Professional Documents
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Ldm2 Complete Answers
Ldm2 Complete Answers
Module 1
(Course
Study Notebook
Orientation)
LESSON 1
COURSE OUTLINE
Activity 1
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?
Activity 3
Activity 1
Once you are done, answer the following questions. Write your
responses and any other ideas and reflections in your Study
Notebook.
2. Setting Up of Resources
Before the LAC session be scheduled before hand,
the LAC leader should ensure that all resources
(human and material) are ready. Because if not,
success will not be possible if both human and
material resources are not complete nor ready.
LAC LEADER
NAMES
LAC instructional REMARIE P. PAALAN
Karen Tupaz
ELVIRA A. TAPEL Teacher 1
Maritsu Ga-as
Principal II
Irish B. Zonio
Jeraldine Baguio
Marjorie Taganas
Rebecca Edralin
Shiella Velasquez
Vanessa Hernandez
Consuelo Menrige
Cristy Pauya
Lizabelle Neri
Me Ria V. De Leon
John D. Bunoy
Herdyvynne Castañeda
Activity 3
List down the members of your LAC and their respective roles
in your Study Notebook.
TEAM LEADER REMARIE P. PAALAN Responsible for guiding a group to complete a task or project.
TEAM CO-LEADER KAREN P. TUPAZ Assists the leader in guiding the group to perform a given task.
MEMBERS SHERRYL MACANANG Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able to
accomplish the given task or project.
MODULE 2: MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
ACTIVITY 1
Answer:
One of the major concerns that needs to be addressed is the
proper dissemination of content knowledge to the students.
Although the DepEd made a solution to this by formulating
MELC’s, there are still some issues need to be resolved like the
medium of instruction. DepEd shows different alternative delivery
modes but to me, this would not work without the cooperation of
everyone
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?
Answer:
I don’t think the curriculum is the problem. It is the
implementation. The curriculum had undergone different researches
before was being implemented. Maybe the reason is that, the
curriculum is slightly ideal
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.
Answer:
The general purpose of the MELC’s is to ensure
quality, relevant and liberating education by reviewing
the competencies in K to 12 Curriculum. Before the
pandemic, there is already reviews done in the
competencies and there are plans to compress learning
competencies. The specific purpose is to map the
essential and desirable learning competencies and to
identify
2. How does curriculum review aid in the identification of
essential learning competencies?
Answer:
The review covered the following:
Answer:
Essential learning competencies were defined as what
the students need, considered indispensable, in the teaching-
learning process to build skills to equip learners 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.
Answer:
It started in identification of essential and desirable
learning competencies. Then, essential learning
competencies to most essential learning competencies. As a
rule, a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-long
learning and is a prerequisite skill to the next grade level.
Two or more learning competencies are merged or clustered
if they have the same objective or learning intention and can
therefore be combined into one comprehensive learning
competency. However, learning competencies are
removed/dropped due to the following reasons:
Answer:
The creation of most essential learning competencies is
a very long and comprehensive process. It undergone
different processes to ensure that learners will be educated
properly.
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 and
compare the two documents to determine which learning competencies
were retained, dropped, or merged.
K to 12 MEL
Learning Cs
Competenci
es
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce.
Discuss the interaction among living-
things and non-living things in
Discuss the interaction among living
tropical rainforest, coral reefs and
things and non-living things in
mangrove swaps.
tropical rain forest, coral reefs and
mangrove swamps.
Describe theappearance and
Describe the appearance and uses
Retained uses uniform and-uniform uniform and non-uniform mixture.
mixture..
Tell the benefits of separating
Dropped mixtures from products in N/A
community.
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.
Insights:
Answer:
In order to systematize learning activities and
effectively address the varying needs of learners and the
challenges of instructional deliveries. It is also essential to
prevent redundancy that are visible to repetition of the lesson
which does not show spiral progression.
Answer:
Prerequisite knowledge and skills must be taken
consideration. It is worth noting that the identified MELCS
cater to higher order cognitive demands. As such, lower
cognitive demands may be considered first in creating
learning objectives. This ensures that prerequisite
knowledge and skills that would enable the achievements of
MELCS and eventually the content and performance
standards are address.
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.
Answer:
Yes, in order for the department to focus and prioritize
those that are essentials and can be used in the learner’s daily
lives.
ACTIVITY 2
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.
Attach presentation:
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a
copy of your outputs.
REFLECTION
Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd
Outcome
Having completed this module the participants will be able to
● understand the importance of MELCs
● compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
LDM2
● unpacked and combine MELCs into learning objectives
Module 3A
This module consist of
Study Notebook
● Lesson 1 Background, Rationale and Development of MELCs
● Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
DESIGNING
● LAC Session
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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.
Answers:
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.
Check modules
Online Distance Learning Involve in-person Learning Activity Provide Weekly Home Guide, assist, Monitor
(ODL) interaction between Sheets (LAS( Learning Plan monitor and teachers
teacher and help their and
Textbooks Provide power point
learners in which children on learners
presentation.
the main elements Power point their online inter action
include separation Presentation made Provide self- made class. via online
of teachers and by teachers video learning.
Contact
students during lesson/presentation.
Teachers improvised teachers if
instruction and use video Check learners output needed
of various lesson/presentation thru e-learning.
technologies to
facilitate student Attend to parents and
teacher and student learners queries on
– student hard topics thru phone
communications. calls, text or messages.
Check learne
TV-Based Instruction Concise, detailed Smart TV Provide Weekly Home Guide, assist, Provide
(TVBI) and precise Learning Plan monitor and learning
Television with cable
presentation of the help their videos and
connection Provide Learning
T-learning . children. activities
Activity Sheets (LAS)
Textbooks thru TV-
Attend to parents and Based
Learning Activity
learners queries on learning.
Sheets (LAS)
hard topics thru phone
calls, text or messages.
Check learners output.
Radio-Based Instruction A form of distant Radio Provide Weekly Home Guide, assist, Provide
(RBI) learning that able to Learning Plan monitor and learning
Textbooks
expand access to help their activities
Provide Learning
education by Learning Activity children. thru audio
Activity Sheets (LAS
bringing it to where Sheets (LAS)
Contact
the learners are and Attend to
teachers if
enable them to parents/learner’s
needed
acquire equivalency queries on tough
in basic education topics thru text or
through broadcast phone calls.
of lessons. Check learners output
Blended Distance Learning Increased student Self-Learning Self-Learning Modules Guide, assist, Provide
engagement in Modules monitor and modules
Learning Activity
learning. help their for learners
Learning Activity Sheets (LAS)
children.
Enhanced teacher Sheets (LAS) Monitor
Power point
and student Contact teachers
Power point Presentation made by
interaction. teachers if and
Presentation made teachers
needed. learners
Responsibility of by teachers
Teachers improvised inter action
learning.
Teachers improvised video via online
Improved student video lesson/presentation learning
learning outcomes. lesson/presentation
Textbooks
Textbooks
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.
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.
Ranking
(1 to 5, from Type of
Why
easiest to hardest DL
?
to implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.
ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)
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 and share your ideas at your next
LAC Session.
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:
1. What is Lesson Designing or Lesson Planning?
Answer:
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 effective, teachers need to consider the learners’
characteristics
and be responsive to the needs of the learners.
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.
between old and new 3. Provide learners with has been mastered
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.
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
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.
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.
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
The learning tasks listed in Activity 2 all form part of the Lesson Procedures
of the DLL and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
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
(Submit a copy of your Output to your LAC Leader)
Read the handout Designing Lessons in DL. 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.
1. For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement the
SLM?
Answer:
Accessible video presentations and other activity
learning sheets that will suit the accessibilites of the learners.
2. What kind of additional support can you give: a) the learner, and/or
b) the household partner so that they are guided throughout the
lesson?
Answer:
Consultations thru voice or video call.
3. How can the teacher gather feedback on the different learning tasks,
in order to refine or modify current and future lessons?
Answer:
Face to face (If allowed) or let the parents and learners
write and attached their feedback in each activity sheets.
Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.
• You can check the MELCs for topics that may be integrated into
other learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards,
or initial topics for lessons across subjects. You can also try
merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning
area. This can make it easier for you to check student work, and
saves time for you and the learners.
Can you think of other ways of designing and implementing lessons that
can enhance student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your
peers.
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. Follow the example below.
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
(Submit a copy of your Output to your LAC Leader)
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.
Assessmen
How to Adapt the Assessment Method in
t Method
DL
Example: I will send a three-item quiz via text message before the lesson.
Short quiz 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.
I will send a five-item quiz via text message before the lesson. Based on
1.Written the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text
Works
message.
At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performan activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru
ce Task
voice or video call consultation.
I will give it once at the end of the quarter face to face ( if allowed) and
3.Quaterly or test item will be send via online messaging. , I will take note of the
common misconceptions and clarify them to the learners during our
Assessment
online session or via text message.
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:
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.
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.
LESSON 3:
GUIDING AND
MONITORING LEARNERS
IN THE DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions
in column A with the terms in column B.
Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and
attitudes that learners need to b. mode of delivery
D demonstrate in every lesson
and/or learning task. c. learning
2. These are the formative competencies
learning opportunities given
to learners to engage them d. learning task
in the subject matter and to
A enhance their
understanding of the
content.
3. This refers to the prescribed
B 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
(Submit a copy of your Output to your LAC Leader)
Now, based on what you have read, create a WHLP for your class. Take
note of the following when creating your WHLP:
BIYERNES
MTB
Panuto: basahin ang
mga sumusunod na
salita. Uliting bigkasin
ang tunog ng mga
unang letra.
Naibibigay
ang unang Amo itlog
letra o Masa laso
tunog ng
Sasa mama
mga salita.
Mesa nanay
Gamit kahon
Panuto: basahin
ang mga
nakatakdang
Gawain. Sundin ito.
1. Isulat sa
inyong
kwaderno
ang pangalan
ng iyong
magulang at
mga kapatid.
2. Isulat ang
mga unang
letra ng
bawat
pangalan.
3. Basahin ito ng
dalawang
beses.
4. Magsulat ng
isang salita na
nagsisimula sa
parehas ng
letra.
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-
2020-00162. After you read the guidelines on creating an ILMP, fill out the
table below to see how the ILMP differs from the WHLP.
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
INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: KELVIN RONDINA
Grade Level: Grade 1
Learner’s Status
Learner is not making significant progress in a timely manner. Intervention strategies need to
Intervention be revised.
Status
/
Learner is making significant progress. Continue with the learning plan.
Share the ILMP that you made for that specific learner during your next
LAC Session.
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Before leaving this Module, take note of the following key messages:
Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study
Notebook, and LAC Session 3A Guide ready when you participate in the LAC
Session for this Module.
LDM2
Module
Study 3B
Notebook
LESSON 1
LEARNING RESOURCE MAP
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:
Our school had opted the modular distance learning which needs
the following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
3. What support will you need to maximize the use of the two
DepEd-sanctioned LR Portals? From whom can you get this
support?
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.
1. Guide and help them download the SLMs using the DepEd
LR Portals.
1. Cooperation
LESSON 2
ASSESING LEARNING
RESOURCES FROM DEPED
ACTIVITY 1.
LESSON 3
ASSESING THE LEARNING
RESOURCES
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?
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?
Reflection Questions:
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?
REFLECTIONS
SELF-LEARNING MODULE IN MTB 1
ACIVITY 2.
3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials
which I will be using for my grade 5 learners this school year.
ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess
this material using the same tool. Answer the following questions in
Your Study Notebook:
1. How does your material compare with the ones that are
obtained from the online portals?
Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learners
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.
Submit your LR assessments with your reflection on the
exercises to your LAC Leader. Ensure that you keep a copy for
yourself.
M2 LD
Module
Study 4
Notebook
(Planning for
Continuing
Professional
Development & LAC
Planning)
LESSON 1:
REFLECTING ON
PROFESSIONAL LIFE AND
DEVELOPMENT
ACTIVITY 1.
STRONGL
STRONGL DISAGRE Y
ITEMS AGREE
Y AGREE E DISAGRE
E
ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers
(PPST) found in the LDM2 Course Overview. Reflect on your
self-assessment from Activity 1. What particular professional
standards in the PPST do you need to focus on to effectively
use the LDMs in relation to the content and pedagogy of
the learning area/s you are teaching? Write your answer
and other insights in your Study Notebook.
Professional standards in
the PPST do I need to
focus on to effectively use
Domain the LDMs in relation to the Insights
content and pedagogy
of the learning area/s I will
be teaching
Domain 1 Modelling a Since learning
Content comprehensive modality has
Knowledge & selection of effective drastically changed
Pedagogy teaching strategies that this school year due to
promote learner global health
achievement in literacy pandemic, careful
and numeracy. selection of effective
teaching strategies
that promote learner
achievement in
literacy and numeracy
should be addressed
properly.
Applying
comprehensive We need to address a
knowledge of and safer and more secure
acting as a resource learning environment
Domain 2 person for, policies, especially now that
Learning guidelines and Covid-19 is still
Environment procedures that relate infecting people.
to the implementation Health protocols
of safe and secure should be observed
learning environments always.
for learners.
Modelling exemplary
practice and leading Careful planning of
colleagues in the lessons should take
Domain 4 enhancing current place. Teachers
Curriculum and practices in the should consider the
Planning planning and fact that learning
management of modality is different
developmentally now compared
sequenced teaching before.
and learning processes.
Leading initiatives in the Teachers should adopt
evaluation of appropriate
assessment policies and assessment method to
guidelines that relate to ensure that learning
Domain 5 the design, selection, among children is
Assessment & organization and use of effective though
Reporting effective diagnostic, modular distance
formative, and learning is the learning
summative assessment modality most of us will
consistent with be using under the
curriculum new normal school
requirements. setting.
ACTIVITY 3.
Answer the following questions by constructing and
filling out the table in your Study Notebook. How do you
envision your teaching practice in the next few months as
you use the LDM adopted by your School? What is your
goal in terms of your teaching practices in the modalities?
What motivates you to achieve this goal? What do you think
will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
1. Make effective
learning to happen in
the new normal using Attending webinars.
teaching strategies that Partnership with
The challenges in
fit modular distance stakeholders.
teaching under the new
learning by Training para-teachers
normal.
attending/joining as facilitators of
webinars that help us learning.
make our lessons
effective to deliver.
2. Maximize the lacking The empathy to students Support from their parents
resources in providing and the hope for the and stakeholders.
student assistance. betterment of our future
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.
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Objectives
Intervention
of the PD Program
Learning and
To participate To manage Apply more positive Strategic learning Year- round Development
in collegial learner behavior and effective mode Team
discussions constructively by strategies to develop
that use applying positive and manage behavior Supervisor/Sc
teacher and and non-violent of the learners hool
learner discipline to constructively in Head/Master
feedback to ensure learning- every task and Teachers/Co-
enrich teaching focused activities. workers
practice. environment.
Local Funds
Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.
ACTIVITY 2
M2 LD
of time and resources most of the be accomplished as
Module 5
time. urgent, high priority and
Study Notebook
priority.
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.
ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform.
Based on your reading, reflect on the following questions.
1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
Answer:
My portfolio helps me in tracking the progress of my
teaching pratie in our hool LM in such a
way that it will serve as my guide rearing the different
LDM that takes place during pandemic season.
2. What evidence from the previous modules will help capture the
progress of your teaching practice?
Answer:
Answer:
ACTIVITY 3.
Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or
Researching and Incorporating Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities
Participation in recognized PDs that are August to November Certification of Participation with PD credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)
Co-Learning with Peers and Coach/es At least once a month Video Recording
starting September
2020
ACTIVITY 4.
ACTIVITY 5.
Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR
Researching and Incorporating Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities
Participation in recognized PDs that are August to November Certification of Participation with PD credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)
Co-Learning with Peers and Coach/es At least once a month Video Recording / PICTURES
starting September
2020
LESSON 2
THE EVALUATION RUBRIC
ACTIVITY 1.
ANSWERS
ACTIVITY 2.
Discuss and share your thoughts on the Rubric in your LAC
Session. Present your steps to make your outputs and Portfolio
responsive to the evaluation criteria and indicators. Take note of
your colleagues’ other insights as well.