STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

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

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

JORY A. AGAPAY
Teacher III
 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?
 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 OBSTACLES MOTIVATION ENVIRONMENT

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

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

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: III

LAC ID (name or number): 001 Number of LAC members: 4

Name of LAC Facilitator: Ernesto G. Domingo

Designation/Position: Master Teacher II

LAC Members:

Preferred contact
mode (email,
DESIGNATION/ Contact details (email,
NAME Male/ Female DIVISION/S phone, Skype,
POSITION mobile number)
Zoom, Google
Meet, Viber, FB)
 Jory A. Agapay Male Teacher III Tarlac Province 0912=201920149 Phone, fb

Marife A. Novida Female Teacher I Tarlac Province 0938-3629136 Phone, fb

Rosalyn M. Female Teacher I Tarlac Province 0910-5799913 Phone, fb

Sagun

Lily Jean S. Female Teacher I Tarlac Province 0930-9217959 Phone, fb

Cainguitan

REFLECTION

After completing my pre-assessment, I realized that I do not know much Blended Learning.  I've taken courses
in the past which encourages integrating technology into my curriculum, but it didn't explicitly teach my what
blended learning is and how to effectively bring it into my classroom.  I look forward to learning about sharing
the best practices for blending content by explaining to my colleagues the PIER process when blending course
content, listing 3 items that produces quality feedback,  distinguishing among the different types of
communication models, and crafting ways to elicit parent support for my blended learning program.
    One of the most important facts I learned from Module 1 is that a "blended classroom will engage students
in an exciting learning environment filled with choice, opportunity, and an individualized education." Those
words are very powerful and pretty much sums up the intent of incorporating a blended learning environment.
An interesting fact I learned is that in 2009, approximately 1.5 million students took an online course.  This is
also a very powerful message, summing up how technology is definitely shifting gears in the education system.
I also got an opportunity to explore the different teaching online standards.  Taking a step back to view things
from a different perspective, through the eyes of a busy teacher, makes me think...more standards?! We are
already overwhelmed with the new Hawaii Common Core State Standards and learning how to implement new
reading and math programs.
    When I first started this module, I was having difficulty navigating through the lessons and assignments.
The format is very different and more detailed from any other course I've taken and it took me a while to really
understand how to submit assignments.  Other than that, I thought Module 1 was pretty easy reflecting on
readings and our colleague's posts.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

JORY A. AGAPAY
Teacher III

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.

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 Competencies MELCs
The learner adds and subtracts simple The learner adds and subtracts
fractions and mixed numbers without simple fractions and mixed
or with regroupings, solves routine and numbers without or with
non-routine problems involving addition regrouping and solves routine and
and / or subtraction using appropriate non-routine problems involving
Merged/Clustered problem- solving strategies and tools addition and/or subtraction of
and creates problems ( with reasonable fractions using appropriate
answers) involving addition and/ or problem-solving strategies and
subtraction of fractions. tools.
The learner adds and subtracts simple The learner adds and subtracts
fractions and mixed numbers without or simple fractions and mixed
with regrouping, solves routine and numbers without or with
non-routine problems involving addition regrouping and solves routine and
Retained and / or subtraction of fractions using non-routine problems involving
appropriate problem- solving strategies addition and / or subtraction of
and tools. fractions using appropriate
problem-solving strategies and
tools.
The learner creates problems ( with
Dropped reasonable answers) involving addition
and/ or subtraction of fractions.

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.
-Alignment on the Content and Performance Standards- The MELCS are not departure from the standard-based
design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental knowledge Is a
must before going to the other level of learning.
-Logical sequence of learning objectives - We cant give a better learning ideas to our students if our objective is not
logical sequence. Planning what are the most important objective is key frame in achieving better understanding of
our 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.

REFLECTION

  After completing the activities and readings from Module 2, I learned the importance of the
classroom environment to support the Blended Learning Model.  Depending on what model
the teacher chooses, he needs to make sure there is ample room for meeting with students and
group/independent work. Module 2 also gave me the opportunity to start lesson planning,
integrating the student technology standards.   Creating the lesson plan was quite simple,
given the template the instructors offered for support. It will be interesting to see how my
students will respond to this lesson.
    My challenges working through this module was deciding what blended learning model I
want to implement for my lesson.  There are a lot of great ideas I could use for each model,
but I picked the Rotation Model, as it is perfect for my classroom set-up.   Creating a lesson
plan that includes this model was one of my success.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:

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

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

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

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

JORY A. AGAPAY
Teacher III
 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
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)

Modular Distance Most of our learners belong to less-fortunate families who are
Learning apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
1 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 Instruction Most families in the community now-a-days do not use radios
anymore. In some households this is still present but the signal
reception is still their biggest hurdle.
4

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 capable of this as stated in the above
5 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 household Make a weekly supervisory plan for them and check their module and activity sheets.
member who can Organize, if possible, a learning support system in the area that can be composed of
guide and support their volunteers to provide assistance to these learners.
learning at home.

Provide additional reading materials in developing their reading skills. Attach monitoring
Beginning readers (K to
sheets that parents/guardians may check. Constant communication with the
3)
parents/guardians should be implemented.

Struggling readers Provide remedial reading materials. Attach monitoring sheets that parents/guardians
(Grades 4-12) may check. Constant communication with the parents/guardians should be implemented.
 Organize, if possible, a learning support system in the area that can be composed of
volunteers to provide assistance to these learners.

No access to devices Provide self-learning modules and other additional learning materials.
and Internet

Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the self-
remote and/or unsafe learning modules and other additional learning materials.
areas)

Provide self-learning modules and other additional learning materials that are cultured
Indigenous People
friendly.

Persons with Assess the particular needs of these learners and provide them with the materials that
Disabilities 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 feedback  Emphasize key information
previous lessons  Check for learners' and concepts discussed
 State lesson objectives as understanding  Assess whether lesson has
guide for learners  Explain, model, been mastered
 Present connection between demonstrate, and illustrate  Transfer ideas and concepts
old and new lesson and the concepts, ideas, skills, or to new situations
establish purpose for new processes that students will  Ask learners to recall key
lesson eventually internalize activities and concepts
 Check learners' prior  Help learners understand discussed
knowledge about the new and master new  Reinforce what teacher has
lesson information 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
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
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?
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.

SUMMATIVE ASSESSMENT
FORMATIVES ASSESSMENT Assessment of learning;
Learners may be
Assessment for learning; To measure if the pupil
assessed
To make adjustments in the lessons met the performance and
individually and
Maybe integrated in all parts of the lesson content standard
collaboratively
Should not be used as basis in grading Done after the lesson
Should promote
self reflection Recorded and graded

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
1. HOTS
I will send some questions via messenger or text based on the topic to evaluate their
thoughts that can affect the ability, speed and effectiveness of learning.

2. Portfolio I will ask the learner to provide portfolios to show cumulative efforts and learning
over time. It will offer a valuable data about learner’s improvement and skill
mastery.

3. PICTORIAL/VIDEO Performance task in learning activity ( ex. TLE agriculture) assess through pictorials
S of performance and tangible products that serve as evidence of learning. I will ask
the learners to submit reflection videos or photos of their progress.
 4. Digital Tools Sending Assessment Google Forms through messenger or via text messages.

5. Assessment Construct an assessment feedback using emoticon valence, happy, sad or confused.
Feedback Through this, you can easily get the reactions or feedback of the learner’s on a
certain topic.

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

The assessment method that is common among the group members is formative test or short quiz

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

Stable internet connection is a challenge in doing assessment in Distance Learning.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
We make sure the digital tools we used for the assessment fit our purpose to collect evidence of learning over
time. Give the guides and checkpoints to let them know what they need to submit and what they need to do
so. Also, we need to provide timely feedback, adjust instructions and plan ahead.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1
Answer the simple check up quiz below. Read and match the description in column A with terms in column B.

Column A Column B

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

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

Sample Weekly Home Learning Plan for Modular Distance Learning Grade 6 Mathematics
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)
A tool to guide learners and learning
A tool for monitoring learners who lag
Purpose facilitators or household partners in
behind based on the results of their
tracking the subject areas to be tackled
formative and summative assessments
and activities to perform at home
Learners and learning facilitator or Teachers and learning facilitator or
For Whom?
household partner. household partner
Learning area, learning competencies, Learner’s needs, intervention strategies,
Components
learning tasks, mode of delivery monitoring date, learner’s status
Has to be communicated to Yes
Yes
parents?
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE:

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

1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:

Lesson 1. Learning Resource Maps for Distance Learning

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

JORY A. AGAPAY
Teacher III
 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.
By providing learning resource materials that may be used and shared to my colleagues, ensuring that these
learning resources are aligned with the MELCS. Teachers shall not make certain that the resource learning materials
being used ensure contextualization and integration of learning content which is relevant and useful to all 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.
We can support each other in using the LR portals by organizing professional development (PD) activities to
enhance our understanding and skills in the use of the LR portals. These PD activities may include LAC Coaching,
formal training which can be done with the aide of the online platforms.

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.

REFLECTION
After completing the activities and readings from Module 3, I learned how to create and implement a blended
learning model. It's interesting to see the outcome of how effective BL models can be! I'm ecstatic with the
results from my students work and can't wait to share my experience with my colleagues! The only downfall to
this, is how time consuming it is. Teachers are all pressed for time and with the new standards, evaluation
system and curriculum, so it was quite difficult to complete this task. When everything slows down a bit in the
classroom, I will definitely share my successes with my grade level team!

The only challenge I had throughout this model was completing the assignments on time. I felt really bad for
my partner as I did not submit my lesson plan on the due date. I'm glad that she was able to get hers to me in
a timely manner and everything worked out in the end. I am so proud of what my students accomplished
through the implementation of the rotation blended learning model. They were excited as I was when
explaining to them the different stations that they would be experiencing. It shows through their grades how
well this BL model worked!
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

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

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

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

JORY A. AGAPAY
Teacher III
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1

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

ACTIVITY 2

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

Answer:
• I need to develop and give more focus on the Domain number one, the content knowledge and Pedagogy.
As my self-assessment where I got only the agree level so there's a room for my improvement. Also, I want
to enhance the domain number six the community linkages and professional engagement. I need to build
strong relationship with the guardians/parents of my students to deliver the quality supervisory among
them as well as with my co mentors in schools.

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?
 LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC

ACTIVITY 1

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

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

Activity 2
1. 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.

REFLECTION

It was very interesting to see students comments regarding being apart of a blended learning environment.   It seems like
all students who were interviewed had a positive experience in the BL classroom. This module also allowed me to take a
step back and to evaluate my BL lesson plan/environment from a different perspective. Instead of being the creator of
the lesson itself, I was able to view my lesson/classroom as an evaluator.   Being in this position and having accessibility
to various resources to evaluate my BL environment enabled me to see my strengths and weaknesses.   Using the rubric
as a checklist, I was able to take notes on what I need to improve on. 

The only challenge I had during this module was understanding what was expected of me as a student.   I was very
confused when I looked at my gradebook and saw that the first 2 lessons was already graded. I thought to myself, hey, I
didn't even complete these lessons and I received credit?   As I browsed through the module, I then noticed that the first 2
lessons were READ ONLY. There were several assignments throughout this course that was READ ONLY, but was listed as
an assignment in our grade book. As a student, that made things a little confusing. My success as I worked through this
module was highlighting all the things that I'm doing well, according to the rubric. It was great to see that even before
taking this course, I was already implementing several of the criteria from the rubric!