Republic of the Philippines

Department of Education
REGION XII

LEARNING
DELIVERY
MODALITIES
My study
NOTEBOOK
ARIANA GRANDE
TEACHER 6

JOSE H. MANALO
Principal 4

STUDY NOTEBOOK
 LEARNING DELIVERY MODALITIES COURSE 2
LESSON 1: COURSE OVERVIEW

MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:

By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the modalities.

MODULE CONTENT:

Lesson 1: Course Overview

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

MODULE 1: COURSE ORIENTATION

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 most important cause of this route is the Basic Education Learning Continuity
Plan (LCP) to position into movement the marching orders of the Secretary: making sure
that mastering maintains at the same time as making sure the health, safety, and health of
all learners, teachers, and different DepEd employees.

The Learning Delivery Modalities 2 Course (LDM2) gives you self-directed

modules which do now no longer require thorough dialogue in deepening the teachers’
expertise at the one of a kind gaining knowledge of modalities that we're approximately to
apply come October 5. This path is likewise output-orientated as instructor contributors
are tasked to offer outputs and replicate on every interest in each module.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?

Given the present day state of our country because of the pandemic and as our
instructional education machine is doing its best to alter its ways in imparting opportunity
methods for learners to get right of entry to quality education, this route shall interact us to
emerge as extra informed and skillful in phrases of the implementation of the maximum
appropriate studying modality of their respective areas. This may also urge us to
apprehend higher the wishes of our learners and the simplest methods to offer academic
help thinking about their physical, mental, emotional, spiritual welfare.
This path will assist us to supply the quality of schooling to our learners in the
“New Normal” scenario through adopting distinct opportunity modes of turning in getting
to know which includes Distance Learning, Blended Learning and Homeschooling.

3. What are the two support mechanisms that will help you with your learning in this
course?
 The guide mechanisms that I will used to analyze this course are the LDM 1 and
LDM2. The first stream (LDM 1) is targeted at the implementation and control of the
opportunity studying shipping gadget in any respect tiers of the schooling gadget, and
supposed for school’s division leaders and school principals. LDM2, is supposed for the
teachers and targeted on the educational implications of the use of those opportunity
LDMs and may additionally adapt the coping and innovative mechanism.
The aid mechanisms so as to in reality assist me in getting to know this route are as
follow:
1. My knowledge and understanding benefit from the webinars/trainings I
attended which are all linked to this route.

2. The knowledge, skills and understanding of the LAC sessions’ facilitators

collectively with the collaborations of our coaching ways in giving insights,
enlightenments, and aid to everyone in getting to know every module of this route.
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?

I think the personal characteristics and circumstances affect in participating this course is
my school reports as an ICT Coordinator, LIS/BEIS Coordinator, LRDMS Coordinators
that requires me to submit data at any time and day specially problems in the Learners
Information System Facility as enrollment is still on-going.

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?

I will complete this course confidently by giving time and effort (time management) to
accomplished the given task. As a teacher, there must always ways or solution to every
problem encountered, no hindrances or obstacles that can stooping us to achieve the
success in completing this course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I accomplish the
repeatedly do that me from to participate in requirements of this course?
may affect my participating fully this course?) Describe this environment.)
participation in the in this course?)
course in a
positive or
negative way?)
I always find ways urgent reports that My motivation in I can accomplished it in the
to finish a certain needs to completing and environment that is conducive,
task and paper accomplished and participating in this safe, with people I can interact
works over submitted virtually course is self- act with an exchanging ideas,
different pressures or digitally or improvement understanding and knowledge
and encourages printed leveling my skills, as I exploring this module.
my colleagues to knowledge to be
finish it also on use in my career
time. as teacher as well
as the CPD units
to be used in
promotions or
PRC renewal.
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.

The whole group discuss our outputs and shared with each other our views
and reflections in Activities 1 and 2. We learn a lot from that collaborative
discussion that we had.

Well done! You have completed Lesson 1. You may now proceed to Lesson 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. 35s.
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:

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

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

ANSWER

1. To improve the teaching-learning process to improve learning among students

2. To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
3. To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole
4. To nurture successful teachers
 2. What are the top three challenges to having a successful LAC? List down and
elaborate.

1. Verify if the expected learning outcomes are reached, identify disadvantaged

groups, diagnose gaps and strengths.
2. Instruments used are usually complex, in order to be able to measure a set of skills
and abilities.
3. Distance and lack of communication between technical bodies that administer
assessments and decision makers.

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:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.
 2. What are the top three challenges to having a successful LAC? List down and
elaborate.

1. Verify if the expected learning outcomes are reached, identify disadvantaged

groups, diagnose gaps and strengths.
2. Instruments used are usually complex, in order to be able to measure a set of skills
and abilities.
3. Distance and lack of communication between technical bodies that administer
assessments and decision makers.

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:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

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

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

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1
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?

 In my point of view about this current situation, the fundamental concerns in terms of curriculum
standards that need be addressed to ensure learning continuity is the learning competencies which learners
needs to equip them with skills necessary to subsequent grade levels and consequently to lifelong learnings
and how these learning competencies should be taught to them. I think these concerns cannot be solved by
the teachers alone they the need the assistance from the head of schools, division office personnel and
Department of Education institution even our BLGU, LGU and other stakeholders plays important role in
ensuring the basic quality education for all.

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, I agree with this observation. Within my 5years of teaching in private and public school, I have
observed that there are a lot of competencies in the K-12 Curriculum Guide to be taught to learners
which are hard to follow specially to learners that has difficulty in reading, understanding and other
related school activities that makes it hard to implement even the allotted number of hours is not enough
because other learners cannot cope up with the levels of the lesson especially now that it is spiral and
some learning competencies are simply recurring.
ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?

 According to Deped its guidelines, the MELCs is part of the department's response to develop resilient
education systems, especially during emergencies and will enable DepEd to focus instruction on the
“most essential and indispensable” competencies. (MELCs) are designed to ensure continuous
education while serving as a guide for teachers to address the instructional needs of the learners and
ensures that the curriculum standards are maintained and achieved. Meanwhile, it is also intended to
assists schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.

2. How does curriculum review aid in the identification of essential learning competencies?

 Finding/looking for the essential and desirable learning competencies within the curriculum,
 Identifying of prerequisite knowledge and skills needed to prepare students for essential learning
competencies,
 Analyzing of the interconnectedness of prerequisite knowledge and skills among the learning
competencies in each subject area.

3. What is the difference between essential learning competencies and desirable learning
competencies?

 The essential learning competencies deals with the students’ needs, it's considered indispensable,
within the teaching- learning process to create the talents/skills to equip learners for the next grade
level and consequently, for lifelong learning. On the opposite hand, the desirable learning
competencies are those who may enhance education but might 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?

 It is aligned with national standards or frameworks, such as, for example, “holistic Filipino learners with
21st century skills.”
 They connect the content to higher concepts across content areas.
 They are applicable in real- life situations
 It cannot be expected to be ordinarily learned by learners if not taught in school.
 It is identified if the skills and knowledge are really needed to prepare for the next level

5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
The importance of MELCS in ensuring the delivery of quality education is that it accommodates the
varying context of the learners, teachers, learning environment, and support structures considering both
the content and performance standards needed for adequate instructions and learning. The MELCs are
made aligned with the national/local standards, applicable to real-life and are the foremost essential
competencies that students are expected to be told despite this pandemic. The Department of Education
has made sure that with limited resources, time, and therefore the absence of face-to-face instructions,
learners would still get the the required competencies the requirement to amass through these MELCs.
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.

Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.

K TO 12 LEARNING
MELCS
COMPETENCIES

ACTIVITY 4
Question(s) about melcs that Insights shared by your co-
Your insights shared
need(s) clarification teacher(s)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

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

 The importance of Unpacking and combining the MELCs is in order to systematize learning activities
and effectively address the varying needs of the learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? explain each.

 Alignment on the content and performance standards

 Prerequisite knowledge and skills
 Logical sequence of learning objectives

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

 Teachers, as the deliverer of instructions are highly encouraged to unpack the curriculum standards into
learning objectives through the MELCS.

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.

Chosen MELCs Suggestions and Insights

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.

Combining of Most Essential Learning Competencies

MELCS COMBINED

ACTIVITY 3

Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your
outputs.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-to-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write
your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1 Answer Key
1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component?

Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live interaction
between a learner and an instructor. It is considered as the traditional way of instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials or access to
resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
 Modular distance learning and online distance learning
 Modular distance learning and TV-based instructions
 Online distance learning and TV-based instructions
 Online distance learning, TV-based instructions and modular distance learning
D. Home Schooling- a school- at- home approach in which parents replicates the instructional process of
schools, traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and Home
Schooling.

ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for
Distance Learning. As you go through the readings, complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to come to a shared understanding with your
peers on the different DL modalities and their defining features and requirements.

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force
(IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined with
F2F learning to come up with a BL. Learn more about BL in the Supplementary Handout on Blended
Learning Delivery Modalities.

DISTANCE LEARNING MATRIX

Distance Distinguishi Essential Role of Teacher Role of Role of School

Learnin ng Feature Resources Parent or
g Household
Modalit Member
y
Modular Individualiz SLMs, as well Monitors the learner Learning Plans, prepare,
Distance ed as progress and setting a facilitators monitors the
Learnin instruction textbooks/learn feedback mechanism who provide performance of pupil
g where ers’ materials to help learners meet learners with
(MDL) learners use (LMs), copies the MELCs while instructional Collaborates to
self- of video seeing the connection support as barangay officials
learning lessons in a of one lesson to the needed
modules flash drive or next to reinforce the Accepts donations
(SLMs) in CD coherence of the from stakeholders
print or curriculum.
digital
format
Online Teacher Give assignments Learning Provide orientation for
Distance facilitates SLMs for and learning tasks facilitator learners and parents on
Learnin learning Alternative that navigating these online
g (ODL) and Delivery Facilitates learning supervise platforms
engages Modes (ADM), and engages learners and monitor
learners' textbooks, active participation the screen Organize professional
active primer lessons, using technologies time of the development activities
participatio activity sheets, learners to enhance teachers
n using teacher-made understanding of and
various videos and skills in the use of
technologie supplementary LMS
s connected materials, and
to the open Determine the
internet educational appropriateness of
while they resources certain learning
are (OERs). SLMs management systems
geographica and primer in the delivery of
lly remote lessons instruction
from each converted into
other different digital
forms such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or different
DepEd
recognized
learning
management
systems
TV- Use of TV – based Enhancement of Serves as a Provide the learners,
Based television lessons understanding of key guide during as well as their
Instructi programs concepts and viewing time parents/guardians/lea
on on channels clarifications on rning facilitators the
(TVBI) or stations possible areas of broadcast schedule
dedicated to confusion in the of lessons
providing lesson that was
learning viewed to shall be
content to done during home
learners as visits by subject area
teacher/learning
a form of
facilitator wherever
distance
possible or through
education. phone calls, SMS,
among others.

Radio- Use of Radio based- Enhancement of Guidance provide the learners, as

Based radio lessons understanding of key from well as their
Instructi programs concepts and parents/learn parents/guardians/learn
on on channels clarifications on ing ing facilitators the
(RBI) or stations possible areas of facilitators broadcast schedule of
dedicated to confusion in the during lessons
lesson that was listening
providing
listened to shall be time
learning
done during home
content to visits by subject area
learners as teacher/learning
a form of facilitator wherever
distance possible or through
education. phone calls, SMS,
among others.

Blended Any SLMs, as well Provide the learners, Learning Ensure the quality of
Distance combinatio as as well as their facilitator education
Learnin n of the textbooks/learn parents/guardians/lea
g above DL ers’ materials rning facilitators the Provide supplementary
types. Thus:(LMs), copies broadcast schedule of materials to those who
of video lessons have insignificant
• MDL and lessons in a
ODL flash drive or Plan a LAC strategies
• MDL and CD to enhance the learning
TVBI/R progress of pupils
BI SLMs for
Alternative
• ODL and Delivery
TVBI/R Modes (ADM),
BI textbooks,
• ODL, primer lessons,
TVBI/R activity sheets,
BI and teacher-made
MDL videos and
supplementary
materials, and
 open
educational
resources
(OERs). SLMs
and primer
lessons
converted into
different digital
forms such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or different
DepEd
recognized
learning
management
systems

TV and radio
based-lesson

ACTIVITY 3
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.

RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is, connection is
4 ODL
not stable.
5 RBI Radio is obsolete.
ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or BHW assigned in

Learners without parents or household their area.
member who can
guide and support their learning at home Asked the help of some concerned neighbor or relatives.

Beginning readers (K to 3) Provide reading materials and parents should facilitate and
Struggling readers (Grades 4-12) ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
No access to devices and Internet
other private institutions
Inaccessible (living in remote and/or Coordinate with the Barangay Officials/ Civic Volunteer/
unsafe areas) BHWs
Indigenous Peoples Prepare localized/indigenized materials
Access to SPED Learning Materials to address their needs.
Persons with Disabilities
N/A
Others? Specify:
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is defined as the process of determining what learning opportunities
students in school will have by planning the content of instruction, selecting teaching materials, designing
the learning activities and grouping methods, and deciding on the pacing and allocation of instructional time.

2. Why is lesson designing important?

Lesson designing is important because it helps ensure that:

 Time is maximized for instruction and learning
 Lessons are responsive to learner’s needs
 Teachers set learning targets for learners
 Teachers carry out a lesson successfully
 Teachers master their learning area content
 Teachers become more reflective about their teaching
 Learners successfully reach the set learning goals

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

The three elements or components of a well-designed lesson are:
 a. Aims and objectives
 b. Teaching and learning activities
 c. Assessment to check pupil’s understanding of the topic

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

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered. The
teacher can make comments about the outcome of the lesson and other things that has been observed during
the instructions of the lesson.

ACTIVITY 4

Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following
table. Then choose one lesson from a Self-Learning Module (SLM) for students that you have on hand.
Imagine that you will deliver this lesson to your learners through DL. In the second column, identify which
of these tasks are already present in the SLM. In the third column, identify which has to be presented via
technology-mediated resources, supplementary learning materials, or other means.

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL Grade

Level and Learning Area: English VI
Lesson/Topic: Is it Real or Make Believe?
Learning Objectives: 1. Differentiate real from make believe
2.Describe if a sentence, a story or a picture is real or make believe
3. Write sentences that are real and make believe
Learning Resources/Materials Needed: MELC, ADM modules
 Additional Remarks:
(ex. can be done via voice calls, can
be facilitated
Check if by a household partner,
already present can be done via a learning activity
Part of Lesson / Learning Tasks
in the sheet, can be
SLM presented via an internet
based resource, can
be facilitated during a
synchronous learning session, etc.)

Before the Lesson

1. Review previous lesson X

X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish interest in  can be facilitated

new lesson by a household partner
can be done via a learning activity
4. Check learner’s prior knowledge about the new  sheet
lesson
can be facilitated during a
5. Present connection between old and new lesson  synchronous learning session
and establish purpose for new lesson
can be done via a learning activity
 sheet
6. State lesson objectives as guide for learners

Lesson Proper
 can be done via a learning activity
1. Explain, model, demonstrate, and illustrate the
sheet
concepts, ideas, skills, or processes that students
will eventually internalize can be done via a learning activity

sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding  sheet

After the Lesson

1. Wrap up activities  can be done via a learning activity

sheet
2. Emphasize key information and concepts
can be done via a learning activity
discussed 
sheet
3. Ask learners to recall key activities and concepts can be done via a learning activity
discussed  sheet
 can be done via a learning activity
4. Reinforce what teacher has taught sheet

can be done via a learning activity
5. Assess whether lesson has been mastered 
sheet
can be done via a learning activity
6. Transfer ideas and concepts to new situations  sheet

ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the slm you examined, what materials or resources can you create or
curate to supplement the SLM?
 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain what has been
discussed.
 Ask the students to make a relevance of the things they have learned, reiterate the values and the
importance of the lesson in their lives/ daily situations.

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?

 To the learner, I will guide the students by providing them more examples of the concepts in the
SLM for them to understand the lesson better
 To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

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

The teacher can make use of the group chat (gc), text messages, calls to make an update about the
students’ progress while taking the tasks/ activities and set more examples using technologies and other
reliable references.

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.
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other similarities
and difference between the two types of assessments.

ACTIVITY 6

here are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used
in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are teaching? In your
study notebook, recreate the following table and list five methods that you would like to try. For each one,
write how you plan to use it in DL.

Assessment Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum /
teacher will give feedback to the learners individually through text /
Performance Task
messenger.
Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test
the submission of the test in case the students do not have an access
online.
Provide supplementary assessment materials to the learners aside from
4. Weekly Test / Assessment the module which will be picked up in the designated drop box placed in
 barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the
5. Reflection learners to ponder. Provide and discuss the rubrics to be used for the
activity.

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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection
2. What are the challenges in doing assessment in DL?
 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules

ACTIVITY 7

Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and
use it.

After reading the references, answer the following quiz to check your understanding about using a portfolio
to assess the learner.
 Questions True False


1. A portfolio mainly displays the academic achievements of the learner.


2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a portfolio.

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

5. For asynchronous learning, teachers allow learners to work on their

outputs during their own time. The latter will submit the portfolio 
within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work 
saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical forms 

may be handed over to the teacher by the parents or learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some options or
alternatives on how they will be assessed. Just make sure that these would show how much they have
learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

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 attitudes a. learning area
that learners need to demonstrate

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
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
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

5:00 – 6:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

6:00 – 6:30 Have a short exercise/meditation/bonding with family.

Monday

7:00 – 10:00 DISTRIBUTION OF MODULES FROM GRADE 11 TO 12 PARENTS WILL GET THE MODULES AT THE DESIGNATED AREAS.

10:00-11:00 PHYSICAL Self-assesses health-related fitness The modules will be distributed

EDUCATION & (HRF). status, barriers to physical personally to the parents once
HEALTH activity assessment participation every two months at their
and one’s diet designated area. Other activities
PEH12FH-Ig-i-6 will be communicated through
class Group Chat, text and call.

11:00 – 12:00 EMPOWERMENT compare and contrast the nuances The modules will be distributed
1:00 – 4:00 TECHNOLOGIES of varied online platforms, sites, personally to the parents once
and content to best achieve every two months at their
specific class objectives or designated area. Other activities
address situational challenges will be communicated through
CS_ICT11/12-ICTPT-Ia-b-1 class Group Chat, text and call.

Tuesday
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
7:00 – 11:00 EARTH AND LIFE study the unique characteristics of EARTH AND LIFE SCIENCE QUARTER 1 MODULE 1: EARTH The modules will be distributed
SCIENCE the Earth and its mechanism as a AS THE ONLY HABITABLE PLANET personally to the parents once
system to support life (S11/12ES- every two months at their
Ia-e-3), including the designated area. Other activities
What I Know
characteristics of its neighboring will be communicated through
planets in the solar system.
Choose the letter of the best answer. Write the chosen letter on a separate class Group Chat, text and call.
sheet of paper.
1) What is the theory/hypothesis that suggests that a cloud of gas and
dust, about 10 million km in diameter rotated slowly?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
2) In the origin of the solar system, what theory proposed that the solar
system formed from a slowly rotating nebula that collapsed and
flattened?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
3) What was the theory/hypothesis about the origin of the solar system
proposed by scientists Immanuel Kant and Pierre Simon Laplace?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
4) What is the theory/hypothesis portrayed by the image below?
a) Encounter hypothesis
b) Solar Nebula Hypothesis
c) Nebular hypothesis
d) Protoplanet Hypothesis
5) Which among the planets is settled in a region of the solar system
called “Goldilocks zone”?
a) Mercury b) Venus c) Earth d) Mars
6) Which is TRUE for a planet to become habitable?
a) It must be far from the sun so it can only receive less amount of
sunlight.
b) It must be in a position where it can maintain its liquid component
remain as liquid.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
c) The planet must be closer to sun so it will receive much sunlight.
d) It must have a thick atmosphere to limit the amount of solar energy it
receives.
7) A group of planets in the solar system called “Jovian planets” are also
called gas giants since it is composed mainly of gaseous substances.
Which among the choices is NOT a Jovian planet?
a) Mars b) Jupiter c) Saturn d) Uranus
8) What made Mercury not a livable planet?
a) It is too close from the sun c) Its slow rotation
b) It has a thin atmosphere d) All of the choices
9) Which among the choices is NOT TRUE about why Earth is the only
habitable planet in the solar system?
a) It has the right temperature to keep its water remain liquid.
b) It is located in the Goldilocks zone
c) It is one of the Jovian planets
d) It has the presence of the element Carbon
10) Which element is believed by scientists to be necessary to nurture
life?
a) Carbon b) Oxygen c) hydrogen d) Helium
11) What is another term used aside from “Goldilocks Zone”?
a) Delicate Zone c) Habitable Zone
b) Extinction Zone d) Safe Zone
12) In the Statement “The star should survive long enough for its planets
to develop life”, the word “star” refers to what planet?
a) Earth b) Mercury c) Venus d) Sun
13) What is true for a planet to be habitable?
a) It must be at the center of the solar system
b) It must be on a location where it receives just enough solar energy to
keep its liquid component remain liquid.
c) It must have a lot of satellites.
d) It must be far from the sun to receive less heat.
14) Which characteristic is true when referring to Earth?
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
a) It has abundant supply of oxygen to support all living organisms.
b) It has no atmosphere to trap the energy from the sun causing it to be
covered with ice.
c) It has the right temperature to keep its water remain in liquid form.
d) It has very little volcanic activity that resulted to its thin atmosphere
and cold surface temperature.
15) Which pair of scientists conducted an experiment that led to the
discovery that life on Earth started in the oceans?
a) Kant and Laplace c) Penzias and Wilson
b) Miller and Urey d) Hoyle and Bondi

Activity 1.1. Stories of the Solar System’s Origin

Objectives:
1. Name the different theories behind the origin of the Solar system.
2. Describe each theory that explains how the solar system existed.

Materials:
Worksheets (Concept map)
Earth Science book (or any related references)
Internet
Downloaded images
Procedure:
1. Listen carefully to the instructions given by your teacher.
2. Accomplish the worksheet by filling your answers in the boxes of the
concept map.
3. You can use an Earth science book or any related references you
brought with you. Using of internet is highly encouraged.
4. Do this activity in a limited time given by your teacher.
5. Present your output to your teacher when done doing the task.
Answer the guide questions.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Activity sheet
Name: ___________________________________
Date: _____________________
Grade and Section: _____________
Direction: Fill in the figures with the required answers.

Concept map

Activity 1.2 It’s All About that Hypotheses/Theories

This activity will measure what you have learned so far. Answer each item
using the information taken from this module and with the use of relevant
resources available in your home.

Direction: Give what is/are asked in every item:

1) Name the bodies involved in the Encounter Hypothesis.
a)
b)
2) Who are the scientists behind Nebular Hypothesis?
a)
b)
3) Enumerate the four (4) terrestrial planets.
a)
b)
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
c)
d)
4) Differentiate Nebular Hypothesis and Solar Nebula Theory

To process what your learned from this lesson, try answering the following
questions in a piece of paper.
1. Name the theories/hypotheses that explain the origin of the Solar system.
a.
b.
c.
d.
2. Describe each theory you answered in item #1.
________________________________________________________________
________________________________________________________________
__________________________________________________________
3. Why do you think it is called as “Solar system”?
________________________________________________________________
________________________________________________________________
_________________________________________________
What I Can Do
To apply what you learned, do one of the following suggested activities:
1) Short video tutorial about the origin of the Solar system;
2) Make a brochure highlighting the different theories of how the Solar system
came to existence;
3) Design a poster showing the representations of the different theories behind
the origin of the Solar system;
4) Write a poem/story/essay/ or a song emphasizing the theories behind the
origin of the Solar system; or
5) Interview one person (online or face to face) for each of the following. Ask
them about what they know and they don’t know about how the Solar system
existed. Document your interview:
a) Teacher
b) Classmate
c) Parent/Guardian
d) Government official
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Activity 2.1. Earth: which is TRUE, which is FALSE?

Activity sheet
Name: _______________________________
Date: ___________________________
Grade and Section: _____________________
Direction: Using any references available IN YOUR HOME, answer TRUE if
you think the statement is correct; if the statement is false, provide the correct
answer. Write your answers clearly in the space provided before each number:
________ 1) The Sun needs to survive long enough for the surrounding planet
to survive and develop life.
________ 2) The “Goldilocks zone” is the region in the solar system where the
temperature received by the planets form the sun is too hot, disabling life to
develop.
_________3) The Earth has the right temperature to keep water in liquid form.
This characteristic of Earth made it possible to nurture life.
_________4) Unlike other planets, the Earth is in the “Goldilocks zone” in the
solar system that made it possible to maintain conditions necessary to develop
and support life.
________ 5) Presence of excessive active volcanoes doesn’t necessarily affect
the possibility of life to exist.
________ 6) Among the planets in the solar system, Earth’s distance from the
sun is just enough for it to maintain the temperature neither too hot nor too cold.
________ 7) Scientists believed that the element Oxygen is the bass of life. It is
the reason why life on earth was able to exist.
________ 8) Earth belongs to A of planets in the solar system called “Jovian
planets”. These planets are known as gas giants.
_________9) Scientists Stanley Miller and Harold Urey conducted an
experiment and simulated the conditions of the early Earth. They found out that
the life on Earth was first to exist in the oceans.
_________10) Mercury and Venus were observed to absorb less amount of
energy from the sun making these planets too cold for life to exist and develop.

Activity 2.2. The Earth and its Neighbors

This activity will stimulate your learning about the Earth’s unique
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
characteristics and properties, as well as the knowledge you acquired about its
neighboring planets. Use the information found in this module and or any other
relevant references available in your home.
Direction: Give what is/are asked in every item:
1) Name 3 characteristics of the Earth making it the only livable planet in the
solar system.
a)
b)
c)
2) What made Mercury and Venus not fit to nurture life?
Mercury- _______________________________________________
Venus- ________________________________________________
a)
b)
c)
d)
4) What is the so called “Goldilocks zone”?

5) What is the role of the sun in making a planet suitable for life to develop?

What I Have Learned

To process what you learned in this lesson, try answering this questions in a
piece of paper.
1) Why do you think life do not exist in planets such as Saturn, Uranus and
Neptune?
__________________________________________________________
2) How the amount of heat received by the Earth from the Sun able it to support
life?
__________________________________________________________
3) Is the location of the Earth from the Sun can be a reason that it can nurture
life? Why?
__________________________________________________________
4) List at least three (3) characteristics of the Earth and discuss each of their
importance in the existence of life.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
a) __________________________________________________________
b) __________________________________________________________
c) __________________________________________________________

Assessment
Post test
Direction: Choose the letter of your answer.
1) What is the theory/hypothesis that suggests that a cloud of gas and dust, about
10 million km in diameter rotated slowly?
a) Encounter hypothesis c) Protoplanet Hypothesis
b) Solar Nebula Hypothesis d) Nebular hypothesis
2) In the Statement “The star should survive long enough for its planets to
develop life”, the word “star” refers to what planet?
a) Sun b) Mercury c) Venus d) Earth
3) In the origin of the solar system, what theory proposed that the solar system
formed from a slowly rotating nebula that collapsed and flattened?
a) Nebular hypothesis c) Encounter Hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
4) Which element is believed by scientists to be necessary to nurture life?
a) Carbon b) Oxygen c) hydrogen d) Helium
5) What was the theory/hypothesis about the origin of the solar system proposed
by scientists Immanuel Kant and Pierre Simon Laplace?
a) Encounter hypothesis c) Nebular hypothesis
b) Solar Nebula Hypothesis d) Protoplanet Hypothesis
6) Which characteristic is true when referring to Earth?
a) It has abundant supply of oxygen to support all living organisms.
b) It has no atmosphere to trap the energy from the sun causing it to be covered
with ice.
c) It has the right temperature to keep its water remain in liquid form.
d) It has very little volcanic activity that resulted to its thin atmosphere and cold
surface temperature.
7) What is the theory/hypothesis is shown by the picture?
a) Protoplanet Hypothesis
b) Solar Nebula Hypothesis
c) Nebular hypothesis
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
d) Encounter Hypothesis
8) Which among the planets is settled in a region of the solar system called
“Goldilocks zone”?
a) Mercury b) Venus c) Earth d) Mars
9) . Which among the choices is not a Jovian planet?
a) Earth b) Jupiter c) Saturn d) Uranus
10) What made Mercury not a livable planet?
a) It is too close from the sun c) Its slow rotation
b) It has a thin atmosphere d) All of the choices
11) Which is TRUE for a livable planet?
a) It must be far from the sun so it can only receive less amount of sunlight.
b) It must have a thick atmosphere to limit the amount of solar energy it
receives.
c) It must be in a position where it can maintain its water component remain as
liquid.
d) The planet must be closer to sun so it will receive much sunlight.
12) Which among the choices do not explain the Earth as the only habitable
planet?
a) It has the right temperature to keep its water remain liquid.
b) It is located in the Goldilocks zone
c) It has the presence of the element Carbon
d) It is one of the Jovian planets
13) What is true for a planet to be habitable?
a) It must be at the center of the solar system
b) It must be on a location where it receives just enough solar energy to keep its
liquid component remain liquid.
c) It must have a lot of satellites.
d) It must be far from the sun to receive less heat.
14) From the experiment conducted by Miller and Urey, life is believed to start
in the _____________.
a) Oceans c) Ashes
b) Volcanoes d) Mountains
15) What makes Carbon a unique element that is considered as the basis of life?
a) Its Symbol c) Its six electrons
b) Its four valence electrons d) Its six protons
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Additional Activities
To wrap up everything that you learned from this module, select one lesson you
like the most and do either one of the following tasks;
1) Spoken poetry;
2) Write a jingle/song;
3) Make a short appreciation video;
4) Make a reaction video (Vlog); or
5) Craft a three-dimensional instructional material of the Earth and the Solar
system.

11: 00 – 12:00 The modules will be distributed

1:00 – 4:00 personally to the parents once
every two months at their
designated area. Other activities
will be communicated through
class Group Chat, text and call.

Wednesday

7:00 – 11:00 The modules will be distributed

personally to the parents once
every two months at their
designated area. Other activities
will be communicated through
class Group Chat, text and call.

11:00 - 12:00 The modules will be distributed

1:00 – 4:00 personally to the parents once
every two months at their
designated area. Other activities
will be communicated through
class Group Chat, text and call.

Thursday
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
7:00 – 11:00 The modules will be distributed
personally to the parents once
every two months at their
designated area. Other activities
will be communicated through
class Group Chat, text and call.

11:00 - 12:00 The modules will be distributed

1:00 – 4:00 personally to the parents once
every two months at their
designated area. Other activities
will be communicated through
class Group Chat, text and call.

Friday

7:00 – 8:00 Homeroom Guidance Program

8:00 – 11:00 The modules will be distributed

personally to the parents every
Monday at their designated area.

1:00 - 5:00 Parents/Learners meet to return all modules and answer sheets for the. Revisit all modules and check if all required tasks are done. Remote cooperative learning

5:00 onwards Family Time

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 INDIVIDUAL LEARNING

LEARNING PLAN MONITORING PLAN
(WHLP) (ILMP)
A tool to guide learners and
learning facilitators of A tool for monitoring learners
household partners in tracking who lag behind based on the
PURPOSE
the subject areas to be tackled result of their formative and
and activities to perform at summative assessment
home
Learners and learning
Teachers and learning
FOR WHOM? facilitator or household
facilitator or household partner
partner
Learning areas, learning Learner’s need, intervention
COMPONENTS competencies, learning task, strategies, monitoring date,
mode of delivery learners status
HAS TO BE
COMMUNICATED TO Yes Yes
PARENTS?

ACTIVITY 4

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

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: Juan H. Dela Cruz
GRADE LEVEL: 9- Sampaguita
INTERVENT LEARNER’S STATUS
LEARNE ION SIGNIFIC
LEARNING MONITORI INSIGNIFIC
R’S STRATEGIE ANT MASTE
AREA NG DATE ANT
NEEDS S PROGRES RY
PROVIDED PROGRESS
S
MATH Difficulty Remedial class October – 8,
√
 in solving 2020
algebraic
expression
SCIENCE Difficulty Work group October 12-
in using 15, 2020
application √
software
(excel,
word,
powerpoint
)
ENLGISG Difficulty Mnemonics/ October 27 –
to chants 30, 2020
√
memorize
elements
name and
symbol
Learner is not making significant progress in a timely manner. Intervention
INTERVENT strategies need to be revised.
ION
Learner is making significant progress. Continue with the learning plan √
STATUS
Learner has reached mastery of the competencies in learning plan.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES

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

MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
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?
 Based on the learning resources map, the Printed Modular Distance Learning and
Blended distance Learning are the adopted strategies and to be implemented at public
schools here in our Division Office. It is because that the resources in these LDMs
(modules) are readily available and accessible from Kinder up to Grades 12.

2. Do you have the complete resources for the Distance LDM needed in class?
 Aside from the modules coming from the central and our division office, our schools do
not have yet a complete resource for the distance learning delivery modalities.
If the LRs are not complete or not available, what steps will you take to make these
available? We will coordinate with our principal, division office and LR portal officer What
are your options to substitute these missing LRs? Other substitution is to adapt from other
division or create self-learning modules

 In order to fill-up the missing learning resources, we can use the two DepEd portals: the
LRMDS and Commons to search for the following LR and also, to substitute the missing
LR by collaborating to the teachers we will make/write a module/worksheet by following
the format given by our division

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
 Because learning must be reinforced, using the learning portals is very important to
supplement the missing LRs. We need support to orient the teachers on how to register on
the portals. We also need a support in providing the school with a better and stable internet
connection. In order to achieve these: we can accept donations form generous stake
holders, from the LGU’s and officials.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners?
 Through the evaluation of the materials that was distributed by DepEd, we found out
that the level of difficulties of the materials were appropriate to the student’s level of
thinking. However, since mother tongue is a part of the curriculum of the K-12 education,
there is a need to translate and contextualized the learning materials.
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?
  When it comes to learners reading ability and learners comprehension, it would be a
disadvantage for the learners because the LR from national has a lots of reading to do.
 In order to reach the reading level of the pupils, we need to low down the difficulties of
the LR by giving easier and more examples of activities.

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.
 Organize a LAC session in Learning delivery modalities.
 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Have a division of work in making/writing modules/worksheets.
 Brainstorming about LDM
 Technical Assistance
Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to access LRs from
DepEd Portals.

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.
 Register and create and account in LRMDS

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum on
DepEd Commons dated March 17, 2020.
 Register and create and account in DepEd Commons

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’?
 Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
 Teachers can use it as a supplementary materials in filling out the missing LR’s to our LDM.

2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
  lack of gadgets
 unstable internet,
 financial burden to parents in paying data load for internet connection.
 Learners’/parents’ limited technical knowledge in operating the portals(DepEd
Common)
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
 Seek assistance to LGU’s, accept donations for internet connections, save and give a copy
of supplementary materials to parents.

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.

 Organize a LAC session in accessing LR portals.

 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Technical Assistance in operating gadgets in and downloading LR’s from the portals.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3

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, the material was able to meet all the requirements.

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?
 Based on the assessment there were no answers “No” or “Cannot Be Determined”

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
 In my own perspective, there are no aspects of the that is not covered.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
 The use of Rapid Assessment Tool help us to assess learning resources’ validity accurately.
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 materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd Commons) meet
the requirements from the Rapid Assessment Tools, while the materials form the Non-DepEd LR portal
did not meet some of the requirements.

2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non-DepEd portals — still need?
 There is no need no improve in the materials uploaded in the DepEd LR portal, while in
the Non-DepEd Portal, I think we need to improve some parts of the worksheet based in the
Rapid Assessment Tool.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
 In determining the right LRs for our lesson, we need to make sure that the LRs are
aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

ACTIVITY 3.

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

1. How does your material compare with the ones that are obtained from the online portals?
 The LRs which were given/distributed by the DepEd are also the ones uploaded in the
DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones to be used in the
actual classes and these materials meet all the requirements based in the assessment using the
Rapid Assessment Tool.

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

 We can still contextualized the modules from Kinder to Grades 3 to suit their mother
tongue

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.

Insights:
 The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd Commons) meet
the requirements from the Rapid Assessment Tools, while the materials form the Non-DepEd LR portal
did not meet some of the requirements.
  There is no need no improve in the materials uploaded in the DepEd LR portal, while in
the Non-DepEd Portal, I think we need to improve some parts of the worksheet based in the
Rapid Assessment Tool.

 In determining the right LRs for our lesson, we need to make sure that the LRs are
aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

 The LRs which were given/distributed by the DepEd are also the ones uploaded in the
DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones to be used in the
actual classes and these materials meet all the requirements based in the assessment using the
Rapid Assessment Tool.
 Finally, we can still contextualized the modules from Kinder to Grades 3 to suit their
mother tongue.

Submit your LR assessments with your reflection on the exercises to your LAC Leader. Ensure
that you keep a copy for yourself.

Congratulations! You are now done with Module 3B. You may now proceed to Module 4.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
MODULE OBJECTIVE:

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

1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

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

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

LESSON 1: DEVELOPMENT AND LAC PLANNING
ACTIVITY 1.

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

ACTIVITY 2

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity
1. What particular professional standards in the PPST do you need to focus on to effectively use the
LDMs in relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd Professional
Development Priorities and the Continuing Professional Development Guidelines.

 Among the domains in PPST, I think need to focus on first domain which is Content Knowledge
and Pedagogy to strengthen the effectiveness and efficiency of my teaching not just in the normal
face-to-face LDM but in all the alternative learning delivery modes to deliver quality education to
learners even amid a pandemic.

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 improving What will push you to What will help you attain
your teaching practices in the achieve this goal? this goal?
modalities?
 To allow the students master the  Education must  Provide differentiated
learning process and direct their continue and no student instructions (modalities)
learning in their own individual shall be left behind which incorporates
and flexible ways. authentic learning.
 To strengthen my technological  Teaching using 21st  Attending relevant
skills to cope up with the variety century technology is a webinars
of needs of the learners in the new must and an advantage  Conduct LAC Session
teaching-learning set up. for every educator
 Involve parents in their child’s  Establish positive  Create an online
education relationship with the presence with the
parents parents where they can
share views in teaching
their child.
 Constant communication
to update their child’s
progress
 LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non- DepEd providers whether
online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in
Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Intervention)
Learning
Objectives
Developmental of the PD Resources
Strengths Needs Program Intervention Timeline Needed
Attend
Willingness and orientation
Make lesson
enthusiasm to teach about MELCs Whole
Making lessons plan aligned School
in any LDM to ,LAC session year
for relevant to with MELCs by funds
deliver quality discussing round
the new normal Deped
education to learners MELC based
lesson plan
Enhance skills
Attending
in using various
Ability to work Needs assistance webinars, Whole
and necessary School
collaboratively in on technology- LAC sessions year
technologies funds
groups related work about the use round
used in
of ICT
different LDMs

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES
RELATED TO THE MODALITIES SPECIFIC TOPICS
Applying assessment tool in choosing learning Learning Resources, using of LRMDS and
resources for the modules DepEd Commons
 Write shop on the Development of Differentt
Enhancing skills in developing learning resources Learning Resources

ACTIVITY 2
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.
 Our LAC group shared insights and personal experiences about how they view Professional
Development. We also discussed the importance of continuing personal development of teachers
not just for promotion and salary increase but mot importantly, for the welfare of our learners.
Through continuing professional development, we can offer better instruction and best practices to
instantly address the needs of our learners.

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
 After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator and English Department Head, Ma’am Beatriz D. Quito.
Moreover, I uploaded my personal copy in Google Drive for easy access and safe storage and kept
a printed hard copy.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
 MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES

MODULE OBJECTIVE:

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

1. list down the evidence of LDM implementation

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

professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE

IMPLEMENTATION OF THE MODALITIES

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.

 After going over the list found in LDM2 Guide for Expected Outputs, each members will start
working out to prepare, complete and submit required outputs in given link and print these files
for hard copies.

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?
 MY Portfolio will help me in tracking the progress of my teaching practice in
our school’s LDM by leading me to foresee and address some challenges in implementation of
the school’s LDM. It will also help in making plans, modes and strategies on teaching practices
on the implementation of the Deped Programs “No Learners shall be Left Behind” on this
pandemic situation.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
 In capturing the progress of my teaching practice the following served as evidences:
 Rapid Assessment Tool on Validity of downloaded Learning Materials from DepEd
Portal and Non-DepEd Portals,
 Individual Development Plan,
 Professional Assessment Questionaires

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

 My reflections will serve as review of my own performance and room for further
improvement on the actual implementation of the modality.

ACTIVITY 3.

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

 It think the list of evidence is not yet enough because, more realizations and learnings will come
along the way on the actual implementation of the modality.

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.

List of Suggested Evidence in the Learning Modality

ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson September to At least 2 recorded teaching
Delivery November lessons
Google Classroom (1
teacher)
Researching and September to Weekly Home Learning
Incorporating Teaching November Plans (2 per month)
Strategies in the Modalities
Participation in DepEd’s September to Certificate of Participation
recognized educational November
resources trainings, INSETs
and LAC sessions
Organizing the Professional December Professional Portfolio
Portfolio
Submission of Portfolio to December Any proof of submission
coach/es from the coach/es
Technical Assistance At least twice Video Recording
starting September
2020

Other Types of Evidence relevant to your Modalities

ACTIVITIES TIMELINE OUTPUT/S
Conducting LAC Session At least 1 LAC Session Write-ups
on teaching strategies in
Modalities
 Writing Intervention Remedial Reading Reading Materials
Materials for Insignificant Materials
Learners
Conduct Innovative At least 1 Write-ups
Workplan

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1.

Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure
that you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts
about the Rubric in your Study Notebook.
 It is important to complete all required outputs. Likewise, active participation in brainstorming
and sharing insights in all sessions is very important to elicit and gather ideas from all the
members of the group to attain quality of the outputs. It is also important to indicate attainable
plan of activities.

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.
 The following were gathered insights in making out of Portfolio
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated areas in
distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission of final
outputs.
5. Seeking assistance from the leader and coach for the proper organization of Portfolios.
 EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR
TEACHERS
CRITERIA EXCELLE VERY SATISFAC MARGIN UNSATISFAC
NT SATISFAC TORY (3) AL (2) TORY (1)
(5) TORY
(4)
DEMONSTRA The The outputs The outputs The The outputs do
TION outputs adequately reflect to outputs not
OF clearly captured a big extent reflect to show the
PROGRESS and the progress the a limited progress of
OF adequately of the progress of extent the the LDM
THE LDM captured implementat the LDM progress implementation
IMPLEMENT the ion of implementat of the
ATION progress of the LDM ion LDM
(30%) the implement
implement ation
ation of
the LDM,
showing
innovation
s that
contribute
to its
smooth
implement
ation
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in
experience experience experience experience the
in the in the and in the implementation
LDM LDM relates them implement of
implement implementat to the ation of the LDM with
ation, ion, professional the LDM no
shows in- shows some standards with attempt to
depth analysis, and limited relate it
analysis and relates it personal attempt to to the
and to the development relate it professional
synthesis, professional goals to the standards and
and standards profession personal
excellently and to al development
relates it professional standards goals
to the and and
professiona personal personal
l development developme
standards goals nt goals
and to
professiona
l and
personal
 developme
nt goals

DEMONSTRA The The outputs The outputs The The outputs do

TION outputs clearly clearly outputs not
OF clearly demonstrate demonstrate clearly demonstrate
PROFESSION demonstrat 4 3 demonstra any
AL e 5 or indicators of indicators of te the 2 indicator in the
STANDARDS more relevant relevant indicators professional
(20%) indicators strands in strands in of relevant standards
of professional professional strands in
relevant standards standards profession
strands in al
professiona standards
l
standards
LANGUAGE The ideas The ideas The ideas The ideas The ideas are
AND are are are are jumbled and
OVERALL expressed expressed in expressed expressed difficult
PRESENTATI in clear, clear well but using very to understand;
ON OF coherent, language with basic errors
THE OUTPUT and with very incoherence words and in structure and
(15%) appropriate minimal in structure writing
ly- errors in some areas with conventions
worded structure and few incoherenc are found
language and/or errors in e in many almost
with no writing structure areas and everywhere in
errors in conventions and/or several the
structure writing errors in output
and/or conventions structure
writing and/or
convention writing
s conventio
ns
ORGANIZATI The The The The The portfolio
ON OF portfolio is portfolio is portfolio is portfolio does
PORTFOLIO logically logically generally has 3-4 not follow a
(5%) organized, organized well- items not logical
is organized well order
insightful, with 1-2 placed
and offers items not in the
new well placed overall
perspective in the organizati
and overall on
insights organization
TIMELINESS The The output/s The output/s The The output/s
(5%) output/s is/are is/are output/s is/are
is/are submitted 1- submitted on is/are submitted more
submitted 2 days the day submitted than
more than before the of the 1-3 days 3 days after the
 3 days deadline deadline after the deadline
ahead of deadline
the
deadline

As a final reminder, make sure that you are able to collect the evidence of your teaching
practice as you have listed, and organize these into a Portfolio. At the end of the year, you
will submit your Portfolio to your LAC Leader, who will announce the specific date and
manner of submission.

Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!