Professional Documents
Culture Documents
Study Notebook Complete With Answers For Module 1-5
Study Notebook Complete With Answers For Module 1-5
Department of Education
REGION III-CENTRAL LUZON
DIVISION OF PAMPANGA
(YOUR SCHOOL)
(SCHOOL ADDRESS
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS
MY STUDY
NOTEBOOK
(NAME OF TEACHER)
POSITION
(NAME OF PRINCIPAL)
POSITION
MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1.
Read the LDM Course Over view. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
This course will help us to deliver the quality of education to our learners
in the “New Normal” situation by adopting different alternative modes of
delivering learning such as Distance Learning, Blended Learning and
Homeschooling.
3. What are the two support mechanisms that will help you with your learning in
this course?
The two support mechanisms that I will used to learn more about
this course are the LDM 1 and LDM2. The first stream (LDM 1) is
focused on the implementation and management of the alternative
learning delivery system at all levels of the education system, and
intended for school and division leaders. LDM2, is intended for the
teachers and focused on the instructional implications of using
these alternative LDMs. And you can also adapt the coping and
creative mechanism.
ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.
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’ll complete this course confidently by giving time and effort to
accomplished the given task. As a teacher, there is no hindrances or
obstacles that can hamper you to achieve the success in completing the
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.
Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order
No. 35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education
Program School- Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning.”
Once you’re done, answer the following questions. Write your responses and any
other ideas and reflections in your Study Notebook.
2. What are the top three challenges to having a successful LAC? List down and
elaborate.
1. Verify if the expected learning outcomes are reached, identify
disadvantaged groups, diagnose gaps and strengths.
2. Instruments used are usually complex, in order to be able to measure a
set of skills and abilities.
3. Distance and lack of communication between technical bodies that
administer assessments and decision makers.
ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than
15 members each. Get in touch with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide
for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.
3. Note the following in forming your LACs:
LACs should be composed of teachers. Discuss your preferred LAC composition with your
assigned Instructional Coach (this will be a district or division supervisor assigned to your
LAC).
After forming your respective LACs, there should a LAC Leader assigned to you from
among the following school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject
expertise to lead the LAC.
Teacher LACs can connect with their Instructional Coach through the LAC Leader. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
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?
In my own perspective about this situation, the fundamental concerns in terms of
curriculum standards that need be addressed to ensure learning continuity are the learning
competencies which students really need to equip them with skills necessary to subsequent grade
levels and consequently to lifelong learning and how these learning competencies should be
taught to them. I think these concerns cannot be solved by the teachers alone they the need the
assistance from the head of schools, division offices and DepEd.
2. Even prior to the spread of covid-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is
perceived to be one of the hindering factors on the poor performance of Filipino learners. Do you
agree with this observation? Why or why not?
Yes, I agree with this observation. Within my years of teaching in public school, I have
observed that there are a lot competencies in the K-12 Curriculum Guide to be taught to
learners. This is because some learning competencies are simply recurring.
ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?
The Most Essential Learning Competencies (MELCs) are designed to ensure education
continuity (curriculum dimension) while serving as a guide for teachers to address the
instructional needs of the learners and ensuring that the curriculum standard are maintained
and achieved. Meanwhile, it is also intended to assists schools in navigating the limited
number of school days as they employ multiple delivery schemes by providing them ample
instructional space.
2. How does curriculum review aid in the identification of essential learning competencies?
Mapping the essential and desirable learning competencies within the curriculum,
Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies,
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?
The essential learning competencies deals with the students’ needs, it is considered
indispensable, in the teaching- learning process to build the skills to equip learners for the
subsequent grade level and consequently, for lifelong learning. On the other hand, the
desirable learning competencies are those that may enhance education but may not be
necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were the decisions made
in order to trim down the number of the essential learning competencies further?
It is aligned with national standards or frameworks, such as, for example, “holistic Filipino
learners with 21st century skills.”
They connect the content to higher concepts across content areas.
They are applicable to real- life situations
They are important for students to acquire, even if a student drops out from school.
They cannot be expected to be ordinarily learned by students if not taught in school.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
The importance of MELCS in ensuring the delivery of quality education is that it
accommodates the varying context of the learners, teachers, learning environment, and support
structures considering both the content and performance standards needed for adequate
instructions and learning..
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
EN7G-II-a-I
EN7G-II-a-I
EN7G-II-b-I
EN7G-II-c-I
MERGED/CLUSTERED The intention of all the
EN7G-II-d-I
following learning codes is
EN7G-II-e-I
Use phrases, clauses, and to lead learners to use
EN7G-II-f-I
sentences appropriately and phrases, clauses, and
EN7G-II-g-I
meaningfully sentences appropriately
EN7G-II-h-I
and meaningfully
EN7G-II-i-I
EN7G-II-j-I
EN7WC-IV-a-2.2
RETAINED
This learning code is very
EN7WC-IV-a-2.2
important as it is both
Compose simple narrative text
observable and enduring. It
is also a foundation for
further lessons relative to it.
ACTIVITY 1
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.
Combining of Most Essential Learning Competencies
MELCS COMBINED
Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your
outputs.
Now, answer this question: Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.
The LDMs that do not have the face to face learning component are the Distance Learning and
Home Schooling.
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.
DISTANCE LEARNING MATRIX
Distanc Distinguish Essential Role of Teacher Role of Role of School
e ing Feature Resources Parent or
Learnin Household
g Member
Modalit
y
Modular Individualize SLMs, as well Monitors the learner Learning Plans, prepare,
Distanc d instruction as progress and setting facilitators monitors the
e where textbooks/lear a feedback who provide performance of pupil
Learnin learners use ners’ materials mechanism to help learners with
g (MDL) self-learning (LMs), copies learners meet the instructional Collaborates to
modules of video MELCs while seeing support as barangay officials
(SLMs) in lessons in a the connection of needed
print or flash drive or one lesson to the Accepts donations
digital CD next to reinforce the from stakeholders
format coherence of the
curriculum.
Radio- Use of radio Radio based- Enhancement of Guidance provide the learners,
Based programs lessons understanding of key from as well as their
Instructi on channels concepts and parents/lear parents/guardians/lear
on or stations clarifications on ning ning facilitators the
(RBI) dedicated to possible areas of facilitators broadcast schedule of
providing confusion in the during lessons
lesson that was listening
learning
listened to shall be time
content to
done during home
learners as visits by subject area
a form of teacher/learning
distance facilitator wherever
education. possible or through
phone calls, SMS,
among others.
Blende Any SLMs, as well Provide the learners, Learning Ensure the quality of
d combination as as well as their facilitator education
Distanc of the abovetextbooks/lear parents/guardians/le
e DL ners’ materials
types. arning facilitators the Provide
Learnin Thus: (LMs), copies broadcast schedule supplementary
g of video of lessons materials to those who
•MDL and lessons in a have insignificant
ODL flash drive or
CD Plan a LAC strategies
•MDL and
to enhance the
TVBI/RBI
SLMs for learning progress of
•ODL and Alternative pupils
TVBI/RBI Delivery
•ODL, Modes (ADM),
TVBI/RBI textbooks,
and MDL primer
lessons,
activity sheets,
teacher-made
videos and
supplementary
materials, and
open
educational
resources
(OERs). SLMs
and primer
lessons
converted into
different digital
forms such as
interactive
lessons or
electronic
books (e-
books) and
DepEd
Learning
Resources
Portal, DepEd
Commons
and/or
different
DepEd
recognized
learning
management
systems
TV and radio
based-lesson
ACTIVITY 3
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
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.
ACTIVITY 4
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.
Learners without parents or household Coordinate with the Barangay Officials or BHW
member who can assigned in their area.
guide and support their learning at Asked the help of some concerned neighbor or
home relatives.
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.
ACTIVITY 3
Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is
delivered. The teacher can make comments about the outcome of the lesson and other things that
has been observed during the instructions of the lesson.
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.
Lesson Proper
can be done via a learning activity
1. Explain, model, demonstrate, and illustrate sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning activity
sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding sheet
4. Reinforce what teacher has taught can be done via a learning activity
sheet
5. Assess whether lesson has been mastered can be done via a learning activity
sheet
6. Transfer ideas and concepts to new can be done via a learning activity
situations sheet
1. For learning tasks not found in the slm you examined, what materials or resources can you
create or curate to supplement the SLM?
The teacher can provide other assessment forms like quizzes or test.
The teacher may provide supplementary resources like video presentations to sustain what
has been discussed.
Ask the students to make a relevance of the things they have learned, reiterate the values
and the importance of the lesson in their lives/ daily situations.
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?
To the learner, I will guide the students by providing them more examples of the concepts
in the SLM for them to understand the lesson better
To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references
2. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about
the students progress while taking the tasks/ activities and set more examples using technologies
and other reliable references.
ACTIVITY 5
ACTIVITY 6
here are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used in the
classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you
plan to use it in DL.
Assessment Method How to Adapt the Assessment Method in DL
Provide the rubrics in the activity sheets. Then, parents will assess the output
1. Essay through the assistance of the teacher.
2. Demonstration / Practicum / The learners will send recorded performance through a given link. The teacher
Performance Task will give feedback to the learners individually through text / messenger.
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:
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.
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.
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.
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.
Good job! You are done with Lesson 2. You may now proceed to Lesson 3.
Column A
Column B
c__1.These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate
d_2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to enhance their
understanding of the content.
_a__3.This refers to the prescribed subject that learners take. c. learning competencies
8:00 - 9:00 wake up, make up your bed, eat breakfast, and get ready for an awesome day!
Monday
1:00 - 3:00
Tuesday
Wednesday
9:30 - 11:30 TLE: BEAUTY EXPLAIN BASIC CONCEPTS IN BEAUTY CARE PERSONAL
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
1:00 - 3:00 MAPEH (ONE MUSIC: DESCRIBE THE MUSICAL MUSIC MODULE 1, PERSONAL
COMPONENT CHARACTERISTICS OF LESSON 1 SUBMISSION BY THE
PER WEEK) REPRESENTATIVE MUSIC QUARTER I, WEEK 1 PARENT TO THE
SELECTIONS FROM THE TEACHER IN SCHOOL
LOWLANDS OF LUZON AFTER
LISTENING
Thursday
Friday
9:30 - 11:30 Revisit all modules and check if all required tasks are done.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used
for the following week.
WEEKLY HOME
INDIVIDUAL LEARNING
LEARNING PLAN
MONITORING PLAN (ILMP)
(WHLP)
A tool to guide learners and
A tool for monitoring
learning facilitators of
learners who lag behind
household partners in
PURPOSE based on the result of their
tracking the subject areas to
formative and summative
be tackled and activities to
assessment
perform at home
Learners and learning Teachers and learning
FOR WHOM? facilitator or household facilitator or household
partner partner
Learning areas, learning Learner’s need, intervention
COMPONENTS competencies, learning task, strategies, monitoring date,
mode of delivery learners status
HAS TO BE
COMMUNICATED TO Yes Yes
PARENTS?
ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty
the learner may have encountered in accomplishing the learning tasks. Apply what you have
learned about ILMPs in Activity 3 and create an ILMP for that particular learner who lags
behind. Read and use the Individual Learning Monitoring Plan Template. Consider the
components of the ILMP that were described in Activity 3.
ACTIVITY 1.
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
Based on the learning resources map, the Printed Modular Distance Learning
and Blended distance Learning are the adopted strategies and to be implemented
at public schools here in our Division Office. It is because that the resources in
these LDMs (modules) are readily available and accessible from Kinder up to
Grades 12.
2. Do you have the complete resources for the Distance LDM needed in class?
Aside from the modules coming from the central and our division office, our
schools do not have yet a complete resource for the distance learning delivery
modalities.
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?
In order to fill-up the missing learning resources, we can use the two DepEd
portals: the LRMDS and Commons to search for the following LR and also, to
substitute the missing LR by collaborating to the teachers we will make/write a
module/worksheet by following the format given by our division
3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
Because learning must be reinforced, using the learning portals is very
important to supplement the missing LRs. We need support to orient the teachers
on how to register on the portals. We also need a support in providing the school
with a better and stable internet connection. In order to achieve these: we can
accept donations form generous stake holders, from the LGU’s and officials.
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners?
Through the evaluation of the materials that was distributed by DepEd, we
found out that the level of difficulties of the materials were appropriate to the
student’s level of thinking. However, since mother tongue is a part of the
curriculum of the K-12 education, there is a need to translate and contextualized
the learning materials.
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?
When it comes to learners reading ability and learners comprehension, it would
be a disadvantage for the learners because the LR from national has a lots of
reading to do.
In order to reach the reading level of the pupils, we need to low down the
difficulties of the LR by giving easier and more examples of activities.
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.
Organize a LAC session in Learning delivery modalities.
Collaborate to teachers and help them in the register in the Two DepEd Portals
Have a division of work in making/writing modules/worksheets.
Brainstorming about LDM
Technical Assistance
Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to access LRs
from DepEd Portals.
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal
Video Tutorial located in the resources of this Course.
Register and create and account in LRMDS
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
Register and create and account in DepEd Commons
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’?
Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
Teachers can use it as a supplementary materials in filling out the missing LR’s to our
LDM.
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
lack of gadgets
unstable internet,
financial burden to parents in paying data load for internet connection.
Learners’/parents’ limited technical knowledge in operating the portals(DepEd
Common)
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
Seek assistance to LGU’s, accept donations for internet connections, save and
give a copy of supplementary materials to parents.
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.
Good job! You are done with Lesson 2. You may now proceed to Lesson 3
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:
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?
Based on the assessment there were no answers “No” or “Cannot Be
Determined”
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
In my own perspective, there are no aspects of the that is not covered.
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
The use of Rapid Assessment Tool help us to assess learning resources’ validity
accurately.
ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in
your Study Notebook. Download at least one LR from each portal. Assess the materials using
the same tool and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.
ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online
portals?
The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones
to be used in the actual classes and these materials meet all the requirements based
in the assessment using the Rapid Assessment Tool.
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.
Insights:
The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.
In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.
The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones
to be used in the actual classes and these materials meet all the requirements based
in the assessment using the Rapid Assessment Tool.
Finally, we can still contextualized the modules from Kinder to Grades 3 to suit
their mother tongue.
Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that you keep a copy for yourself.
Congratulations! You are now done with Module 3B. You may now proceed to Module 4.
LESSON 1: DEVELOPMENT AND LAC PLANNING
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
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.
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.
Among the domains in PPST, I think need to focus on first domain which is Content
Knowledge and Pedagogy to strengthen the effectiveness and efficiency of my teaching
not just in the normal face-to-face LDM but in all the alternative learning delivery modes
to deliver quality education to learners even amid a pandemic.
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?
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.
Action Plan
(Recommended
Developmental
Intervention)
Learning
Objectives
Development of the PD Interventio Timelin Resource
Strengths al Needs Program n e s Needed
Attend
orientation
Willingness and about
enthusiasm to Make lesson MELCs
Making Whole
teach in any LDM plan aligned ,LAC School
lessons for year
to deliver quality with MELCs session funds
relevant to the round
education to by Deped discussing
new normal
learners MELC
based
lesson plan
Enhance skills
in using Attending
Needs various and webinars,
Ability to work Whole
assistance on necessary LAC School
collaboratively in year
technology- technologies sessions funds
groups round
related work used in about the
different use of ICT
LDMs
ACTIVITY 2
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.
Our LAC group shared insights and personal experiences about how they view Professional
Development. We also discussed the importance of continuing personal development of teachers
not just for promotion and salary increase but mot importantly, for the welfare of our learners.
Through continuing professional development, we can offer better instruction and best practices to
instantly address the needs of our learners.
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
After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator and English Department Head, Ma’am Beatriz D. Quito.
Moreover, I uploaded my personal copy in Google Drive for easy access and safe storage and kept
a printed hard copy.
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.
After going over the list found in LDM2 Guide for Expected Outputs, each members will
start working out to prepare, complete and submit required outputs in given link and
print these files for hard copies.
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?
MY Portfolio will help me in tracking the progress of my teaching practice
in our school’s LDM by leading me to foresee and address some challenges in
implementation of the school’s LDM. It will also help in making plans, modes and
strategies on teaching practices on the implementation of the Deped Programs “No
Learners shall be Left Behind” on this pandemic situation.
2. What evidence from the previous modules will help capture the progress of your
teaching practice?
In capturing the progress of my teaching practice the following served as
evidences:
Rapid Assessment Tool on Validity of downloaded Learning Materials from
DepEd Portal and Non-DepEd Portals,
Individual Development Plan,
Professional Assessment Questionaires
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.
It think the list of evidence is not yet enough because, more realizations and learnings will
come along the way on the actual implementation of the modality.
ACTIVITY 4.
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.
Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.
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.
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 attainable plan of activities.
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.
The following were gathered insights in making out of Portfolio
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated
areas in distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission
of final outputs.
5. Seeking assistance from the leader and coach for the proper organization of
Portfolios.
EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR
TEACHERS
CRITERIA EXCELLEN VERY SATISFACTO MARGINAL UNSATISFACT
T SATISFACTO RY (3) (2) ORY (1)
(5) RY
(4)
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly adequately reflect to reflect to not
OF PROGRESS and captured a big extent a limited show the
OF adequately the progress the extent the progress of
THE LDM captured the of the progress of progress of the LDM
IMPLEMENTATI progress of implementatio the LDM the LDM implementation
ON the n of implementatio implementati
(30%) implementati the LDM n on
on of
the LDM,
showing
innovations
that
contribute to
its
smooth
implementati
on
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in the
experience experience in experience experience implementation
in the the and in the of
LDM LDM relates them implementati the LDM with no
implementati implementatio to the on of attempt to relate
on, n, professional the LDM it
shows in- shows some standards and with limited to the
depth analysis, personal attempt to professional
analysis and and relates it development relate it standards and
synthesis, to the goals to the personal
and professional professional development
excellently standards and standards goals
relates it to professional and
to the and personal
professional personal developmen
standards development t goals
and to goals
professional
and
personal
development
goals
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly clearly clearly clearly not
OF demonstrate demonstrate 4 demonstrate 3 demonstrate demonstrate any
PROFESSIONA 5 or indicators of indicators of the 2 indicator in the
L more relevant relevant indicators of professional
STANDARDS indicators of strands in strands in relevant standards
(20%) relevant professional professional strands in
strands in standards standards professional
professional standards
standards
LANGUAGE The ideas The ideas are The ideas are The ideas The ideas are
AND are expressed in expressed are jumbled and
OVERALL expressed in clear well but expressed difficult
PRESENTATIO clear, language with with using very to understand;
N OF coherent, very incoherence in basic words errors
THE OUTPUT and minimal errors some areas and in structure and
(15%) appropriately in and few structure writing
- structure errors in with conventions
worded and/or structure incoherence are found almost
language writing and/or writing in many everywhere in
with no conventions conventions areas and the
errors in several output
structure errors in
and/or structure
writing and/or
conventions writing
conventions
ORGANIZATIO The portfolio The portfolio The portfolio The portfolio The portfolio
N OF is is is has 3-4 does
PORTFOLIO logically logically generally well- items not not follow a
(5%) organized, is organized organized with well placed logical
insightful, 1-2 in the overall order
and offers items not well organization
new placed
perspective in the overall
and organization
insights
TIMELINESS The output/s The output/s The output/s The output/s The output/s
(5%) is/are is/are is/are is/are is/are
submitted submitted 1-2 submitted on submitted 1- submitted more
more than days the day 3 days than
3 days before the of the after the 3 days after the
ahead of the deadline deadline deadline deadline
deadline
As a final reminder, make sure that you are able to collect the evidence of your
teaching practice as you have listed, and organize these into a Portfolio. At the end
of the year, you will submit your Portfolio to your LAC Leader, who will announce the
specific date and manner of submission.
Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!