TABLE OF CONTENTS

Module 1: Course Orientation

Module 2: Most Essential Learning Competencies (MELCs)
Module 3A: Designing Instruction in the Different Learning
Delivery Modalities
Module 3B: Learning Resources
Module 4: Planning for Continuing Professional Development
and LAC Planning
Module 5: Building the Teaching Portfolio Related to the
Implementation of the Modalities

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 MODULE 1
- COURSE ORIENTATION -

Lesson 1: Course Overview

ACTIVITY 1

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

1. What is the main delivery of this course?

- The main delivery of this course is the distance learning that will be
using. Also, it aims to prepare the teacher in the new normal of teaching
on how we can create a safe and comfortable environment to our
students even there is a pandemic that is happening to our country.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
- This course helps the teacher be enlightened on how we can be able to
deliver an instruction that is quality especially in this new normal. This
course also tells the different modalities that the teachers may use in this
time of pandemic.

3. What are the two support mechanisms that will help you with your
learning in this course?
- The two support mechanisms that will help me in learning this course
are the LAC sessions and by understanding the modules.

ACTIVITY 2

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

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

or negatively) my participation in this course?

2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?

HABITS
ENVIRONMENT
(What is it that I OBSTACLES
MOTIVATION (Where will I
repeatedly do
(What will accomplish the
that may affect (What will push
prevent me from requirements of
my participation me to participate
participating fully this course?
in the course in a in this course?)
in this course?) Describe this
positive or
environment.)
negative way?)
I guess
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 curious to prevent me in love for work will pandemic that is
something new and participating fully in push me to happening now, all
exploring this course is the participate in this the requirements of
everything with slow internet course because as this course will be
eagerness to learn connection, we are living now in accomplish in my
because there the new normal I home wherein I can
might be some must obtain or learn comfortably work
discussion that I something new for and learn at the
won’t be hearing or me to survive in this same time.
unable to time of pandemic
understand. when it comes to
educational system

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.

- In this course it talks about the different Learning Modality that the
teacher may use in this New Normal. It talks about on how it helps the
teacher in creating or developing a quality education despite of the
Pandemic. I learned that even with this pandemic, we can still ensure the
quality education that we can give to our students and at the same time
to ensure the safety of everyone. Learning something new or adjusting
may be hard for everyone but in the end, everything will be worth it
especially for our students.

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:

- To nurture successful teachers

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

The top three challenges in having successful LAC would be the

internet connection, the LAC plan, and the load of work that the
teachers have right now like the printing of modules, creating activities
and other works.

ACTIVITY 2.

According to DO 35, s. 2016, a LAC should have no less than 2 but not more
than
15 members each. Get in touch with your designated Coach or LAC Leader in
forming your LACs.

1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC
Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
 LACs should be composed of teachers. Discuss your preferred LAC
composition with your assigned Instructional Coach (this will be a
district or division supervisor assigned to your LAC).
 After forming your respective LACs, there should a LAC Leader
assigned to you from among the following school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential
to lead, or subject expertise to lead the LAC.
- Teacher LACs can connect with their Instructional Coach through the
LAC Leader. This Instructional Coach will also be handling multiple
LACs through a network of LAC Leaders.
Figure 1. LAC Composition and Coaching Arrangement for LDM2 Teachers

LAC LAC LEADER LAC MEMBERS

INSTRUCTIONAL JENIFER DC.
COACH NAGAŇO Clarisse C. Cruz
MARY JANE OIC – Head Ma. Fe Ann P.
PASCUAL-SANTOS Teacher Manabat
School Principal IV Paulo V. Enriquez

ACTIVITY 3.

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

Teachers of JHS

LAC INSTRUCTIONAL COACH: MARY JANE PASCUAL-SANTOS, Principal IV

LAC LEADER: JENIFER DC. NAGAŇO, OIC Head Teacher
LAC MEMBERS: Clarisse C. Cruz, Ma. Fe Ann P. Manabat and Paulo V. Enriquez
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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 pandemic greatly affects the teaching-learning process especially

here in the Philippines wherein we are still in community quarantine.
As a teacher, we must think of different ways for the students to
continue their learning even with this pandemic that is why the
Department of Education introduced different modalities for the
students and teachers to use. By these modalities we can ensure the
safety and continuity of learning.
-
2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem
of teachers (Andaya, 2018). This is perceived to be one of the hindering
factors on the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?

- Yes, I agree, in our department there are several curriculums that has
been adapted for the purpose of achieving globally competitive
learners, but since our curriculum is too congested the goal of the
department is being motionless in some ways. We have too many
competencies with a limited time to learn.

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 purpose of the MELCs is to guide the teachers in addressing the
needs of the learners.
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 2. How does curriculum review aid in the identification of essential learning
competencies?
Identification of prerequisite knowledge and skills needed to
prepare the students for essential learning competencies
Mapping of the essential and desirable learning competencies
within the curriculum.
Analysis of the interconnectedness of prerequisite knowledge
and skills among the learning competencies for each subject
area.
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
build skill to equip learner’s for subsequent grade levels and
consequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education
but may not be necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential
learning competencies further?
- Learning competencies are identified by the following characteristics:
It is aligned with national, state, and or local standards or
framework.
It connects the content to higher concepts across content areas.
It is applicable to real life situations.
It would be important for students to acquire the competency
after they left that grade level.
It would not be expected that most students would learn this
through their parents or communities if not taught at school.
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
- The importance of MELCs is that it serves as the guide of teachers in
creating instructional lessons especially in this time of pandemic. The
competencies are being narrowed down into the most important
competencies that the students can use in their lifelong learning or
real-life situation.

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, merged, or dropped.

K to 12 MELC
Learning s
Competencies
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 n/a n/a
Merged/Clustered
Performs fundamental Performs fundamental
operations on integers. operations on integers.
Converts measurements Converts measurements
Retained from one unit to another in from one unit to another in
both Metric and English both Metric and English
systems. M7ME - IIb - 1 systems. M7ME - IIb - 1

n/a
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.

With the challenges that the Department of Education or the educational system
are facing, dropping some competencies may be a good thing. Since we only have
a limited time to teach and learn, we need the most important competencies that
we can use in our life and those that are applicable in real life scenario.

Lesson 2: Unpacking and Combining of 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 MELCs is to ensure that
we can create a systematize learning resources that can cater
different or varied learners need.
2. What considerations must be taken in unpacking and combining the
MELCs? Explain each.
 Alignment on the Content and Performance Standards - The MELCs are
not a departure from the standards-based design, which is one of the
main features of the K to 12 Curriculum. In fact, there are no MELCs
without the content and performance standards.
 Prerequisite knowledge and skills - It is worth noting that the identified
MELCs cater to higher-order cognitive demands. As such, lower
cognitive demand may be considered first in creating learning
objectives. This ensures that prerequisite knowledge and skills that
would enable the achievement of MELCs, and eventually the content
and performance standards, are addressed.
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 Logical sequence of learning objectives - Since the intention of
unpacking the MELCs is to provide systematic learning experiences for
learners, it is incumbent that the unpacked learning objectives follow
a logical sequence.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
- Yes, all MELCs must be unpacked in order to systematized learning
activities so that delivering ideas to our students would not be
congested.

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.

Retained LC Sample Learning Objectives

 Define set;
Illustrates well-defined sets,
 Enumerate the different
subsets, universal sets, null set,
kinds of set;
cardinality of sets, union and
 Identify the different
intersection of sets and the
operations of sets; and
different of two sets
 Explain the concept of sets.
Sample Learning
Retained LC
Objectives
 Define integers;
 Perform addition and
subtraction of integers;
Performs fundamental operations  Perform multiplication and
on integers division of integers; and
 Solve problems involving
integers.

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.

Content Performance
Quarter MELCs
Standard Standard
1. Illustrates
well-
defined
sets,
subsets,
universal
The learner is sets, null
able to set,
The learner formulate cardinality
demonstrates challenging of sets,
understanding situations union and
1 of key concepts involving sets intersectio
of sets and the and real n of sets
real number numbers and and the
system. solve these in a different of
variety of two sets
strategies.. 2. Solves
problems
involving
sets with
the use of
Venn
Diagram.

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 MODULE 3A
- DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES -

Lesson 1: Understanding the Different LDMs

ACTIVITY 1.

Do a quick check of your knowledge of the four modalities prescribed in the

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

Now, answer this question: Which of the LDMs do not have an F2F learning
component? Write down your answer in your Study Notebook, then check it
against Lesson 1, Activity 1 Answer Key 2.

Face to face learning is the traditional teaching learning process

wherein there is an interaction between the teacher and the learners
inside the classroom where they learn through the discussion given by
the teacher.

Distance learning is the modality that the Department of Education

created for the students to continue learning amidst of the pandemic
that our country is facing.
Blended learning is all about the use of 2 or more earning modalities
at the same time.
Homeschooling is the new now where the learners will study at their
home using different modalities introduced by the Department of
Education.

Face-to-face (F2F) learning refers to a learning delivery modality

where the teacher and learner/s are physically in one venue. There are
opportunities for active engagement, immediate feedback and
socioemotional development of learners. It may be conducted in any
available physical learning space.

Distance learning refers to a learning delivery modality where a

learner is given materials or access to resources and he/she
undertakes self-directed study at home or in another venue. Learners
engage in independent learning at home or in any physical learning
space applicable, by using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form, or
by viewing TV lessons or listening to radio-based instruction while
being geographically distant from the teacher. The teacher supervises
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 and monitors the learner’s progress and provides remediation and
enhancement when needed and possible. Assistance may be provided
by a learning facilitator who may be a parent or any member of the
family, or a community stakeholder.

Blended learning refers to a learning delivery modality using a

combination of the features of F2F learning and distance learning. It
can be (1) F2F and modular distance learning; (2) F2F and online
distance learning; (3) F2F and TV-based instruction/Radio-based
instruction; or (4) F2F and any combination of the other types of
distance learning.

Home schooling refers to an alternative learning delivery mode (ADM)

that provides learners with access to formal education while staying in
an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers. This does not
preclude going to a school on specific periods to develop learning
competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery
modalities.

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

DISTANCE LEARNING MATRIX

Distanc Role of
Distinguish Essential
e Role of Parent Role of
ing Resource
Learnin Teacher or School
Feature s
g Househo
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 Modalit ld
y Member
The school
orients the
teachers,
Individualize parents and
d instruction learners
where about the
Modular learners use modular
Distance self-learning Printed Facilitato Superviso learning
Learning modules Modules rs rs policies and
(MDL) (SLMs) in directions
print or to ensure
digital that
format. everyone
properly
informed
and guided.
The school
has a
Delivering
technology
learning
knowledge
with the use
enhanceme
of
nt program
technology
wherein
connected
Online Teachers regular
to the Internet
Distance having Superviso trainings or
internet based
Learning access to r seminars
while platform
(ODL) device are given to
students
teachers,
and
students
teachers
and parents
geographica
to make
lly remote to
them
each other.
embrace
technology
The school
orients the
Use of
teachers,
television
parents and
program or
TV- learners
stations in
Based about the
giving Facilitato Superviso
Instructi Television TV- Based
learning rs r
on instruction
content to
(TVBI) policies and
the learners
directions
as distance
to ensure
learning
that
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 properly
informed
and guided.

The school
orients the
teachers,
parents and
Use of radio learners
program or about the
stations in Radio-
Radio-
giving Based
Based Facilitato Superviso
learning Radio instruction
Instructi rs r
content to policies and
on (RBI)
the learners directions
as distance to ensure
learning that
everyone
properly
informed
and guided.
Schools
which adopt
any
combinatio
n of the
Combinati
The use of above four
Blended on of the
different Facilitato Superviso types of
Distance four
modalities in rs r distance
Learning modalities
teaching learning
above
must meet
all the
requiremen
t in each
type

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 capabilities of your
learners and their household, 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.

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 Ranking
(1 to 5, from W
easiest to hardest Type of DL hy?
to implement)
TV-Based The easiest because the government provided
1
Instruction a channel for learning and the division is
providing video resources for the students.
Radio-Based The easiest because the government provided
2
Instruction a channel for learning and the division is
providing audio resources for the students.
Modular The only thing that is hard for this modality is
3
Learning reproducing the modules
Online Not all the students do have access to the
4
Learning internet
Blended Difficult because it is the use of different
5
Learning modalities and it need to many resources

ACTIVITY 4.

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

Learner Group Targeted Intervention

For those learners who doesn’t have
parents or household members who
Learners without parents or
can guide them, the teacher can
household member who can guide
call, chat or text them to ask about
and support their learning at home
the activities and guide them in
answering it.
Beginning readers (K to 3) Extra guide will be given to the
beginning readers, the parents will
be given guide like videos and
recording on how to correctly read
and pronounce words that is difficult
to them. We can also give the
meaning of the unfamiliar words for
the parents and students to
understand the meaning of the
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 word. We can also give short
passages to practice their reading.
For the struggling readers, we can
also give them recording of the
passage that they are reading for
Struggling readers (Grades 4-12) them to practice it. We can also call
them to teach the proper
pronunciation and meaning of a
word.
For those students who do not have
any devices and internet to use, we
can produce a module that is
No access to devices and Internet
students centered where they can
understand it on their own at the
same time they can explore.
For those students who are
inaccessible our school has decided
Inaccessible (living in remote and/or
that we are going to give the
unsafe areas)
modules on their areas that they
can access easily.
Students should be equally treated, I
Indigenous Peoples guess we can develop a module that
is sensitive to every student.
For those students who are
inaccessible our school has decided
Persons with Disabilities that we are going to give the
modules on their areas that they
can access easily.
Others? Specify

Lesson 2: Designing Lessons and Assessments in the

Different LDMs

ACTIVITY 1.

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you

go through the document, write down your answers to the following
questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
- Lesson designing or lesson planning is the process of determining
what learning opportunities students in school will have by planning
“the content of instruction, selecting teaching materials, designing the
learning activities and grouping methods, and deciding on the pacing
and allocation of instructional time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared
and well-planned lessons are fundamental to ensuring the delivery of
quality teaching and learning in schools. In order for the design to be
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 effective, teachers need to consider the learners’ characteristics and
be responsive to the needs of the learners.
2. Why is lesson designing important?
- Lesson designing helps ensure that:
time is maximized for instruction and learning
lessons are responsive to learner’s needs
teachers set learning targets for learners
teachers carry out a lesson successfully
teachers master their learning area content
teachers become more reflective about their teaching
learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
Clearly articulated lesson objectives (What should be taught?)
Well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives (How
should it be taught?)
Appropriate and timely assessment activities that provide
relevant information and feedback for both teachers and learners
(How should learning be assessed?)

ACTIVITY 2.

The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the
lesson, (2) during the lesson proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

ACTIVITY 3.

Lesson design does not end after implementing the lesson. After the delivery
of the lesson, teachers should take time to reflect on what worked well and
why, and what could have been done differently. Identifying successful and
less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.

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

Components of the DLL/DLP

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

ACTIVITY 4.

Read the handout Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self-
Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through
DL. In the second column, identify which of these tasks are already present
in the SLM. In the third column, identify which has to be presented via
technology-mediated resources, supplementary learning materials, or other
means.
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 Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: Grade 7 - Mathematics
Lesson/Topic: ADDITION AND SUBTRACTION OF RATIONAL NUMBERS IN
FRACTION FORM

Learning Objectives:
1. Add and subtract rational numbers in fraction form (similar and
dissimilar fractions).
2. Solves problems involving addition and subtraction of rational numbers
in fraction form(similar and dissimilar fractions).
3. Value accumulated knowledge as means of new
understanding.Learning Resources/Materials Needed:
Mathematics Learner’s Module First Edition, 2013 pp.46-51

Additional Remarks:
(ex. can be done via
voice
Part of Lesson / Check if already calls, can be
Learning Tasks present in the facilitated
SLM by a household
partner,
can be done via a
learning
activity sheet, can
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 establish The teacher can text,
interest in new lesson chat, or call the
4. Check learner’s prior students for
knowledge about the clarifications.
new lesson
5. Present connection
between old and new
lesson and establish
purpose for new lesson
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 6. State lesson
objectives as guide for
learners
Lesson Proper
1. Explain, model,
demonstrate, and For those students who
illustrate has access to the
the concepts, ideas, internet, the school can
skills, or processes that provide a video lesson
students will eventually for the topic. For those
internalize who doesn’t have an
2. Help learners access the contact
understand and master number of every
new subject teachers are
information included inside their
3. Provide learners with envelope that they can
feedback call for clarification of
4. Check for learners’ the topic.
understanding
After the Lesson
1. Wrap up activities
2. Emphasize key
information and
concepts
We can add some
discussed
activities or
3. Ask learners to recall
assessment for us to
key activities and
determine if they really
concepts discussed
understand the lesson.
4. Reinforce what
The activities that is
teacher has taught
included will test their
5. Assess whether
knowledge about the
lesson has been
topic.
mastered
6. Transfer ideas and
concepts to new
situations

ACTIVITY 5.

Assessment is always a part of designing instruction. Read the DO 8, s2015

on Policy Guidelines on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the
two. Write your answers in a Venn diagram in your Study Notebook. Follow
the example below.

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 Formative
Assessment
Summative
Both
Use after the Assessment
used to
discussion to
determi A unit
test the
ne the assessment
students
strength to test the
about their
and ability of the
knowledge,
weaknes learner after
listening
s of the the quarter. It
skills, and
learners. is a recorded
observation
test.
skills. It is
usually not
ACTIVITY 6. recorded
There are various methods of assessment. Read Table 2
of DO 8, s2015 on Policy Guidelines on Classroom Assessment to see
examples such as games, quizzes, and interviews. These methods that are
commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content

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

Assessment How to Adapt the Assessment

Method Method in DL
I will create a 10-item quiz about the
lesson in multiple choices form. This
1. Context Clues can widen their vocabulary and can
be a guide for them in
understanding one literary piece.
For sets, the use of venn diagram is
needed in comparing data and
2. Venn Diagram
information depending on the
operation of sets presented.
It can be done using google
classroom, I will create questions
3. True or False that is answerable by only two
choices. They can post their answers
using google classroom.
The students will create a reflection
about the lesson in Mathematics and
4. Reflective Essay its application in real life. They can
send their essay through emails or
by posting it to their facebook walls.
It is a game that only ask lower
5. 2-minute Quiz
order thinking skills. It can be
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 performed through posting in
facebook. The teacher will ask
questions and the students has 2
minutes to comment their answer.

Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your colleagues:

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

- Formative assessment is common to the group.
2. What are the challenges in doing assessment in DL?
- The biggest challenge that we might encounter is the lack of gadget
and internet, because not all the learners have an access.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
- If there is a problem, there will always be a solution. And what we did
is to collaborate. We list all the possible assessment that we can use
for both learners who has an access and those who do not have and
come up with best assessment for them.

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.

Question True False

s

1. A portfolio mainly displays the academic achievements of the

learner.

2. Testimonies of parents/guardians and learning facilitators

regarding the learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a

portfolio.

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

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

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

6. The learners may submit, store, and manage their portfolio via
file sharing programs, or they may submit the actual softcopies of
their work saved on a CD/DVD/USB flash drive.
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7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or
learning facilitators.

Lesson 3: Guiding and Monitoring Learners in the Different

LDMs
ACTIVITY 1

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

COLUMN A
COLUMN B

1. These are the knowledge, understanding, skills, and a.

learning area

attitudes that learners need to demonstrate in every lesson

and/or learning task.

2. These are the formative learning opportunities given to b. mode of

delivery

learners to engage them in the subject matter and to

enhance their understanding of the content. C. learning

competencies

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

4. This refers to the method of submission of learning outputs d.

learning task

preferred by the learner/parent based on their context.

Answer:
1. C – Learning Competencies
2. D – learning task
3. A – Learning Area
4. B – Mode of Delivery

ACTIVITY 2.

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-

00162 which discusses what WHLPs and Individual Learning Monitoring Plans
(ILMPs) are. After that, view the three Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note
of the following when creating your WHLP:

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

INDIVIDUAL WEEKLY HOME LEARNING PLANS IN MATHEMATICS

MATHEMATICS 7
QUARTER 1, WEEK 7, OCTOBER 10-14, 2022

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.

Individual
Weekly Home Learning Learning
Plan (WHLP) Monitoring Plan
(ILMP)
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 A guide for the teacher A tool to use to monitor
and parents in tracking the the learners who are
Purpose activities or modules that lagging based on the
their children need to modules and assessment
answer given to him/her

For Whom? Learners and Parents Teachers

Learners’ Need,
Learning areas, Learning
Intervention Strategies,
Components Task, Mode of Delivery,
Monitoring date, learners’
Learning Competencies
Status

Has to be communicated Yes Yes

with parents?

ACTIVITY 4.

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

INDIVIDUAL LEARNING MONITORING PLAN

LEARNER'S NAME:
CAMAROTA, FHARAEL
GRADE LEVEL: 7 GRADE 7-HONESTY

Intervent Learner’s Status

ion Insignifi Signific
Learning Learner's Monitori
Strategie cant ant Master
Area Needs ng Date
s Progres Progre y
Provided s ss
MATHEMATIC The students Window October , /
S aren't able to Card 2022
solve Daily Math
problems Minute
involving
multiplication
ad division.

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

MODULE 3B
-LEARNING RESOURCES-

Lesson 1: Learning Resource Maps for Distance Learning

ACTIVITY 1.

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for

SY 2020-2021 included the Learning Resources (LR) Map as a guide in
selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions in your
Study Notebook:

1. Based on the map, what resources should you have in order to implement
the LDM adopted by your School/Division?
- Our school implemented Modular Distance Learning and in order to
implement this kind of modality our school printed modules that is
need and will give these modules in the designated places that the
parents and teachers agreed on.
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?
- Yes
3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
- Using LR portal and ICT coordinators who has access to the modules
that will use in modular distance learning.
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 materials are appropriate to the learners because it is based on
the most essential competency, and if ever the some or there is a
learner who is lagging, the subject teacher created a supplementary
activity for them.
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 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.

- The support that I can give to my colleagues is to help in printing and

sorting the modules that we will use and to create a supplementary
activity for our learners.

Lesson 2: Accessing Learning Resources from DepEd

Portals
ACTIVITY 1.

Establish access to the following portals:

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

Explore the Portals. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals
respond to your LR needs and those of your learners’? How do they
complement the LRs that you already have?
- LR Portals gives the teachers an easy access for the resources that we
will be needing especially for the modality that we use.
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 main challenge in accessing LR Portal is the slow internet
connection and the gadgets. For those who do not have gadgets other
teachers with fast internet connection downloaded it and those who
couldn’t download it can share it through USB devices
3. What support will you need to be able to maximize the use of the LR

Portals? From whom can you get this support?

- Internet connection by upgrading it.

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.

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 - By helping those teachers who find it hard to use the portal. As a
millennial teacher using laptops or accessing site like to portal is easy,
so guiding my colleagues in accessing portal is one thing that I can do
to support them.

Lesson 3: Assessing the LR Materials

ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Answer
the following questions in your Study Notebook:

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

- Yes, the material can meet all the requirements.
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
- Yes
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 can help me to assess what is the best learning material that is
perfectly fitted for my students and can help them in understanding
the lesson.

Cannot be
Is the LR Material... YES NO
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?
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 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 LR prescribed by the DepEd are reliable and can be used as
resources in targeting the learners need.
2. Based on the results of the Assessment Tool, what improvements do the
materials — both from DepEd and Non-DepEd portals — still need?
- resources from DepEd LR are examined thoroughly for it to use by the
teachers and learners while the Non-DepEd portals need to be
examined first to know if it is reliable and can be used for the learners.
3. How does this exercise help you in picking the right and appropriate LRs

for your lesson and your learners?

- Using the tool, I can now choose a better learning resources that I can
use in my students that is really appropriate for their level and skills.

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 that I developed is appropriate to my learners ability
since I knew them already, but I can say that the material that came
from the LR is developed to really assess the learners are can be used
readily since it is already examined.
2. What improvements do you still need to make in your developed
material?
- Proper assessment activities.

ACTIVITY 4.

Share and discuss your answers to the questions in Activities 1, 2, and 3 in

your next LAC Session. Jot down insights and information that can be useful
to you in choosing the appropriate LRs.

- After the LAC session we had observed that in creating our learner
resources there are a lot of thing that we need to consider just like in
the LR portal. Also be can be at ease in using the resources from the
LR portal since it is thoroughly examined and assessed before
uploading it to the site,

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 MODULE 4
-PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING-

Lesson 1: Reflecting on Professional Life and Development

ACTIVITY 1.

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

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

STRONGL
STRONGL AGRE DISAGRE Y
ITEMS
Y AGREE E E 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
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 learning area/s you are teaching? Write your answer and other insights in
your Study Notebook.
- I need to develop and focus more on Domain 1, Strand 1.5 which is
the Strategies for developing Critical thinking as well as other higher-
order thinking skills and Domain 3, Strand 3.1 Learner’s gender,
needs, strengths, interests and experiences. Developing this skill will
help me to create a quality lesson for my students.

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
your teaching What will help you
you to achieve
practices in the attain this goal?
this goal?
modalities?
Create a quality module
Improving myself as a LAC, Webinars and Self
for my students that is
teacher and continuous Development through
gender and culture
growth. learning
sensitive
Create a lesson that is We are living in a new now
LAC, Webinars and Self
appropriate for the because of the Pandemic
Development through
learners in this New and developing self is part
learning
Normal of it.
Provide the needs and LAC, Webinars and Self
opportunity to the learners Student goals Development through
in achieving their dreams learning

Lesson 2: Planning for the Continuing

Professional Development and Participation in
the LAC
ACTIVITY 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.

Communicate with your assigned Instructional Coach to provide

you a list of Regional and Division Training Programs in your
area.

Accomplish the Individual Development Plan Template by

referring
Picture 20 ... from your output in Lesson 1 Activity 3 of this Module.

32 | P a g e
 INDIVIDUAL DEVELOPMENT PLAN

Action Plan

(Recommended
Developmental
Intervention)
Developmen
Strengths Timeli Resources
tal Needs Learning
Objectives Interventi ne Needed
of the PD on
Program

*Participatin
g in
Applying a Workshop/L
(Domain 1, range of AC via
(Domain 4, Strand 1.5) teaching online
Strand 4.5) strategies to
Strategies for
Teaching and develop * Seeking S.Y.
developing Financial
learning critical and advice, 2021-
Critical Human
resources creative asking 2022
thinking as
including ICT thinking, as opinions
well as other
higher-order well as other *
thinking skills higher-order Professional
thinking skills Growth

Using
*LAC with
differentiated
colleagues
,
(Domain 3, of the
development
Strand 3.1) different
ally
Learner’s teaching
appropriate
gender, and
learning S.Y.
needs, learning Financial
experiences 2021-
strengths, strategies Human
to address 2022
interests and learners’, * Seeking
experiences gender, advice,
needs, asking
strengths, opinions
interests and
experiences

(Domain 2, Establishing S.Y.

* Seeking Financial
Strand 2.1) safe and 2021-
advice, Human
Learner Safety secure 2022
asking
and Security learning
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 environment opinions
s to enhance
* Attend
learning
Webinars
through the
about safe
consistent
learning
implementati
environmen
on of
t
policies,
guidelines *
and Professional
procedures Growth

ACTIVITY 2.

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

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson
2 Activities 1 and 2. Take note of all insights and advice from your
colleagues. Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your
Plans.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES

Strategies for developing Critical Learning strategies that develops

thinking as well as other higher- Critical thinking and Higher Order
order thinking skills Thinking Skills

Learner’s gender, needs, strengths, Strategies to achieve leaners

interests and experiences diversity

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 MODULE 5
-BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES-

Lesson 1: The Teaching Portfolio and Its Contents

ACTIVITY 1.

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

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

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 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?
- Portfolio is used to assess the development and progress of an
individual and by completing my portfolio, I already learn the things
that I needed to develop myself as an efficient and effective teacher
and can also develop a lesson that is suitable to my students
especially in this new normal.
2. What evidence from the previous modules will help capture the progress
of your teaching practice?
- In module four I assess myself on the things that I am good at and the
things that I need to develop. And knowing my strength and weakness
I can now create a plan on how I can continue my professional growth.
3. Why is writing down your reflections an integral part of your Portfolio?
- Writing down my reflection is an integral part in my Portfolio because I
can show my understanding to each lesson and activities discussed.
Also, through writing my reflection I can have my realization on what I
need to do in developing myself as a teacher in this new normal.

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.

- I guess it is enough to capture the progress of my teaching practice.

ACTIVITY 4.

In your LAC Session, discuss your answers and thoughts on the questions
from Activities 2 and 3 with your colleagues.
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 - Portfolio is an evidence of understanding and learning that we can use
to follow and assess our progress. And by completing it using the
evidence form we can assess the things that we need to develop
more.

ACTIVITY 5.

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

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

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

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

Participation in
recognized PDs that are Certification of
aligned with their August to November Participation with PD
Professional Goals credit units
anchored on Philippine
Professional Standards
for Teachers (PPST)

Organizing the
December Professional Portfolio
Professional Portfolio

Submission of Portfolio Certificate of

December
to Coach/es Submission

At least once a month

Co-Learning with Peers
starting September Video Recording
and Coach/es
2021

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