Study Notebook

Module 1:
STUDY
NOTEBOOK
NAME: ENCAR L. JIMENEZ POSITION: TEACHER – I
MODULE 1: COURSE ORIENTATION
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
LESSON 1: COURSE OVERVIEW
By the end of this lesson, you will be able to describe the course and plan how to go
about the course.
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following
questions
1. What is the main delivery of this course?

This course is designed for self-study. This is a task-oriented course which is a
combination of guided study using self-learning modules and collaboration through Learning
Action Cell (LAC). The modules consist of different lessons. They are self-contained that
includes readings, tutorials, activities, quizzes and reflection points. We are required to keep a
study notebook/learning journal to record our ideas and reflections.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This course can help me ensure I will deliver quality instruction in the new normal by
serving it as a guide and by adopting the different learning modalities to reach all our learners
regardless of where and who they are since face to face is not possible at this time of national
emergency. I will also adjust to the situation needed especially with this pandemic and
remained committed and dedicated as ever to my work.
3. What are the two support mechanisms that will help you with your learning in this course?
A combination of guided study using co-learning and collaboration through LAC
sessions and self-study using self-learning modules are the two support mechanisms that will
help me with my learning in this course.
ACTIVITY 2 MODULE 6:
Reflection
Answer the following questions by copying and filling out the table.
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly do that may from participating fully in participate in this course?) the requirements of this
affect my participation in this course?) course? Describe this
the course in a positive or environment.)
negative way?)
 I will accomplish the

 My purpose of requirements of this
 Being punctual on conquering this course in a place
 Slow moving
every LAC session. enormous challenge where there are no
internet connection
that whether we like distractions. A
 Unfocused it or not, we place/part of the
sometimes on the teachers will house where can I
 Lack of focused on
discussions during embrace for the new study well and
virtual discussions
LAC sessions normal. understand every
bit of the course. An
environment that is
positive and safe
space.
LESSON 2: 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
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.
A teacher plays a vital role in the learners’ life. The success of a learner is very
much dependent the teacher-learner continuous interaction and communication. As
teaching and learning is an integrated process, good teaching methods and
techniques will help students to learn things faster. Therefore, having a better teacher
would mean better instruction, thus producing higher learning outcomes.
Learning Action Cells aims to develop and support successful school heads
and teachers by nurturing knowledge, attitudes, and competencies in terms of
curriculum, instruction, and assessment in schools. As for me, through LAC sessions it
helped me to improve my leadership and management skills, good and sound
decision making, efficient technical assistance to teachers and promoting collaborative
spirit among others.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35,

s. 2016. Rank the following objectives from easiest to the most difficult to
achieve.
To enable teachers to support each other to continuously improve their

content and pedagogical knowledge, practice, skills, and attitudes is the easiest
objective to fulfill because teachers themselves can determined what content
/topic they need by listing the priority areas of learning through a LAC sessions
under the guidance of another teachers, coaches or LAC leaders in supporting
each other towards each success in the profession.
2. What are the top three challenges to having a successful LAC? List down and
elaborate.
1. Insufficient time for the sessions. The inadequacy of time limits discussion
to fully elaborate the courses being presented since LAC sessions are
scheduled to one day activities or sometimes hours only, it
2. LAC session delivery mode. Due to pandemic, face to face interaction is

limited thus virtual meeting is being used. Watching, listening and
participating through this option sometimes has many factors to consider.
Poor internet connection and concentration is needed. Another is the ability
to use gadgets effectively.
3. Lack of proper planning. Thorough planning and preparation are important

to make any session effective.
ACTIVITY 2
Figure 1: LAC Composition and Coaching Arrangement for LDM2 Teacher
LDM2 Instructional LDM2 for

Coaches Teachers
LAC Instructional Coach LAC Leader E LAC Members
BERNADETTE LOU S.
HERRERA
ENCAR L. JIMENEZ
PERLITA B. MANALANSAN
LOIDA P. PUNO
ARLENE S.. GRECIA
CLEOTILDE B. ALVARADO MYRA M. PAULE RYZA P. LOZANO
Public School Master Teacher I MARY ANNE G. GOZON
District Supervisor ROSEMARIE M. ALVARO
TERESITA M. BASI
ANNALYN A. MIGUEL
JACQUELINE BAMBA
CORAZON B. CRUZ
GRACE P. FEIR
Head Teacher III
Form 1: LEARNING ACTION CELL (LAC) PROFILE
REGION:III
LAC ID (name or number): MODULE 1 Number of LAC members: 14
Name of LAC Facilitator: MYRA M. PAULE Designation/Position: MASTER TEACHER I
LAC Members
NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)
FEMALE TEACHER I PAMPANGA rosemarie.alv GOOGLE MEET
ALVARO, aro@deped.g
ROSEMARIE ov.ph/09664
M. 324269
FEMALE TEACHER I PAMPANGA jackielyn.bam GOOGLE MEET

BAMBA, ba@deped.g
JACKIELYN ov.ph/09176
M. 755087
FEMALE TEACHER II PAMPANGA teresita.basi GOOGLE MEET

@deped.gov.
BASI, ph/09127674
TERESITA M. 115
FEMALE TEACHER II PAMPANGA corazon.cruz0 GOOGLE MEET

01@deped.g
CRUZ, ov.ph/
CORAZON B. 09208288723
FEMALE TEACHER II PAMPANGA Maryanne.go GOOGLE MEET

GOZON, zon@deped.g
MARY ANNE ov.ph/
G. 09177099016
FEMALE TEACHER II PAMPANGA arlene.grecia GOOGLE MEET

001@deped.
GRECIA, gov.ph/
ARLENE S. 09159626086
GUEVARRA, FEMALE MASTER TEACHER PAMPANGA 09173238363 GOOGLE MEET

JOSENIA A. I
FEMALE TEACHER I PAMPANGA bernadettelo GOOGLE MEET

HERERRA, u.herrera@d
BERNADETT eped.gov.ph/
E LOU S. 09213673861
FEMALE TEACHER I PAMPANGA encar.lansang GOOGLE MEET

@deped.gov.
JIMENEZ, ph/09652342
ENCAR L. 136
FEMALE TEACHER I PAMPANGA ryza.pinlac@ GOOGLE MEET
deped.gov.ph
LOZANO, /
RYZA P. 09368805415
FEMALE TEACHER III PAMPANGA perlita.manal GOOGLE MEET

MANALANSA ansan@depe
N, PERLITA d.gov.ph/
B. 09484467997
FEMALE TEACHER I PAMPANGA Annalyn.migu GOOGLE MEET

el001@depe
MIGUEL, d.gov.ph/
ANNALYN A. 09123588885
FEMALE MASTER TEACHER PAMPANGA myra.paule@ GOOGLE MEET

I deped.gov.ph
PAULE, /
MYRA M. 09565268642
FEMALE TEACHER III PAMPANGA loida.puno00 GOOGLE MEET

1@deped.gov
PUNO, LOIDA .ph/
P. 09168277473
Form 2: LAC FACILITATOR INFORMATION SHEET

Region: III
Division: PAMPANGA
Name: Male/Female: Date of Birth: Age:
Cont Email: Mobile Facebook

act Number:
detail
s:
Preferred contact Phone

mode:
E-mail
Messenger
Facebook
Google Meet
Form 4: LAC ENGAGEMENT REPORT

NAME OF MEMBER: LAC SESSION ID.:
REGION: DATE OF LAC SESSION:

III
DIVISION: NUMBER OF LAC SESSION:

PAMPANGA
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)
Comments /
Remarks
SD
SA
D
(For example, if you

disagree or strongly
disagree, please indicate
why.)
THE LAC SESSION
1. I learned a lot from my colleagues

in this LAC session.
2. The LAC session deepened my

understanding of the SLM
content.
3. My perspective on the topic/s

covered has changed as a result
of the LAC session.
4. I participated actively in the LAC

session by sharing my
assignment and insights, asking
questions, and giving feedback
on what colleagues shared.
5. I interacted with different people
during the LAC session.
ACTION PLAN
6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson.
7. I intend to apply what I have

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:

The course is well presented so I do not need further clarification for this session.
2. I encountered the following problems or challenges:

There is no problem or challenge being encountered during the session.
3. Other comments/suggestions:
The LAC leader has well knowledge about the topics and she is well prepared during the
discussion. Keep it up and God bless!
REFLECTION
Our country was placed under state emergency as brought by COVID 19

which lead us all to a “new normal’. The DepEd formulated Learning continuity Plan
(LCP) to ensure learning continues which guarantees safety to learners, teachers
and other DepEd employees. Thus, LCP adopts a different modes of learning
delivery that caters every learner since face to face is not possible at this time. LCP
enables teachers and school leaders to use these mode of learning delivery which
builds to streams the LDM1 for school and division leaders and the LDM2 for
teachers.
This module taught teachers about the various Learning Delivery Mode suited
to every need of different learners which enables us to have a self-study and have
a collaboration learning through LAC sessions to deliver quality instruction into a
new normal.
Module 2:
STUDY
NOTEBOO
K
NAME: ENCAR L. JIMENEZ POSITION: TEACHER - I

SCHOOL: SAN ROQUE ARBOL ELEMENTARY SCHOOL
MODULE 2: LESSON 1
MODULE CONTENT
MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
By the end of this lesson, you should be able to familiarize yourself with the
background, rationale, and development of MELCs.
In this session, you will be able to:
1. identify the background and basic process of the identification and
development of the MELCs
2. make sense of the function of MELCs as an educational response to a global
health crisis
3. appreciate the MELCs as support for teachers during this time
ACTIVITY 1
Answer the following reflective questions.

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?
As a teacher, I think the fundamental concerns in terms of curriculum
standards that need to be addressed is to contextualize the most essential
learning competencies in order to accommodate the varying contexts of
learners, teachers, learning environment and support structures considering
both the content and performance standards to ensure learning continuity. To
learn the concepts and skills in the MELCs through meaningful activities and
scenarios relatable to learners and within the context of the students’ own
environment is advantageous to them. Given that, Filipino learners are
guaranteed relevant and quality basic education despite the current health
crisis. Teachers and field implementers may help each other to successfully
ensure the learning continuity.
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?
It is true that the congested curriculum is one factor that may cause poor
performance among Filipino learners because a lot of competencies need to be
taught to them into a short span of time and some teachers taught the next
competency even though other learners did not master them yet. This is why we
need to contextualize the most essential learning competencies in order to
accommodate the varying contexts of learners and learn procedures and
processes on how and when to apply those knowledge and skills relatable to
them.
MODULE 2:
Output 2
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.
1. What are the general and specific purposes of the development of

MELCs?
The purpose of releasing the MELCs is a part of the Department’s long-term
response to the call of SDG4 to develop resilient education systems, most especially
during emergencies. These MELCs serve as one of the guides for teachers as they
address the instructional needs of learners while ensuring that curriculum standards
are maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.
2. How does curriculum review aid in the identification of essential learning

competencies?
The review focused on articulation within and across learning areas to
identify gaps, issues and concerns across learning areas and grade level. The
review firstly mapped the essential and desirable learning competencies within
the curriculum. Areas for improvement that would enhance the learning
engagement, experience, and outcomes were identified and consequent
solutions were recommended. Results of the review from the workshop series
provided an overview of the articulation of learning competencies in each
learning area.
3. What is the difference between essential learning competencies and
desirable learning competencies?
Essential learning competencies were defined as what the students need,
considered essential, in the teaching-learning process in building skills to equip
learners for succeeding grade levels and consequently, for lifelong learning.
While 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?
Most essential learning competencies identified by reviewing the learning
competencies as reflected in the K-12 Curriculum Guides. The review brought
about the essential learning competencies and from this ELC the most essential
learning competencies were crafted following a set of criteria. What necessary
in this process is the decision whether a learning competency is to be retained,
merged, dropped, or rephrased. 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.
Learning competencies are removed/dropped due to the following reasons if
they are too specific (and the articulation is similar to that of a learning
objective), they are deemed appropriate to be introduced in an earlier quarter or
grade level or moved to a later quarter or grade level, they are recurring and
they are subsumed in another learning competency. Then, a learning
competency is rephrased to be more concise.
5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
MELCs is part of our department’s response to develop a flexible education
system especially during crisis that will able the DepEd to focus instructions in
the most essential and indispensable competencies. The identification of
MELCs intends to provide instructional space among field
partners/implementers to deliver quality instruction amidst the limited learning
modalities and shortening of the school year.
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
and compare the two documents to determine which learning competencies were
retained, dropped, or merged.
Grade Level: Grade 1
Subject: Mathematics
Quarter Content Most Duration K to 12

Standards Performance Essential Code
Standards Learning
competencies
The learner…
The learner… The learner…
Q1 Demonstrates 1 .is able to reads and Week 5 M1NS-
understanding recognize, writes numbers If-9.1
of whole represent, up to 100 in
numbers up to and order symbols and in
100, ordinal whole words. Week 6 M1NS-
numbers up numbers up visualizes and Ig-10.1
to10th, money to 100 and gives the place
up to PhP100 money up to value and
PhP100 in value of a digit M1NS-
various forms in one- and Ig-11
and contexts. two-digit
2. is able to numbers.
recognize, renames
and represent numbers into
ordinal tens and ones.
numbers up
to 10th,in
various forms
and contexts.
MELCS # MAJOR TOPIC/THEME

5 and 6 Reading and Writing numbers up to
100
MODULE 2:
Output 4
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES
In this session, you will familiarize yourself with unpacking and combining MELCs into
Learning Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to
field implementers
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.
1. What is the importance of unpacking and combining the MELCs?
The importance of unpacking and combining the MELCs is to systematize the

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.
Here are the things to consider in unpacking the MELCs into learning objective.
1) Alignment on the Content and Performance Standards – the MELC must be
in parallel to the content and performance standards as set by the K-12
curriculum to ensure that the competencies to be taught are essential for the
child’s learning.
2) Prerequisite knowledge and skills – having prior knowledge and skills in
making MELC enables the content and performance standards be
addressed.
3) Logical sequence of learning objectives – the unpacking of MELCs provides
systematic learning experiences for learners, that is why, it is important to
unpacked learning objectives following a logical sequence.
In combining the MELCs into learning objectives, you need to consider the
following:
In combining the MELCs into learning objectives, you need to consider the
following:
a) Commonality of content, topic, or theme – MELCs to be combined must
show common content, topic or theme to ensures that essential content and topic will
not be diminished
b) Alignment with the Content and Performance Standards – just like in the
unpacking of MELCs, merging two or more should support in the attainment of the
content and performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

For me, all the MELCs needs to be combined to observe efficiency in the
development of learning resources and allow teachers to effectively design
instructional resources without diverging away from the standards prescribed by
the curriculum.
ACTIVITY 2
Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
Unpacking the MELC

Rephrased Learning Competency Sample Learning Objectives
 Know how to reads and writes

numbers up to 100 in symbols and  Identify the numbers in words and in
in words. symbols up to 100.
 Visualizes and gives the place

value and value of a digit in one-  To know ones and tens place
and two-digit numbers. value.
 Renames numbers to ordinal numbers  To know how to read and write
th
up to 100 . numbers ordinal numbers up to 100.
Combining the MELC

Most Essential Learning
Major Topic/Theme
Competencies
 writes numbers up to 100 in

symbols and in words.
 Reading and writing numbers up to
 visualizes and gives the place
100.
value and value of a digit in one-
 Ones and Tens Place Value
and two-digit numbers.
 Ordinal Numbers
 renames numbers into ordinal
numbers.
REFLECTION
The DepEd promised to sustain the delivery of quality and accessible Philippine
basic education services that is anchored on the Sulong Edukalidad framework. With
this, the Most Essential Learning Competencies (MELCs) will be used nationwide by
field implementers for SY 2020-2021 to address the challenges of the current national
emergency. These MELCs will serve as one of the guides for teachers as they
address the instructional needs of learners while ensuring that curriculum standards
are maintained and achieved.
Field implementers are motivated. to contextualize the MELCs in order to
accommodate the varying contexts of learners, teachers, learning environment and
support structures considering both the content and performance standards. It is
important for students to learn the concepts and skills in the MELCs through
purposeful activities and scenarios relatable to them and within the context of the
students’ own environment. Filipino learners are guaranteed relevant and quality basic
education despite the current health crisis.
INSIGHTS:
Congratulations to all of us for a job well done.
Here are some observations and recommendations on the presentation of outputs.
 Some objectives are beyond the skill level identified.
Recommendation: Consult the Blooms Taxonomy
 Some objectives are not relevant to the competency and standards.

Recommendation: Always refer to the content and skill needed.
 Objectives are not logically arranged.

Recommendation: Remember to arrange objectives from simple to complex.
 The common reaction of the group is that teachers need ample time to review
and prepare for the unpacking. We also request a separate training on
unpacking.
Module 3A:
STUDY
NOTEBOOK
LESSON 1
Lesson 1-Activity 1
1.Do a quick check of your knowledge of the four modalities prescribed in the LCP—faceto-
face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions in your Study Notebook. When you are done,
check Lesson 1, Activity 1 Answer Key 1 to see how well you did. Now, answer this question:
Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study
 Face-to-face (F2F) learning refers to a learning delivery modality where the teacher
and learner/s are physically in one venue. There are opportunities for active
engagement, immediate feedback and socioemotional development of learners. It may
be conducted in any available physical learning space.
 Distance learning refers to a learning delivery modality where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space applicable,
by using learning materials that are accessible either online, stored on CD/DVD/USB Flash
drive, or in printed form, or by viewing TV lessons or listening to radio-based instruction while
being geographically distant from the teacher. The teacher supervises and monitors the
learner’s progress and provides remediation and enhancement when needed and possible.
Assistance may be provided by a learning facilitator who may be a parent or any member of the
family, or a community stakeholder.
 Blended learning refers to a learning delivery modality using a combination of the features of
F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F
and online distance learning; (3) F2F and TV-based instruction/Radio-based instruction; or (4)
F2F and any combination of the other types of distance learning.
 Home schooling refers to an alternative learning delivery mode (ADM) that provides learners
with access to formal education while staying in an out-of-school environment, with parents,
guardians, or tutors as authorized facilitators instead of classroom teachers. This does not
preclude going to a school on specific periods to develop learning competencies that require the
use of laboratory, equipment, and others. It uses any or a combination of the various learning
delivery modalities.
2. Which of the LDMs do not have an F2F learning component?

Answer:
 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.
Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular Learning is in Self-learning Supervises and They are in- Provide schedules
Distance the form of modules monitors the charge of for all subject area
Learning individualized (SLMs) in learner’s assisting, teachers to meet
(MDL) instruction that print or progress and guiding, the learners at least
allows learners digital provides facilitating and once a week so that
to use self- format, remediation supporting the learners can ask
learning modules learner’s and learner at home. questions, clarify
(SLMs) in print materials, enhancement home tasks, and
or digital textbooks, when needed share learning
format/electronic activity and possible. difficulties, and
copy, whichever sheets, study other concerns
is applicable in guides and about their home
the context of the other study learning tasks.
learner and other materials
learning
resources like
Learner's
Materials,
textbooks,
activity sheets,
study guides and
other study
materials.
Online It features the Devices Facilitates Co-supervise Orients the
Distance teacher (laptop, learning and and co-monitor teachers, parents
Learning facilitating smartphones, engages the progress of and learners about
learning and desktop or learners' active their children's the online learning
(ODL) engaging computer and participation online learning. policies and
learners' active other using various directions to ensure
participation devices), technologies that everyone is
using various stable connected to properly informed
technologies internet the internet and guided.
accessed through connection or while they are
the internet mobile data geographically
while they are and other remote from
geographically study each other.
remote from materials.
each other
during
instruction.
TV-Based Refers to the use Television Orients the Ensure Orients the
Instruction of television and other parents and children's access teachers, parents
(TVBI) programs on study learners about to television. and learners about
channels or materials. the TV -based the TV/Radio-
stations Instruction based Instruction
dedicated to policies and policies and
providing directions to directions to ensure
learning content ensure that that everyone is
to learners as a everyone is properly informed
form of distance properly and guided.
education. informed and
guided.
Radio-Based Refers to the use Radio and Orients the Ensure Orients the
Instruction of radio other study teachers, children's access teachers, parents
(RBI) programs on materials. parents and to television. and learners about
channels or learners about the Radio-based
stations the Radio- Instruction policies
dedicated to based and directions to
providing Instruction ensure that
learning content policies and everyone is
to learners as a directions to properly informed
form of distance ensure that and guided.
education. everyone is
properly
informed and
guided.
Blended Any combination Any Any Any Any combination
Distance of the above DL combination combination of combination of of the above DL
Learning types. of the above the above DL the above DL types.
DL types. types. types.
Activtiy 3:
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each.
Replicate the following table and write your answers in your Study Notebook. Be prepared to discuss
your ranking at your next LAC Session.
Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)
1 Modular Distance It is ranked first because it is

Learning learner-centered. Learner have their
own way of learning that would
work for them. Since the
accomplishment of tasks is self-
paced, students learn to have a sense
of responsibility.
2 Blended learning I ranked it second because with
blended learning it’s possible to
assist learners who are in need of
more information because it’s a
combination of two learning
modalities.
3 Online Distance Learning I ranked it third because in online
learning it is good that it allows
learners to learn in their own style at
their own speed but it is hard to use
this learning modality to the
elementary students for the reason
that it requires self-discipline.
4 TV-Based Instruction I ranked it fourth or second to the
last for the reason that there is no so
much interaction in this type of
distance learning.
5 Radio-Based Instruction I ranked it last because some
limitation of radio for educational
purposes are that it inherently lacks
interaction, instructor feedback and
clarification are unavailable,
intruction cannot be interrupted or
reviewed by students, the pace of the
lesson is fixed and note taking is
difficult especially to the elementary
students.
Activity 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write down
your answers in your Study Notebook and share your ideas at your next LAC Session
LIST OF TARGETED LEARNER INTERVENTIONS
Learner Group Targeted Intervention
Learners without parents or household  Provide a Teacher-led instruction and

member who can guide and support monitoring using different platforms such as
their learning at home social media, text messaging or phone call.
Beginning readers (K to 3)  Supply printed or digital reading materials

suited to their level and need, that include
interactive/ encouraging activities.
 Ask parents/guardians to engage the learners
in conversation and ask open-ended
questions so the learners can share
Struggling readers (Grades 4-12)  Guide learners to help them establish a
steady pace.
 Drill sight words
 Record learners reading aloud on their own.
 Personalize their learning path by giving the
right level of instructional reading materials
 Provide supplementary reading materials.
 Monitor the learners reading progress with
the help of the parents/guardian.
No access to devices and Internet  Make use of Modular Learning and TV
Based Instruction.
Inaccessible (living in remote and/or  Tap LGU’s support in the delivery of

unsafe areas) learning modules
 Involve the participation of parent- teacher
in the teaching-learning process
Indigenous Peoples  Involve the participation of parent- teacher
in the teaching-learning process
Persons with Disabilities  Encourage parental support and provide
learning materials appropriate to their needs
LESSON 2
DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT
LDMs
LESSON 2: Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
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.
2. Why is lesson designing important?
Answer:Lesson designing helps ensure that:

● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
Answer: ● Clearly articulated lesson objectives (What should be taught?)

● Well-selected and logically sequenced presentation of learning resources
and activities to
help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant
information and feedback
for both teachers and learners (How should learning be assessed?
Lesson 2: Activity 2
The second component of a well-designed lesson asks teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives. These learning
tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the
lesson.
In your Study Notebook, copy the following table:
Before the lesson Lesson Proper After the Lesson
1.Review previous 1.Explain, model, demonstrate, 1.Wrap up activities.

lesson. and illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize. 2. Emphasize key information
2. Clarify concepts from and concepts discussed.
previous lesson.
2.Help learners understand and
master new information. 3. Ask learners to recall key
3. Present warm-up activities and concepts
activities to establish discussed.
interest in new lesson. 3.Provide learners with
feedback.
4. Reinforce what teacher has
4. Check learner’s prior taught.
knowledge about the 4. Check for learners’
new lesson. understanding.
5. Assess whether lesson has
been mastered.
5. Present connection
between old and new
lesson and establish 6. Transfer ideas and concepts
purpose for new lesson. to new situations.
6. State lesson objectives

as guide for learners.
Refer to the list of learning tasks below, and identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.
List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key
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
VI. Reflection
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.
LEARNING TASKS FOR DL
Learning Delivery Modality (select one):  ODL þ MDL  TV/RBI 
BL
Grade Level and Learning Area: GRADE 1 / MATHEMATICS
Lesson/Topic: LEARNING NUMBERS 1 – 20
Learning Objectives: : KNOWING NUMBERS 1-20
Learning Resources/Materials Needed: Module & Activity Sheet
Additional Remarks: (ex.

can be done via voice
calls, can be
Check if already facilitated by a
present in the SLM household partner,
Part of Lesson / Learning Tasks
can be done via a
learning activity
sheet, can be
presented via an
internet- based
resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson

2. Clarify concepts from previous lesson
3. Present warm-up activities to establish
interest in new lesson Available in the module
4. Check learner’s prior knowledge about the
new lesson
5. Present connection between old and new
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners
Lesson Proper
1. Explain, model, demonstrate, and illustrate

the concepts, ideas, skills, or processes that -can be facilitated by a
students will eventually internalize household partner
2. Help learners understand and master new
-can be done via text
information
messaging, phone call or
3. Provide learners with feedback
internet based resource
4. Check for learners’ understanding
After the Lesson

can be facilitated by a
1. Wrap up activities household partner
2. Emphasize key information and concepts
discussed
3. Ask learners to recall key activities
and concepts discussed
4. Reinforce what teacher has taught can be done via activity
5. Assess whether lesson has been mastered sheet
6. Transfer ideas and concepts to new
situations
Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?
Answer:
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:
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Answer: Provide a printed checklist/reflection for parent to monitor the given activities
for learners. The checklist will be distribute/retrieve together with the self-learning
modules.
Can you think of other ways of designing and implementing lessons that can enhance student
learning and maximize teacher preparation time?
Answer:
Lesson 2 -Activity 5
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook. Follow the example below.
ASSESSMENT METHODS IN DL
Assessment How to Adapt the Assessment Method in

Method DL
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short 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 provide printed activity material to be distributed and retrieved
1. Written according to the agreed schedule.
Activities
I will provide a printed checklist for parent to monitor the given activities for
2. Parent learners. The checklist will be distribute/retrieve together with the self-
Checklist learning modules.
3. Portfolio I will instruct parents to create a portfolio for their child, of their activity
outputs and schedule a day for retrieval together with the self-learning
modules
I will prepare a set of questions and schedule my learners for an interview
4. Interview via video conferencing or phone call
I will provide printed activity material to be distributed and retrieved
5.Written according to the agreed schedule.
Activities
Be ready to share your output when you meet with your LAC group after completing this
module.
Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
Answer: Written Works, Interview and Portfolio
2. What are the challenges in doing assessment in DL?
Answer: Assurance that the learners were the one who answered the activities.
-Cheating is easier to do (and harder to detect)
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
Answer: Use online tools
Sample learning outputs obtained from different assessment methods may be collected to build
a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it.
After reading the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.
Questions True False

√
A portfolio mainly displays the
academic achievements of the
learner.
√
Testimonies of parents/guardians
and learning facilitators regarding
the learner’s progress may be
included in a portfolio.
√
There is a fixed list of items that
should be included in a portfolio.
√
The teacher can only comment on a
learner’s portfolio
√
For asynchronous learning,
teachers allow learners to work on
their outputs during their own
time. The latter will submit the
portfolio within the schedule that
the teachers set
√
The learners may submit, store,
and manage their portfolio via file
sharing programs or they may
submit the actual softcopies of
their work saved on a CD/DVD/USB
flash drive
√
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
/Answer the simple check-up quiz below. Read and match the descriptions in column A
with the terms in colu mn B. Write your answers in your Study Notebook.
/Column A
1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson
/and/or learning task.
2. These are the formative learning opportunities given to
learners to engage them in the subject matter and to
/enhance their understanding of the content.
3. This refers to the prescribed subject that learners take.
/4. This refers to the method of submission of learning outputs preferred by the
learner/parent based on their context.
Create a WHLP for your class.
Grade
School: SAN ROQUE ARBOL E/S Level/Section: I-B
WEEKLY HOME
/ LEARNING MATHEMATIC
PLAN Teacher: ENCARL. JIMENENZ Learning Area: S
OCT 8(WEEK 1)
(THURSDAY)
Teaching
Dates and
Time: 7:00- 11:10AM Quarter: 1st Quarter
WEEKLY HOME LEARNING PLAN FOR 1 SUBJECT
Day & Time Learning Area Learning Learning Tasks Mode of Delivery
Competency
Thursday MATHEMATIC Identifies Mathematics Send the printed SLM
S numbers 1-100 and activity sheets by
7:00-7:50 AM First Quarter
the teacher.
Module 1
First week
Have the parent hand –
Lesson 1 in the output to the
teacher in school
Thursday MATHEMATIC Recognize Mathematics Send the printed SLM
S relation symbols and activity sheets by
the teacher.
Module 1
First week
teacher in school
Thursday MATHEMATIC Identifies place Mathematics Send the printed SLM
S value. and activity sheets by
the teacher.
Module 1
First week
teacher in school
Thursday Mathematics Recognize place Mathematics Send the printed SLM

value (tens place). and activity sheets by
9:30-10:20 First Quarter
the teacher.
AM Module 1
First week
teacher in school
Thursday Revisit the module to check if all tasks are done

10:20-11:10 Hand-in the module to the teacher in school
AM
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After
you read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)
Purpose A tool to guide learners and A tool for monitoring learners

learning facilitators or who
household partners in tracking lag behind based on the results
the subject areas to be tackled of
and activities to perform at their formative and summative
home
assessments
For Whom? Learners and learning facilitator Teachers and learning facilitator
or household partner
or
household partner
Components Learning area, learning Learner’s needs, intervention

competencies, strategies, monitoring date,
learning tasks, mode of delivery learner’s
status
Has to be communicated to Yes Yes

parents?
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: JAYCEE S. BAUTISTA
Grade Level: I-B
Intervention Learner’s Status

Learner’s Monitoring
Learning Area Strategies Insignificant Significant
Needs Date Mastery
Provided Progress Progress
Focus more Provision of October 26 /

on basic Instructional
ENGLISH
sight words materials/
and reading reading
stories materials and
activity sheets
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.
TEACHER ENGAGEMENT REPORT
NAME OF MEMBER: ENCAR L. JIMENEZ LAC SESSION ID.: LDM2/ SRAES
REGION: III DATE OF LAC SESSION: SEPTEMBER 7, 2020
DIVISION: PAMPANGA NUMBER OF LAC SESSION: 1
Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks (For

example, if you disagree or strongly
SD D N A SA disagree, please indicate why.)
THE LAC SESSION
1. I learned a lot from my /

colleagues in this LAC session.
2. The LAC session deepened my /

understanding of the SLM
content.
3. My perspective on the topic/s /

covered has changed as a result
of the LAC session.
4. I participated actively in the LAC /

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.
5. I interacted with different /

people during the LAC
session.
ACTION PLAN
6. I feel motivated to apply in my /

region/division/district what I
have learned in this lesson.
7. I intend to apply what I have /

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
 No clarification needed. I found this meeting really helpful
2. I encountered the following problems or challenges:
 The feedback/ echo in the surroundings affect the discussion.
3. Other comments/suggestions:
 Facilitator was very knowledgeable and offered valuable information and tips. Congratulation!
Module 4:
STUDY NOTEBOOK
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
MODULE OBJECTIVES
By the end of this Module, you will be able to:

1. carry out your plan for your continuing PD
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
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.
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
STRONGL STRONGLY
ITEMS AGREE DISAGREE
Y 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?
I believe the constructive use of ICT is what I need to concentrate on in order
to use the LDMs effectively in relation to the material and pedagogy of the learning
area / s I am teaching. I think that when teachers are technologically literate and unde
rstand how to incorporate it into the curriculum, the successful use of ICT has a great i
nfluence on student learning.I can use a range of ICT resources for communication, d
evelopment and dissemination
ACTIVITY 3
Answer the following questions by constructing and filling out the table
How do you envision your teaching practice in the next few months as you use
the LDM adopted by your School?
It's very hard to picture how I envisage my teaching practice in the next few mo
nths when I use the LDM my school has embraced. This is new to me, and to all our s
chool teachers. Possibly, with the aid of dryruns, brainstorming and LAC sessions, we
will be able to resolve the obstacles this new normal has given us. In order to make di
stance teaching and learn, I will give my best and help the education system.
What is your goal
toward improving
What will push you to achieve this What will help you
your teaching
goal? attain this goal?
practices in the
modalities?
My goal toward In the teaching and learning process, I'm going to find ways t

improving my my enthusiasm and ability to o be technologically lit
teaching practices learn are involved in providing these erate and understand
in the modalities is modalities for the good of everyone. how to
to: incorporate it into our c
 positively use ICT urriculum to inspire my
in my teaching students to be active le
arners.
 empower
students to be
active learners. Ask parents for help a
 involve parents in nd encourage them to
the learning take on a greater resp
onsibility for
process of the
students the education of their c
hildren, but the best ad
vice and support will b
e provided.
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

AND PARTICIPATION IN THE LAC
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
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development

Plan template. Examine the available PD activities/programs offered by DepEd and
non DepEd providers whether online or offline.
TRAINING AND SEMINAR WORKSHOPS OF PROFESSIONAL DEVELOPMENT
Activity Aim
• To address Gender and Development (GAD)
principles and key messages with the participants;
• To allow them to identify
important concepts and core GAD messages
• To allow them to recognize gender diversity, sexual orientation
and gender
Gender and identity (SOGI), gender roles, gender norms, and to examine gende
Development r bias manifestations;
(GAD)
• To provide them with an overview of the structures and
Training
processes and the role of different social institutions in gender
Program
socialisation
• Allowing them to
trace the origins of Gender disparity in
precolonial to present Philippines
• Advise the English assessment material, techniques and skills of
the participating teachers to fulfill the criteria of the K-12 instructio
Teaching of n.
English in the • Provide them with a forum to address K-12
K to 12 teachers' problems and concerns in public and private schools;
Curriculum • Enable them to demonstrate adaptations of teaching materials to
Training encourage teachers to develop authentic, multicultural and inclusi
Program ve language materials
2. Communicate with your assigned Instructional Coach to provide you a list of

Regional and Division Training Programs in your area.
Division Title of the Training Date

Memorandum No.
ONLINE TRAINING FOR
KINDERGARTEN REMOTE
DIVISION
TEACHING AND LEARNING:
MEMORANDUM NO. August 27, 2020
DEVELOPMENTALLY
253, S. 2020
APPROPRIATE RESPONSES
IN THE TIME OF COVID-19
ONLINE DIVISION
ORIENTATION ON THE
IMPLEMENTATION OF THE
LEARNING DELIVERY
DIVISION MODALITY COURSE 2
MEMORANDUM NO. (LDM2) FOR August 25, 2020
249, S. 2020 INSTRUCTIONAL COACHES
AND TEACHERS UNDER
THE BASIC EDUCATION
LEARNING CONTINUITY
PLAN (BE-LCP)
WEBINAR: PROMOTIONS OF
DIVISION MENTAL HEALTH AND
MEMORANDUM NO. WORKER'S RESILIENCE August 10, 2020
237, S. 2020 DURING COVID-19
PANDEMIC
DIVISION ONLINE CAPACITY July 27, 2020
MEMORANDUM NO. BUILDING FOR TEACHERS
231, S. 2020 ON HOSTING WEBINAR,
MATH VEDIC, COMPUTING
MATH PROBLEMS USING
ONLINE CALCULATOR, AND
VIDEO LESSON
DEVELOPMENT
WEBINAR: USE OF
DIVISION INFORMATION AND
MEMORANDUM NO. COMMUNICATION August 03, 2020
228, S. 2020 TECHNOLOGY (ICT) PART 1-
E
Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
LUBAO WEST DISTRICT
SAN ROQUE ARBOL ELEMENTARY SCHOOL
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1 Activity 3 of this
Module.
Address: San Roque Arbol, Lubao, Pampanga

Contact No.: 09350547127
Email Address: sanroquearbol2015@gmail.com
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Module 1:

Lesson 1: Course Overview

LESSON 1: COURSE OVERVIEW

1. What is the main delivery of this course?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

 I will accomplish the

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35,

To enable teachers to support each other to continuously improve their

2. LAC session delivery mode. Due to pandemic, face to face interaction is

3. Lack of proper planning. Thorough planning and preparation are important

LDM2 Instructional LDM2 for

LAC Instructional Coach LAC Leader E LAC Members

Form 1: LEARNING ACTION CELL (LAC) PROFILE

LAC ID (name or number): MODULE 1 Number of LAC members: 14

Name of LAC Facilitator: MYRA M. PAULE Designation/Position: MASTER TEACHER I

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

FEMALE TEACHER I PAMPANGA jackielyn.bam GOOGLE MEET

FEMALE TEACHER II PAMPANGA teresita.basi GOOGLE MEET

FEMALE TEACHER II PAMPANGA corazon.cruz0 GOOGLE MEET

FEMALE TEACHER II PAMPANGA Maryanne.go GOOGLE MEET

FEMALE TEACHER II PAMPANGA arlene.grecia GOOGLE MEET

GUEVARRA, FEMALE MASTER TEACHER PAMPANGA 09173238363 GOOGLE MEET

FEMALE TEACHER I PAMPANGA bernadettelo GOOGLE MEET

FEMALE TEACHER I PAMPANGA encar.lansang GOOGLE MEET

FEMALE TEACHER III PAMPANGA perlita.manal GOOGLE MEET

FEMALE TEACHER I PAMPANGA Annalyn.migu GOOGLE MEET

FEMALE MASTER TEACHER PAMPANGA myra.paule@ GOOGLE MEET

FEMALE TEACHER III PAMPANGA loida.puno00 GOOGLE MEET

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Form 2: LAC FACILITATOR INFORMATION SHEET

Name: Male/Female: Date of Birth: Age:

Cont Email: Mobile Facebook

Preferred contact Phone

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Form 4: LAC ENGAGEMENT REPORT

REGION: DATE OF LAC SESSION:

DIVISION: NUMBER OF LAC SESSION:

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

(For example, if you

THE LAC SESSION

1. I learned a lot from my colleagues

2. The LAC session deepened my

3. My perspective on the topic/s

4. I participated actively in the LAC

6. I feel motivated to apply in my

7. I intend to apply what I have

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

Our country was placed under state emergency as brought by COVID 19

NAME: ENCAR L. JIMENEZ POSITION: TEACHER - I

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

Answer the following reflective questions.

1. What are the general and specific purposes of the development of

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

5. What is the importance of the MELCs in ensuring the delivery of quality

Quarter Content Most Duration K to 12