Leader
LESSON 1: LEARNING RESOURCE MAPS
FOR DISTANCE LEARNING
ACTIVITY 1.

The DepEd Memorandum on Suggested Strategies in Implementing

LDMs for SY 2020-2021 included the Learning Resources (LR) Map as a
guide in selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions in
your Study Notebook:

1. Based on the map, what resources should you have in order to

implement the LDM adopted by your School/Division?
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Based on your evaluation of the materials, are they appropriate to
the level and characteristics of learners? Are there learners who
might be disadvantaged by the materials (based on reading ability,
level of learning independence, level of household support,
distance)? What adjustments will you make in terms of the LRs?
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 2.

In your LAC Session, share and discuss your answers from the previous
activity. What support can you provide to your colleagues and what
support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your
Study Notebook.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 2: ACCESSING LEARNING
RESOURCES FROM DepEd PORTALS

ACTIVITY 1.

Establish access to the following portals:

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

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

questions:

1. Given the LDM adopted in your School, how can the two DepEd
portals respond to your LR needs and those of your learners’? How
do they complement the LRs that you already have?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the challenges in accessing the LRs in the portals both
for you and your learners? How will you overcome these
challenges? 3. What support will you need to be able to maximize
the use of the LR Portals? From whom can you get this support?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 2.

In your next LAC Session, share and discuss your answers to the
questions in Activity 1. Explore how you can help and support each other
in using the LR portals. Jot down the insights and helpful information
regarding the use of the LR portals in your Study Notebook.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

LESSON 3: ASSESSING THE LR

MATERIALS
ACTIVITY 1.

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

DepEd Commons or LRMDS Portal and assess the material using the
tool. Answer the following questions in your Study Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES

Cannot be
Is the LR Material... YES NO
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?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Were there any questions in the assessment tool where you
answered “No” or “Cannot Be Determined”? What decision will you
make on the LR material? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY 2.

Explore other non-DepEd LR portals/platforms you can find online. Take

note of the portals in your Study Notebook. Download at least one LR
from each portal. Assess the materials using the same tool and answer
the following questions in your Study Notebook:

1. Based on the Assessment Tool, how does the material from a non-
DepEd Portal compare with the LR from the DepEd Portal?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Based on the results of the Assessment Tool, what improvements
do the materials — both from DepEd and Non-DepEd portals —
still need?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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

ACTIVITY 3.

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

1. How does your material compare with the ones that are obtained
from the online portals?
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What improvements do you still need to make in your developed
material?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

ACTIVITY 4.

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

in your next LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LRs.
Submit your LR assessments with your reflection on the exercises to
your LAC Leader. Ensure that you keep a copy for yourself.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
MODULE 4: PLANNING FOR
CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC
PLANNING
Learning is a continuous process. There are still a lot of things that

we can improve on in our jobs as teachers, even as we go through

this pandemic. In this Module, you will plan for your continuous

professional development (PD) in the new LDMs that your School

has adopted.

MODULE OBJECTIVES 

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

1. carry out your plan for your continuing PD

2. discuss the different PD initiatives/programs related to the

LDMs that are available to you, either provided by DepEd or by

non-DepEd learning service providers (LSPs)

3. develop a PD plan including the Learning Action Plan

4. commit to your professional growth and development

MODULE CONTENT 

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development

and Participation in the LAC LAC Session

LESSON 1: REFLECTING ON
PROFESSIONAL LIFE AND
DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and
capabilities.

STRONGLY STRONGLY
ITEMS AGREE
AGREE DISAGREE
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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020
on DepEd Professional Development Priorities and the Continuing
Professional Development Guidelines.

ACTIVITY 3.

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

What is your goal

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

Insert Individual Development Plan

ACTIVITY 2.

Refer to your PD objectives and decide on what topics you would like to
talk about in your School LAC. Use the PD Discussion Template in your
discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and

Lesson 2 Activities 1 and 2. Take note of all insights and advice from
your colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and
your School Head/Department Head. Make sure that you keep a copy of
your Plans.
MODULE 5: BUILDING THE TEACHING
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES

Congratulations, Ma’am/Sir! After finishing all the Modules related

to teaching and learning in the LDMs, you are now ready to apply
them as you manage the teaching and learning process in the new
delivery modalities. In this Module, you will plan for how you will
capture the evidence of your teaching practices, which you will
organize into a portfolio. This portfolio will be submitted to your
LAC Coach for evaluation at the end of the year. You may also use
this portfolio as part of your means of verification (MOVs) for your
performance evaluation. This Module intends to ensure that you
continue your learning journey in the effective implementation of
the LDM in your classes as well as the content and pedagogies
associated with them.

MODULE OBJECTIVES 

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 LAC Session*

Lesson 2 - The Evaluation Rubric LAC Session*

*LAC Sessions are included in the activities but may be optional as

determined by the LAC Members under the guidance of the LAC
Leader
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.

Expected Outputs and Assessment for LDM2 Teachers,

Modules 1-4 (before practicum)

Module Expected Outputs (to be submitted to LAC

Leaders)

Module 1 No outputs for submission

Course Orientation

Module 2 Individual/LAC Group Presentation on Unpacking

of a Sample MELC
MELCs

Module 3A ● List of targeted learner interventions

● Learning tasks for DL
Lesson Design and ● Assessment methods in DL
Assessment ● Weekly Home Learning Plan for 1 subject
● Individual Learning Monitoring Plan for a
student who lags behind in completing the
learning tasks
● LAC 3 Teacher Engagement Report
(Optional if LAC session was conducted)
● LAC 3 Session Report (Optional if LAC
session was conducted)

Module 3B ● Two (2) accomplished LR Rapid Assessment

Tools with reflections
Learning Resources
Module 4 ● Finalized LDM Individual Development Plan
(produced after discussion during LAC)
PD and LAC Planning

ACTIVITY 2.

Study the Reading on Portfolios from the Glossary of Education Reform.

Based on your reading, reflect on the following questions and jot down
your answers in your Study Notebook:

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

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

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

Portfolio?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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

List of Suggested Evidence in the Learning Delivery

Modality

ACTIVITIES TIMELINE OUTPUT/S

At least 2 recorded
Documentation of Lesson lessons (online learning)
August to November
Delivery
Or

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

Participation in
recognized PDs that are
aligned with their Certification of
Professional Goals August to November Participation with PD
anchored on Philippine credit units
Professional Standards
for Teachers (PPST)

Organizing the
December Professional Portfolio
Professional Portfolio

Submission of Portfolio
December Certificate of Submission
to Coach/es

Co-Learning with Peers At least once a month

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

ACTIVITIES TIMELINE OUTPUT/S

ACTIVITY 4.

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

ACTIVITY 5.

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

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.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

(Insert evaluation rubric)

ACTIVITY 2.

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________