MA. FLOR G.

TUGADO

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

ESTIMATED TIME REQUIRED

4 hours
 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 main delivery of this Learning Delivery Modalities Course 2 (LDM2) for Teachers is a task-
oriented course that combines guided study using self-learning modules and co-learning and
collaborating through the LAC. The modules are designed for self-study, without a trainer or instructor
to assist the learner participant. Lessons are self-contained and include readings or videos, activities,
quizzes and reflection points.

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

This course provides different options for the teachers and for the learners, this course teaches as
the new way to teach such as online, modular, etc. By learning the process, different pedagogies, by
improving our skills and knowledge, by being properly guided and equipped in the ways of teaching in
the new normal setting, we can deliver quality instructions to the learners that despite our situation now
learning is still possible.

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

These two-support mechanism are:

A. The different modalities and platforms. It will also enable me to plan for their implementation of
the school adopted LDM’s, prepare learning materials and resources needed for the LDM and
be confident enough in executing lessons in the new LDM.
B. The collaboration with my co-teachers and coaches at various points in the modules, we will
need to convene for a LAC Session to discuss a particular and or to collaborate in specific
tasks.

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?

By learning through my colleague, I can gain new knowledge from them that can help me in my
teaching in this new normal setting.

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

By participating and by making the assigned output per module, I can ensure that I will be able to
complete this course.
 HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent me (What will push me to (Where will I accomplish the
do that may affect my from participate in this course?) requirements of this course?
participation in the course in participating fully in this Describe this environment.)
a positive or negative way?) course?)
This pandemic twists the Poor focus is one of my 1.The Learnings and the It will benefit the learners
habit of many into planting obstacles. Most of us are opportunity to work as well as the teachers. By
and cooking. Just like me, working from home, with my co-teachers being guided and equipped
these two habits can most workdays are and our Master there is an assurance the
somehow affect my flooded with numerous Teacher quality education will be
participation in this course. forms of digital, verbal 2.Coming up with delivered even at home.
and written creative ideas and
communication. Phones innovations
ring, webinar, meetings 3.Analyze complex ideas
run back to back, that or data in order to draw
often leaves us conclusions.
distracted and unfocused

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL

(LAC)

ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning.” Once you’re done, answer the
following questions. Write your responses and any other ideas and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
1 To improve the teaching-learning process to improve learning among students
2 To nurture successful teachers
3 To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
4 To foster a professional collaborative spirit among School Heads, teachers, and the community as a
whole

Reflection: LAC participation is effective in engaging group of teachers in collaborating and solving shared
challenges. It encourages critical reflection amongst teachers’ continuous learning and development. At the end,
the learners will be the end benefactors of all its efforts for their learning and development. Teachers should also
apply appropriate teaching strategies that best suits specific objectives. Teachers will play a significant role in the
intellectual development of the learners using various assessment and strategies to improve students’
performance.

3. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Scheduling- missed the session due to busy schedule, unexpected matters to attend
2. Means of Communication-unavailability and unstable internet access, power interruptions can also
be a problem, lack of knowledge in using online platforms for online conferencing
3. Outputs or Activities- sometimes there are activities that are time consuming and difficult to
answer on the part of the teachers. Though we are given enough time to answer, I think it can also
be a challenged.

ACTIVITY 2.
See LDM Module 1 – page 5 (See attached copy)

ACTIVITY 3.
See attached copy

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 hour
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?

One fundamental concern in times of curriculum standards that arose in this time of pandemic is the
attainment of the K to 12 learning standards and competencies given the shortened or reduced school days and
sudden shift of the traditional face to face classes to distance learning. When public schools were forced to
close temporarily in March 2020, the Learning Competencies (especially in the 4th Q) have not fully met since
teachers and students have immediately shifted to remote teaching.
As a teacher, we must consider the fundamental concerns in terms of curriculum standards in order to
ensure learning continuity to ensure learners and teachers are given time and be properly equipped to adjust to
this new learning environment. There is also the need to modify certain policies and practice necessary in
adapting to the new normal.
The choice and contextualization of the learning delivery modality of schools shall be strictly implemented
and it will depend on the local Covid-19 situation as well as access to certain learning platforms. The local
public health condition should also be considered in adjusting our LCP which shall be the primarily concern of
everybody. Preventive measures will be put in place to secure the health and well-being of our personnel and
our learners under this new normal.
These concerns cannot be solved by the teachers alone. The DepEd, its personnel and teachers together
with other stakeholders should work hand in hand.

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

Yes, I agree with this observation somehow. Though skill sharpening and activities takes the most time
rather than lectures, it still adds to the congestion of the curriculum. It seems that there are too many lessons to
cover giving less time to uncover such lessons. This unfortunately leads to students not having a deeper and
enduring understanding of the lesson. Too much input is no good!

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?

MELC is part of the DepEd’s response to “develop resilient education systems, especially during
emergencies.” The MELCs will also enable teachers to focus instruction in the most essential and indispensable
competencies.

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

Based on the guidelines, the curriculum review focused on articulation within and across learning areas and
grade levels; which led to the identifications of gaps, issues and concerns. Specifically, the review articulated
“the essential and desirable learning competencies within the curriculum; identified the pre-requisite knowledge
 and skills needed to prepare students for essential learning competencies; and analyzed the
interconnectedness of pre-requisite knowledge and skills among the learning competencies for each subject
area.”

3. What is the difference between essential learning competencies and desirable learning
competencies?

Essential learning competencies were defined as what the students need, considered indispensable in the
teaching-learning process to build skills, to equip learners for subsequent grade levels and consequently, for
lifelong learnings.
On the other hand, Desirable learning competencies were defined as what may enhance education but may
not be necessary in building fundamental skills.

4. How were the most essential learning competencies identified? What were the decisions made in
order to trim down the number of the essential learning competencies further?

A learning competency is considered enduring and therefore essential, if it remains with learners long after
a test or unit of study is completed of if it is useful beyond a single test or unit of study. Examples of such
learning competencies include research skills, reading comprehension, writing, map reading and hypothesis
testing which are essential in many professions and in everyday life. (reeves, 2002; Many & Horell,2010)
In order to trim down the number of essential learning competencies further, these competencies
undergone a decision process where they are to be retained, merged, dropped or rephrased. Based on the
guidelines, “a learning competency is retained if it satisfies the endurance criterion which greatly contributes to
lifelong learning and is prerequisite skill to the next level. Two or more learning competencies are merged or
clustered if they have the same objective or learning intention and can therefore be combined into one
comprehensive learning competency.” Some learning competency are removed or dropped because they are
too specific, more appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or
grade level, recurring or subsumed in another learning competency. Finally, a learning competency is
rephrased to be more concise.

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

The Most Essential Learning Competency (MELC) is advantageous for students to learn the concepts and
skills in the MELCS through meaningful activities and scenarios relatable as long as the designed activities also
teach the procedures and processes on how and when to apply those knowledge and skills in a given context.
With these, Filipino learners are guaranteed relevant and quality basic education despite the current health
crisis.

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

Nakikilala ang mga yugto ng konsensiya Natutukoy ang mga prinsipyo ng Likas na
sa Batas Moral
MERGED/CLUSTERED
pagsusuri o pagninilay sa isang
pagpapasiyang ginawa

RETAINED  Natutukoy ang gamit at tunguhin ng 1.1. Natutukoy ang mataas na gamit at
isip at kilos-loob sa angkop na tunguhin ng isip at kilos-loob
 sitwasyon 1.2. Nakikilala ang kanyang mga kahinaan sa
 Nasusuri kung ginamit nang tama ang pagpapasya at nakagagawa ng mga
isip at kilos-loob ayon sa tunguhin ng kongkretong hakbang upang malagpasan
mga ito ang mga ito
 Naipaliliwanag na ang isip at kilos- 1.3. Napatutunayan na ang isip at kilos-loob ay
loob ay ginagamit para lamang sa ginagamit para lamang sa paghahanap ng
paghahanap ng katotohanan at sa katotohanan at sa
paglilingkod/pagmamahal paglilingkod/pagmamahal
 Nakagagawa ng mga angkop na kilos 1.4. Nakagagawa ng mga angkop na kilos
upang maipakita ang kakayahang upang maipakita ang kakayahang
hanapin ang katotohanan at mahanap ang katotohanan at maglingkod
maglingkod at magmahal at magmahal

1.1 Natutukoy ang mga katangian ng

pagpapakatao
1.2 Nasusuri ang sarili kung anong
katangian ng pagpapakatao ang
makatutulong sa pagtupad ng iba’t N/A
ibang papel sa buhay (upang
magampanan ang kaniyang misyon
sa buhay)
1.3 Napatutunayan na ang pag-
DROPPED
unlad sa mga katangian ng
pagpapakatao ay instrumento sa
pagganap ng tao sa kaniyang
misyon sa buhay tungo sa kaniyang
kaligayahan.
1.4 Nailalapat ang mga tiyak na
hakbang upang paunlarin ang mga
katangian ng pagpapakatao

( EsP10 Module1- 1st Quarter )

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.

Most of the retained learning competencies are deemed enduring and essential where students can relate
to and apply in everyday life. Some learning competencies that were dropped can be integrated in the retained
learning competencies as a lesson objective.
With the streamlined MELCs, we are now guided on the most essential topics to be covered within a
limited time frame. The challenge now is designing relevant learning activities in the different learning delivery
modalities during this time of health crisis.

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?

 Unpacking the MELCs enables teachers to systematize learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries. Combining the MELCs allows efficiency
in the development of learning resources.

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

In unpacking MELCs, teachers must have in mind the following considerations:

- The objectives unpacked from the MELCs must be aligned to content and performance standards.
- Since the identified MELCs cater to Higher Order Cognitive demands, lower cognitive demand may
be considered first in creating learning objectives.
- The unpacked learning objectives must follow a logical sequence. In combining MELCS, teachers
must take note of the following criteria.
o MELCs to be combined should show commonality and relatedness in content, topic or
theme.
o Combining two or more MELCs should aid in the achievement of the content and
performance standards.

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

Not all MELCs can be unpacked or combined. Teachers must use their best judgment whether or not a
given MELC may be already be an articulation of a lesson objective. If this would be the case,
unpacking may not be necessary. On the other hand, MELCs can be combined if and only of
a. They show commonality and relatedness in content, topic or theme
b. Combining them would aid in the achievement of the content and performance standards. If
these criteria are not met there is no need to combine the MELCs and leave them as they are.

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.

EDUKASYON SA PAGPAPAKATAO 10

Learning Competencies-MELC Sample Learning Objectives

-Natutukoy ang mataas na gamit ng isip at kilos-loob  Naibibigay ang kahulugan ng isip at kilos-loob
(EsP10Q1)  Nahahambing ang kahalagahan ng gamit ng
isip at kilos-loob
 Natutukoy ang gamit at tunguhin ng isip at
kilos-loob sa angkop na sitwasyon

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

ESTIMATED TIME REQUIRED

18 to 24 hours

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 (F2F) learning refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any available physical learning space.
 Distance learning refers to a learning delivery modality where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. Learners engage in
independent learning at home or in any physical learning space applicable, by using learning materials
that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides remediation and enhancement when
needed and possible. Assistance may be provided by a learning facilitator who may be a parent or any
member of the family, or a community stakeholder.
 Blended learning refers to a learning delivery modality using a combination of the features of F2F learning
and distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online distance
learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4) F2F and any combination of the
other types of distance learning.
 Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access
to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers. This does not preclude going to a school on specific
periods to develop learning competencies that require the use of laboratory, equipment, and others. It
uses any or a combination of the various learning delivery modalities.

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

Distance learning and Home Schooling if done via distance learning .

ACTIVITY 2.
The distance learning matrix is a set of planning and development components which are selected
distance learning modalities to be used for the school year and its main features. It also includes the available
essential learning. Additionally, it has the functions and role of the teachers, parents, or members and school. To
further elaborate this matrix, here is the sample distance matrix
 DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Resources

Learning Feature Role of Teacher Role of Parent or Role of Sch
Modality Household
Member
Modular Offline worksheets Modified modules Printing the Learning Provide prin
Distance that guide learners derived from the modules and facilitator and modules to
Learning (MDL) in acquiring the MELCs monitoring the monitor if disseminated
LC’s encapsulated student’s students are area. Respons
in the printed assessment working on their securing th
module. modules. modules afte
implementa
Online Distance Virtual Substitute Knowledge in the use Facilitator and Monitor’s student Empowering
Learning (ODL) to actual contact of the digital platforms moderator of the participation in teachers in tec
teaching. Can be and reliable internet online platform. the class focusing understanding
facilitated through connection. Secures a in the lesson not various online
digital platforms. cyberbullying free on the external platforms and
setup. websites. assessment
procedures.
TV-Based Can be accessed Access to the local Regularly reminding Set reminders for Spearheading
Instruction for free via local TV channel students about the the subject and dissemination
(TVBI) TV channel schedule of every also monitors the information via
transmission. Both learning area. student if they are or social media
visual and audio watching.
facilitated by
trained teacher-
host.
Radio-Based Audio-based Access to the local Regularly reminding Set reminders for The school orie
Instruction instruction that radio frequency. students about the the subject and the teachers, p
(RBI) requires attentive schedule of every also monitors the and learners a
listening skills. learning area. students if they the Radio-base
are listening. Instruction poli
and directions
ensure that eve
is properly info
and guided.
Blended Can use a Online access and Prepare different Monitors Provide technic
Distance combination of the offline worksheets materials intended student’s assistance to t
Learning distance learning. in the chosen participation and teachers in term
Variety of modalities. active Blended Learn
approaches can engagement.
be integrated to
provide alternative
set-up for learners.
 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)

This offline approach only requires printing of modules based

on the MELCs and be distributed to the learners. Fastest way
Modular Distance to collect and retrieve finished outputs of the learners.
1 Learning (MDL) The only risk would be the distribution that involves physical
contact to parents and community officers. For this following
safety protocols can ease the problems.

An alternative to F2F via digital platform. This would be a

very good option in teaching as you can directly instruct
Online Distance Learning students and can interact with them via online. But this
2 (ODL) needs internet access and computer that are costly.

Can be viewed via local TV channel transmission. It is free

and accessible anytime.
3
TV-Based Instruction The only drawback is the negligence of students in the
(TVBI) schedule of TV programs or subjects.

Once Internet connection is not good, students have

another option. But although this kind of learning modality is a
promising one, but having combined modalities will demand
Blended Distance double preparation and double effort on the part of the teachers
4
Learning (BL) and confusion to both teachers and students.

Learners are visually inclined when it comes in learning.

Radio-Based Instruction Opting to do radio-based instruction will just be boring for them.
5 (RBI)
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 (1) Establishing a chat support system to address possible queries
parents or (2) Regular monitoring via SMS or video call or on Social Media
household member (3) Video tutorial as supplementary guided instruction.
who can
(4) Home visitation (if possible)
guide and support
their learning at
home.
(1) Parents as reading facilitators
(2) Assistance from the older brothers or sisters
Beginning readers
(K to 3)
(3) Provide drills
(4) Guided practice

(1) Parents as reading facilitators

(2) Assistance from the older brothers or sisters
Struggling readers
(Grades 4-12)
(3) Modified reading materials either printed or digital copy
(4) Video tutorial for sounds and reading

(1) Home visitation but it is very risky

No access to
(2) Delivery of printed modules
devices and
Internet (3) Tv and Radio-aided instruction (if available)

(1) Guided instruction

Inaccessible (living
(2) Digital or online instruction if signal reception is evident
in remote and/or
unsafe areas) (3) Community coordination with the barangay officials

(1) Local partnership with the community officials governing the Indigenous
people
Indigenous People (2) Creating of materials observing in the principle of localization and
indigenization.

(1) Parent or guardian as learning facilitators

Persons with (2) Technical assistance from teachers specializing in SPED and PWD
Disabilities curriculum instruction

(1) Evaluation of different inhibiting factors prior to designing modalities.

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 a teacher’s preparation on how and what the week would
be. It provides the teacher a general outline of our teaching goals, learning objectives and means of
accomplishing each objective. It is the blueprint of the teacher in the teaching and learning process.

2. Why is lesson designing important?

Lesson designing helps ensure that: time is maximized for instruction and learning; lessons are
responsive to the learner’s needs; teachers set learning targets for earners; teachers carry out the lesson
successfully; teachers master their learning area content; and teachers will be more reflective about their
teaching. It also serves as the teacher’s guide to have a smooth lesson delivery.

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

 Clearly articulated lesson objectives (What should be taught?)
 Well-selected and logically sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught?)
 Appropriate and timely assessment activities that provide relevant information and feedback for
both teachers and learners (How should learning be assessed?)

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

Before the Lesson Lesson Proper After the Lesson

1.Review Previous lesson 1. Provide learners with feedback 1. Wrap up activities
2.Clarify concepts from the previous 2. Check for learners understanding 2. Emphasize key information and
lesson 3. Explain, model, demonstrate, and concepts discussed
3.State lesson objectives as guide for illustrate the concepts, ideas, skills 3. Assess whether lesson has
learners or processes that students will been mastered
4.Present connection between old eventually internalize. 4. Transfer new ideas and
and new lesson and establish 4. Help learners understand and concepts to new situations
purpose for new lesson master new information 5. Ask learners to recall key
5.Check learner’s prior knowledge activities and concepts
about the new lesson discussed
6. Reinforce what the teacher has
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
Answer: VI- Reflection
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled
up after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly the parts
that went well and the parts that were weak and write about those briefly. In the reflection, teachers can
share their thoughts and feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be adjusted in the future. Teachers
can also take note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered that their principal
or supervisor can help solve.

ACTIVITY 4. Learning Tasks

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

Grade Level and Learning Area: Grade 10- Edukasyon sa Pagpapakatao
Lesson/Topic: Ang Mataas na Gamit at Tunguhin ng Isip at Kilos-Loob
Learning Objectives: Napapatunayan na ang isip at kilos-loob ay ginagagamit para lamang
sa paghahanap ng katotohanan at sa paglilingkod/pagmamahal
Learning Resources/Materials Self-Learning Modules (SLM), MELCs, Activity Sheets, Worksheets and
Needed: Answer Sheets

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated
present in the by a household partner, can be done via a
SLM learning activity 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  This Learning Task can be done by using the
SLM and Learning Activity Sheets
2. Clarify concepts from previous lesson  This Learning Task can be done through the
facilitation of a household partner via voice call to
the subject teacher
3. Present warm-up activities to establish interest  This Learning Task can be facilitated by a
in new lesson household partner
4. Check learner’s prior knowledge about the new  This Learning Task can be done by using the
lesson SLM and Learning Activity Sheets
5. Present connection between old and new  This Learning Task can be done by using the
lesson and establish purpose for new lesson SLM and Learning Activity Sheets
6. State lesson objectives as guide for learners  This Learning Task can be done by using the
SLM and Learning Activity Sheets
Lesson Proper
1. Explain, model, demonstrate, and illustrate  This Learning task can be done via voice calls,
the concepts, ideas, skills, or processes that can be facilitated by a household partner, can be
students will eventually internalize. done synchronous and can be done via a
Learning Activity Sheet on the SLM
2. Help learners understand and master new  This Learning task can be done via voice calls,
Information can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM
3. Provide learners with feedback. This Learning Task can be done synchronous,
can be done by sending individual evaluation thru
chat or phone call or can be done via a Learning
 Activity Sheet on the SLM
4. Check for learners’ understanding  This Learning task can be done via voice calls,
can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM

After the Lesson

1. Wrap up activities  This Learning task can be done via voice calls,
synchronous and via a learning activity sheet on
SLM
2. Emphasize key information and concepts  This Learning task can be done via voice calls,
discussed can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM
3. Ask learners to recall key activities and  This Learning task can be done via voice calls,
concepts discussed can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM
4. Reinforce what teacher has taught This Learning task can be done via voice calls,
can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM
5. Assess whether lesson has been mastered  This Learning task can be done via voice calls,
can be facilitated by a household partner, can be
done synchronous and can be done via a
Learning Activity Sheet on the SLM
6. Transfer ideas and concepts to new  This Learning Task can be done via a learning
situations activity sheet on the SLM

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?

There are some learning tasks that are not in the SLM. As a teacher, I need to think of a solution for me
to reach the students and able them to discuss the learning task which is not reflected on the SLM. There
are many ways to do that, there is the social media wherein I will ask the students if we can have a short
meeting using messenger, zoom or any other forms.

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?

The best way we can provide support to both students and parents is through proper and continuous
communication. As a teacher, we should always be available by communicating with them using the social
media, phone calls, text messages, and home visitation if necessary, following the IATF Health protocol
and guidelines.

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

To gather feedback, is by retrieving the modules for checking and assessing the students’ progress.

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.
 FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT

Can be integrated Measuring the learners if they

freely either before, Learners can be meet the content and
during or after the assessed individually performance standard.
lesson. or collaboratively
Administered at the end of the
Scores are not Can either be written or lesson or quarter
recorded neither performance task
basis for grades but Scores are reflected in the
these can be used to grades and the basis of most
track learning and least learned competencies
progress. in the particular quarter.

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.Performance Task A summative assessment form at the end of the quarter or opted in every
lesson. This can be access via printed modules or video output to be send in
the messenger or email.

2. Written Works This will function as additional activities supporting the tasks in the modified
modules.

3. Portfolios I will use Portfolio-making which is a perfect assessment tool for distance
education.
To learners who have access to the internet, I will use Google Classroom to
set up a designated portfolio space for each learner. Alternatively, I could
set up schedule of submission to the school by their parents for those who
do not have internet.

4. KWL I will use Google Form to know the student’s Knowledge, want they want to
know, and What they want to learn. Using this, I will get idea on what
particular part of the lesson I will give emphasis.
 5. Essay Type Send Rubrics of the essay to the GC and tell them to achieve the standards
Assessment given to get high points.

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

For me, the Performance task is the most common among our groups.

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

Insufficient data connections, Time schedule, Limited resources, no full support from the barangay
officials, and lack of gadgets.

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

We can collaborate well and choose among all our method of assessment listed in our notebook. We
will come up with best method to use in the Distant Learning.
Division of labor, accepts donations, seek assistance from the superiors, provide enough time in
constructing summative assessment, give feedback form, create group chat with the parents for open
communication and Provide simplified modules

ACTIVITY 7.

Questions True False

1. A portfolio mainly displays the academic achievements of the learner.

Correct statement: A learning portfolio demonstrates not just the
academic achievements but also the effort put forward by the learner as well 
as the progress in achieving learning outcomes.

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.

Correct statement: There is no hard and fast rule that states a clear list of
items that should be included in a portfolio, as it depends upon the requirements
of the learning area. Teachers, administrators, and students (and even parents)
may decide collectively on what to include in portfolios, which assessment criteria 
to use, how to evaluate student outputs, and what to expect from the end result.

4. The teacher can only comment on a learner's portfolio.

Correct statement: The teacher must address the students’ learning and
encourage self-assessment through their work samples. The Learners may also be
allowed to view and comment on their peers’ portfolios. 

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.

Column A Column B
c 1. These are the knowledge, understanding, skills, and attitudes that learners a. learning area
need to demonstrate

d 2. These are the formative learning opportunities given to b. mode of delivery

learners to engage them in the subject matter and to enhance their
understanding of the content.

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

b 4. This refers to the method of submission of learning outputs preferred by d. learning task
the learner/parent based on their context.
ACTIVITY 2. Please see SAMPLE WEEKLY HOME LEARNING PLAN

Republic of the Philippines

Department of Education
REGION VI
ILOILO CITY NATIONAL HIGH SCHOOL
MH Del Pilar St., Molo, Iloilo City

Weekly Home Learning Plan for Grade 10

Week1, Quarter 1, October 5-9, 2020

DAY AND TIME LEARNING AREAS LEARNING LEARNING TASKS MODE OF DELIVERY
COMPETENCIES
8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
MONDAY
9:30-11:30 SCIENCE Describe and relate the SCIENCE MODULE 1, Send outputs to Google
distribution of active volcanoes, LESSON 1 classroom account provided
earthquake epicenters, and QUARTER I, WEEK 1 by the teacher or any other
major mountain belts to Plate platform recommended by the
Tectonic Theory school.
I have the parent hand-in the
output to the teacher in school.
11:30-1:00 LUNCH BREAK
1:00-3:00 FILIPINO Naipapahayag ang mahalagang FILIPINO MODULE 1, Ipasa ang output sa
kaisipan/pananaw sa LESSON 1, QUARTER I, pamamagitan ng Google
napakinggan mitolohiya WEEK 1 Classroom account na ibinigay
ng guro o sa ibang platfonn na
ginagamit ng paaralan
 Dalhin ng magulang ang
output sa paaralan at ibigay sa
guro.
TUESDAY
9:30-11:30 EDUKASYON SA Natutukoy ang mataas na gamit EsP MODULE 1, LESSON 1, Ipasa ang output sa
PAGPAPAKATAO at tunguhin ng isip at kilos-loob QUARTER I, WEEK 1 pamamagitan ng Google
Classroom account na ibinigay
ng guro o sa ibang platfonn na
ginagamit ng paaralan

Dalhin ng magulang ang

output sa paaralan at ibigay sa
guro.
11:30-1:00 LUNCH BREAK
1:00-3:00 MATHEMATICS Generates patterns. MATHEMATICS MODULE 1, Send outputs to Google
Illustrates an arithmetic LESSON 1, QUARTER I, classroom account provided
sequence WEEK 1 by the teacher or any other
platform recommended by the
school.
I have the parent hand-in the
output to the teacher in school.
WEDNESDAY
9:30-11:30 ENGLISH Use information from news ENGLISH MODULE 1, Send outputs to Google
reports, speeches, informative LESSON 1, QUARTER I, classroom account provided
talks, panel discussions, etc. in WEEK 1 by the teacher or any other
everyday conversations and platform recommended by the
exchanges school.
I have the parent hand-in the
output to the teacher in school.
11:30-1:00 LUNCH BREAK
1:00-3:00 TLE -COOKERY Explain basic concepts in COOKERY MODULE 1, Send outputs to Google
 cookery LESSON 1, QUARTER I, classroom account provided
Discuss the relevance of the WEEK 1 by the teacher or any other
course platform recommended by the
Explore opportunities for school.
cookery as a career I have the parent hand-in the
output to the teacher in school.
THURSDAY
9:30-11:30 MAPEH (MUSIC) describes distinctive musical MUSIC MODULE 1, Send outputs to Google
elements of given pieces in 20 LESSON 1, QUARTER I, classroom account provided
the century styles; WEEK 1 by the teacher or any other
platform recommended by the
school.
I have the parent hand-in the
output to the teacher in school.
11:30-1:00 LUNCH BREAK
1:00-3:00 ARALING Nasusuri ang kahalagahan ng ARALING PANLIPUNAN Ipasa ang output sa
PANLIPUNAN pag-aaral ng kontemporaryong MODULE 1, LESSON 1, pamamagitan ng Google
Isyu QUARTER I, WEEK 1 Classroom account na ibinigay
ng guro o sa ibang platfonn na
ginagamit ng paaralan

Dalhin ng magulang ang

output sa paaralan at ibigay sa
guro.
FRIDAY
9:30 - 11:30 Revisit all modules and check if all required tasks are done.
11:30-1:00 LUNCH BREAK
1:00 – 3:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following
week.
3:00 onwards Family Time

Prepared by:
Mae Rose Laarni C. Sobrevega
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 A tool for monitoring learners who lag
learning facilitators or household behind based on the results in their
Purpose partner’s in tracking the subject formative and summative
areas to be tackled and activities to assessment.
perform at home

Learners and learning facilitator or Teachers and learning facilitator or

For Whom? household partner household partner

Learning area, learning Learner’s needs intervention

competencies, learning tasks, strategies, monitoring date, learners
Components
mode of delivery date, learner’s status

Has to be communicated Yes Yes

to parents?
ACTIVITY 4. Please see SAMPLE INDIVIDUAL LEARNING MONITORY PLAN
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.

LEARNER’S NAME: Juan H. Dela Cruz

GRADE LEVEL: 10-Jade
INTERVENTION LEARNER’S STATUS
LEARNING LEARNER’S MONITORING
STRATEGIES INSIGNIFICANT SIGNIFICANT
AREA NEEDS DATE MASTERY
PROVIDED PROGRESS PROGRESS
 English The learner needs The teacher may October 9, 2020 
further provide more
explanation and examples of
more examples dialogues which
on the different use modals.
uses of modal
verbs. Explanation of
these sentences
  are also provided.
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised. ☐
INTERVENTION
STATUS Learner is making significant progress. Continue with the learning plan 
Learner has reached mastery of the competencies in learning plan.
 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

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING
ACTIVITY 1.
1. Based on the map, what resources should you have in order to implement the LDM adopted
by your School/Division?

Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM we need to
have a printed Self Learning Modules (SLM). This SLM will be distributed to the learners.

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not
complete or not available, what steps will you take to make these available? What are your
options to substitute these missing LRs?

Aside from the modules coming from our division office, our schools do not have yet a complete
resource for the distance learning delivery modalities. But supplementary materials that will enable
teachers to incorporate different strategies and approaches were basically in need to supplement learning
progress.
If ever I will not have a complete available resource for distance learning, I will use the DepEd portals
like the LRMDS and DepEd Commons. If the LRs are not available, I will search in the internet and look for
the materials related to the lesson. I will also try my best to do a teacher made materials and videos.

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

Fast and stable internet connection is highly beneficial in the context of new normal teaching. Most of
the tasks are relying on a digital copy sent via email or google drive and meetings were conducted in
various online video conferencing applications. Likewise, researching and downloading LRs depend on the
internet connectivity.
In order to maximize the use of LRMDS Portal and DepEd Commons, we need to have a curriculum
support system from our own department and from our colleagues.

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?

We can’t deny that some learners may lag behind in terms of academic absorption because the SLMs
were crafted for general use.
Not all learners are knowledgeable with the present kind of learning. We need to look for other
resources according to the needs and characteristics of our learners.
We can also devise some adjustments through some interventions like Video-based and PPTs
instructional materials. Learners are usually visual dependent, the need to enhance visual component may
possibly increase learning retention.

ACTIVITY 2.
In your LAC Session, share and discuss your answers from the previous activity. What support can you
provide to your colleagues and what support can you get from them in terms of LRs? Take note of the
insights that you can gather from your colleagues and write them in your Study Notebook.

After the discussions and exchanging of ideas we come up with the different ideas of LR. Learning
Resources and SLM are now ready to our portal given by the division for our modular Distant Learning.
 I can provide support to my colleagues through sharing the information that I have learned in terms
of LR to make teaching-learning process be fun and exciting. The gathered insights from my colleague will
help me to apply and integrate it in my lessons.

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?

 These portals enable learners to Basic Education to continue learning and for the teachers to
deliver instructions in a safe work and learning environment in this time of pandemic.
 The two DepEd Portals can provide supplementary materials that can be used by our learners. I
notice that these learning materials found in the portals are mostly quality assured in which I can
give assurance that they follow the MELCs and guidelines given by DepEd.

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

Since most of the learning resources can be access only through online portals, it would be hard for
teachers and learners who don’t have internet access to download all the learning materials and resources.
The financial burden to the parents in paying data load for the internet connection and the Learners’ or
parents limited technical knowledge in operating the portals (DepEd Common).
In overcoming these challenges, the teachers should engage in downloading the learning
resources through their initiatives and printing a hard copy of the LRs to be distributed to learners who do
not have an internet access.

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

Technical assistance in accessing the DepEd portals for LMs can be done even in school through the
help of a designated LRMDS coordinator. Teachers can create their account and can fully navigate the
portal and look for materials suited in the learning area. In the absence of a LRMDS coordinator, the
teacher can directly ask support from the school head or in the supervisor in-charge of learning resources.
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.

Education must continue even in this time of crisis. Online platforms like LRMDS and DepEd
Commons served as supplementary online instructional materials in teaching and learning process which
are different from physical or actual face to face encounter. Orienting and mentoring teachers, students and
parents is using these portals are really great help for everyone.
 Helpful information regarding the use of the portal
 These portals provide information
 I can create my own resources for teaching and learning process.

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?

Yes, the material was 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?

Based on the assessment there were no answers “No” or “Cannot Be Determined”

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

The answer key should be assessed to make sure all answers are correct.

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

The use of Rapid Assessment Tool helps us to assess learning resources’ validity accurately.

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:
 RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the MELCs? 

2. Appropriate to the grade level and learner characteristics in 

terms of language, activities?

3. easy to reproduce and/or disseminate? 

4. from a credible source/author? 

5. culture- and gender-fair? 

6. free from red flags on possible copyright and plagiarism 

issues?

7. the layout and format easy to read and pleasing to the eyes? 

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

The materials that were uploaded in the DepEd LR Portal (LRMDS and DepEd Commons) meet the
requirements from the Rapid Assessment Tools, while the materials form the Non-DepEd LR portal did not
meet some of the requirements.

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

The materials from both DepEd and non-DepEd portals need to improve the presentation and
organization of the content. Like using an appropriate vocabulary level to the target clienteles likely about
experience and level of understanding and the length of sentences should be suited to the comprehension
level of the target learner.

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

In determining the right LRs for our lesson, we need to make sure that the LRs are aligned to the
MELCs. This exercise helps me check the validity of LRs appropriately

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 LRs which were given/distributed by the DepEd are also the ones uploaded in the DepEd Portal
(LRMDS and DepEd Commons. These materials will be the ones to be used in the actual classes and
these materials meet all the requirements based in the assessment using the Rapid Assessment Tool.

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

Part of the improvement that is still need to focus with about LR making is my capacity to make as
many LRs as I can, so that I can have enough materials for our school learners.

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.

Being an educator, I need to be resourceful and innovative in looking for various resources
applicable for my learners. I have learned that there are plenty of reliable and valid sources of information
found in the different DepEd Portals. In determining the right LRs for our lesson, we need to make sure that
the LRs are aligned to the MELCs. This exercise helps me check the validity of LRs appropriately. The
Rapid Assessment Tool also help me to assess the quality of my LR material.
 MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING ON

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 Session 4

ESTIMATED TIME REQUIRED

2 hours
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT
ACTIVITY 1.

1. Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE

I can use the modality with ease. 

I can confidently use the platforms in the 
modalities.

I can use pedagogies associated with the 

modalities and platforms.

I can very well manage my learners/class 

in the modality that my school has
adopted.

I can very well engage with parents and 

community partners in assisting learners.

ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview.
Reflect on your self-assessment from Activity 1. What particular professional standards in the PPST do
you need to focus on to effectively use the LDMs in relation to the content and pedagogy of the
learning area/s you are teaching? Write your answer and other insights in your Study Notebook.

After Reviewing the PPST and accomplishing the Professional Self-Assessment Questionnaire,
here are the particular professional standards that need to be develop.
Domain 1: Content Knowledge and Pedagogy
 Strand 1: Content knowledge and its application within and across the curriculum areas.
As stated in the Weekly Home Learning Plan that subject articulation and integration are
vital in the instruction of learning during the new normal teaching. Teachers must
empower themselves in the strategies to effectively associate different learning areas in a
lesson without sacrificing the essence of the LCs
 Strand 3: Positive Use of ICT. In the absence of F2F teaching, most public schools opted
to use Modular Distance Learning (MDL) as the main education delivery modality.
Administrators and community people choose MDL because it does not require devices
and internet connection, which are costly to many. But teachers must supplement
supervision via digital avenues like chats, video conference, phone calls and SMS.

Domain 5: Assessment and Reporting

 Strand 2: Monitoring and evaluation of learner progress and achievement
 Strand 3: Feedback to improve learning

The delivery of instruction and materials in the selected modalities enable collaborative capacities
of every school. Teachers at the start of the class may find evaluation and feedback mechanism to be a
problem, as the SLMs were drafted to provide guided lessons and assessment tasks with answer key at the
end for self-checking.
Teachers must come up with a best way to find solutions on how to evaluate students’
performance in MDL. Likewise, strengthening the prescribed assessment procedures provided by the
DepEd should be materialized and can be in form of written form or digital copy.

Domain 6: Community Linkages and Professional Engagement

Strand 2: Engagement of parents and the wider school community in the educative process. In the
Professional Self-Assessment Questionnaire, the later part is about external engagement in assisting
learners. Community, parents and schools must have a strong bond and collective effort in ensuring quality
and effective delivery of education amidst the pandemic. 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.

ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. How
do you envision your teaching practice in the next few months as you use the LDM adopted by your
School? What is your goal in terms of your teaching practices in the modalities? What motivates you
to achieve this goal? What do you think will help you attain this goal?

What is your goal toward

What will push you to achieve this What will help you attain this
improving your teaching practices
goal? goal?
in the modalities?
Getting abreast in the related Quality instruction amidst the Participating in the webinars and
information and application of the pandemic. In the absence of the LAC sessions addressing this
modality implemented by the F2F, the need to guarantee issue.
school. effective implementation of the
LDM. Coaching from the HTs and MTs
of the school

To produce quality output, Improving my teaching strategies Continue my Professional

learners ready and fully and practices development
equipped
Empowering the skills of subject Effective tailoring of learning Reviewing of MELCs in
integration to maximize lessons areas that avoids redundancy of respective teaching loads but
attaining to multiple LCs. content also analyzing other learning
areas.

Watching video lessons from

credible speakers in the
curriculum and instruction.

Utilizing prescribed assessment Authentic results from the Participating in the webinars and
tool in ensuring learners’ modules acquired by the LAC sessions addressing this
knowledge and skill engagement learners. issue.

Assessment will also be used as Coaching from the HTs and MTs
factors for improvement and of the school
revision
Strengthening parents and Collective effort in safeguarding Partaking in the webinars from
community shared students’ learning from strong accredited DepEd institution
responsibilities in new normal partnership of school, home and tackling school and community
education. community. interaction.
 MODULE 5:
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

MODULE OBJECTIVE
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate
these evidences to your
professional practice based on the professional standards

MODULE CONTENT
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric

ESTIMATED TIME REQUIRED

4 hours
 LESSON 1: THE TEACHING PORTFOLIO AND ITS
CONTENTS
ACTIVITY 1.

1. Before you begin to prepare building your Portfolio, you need to make sure that you have
completed all the outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs
and find out whether you have completed all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your
outputs for your own records.

ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect
on the following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?
Portfolios are intended to evaluate learning progress and achievement in specific course, by
completing my portfolio in LAC Sessions about LDMs, I can now be ready for the challenge in new normal
way of teaching.
My Portfolio will help me in tracking the progress of my teaching practice in our school’s LDM by
leading me to foresee and address some challenges in implementation of the school’s LDM. It will serve as
an evidence of my teaching and it will clearly show my improvements as well as the problems I will meet
and it will guide me to keep on the right track.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
 The Individual Development Plan is one of the evidences from the previous modules that will help
capture the progress of my teaching practice. I can assess my weakness and strength in terms of my
teaching practices.

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

 Writing down your reflections is an integral part of a portfolio because it

summarizes the insights and experiences you have gained from the LDM2 Course for Teachers. It
is very integral part because in the reflection we can pour out ideas, analysis, comments or
suggestions. It can serve as review of my own performance and room for further improvement on
the actual implementation of the modality.

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.

The list of evidence in the learning delivery modality is enough at the moment. Although of course
there might be something else that need to be included as we go on to the implementation of the DL
through the MDL. In the future LACs, surely our group will suggest of other strategies to use and
henceforth the evidences to prepare.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1.
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure
that you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts
about the Rubric in your Study Notebook.

To hit the criteria, I should be able to:

 To make reflections. Make judgements, in depth analysis and suggestions to improve my
teaching.
 Make a presentable, logically organized and insightful portfolio
It is important to complete all required outputs. Likewise, active participation in brainstorming and
sharing insights in all sessions is very important to elicit and gather ideas from all the members of the group
to attain quality of the outputs. It is also important to indicate attainable plan of activities.
 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.

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO

CRITERIA EXCELLENT VERY SATISFACTOR MARGINAL (2) UNSATISFACT
(5) SATISFACTOR Y (3) ORY (1)
Y (4)

DEMONSTRATI The outputs The outputs The outputs reflect The outputs reflect The outputs do not
ON OF clearly and adequately to a big extent the to a limited extent show the progress
PROGRESS OF adequately captured the progress of the the progress of the of the LDM
THE LDM captured the progress of the LDM LDM implementation
IMPLEMENTA progress of the implementation of implementation implementation
TION (30%) implementation of the LDM
the LDM,
showing
innovations that
contribute to its
smooth
implementation

QUALITY OF Reflection Reflection Reflection Reflection Reflection

REFLECTION describes the describes the describes the describes the describes
(25%) experience in the experience in the experience and experience in the experience in the
LDM LDM relates them to the implementation of implementation of
implementation, implementation, professional the LDM with the LDM with no
shows in-depth shows some standards and limited attempt to attempt to relate it
analysis and analysis, and personal relate it to the to the professional
synthesis, and relates it to the development goals professional standards and
excellently relates professional standards and personal
it to the standards and to personal development goals
professional professional and development goals
standards and to personal
professional and development goals
personal
development goals

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do not
ON OF clearly clearly clearly clearly demonstrate any
PROFESSIONA demonstrate 5 or demonstrate 4 demonstrate 3 demonstrate the 2 indicator in the
L STANDARDS more indicators of indicators of indicators of indicators of professional
(20%) relevant strands in relevant strands in relevant strands in relevant strands in standards
professional professional professional professional
standards standards standards standards

LANGUAGE The ideas are The ideas are The ideas are The ideas are The ideas are
AND OVERALL expressed in clear, expressed in clear expressed well but expressed using jumbled and
PRESENTATIO coherent, and language with with incoherence very basic words difficult to
N OF THE appropriately- very minimal in some areas and and structure with understand; errors
OUTPUT (15%) worded language errors in structure few errors in incoherence in in structure and
with no errors in and/or writing structure and/or many areas and writing
structure and/or conventions writing several errors in conventions are
writing conventions structure and/or found almost
conventions writing everywhere in the
conventions output
 CRITERIA EXCELLENT VERY SATISFACTOR MARGINAL (2) UNSATISFACT
(5) SATISFACTOR Y (3) ORY (1)
Y (4)

ORGANIZATIO The portfolio is The portfolio is The portfolio is The portfolio has The portfolio does
N OF logically logically generally well- 3-4 items not well not follow a
PORTFOLIO organized, is organized organized with 1-2 placed in the logical order
(5%) insightful, and items not well overall
offers new placed in the organization
perspective and overall
insights organization

TIMELINESS The output/s is/are The output/s is/are The output/s is/are The output/s is/are The output/s is/are
(5%) submitted more submitted 1-2 submitted on the submitted 1-3 submitted more
than 3 days ahead days before the day of the days after the than 3 days after
of the deadline deadline deadline deadline the deadline

Steps to make my outputs and Portfolio responsive to the evaluation criteria

and indicators.

1. Make a record of all progress in my teachings.

2. Make reflections, judgements, in-depth analysis, and suggestions to improve my teaching.
3. Make a presentable, logically organized and insightful portfolio.