LEARNING DELIVERY

MODALITIES COURSE
(LDM2)
FOR TEACHERS

Prepared by:

MARILYN V. GUTANG
Teacher 1
 Expected Outputs

Part 1. LDM Selection and Implementation Planning

1. Sample MELCs Unpacking Presentation

2. List of targeted learner interventions
3. Learning tasks for DL
4. Assessment methods in DL
5. Weekly Home Learning Plan for one (1) subject
6. Individual Learning Monitoring Plan for a student who lags behind in completing the
learning tasks
7. LAC 3 Teacher Engagement Report
8. LAC 3 Session Report (optional)
9. Two (2) accomplished LR Rapid Assessment Tools with reflections
10. Professional Development Plan

Part 2. LDM Implementation Portfolio

1. Daily Lesson Plans or Daily Lesson Logs

2. Recordings of Class Instruction
MODULE

1 Form 1 LAC Profile
 Form 3 Lac Session Report
 MODULE
2
Most Essential Learning Competencies
 Sample MELCs Unpacking Presentation
 Distance learning matrix

Grade: 11 Semesters: First Semester

Core Subject Title: General Mathematics No. of Hours/Semester: 80 hours/semester

UNPACKING THE MELC

General Mathematics
QUARTER 1
RETAINED LEARNING COMPETENCIES LEARNING OBJECTIVES

Represents real-life situations using functions, including  Recall the concepts of relations and functions;
Piece-wise functions. WEEK 1 , M11GM-Ia-1  Define and explain functional relationship as a
mathematical model of situation; and
 Represent real-life situations using functions,
including piece-wise function.
Evaluates a function. M11GM-Ia-2
 recall the process of substitution;
 identify the various types of functions; and
 evaluate functions.
Performs addition, subtraction, multiplication,
division, and composition of functions. M11GM-Ia-3  define operations on functions
 identify the different operations on functions.
 perform addition, subtraction, multiplication,
division, and composition of functions
Solves problems involving functions. M11GM-Ia-4  represent situations as functions and
evaluate functions to determine the
required quantity
 apply concepts learned in solving real-life
problems involving functions
 solve problems involving functions
Represents real-life situations using rational  represent real – life situations using rational
functions. WEEK 2, M11GM-Ib-1 functions
 distinguishes rational function, rational
equation and rational inequality
Distinguishes rational function, rational equation, and
rational inequality. M11GM-Ib-2  represent real – life situations using rational
functions
 distinguishes rational function, rational
equation and rational inequality

Solves rational equations and inequalities. M11GM-Ib-3  Apply appropriate methods in solving rational
equations and inequalities.
 Solve rational equations and inequalities using
algebraic techniques for simplifying and
manipulating of expressions.
 Determine whether the solutions found are
acceptable for the problem by checking the
solutions.
Represents a rational function through its: (a) table of  Identify the ways to represent rational
values, (b) graph, and (c) equation. M11GM-Ib-4 function through its table of values, graph
and equation.
 Distinguish the ways to represent a rational
function through its table of values, graph
and equation.

Finds the domain and range of a rational function.  define domain and range;
M11GM-Ib-5  find the domain and range of a rational
function
Determines the: (a) intercepts; (b) zeroes; and (c)  Define an asymptote, zeroes of function
asymptotes of rational functions. WEEK 3,M11GM-Ic-1 and intercepts
  Solve for the asymptotes, zeroes and
intercepts;

Solves problems involving rational functions,  solve real-life problems involving rational
equations, and inequalities.M11GM-Ic-3 functions, equations, and inequalities;
 carefully analyze and understand word
problems before solving them; and
 create real-life word problems about rational
functions, equations and inequalities.
Represents real-life situations using one-to one
functions. WEEK 4, M11GM-Id-1  determine if a function is a one-to-one.
 identify real-life situation using one-to-one
function
Determines the inverse of a one-to-one function.
M11GM-Id-2  determine the inverse of a one-to-one function.
 write a letter to a family member or peer about
making amends on regretful events which
cannot be undone.
represents an inverse function through its: (a) table  determine the inverse of a one-to-one function
of values, and (b) graph. M11GM-Id-3 through the table of values
 Graph inverse functions
Finds the domain and range of an inverse function.
M11GM-Id-4  Define domain and range.
 Find the domain and range of a given inverse
function.
 Represent the domain and range using set
builder notation.

Solves problems involving inverse functions.

Week 5 M11GM-Ie-2  recall how to finding the inverse of the
functions;
 solve problems involving inverse functions;
and
 evaluate inverse functions and interpret
results.
Represents real-life situations using exponential
functions.  define exponential functions;
M11GM-Ie-3  show illustrations of exponential functions that
represent real-life situations;
 represent real-life situations using the
exponential functions; and
 solve problems involving real-life situations
using the exponential functions.
Distinguishes between exponential function,
exponential equation, and exponential inequality.  distinguish logarithmic function, logarithmic
M11GM-Ie-4 equation, and logarithmic inequality; and
 formulate own examples of exponential
functions, equations, and inequalities.
Solves exponential equations and inequalities. Week 6
M11GM-Ie-f-1  identify the properties used in solving
exponential equations and inequalities; and
 solve exponential equations and inequalities.

Represents an exponential function through its: (a)  Define exponential function

table of values, (b) graph, and (c) equation.  Construct table of values, graph a
M11GM-If-2 function, and arrive at an equation
Finds the domain and range of an exponential
function. M11GM-If-3  define domain and range;
 find the domain and range of a given function;
 and
 represent the domain and range using the set
builder and interval notation.

Determines the intercepts, zeroes, and asymptotes of an  Determines the intercepts, zeroes, and
exponential function. M11GM-If-4 asymptotes of an exponential function
Solves problems involving exponential functions,  Differentiate equation and inequality.
equations, and inequalities. Week 7 M11GM-Ig-2  Solve problems involving exponential
functions, equation and inequalities.
Represents real-life situations using logarithmic  represent real-life situations using the
functions. Week 8 M11GM-Ih-1 logarithmic functions;
 solve problems involving real-life
situations using logarithmic functions.
Distinguishes logarithmic function, logarithmic  Define logarithmic function
equation, and logarithmic inequality. M11GM-Ih-2  Distinguishes logarithmic function,
logarithmic
equation, and logarithmic inequality.
Solves logarithmic equations and inequalities.  Differentiate logarithmic equations and
M11GM-Ih-i-1 inequalities.
 Solves logarithmic equations and
inequalities.
Represents a logarithmic function through its: (a)  Recall the property of Logarithmic
table of values, (b) graph, and (c) equation. functions
Week 9 M11GM-Ii-2  Represents a logarithmic function
through its table of values, graph, and
equation.
 Graph logarithmic functions

Finds the domain and range of a logarithmic function.  Define domain and range
M11GM-Ii-3
 Finds the domain and range of a logarithmic
function.
Determines the intercepts, zeroes, and asymptotes of  Define intercepts, zeroes, and asymptotes
logarithmic functions. M11GM-Ii-4 of logarithmic functions.
 Determines the intercepts, zeroes, and
asymptotes of logarithmic functions.
Solves problems involving logarithmic functions,  Recall the steps in problem solving
equations, and inequalities.  Solves problems involving logarithmic
Week 10 M11GM-Ij-2 functions, equations, and inequalities.
 DISTANCE LEARNING MATRIX

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

Learning Feature Resources Household Member
Modality
Modular Modular Complete Attend teacher’s Attend parent’s The school orients
Distance Distance printed orientation about orientation about the teachers,
Learning Learning Learning the modular the modular parents and
(MDL) (MDL) Modules learning policies and learning policies learners about the
is a learning modular learning
directions. and directions.
delivery that E-copy of Self- policies and
is in the form Learning directions to
Print complete The parents have ensure that
of Modules for Learning modules for expressed
individualized those with everyone is
quarter 1 and willingness for the properly informed
instruction device option of modular
distribute it to the and guided.
where
learners weekly distance learning
learners use
for their children. The school has
self-learning Available
modules The teacher complete and
reference/suppl supervises and The parents are appropriate
(SLMs) in ementary
print or digital monitors the willing to co- content (Learning
materials learner’s progress supervise and co- Modules/Self-
format,
whichever is and provides monitor the Learning Modules
applicable in remediation and progress of their in print and e-copy
the context of children's for those with
enhancement when
the learner, modular distance device) for Quarter
needed and possible
with the 1 available for
learning.
guidance of distribution to
any member learners.
of the family Parents/Guardians
or other or any responsible The school has
stakeholder in adults who are in- available
the charge of guiding reference/supplem
community and supporting the entary materials
trained to learner at home for distribution to
serve as shall be the learners.
learning encouraged to
facilitators. come to the Schools shall
community provide schedules
learning space to for all subject area
confer with the teachers to meet
teachers about the the learners at
learner’s progress. least once a week
so that learners
can ask questions,
clarify home tasks,
and share learning
difficulties, and
other concerns
about their home
learning tasks.
Online Online Digital devices, Teachers have Learning Schools may
Distance Distance such as laptops, access to device/s facilitators/househo organize
Learning Learning tablets, and connectivity at ld partners like professional
(ODL) refers to a smartphones, the school. parents, guardians development
learning and desktop or responsible activities to enhance
delivery computers, with The teachers are adults at home teachers
modality available online well oriented on supervise and understanding of
where the DepEd policies
resources and monitor the screen and skills in the use
teacher relating to online
stable internet time of the learners. of LMS.
facilitates distance learning
learning and connectivity. and to freely
engages access the needed The parents have The school has an
learners' SLMs for resources accorded expressed educational
active Alternative by the Department willingness for the platform or
participation Delivery Modes like the DepEd option of online Learning
using various (ADM), Commons and distance learning Management
for their children. System (LMS),
technologies textbooks, LRMDS. either
connected to primer lessons, The parents are subscription-based
the internet activity sheets, Uploading willing to co- or locally
while they are teacher-made documents, pre- supervise and co- developed.
geographicall videos and recorded video monitor the
y remote from supplementary lessons, and self- progress of their The school has
each other. materials, and learning modules, children's online the technical
The internet is typing discussion learning. expertise to run
open educational
used to and support the
resources (OERs). posts, navigating
facilitate educational
modules, and
learner- platform 24/7.
teacher, DepEd designing assessment
learner- Learning in an online
content and Resources environment are The school has
peer-to-peer Portal, DepEd some of the online email facility or
interaction. Commons learning tasks of the domain name for
Online and/or different teachers. all teachers and
DepEd users. Note: The
recognized school can
Teachers are highly
learning outsource.
encouraged to use
management
Google Meet to
systems The school has
(DepEd Aide record a specific
activity especially for helpdesk
Memoire, personnel working
2019), such as: performance task-
under the platform
Edmodo, based outputs.
managers whose
Google main task will be
Classroom, Teachers shall to directly answer
Schoology. present lessons in usage queries of
more than one both teachers and
Printed format within the students.
Learning learners’ capacity
Modules Teachers are The school has
expected to give complete and
assignments and appropriate
learning tasks. content for Quarter
1 in the platform.
If teachers deliver
lessons by text, they Together with the
need to have a video content, the school
or voice recording has proper
with it, too; likewise, assessments (e.g.,
if they deliver lessons quiz, exams)
via webinar and available in the
teleconference, they platform. The
are advised to have a same
text version ready as assessments
well. should be
regularly reviewed
and updated.

The school has

institutionalized
the training and
updating of
teachers to be
more
technologically
adept.

The school orients

the teachers,
parents and
learners about the
online learning
policies and
directions to
 ensure that
everyone is
properly informed
and guided.

The school has a

technology
knowledge
enhancement
program wherein
regular trainings or
seminars are
given to teachers,
students, and
parents to make
them embrace the
technology.
TV-Based TVBI shall be Materials for The teacher The parents The school orients
Instruction implemented learning supervises and ensure children's the teachers,
(TVBI) in areas with exercises, monitors the access to parents and
access to enrichment learner’s progress television. learners about the
Television activities, and and provides TV based
Networks with assessment may remediation and The parents have Instruction policies
programs be provided in enhancement when expressed and directions to
willingness for the ensure that
dedicated to printed form. needed and possible.
option of TV based everyone is
deliver the
instruction for their properly informed
DepEd TV Television Conduct home and guided.
based lessons. Networks visitation for children.
enhancement of
The parents are The school has a
Stable Television understanding of key
willing to co- MOA/MOU with a
signal concepts and Television
clarifications on supervise and co-
monitor the Network for the
possible areas of needed
progress of their
confusion in the airtime/slot.
children's learning
lesson that was as well as provide
viewed/listened. guidance to their The school has
children. complete and
appropriate
content (Learning
Modules/Self-
Learning Modules
in video format

The school have

available
reference/supplem
entary materials
for distribution to
the learners.
Radio- RBI shall be Materials for The teacher The parents The school orients
Based implemented learning supervises and ensure children's the teachers,
Instruction in areas with exercises, monitors the access to radio. parents and
(RBI) access to radio enrichment learner’s progress learners about the
stations with activities, and and provides The parents have Radio-based
programs assessment may remediation and expressed Instruction policies
dedicated to be provided in enhancement when willingness for the and directions to
option of Radio- ensure that
deliver the printed form. needed and possible.
based instruction everyone is
DepEd Radio-
for their children. properly informed
based lessons. Radio Networks Conduct home and guided.
visitation for
Stable Radio enhancement of The parents are
willing to co- The school has a
signal understanding of key
supervise and co- MOA/MOU with a
concepts and Radio Station for
clarifications on monitor the
progress of their the needed
possible areas of
 confusion in the children's learning airtime/slot.
lesson that was as well as provide
listened. guidance to their The school has
children. complete and
appropriate
content (Learning
Modules/Self-
Learning Modules
in radio-based
lesson
format/radio script
as well as in
print/e-copy) for
Quarter 1.

The school has

available
reference/supplem
entary materials
for distribution to
the learners.

Blended BLENDED Online Learning Strategies for The parents are Schools which adopt
Distance DISTANCE Printed Learning learners’ willing to co- any combination of
Learning LEARNING, Modules engagement in all supervise and co- the above three
minimum Access to types of distance monitor the types of distance
requirements TVBI/RBI learning shall be progress of their learning must meet
must be met utilized by teachers. children's learning the requirements of
for each of the It is advised that as well as provide each type.
guidance to their
types being teachers check in
children.
combined often with students
either by sending
them instant
messages or a bullet
pointed summary of
what is expected of
them, or by
conducting a quick
survey every week to
monitor learner’s
difficulties and to see
how they have been
progressing in the
lesson. These should
serve as significant
inputs for
intervention
strategies.
 MODULE
3A
Lesson Design and Assessment in the Modalities

 List of targeted learner interventions

 Learning tasks for DL
 Assessment methods in DL
 Weekly Home Learning Plan for one (1) subject
 Individual Learning Monitoring Plan for a student
who lags behind in completing the learning tasks
 List of Targeted Learner Interventions

Learner Group Targeted Intervention

Learners without parents or household Members of the family and other stakeholders within the
member who can guide and support their community who are trained as learning facilitators shall be engaged
learning at home to provide learners with instructional support as needed in the
absence of a classroom teacher.

Beginning readers (K to 3) NONE

Struggling readers (Grades 4-12) Conduct home visitation/home tutorial
No access to devices and Internet Provide Printed Learning Modules
Inaccessible (living in remote and/or unsafe Provide Printed Learning Modules and conduct home
areas) visitation

Indigenous Peoples Provide Printed Learning Modules

Persons with Disabilities NONE

Others? Specify. None

 Learning Tasks for DL

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

Grade Level and Learning Area: GRADE 7-TLE
Lesson/Topic: FUNCTIONS
Learning Objectives: 1. identify work tasks in line with farm operations
2. determine place for safety measures in line with farm operations
3. show responsibility in learning the safety measures in farm operations

Learning Resources/Materials PRINTED LEARNING MODULES

Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a
present in household partner, can be done via a learning activity
sheet, can be presented via an internet- based resource,
the can be facilitated during a synchronous learning session,
SLM etc.)

Before the Lesson

1. Review previous lesson can be done via a learning activity sheet
2. Clarify concepts from previous lesson can be facilitated by a Home Tutor or
household partner
3. Present warm-up activities to establish
interest in new lesson can be done via a learning activity sheet

4. Check learner’s prior knowledge about can be facilitated by a Home Tutor or

the new lesson household partner

5. Present connection between old and can be facilitated by a Home Tutor or

new lesson and establish purpose for household partner
new lesson
6. State lesson objectives as guide for can be facilitated by a Home Tutor or
learners household partner
Lesson Proper
1. Explain, model, demonstrate, and
illustrate can be facilitated by a Home Tutor or
the concepts, ideas, skills, or household partner
processes that
students will eventually internalize.
2. Help learners understand and master can be facilitated by a Home Tutor or
new household partner
Information
3. Provide learners with feedback.
4. Check for learners’ understanding can be done via a learning activity sheet
After the Lesson
1. Wrap up activities can be done via a learning activity sheet
2. Emphasize key information and
concepts can be facilitated by a Home Tutor or
discussed household partner
3. Ask learners to recall key activities and can be facilitated by a Home Tutor or
concepts discussed household partner
4. Reinforce what teacher has taught can be facilitated by a Home Tutor or
household partner
5. Assess whether lesson has been can be done via a learning activity sheet
mastered
6. Transfer ideas and concepts to new can be facilitated by a Home Tutor or
situations household partner
 Assessment Methods in DL

Assessment How to Adapt the Assessment Method in DL

Method

Example: I will send a three-item quiz via text message before the lesson. Based
Short quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
message.
1. Problem Solving Solving problems involving real life situation in order to improve their
problem solving skills. It will be included on their assessment.
2. Long Quiz It is given after the lesson proper.

3. Portfolio It is an expected output of the learners at the end of the semester

4. Written exercises It is given during the teaching –learning process

5. Essay It is given after the lesson proper in order to develop their higher
order thinking skills.
SAMPLE WEEKLY HOME LEARNING PLANS

Weekly Home Learning Plan for Modular Distance Learning

Developed by : Marilyn V. Gutang
Weekly Home Learning Plan for Grade 7
Week 1, Quarter 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

6:00 - 7:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

7:00 - 8:00 Going to school.

Monday

8:00 - 12:00 SCIENCE Describe the components of a scientific investigation SCIENCE Module 1, Lesson 1 Personal submission by the
Quarter I, Week 1 parent to the teacher in school

1:00 - 4:00 ENGLISH Supply other words or expressions that complete an ENGLISH Module 1, Lesson 1 Personal submission by the
analogy Quarter I, Week 1 parent to the teacher in school

TUESDAY

8:00 - 12:00 ESP Pagtatamo ng bago at ganap na pakikipagugnayan (more ESP Module 1, Lesson 1 Personal submission by the
mature relations) sa mga kasing edad Quarter I, Week 1 parent to the teacher in school
(Pakikipagkaibigan)

1:00 - 4:00 MAPEH MUSIC - describes the musical characteristics of MAPEH Module 1, Lesson 1 Personal submission by the
representative music selections from the Quarter I, Week 1 parent to the teacher in school
lowlands of Luzon after listening
ARTS - analyzes elements and principles of art in the
production of one’s arts and crafts inspired by the
arts of Luzon (highlands and lowlands)
PE - Undertakes physical activity
and physical fitness
assessments
HEALTH - explains the dimensions of holistic
1:00 - 4:00 MAPEH health (physical, mental/ intellectual,

emotional, social, and moral-spiritual)

Wednesday

8:00 - 12:00 MATH illustrates well-defined sets, subsets, universal sets, null set, MATH Module 1, Lesson 1 Personal submission by the parent
cardinality of sets, union and intersection of sets and the to the teacher in school
different of two sets Quarter I, Week 1

1:00 - 4:00 FILIPINO Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar FILIPINO Module 1, Lesson 1 Personal submission by the parent
na pinagmulan ng kuwentong bayan batay sa mga pangyayari to the teacher in school
at usapan ng mga tauhan Quarter I, Week 1

THURSDAY

8:00 - 12:00 AP Naipapaliwanag ang konsepto ng Asya tungo sa paghahating – AP Module 1, Lesson 1 Personal submission by the parent
heograpiko: Silangang Asya, TimogSilangang Asya, Timog- to the teacher in school
Asya, Kanlurang Asya, Hilagang Asya at Hilaga/ Gitnang Asya Quarter I, Week 1

1:00 - 4:00 TLE LO 1. Identify caregiving tools, equipment, and paraphernalia TLE Module 1, Lesson 1 Personal submission by the parent
applicable to a specific job 1.1 Classify equipment, tools, and to the teacher in school
paraphernalia according to types, and functions Quarter I, Week 1

Friday

8:00 - 12:00 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used for the following week.

4:00 onwards Family Time

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the module’s parts for additional monitoring guide for both teacher and the
learner.
 INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Joseph Fernandez

Grade Level: 8 – St. Paul
Learner’s Status
Learning Learner’s Intervention Strategies Monitoring
Area Needs Provided Date Insignificant Significant
Mastery
Progress Progress
Gen. Math Lack of Home Conduct home visitation October 5, Learner is not
facilitator 2020 making
/tutor Communicate the parents significant
regularly through texting progress in a
or calling
timely
manner.
Provide a well-trained Intervention
family member or other strategies
stakeholders within the need to be
community to facilitate revised
learners with
instructional support as
needed in the absence
of a classroom teacher.

Entrepreneu Incomplete Conduct home visitation

rship outputs/learni
ng task within
two weeks

Learner is not making significant progress in a timely manner. Intervention strategies need to
be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

MODULE
3B
Learning Resources
 Rapid Assessment of Learning Resources
 RAPID ASSESSMENT OF LEARNING RESOURCES

GENERAL MATHEMATICS

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?
 This will serve as guide in picking the right and appropriate LRs for our lesson and learners.

RAPID ASSESSMENT OF LEARNING RESOURCES

PHYSICAL EDUCATION - 11

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?

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:
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?
 This will serve as guide in picking the right and appropriate LRs for our lesson and learners.
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: MARILYN V. GUTANG LAC SESSION ID.: GROUP 2

REGION: VII DATE OF LAC SESSION: 9/14/20

DIVISION: CEBU PROVINCE NUMBER OF LAC SESSION: 1

( MODULE 1 & 2)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks (For
example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my colleagues

in this LAC session.

2. The LAC session deepened my

understanding of the SLM content.

3. My perspective on the topic/s

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

 NONE
2. I encountered the following problems or challenges:

 NONE

3. Other comments/suggestions:

 NONE

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: MARILYN V. GUTANG LAC SESSION ID.: GROUP 2

REGION: VII DATE OF LAC SESSION: 9/15/20

DIVISION: CEBU PROVINCE NUMBER OF LAC SESSION: 2

( MODULE 3A)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my colleagues

in this LAC session.

2. The LAC session deepened my

understanding of the SLM content.

3. My perspective on the topic/s

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

  NONE

2. I encountered the following problems or challenges:

 NONE

3. Other comments/suggestions:

 NONE

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: MARILYN V. GUTANG LAC SESSION ID.: GROUP 2

REGION: VII DATE OF LAC SESSION: 9/16/20

DIVISION: CEBU PROVINCE NUMBER OF LAC SESSION: 3

( MODULE 3B)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my colleagues

in this LAC session.

2. The LAC session deepened my

understanding of the SLM content.

3. My perspective on the topic/s

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

 NONE

2. I encountered the following problems or challenges:

 NONE

3. Other comments/suggestions:

 NONE

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: MARILYN V. GUTANG LAC SESSION ID.: GROUP 2

REGION: VII DATE OF LAC SESSION: 9/17/20

DIVISION: CEBU PROVINCE NUMBER OF LAC SESSION: 4

( MODULE 4)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my colleagues

in this LAC session.

2. The LAC session deepened my

understanding of the SLM content.

3. My perspective on the topic/s

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

 NONE

2. I encountered the following problems or challenges:

 NONE

3. Other comments/suggestions:

 NONE

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: MARILYN V. GUTANG LAC SESSION ID.: GROUP 2

REGION: VII DATE OF LAC SESSION: 9/18/20

DIVISION: CEBU PROVINCE NUMBER OF LAC SESSION: 5

( MODULE 5)

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

THE LAC SESSION

1. I learned a lot from my colleagues

in this LAC session.

2. The LAC session deepened my

understanding of the SLM content.

3. My perspective on the topic/s

covered has changed as a result of
the LAC session.

4. I participated actively in the LAC

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

 NONE

2. I encountered the following problems or challenges:

 NONE

3. Other comments/suggestions:

 NONE

INDIVIDUAL DEVELOPMENT PLAN

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

KRA 1: Objective 2 KRA 1: Objective 3 Continuously Technical Year-Round School Head and
To use range of To apply a range improve skills in assistance, Colleagues
teaching of teaching applying a Coaching and
strategies that strategies to range of Mentoring
enhance learner develop critical teaching
achievement in and creative strategies to
literacy and thinking, as well as develop critical
numeracy skills other higher order and creative
thinking skills thinking, as well
as other higher
order thinking
skills

Professionalism Service Continuously Coaching webinar Webinar Inset School Head

and Ethics Orientation improve service Inset Local Funds
orientation
 PROFESSIONAL DEVELOPMENT DISCUSSION FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

Continuously improve skills in applying a range of teaching Teacher Made Learner Home Task
strategies to develop critical and creative thinking, as well
as other higher order thinking skills

Continuously improve service orientation Parents Modular Training and Orientation

 PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease.

I can confidently use the platforms in the

modalities.

I can use pedagogies associated with the

modalities and platforms.

I can very well manage my learners/class in the

modality that my school has adopted.

I can very well engage with parents and

community partners in assisting learners.
 MODULE 5
Planning for Continuing Professional Development and LAC Planning

 List of Suggested Evidence Form

 Portfolio
 List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online

learning)

Or

Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the Modalities

Participation in recognized PDs that August to November Certification of Participation with PD

are aligned with their Professional credit units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month starting Video Recording
September 2020

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

ACTIVITIES TIMELINE OUTPUT/S

Module 1: Course Orientation September 14, 2020  Form 1: LAC Profile

 Form 4: LAC Engagement Report
4 hours  Study Notes

Module 2: Most Essential September 14, 2020  Sample MELCs Unpacking

Learning Competencies Presentation
3 hours

 Study Notes

Module 3A :Lesson Design and September 15, 2020  Distance learning matrix
Assessment in the
18 to 24 hours
Modalities  List of targeted learner
interventions

 Learning tasks for DL

 Assessment methods in DL
  Weekly Home Learning Plan for
one (1) subject

 Individual Learning Monitoring

Plan for a student who lags
behind in completing the
 learning tasks

 Study Notes

Module 3B :Learning Resources September 16, 2020  Rapid Assessment of Learning

Resources
4 hours

 Study Notes

Module 4 :Planning for September 17, 2020  Professional Self-Assessment

Continuing Professional Questionnaire
2 hours
Development and LAC Planning  Individual Development Plan
 LAC Plan
 Study Notes

Module 5: Planning for September 18, 2020  List of Suggested Evidence Form
Continuing Professional  Portfolio
4 hours  Study Notes
Development and LAC Planning
 STUDY
NOTES

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 provide quality instructional delivery in the “new normal .
2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
 To be able to deliver quality instruction in the “new normal”, we must adopt different alternative
modes of delivering learning modalities such as distance Learning, blended Learning, and
homeschooling.
3. What are the two support mechanisms that will help you with your learning in this course?
 Design and Implementation Principles and Guidelines and Internal and External Learning Service
Providers

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?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Self-learning modules Prohibition of face-to- Professional Growth SCHOOL

and co-learning and face meetings due to In a safe and conducive
collaboration through the pandemic. learning environment
Learning Action Cell
(LAC). Unstable internet
connection for online LAC
Session

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.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

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

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

2 To improve the teaching-learning process to improve learning among students

1 To nurture successful teachers
3 To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
4 To foster a professional collaborative spirit among School Heads, teachers, and the community as a whole

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

1. Planning
 In writing a LAC Plan, It should be written and documented following the template in Annex 1. This
plan should be integrated or linked with the School Improvement Plan (SIP) or Annual
Implementation Plan (AIP).
2. Implementation
 The norms in LAC Implementation are the framework from which team members commit to
conduct business. Developing norms and adhering to them ensure the success of the group, and
facilitate the members’ ability to deal with critical issues. Norms have several components that
clarify team dynamics. These are some elements to address:
a. Time and Venue: Where and when will we meet? Will we start on time?
b. Listening: How will we listen to our peers? How will we discourage interruptions when someone
is speaking?
c. Confidentiality: What content is to be held in confidence? What can be shared after the
meeting?
d. Decision Making: How will we arrive at a decision? What if everyone doesn’t agree with the
group decision?
e. Participation: Is participation optional? Will we have an attendance policy? What will we do if a
member constantly misses meetings?
f. Expectations: What do we expect from team members? Do we need a method for ensuring
each member comes to the meeting prepared with appropriate data or other assignments?
 During the LAC Session, the priorities set out in the LAC Plan are implemented through a variety of
activities, which can include stimulus (e.g. lectures, practicum, orientation, coaching, workshops,
development and utilization of instructional materials, etc.) followed by collaborative discussion of
possible ways forward. The final activity of the session will involve individual and group action
planning in order to implement agreed activities in the classroom.
3. Evaluation
 After the LAC Session, the LAC members are expected to implement the proposed strategies or
activities in their classroom or school or community as appropriate and evaluate their success. LAC
members should be prepared to report back on the success of these activities in future LAC
sessions. LAC facilitators and LAC leaders should monitor these activities and evaluate how far they
are contributing to improved outcomes for learners at school. School heads or principals should
support the LACs by doing class observations and encourage teachers to continually improve
instruction so that student learning will also improve.

ACTIVITY 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in
touch with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the
conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per
LAC.
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:
1. Master Teacher
2. Head Teacher/Department Head
3. 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.

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

LAC Facilitator: GINA TESALUNA

LAC Leader: ALLAN C. ORANDOY
LAC Documenter: CARESTILL HYACINTH QUIMPO
LAC Resource Speaker: BENEDICT C. FANO
LAC Members:
1. JANINE A. PANUGALING
2. JACQUELINE B. ABABA
3. MARJORY V. ALGA
4. MARILYN GUTANG
5. RIZA D. MANCIA
6. JUNREEL N. ALEONAR
7. JOHN PAUL BRIGOLI
8. JUNELYN ABABA

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?
 The poor performance of Filipino learners due to congested curriculum has been a
perennial problem of teachers that need to be addressed in order to ensure learning
continuity. It can’t be solve by the teachers alone without the support of the department of
education.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of
the hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why
or why not?
 Yes, because of the poor performance of the Filipino learners, the Department of Education
develop the Most Essential Learning Competencies (MELCs) to be used nationwide by field
implementers for SY 2020-2021. The release of the MELCs is not just a response to
addressing the challenges of the current pandemic but is also part of the Department’s
long-term response to develop resilient education systems, most especially during
emergencies.

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 general and specific purposes of the development of MELCs are to provide instructional space
among field partners/implementers, to deliver quality instruction amidst the limited learning modalities and
shortening of the school year and to develop resilient education systems, most especially during
emergencies.
2. How does curriculum review aid in the identification of essential learning competencies?
 The review focused on articulation within and across learning areas and grade levels, which led to
the identification of gaps, issues, and concerns. Moreover, areas for improvement that would
enhance the learning engagement, experience, and outcomes were identified and consequent
solutions were recommended.
3. What is the difference between essential learning competencies and desirable learning competencies?
 Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for subsequent
grade levels and consequently, for lifelong learning. On the other hand, desirable learning
competencies were defined 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?
 As the Department anticipates the challenges in employing various schemes in the delivery
of the learning standards due to COVID-19, the number of the identified essential learning
competencies per quarter were further reduced, thus the term “most essential learning
competencies.” The Department then identified the MELCs across all learning areas through the
application of these understandings. Necessary in this process is the decision whether a
learning competency is to be retained, merged, dropped, or rephrased.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 The MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space. They serve
 as one of the guides for teachers as they address the instructional needs of learners while
ensuring that curriculum standards are maintained and achieved.

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

K to 12 Learning MELCs
Competencies
Merged/Clustered 1. Illustrates a proposition. M11GM-IIg-1 Illustrates and symbolizes
2. Symbolizes propositions. M11GM-IIg-1 propositions.
Retained 1. Represents real-life situations using functions, represents real-life situations
including Piece-wise functions. M11GM-Ia-1 using functions, including
Piece-wise functions. M11GM-Ia-1
( all competencies except dropped &
merged/clustered competencies) ( all competencies except dropped
& merged/clustered
competencies)
Dropped 1. Graphs inverse functions. M11GM-I N/A
2. Graphs exponential functions. M11GM-Ig-1
3. Illustrates the laws of logarithms. M11GM-Ih-3
4. Graphs logarithmic functions. M11GM-Ij-1
5. Interprets the theory of efficient markets.
M11GM-IIe-5

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

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document, provide a brief and concise response to the following guide questions in your Study Notebook:

1. What is the importance of unpacking and combining the MELCs?

 In order to systematize learning activities and effectively address the varying 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 the MELCs into learning objectives, you need to consider the following:

1. Alignment on the Content and Performance Standards - The MELCs are not a departure from
the standards-based design, which is one of the main features of the K to 12 Curriculum. In fact,
there are no MELCs without the content and performance standards.
2. Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to higher-
order cognitive demands. As such, lower cognitive demand may be considered first in creating
learning objectives. This ensures that prerequisite knowledge and skills that would enable the
achievement of MELCs, and eventually the content and performance standards, are addressed.
3. Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked learning
objectives follow a logical sequence.

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

 Yes, because we are highly encouraged to unpack the curriculum standards into learning
objectives through the MELCs, in order to systematize learning activities and effectively
address the varying needs of learners and the challenges of instructional deliveries. The
MELCs could likewise be combined to observe efficiency in the development of learning resources,
which include but are not limited to SLMs, textbooks, teacher’s guides, activity sheets, and
television and radio scripts. Since MELCs in each learning area are all interrelated and anchored on
the content and performance standards, combining at least two MELCs will allow teachers to
effectively design instructional resources without veering away from the standards prescribed by the
curriculum.

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

Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.

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—faceto- face (F2F) learning,
DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

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

Which of the LDMs do not have a face-to-face learning component?

 Distance learning
 Home schooling if done via distance 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.

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 Type of DL Why?

 (1 to 5, from easiest to
hardest to implement)

1 Modular Distance Learning Classes without internet and tools. Teachers and
learners without internet and tools at home
Classes with internet and tools. Teachers with
2 Blended Distance Learning internet and tools at home. Learners without
internet and tools at home.
3 TV-based instruction Unstable TV signal/ Inaccessible (living in remote
and/or unsafe areas)
4 Radio-based instruction Unstable Radio signal/ Inaccessible (living in
remote and/or unsafe areas)
5 Online Distance Learning No access to devices and Internet

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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household Members of the family and other stakeholders within the community
member who can guide and support their who are trained as learning facilitators shall be engaged to provide
learning at home learners with instructional support as needed in the absence of a
classroom teacher.
Beginning readers (K to 3) Conduct home visitation/home tutorial
Struggling readers (Grades 4-12) Conduct home visitation/home tutorial
No access to devices and Internet Provide Printed Learning Modules
Inaccessible (living in remote and/or unsafe Provide Printed Learning Modules and conduct home visitation
areas)
Indigenous Peoples Provide Printed Learning Modules
Persons with Disabilities Provide Printed Learning Modules and conduct home visitation
Others? Specify. None

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, and deciding on the pacing and allocation of instructional time” (Virginia
Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and be responsive to the needs of the learners.
2. Why is lesson designing important?

Lesson designing helps ensure that:

a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?

1. Clearly articulated lesson objectives (What should be taught?)

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

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

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

2. Clarify concepts from previous illustrate the concepts, ideas, skills, 2. Emphasize key information and
lesson or processes that students will concepts discussed
3. Present warm-up activities to 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
about the new lesson 3. Provide learners with feedback taught
5. Present connection between old 4. Check for learners’ 5. Assess whether lesson has been
and new lesson and establish understanding mastered
purpose for new lesson 6. Transfer ideas and concepts to
6. State lesson objectives as guide new situations
for learners

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

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

REFLECTION:
 According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled up after the
lesson is delivered. Teachers are encouraged to think about their lessons, particularly the parts that went well
and the parts that were weak and write about those briefly. In the reflection, teachers can share their thoughts
and feelings about their lessons including things about the lesson that were successfully implemented and which
ones need improvement or could be adjusted in the future. Teachers can also take note of the number of
learners who earned 80% in the evaluation, the number of learners who require additional activities for
remediation, and the difficulties teachers encountered that their principal or supervisor can help solve.

ACTIVITY 4
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.
Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ODL ✘ MDL TV/RBI BL
Grade Level and Learning Area: GRADE 7 - TLE
Lesson/Topic: FUNCTIONS
Learning Objectives: 1. identify work tasks in line with farm operations
2. determine place for safety measures in line with farm operations
3. show responsibility in learning the safety measures in farm operations

Learning Resources/Materials PRINTED LEARNING MODULES

Needed:

Part of Lesson / Learning Tasks Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a
present in household partner, can be done via a learning activity
sheet, can be presented via an internet- based resource,
the can be facilitated during a synchronous learning session,
SLM etc.)

Before the Lesson

7. Review previous lesson can be done via a learning activity sheet
8. Clarify concepts from previous lesson can be facilitated by a Home Tutor or
household partner
9. Present warm-up activities to
establish interest in new lesson can be done via a learning activity sheet

10. Check learner’s prior knowledge can be facilitated by a Home Tutor or

about the new lesson household partner

11. Present connection between old and can be facilitated by a Home Tutor or
new lesson and establish purpose for household partner
new lesson
12. State lesson objectives as guide for can be facilitated by a Home Tutor or
learners household partner
Lesson Proper
5. Explain, model, demonstrate, and
illustrate can be facilitated by a Home Tutor or
the concepts, ideas, skills, or household partner
processes that
students will eventually internalize.
6. Help learners understand and master can be facilitated by a Home Tutor or
new household partner
Information
7. Provide learners with feedback.
8. Check for learners’ understanding can be done via a learning activity sheet

After the Lesson

7. Wrap up activities can be done via a learning activity sheet
8. Emphasize key information and
concepts can be facilitated by a Home Tutor or
discussed household partner
9. Ask learners to recall key activities can be facilitated by a Home Tutor or
and household partner
concepts discussed
10. Reinforce what teacher has taught can be facilitated by a Home Tutor or
 household partner
11. Assess whether lesson has been can be done via a learning activity sheet
mastered
12. Transfer ideas and concepts to new can be facilitated by a Home Tutor or
situations household partner

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?

 For the learning tasks not found in the SLM like provide learners with feedback, I prefer to use MELCs-
aligned teacher-made audio or video resources

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?

 Provide open communication channels with the learners so they can clarify tasks before the lesson
proper and to provide feedback and support during the lesson; and administering evaluations and
giving feedback after the lesson. Support can also come from fellow learners in synchronous and
asynchronous learning sessions, as well as from their learning facilitator or household partner.
 One way of getting feedback from learners is by communicating regularly with them and their families.
As teachers, we need to make our 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 our
Coaches, School Heads, and fellow teachers as you adapt to the new normal.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
 The teacher can gather feedback from the learner’s different learning tasks after evaluating their
outputs and performance.
 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.
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.

Formative Assessment
Assessment learners may assessment OF
assessment FOR be assessed learning:
learning: individually or to measure if the
to make adjustments collaboratively student met the
in the lesson performance and
content standards

The similarities and differences between the two types of assessment: formative and summative assessment
of learning.

VENN DIAGRAM
 Formative Assessment Summative Assessment
assessment FOR learning: learners may be assessed
assessment OF learning:
individually or
to make adjustments in the lesson collaboratively
to measure if the student met the
should promote self-
may be integrated in all parts of the reflection and personal performance and content standards
lesson: before the lesson, the lesson accountability among
done after the lesson/end of a quarter
students about their own
proper, and after the lesson learning
results enable teachers to describe how
results must be recorded to study the may be a written work or a
well the students learned the
performance
patterns of learning demonstrated by task standards/competencies for a given
the students but should NOT be used as quarter, which are then reflected in the
the basis for grading. class record

ACTIVITY 6
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 How to Adapt the Assessment Method in DL

Method
Example: I will send a three-item quiz via text message before the lesson. Based on
Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
1. Problem Solving Solving problems involving real life situation is already included in the learning
modules
2. Long Quiz It is given after the lesson proper
3. Portfolio It is an expected output of the learners at the end of the semester
4. Written exercises It is given during the teaching –learning process
5. Essay Measures the reasoning skills of the learners
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?
 Long quiz, written exercises and portfolio
2. What are the challenges in doing assessment in DL?
 Lack of learning resources
 Insufficient time
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable
in DL?
 Be resourceful and overcome procrastination. There are no perfect lessons, but with careful planning,
reflection, and continuous adaptation before, during, and after lesson delivery, we will be able to
design lessons with our best efforts, and maximize learning in this new context.

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.

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
and/or learning task.
D 2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to
enhance their understanding of the content.
A 3. This refers to the prescribed subject that learners take. c. learning competencies
B 4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context. d. learning task
ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what
WHLPs and Individual Learning Monitoring Plans (ILMPs) are? After that, view the three Sample Weekly Home
Learning Plans.

Now, based on what you have read, create a WHLP for your class. 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

(WHLP) Monitoring Plan (ILMP)

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

For Whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner

Components Learning area, learning Learner’s needs, intervention

competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Has to be communicated to
parents Yes Yes

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

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

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

1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
 For Digital Modular Distance Learning, the resources needed are the Offline Digital SLM and Offline
activity sheets
 For Printed Modular Distance Learning, the resources needed are the Printed SLM and Activity
sheets

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?
 Not all subjects have complete resources for the Distance LDM needed in class. All SHS subjects in SHS
are not yet available. We have to wait their modules before the opening of the class for the school year
2020-2021. If ever the learning resources are still missing, the best option is to prepare Teachers made
learners home task.
 Additional learning materials developed by supervisors, specialists, and teachers may be used to
support the SLMs. They shall ensure that these learning materials are aligned with the MELCs.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can
you get this support?
 Online orientation program for parents, online trainings for learning facilitators, and webinars on
home-school partnership from the school administrators and district supervisor.
 The teachers, school administrators, parents/guardians, and community partners shall provide
adequate and appropriate guidance and support for the learners to ensure that their new experience
with these learning modalities shall be properly transitioned both at home and in school.

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?
 Learners and parents shall be capacitated on the use of learning management system(LMS), the DepEd
Commons, and the LR portal. Before the start of classes, it shall be ensured that schools, through their
ICT coordinators and teachers with knowledge on managing LMS and navigating the DepEd Commons
and the LR portal through supervision of school officials, shall provide orientation for learners and
parents on navigating these online platforms. Discussion of online security and protection, digital
footprint, promotion of digital honesty, and parental guidance and supervision, are some of the topics
that may also be included during the orientation.

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.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1. Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered yet, follow the LR
Portal User Guide to guide you in your registration process. Alternatively, seek assistance from any of your
colleagues or your IT personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal Video Tutorial located in
the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on DepEd
Commons dated March 17, 2020.

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR needs and those
of your learners’? How do they complement the LRs that you already have?
 In our case, only teachers can respond these two DepEd portals since the school adopted the modular
distance learning. On the other hand, We highly encourage our learners to access these two DepEd
portals which
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
 Unstable internet connection
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
 Make it available offline so that all teachers and learners can access these two DepEd portals.
 We need support from the Department of Education.

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.

INSIGHTS

The LR Portal is the official source of all Deped-developed and Deped-approved teaching and learning
resources. The LR Portal is consistent with the LRMDS processes which ensure all learning resources uploaded,
are aligned with curricular requirements and have been subjected to rigid QA standards of the Deped before
publishing. As such, all resources publish in the portal are approve by the Deped. Other sites are not
authorized by the Deped since their materials do not undergo the same QA processes held by the Department.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and
assess the material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
 YES
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?
 This will serve as guide in picking the right and appropriate LRs for our lesson and 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 material from the DepEd Portal is more appropriate and accurate and is align from the standard
curriculum guide unlike the non-DepEd Portal which has broader content.
2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd
and Non-DepEd portals — still need?
 Both portals must need easier to understand specifically the content since not all students are able to
comprehend English language.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
 This will serve as guide in picking the right and appropriate LRs for our lesson and 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?
 Non-Deped portals need time for cutting and editing the topic because the presentation is broad and it
has some advertisements.
2. What improvements do you still need to make in your developed material?
 Deped portals are accessible and appropriate of student’s intellectual capacity. Make it available
through offline.

ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC Session. Jot down
insights and information that can be useful to you in choosing the appropriate LRs. Submit your LR
assessments with your reflection on the exercises to your LAC Leader. Ensure that you keep a copy for
yourself.

The LR Portal is the official source of all Deped-developed and Deped-approved teaching and learning
resources. The LR Portal is consistent with the LRMDS processes which ensure all learning resources uploaded,
are aligned with curricular requirements and have been subjected to rigid QA standards of the Deped before
publishing. As such, all resources publish in the portal are approve by the Deped. Other sites are not
authorized by the Deped since their materials do not undergo the same QA processes held by the Department.

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.

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?
 Content knowledge and its application within and across the curriculum areas

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

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

Improve teaching performance For Professional Growth Participate specialized training,

webinars or advanced professional
learning

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.

ACTIVITY 2.
Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC. Use the
PD Discussion Template in your discussion.
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2 Activities 1 and 2. Take note of
all insights and advice from your colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School Head/Department Head.
Make sure that you keep a copy of your Plans.

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED

TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1
Before you begin to prepare building your Portfolio, you need to make sure that you have completed all the
outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out whether you
have completed all the outputs required for Modules 1-4 of this course.

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

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the
following questions and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?
 The portfolio helps us to monitor our learning progress or improvement, strengths and weaknesses in
the field of teaching practices.
2. What evidence from the previous modules will help capture the progress of your teaching practice?
 All accomplished outputs from the previous modules
3. Why is writing down your reflections an integral part of your Portfolio?
 It is the visual representation of our own understanding and learning.

ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form.
1. Is the list of evidence enough to capture the progress of your teaching practice?
 Yes
2. What other evidence can you think of that is relevant to the LDM adopted by your School?
 Portfolio

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with your
colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of Suggested Evidence
Form and submit to your LAC Leader. Make sure that you keep a copy for yourself.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1
Study the criteria and indicators found in the Evaluation Rubric.
1. What steps will you take to ensure that you are able to hit the criteria in the Rubric?
 Review, familiarize and apply the criteria in the rubric. Evaluate the portfolio if it hits the criteria.
2. Write down your answers and any other thoughts about the Rubric in your Study Notebook.

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.