Complete LDM Study Notebook and Output

16
TABLE OF CONTENT
TITLE PAGE ………………………………………………………………………………1
TABLE OF CONTENT ………………………………………………………………..... 2
REFLECTION A …………………………………………………………………………….. 3
I. MODULE 2 REFLECTION ………………………………………………………… 4
II. MODULE 3A REFLECTION ………………………………………………………… 6
III. MODULE 3B REFLECTION ……………………………………………………….. 11
IV. MODULE 4 REFLECTION ………………………………………………………… 13
MY STUDY NOTEBOOK ………………………………………………………………17
LDM COURSE MODULES
I MODULE 1
Course Orientation ……………………………………………………. 18
II MODULE 2
Unpacking and Combining Most Essential
Learning Competencies………………………………………………. 23
III MODULE 3A
Designing Instruction in the Different Learning Modalities ………. 25
IV MODULE 3B
Learning Resources ………………………………………………….. 33
V MODULE 4
Planning for Continuing Professional Development
And LAC Planning …………………………………………………… 39

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI-Western Visayas
Schools Division of Passi City
PASSI NATIONAL HIGH SCHOOL
STUDY NOTEBOOK
17
MODULE 1: COURSE ORIENTATION

NAME: ALAN A. PORNEL
POSITION: Teacher II
ACTIVITY 1.
LESSON 1: COURSE OVERVIEW
This overview will cover the why, what, and how of this course. It will walk you through
the coverage of the course as it relates to the teaching-learning process in the LDMs
adopted by your School.
By the end of this lesson, you will be able to describe the course and plan how to
go about the course.
Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course
design, content and delivery; self-learning modules; learning action cell
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?
ANSWER: In this module we will be able to know the different learning modalities, that
can be utilized in achieving the main goal of education which is to be able to teach our
student, but not only that in this module we will also know more about professional
development for us continuously improve ourselves but most importantly also we will be
able to have collaboration with others.
2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
As a Math teacher, this course will be able to give us different modalities in order
that we can utilize to address the needs of the learners and also this course will help
us to adapt to this changes in education.
3. What are the two support mechanisms that will help you with your learning in
this course?
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With the use of this Module, this course will support us and with the help and
support of our LAC coach, LAC Leader, Facilitator, Speakers and all the members
of this class I think that this will help me in learning this course.
ACTIVITY 2:
Answer the following questions by copying and filling out the table
1. How will my personal characteristics and circumstances affect (positively

or negatively) my participation in this course?
Through collaboration learning with my colleague I will gain and share

knowledge with them. Sharing of experiences and expectations will further
make us flexible and adept to the situation. Otherwise, all negative thoughts
may influence one another and may hinder the purpose and implementation
of 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?
I will participate in all the discussion to the best knowledge that I can, and
also I will also do all the assigned tasks to be able to finish this course.
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
NAME OF COLLEAGE:
STUDY NOTEBOOK
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
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ACTIVITY 1
1. The closure of schools around the world on due to the global posed serious
challenges on the delivery 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?
I believe that we have to continue the education as our DepEd Secretary Said”
Education must continue”. We can Use different ways to give education, we can equip
ourselves to adapt to this situation by attending webinars and I think that by
strengthening the communication with our parents it will help us teachers to still give
what is for our students. I believe that this challenge is a challenge to everybody not just
for the teacher, the system of education, parents and students so that we must help
each other as one family.
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 definitely agree to what Andaya said, I think that the curriculum itself is the
problem that’s why giving quality education is very hard to achieved.
ACTIVITY 2
1. What are the general and specific purposes of the development of MELC’s?
* It serves as a guide of the teachers as they address the instructional needs of the
learners while ensuring that curriculum standards are maintained and achieved.
* It assists schools in navigating the limited number of schools as they empty multiple
delivery schemes by providing them ample instructional space.
2. How does curriculum review and in the identification of essential learning

competencies?
*Mapping of the essential and desirable learning competencies within the curriculum;
*Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies and;
*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?
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* Essential Learning Competencies were defined as what the students need,

considered indispensable, in the teaching-learning process to build skills to equip
learners for the 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 defined? What were the decisions
made in order to trim down the number of the essential learning competencies further?
Learning competencies are identified by knowing the following characteristics:
● It is aligned with national, state, and /or local standards/ framework (e.g. scientifically-
literate Filipinos
● It connects the content to higher concepts across content areas
● It is applicable to the real-life situations
● It would be important for students to acquire the competency after he/she left that
particular grade level
● It would not be expected that most student would learn this through their
parents/communities if not taught at school
5. What is the importance of the MELC’s in ensuring the delivery of quality instruction?
● MELC’s serves as a teacher guides in preparing his/her lesson and instructional

materials. Despite that we are facing his global pandemic. Most Essential Curriculum
were badly in need. MELC’s remains with learners long after a test or unit of study is
completed od if it is useful beyond a single test or unit of study.
ACTIVITY 3
Direction: Prepare a copy of your learning area’s original K12 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.
Grade Level and Subject: Grade 8 Mathematics
K12 Learning MELCs

Competencies
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Merged/Clustered
Retained *factors completely different *factors completely different
types of polynomials types of polynomials
(polynomials with common (polynomials with common
monomial factor, difference monomial factor, difference
of two squares, sum and of
difference of two cubes, two squares, sum and
perfect square trinomials, difference of two cubes,
and general trinomials). perfect square trinomials,
and general trinomials).
*solves problems involving
factors of polynomials. *solves problems involving
factors of polynomials.
Dropped n/a n/a
STUDY NOTEBOOK
MODULE 2: UNPACKING AND COMBINING THE MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
ACTIVITY 1
1. What is the importance of unpacking and combining MELCs?
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The importance of unpacking and combining MELCs enables us to identify

competencies that are essential that focus on all students learning at high levels.
2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.
Alignment on the Content and Performance Standards-in unpacking MELC’s

we must consider this feature in order for us to achieve a quality teaching output. Pre-
requisite knowledge and Skills-curriculum objective must be hierarchy. Mastering
Fundamental knowledge is a must before going to the other level of learning. Logical
sequence of learning objectives- we can’t give a better idea to our students if our
objective is not logically sequenced. Planning what is the most important objective is the
key frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or Why not?
Yes, but I think only those competencies that might not be essential, the important thing
in unpacking or combining MELC is we will achieve the content and the standard for the
learners.
ACTIVITY 2
1. Form a group of four within your LAC, preferably with fellow teachers in your
respective learning areas.
2. Using the curriculum guide and a list of the MELC’s in the first quarter and unpack
these into learning objectives.
3. Each team will present their unpacked objectives. Discussion and processing will
follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.
Unpacking MELC’s
Sample MELC’s Learning Objectives

Mathematics 8/ M8AL-Id-2 ● Identify the given and what is asked in
solves problems involving rational algebraic the word problem
expressions. ● Translate word problems into
mathematical equation
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● Solve word problems involving

rational expressions by applying the
operations on rational expressions.
Combining of MELC’s
Quarter Content Standard Performance MELC’s

Standard
1 The learner The learners is able to illustrates the
demonstrates formulate real life rectangular
understanding problems involving coordinate system
of key factors of and its uses.
concepts of polynomials,
factors of rational algebraic illustrates linear
polynomials, expressions, linear equations in two
rational equations and variables.
algebraic inequalities in two
expressions, variables, systems Illustrates and finds
linear of linear equations the slope of a line
equations and and inequalities in given two points,
inequalities in two variables and equation, and graph.
two variables, linear functions,
systems of and solve these
linear problems accurately
equations and using a
inequalities in variety of strategies.
two variables
and linear
functions
STUDY NOTEBOOK
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
ACTIVITY 1 : Do a quick knowledge check regarding the different kings on learning
modalities.
FACE TO FACE Close interaction with the students
DISTANCE Learning happens purely at home
LEARNING
BLENDED Combination of online and modular
LEARNING
HOME Happens at home or at a designated learning center by the
SCHOOLING homeschool implementer
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Which of the LDMs do not have a face-to-face learning component?

Answer: Distance and online learning
MODULE 3 (ACTIVITY 3-4)
RANKING 1-5 (Easiest to Type of Why?

hardest to implement) DL
1 BL it is a combination of online and modular
learning
2 ODL learners are capable of having digital
devices
3 MDL learner may adopt either dmdl or pmdl
4 RBI poor radio signal
5 TVBI not all families can have their own TV
especially in the remote area
Learners Group Targeted Intervention
Learners without parents or household Try to ask help from other relatives or
members who can guide and support their neighbor, close friend, teachers near
learning at home their home/place
Beginning Readers (K- Grade3) include them in the BRB4 program
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Struggling Readers ( Grade 4-12) include them in the BRB4 program
No access to Device and internet send them modular materials via hatid
padala
Inaccessible ( living in remote area) ask the help of the LGUs/ NGOs
Indigenous people refer them to the LGUs
Person with Disability refer to the DSWD
Others? Specify
Prepared by:
STUDY NOTEBOOK
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LESSON 2 MODULE 3 : DESIGNING LESSONS AND ASSESSMENTS IN THE

DIFFERENT LDMs
ANSWER:
1. Lesson planning is the process of determining what learning opportunities students
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in school will have by planning the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods.
2.Lesson designing helps ensure that:
A. teachers carry out a lesson successfully
B. teachers master their learning area content
C. teachers become more reflective about their teaching
3. The three elements of a well-designed lesson are:

● Clearly articulated lesson objectives
● Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives.
● Appropriate and timely assessment activities that provide relevant information
and feedback for both teacher and learners
Before the lesson Lesson proper After the lesson

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

about the new discussed
lesson ● Reinforce what
teacher has
taught
ANSWER: 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.
Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ☐ODL ☒ MDL ☒TV/RBI ☐BL

Grade Level and Learning Area: Grade 8 Mathematics
Lesson/Topic: Rational Algebraic Expressions
Learning Objectives: Solve word problems involving rational

algebraic expressions
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Learning Resources/Materials Needed: Video Lesson with soft copy of the

Module and Activity Sheets
Part of Lesson / Learning Tasks Check if already Additional Remarks:

present in the (ex. can be done via voice calls, can
SLM 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
Lesson Proper
1. Explain, model,
demonstrate, and illustrate
the concepts, ideas, skills, Done via Google Class and Google
/
or processes that Meet
students will eventually
internalize.
2. Help learners understand
and master new /
Information
3. Provide learners with
/
feedback.
4. Check for learners’
/
understanding
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After the Lesson

1. Wrap up activities /
2. Emphasize key information
and concepts /
discussed
3. Ask learners to recall key
activities and /
concepts discussed
4. Reinforce what teacher has
/
taught
5. Assess whether lesson has
/
been mastered
6. Transfer ideas and concepts
to new /
situations
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Formative Using facebook social learning Group Flatforms, Learners will answer
Test the evaluation assessment via online session
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Summative With the help of google forms, quiz will b answered through online
Test evaluation link
Activity Learners will answer the activity using the provided modules.
Sheet
Portfolio Compilation of learners written works and Activities
STUDY NOTEBOOK
MODULE 3B: LEARNING MATERIALS
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1
1. Based on the map, what resources should you have in order to implement
the LDM adopted by your School/Division?
Our school implements Modular Distance Learning (MDL) so in order to achieve this
LDM we need to have printed Self Learning Modules (SLM). This SLM will be
distributed to the learners.
2. Do you have the complete resources for the Distance LDM needed in class?
If the LRs are not complete or not available, what steps will you take to
make these available? What are your options to substitute these missing
LRs?
The school is not yet complete with these LR’s, but we can work hand in hand in
order to make and accomplish the needed task like making a teacher- made
activity sheets or propose video resources to guide the students in their safety
home.
3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
ANSWER: Using the Deped LR we can easily find and obtain our needed SLM.
But before we can open the portal we need to have internet access and
permission of the administrator from our ICT coordinator designated as the admin
of the portal.
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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?
I think all the materials are appropriate to the level of the students because those
are based on the competencies of each grade level. While on the characteristics
of the learners, differential learning. We all know that students learn in different
ways.
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 this Study Notebook.
After the discussions and exchanging of ideas we come up with the different ideas
regarding LR. Learning Resources and SLM are now ready to our portal given by the
national for our modular distant learning so the only help that my colleagues can offer is
to print the SLM for distribution to our learners.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1
Explore the Portals. In this 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?
We can obtain our learning modules online so it eases the burden for us teachers.
Paperless LR fast and well-ordered process in giving LRs.
2. What are the challenges in accessing the LRs in the portals both for you
and your learners? How will you overcome these challenges?
Internet connection is the main concern in accessing the portal but some students
and teachers have a slow internet speed.
3. What support will you need to be able to maximize the use of the LR
Portals? From whom can you get this support?
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Capacity training for teachers and from our ICT coordinator designated as the
admin of the portal.
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.
The LR portals are accessible to all the teachers (Public School Particularly). Teachers
may use the LRs for their lessons and to improve activities so the learners will be able to
meet the lesson objectives.
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 this Study Notebook:
Is the LR Material... Y N Cannot be

E O determined
S
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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1. Was the material able to meet all the requirements? ANSWER:YES
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
ANSWER:NONE
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.ANSWER:NONE
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
ANSWER:This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired LR.
ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take
note of the portals in this Study Notebook. Download at least one LR from each
portal. Assess the materials using the same tool and answer the following
questions in this Study Notebook:

E O determined
S
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? /

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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1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
Deped prescribed LRs are reliable and aligned in the basic requirement needed
for choosing LR's while non DepEd LR's sometimes deviate from the
requirements of standard LR's.
2. Based on the results of the Assessment Tool, what improvements do the

materials — both from DepEd and Non-DepEd portals — still need?
Deped materials before posting to the DepEd portal were being examined by the
DepEd personnel so I think there's no revisions for that but non DepEd materials
of course need to be examined first and must be aligned to the assessment tool
given by DepEd.
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
This exercise and assessment tool helps us to choose better Learning Resources
for my students.
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 on my comparison on the LR that I made on the DepEd’s LR, I observe that some
part of the activities are shorten/ compacted.
2. What improvements do you still need to make in your developed material?

I need to be more creative and improve the sources for my activities.
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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 seen a clearer view in making our own LR's and in
choosing and downloading LR's in our Deped portal.
Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that you keep a copy for yourself.
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STUDY NOTEBOOK
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
/
/
38
ANSWER:
In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issues this DepEd Order
entitled National Adoption and Implementation of the Philippine Professional Standards for
Teachers (PPST).The PPST shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are properly equipped to effectively implement
the K to 12 Program. It can also be used for the selection and promotion of teachers. All
performance appraisals for teachers shall be based on this set of standards.
Here are the Particular Professional Standards that need to develop:
● DOMAIN 1 Content and Pedagogy
● DOMAIN 5 Assessment and Reporting
● DOMAIN 6 Community Linkages and Professional Engagement
I choose these three domains to be focused because I think that by focusing this we still can
achieve the quality education we want even though we are facing this situation
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Getting abreast in the related Even in this particular situation Participate and Attend
information and application of I have to provide quality LAC session and webinar
the modality implemented by instruction for effective addressing this issue.
the school. implementation of the modality
Maximizing the lesson Effective combining learning Reviewing of MELC,
areas to avoid redundancy of watching video lesson in
content curriculum and instruction
Have a strong communication Effective distance learning starts Constantly check via chat
with parents and students with a good communication with or text/call.
the parents and student to feel
that their important
INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
40
Needs Learning Intervention Needed

Objectives of the
PD Program
Facilitating Engagement of Building strengthening all-year peer

communicatio parent and the relationships with parent and round coaching
n through wider school parents/guardian community from
written form community in and the school shared experience
and emails the educative community to responsibilities teacher,
process facilitate in new normal LDM2
involvement in education module
educative
process
Monitoring feedback to monitoring and utilizing all-year learners

and improve evaluating prescribe round score sheet,
Evaluation of learning in the learners pro ] assessment in list of
learners absence of gress and ensuring prescribed
progress and F2F achievement learners assessment
achievement using learners knowledge tool
in new normal data and skill
Set-up absorption
positive use content content reviewing of all-year MELCs,

of ICT in knowledge and knowledge and its MELC in round TG,
delivery of its application application within respective SLM,and
learning within across across the teaching loads peer
the curriculum curriculum areas but also coaching
areas analyzing the
governing the other learning
content of areas
MELC in the
new normal
education
Professional Development Discussion TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Content Knowledge and Pedagogy 1. Pedagogical approach
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2. Embedding Pedagogy and blending

EdTech Solution in the Designing of a
Virtual Classroom
Learning Environment 1. Child Protection Policy

2. Anti-bullying Policy
Diversity of Learners 1. Socio-emotional learning

2. children at risk and children conflict
with the law
3. reproductive health and early
pregnancy
4. mental health in school setting
Curriculum and planning 1. learning delivery modalities

2. maximizing MELC
Assessment and reporting 1. Teaching-skill based subject in OL

platform
2. Conducting assessment on ODL
Community Linkages and 1. Strategic way of making CLP

professional Engagement
Personal Growth and Professional 1. Deped Core Behavioral

Development 2. Competencies
3. Communities of Practice
STUDY NOTEBOOK
MODULE 5: BUILDING THE TEACHING PORTFOLIO
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 output6s for this course. Go over the list found in LDM2 Guide for
42
Expected Outputs and find whether you have completed all the outputs required for
modules 1-4 of this course.
Module Expected Outputs (to be submitted to LAC Remarks
Leaders)
Module 1 No outputs for submission

Course
Orientation
Module 2 Individual/LAC Group Presentation on Unpacking of a

MELCs Sample MELC
Module 3A ● List of targeted learner interventions

Lesson Design ● Learning tasks for DL
and Assessment ● Assessment methods in DL
● Weekly Home Learning Plan for 1 subject
● Individual Learning Monitoring Plan for a
student who lags behind in completing the
learning tasks
● LAC 3 Teacher Engagement Report (Optional
if LAC session was conducted)
● LAC 3 Session Report (Optional if LAC
session was conducted)
Module 3B ● Two (2) accomplished LR Rapid Assessment
Learning Tools with reflections
Resources
Module 4 ● Finalized LDM Individual Development Plan

PD and LAC (produced after discussion during LAC)
Planning
Submit the completed outputs to your designated Coach for final evaluation. Keep a
copy of all your outputs for your own records.
Activity 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on
your reading, reflect on the following questions and jot down your answers in your
Study
Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?
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ANSWER: This Portfolio helps me in tracking the progress of my teaching process in our
school that enables me to see and evaluate myself as a teacher. Also this portfolio
serves as my evidence that I already finished the course.
2. What evidence from the previous modules will help capture the progress of your
teaching practice?
ANSWER: From the previous modules the evidence that help me in capturing my
progress in my teaching practice are the following:
● Unpacking and combining the MELC
● learning task for different Distance Learning
● Home Week Learning Plan
● Individual Developmental Plan
3. Why is writing down your reflections an integral part of your Portfolio?
ANSWER: Reflection is an integral part of a portfolio because this where we are able
to express our thoughts and be able to address our strength and weakness that guide us
in improving our teaching methods and strategies.
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.
ANSWER: I believed that all the suggested evidence form is enough for now. Let's see
first the actual implementation of the delivery modalities and from then let's decide if
there's a need of change or improvement.
Activity 4
In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery September to At least 2 recorded

November teaching lessons
Google Classroom (1
teacher)
44
Researching and Incorporating September to Weekly Home

Teaching Strategies in the Modalities November Learning Plans (2 per
month)
Participation in DepEd’s recognized September to Certificate of

educational resources trainings, INSETs November Participation
and LAC sessions
Organizing the Professional Portfolio December Professional Portfolio
Submission of Portfolio to coach/es December Any proof of

submission from the
coach/es
Technical Assistance At least twice Video Recording

starting September
2020
In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.
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
Other Types of Evidence relevant to your modalities (as discussed in your LAC):
ACTIVITIES TIMELINE OUTPUT/S
Conducting LAC Session on teaching At least 1 LAC Write-ups

strategies in Modalities Session
Writing Intervention Materials for Remedial Reading Reading

Insignificant Learners Materials Materials
45
Conduct Innovative Workplan At least 1 Write-ups
Lesson 2: The Evaluation Rubric
46
Activity 1
Study the criteria and indicators found in the Evaluation Rubric. What steps will
you take to ensure that you are able to hit the criteria in the Rubric? Write down
your answers and any other thoughts about the Rubric in your Study Notebook.
ANSWER:Rubrics help teachers identify what quality work is. Students/Teachers can
judge their own work and accept more responsibility for the final product. Ensure that the
criteria to be used are aligned for the progress assessments. It is important to complete
all required outputs. Likewise, active participation in brainstorming and sharing insights
in all sessions is very important to elicit and gather ideas from all the members of the
group to attain quality of the outputs. It is also important to indicate an attainable plan of
activities.
47
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.
ANSWER:
1. Collect teaching materials as outputs.
2. Reflect on your activities answers.
3. Select materials to include in your portfolio.
4. Organize your portfolio make sure that the activities from module 1-5 is
complete.
5. Let your LAC coach evaluate your Portfolio
6. Submit your portfolio on time.
48
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

● Individual/LAC Group Presentation on Unpacking of a Sample MELC
49
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.
Grade Level and Subject: Grade 10 (MAPEH)
K12 Learning MELCs
Competencies
Merged/Clustered n/a n/a
Retained Recycled articles are Recycled articles are
identified based on identified based on
recyclable materials recyclable materials
Dropped n/a n/a
Unpacking MELC’s
Sample MELC’s Learning Objectives

TLE_HEHD7/ SEA-Oa-b-1 ● Use basic tools in embroider
Use basic tools in embroider and create ● Create Embroidered article
embroidered article
Combining of MELC’s
Quarter Content Standard Performance MELC’s

Standard
1 The learner The learners use L.O. 1: Use basic
demonstrates basic tools in tools in embroidery
understanding on the embroidered article 1.1 Basic tools and
principles and materials in
concepts of embroidery are
embroidery,\, identified.
1.2Different
embroidery stitches
are performed based
on the given steps.
1.3 Proper use of
tools is observed
50
MELC’s Major Theme/ Topic
1 Produce Embroidered Article
2 Produce Recycled Project
3 Produce wrapped gift items
MODULE 3A : DESIGNING INSTRUCTION IN THE DIFFERENT

● List of targeted learners’ interventions

● Learner Group
Targeted Intervention
Learner’s without parents or household Make a weekly supervisory plan for them
member who can guid and check their module and activity sheet
e and support their learning at home
Asked the help of some concerned
neighbor or relatives.
Beginning readers (K to 3) Provide reading materials and parents
should facilitate
Struggling readers (Grades 4-12) Coordinate to the family member to assist

the learners.
No access to devices and Internet Provide module for them
Inaccesible (living in remote and/or unsafe Coordinate with Baranggay Officials/BHW

areas) Provide module and make sure to check
their work weekly.
Indigenous People Prepare localized/indigenized materials
Persons with Disabilities Access to SPED Learning Materials to

address their needs
Others? Specify: N/A
51
● Learning task for DL
Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL

Grade Level and Learning Area: Grade 7 TLE
Lesson/Topic: Home Economics- Handicraft
Learning Objectives: Use basic tools in Embroidery
Learning Resources/Materials Activity sheet, Modules
Needed:
Part of Lesson / Learning Check if already Additional Remarks:

Tasks present in the (ex. can be done via voice calls,
SLM 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
7. Review previous lesson /
8. Clarify concepts from
/
previous lesson
9. Present warm-up
activities to establish /
interest in new lesson
10. Check learner’s prior
knowledge about the new /
lesson
11. Present connection
between old and new
/
lesson and establish
purpose for new lesson
12. State lesson objectives as
/
guide for learners
Lesson Proper
5. Explain, model, /
demonstrate, and
illustrate
the concepts, ideas, skills,
or processes that
52
students will eventually

internalize.
6. Help learners understand
and master new /
Information
7. Provide learners with
/
feedback.
8. Check for learners’
/
understanding
After the Lesson
7. Wrap up activities /
8. Emphasize key
information and concepts /
discussed
9. Ask learners to recall key
activities and /
concepts discussed
10. Reinforce what teacher
/
has taught
11. Assess whether lesson
/
has been mastered
12. Transfer ideas and
concepts to new /
situations
● Assessment Methods in DL
Formative Using facebook social learning Group platforms, Learners will answer
Test the evaluation assessment via online session
53
Summative With the help of google forms, quiz will b answered through online
Test evaluation link
Activity Learners will answer the activity using the provided modules.
Sheet
Portfolio Compilation of learners written works and Activities
Weekly Home Learning Plan for 1 Subject

Weekly Home Learning Plan
Burgos National High Grade
School 7
School Level
Subjec
Teacher
t
Teaching Quarte Quarter 1 Week 1
Date r
Subject/
Day and Subject Learning
Time Teacher Competency Learning Task Mode of Delivery
Tuesday to Friday
8:00- Home Use basic tools
10:00 AM Economics- in embroidery 1. Diagnostic test
Handicraft 1.1 Basic tools
and materials Handicraft Module
in embroidery
are identified. Quarter 1, Week1
1. Answer
Learning Task
1-2 page 6-7 on For modular Class
1 whole sheet of *Parents/ guardians will
paper. hand-in the
2. Draw different output to the
tools and teacher in
materials in school, LR Kiosks or LR
embroidery and movers/ volunteers will
explain their pick up answered
uses. activities to those
3. Have an students with limited
advance study access to school and
on different kind without internet
of stitches connection or cell
phone.
10:00AM- Engagement Activities
54
11:30 PM
11:30-
1:00 PM LUNCH BREAK
1:00-3:00
PM Hands-on Activities, completion of activities and organizing portfolio
● LAC Session Engagement

(Optional if conducted only)
MODULE 3B: LEARNING MATERIALS

● Two (2) accomplished LR Rapid Assessment Tool with reflection
E O determined
S
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?
6. free from red flags on possible
copyright and plagiarism issues? /
7. the layout and format easy to

read and pleasing to the eyes? /
-This is according to Deped Common and LRMDS wherein the LR material

can be easily downloaded but I think it has lack of the learning targets for the
55
lesson. It helps in terms of selecting the appropriate LRs that should be align with
the learning objectives, goals for learner’s achievement and help them make
sense of instruction while enhancing learning.

E O determined
S
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?
6. free from red flags on possible
copyright and plagiarism issues? /
7. the layout and format easy to read

and pleasing to the eyes? /
-This is according to the Non-DepEd Portal/Platforms which is available online.

The DepEd Learning Portal is connected and relevant to MELC’s while the Non- DepEd
portal is NOT and can only be accessed by the schools partnered or payed them. The
activities provided in non-DepEd portal needs more information related to the MELCs.
DepEd and Non-DepEd portals both need internet accessibility.
56
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT

AND LAC PLANNING
● Finalized LDM Individual Development Plan
INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Intervention
Objectives of the
PD Program
Facilitating Engagement of Building strengthening all-year peer

communicatio parent and the relationships with parent and round coaching
n through wider school parents/guardian community from
written form community in and the school shared experience
and emails the educative community to responsibilities teacher,
process facilitate in new normal LDM2
involvement in education module
educative
process
57
Monitoring feedback to monitoring and utilizing all-year learners

and improve evaluating prescribe round score sheet,
Evaluation of learning in the learners pro ] assessment in list of
learners absence of gress and ensuring prescribed
progress and F2F achievement learners assessment
achievement using learners knowledge tool
in new normal data and skill
Set-up absorption
positive use content content reviewing of all-year MELCs,

of ICT in knowledge and knowledge and its MELC in round TG,
delivery of its application application within respective SLM,and
learning within across across the teaching loads peer
the curriculum curriculum areas but also coaching
areas analyzing the
governing the other learning
content of areas
MELC in the
new normal
education
58
FORM 4: LAC ENGAGEMENT REPORT DAY 1

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: LAC SESSION ID.:
REGION: IV-A CALABARZON DATE OF LAC SESSION: SEPTEMBER 18,

2020
DIVISION: RIZAL NUMBER OF LAC SESSION: 6-131
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks
(For example, if you disagree or
S strongly disagree, please
D D N A SA indicate why.)
THE LAC SESSION
1. I learned a lot from my colleagues in ✔

this LAC session.
1. The LAC session deepened my ✔

understanding of the SLM content.
1. My perspective on the topic/s covered ✔

has changed as a result of the LAC
session.
1. I participated actively in the LAC session ✔

by sharing my assignment and insights,
asking questions, and giving
feedback on what colleagues shared.
59
1. I interacted with different ✔

people during the LAC
session.
ACTION PLAN
1. I feel motivated to apply in my ✔

region/division/district what I have
learned in this lesson.
1. I intend to apply what I have learned ✔

from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics: NONE
2. I encountered the following problems or challenges: NONE
3. Other comments/suggestions: NONE
60

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TITLE PAGE ………………………………………………………………………………1

TABLE OF CONTENT ………………………………………………………………..... 2

I. MODULE 2 REFLECTION ………………………………………………………… 4

II. MODULE 3A REFLECTION ………………………………………………………… 6

III. MODULE 3B REFLECTION ……………………………………………………….. 11

IV. MODULE 4 REFLECTION ………………………………………………………… 13

MY STUDY NOTEBOOK ………………………………………………………………17

LDM COURSE MODULES

Course Orientation ……………………………………………………. 18

Unpacking and Combining Most Essential

Designing Instruction in the Different Learning Modalities ………. 25

Learning Resources ………………………………………………….. 33

Planning for Continuing Professional Development

And LAC Planning …………………………………………………… 39

MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

1. What is the main delivery of this course?

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

Through collaboration learning with my colleague I will gain and share

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

* Essential Learning Competencies were defined as what the students need,

● MELC’s serves as a teacher guides in preparing his/her lesson and instructional

Grade Level and Subject: Grade 8 Mathematics

K12 Learning MELCs

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

The importance of unpacking and combining MELCs enables us to identify

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

Alignment on the Content and Performance Standards-in unpacking MELC’s

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

Sample MELC’s Learning Objectives

● Solve word problems involving

Quarter Content Standard Performance MELC’s

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

RANKING 1-5 (Easiest to Type of Why?

Learners Group Targeted Intervention

Beginning Readers (K- Grade3) include them in the BRB4 program

Struggling Readers ( Grade 4-12) include them in the BRB4 program

Indigenous people refer them to the LGUs

Person with Disability refer to the DSWD

LESSON 2 MODULE 3 : DESIGNING LESSONS AND ASSESSMENTS IN THE

3. The three elements of a well-designed lesson are:

Before the lesson Lesson proper After the lesson

prior knowledge concepts

ANSWER: Reflection According

Lesson 2 Activity 4: Learning Tasks

Learning Delivery Modality (select one): ☐ODL ☒ MDL ☒TV/RBI ☐BL

Lesson/Topic: Rational Algebraic Expressions

Learning Objectives: Solve word problems involving rational

Learning Resources/Materials Needed: Video Lesson with soft copy of the

Part of Lesson / Learning Tasks Check if already Additional Remarks:

After the Lesson

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

LESSON 3: ASSESSING THE LR MATERIALS

Is the LR Material... Y N Cannot be

2. Appropriate to the grade level and learner /

3. easy to reproduce and/or disseminate? /

4. from a credible source/author? /

7. the layout and format easy to read and pleasing /

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

Is the LR Material... Y N Cannot be

2. Appropriate to the grade level and learner /