Stu Dy Not Ebo Ok: Course - 2

LD
M
Stu Course
-2
dy
Not
ebo
Melrod
ok
John C.
Gumalal
T-III
MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE
By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the
modalities.
MODULE CONTENT
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
ESTIMATED TIME REQUIRED

4 hours
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 settings 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 mechanism that can help me with this course are:
First, I attended webinars conducted by Deped. Second, I also asked and communicate to my co-
teachers regarding with this course.
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?
I think my eagerness to learn this course for me to be able to apply and help me as a teacher
adapt the new normal education and to help achieve a successful education for our learners.
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.
ACTIVITY 3.
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly (What will prevent me from (What will push me to (Where will I accomplish the
do that may affect my participating fully in this participate in this course?) requirements of this course?
participation in the course in course?) Describe this environment.)
a positive or negative way?)
I study the lessons/topic The on-going The learners and the Since reporting to our
assigned to me in preparations for the eagerness to provide station is limited due to
advance in order to opening of classes them the resources the pandemic I will
provide better outputs ( printing of modules, needed for their accomplish the
availability of materials learning. requirements of this
to be used )since course from my home.
modules to be used is
not given in advance
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’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:
_ To improve the teaching-learning process to improve learning among students
_ To nurture successful teachers
To enable teachers to support each other to continuously improve their content and pedagogical knowledge,
practice, skills, and attitudes
_ To foster a professional collaborative spirit among School Heads, teachers, and the community as a whole
1- To nurture successful teachers

2- To improve the teaching-learning process to improve learning among students
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.
• Bulk Reports- It limits our time and difficult to focus in LAC.

• Poor Internet Connection- We really can’t grasp the total discussion in LAC for we do not have
consistent strong connection. Sometime we rely only on our co-teachers and it create sometimes a
different understanding.
• Lack of Computer Knowledge – other co-teachers are having a difficult times operating their
laptops.
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 will be a district or division supervisor
assigned to your LAC).
• After forming your respective LACs, there should 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.
ACTIVITY 3.
FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: Melrod John C. Gumalal LAC SESSION ID.: LDM2 LAC GROUP 11
REGION: IX DATE OF LAC SESSION: Sept. 21, 2020
DIVISION: Zamboanga del Norte Division NUMBER OF LAC SESSION: 1
Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)
Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)
THE LAC SESSION
1. I learned a lot from my /

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

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

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

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

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

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

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
NONE
2. I encountered the following problems or challenges:
NONE
3. Other comments/suggestions:
NONE
MODULE 2:
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives
MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

3 hours
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?
With this global pandemic we have today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education to
conduct education in this new normal situation. The best way to address the problem is
adapt this new normal learning by shifting to distance or modular learning. With this
strategy, we can ensure learning continuity. This concerns are not for teachers alone but
also with the collaboration of all the deped forces teaching and non-teaching staff. And of
course through parents’ learners and stake holders support.
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?
Yes, I agree, in the department of education several curriculums had been laid and
adapt for the purpose of achieving higher standard education and can produce a globally
competitive learner. But due to the congested curriculum we can’t achieve our goals.
Students can’t cope up with the content standard sometimes it takes time to finish a full
quarter subject with a limited time allotment.
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?
-The Department of Education's Bureau of Curriculum Development developed MELCs to cope with
the drastic change in the educational atmosphere due to Covid 19 pandemic. The focus of
instruction were streamlined to the most essential or the most indispensable learning
competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and that is
to develop resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-the MELCs intend to assist schools in navigating the limited number of school days as they employ
multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning
competencies for each sub)ect area.
-Curriculum review mapped the essential and desirable learning competencies within the
curriculum. It also led to the identification of gaps, issues, and concerns within and across learning
areas and grade levels. It helped in the identification of areas for improvement that would enhance
the learning engagement, experience, and outcomes and consequently recommend solutions. In
addition, it analyse 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?
Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for subsequent
grade levels and consequently, for lifelong learning.
Desirable learning competencies were defined as what may enhance education

but may not be necessary in building foundational skills
4. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
The Department, through the Bureau of Curriculum Development–Curriculum Standards

Development Division, in collaboration with the Assessment Curriculum and Technology Research
Centre (ACTRC), started working on the identification of essential learning competencies in the middle
of 2019 as part of its review of the intended curriculum. Bureau specialists, academic experts, and field
implementers worked together to reach a consensus regarding the criteria to be used and mechanisms
to adopt in determining these competencies.
- Two or more learning competencies are merged or clustered if they have the same objective or
learning intention and can therefore be combined into one comprehensive learning competency.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-The release of the MELCs is not just a response to addressing the challenges of the current
pandemic but is also part of the Department’s long-term response to the call of SDG4 to develop
resilient education systems, most especially during emergencies.
-to provide instructional space among field partners/implementers to deliver quality
instruction amidst the limited learning modalities and shortening of the school year.
ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
Natutukoy ang mensahe at layunin ng Natutukoy ang mensahe sa napakinggang

napanood na mito. (F10PD-Ia-b-61) mito.
MERGED/CLUSTERE Filipino 10, kwarter 1
D Naipapahayag ang mahalagang kaisipan
sa napakinggang mito. (F10PN-Ia-b-62)
Naiuugnay ang mga salita batay sa Naiuugnay ang mga salita batay sa
RETAINED
kayarian nito. (F10PT-Ia-b-61) kayarian nito.
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, in your Study
Notebook.
Insights:
MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space, another MELCs can
be used as a mechanism to ensure education continuity, these are just some of my insights about this
session
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?
-It is highly encouraged to unpack the curriculum standards into learning objectives through the
MELCs, in order to systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.
The MELCs could likewise be combined 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.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking the MELCs into learning objectives, you need to consider the following:
● Alignment on the Content and Performance Standards - The MELCs are not a departure from the
standards-based design, which is one of the main features of the K to 12 Curriculum. In fact, there
are no MELCs without the content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to higher-
order cognitive demands. As such, lower cognitive demand may be considered first in creating
learning objectives. This ensures that prerequisite knowledge and skills that would enable the
achievement of MELCs, and eventually the content and performance standards, are addressed.
● Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to provide
systematic learning experiences for learners, it is incumbent that the unpacked learning objectives
follow a logical sequence.
In combining MELCs, field implementers should take note of the following criteria:
● Commonality of content, topic, or theme - MELCs to be combined should show commonality and
relatedness in content, topic, or theme. This ensures that essential content and topic will not be
watered down.
● Alignment with the Content and Performance Standards - Just like in the unpacking of MELCs,
combining two or more should aid in the achievement of the content and performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

-Yes, in order to systematize learning activities and effectively address the varying needs of learners
and the challenges of instructional deliveries and 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.
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 in your Study Notebook.
Unpacking MELCS Sample
SAMPLE MELCS LEARNING OBJECTIVES

F10PD-Ia-b-64
 Natutukoy ang pangunahing kaisipan sa
Naiuugnay ang mga kaisipang nakapaloob sa akda akdang nabasa
sa mga pangyayari sa paligid  Naipapahayag ang sariling damdamin
tungkol sa mga pangyayari sa akda
 Nakapagsasagawa ng maikling dula
patungkol sa mahalagang pangyayari sa
akda.
Combining MELCS Sample
Kwarter Content Standard Performance MELCs

Standard
1. Naipapahayag ang
mahalagang kaisipang
napakinggan
Naipapamalas ang pag- Ang mga mag-aaral ay
1 unawa at makabubuo ng kritikal
pagpapahalaga sa mga na pagsusuri tungkol sa 2. Naiuugnay ang
akdang panitikan alinmang panitikan ng mahalagang kaisipan
Mideterranian. nakapaloob sa
nangyayari sa sarili at
sa paligid
ACTIVITY 3.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.

shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
MODULE 3A:
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
MODULE OBJECTIVE
1. differentiate between the learning delivery modalities prescribed by the
LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning
in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning
tasks
MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

18 to 24 hours
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1.
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.
• 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 socio emotional development of learners. It may be conducted in
any available physical learning space Face to face learning in which learners can digest the
content of each topic smoothly. It is the best way to address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether 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.
• 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 type of distance learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that
provides learners with access to formal education while staying in an out-of-school
environment, with parents, guardians, or tutors as authorized facilitators instead of
classroom teachers.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook
- Homeschooling and Distance Learning do not require Face to face learning.
ACTIVITY 2.
DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Role of Parent Role of School

Learning Feature Resources Teacher or Household
Modality Member
Modular a learning learning To learning
Distance delivery that is in modules (SLMs) supervised facilitators
Learning the form of in print
(MDL) individualized textbooks,
instruction where primer lessons,
learners use self- activity sheets,
learning modules
(SLMs) in print or
digital format,
whichever is
applicable in the
context of the
learner, with the
guidance of any
member of the
family or other
stakeholder in the
community
trained to serve
as learning
facilitators.
Online refers to a various Facilitate To supervised

Distance learning delivery technologies learning
Learning modality where connected to
(ODL) the teacher the internet
facilitates teacher-made
learning and videos and
engages learners' supplementary
active materials
participation
using various
technologies
connected to the
internet while
they are
geographically
remote from each
other
TV-Based refers to the use Television Facilitate To supervised Schools shall provide the
Instruction of television or Networks with learning learners, as well as their
(TVBI) radio programs programs parents/guardians/learning
on channels or dedicated to facilitators the broadcast
stations deliver the schedule of lessons
dedicated to DepEd
providing learning TV/Radio-based
content to lessons.
learners as a form
of distance
education.
Radio-Based refers to the use radio stations Facilitate To supervised

Instruction of radio programs with programs learning
(RBI) on channels or dedicated to
stations deliver the
dedicated to DepEd
providing learning TV/Radio-based
content to lessons.
learners as a form
of distance
education.
Blended Any combination learning To Facilitate Schools shall provide the
Distance of the DL types. modules (SLMs) supervised learning learners, as well as their
Learning Thus: in print parents/guardians/learning
textbooks, facilitators the broadcast
 MDL and ODL primer lessons, Facilitate To supervised schedule of lessons
 MDL and activity sheets, learning
TVBI/RBI
various
 ODL and
technologies
TVBI/RBI
connected to
 ODL, TVBI/RBI the internet
and MDL teacher-made
videos and
supplementary
materials
Television
Networks with
programs
dedicated to
deliver the
DepEd TV/Radio
radio stations
with programs
dedicated to
deliver the
DepEd
TV/Radio-based
lessons.
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. Replicate the following table and write
your answers in your Study Notebook.
Ranking 1 to 5 from
easiest to hardest to Type of DL Why?
implement
MDL Most of our learners belong to less-fortunate families
who are apparently not capable of providing the
1 necessary tools and equipment like computer,
smartphones ,internet connections, televisions etc.in
order for them to participate in online learning and
other learning modalities
BL Due to our current situation the school may include the
2 face-to –face instruction along with the existing
modular learning
RBI Most families In the community used radio to gather
3 news and information
TVB TVBI is possible but not all families are capable of

4 providing this type of device
ODL Our school is located in far flung area that’s why we

5 have a very poor internet connection
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
LEARNER GROUP TARGETED INTERVENTION

Make a weekly supervisory plan for them and check their module and activity sheets .
Learners without
Organize , if possible, a learning support system in the area that can be composed of
parents or household
volunteers to provide assistance to these learners
member who can
guide and support
their learning at
home.
Beginning readers (K Provide additional reading materials in developing their reading s kills .
to 3) Constant communication with the parents is needed
Struggling readers Provide remedial reading materials

(Grades 4-12) Constant communication with the parents is needed
Provide self-learning modules and other additional learning materials

No access to devices
and Internet
Inaccessible (living in
Coordinate with the barangay officials to assist teachers in delivering the self- learning
remote and/or unsafe
modules and other additional learning materials .
areas)
Indigenous People Provide self-learning modules and other additional learning materials
Persons with
Asses the particular needs of these learners and provide them with the materials that
Disabilities would suffice it
Other? Specify.
ACTIVITY 5.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
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.
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
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 actities to
help learners meet the objectives. (How should it be taught?)
- Appropriate and timely assessment activities that provide relevant information and
feedback for both teacher 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. In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson
2. Clarify concepts from previous 1. Explain, model, demonstrate, and 1. Wrap up activities
lesson illustrate the concepts, ideas, skills, 2. Emphasize key information and
3. Present warm-up activities to or processes that students will concepts discussed
establish interest in new lesson eventually internalize 3. Ask learners to recall key
4. Check learner’s prior activities and concepts discussed
2. Help learners understand and
knowledge about the new lesson 4. Reinforce what teacher has
master new information
5. Present connection between old
3. Provide learners with feedback taught
and new lesson and establish
4. Check for learners’ understanding 5. Assess whether lesson has been
purpose for new lesson
6. State lesson objectives as guide mastered
for learners 6. Transfer ideas and concepts to
7. Transfer ideas and concepts to new situations
new situations 7.Ask learners to recall key activities
8. Present warm-up activities to and concepts discussed
establish interest in new lesson 8.Reinforce what teacher has taught
ACTIVITY 3.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection
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.
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).
ACTIVITY 4.
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:
Additional Remarks:
(ex. can be done via voice calls, can
be facilitated by a household
Check if already
partner, can be done via a learning
Part of Lesson / Learning Tasks present in the
activity sheet, can be presented via
SLM
an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson ∕
2. Clarify concepts from previous lesson ∕
3. Present warm-up activities to establish ∕
interest in new lesson
4. Check learner’s prior knowledge about ∕
the new lesson
5. Present connection between old and new ∕
lesson and establish purpose for new
lesson
6. State lesson objectives as guide for ∕
learners
Lesson Proper
1. Explain, model, demonstrate, and ∕
illustrate the concepts, ideas, skills, or module
processes that students will eventually
internalize.
2. Help learners understand and master ∕ module
new Information
3. Provide learners with feedback. ∕ module
4. Check for learners’ understanding ∕ module
After the Lesson
1. Wrap up activities ∕ module
2. Emphasize key information and concepts ∕ module
discussed
3. Ask learners to recall key activities and ∕ module
concepts discussed
4. Reinforce what teacher has taught ∕ module
5. Assess whether lesson has been ∕ module
mastered
6. Transfer ideas and concepts to new ∕ module
situations
Answer the following questions in your Study Notebook:
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
- Provide module for distant learning in order to supplement the lacking learning task
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?
- As an adviser the only additional support that I can give is additional activity sheets
and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
- In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.
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.
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
How to Adapt the Assessment Method in DL
Method
1.Short quiz I will send a three-item quiz via text message before the lesson. 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.
2. 5 item formative
assessment Send the 5 item formative assessment through group chat and it will be
corrected during online meeting in google meet
3.essay type assessment Send rubrics of the essay and tell them to achieve the standards given to get
high points. Send it to your group chat.
4. Interviews
5.Practice exercises
1. What assessment methods are common among the group members?

- Five items formative assessment are common among our groups.
2. What are the challenges in doing assessment in DL?

- For me the biggest challenge is how to contact all your student to inform them that you
have your assessment for the reason that not all of them have an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
- We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the Distant Learning.
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. ✔
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.
ACTIVITY 8.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
1. Answer: c) learning competencies
2. Answer: d) learning task
3. Answer: a) learning area
4. Answer: 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. 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)
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, copy and fill out the table below in your Study Notebook to see how the ILMP differs from the
WHLP.
Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and A tool for monitoring learners who lag
Purpose learning facilitators or household behind based on the results of their
partners in tracking the subject formative and summative
areas to be tackled and activities to assessments
perform at home
Learners and learning facilitator or Teachers and learning facilitator or

For Whom? household partner household partner
Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, mode strategies, monitoring date, learner’s
of delivery status
Has to be communicated to
Yes Yes
parents?
ACTIVITY 4.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVE
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal
of the
Department of Education
3. explain the importance of using quality assured LRs
MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

4 hours
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1.
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
- Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM
we need to have printed Self Learning Modules (SLM). This SLM will be distributed to the learners.
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?
- Yes. Make some self learning materials as supplemental for the absence of the learning
resource.
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 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
our ICT coordinators. (LMS), the DepEd Commons, and the LR portal. Before the start of
classes, it shall be ensured that schools, through their ICT coordinators and teachers with
knowledge on managing LMS and navigating the DepEd Commons and the LR portal through
supervision of school officials, shall provide orientation for learners and parents on
navigating these online platforms. Discussion of online security and protection, digital
footprint, promotion of digital honesty, and parental guidance and supervision, are some of
the topics that may also be included during the orientation.
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?
- The resources are appropriate to the different levels of our learners. These resources are
in editable formats so improving or adjusting it to meet the needs af all learners should be
easy
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 come 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?
- In our school we adapted a Modular Distant Learning, by the help of the two Deped portals we
can easily access of Learning resources and SLM. We can obtain our learning modules online so it eases
the burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.
2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will you
overcome these challenges?
- Internet connection is the main concern in accessing the portal but some students and
teacher has a slow internet speed. The other concern is it need a cellular phone or laptop to enter
the portal so as an adviser, I downloaded first the specific LR and I personally distribute it to my
learner to ensure that everyone can get their copy.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
- What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support? 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. From our ICI coordinator designated as the admin of the portal.
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.
- During the LAC session we knew that one in our group is an admin of the said portal in our
school. We had shared our personal experience in using the learning Portals and after the session
we agreed to use the portal frequently in addressing need in teaching ang regarding LRs.
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:
RAPID ASSESSMENT OF LEARNING RESOURCES
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?
∕
6. free from red flags on ∕
possible copyright and
plagiarism issues?
7. the layout and format ∕
easy to read and pleasing
to the eyes?
1. Was the material able to meet all the requirements?

-Yes, because the LR has the basic standards required to deliver the MELC s.
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 , gives me the motivation to look for the most
appropriate learning resources to 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 , gives me the 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. 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 n to meet the learning needs of my students.
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.
ACTIVITY 5.
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
MODULE 4:
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
MODULE OBJECTIVE
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are
available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development
MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation
in the LAC
LAC Session 4

2 hours
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 AGREE DISAGREE STRONGLY

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.
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?
What is your goal toward What will push you to achieve this What will help you attain this
improving your teaching practices goal? goal?
in the modalities?
Deeper understanding and Improving my teaching strategies in Consistent collaboration from my
reflecting to the things I need in this challenging situation. fellow educators and continuous
preparation for the opening of learning to provide quality
classes education this crisis.
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
ACTIVITY 2.
1. 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.
PROFFESSIONAL DEVELOPMENT OF SPECIFIC TOPICS

OBJECTIVES RELATED TO THE MODALITIES
Making WHLPs align with the MELCs MELCs, unpacking and combining
Application of the assessment tool in choosing learning Learning resources, using of LRMDS and DepEd
resources for the SLMs commons
ACTIVITY 3.
REGION: IX DATE OF LAC SESSION:
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE
MODULE 5:
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES
MODULE OBJECTIVE
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards
MODULE CONTENT
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric

4 hours
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 and jot down your answers in your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in your School’s LDM?
-(1) evaluating coursework quality, learning progress, and academic achievement; (2) determining
whether students have met learning standards or other academic requirements for courses, grade-
level promotion, and graduation; (3) helping students reflect on their academic goals and progress
as learners; and (4) creating a lasting archive of academic work products, accomplishments, and
other documentation
-it is used to evaluate learning progress and achievement in a specific course
2. What evidence from the previous modules will help capture the progress of your teaching practice?
- In the previous module which is module 4, I had learned about making individual development plan by this I can
now asses my weakness and strength in terms of my teaching practices. One of the best example is analyzing to
what domain do I need to focus more and make a development plan for that.
- From the previous modules, the following evidences will help monitor my teaching practice :
1. Unpacking of MELC
2. Learning task for DL
3. WHLP
4. ILMP
3. Why is writing down your reflections an integral part of your Portfolio?
- 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. Is the list of evidence enough to capture the
progress of your teaching practice? What other evidence can you think of that is relevant to the LDM adopted by
your School? Write down your answers and other insights in your Study Notebook.
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.
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.
- In order to be successful in making the portfolio I must consider first the demonstration progress of
the LDM implementation which is 30% in the rubrics. The outputs that I produce should be aligned
with the professional standards of 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
ACTIVITY 3.
REGION: IX DATE OF LAC SESSION:
Part A
ticking
Strongly agree)
Comments / Remarks
THE LAC SESSION


content.


shared.

session.
ACTION PLAN

lesson.

Part B
NONE
NONE
NONE

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LD

ESTIMATED TIME REQUIRED

1. What is the main delivery of this course?

1- To nurture successful teachers

• Bulk Reports- It limits our time and difficult to focus in LAC.

FORM 4: LAC ENGAGEMENT REPORT

REGION: IX DATE OF LAC SESSION: Sept. 21, 2020

DIVISION: Zamboanga del Norte Division NUMBER OF LAC SESSION: 1

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

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

2. I encountered the following problems or challenges:

ESTIMATED TIME REQUIRED

Desirable learning competencies were defined as what may enhance education

The Department, through the Bureau of Curriculum Development–Curriculum Standards

Natutukoy ang mensahe at layunin ng Natutukoy ang mensahe sa napakinggang

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

Unpacking MELCS Sample

SAMPLE MELCS LEARNING OBJECTIVES

Combining MELCS Sample

Kwarter Content Standard Performance MELCs

REGION: IX DATE OF LAC SESSION: Sept. 22, 2020

DIVISION: Zamboanga del Norte Division NUMBER OF LAC SESSION: 2

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /

7. I intend to apply what I have /

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

2. I encountered the following problems or challenges:

ESTIMATED TIME REQUIRED

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Role of Parent Role of School

Online refers to a various Facilitate To supervised

Radio-Based refers to the use radio stations Facilitate To supervised

TVB TVBI is possible but not all families are capable of

ODL Our school is located in far flung area that’s why we

LEARNER GROUP TARGETED INTERVENTION

Struggling readers Provide remedial reading materials

Provide self-learning modules and other additional learning materials

REGION: IX DATE OF LAC SESSION: Sept. 23, 2020

DIVISION: Zamboanga del Norte Division NUMBER OF LAC SESSION: 3

THE LAC SESSION

1. I learned a lot from my /

2. The LAC session deepened /

3. My perspective on the topic/s /

4. I participated actively in the /

5. I interacted with different /

6. I feel motivated to apply in /