STUDY

NOTEBOO
MODULE OBJECTIVE: K
By LEARNING the end of this Module,

MOD DELIVERY
you will be able to describe
what this course is

and MODALITI about

how it will help you

ULE ES
COURSE 2
manage the teaching-
learning process in the
modalities.

1: MODULE CONTENT:

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

RSE
ORIE
NTA
TION
ARBEN VINCENT ORDANIEL,
LPT TI

1
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your
insights in your Study Notebook.

1. What is the main delivery of this course?

The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules which do not require
thorough discussion in deepening the teachers’ understanding on the different learning modalities that we are
about to use come October 5.This course is also output-oriented as teacher participants are tasked to provide
outputs and reflect on each activity in every module.

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

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

The support mechanisms that will surely help me in learning this course are as follow:
1. My prior knowledge gain from the webinars/trainings I attended that are all connected to this course.
2. The expertise of the LAC sessions’ facilitators together with the collaborations of our teaching force in
giving insights, enlightenments, and support to each other in learning each module of this course.

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

1. How will my personal characteristics and circumstances affect (positively or negatively) my participation in
this course?

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

2
 HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course course?) Describe this environment.)
in
a positive or negative way?)

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

3
 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 SchoolBased 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
__4__ To nurture successful teachers
__1__ 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 Schedule of LAC - It will be best if the schedule for the session do not conflict with the other tasks
and schedules of the teachers. Often times, teachers are attending 2 or more trainings all at the same time
resulting to give less focus to the LAC session.

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

3. Stable communication lines - As many of us are leveraging the power of modern technology in conducting
LAC sessions, it will be best if we can find a place with stable internet connection.

ACTIVITY 2
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than15 members each. Get in touch with
your designated Coach or LAC Leader in formingyour LACs.

STUDY
NOTEBOO
K 4
MODU
 MODULE OBJECTIVES:

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

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

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

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

ACTIVITY 1. ARBEN VINCENT ORDANIEL,

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
Answer the following reflective questions in your Study Notebook:

LPT TI
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery
of quality basic education. As a teacher, what do you think are the fundamental concerns in terms of
curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department of Education
especially to the teachers who are standing in the front line to provide the continuity in education. As a teacher, I
believe that narrowing down the learning competencies has become a huge factor in order to deliver the only the
most essential in this time of pandemic. However, one of the major concerns to ensure that learning continues is
the implementation process itself. Given the shortage of resources, schools, teachers, and the community itself
are finding means to bridge the gap.

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

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of education and to
produce competitive learners. But due to its congested nature, students cannot cope up with it and more often
than not, teachers find it hard and time consuming to teach all these competencies which seem to be repetitive
and redundant resulting to poor performance of the learners as well as the teachers.

5
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of MELCs?
The MELC is developed to allow students to study based on their abilities to learn skills or competencies at
their own pace. This method is tailored to meet different learning levels that can lead to efficient learning
outcomes through alternative learning delivery modalities. How does curriculum review aid in the identification of
essential learning competencies?

2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies are defined as what the students need, considered indispensable, in the
teaching-learning process to building skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance
education but may not necessary in building foundational skills.

3. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
The MELCs were identified according to the gaps, issues and concerns across learning areas and grade levels.
The decisions were made due to the limited number of school days and the absence of face-to-face instructions at
this time of pandemic. Hence, narrowing down the learning competencies is the best option the DepEd has come
up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and are the most
essential competencies that students are expected to learn despite this pandemic. The Department of Education
has made sure that with limited resources, time, and the absence of face-to-face instructions, learners would still
get the the necessary competencies the need to acquire through these MELCs.

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

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.

6
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

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

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

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

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpackthese into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combineat 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.

7
 STUDY
NOTEBOO
MODULE OBJECTIVES:
K
MODU
By the end of this Module, you will be
LEARNING able to:
DELIVERY
LE 3A:
1. differentiate between the learning

MODALITI delivery modalities prescribed

ES
by the LCP and between the different
types of distance learning modalities DESIG
COURSE 2
considerations for
2. apply lesson design and assessment
NING
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
INSTR
independent study at home
4. create an individual learning monitoring plan to keep track of the
UCTIO
progress of learners who lag behind in completing the prescribed learning
tasks.
N IN
THE
DIFFE
8
RENTL
 EARNI
MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

ARBEN VINCENT
ACTIVITY 1
ORDANIEL,
LESSON 1: UNDERSTANDING LPT TI
THE DIFFERENT LDMs
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F) learning,
DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go schools in
order for them to acquire the learning competencies designed for them. It also requires the presence of a teacher
with aids for teaching and providing learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that they can
study at the comfort of their home. This could also be an online teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any combinations of
learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to school. They study at
their own pace with the help of their parents/guardians.

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

Distance Learning and Homeschooling

ACTIVITY 2
See LDM Module 3A – page 15

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.

9
 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
1 modalities. Many of them also reside in far-flung areas where signal
reception is not possible so modular distance learning is the best fit
modality for them.

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

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

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

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

10
ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded from learning during
the COVID-19 crisis. Think about groups of learners in your School/Division who might require special consideration
to be able to participate in DL. Describe what targeted interventions you would develop to include them. Listed below
are some examples which may be relevant to your context. Add others as appropriate. Write down your answers in
your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without parents
or household member Make a weekly supervisory plan for them and check their module and activity sheets. Organize,
who can if possible, a learning support system in the area that can be composed of volunteers to
guide and support their provide assistance to these learners.
learning at home.

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

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

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

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

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

Assess the particular needs of these learners and provide them with the materials that would
Persons with Disabilities
suffice it.

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the document, write down
your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
Lesson designing or lesson planning is the process of determining what learning opportunities students in
school will have by planning "the content of instruction, selecting teaching materials, designing the learning
activities and grouping methods.

2. Why is lesson designing important?

11
 Lesson designing is imperative to ensure that time is maximized for instruction and learning, lessons are
responsive to learners' needs, teachers set learning targets for learners, and for the teachers to carry out lessons
successfully.

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

 A clear and articulated set of objectives or what the learners need to learn or acquire.
 A well-selected and well-organized group of learning activities to ensure that the objectives are met.

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

 Review and clarify concepts  Provide learners with  Wrap up activities
and key points from previous feedback  Emphasize key information
lessons  Check for learners' and concepts discussed
 State lesson objectives as understanding  Assess whether lesson has
guide for learners  Explain, model, demonstrate, been mastered
 Present connection between and illustrate the concepts,  Transfer ideas and concepts to
old and new lesson and ideas, skills, or processes that new situations
establish purpose for new students will eventually  Ask learners to recall key
lesson internalize activities and concepts
 Check learners' prior  Help learners understand and discussed
knowledge about the new master new information  Reinforce what teacher has
lesson 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 succeccfully delivered or not.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 3 /
Lesson/Topic:

12
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can
Part of Lesson / Learning Tasks present in the be done via a learning activity sheet,
SLM can be presented via an internet based
resource, can be facilitated during a
synchronous learning session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous lesson /
3. Present warm-up activities to
establish interest in new lesson /
4. Check learner’s prior knowledge
about the new lesson /
5. Present connection between old and
new lesson and establish purpose for /
new lesson
6. State lesson objectives as guide for
learners /

Lesson Proper
1. Explain, model, demonstrate, and /
illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize
2. Help learners understand and master /
new information
3. Provide learners with feedback /
4. Check for learners’understanding /
After the Lesson
1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key activities /
and concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been
mastered /
6. Transfer ideas and concepts to new
situations /

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate
to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they are
guided throughout the lesson?
Providing additional learning resources like activity sheets/worksheets and constant communication with the
parents/guardians for proper instructions and monitoring.

13
 3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs for
checking. Teachers may also set up a communication procedure with the parents/guardians for the feedbacks ,
comments, and suggestions.

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on Classroom
Assessment to learn about assessment. In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two. Write your answers in a Venn diagram
in your Study Notebook.

May be given at any time Occurs toward the end of a

during the teachers and period of learning in order
learning process. to describe the standards
reached by the learner.
The results of formative Assessment
assessments will help of Learning The results of summative
teachers make good assessments are recorder
instructional decisions so and used to report on the
that their lessons are better learners' achievement.
suited to the 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
How to Adapt the Assessment Method in DL
Method
1. Formative Assessment in Formative assessment like 5-item written evaluation is included in each self-learning
a form of short quizzes and modules. Additional activity sheets and worksheets containing various evaluation shall also
seatworks be distributed.

2. Summative Assessment At the end of the unit, written summative assessments in all learning areas shall be given to
assess the learning development of the learners in modular distance learning.
3. Performance-Based For learning areas that are more focused on skills and practical activities, performance
Assessment tasks shall be implied. Learners may be asked to have a vide recording of their activities at
home for proper evaluation. For learners with no capabilities of doing such, their
parents/guardians shall be asked to assess their performance at home and answer the

14
 prepared assessment tool based on the given rubrics.

4.

5.

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

Formative and summative assessments are common among the groups simply because these two are integral
parts in the grading system during this time of pandemic.

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

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?
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

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. learningcompetencies
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.

15
ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 whichdiscusses what WHLPs and
Individual Learning Monitoring Plans (ILMPs) are. After that, viewthe 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
Purpose
tracking the subject areas to be tackled formative and summative assessments
and activities to perform at home

Learners and learning facilitator or Teachers and learning facilitator or

For Whom?
household partner household partner

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

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

Has to be communicated to
Yes Yes
parents?

MODULE OBJECTIVES:
By the end of this Module, you will be able to: STUDY
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR
NOTEBOO
Portal of the K
Department of Education LEARNIN
G
MODULE 3B: DELIVER
LEARNING RESOURCES Y
MODALIT
3. explain the importance of using quality assured LRs
IES
COURSE 2
16
MODULE CONTENT:
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

ARBEN VINCENT ORDANIEL, LPT TI
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
Modular distance learning is the adopted modality in our school. Hence, printed self-learning materials and
activity sheets are the resources that we are going to utilize.

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

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

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

ACTIVITY 2

17
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.

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 DepEdPORTALS

ACTIVITY 1

Explore the Portals.In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and those
of your learners’? How do they complement the LRs that you already have?
The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that we can download,
improve and adjust to meet the needs of all our learners. It gives variety of learning activities to complement the
existing LRs I have prepared.

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

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

ACTIVITY 2

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

We 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:

18
 1. Was the material able to meet all the requirements?
The download LR material met the learning targets of the lesson. The LR has the basic standards required to
deliver the MELCs.

2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”?
What decision will you make on the LR material? Why?
The evaluation method has achieved the quality and reliability of the activities to manipulate and optimize the
use of the LR portal.

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
The learning material covered the lesson but require some description and terminology to achieve the best
understanding of the concepts.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for the
most appropriate learning resources to my learners.

ACTIVITY 2

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

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

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for the
most appropriate learning resources to my learners.

ACTIVITY 3

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

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

19
 2. What improvements do you still need to make in your developed material?

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

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

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

1. Connected and relevant to the /

MELCs?

2. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

7. the layout and format easy to read /

and pleasing to the eyes?

Reflection Questions:

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? 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
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners? It
makes me extra cautious in selecting the LRs I need for my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

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

8. Connected and relevant to the /

MELCs?

9. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

10. easy to reproduce and/or /

disseminate?

20
 11. from a credible source/author? /

12. culture- and gender-fair? /

13. free from red flags on possible /

copyright and plagiarism issues?

14. the layout and format easy to read /

and pleasing to the eyes?

Reflection Questions:

5. Was the material able to meet all the requirements? YES

6. 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? I will still use the material simply because of it fits
the needs of my learners even if I am not sure of its rightful owner.
7. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s. NONE
8. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners? It
makes me extra cautious in selecting the LRs I need for my learners.

STUDY
NOTEBOO MODULE OBJECTIVE:

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

1. carry out your plan for your continuing PD
LEARNIN 2. discuss the different PD initiatives/programs related to the
LDMs that are available to
G you, either provided by DepEd or by non-DepEd learning service

DELIVER MODULE 4:
YPLANNING FOR CONTINUING
MODALIT
PROFESSIONAL DEVELOPMENT AND LAC
IES PLANNING
COURSE 2 providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

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

21
 ARBEN VINCENT ORDANIEL, LPT TI
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1

See LDM Module 4 – page 37

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 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 improving

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

Deeper understanding and reflecting Improving my teaching strategies in Consistent collaboration from my
to the things I need in preparation for this time challenging situation. fellow educators and continuous
the opening of classes. learning to provide quality education
amid this crisis.

22
 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 Plantemplate. 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 Regionaland Division Training
Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your outputin Lesson 1 Activity 3 of this
Module.

Action Plan
(Recommended Developmental
Strengths Developmental Needs Intervention) Timeline Resources Needed

Learning Intervention
Objectives of the
PD Program

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

Practices Makes specific Improve Improving work- Year- N/A

ethical and changes in the system intrapersonal related Round
professional or in own work skills and work coordination
behavior and methods to improve management
conduct taking performance. practices.

23
 into account
the impact of
my actions and
decisions.

ACTIVITY 2

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

PROFESSIONAL DEVELOPMENT OBJECTIVES RELATED TO SPECIFIC TOPICS

THE MODALITIES
Enhancing capabilities on giving interventions to learners in Outsourcing or developing learning interventions for distance
distance learning. learnings.
Develops efficiency in managing tasks focusing distance  Work efficiency in distance learning
teaching-learning process, monitoring, evaluation, and  Monitoring and evaluation of learners in distance
assessment.
learning.

24
 STUDY
NOTEBOO
MODULE OBJECTIVE:
K
LEARNIN
MODULE 5: G
BUILDING THE TEACHING DELIVER
Y
PORTFOLIO RELATED MODALIT
TO THE IMPLEMENTATION IES
OF THE MODALITIES COURSE 2

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

1. list down the evidence of LDM implementation

2. plan for how to make sure that you will be able to relate these evidences to your

professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

25
 ARBEN VINCENT ORDANIEL, LPT TI
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 havecompleted all the outputs
for this course. Go over the list found in LDM2 Guide for ExpectedOutputs and find out whether you have completed
all the outputs required for Modules 1-4 ofthis course.

Submit the completed outputs to your designated Coach for final evaluation. Keep a copy ofall your outputs for your
own records.

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?
Portfolios are intended to evaluate learning progress and achievement in 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?
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?

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.
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.

26
 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 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.

27