LDM2

LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS

JOEL C. EBALAN
Teacher II
Sta. Cruz North Central Elementary School
Sta. Cruz District

National Educators Academy of the Philippines

Department of Education
2020
National Educators Academy of the Philippines
Department of Education

M2-13-A/F Mabini Building

Department of Education
DepEd Complex, Meraco Avenue
Pasig City 1600

neap.od@deped.gov.ph

2020 National Educators Academy of the Philippines. All rights reserved.

The views expresses in this work are those of the authors and do not
necessarily reflect those of the National Educators Academy of the
Philippines or the Department of Education; the Foundation for
Information Technology Education and Development or the International
Development Research Centre; or save the Children or the Australian
Government.

ACKNOWLEDGEMENTS
The National Educators Academy of the Philippines (NEAP), Department of Education, is
grateful for the generous support and assistance of our Education Forum Partners in developing
this course. In particular, we give special mention and thanks to:

 Bureau of Curriculum Development (BCD), Department of Education, led by Director

Jocelyn D. R. Andaya;
 Bureau of Learning Delivery (BLD), Department of Education, led by Director Leila P.
Areola, and the BLD Teaching and Learning Division, led by Chief Rosalina J. Villaneza;
 Foundation for Information Technology Education and Development (FIT-ED) for the
TPD@Scale Coalition for the Global South, led by FIT-ED Executive Director Victoria
L. Tinio and funded by the International Deveopment Research Centre (Canada);

NEAP also thanks Undersecretary Nepomuceno A. Malaluan, Undersecretary Diosdado M. San

Antonio, Assistant Secretary Alma Ruby C. Torio, Director Abram Abanil (ICT Service), and
Director Roger B. Masapol (Planning Service) for their invaluable guidance and support.

Finally, NEAP acknowledges with thanks the contributions of the instructional designers,
consultants and module developers who worked tirelessly to develop the course modules and
tools.

Instructional Designers and Consultants

Anne T. Choi, Sylvia A. Garde, Sarah Pouzevara (RTI International), Camille G. Quiambao,
Monalisa T. Sasing, Maria Regina Corazon Sibal (Deutsche Gesellschaft fur Internationale
Zusammenarbeit), John Arnold S. Siena, Victoria L. Tinio and Adelina Velasco
(SERG/Australian Government/Save the Children)
Module Developers
Module 1: NEAP Team
Module 2; Rowel Padernal
Module 3A: Julieven R. Abrea, Denn Marc P. Alayon, Rosalie E. Bongon, Anne T. Choi, Anna
Lourdes A. Falcon, Sylvia A. Garde, Glenda M. Granadozin, Anna Marlaine V. Litonjua, Camille
G. Quiambao, Jessica C. Rubin, Wanny Milaine N. Santos, Monalisa T. Sasing, Gaudencio Luis
N. Serrano, Krisha Anne M. Soriano, Victoria L. Tinio, Gemma T. Valdevia and Rosalina J.
Villaneza.
Module 3B, 4 and 5: NEAP Team

Module Developers Layout Artist

Vanessa D. Gregorio Kriselle A. de Leon

Module 1: COURSE ORIENTATION

Hi, Ma’am/Sir. How are you? We hope that you are doing well despite our current
national health situation. We know that you are busy preparing for the opening of
classes this year. Your students and your country are grateful for your tireless
service in ensuring safe and quality education.
Welcome to Learning Delivery Modality Course 2 (LDM2) for Teachers. This
course aims to support you in your preparation for the new learning delivery
modality (LDM) in your School.

MODULE OBJECTIVE
By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the modalities.

MODULE CONTENT
Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)

LAC Session 1

ESTIMATED TIME REQUIRED

4 hours

 LAC Sessions are included in the activities but may be optional as

determined by the LAC Members under he guidance of the LAC Leader

Republic of the Philippines

Department of Education
Region III
Schools Division of Zambales
Sta. Cruz District
STA. CRUZ NORTH CENTRAL ELEMENTARY
SCHOOL
School ID: 106986
 Lesson 1: Course Overview

This overview will cover the why, what and how of this course. It will walk you through the
coverage of this course as it relates to the teaching-learning process in the LDMs adopted
by your School.

By the end of this lesson, you will be able to describe the course and plan how to go about
the course.

Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course design, content
and delivery; self-learning modules; learning action cell

Resources Required
 LDM Course Overview
 Study Notebook
 Study Notebook Guide

Activity 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions.
Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

According to Deped Secretary Leonor Magtolis-Briones amidst the Covid

pandemic the Department of Education (DepEd) formulate the Basic Education
Learning Continuity Plan (BE-LCP) to put into motion and to ensure that learning
continues while guaranteeing the health, safety, and well-being of all learners,
teachers, and other DepEd employees.

The Learning Modalities Course 2 (LDM2) for Teachers is a task-oriented

course which combines guided study using self-learning modules, co-learning
and collaboration through the Learning Action Cell (LAC). The modules are
designed for self-study, without a teacher to assist the learner participant
regardless of who and where they where school-based, Face-to-Face learning is
not possible. It is also intended to advance my professional development.
Lessons are self-contained and include reading or video tutorials, activities,
quizzes and reflection analysis.

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

The learners and teachers are entering an unprecedented time of distance

learning due to the CoViD19 Pandemic. This LDM2 course will prepare teachers
with knowledge, skills, and mindsets that would be necessary for the new school
year in ensuring the delivery of quality instruction in the “new normal”. Lessons
on how to adapt to teaching through alternative delivery modes were included to
effectively reach and teach our learners.

This course is of big help in delivering quality instruction in the “new

normal” by monitoring the learning of the pupils, monitoring the learning
resource management including the distribution and collection of learning
materials ,continuing professional development of teachers and communicating
with education stakeholders.

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

LCP Courses/Programs-Design and Implementation Principles and

Guidelines Regular PD Programs/Course – Internal and External Learning Service
Providers help teachers to improved Readiness for Remote or Multi-Modal
Learning delivery through decision making in choosing appropriate Learning
Delivery Modality through the generous support and assistance of LAC Leaders
and Improved Pedagogical Content Knowledge and assessment through self-
study through the use of learning modules to have a quality instructional delivery
in “The New Normal” Situation in order to aim Sulong Edukalidad.

Another one is collaboration with other teachers and asking assistance to

LAC Coaches or LAC leaders if necessary.

Activity 2
1. How will my personal characteristics and circumstances affect (positively
or negatively) my participation in this course?

People have limitations especially when it comes to learning. A wise person

knows that there is something to be learned from everyone.

I can’t change the circumstances (Covid pandemic) but I can choose my

attitude to think positively and be enthusiastic for my professional growth and
development.

In a positive way, I’m eager to learn new things, interested and willing to
learn about the topic. Also, need to accept the challenges and be flexible to learn
other new things from my colleagues and superiors.

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?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I
repeatedly do that may
affect my participation in
the course in a positive or
negative way?)
Motivation to acquire
new methods and
schemes to manage
(What will prevent me (What will push me to (Where will I accomplish
from participating fully in participate in this the requirements of this
this course?) course?) course?
Describe this
environment.)
Lack of focus This is a challenging I can accomplish this
especially school year which course in my own
when requires special workplace whether on
 the new educational overlapping of leadership and both physically
setting that will reports and management. I am reporting or work
enable and encourage work positive in my from home
me to complete the schedules. thoughts that this arrangement. They
course effectively and course will help me both offer possibilities
become more Slow internet get through these to accomplish the
productive in my connection challenges in module with the full
chosen profession. education in the new cooperation of
normal. teachers through
LAC sessions wherein
they are also
enthusiastic to learn
from this course to
improve instruction
through the different
LDMs.

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

The Learning Modalities Course 2 (LDM2) aims to ensure that teachers are
well versed in the new normal set up when it comes to teaching. The questions
intention is to check the capacity and ability of teachers on how we deliver each
lesson qualitatively despite of having some obstacles that may hinder teachers in
doing so.
Hence, LDM Course 2 participation is effective in engaging a group of
teachers in collaborating and solving shared challenges. These encourage critical
reflection amongst teachers which increases the understanding and knowledge of
the curriculum and classroom practices and it is a teacher’s continuous learning
and development. And lastly, upon equipping the teachers towards the new
normal set-up, quality education will be served to the learners.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

Lesson 2: Organizing Your Learning Action Cell (LAC)

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

Key Topics/Concepts
LAC, Lac roles and responsibilities; LAC Forms

Resources Required
 DepEd Order No. 35, S. 2016 The Learning Action Cell as K to 12 Basic Education
Activity 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s.
2016 titled “The Learning Action Cell as the K to 12 Basic Education Program School-Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning.”

Once you’re done, answer the following questions. Write your responses and any other ideas and
reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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

students.
2 To nurture successful teachers.
3 To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
4 To foster a professional collaborative spirit among School Heads, teachers,
and the community as a whole

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

LAC Implementation Norms

In LAC, members could be given specific roles to perform
 during LAC sessions. These roles could be rotated among members of
the group. These include addressing several elements like time and
venue, how to discourage interruptions and expectations from them.

Prioritization of Topics or Agenda

The basis for prioritization could be in terms of urgency of need,
time needed in addressing the need, interest or in whatever way agreed
upon by the members of the groups. There are needs that were identified
by members and needs to be addressed. These needs that have been
identified should be agreed by members as to which should be
prioritized in the LAC.

Scheduling of LAC Sessions

The LAC members can decide on the schedule, length and
frequency of meetings. Diversity of teaching conditions may not always
allow the schedule especially at this time where ace-to-face sessions
where not allowed in full attendance. Although LAC sessions could be
done through other modalities like zoom, google meet but technical
problems are still some concerns encountered.

Activity 2
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than
15 members each. Get in touch with your designated Coach or LAC Leader in
forming your LACs.

1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one
LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
 LACs should be composed of teachers. Discuss your preferred LAC
composition with your assigned Instructional Coach (this time will be a
district or division supervisor assigned to your LAC).

After forming your respective LACs, there should be a LAC Leader assigned
to you from among the following school members:

Master Teacher
Head Teacher/Department Head
Other senior teachers who have proven competence,
potential to lead or subject expertise to lead the LAC.
Teacher LACs can connect with their Instructional Coach
through the LAC Leader. This Instructional Coach will also
be handling multiple LACs through a network of LAC
Leaders.

Figure 1. LAC Composition and Coaching Arrangement for LDM2

Teachers

LDM2 for LDM2 for

Instructional Coaches Teachers

LAC Leader 1 LAC 1

(MTs/Head Teacher/ Members
LAC Instructional Dept. Head/Senior Teachers) (Teachers)
Coach
(SDO, District Supervisors or
Others Instructional Leaders)
LAC Leader 2 LAC 2
(MTs/Head Teacher/ Members
Dept. Head/Senior Teachers) (Teachers)
 LAC Leader n LAC 1
(MTs/Head Teacher/ Members
Dept. Head/Senior Teachers) (Teachers)

ROSETTE M. PANGANIBAN
Activity 3
List down the members of your LAC and their respective roles

ANABEL C. MENDI, P-IV

LAC LEADER

JANNETH M.
DESIREE V. CESARIO IRMA D. MANGIPAY
MASCARIÑA LAC FACILITATOR
LAC FACILITATOR LAC FACILITATOR

ROSETTE M.
JUDITH ELAMPARO EMILY M. MOZO
PANGANIBAN
LAC DOCUMENTER LAC DOCUMENTER
LAC DOCUMENTER
 MEMBERS MEMBERS
MEMBERS
JOEL C. EBALAN
NORLYN L. ALCARAZ KIMBERLY JOY P.
RENATO M. MEJOS
ANNABELLE D. MASMILA
GILBERT M.
ESPINOSA AILENE D. BERNAL
MEREMILLA
MARIVIC Q. EDUAD MARICHELLE V. FERRER
GERLIE A. SISON
MARILOU M. MINIMO BARBIE E. MENOR
JACQUELINE P. ORLANDO C.
FALLORIN ELSA A. TULIAO
EVANGELISTAJR.
JOEL M. MAYO ENID A. MESIANO
SHERYL A. GAGARIN JOAN M. VENTUROZO
ROMELYN M. MADAMBA DIANA SAGUIN
ANNABLE M. MONSALUD EVELYN T. CORPUZ
SAMUEL C. BERMUDEZ RODEL M. RENULO
FRANCIS M. BARRERA IMELDA MIRAFLORES
ELIZABETH E. CELESTE BERNADETTE M.
ROD GREGORIO HABANA
LUISA MONTALLA AILYN D. TONGSON

Names Roles
LAC Leader ANABEL C. MENDI Oversees the implementation of
LAC leads to the development of a
LAC Plan
Organizes LAC Groupings
Provide feedbacks and submit LAC
progress reports
LAC Facilitators DESIREE V. CESARIO Convene the LAC Team meetings
Provides Technical Assistance in the
JANNETH M. MASCARIÑA
development of the LAC
IRMA D. MANGIPAY Check and monitor attendance of
members
Encourages active engagement Serve
as resource speaker
LAC Documenter JUDITH M. ELAMPARO Documents LAC proceedings
Keep records of attendance and
EMILY M. MOZO
output
ROSETTE M. PANGANIBAN Helps the LAC leader and facilitator
 in writing the progress report
LAC Members Group A Attends LAC meetings regularly and
participates actively
MEMBERS Serves as LAC facilitator/
documenter
JOEL C. EBALAN Develops plan to apply what has
RENATO M. MEJOS been learned
GILBERT M. MEREMILLA Captures evidences of
GERLIE A. SISON implementation
JACQUELINE P. FALLORIN
JOEL M. MAYO
ROMELYN M. MADAMBA
ANNABLE M. MONSALUD
FRANCIS M. BARRERA
ELIZABETH E. CELESTE
ROD GREGORIO
LUISA MONTALLA

Group B
MEMBERS
NORLYN L. ALCARAZ
ANNABELLE D. ESPINOSA
MARIVIC Q. EDUAD
MARILOU M. MINIMO
ELSA A. TULIAO
ENID A. MESIANO
SHERYL A. GAGARIN
AILYN D. TONGSON
EVELYN T. CORPUZ
SAMUEL C. BERMUDEZ
BERNADETTE M. HABANA

Group C
MEMBERS

KIMBERLY JOY P. MASMILA

AILENE D. BERNAL
MARICHELLE V. FERRER
BARBIE E. MENOR
ORLANDO C. EVANGELISTA,
JR.
JOAN M. VENTUROZO
DIANA SAGUIN
RODEL M. RENULO
IMELDA MIRAFLORES
Congratulations! You have completed Module 1. You are now ready for Module 2.