MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

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

1. What is the main delivery of this course?

The Learning Delivery Modalities Course 2 is a task-oriented course. The delivery of this course is an
urgent action of DepEd to this ongoing pandemic as also part of DepEd’s Learning Continuity Plan. The
main concern of this course is to deliver education to learners in this new normal setting by using Self
Learning Modules prepared by selected teachers which are designed for self-study.
2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?

This course will be a great help to ensure the delivery of quality instruction for it helps teachers be
prepared for this distant learning in this new normal situation. It helps teachers to gain knowledge, skills
and mindset that are necessary in this new teaching and learning way.

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

The two support mechanisms that can help me with this course are: First, I will attend webinars
conducted by DepEd and other related organizations that are offering relevant courses and topics.
Second, I will also ask and communicate to my co-teachers regarding with this course.

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?

I think my eagerness to learn this course will help me to be able to apply my new learnings to my
teaching strategies, especially in this new normal. However, my procrastination will hinder my
enthusiasm to finish and accomplish my outputs.

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?

By having a positive outlook and willingness to learn, I think I can overcome whatever challenges I may
face in completing this course. And also, with the help of my co-teachers and superiors.
 HABITS
(What is it that I repeatedly
do that may affect my
participation in the course in
a positive or negative way?)
My constant self-
motivation to
participate during
discussions and
answer needed
questions and pass
outputs. My constant
checking of tasks and
events using a journal
will help me track
changes and needed
tasks to accomplish.
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.
OBSTACLES MOTIVATION ENVIRONMENT
(What will prevent me from (What will push me to (Where will I accomplish the
participating fully in this participate in this course?) requirements of this course?
course?) Describe this environment.)
Poor internet My new learnings In the comfort of my
connectivity will that I can apply to my home and in a place
prevent me from full teaching strategies, surrounded by my
participating this especially in this new colleagues.
course. Sometimes normal.
my lack of
enthusiasm and
excitement. But most
of all prolonged
screen time can hurt
my eyes, thus
concentration will be
disturbed.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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

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?

The fundamental concerns in terms of curriculum standards is how can the competencies be mastered by
the learners since there is no face to face learning. Teachers cannot do it alone because there should be
partnership amongst the stakeholders, especially the teacher and the parents, in assisting the learning of
the learners.

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

The congested curriculum has been a big problem to teachers because a teacher is required to teach all
competencies, sometimes sacrificing authentic learning on the students. If a teacher then will stress each
competency for days until students will master it, then the lesson will be far behind.

ACTIVITY 2. Familiarize yourself with the course reading on the Development and Design of the
MELCs.

After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.

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

MELCs’ general aim is to concentrate on the most essential learning competencies that a child must
learn and to uphold the standard and quality of curriculum.

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

The review focuses on the articulation within and across learning areas and grade levels, which led to
the identification of gaps, issues, and concerns. Moreover, areas for improvement that would enhance
the learning engagement, experience, and outcomes were identified and consequent solutions were
recommended.

3. What is the difference between essential learning competencies and desirable learning
competencies?

Essential learning competencies were defined as what the students need, considerable indispensable, in
the teaching-learning process to equip learners for subsequent grade levels and consequently, for
 lifelong learning. Desirable learning outcomes were defined as what may enhance education but may not
be necessary in building foundational skills.

4. How were the most essential learning competencies identified? What were the decisions made in
order to trim down the number of the essential learning competencies further?

The essential learning competencies were identified based on the essential needs of the learners. In
determining the criteria for the selection of MELCs, the Department collaborated with stakeholders from
ACTRC, during which the descriptor ENDURANCE was considered as the primary determining factor.
A learning competency is considered enduring if it remains long after a test or unit of study is completed
or if it useful beyond single test or unit of study.

The learning competencies were removed or dropped due to the following reasons:
a. They are too specific
b. They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later
quarter or grade level.
c. They are recurring.
d. They are subsumed in another learning competency.

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

The MELCs serve as a guide for the teachers in preparing lesson plans or the Weekly Home Learning
Plan and instructional materials or the Self-Learning Modules. The MELCs also ensure delivery of
quality instruction as it becomes the primary reference in determining and implementing learning
delivery approach that are suited to the local context and diversity of learners while adapting to the
challenges of this pandemic.

ACTIVITY 3. Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs.

K to 12 Learning Competencies MELCs

Merged 1. Listen for important points signalled by volume, Use listening strategies
projection, pitch, stress, intonation, juncture, and based on purpose,
rate of speech familiarity with the topic
2. volume, projection, pitch, stress, intonation, and levels of difficulty of
juncture, and rate of speech that affect meaning short texts listened to
3. Listen for important points signalled by volume,
projection, pitch, stress, intonation, juncture, and
rate of speech
4. Note the changes in volume, projection, pitch,
stress, intonation, juncture, and rate of speech that
affect meaning
Retained Supply other words or expressions that complete an analogy Supply other words or
expressions that complete
an analogy
Dropped Observe and use the appropriate oral language, stance and
behavior when giving information, instructions, making
explanations, and narrating events in factual and personal n/a
recounts

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

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

ACTIVITY 1. Familiarize yourself with the course reading on Unpacking and Combining the MELCs.
After
reading the document, provide a brief and concise response to the following guide questions
in your Study Notebook:

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

The identification of MELCs can serve as a guide in assuring quality education amidst the limited
learning modalities and shortening of school year. Teachers can modify specific learning objectives
based on the needs of the learners.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

In unpacking MELCs, we need to consider these things:

a. Alignment on the content and Performance Standards – we need to make sure that the learning
objectives that we will formulate are parallel to the K-12 Content and Performance Standard
b. Prerequisite knowledge and skills – focus on the target skills then identify the pre-requisite knowledge
and skills that would enable the achievement of MELCs then the content and performance standards.
c. Logical sequence of learning objectives – learning objectives should follow logical sequence. We can
refer to Bloom’s Taxonomy to classify educational learning objectives into levels of complexity and
specificity.

In combining MELCs, always take note of these:

a. Commonality of content, topic, or theme – if there are common content or topics, it can be merged
and combined. It can aid to observe efficiency in the development of learning resources, which include
but are not limited to SLMs, textbooks, teacher’s guides, activity sheets, and television and radio scripts.
b. Alignment with the Content and Performance Standards – in combining MELCs, we have to ensure
that the learning competencies can help in attaining the Content and Performance Standards.

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

There is no need to unpack or combine all the MELCs. We can only consider unpacking if there is a pre-
requisite skill needed. Likewise, combined or merged the MELCs if we have seen competencies having
the same content and topics.
 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.

Supply other words or expressions that complete an 1. Identify the different types of analogy
analogy (EN7V-IV-c-23.1) 2. Supply other words/expression that complete an
analogy
3. Instill interest in connecting ideas

ACTIVITY 3. Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
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 in your Study Notebook.

1. Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and learner/s are physically
in one venue. There are opportunities for active engagement, immediate feedback and socioemotional
development of learners. It may be conducted in any available physical learning space.

2. Distance learning refers to a learning delivery modality where a learner is given materials or access to resources
and he/she undertakes self-directed study at home or in another venue. Learners engage in independent learning at
home or in any physical learning space applicable, by using learning materials that are accessible either online,
stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-based
instruction while being geographically distant from the teacher. The teacher supervises and monitors the learner’s
progress and provides remediation and enhancement when needed and possible. Assistance may be provided by a
learning facilitator who may be a parent or any member of the family, or a community stakeholder.

3. Blended learning refers to a learning delivery modality using a combination of the features of F2F learning and
distance learning. It can be (1) F2F and modular distance learning; (2) F2F and online distance learning; (3) F2F
and TV-based instruction/Radio-based instruction; or (4) F2F and any combination of the other types of distance
learning.

4. Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access to
formal education while staying in an out-of-school environment, with parents, guardians, or tutors as authorized
facilitators instead of classroom teachers. This does not preclude going to a school on specific periods to develop
learning competencies that require the use of laboratory, equipment, and others. It uses any or a combination of
the various learning delivery modalities.

ACTIVITY 2. Distance Learning matrix**

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 Type of DL Why?
easiest to
hardest to
implement)
This offline approach only requires printing of modules based on the
MELCs and be distributed to the learners. It only needs a printer and
printing materials funded by the school.

1 MDL
There is still risk because of the physical contact to whomever will get
and return the modules. However, one will be at ease if safety
protocols are followed.
An alternative to the face-to-face instruction but through online
platforms. This would a good option for teaching because the teachers
can instruct students online. However, this is costly because this
 2 requires gadgets that can withstand the demands of such instruction
ODL
3 TVI
4 BL
5 RBI
and it also requires strong internet connection. If these two are not
present, then ODL is not effective.
Can be viewed vial local TV channel transmission. Free and accessible
anytime. However, there is no pause or playback button. Because of
that, since students do not have the capacity to rewind parts of the
lessons they did not get or understand, they will be left behind
confused.
This modality is effective because it caters dual approaches—modular
and face to face. But having dual approaches means double
preparation and efforts from all stakeholders.
Students are usually inclined to visual learning. Students these days
have short attention span. Radio-based instruction will just be boring.
And just like TVI, there is no playback or pause button; therefore,
students will just have to continue listening without even
understanding the previous concept.

ACTIVITY 4. The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe what targeted interventions you would
develop to include them. Listed below are some examples which may be relevant to your context. Add others as
appropriate. Write down your answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member
who can guide and support their learning at home
Struggling readers (Grades 7-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
MODULE 3A: Supplementary Handout on Blended Learning Delivery
Modalities (BLDMs)*****
ACTIVITY 1.
1. Establishing communication support system, i.e., call,
SMS, Instant Messaging via social media platforms, to
address personal queries
2. Regular monitoring using the abovementioned system
1. Parent as reading facilitators
2. Other household members if parents are not capable
3. Advice family members who own smartphones to
download videos from YouTube about basic phonemic
sounds and exercises
4. Regular monitoring using the abovementioned system
5. Send alongside the modules bite-sized reading materials
for practice
1. Delivery of printed modules
2. Coordinate with barangay officials to facilitate or provide
devices that can help learners in their studies.
1. Delivery of printed modules
2. Coordinate with barangay officials to facilitate or provide
a safe place for learners to study.
1. Local partnership with community officials governing
the indigenous people.
2. Creating materials adhering to the principles of
localization and indigenization.
1. Parents as learning facilitators
2. Technical assistance from teachers specializing in SPED
and PWD curriculum instruction
 Learning Scenario # Type of BL
1 Blended F2F and MDL
3 Blended F2F and ODL

4 Blended F2F and TV/RBI

2 Blended F2F and TV/RBI

and ODL

ACTIVITY 2.

F2F DL

In-school activities Off-school activities

• Staggered schedule • Uses either one of the DL modalities,

• Limited F2F classes are conducted with
the appropriate physical distancing
• Recommended maximum number of
students in a typical classroom is 18
• Learners who are enrolled in the school
are organized into sections by grade with
the adviser and with subclasses
• Schools shall determine the number of
days that the learners must be on F2F
learning. They shall be guided by the
number of sub-classes organized
• Lessons may be the same as those
covered in the DL component or totally
different just like in the MISOSA program
a combination of two, or all three DL
modalities
• Guided and supported by a learning
facilitator
• Done in the respective homes of the
learners, in learning spaces in the
community in small clusters, or whole
sub-class depending on the availability of
learning facilitators
• Makes use of activity sheets or self-learning
modules that may be in printed
or digital format
• Lessons may be the same as those
covered in the F2F or totally different just
like in the MISOSA program

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 in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning opportunities students in
school will have by planning “the content of instruction, selecting teaching materials, designing the learning
activities and grouping methods, and deciding on the pacing and allocation of instructional time” (Virginia
Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and be responsive to the needs of the learners.

2. Why is lesson designing important?

Lesson designing helps ensure that:

● time is maximized for instruction and learning
● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
 ● teachers become more reflective about their teaching
● learners successfully reach the set learning goals

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

● Clearly articulated lesson objectives (What should be taught?)

● Well-selected and logically sequenced presentation of learning resources and activities to help learners meet
the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information and feedback for both
teachers and learners (How should learning be assessed?)

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 Proper After the Lesson

1. Wrap
1. 1.
Explain,up activities
Reviewmodel, demonstrate,
previous lesson
2. Emphasize
and2.illustrate keyconcepts,
the information and
Clarify concepts from ideas,
previous
concepts
skills, discussed
or processes that students
lesson
3. Ask
will learners internalize
eventually to recall key
3. Present warm-up activities to
activities
2. establishand
Help learners concepts discussed
understand and
interest in new lesson
4. Reinforce
master what
new learner’s teacher
information has
4. Check prior
taught
3. knowledge
Provide learners
aboutwith feedback
the new lesson
5. Assess
4. 5.
Check whether
for lesson has been
learners’
Present connection between old
mastered
understanding
and new lesson and establish
6. Transfer ideas and concepts to
purpose for new lesson
6. State lesson objectives as guide
for learners

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.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources

IV. Procedures
V. Remarks
VI. Reflection
Answer:

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.

ACTIVITY 4. Read the handout Designing Lessons in DL. In your Study Notebook, 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.
**** L2A4_Learning Tasks

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?

I can create a simple worksheet or handout containing a review of the previous lesson.

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?

Establish strong home-school collaboration by providing orientation for the learners and learning
facilitators or parents about the insights and directions of the lesson.

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

Learners, guided by their parents, and parents will answer the survey form provided for them in order to gather
feedbacks and queries to address the needs of both parents and learners.
ACTIVITY 5. Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy
Guidelines on Classroom Assessment to learn about assessment. In the policy, you will find out about the
two types of assessment: formative and summative. Take note of the similarities and differences between
the two. Write your answers in a Venn diagram in your Study Notebook.
ACTIVITY 6. 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

Summative Assessment
Formative Assessment learners may be
assessed
assessment OF learning:
assessment FOR learning: individually or
collaboratively
to measure if the student met
to make adjustments in the should promote
the performance and content
lesson may be integrated in all self-reflection and
standards
parts of the lesson: before the personal
done after the lesson/end of a
lesson, the lesson proper, and accountability
quarter
after the lesson results must among students
results enable teachers to
be recorded to study the about their own
describe how well the students
patterns of learning learning
learned the
demonstrated by the students may be a written
standards/competencies for a
but should NOT be used as the work or a
given quarter, which are then
basis for grading. performance
reflected in the class record
task
modified to be suitable for DL. Which
assessment methods can you adapt in DL considering the content area that you are teaching? In your
study notebook, 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 Method How to Adapt the Assessment Method in DL

1. Short quiz /HOTS I will send a text message containing at least five questions before and after
they read the module. Feedback will be given at the end of answering the
module. This will be done through text message or call.

2. Portfolio
3. Pictorials/Videos
4. Assessment feedback
I will also ask the students if there are concepts that they did not understand
and discuss the answers during the onset of call.
I will ask the students to provide a portfolio to show their cumulative efforts
and learning over time. It will offer a valuable data about the learner’s
improvement and skill mastery.
Though this is not applicable for everyone, I will ask the students to produce
pictures or video (if what is required on the module) as part of their output.
Learners can partner with parents or any household members that has a
smartphone. If none, a neighbour can offer assistance.
This can be done through sending a text message regarding the results and
progress of the learner. Feedbacks will be sent to the parents or guardian.

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?

The assessment method that is common amongst LAC members is a formative test or short quiz.

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

The unstable signal reception of some parents.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 We make sure that the assessment tool chosen will get through in time or within a period of time and
this assessment tool fits our purpose. Guides will also be given so everyone knows what to accomplish
and submit. Feedbacks will also be given for improvement.

ACTIVITY 7. Sample learning outputs obtained from different assessment methods may be collected to
build a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it. After reading the 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. Correct /
statement: A learning portfolio demonstrates not just the academic achievements
but also the effort put forward by the learner as well as the progress in achieving
learning outcomes.
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. Correct /
statement: There is no hard and fast rule that states a clear list of items that
should be included in a portfolio, as it depends upon the requirements of the
learning area. Teachers, administrators, and students (and even parents) may
decide collectively on what to include in portfolios, which assessment criteria to
use, how to evaluate student outputs, and what to expect from the end result.
4. The teacher can only comment on a learner's portfolio. Correct statement: The /
teacher must address the students’ learning and encourage self-assessment
through their work samples. The Learners may also be allowed to view and
comment on their peers’ portfolios.
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.

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. Write your answers in your Study Notebook.
1. These are the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson
and/or learning task.
(c) learning competencies

2. These are the formative learning opportunities given to learners to engage them in the subject matter and to
enhance their understanding of the content.
(d) learning task
3. This refers to the prescribed subject that learners take.
(a) learning area

4. This refers to the method of submission of learning outputs preferred by the learner/parent based on their
context.
(b) mode of delivery
ACTIVITY 2. Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162
which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view
the three Sample Weekly Home Learning Plans. Now, based on what you have read, create a WHLP for
your class.
*******L3A1_Sample Weekly Home Learning Plans

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, copy and fill out the table below in your Study Notebook to
see how the ILMP differs from the WHLP.

Weekly Home Learning Plan (WLHP) Individual Monitoring Plan

(IMP)
Purpose A tool to guide learners and learning facilitators A tool for monitoring learners who
or household partners in tracking the subject lag behind based on the results of
areas to be tackled and activities to perform at their formative and summative
home assessments
For whom? Learners and learning facilitator or household Teachers and learning facilitator or
partner household partner
Components Learning area, learning competencies, learning Learner’s needs, intervention
tasks, mode of delivery strategies, monitoring date, learner’s
status
Has to be Yes Yes
communicated to the
parents

ACTIVITY 4. 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 3.
(L3A4_Individual Learning Monitoring Plan Template)
MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS 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?

a. Our school has opted the Modular Distance Learning (MDL) which needs the following resources:
1. Printed SLMs
2. Activity sheets
3. Supplementary textbooks/LMs
b. The chosen learning modalities were and are still written by abled teachers and editors and are and will
still be quality assured by the division office personnel and qualified editors.

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?

a. The Division office already printed some of the modules and distributed to different schools. Teachers are
task to bind and compile the modules. Schools and/or teachers are also task to print succeeding modules,
compile, and bind them.
b. Modules from subjects that are not available will be augmented by teachers preparing a syllabus,
outlining the needed competencies to achieve.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From whom can
you get this support?

a. Using the Deped LR we can easily find and obtain our need SLM. But before we can open the
portal, we need to have an interne access and permission of the administrator.
b. From our ICT coordinator designated as the admin of the portal.

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?

a. We cannot deny that there are learners who will lag behind in terms of reading and comprehension skills,
especially that the modules are written and designed for general use. The fear of learners being left behind
and opting for the easier way, that is, looking at the answer key for answers, is a perennial problem for
teachers. Because of this, teachers in our school came up with a plan:
i. Create bite-sized activity sheets that are suited especially for the lagging student(s).
ii. Create supplementary activities or reading materials suited for the reading and comprehension
ability of the student.
iii. Record videos, especially in Math and Science, to support the modules and students’
understanding.

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.

After the discussions and exchanging of ideas, we came up with the different ideas regarding LR. Learning
Resources and SLM are now ready to our portal given by the national for our modular Distant learning so the
only help that my colleagues can offer is to print the SLM for distribution to our learners.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1. Explore the Portals. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?

The LRMDS and DepEd Common portals provide supplementary materials to our SLMs that we can download,
improve and adjust to meet the needs of all our learners. It gives variety of learning activities to complement the
existing LRs I have prepared.
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 biggest challenge in accessing these portals is a poor or very slow internet connection. The alternative way is
to find some place where the signal reception is better.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?

A good and stable internet connection is a primary need in accessing these online portals. A support group to
ensure the quality and appropriateness of the LRs should be established. I will get the support from my fellow
educators and the technical support from out ICT coordinator.

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: ASSESSING THE LR MATERIALS

ACTIVITY 1. Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS Portal
and assess the material using the tool. Answer the following questions in your Study Notebook:
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 FROM DEPED-SACTIONED PORTAL

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.

ACTIVITY 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.

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.
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.
RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

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.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer the
following questions in Your Study Notebook:

1. How does your material compare with the ones that are obtained from the online portals?
- The material needs more precision and quality assurance.

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

- The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

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.

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.
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality 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 Domain 1, that is, the Content Knowledge and Pedagogy.
There are more rooms for improvement as how to use the LDMs, considering the school adopted
modular learning and it is not for everybody, especially for students who have difficulty reading and
comprehension and those who have parents facing the same problem. So, it is up to the teacher to
modify the modality that will suit the readiness, interests, and learning styles of each student. Also, I
want to enhance Domain 6, that is, Community Linkages and Professional Engagement. I have the need
to build strong relationship with the guardians/parents of my students to deliver the quality supervisory
to their children. This to ensure authentic learning.
Activity 3
Answer the following questions by constructing and filling out the table in your Study Notebook.
What is your goal in terms of What motivates you to achieve What do you think will help you
your teaching practices in the this goal attain this goal
modalities
To produce quality teaching output Improvement of teaching a. Continue my professional
that will cater all students in strategies so learning outputs will development endeavours
respect to their learning styles and be authentic and fair b. LAC Sessions
preferences
To provide quality-assured Learners to have learning that is Being mentored by experienced
modules authentic and free from mistakes colleagues and continue learning
 relevant webinars and instructional
videos that are related to
producing quality modules
To use other modalities, like Reach more students that are not Having equipment like video
instructional video lessons, to tap adept to modular reading and camera, smart phones, laptop,
into different learning styles of my whose learning styles are more on microphones, etc., that will help
students audio-visual. me in making videos for my
lessons.

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.
(Module 4_L2A1_Individual-Development-Plan-Template)

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.
(Module 4_L2A2_PD-Discussion-Template-for-LAC)