STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES

COURSE 2

MODULE
1 COURSE
ORIENTATION

MODULE OBJECTIVEs:

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:
Lesson 1: Course Overview
Lesson 2. Organizing your Learning Action Cell
(LAC)

COURSE
LAC Session 1

OVERVIEW
This overview will cover the why, what, and how of this course. It will walk you through the
coverage of the course as it relates to the teaching-learning process in the LDMs adopted by your
School.

By the end of this lesson, you will be able to describe the course and plan how to go about the
course.

Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course design,
content and delivery; self-learning modules; learning action cell

Resources Required
1. LDM Course Overview
2. Study Notebook
3. Study Notebook Guide

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 course of this module is for the teachers to be prepared in the new normal setting in school
using DepEd’s policies and help the teacher to totally grasp the idea of all the learning modalities, and
which modality to use in response to the learner’s needs.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This course helps ensure that we will deliver the quality instruction in the new normal by knowing
different LDM platforms, as it guides the teachers to implement the LDM in the upcoming school year.
Given that the situation is like this due to COVID-19, this will help the teachers prepare for the new
normal without sacrificing the quality of instruction

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

The two support mechanisms that will help me are the following:
1. The knowledge the DepEd has been sharing all this time in the management of LDM’s and the
facilitation of the alternate learning delivery system on each grade level.
2. The guidance and mastery of the LAC Leaders together with the knowledge on instructional
implications of the LDM’s so that the teachers shall be equipped with enough skills through
trainings in the implementation 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?

Being a teacher and as an individual, I can greatly affect this course by sharing my skills
and knowledge on the development of the and application of this endeavor. Such problems can be
addressed by unity within diversed environment. Activities and programs that the institution
needs to achieve can be made possible through the participation of the teachers.

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 (What will prevent me (What will push me to (Where will I
repeatedly from participate in this course?) accomplish the
do that may affect participating fully in this requirements of this
my course?) course?
participation in the Describe this
course in environment.)
a positive or negative
way?)
 - My idea of always - It is said that curriculum - The main setting is
want to learn new - Unstable internet is dynamic because it the school. Since LAC
things is one of the connection will always be in cannot be made by
habits I always elicit. accordance to how the grouping together, it
Although it’s a bit - Too much ancillaries to learners learn. For me, can be done virtually.
tiresome, still, the idea handle my greatest motivation Although members and
of chasing potential -urgent submission of are the learners the leader are in the
learning is a great reports themselves. I feel same venue, we can
feature for me. motivated because of the still have this endeavor
potential of what they virtually can be done
can do and as a teacher, through this. Also,
it is my job to push them members that have
towards greater good internet
achievements in their connection at home can
lives. still do this provided
- I always want to learn that there is assistance
new things for I know from the LAC Leader.
that I still have a lot to
learn.

Activity 3
Look for a colleague with whom would you like to discuss you answers and reflections with to the
question’s activity 1 and 2.

After the deliberation with my colleague, I have come to realize that being a teacher does not
only mean that we know how to teach. I remembered when I was a college student that we were asked by
our professor “Is teaching a profession or a vocation?”. I remembered answering that teaching is a
profession, for we study and learn various theories about teaching, and it was highlighted that time by
our professor that teaching is also a vocation for a teacher with brilliant mind might not survive teaching
students with high chance of delinquency. Only such teachers can manage to handle these students. As a
teacher and being a teacher is great for me because I got to handle different kinds of students, and it is
very fulfilling on my part whenever they remember me as one of the greatest teachers that they ever had.

LESSON 2:
ORGANIZING
YOUR
LEARNING
 ACTION CELL
(LAC)
This lesson will help you set up your LAC and prepare for LAC activities in the succeeding
modules. By the end of this lesson, you will be able to:

1. organize a LAC to support your learning

2. enumerate the roles and responsibilities of different LAC members
3. set protocols and norms for the conduct of LAC sessions
4. accomplish the required LAC Forms

Key Topics/Concepts
LAC; LAC roles and responsibilities; LAC Forms

Resources Required
1. DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning
2. LAC Session 1 Guide

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:
__2_ To improve the teaching-learning process to improve learning among students
__1__ To nurture successful teachers
__4__ To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
__3__ 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 adherence to the provided 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. Also, the facilitators should be
reluctant in the time schedule because the teachers are not only having the LAC but also, they have
many things to attend to, not mentioning the other ancillaries that they have but also the other
seminar/trainings that they have that may have a conflict on the ongoing LAC.
 2. Stable internet connection - 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.

3. 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 beneficial to all parties concerned especially in these trying times.

ACTIVITY 2

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

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

2. During this meeting, decide on your groupings and designate one LAC Facilitator and one
LAC Leader per LAC
See LDM Module 1 – page 5

LAC Composition and

Coaching Arrangement for
LDM2 Teachers

LAC
Instructional Coach
JASMIN M. NESPEROS, Ed D
Principal II

LAC Facilitator
ERICK VENN R. ROLLON
Teacher III
 LAC Members

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: XI – TAGUM CITY

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

Name of LAC Facilitator: Designation/Position:

LAC Members

NAME Male/ DESIGNATION/ DIVISION/S Contact Preferred

Female POSITION details (email, contact mode
mobile (email, phone,
number) Skype, Zoom,
Google Meet,
Viber, FB)
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2

MODULE
2 MOST
ESSENTIAL
LEARNING
COMPETENCIE
MODULE OBJECTIVES: S
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 CONTENTS
Lesson 1. background, rationale and development of MELCs
3. Lesson 2. Unpacking and combining MELCs into Learning Objectives
LAC Session 2
 LESSON 1:
BACKGROUND
RATIONALE
AND
DEVELOPMENT
OF MELCS
By the end of this lesson, you should be able to familiarize yourself with the
background, rationale, and development of MELCs. In this session, you will be able to:

1. identify the background and basic process of the identification and development
of the MELCs
2. make sense of the function of MELCs as an educational response to a global
health crisis
3. appreciate the MELCs as support for teachers during this time

Key Topics/Concepts
curriculum standards; essential learning competencies; desirable learning
competencies; enduring knowledge

Resources Required
1. Development and Design of MELCs
2. Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs
3. Study Notebook
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?

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. But given the shortage of resources,
schools, teachers, and the community are joining and working together to address the underlying issue of
this pandemic.

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?
For me the specific purpose of the development of the MELCs is to narrow down the existing
competencies so that the more useful competencies are left for the students to learn. Due to the pandemic,
it has come to the senses of Department of Education to reduce the learning loads of the students, given
that the interaction of the teacher and students are limited.

2. How does curriculum review aid in the identification of essential learning competencies?
Curriculum review is needed most especially in the identification of learning competencies
because it addresses the learning gaps of the students, and also the concerns of the learning areas across
different grade levels. By doing so, the load that the students will now carry will be lighten, and the ones
who should be identifying the essential learning competencies are the More Knowledgeable people on
DepEd so that the quality of the output is assured.

3. What is the difference between essential learning competencies and desirable learning
competencies?
The essential learning competencies are defined as what the students need in the teaching-
learning process to build skills in order for them to be equipped learners for lifelong learning. On the
other hand, desirable learning competencies are defined as what may enhance education but may not
necessary in building foundational 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?
The learning competencies are identified by knowing the following characteristics:
1. It is aligned with national, state, and/or local standards/ frameworks (e.g. scientifically-
literate Filipinos)
2. It connects the content to higher concepts across content areas
3. It is applicable to real-life situations.
4. It would be important for students to acquire the competency after s/he left that particular
grade level.
5. It would not be expected that the most students would learn this through their
parents/communities if not taught at school.

5. 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 made sure that with limited resources, time, and the absence of face-to-face instructions,
learners would still get 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
MELCS
COMPETENCIES
factors polynomials. M10AL-Ih-1
MERGED/CLUSTER solves problems involving solves problems involving
ED polynomials and polynomial polynomials and polynomial
equations. M10AL-Ij-2 equations. M10AL-Ij-2
RETAINED generates patterns. generates patterns.
 M10AL-Ia-1 M10AL-Ia-1
illustrates an arithmetic sequence illustrates an arithmetic sequence
M10AL-Ib-1 M10AL-Ib-1
illustrates a geometric sequence. illustrates a geometric sequence.
M10AL-Id-1 M10AL-Id-1
differentiates a geometric sequence differentiates a geometric sequence
from an arithmetic from an arithmetic
sequence. sequence.
M10AL-Id-2 M10AL-Id-2
factors polynomials. M10AL-Ih-1 factors polynomials. M10AL-Ih-1
illustrates polynomial equations. illustrates polynomial equations.
illustrates polynomial equations. illustrates polynomial equations.
M10AL-Ii-1 M10AL-Ii-1

Illustrates other type of sequences

DROPPED M10AL-IF-1

ACTIVITY 4

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

Question(s) about MELCs Your insights shared Insights shared by your co-
that need(s) clarification teachers (s)
- How will the students - it is possible for students to - The expected varieties
ensure to participate with jot down their ideas and of materials are not
their classmates in such express their insights on a available at their
forums or panel discussions certain issue on a certain respective homes.
if they do not have the topic submit it in printed or
gadgets to be used digital format through
(smartphones, tablets, pictures.
laptops, or computers and
stable internet connections)?

- How will the students gather - The students may get - Some students will be
sensible questions to deliver ideas through readings having a hard time to
in such activities? (books, newspaper, accomplish this
 articles, etc.) and or competency because of
watch documentaries. lack of sources and
internet connectivity.

LESSON 2:
UNPACKING
AND
COMBINING
MELCS INTO
OBJECTIVES
In this session, you will familiarize yourself with unpacking and combining MELCs into
Learning Objectives. By the end of this lesson, you will be able to:

1. understand the vital considerations in unpacking and combining MELCs

2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
Implementers

Key Topics/Concepts
unpack; curriculum standards; essential learning competencies; content standards;
performance standards

Resources Required
1. Unpacking and Combining the MELCs
2. Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs
3. 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?

We need to unpack the MELCS for us to have systematic learning activities to be delivered to
students and also for the teachers to have more accessible learning competencies to teach. It will be
much helpful for the teachers to plan on how they are 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. It should be based on the learning needs of the learners.

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

Yes. Unpacked 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.

Sample of MELC Learning Objectives

The learner generates pattern • Define a sequence.
M10AL-Ia-1 • Recognize patterns through observations of
different illustrative examples.
• Identify objects or situations in real life where
patterns are used.

Combining MELCS Sample

QUARTER CONTENT PERFORMANCE MELCS
STANDARD STANDARD
1 The learner The learner is able to The learner generates
demonstrates formulate and solve pattern.
understanding of key problems involving
concepts of sequences,
The learner illustrates
sequences, polynomials and
an arithmetic sequence.
polynomials and polynomial equations
polynomial equations. in different disciplines
through appropriate
and accurate
The learner determines
representations.
arithmetic means and
nth term of an
arithmetic sequence.

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.

Chosen MELCs Suggestions and Insights

1. illustrates polynomial equations The said MELCS on the left can be synthesized
2. factors polynomial equations into one competency.
3. solving polynomial equations

Solves word problems involving polynomial

 equations.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2

MODULE
DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING MODALITIES
MODULE OBJECTIVES:
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 CONTENTS
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
 LESSON 1:
UNDERSTANDING
DIFFERENT LDMs
By the end of this lesson, you will be able to:

1. define the learning delivery modalities (LDMs) prescribed by the LCP

2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Key Topics/Concepts

blended distance learning; blended learning; distance learning; face-to-face

learning; homeschooling; implementation guidelines for distance learning; minimum
requirements for distance learning; modular distance learning; online distance
learning; TV-based instruction/radio-based instruction

Resources Required

1. Guidance on Distance Learning

2. Non-Negotiable Minimum Requirements for Distance Learning
3. Distance Learning Matrix
4. Supplementary Handout on Blended Learning Delivery Modalities
5. Lesson 1, Activity 1 Answer Key 1
6. Lesson 1, Activity 1 Answer Key 2
7. Study Notebook
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
1. Define each Modality:
Face-to-face Learning – subject to physical distancing and minimum health standards
Distance Learning – takes place between the teacher and the learners who are geographically remote
from each other during instruction. Three types: Modular Learning (MDL), Online Distance Learning
(ODL) and TV/Radio-Based Instruction.
Blended Learning – it is a combination of face-to-face and online distance learning, modular distance
learning, and TV/Radio-Based instruction.
Homeschooling – it is facilitated by qualified parents, guardians, or tutors who have undergone relevant
training, and subject to regulation. Policy is under review.
2. Which of the LDMs do not have a face to face learning component?
Answer:
• Distance Learning
• Home Schooling
Activity 2
Distance Distinguishin Essential Role of Teacher Role of Role of School
Learning g Features Resources Parents or
Modality Household
Members
Modular Can be done Modules, SLMs, as Monitors the Facilitates the Plans, prepares,
Distance even though well as learners progress learning as per monitors the
Learning the teachers textbooks/learners’ and gives advised by the performance of
(MDL) and the materials, feedback to the subject teacher students.
learners are instructional video students to help and guided by
geographically lessons in a flash them meet the the
remote from drive desired MELCs. Module/SLM.
each other

Creates strategic
plan to address the
existing issues
Both on learning and
facilitation.
Online Teacher Alternative Give Supervise and Provide orientation
Distance facilitates Delivery Modes assignments and monitor the for learners and
Learning learning using (ADM), textbooks, learning tasks screen time of parents on
(ODL) various activity sheets, the learners. navigating these
technologies teacher-made online platforms.
connected to videos, open Facilitates
the internet educational learning and Organize
while they are resources (OERs), engages professional
away from SLMs and lessons learner’s active development
each other. converted into participation activities to enhance
different digital using teachers
forms such as technologies understanding of
interactive lessons and skills in the use
or electronic books of LMS
(e-books) and
DepEd Learning Determine the
Resources Portal, appropriateness of
DepEd Commons certain learning
and/or different management
DepEd recognized systems in the
learning delivery instruction
management
systems.

ACTIVITY 3
Rank the Dl types- MDL, ODL, TVBI, RBI, and BL from easiest to difficult to implement. Give the
reasons for your ranking of each.
 Ranking
(1 to 5, from easiest
Type of DL Why?
to hardest to
implement)

1 MDL It doesn’t marginalize people and at the same time learning

can be access anytime and anywhere even the absence of
gadget
2 BL This serves as an option for students who have access to
technology and those who haven’t.
3 TVBI Although, it is expensive than radio when it comes to
broadcasting implementation, mostly visual or auditory
learners can follow right away
4 RBI Radios are cheaper than TV and mostly teachers and students
were already aware of broadcasting.
5 ODL This is only accessible for those learners who can afford
gadgets for learning

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 the group of learners in your school/division who might
require special consideration to be able to participate in dl. Describe the intervention you would develop
to include them.
LEARNER GROUP TARGETED INTERVENTION
Learners without parents or household member -Provide educational videos.
who can guide and support their learning at home -Organize a possible learning support system in the
area that can be composed of volunteers that can
provide assistance to these learners.
-Tap newly education graduates, newly LET
passers.

Grade 10 students who cannot perform simple -Tap their parents, older siblings, neighbors who
mathematical operations. are capable to teach
-Tap newly education graduates, newly LET
passers (preferably Mathematics Major)

Struggling Readers (Grade 10) -Tap their parents, older siblings, neighbors who
are capable to teach.
-Provide additional reading materials in printed and
digital form.
-Tap newly education graduates, newly LET
passers

No access to devices and internet -Tap to DICT, LGU asking for assistance regarding
this matter.
- Provide modules, self-learning materials,
worksheets, and other activities

Others? Specify

LESSON 2:
DESIGNING
LESSONS AND
 ASSESSMENTS IN
THE DIFFERENT
LDMs
By the end of this lesson, you will be able to:
1. identify the components of a well-designed lesson, applicable for all LDMs
2. enumerate learning tasks that can be incorporated in your DL lessons to
ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be incorporated
in your lessons to provide students with feedback and to help you monitor
student’s learning even when you are teaching remotely

Key Topics/Concepts

formative assessment; learning materials; learning tasks; lesson design components;

portfolios; summative assessment

Resources Required
1. DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
2. DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
3. Principles of Instruction
4. Designing Lessons in DL
5. Lesson 2, Activity 1 Answer Key
6. Lesson 2, Activity 2 Answer Key
7. Lesson 2, Activity 3 Answer Key
8. Lesson 2, Activity 5 Answer Key
9. Lesson 2, Activity 7 Answer Key
10. Study Notebook

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
1. What is Lesson Designing or Lesson Planning?

- It 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, and deciding on the pacing and allocation of instructional
time

2. Why is lesson designing important?

-Lesson designing is important because it helps ensure that time is maximized for instruction and
learning, lessons are responsive to learner’s needs, teachers set learning targets for learners,
teachers carry out a lesson successfully, teachers master their learning area content, teachers
become more reflective about their teaching.
 3. What are the three elements or components of a well-designed lesson?

1. Planning instruction (What should be taught?)

2. Delivery of instruction (How should it be taught?)
3. Assessment of learning (How should learning be assessed?)

ACTIVITY 2
BEFORE THE LESSON LESSON PROPER AFTER THE LESSON
1. Reviewing the previous lesson. 1. Illustrate, demonstrate, and 1. Finalize the activities.
2. Clarify concepts from previous explain the concepts, ideas, 2. Make the learners recall key
lesson that were emphasized. skills, or processes that students concepts.
3. Create activity to establish will learn. 3. Reinforce the lesson that has
interest in the new lesson. 2. Help learners understand and been taught.
4. Check learner’s prior master the new concept of the 4. Assess whether lesson has
knowledge about the new lesson. lesson being presented. been learned.
5. Establish connection between 3. Check for learners’
previous and new lesson. understanding (e.g. formative
6. State lesson objectives to assessment)
guide the learners in learning the
new lesson.

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers
should take time to reflect on what worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.
Components of the DLL/DLP
l. Objective
ll. Content
lll. Learning Materials and Resources
lV. Procedures
V. Remarks
VI. Reflection

School: MAGDUM NATIONAL Grade Level: Gra

GRADES 1 to 12 HIGH SCHOOL M
LESSON PLAN Teacher: Alexis Jon M. Naingue Learning Area: MATH
Teaching Dates and November 28, 2019 Quarter: 3rd QU
Time: (1:30 pm – 2:30 pm)

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. demonstrates understanding of key concepts of combinatorics and probability.
B. Performance The learners shall be able to:
Standards 1. use precise counting technique and probability in formulating conclusions and making d

C. Learning The learners should be able to…

Competencies/ 1. illustrates the combination of objects.
Objectives 2. differentiates permutation from combination of n objects taken r at a time.
Write the LC code
for each
D. Specific Objectives The learners should be able to:
1. illustrates the combination of objects.
2. differentiates permutation from combination of n objects taken r at a time.
II. CONTENT COMBINATIONS
III. LEARNING
RESOURCES
1. References
1. Teacher’s Guide
pages
2. Learner’s pp. 303 - 309
Materials pages
3. Textbook pages
4. Additional Laptop Computer
Materials from Projector
Learning PowerPoint Presentation: COMBINATION
Resource (LR)
portal
2. Other Learning https://www.google.com/search?sxsrf=ACYBGNRWNDqmTHWcP0-rNGsuh0QqaED_
Resources %3A1574822528548&source=hp&ei=gOLdXcCQH8jxhwO6w6OYAw&q=combination+ppt&
ination+ppt&gs_l=psy-
ab.1.0.0l2j0i22i30l8.4323.7041..443774...2.0..1.406.3532.0j3j9j2j1......0....1..gws-
wiz.....10..35i362i39j0i131.KrYeEWQJlJE
IV. PROCEDURES
A. Reviewing previous Preliminary Activity
lesson or presenting -Classroom cleanliness and orderliness
the new lesson -Greetings/Introduction
Review
-The students will be asked about their past lesson.
-The students will be given “anagram” before the start of the class using the powerpoint pre
to awaken their minds and be ready for the lesson.
B. Establishing a ACTIVITY/MOTIVATIONAL ACTIVITY
purpose for the The students will be grouped into four (4) and
lesson will answer the activity stipulated below.
C. Presenting
examples/instances Let us Put some order here
of the new lesson
Study the tasks and activities below, and then answer the questions that follow.
1. choosing 5 questions to answer out of 10 questions in a test
2. opening a combination lock
3. winning in a contest
4. selecting 7 people to form a Student Affairs Committee
5. forming triangles from 6 distinct points in which no 3 points are collinear

ANALYSIS
1. In which tasks/activities above is order or arrangement important? Explain
2. In which tasks/activities is order NOT important?

D. Developing mastery ABSTRACTION

(leads to Formative The teacher will now use the powerpoint presentation for the presentation of the less
Assessment 3) Integration of the lesson across the curriculum:
Combinations can be used in MAPEH such that the teacher will choose 5 students to pe
dance in a class which have 50 students.

Suppose you were assigned by your teacher to be the leader of your group for your pro
were given the freedom to choose 4 of your classmates to be your group mates. If you cho
Belle, Charlie, and Dave, does it make any difference if you choose instead Charlie, Aira,
Belle? Of course not, because the list refers to the same people. Each selection that y
possibly make is called a combination. On the other hand, if you choose Aira, Belle, Dave,
now that is another combination, and it is different from the first combination cited.

A combination is a selection of things/distinct objects in any order. In combination, order d

pertain.
 Example 2. Mary wants to join a book club that offers a choice of 10 new books each month
wants to buy 2 books, find the number of different pairs she can buy.

E. Finding practical APPLICATION

applications of
concepts and skills in Note: The examples/application to be given to the students will be done during the discu
daily living
F. Generalizing and Note: some applications on this lesson will be reflected on the PowerPoint presentati
abstractions about
the lesson
G. Evaluating learning EVALUATION

Note: The students are given question to answer. The students will now interpret the que
share their answer depending on how they interpret the question. Each group is now assi
particular task regarding the activity and the question. The students are given 10 minutes
activity.
Group 1: slogan about their life using combinations
Group 2: graphic organizer with at least 6 key points to emphasize
Group 3: composing a song (a song for combination)
Group 4: making a spoken poetry about learning the lesson combination
Group 5: News reporting on the students ideas about combination

The students are presented by this rubric:

H. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties did
I encounter which
my principal or
supervisor can help
 me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by

ALEXIS JON M. NAINGUE, LPT

Teacher I

Noted by

JASMIN M. NESPEROS, Ed.D

School Principal I
 ACTIVITY 4

Learning Delivery Modality: Modular Distance Learning

Grade Level and Learning Area: Grade 10- Mathematics
Lesson/ Topic: Polynomial Equations
Learning Objectives:
1. Identify the degree, leading coefficient and constant term in a
polynomial equation.
2. Determine the number of roots of the given polynomial equation
in factored form using Fundamental Theorem of Algebra.
3. Find the roots of polynomial equations in factored form by
applying the Zero – Product Property.

Additional Remarks (ex. Can

be done via voice calls, can be
facilitated by a household
Check if already partner, can be done via a
Part of Lesson/Learning Tasks present in the learning activity sheet, can be
SLM presented via internet-based
resource, can be facilitated
during a synchronous learning
session, etc.)
Before the lesson
1. Review the previous lesson. ✓ can be done via learning activity
sheet
2. Clarify concepts from previous lesson ✓ can be done via learning activity
sheet
3. Present warm-up activities to establish interest ✓ can be done via learning activity
in new lesson. sheet
4. Check learner’s prior knowledge about the ✓ can be done via learning activity
new lesson. sheet

5. Present connection between old and new ✓ can be done via learning activity
lesson and establish purpose for new lesson. sheet

6. State lesson objectives as guide to learners. ✓ can be done via learning activity
sheet
LESSON PROPER
1. Explain, model, demonstrate, and illustrate the ✓ can be done via learning activity
concepts, ideas, skills, or processes that students sheet
will eventually internalize
2. Help learners understand and master new ✓ can be done via learning activity
information sheet
3. Provide learners with feedback  can be done via learning activity
sheet
4. Check for learners’ understanding  can be done via learning activity
sheet
AFTER THE LESSON
1. Wrap up activities. ✓ can be done via learning activity
sheet
2. Emphasize key information and concepts ✓ can be done via learning activity
discussed sheet

3. Ask learners to recall key activities and ✓ can be done via learning activity
concepts discussed sheet

4. Reinforce what teacher has taught ✓ can be done via learning activity
sheet
5. Assess whether lesson has been mastered ✓ can be done via learning activity
sheet
6.Transfer ideas and concepts to new ✓ can be done via learning activity
situations sheet

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?

- If the learning tasks are not found in the SLM, the teacher should provide
supplementary materials/activities to the students like books, worksheets and learning activity
sheets or even instructional video if time will be permitted.

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 additional support I can give is to make sure that they are being provided with the
materials needed to support them in learning the desired lesson. I will make sure that they can
contact me if they have some queries/questions regarding the lessons. On the part of the parents,
I will provide them a copy of Weekly Home Learning plan to guide them in facilitating learning
and give some guide in teaching the lesson by giving instructional video to them.

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

- Through following-up and by checking the submitted works of the students,

communication between the teacher and student (e.g. Facebook or texts) the teacher can gain
feedback through this.

ACTIVITY 5

Assessment is always a part of designing instruction. 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 answer in a Venn Diagram.

Formative Assessment Summative Assessment

Both are ways to assess
It is ongoing and flexible which is students. It is fixed evaluation.
incorporated in the lesson. Both can be used as a Evaluates the end result, not on the
Provides feedback to meet the desired student feedback. process.
skill set. Both are needed to be Focuses on grading.
used to evaluate
Opens communication and focuses on studetts.
growth, not on grades.

ACTIVITY 6
ASSESSMENT METHOD HOW TO ADAPT THE ASSESSMENT
METHOD IN DL
1. Worksheets/Learning Activity Sheets Teachers still need to provide additional activities
every week to assess the students if they learned
the topics.
2. Summative Test The teacher should make a summative test so that
students are evaluated according to their
understanding in all learning competencies.
3. Performance-based Assessment The teacher will make PBA and will give
instructions through social media on how to
accomplish it. The students will perform or
demonstrate their knowledge, understanding in
that particular lesson.
 1. What assessment methods are common among the group members?
- Student Portfolio
- Demonstration/ Practicum/ Performance Task
- Quarterly Assessment/Test
- Weekly Test/ Assessment
- Worksheets/Learning Activity Sheets
- Assignments

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

- Internet connection/data connection
- Time Frame
- Limited Resources
- Lack of gadgets

3. Despite the challenges, what opportunities can your colleagues explore to make
assessment doable in DL?
- Dividing the ancillaries and labor.
- Guide and assistance from the superiors.
- Provide enough time in constructing summative assessment.

ACTIVITY 7
QUESTIONS TRUE FALSE
1. A portfolio mainly displays the academic achievement of ✓
the learners.

2. Testimonies of parents/guardians and learning facilitators ✓

regarding the learner’s progress may be included in a
portfolio

3. There is a fixed list of items that should be included in a 

portfolio.

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

5. For asynchronous learning, teachers allow learners to work ✓

on their output during their own time. The latter will submit
the portfolio within the schedule that the teacher 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 hardcopy or ✓

physical forms may be handed over to the teachers by the
parents or learning facilitators.

LESSON 3:
GUIDING AND
 MONITORING
LEARNERS
DIFFERENT
LDMs
By the end of this lesson, you will be able to:

1. differentiate a weekly home learning plan from an individual learning

monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs; mode of delivery;
significant progress; weekly home learning plan

Resources Required
1. Appendix D of DepEd Memorandum DM-CI-2020-00162
2. Individual Learning Monitoring Plan Template
3. Sample Weekly Home Learning Plans
4. Lesson 3 Activity 1 Answer Key
5. Lesson 3 Activity 3 Answer Key
6. Study Notebook

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Column A Column B
C1. These are the knowledge, understanding, a. Learning area
skills, and attitudes that learners need to b. Mode of delivery
demonstrate in every lesson and/or learning task. c. Learning competencies
D 2. These are the formative learning d. Learning task
opportunities given to learners to engage them in
the subject matter and to enhance their
understanding of the content.
A3. This refers to the prescribed subject that
learners take
B4. This refers to the method of submission of
learning outputs preferred by the learner/ parent
 based on their content.

ACTIVITY 2

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
MAGDUM NATIONAL HIGH SCHOOL
Purok 7 Dalisay Area, Magdum, Tagum City, Davao del Norte, Philippines
Cell No.: 09173044900
WEEKLY HOME LEARNING PLAN
Grade 10
Quarter 1 Module 4
November 14 – 28, 2020
Day and Learning Area Learning Learning Tasks Mode of
Time Competency Delivery
Saturday MATHEMATICS - proves the
10 Remainder  Read and understand
8:00-9:30 Theorem, the examples given in
Factor Theorem the module for Lessons
and the 5c, 6 and 7
Polynomial Rational Root
Monday Equations Theorem. 1. The students will study the Have the
M10AL-Ig-1 lesson and the examples parent
8:00-9:30 - factors provided in the learning hand-in the
polynomials. module with the output to
intercession of videos the teacher
M10AL-Ih-1
created by the teacher with in school.
-illustrates
regards to the lesson.
polynomial 2. The students will answer
equations. the exercises stipulated in
M10AL-Ii-1 the learning module for
-solves LESSON 9a (e.g.
problems Interactive Phase,
involving Engaging Phase and
polynomials Reflection)
and polynomial Note: Write your answers in
equations. a BIG RED notebook.
Tuesday M10AL-Ij-2 1. The students will study the Have the
lesson and the examples parent
8:00-9:30 provided in the learning hand-in the
module with the output to
intercession of videos the teacher
created by the teacher with in school.
regards to the lesson.
2. The students will answer
the exercises stipulated in
the learning module for
LESSON 9a (e.g.
Interactive Phase,
Engaging Phase and
Reflection)
Note: Write your answers in
a BIG RED notebook.
Wednesday 1. The students will study the Have the
lesson and the examples parent
provided in the learning hand-in the
8:00-9:30 module with the output to
intercession of videos the teacher
created by the teacher with in school.
regards to the lesson.
2. The students will answer
the exercises stipulated in
the learning module for
LESSON 10a (e.g.
Interactive Phase,
Engaging Phase and
Reflection)
Note: Write your answers in
a BIG RED notebook.
Thursday 1. The students will study the Have the
 lesson and the examples parent
8:00-9:30 provided in the learning hand-in the
module with the output to
intercession of videos the teacher
created by the teacher with in school.
regards to the lesson.
2. The students will answer
the exercises stipulated in
the learning module for
LESSON 10b (e.g.
Interactive Phase,
Engaging Phase and
Reflection)
Note: Write your answers in
a BIG RED notebook.
Friday
8:00-2:00 The parent/guardian will hand-in the MATHEMATICS Module and Red Notebook to the adviser
at the school or any designated area following strictly the required health standards.

Prepared by:

ALEXIS JON M. NAINGUE

Teacher I

Noted by:

JASMIN M. NESPEROS, Ed.D.

Principal II

ACTIVITY 3
Read items 7 t 11 of the appendix D of DepEd memo DM –CL-2020-00162. After you read the
guidelines on creating an ILMP, coy and fill out the table below to see how ILMP differs from
the WHLP.

Weekly Home Learning Plan Individual Monitoring Plan

(WHLP) (IMP)
Purpose A tool to guide learners and A tool for monitoring learners
learning facilitators or household who lag behind based on the
partners in tracking the subject results of their formative and
areas to be tackled and activities summative assessments
to perform at home
For whom Learners and learning facilitators Teachers and learning facilitators
or household partner or household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Has to be communicated to Yes Yes
parents.

ACTIVITY 4
 Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty the
learner may have encountered in accomplishing the learning tasks. Apply what you have learned
about ILMPs in Activity 3 and create an ILMP for that particular learner who lags behind. Read
and use the Individual Learning Monitoring Plan Template. Consider the components of the
ILMP that were described in Activity 3.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2

MODULE
LEARNING
RESOURCES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of
the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENTS
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

LESSON 1:
LEARNING
RESOURCE
MAPS FOR
 DISTANCE
LEARNING

This lesson will give you the map of learning resources needed for the implementation of the
different Distance Learning (DL) subcategories.

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

1. assess the LR needs and concerns in your School

2. discuss and reflect on these needs and concerns
3. gather possible solutions to resolve these LR needs and concerns

Key Topics/Concepts
distance learning; learning resources, LR maps, subcategories of DL

Resources Required
1. Learning Resources (LR) Map
2. Study Notebook

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM
to be implemented in Schools/Divisions. Study this map and answer the following questions in
your Study Notebook:

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
- The resources that we need based on the map since we are on Modular Approach are
the Printed SLMs. In our school, we get to make the layout from the soft copy of the late provided
SLMs and we also get to staple all those printed materials. For me, releasing the already printed
SLMs is of great help for us teachers because we can now maximize the time checking the outputs
of the students and less time making the modules. Less tiresome to already tired teachers.
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?
- To be honest, we don’t have complete resources for the Distance LDM needed in our
class. We can provide for the needed modules but it took some time for us to produce it since the
resources are limited. The produced LDM are the result of teachers’ resilience and hard work to
provide quality education although we are rampaged by this pandemic. Even though we are
handicapped in the new normal setting, still the quality of our instruction should be of high
quality.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
 - The only support that we need to maximize the learning quality is the production of the
SLMs. Printed SLMs coming from DepEd can reduce teachers’ load in teaching. And of course,
the one who will give us this support is from the office of DepEd.

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?
- For me, the way that the modules are created was of good quality. It addresses the
students need to learn and is also in line with the MELCs. No questions about that. The only
problem is that some modules presented were hastily made, dew typographical errors were seen
and these errors made the students more susceptible to having wrong ideas in learning the
lesson. The teacher should be reluctant in looking checking these errors so that it can be
addressed properly. Also, before handing over the module, the teacher should be the one first to
check if there are occurring errors in the module so that shaming can be avoided. The teacher
should be critical at this point.

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.

- As we discuss with my colleagues, we came to a conclusion that the existing

problems and issues that occurs can be addressed by the teachers helping each
other. One way or another, the teachers are the foundation of learning of a learning
institution, and without the help of one another, addressing the issues could be next
to impossible. Working harmoniously with your colleagues can greatly affect your
performance as a teacher and the goals that the institution wants to achieve can be
next to possible.
 LESSON 2:
ACCESSING
LEARNING
RESOURCES
FROM DepED
PORTALS
In this lesson, you will walk through the LR portals hosted by the Department of
Education, namely the Learning Resource Management and Development System (LRMDS)
Portal and DepEd Commons. Likewise, you will explore other LR portals online.

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

1. establish access to various LR portals

2. discuss the challenges in utilizing DepEd-sanctioned LR portals such as the
LRMDS and DepEd Commons
3. determine the support systems available to you as a teacher in the use of LR
Portals

Key Topics/Concepts
DepEd Commons; learning resources; LR Portal; LRMDS

Resources Required
1. LR Portal User Guide (Access and Registration)
2. Memorandum on DepEd Commons
3. Study Notebook
4. LR Portal Video Tutorial

LESSON 2: ACCESSING LEARNING RESOURCES FROM DEP ED 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?
- The LDM adopted by Magdum NHS is Modular Distance Learning. The DepEd portals
are providing great help to teachers and schools for it gives us alternative source of information
aside from what are provided to us.

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 challenge that we anticipate is for the struggling readers and the parents who are
not that literate. How can they guide their child in studying if they can’t understand the written
text?
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
- The items provided in the DepEd portals are enough to provide for the new normal.

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore
how you can help and support each other in using the LR portals. Jot down the insights and
helpful information regarding the use of the LR portals in your Study Notebook.
 LESSON 2:
ASSESSING THE
LR MATERIALS

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

1. assess the quality of the LR materials from both DepEd and non-DepEd
Portals using the LR Rapid Assessment Tool
2. discuss the insights and realizations about these LRs
3. select and improve quality-assured LRs that are appropriate for your
teaching-learning needs

Key Topics/Concepts
learning resources; LR assessment tool; quality assurance

Resources Required
1. LR Rapid Assessment Tool
2. Study Notebook
 LESSON 3: ASSESSING 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:

I downloaded a Grade 10 Mathematics Module in the DepEd Portal

Is the LR Yes No Cannot be determined

Material…
Connected and 
relevant to
MELCS?

Appropriate to the 
grade level and
learning
characteristics in
terms of language,
activities?

Easy to reproduce 
and/or
disseminate?

From a credible 
source/author?

Culture-and 
gender-fair?

Free from red 

flags on possible
copyright and
plagiarism issues?

The layout and 

format easy to
read and pleasing
to the eyes?
1. Was the material able to meet all the requirements?
- Yes.

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?
- No.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
- None

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
- The assessment tool helps me as a teacher to assess the students and gives me a wide
idea on how to assess them.

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 prescribed LRs by the DepEd are more reliable since it was evaluated and
checked by superiors who are more knowledgeable, and in contrast with non DepEd
LRs, it sometimes does not align to the requirements or competencies that the
learners should learn.

2. Based on the results of the Assessment Tool, what improvements do the materials —both
from DepEd and Non-DepEd portals — still need?
- Again, the prescribed LRs by the DepEd are more reliable since it was evaluated and
checked by superiors who are more knowledgeable, and in contrast with non DepEd LRs, it
sometimes does not align to the requirements or competencies that the learners should learn.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
- By learning about this, I can now choose better assessment tool to be given to my
students without any hesitation whether it is appropriate or not.

ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same
tool. Answer the following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online portals?
 - I would compare the ones that I obtained from online portal from the material that I
made in such a way. Materials from online portal targets the students in general, because
various teachers may use it in their actual classroom, while the material that I devised can only
be used in my students or shall we say targeting only the local students from which I teach.

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

- I still need to develop my material maybe by using it in actual classroom setting ang try
to see if it goes well with the students, or have a classroom-based research to determine if it is
really effective.

ACTIVITY 4

Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing the
appropriate LRs. Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.

1. Was the material able to meet the requirements?

- Yes, because it was based on 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?
- None.
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
-None because the materials all complied with MELCs.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
-This session was a great help in providing alternative platform as source of information.
It also teaches as not to stick only to the printed SLMs provided to us. We can share these online
platforms to our students to provide variety of assessments.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2
 MODULE 4
PLANNING FOR
CONTINUING
PROFESSIONAL
DEVELOPMENT AND LAC
MODULE OBJECTIVES:
PLANNING
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 CONTENTS
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation in the
LAC
LAC Session 4

LESSON 1:
REFLECTING
 ON
PROFESSIONAL
LIFE AND
DEVELOPMENT

By the end of this lesson, you should be able to reflect on and assess your current
capabilities and practice in relation to the use of the LDMs in your School.

Key Topics/Concepts
assessment; capabilities; professional practice; professional standards

Resources Required
1. Professional Self-Assessment Questionnaire
2. LDM2 Course Overview
3. Continuing Professional Development Guidelines
4. DepEd Memo No. 50, s.2020 on DepEd Professional Development Priorities
5. Study Notebook

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

ITEMS STRONGL AGREE DISAGRE STRONGL

Y AGREE E Y
DISAGRE
E

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.

- I need to focus on 1domain, this is domain number 6. I need to focus on domain

number 6 because I think I really need to build strong relationship and
communication with the guardians/parents of my students to be able to deliver more
sophisticated and high-quality instruction among them, because I know that I am a
weak communicator to parents and I need to develop this.

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?

Add as many rows as you need for your answers.

What is your goal toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the
modalities?
To make myself more Improving student-teacher Continue my professional
knowledgeable so that my relationship during discussions development by taking Master’s
students are more ready and to freely express their ideas and Degree (on-going).
equipped with necessary improve teaching strategies and
competencies that they need. practices.

To make lessons best fits the Unpacking and combining the Study and apply the provided
students. MELCs. MELCS by the DepEd.

To produce quality modules for Making assessment tools which Making an account in the
the students. are necessary for the students LRMDS and DepEd commons
and which really measures their for guidance.
learning.

LESSON 2:
PLANNING FOR
THE
CONTINUING
PROFESSIONAL
 DEVELOPMENT
AND
PARTICIPATION
IN THE LAC
In this session, you will come up with a realistic plan for your continuing PD that
responds to your identified need in relation to the content and pedagogy of the
learning area/s you are teaching using the LDM.

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

1. identify the PD programs available for you

2. reinforce positive feelings about teaching as a career

Key Topics/Concepts
professional development; professional life

Resources Required
1. List of NEAP-recognized Programs
2. Individual Development Plan Template
3. PD Discussion Template for LAC

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.

INDIVIDUAL DEVELOPMENT PLAN

Strengths Developmental Action Plan (Recommended Timeline Resources

needs Developmental Intervention) needed
Learning Intervention
Objectives of
the PD Program
 It focuses more on To make myself Continue my Religiously Whole MOOE,
the content and more professional learn the year School
teaching learning knowledgeable so development by things that round Funds
process. that my students taking Master’s were not
are more ready Degree (on- taught in
and equipped with going). college to
necessary maximize
competencies that learning
they need. output.
It focuses more on To make lessons Study and apply Attend Whole MOOE,
the content and best fits the the provided seminars and year School
teaching learning students. MELCS by the or orientation round Funds
process. DepEd. about the
MELCs,
attend LAC
session
discussing
MELC-based
lesson plans.
It supports the To produce Making an Attending LAC MOOE,
curriculum quality modules account in the seminar Session School
management and for the students. LRMDS and about Funds,
implementation. DepEd learning Personal
commons for resources.
guidance.

ACTIVITY 2

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

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make adjustments
in your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

PERSONAL DEVELOPMENT PLAN

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS
OBJECTIVES RELATED TO THE
MODALITIES
To make myself more knowledgeable so that my Improving student-teacher relationship during
students are more ready and equipped with discussions to freely express their ideas and
necessary competencies that they need. improve teaching strategies and practices.

To make lessons best fits the students. Unpacking and combining the MELCs.

To produce quality modules for the students. Making assessment tools which are necessary for
the students and which really measures their
learning.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2

MODULE 5
BUILDING THE TEACHER
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
MODULE OBJECTIVES:
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
 MODULE CONTENTS
Lesson 1 - The Teaching Portfolio and Its Contents
LAC Session*
Lesson 2 - The Evaluation Rubric
LAC Session*

LESSON 1: THE
TEACHING
PORTFOLIO
AND ITS
CONTENTS

This lesson will introduce you to the Teaching Portfolio related to your use of the
LDM. By the end of this lesson, you should be able to:

1. describe what a portfolio is

2. identify the contents of your teaching in the LDM Portfolio
Key Topics/Concepts
assessment; capabilities; professional practice; professional standards

Resources Required
1. LDM2 Guide for Expected Outputs
2. Reading on Portfolios
3. List of Suggested Evidence Form
4. Study Notebook

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

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

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?
- I can encourage me to take more ownership and responsibility over the learning
process. My outputs are being compiled in the Portfolio, and whenever I want to check my
learning outputs, I can easily access it and see if there are any of my outputs that can still be
used in my class and it will help me remember certain ideas most especially when I established
my goals in the IDP and PD.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
- These evidences are Unpacked MELCs, WHLP. ILMP and LDMs.

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

-Reflection can help us assess our own self and make realizations on it. Reflection is a
process of exploring and examining ourselves, our perspectives, attributes, experiences and
actions/interactions. It also helps us gain insight and is often done as writing, possibly because
this allows us to probe our reflections and develop them more thoughtfully.

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.
 -Yes, the list is enough to capture the progress of teaching practice since it is a list with
evidence and are observed in a real scenario which makes it more valid and reliable.

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3
with your colleagues.

ACTIVITY 5

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

Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

 LESSON 2: THE
EVALUATION
RUBRIC

This section will present the criteria and the indicators for evaluating your Portfolio. By the
end of this lesson, you should be able to

1. explain the criteria and its specific indicators found in the Evaluation Rubric
2. list down your steps and plan of action to make your Portfolio responsive to the
Rubric

Key Topics/Concepts
evaluation rubric; LDM implementation; portfolio

Resources Required
1. Evaluation Rubric
2. Study Notebook
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.
- I will take steps first by reading the rubric to see what criteria to hit and I will try my
best to hit the criteria in my output.

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.