Study: Cecilia M. Donato

SDO – NUEVA ECIJA
Zaragoza National High School
STUDY
CECILIA M. DONATO
Teacher I
SDO – NUEVA ECIJA
MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?

It is the integration of technology and the amount of synchrounous interaction between
the instructor and the students
2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
Strict Monitoring of the module submitted by the students and regular interaction with
the students thru facebook and messenger.
3. What are the two support mechanisms that will help you with your learning in this
course?
First is to encourage the parents to atleast acquire to have cellphones. Second seek help from the
community to help less fortunate student so no one will be left behind.
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ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or

negatively) my participation in this course?
2. How can I ensure that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I repeatedly (What will prevent (What will push me to (Where will I
do that may affect my me from participate in this accomplish the
participation in the course participating fully in course?) requirements of this
in a positive or negative this course?) course? Describe this
way?) environment.)
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ACTIVITY 3
Look for a colleague with whom you would like to discuss your answers and reflections
with to the questions in Activities 1 and 2.
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LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35
s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy for the Improvement of Teaching and
Learning. ”Once you’re done, answer the following questions. Write your responses and
any other ideas and reflections in your Study Notebook.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
______ To improve the teaching-learning process to improve learning among students
______ To nurture successful teachers
______ To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
______ To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole
2. What are the top three challenges to having a successful LAC? List down and
elaborate.
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MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you
think are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?
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?
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(MELCs)
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning

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

learning competencies?
4. How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential learning
competencies further?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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(MELCs)
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
K to 12 Learning MELCs
Competencies
Merged/Clustered
Retained
Dropped
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(MELCs)
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss
any questions about the MELCs that need clarification as well. Share your thoughts and let
your co-teachers articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own, in your Study Notebook.
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(MELCs)
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES
ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide
questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

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MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-
face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions in your Study Notebook.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have an F2F learning component?
Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.
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ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities, your level

of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and
write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5,
from
Type of DL Why?
easiest to
hardest to
implement
1
5
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ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate.
Write down your answers in your Study Notebook and share your ideas at your next LAC
Session.
Learner Group Targeted Learner Group Targeted Intervention

Intervention
Learners without parents or
household member who can
guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-

12)
No access to devices and
Internet
Inaccessible (living in remote
and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others (Specify)
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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

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

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LDMs
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 after the lesson.
In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson
efore the Lesson Lesson Proper After the Lesson

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.
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LDMs
ACTIVITY 3
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies
would make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL 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).

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LDMs
ACTIVITY 4
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self Learning Module (SLM)
for students that you have on hand. Imagine that you will deliver this lesson to your
learners through DL. In the second column, identify which of these tasks are already
present in the SLM. In the third column, identify which has to be presented via technology-
mediated resources, supplementary learning materials, or other means.
Learning Delivery Modality (select one): __ ODL __ MDL __ TV/RBI __ BL
Grade Level and Learning Area: _____________________________________________________

Lesson/Topic:_________________________________________________________________________
Learning Objectives: _________________________________________________________________
Learning Resources/Materials Needed: ___________________________________________
Part of Lesson / Learning Check if already Additional Remarks:

(ex. can be done via voice calls, can be
Tasks present in the SLM facilitated by a household partner,
can be done via a learning activity
sheet, can be presented via an
internetbased 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
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1. Explain, model,
demonstrate, and illustrate
the concepts, ideas, skills, or
processes that students will
eventually internalize
2. Help learners understand
and master new
information
3. Provide learners with
feedback
4. Check for learners’
understanding
After the Lesson
1. Wrap up activities
2. Emphasize key
information and concepts
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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Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?
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?
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

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LDMs
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy

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

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LDMs
ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that
you would like to try. For each one, write how you plan to use it in DL.
Assessment How to Adapt the Assessment Method in

Method DL
Example: I will send a three-item quiz via text
Short quiz message before the lesson. Based on the
responses, I will take note of the common
misconceptions and clarify them to the
learners during our online session or via
text message.
1
2
3
4
5
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?

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LDMs
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.

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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. Write your answers in your Study Notebook.
Column A Column B
1. These are the knowledge, a. learning area
understanding, skills, and b. mode of delivery
attitudes that learners need c. learning
to demonstrate in every lesson d. learning task
and/or learning task.
2. These are the formative learning
opportunities given to
learners to engage them in the
subject matter and to
enhance their understanding
of the content.
3. This refers to the prescribed
subject that learners take.
4. This refers to the method of
submission of learning outputs
preferred by the learner/parent
based on their context.
competencies
Check your answers using Lesson 3, Activity 1 Answer Key.

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LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After

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

Plan (WHLP) Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be communicated to
parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner is
doing the learning tasks at home.
MODULE 3B: LEARNING RESOURCES

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LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021

included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and answer the following
questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are
not complete or not available, what steps will you take to make these available?
What are your options to substitute these missing LRs?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
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ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity. What
support can you provide to your colleagues and what support can you get from them in
terms of LRs? Take note of the insights that you can gather from your colleagues and write
them in your Study Notebook.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
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ACTIVITY 1
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal
Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that you
already have?
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
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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.

LESSON 3: ASSESSING THE LR MATERIALS
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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?

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ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

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ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same
tool. Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online
portals?
2. What improvements do you still need to make in your developed material?
ACTIVITY 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing the
appropriate LRs. Submit your LR assessments with your reflection on the exercises to your LAC
Leader. Ensure that you keep a copy for yourself.
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

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DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
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.

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
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ACTIVITY 3
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you use the
LDM adopted by your School? What is your goal in terms of your teaching practices in the
modalities? What motivates you to achieve this goal? What do you think will help you attain this
goal?
Add as many rows as you need for your answers.
What is your goal toward

What will push you What will help you attain
improving your teaching
to achieve this goal? this goal?
practices in the modalities?

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC
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SDO – NUEVA ECIJA

Zaragoza National High School

MODULE 1: COURSE ORIENTATION

1. What is the main delivery of this course?

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

HABITS OBSTACLES MOTIVATION ENVIRONMENT

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

Answer the following reflective questions in your Study Notebook:

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

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

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

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

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

Be prepared to discuss your ranking at your next LAC Session.

Learner Group Targeted Learner Group Targeted Intervention

Struggling readers (Grades 4-

Persons with Disabilities

1. What is Lesson Designing or Lesson Planning?

2. Why is lesson designing important?

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

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

Before the Lesson Lesson Proper After the Lesson

efore the Lesson Lesson Proper After the Lesson

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

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

Grade Level and Learning Area: _____________________________________________________

Part of Lesson / Learning Check if already Additional Remarks:

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

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

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

Assessment How to Adapt the Assessment Method in

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

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

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After

Weekly Home Learning Individual Learning

MODULE 3B: LEARNING RESOURCES

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021

MODULE 3B: LEARNING RESOURCES

MODULE 3B: LEARNING RESOURCES

Establish access to the following portals:

MODULE 3B: LEARNING RESOURCES

MODULE 3B: LEARNING RESOURCES

MODULE 3B: LEARNING RESOURCES

MODULE 3B: LEARNING RESOURCES

2. What improvements do you still need to make in your developed material?

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

What is your goal toward

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

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