Professional Documents
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VC LDM2
VC LDM2
Study Notebook
Modul
(Course Orientation)
VISITACION T. BASUEL
Teacher-1/TIC
LESSON 1
COURSE OUTLINE
Activity 1
2. How can this course help ensure that you will be able to
deliver quality instruction in the “new normal?”
3. What are the two support mechanisms that will help you
with your learning in this course?
Activity 3
undergo through this process will not only benefit me a lot but
2. Setting Up of Resources
Before the LAC session be scheduled before
hand, the LAC leader should ensure that all
resources (human and material) are ready. Because
if not, success will not be possible if both human
and material resources are not complete nor ready.
Activity 2
LAC LEADER
LAC Instructional VISITACION T. BASUEL
HeadTeacher-I
NAMES
TEAM LEADER ERWIN M. DELA CRUZ Responsible for guiding a group to complete a task or project.
TEAM CO-LEADER VISITACION T. BASUEL Assists the leader in guiding the group to perform a given task.
MEMBERS SHERYL ANN M.SANDAN Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able to
accomplish the given task or project.
-do-
LDM2
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?
Answer:
One of the major concerns that needs to be addressed is
the proper dissemination of content knowledge to the students.
Although the DepEd made a solution to this by formulating
MELC’s, there are still some issues need to be resolved like the
medium of instruction. DepEd shows different alternative
delivery modes but to me, this would not work without the
cooperation of everyone
2. Even prior to the spread of COVID-19 that eventually led to the
closure of schools nationwide, the congested curriculum has been a perennial
problem of teachers (Andaya, 2018). This is perceived to be one of the
hindering factors on the poor performance of Filipino learners. Do you agree
with this observation? Why or why not?
Answer:
I don’t think the curriculum is the problem. It is the
implementation. The curriculum had undergone different
researches before was being implemented. Maybe the reason is
that, the curriculum is slightly ideal
ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of
the MELCs. After going through the document, provide a brief and concise
response to the following guide questions.
Answer:
The general purpose of the MELC’s is to
ensure quality, relevant and liberating education by
reviewing the competencies in K to 12 Curriculum.
Before the pandemic, there is already reviews done
in the competencies and there are plans to compress
learning competencies. The specific purpose is to
map the essential and desirable learning
competencies and to identify
Answer:
Essential learning competencies were defined as what
the students need, considered indispensable, in the teaching-
learning process to build skills to equip learners for
subsequent grade levels and consequently, for lifelong
learning. On the other hand, desirable learning
competencies were defined as what may enhance education
but may not be necessary in building foundational skills.
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?
Answer:
It started in identification of essential and desirable
learning competencies. Then, essential learning
competencies to most essential learning competencies. As
a rule, a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-long
learning and is a prerequisite skill to the next grade level.
Two or more learning competencies are merged or
clustered if they have the same objective or learning
intention and can therefore be combined into one
comprehensive learning competency. However, learning
competencies are removed/dropped due to the following
reasons:
Answer:
The creation of most essential learning
competencies is a very long and comprehensive process. It
undergone different processes to ensure that learners will
be educated properly.
ACTIVITY 3
K to 12 Learning MELCs
Competencies
Natutukoy ang mga mahahalagang
Merged/Clustered pangyayari sa buhay simula isilang
hanggang sa kasalukuyang edad
gamit ang mga larawan. Natutukoy ang mga mahahalagang
pangyayari at pagbabago sa buhay
(AP1NAT-Ic-6)
simula isilang hanggang sa
Nakikilala ang timeline at ang kasalukuyang edad gamit ang mga
gamit nito sap ag-aaral ng larawan at timeline
nmahahalagang pangyayari sa
buhay hanggang sa kanyang
kasalukuyang edad
(AP1NAT-Id-8)
Nasasabi ang batayang Nasasabi ang batayang
Retained impormasyon tungkol sa sarili; impormasyon tungkol sa sarili;
pangalan, magulang, kaarawan, pangalan, magulang, kaarawan,
edad, tirahan, paaralan, iba pang edad, tirahan, paaralan, iba pang
pagkakakilanlan at mga pagkakakilanlan at mga katangian
katangian bilang Pilipino. bilang Pilipino.
(AP1NAT-Ia-1) (AP1NAT-Ia-1)
Nailalarawan ang pansariling Nailalarawan ang pansariling
pangangailangan: pagkain, pangangailangan: pagkain,
kasuotan at iba pa at mithiin kasuotan at iba pa at mithiin para
para sa Pilipinas sa Pilipinas
(AP1NAT-Ib-4) (AP1NAT-Ib-4)
Nakapaghihinuha ng konsepto ng Nakapaghihinuha ng konsepto ng
pagpapatuloy at pagbabago sa pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos pamamagitan ng pagsasaayos ng
ng mga larawan ayon sa mga larawan ayon sa pagkasunud-
pagkasunud-sunod sunod
(AP1NAT-Ig-11) (AP1NAT-Ig-11)
Naipagmamalaki ang sariling Naipagmamalaki ang sariling
pangarap o ninanais sa pangarap o ninanais sa
pamamagitan ng mga pamamagitan ng mga malikhaing
malikhaing pamamaraan pamamaraan
(AP1NAT-Ij-14) (AP1NAT-Ij-14)
Nailalarawan ang pisikal na
Dropped katangian sa pamamagitan ng N/A
iba’t ibang malikhaing
pamamaraan
(AP1NAT-Ia-2)
Nasasabi ang sariling
pagkakakilanlan sa iba’t ibang
pamamaraan
(AP1NAT-Ib-3)
Naipaliliwanag ang kahalagahan
ng pagkakaroon ng mga
pangarap o ninanais para sasarili
(AP1NAT-Ij-14)
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3
in this lesson. Discuss any questions about the MELCs that need
clarification as well. Share your thoughts and let your co-teachers
articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own.
Insights:
Answer:
In order to systematize learning activities and
effectively address the varying needs of learners and the
challenges of instructional deliveries. It is also essential to
prevent redundancy that are visible to repetition of the lesson
which does not show spiral progression.
Answer:
Prerequisite knowledge and skills must be taken
consideration. It is worth noting that the identified
MELCS cater to higher order cognitive demands. As
such, lower cognitive demands may be considered first in
creating learning objectives. This ensures that
prerequisite knowledge and skills that would enable the
achievements of MELCS and eventually the content and
performance standards are address.
Logical sequence of learning objectives – since the
intention of unpacking the MELCS is to provide
systematic learning experiences for learners. It is
incumbent that the unpacked learning objectives follow a
logical sequence.
Answer:
Yes, in order for the department to focus and
prioritize those that are essentials and can be used in the
learner’s daily lives.
ACTIVITY 2
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.
Attach presentation:
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep
a copy of your outputs.
REFLECTION
Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd
Outcome
Having completed this module the participants will be able to
understand the importance of MELCs
compare the K12 learning competencies and MELCs to
determine which learning competencies were retained,
dropped, or merged
unpacked and combine MELCs into learning objectives
LDM2
Study Notebook
LESSON 1: UNDERSTANDING
Answers:
Distance learning
Home schooling if done via distance learning
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-
Negotiable Minimum Requirements for Distance Learning. As you go
through the readings, complete the Distance Learning Matrix. Share
your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities
and their defining features and requirements.
Note that when a vaccine is already available and F2F will be allowed
by the Inter-Agency Task Force (IATF) and by the local government unit
(LGU) concerned, any of the DL modalities may be combined with F2F
learning to come up with a BL. Learn more about BL in the
Supplementary Handout on Blended Learning Delivery Modalities.
ACTIVITY 3
Consider the situation in your School/Division—your organizational
capabilities, your level of resources (infrastructure, financial, human),
level of experience in DL, health and safety status, context and
capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest
to most difficult to implement. Give the reasons for your ranking of each.
Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.
The LCP assures that all possible measures will be taken to ensure that
no child will be excluded from learning during the COVID-19 crisis.
Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed
below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers and share your ideas at
your next LAC Session.
LESSON 2:
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation.
As you go through the document, write down your answers to the
following questions:
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining
what
learning opportunities students in school will have by planning “the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of instructional
time” (Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-
planned lessons are fundamental to ensuring the delivery of quality teaching
and learning in schools.
In order for the design to be effective, teachers need to consider the learners’
characteristics
and be responsive to the needs of the learners.
Answer:
a. Clearly articulated lesson objectives
b. Well-selected and logically sequenced presentation of learning
resources and
activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant
information and
feedback for both teachers and learners
between old and new 3. Provide learners with has been mastered
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and
establish purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas,
skills, or processes that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.
ACTIVITY 3
Lesson design does not end after implementing the lesson. After the
delivery of the lesson, teachers should take time to reflect on what
worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
The learning tasks listed in Activity 2 all form part of the Lesson
Procedures of the DLL and DLP. To find out the instructional principles
behind these learning tasks, you may refer to the article Principles of
Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encouraged to think about
their lessons, particularly the parts that went well and the parts that were weak and write
about those briefly. In the reflection, teachers can share their thoughts and feelings about
their lessons including things about the lesson that were successfully implemented and
which ones need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number of learners
who require additional activities for remediation, and the difficulties teachers encountered
that their principal or supervisor can help solve.
ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)
Grade Level : 1
Lesson/Topic: Nagbabago Ako
Learning Objectives: Nakapaghihinuha ng mga konsepto ng pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos ng mga larawan ayon sa pagkakasunod-sunod.(AP1NAT-If-10)
Lesson Proper
Can be done via learning activity
1. Explain, model, demonstrate, and illustrate √ sheets
the concepts, ideas, skills, or processes
that students will eventually internalize Can be done via learning activity
2. Help learners understand and master √ sheets
new information
can be done via voice call or video
3. Provide learners with feedback √
call
4. Check for learners’ understanding √
1. For learning tasks not found in the SLM you examined, what
materials or resources can you create or curate to supplement
the SLM?
Answer:
Accessible video presentations and other activity
learning sheets that will suit the accessibilites of the
learners.
2. What kind of additional support can you give: a) the learner,
and/or b) the household partner so that they are guided
throughout the lesson?
Answer:
Consultations thru voice or video call.
3. How can the teacher gather feedback on the different learning
tasks, in order to refine or modify current and future lessons?
Answer:
Face to face (If allowed) or let the parents and
learners write and attached their feedback in each
activity sheets.
Be ready to share your answers for Activity 4 when you meet with your
LAC group after completing this module.
Can you think of other ways of designing and implementing lessons that
can enhance student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your
peers.
ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8,
s2015 on Policy Guidelines on Classroom Assessment to learn about
assessment.
In the policy, you will find out about the two types of assessment:
formative and summative. Take note of the similarities and differences
between the two. Write your answers in a Venn diagram. Follow the
example below.
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer
Key to see the other similarities and differences between the two types
of assessments.
ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)
Example: Short I will send a three-item quiz via text message before the lesson. Based on the
quiz responses, I will take note of the common misconceptions and clarify them to the
learners during our online session or via text message.
I will send a five-item quiz via text message before the lesson. Based on
1.Written the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Works
At the end of the lesson, focussing on the topic and skill, I will give 1-2
2.Performance activities guided by the rubrics along with the modules once a week
depending on the topic. Feedback and clarification may be done thru
Task
voice or video call consultation.
I will give it once at the end of the quarter face to face ( if allowed) and or
3.Quaterly test item will be send via online messaging. , I will take note of the
Assessment common misconceptions and clarify them to the learners during our online
session or via text message.
I will include it in the learning activity sheet to be given weekly along with
4.Formative the modules. Based on the responses, I will take note of the common
Assessement misconceptions and clarify them to the learners during our online session
or via text message.
Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your
colleagues:
ACTIVITY 7
Sample learning outputs obtained from different assessment methods may
be collected to build a learner’s portfolio. Read Guidelines on the
Preparation of Portfolio and e-Portfolio to find out how to construct and use
it.
After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learners are different and have different abilities. For some topics, you
can give students some options or alternatives on how they will be
assessed. Just make sure that these would show how much they have
learned.
LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE
DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B.
Column A Column B
ACTIVITY 2
(Submit a copy of your Output to your LAC Leader)
Now, based on what you have read, create a WHLP for your class. Take
note of the following when creating your WHLP:
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
DISTRICT OF JONES WEST
PUNGPONGAN PRIMARY SCHOOL
PUNGPONGAN JONES, ISABELA, 3313
ACTIVITY 3
Yes Yes
Has to be communicated
to 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
INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: RIO M. GUTING
Grade Level: I
Learner’s Status
Learner’s Monitoring Insignific Significa
Learning Area Intervention Strategies Provided ant nt
Needs Date Mastery
Progres Progres
s s
Struggles to
read with a. seek help from a capable October 12- /
fluency and immediate family member 30, 2020
comprehension to help the learner in
answering the learning
modules
Intervention Learner is not making significant progress in a timely manner. Intervention strategies need to
Status be revised.
Share the ILMP that you made for that specific learner during your next
LAC Session.
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Before leaving this Module, take note of the following key messages:
Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study
Notebook, and LAC Session 3A Guide ready when you participate in the LAC
Session for this Module.
LDM2
Study Notebook
Module 3B
LESSON 1
LEARNING RESOURCE MAP FOR
DISTANCE LEARNING
ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in
Implementing LDMs for SY 2020-2021 included the Learning
Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and
answer the following questions in your Study Notebook:
Our school had opted the modular distance learning which needs
the following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
3. What support will you need to maximize the use of the two
DepEd-sanctioned LR Portals? From whom can you get this
support?
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.
1. Guide and help them download the SLMs using the DepEd
LR Portals.
2. Assist them in conducting review and assessment of all the
downloaded SLMs to address the completeness and
appropriateness of all the SLMs to be used this school year.
1. Cooperation
LESSON 2
ASSESING LEARNING RESOURCES
FROM DEPED
ACTIVITY 1.
Establish access to the following portals:
4. From a credible
√
source/author?
Reflection Questions:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
REFLECTIONS
SELF-LEARNING MODULE FOR GRADE 1
The Self-Learning Module in Grade 1 that I downloaded was developed
by the Department of Education which is the primary learning resource
materials to be utilized by Kinder learners across the country in the new
normal. This SLM is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM was designed
to cater the needs of our learners on what they should essentially need to learn
now that face-to-face learning is not possible because of the health risks
brought about by Covid 19.
As I go through the indicators and as I answered the Rapid Assessment
of Learning Resources that in this case, the SLM was evaluated. I have two
indicators that I think brought some minor issues. First is “easy to reproduce
and/or disseminate.” We cannot deny the fact that no matter how complete the
SLMs, still we are challenged on the mass production of SLMs because this
requires huge budget allocation. Scarcity fund is a problem in order to
reproduce these self-learning modules. Second is “free from red flags on
possible copyright and plagiarism issues.” The development of SLMs includes
the use of suited references; however SLMs writers might not be able to
properly cite the references they used. So, the issue of copyright infringement
is a great challenge for the SLMs writers.
ACIVITY 2.
3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials
which I will be using for my grade 5 learners this school year.
ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess
this material using the same tool. Answer the following questions in
Your Study Notebook:
1. How does your material compare with the ones that are
obtained from the online portals?
Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learners
ACTIVITY 4.
Share and discuss your answers to the questions in Activities
1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LRs.
LDM2
Study Notebook
Module 4
LESSON 1:
REFLECTING ON PROFESSIONAL
LIFE AND DEVELOPMENT
ACTIVITY 1.
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
Professional standards in the
PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective
selection of effective
Content Knowledge & teaching strategies that
teaching strategies that
Pedagogy promote learner achievement
promote learner
in literacy and numeracy.
achievement in literacy and
numeracy should be
addressed properly.
Applying comprehensive
We need to address a safer
knowledge of and acting as a
and more secure learning
resource person for, policies,
environment especially
Domain 2 guidelines and procedures
now that Covid-19 is still
Learning Environment that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning environments
observed always.
for learners.
Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management of the fact that learning
developmentally sequenced modality is different now
teaching and learning compared before.
processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5 relate to the design, learning among children is
Assessment & Reporting selection, organization and effective though modular
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new normal school setting.
ACTIVITY 3.
Answer the following questions by constructing and filling out the
table in your Study Notebook. How do you envision your teaching
practice in the next few months as you use the LDM adopted by your
School? What is your goal in terms of your teaching practices in the
modalities?
What motivates you to achieve this goal? What do you think will
help you attain this goal?
Add as many rows as you need for your answers.
Add as many rows as you need for your answers.
What is your goal What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
1. Make effective learning to
happen in the new normal
Attending webinars.
using teaching strategies that
Partnership with
fit modular distance learning The challenges in teaching
stakeholders.
by attending/joining under the new normal.
Training para-teachers as
webinars that help us make
facilitators of learning.
our lessons effective to
deliver.
2. Maximize the lacking The empathy to students and Support from their parents
resources in providing the hope for the betterment of and stakeholders.
student assistance. our future
ACTIVITY 1.
Learning and
To participate To manage Apply more positive Strategic learning Year- round Development
in collegial learner behavior and effective mode Team
discussions constructively by strategies to develop
that use applying positive and manage behavior Supervisor/Sc
teacher and and non-violent of the learners hool
learner discipline to constructively in Head/Master
feedback to ensure learning- every task and Teachers/Co-
enrich teaching focused activities. workers
practice. environment.
Local Funds
Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/Sc
*Service particularly on each task that needs hool
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.
ACTIVITY 2
LDM2
Study Notebook
MODULE 5: BUILDING THE
TEACHING PORTFOLIO
RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
LESSON 1: THE TEACHING PORTFOLIO
AND ITS CONTENTS
ACTIVITY 1.
Before you begin to prepare building your Portfolio, you need to make sure
that you have completed all the outputs for this course. Go over the list
found in LDM2 Guide for Expected Outputs and find out whether you have
completed all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation.
Keep a copy of all your outputs for your own records.
ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform.
Based on your reading, reflect on the following questions.
1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
Answer:
My portfolio helps me in tracking the progress of my
teaching pratice in our school LM in such a
way that it will serve as my guide rearing the different
LDM that takes place during pandemic season.
2. What evidence from the previous modules will help capture the
progress of your teaching practice?
Answer:
Answer:
- 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 towards the topic. It also
measures our affectively being our consciousness and even our
judgement in a certain 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, comments/suggestions about the particular task which can
be a road to change or improvement.
ACTIVITY 3.
ACTIVITY 4.
LESSON 2
THE EVALUATION RUBRIC
ACTIVITY 1.
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.