Department of Education

Region XII
Division of Sultan Kudarat
Lutayan District II
QUEVEDO-BAPTISTA ELEMENTARY SCHOOL
School ID:131157

LEARNING DELIVERY MODALITIES COURSE 2 (LDM2)

PORTFOLIO
(LDM Group 1)

Submitted by: JANNET E. MADAYAG

Teacher-I

1
STUDY NOTEBOOK
2
 LEARNING DELIVERY MODALITIES COURSE 2

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

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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.

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ACTIVITY2
Answer the following questions by copying and filling out the table in your Study Notebook.

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

negatively) my participation in this course?

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder
me from completing this course?
HABITS (What is it that OBSTACLES (What will MOTIVATION (What ENVIRONMENT (Where
I repeatedly do that prevent me from will push me to will I accomplish the
may affect my participating fully in this participate in this requirements of this
participation in the course?) course?) course? Describe this
course in a positive or environment.)
negative way?
I always study the The on-going My primary
lessons given to preparations for the motivation has Since we are doing
me ahead of time opening of classes, always been the the LAC sessions
and more than the queries from learners. Seeing virtually, I will
willing to search parents through them confined in have to
for answers and phone their homes and accomplish the
solutions to calls/SMS/messenge learning less to requirements of
problems that may r, and other tasks nothing makes me this course from
occur along the being given bothered. Amidst my home. Rest
way. This for me is simultaneously from this pandemic, I assured that I
somehow positive different offices. Not guess the least we keep constant
that may result to to mention the can do is to communication
providing better difficulty in internet provide them with with my
outputs. connection since the best resources colleagues in
our LAC sessions we can give them getting their
may be conducted in order for them insights and
virtually. continue their support for better
dreams of understanding of
becoming this course.
someone useful
and efficient
someday.

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.

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

3. Stable communication lines - As many of us are leveraging the power of modern

technology in conducting LAC sessions, it will be best if we can find a place with
stable internet connection.

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ACTIVITY 2.

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than15
members each. Get in touch with your designated Coach or LAC Leader in 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.
See Figure 1 for reference.

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ACTIVITY 3.

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

FORM 1: LAC PROFILE

REGION: XII

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

Name of LAC Facilitator: Designation/Position:

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)

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 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

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MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.

Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious challenges on

the delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in

terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a

specific example. Do you think these concerns could be solved by teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department

of Education especially to the teachers who are standing in the front line to provide the

continuity in education. As a teacher, I believe that narrowing down the learning competencies

has become a huge factor in order to deliver the only the most essential in this time of

pandemic. However, one of the major concerns to ensure that learning continues is the

implementation process itself. Given the shortage of resources, schools, teachers, and the

community itself are finding means to bridge the gap.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the

congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to

be one of the hindering factors on the poor performance of Filipino learners. Do you agree with this

observation? Why or why not?

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of

education and to produce competitive learners. But due to its congested nature, students

cannot cope up with it and more often than not, teachers find it hard and time consuming to

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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. How

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

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

3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, considered

indispensable, in the teaching-learning process to building skills to equip learners for

subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable

learning competencies were defined as what may enhance education but may not necessary in

building foundational skills.

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?
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

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the absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the

learning competencies is the best option the DepEd has come up with.

5. 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
Merge/clustered
Retained
Dropped n/a

ACTIVITY 4.

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

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LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES

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

By unpacking and combining the MELCs, we now have a clear path forward. This gives up a

deeper understanding on how these MELCs are selected. It will be much helpful for us to plan

on how are we going to implement our LCP more efficiently.

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

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

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

ACTIVITY 2.

1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

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3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be considered
in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least
two MELCs of their choice. Group deliberation will be observed in order to arrive at a
consensus. Discuss and jot down the synthesis of the presentations in your Study
Notebook.

ACTIVITY 3.

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

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 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

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 Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

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

ANSWER :

Face-to-face (F2F) learning is an instructional method where course content

and learning material are taught in person to a group of students. This allows for a live interaction

between a learner and an instructor. It is also learning delivery modality where the teacher and

learner/s are physically in one venue. Where in there are opportunities for active engagement,

immediate feedback and socio emotional development of learners.

Distance learning “a method of study where teachers and students do not meet in a classroom

and when students are separated from teachers and peers. This means that students learn remotely

and do not have face-to-face learning with instructors or other students where learners are provided

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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. From the standpoint of DepEd, “blended learning”
or “hybrid learning” is a fusion of online distant learning and in-person delivery of printed
materials to the homes of the learners through the barangays for those who don’t have
internet access and interactive facilities in the comforts of their home.

Home schooling is a setup wherein parents educate their children at home instead of sending

them to a traditional or formal public or private school. Homeschooling follows a curriculum that is

approved by DepEd. It is usually offered by homeschool providers that are also accredited by the

department , it also provides learners with access to formal education while staying in an out-of-school

environment, with parents, guardians, or tutors instead of classroom teachers.

ACTIVITY 1:

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

Answer:

Distance learning

Home schooling if done via distance learning

ACTIVITY 2.
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for Distance Learning.
As you go through the readings, complete the Distance Learning Matrix. Share your completed matrix at your next LAC
Session. Your goal is to come to a shared understanding with your peers on the different DL modalities and their defining
features and requirements. Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task

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Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined with F2F
learning to come up with a BL. Learn more about BL in the Supplementary Handout on Blended Learning Delivery
Modalities.

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your level of resources (infrastructure,
financial, human), level of experience in DL, health and safety status, context and capacities of your learners and their
households, etc. Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give
the reasons for your ranking of each. Replicate the following table and write your answers in your Study Notebook. Be
prepared to discuss your ranking at your next LAC Session

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

hardest to implement)
1 Modular Distance Learning Most of our learners belong
to less-fortunate families who
are apparently not capable of
providing the necessary tools
and equipment like computer,
smartphones, internet
connections, television, etc. in
order for them to participate
in Online Learning and other
learning 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’

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 families are not capable of
providing this type of device.

4 Radio-Based Instruction Most families in the

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

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 and share your ideas at your next LAC Session.

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LEARNER GROUP TARGETED INTERVENTION

Make a weekly supervisory plan for them and

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

Provide additional reading materials in

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

Provide remedial reading materials. Attach

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

Provide self-learning modules and other

No access to devices and Internet additional learning materials.

Coordinate with their barangay officials to

assist the teachers in delivering the self-
Inaccessible (living in remote and/or unsafe
learning modules and other additional
areas)
learning materials.

Provide self-learning modules and other

Indigenous People additional learning materials that are cultured
friendly.

Assess the particular needs of these learners

Persons with Disabilities and provide them with the materials that
would suffice it.

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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs
ACTIVITY 1:
1. What is lesson designing or lesson planning?
Answer:
An effective lesson plan is a set of plans for building something step-by-step guide that
provides a structure for an essential learning 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?

Answer:
. It is important because it helps the teacher in maintaining a standard teaching pattern and does not let
the class deviate from the topic Lesson designing helps ensure that: Lesson planning is
a significant element of teaching-learning system. Lesson planning is at the heart of being an effective
teacher. It is a creative process that allows us to synthesize our understanding of second language
acquisition and language teaching pedagogy with our knowledge of our learners, the curriculum, and
the teaching context. It is a time when we envision the learning we want to occur and analyze how all
the pieces of the learning experience should fit together to make that vision a classroom reality.

3. What are the 3 elements or components of well-designed lessons?

Answer:

An effective lesson plan has three basic components;

aims and objectives of the course,

teaching and learning activities and,

assessments to check student understanding of the topic

ACTIVITY 2:

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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.
Answer:

Before the Lesson Lesson Proper After the Lesson

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

Before the Lesson Lesson Proper After the Lesson

 Review and clarify concepts  Provide learners with feedback  Wrap up activities
and key points from previous  Check for learners'  Emphasize key information
lessons understanding and concepts discussed
 State lesson objectives as  Explain, model, demonstrate,  Assess whether lesson has
guide for learners and illustrate the concepts, been mastered
 Present connection between ideas, skills, or processes that  Transfer ideas and concepts to
old and new lesson and students will eventually new situations
establish purpose for new internalize  Ask learners to recall key
lesson  Help learners understand and activities and concepts
 Check learners' prior master new information discussed
knowledge about the new  Reinforce what teacher has
lesson taught

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ACTIVITY 3.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners on whether the lesson
has been succeccfully delivered or not.

Lesson design does not end after implementing the lesson. After the delivery of the lesson,

teachers should take time to reflect on what worked well and why, and what could have been done
differently. Identifying successful and less successful activities and strategies would make it easier to
adjust and revise the lesson plan as needed.

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

lesson is delivered.

 ASSESSMENT OF LEARNING

Source: June 30, 2020 draft of the unpublished DepEd Order titled Policy Guidelines on the

Implementation of Learning Delivery Modalities for the Formal Education

1. Classroom assessment, namely, formative and summative assessments, shall be conducted by

the teachers to track and measure learners’ progress and to adjust instruction accordingly.

These shall be done in paper-based, offline, or online assessment format, whichever is

appropriate to the context and needs of the learners, to enable them to participate fully in the

assessment process and be assessed fairly.

2. The learning outcomes in the form of knowledge, skills, attitudes, and values shall be assessed.

To capture evidence of learning, learners shall prepare their portfolio/e-portfolio to include

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written works and products and performances whether in hardcopy, softcopy, or a combination

of these and shall be assessed using rubrics. Testimonies of parents and other adults in the

family/learning facilitators, and community leaders shall form part of holistic assessment.

3. A learning portfolio/e-portfolio is a purposeful collection of student work that comprehensively

demonstrates not only academic achievements but also the effort put forward by the student as

well as the demonstrated progress in achieving learning outcomes (Arter, 1990; De Fina, 1992).

The e-portfolio is a digital collection of student work samples where teachers can include the

use of technology – based tools such as word documents, graphics, sound, and video. Enclosure

No. 7 provides the guidelines on the preparation of portfolio and e-portfolio.

4. Summative tests shall be administered in school for learners on F2F learning and blended

learning. For those who are on distance learning, summative tests may be administered when

physical classes shall be allowed and possible in their respective areas or through appropriate

online platforms.

5. A separate Order shall be issued on Classroom Assessment and Grading System in light of

COVID-19.Types Of Assessment Of L

1. Diagnostic Assessment (as Pre-Assessment)

One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and skills prior to
instruction.

2. Formative Assessment

One way to think about it: Assesses a student’s performance during instruction, and usually occurs
regularly throughout the instruction process.

Another way to think about it: Like a doctor’s ‘check-up’ to provide data to revise instruction

Tip: Using digital exit ticket tools like Loop can be an easy means of checking whether students have
understood lesson content, while also prompting student reflection.

3. Summative Assessment

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One way to think about it: Measures a student’s achievement at the end of instruction.

Another way to think about it: It’s macabre, but if formative assessment is the check-up, you might think
of summative assessment as the autopsy. What happened? Now that it’s all over, what went right and
what went wrong?

4. Norm-Referenced Assessment

One way to think about it: Compares a student’s performance against other students (a national group
or other “norm”)

Another way to think about it: Group or ‘Demographic’ assessment

5. Criterion-Referenced Assessment

One way to think about it: Measures a student’s performance against a goal, specific objective, or
standard.

6. Interim/Benchmark Assessment

One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of
a grading period. Can predict student performance on end-of-the-year summative assessments.

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

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can
Part of Lesson / Learning Tasks present in the be done via a learning activity sheet, can
SLM be presented via an internet based
resource, can be facilitated during a
synchronous learning session, etc.)
Before the Lesson
1. Review previous lesson
2. Clarify concepts from previous lesson /
3. Present warm-up activities to

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 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

26
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.

Occurs toward the end

May be given at any time of a period of learning in
during the teachers and order to describe the
learning process. standards reached by
the learner.
The results of formative Assessment
assessments will help of Learning The results of
teachers make good summative assessments
instructional decisions so are recorder and used to
that their lessons are report on the learners'
better suited to the achievement.
learners' abilities.

ACTIVITY 6
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you plan to
use it in DL.
Assessment
How to Adapt the Assessment Method in DL
Method
1. Formative Assessment in a Formative assessment like 5-item written evaluation is included in each self-learning modules.
form of short quizzes and Additional activity sheets and worksheets containing various evaluation shall also be
seatworks distributed.

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

4.

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 5.

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

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

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

The primary challenge in cascading the above-mentioned assessment is the honesty of the learners and parents in
answering those materials. Without the presence of the teachers and the traditional face to face interaction, it will
remain as a major challenge for the teachers and the educational system as a whole. Another problem that is expected
to occur in this type of learning modality is the learning support system of a child which may lead him/her to having low
or poor performance which will reflect to these assessment methods.

3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance learning, we are able to learn various
ways in communicating to the learners/parents/guardians to provide instructional assistance especially in providing
assessments that may be confusing to them.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in column B. Write
your answers in your Study Notebook.

Column A Column B

_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning competencies
d. learning task
_D__2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
enhance their understanding of the content.

_A__3. This refers to the prescribed subject that learners take.

28
_B__4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.

ACTIVITY 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses what WHLPs and
Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly Home Learning Plans. Now,
based on what you have read, create a WHLP for your class.

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the guidelines on
creating an ILMP, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)

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

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

29
 Learning area, learning competencies, Learner’s needs, intervention strategies,
Components
learning tasks, mode of delivery monitoring date, learner’s status

Has to be communicated to
Yes Yes
parents?

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES

30
 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

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?

31
 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.

We have agreed to provide immediate technical assistance to each other when we encounter problems in accessing
online portals for LRs. We also came up to a consensus to share updates and useful tools and knowledge about more
sources whether offline or online sources of LRs to suffice the needs for additional useful LRs.

LESSON 2: ACCESSING LEARNING RESOURCES FROM 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.

32
ACTIVITY 2

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

We agreed to provide technical assistance in case problems occur while accessing the said portals. We also decided to
include the updates of these portals to our future LAC sessions.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal and assess the
material using the tool. Answer the following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
The download LR material met the learning targets of the lesson. The LR has the basic standards required to deliver
the MELCs.

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

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

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

ACTIVITY 2

Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your Study Notebook.
Download at least one LR from each portal. Assess the materials using the same tool and answer the following questions in
your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the LR from the
DepEd Portal?

33
 The resources are not quality assured and only provide minimal support to attain the learning objectives for the
students.

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

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

ACTIVITY 3

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

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

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

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

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

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

1. Connected and relevant to the /

MELCs?

2. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

34
 7. the layout and format easy to read /
and pleasing to the eyes?

Reflection Questions:

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

2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”? What
decision will you make on the LR material? Why? NONE
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s. NONE
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners? It
makes me extra cautious in selecting the LRs I need for my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

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

8. Connected and relevant to the /

MELCs?

9. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

10. easy to reproduce and/or /

disseminate?

11. from a credible source/author? /

12. culture- and gender-fair? /

13. free from red flags on possible /

copyright and plagiarism issues?

14. the layout and format easy to read /

and pleasing to the eyes?

Reflection Questions:

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

6. Were there any questions in the assessment tool where you answered “No” or “Cannot Be Determined”? What
decision will you make on the LR material? Why? I will still use the material simply because of it fits the needs of
my learners even if I am not sure of its rightful owner.
7. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which
aspect/s. NONE
8. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners? It
makes me extra cautious in selecting the LRs I need for my learners.

35
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
36
 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

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

See LDM Module 4 – page 37

ACTIVITY 2

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

37
 I will have to work on assessment and reporting that will ensure the credibility of learning in this distance
learning. It will help me optimize the ways to monitor and evaluate learners’ progress and minimize possible distance
cheating.

ACTIVITY 3

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

What is your goal toward improving

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

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

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND

PARTICIPATION IN THE LAC

ACTIVITY 1

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

38
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 Needs Intervention) Timeline Resources Needed

Learning Intervention
Objectives of the
PD Program

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

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

ethical and changes in the system intrapersonal related Round
professional or in own work skills and work coordination
behavior and methods to improve management
conduct taking performance. practices.
into account
the impact of
my actions and
decisions.

ACTIVITY 2

39
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 OBJECTIVES RELATED TO THE SPECIFIC TOPICS

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

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

40
 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

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.

41
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?
Learning to create an individual development plan can help my assess my weaknesses and strengths in terms of my
teaching practices.

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

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

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the progress of your
teaching practice? What other evidence can you think of that is relevant to the LDM adopted by your School? Write down
your answers and other insights in your Study Notebook.
The list of evidence in the learning delivery modality is enough at the moment. Although of course there might
be something else that need to be included as we go on to the implementation of the DL through the MDL. In the future
LACs, surely our group will suggest of other strategies to use and henceforth the evidences to prepare.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1

42
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure that you are able to hit
the criteria in the Rubric? Write down your answers and any other thoughts about the Rubric in your Study Notebook.
I will make sure that I have access to the things I need before, during and after the implementation phases of
the school LCP. Making sure that I am well aware of every step and in documenting every single thing that’s happening
along the way. I shall also be guided with the rubrics at hand to ensure that I am on track and that the Professional
Standards are met.

ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to make your outputs and
Portfolio responsive to the evaluation criteria and indicators. Tak

43