MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your insights
in your Study Notebook.
1. What is the main delivery of this course?
 The main delivery of this course is to be familiar with the different Learning Delivery Modalities in connection
with the learning continuity plan of DepEd. The Learning Delivery Modalities Course 2 (LDM2) for teachers is a
direct action applied by the Deped in order to continue learning despite COVID 19 pandemic, in able to adapt in
a new normal education.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
 This course help me ensure that I will be able to deliver quality instruction in the new normal since it
comprises on how to adapt with the different learning modalities for us to teach effectively and make our
learners learn without compromising the health, safety, and wellbeing of all the stakeholders.
3. What are the two support mechanisms that will help you with your learning in this course?
 The two support mechanisms that will help me with my learning in this course are the following:
 To attend and participate in webinars funded by DepEd and other private groups. This course will help
me recognize the alternative learning delivery modalities. It will also help me in making plan for the
execution of the school-adopted LDMs and be confident enough in implementing instructions.
 Have an open and constant communication with my co-teachers and school head regarding various
points of this course for me to be aware of when to have some consultation and updates about the
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?

LDM2: Learning Delivery Modalities Course for Teachers 3

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly do that may from participating fully in Participate in this course?) the requirements of this
affect my Participation in this Course?) course? Describe this
the course in a positive or environment.)
negative way?)
My daily habit as a mother One of the hindrances that I was motivated by my Since we were not allowed
and as a teacher is to I encounter during this obligation and call for duty to have a face-to-face
perform both roles but course is the poor and as a teacher. I know that conference, we are
making sure that I’m doing unstable internet this course will help me on instructed to work-from-
well. This helps me connection. But this how to be a better and home to finish all the
improve my ability to do doesn’t stop me from effective teacher in spite of requirements needed and
multitasking. participating in this course, the pandemic. submit it through online.
though it affects me a bit.
The other is my obligation
as a mother.
While I was listening with
the presentation, I am also
doing household chores.

ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections with
to the questions in Activities 1 and 2.
Write your insights from the discussion made with your colleague.
(Attach a photo documentation)

Insights.
The new normal of the society is anything but ordinary. Many students, young learners and teachers are
affected by school closures due to the coronavirus disease 2019 (Covid-19) pandemic. Schools have remained closed for
weeks, and no one knows for when we will come out of the lockdowns, as the pandemic shows no sign of slowing down
anytime soon. Our attention right now is on distance learning as a means to deliver instruction to students who are at
home. DepEd is offering schools a different and alternative learning methods that includes online learning, distance
learning and modular delivery methods such as take-home readings, modules and activities.
It is not necessarily bad to push for online learning in the new normal in education. It actually helps the
education system to adopt effective and efficient platforms and systems that can unburden teachers from much of their
clerical work so that they can focus on the essential aspects of teaching such as supporting and building relationships
with students. However, as we embark on this journey toward embracing online learning, the school leaders and
decision-makers should not forget the students and families whom the current problems on equitable access and lack of
enough funding may put at a disadvantage. Every child has the right to high-quality education. Our decision to move
online should not make high-quality education a privilege for those students who can access the Internet.
As educators, our role is to break down walls or barriers that prevent students from accessing and
enjoying high-quality education. So, in this new normal, let us always uphold the right to high-quality education by
providing multiple pathways to learning that can accommodate every student.

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:
 _3_ 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
_2_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.
 Unstable and poor Internet connection - since work from home, teachers and learners who take
online classes and webinars consider poor connection an issue and problem that may lead to
miscommunication.
 Lack of knowledge in using technologies- not all teachers are capable of adapting changes in the
curriculum easily especially the old ones. Not all teachers are familiar on how to use different
multimedia platforms that we are using in this what we called “new normal”.
 Limited time- some teachers have to attend webinars and accomplish reports and other task related
to their work which given mismatched schedule.

ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in touch with
your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the conduct of
your LAC.
LAC Session 1- Day 1- September 17, 2020, 10:00am- 12:00noon.
Modules 1 and 2
 LAC Session 2- Day 2- September 18, 2020, 8;00am – 10:00am
Module 3A
LAC Session 3- Day 3- September 21, 2020, 8:00am- 10:00am
Modules 3B, 4 and 5
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned
Instructional Coach (this will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among the
following school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject expertise to
lead the LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional Coach
will also be handling multiple LACs through a network of LAC Leaders.
See Figure 1 for reference.

ACTIVITY 3. List down the members of your LAC and their respective roles in your Study Notebook.

COMPOSITION NAME OF TEACHER(S) ROLES/ FUNCTION

LAC Coach Marissa C. Betchaida, Ed.D. Coaches and guides the LAC
Leader, Facilitator and Members
in the discussion of the topics
during LAC meetings.
LAC Leader Leads in the discussion of the
topics. Gives insights and ideas
Jennifer A. Bendicio about the topic to be used and
served as guides by the teachers
in their teaching
LAC Facilitator Gives schedule of LAC meetings
and the venue/Platform for LAC
Jennifer A. Bendicio meetings to be used. Also,
documents and circulates
agreements on LAC
protocols/norms
LAC Documenter/ Emcee Sairah T. Ilao Takes video and photos used in
Marilyn D. Baral documentation that is properly
Mary Shella C. Calingasan named, archived, and available
Ma. Cecilia D. Magsino for the project team upon
completion of the workshop.
 LAC Members are encouraged to share their
1. Gigi Ramirez reflections from lesson
2. Ma. Cecilia D. Magsino And should continue to write
3. Jonabel R. Castillo their personal reflections or
4. Shermaine Dime interesting ideas and suggestions
5. Margarito Baylosis from the discussions.
6. Mary Shella C. Calingasan
7. Marilyn D. Baral
8. Sairah T. Ilao

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: IV- A

LAC ID (name or number): 107494 Number of LAC members: 8

Name of LAC Facilitator: Jennifer A. Bendicio Designation/Position: MT 1

LAC Members:

Preferred contact
DESIGNATI mode (email,
M/ Contact details (email,
NAME ON/ DIVISION/S phone, Skype,
F mobile number) Zoom, Google
POSITION
Meet, Viber, FB)

1. Sairah T. Ilao F Teacher I Batangas Province

2. Jonabel R. F Teacher II Batangas Province

Castillo

3. Ma. Cecilia D. F Teacher I Batangas Province

Magsino

4. Gigi Ramirez F Teacher I Batangas Province

5. Marilyn D. Baral F Teacher I Batangas Province

6. Mary Shellac. F Teacher I Batangas Province

Calingasan

7. Shermaine Dime F Teacher I Batangas Province

8. Margarito M Teacher III Batangas Province

Baylosis

MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery of
quality basic education. As a teacher, what do you think are the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity? Cite a specific example. Do you think
these concerns could be solved by teachers alone? Why or why not?
 As a teacher, I think the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity are as follows:
1. Technology and technical support
2. Family support
3. School set-ups
These concerns could not be solved by the teachers alone because one of the primary challenges of
creating an effective remote learning environment is providing adequate levels of technology access to all
students and instructional staff. During extended school closures, it is likely that students will need additional
support from family members as they continue with their school work. The adults in the home play a critical role in
helping students stay motivated and access the resources they need to be successful. Schools and districts should
consider the aspects of school set-ups to ensure the safety of all the stakeholders.
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?
 No. I do not agree with this observation. I think the one of the hindering factors that leads to the poor
performance of young Filipino learners is the kind of education system that we have and not the congested
curriculum. Today’s learners are not focusing on their studying. They are too lazy in studying lessons and put the
burden of their own learning to their teachers. They want their teachers to spoon- feed everything.

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?
 MELCs are the learning competencies include knowledge, understanding, skills, and attitudes that
learners need to demonstrate in every lesson. It allows them to advance based on their ability to
master their expertise or capability at their own pace regardless of environment. This method is
designed to meet different learning abilities that can lead to more effective learner.
2. How does curriculum review aid in the identification of essential learning competencies?
 This method will allow teachers to design lesson proficiently and ultimately save us time to focus on
our students. Not only having a deeper understanding of the standards we teach, but it will also help
our students more engaged in their learning..
3. What is the difference between essential learning competencies and desirable learning competencies?
 Essential learning competencies are the competencies that the learners 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 are the competencies as what may enhance education but may not be 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?
 Learning competencies are recognized by knowing the following characteristics:
-it is related to real-life situations
-it is important for learners to acquire the competency after s/he left that particular grade level
-it is associated with national, state, and/or local standards/ frameworks (e.g., scientifically literate
Filipinos)
-It would not be expected that most students would learn this through their parents/communities if not
taught at school
-it connects the content to higher concepts across content areas
 5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 -MELCs serves as a teacher’s guide in preparing our lesson (weekly home learning plan) and
instructional materials (Self- Learning Modules)
 -MELCs ensures delivery of quality instruction as it becomes the primary reference in
determining and implementing learning delivery approaches that are suited to the local
context and diversity of learners while adapting to the challenges posed by COVID-19.

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.

FIRST QUARTER- ARALING PANLIPUNAN 6

K to 12 Learning Competencies MELCs

Merged/ Clustered
Retained
Dropped n/a

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.

INSIGHTS:

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?
 Unpacked MELCs help us categorize learning activities and effectively address the various needs of
learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not departure from
the standard-based design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy arranged. Mastering
fundamental knowledge Is a must before going to the other level of learning.
-Coherent classification of learning objectives - We can’t give a better learning ideas to our learners
if our objective is not coherently classified. Planning regarding the most important objective is key
frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
 -Unpacking or combining MELCs depends on sequence of the lesson for us teachers to achieve the
progress and needs of learners as long as the content and standard.

ACTIVITY 2. Submitted in Google Classroom

1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into learning
objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each presentation.
Suggestions and insights from each group will be considered in enhancing the learning objectives. Repeat the above
process but instead of unpacking, each team will now combine at least two MELCs of their choice. Group deliberation
will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the presentations in your Study
Notebook.

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
 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 t formal education while staying in an out-of-school environment, vnth parents, guarcLans, or
tutors as authorized facilitators instead of classroom teachers.
Now, answer this question:
1. Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.
 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 readings, complete the Distance Learning Matrix. Share your completed matrix at your
next LAC Session. Your 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 is 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 BL in the Supplementary Handout on Blended Learning Delivery Modalities.
DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household
Modality Member

Modular Modified Printed Learning Learning Orients the

Distance instruction Modules Facilitator facilitator and teachers,
Learning (MDL) wherein supervisor learners and
learners use a parents witrh
printed or regards to a
digital self- modular
learning learning
modules. guidelines and
policies. This is
to make sure
that everyone
is
appropriately
informed.

TV-Based
Instruction
(TVBI)

Radio-Based
Instruction (RBI)

Blended
Distance
Learning

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.

Be prepared to discuss your ranking at your next LAC Session.

Ranking
(1 to 5, Type of DL Why?
from easiest
to hardest to
implement)

5
ACTIVITY 4. Submitted to Google Classroom
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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member who Regular communication thru text message, chat etc.
can guide and support their learning at home. Continuous monitoring thru social media.
If possible, I can do home visitation.
Beginning readers (K to 3) Provide specific tasks that will require reading.
Proper guidance.
Guided practices and drills.
Struggling readers (Grades 4-12) Independent Learning.
Encourage them to use other available community
resources.
Encourage them to practice modular modality.
No access to devices and Internet If possible, I can do home visitation.
Ask a help from the community or barangay to deliver
the modules.
Inaccessible (living in remote and/or unsafe areas) Have a guided discussion.
Give them more attention and time to understand a
specific topic.
Never stop until they do not understand the discussion.
Indigenous People Ask a help from the community or barangay to deliver
the modules.
If possible, I can do home visitation.
Persons with Disabilities Have a guided discussion.
Give them more attention and time to understand a
specific topic.
Never stop until they do not understand the discussion.
If possible, I can do home visitation.
Others? 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
for learners in school will have by planning the content of instruction, selecting teaching materials,
designing learning activities and grouping methods.
2. Why is lesson designing important?
 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?
 Clearly articulated lesson objectives (What should be taught?)
 Well-selected and logically sequenced presentation of learning resources and actities 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?)

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2. Submitted to Google Classroom

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

Refer to the list of learning tasks below, and identify which section of the lesson these learning activities can be
presented by placing each task under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will eventually
internalize
11. Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate, 1. Wrap up activities

2. Clarify concepts from previous and illustrate the concepts, ideas, 2. Emphasize key information and
lesson skills, or processes that students concepts discussed
3. Present warm-up activities to will eventually internalize 3. Ask learners to recall key
establish interest in new lesson 2. Help learners understand and activities and concepts discussed
4. Check learner’s prior knowledge master new information 4. Reinforce what teacher has taught
about the new lesson 3. Provide learners with feedback 5. Assess whether lesson has been
5. Present connection between old 4. Check for learners’ mastered
and new lesson and establish understanding. 6. Transfer ideas and concepts to
purpose for new lesson new situations
6. State lesson objectives as guide
for learners

ACTIVITY 3.
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers should take time to
reflect on what worked well and why, and what could have been done differently. Identifying successful and less
successful activities and strategies would make it easier to adjust and revise the lesson plan as needed. 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
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and DLP. To find out the
instructional principles behind these learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

ACTIVITY 4.
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following table. Then
choose one lesson from a Self Learning Module (SLM) for students that you have on hand. Imagine that you will deliver
this lesson to your learners through DL. In the second column, identify which of these tasks are already present in the
SLM. In the third column, identify which has to be presented via technology-mediated resources, supplementary
learning materials, or other means.
Learning Delivery Modality (select one): □ ODL □ MDL □ TV/RBI □ BL
Grade Level and Learning Area: _________________________
Lesson/Topic: _______________________
Learning Objectives: ________________________
Learning Resources/Materials Needed: ____________________
Part of the Lesson/ Learning task Check if Additional Remarks:
already (ex. can be done via voicecalls, can be
present facilitated by a household partner,
can be done via a learning activity sheet, can
in LSM be presented via an internet- based resource,
can be facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson / n/a
2. Clarify concepts from previous lesson / n/a
3. Present warm-up activities to establish interest in new lesson / n/a
4. Check learner’s prior knowledge about the new lesson
5. Present connection between old and new lesson and establish / n/a
purpose for new lesson 6. State lesson objectives as guide for / n/a
learners
Lesson Proper
1. Explain, model, demonstrate, and illustrate the concepts, ideas, / Module
skills, or processes that students will eventually internalize
2. Help learners understand and master new information
3. Provide learners with feedback / Module
4. Check for learners’ understanding / Module
/ Module
After the Lesson
1. Wrap up activities / Module
2. Emphasize key information and concepts discussed / Module
 3. Ask learners to recall key activities and concepts discussed / Module
4. Reinforce what teacher has taught / Module
5. Assess whether lesson has been mastered / Module
6. Transfer ideas and concepts to new situations / Module

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?
 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?
 As an adviser the only additional support that I can give is additional activity sheets
and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current and
future lessons?
 - In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.

Be ready to share your answers for Activity 4 when you meet with your LAC group after completing this module.

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. Follow the
example below.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.
 Assessment for learning: to make adjustments in the lesson may be integrated in all parts of the
lesson: before the lesson, the lesson proper, and after the lesson results must be recorded to study
the patterns of learning demonstrated by the students but should NOT be used as the basis for
grading.
Formative Assessment
Summative Assessment
Assessment of learning to measure of the student met the Performance and content standards done after
the lesson/end of a quarter results enable teachers to describe how well the students learned the
standards/competencies for a given quarter, which are then reflected in the class record learners may be
assessed individually or collaboratively should promote self reflection and personal accountability among
students about their own learning may be a written work or a performance task.

ACTIVITY 6. Submitted to Google Classroom

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom Assessment
to see examples such as games, quizzes, and interviews. These methods that are commonly used in the classroom may
be modified to be suitable for DL.
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 Method How to Adapt the Assessment Method in DL
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.
1. Games Using interactive and innovative games can catch learner’s attention.
2. Simulation Activities Inserting simulation on online class can motivate learners and can boost their
interest and curiosity to participate with the discussion.
3. KWL Using Google form to know the learner’s Knowledge, What they want to know
and What they want to learn. Using this, I will get an idea on what particular
part of the lesson I can give emphasis.
4. Short Quizzes Using Google form or any printed learning materials.
Using social media, I will send a short quiz to the learners thru text message or
chat.
5. Interview Using social media, I will interview learners. I will ask those questions, demands
and concerns about the topic for discussion.
Be ready to share your output when you meet with your LAC group after completing this module. Try to answer these
questions with your colleagues:
1. What assessment methods are common among the group members?
 Short quizzes and games.
2. What are the challenges in doing assessment in DL?
 For me the biggest challenge is how to contact all your student to inform them that you have
your assessment for the reason that not all of them have an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
 We can collaborate well and choose among all method of assessment listed in our notebook. We
come up the best method to use in the Distant Learning.

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 learner.
Questions True False
1. A portfolio mainly displays the academic achievements of the learner. /
2. Testimonies of parents/guardians and learning facilitators regarding the learner’s /
progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio. /
4. The teacher can only comment on a learner’s portfolio. /
5. For asynchronous learning, teachers allow learners to work on their outputs during their /
own time. The latter will submit the portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing programs or /
they may submit the actual softcopies of their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be handed /
over to the teacher by the parents or learning facilitators.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give students some options or alternatives
on how they will be assessed. Just make sure that these would show how much they have learned.

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

The check-up activity introduced you to the key components of a Weekly Home Learning Plan (WHLP), namely, the
learning area, learning tasks, learning competencies, and the mode of delivery. The WHLP serves as a guide for your
learners on what they need to accomplish each week when they do independent study at home (DepEd, 2020). It
outlines the learning tasks that learners need to do, using the SLM, in order for them to attain the most essential
learning competencies (MELCs).
The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly Home Learning Plan for
Blended Distance Learning or may just refer learners to the lesson number and/or activity number in the SLM as shown
in the Sample Weekly Home Learning Plan for Modular Distance Learning and for Online Distance Learning.
The WHLP also trains learners to take responsibility for their own learning as they follow the prescribed schedule in the
plan. Remember also that part of guiding learners is to give enhancement or remediation activities when needed and
when possible.

ACTIVITY 2. Submitted to Google Classroom

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. Take note of the following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss the WHLP with
the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any suspensions of
classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be reflected in the
WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of Pediatrics (AAP) and the
World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in the morning and the
other two in the afternoon) for Grades 9 and 10 » Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the
morning and the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.

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 Monitoring

Plan
Purpose
For Whom?
Components
Has to be communicated to
parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in touch with the household
partner who provides assistance as needed while the learner is doing the learning tasks at home.

ACTIVITY 4. Submitted to Google Classroom

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

Before leaving this Module, take note of the following key messages:
• There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before, during, and after
lesson delivery, you will be able to design lessons with your best efforts, and maximize learning in this new context.
• It is important for teachers to keep track of how the students are doing, get feedback from the learners (learners’ self-
assessment), and from the learning facilitators or household partners, in order to continuously improve lessons and
provide support for learners as they learn.
• One way of getting feedback from learners is by communicating regularly with them and their families. As teachers,
you need to make your presence felt, and send the message to the learners that they are not alone in this situation. This
will greatly help them stay motivated.
• As teachers, you are part of a larger community of learners, and would need support from your Coaches, School
Heads, and fellow teachers as you adapt to the new normal.
Now, coordinate with your LAC Leader regarding your LAC Session schedule for this module. Be sure that you have your
Module 3A outputs, Study Notebook, and LAC Session 3A Guide ready when you participate in the LAC Session for this
Module.

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
Activity1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
 Our school implemented Modular Distance Learning (MDL) so in order to achieve this LDM we need
to have printed Self Learning Modules (SLM) and activity 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 currently in the process of reviewing the SLMs delivered to us. But teachers are already
make use of LR Portals like LRMDS and DepEd Commons to find suitable and effective LRs to
supplement the SLMs if needed.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can you
get this support?
 Using the Deped LR we can easily find and obtain our need SLM. But before we can open the portal
we need to have an interne access and permission of the administrator. A good and stable internet
connection is a primary need in accessing these online portals. A support group to ensure the quality
and appropriateness of the LRs should be established. I will get the support from my fellow
educators and the technical support from out ICT coordinator.
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of learners? Are
there learners who might be disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments will you make in terms of the LRs?
 The resources are appropriate to the different levels of our learners. These resources are in editable
formats so improving or adjusting it to meet the needs of all learners should be easy.

ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What support can you provide to your
colleagues and what support can you get from them in terms of LRs? Take note of the insights that you can gather from
your colleagues and write them in your Study Notebook.
  After the discussions and exchanging of ideas we come up with the different ideas regarding LR.
Learning Resources and SLM are now ready to our portal given by the national for our modular
distance learning so the only help that my colleagues can offer is to print the SLM for distribution to
our learners.

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?
 In our school we adapted a Modular Distant Learning, by the help of the two Deped portals we can
easily access of Learning resources and SLM. We can obtain our learning modules online so it eases
the burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
 Internet connection is the main concern in accessing the portal but some students and teacher has a
slow internet speed. The other concern is it need a cellular phone or laptop to enter the portal so as
an adviser, I downloaded first the specific LR and I personally distribute it to my learner to ensure
that everyone can get their copy.
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.
 During the LAC session we knew that one in our group is an admin of the said portal in our school.
We had shared our personal experience in using the learning Portals and after the session we agreed
to use the portal frequently in addressing need in teaching and regarding LRs.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1. Submitted to Google Classrom
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess the
material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
Yes, because the material is based on the MELC.
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. But since the division office prepared already Self Learning Materials, I will use the LR material as a
complementary in teaching.
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
I am considering we must assess as well, if the material is already contained.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
This exercise gives me an idea or awareness if the materials I am going to use in teaching for this
school year are already enough and suitable.

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined
 1. Connected and relevant to the MELCs? /

2. Appropriate to the grade level and learner /

characteristics in terms of language,
activities?

3. easy to reproduce and/or disseminate? /

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible copyright /

and plagiarism issues?

7. the layout and format easy to read and /

pleasing to the eyes?

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?
 Deped prescribe LRs are reliable and aligned in the basic requirement needed for choosing LR's while
non deped LR's sometimes deviate from the requirements of standard LR's.
2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and
Non DepEd portals — still need?
 Deped materials before posting to the deped portal were being examined by the deped personnel so
I think there's no revisions for that but non deped materials of course need to be examined first and
must be aligned to the assessment tool given by deped.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
 This exercise and assessment tool helps me in choosing better Learning Resources for my subject
matter.

ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer
the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?
 I had made a learning resources in my grade 10 students with the Title Activity sheet Gamit ng
Pandiwa. When I saw the assessment tool I had knew that I am lacking and didn't meet some
requirement prescribe by deped.
2. What improvements do you still need to make in your developed material?
 Need to improve the sources of the activity and the type of font to make it readable to my students.
Also I will consider the culture and gender fair next time.

Activity 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC Session. Jot down
insights and information that can be useful to you in choosing the appropriate LR’s.
 After the LAC session we had seen a clearer view in making our own LR's and in choosingand
downloading LR's in our deped portal. A member of the group suggested that we must adapt this
tool and use it every time we make our own LR’s.
MODULE 4: PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT AND LAC
PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

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

ACTIVITY 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview. Reflect on your
self-assessment from Activity 1. What particular professional standards in the PPST do you need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.
Domain No. 1 which is about content knowledge and pedagogy for the improvement of my teaching skills and
capabilities. Strengthening my community linkages is also one that I need to focus on.
 I need to develop and give more focus on the Domain number one, the content knowledge and
Pedagogy. As my self-assessment where I got only the agree level so there's a room for my
improvement. Also, I want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the guardians/parents of my
students to deliver the quality supervisory among them as well as my co-teachers.

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 strategies Consistent collaboration from my

reflecting to the things I need in in this time challenging situation. fellow educators and continuous
preparation for the opening of learning to provide quality
classes. 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.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
 (Recommended Developmental
Strengths Developmenta Intervention) Timeline Resources
l Needs Needed
Learning Intervention
Objectives of
the PD
Program

Focusing on Teaching Produce an To produce Attending Whole School funds

and Learning output that is an output seminars, webinars school year Personal
learner’s that is and workshops
ready, fully learner’s about lesson
equipped and ready, fully planning and
with quality. equipped and different teaching
with quality. strategies.

Aiming for Effective Make the best To make the Attending Inset, LAC School
Teaching and and lesson plan orientation about session Funds
Learning appropriate align with the MELCs and LAC Personal
lessons for the MELCs. session.
new normal.

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 OF OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Making WHLPs align with the MELCs MELCs unpacking and combining

Application of the assessment tool in choosing Learning Resources, Using of LRMDS and
learning resources for the SLMs DepEd Commons