LDM2

STUDY
NOTEBOOK
Module 1
(Course Orientation)
 LESSON 1
COURSE OUTLINE
Activity 1
1. What is the main delivery of this course?

The main delivery of this course is a free investigation over self-

learning modules through realistic complete downloaded electronic
duplicates and printed duplicates.

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

This LDM course helps in guaranteeing that I will have the option
to get quality guidance the new typical through better comprehension of
the questions (whats, hows, and whys) of learning coherence stages to
make learning viable to unfold in the new ordinary school setting
wherein mixed learning modalities are generous worries to this current
time.

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

The two helpful instruments that will assist me with my learning

in this LDM course are (1) self-learning modules and (2) coordination
through the Learning Action Cells (LACs).

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 expert mentality towards noting the LDM modules will

influence certainly my interest in this course. In spite of the fact that I
have other fundamental school related works beside noting these
modules, still I am hopeful that steadily I can complete this on
schedule.
 HABITS ENVIRONMENT
(What is that I repeatedly OBSTACLES MOTIVATION (Where will I
do that may affect my (What will prevent me (What will push me to accomplish the
participation in the course from participating fully in participate in this requirements of this
in a positive of negative this course?) course?) course? Describe the
way?) environment.)

Doing my other school The significant and In a spot where it is

errands. accommodating liberated from
Sufficient learnings that can clamor and with
opportunity, helpless be increased great web
web network subsequent to availability, without
finishing the LDM2 a doubt my study
modules. hall/classroom.
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?

I can guarantee that I will have the option to continue my qualities

and address the obstructions that will prevent me from finishing this
course through viable time the board, productive coordinated effort
among the individuals from LAC individuals from bunch 2, and
consistent correspondence to our LAC Coach along with the Division
LAC group.

Activity 3
Look for a colleague with whom you would like to discuss your answers and
reflections with the questions in Activities 1 and 2.

After examining with my co-teachers with respect to how I will react to the fulfillment
of this LDM2 modules, I had increased hopeful soul of illumination. Exposing myself to go
through this cycle won't just profit me a great deal yet it will likewise profit my students
under the new typical school setting wherein up close and personal learning is denied on
account of the wellbeing chances achieved by CoVid 19. Learning must proceed with
regardless of what the circumstance is. Learning is conceivable in light of the fact that there
are other learning modalities that can be utilized to make learning powerful to occur.
 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 are 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 session as listed in DO 35, s.

2016. Rank the following objectives from easiest to the most difficult to
achieve:

__1__ To improve the teaching-learning process to improve learning among

students

__4__ To nurture successful teachers

__2__ To enable teachers to support each other to continuously improve their

content and the pedagogical knowledge, practice, skills, and attitudes

__3__ To foster a professional collaborative spirit among school heads,

teachers, and the community as a whole

2. What are the top three challenges to having a successful LAC? List down and
elaborate.

In my own opinion, the three challenges that guarantee a successful

LAC are the following:

1. LAC Scheduling of Meeting

The choice of date and time is huge pointers to guarantee effective
LAC meeting. This implies that the date and time is great for all the
 LAC colleagues. All should be available so everybody ought to have
the option to share their own agreement, intercessions to be
embraced, and profitably create answers for issues that worry the
school, the students, and among themselves. As such, LAC meeting
will get fruitful and profitable.

2. Setting Up of Resources

Before the LAC meeting be planned beforehand, the LAC leader

ought to guarantee that all assets (human and material) are prepared.
Since, in such a case that not, achievement won't be conceivable if
both human and material assets are not finished nor prepared.

3. Prioritization of Topics or Agenda

Prioritization of LAC point to be handled is a fundamental

marker of accomplishment since, supposing that done as such, issues
will be tended to right away. Cautious choice of LAC point should
surface the current issues of the school, of the students, or among the
instructors themselves.

Activity 2
According to DP 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, agree on your groupings and assign one LAC Facilitator and
one LAC Leader for every LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Examine your favored LAC
structure with your appointed Instructional Coach (this will be a region or
division director relegated to your LAC).
 After forming your respective LACs, there should be a LAC Leader
assigned to you from among the accompanying school individuals:
 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 associate with their Instructional Coach through the
LAC Leader. This Instructional Coach will likewise be taking care of
numerous LAC through an organization of LAC Leaders.

See Figure 1 for reference.

 LAC MEMBERS

LAC instructional
FELICIDAD D. ZACARIAS, MAEd
MONALIZA D. VILLEGAS
Secondary School Principal II
NAMES
LAC LEADER
ROLAND C. CIPRIANO
LORELEI G. LACAR
Master Teacher I
IRENE A. DELOS SANTOS
CHIEVA C. TOLENTINO
GILBERT B. MACARUBBP
RICHARD P. BALINUYUS
SHIRLEY P. BARREO
IRENE B. MANUEL
ARLEEN A. RAMORAN
KAREN GRACE B. GUETTENG
EMMANUEL B. SANCHEZ
 Activity 3
List down the members of your LAC and their respective roles in your Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND

RESPONSIBILITIES)

Responsible for guiding a group to complete a task or

TEAM LEADER MONALIZA D. VILLEGAS
project.

Assists the leader in guiding the group to perform a

TEAM CO-LEADER ROLAND C. CIPRIANO
given task.

Participate in the given task or project, follow

LORELEI G. LACAR directions and communicate properly with the leader
MEMBERS
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

IRENE A. DELOS SANTOS directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

CHIEVA C. TOLENTINO directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

RICHARD P. BALINUYUS directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

ARLEEN A. RAMORAN directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

KAREN GRACE B. GUETTENG directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

GILBERT B. MACARUBBO Participate in the given task or project, follow

directions and communicate properly with the leader
 and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

SHIRLEY P. BARREO directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

IRENE B. MANUEL directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

Participate in the given task or project, follow

EMMANUEL B. SANCHEZ directions and communicate properly with the leader
and co-leader to be able to accomplish the given task
or project.

LDM2
 MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
 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?

Answer:
One of the significant concerns that should be tended to is the
correct dissemination of content knowledge to the students. In spite
of the fact that the DepEd made an answer for this by defining
MELC's, there are still a few issues should be settled like the
mechanism of guidance. DepEd shows diverse elective conveyance
modes however to me, this would not work without the collaboration
of everybody.

2. Even prior to the spread of COVID-19 that eventually led to the

closure of schools nationwide, the congested curriculum has been
a perennial problem of teachers (Andaya, 2018). This is perceived
to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why
not?

Answer:
I don't think the educational program is the issue. It is the
execution. The educational program had gone through various
investigates before was being executed. Perhaps the explanation is
that, the educational plan is marginally ideal.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and
Design of the MELCs. After going through the document, provide a brief
and concise response to the following guide questions.

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

MELCs?
Answer:
The general purpose of the MELC’s is to ensure quality,
relevant and liberating education by reviewing the
competencies in K to 12 Curriculum. Before the pandemic,
there is already reviews done in the competencies and there
are plans to compress learning competencies. The specific
purpose is to map the essential and desirable learning
competencies and to identify.

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

competencies?
Answer:
The review covered the following:

● Mapping of the essential and desirable learning competencies within

the curriculum;

● Identification of prerequisite knowledge and skills needed to prepare

students for essential learning competencies

● Analysis of the interconnectedness of prerequisite knowledge and

skills among the learning competencies for each subject area.

3. What is the difference between essential learning competencies and

desirable learning competencies?

Answer:
Essential learning competencies were characterized as what
the learners need, thought about vital, in the teaching-learning
process to build aptitudes to prepare students for ensuing evaluation
levels and therefore, for deep rooted learning. Whereas, desirable
learning competencies were characterized as what may improve
education however may not be important in building essential
aptitudes.

4. How were the most essential learning competencies identified? What

were the decisions made in order to trim down the number of the
essential learning competencies further?
 Answer:
It began in distinguishing proof of essential and attractive
learning skills. At that point, essential learning competencies to most
basic learning abilities. When in doubt, a learning competency is
held on the off chance that it fulfills the perseverance standard which
extraordinarily adds to deep rooted learning and is an essential
ability to the following evaluation level. At least two learning skills
are blended or gathered in the event that they have a similar target or
learning expectation and can in this manner be joined into one
exhaustive learning competency. Notwithstanding, learning skills are
eliminated/dropped because of the accompanying reasons:

● These are too specific (and the articulation is similar to that of a

learning objective).
● These are deemed appropriate to be presented in an earlier quarter
or grade level or moved to a later quarter or grade level.
● These are recurring.
● These are included in another learning competency.

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

instruction?

Answer:
The production of most essential learning skills is a long and
exhaustive cycle. It gone through various series to assured that
students will be taught appropriately.

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.

K to 12 Learning MELCs
Competencies

Maintain equipment and resources Maintain equipment and resources

3.2 Clean and maintain work area in
accordance with workplace
Merged/ requirements.
Clustered 3.3 Store tools and machine/equipment
in accordance with workplace
requirements and manufacture’s
specifications.
3.3 Clean and maintain, store
tools and machine/equipment in
accordance with workplace
requirements and manufacture’s
specifications.

Select and prepare equipment for Select and prepare equipment for
use use

1.1 Identify and access basic
machine/equipment required to
complete tasks in accordance with
assignment instructions and workplace
Retained requirements.
1.2 Carry out routine pre-operational
checks according to manufacturer’s
specifications and workplace
procedures.
1.1 Identify and access basic
machine/equipment required to
complete tasks in accordance
with assignment instructions and
workplace requirements.
1.2 Carry out routine pre-
operational checks according to
manufacturer’s specifications and
workplace procedures.

N/A
N/A
Dropped

ACTIVITY 4
 In your LAC Session, discuss and share your answers to Activities 1-3 in
this lesson. Discuss any questions about the MELCs that need clarification
as well. Share your thoughts and let your co-teachers articulate their
insights regarding your questions. Jot down all the insights shared in the
discussion, including your own.

Insights:

 MELC's are a drawn-out reaction to the call of SDG4. It is as of now been

arranged even before the COVID-19 pandemic.
 There is a major distinction between online learning and digital modular
distance learning.
 Strong internet connection is a major issue in online learning.
 MELC’s are extensively compresses.

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:

1. What is the importance of unpacking and combining the MELCs?

Answer:
In order to organize learning activities and effectively
address the erratic needs of learners and the challenges of
instructional deliveries. It is also crucial to avoid redundancy
that are evident to reiteration of the lesson which does not
show spiral development.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

Answer:
Essential knowledge and skills must be taken
thought. It is significant that the recognized MELCS oblige to
higher order cognitive demands. Accordingly, lower cognitive
demands might be viewed as first in making learning targets.
This guarantees that essential information and aptitudes that
would empower the accomplishments of MELCS and
ultimately the content and performance standards are
address.

Logical sequence of learning objectives – since the

expectation of unpacking the MELCS is to give efficient
learning encounters to students. It is unavoidable that the
unpacked learning destinations follow a coherent succession.

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

Answer:
Truly, all together for the department to focus and
 organize those that are basics and can be utilized in the
student's everyday lives.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with
fellow teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in
the first quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion
and processing will follow each presentation. Suggestions and insights
from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now
combine at least two MELCs of their choice. Group deliberation will be
observed in order to arrive at a consensus. Discuss and jot down the synthesis
of the presentations.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

To manage learner behavior constructively by Apply more positive and effective

applying positive and non-violent discipline to strategies to develop and manage
ensure learning-focused environment. behavior of the learners constructively
in every task and activities.

Result focus particularly on achieving results with Arrange schedules for each task that
optimal use of time and resources most of the needs to be accomplished as urgent,
time. high priority and priority.

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a
copy of your outputs.

REFLECTION

Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd

Outcome
Having completed this module the participants will be able to
 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to determine
which learning competencies were retained, dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consist of

 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
 LAC Session
 LDM2
STUDY
NOTEBOOK
Module 3A
 LESSON 1:
UNDERSTANDING THE DIFFERENT
LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in
the LCP—face- to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions. When you are done, check Lesson 1, Activity 1 Answer Key 1
to see how well you did.

Answers:

1. A. Face-to-face (F2F) learning - refers to a learning delivery modality where

the teacher and learner/s are physically in one location.

B. Distance learning - refers to a learning delivery modality where a student

is given materials or access to resources and he/she attempts self-coordinated
study at home or in another setting. Students take part in autonomous learning at
home or in any actual learning space pertinent, by utilizing learning materials that
are available either online, stored on CD/DVD/USB Flash drive, or in printed
structure, or by watching TV lessons or tuning in to radio-based instruction while
being geographically distant from the teacher.

C. Blended learning - refers to a learning delivery modality using a blended

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;
(4) F2F and any combination of the other types of distance learning.

D. Home schooling - refers to an alternative learning delivery mode (ADM)

that gives students admittance to formal education while remaining in an out-of-
school climate, with parents/guardians, watchmen, or tutors/coaches as
approved facilitators rather than homeroom teachers.

2. Question: Which of the LDMs do not have a face-to-face 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.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Member
Modular A printed Self-Learning Pack modules and Guide and Provide
Distance materials/ Modules Learning Activity assist their modules for
Learning modules Learning Activity Sheets to be children learners.
(MDL) adapted to the Sheets (LAS) distribute to education at
condition of the Textbooks parents. home.
program use Help deliver Return modules
and provide modules. to assigned
quality education Provide Weekly person.
that response to Home Learning Contact
the call for Plan teachers if
education who Attend to learner’s needed
prefer traditional queries on tough
way of teaching topics thru text,
of learning phone calls or
messenger.
Gather modules.
Check modules
Online Involve in- Learning Activity Provide Weekly Guide, assist, Monitor
Distance person Sheets (LAS) Home Learning monitor and teachers and
Learning interaction Textbooks Plan help their learners inter
(ODL) between teacher Power point Provide power point children on their action via
and learners in Presentation made presentation. online class. online learning.
which the main by teachers Provide self- made Contact
elements include Teachers video teachers if
separation of improvised video lesson/presentation. needed
teachers and lesson/presentation Check learners’
students during output thru e-
instruction and learning.
use of various Attend to parents
technologies to and learners’
facilitate student queries on hard
teacher and topics thru phone
student – calls, text or
student messages.
communications. Check learners’
output.
TV-Based Concise, Smart TV Provide Weekly Guide, assist, Provide
Instruction detailed and Television with Home Learning monitor and learning videos
(TVBI) precise cable connection Plan help their and activities
 presentation of Textbooks Provide Learning children. thru TV-Based
the T-learning . Learning Activity Activity Sheets learning.
Sheets (LAS) (LAS)
Attend to parents
and learners
queries on hard
topics thru phone
calls, text or
messages.
Check learners’
output.
Radio-Based A form of distant Radio Provide Weekly Guide, assist, Provide
Instruction learning that Textbooks Home Learning monitor and learning
(RBI) able to expand Learning Activity Plan help their activities thru
access to Sheets (LAS) Provide Learning children. audio
education by Activity Sheets Contact
bringing it to (LAS teachers if
where the Attend to needed
learners are and parents/learner’s
enable them to queries on tough
acquire topics thru text or
equivalency in phone calls.
basic education Check learners’
through output
broadcast of
lessons.
Blended Increased Self-Learning Self-Learning Guide, assist, Provide
Distance student Modules Modules monitor and modules for
Learning engagement in Learning Activity Learning Activity help their learners
learning. Sheets (LAS) Sheets (LAS) children. Monitor
Enhanced Power point Power point Contact teachers and
teacher and Presentation made Presentation made teachers if learners inter
student by teachers by teachers needed. action via
interaction. Teachers Teachers online learning
Responsibility of improvised video improvised video
learning. lesson/presentation lesson/presentation
Improved Textbooks Textbooks
student learning
outcomes.

Note that when a vaccine is already available and F2F will be allowed by
the Inter-Agency Task Force (IATF) and by the local government unit (LGU)
concerned, any of the DL modalities may be combined with F2F learning to
come up with a BL. Learn more about BL in the Supplementary Handout on
Blended Learning Delivery Modalities.

ACTIVITY 3
Consider the situation in your School/Division—your organizational
capabilities, your level of resources (infrastructure, financial, human), level
of experience in DL, health and safety status, context and capacities of
 your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to
most difficult to implement. Give the reasons for your ranking of each.

Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
1 MDL be implemented to almost all learners even to
the poorest of the poor.
Radio broadcast is the next accessible device
2 RVBI
to larger percentage of learners

3 TVBI TV is available to most of the households but not all.

Combination of all may require more

4 BL
mixed resources.
This DL is the hardest to implement due to
digital divide. A large percentage of the country
5 ODL
does not have access to fast and not
intermittent connection.
ACTIVITY 4

(Submit a copy of your Output to your LAC Leader)

The LCP assures that all possible measures will be taken to ensure that no
child will be excluded from learning during the COVID-19 crisis. Think
about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as
appropriate. Write down your answers and share your ideas at your next
LAC Session.

Learner Group Targeted Intervention

Learners without parents or household
member who can guide and support
their learning at home
RVBI, TVBI-The teacher encourages the learners
to be more patient to study of course with the
teacher’s concern by giving follow ups to their
lesson and it can be done via text, chats or voice
calls to the pupils.

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
MDL-They can be facilitated by their
parents/household partner and can be done via
SLM (Self Learning Modules) and LAS (Learning
Activity Sheets) WHLP (Weekly Home Learning
Plan).
Follow up by the teacher via voice call/internet.
MDL, TVBI, RVBI-Provide them reading materials
to read and to be monitored using the ORV (Oral
Reading Verification) to be done via internet-
based resource.
MDL- The teacher will send them material/s such
as SLM (Self Learning Modules), LAS (Self
Learning Activity Sheets) and WHLP (Weekly
Home Learning Plan) to be delivered by assigned
parent leader/ barangay officials.
MDL- The teacher will create projects and
assignments that help students the critically and
at the same time they learned about it.
-ask for the help of barangay officers for delivery
of the printed materials.
MDL- The teacher will give learning materials
based on their culture knowledge system and
practices of the learners in their community.
-learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue Based.
TVBI, RVBI, MDL-Provide them SLM (Self
Learning Modules) LAS (Learning Activity Sheets)
WHLP (Weekly Home Learning Plan)
Textbooks and can be facilitated by
parents/guardians. And can be monitored via
voice calls texts or internet resources.
 LESSON 2:
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs
ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As
you go through the document, write down your answers to the following
questions:

1. What is Lesson Designing or Lesson Planning?

Answer:

Lesson designing or lesson planning is the way toward figuring out

what learning opportunities students in school will have by planning "the
 content of instruction, choosing teaching materials, planning the learning
activities and gathering strategies, and settling on the pacing and
distribution of instructional time" (Virginia Department of Education, as
referred to in DepEd Order No. 42, s. 2016). Decidedly ready and well-
planned lessons are key to guaranteeing the delivery of quality teaching
and learning in schools. All together for the plan to be powerful, teachers
need to think about the students' attributes and be receptive to the needs
of the students.

2. Why is lesson designing important?

Answer:

Lesson designing helps ensure that:

a. time is maximized for instruction and learning

b. lessons are receptive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson effectively
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners fruitfully reach the set learning goals

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

Answer:

a. Clearly articulated lesson objectives

b. Well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide
relevant information and feedback for both teachers and learners

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

 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.

Before the Lesson Lesson After the

Proper Lesson
1. Review previous lesson 1. Explain, model,
2. Clarify concepts from demonstrate, and
previous lesson illustrate the
3. Present warm-up concepts, ideas,
activities to establish skills, or processes
interest in new lesson that students will
4. Check learner’s prior eventually
knowledge about the internalize
new lesson 2. Help learners
5. Present connection understand and
between old and new master new
lesson and establish information
purpose for new lesson 3. Provide learners
6. State lesson objectives with feedback
as guide for learners. 4. Check for learners’
understanding
1. Wrap up activities
2. Emphasize key
information and
concepts discussed
3. Ask learners to
recall key activities
and concepts
discussed
4. Reinforce what
teacher has taught
5. Assess whether
lesson has been
mastered
6. Transfer ideas and
concepts to new
situations

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
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.

ACTIVITY 3
Lesson design does not end after implementing the lesson. After the
delivery of the lesson, teachers should take time to reflect on what worked
well and why, and what could have been done differently. Identifying
successful and less successful activities and strategies would make it
easier to adjust and revise the lesson plan as needed.

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

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.
Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures
of the DLL and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
 According to DepEd Order No. 42, s. 2016: The reflection part of the
DLL and DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think about their lessons, particularly the parts that went well
and the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including
things about the lesson that were successfully implemented and which ones
need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number
of learners who require additional activities for remediation, and the
difficulties teachers encountered that their principal or supervisor can help
solve.

ACTIVITY 4

(Submit a copy of your Output to your LAC Leader)

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 materials, or other means.

Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level: GRADE 10-TLE (Food Processing)

Lesson/Topic: Operating Specific Equipment or Machines.
Learning Objectives: Identify and report out-of-specification product, process
and equipment performance according to workplace procedure.
Learning Resources/Materials Needed: Food Processing 10 Module 1

Additional Remarks: (ex. can

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

Before the Lesson

√
1. Review previous lesson √ can be done via voice call or
2. Clarify concepts from previous lesson √ video call
3. Present warm-up activities to
establish interest in new
lesson √ can be facilitated by a
4. Check learner’s prior knowledge household partner
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
Can be done via learning
1. Explain, model, demonstrate, and √
illustrate the concepts, ideas, skills, activity sheets
or processes that students will
eventually internalize √ Can be done via learning
2. Help learners understand and activity sheets
master new information √
3. Provide learners with feedback can be done via voice call or
√
4. Check for learners’ understanding video call

After the Lesson

 √ can be done via voice call or
1. Wrap up activities √ video call
2. Emphasize key information and
concepts discussed Can be done via learning
3. Ask learners to recall key √
activities and concepts activity sheets
discussed √
√ can be done facilitated during
4. Reinforce what teacher has taught
√ synchronous and
5. Assess whether lesson has been asynchronous learning session
mastered
6. Transfer ideas and
concepts to new situations

Answer the following questions:

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:
Available video introductions and other action learning sheets
that will suit the availabilities of the students.

2. What kind of additional support can you give: a) the learner, and/or
b) the household partner so that they are guided throughout the
lesson?

Answer:
Consultations thru voice or video call.

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

Answer:
Face to face (If allowed) or let the guardians/parents and students
compose and attached their response in every activity sheet.
Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into
other learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
 • You can use content topics as themes, motivation, springboards,
or initial topics for lessons across subjects. You can also try
merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning
area. This can make it easier for you to check student work, and
saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that
can enhance student learning and maximize teacher preparation time?
Don’t forget to check back with your Coach and share them with your
peers.

ACTIVITY 5
Assessment is always a part of designing instruction. Read the DO 8,
s2015 on Policy Guidelines on Classroom Assessment to learn about
assessment.

In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the
two. Write your answers in a Venn diagram.
After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key
to see the other similarities and differences between the two types of
assessments.

ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)
There are various methods of assessment. Read Table 2 of DO 8, s2015
on Policy Guidelines on Classroom Assessment to see examples such as
games, quizzes, and interviews. These methods that are commonly used in
the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content

 area that you are teaching? Recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use
it in DL.

Assessment
How to Adapt the Assessment Method
Method
in DL

Example: Short I will send a three-item quiz via text message before the lesson.
quiz Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our online
session or via text message.
I will send a five-item quiz by means of instant message/google form
1. Written before the lesson. In light of the reactions, I will observe the basic
Works misinterpretations and explain them to the students during our online
meeting or through instant message.

At the end of the lesson, focusing on the topic and skill, I will give 1-2
2. Performance exercises guided by the rubrics alongside the modules once a week
Task relying upon the topic. Criticism and explanation might be done
through voice or video call meeting.
I will give it once toward the end of the quarter vis-à-vis (whenever
3. Quarterly permitted) as well as test thing will be send through internet
Assessment informing. , I will observe the basic misguided judgments and explain
them to the students during our online meeting or through instant
message.

I will include it in the learning activity sheet to be given weekly along

4. Formative with the modules. In light of the reactions, I will observe the basic
Assessment misinterpretations and explain them to the students during our online
meeting or through instant message.

I will instruct the class at the beginning of each quarter to gather

5. Portfolio evidences and mov’s of what they do, submit and write for the whole
Making quarter. It will be checked and noted toward the finish of the quarter
upon the recovery of student's yield through parents/guardians.

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 and formative test are common among the
group since it can be incorporated immediately with the activity
 sheets.

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

Answer:
The distinctions of the students which will be obvious to
differentiated learning and the student's admittance to method of
delivery.

3. Despite the challenges, what opportunities can you and your

colleagues explore to make assessment doable in DL?
Answer:
More LAC with respect to appraisal to join in so we will have
more possibilities and decisions of the diverse evaluation we can
give.

ACTIVITY 6
Sample learning outputs obtained from different assessment methods may be
collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.
 After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements of the

learner. √

2. Testimonies of parents/guardians and learning facilitators

regarding the learner’s progress may be included in a portfolio. √

3. There is a fixed list of items that should be included in a

portfolio. √

4. The teacher can only comment on a learner’s portfolio. √

5. For asynchronous learning, teachers allow learners to work

on their outputs during their own time. The latter will submit the √
portfolio within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via
file sharing programs or they may submit the actual softcopies of √
their work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical √

forms may be handed over to the teacher by the parents or
learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can
give students some options or alternatives on how they will be assessed.
Just make sure that these would show how much they have learned.

LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE
 DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions
in column A with the terms in column B.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

ACTIVITY 2

(Submit a copy of your Output to your LAC Leader)

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

2020-00162 which discusses what WHLPs and Individual Learning
Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take
note of the following when creating your WHLP:

• For grade levels where learning areas are taught by different

teachers, coordinate, plan, and discuss the WHLP with the
learning area teachers.
• Adjustments should be made on the timeframe for accomplishing
the learning tasks if there are any suspensions of classes due to
calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as
designing portfolios, should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by
the American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and
8 and up to four hours (two in the morning and the other two in
the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours
in the morning and the other 2 hours in the afternoon)
 LUNA NATIONAL HIGH SCHOOL
Luyao, Luna, Isabela
WEEKLY HOME LEARNING PLAN
November 2 – 6, 2020

GRADE 10 – FOOD PROCESSING

WEEK: 5 QUARTER: 1
Day & Learning Learning Competency Learning Tasks Mode of
Time Area Delivery
Monday TLE – 1. Identify and report out- - Read and analyze the topic: Modular &
(3:00- Food of-specification  D. Operating Specific Equipment or ETV
4:00) Processin product, process and Machines
g 10 equipment  E. How identify and report Out of Send outputs
performance according Specification (OOS) product, process to any online
to workplace and equipment performance according platform like
procedure. to workplace procedure? email,
Tuesday - Answer Guide Questions provided in the messenger,
(3:00- answer sheet after watching the videos. and the like
3:40) or have the
- Do activities parent drop
Activity 1 – Sequencing the output/s
Activity 2 – Guide Questions in the box
- Answer Post-Assessment on pp. 93-95 located at the
barangay
hall.

Prepared by: Checked by:

LORELEI G. LACAR FELICIDAD D. ZACARIAS, MAEd
Subject Teacher Sec. School Principal II

Attach Weekly Home Learning Plan (WHLP)

 Republic of the Philippines
DEPARTMANT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
Ipasa ang output o sagot
Lunes MTB Naibibigay ang unang -Sagutin ang mga Gawain. ng mga mag-aaral ng
letra o tunog ng mga kanilang magulang sa
salita. Panuto: isulat sa inyong paaralan ayon sa
kuwaderno ang isang itinakdang araw at oras ng
pangalan ng bagay, tao, guro.
hayop o pangyayari na
nagsisimula sa mga letra na  Sa pagpunta ng
nakasulat sa kahon. Sundan mga magulang sa
ang unang halimbawa. paaralan ay
mahigpit na
Z-zipper ipatutupad ang
E- I- minimum health
S- protocols ng DOH
MTB F- A- at IATF.
Martes O-
T- V-
C-
 Naibibigay ang unang B- U-
letra o tunog ng mga D-
salita.

Panuto: sundan ang mga

nasusulat na hakbang para
mabuo ang Gawain o
awtput.
1. Kumuha ng isang
pirasong papel
2. Tupiin ito ng pirasong
papel
3. Kulayan ang
magkabilang bahagi
MTB
ng kulay asul.
4. Gumuhit ng araw sa
Miyerkules bahagi ng papel na
may kulay .
5. Lagyan ng pangalan.
Naibibigay ang unang
letra o tunog ng mga
salita.

Panuto: basahin ang mga

sumusunod na salita. Uliting
bigkasin ang tunog ng mga unang
letra.

MTB Amo itlog

Masa laso
Sasa mama
 Mesa nanay
HUWEBES Gamit kahon

Naibibigay ang unang Panuto: basahin ang mga

letra o tunog ng mga nakatakdang Gawain.
salita. Sundin ito.
MTB 1. Isulat sa inyong
kwaderno ang
pangalan ng iyong
magulang at mga
BIYERNES kapatid.
2. Isulat ang mga unang
letra ng bawat
pangalan.
3. Basahin ito ng
dalawang beses.
4. Magsulat ng isang
salita na nagsisimula
sa parehas ng letra.

Panuto: tingnan ang mga

larawan simula sa unang
pahina ng modyul hanggang
sa pahina na ito.
1. Isulat ang mga
pangalan ng mga
 larawan.
2. Isulat ang unang letra.
3. Bigkasin at basahin
ang nakasulat ng
letra.
 Share your prepared WHLP during your LAC Session.

ACTIVITY 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-
2020-00162. After you read the guidelines on creating an ILMP, fill out
the table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to direct students and A tool for students who linger
Purpose learning facilitators or behind dependent on the
household partners in tracking consequences of their
the subject areas to be formative and summative
handled and exercises to assessments.
perform at home.
Learners and learning Teachers and learning
For Whom? facilitator or household partner facilitator or household
partner.
Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status

Yes Yes
Has to be communicated
to parents?

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

Assume that after going through the outputs submitted by your learners,
one of them has problems completing the learning tasks for the first two
weeks. Think of a possible difficulty the learner may have encountered
in accomplishing the learning tasks. Apply what you have learned about
ILMPs in Activity 3 and create an ILMP for that particular learner who
lags behind. Read and use the Individual Learning Monitoring Plan
Template. Consider the components of the ILMP that were described in
Activity
 INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: ANGELICA PATACSIL
Grade Level: Grade 1O
Learner’s Status
Monitori Insigni Signifi
Learning Learner’s Intervention Strategies
ng Date ficant cant
Area Needs Provided Mastery
Progre Progr
ss ess
Struggles
Food to answer a. seek help from a October /
Processing the various capable immediate 12-30,
10 activities family member to help 2020
with fluency the learner in
and answering the learning
comprehensi modules
on
b. give sufficient time for
the learner to
accomplish the
learning modules

c. scheduled home
visitation of the teacher
to help the learner in
answering the
activities in the
learning modules.

d. make and provide

learning activities
suited to his pace of
learning

e. if possible, the teacher

provides direct
guidance and
supervision in the
completion of the
learner

Interventio Learner is not making significant progress in a timely manner. Intervention

n Status strategies need to be revised.

/
 Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during your next
LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is

important to get in touch with the household partner who provides
assistance as needed while the learner is doing the learning tasks at
home.

Before leaving this Module, take note of the following key messages:

 There are no perfect lessons, but with careful planning,

reflection, and continuous adaptation before, during, and after
lesson delivery, you will be able to design lessons with your
best efforts, and maximize learning in this new context.
 It is important for teachers to keep track of how the students are
doing, get feedback from the learners (learners’ self-assessment),
and from the learning facilitators or household partners, in order
to continuously improve lessons and provide support for learners
as they learn.
 One way of getting feedback from learners is by communicating
regularly with them and their families. As teachers, you need to
make your presence felt, and send the message to the learners
that they are not alone in this situation. This will greatly help
them stay motivated.
 As teachers, you are part of a larger community of learners, and
would need support from your Coaches, School Heads, and
fellow teachers as you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session
schedule for this module. Be sure that you have your Module 3A outputs,
Study Notebook, and LAC Session 3A Guide ready when you participate
in the LAC Session for this Module.
 LDM2
Study Notebook
 LESSON 1
LEARNING RESOURCE MAP FOR
DISTANCE LEARNING
ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for
SY 2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map
and answer the following questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
 Our school had selected the modular distance learning which
needs the accompanying learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
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?
As of now, we do not have a complete LRMs for Distance LDM,
we don't have a total LRMs for Distance LDM, in any case, our school had
just started formation of supplementary activity sheets for subjects which
are not yet accessible.
I had just driven my co-educators that without the learning
materials in their respective grade level, they may utilize the arranged
learning exercises, their Diagnostic, and formative assessment in their
DLLs.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
I will join electronically in the DepEd LR Portals. Upon approval of
my request to join, I will begin to download LRMs that are fundamental to
my teaching utilizing the MDL methodology.
I can gain support from the Division LRM of LUSDO.
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?
Yes, they are appropriate because these were developed by the
Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal.
These SLMs is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. However, completeness of SLMs to
be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify
the learning activities in the SLMs. Contextualizing and localizing the
SLMs will be a great help to address the learning styles and pacing of
disadvantage learners.

ACTIVITY 2.
In your LAC Session, share and discuss your answers from the previous
activity. What support can you provide to your colleagues and what support can you
get from them in terms of LRs? Take note of the insights that you can gather from
your colleagues and write them in your Study Notebook.
 Support that I can provide to my colleagues:

1. Guide and assist them with downloading the SLMs utilizing the
DepEd LR Portals.

2. Assist them in leading survey and evaluation of all the downloaded

SLMs to address the fulfillment and fittingness of all the SLMs to be
utilized this school year.

3. To address the disadvantage learners, maybe I can assist them in

simplifying the activities in the SLMs.

Support that I can get from them in terms of LRs:

1. Teamwork

2. Determination and industry in the truthful assessment of the LRs

3. Their feedbacks matter in tending to potential issues that may

emerge during the school year as far as the utilization and contents
of the SLMs

LESSON 2
ASSESING LEARNING RESOURCES
FROM DEPED
ACTIVITY 1.

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your LAC
Leader and/or Coach. To understand the portal better, you may watch the LR Portal
Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

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
The two Deped Portals are emphatically responding to the
necessities of our school and students in light of the fact that these
entries give learning resource materials that we need today. These
SLMs, activity sheets, interactive platforms are basic to address the
necessities of our educators and students. The admittance to these
learning entries likewise give valid learning stage on the grounds that
these were created by the Department of Education which are the
essential learning resource materials to be used by students the nation
over in the new normal. This SLMs is K to 12 consistent, based from the
MELCs and passed the ADM Learning Resources Standards.
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 challenges in accessing the LRs in the portals are the following:
a. helpless internet connection that thwarts the downloading and
getting to the LRs in the Deped portals
b. not all learners and teachers have internet connection with access
the online digital platforms particularly the DepEd Commons.
d. not all students have learning devices to get to the DepEd
Commons.
e. absence of resources to fund the monstrous reproduction of
SLMs, the MOOE of the school isn't sufficient
3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
As educators in our school, we can amplify the utilization of the
LR portals through data drive and recreation on the best way to access
and utilize the LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the
ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
 e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association

ACTIVITY 2.

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.
We agreed to provide technical assistance in case problems
occur while accessing the said portals. We also decided to include the
updates of these portals to our future LAC sessions.
 LESSON 3
ASSESING THE LEARNING
RESOURCES
ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Answer the
following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
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

SELF-LEARNING MODULE IN FOOD PROCESSING 10
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?

7. 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

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material?
Why? NONE
3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s. NONE
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners? It makes me extra cautious in selecting the
LRs I need for my learners.

ACIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note
of the portals in your Study Notebook. Download at least one LR from each portal.
Assess the materials using the same tool and answer the following questions in your
Study Notebook:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
The resources are not quality assured and only provide minimal
support to attain the learning objectives for the students.

2. Based on the results of the Assessment Tool, what improvements do the

materials —both from DepEd and Non-DepEd portals — still need?
A more precise and easier to follow instructions can be developed.
Upload more additional resources to meet all the learners’ needs and
levels of understanding.
 a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between
the LRs found in the Deped portals and Non-DepEd portals
3. 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.

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

The Activity Sheets needs the following improvements;
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by
real experts in the fields
2. Based on the results of the Assessment Tool, what improvements do the
materials — both from DepEd and Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed.
Upload more additional resources to meet all the learners’ needs and levels
of understanding.
3. How does your material compare with the ones that are obtained from the online
portals?
Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult
learning tasks for learners

ACTIVITY 4.
 Share and discuss your answers to the questions in Activities 1, 2, and 3 in
your next LAC Session. Jot down insights and information that can be useful to you
in choosing the appropriate LRs.
Submit your LR assessments with your reflection on the exercises to your
LAC Leader. Ensure that you keep a copy for yourself.

LDM2
Study Notebook
Module 4
(Planning for Continuing
Professional Development
 LESSON 1:
REFLECTING ON PROFESSIONAL
LIFE AND DEVELOPMENT

ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

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.

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.

Professional standards in
the PPST do I need to
focus on to effectively use
Domain the LDMs in relation to
the content and pedagogy
of the learning area/s I will
be teaching
Domain 1 Modelling a
Content Knowledge comprehensive selection
& Pedagogy of effective teaching
strategies that promote
learner achievement in
literacy and numeracy.
Domain 2 Applying comprehensive
Learning knowledge of and acting
Environment as a resource person for,
policies, guidelines and
procedures that relate to
the implementation of
Insights
Since learning modality
has drastically changed
this school year due to
global health pandemic,
careful selection of
effective teaching
strategies that promote
learner achievement in
literacy and numeracy
should be addressed
properly.
We need to address a
safer and more secure
learning environment
especially now that
Covid-19 is still infecting
people. Health protocols
 safe and secure learning should be observed
environments for always.
learners.
Domain 4 Modelling exemplary Careful planning of the
Curriculum and practice and leading lessons should take
Planning colleagues in enhancing place. Teachers should
current practices in the consider the fact that
planning and learning modality is
management of different now compared
developmentally before.
sequenced teaching and
learning processes.
Domain 5 Leading initiatives in the Teachers should adopt
Assessment & evaluation of assessment appropriate assessment
Reporting policies and guidelines method to ensure that
that relate to the design, learning among children
selection, organization is effective though
and use of effective modular distance
diagnostic, formative, and learning is the learning
summative assessment modality most of us will
consistent with curriculum be using under the new
requirements. normal school setting.
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your
Study Notebook. How do you envision your teaching practice in the next few months
as you use the LDM adopted by your School? What is your goal in terms of your
teaching practices in the modalities? What motivates you to achieve this goal? What
do you think will help you attain this goal? Add as many rows as you need for your
answers.

What is your goal

toward
What will help you
improving your What will push you
attain
teaching to achieve this goal?
this goal?
practices in the
modalities?
1. Make effective learning
to happen in the new
normal using teaching Attending webinars.
strategies that fit modular The challenges in Partnership with
distance learning by teaching under the new stakeholders.
attending/joining webinars normal. Training para-teachers
that help us make our as facilitators of learning.
lessons effective to
deliver.
 The empathy to students Support from their parents
2. Maximize the lacking and the hope for the and stakeholders.
resources in providing betterment of our future
student assistance.

Knowing the reality of our Student’s cooperation in

3. Fair assessment to current situation. submitting their output
students output based on
diverse state of life

DepEd’s aim to provide Enhanced teamwork of all

4. Better collaboration to the
continuous learning amidst the actors of learning;
whole community.
pandemic. teachers, parents, students
and stakeholders.

LESSON 2:
PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT
AND
PARTICIPATION IN THE LAC
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.
2. Communicate with your assigned Instructional Coach to provide you a list of
Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your
output in Lesson 1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
 (Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources Needed
Needs
Learning Intervention
Objectives of the
PD Program

Applied Used a range of Improve skills and Attend various Year- Self-Funding
skills in teaching strategies strategies to seminars, Round
MOOE
the of to enhance develop workshops.
effective learner achievement meaningful Benchmark with Others
communic in literacy and teaching-learning other teachers.
ation of numeracy skills. process including
learners assessment tools
needs, and techniques to
progress enhance students'
and mastery in my
achievem subject.
ent to key
stakehold
ers,
including
parents
and
guardians.

Practices Makes specific Improve Improving work- Year- N/A

ethical changes in the intrapersonal skills related Round
and system or in own and work coordination
profession work methods to management
al improve practices.
behavior performance.
and
conduct
taking into
account
the
impact of
my
actions
and
decisions.
 ACTIVITY 2

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.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues.
Make adjustments in your plan accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your Plans.

Action Plan
(Recommended Developmental
Strengths Developmenta Intervention) Timeline Resources
l Needs Needed
Learning
Objectives of the Intervention
PD Program

Learning
To participate To manage Apply more positive Strategic Year- round and
in collegial learner and effective learning mode Developmen
discussions behavior strategies to t Team
that use constructively develop and
teacher and by applying manage behavior of Supervisor/S
learner positive and the learners chool
feedback to non-violent constructively in Head/Master
enrich discipline to every task and Teachers/Co
teaching ensure activities. -workers
 practice. learning-
focused Local Funds
environment.

Teamwork Result focus Arrange schedules Time table Year -round Supervisor/S
*Service particularly on for each task that chool
orientation achieving needs to be Head/Master
*Innovation results with accomplished as Teachers/Co
optimal use of urgent, high priority -workers
time and and priority.
resources most
of the time.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

To manage learner behavior constructively by Apply more positive and effective

applying positive and non-violent discipline to strategies to develop and manage
ensure learning-focused environment. behavior of the learners constructively
in every task and activities.

Result focus particularly on achieving results with Arrange schedules for each task that
optimal use of time and resources most of the needs to be accomplished as urgent,
time. high priority and priority.
 LDM2
Study Notebook
Module 5
 
 MODULE 5: BUILDING THE
TEACHING PORTFOLIO
RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES
LESSON 1: THE TEACHING PORTFOLIO AND
ITS CONTENTS

ACTIVITY 1.
Before you begin to prepare building your Portfolio, you need to make
sure that you have completed all the outputs for this course. Go over the
list found in LDM2 Guide for Expected Outputs and find out whether you
have completed all the outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final evaluation.
Keep a copy of all your outputs for your own records.

ACTIVITY 2.
 Study the Reading on Portfolios from the Glossary of Education
Reform. Based on your reading, reflect on the following questions.

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?

Answer:
My portfolio helps me in tracking the progress of my
teaching pratie in our hool LM in such a way that it will
serve as my guide rearing the different LDM that takes
place during pandemic season.

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

Answer:

Some evidences from the previous modules

help me to capture the progress of my teaching
practice such as doing WHLP,LAS, SLM targeting
some interventions that some of the learners should
have.

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

Answer:

- In every work or task given it must have a reflection within.

Making of it is an integral part because it serves as a compilation of
our knowledge and understanding towards the topic. It also
measures our affectively being our consciousness and even our
judgement in a certain topic.

- In every work or task given, one must have a reflection. It is an

integral part because in the reflection we can pour out our ideas,
analysis, comments/suggestions about the particular task which
can be a road to change or improvement.

ACTIVITY 3.

Familiarize yourself with the List of Suggested Evidence Form.

 List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or

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

Participation in recognized PDs that August to November Certification of Participation with PD credit
are aligned with their Professional units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and At least once a month Video Recording

Coach/es starting September
2020

ACTIVITY 4.

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

ACTIVITY 5.

Based on the sharing and discussion in your LAC, finalize your list of
evidence in the List of Suggested Evidence Form and submit to your
LAC Leader. Make sure that you keep a copy for yourself.

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
OR

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

Participation in recognized PDs that August to November Certification of Participation with PD credit
are aligned with their Professional units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and At least once a month Video Recording / PICTURES
Coach/es starting September
2020

LESSON 2
THE EVALUATION RUBRIC
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.

ANSWERS

In order to be successful in making the portfolio I must

consider first the Demonstration progress of the LDM
Implementation which 30% in the rubrics. Ensuring the
quality of my reflections in every topic or lesson that I
tackled. Lastly, my output will be based on the professional
standard given by deped.

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.
 Congratulations! You have
completed the LDM 2 Course.
Good luck on your LDM
implementation, Teacher!