LDM Ajagustin

Republic of the Philippines
Department of Education
Region 02 (Cagayan Valley)
CAGASAT HIGH SCHOOL- MAGSAYSAY ANNEX
Cordon, Isabela
LAC Member Information Sheet
Region: II
Division: ISABELA
District: CORDON SOUTH
School: CAGASAT NATIONAL HIGH SCHOOL- MAIN
NAME: Male/Female: Date of Birth: Age:
SHERYL M. PADDIT FEMALE JUNE 02, 1984 36
Mobile Number: Facebook

Email:
Contact details: Name:
Sheryl.paddit@deped.gov.ph 09973360499 Sheryl Manuel
(Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Google meet, FB, Messenger, etc.)
Preferred contact mode:
Sheryl.paddit@deped.gov.ph, 09973360499, Sheryl Manuel
Cordon, Isabela
MODULE 1
COURSE ORIENTATION
Cordon, Isabela
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?
The main delivery of these LDM Course will be guided independent study, through self-learning modules and printed versions. The
Learning Delivery Modalities Course 2 is a task oriented course, is an urgent action of Deped to this ongoing pandemic as also part
of Deped’s Learning Continuity Plan. The main purpose and concern is to deliver education to learners in this new normal settings.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
This LDM course helps ensure that I will be able to deliver quality instruction in the new normal. The learning continuous while
guaranteeing the health and safety of learners, teachers, stockholders and all depED personnel by adopting alternative modes of
learning delivery effectively.
3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanism are the following:
-LDM2 course since it will enable me to plan for the implementation of the school adopted LDMs, prepare learning materials and
resources
- The collaboration with my co-teachers since we need to converse for a LAC session to discuss a particular lesson and to collaborate on
the task at hand.
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?
My participation in this course make me confident in looking for positive solutions to help the learners to cope in this new normal
and to ensure quality learning in this difficult time.
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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?
Set specific goals. By having a positive attitude and willingness to learn. I just need to embrace the challenges and I’m confident enough to
overcome it, and of course with the help of my co-teachers and unending support of my school heads.
I always seek a companion/ *Internet connection * My learners are my major I prefer it to be in the school
colleague to help me if I can’t reason to participate this where my colleagues and
understand or cannot do the * Distractions coming from
course to reach them out school heads willingly extend
assigned task. the noise outside
using alternative modes of their helps and always there
I take down notes from time to *Overlapping of activities. teaching. And this will make to guide us in accomplishing
time during the discussion. me grow professionally and this course.
essentials learning gained
after completing the LDM2
modules.
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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.
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:
2 To improve the teaching-learning process to improve learning among students
1 To nurture successful teachers
3To enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and
Attitudes
4. 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.
1. Lack of knowledge in using online platforms and other technologies, some teachers are good in using different platforms, still
there are teachers who are left behind.
2. Internet connection – there are barangay schools in our locality doesn’t have an internet connection and teachers teaching those
areas find it hard to connect online or communicate with other teachers.
• 3. Bulk Reports- It limits our time and difficult to focus in LAC.
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ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in touch with your designated
Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned Instructional Coach (this will be a
district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among the following school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject expertise to lead the LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.
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Activity 3
List down the members of your LAC and their respective roles in your Study Notebook.
FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.
REGION: II – Cagayan Valley
LAC ID (name or number): LDM

Number of LAC members: 10
COURSE 2
Name of LAC Leader: Designation/Position: Principal IV

SALLY J. FLORENTIN
Name of LAC Facilitator:

Cordon, Isabela
IMELDA R. REMEGIO Designation/Position:OIC Head Teacher I
LAC Members:
NAME Male/ DESIGNATION/ DIVISION/S Contact details (email, mobile Preferred contact
Female POSITION number) mode (email,
phone, Skype,
Zoom, Google
Meet, Viber, FB)
Sheryl M. Paddit Female Teacher I Isabela 09973360499 Google Meet
Marilou J. Ronco Female Master Teacher I Isabela Google Meet
Rosefedita
Female Teacher III Isabela 09178979063 Google Meet
Pastores
Veronica
Female Teacher III Isabela Google Meet
Echanes
Nelly M. Sales Female Teacher I Isabela Google Meet
Joel A. Dela Cruz Male Teacher III Isabela Google Meet
Ariel A. Ortiz Male Teacher I Isabela Google Meet

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ACTIVITY 1. Answer the following reflective questions in your Study Notebook:

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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 address 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?
The fundamental concerns in terms of curriculum standards is how can the competencies be mastered by the learners since there is no face to
face learning.This new normal teaching-learning follow health protocols set by the DOH. Teachers cannot do it alone because there should be
partnership between the teachers and parents who assists the learning of their children.
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 because the congested curriculum is not the only issue that affects learners’ performance in school . Some of our learners did not
master the fundamental skills that are being stressed out before in teaching process.
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?
MELCS’ general aim is to concentrate on the most essential skills a child requires to learn and to uphold the quality of the curriculum. MELCs can
be used as a mechanism to ensure education continuity.
2. How does curriculum review aid in the identification of essential learning competencies?
Mapping of the essential and desirable learning competencies within the curriculum.
3. What is the difference between essential learning competencies and desirable learning competencies?
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Essential learning competencies were defined as what the students need, considered indispensable, in the teaching- learning process to build
skills to equip learners for subsequent grade levels and consequently, for lifelong learning. On the other hand, desirable learning competencies
were defined as what may enhance education that may not be necessary in building foundation 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?
Curriculum review by the specialist, academic experts and field implementers in the collaboration with acts greatly assist the identification of
essential learning competencies. The decisions were made due to the limited number of school days allotment at this time of pandemic.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs serve as a teacher guides in preparing our lesson (weekly home learning and instructional materials). MELCs also ensures delivery of quality
instruction as it becomes the primary reference in determining and implementing learning delivery approaches that are suited to the local context and
diversity of learners while adapting to the challenges posed by COVID-19.
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.
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Individual/LAC Group Presentation on

Unpacking of a Sample MELC
(A) LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
Grade Level: Grade 7
Subject: FILIPINO
(First Quarter)
K to 12 Learning Competencies MELCs
Merged/Clustered
F10WG-Ia-b-57 Nagagamit ang angkop na F10WG-Ia-b-57 Nagagamit nang wasto ang pokus
pandiwa bilang aksiyon, pangyayari at ng pandiwa(tagaganap,layon,pinaglalaanan at
karanasan kagamitan)
1.sa pagsasaad ng aksyon,pangyayari at karanasan;
2. sa pagsulat ng paghahambing;
F10PT-Ib-c-62 Nabibigyang- puna ang estilo ng
may-akda batay sa mga salita at ekspresyong 3. sa pagsulat ng saloobin
ginamit sa akda
F10PT-Ib-c-62 Nabibigyang- puna ang estilo ng may-
F10PB-Ic-d-64 Nabibigyang-reaksiyon ang mga akda batay sa mga salita at ekspresyong ginamit sa
kaisipan o ideya sa tinalakay na akda akda, at ang bisa ng paggamit ng mga salitang
nagpapahayag ng matinding damdamin
F10PN-Ie-f-65 Nahihinuha kung bakit F10PB-Ic-d-64 Nabibigyang-reaksiyon ang mga

itinuturing na bayani sa kanilang lugar at kaisipan o ideya sa tinalakay na akda, ang pagiging
kapanahunan ang piling tauhan sa epiko makatotohanan/di-makatotohanan ng mga
batay sa napakinggang usapan/ diyalogo
pangyayarinsanaikling kuwento
F10PB-Ie-f-65 Naibibigay ang sariling
interpretasyon kung bakit ang mga suliranin
F10PN-Ie-f-65 Nahihinuha ang katangian ng tauhan
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ay ipinararanas ng mayakda sa pangunahing sa napakinggang epiko

tauhan ng epiko
F10PB-Ie-f-66 Napapangatuwi-ranan ang mga
dahilan kung bakit mahala-gang akdang
pandaigdig na sumasalamin ng isang bansa
F10PB-Ie-f-65 Naibibigay ang sariling interpretasyon
ang epiko
sa mga kinaharap na suliranin ng tauhan
F10PT-Ie-f-64 Nabibigyang-puna ang bisa ng
paggamit ng mga salitang nagpapahayag ng
matinding damdamin
F10PB-Ie-f-66 Napapangatuwi-ranan ang
F10PU-Ie-f-67 Naisusulat ang paglalahad na kahalagahan ng epiko bilang akdang pandaigdig na
nagpapahayag ng pananaw tungkol sa sumasalamin ng isang bansa
pagkakaiba-iba, pagkakatulad at ng mga
epikong pandaigdig
F10PT-Ib-c-62 Nabibigyang-puna ang estilo ng may-
akda batay sa mga ekspresyong ginamit sa akda, at
ang bisa ng paggamit ng mga salitang nagpapahayag
ng matinding damdamin
F10PB-If-g-67 Napapatunayang ang mga
pangyayari sa akda ay maaaring maganap F10PU-Ie-f-67 Naisusulat nang wasto ang pananaw
sa tunay na buhay tungkol sa:
a. Pagkakaiba-iba at pagkakatulad ng mga
epikong pandaigdig
b. Ang paliwanag tungkol sa isyung pandaigdig
na iniuugnay sa buhay ng mga Pilipino;
c. Sariling damdamin at saloobin tungkol sa
kultura kung ihahambing sa kultura ng ibang bansa;
d. Suring-basa ng nobelang nabasa o napanood
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F10PB-If-g-67 Nakapagbibigay ng mga halimbawang

pangyayari sa tunay na buhay kaugnay ng binasa
Retained
F10PN-Ia-b-62 F10PN-Ia-b-62
Naipahahayag Naipahahayag
mahalagang kaisipan sa mahalagang kaisipan sa
napakinggan napakinggan
F10PB-Ia-b-62 Naiuugnay ang mga kaisipang F10PB-Ia-b-62 Naiuugnay ang mga kaisipang
nakapaloob sa akda sa nangyayari sa: sarili nakapaloob sa akda sa nangyayari sa: sarili
pamilya pamayanan lipunan daigdig pamilya pamayanan lipunan daigdig
F10PT-Ia-b-61 Naiuugnay ang kahulugan ng F10PT-Ia-b-61 Naiuugnay ang kahulugan ng
salita batay sa kayarian nito salita batay sa kayarian nito
F10PD-Ia-b-61 Natutukoy ang mensahe at F10PD-Ia-b-61 Natutukoy ang mensahe at
layunin ng napanood na cartoon ng isang layunin ng napanood na cartoon ng isang
mitolohiya mitolohiya
F10PS-Ia-b-64 Naipahahayag nang malinaw

ang sariling opinyon sa paksang tinalakay F10PS-Ia-b-64 Naipahahayag nang malinaw
F10PN-Ib-c-63 Nasusuri ang tiyak na bahagi ang sariling opinyon sa paksang tinalakay
ng napakinggang parabula na naglalahad ng F10PN-Ib-c-63 Nasusuri ang tiyak na bahagi
katotohanan, kabutihan at kagandahang- ng napakinggang parabula na naglalahad ng
asal katotohanan, kabutihan at kagandahang-
F10PB-Ib-c-63 Nasusuri ang nilalaman, asal
elemento at kakanyahan ng binasang akda
gamit ang mga ibinigay na tanong F10PB-Ib-c-63 Nasusuri ang nilalaman,
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F10WG-Ib-c-58 Nagagamit ang angkop na mga elemento at kakanyahan ng binasang akda

piling pangugnay sa pagsasalaysay gamit ang mga ibinigay na tanong
(pagsisimula, pagpapadaloy ng mga F10WG-Ib-c-58 Nagagamit ang angkop na mga
pangyayari, pagwawakas) piling pangugnay sa pagsasalaysay
F10PN-Ic-d-64 Naipaliliwanag ang (pagsisimula, pagpapadaloy ng mga
pangunahing paksa at pantulong na mga pangyayari, pagwawakas)
ideya sa napakinggang impormasyon sa F10PN-Ic-d-64 Naipaliliwanag ang
radyo o iba pang anyo ng media pangunahing paksa at pantulong na mga
F10Pt-Ic-d-63 Natutukoy ang mga salitang ideya sa napakinggang impormasyon sa
magkakapareho o magkakaugnay ang radyo o iba pang anyo ng media
kahulugan F10Pt-Ic-d-63 Natutukoy ang mga salitang
F10PD-Ic-d-63 Natatalakay ang mga bahagi magkakapareho o magkakaugnay ang
ng pinanood na nagpapakita ng mga isyung kahulugan
pandaigdig F10PD-Ic-d-63 Natatalakay ang mga bahagi
ng pinanood na nagpapakita ng mga isyung
F10PU-Ic-d-66 Naitatala ang mga pandaigdig
impormasyon tungkol sa isa sa
napapanahong isyung pandaigdig F10PU-Ic-d-66 Naitatala ang mga
F10WG-Ic-d-59 Nagagamit ang angkop na mga impormasyon tungkol sa isa sa
pahayag sa pagbibigay ng sariling pananaw napapanahong isyung pandaigdig
F10PT-Ie-f-65 Naipaliliwanag ang mga F10WG-Ic-d-59 Nagagamit ang angkop na mga
alegoryang ginamit sa binasang akda pahayag sa pagbibigay ng sariling pananaw
F10PD-Ie-f-64 Natutukoy ang mga bahaging F10PT-Ie-f-65 Naipaliliwanag ang mga
napanood na tiyakang nagpapakita ng alegoryang ginamit sa binasang akda
ugnayan ng mga tauhan sa puwersa ng F10PD-Ie-f-64 Natutukoy ang mga bahaging
kalikasan napanood na tiyakang nagpapakita ng
F10WG-Ie-f-60 Nagagamit ang angkop na mga ugnayan ng mga tauhan sa puwersa ng
hudyat sa pagsusunod-sunod ng mga kalikasan
pangyayari F10WG-Ie-f-60 Nagagamit ang angkop na mga
F10PN-If-g-66 Naipagpaliliwanag ng ilang hudyat sa pagsusunod-sunod ng mga
pangyayaring napakinggan na may pangyayari
kaugnayan sa kasalukuyang mga pangyayari F10PN-If-g-66 Naipagpaliliwanag ng ilang
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sa daigdig pangyayaring napakinggan na may

F10PT-If-g-66 Nabibigyang-kahulugan ang kaugnayan sa kasalukuyang mga pangyayari
mahihirap na salita o ekspresyong ginamit sa sa daigdig
akda batay sa konteksto ng pangungusap F10PT-If-g-66 Nabibigyang-kahulugan ang
F10WG-If-g-61 Nagagamit ang angkop na mga mahihirap na salita o ekspresyong ginamit sa
panghalip bilang panuring sa mga tauhan akda batay sa konteksto ng pangungusap
F10WG-If-g-61 Nagagamit ang angkop na mga
panghalip bilang panuring sa mga tauhan
F10PN-Ig-h-67 Naibibigay ang katangian ng
isang tauhan batay sa napakinggang
diyalogo F10PN-Ig-h-67 Naibibigay ang katangian ng
F10PB-Ig-h-68 Nasusuri ang binasang isang tauhan batay sa napakinggang
kabanata ng nobela bilang isang akdang diyalogo
Pampanitikan sa pananaw humanism o F10PB-Ig-h-68 Nasusuri ang binasang
alinmang angkop na pananaw kabanata ng nobela bilang isang akdang
F10PT-Ig-h-67 Nakikilala ang pagkakaugnay- Pampanitikan sa pananaw humanism o
ugnay ng mga salita ayon sa antas o tindi ng alinmang angkop na pananaw
kahulugang ipinahahayag nito (clining) F10PT-Ig-h-67 Nakikilala ang pagkakaugnay-
F10PD-Ig-h-66 Naihahambing ang ilang ugnay ng mga salita ayon sa antas o tindi ng
pangyayari sa napanood na dula sa mga kahulugang ipinahahayag nito (clining)
pangyayari sa binasang kabanata ng nobela F10PD-Ig-h-66 Naihahambing ang ilang
F10PS-Ig-h-69 Nailalarawan ang kultura ng pangyayari sa napanood na dula sa mga
mga tuhan na masasalamin sa kabanata pangyayari sa binasang kabanata ng nobela
F10PN-Ii-j-68 Naibabahagi ang sariling F10PS-Ig-h-69 Nailalarawan ang kultura ng
opinyon o pananaw batay sa napakinggan mga tuhan na masasalamin sa kabanata
F10PT-Iij-68 Naibibigay ang kaugnay na mga F10PN-Ii-j-68 Naibabahagi ang sariling
konsepto ng piling salitang critique at opinyon o pananaw batay sa napakinggan
simposyum F10PT-Iij-68 Naibibigay ang kaugnay na mga
konsepto ng piling salitang critique at
simposyum
Dropped F10PU-Ia-b-64 Naisusulat ang sariling

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mitolohiya batay sa paksa ng akdang binasa

F10EP-Ia-b-27 Naisasagawa ang
sistematikong pananaliksik sa iba’t ibang
pagkukunan ng impormasyon (internet, silid-
aklatan, at iba pa)
F10PD-Ib-c-62 Nahihinuha ang nilalaman,
elemento at kakanyahan ng pinanood na
akda gamit ang mga estratehiyang binuo ng
guro at magaara
F10PS-Ib-c-65 Naipakikita ang kakayahan sa
pagsasalita sa paggamit ng mga berbal at
diberbal na estratehiya
F10PU-Ib-c-65 Naisusulat nang may maayos
na paliwanag ang kaugnay na collage na
may kaugnayan sa paksa
F10PS-Ic-d-66 Naibabahagi ang sariling
reaksiyon sa ilang mahahalagang ideyang
nakapaloob sa binasang akda sa
pamamagitan ng brain storming
F10EP-Ia-b-28 Nasasaliksik ang
mahahalagang impormasyon gamit ang silid-
aklatan, internet, at iba pang batis ng mga
impormasyon
F10PS-Ie-f-67 Nababasa nang paawit ang

ilang piling saknong ng binasang akda
F10PD-If-g-65 Napahahalagahan ang
napanood na pagtatanghal ng isang akda sa
pamamagitan ng paghanap ng simbolong
nakapaloob dito
F10PS-If-g-68 Nakikibahagi sa round table
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discussion kaugnay ng mga isyung

pandaigdig
F10PU-If-g-68 Naisusulat ang paliwanag
tungkol sa isyung pandaigdig na iniuugnay
sa buhay ng mga Pilipino
F10EP-If-g-29 Nakagagamit ng internet para
sa pananaliksik
F10PU-Ig-h-69 Naisasadula ang isang
pangyayari sa tunay na buhay na may
pagkakatulad sa mga piling pangyayari sa
kabanata sa nobela
F10WG-Ig-h-62 Nagagamit ang angkop na
mga hudyat sa pagsusunod-sunod ng mga
pangyayari
F10PB-Ii-j-69 Naibubuod sa isang critique ang

sariling panunuri ng alinmang akdang
pampanitikang Mediterranean
F10PD-Ii-j-67 Naimumungkahi ang mga dapat
isaalangalang sa pagagsasagawa ng isang
simposyum batay sa nakita sa aklat o iba
pang batis ng impormasyon
F10PS-Ii-j-70 Nailalahad nang malinaw sa
isang simposyum ang nabuong critique ng
alinmang akdang pampanitikang
Mediterranean
F10PU-Ii-j-70 Naisusulat ang isang critique ng
alinmang akdang pampanitikang
Mediterranean
F10PN-Ii-j-63 Nagagamit ang komunikatibong
kasanayan sa paggamit ng wikang Filipino
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isang simposyum
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.
1. Dep Ed made the big move of revising LC’s just to make assure that the learners will receive quality education despite the hindrances in
the new normal.
2. It is very important to us teachers to embrace the new learning modalities to ensure equality transfer of learning competencies.
3. Not all MELCs need to be combined if they are attainable in a certain period of time.
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?
Unpacking is the process of deconstructing student learning outcomes into component parts/competencies to identify key
life-long transferable learning skills and the types of learning experiences, activities, tasks, and assessments that align with those outcomes.
It is important to unpack and combine MELCs to systematize learning activities and effectively address the varying needs of learners and
the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
UNPACKING
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a. Alignment on the content and performance Standards

- The performance standards to be taken should be anchored to the content of the subject. It should be
attainable and it should be a relevant to life performances to prepare the learners in the future.
b. Prerequisite knowledge and Skills
- It should be specific to general skills. Lets’ start first with the basic skills and eventually go to the higher thinking
skills. Know first your learners before making your objectives or unpacking the MELCs.
c. Logical Sequence of learning objectives
- It should be properly organized and unpacking of MELC’s should be take it into consideration if the objectives
are really relevant and achievable.
COMBINING
a. Commonality of content, topic, or theme
- MELCs to be combined should show commonality and relatedness in content, topic, or theme. This ensures that essential content and
topic will not be watered down.
b. Alignment with the Content and Performance Standards
- Just like in the unpacking of MELCs, combining two or more should aid in the achievement of the content and performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Unpacking and combining of MELCS is necessary. Yes, it needs to be unpacked and to be combined for easy access and navigation of topics.
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MODULE 3A
Lesson Design &
Assessment
ACTIVITY 1
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Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to face (F2F) learning, blended learning (BL), and
home schooling. In your own words, define each modality. Write your own definitions in your Study Notebook. The four modalities
prescribed in the LCP are the following:
Face-to face (F2F)- this is the old normal set-up of education. There is an actual physical contact wherein the teacher faces the pupils in
delivering instruction. Higher percentage of learning is guaranteed in this kind of set-up because the needs of pupils are immediately
answered and responded by the teachers to the best of his/ her capabilities. Face-to face mode of learning is the oldest form of learning
and perceptibly quite the most effective.
Distance Learning- a set-up where education is delivered amidst distance between the teacher and the pupils. This is made possible
either by digital or printed modules. Parents, guardians, and older siblings are encourage to assist the pupils in accomplishing the tasks.
Blended Learning- a combination of online and modular learning. This is an effective alternative due to difficulty of situations.
Homeschooling- Parents act as teachers to pupils. Some well- to- do family hires tutor teach their child.
ACTIVITY 2 Distance Learning Matrix

Read two documents: Guidance on distance and non-negotiable minimum requirements for distance learning. As you go through the
readings complete the distance learning distance 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.
DISTANCE LEARNING MATRIX

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Distance Distinguishing Essential Resources Role of Teacher Role of Parent or Role of School
Learning Feature Household
Modality Member
Modular Self-Learning Competency based Prepare printed Guide the learners Coordinate with the LGU
Distance Modules worksheets printed learning modules and serve as with the manner of
Learning material module and monitor and parateachers delivery and retrieval of
(MDL) activity sheets assess the printed modules
learners
Online Online instruction Internet access Facilitator of Provide internet Provide strong internet
Distance gadgets 9 smart learning in connection for access for teachers in
Learning phone, tablet, digital platforms learners and digital school
(ODL) desktop, laptop) devices/ gadgets
TV-Based television Educational television Schedule Guide the learners Provide the TV program
Instruction programs and channel broadcast of the and broadcasting
(TVBI) lessons
Radio-Based Radio-based Educational radio Served as radio Guide the learners Provide the radio station
Instruction instruction station program broadcaster and broadcasting
(RBI)
Blended Combination of Internet access digital Facilitator of Guide and support Monitor and supervise the
Distance traditional and devices or gadgets learning the learners needs implementation of BDL
Learning technological printed materials
learning
ACTIVITY 3
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Consider a situation in your School/Division-your organizational capabilities, your level of resources (infrastructure,
financial, human), level of experience in DL, help and safety status, context and capacities of your learners, and their
household, etc. Then rank the DL types-MDL, ODL, TVBI, RBI, and BL-from easiest to most difficult to implement. Give
the reason for your ranking of each. Replicate the following table and write your answer in your Study Notebook.
RANKING TYPE OF DL WHY?
(1 TO 5, FROM EASIEST TO
HARDEST TO IMPLEMENT
1 MDL Majority of the parents favored this because of practicality.
2 RBI It is not the easiest to implement because not all household has radio
3 BL It is hard because of difficulty in internet connectivity
4 TVBI It is not the easiest to implement because not all household has TV and same
channel networks
5 ODL Having some purok with no or weak internet connectivity prove to be the
hardest.
ACTIVITY 4
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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 intervention
you would develop to include them period. Listed below are some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook.
LIST OF TARGETED INTERVENTION – (listed intervention below are just samples that could be done by the teacher.)
Learner Group Targeted Intervention
 Set a tutoring schedule – Create a daily schedule for the tutoring group.
 Have students share their screens – When students join, they share their screens so I can see what they
Learners without parents are working on. It is like sitting next to a student in a physical classroom and guiding them through their
or household member work.
who can guide and  Create a daily checklist – With collaboration from their teachers, I created a daily checklist of
support their learning at assignments students must engage with. This focuses our tutoring time and prevents students from
home falling behind.
 Seek assistance from relatives of LGU. Peer learning can be done among relatives. Obtain support through
text messages from respective teacher.
Beginning readers (K to N/A
3)
Struggling readers (Grade  Arrange reading materials from easy to difficult task. Provide instructional video materials for the learners.
4-12)  Making Words With Letter Tiles – Use letter tiles like these to make words. You can also use magnetic
letters like these and place them on mini cookie sheets. Make a CVC word together, and then discover
other words in the same word family by swapping out the first letter. Then try swapping out the last
letter and the vowel. Compare how the words sound as you change one letter.
 Touch Reading – Give students something to touch while sounding out words or reading sentences. This
can be a dot, blank square, line, etc. as they first begin to read, one – to – one correspondence with each
letter as they sound out words, and each word as they read sentences, is so important.
 Sensory Association – This works great in small groups, but can be done whole class too. It’s great for
introducing spelling and sight words. Basically you give them something to touch or experience for each
word. Then they remember that feeling and associate it with the word, so they can recognize it when
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they see it again.

 Provide non-ICT based like modules and other activity sheets. Modular approach can be used.
 Get Them Involved at School – When pairing students off to work in smaller groups, be sure to pair
students who are tech savvy with students who are less familiar with computer use. Regularly
incorporating computer work into classroom activities ensures that students get consistent access to the
Internet, which is vital for maintaining skills and knowledge over time.
No access to devices and  Encourage Parents to take Advantage of Community Resources – Compile a list of places that have free
Internet Wi-Fi and computer access in your community and make a list available to parents. Encourage them to
visit these spots at night and on the weekends in order to provide their children with more exposure to
technology. Let parents know when upcoming classes are available in your area.
 Start a Tech Study Hall During or After School/Class – Begin offering a free hour computer lab using your
own available resources once a week and learn different skills or work on homework. Have someone
available to answer questions and troubleshoot issues.
Inaccessible (living in
remote and/or unsafe  Use modular learning with localized materials. Seek support of LGU for distribution and retrieval of materials
areas)
 Coordinate LGU for the assistance
 Pedagogies of wonder – This involves adults listening to the wonder of the children about their own
history, culture and context and trusting children to research this rich resource.
 Generative pedagogies – Here, culturally safe spaces were created for Indigenous girls to engage with
their everyday experiences of oppression, through writing.
 Place-based pedagogies – Take students out of the classroom and onto ‘country’ and involve Rangers,
Indigenous Peoples
teachers and community members in a collaborative approach to teaching and learning were successful
in engaging students.
 Pedagogies prioritizing local Aboriginal voices – Involve listening to voices in the community and
understanding the values and cultural elements that inform students in their engagement with a formal
education context.
Refer to the nearest school offering SPED program. Use blended learning with assisted learning devices.
Persons with Disabilities
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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s. 2016 on POLICY Guidelines on Daily Lesson Preparation. As you go through the document, write down your answer to the
following questions in your Study Notebook.
1. What is Lesson Designing or Lesson Planning?
It is the process of deciding what learning opportunities the students will have at school, the quality of instruction, Learning materials, the
arrangement of learning exercises, and grouping strategies, and the timing and allocation of instructional time to be determined.
2. Why is lesson designing important?
Time is maximized for instruction and learning, lessons are attentive to the needs of the learners, teachers set learning goals for the learners,
teachers effectively carry out a lesson, teachers master their learning field, teachers become more positive about their teaching and the
learners achieved the aims set.
3. What are the three elements or components of a well-designed lesson?
First, clearly articulated lesson objectives (What should be taught?) Second, well selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives(How should it be taught?) Third, appropriate and timely assessment activities that
provide relevant information and feedback for both teachers and learners(How should learning be assessed?)
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ACTIVITY 2
The second component of a well-designed lesson ask 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, and (3) after the
lesson. In your Study Notebook, copy the following table.
Before the Lesson Lesson Proper After the Lesson
1. Review previous lessons 1. Explain, model, demonstrate, and 1. Wrap up activities
2. Clarify concepts from previous illustrate concepts, ideas, skills or 2. Emphasized key information and
lesson processes, that students will lessons discussed.
3. Present warm up activities to eventually internalize 3. Ask learners to recall key activities
establish interest in new lesson 2. Help learners understand and and lessons discussed.
4. Check learners prior knowledge master new information 4. Reinforce what teachers has taught
about the new lesson 3. Provide learners with feedback 5. Assessed whether lessons has been
5. Present connection about old and 4. Check for learners understanding mastered
new lesson and establish purpose 6. Transfer lessons and ideas to new
for new lesson. situations
ACTIVITY 3
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1. 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
The part of the DLL that should be accomplished is delivered. Teachers are encouraged to think about their lessons, to make a
self- deliberation on the parts that need improvement to make an adjustment so that the learning process become successful.
ACTIVITY 4
Read the handout Designing Lessons in DL. 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 material, or other means.
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: 10- FILIPINO
Lesson/Topic: Parabula mula sa Syria “Ang Tusong Katiwala”
Learning Objectives: Nasusuri ang tiyak na bahagi ng napakinggang parabula na naglalahad ng katotohanan, kabutihan at kagandahang-asal
Learning Resources/Materials Needed: Activity Sheets
LEARNING TASKS
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Check if Additional Remarks:

already (ex. can be done via voice calls, can be facilitated by a household
Part of Lesson / Learning Tasks present partner, can be done via a learning activity sheet, can be
in the presented via an internet- based resource, can be facilitated
SLM during a synchronous learning session, etc.)
Before the Lesson
Review previous lesson / Printed SLM Activity sheets
Clarify concepts from previous lesson / Printed SLM Activity sheets
Present warm-up activities to establish interest in new Printed SLM Activity sheets
/
lesson
Check learner’s prior knowledge about the new lesson Printed SLM Activity sheets
/
Present connection between old and new lesson and
/ Printed SLM Activity sheets
establish purpose for new lesson
State lesson objectives as guide for learners /

Any of the available learning materials/Activity sheets
Lesson Proper
Explain, model, demonstrate, and illustrate the concepts,
ideas, skills, or processes that students will eventually /
internalize. Printed materials such as textbooks and learner materials (LMs),
leveled readers, teacher-made learning activity sheets and other
Help learners understand and master new Information / assessment materials, internet-based resources, MELCs-aligned
teacher-made audio or video resources, computer-based or
Provide learners with feedback. / phone-based activities, and educational TV and/or radio
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Check for learners’ understanding /

broadcasts.
After the Lesson

Wrap up activities /
Emphasize key information and concepts discussed /
Learner’s assessments may be through portfolios that include
Ask learners to recall key activities and
/ learning outputs such as written work, products, and
concepts discussed
performances evaluated using rubrics. Include the testimonies of
Reinforce what teacher has taught parents/guardians and learning facilitators regarding the
/ learner’s progress. In DL, teachers should allow learners to work
Assess whether lesson has been mastered / on their outputs at their own time. They shall submit the
portfolio within the schedule that the teachers set.
Transfer ideas and concepts to new
situations /
Answers:
1. Create an instructional video lesson or additional learning materials to supplement SLMs.

2. Maintain constant communication with the parents in facilitating learning at home and update them on different channels, internet
sites that they can visit for additional source of information. Design a simplified learning material to promote individualized learning
instructions and other practice exercises.
3. Ask the parents to provide the pupils a journal notebook. Where they can write their feelings, insights and questions about a particular
topic. The teacher can gather feedback through messaging, phone call or video call.
ACTIVITY 5
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Assessment is always a part of designing instruction. Read the DO 8, S. 2015 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 answer in a Venn diagram in your Study Notebook.
Formative Summative
Assessment Assessment
Assessment FOR Assessment of learning
learning Learners may be assessed individually To measure if the
To make adjustment in of collaboratively student met the
the concept that may be Should also promote self-learning. performance and content
integrated in any parts of standard done after the
the lesson lesson
ACTIVITY 6
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Which assessment methods can you adapt in DL considering the content area that you are teaching? Recreate the following table and list
five methods that you would like to try, for each one, write how you plan to use in DL.
1. What assessment methods are common among the group members?
Written works is the common assessment method for distance learning
2. What are the challenges in doing assessment in DL?
The insufficient data connections

Time schedule
Lack of gadgets
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
Create group chat with the learners

Seek assistance from the superiors
Provide enough time in constructing summative assessment
ASSESSMENT METHOD IN DL
Assessment Method How to Adapt the Assessment Method in DL
Short Papers, Student reports in real time. Academic written works other than a written “exam”. Would entail more
Paper/Essay
preparation and revision for the students.
Focused, short – term event will be used to measure specific learning. Includes written answers to questions, calculations,
Problem Set
short answer, multiple choice, fill in blank.
Project/Simulation/ Activities that are more “authentic”, or task-oriented than an exam or purely academic paper. The learner has the right to
Case Study choose whether a multimedia production, participation in a simulation or written analysis.
Portfolio Learning Portfolios are a purposefully selected (and dated) complication of student work, demonstrating student
achievement and growth over time. Portfolios can cover a single project or curate evidence over an entire unit/course.
These should include progress work, not just final products. Portfolios represent both strengths and areas to work on.
Portfolios can be used to help students reflect on what they have learnt and what they still need to learn and may help
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students develop goals for future learning, based on the areas where they need to make more progress.
Teaching ideas
Offline/limited technology options
Share the template with students, either as a print-out or via email. Once students have the template the strategy can be
applied across curriculum areas.
Collate pieces of work and reflections in a physical or digital folder.
Save work on a device and email to the teacher as needed.
Online options
Select a platform for students to upload work, such as, Microsoft PowerPoint or Google Slides.
Students collate work in a folder or folio, such as files, images, videos, voice recordings, demonstrating their learning
progress over time.
ABCD cards can be established as a way for students to give quick, silent, individual responses to a multiple-choice
question posed during a learning session. The question(s) can be posed spontaneously, or they can be planned as part of a
session, such as a mid-lesson check on student comprehension. Responses can be collated and used as evidence.
ABCD Cards
Offline/limited technology options
 Students answer ABCD on a paper copy of the questions.
 Students respond to questions using ABCD during a check-ins/phone call or via email.
FORMATIVE TEST Learners will answer formative test included in their learning packet
SUMMATIVE TEST Learners will answer summative test included in their learning packet
SHORT QUIZ Learners will answer short quiz included in their learning packet
ACTIVITY SHEET Learners will answer activity sheet included in their learning packet
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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 reference, answer the following quiz
to check your understanding about using a portfolio to assess the learner.
Questions True False

1. A portfolio maily displays the academic achievements of the learner /
2. Testimonies of parents/guardians and learning facilitators ragarding 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 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 actual softcopies of their work saved on a CD/DVD/USB flashdrive.
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
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Identify the following. Write your answer in your Study Notebook.
Column A Column B
_C_ 1. These are the knowledge, understanding, skills, and attitudes A. Learning Area
that learners need to demonstrate in every lesson and/or learning task. B. Mode of delivery
_D_ _2.These are the formative learning opportunities given to learners to engage C. Learning Competencies
them in the subject matter and to enhance their understanding of the content. D. Learning Task
__A _3.This refers to the prescribed subjects that learners take
__B__4. This refers to the method of submission of learning outputs preferred
by the learner/parent based on their context.
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.
Now, based on what you have read, create a WHLP for your class.

Region 02(Cagayan Valley)
Schools Division Office of Isabela
306143-CAGASAT HIGH SCHOOL-MAGSAYSAY ANNEX
Magsaysay, Cordon, Isabela 3312
WEEKLY HOME LEARNING PLAN

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WEEK I
(October 5-9, 2020)
Learning
Date & Time Learning Competency Learning Tasks Mode of Delivery
Areas
Monday/Wednesday Filipino 10 Naipahahayag ang mahahala Modular Distance
1:00-3:00 gang kaisipan/pananaw sa  Gawain 1 Learning
napakinggang mitolohiya Isa-isahin ang mga (Output of the
kaisipang lumutang sa students will be
akdang “Cupid at Psyche” retrieved by the
na maaaring iugnay sa knowledge
sarili,pamayanan,pamilya, bearers in the
lipunan at daigdig.
Barangay Drop
 Gawain 2
Center.)
Suriin ang mga pag-aaral o
kaisipang nakapaloob sa
akda(T-chart Organizer)
 Gawain 3
Tukuyin ang masamang
maidudulot ng mga
ss. na pangyayari at mga Radio-Based
paraan para makaiwas sa Instruction
mga ito (Data Retrieval
Chart)
 Gawain 4
Basahin at unawain ang
mensaheng nais ipabatid
ng akdang binasa hinggil
sa sarili,pamilya,
pamahalaan, lipunan at
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daigdig(TAMA o MALI)
 Gawain 5
Magsalaysay ng isang
karanasan sa buhay na
may kaugnayan sa
pagtitiwala at pagmamahal.
Gawing gabay ang mga ss.
na pamantayan. Bubuuin
ito ng hindi bababa sa 200
salita.
Prepared by: Noted: Approved:
ADELA J. AGUSTIN ROBERTO D. YABES RUFINO C. BIBAT

Teacher III Head Teacher I School Principal II
Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the module’s
parts for additional monitoring guide for both teacher and the learner.
ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-SOSO-00162. After you read the guidelines on creating an ILMP, fill out the table
below in your Study Notebook to see how the ILMP differs from the WHLP
WEEKLY HOME LEARNING PLAN INDIVIDUAL LEARNING PLAN

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PURPOSE Serve as reference to guide learners and To monitor learning progress of pupils who
parents in doing the SLM at home lag behind as shown by the result of their
assessment
FOR WHOM Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
COMPONENTS Learning areas, competency, task mode of Learners need, intervention strategies,
delivery monitoring date, learning status
HAS TO BE COMMUNICATED TO PARENTS? Yes Yes
INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT WHO LAGS BEHIND IN COMPLETING THE LEARNING TASK
Note: Name given in the table is sample only.
Learner’s Name: JEREMY B. AGUSTIN
Grade Level: 10
Learner’s Status
Monitoring
Learning Area Learner’s Needs Intervention Strategies Provided Insignificant Significant
Date Mastery
Progress Progress
FILIPINO Have troubled Provided activities that Monitoring date There is no Can construct 100%
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will be during insignificant in

in and after the the progress of
helped him construct simple
constructing exposure of the the learners
paragraphs paragraphs
paragraphs learner to the towards the
activity. lesson
Learner is not making significant progress in a timely manner. Intervention strategies need to be revised.
Intervention Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
MODULE 3B
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Learning
Resources
ACTIVITY 1
1. Based on the map, what resources should you have in order to implement the LDM adopted by your School/Division?
For Modular distance learning, we have the Printed SLM and for the Online Distance learning, we have the online SLM, online activities/
exercises
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?
Yes, we have the complete printed SLMs.
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3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can you get this support?
We need updated LRs, seminars, and workshops about how to maximize the use of LRs. Although webinars are already done, thorough
technical assistance are always welcome to provide clearer understanding of our present set up.
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?
All the materials are appropriate to the learners’ level of learning because surely, before printing and publishing them, panels of editors were
there to ensure the reliability and accuracy of said SLMs.
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.
We can support our colleagues in their undertaking morally and by borrowing the printers and other needed materials available to us.
Technical assistance may also be provided by higher ranking teachers.
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?
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The LDM adopted by CAGASAT HIGH SHOOL – MAGSAYSAY ANNEX is Modular Distance Learning. The Dep Ed portals are providing great
help to teachers and schools for it gives us alternative source of information aside from what are provided to us.
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you overcome these challenges?
The challenge that we anticipate is for the struggling readers and the parents who are not that literate. How can they guide their child
in studying if they can’t understand the written text?
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this support?
A good and stable internet connections is a primary need in accessing these online portals. A support group to ensure the quality and
appropriateness of the LRs should be established.
ACTIVITY 2
1. 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.
Insights and helpful information regarding the use of LR portals that I learned from our LAC session:
Learning portals are alternative platform use for providing information aside from printed SLMs. These portals are necessary to give additional source of
information for educators and learners alike. We should be critical in gathering information and be sure that only verified and approved portals are our
source of data.
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.
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Example: I downloaded Filipino Grade 10 SLM in the DepEd Portal.
1.Was the material able to meet all the requirements?
Yes. The download LR material met the learning targets of the lesson. The LR has the basic standards
required to deliver the MELCs
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?
The evaluation method has achieved the quality and reliability of the activities to manipulate and optimize the use
of the LR portal
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which aspect/s.
The learning material covered the lesson but require some description and terminology to achieve the best
understanding of the concepts
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
Understanding the management of this LR Portals, this gives me the confidence and motivation to look for the most
appropriate learning resources to my learners
RAPID ASSESSMENT OF LEARNING RESOURCES
Cannot be
Is the LR Material... YES NO
determined
Connected and relevant to the MELCs? /
Appropriate to the grade level and learner characteristics in terms of language, activities? /
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Easy to reproduce and/or disseminate? /
From a credible source/author? /
Culture- and gender-fair? /
Free from red flags on possible copyright and plagiarism issues? /
The layout and format easy to read and pleasing to the eyes? /
Reflection Questions:
1. Was the material able to meet all the requirements?
- Yes, the materials were 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?
- There were no questions in the assessment tool used.
- None
- This help us determine the criteria we need to check while looking at our printed SLMs.
ACTIVITY 2
Explore other non-DepEd 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?
They have the same criteria and met the same criteria.
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2. Based on the results of the Assessment Tool, what improvements do the materials — both from DepEd and Non-DepEd portals — still need?
No further improvement necessary.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson?
Right and appropriate LRs for our learner can be chosen based on these assessment.
RAPID ASSESSMENT OF LEARNING RESOURCES
Is the LR Material... YES NO Cannot be

determined
1. Connected and relevant to the MELCs? /
2. Appropriate to the grade level and learner characteristics in terms of /

language, activities?
3. Easy to reproduce and/or disseminate? /
4. From a credible source/author? /
5. Culture- and gender-fair? /
6. Free from red flags on possible copyright and plagiarism issues? /

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7. The layout and format easy to read and pleasing to the eyes? /
ACTIVITY 3
Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer the following questions in your
Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?
The materials online are targeting general population while my materials are localized to my learners’ needs.
2. What improvements do you still need to make in your developed material?
I need to develop my materials maybe have a classroom based research to determine its effectiveness.
RAPID ASSESSMENT OF LEARNING RESOURCES ( LR that I have developed)
Is the LR Material... YES NO Cannot be

determined
1. Connected and relevant to the MELCs? /

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2. Appropriate to the grade level and learner characteristics in terms of language, /

activities?
3. Easy to reproduce and/or disseminate? /
4. From a credible source/author? /
5. Culture- and gender-fair? /
6. Free from red flags on possible copyright and plagiarism issues? /
7. The layout and format easy to read and pleasing to the eyes? /
Activity 4
Share and discuss your answer to the questions 1,2, and 3 in your next LAC session. Jot down insights and information that can be useful
to you in choosing appropriate LRs.
Jot down insights and information that can be useful to you in choosing the appropriate LRs.
Jot down insights and information that can be useful to you in choosing the appropriate LRs.
Reflection Questions:
1. Was the material able to meet all the requirements?
Yes, because they are based on MELCs.
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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.
None because the materials all complied with MELCs.
It makes me extra cautious in selecting the LRs I need for my learners.
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MODULE 4
PD and LAC
Planning
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
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2. discuss the different PD initiatives/programs related to the LDMs that are available to you, either provided by
DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development
MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation in the LAC
LAC Session 4
ESTIMATED TIME REQUIRED

2 hours
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LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
By the end of this lesson, you should be able to reflect on and assess your current capabilities and practice in relation to the use of the
LDMs in your School.
Key Topics/Concepts
Assessment
Capabilities
Professional practice
Professional standards
Resources Required
🗑 Professional Self-Assessment Questionnaire
🗑 LDM2 Course Overview
🗑 Continuing Professional Development Guidelines
🗑 DepEd Memo No. 50, s.2020 on DepEd Professional Development Priorities Study Notebook
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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.
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I need to develop and give more focus on the Domain number one, the content knowledge and Pedagogy. As my self-assessment where I
got only the agree level so there's a room for my improvement. 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.
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 improving

What will push you to achieve this
your teaching practices in the What will help you attain this goal?
goal?
modalities?
To produce quality output, learners Improving my teaching strategies Continue my professional development.
ready and fully equipped. and practices.
Provide the quality modules for my Applying the assessment tool in Creating account in the LRMDS and DepEd
students in the Modular Distant learning choosing learning resources for the common.
this new normal. modules.
Can make the best lessons for the new Learning to unpacking and Study and apply the MELCs given by Deped.
normal class. combining the MELCs.
Getting abreast in the related Quality instruction amidst the Participating in the webinars and LAC sessions
information and application of the pandemic. In the absence of F2F, the addressing this issue.
modality implemented by the school. need to guarantee effective
implementation of LDM.
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LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE

LAC
In this session, you will come up with a realistic plan for your continuing PD that responds to your identified need in relation to
the content and pedagogy of the learning area/s you are teaching using the LDM.
By the end of this lesson, you will be able to:
1. identify the PD programs available for you
2. reinforce positive feelings about teaching as a career
Key Topics/Concepts
Professional development
Professional life
Resources Required
🗑 List of NEAP-recognized Programs
🗑 Individual Development Plan Template
🗑 PD Discussion Template for LAC

Activity 1
1. Accomplish the Individual Development Plan Template by referring your output in Lesson 1 Activity 3 of this module.
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INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental Intervention)
Strengths Developmental Timeline Resources Needed
Needs Learning Intervention
Objectives of the
PD Program
Focusing teaching Produce quality Producing Attending seminars about Whole year round School funds
and learning output, learners quality output curriculum panning, lesson
ready and fully and learners planning and teaching strategies
equipped ready
Focusing teaching Can make the best Making lesson Attend orientation about MELCs, Whole year round School funds
and learning lessons for the plan align with LAC session discussing MELC
new normal class the MELCS by based lesson plans.
DepEd
Support Provide the Applying the Attending seminar about learning INSET, LAC session School funds,
curriculum quality modules assessment tool resources, LRMDS and DEpEd personal
management and for my students in in choosing commons.
implementation the Modular learning
Distance learning resources for the
this new normal modules
Activity 2
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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.
PROFESSIONAL DEVELOPMENT OBJECTIVES RELATED TO THE

SPECIFIC TOPICS
MODALITIES
Making Lesson plan align with the MELCs by DepED. MELCs, unpacking and combining.
Applying the assessment tool in choosing learning resources for Learning Resources, using of LRMDS and DepEd commons
the modules.
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MODULE 5
BUILDING THE TEACHING PORTFOLIO
RELATED TO THE IMPLEMENTATION OF
THE MODALITIES
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LESSON 1 - The TEACHING PORTFOLIO AND ITS CONTENTS
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.
Expected Outputs and Assessment for LDM2 Teachers, Modules 1-4 (before practicum)
Module Expected Outputs (to be submitted to LAC Leaders)
Module 1
No outputs for submission
Course Orientation
Module 2
Individual/LAC Group Presentation on Unpacking of a Sample MELC
MELCs
List of targeted learner interventions

Learning tasks for DL
Assessment methods in DL
Module 3A
Weekly Home Learning Plan for 1 subject
Lesson Design and Assessment
Individual Learning Monitoring Plan for a student who lags behind in completing the learning tasks
LAC 3 Teacher Engagement Report (Optional if LAC session was conducted)
LAC 3 Session Report (Optional if LAC session was conducted)
Module 3B
Two (2) accomplished LR Rapid Assessment Tools with reflections
Learning Resources
Module 4
Finalized LDM Individual Development Plan (produced after discussion during LAC)
PD and LAC Planning
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LDM2 TEACHERS LAC SESSION 1 GUIDE
Suggested
LAC Components Activity
Period
The LAC Facilitator leads the discussion on LAC protocols/norms:
Purpose of Leaders LAC sessions

Schedule of LAC meetings
Venue/Platform for LAC meetings
Roles of LAC Facilitator and LAC members
Getting Started LAC Forms 1 to 4 15-20 minutes
The LAC Facilitator documents and circulates agreements on LAC protocols/norms.
The LAC Facilitator and LAC Members complete LAC Form 1. LAC Profile.
The LAC Facilitator completes LAC Form 2. LAC Facilitator Information Sheet.
The LAC Facilitator asks the group to subdivide into smaller groups of 2 to 3 individuals to reflect on and share
with each other their answers to the following questions:
Small Group sharing
What are the outcomes you expect from the Leaders LAC sessions?
*For small LACs (2-5
What are the key characteristics of strong and effective Leaders LACs?
members), you can skip this 10-15 minutes
How can a Leaders LAC provide support for teachers and school heads?
and go directly to Big
Group/Plenary sharing
LAC Members are encouraged to share their reflections from Lesson 1 and Lesson 2, Activity 1. Members should
continue to write their personal reflections or interesting ideas and suggestions from the discussions in their
Study Notebook.
20-25 minutes
Small Groups report The LAC Facilitator gives small group representatives an opportunity to share their answers and reflections. per
representative
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Big Group/Plenary sharing The LAC Facilitator synthesizes the small group reflections and will ask the big group/plenary to reflect on and
answer the following questions:
10 minutes
What was the value added in sharing answers to a question with others?
What might be the value of regularly working with a group of leaders in providing support to teachers and school
heads?
The LAC Facilitator asks for 2-3 volunteers to share their thoughts.
Big Group/Plenary Synthesis 8-10 minutes
The LAC Facilitator synthesizes the discussion.
The LAC Facilitator sets the assignment: Study LDM2 Module 2 on the Most Essential Learning Competencies.
Looking forward to the next
3-5 minutes
session
The LAC Facilitator ensures agreement on the schedule and venue/platform for LAC Session 2.
The LAC Facilitator completes LAC Form 3. LAC Session Report.

Completion of reports 5 minutes
LAC members complete LAC Form 4. LAC Engagement Report.
TOTAL 71-90 minutes
ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the following questions and jot down your
answers in your Study Notebook.
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School's LDM?
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Portfolios can encourage students to take more ownership and responsibility over the learning process. In some schools, portfolios are a way
for students to critique and evaluate their own work and academic progress, often during the process of deciding what will be included in their
portfolios.
2. What evidence from the previous modules will help capture the progress of your teaching practice?
The evidences from the previous modules that will help capture the progress of my teaching practices are Unpacked MELCs, WHLP. ILMP and
LDMs.
3. Why is writing down your reflections an integral part of your Portfolio?
Reflection is a process of exploring and examining ourselves, our perspectives, attributes, experiences and actions/interactions. It helps us
gain insight and see how to move forward. Reflection is often done as writing, possibly because this allows us to probe our reflections and
develop them more thoughtfully.
ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the progress of your teaching
practice? What other evidence can you think of that is relevant to the LDM adopted by your School? Write down your answers and other
insights in your Study Notebook.
Yes, the list is enough to capture the progress of teaching practice since it is a list with evidence and on current basis
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ACTIVITY 4.
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3 with your colleagues
LESSON 2: THE EVALUATION RUBRIC

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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.
THE EVALUATION RUBRIC
EXCELLENT VERY SATISFACTORY MARGINAL UNSATISFACTORY

SATISFACTORY
CRITERIA (5) (4) (3) (2) (1)
DEMOSTRATION OF The outputs The outputs The outputs reflect The outputs reflect to The outputs do not show
PROGRESS OF LDM captured clearly captured to a big extent the a limited extent the the progress of the
IMPLEMENTATION and adequately the adequately the progress of the progress of the implementation of the
(30)% progress of the progress of the implementation of implementation of the LDMs
implementation of implementation of the LDMs LDMs
the LDMs showing the LDMs
innovations that
contribute to the
smooth
implementation of
the LDMs
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MODULE 4
QUALITY OF
REFELECTION
(25)
Reflection describes the
experience in LDM
implementation, shows
depth of analysis and
synthesis, and relates it to
the professional standards
and to professional and
Reflection
describes the
experience in LDM
implementation,
shows some
analysis and
relates it to the
Reflection describes
the experience in
LDM
implementation and
relates it to the
professional
standards and
Reflection describes
the experience in LDM
implementation with
limited attempt relate
it to the professional
standards and
development goals
Reflection describes the
experience in LDM
implementation with no
attempt to relate it to the
professional standards
and personal
development goals
PD and LAC
personal development goals professional personal
standards and to development goals
professional and
personal
development goals
Planning
DEMONSTRATION The outputs clearly The outputs clearly The outputs clearly The outputs clearly The outputs do not
OF PROFESSIONAL demonstrate 5 or more demonstrate 4 demonstrate 3 demonstrate the 2 demonstrate indicator in
STANDARDS
(20%) indicators of relevant indicators of indicators of indicators of relevant the professional
strands in professional relevant strands in relevant strands in strands in standards
standards professional professional professional
standards standards standards
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LANGUAGE AND The ideas are expressed in The ideas are The ideas are The ideas are The ideas are rumbled
OVERALL clear, coherent, and expressed in clear expressed well but expressed using and difficult to
PRESENTATION appropriately-worded language with with incoherence in very basic words understand; errors in
OF THE OUTPUT language with no errors in minimal errors in some areas and few and structure with structure and/or writing
(15%)
structure and/or writing structure and/or errors in structure incoherence in conventions are almost
conventions writing and/or writing many areas and everywhere in the output
conventions conventions several errors in
structure and/or
writing conventions
ORGANIZATION The portfolio is logically The portfolio is The portfolio is The portfolio has 3- The portfolio does not
OF PORTFOLIO organized, is insightful and logically organized generally well- 4 items not well follow a logical order
(5%) offers new perspective and organized with 1-2 placed in the
insights items not well placed overall organization
in the overall
organization
TIMELINESS The output/s is/are The output/s The output/s is/are The output/s The output/s is/are
(5%) submitted more than 3 days is/are submitted 1- submitted on the is/are submitted 1- submitted more than 3
ahead of the deadline 2 days before the deadline 3 days after the days after the deadline
deadline deadline
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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.
COURSE ORIENTATION (4 Hours)

Hi, Ma’am/Sir. How are you? We hope that you are doing well despite our current national health situation. We know that you are busy
preparing for the opening of classes this year. Your students and your country are grateful for your tireless service in ensuring safe and quality
education. Welcome to Learning Delivery Modality Course 2 (LDM2) for Teachers. This course aims to support you in your preparation for the new
learning delivery modality (LDM) in your School.
MODULE OBJECTIVE
By the end of this Module, you will be able to describe what this course is about and how it will help you manage the teaching-learning process
in the modalities.
MODULE CONTENT 
 Lesson 1: Course Overview
 Lesson 2: Organizing your Learning Action Cell (LAC)
 LAC Session 1
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COURSE OVERVIEW
When the first COVID-19 case was recorded in March this year, the country was placed under a state of national emergency. COVID-19 ushered
in a new normal in the way people conduct business and deal with each other. To prevent the further spread of infection among the populace, various
measures were put in place such as a ban on mass gatherings, restrictions on movement, social distancing, and preventive practices like hand washing
and wearing of masks, among others. In the face of this continuing health threat, the Department of Education (DepEd) formulated the Basic Education
Learning Continuity Plan (LCP) to put into motion the marching orders of the Secretary: ensure that learning continues while guaranteeing the health,
safety, and wellbeing of all learners, teachers, and other DepEd employees. The LCP recognizes that DepEd must adopt alternative modes of delivering
learning if it is to reach all learners regardless of who and where they are. Where school-based, Face-to-Face Learning is not possible, the LCP
identifies three learning delivery modalities (LDMs) that schools may implement: Distance Learning, Blended Learning, and Homeschooling.
A critical component of the LCP is enabling teachers and school leaders to use these learning delivery modalities effectively (see Figure 1). LCP
capacity building has two streams. The first stream (LDM1) is focused on the implementation and management of the alternative learning delivery
system at all levels of the education system, and intended for school and division leaders. This course you are taking now, which is LDM2, is intended
for teachers and is focused on the instructional implications of using these alternative LDMs.
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COURSE OBJECTIVES
By the end of this Course, you will be able to:
1. Know the different LDMs and platforms: their features, uses, and pedagogies
2. Plan for the implementation of the school-adopted LDMs
3. Prepare learning materials and resources needed for the LDM
4. Be confident in executing lessons in the new LDM
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ORGANIZING YOUR LEARNING ACTION CELL (LAC)

This lesson will help you set up your LAC and prepare for LAC activities in the succeeding modules. By the end of this lesson, you will be
able to:
1. organize a LAC to support your learning

2. enumerate the roles and responsibilities of different LAC members
3. set protocols and norms for the conduct of LAC sessions
4. accomplish the required LAC Forms
Key Topics/Concepts
LAC; LAC roles and responsibilities; LAC Forms
Resources Required
3 DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning
3 LAC Session 1 Guide
3 Form 1. LAC Profile
3 Form 2. LAC Facilitator Information Sheet
3 Form 3. LAC Session Report
3 Form 4. LAC Engagement Report
3 Study Notebook
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The content of the LAC provided by the Department of Education is challenging and new.
Delivering these should be done in accordance to the protocols mandated by the Department of Health. Various
webinars bombarded teachers up to present just to adjust and relearn teaching the new normal way. At times, poor
internet connection makes job seem strenuous, since reports are made and are submitted online; a very seemingly
challenging part of the job, most especially on teachers who are not that skilled in technology. Despite these
challenges, only boosts our determination to do work and uphold our very best in line with the vision and mission of
the department, which is to provide quality education among our students.
The pandemic, gave teachers an unclear, uncertain future, when will this nightmare end? A question not only did
I raise, but my colleagues too, for so many times now. Worries, unease have wrapped the public for months. But in all
uncertainties, life must go on and education must continue. I personally, think that having the LCP, provides teachers
the knowledge one must possess in teaching in the new normal. MELCs provided by the department is also a big help,
in adjusting learning. Experts who organized the MELCs have seen to it, that what is vital in learning should only be
prioritized. Given the amount of school days we have this year. The different modalities, such as Blended Learning,
Radio- based instruction, television-based instruction, modular learning-print or online, are helpful in the distance
learning being implemented.
I think that the webinars made and conducted by various experts in the field, alleviates the hardships in
bringing distant education. It taught us knowledge, as well skills needed in executing new normal teaching. This
requires more attention in fulfilling every task but what we can do? We adjusting and all of this is a part of the process.
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Republic of the Philippines

LAC Member Information Sheet

SHERYL M. PADDIT FEMALE JUNE 02, 1984 36

Mobile Number: Facebook

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

FORM 1: LAC PROFILE

REGION: II – Cagayan Valley

LAC ID (name or number): LDM

Name of LAC Leader: Designation/Position: Principal IV

Name of LAC Facilitator:

IMELDA R. REMEGIO Designation/Position:OIC Head Teacher I

Sheryl M. Paddit Female Teacher I Isabela 09973360499 Google Meet

Marilou J. Ronco Female Master Teacher I Isabela Google Meet

Nelly M. Sales Female Teacher I Isabela Google Meet

Joel A. Dela Cruz Male Teacher III Isabela Google Meet

Ariel A. Ortiz Male Teacher I Isabela Google Meet

ACTIVITY 1. Answer the following reflective questions in your Study Notebook:

Individual/LAC Group Presentation on

F10PN-Ie-f-65 Nahihinuha kung bakit F10PB-Ic-d-64 Nabibigyang-reaksiyon ang mga

ay ipinararanas ng mayakda sa pangunahing sa napakinggang epiko

F10PB-If-g-67 Nakapagbibigay ng mga halimbawang

F10PS-Ia-b-64 Naipahahayag nang malinaw

F10WG-Ib-c-58 Nagagamit ang angkop na mga elemento at kakanyahan ng binasang akda

sa daigdig pangyayaring napakinggan na may

Dropped F10PU-Ia-b-64 Naisusulat ang sariling

mitolohiya batay sa paksa ng akdang binasa

F10PS-Ie-f-67 Nababasa nang paawit ang

discussion kaugnay ng mga isyung

F10PB-Ii-j-69 Naibubuod sa isang critique ang

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

a. Alignment on the content and performance Standards

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

ACTIVITY 2 Distance Learning Matrix

DISTANCE LEARNING MATRIX

they see it again.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

2. Why is lesson designing important?

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

Components of the DLL/DLP

Check if Additional Remarks:

State lesson objectives as guide for learners /

Check for learners’ understanding /

After the Lesson

1. Create an instructional video lesson or additional learning materials to supplement SLMs.

Written works is the common assessment method for distance learning

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

The insufficient data connections

Create group chat with the learners

Questions True False

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Identify the following. Write your answer in your Study Notebook.

Republic of the Philippines

WEEKLY HOME LEARNING PLAN

Prepared by: Noted: Approved:

ADELA J. AGUSTIN ROBERTO D. YABES RUFINO C. BIBAT

WEEKLY HOME LEARNING PLAN INDIVIDUAL LEARNING PLAN

will be during insignificant in

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS