LEARNING DELIVERY

MODALITIES
(LDM-1 )
PORTFOLIO

Of
AMANCIO J. ASOR ELENTARY
SCHOOL

JIMEMA B.DABOAN
ESP-1
LDM - 1 LEARNING PORTFOLIO
TABLE OF CONTENTS

MODULE -1

Individual Learning Plan

Module Activities
Reflection

MODULE- 2

Accomplished Modalities Matrix

Module Activities
Reflection

MODULE -3

LDM DECISION TREE

LDM READINESS ASSESSMENT TOOL
LDM READINESS ACTION PLAN
Module Activities
Reflection
 MODULE - 1 GETTING STARTED

INDIVIDUAL LEARNING PLAN

Module and Indicative When To Finish When to Technical

Topic Duration the Module Submit Assistance
Required Required from the
Output When Coach/Managemen
Indicated t

Module 30 July 20,2020 July 20,2020 Sharing of links

1:Course minutes /materials/ video
Orientation clips, templates &
other inputs relevant
to the lesson.

Module : The 90 July 23,2020 July 23,2020 Sharing of links

Learning minutes /materials/ video
Delivery clips, templates &
Modalities other inputs relevant
to the lesson.

Module 3: 2hours July 24, 2020 July 24,2020 Sharing of links

Lesson 1 :The /materials/ video
Decision Tree clips, templates &
and Readiness other inputs relevant
Assessment to the lesson.

Prepared by:

JIMEMA B. DABOAN
ESP 1
 AMANCIO J. ASOR ELEMENTARY SCHOOL

LEARNING DELIVERY MODALITIES COURSE (LDM)

FOR DIVISION AND SCHOOL HEADS

LEARNING ACTION CELL (LAC) MATRIX

JULY 20 – 24, 2020

DATE TIME NO. OF SESSION / FACILITATO DOCUMENTE

DURATION HOURS TOPIC R R

JULY 9:00 – 11:00 2 HRS. Module 1 DAHLIA V. ROSITA

20, 2020 Lesson 1 RELAMPAGO MABAYA

Overview of
the Learning
Delivery
Modalities
JULY 8:30 – 11:00 2 ½ HRS. Module 2 JIMEMA B. ELSA S.
23, 2020 Lesson 2 DABOAN FRANCA

Distance
Learning
Module 3 GILBERT M. ZENAIDA
Lesson 1 LOZADA PORRAS

Validating your
choices of
Modalities: The
Learning
Delivery
Modality
Decision Tree
JULY 9:00 – 11:00 2 HRS. Assessing your GOENDEL GERALDINE
24, 2020 Readiness to CAGAS BALILI
Implement
Chosen LDMs
and Action
Planning for
Full
Implementation
 FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session

REGION: XI

LAC ID: GROUP 5 Number of LAC members: 15

Name of LAC Facilitator: Designation/Position:

DAHLIA V. RELAMPAGO Principal 1

LAC Members:
MALE / DESIGNAT DIVISION/S Contact Details (email, Preferred contact mode
FEMALE ION / mobile number) (email, phone, Skype,
NAME POSITION Zoom, Google Meet,
Viber, FB)

MARY Female Principal 2 Davao DEL Marybernadette.ninte@de Mobile phone

BERNADETTE N. SUR ped.gov.ph
NINTE
CHARLIE A. MALE Principal 2 Davao DEL Charlie.alejandro@deped. Email / Phone
ALEJANDRO
SUR gov.ph
ELSA S. FRANCA Female Davao DEL Elsa.franca@deped.gov.p Mobile phone

SUR h
ZENAIDA PORRAS Female Davao DEL Zenaida.porras@deped.go Email / Phone

SUR v.ph
GOENDEL CAGAS Male Davao DEL Goendel.cagas@deped.go Messenger / Video
Chat
SUR v.ph
JIMEMA B. Female Davao DEL Jimema.daboan@deped.g Phone / FB
DABOAN Messenger / Zoom /
SUR ov.ph Google Meet
ADELAIDA Female Davao DEL Adelaida.ayuban@deped. Phone / FB
AYUBAN Messenger / Zoom /
SUR gov.ph Google Meet
ALMA R. LIM Female Davao DEL Alma.lim@deped.gov.ph Messenger / Video
Chat
SUR
FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session

NAME OF MEMBER: JIMEMA B. DABOAN LAC SESSION ID:

REGION: XI DATE OF LAC SESSION: JULY 24, 2020
DIVISION: DAVAO CITY NUMBER OF LAC SESSION: 2
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)
SD D N A SA Comments / Remarks (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. /

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  I have a clearer understanding of the four modalities.
and/or resources on the  The 4 kinds of Learning Delivery Modalities and its distinction from each
following topics: other were discussed thoroughly

2. I encountered the following  Poor internet connection when I work from home.
problems or challenges.  No internet connection in the school.

3. Other comments/suggestions:  Facilitator presented understanding on the Learning Delivery Modalities

based on basic education LCP.
 The LAC Facilitator discussed the topic very well.
 The 4 modalities were clearly discussed by the LAC facilitator that gave
 us a clear understanding on the different activities of the modalities

Module – 1

Learning Journal

Overview / Reflection
Lesson 1 Activity - 1
Question 1 :

The difference between this training compared to the previous seminars / trainings are:
 1. This training serves as a regular course , while the rest are just focused on basic
training and review of the previously learned skills.

2. The participants are provide with the needed modules , while in the other trainings, the
participants are just to listen to the facilitators.

3. Like a regular course , this trainings provides a points needed for the renewal of
license. While the rest are just a certificate that shows participation.

Question 2 :

habits obstacles motivation environment

Ability to explore Covid 19 that Eagerness to learn Poor signal / un
new learnings. prevents face to something new availability of
face interaction internet signal in
among the home.
participants.

Question 3 :

Willingness to travel to places where internet performance is acceptable to be able

participate in the webinar and to meet my co- workers to discussed matters relating to the
lesson.

Lesson 2 Activity – 1

Question -1

The LAC session encouraged me to interact with my co-participants. This interaction made
learning more meaningful.

Question -2
Poor signal in our station.

ACTIVITY – 2 LAC ORGANIZATION PLAN ( See attached plan)

MODULE 2
UNDERSTANDING THE LEARNING DELIVERY MODALITIES IN THE
BASIC EDUCATION LEARNING CONTINUITY PLAN

LESSON 1 - ACTIVITY 1

Do a quick check of your knowledge of the four modalities

In your own words, define each modality prescribed in the LCP—face-to face
learning, distance learning, blended learning and home schooling.
Write your own-definitions down in your Study Notebook. When you’re done, check
Answer Key 1 to see how well you did.
Now, answer this question: Which of the LDMs do not have a face-to-face learning
component? Write your answer down in your Study Notebook, then check it against
Answer Key 2.
FOUR LEARNING MODALITIES in the LEARNING CONTINUITY PLAN
FACE TO FACE LEARNING This refers to a learning delivery
modality where the students and the
teacher are both physically present in
the classroom, and there are
opportunities for active engagement,
immediate feedback, and socio-
emotional development of learners.

In areas under the Moderate and High-

risk severity grading, this is not possible.
However, there are learners with
disabilities whose conditions require
face-to-face instruction.

Face-to-face option may also be

DISTANCE LEARNING
BLENDED LEARNING
feasible in very low risk areas such as
the geographically isolated,
disadvantaged and conflict affected
areas (GIDCA) with no history of
infection and very low and easily
monitored external contacts, but with
teachers and learners living in the
vicinity of the school.
Refers to the learning delivery modality
where learning takes place where the
teacher and the learner remotely from
each other. This is when the learner is
given materials and resources wherein
he undertakes self-directed, the teacher
reached out to supervise and monitor
the progress of the learner. Aside from
the teacher an adult or member of the
family will provide assistance as
facilitator to ensure independent
learning takes place at home.
This refers to a learning delivery
modality using combination of the
features of face to face and distance
learning or mix of online distance
 learning, modular learning or TV/radio
instruction.
HOME SCHOOLING Refers to the alternative learning
delivery mode that provides the learner
with access to quality basic education
through home-based or having formal
education while staying out of school.
The modality is facilitated by parents or
any authorized facilitators.

LESSON 2 - ACTIVITY 1

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 of the
different DL modalities and their defining features and requirements.

LEARNING DELIVERY MODALITIES

Modular Distance Learning is in the form of
Learning-Print individualized instruction that
Modules (MDL-P) allows learners to use self-
learning modules (SLMs) in
print like Learner’s Materials,
textbooks, activity sheets,
study guides
Modular Distance Learning is in the form of
Learning-Digital individualized instruction that
Modules (MDL-D) allows learners to use self-
learning modules in digital
format/electronic copy -
learning materials on a
computer, tablet PC, or
smartphone. CDs, DVDs, USB
storage and computer-based
applications can all be used to
deliver e-learning materials,
including offline E-books
Online Distance The internet is used to
Learning (ODL) facilitate learner-teacher and
peer-to-peer communication.
Online learning allows live
synchronous instruction. It
requires participants to have
good and stable internet
connection. It is more
Teacher shall do home
visits to learners
needing remediation or
assistance but still
dependent on Inter-
Agency task Force
Advisory.
Any member of the
family or other
stakeholder in the
community needs to
serve as para-teachers.
Features the teacher as
facilitator, engaging
learners’ active
participation through the
use of various
technologies accessed
through the internet
while they are
 interactive than the other types geographically remote
of distance learning. The from each other during
responses are realtime. The instruction.
learners may download
materials from the internet,
complete and submit
assignments online, attend
webinars and virtual classes.
This is practiced effectively by
using a Learning Management
System or related
technologies. The DepEd
Commons and LR Portal fall in
this category.

TV-Based Instruction It utilizes SLMs converted to

(TVBI) video lessons for Television-
Based Instruction and SLMs
converted to radio script for
RadioBased Instruction.

Radio-Based It is an alternative learning

Instruction (RBI) delivery mode using radio
broadcast. It is a form of
distance learning,
It is able to expand access to
education by bringing it to
where the learners are.
It aims to provide learning
opportunities to listeners and
enable them to acquire
equivalency in basic education
through the broadcast of
lessons.
Print Materials (PM) Print/non-print learning
materials such as but not
limited to the following:

Modules
Worksheets
Activity Sheets
The use of gadgets for K to 3
SpEd learners

With online/or cellphone

2-WAY interaction between teacher
and learner in addition to
home visits and/or community
learning sessions
Without online or cellphone
 1-WAY interaction between teacher-
learner; interaction thru home
visits and / or community
learning sessions only
Last Mile Strategy Special measure taken to
ensure access to learning
either to provide learner with
Printed Materials or to shift the
learner to MDL-Print

LESSON 2. ACTIVITY 2
Considering the situation in the Schools Division – Organizational Capabilities. The
level of resources (Infrastructure, financial, human) Level of experience in Distance
Learning, health and safety status, context and capabilities of your learners and their
households and etc. Then rank the DL types – MDL, ODL, TVI, RBI and BD from
the easiest to most difficult to implement. Support with reasons for the ranking of
each.

RANKING Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1 Modular Distance This mode of delivery is
Learning most appropriate to
identified High and Very
High Risks areas by the
IATF. Based on LESF
MDL holds the highest
percentage in the choice
of the parents considering
the safety of the learners
and the limited to none
accessibility In the gadget
and connectivity
2 Blended Distance Some parents go for this
Learning modality because they
seemed confidence of the
gadget and connections
they have at home
3 TV – Based Instructions Most of the household
has the television
4 Radio Broadcast Though easiest modality
Instructions but this has the least
 among the choices in the
LESF
5 Online Delivery Learning Most parents who are
equipped with updated
gadgets and connectivity
choice this modality
because of no
appearance of parents in
school

LESSON 2 - ACTIVITY 3 Targeted Interventions for Learners with Special Concerns

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 in DL. Listed below are some examples which may be relevant to your
context. Add others as appropriate. Write down your answers in your Study
Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household
member who can guide and support
their learning at home
Beginning readers (K to 3)
Home Visitation with utmost
consideration of IATF advisory for
health and safety PROTOCOLS for
teachers
Strengthen School Program on Project
PAIR-Parents’ Assistance for Reading
observing social distancing during the
conduct of sessions still with utmost
consideration of IATF advisory for
health and safety of teachers and
participants

Provision of Offline materials – teachers

as presenters of lessons in beginning
reading lessons and other online
resources in context to the needs of
learners

Struggling readers (Grades 4-12) Provision of Offline materials – teachers

as presenters of lessons in beginning
reading lessons and other online
resources in context to the needs of
learners

No access to devices and Internet
Inaccessible - live in remote and/or
unsafe areas
Indigenous Peoples
Persons with Disabilities
Special Education for Learners with
Special Needs
Online coaching and mentoring of
teachers to parents and guardians for
those who have net connections
Provision of additional reading materials
as add ons to the Eight Week Reading
Program
Home Visitation/ Face to Face Teaching
and Learning still with utmost
consideration of IATF advisory for
health and safety of teachers and
participants
Tap Purok leaders in the barangay to
deliver modules or even partner as para
teachers
None
Home Visitation/ Face to Face Teaching
and Learning still with utmost
consideration of IATF advisory for
health and safety PROTOCOLS of
teachers and participants
On line Teaching Learning Engagement
if learners have strong internet
connection
Provision of offline materials made
specifically for these learners
Home visitation/Limited face to face still
with utmost consideration of IATF
Protocols
 MODULE 3- CHOOSING THE APPROPRIATE LEARNING DELIVERY MODALITIES FOR YOUR
DIVISION AND SCHOOL

Distance Learning Decision Tree for

ClickDoes the box
the gray learner have
beside a computer
the answer and type in the number of learners.
DISTANCE LEARNING COHORT
(desktop, laptop or tablet)?
Have a TV set and stable TV signal?
120NO

10 YES
110NO
Have a cellphone?
YES 0

Have access
Have a radio and stable toYES
print
radio signal?
NO
Have internet access? materials?
120

NO 0 LIMITED 0 YES 0 YES

NO
YES
NO
Have internet access?
15
95
5
Have a cellphone?
HaveLIMITED
access toYES
NO
print
1-WAY b
0materials?
MDL-P
0 or
TVBI w/o
YES TVBI w/ PM
NO

0 0

YES
NO

590 YES
NO
Have access to print materials? YES
510

NO 1-WAY MDL-P 2-WAY 2-WAY MDL-P or

or MDL-D w/ 0 MDL-D w/ PM
MDL-P or 1-WAY
Last Mile
PM
Strategy
MDL-P
1-WAY 2-WAY MDL-D 2-WAY MDL-D 1-WAY
1-WAYRBI
120 w/o PM w/o PM 10 PM
w/o
950
MDL-D w/o MDL-P or
a b
LEGEND
Learning Delivery Modality Readiness Assessment Tool
2-way With online and/or
MDL-Pcellphone
Modularinteraction
Distance Learning
betweenusing
teacher
printand
modules
learner in addition to home visits
TVBI TV-Based and/or community learning sessions
Instruction
FILL IN THE REQUESTED INFORMATION.
1-way Without onlineMDL-D
or cellphone
Modular
interaction
Distance between
Learning using
teacherdigital
and modules
learner; interaction thru home visits
RBI Radio-Based and/or community learning sessions
Instruction
only
ODL Online Distance Learning PM print materials
Special measures toaprovide the learner doing
Special MDL-D via
measures a cellphone
to provide only (not
the learner a computer)
with withthe
PM or to shift accompanying PM
learner to MDL-P b
Last Mile Strategy Special measures taken to ensure access to learning
Region: X1
Division: Davao del Sur
School: Amancio J. Asor Elementary school
School Head: Jimema B. Daboan
Contact Number and/or Email
Address:jimema.daboan001@deped.gov.ph
Quarter: 1 (NOTE: Change the Quarter number for succeeding
assessments.)

Baseline Pre-Implementation Change

MDL - PRINT 28.00% 95.60% 67.60%
MDL - DIGITAL 0.00% 0.00% 0.00%
ODL 0.00% 0.00% 0.00%
TVBI 0.00% 0.00% 0.00%
RBI 0.00% 0.00% 0.00%
 Instruction: Indicate the PERCENTAGE OF CONTENT COMPLETED for each learning area for each grade level in your
MODULAR DISTANCE LEARNING - PRINT school in the appropriate yellow cell below. If you will not offer this modality for a grade level/learning area in your school,
leave the cell blank.

Baseline JULY 30,2020

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 0 0 0 0
Filipino 0 0 0 0 0 0 0
English 0 0 0 0 0 0 0
Mathematics 0 0 0 0 0 0 0
Science 0 0 0 0
Araling Panlipunan 0 0 0 0 0 0
Edukasyon sa Pagpapakatao (EsP) 0 0 0 0 0 0
Music, Arts, Physical Education, and Health 0 0 0 0 0 0
Edukasyong Pantahanan at Pangkabuhayan (EPP) 0 0 0
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 0.00%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 0 0 0 0
Filipino 15 10 10 10 10 10 10
English 0 10 10 0 10 10
Mathematics 0 10 10 15 0 10 10
Science 15 10 10 10
Araling Panlipunan 10 10 15 0 10 10
Edukasyon sa Pagpapakatao (EsP) 10 15 15 0 10 10
Music, Arts, Physical Education, and Health 0 0 0 0 10 10
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 7.61%
 Pre-Implementation SEPT. 10,2020

Type: Core Learning Package - PRINT SELF-LEARNING MODULES + PRINT ACTIVITY SHEETS (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessm
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 100 94 95 98 98 98 98
Filipino 100 95 95 98 98 98 98
English 100 95 98 98 98 98
Mathematics 100 96 95 98 98 98 98
Science 98 98 98 98
Araling Panlipunan 95 95 98 98 98 98
Edukasyon sa Pagpapakatao (EsP) 95 95 98 98 98 98
Music, Arts, Physical Education, and Health 95 95 98 98 98 98
Edukasyong Pantahanan at Pangkabuhayan (EPP) 98 98 98
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) 97.40%

Type: Reference/Supplementary Materials (% of Quarter 1 Completed) NOTE: Change the Quarter number for suceeding assessments.
K 1 2 3 4 5 6 7 8 9 10 11 12
Mother Tongue 100 100 100 100
Filipino 100 100 100 100 100 100 100
English 100 100 100 100 100 100
Mathematics 100 100 100 100 100 100 100
Science 100 100 100 100
Araling Panlipunan 100 100 100 100 100 100
Edukasyon sa Pagpapakatao (EsP) 100 100 100 100 100 100
Music, Arts, Physical Education, and Health 100 100 100 100 100 100
Edukasyong Pantahanan at Pangkabuhayan (EPP) 100 100 100
Technology and Livelihood Education (TLE)
AVERAGE COMPLETION (%) ######

AMANCIO J. ASOR
LDM READINESS ACTION PLAN
SY 2020-2021

OBJECTIVE ACTIVITIES INVOLVED TIME FRAME

INDIVIDUALS/GROUPS
To ensure the  Conduct series of School Head June-August
continuous conferences / monitor Teachers 31,2020
delivery of teaching personnel in Parents, LGU and other Sept., 2020
teaching & providing learning Stakeholders
learning process alternatives for the
to address the smooth sailing
challenges bought delivery of learning Sept. ,2020
by Covid-19  Communicate with
situation in our parents and
locality. stakeholders to
involve them in the
school’s program for
modular classes in
Oct. 2020 through
series of orientation
via limited Face to
 Face meetings
 Conduct Dry-run on
the implementation
of Modular Distance
Learning
To advocate a  Conduct consultation School Head Sept., 2020
Covid-19-Free with the School Physical Facilities Coor.
learning Facilities Coordinator Teachers
environment in view of the June,2020-June
condition of school 2021
physical facilities and
equipment
 Observe established
SDRRM protocols
highlighting the
importance of
cleanliness and
disinfection of the
school
 Monitor regularly the
status of the school
premise and the
health condition of
school personnel
 Augment the health
awareness of school
personnel by
providing them with
national and local
health advisories
To supervise and  Capacitate teachers School Head Aug., 2020-
provide technical on the use of ICT Coor. June, 2021
support on the instructional Teachers
creation of materials learning
learning delivery assessment
environment that and mechanism Aug., 2020-
highly promotes  Conduct a survey on June, 2021
the use of ICT available LR
technology. materials and
coordinate with
CID/LRMDS
 Conduct inventory of Parents
learning materials
equipment and other
available resources
for printing of Sept., 2020
modules
 Provide materials for
printing through
MOOE procurement
process
 Conduct supervision
of modular learning
 delivery
 Assist teachers in the
online submission of
school forms and
reports
 Create group chats
for teachers for
information
dissemination and
utilize other means to
ensure clear
communication
among teachers and
let teachers do the
same with their
parents
 Provide a clear
schedule of
Alternative Work
Arrangement of
school personnel
To coordinate  Through the Adopt- School Head, ICT Coor., Sept. 2020-
with the parents, A-School Program LGU, Parents and other April, 2020
LGUs and other Coordinator , send stakeholders
agencies on solicitations to Sept. 2020
matters affecting school’s long time
the school most partners and
especially in the benefactors for the
provision of acquisition of
SLMs and printing materials
support the  Develop school
learning of hotline that will
children at home handle queries and
other form of
communication
 Encourage parents to
spare time/ assist
their children in
dealing with the
modules
To monitor the  Utilize, liquidate and School Head, Teachers, Sept. 2020-
utilization, report necessary Disbursement Officer, June, 2021
liquidation and MOOE related Inspectorate
provision of documents for
transparent disbursement of
financial reports school payables and
obligation.
 Check the
accomplishment and
submission of DTRs
reflecting work
accomplishments
whether on-site or
 Work From Home
schedule.

Prepared by: NOTED:

JIMEMA B. DABOAN SUSAN M.OBENZA
ESP 1 Public Schools District Supervisor

THE END