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?

Answer: To know the different Learning Delivery Modalities and platforms:
Their features, uses, and pedagogies as part of Department of Education’s
Learning Continuity Plan ( LCP). The delivery of this course is an immediate
action implemented by the Department of Education in response to the
urgency brought about by COVID-19 pandemic, where teachers and other
educators will be able to adopt in the new normal towards the successful
delivery of quality instruction to the students or learners.

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

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

Answer: The support mechanisms that will surely help me in learning this
course are as follow:

1. My prior knowledge gain from the webinars/trainings I attended

that are all connected to this course.
2. The expertise of the LAC sessions’ facilitators together with the
collaborations of our teaching force in giving insights, enlightenments, and
support to each other in learning each module of this course.

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

1. How will my personal characteristics and circumstances affect

(positively or negatively) my participation in this course?
Answer: Through coaching and mentoring, and active participation
in group discussions, a positive outlook in life will be develop regarding
new normal education system.
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?
Answer: Learn to accept challenges and willing to learn from my superiors
And colleagues.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

I always study the lessons The on-going My primary motivation Since we are doing the
given to me ahead of time preparations for the amidst this pandemic is LAC sessions virtually, I
and more than willing to opening of classes, to work well as part of a will have to accomplish
search for answers and team and eagerness to the requirements of this
solutions to problems Not to mention the learn, course from my home.
that may occur along the difficulty in internet I guess the least we can Rest assured that I keep
way. This for me is connection since our LAC do is to provide them constant communication
somehow positive that sessions may be with the best resources with my colleagues in
may result to providing conducted virtually. we can give them in getting their insights and
better outputs. order for them continue support for better
their dreams of becoming understanding of this
someone useful and course.
efficient someday.
 LESSON 2:
ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell.
Read DepEd Order No. 35 s. 2016 titled “The Learning Action Cell
as the K to 12 Basic Education Program School Based Continuing
Professional Development Strategy for the Improvement of
Teaching and Learning.” Once you’re done, answer the following
questions. Write your responses and any other ideas and reflections
in your Study Notebook.

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

__2_ To improve the teaching-learning process to improve learning among

students
_1__ 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

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

1. Proper Schedule of LAC - It will be best if the schedule for the session do not
conflict with the other tasks and schedules of the teachers. Often times, teachers
are printing some modules, staple the LAS and others resulting to give less focus to
the LAC session.

2. Relevance of the Topics - To make sure that teachers are gaining knowledge
and skills that are useful to the current situation or in the future, the topics in the LAC
sessions should be relevant, timely, and beneficial to all parties concerned especially
in these trying times.

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

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

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

LEARNING ACTION CELL

TEAM II
FILIPINO, ARALING PANLIPUNAN AND
MAPEH

PERLITA M.JABINES
Facilitator

REYNO B. DELDA MARYGRACE B. CAIPANG

Co-Facilitator Documenter

MEMBERS:
MA.BERNADETTE A.ABLAO
ALOHA A. BANTUGAN
DULCE G. LADAGA
MAE DONNA P. LICAROS
JENNY R. VILLAERTA
VILMA PAGULONG

ACTIVITY 3
List down the members of your LAC and their respective roles in
 your 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?
 Answer: The crisis brought about by the COVID-19 has posted a lot of challenges for the Department
of Education especially to the teachers who are standing in the front line to provide the continuity
in education. As a teacher, I believe that narrowing down the learning competencies has become a
huge factor in order to deliver the only the most essential in this time of pandemic. However, one
of the major concerns to ensure that learning continues is the implementation process itself.
Given the shortage of resources, schools, teachers, and the community itself are finding means to bridge
the gap.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one
of the hindering factors on the poor performance of Filipino learners. Do you agree with this observation?
Why or why not?
Answer: I totally agree to this. In some instances, there are topics or skills that requires a couple of days or
weeks to be taught but sine the time is limited we need to fast forward the discussion or lesson just to meet
the time frame given. And with this, we fail to give full instructions on the topic which results on the poor
performance of the learners
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?
Answer: The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that can lead to
efficient learning outcomes through alternative learning delivery modalities.
2. How does curriculum review aid in the identification of essential learning competencies?

3. What is the difference between essential learning competencies and desirable learning competencies?
Answer: Essential learning competencies are defined as what the students need, considered indispensable,
in the teaching-learning process to building skills to equip learners for subsequent grade levels and
subsequently, for lifelong learning. On the other hand, desirable learning competencies were 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?
Answer: The MELCs were identified according to the gaps, issues and concerns across learning areas and
grade levels. The decisions were made due to the limited number of school days and the absence of face-to-
face instructions at this time of pandemic. Hence, narrowing down the learning competencies is the best
option the DepEd has come up with.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: The MELCs are made aligned with the national/local standards, applicable to real-life and are the
most essential competencies that students are expected to learn despite this pandemic. The Department of
Education has made sure that with limited resources, time, and the absence of face-to-face instructions,
learners would still get the the necessary competencies the need to acquire through these MELCs.

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs. Go to the sections of the curriculum guide and MELCs that are relevant
to your instructional needs. Copy and accomplish the following table in your Study Notebook
and compare the two documents to determine which learning competencies were
retained, dropped, or merged.

K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERE
D
 Assess physical activity, exercise  Assess physical activity, exercise
and eating habits. ( PE10PF-Ia- and eating habits. ( PE10PF-Ia-h-
h-39) 39)
 Engages in moderate to  Engages in moderate to vigorous
vigorous physical activities for physical activities for at least 60
at least 60 minutes. ( PE10PF- minutes. ( PE10PF-Ib-h-45).
Ib-h-45).  Expresses a sense of purpose and
RETAINED
 Expresses a sense of purpose belongingness by participating in
and belongingness by physical activity-related
participating in physical community services and
activity-related community programs.( PE10PF-Ib-h-48)
services and programs.
( PE10PF-Ib-h-48)

 Determines risk factors related

to lifestyles diseases( obesity
,diabetes , heart disease)
(PE10PF-Ia-40)
 Applies correct techniques to
minimize risk injuries (PE10PF-
Ia-h-56) n/a
DROPPED
 Analyzes the effects of media
and technology on fitness and
physical.(PE10PF-Ib-46)
 Critiques ( verifies and
validates) media information on
fitness and physical activity
issues.( PE10PF-Ib-47)

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the insights shared in the discussion,
including your own, in your Study Notebook.

LESSON 2:
UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in
your Study Notebook:
 1. What is the importance of unpacking and combining the MELCs?
Answer: By unpacking and combining the MELCs, we now have a clear path forward.
This gives up a deeper understanding on how these MELCs are selected. It will be much
helpful for us to plan on how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Answer: The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs
of the learners.

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

Answer: Of course, unpacking the MELCs are essential in order to have a systematic learning
activity so that the competencies needed by the learners are not congested or repetitive.

ACTIVITY 2

1. Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack
these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.
INDIVIDUAL/ LAC GROUP PRESENTATION ON UNPACKING OF A SAMPLE MELC

Retained LC Sample Learning Objectives

Assess physical activity, exercise and eating  Identify physical activities and eating
habits habits you do to have a healthier lifestyle
 Assesses physical activity, exercise and
eating habits to continue and support
healthy lifestyle
 Differentiates between healthy and
unhealthy eating practices.
Figure 1. Unpacking of MELCs (1st Quarter, P.E. 10)

MELCs # Major Topic/Theme

1 and 2 Physical Activity
Figure 2. Combining of MELCs (1st Quarter, P.E. 10)

Submitted by:
MA. BERNADETTE A. ABLAO
SST-1

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.
Answer:
 • 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 socio
emotional development of learners. It may be conducted in any available physical learning space Face to
face learning in which learners can digest the content of each topic smoothly. It is the best way to address
and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons
or ',sterling to radio-based instruction while being geographically distant from the teacher.
• 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 type 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.

2. Which of the LDMs do not have an F2F learning component?

Answer:
- Homeschooling and Distance Learning do not require Face to face learning.

ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the reading, complete the Distance Learning Matrix. Share
your completed matrix at your next LAC Session. You goal is to come to a shared understanding with your peers
on the different DL modalities and their defining features and requirements.
Note that when a vaccine us already available and F2F will be allowed by the Inter Agency Task
Force
( IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined with F2F
learning to come up with a BL. Learn more about the B: in the Supplementary Handout on Blended Learning
Delivery Modalities.

ACTIVITY 3

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

resources (infrastructure, financial, human), level of experience in DL, health and safety status, context
and capacities of your learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI,
and BL—from easiest to most difficult to implement. Give the reasons for your ranking of each. Replicate
the following table and write your answers in your Study Notebook.
 Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Modular Distance Learning Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and equipment
like computer, smartphones, internet connections, television, etc. in
order for them to participate in Online Learning and other learning
modalities. Many of them also reside in far-flung areas where signal
1
reception is not possible so modular distance learning is the best fit
modality for them.

Blended Learning When the current situation due to this pandemic becomes better, the
school may include the face-to-face instruction along with the existing
modular learning. This is to provide better instructional support,
2
monitoring, and evaluation to the learners to ensure that the quality of
education is being delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above, most of the
3 learners’ families are not capable of providing this type of device.

Radio-Based Instruction Most families in the community now-a-days do not use radios
anymore. In some households this is still present but the signal
4
reception is still their biggest hurdle.

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

ACTIVITY 4

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

LEARNERS’ GROUP TARGETED INTERVENTION

No access to devices and Internet Keen monitoring by providing hot line where students
can call anytime for consultation and assistance.
Provide module / worksheets and make a home visit.
Inaccessible (living in remote and/or Coordinate with the knowledgeable barangay officials to
unsafe areas) give necessary assistance.
Provide them modules and making sure to check their
work weekly.
Learners without parents or household Assess learners’ needs to formulate an appropriate and
member who can guide and support their effective plan of assistance.
learning at home Establishing a chat support system to address possible
queries.
Regular monitoring via SMS or video call.
Make home visitation.
Persons with Disabilities Provide them with the learning materials that are suited
to them.
Communicate with parents.
Check for accessibility features and compliance to
students who use assistive technology refer to Special
Education program.
Struggling readers Provide them materials that will suit to their learning
ability.
Parents as reading facilitator.
Modified reading materials either printed or digital copy.

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?

Answer:
 - Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning the content of instruction, selecting teaching materials, designing the
learning activities and grouping methods.

2. Why is lesson designing important?

Answer:
Lesson designing 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?

Answer:
- 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
teacher 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

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

Reflection, this part of the DLL/DLP allow teachers to reflect the performance
of the learners on whether the lesson has been successfully delivered or not.

ACTIVITY 4

LEARNING TASKS FOR DL

PART OF LESSON / LEARNING TASKS CHECK ADDITIONAL REMARKS:

IF (ex. can be done via voice calls, can be
ALREAD facilitated by a household partner, can be
done via learning activity sheet, can be
Y presented via an internet-based resource,
 PRESEN can be facilitated during a synchronous
T IN THE learning sessions, etc.)
SLM

Before the Lesson

1. Review previous lesson NA
2. Clarify concepts from previous lesson  NA
3. Present warm-up activities to establish interest in new  NA
lesson
4. Check learner’s prior knowledge about the new lesson  NA
5. Present connection between old and new lesson and  NA
establish purpose for new lesson
6. State lesson objectives as guide for learners  NA
Lesson Proper
1. Explain, model, demonstrate and illustrate the concepts,  Module
ideas, skills or processes that students will eventually
internalize.
2. Help learners understand and master new information  Module
3. Provide learners with feedback  Module
4. Check for learners understanding  Module
After the Lesson 
1. Wrap up activities  Can be monitor through portfolios
2. Emphasize key information and concepts discussed  Module
3. Ask learners to recall key activities and concepts  NA
discussed
4. Reinforce what teachers has taught  Can be monitor through portfolio
output
5. Assess whether lesson has been mastered  Can be done through leaners query
sheet
6. Transfer ideas and concepts to new situations.  Can be monitor through portfolio
output

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate to
supplement the SIM?
Answer:
- Provide module for distant learning in order to supplement the lacking learning task. 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?
Answer:
- Providing additional learning resources like activity sheets/worksheets, provide CD or USB flash drive
especially in music so that they can listen to the music and constant communication with the parents/guardians
for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
Answer:
- In modular distant learning the only way is to retrieve the modules for checking and for the teacher
adviser to assess and gather feedback.

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.
 May be given at any time Occurs toward the end of
during the teachers and a period of learning in
learning process. order to describe the
standards reached by the
learner.
The results of formative
Assessment
assessments will help
teachers make good of Learning The results of summative
instructional decisions so assessments are recorder
that their lessons are and used to report on the
better suited to the learners' achievement.
learners' abilities.

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 METHODS IN DL
 ASSESSMENT METHOD HOW TO ADOPT THE ASSESSMENT
METHOD
IN DISTANCE LEARNING

Formative assessments of Learners will be given with weekly self-learning modules to

the Self-Learning Modules & answer in a weeklong span. Learners will need to accomplish
Learning Activity Sheets the learning tasks in a given time. After accomplishing all the
activities, their parents will submit it to the designated
community learning area strategically located in their
respective barangay.

Open-Ended Questions An activity requiring sufficient time in accomplishing because it

is usually subjective type. This will function as an additional
activity supporting the tasks in the modules.

Portfolio Making Learners will be instructed to compile all their outputs per
learning area. Every learner should have to submit a learning
output portfolio wherein learner’s reflection is attached to it for
the teacher to determine an authentic response towards what
the students learned. In assessing the portfolio of every
learner, the teacher should use rubrics to further assess and
evaluate learners’ understanding on the lessons given.

Project Making / Performance Learners will be instructed on project or performance to be

Assessment done in a particular lesson especially when the lesson
requires performance output or a project output. Learners’
outputs will be assessed and evaluated using rubrics.

Journal Reflection Learners will be required to submit a journal reflection in every

Assessment lesson given to them. Learners’ reflection will be submitted to
their teachers. Rubrics will be used to evaluate learners’
journal reflection.

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

Answer:
- Formative, summative and performance assessments are common among the groups simply because these
three are integral parts in the grading system during this time of pandemic.
2. What are the challenges in doing assessment in DL?
Answer:
- The primary challenge in cascading the above-mentioned assessment is the honesty of the learners and
parents in answering those materials. Without the presence of the teachers and the traditional face to face
interaction, it will remain as a major challenge for the teachers and the educational system as a whole. Another
problem that is expected to occur in this type of learning modality is the learning support system of a child
which may lead him/her to having low or poor performance which will reflect to these assessment methods.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
Answer:
- By attending webinars/trainings in connection to the implementation of distance learning, we are able to learn
various ways in communicating to the learners/parents/guardians to provide instructional assistance especially
in providing assessments that may be confusing to them.

ACTIVITY 7

Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and use it.
 After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learners.

LESSON 3:
GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B. Write your answers in your Study Notebook.

Column A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

ACTIVITY 2

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three
Sample Weekly Home Learning Plans. Now, based on what you have read, create a WHLP for your class.
 ACTIVITY 3

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

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

A tool to guide learners and learning A tool for monitoring learners who lag
facilitators or household partners in behind based on the results of their
tracking the subject areas to be formative and summative assessments
tackled and activities to perform at
Purpose home

Learners and learning facilitator or Teachers and learning facilitator or

For Whom? household partner household partner

Learning area, learning Learner’s needs, intervention strategies,

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

Has to be communicated to Yes Yes

parents?
 ACTIVITY 4

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

Learner’s Name:
Grade Level: Grade 7

Intervention Learner’s Status

Learning Monitoring
Learner’s Needs Strategies Insignificant Significant
Area Date Mastery
Provided Progress Progress
MAPEH The learner  Provide November 
needs to know guide 9-11, 2020
how to perform activities and
the physical video
fitness tests. presentation
of the
physical
fitness tests.

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.
Source: DepEd Memorandum DM-CI-2020-00162
 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?
Answer: Modular distance learning is the adopted modality in our school. Hence, printed self-
learning materials and activity sheets are the resources that we are going to utilize.

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are not complete or
not available, what steps will you take to make these available? What are your options to substitute these
missing LRs?
Answer: The school is now in the process of reviewing the SLMs provided to us. But teachers are
already utilizing the use of LR Portals like LRMDS and DepEd Commons to find useful and effective LRs to
supplement the SLMs if need be.

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

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of
learners? Are there learners who might be disadvantaged by the materials (based on reading ability, level
of learning independence, level of household support, distance)? What adjustments will you make in
terms of the LRs?
Answer: The resources are appropriate to the different levels of our learners. These resources are in
editable formats so improving or adjusting it to meet the needs of all learners should be easy.

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can you
provide to your colleagues and what support can you get from them in terms of LRs? Take note of the insights that
you can gather from your colleagues and write them in your Study Notebook.
Answer: We have agreed to provide immediate technical assistance to each other when we encounter
problems in accessing online portals for LRs. We also came up to a consensus to share updates and useful
tools and knowledge about more sources whether offline or online sources of LRs to suffice the needs for
additional useful LRs.
 LESSON 2:
ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1

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

1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and
those of your learners’? How do they complement the LRs that you already have?

Answer: The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that
we can download, improve and adjust to meet the needs of all our learners. It gives variety of learning
activities to complement the existing LRs I have prepared.

2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will
you overcome these challenges?
Answer: The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal reception is better.

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

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

Answer: We agreed to provide technical assistance in case problems occur while accessing the said
portals. We also decided to include the updates of these portals to our future LAC sessions.
 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?
Answer: The download LR material met the learning targets of the lesson. The LR has the
basic standards required to deliver the MELCs.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
Answer: The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.

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

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same tool and
answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR
from the DepEd Portal?
Answer: The resources are not quality assured and only provide minimal support to attain
the learning objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non DepEd portals — still need?
Answer: A more precise and easier to follow instructions can be developed. Upload more
additional resources to meet all the learners’ needs and levels of understanding.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Answer: Understanding the management of this LR Portals, this gives me the confidence and
motivation to look for the most appropriate learning resources to my learners.
 ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same tool.
Answer the following questions in Your Study Notebook:

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

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

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

LESSON 1:
REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Filling out the Professional Self-Assessment Questionnaire.

Items Strongly Agree Agree Disagree Strongly

Disagree

I can use the √

modality with
ease.

I can √
confidently use
the platforms
on 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.

Answer: I will have to work on assessment and reporting that will ensure the credibility of learning
in this distance learning. It will help me optimize the ways to monitor and evaluate learners’ progress
and minimize possible distance cheating.

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 What will help you attain this
improving your teaching
this goal? goal?
practices in the modalities?

Deeper understanding and Improving my teaching Consistent collaboration from

reflecting to the things I need strategies in this time my fellow educators and
in preparation for the opening challenging situation. continuous learning to provide
of classes. quality education amid this
crisis.
 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.
Strengths Developmental Action Plan Timeline Resources
Needs (Recommended Developmental Needed
Intervention)

Learning Objectives Intervention

of the PD Program

Applied skills in the effective Used a range of Improve skills and Attend Year- Self-Funding
communication of learners teaching strategies to various Round MOOE
needs, progress and achievement strategies of to develop meaningful seminars, Others
to key stakeholders, including enhance learner teaching-learning workshops.
parents and guardians. achievement in process including Benchmark
literacy and assessment tools with other
numeracy skills. and techniques to teachers.
enhance students'
mastery in my
subject.

Practices ethical and professional Makes specific Improve Improving Year- N/A
behavior and conduct considering changes in the intrapersonal skills work-related Round
the impact of my actions and system or in own and work coordination
 decisions. work methods to management
improve practices.
performance.
ACTIVITY 2

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

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Make lesson plan align with the MELCs by DepEd. MELCs, unpacking and combining

Applying the assessment tool in choosing learning Learning Resources, using of LRMDS and DepEd
resources for the modules. Commons.

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

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
Answer: Learning to create an individual development plan can help my assess my weaknesses and
strengths in terms of my teaching practices.
 3. Why is writing down your reflections an integral part of your Portfolio?
Answer: Writing down my reflections and insights can help me navigate my intent to improve in
aspects that I needed to. It also serves as my review points whenever I feel lost in performing my duties.
Most importantly, it serves as a gauge on how well I understand the topics discussed from this course.

ACTIVITY 3

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

Answer: 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.

Answer: I will make sure that I have access to the things I need before, during and after the
implementation phases of the school LCP. Making sure that I am well aware of every step and in
documenting every single thing that’s happening along the way. I shall also be guided with the rubrics at
hand to ensure that I am on track and that the Professional Standards are met.

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.