Ghies Teachers Study Notebook LDM Module Course 2

Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
GORDON HEIGTHS I ELEMENTARY SCHOOL
Kauffman St. Gordon Heights I, Olongapo City
Name:
Designation:
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?
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your learning in
this course?
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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
obstacle that will hinder me from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me (Where will I
repeatedly do that from participating to participate in this accomplish the
may affect my fully in this course?) course?) requirements of this
participation in the course? Describe
course in a positive this environment.)
or negative way?)
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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Name:
Designation:
MODULE 1: COURSE ORIENTATION
Lesson 2. Organizing Your Learning Action Cell (LAC)
Activity 1. Begin by refreshing your memory on the Learning Action Cell.
1. How does participating in a LAC affect or influence your self-learning?
Draw a diagram to illustrate the relationship between the two and give a
brief explanation of your drawing.
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2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s.

2016:
 To improve the teaching-learning process to improve learning among

students
 To nurture successful teachers
 To enable teachers to support each other to continuously improve

their content and pedagogical knowledge, practice, skills, and
attitudes.
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What are the challenges to having a successful LAC? Write down the top three
challenges.
1.
2.
3.
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
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subject expertise to lead the LAC.

• Teacher LACs can connect with their Instructional Coach through the LAC
Leader.
This Instructional Coach will also be handling multiple LACs through a network of
LAC Leaders..
Activity 3.
List down the members of your LAC and their respective roles in your Study
Notebook.
LAC LEADER
GROUP __
NAME:
FACILITATOR
NAME:
DOCUMENTER
NAME:
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LAC MEMBERS
1.
2.
3.
4.
5.
6.
Name:
Designation:
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
Lesson 1. The Course Design for The Learning Delivery Modalities
Course 2 for Teachers
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?
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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?
Activity 1
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?
2. How does curriculum review aid in the identification of essential learning

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

learning competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
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.
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hat will facilitate

K to 12 Learning MELCs
Competencies
Merged/Clustered
Retained
Dropped
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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Name:
Designation:
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
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?

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2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
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.
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Activity 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of
your outputs.
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Name:
Designation:
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. In your own words, define each
modality. Write your own definition. When you’re done, check Answer Key 1 to see
how well you did.
Face-to- face Learning
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It refers to a learning delivery modality where the teacher and learner/s are
physically in one venue. There are opportunities for active engagement, immediate
feedback and socio-emotional development of learners. It may be conducted in any
available physical learning space.
Distance Learning
It 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 physical
learning space applicable, by using learning materials that are accessible either
online, store in CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant
from the teacher. The teacher supervises and monitor 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
It 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
It 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 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.
It is physically present of both teachers and learners in teaching processes.
Distance Learning
It might use internet and gadgets to access to deliver learnings
Blended Learning
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It is combination of face to face learning , distance learning and modular

learning.
Home Schooling
The kind of delivery that the learners are not in school but in their homes.
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:

It is physically present of both teachers and learners in teaching processes.
Distance Learning
It might use internet and gadgets to access to deliver learnings
Blended Learning
It is combination of face to face learning , distance learning and modular
learning.
Home Schooling
The kind of delivery that the learners are not in school but in their homes.
Which of the LDMs do not have an F2F learning component?
Distance Learning through this learners can communicate only with the use of
computers/internet/social media
Write down your answer in your Study Notebook, then check it against Lesson 1,
Activity 1 Answer Key 2.
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
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understanding with your peers on the different DL modalities and their

defining features and requirements.
Activity 3.
Consider the situation in your School/Division—your organizational capabilities, your

level of resources (infrastructure, financial, human), level of experience in DL, health and
safety status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.
Ranking (1 to 5, from
easiest to hardest to Types of DL Why?
improvement)
Distance Learning
Home Schooling
Blended Learning
Face to face Learning
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
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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.
Learners Group Targeted Intervention
Learners without parents or household
member who Asking the help of their neighbors
can guide and support their learning at home
Beginning readers (K to 3) Develop reading kits and Activity Sheets

Struggling readers (Grades 4-12) Develop video lessons
No access to devices and Internet Ask the support of LGUs
Inaccessible - live in remote and/or unsafe
areas Ask the support of volunteer parents
Indigenous Peoples No pupils enrolled as PI

Persons with Disabilities No pupils enrolled as PWD
Not Applicable
Others? Specify.
Name:
Designation:
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?

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2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
Activity 2.
The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson, (2)
during the lesson proper, and (3) after the lesson.
In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson
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Refer to the list of learning tasks below, and identify which section of the
lesson these learning activities can be presented by placing each task under the
appropriate column.
List of Learning Tasks

1. Wrap up activities
2. Review previous lesson

3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or
processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.

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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
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL andDLP. To find out the instructional principles behind these learning tasks,
you may refer to tharticle Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf).
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ACTIVITY 4.
Read the handout Designing Lessons in DL. In your Study Notebook,

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

 ODL
 MDL
 TV/RBI
 BL
Grade Level and Learning Area:__________________________________

Lesson/Topic:___________________________________________________
Part of the Lesson/Learning Task Check if Part of Lesson / Learning
already Tasks
present in Check if already
the present in the
SLM
SLM
Additional Remarks:
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(ex. can be done via voice

calls, can be facilitated
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
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
Learning Objectives:_____________________________________________
Learning Resources/Materials Needed:___________________________
Part of
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
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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
Activity 5.
Assessment is always a part of designing instruction. Read the DO 8, s2015
on Policy Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two. Write
your answers in a Venn diagram in your Study Notebook. Follow the example below
FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT
After completing the Venn diagram, look at

Lesson 2, Activity 5 Answer Key to see the other similarities and differences
between the two types of assessments.
Activity 6.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on

Policy Guidelines on Classroom Assessment to see examples such as games,
quizzes, and interviews. These methods that are commonly used in the classroom
may be modified to be suitable for DL.
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Which assessment methods can you adapt in DL considering the content area that
you are teaching? In your study notebook, recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use it in
DL.
Assessment Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message
Short quiz before the lesson. Based on
the responses, I will take note of the common
misconceptions and clarify
them to the learners during our online session or
via text message.
1
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:
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1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
Activity 7.
Sample learning outputs obtained from different assessment methods may

be collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.
After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.
Questions True False

1. A portfolio mainly displays the academic
achievements of the learner.
2. Testimonies of parents/guardians and learning
facilitators regarding the learner’s progress may be
included in a portfolio.
3. There is a fixed list of items that should be included
in a portfolio.
4. The teacher can only comment on a learner’s
portfolio.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter
will submit the portfolio within the schedule that the
teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit
the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies
or physical forms may be handed over to the teacher by
the parents or learning facilitators.
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Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you can give
students some options or alternatives on how they will be assessed. Just make
sure that these would show how much they have learned.
Name:
Designation:
Lesson 3: Guiding And Monitoring Learners In The Different LDMs
ACTIVITY 1.
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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, a. learning area

understanding, skills, and
attitudes that learners need to b. mode of delivery
demonstrate in every lesson
and/or learning task. c. learning
competencies
2. These are the formative
learning opportunities given to
learners to engage them in the d. learning task
subject matter and to
enhance their understanding
of the content.
3. This refers to the prescribed

subject that learners take.
4. This refers to the method

of submission of learning
outputs preferred by the learner/parent
based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key.
Activity 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-

2020-00162 which discusses what WHLPs and Individual Learning Monitoring
Plans (ILMPs) are. After that, view the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class.
Take note of the following when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
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• Adjustments should be made on the timeframe for accomplishing the learning

tasks if there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,

should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are
as follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up
to four hours (two in the morning and the other two in the afternoon) for
Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the

morning and the other 2 hours in the afternoon)
Share your prepared WHLP during your LAC Session.
Activity 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-

00162. After you read the guidelines on creating an ILMP, copy and fill out the
table below in your Study.
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning
Individual Learning
Plan
Monitoring Plan (ILMP)
(WHLP)
Purpose
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For Whom?
Components
Has to be Communicated
to the Parents
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is

important to get in touch with the household partner who provides assistance as
needed while the learner is doing the learning tasks at home.
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.
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Learner’s Name:
Grade Level:
Learner’s Status
Learner’ Interventio Provided
Learning Insignifican Significan
s n Monitorin
Area t t Master
Needs Strategies g
Progress Progress y
Date
AP
MT
MAPEH
Interventio Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised
n Learning is making significant progress. Continue with the learning plan
Status Learning as reached mastery of the competencies in learning plan.
Share the ILMP that you made for that specific learner during your next LAC
Session.
Name:
Designation:
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
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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?
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?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
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?
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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.
Name:
Designation:
Lesson 2: Accessing Learning Resources from Deped Portals
Activity 1
Establish access to the following portals:

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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 LDMs adopted by the Schools assigned to you, how can the two DepEd
portals respond to their LR needs and those of your learners’? How do they
complement the LRs that the Schools already have?
2. What are the challenges in accessing the LRs in the portals for you, the teachers,
and the learners? How will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals?
from whom can you get this support?
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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Name:
Designation:
Lesson 3: Assessing the LR Materials
Activity 1.
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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?
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?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material... YES NO CANNOT BE DETERMINED

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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. designed with a layout/format that

is easy to read and pleasing to the
eyes?
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?
2. Based on the results of the Assessment Tool, what improvements do the

materials — both from DepEd and Non-DepEd portals — still need?
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3. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your 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?
2. What improvements do you still need to make in your developed material?
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.
Region III
No. Issues that being Encountered in Assessing the LR
Concerns on Assessing LRs Suggestions on how to Address LR

Quality
Region III
Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.
Name:
Designation:
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
Region III
Lesson 1: Reflecting on Professional Life and Development
Activity 1
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with ease.
I can confidently use the platforms in the

modalities.
I can use pedagogies associated with the

modalities and platforms.
I can very well manage my learners/class

in the modality that my school has
adopted.
I can very well engage with parents and

community partners in assisting learners.
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
Region III
use the LDMs in relation to the content and pedagogy of the learning area/s you
are teaching? Write your answer and other insights in your Study Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on
DepEd Professional Development Priorities and the Continuing Professional
Development Guidelines.
(see the attached IPPD)
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in
your Study Notebook. How do you envision your teaching practice in the next few
months as you use the LDM adopted by your School? What is your goal in terms of
your teaching practices in the modalities? What motivates you to achieve this goal?
What do you think will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal toward

What will push you What will help you attain
improving your teaching
to achieve this goal? this goal?
practices in the modalities?
Region III
Name:
Designation:
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
Region III
Lesson 2: Planning for the Continuing Professional Development And

Participation in the LAC
ACTIVITY 1.
1. Access the List of NEAP-recognized Programs and the Individual Development

Plan template. Examine the available PD activities/programs offered by DepEd
and non-DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of
Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your
output in Lesson 1 Activity 3 of this Module.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
Region III
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.

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Republic of the Philippines

1. What is the main delivery of this course?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

2. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s.

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

 To nurture successful teachers

 To enable teachers to support each other to continuously improve

3. Note the following in forming your LACs:

subject expertise to lead the LAC.

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

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

5. What is the importance of the MELCs in ensuring the delivery of quality

hat will facilitate

Familiarize yourself with the course reading on Unpacking and Combining

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

2. What considerations must be taken in unpacking and combining the MELCs?

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

Lesson 1: Understanding the Different LDMs

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

It is combination of face to face learning , distance learning and modular

Face-to- face Learning

Which of the LDMs do not have an F2F learning component?

Read two documents: Guidance on Distance Learning and Non-Negotiable

understanding with your peers on the different DL modalities and their

Consider the situation in your School/Division—your organizational capabilities, your

examples which may be relevant to your context. Add others as appropriate.

Beginning readers (K to 3) Develop reading kits and Activity Sheets

Indigenous Peoples No pupils enrolled as PI

Lesson 2: Designing Lessons and Assessments in the Different LDMs

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

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?

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

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

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

In your Study Notebook, copy the following table:

List of Learning Tasks

2. Review previous lesson

Compare your answers to Lesson 2, Activity 2 Answer Key.

Components of the DLL/DLP

Compare your answer to Lesson 2, Activity 3 Answer Key.

Read the handout Designing Lessons in DL. In your Study Notebook,

Learning Delivery Modality (select one):

Grade Level and Learning Area:__________________________________

(ex. can be done via voice

After completing the Venn diagram, look at

There are various methods of assessment. Read Table 2 of DO 8, s2015 on

Assessment Method How to Adapt the Assessment Method in DL

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

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

Sample learning outputs obtained from different assessment methods may

Questions True False

1. These are the knowledge, a. learning area

3. This refers to the prescribed

4. This refers to the method

Check your answers using Lesson 3, Activity 1 Answer Key.

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

Take note of the following when creating your WHLP:

• Adjustments should be made on the timeframe for accomplishing the learning

• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,

»» Key Stage 2 (Grades 4 to 6) – up to two hours

»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the

Share your prepared WHLP during your LAC Session.