STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES 2 COURSE

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

MARY MYLENE V. DE CHAVEZ

Teacher I
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1

Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
down your insights in your Study Notebook.

1. What is the main delivery of this course?

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

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

Given the current situation of our country due to the pandemic and as our educational system is doing
its best to adjust in providing alternative ways for learners to access quality education, this course shall
engage us to become more knowledgeable and skillful in terms of the implementation of the most suitable
learning delivery modality in their respective areas. This will also urge us to understand better the needs of
our learners and the most effective ways to provide instructional assistance considering their health and
welfare.

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

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

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

1. How will my personal characteristics and circumstances affect (positively or negatively) my

participation in this course?
Through coaching and mentoring and active participation in group discussions, a positive
outlook in life will be developed regarding new normal education system.
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
 By having positive outlook and willingness to learn and accept challenges with the help of
my superiors and colleagues.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

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

Activity 3
Look for a colleague with whom you would like to discuss your answers and reflections with the
questions in Activities 1 and 2.

Upon discussing with my co-teacher regarding how I will respond to the completion of this LDM2
modules, I had gained optimistic spirit of enlightenment. Subjecting myself to undergo through this process
will not only benefit me a lot but it will also benefit my learners under the new normal school setting
wherein face-to-face learning is prohibited because of the health risks brought about by CoVid 19. Learning
must continue no matter what the situation is. Learning is possible because there are other learning
modalities that can be used to make learning effective to happen.
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
__4__ To nurture successful teachers
__1__ To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
__3__ To foster a professional collaborative spirit among School Heads, teachers, and the community as
a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict with the other
tasks and schedules of the teachers. Often times, teachers are attending 2 or more trainings all at the
same time resulting to give less focus to the LAC session.

2.Lack of knowledge in using online platforms and other technologies, some teachers are good in
using different platforms, still there are teachers who are left behind.

3. Internet connection – there are barangay schools in our locality doesn’t have a internet connection
and teachers teaching those areas find it hard to connect online or communicate with other teachers.

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.
ACTIVITY 3

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

FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.
List down the members of your LAC and their respective roles in your Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)
TEAM LEADER IRENEA T. Responsible for guiding a group to complete a task or
GEMILGA project.
TEAM CO- OLIVER E. Assists the leader in guiding the group to perform a given
LEADER GORGONIO task.
MEMBERS GLENDA A. AROBO Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be
able to accomplish the given task or project.
ELSIE N. MARIBAO -do-
OFELIA G. -do-
ARECAYOS
MARY MYLENE V. -do-
DE CHAVEZ
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES 2 COURSE

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

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

ESTIMATED TIME REQUIRED

3 hours

MARY MYLENE V. DE CHAVEZ

 Teacher I

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 fundamental concerns in terms of curriculum standards is how can the competencies be
mastered by the learners since there is no face to face learning. Teachers cannot do it alone
because there should be partnership between the teachers and parents who assists the learning of
their children.

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

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

ACTIVITY 2

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

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

2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies are defined as what the students need, considered indispensable, in the
teaching-learning process to building skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. On the other hand, desirable learning compretencies were defined as what may enhance
education but may not necessary in building foundational skills.
 3. How were the most essential learning competencies identified? What were the decisions made in order to trim
down the number of the essential learning competencies further?
The MELCs were identified according to the gaps, issues and concerns across learning areas and grade
levels. The decisions were made due to the limited number of school days and the absence of face-to-face
instructions at this time of pandemic. Hence, narrowing down the the learning competencies is the best option
the DepEd has come up with.

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

ACTIVITY 3

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

K to 12 LEARNING
MELCS
COMPETENCIES
Nagagamit nang wasto ang mga
pangngalan sa pagsasalita tungkol sa
mga - hayop - lugar sa paligid F4WG-
Nagagamit nang wasto ang mga
Ia-e-2
pangngalan sa pagsasalita tungkol sa
MERGED / CLUSTERED Nagagamit nang wasto ang mga
sarili at ibang tao sa paligid. F4WG-Ia-
pangngalan sa pagsasalita tungkol - sa
e-2
sarili sa mga tao,sa mga hayop sa
paligid - sa lugar, bagay at pangyayari
sa paligid F4WG-Ia-e-2
Nagagamit ang iba’t ibang uri ng Nagagamit ang iba’t ibang uri ng
panghalip (panao) sa usapan at panghalip (panao) sa usapan at
RETAINED
pagsasabi tungkol sa sariling pagsasabi tungkol sa sariling
karanasan F4WG-If-j-3 karanasan F4WG-If-j-3

DROPPED N/A N/A

ACTIVITY 4

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your own, in your Study Notebook.
1. DepEd made the big move of revising LC’s just to make assure that the learners will receive quality
education despite the hindrances in the new normal.
2. It is very important to us teachers to embrace the new learning modalities to ensure quality transfer of
learning competencies.
3. Not all MELCs need to be combined if they are attainable in a certain period of time.
 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?
The importance of unpacking and combining the MELCs is to deliver quality instruction amidst the
limited learning modalities and shortening of the school year. This is to guide teachers to be
specific in a particular topic, specific in objectives to be taken.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
UNPACKING
a. Alignment on the content and performance Standards
The performance standards to be taken should be anchored to the content of the subject. It should
be attainable and it should be a relevant to life performances to prepare the learners in the future.
b. Prerequisite knowledge and Skills
It should be specific to general skills. Lets’ start first with the basic skills and eventually go to the
higher thinking skills. Know first your learners before making your objectives or unpacking the
MELCs.
c. Logical Sequence of learning objectives
It should be properly organized and unpacking of MELC’s should be take it into consideration if the
objectives are really relevant and achievable.

COMBINING
a. Commonality of content, topic, or theme
- MELCs to be combined should show commonality and relatedness in content, topic, or theme. This ensures
that essential content and topic will not be watered down.
b. Alignment with the Content and Performance Standards
- Just like in the unpacking of MELCs, combining two or more should aid in the achievement of the
content and performance standards.

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

Not all MELCs need to be combined if they are attainable in a certain period of time.We can only consider
unpacking if there’s a pre requisite skills needed.
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.

UNPACKING THE MELCS

Rephrased LC Sample Learning Objectives

Naisasalaysay muli nang may wastong pagkasusunod- - Naiuugnay ang sariling karanasan sa napakinggang
teksto
sunod ng napakinggang teksto gamit ang mga larawan,
- Naisasalaysay muli ang napakinggang teksto gamit
 signal words at pangungusap. ang mga larawan
- Nasusunod ang napakinggang panuto o hakbang ng
isang gawain
- Nasasagot ang mga tanong tungkol sa mga
mahahalagang detalye ng nabasang teksto

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:
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

MARY MYLENE V. DE CHAVEZ

Teacher I
 LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality. Write
your own definitions in your Study Notebook.

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

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

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

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

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

Distance Learning and Homeschooling

ACTIVITY 2

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.

Distance Distinguishing Essential Role of Role of Role of School

Learning Feature Resources Teacher Parent or
Modality Household
Member
Modular Self Learning Competency Prepare printed Guide the Coordinate with the
Distance Modules based printed modules learners and LGU with the
Learning worksheets learning monitor and serve as manner of delivery
(MDL) material module assess the parateachers and retrieval of
and activity learners printed modules
sheets
Online Online Internet access Facilitator of Provide Provide strong
Distance instruction gadgets 9 smart learning in internet internet access for
Learning phone, tablet, digital platforms connection for teachers in school
(ODL) desktop, laptop) learners and
digital devices/
gadgets
 TV-Based Television Educational Schedule Guide the Provide the tv
Instructio television broadcast of the learners program and
n (TVBI) programs and lessons broadcasting
channel
Radio- Radio-based Educational Served as Guide the Provide the radio
Based instruction radio station radio learners station and
Instructio program broadcaster broadcasting
n (RBI)
Blended Combination of Internet access Facilitator of Guide and Monitor and
Distance traditional and digital devices learning support the supervise the
Learning technological or gadgets learners needs implementation of
learning printed BDL
materials

ACTIVITY 3

Consider the situation in your School/Division—your organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL, health and safety status, context and capacities of your
learners and their households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each. Replicate the following table and write your answers
in your Study Notebook.

Ranking Type of DL Why?

(1 to 5, from
easiest to
hardest to
implement)
1 Modular Distance Most of our learners belong to less-fortunate families who are
Learning apparently not capable of providing the necessary tools and
equipment like computer, smartphones, internet connections,
television, etc. in order for them to participate in Online
Learning and other learning modalities. Many of them also
reside in far-flung areas where signal reception is not
possible so modular distance learning is the best fit modality
for them.
2 Blended Learning When the current situation due to this pandemic becomes
better, the school may include the face-to-face instruction
along with the existing modular learning. This is to provide
better instructional support, monitoring, and evaluation to the
learners to ensure that the quality of education is being
delivered.

3 TV-Based Instruction TVBI is possible but not to everyone. As mentioned above,

most of the learners’ families are not capable of providing
this type of device.

4 Radio-Based Most families in the community now-a-days do not use

Instruction radios anymore. In some households this is still present but
the signal reception is still their biggest hurdle.
5 Online Learning Based from the data collected from the LESFs, a very small
number of learners selected this type of instruction simply
because most the learners are not capable of this as stated in
the above explanations.
ACTIVITY 4

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

LEARNER TARGETED INTERVENTION

GROUP
Learners without
parents or household Make a weekly supervisory plan for them and check their module and activity
member who can sheets. Organize, if possible, a learning support system in the area that can be
guide and support composed of volunteers to provide assistance to these learners.
their learning at
home.
Beginning readers (K
to 3) Provide additional reading materials in developing their reading skills. Attach
monitoring sheets that parents/guardians may check. Constant communication
with the parents/guardians should be implemented.

Struggling readers Provide remedial reading materials. Attach monitoring sheets that
(Grades 4-12) parents/guardians may check. Constant communication with the parents/guardians
should be implemented. Organize, if possible, a learning support system in the
area that can be composed of volunteers to provide assistance to these learners.
No access to devices
and Internet Provide self-learning modules and other additional learning materials.

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

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

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

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

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

2. Why is lesson designing important?

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

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

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

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, demonstrate, 1. Wrap up activities
lessons and illustrate concepts, ideas, 2. Emphasized key
2. Clarify concepts skills or processes, that information and lessons
from previous lesson students will eventually discussed.
3. Present warm up internalize 3. Ask learners to recall key
activities to establish 2. Help learners understand and activities and lessons
interest in new lesson master new information discussed.
4. Check learners 3. Provide learners with 4. Reinforce what teachers
prior knowledge about feedback has taught
the new lesson 4. Check for learners 5. Assessed whether lessons
5. Present connection understanding has been mastered
about old and new 6. Transfer lessons and ideas
lesson and establish to new situations
purpose for new
lesson.
ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

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

Learning Delivery Modality (select one): _ODL _/_MDL _T V/RBI _BL

Grade Level and Learning Area: Filipino
Lesson/Topic: Pangngalan
Learning Objectives: Naisasalaysay muli nang may wastong pagkasusunod-sunod ng napakinggang teksto gamit ang
mga larawan, signal words at pangungusap
Learning Resources/Materials Needed:

Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous /
lesson
3. Present warm-up activities to /
establish interest in new lesson
4. Check learner’s prior knowledge /
about the new lesson
5. Present connection between old /
and new lesson and establish purpose
for new lesson
 6. State lesson objectives as guide /
for learners
Lesson Proper
1. Explain, model, demonstrate, and /
illustrate the concepts, ideas, skills,
or processes that students will
eventually internalize
2. Help learners understand and /
master new information
3. Provide learners with feedback /
4. Check for learners’understanding /
After the Lesson
1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key /
activities and concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been
mastered /
6. Transfer ideas and concepts to
new situations /

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate to
supplement the SLM?

Create printed materials that would supplement the missing learning tasks in the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they are
guided throughout the lesson?

Providing additional learning resources like activity sheets/worksheets and constant communication with
the parents/guardians for proper instructions and monitoring.

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

In MDL, the only way is to retrieve the modules and additional activity sheets/worksheets/outputs for
checking. Teachers may also set up a communication procedure with the parents/guardians for the
feedbacks , comments, and suggestions.
ACTIVITY 5

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

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you
plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method

I will send a five-item quiz via text message before the lesson. Based on the
1.Written Works responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.
 At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week depending
Task on the topic. Feedback and clarification may be done thru voice or video call
consultation.

I will give it once at the end of the quarter face to face ( if allowed) and or test
3.Quaterly item will be send via online messaging. , I will take note of the common
Assessment misconceptions and clarify them to the learners during our online session or via
text message.

I will include it in the learning activity sheet to be given weekly along with the
4.Formative modules. Based on the responses, I will take note of the common
Assessement misconceptions and clarify them to the learners during our online session or via
text message.

I will instruct the class at the beginning of each quarter to gather evidences and
5.Portfolio mov’s of what they do, submit and write for the whole quarter. It will be
Making checked and noted at the end of the quarter upon the retrieval of pupil’s output
thru parents.

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

Written works is the common assessment method for distance learning
2. What are the challenges in doing assessment in DL?
The biased result of the written activities due to geographical distance. The teacher will not be able
to observe the honesty of learner’s answers.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
Encourage the parents to be fair and just while pupils answer activities. Support guidance only
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.

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

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B.

Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every b. mode of delivery
D lesson and/or learning task.
Questions True False
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter
andthe
to academic
enhanceachievements
their understanding d. learning task
1. A portfolio mainly displays of the learner. √
A of the content.
3. This refers to the prescribed subject that
2. Testimonies of parents/guardians
learnersand learning facilitators regarding the
take.
learner’s progressB may4.be included in a portfolio.
This refers to the method of submission
√
of learning outputs preferred by the
learner/parent based on their context.
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.
ACTIVITY 2

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.

Pangalan Mary Mylene V. De Chavez Baitang IV Markahan Week

at Linggo 1
Paaralan GADECO Elementary School Purok Hagono Petsa Oct. 7,
y II 2020
Araw at Asignatura Layunin Pamamaraan Paraan
Oras ( Hango sa Bahagi ng IDEA
Lesson Exemplar)
MIYERKUL FILIPIN MELC: Modular Learning
ES O Nagagamit nang 1. Kukunin ng magulang ang
A. Tukuyin ang salita kung ito ay
9:30 – 11:30 wastong salita ang “learning packs” ng mag-
AM pangngalan. Isulat ang P kung
mga pangngalan sa aaral mula sa paaralan o sa
ang salita ay pangngalan, HP
pagsasalita tungkol “pick-up point” sa takdang
naman kung hindi pangngalan.
panahon at oras.
sa sarili at sa ibang Isulat ang mga sagot sa
tao sa paligid. sagutang papel. 2. Mag-aaral ang mga
_______1. bayani learners gamit ang learning
_______2. prutas modules sa tulong at gabay
_______3. guro ng mga magulang, kasama sa
_______4. maganda bahay o mga gabay na
_______5. sumayaw maaring makatulong sa
_______6. aklat kanilang pagkakatuto.
_______7. dahan-dahan
_______8. ngunit 3. Dadalhin ng magulang
_______9. madalas o kasama sa tahanan ang
_______10. alahas awtput ng mag-aaral sa
B. Buuin ang cued dialogue. paaralan o sa napiling
Punan ng mga kinakailangang
“drop-off point” sa
takdang panahon at oras
pangngalang pantangi,
pambalana, konkreto, at di-
konkreto upang makumpleto
ang usapan ng magkaibigan.
C. Punan ng angkop na
pangngalan ang sumusunod na
usapan ng dalawang
magkaibigan. Nasa kahon ang
pagpipiliang mga sagot.Gawin
ito sa sagutang papel.
D.
Daniel: Panalo na naman sa
________________ si
_________________.
Carlo: Apat na beses na yata
siyang kampeon sa
_______________ sa buong
_________________.
Daniel: Sa __________________
pala siya nagtapos.
Carlo: Oo, binigyan nga siya ng
 _________________.
Daniel: Ang unang guro niya ay
ang kanyang _____________.
Carlo: Oo, ___________ niya ang
kanyang ama.

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, fill out the table below to see how the ILMP differs
from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Learners and learning facilitator or

For Whom? Teachers and learning facilitator or
household partner
household partner
Learner’s needs, intervention
Components Learning area, learning
strategies, monitoring date, learner’s
competencies, learning tasks,
status
mode of delivery

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.

Learner’s Name: YOHAN SEBASTIAN CARPIO

Grade Level: Grade 4
Learning Area Learner’s Intervention Strategies Provided Monitoring Learner’s Status
Needs Date Insignific Significa Mastery
ant nt
Progres Progres
s s
Struggles to
FILIPINO read with a. seek help from a capable October 12- /
 fluency and immediate family member to 30, 2020
comprehension help the learner in
answering the learning
modules

b. give sufficient time for the

learner to accomplish the
learning modules

c. scheduled home visitation of

the teacher to help the
learner in answering the
activities in the learning
modules.

d. make and provide learning

activities suited to his pace
of learning

e. if possible, the teacher

provides direct guidance
and supervision in the
completion of the learner

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.

 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE:
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
MARY MYLENE V. DE CHAVEZ
Teacher I
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1

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

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

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

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

ACTIVITY 2
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.
Support that I can provide to my colleagues:

1. Guide and help them download the SLMs using the DepEd LR Portals.

2. Assist them in conducting review and assessment of all the downloaded SLMs to address the
completeness and appropriateness of all the SLMs to be used this school year.

3. To address the disadvantage learners, maybe I can assist them in simplifying the activities in the
SLMs.

Support that I can get from them in terms of LRs:

1. Cooperation

2. Perseverance and diligence in the honest assessment of the LRs

3. Their feedbacks matter in addressing possible issues that may arise during the school year in
terms of the use and contents of the SLMs
 LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1

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

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

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

ACTIVITY 2

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

Insights and helpful information regarding the use of LR portals that I learned from our LAC session:
Learning portals are alternative platform use for providing information aside from printed SLMs. These portals are
necessary to give additional source of information for educators and learners alike. We should be critical in
gathering information and be sure that only verified and approved portals are our source of data.
 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?
The download LR material met the learning targets of the lesson. The LR has the basic standards required
to deliver the MELCs.
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”?
What decision will you make on the LR material? Why?
The evaluation method has achieved the quality and reliability of the activities to manipulate and optimize
the use of the LR portal.
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s.
The learning material covered the lesson but require some description and terminology to achieve the best
understanding of the concepts.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for the
most appropriate learning resources to my learners.

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, the materian meets 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?
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 help us determine the criteria we need to check while looking at our printed SLMs.

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 differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified

2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and
Non DepEd portals — still need?
- the lay-out
- free from red flags on possible copyright and plagiarism issues
- parallelism and congruity of learning competencies between the LRs found in the Deped
portals and Non-DepEd portals

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had greatly helped me choose the right
and appropriate learning materials which I will be using for my grade 5 learners this school year.

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 materials online are targeting general population while my materials are localized to my
pupils needs.

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

I need to develop my materials maybe have a classroom based research to determine its
effectiveness.
Reflection Questions:

1. Was the material able to meet all the requirements?

Yes, because they are based on MELCs.

2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
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 because the materials all complied with MELCs.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
This session was a great help in providing alternative platform as source of information. It also
teach as not to stick only to the printed SLMs provided to us . Share these online platform to our
pupils to provide variety and spontaneity.
 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
LAC

MARY MYLENE V. DE CHAVEZ

Teacher I
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1

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

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

ITEMS STRONGL AGREE DISAGRE STRONGL

Y AGREE E Y
DISAGRE
E
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.

ACTIVITY 2

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview.
Reflect on your self-assessment from Activity 1.
What particular professional standards in the PPST do you need to focus on to effectively use the LDMs in
relation to the content and pedagogy of the learning area/s you are teaching? Write your answer and other
insights in your Study Notebook.
I have to work on assessment and reporting that will ensure the credibility of learning in this distance
learning. It will help me optimize the ways to monitor and evaluate learners’ progress and minimize possible distance
cheating.

Domain Professional standards in the PPST Insights

do I need to focus on to effectively
use the LDMs in relation to the
content and pedagogy of the
learning area/s I will be teaching

Domain 1 Modelling a comprehensive Since learning modality has

Content Knowledge & selection of effective teaching drastically changed this school
Pedagogy strategies that promote learner year due to global health
achievement in literacy and pandemic, careful selection of
numeracy. effective teaching strategies that
promote learner achievement in
literacy and numeracy should be
 addressed properly.
Domain 2 Applying comprehensive We need to address a safer and
Learning Environment knowledge of and acting as a more secure learning
resource person for, policies, environment especially now that
guidelines and procedures that Covid-19 is still infecting
relate to the implementation of people. Health protocols should
safe and secure learning be observed always.
environments for learners.

Domain 4 Modelling exemplary practice and Careful planning of the lessons

Curriculum and Planning leading colleagues in enhancing should take place. Teachers
current practices in the planning should consider the fact that
and management of learning modality is different
developmentally sequenced now compared before.
teaching and learning processes.

Domain 5 Leading initiatives in the Teachers should adopt

Assessment & Reporting evaluation of assessment policies appropriate assessment method
and guidelines that relate to the to ensure that learning among
design, selection, organization and children is effective though
use of effective diagnostic, modular distance learning is the
formative, and summative learning modality most of us
assessment consistent with will be using under the new
curriculum requirements. normal school setting.

ACTIVITY 3

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

What is your goal toward What will push you to achieve this What will help you attain this goal?
improving your teaching practices goal?
in the modalities?
1. Make effective learning to The challenges in teaching under Attending webinars.
happen in the new normal using the new normal. Partnership with stakeholders.
teaching strategies that fit Training para-teachers as
modular distance learning by facilitators of learning.
attending/joining webinars that
help us make our lessons
effective to deliver.
2. Maximize the lacking The empathy to students and the Support from their parents and
resources in providing student hope for the betterment of our stakeholders.
assistance. future
 3. Fair assessment to students Knowing the reality of our Student’s cooperation in
output based on diverse state of current situation. submitting their output
life

4. Better collaboration to the DepEd’s aim to provide Enhanced teamwork of all the
whole community. continuous learning amidst actors of learning; teachers,
pandemic. parents, students and
stakeholders.

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.

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

Focusing Produce quality Producing Attending seminars Whole year School funds
teaching and output, learners quality output about curriculum round
learning ready and fully and learners panning, lesson
equipped ready planning and
teaching strategies

Focusing Can make the best Making lesson Attend orientation Whole year School funds
teaching and lessons for the new plan align about MELCs, LAC round
learning normal class with the session discussing
MELCS by MELC based lesson
DepEd plans.

Support Provide the quality Applying the Attending seminar INSET, LAC School funds,
curriculum modules for my assessment about learning session personal
management students in the tool in resources, LRMDS
and Modular Distance choosing and DEpEd
implementati learning this new learning commons.
on normal resources for
the modules

ACTIVITY 2
Refer to your PD objectives and decide on what topics you would like to talk about in your School LAC.
Use the PD Discussion Template in your discussion.

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior constructively by applying Apply more positive and effective
positive and non-violent discipline to ensure learning- strategies to develop and manage behavior
focused environment. of the learners constructively in every task
and activities.

Result focus particularly on achieving results with Arrange schedules for each task that needs
optimal use of time and resources most of the time. to be accomplished as urgent, high priority
and priority.
 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

MARY MYLENE V. DE CHAVEZ

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

2. What evidence from the previous modules will help capture the progress of your teaching practice?
Some evidences from the previous modules help me to capture the progress of my teaching
practice such as doing WHLP,LAS, SLM targeting some interventions that some of the learners
should have.

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

Writing down my reflections and insights can help me navigate my intent to improve in aspects that I needed
to. It also serves as my review points whenever I feel lost in performing my duties. Most importantly, it serves as
a gauge on how well I understand the topics discussed from this course.

ACTIVITY 3

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

ACTIVITIES TIMELINE OUTPUT/S

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

Learning)

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 credit
are aligned with their Professional 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 Video Recording

month starting
September 2020

Yes, the list is enough to capture the progress of teaching practice since it is a list with evidence and on
current basis

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.
In order to be successful in making the portfolio I must consider first the Demonstration progress of the LDM
implementation which is 30% in the rubrics. The outputs that I produce should be aligned with the professional
standards of DepEd.

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.

In order to be successful in making the portfolio I must consider first the demonstration progress of
the LDM Implementation which 30% in the rubrics. Ensuring the quality of my reflections in every topic or
lesson that I tackled. Lastly, my output will be based on the professional standard given by DepEd.