LEARNING DELIVERY MODALITIES COURSE

FOR TEACHERS

STUDY NOTEBOOK

SHIELA MAE B. JIMENEZ

SST-I

Module 1: Course Orientation

Module 2: Most Essential Learning Competencies

Module 3A: Designing Instructions in the Different Learning

Modalities

Module 3B: Learning Resources

Module 4: Planning for Continuing Professional

Development and LAC Planning

Module 5: Building and Teaching Portfolio Related

to the Implementation of the Modalities

 MODULE 1:
COURSE
ORIENTATION

Lesson 1: Course Overview

Lesson 2: Organizing your
Learning Action Cell (LAC)

Lesson 1: Course Overview

 Activity 1:
1. What is the main delivery of this course?

The Learning Delivery Modalities (LDM) for teachers is a course that

combines guided study using self-learning modules and co-learning and
collaboration. The modules are designed for self-study of the learners at
home. Lessons and activities are learned through reading, surfing the net,
watching TV, etc. The primary focus of this LDM course for teachers is to
provide a comprehensive knowledge about the different learning modalities
in teaching that could be used in this “New Normal” times.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?

LDM2 course provides different options for the teachers and for the
learners. This course shows us the new ways to teach our learners such as
online, modular, etc. By learning this process, by the different pedagogies, by
improving our skills and knowledge, by being properly guided and equipped
in the ways of teaching in the new normal setting, we can deliver quality
instructions to the learners that despite our situation now, learning is still
possible. Just add up also patience, dedication and love for your work.

3. What are the two support mechanisms that will help you with your learning
in this course?

The two support mechanisms that will help me in learning this course are
the (1) self-learning modules about this LDM course which were given to us
and (2) collaboration with LAC coach, LAC leader, and other teachers
through the Learning Action Cell (LAC) sessions.

Activity
Activity2:
2:
1. How will my personal characteristics and circumstances affect (positively
or negatively) my participation in this course?

My professional attitude in answering the LDM modules will affect

positively my participation in this course. With a positive mind setting,
devotion, and commitment to my work, I know I can participate actively
in this course regardless of the unfavourable circumstances such limited
time due to other essential school related works that I may encounter
during this times.

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?

Patience and commitment will play a vital role in sustaining my

strengths and in addressing obstacles that will hinder me from completing
this course. Possessing these characteristics, I can surely surpass any
obstacle that may hinder me in doing this and I know for sure that I will
be able to manage my time effectively and efficiently in order for me to
finish the course.
  I am fond of  Lack of focus  My learners are  I will accomplish
taking especially if my primary the requirements
important notes there are other motivation in of this course
which I can scan essential school participating in most probably in
or refer to in works to be this course. I a clean and quiet
times of done. want to give environment
confusion to them the best where I can focus
certain topic. that I can in well.
 Health issues delivering a
 I can easily get such as quality education
distracted headache (most and reaching
especially to a common), them out
noisy fatigue, etc. through this
environment. alternative-
learning mode of
teaching.

LAC Composition and Coaching Arrangement for LDM2 Teachers

LAC ID (name or number Number of LAC members

5
Name of LAC Facilitator: Designation/Position:
ROBEL B. BALDOZA MASTER TEACHER II
LAC Members
Name Male/Fema Position/Desig Division/s Contact Preferred Contact
le nation Detail(email, Mode( email,phone,sky
mobile pe,zoom,google meet,
number) viber, FB)
LEE ANN LABINE F SST-III SAMAR 0935-317- email,phone,skype,zoo
0292 m,google meet, viber,
Labine.leeann FB
@deped.gov.
ph
JOCELYN F SST-III SAMAR 0951-831- email,phone,skype,zoo
GABATBAT 8965 m,google meet, viber,
Jocelyn.gabat B
bat@deped.g
ov.ph
LEA J. PENAFIEL F SST-I SAMAR 0926-976- email,phone,skype,zoo
3069 m,google meet, viber,
Leap4nafiel B
@deped.gov.
ph
MIAMI C. DACUNO F SST-I SAMAR 0956-475- email,phone,skype,zoo
 0091 m,google meet, viber,
miamidacuno B
@gmail.com
SHIELA MAE B. F SST-I SAMAR 0967-237- email,phone,skype,zoo
JIMENEZ 0868 m,google meet, viber,
shielamae.jim B
enez@deped.
gov.ph

Lesson 2: Organizing Your Learning Action Cell (LAC)

Activity 1:

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:

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

students

4 To nurture successful teachers

2 To enable teachers to support each other to continuously improve their

content and pedagogical knowledge, practice, skills, and attitudes

3 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.

I think, below are the top three challenges in having a successful

LAC;

a. LAC Scheduling of Meeting

 The selection of date and time is a significant indicator to ensure
successful LAC session. The scheduled date and time should be favourable to
all the LAC team members. Everyone should be present so that everybody
should be able to share their own understanding, interventions to be adopted,
and productively generate solutions to issues that concern the school,
learners, and teachers itself.

b. Setting Up of Resources
Prior to the start of the scheduled LAC session, the LAC leader should
ensure that all the needed resources (human and materials) are ready.
Preparation of the venue should also be included here ensuring the comfort of
the members and speaker.

c. Prioritization of Topics/Agenda
Prioritization of topics to be tackled is an essential indicator for having a
successful LAC because in doing so, existing problems will be addressed
immediately.
 MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELC)

Lesson 1: Background, Rationale, and

Development of MELCs
Lesson 2: Unpacking and Combining
MELCs
into Learning Objectives
 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?

With this global pandemic we have today, this make education for
children more difficult to achieve. This also brings a big challenge to the
Department of education to conduct education in this new normal situation. The
best way to address the problem is adapt this new normal learning by shifting to
distance or modular learning. With this strategy, we can ensure learning
continuity. These concerns are not for teachers alone but also with the
collaboration of all the DepEd forces teaching and non-teaching staff and of
course through parents’ learners and stake holders’ support.

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, in the department of education, several curriculums had

been laid and adapt for the purpose of achieving higher standard education and
can produce a globally competitive learner. But due to the congested curriculum
we can’t achieve our goals. Students can’t cope up with the content standard
sometimes it takes time to finish a full quarter subject with a limited time
allotment.

Activity 2:

1. What are the general and specific purposes of the development of MELCs?
 The Department of Education, Bureau of Curriculum Development
developed MELCs to cope with the drastic change in the educational
atmosphere due to COVID 19 pandemic. The focus of instruction was
streamlined to the most essential or the most indispensable learning
competencies.

MELCs are designed also to develop resilient education systems, most

especially during emergencies.

MELCs can be used as a mechanism to ensure education continuity. The

MELCs intend to assist 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?

The curriculum analysis the Interconnectedness of prerequisite

knowledge and skills among the learning competencies for each subject area.

Curriculum review mapped the essential and desirable learning

competencies within the curriculum. It also led to the identification of gaps,
issues, and concerns within and across learning areas and grade levels. It helped
in the identification of areas for improvement that would enhance the learning
engagement, experience, and outcomes and consequently recommend solutions.
In addition, it analyse 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?

Essential learning competencies were defined as what the students need,

considered indispensable, in the teaching-learning process to build skills to
equip learners for subsequent grade levels and consequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as
what may enhance education but may not be necessary in building foundational
skills.
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?

Unpacking of MELCs into Learning Objectives

Retained MELCs Learning Objectives

  Investigate properties of  Determine how much solid
unsaturated or saturated solutions solute completely dissolves in a
S7MT-Ic-2 given volume water; and
 Describe the appearance of
saturated and unsaturated solution.
 Compared the evidence gathered
with the predictions you made; and
 Describe the properties of
solution based on observation.

MODULE 3A:
 Designing
Instruction in the
Different LDMs

Lesson 1: Understanding the Different

LDMs
Lesson 2: Designing Lessons and
Assessments
in the Different LDMs

Lesson 3. Guiding and Monitoring Learners

Lesson 1: Understanding the Different LDMs

Activity 2:

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face to-face (F2F) learning, DL, blended learning (BL), and home schooling in your
own words, define each modality. Write your own definitions in your Study
Notebook.
 Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are physically in one venue. There are opportunities for active
engagement, immediate feedback and socio emotional development of learners. It may be
conducted in any available physical learning space Face to face learning in which learners
can digest the content of each topic smoothly. It is the best way to address and to deliver
learning ideas.

Distance learning refers to a learning delivery modally where a learner is given

materials or access to resources and he/she undertakes self-directed study at home or in
another venue. Learners engage in independent learning at home or in any physical
learning space applicable, by using learning materials that are accessible ether online,
stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or
',sterling to radio-based instruction while being geographically distant from the teacher.

Blended learning refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning. It can be (1) F2F and modular distance
learning; (2) F2F and online distance learning (3) F2F and TV-based Instruction/Radio-
based Instruction; or (4) F2F and any combination of the other type of distance learning.

Home schooling refers to an alternative learning delivery mode (ADM) that

provides learners with access t formal education while staying in an out-of-school
environment, with parents, guardians, or tutors as authorized facilitators instead of
classroom teachers.

Activity 2:

Distance Learning Matrix

Role of
Distance Distinguishing Essential Role of Parent or Role of
Learning Feature Resources Teacher Household School
Modality Member

Modular Individualized Printed Learning Learning The school

Distance instruction Modules Facilitator Facilitator, orients the
Learning where learners guardians, teachers,
use self-learning and parents, and
 modules supervisors learners
(SLMs) in print about the
or digital modular
format. learning
policies and
directions to
ensure that
everyone is
properly
informed and
guided.

TV-Based Use of MOA with The teacher The parents The school
Instructions television or the television serves as a are willing orients the
(TVBI) radio programs network or supervisor to co- teachers,
on channels or radio station and collects supervise parents, and
stations all finished and co- learners
dedicated to output of the monitor the about the
providing student. progress of TV/Radio-
learning content their Based
to learners as a children’s instructions
form of distance learning as policies and
education. well as directions to
provide ensure that
guidance to everyone is
their properly
children. informed and
guided.

Radio- Use of MOA with The teacher The parents The school
Based television or the television serves as a are willing orients the
Instruction radio programs network or supervisor to co- teachers,
(RBI) on channels or radio station and collects supervise parents, and
stations all finished and co- learners
dedicated to output of the monitor the about the
providing student. progress of TV/Radio-
learning content their Based
to learners as a children’s instructions
form of distance learning as policies and
education. well as directions to
provide ensure that
guidance to everyone is
their properly
children. informed and
guided.

Blended Minimum Adopt any Strategies for The parents Schools

Distance requirements combination learners’ are willing which adopt
Learning must be met for of the above engagement to co- any
each of the type three types of in all type of supervise combination
being combined distance distance and co- of the above
any of the learning and learning shall monitor the three types of
following it must met be utilized by progress of the learning
LDMs. the teachers. their distance must
requirement children’s met the
of each type. learning as requirement
well as of each type.
provide
guidance to
their
children.

Activity 3:

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

of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc. Then rank the DL
types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give
the reasons for your ranking of each. Replicate the following table and write your answers in
your Study Notebook.

Ranking Type of DL Why?

(1-5, from
easiest to
hardest to
implement)

For me, this is the fastest way to collect

1 Modular Distance Learning
2 Blended Learning
3 TV-Based Instruction
4 Radio-Based Instruction
and retrieve finished output of learners.
This is also the most applicable to
implement especially to areas with no
internet connections.
This is a bit difficult because two kind
of distance learning are being used.
This requires a large amount of
fund due to expensive materials
needed and this is also an
additional task for teachers. This
is not applicable to some learners.
This requires a large amount of
fund due to expensive materials
 needed, this is also an additional
task for teachers. This is not
applicable to some learners.
This is the hardest to implement
especially to areas with no
5 Online Learning
signals or access to internet
connection.

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.

Learner Group Targeted Intervention

Learners without parents or household Make a weekly supervisory plan for them and
member who can guide and support their check their modules and activity sheets.
learning at home

Provide remedial reading materials. Provide

Struggling readers (Grades 4-12) activities suitable to the level of learner’s
competency.
Make a monitoring sheet to check learner’s
progress.

No access to devices and Internet Provide a printed module and other

additional learning material for them.

Inaccessible (living in remote and/or unsafe Provide a printed module and other
areas) additional learning material for them.

Indigenous Peoples Provide a printed module and other

additional learning material for them.

Persons with Disabilities Provide a printed module and other

 additional learning material for them.

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?

Lesson designing or lesson planning is the process of determining what learning

opportunities students in school will have by planning the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods.

2. Why is lesson designing important?

Lesson designing helps ensure that time is maximized for instruction and
learning, lessons are responsive to learner's needs , teachers set learning targets for
learners, teachers carry out a lesson successfully, teachers master their learning area
content, and that teachers become more reflective about their teaching.

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

A well-designed lesson must have these three components:

 Clearly articulated lesson objectives (What should be taught?)

 Well-selected and logically sequenced presentation of learning resources and

activities to help learners meet the objectives. (How should it be taught?)

 Appropriate and timely assessment activities that provide relevant information

and feedback for both teacher and learners. (How should learning be
assessed?)

Activity 2:

The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3)
after the lesson. In your Study Notebook, copy the following table:
 Before the Lesson Lesson Proper After the Lesson

 Review previous  Provide learners with  Wrap up activities

lesson feedback  Emphasize key
 Clarify concepts from  Check for learners information and
previous lesson understanding concepts discussed
 State lesson objective  Explain, model,  Assess whether lesson
as guide for learners demonstrate, and has been mastered
 Present connections illustrate the  Transfer ideas and
between old and new concepts, ideas, skills, concepts to new
lesson and establish or processes that situations
purpose for new students will  Ask learners to recall
lesson eventually internalize key activities and
 Check learners’ prior  Help learners concepts discussed
knowledge about the understand and  Reinforced what
lesson master new teacher has taught
information

Activity 3:

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 - accomplished after the lesson has been delivered

Reflection
 VI. Reflection - accomplished after the lesson has been delivered.

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: Grade 8 Science

Lesson/Topic: Forces

Learning Objectives: Investigate the relationship between the amount

of force applied and the mass of the object to the amount of change in the object’s motion.
(S8FE-Ia-15)

Learning Resources/Materials Needed: Module, Activity Sheet

Additional Remarks:

Part of Lesson/Learning Task
Before the Lesson
1. Review previous lesson
Check if already present in
SLM
 N/A
(ex. can be done via voice
calls, can be facilitated by
household partner, can be
done via activity learning
sheet, can be presented via
internet-based result, can be
facilitated during a
synchronous learning
session, etc.)

2. Clarify concepts from  N/A

previous lesson

3. Present warm-up activities  N/A

to establish
interest in new lesson

4. Check learner’s prior  N/A

knowledge about the
new lesson

5. Present connection 
between old and new N/A
lesson and establish purpose
for new lesson

6. State lesson objectives as

guide for learners  N/A

Lesson Proper
1. Explain, model,  Module
demonstrate, and
illustrate the
concepts, ideas, skills,
or processes that
students will
eventually internalize

2. Help learners
understand and  Module
master new
information

3. Provide learners with Module

feedback 

4. 4. Check for learners’

understanding  Module
 After the Lesson
1. Wrap up activities  Module

2. Emphasize key  Module

information and concepts
discussed
Module
3. Ask learners to recall key 
activities and
concepts discussed
Module
4. Reinforce what teacher has 
taught
Module
5. Assess whether lesson has 
been mastered
Module
6. Transfer ideas and 
concepts to new situations

1. For learning tasks not found in the SLM you examined, what materials or resources can
you create or curate to supplement the SLM?

Provide module for distant learning in order to supplement the lacking learning task.

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?

As an adviser the only additional support that I can give is additional activity sheets and
reading materials.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.
 Activity 5:

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.:

Formative Assessment Summative Assessment

 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 Method How to Adapt the Assessment Method in

DL
Multiple Choice Test I will give a 5 items multiple choice tests in
their worksheet and correct it upon the
retrieval.
True or False I will include a 5 items True or False type of
test in the worksheet to assess the
understanding of the learners on the certain
lesson. Corrections will be every after the
retrieval.
Identification I will include a 5 items identification type of
test in the worksheet to assess the
understanding of the learners on the certain
lesson. Corrections will be every after the
retrieval.
Essay Type Assessment I will give rubrics for the essay and tell the
students to achieve the standard given to get
high points. I will write the rubrics in their
worksheet.

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

The Multiple Choice test is the very common type of test used in assessing the
learning/understanding of the learners.

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

For me, one of the challenges that I may encounter in doing assessment in
Distance Learning is the attitude (seriousness) of the learners in answering/responding
to the assessment method.

3. Despite the challenges, what opportunities can you and your colleagues explore to
make assessment doable in DL?
 We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the Distant Learning.

Activity 7:

Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to
find out how to construct and use it. After reading the references, answer the following quiz
to check your understanding about using a portfolio to assess the learner.

Questions True False

1. A portfolio mainly displays the academic

achievements of the learner.
2. Testimonies of parents/guardians and learning
facilitators regarding the learner’s progress may be 
included in a portfolio.
3. There is a fixed list of items that should be included

in a portfolio.
4. The teacher can only comment on a learner’s

portfolio.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter

will submit the portfolio within the schedule that the
teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit 
the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies
or physical forms may be handed over to the teacher by 
the parents or learning facilitators.

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, understanding,
skills, and attitudes that learners need to a. learning area
demonstrate in every lesson and/or learning
task.
2. These are the formative learning
opportunities given to learners to engage b. mode of delivery
them in the subject matter and to enhance
their understanding of the content.
3. This refers to the prescribed subject that c. learning competencies
learners take.
4. This refers to the method of submission of
learning outputs preferred by the d. learning task
learner/parent based on their context.

Answers:

1. Learning Competencies
2. learning task
3. learning area
4. mode of delivery

Activity 2:

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which

discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that,
view the three Sample Weekly Home Learning Plans. Now, based on what you have read,
create a WHLP for your class.

Weekly Home Learning Plan for Modular Distance Learning

Grade 7

Weekly Home Learning Plan for Grade 7

Week 1, Quarter 1, October 5 - 9, 2020
 Day Learning Area Learning Competency Learning Tasks Mode of Delivery
& Time

8:00 - Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
9:00

9:00 - Have a short exercise/meditation/bonding with family.

9:30

Monday

9:30 - Araling Naipaliliwanag ang konsepto ng Araling Personal

11:30 Panlipunan Asya tungo sa paghahating Panlipunan submission by
heograpiko: Silangang Asya, Module 1, Lesson the parent to the
Timog-Silangang Asya, Timog- 1 teacher in school
Asya, Kanlurang Asya, Hilagang Quarter I, Week
Asya, at Hilaga/Gitnang Asya. 1

1:00 - Edukasyon sa Natatanggap ang mga EsP Module 1, Personal

3:00 Pagpapakata pagbabagong nagaganap sa Lesson 1 and submission by
o sarili na may pagtataya sa mga Lesson 2 the parent to the
kilos tungo sa maayos na Quarter I, Week teacher in school
pagtupad ng kanyang mga 1
tungkulin bilang
nagdadalaga/nagbibinata.

Tuesday

9:30 - Filipino Nahihinuha ang kaugalian at Filipino Module Personal

11:30 kalagayang panlipunan ng lugar 1, Lesson 1 submission by
na pinagmulan ng kuwentong Quarter I, Week the parent to the
bayan batay sa mga pangyayari 1 teacher in school
at usapan ng mga tauhan.

1:00 - English Identify real or make-believe, English Module Personal

3:00 fact or non-fact images. 1, Lesson 1 submission by
Quarter I, Week the parent to the
1 teacher in school

Wednesday

9:30 - Mathematics Illustrate well-defined sets, Mathematics Personal

11:30 subsets, universal sets, null Module 1, Lesson submission by
sets, cardinality of sets, union 1 and Lesson 2 the parent to the
and intersection of sets, and Quarter I, Week teacher in school
the difference of two sets. 1

1:00 - Science Describe the components of a Science Module Personal

3:00 scientific investigation. 1, Lesson 1 submission by
Quarter I, Week the parent to the
1 teacher in school

Thursday
 Day Learning Area Learning Competency Learning Tasks Mode of Delivery
& Time

9:30 - TLE: Beauty Explain basic concepts in Beauty Care Personal

11:30 Care Beauty Care (Nail Care) Services Module 1, Lesson submission by
1 the parent to the
Quarter I, Week teacher in school
1

1:00 - MAPEH (one Music: Describe the musical Music Module 1, Personal
3:00 component characteristics of Lesson 1 submission by
per week) representative music selections Quarter I, Week the parent to the
from the lowlands of Luzon 1 teacher in school
after listening

Friday

9:30 - Revisit all modules and check if all required tasks are done.
11:30

1:00 - Parents/Learners meet to return all modules and answer sheets for the week and get
4:00 new modules to be used for the following week.

4:00 Family Time

onward
s

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 A tool to guide learners and A tool for monitoring

learning facilitators or learners who lag behind
household partners in based on the results of their
tracking the subject areas to formative and summative
be tackled and activities to assessments
perform at home
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner

Components Learning area, learning Learner’s needs, intervention

competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Has to be communicated to Yes Yes

parents?

Activity 3:

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.

INDIVIDUAL LEARNING MONITORING PLAN

TEMPLATE

Learner’s Name: Juan dela Cruz

Grade Level: Grade 8

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Science Assistance in Provide a October 23, 
content localized 2020
development examples and
on the activities on
lesson about the lesson for
“FORCE” easy
understanding.

MODULE 3B:

Learning
Resources
 Lesson 1: Learning Resource Maps for
Distance Learning
Lesson 2: Accessing Learning Resources
from
DepEd Portals

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?

Our school implements Modular Distance Learning (MDL), 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?

In my case, I have complete resources for the Distance LDM in the learning
areas I am handling. For those who do not have complete LRs to be used, the teacher
may provide a Self-Learning Module as a replacement.
 3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?

Using the Deped LR we can easily find and obtain our needed SLM. Before we can
access the portal, we need to have an internet access and permission from its
administrator. Also, the school’s ICT coordinator can help us in accessing/opening
learning portals.
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?

Some materials taken from the learning portal (learning resources) are appropriate to
the level and characteristics of learners but some are not. Some learners are having
struggles in understanding the content of the LR that is why teachers need to make
adjustments by way of levelling the SLMs to their level of understanding.

Activity 2:

1. 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.

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 Distance 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 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?

In our school, we adapted a Modular Distant Learning, by the help of the Deped
portals, we can easily access materials/Learning resources and SLM. We can obtain our
learning modules online so it eases the burden for us teachers.

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. There are really times
where downloading learning materials from the portal is a struggle.

3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?

Accessing the LR portal is very helpful in order to provide learning materials/SLMs

to the learners. In doing so, a strong internet connection is needed. In maximizing the use of
LR portals, the support from school head is also needed.
 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 your
Study Notebook:

1. Was the material able to meet all the requirements?

Yes, the material has met 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?

None

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.

None

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
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 the requirements needed in obtaining our desired L .R.

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?

Deped prescribe 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?

Because of this exercise and assessment tool I can now choose better Learning
Resources for my subject matter.

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?

By using the assessment tool, I was able to compare my SLM with the one taken from the
online portals. By using the tool, I can easily determine if I have a lacking requirements in
making SLM.

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

Answer:

I need to improve the activities in my SLM. I also need to put more pictures in presenting
examples for a certain lesson.

MODULE 4:
 PLANNING FOR
CONTINUING
PROFESSIONAL
DEVELOPMENT
AND LAC
PLANNING

Lesson 1: Reflecting on Professional Life

and
Development
Lesson 2: Planning for the Continuing
Professional Development and
LESSON 1: Reflecting on Professional Life and Development

Activity 1:
 PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease. 

I can confidently use the platforms in the


modalities.

I can use pedagogies associated with the


modalities and platforms.

I can very well manage my learners/class

in the modality that my school has 
adopted.

I can very well engage with parents and


community partners in assisting learners.

Activity 2:

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. What particular
professional standards in the PPST do you need to focus on to effectively 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.
Answer:

I need to develop and give more focus on the Domain number one, the content
knowledge and Pedagogy. In my self-assessment, I got only the agree level so there's still a
room for improvement in that area. Also, I want to enhance the domain number six, the
community linkages and professional engagement. I need to build strong relationship with the
guardians/parents of my students to deliver the quality supervisory among them as well as
with my co mentors in schools.

Activity 3:

1. 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?
 What is your goal toward What will push you to What will help you to attain
improving your teaching achieve this goal? this goal?
practices in the
modalities?

To produce quality output, Improving my teaching Continue my professional

learners ready and fully strategies and practices. development.
equipped.

Can make the best lessons Learning to unpacking and Study and apply the MELC
for the new normal class. combining the MELC. given by DepEd.

Provide a quality modules Applying the assessment Creating account in the

for my learners. tool in choosing the LRDMs and DepEd Common.
learning resources for my
modules.

Lesson 2: Planning for the Continuing Professional Development

and Participation in the LAC

Activity 1:

1. Accomplish the Individual Development Plan Template by referring your output in Lesson
1 Activity 3 of this module.
 Activity 2:

1. Refer to your PD objectives and decide on what topics you would like to talk about in your
school LAC. Use the PD Discussion Template in your discussion.
 MODULE 5:

BUILDING THE
TEACHING
PORTFOLIO RELATED
TO THE
IMPLEMENTATION OF
THE MODALITIES
 Lesson 1: The Teaching Portfolio and Its
Contents
Lesson 2: The Evaluation Rubric

Lesson 1: The Teaching Portfolio and its Content

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?

Portfolios are intended to evaluate learning progress and achievement in a

specific course. By completing my portfolio in LAC sessions about LDMs, I can now
be ready for the challenge of the new normal way of teaching. First, if I will make my
lessons, I can scan my finished portfolio and go to the topic about preparing MELCs.
Then if I will choose what learning resources to be used in my topic, I can refer to
Learning Resources topics and how to download it in DepEd portals.

My portfolio will serve as evidences of my teaching and it will clearly show

my improvements as well as the problems I will meet and it will guide me to keep on
the right track.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?

In the previous module which is module 4, I had learned about making

individual development plan. With this, I can now asses my weakness and strength in
terms of my teaching practices. One of the best examples is analysing to what domain
do I need to focus more and make a development plan for that.

3. Why is writing down your reflections an integral part of your Portfolio?

 In every work or task given, it must have a reflection within. Making of it is
an integral part because it serves as a compilation of our knowledge and
understanding of the topic.

In every work or task given, one must have a reflection. It is an integral part
because in the reflection
we can pour out our ideas, analysis, and comments/suggestions about the particular
task which can be a road to change or improvement.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery

Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the month)
Modalities

Participation in recognized August to November Certification of Participation

PDs that are aligned with their with PD credit units
Professional Goals anchored
on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least once a month starting Video Recording
Coach/es September 2020
 Lesson 2: The Rubrics

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.

In order to be successful in making the portfolio I must consider first the Demonstration
progress of the LDM Implementation which is 30% in the rubrics, ensuring the quality of my
reflections in every topic or lesson that I tackled. Lastly, my output will be based on the professional
standard given by DepEd.