Learning Delivery Modaliti ES LDM 2: Prepared

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Republic of the Philippines

Department of Education
National Capital Region
Schools Division of Quezon City
PAYATAS B ELEMENTARY SCHOOL
LEARNING
DELIVERY
MODALITI
ES
Prepared:
LDM 2
ELIZABETH A. MIGUEL Reviewed:
Teacher III
ANNALIN D. TUIBEO
Master Teacher I
Noted:
TERESITA S. DUMPIT
Principal IV
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LDM2
Study Notebook
Module 1
(Course
Orientation)
LEARNING DELIVERY MODALITIES COURSE 2

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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
LESSON 1
COURSE OUTLINE
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Activity 1
1. What is the main delivery of this course?
The main delivery of this course is the Basic Education Learning Continuity Plan
(LCP) to put into motion the marching orders of the Secretary: ensure that learning
continues while guaranteeing the health, safety, and well-being of all learners,
teachers, and other DepEd employees.
2. How can this course help ensure that you will be able to deliver quality instruction
in the “new normal?”
This course will help us to deliver the quality of education to our learners in the
“New Normal” situation by adopting different alternative modes of delivering learning such
as Distance Learning, Blended Learning and Homeschooling.
3. What are the two support mechanisms that will help you with your learning in this
course?
The two support mechanisms that I will used to learn more about this course are the
LDM 1 and LDM2. The first stream (LDM 1) is focused on the implementation and
management of the alternative learning delivery system at all levels of the education system
and intended for school and division leaders. LDM2, is intended for the teachers and
focused on the instructional implications of using these alternative LDMs. And you can also
adapt the coping and creative mechanism.
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 the personal characteristics and circumstances affect in participating this course
is my eagerness to finish task on time and my ability to work in a group collaboratively will
positively affect my participation in this course. these modules, still I am optimistic that
gradually I can finish all of these on time, negatively in circumstances when we have our
google meeting there are.
instances the connection was very poor so that some topics are needed
to discuss thru phone calls.
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2. How can I ensure that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course?
I will complete this course confidently by giving time and effort to accomplish the given
task. As a teacher, there is no hindrances or obstacles that can hamper you to achieve the
success in completing the course.
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I repeatedly (What will prevent me (What will push me to (Where will I
do that may affect my from participating fully participate in this accomplish the
participation in the course in this course?) course?) requirements of this
in a positive of negative course? Describe the
way?) environment.)
I think sometimes I miss to I think some urgent The new learnings that I At my comfort zone
take down notes while I reports that need to absorb in this course. which is my room. My
am listening as I accomplish room has well
participate in this course ventilated, well-lighted
and positive work
environment
Activity 3
Look for a colleague with whom you would like to discuss your answers and reflections
with the questions in Activities 1 and 2.
After the discussion and exchanging opinions and ideas with my co-teacher regarding how I will
respond to the completion of this LDM2 modules, I had gained optimistic spirit of enlightenment.
Subjecting myself to undergo through this process will not only benefit me a lot but it will also
benefit my learners under the new normal school setting wherein face-to-face learning is prohibited
because of the health
risks brought about by Covid 19. Learning must continue no matter what the situation is. Learning
is possible because there are other learning modalities that can be used to make learning effective to
happen.
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.”
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Once you are done, answer the following questions. Write your responses and any other
ideas and reflections in your Study Notebook.
1. Reflect on the objectives for conducting LAC session as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__1__ To improve the teaching-learning process to improve learning among students.
__4__ To nurture successful teachers.
__2__ To enable teachers to support each other to continuously improve their content
and the pedagogical knowledge, practice, skills, and attitudes.
__3__ To foster a professional collaborative spirit among school heads, teachers, and
the community.
2. What are the top three challenges to having a successful LAC? List down and
elaborate.
In my own opinion, the three challenges that ensure successful LAC are the
following:
1. Setting Up of Resources
Before the LAC session be scheduled before hand, the LAC leader should
ensure that all resources (human and material) are ready. Because if not, success
will not be possible if both human and material resources are not complete nor
ready.
2. LAC Scheduling of Meeting

The selection of date and time is significant indicators to ensure successful LAC
session. This means that the date and time is favorable to all the LAC team members.
All should be present so that everyone should be able to share their own
understanding, interventions to be adopted, and productively generate solutions to
issues that concern the school, the learners, and among themselves. In this manner,
LAC session will become successful and productive.
3. Prioritization of Topics or Agenda
Prioritization of LAC topic to be tackled is an essential indicator of success.
because. if done so, problems will be addressed immediately. Careful selection
LAC topic should surface the present problems of the school, of the learners, or among
the teachers themselves.
Activity 2
According to DP 35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach or LAC Leader in forming your LACs.
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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 be a LAC Leader assigned to you
from among the following school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven competence, potential to
lead, or subject expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LAC through a network of
LAC Leaders.
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ACTIVITY 3
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List down the members of your LAC and their respective roles
REGION: NATIONAL CAPITAL REGION
LAC ID (name or number): Number of LAC Members: 9
Name of LAC Facilitator: Designation/Position:

ANNALIN D. TUIBEO MASTER TEACHER I
LAC Members
Preferred contact
DESIGNAT Contact details mode (email,
NAME Male/ ION/ DIVISION (email, mobile
Female POSITION
phone, Skype,
number) Zoom, Google
Meet, Viber, FB)
Teacher QUEZON rhea.medez@dep Email, FB, Phone,

1.Medez, Rhea D. Female edqc.ph/
I CITY Google Meet
09073414325
Teacher QUEZON Nestor.oguing@d Email, FB, Phone,

2.Oguing, Nestor P. Male epedqc.ph/09611
III CITY Google Meet
536444
Terry.mercadero
Teacher QUEZON Email,FB, Phone,
3.Mercadero, Terry C. Male @depedqc.ph/09
III CITY Google Meet
073184134
Sharon.cartagena Email, FB,

4.Cartagena, Sharon Teacher QUEZON
Female @depedqc.ph/09 Phone, Google
S. II CITY
163021046 Meet
rosemamanao@g
5.Trangia, Rosemarie Teacher QUEZON Email, FB, Phone,
Female mail.com/099507
M. II CITY Google Meet
22077
sheila.oacal@dep
Teacher QUEZON Email, FB, Phone,
6. Oacal, Sheila C Female edqc.ph/0905577
II CITY Google Meet
9706
Alfreda.balete@d Email, FB,

Teacher QUEZON
7.Balete, Alfreda G. Female epedqc.ph/09182 Phone, Google
III CITY
91901 Meet
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elizabeth.miguel
8. Miguel, Elizabeth Teacher QUEZON Email, FB, Phone,
Female @depedqc.ph/09
A. III CITY Google Meet
101347287
Ester.paculba@de
Teacher Email, FB, Phone,
9.Paculba, Ester C. Female pedqc.ph/092933
III Google Meet
57449
FORM 2: LAC Facilitator Information Sheet

This form should be accomplished by the designated LAC Facilitator on or before the first LAC
session.
Region: NATIONAL CAPITAL REGION
Division: QUEZON CITY
NAME: Male/Female: Date of Birth: Age:

ANNALIN D. TUIBEO FEMALE MAY 11, 1969 51
Contact details: Email: Mobile Number: Facebook Name:

Annalin.tuibeo@depedqc.ph 09262319568 Annalin Tuibeo
Preferred contact mode: Phone calls, Text, Messenger, FB, Google Meet
FORM 4: LAC ENGAGEMENT REPORT

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This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: ELIZABETH A. MIGUEL LAC SESSION ID.:
REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION:
DIVISION: QUEZON CITY NUMBER OF LAC SESSION:
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.
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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:
- I still need to explore more about the topic by studying and applying it independently.
2. I encountered the following problems or challenges:
- The application of the concept immediately but interrupted by poor internet connection.
3. Other comments/suggestions:
- Enough time to apply the concept among the participants.
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
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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
ESTIMATED TIME REQUIRED

3 hours
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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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 to
ensure learning continuity? Cite a specific example. Do you think these concerns could be
solved by teachers alone? Why or why not?
Answer: The crisis brought about by the COVID-19 has posted a lot of challenges for the Department of
Education especially to the teachers who are standing in the front line to provide the continuity in
education. As a teacher, I believe that narrowing down the learning competencies has become a huge
factor to deliver the only the most essential in this time of pandemic. However, one of the major
concerns to ensure that learning continues is the implementation process itself. Given the shortage of
resources, schools, teachers, and the community itself are finding means to bridge the gap.
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers (Andaya,
2018). This is perceived to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why not?
Answer: Yes, I agree, Due to closure of schools in nationwide, the congested curriculum has been a
perennial problem of teachers and this is perceived to be one of the hindering factors on the poor
performance of Filipino learners. I agree with this observation because the teachers couldn’t monitor
them one by one due to overpopulated or numerous enrollees and hard to assess we couldn’t even meet
personally or handle them face to face that could be possibly led to poor performance of Filipino
learners.
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?
Answer: It serves as a guide for the teachers as thy addressed the instructional needs of learners
while ensuring the curriculum standards are maintained and attained. The MELC is developed to
allow students to study based on their abilities to learn skills or competencies at their own pace. This
method is tailored to meet different learning levels that can lead to efficient learning outcomes
through alternative learning delivery modalities.
2. What is the difference between essential learning competencies and desirable learning
competencies?
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Answer: 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 consequently for life-
long learners. Desirable learning competencies are what may enhance education but may not be necessary in
building foundation skills.
3. How were the most essential learning competencies identified? What were the decisions
made to trim down the number of the essential learning competencies further?
Answer: The most essential learning competencies identified through:

• It is applicable to real-life situations.
• It concerns the context to higher concepts across context areas.
• The decisions made to trim down number of the essential learning competencies to
be more focused on the most essential learning competencies.
.
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: MELC seems like a teacher’s guide in preparing his/her lesson and instructional
materials, despite of global pandemic could be possible in delivering quality instructions. Most
essential Learning Competencies give a direction to the teachers of what they need to do in
accordance with both performance standards and curriculum standards.
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
FILIPINO 4 MELCS
COMPETENCIES
Naikukuwentong muli ang Naisasalaysay muli nang may wastong
napakinggang kuwento na pagkakasunod-sunod ang napakinggang
wasto ang pagkakasunodsunod teksto gamit ang mga larawan, signal
MERGED/CLUSTERED
at gumagamit ng signal words: words at pangungusap
una, pangalawa
RETAINED Natutukoy ang mga elemento Natutukoy ang mga elemento ng

ng kuwento - tagpuan - tauhan kuwento (tagpuan, tauhan, banghay)
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- banghay F4PB-Ia-97
Nagagamit ang mga N/A
DROPPED pamatnubay sa salita ng
diksiyonaryo
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?

ANSWER: • We need to unpacked MELCS to help us systematize learning activities and effectively
address the varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
ANSWER: •It is worth noting that the identified MELCS cater to higher order cognitive
demands. As such, lower cognitive demands may be considered first in creating learning objectives.
This ensures that prerequisite knowledge and skills that would enable the achievements of MELCS
and eventually the content and performance standards are address.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

ANSWER: Yes, the teacher may unpack or combined the MELCS depends on
sequence of the lesson, the progress and needs of learners as long as the content and
standard will be achieved.
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.
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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 to arrive at a consensus. Discuss and jot down the
synthesis of the presentations in your Study Notebook.
Unpacking of MELCs in FILIPINO 4

MELCs Learning Objectives
Natutukoy ang mga elemento ng kuwento - kahulugan ng mga salita mula sa nabasa mong kuwento
(tagpuan, tauhan, banghay) - matukoy ang mga elemento ng kuwento
- kahalagahan ng mga aral na mapupulot mo sa kuwento
Combining of MELCs in FILIPINO 4

MELCs MELC MERGED Learning Objectives
Nasasagot ang mga tanong sa binasang

tekstong pang-impormasyon Naibibigay ang kahalagahan ng media (hal. pang-
impormasyon, pang-aliw, panghikayat)
INSIGHTS:
By unpacking the Most Essential Learning Competencies (MELCs), we as teachers, now have a
clear path forward. This process enables us to plan effectively and ultimately save us time to focus on our
pupil’s. Not only will you have a deeper understanding of the standards you teach, but your pupils’ will be
more engaged in their learning. MELCs serve as a primary reference of all schools in implementing learning
delivery approaches that are suited to the local context and diversity of learners while adapting to the
challenges caused by the pandemic.
MODULE 3A:
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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 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
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 .
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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.
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.
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.
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.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in
your Study Notebook.
Distance Learning and Homeschooling
ACTIVITY 2
See LDM Module 3A – page 15
ACTIVITY 2
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.
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Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
In accordance of today’s pandemic, I believe the use
Modular Distance of Modular Distance Learning is the most suitable to
Learning be used in Public School especially after studying and
1
considering how hard for other families to cater the
needs of their child in terms of instructional
materials where they can acquire knowledge.
This is great because there is a combination of
Blended Learning different learning instruction that a learner can use.
2
The only factor is the accessibility of the said
instructions.
These would have the same factors with RBI, but
TV-Based Instruction with places who have good access for signals these
might have a useful learning instruction because of
3
how visual our learners of today. TVBI shows much
focus on the topic by showing different expels and
might be discussing them thoroughly.
The most frequent question might be, Did the
Radio-Based learner gets any idea from the delivery of lesson
Instruction using the Radio-Based Instruction? This kind of
4
distance learning can add some knowledge to the
learner. However, there might be some factors that
might affect especially on far-flung places.
This is hard for pupils especially in public schools.
Online Learning Why? Because not all families have access to
internet or have knowledge on operating different
5 applications. We cannot say as well that if one can
do everybody can because even, we think of that
way there will still be one who cannot possibly do it.
“No children should be left behind.”
ACTIVITY 3
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
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relevant to your context. Add others as appropriate. Write down your answers in your Study
Notebook
LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or If pupils have access to internet, TV, or Radio this can be a good remedy to
household member cater the pupils need especially for visual and auditory learners.
who can
guide and support
their learning at
home.
Parents or any household member should guide the learner to ensure that the
Beginning readers
learner will really do his/her task. The Teacher can also initiate for instance
(K to 3)
calling the parent to explain the instruction of the module being answered.
Involvement of parents is needed in this kind of situation or a teacher should
Struggling readers
initiate to call the parent(G4-G8)/learner(G7-G12) to ensure that the learner
(Grades 4-12)
would not find it hard to understand the lesson in the module.
No access to devices
and Internet Learners can use the MDL (Modular Distance Learning)
Inaccessible (living
If applicable and there is a willingness of teacher’s initiative to go to every
in remote and/or
houses or parents’ initiative to go to school to get the Module/toolkit.
unsafe areas)
It can also be with the coordination barangay/barangay official.
The same with learners which is inaccessible, if applicable and there is a

Indigenous People willingness of teacher’s initiative to go to every houses or parents’ initiative to
go to school to get the Module/toolkit.
If applicable and there is a willingness of teacher’s initiative to go to every

Persons with
houses or parents’ initiative/any household member to go to school to get the
Disabilities
Module/toolkit.
N/A
Other? Specify.
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:
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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. 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 3 elements or components of well-designed lessons?
● 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. In
your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Review previous lesson 1. Review previous lesson
2. Clarify concepts from 2. Clarify concepts from 2. Clarify concepts from
previous lesson previous lesson previous lesson
3. Present warm-up activities 3. Present warm-up 3. Present warm-up
to establish interest in new activities to establish activities to establish
lesson interest in new lesson interest in new lesson
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4. Check learner’s prior 4. Check learner’s prior 4. Check learner’s prior
knowledge about the new knowledge about the new knowledge about the new
lesson lesson lesson
5. Present connection 5. Present connection 5. Present connection
between old and new lesson between old and new between old and new
and establish purpose for new lesson and establish lesson and establish
lesson purpose for new lesson purpose for new lesson
6. State lesson objectives as 6. State lesson objectives as 6. State lesson objectives as
guide for learners guide for learners guide for learners
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 - - accomplished after the lesson has been delivered
VI. Reflection - - accomplished after the lesson has been delivered
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
Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL
Grade Level and Learning Area: Grade 4 - FILIPINO
Lesson/Topic PANGNGALAN
Learning Objectives: Nakagagamit nang wasto ng mga pangngalan sa pagsasalita tungkol sa sarili at ibang
tao sa paligid (F4WG-Ia-e-2
Learning Resources/Materials Needed: Manwal ng Guro /SLM, worksheet
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Additional Remarks:
Check if (ex. can be done via voice calls, can be
already facilitated by a household partner, can be
Part of Lesson / Learning Tasks present in done via a learning activity sheet, can be
the presented via an internet based resource,
SLM can be facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson / 1.Can be done by learning activity sheet
2. Clarify concepts from previous lesson / 2.Can be done by learning activity sheet
3. Present warm-up activities to establish / 3.Can be done by learning activity sheet
interest in new lesson /
4. Check learner’s prior knowledge about 4.Can be done by learning activity sheet
the new lesson /
5. Present connection between old and 5.Can be done by learning activity sheet
new lesson and establish purpose for new /
lesson 6. Can be done by learning activity sheet
6. State lesson objectives as guide for
learners
Lesson Proper
1. Explain, model, demonstrate, and /
illustrate the concepts, ideas, skills, or can be done by learning activity sheet,
processes that students will eventually can be done via voice calls, can be
internalize / facilitated by household partner
2. Help learners understand and master can be done via voice calls a
new information / Can be done by learning activity sheet, can
3. Provide learners with feedback / be done by voice call
4. Check for learners’understanding
After the Lesson
1. Wrap up activities / Can be done by learning activity sheet
2. Emphasize key information and / Can be done by learning activity sheet, voice
concepts discussed calls
3. Ask learners to recall key activities and /
concepts discussed Can be done by learning activity sheet, voice
4. Reinforce what teacher has taught / calls
5. Assess whether lesson has been /
mastered / Can be done by learning activity sheet, voice
6. Transfer ideas and concepts to new calls
situations Can be done by learning activity sheet, voice
calls
Can be done by learning activity sheet
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.
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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, providing additional learning resources like activity sheets/worksheets and

constant communication with the parents/guardians for proper instructions and monitoring.
2. How can the teacher gather feedback on the different learning tasks, to refine or modify
current and future lessons?
3.
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. Multiple Choice Test I will give a 5 items multiple choice tests in their worksheet and
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correct it upon the retrieval.
2. True or False I will include a 5 items True or False type of test in the worksheet to
assess the understanding of the learners on the certain lesson.
Corrections will be every after the retrieval.
3. Identification I will include a 5 items identification type of test in the worksheet to
assess the understanding of the learners on the certain lesson.
Corrections will be every after the retrieval.
4. Weekly Test / Provide supplementary assessment materials to the learners aside
Assessment from the module which will picked up in the designated drop box
placed in barangay hall and other accessible places.
1. What assessment methods are common among the group members?

Written works and formative test are common among the group because it can be
included
right away with the activity sheets.
2. What are the challenges in doing assessment in DL?
The differences of the learners which will be visible to differentiated learning and the
learner’s access to mode of delivery.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
More LAC regarding assessment to attend so we will have more chances and choices of the
different assessment we can give.
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 
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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
COLUMN A COLUMN B
1. These are the knowledge, understanding, skills and
C a. Learning area
attitudes that learners need to demonstrate.
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2. These are the formative learning opportunities given to

D learners to engage them in the subject matter and to b. Mode of delivery
enhance understanding of the content.
A 3. This refers to the prescribed subject that learners take. c. Learning competencies
4. This refers to the method of submission of learning

B outputs preferred by the learner/parent based on their d. Learning task
context.
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 a Sample Weekly Home
Learning Plans.
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D epar tment of E duca tion

N a ti ona l C a pita l R e g ion
Sc hools D ivis ion O ffi c e of Q ue zo n C ity
P A Y A T A S B E L E M E N T A R Y S CH O O L
N arra St. P a ya ta s B , Q u e zon C ity
W E E K L Y H O M E L E A R N IN G T A S K FO R G R A D E FO U R
(M O D U L A R D IS T A N CE L E A R N IN G )
W EEK 4
D ay & Tim e Le arn in g A r e a Le a rn in g C o m p e t e n cy Le a rn in g Ta s k s M o d e o f D e liv e r y
M ONDAY 2 6 -O ct -2 0
C la s s es w er e s u s p en d ed fr o m P re-s ch o o l to S en io r H igh S ch o o l d u e to T y p h o o n Q u in ta
6 :0 0 -1 2 :0 0
S u s p en d id o a n g k la s e m u la P r e-s ch o o l h a n g ga n g S en ior H ig h S c h o o l d a h il s a B a g y o n g Q u in ta
T U ES D A Y 2 7 -O ct -2 0
W a k e u p , m a k e u p y o u r b ed , ea t b r ea k fas t
6 :0 0 -7 :3 0
O r a s n g p ag g is in g , ay u s in a n g s ilid -tu lu g a n , m a g -a g ah an
P rep a r a tio n /s h o r t m ed ita tio n /b o n d in g w ith fa m ily
7 :3 0 -8 :0 0
P ag -a a y o s n g s a rili/m aik lin g p a g d a ra s al/p ak ik is ala m u ha s a k a p a m ily a
D is cu s s io n o f th e w eek 's les s o n s v ia g o o g le m eet (M a th , F ilip in o , E n g lis h , S c ien ce, E P P , A P )
8 :0 0 -9 :3 0
P ag ta la k a y s a m g a ar a lin n g ay o n g lin g g o g a m it an g go o g le m eet (M a th , F ilip in o , En g lis h , S cien ce, EP P , A P )
B rea k
9 :3 0 -1 0 :0 0
P am a m a h in g a
D is cu s s io n o f th e w eek 's les s o n s v ia g o o g le m eet (M a th , F ilip in o , E n g lis h , S c ien ce, E P P , A P )
1 0 :0 0 -1 2 :0 0
P ag ta la k a y s a m g a ar a lin n g ay o n g lin g g o g a m it an g go o g le m eet (M a th , F ilip in o , En g lis h , S cien ce, EP P , A P )
W ED N ES D A Y 2 8 -O ct -2 0
6 :0 0 -7 :3 0
7 :3 0 -8 :0 0
G iv in g in s tr u cti o n s o n h o w to a n s w er W eek 4 W o rk s h eets in E n g lis h , F ilip in o , EP P a n d A P
8 :0 0 -9 :3 0
P ag b ib ig a y in in s tru k s iy o n k u n g p aa n o s a s a g u ta n a n g W eek 4 W o r k s h eets s a En g lis h , F ilip in o , E P P a t A P
B rea k
9 :3 0 -1 0 :0 0
P am a m a h in g a
A n s w er in g W eek 4 W o rk s h eets in E n g lis h , F ilip in o , E P P an d A P
1 0 :0 0 -1 2 :0 0
P ag s a g o t s a W eek 4 W o r k s h eets n g a s ig n a tu r a n g En g lis h , F ilip in o , EP P a t A P
TH U R SD A Y 2 9 -O ct -2 0
6 :0 0 -7 :3 0
7 :3 0 -8 :0 0
G iv in g in s tr u cti o n s o n h o w to a n s w er W eek 4 W o rk s h eets in M a th , S c ien ce, ES P a n d M A P E H
8 :0 0 -9 :3 0
P ag b ib ig a y in in s tru k s iy o n k u n g p aa n o s a s a g u ta n a n g W eek 4 M a th , S cien ce, ES P a t M A P E H
B rea k
9 :3 0 -1 0 :0 0
P am a m a h in g a
A n s w er in g W eek 4 W o rk s h eets in M a th , S cien c e, ES P a n d M A P EH
1 0 :0 0 -1 2 :0 0
P ag s a g o t s a W eek 4 W o r k s h eets n g a s ig n a tu r a n g M a th , S cien ce, E S P a t M A P EH .
F R ID A Y 3 0 -O ct -2 0
R etriev a l o f W eek 3 & W eek 4 W o r k s h eets fo r S ec tio n s E a g le, F la m in g o , C an a ry , H er o n , F a lco n , K in g fi s h er , D o v e, R a v en , F in ch , & Q u ial
8 :0 0 -1 2 :0 0
P ag b a b alik n g W eek 3 a t W eek 4 W o rk s h eets n g m g a S ek s iy o n g E ag le, F la m in g o , C a n a ry , H ero n , F a lco n , K in g fi s h er, D o v e, R av en , F in c h , & Q u ia l
R etriev a l o f W eek 3 & W eek 4 W o r k s h eets fo r S ec tio n s H aw k , S w an , P elica n , S p a rro w , R o b in , M o ck in gb ir d , P en g u in , & P a rro t
1 :0 0 -4 :0 0
P ag b a b alik n g W eek 3 a t W eek 4 W o rk s h eets n g m g a S ek s iy o n g H a w k , S w a n , P elica n , S p a rro w , R o b in , M o ck in g b ird , P en g u in , & P a rro t
Th e p u p ils w ill d o th e d es ign o n C r a y o n Etch in g o n p a ge 1 5 9 o f th e M u s ik a /S in in g b o o k .
A n g b a w a t b a ta a y g a ga w in a n g D is en y o s a C ra y o n E tch in g s a p a h in a 1 5 9 n g M u s ik a /S in in g n a a k lat.
P rep a r ed b y : C h eck ed b y : N o ted :
E LIZ A B ET H A . M IG U E L A N N A L IN D . TU IB E O D R . T E R E SITA S . D U M P IT
T EA C H E R 1 I I M T I n -ch a r g e P rin cip al I V
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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
learning facilitators or household A tool for monitoring learners who
Purpose
partners in tracking the subject lag based on the results of their
areas to be tackled and activities formative and summative
to perform at home assessments
Learners and learning facilitator Teachers and learning facilitator or
For Whom?
or household partner household partner
Learning area, learning Learner’s needs, intervention
Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Must be Yes Yes
communicated to
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 ILMP’s in Activity 3 and create an ILMP for that learner who lags. Read and use the
Individual Learning Monitoring Plan Template. Consider the components of the ILMP that were
described in Activity 3.
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LEARNER’S NAME: ASH DARWIN CHAN

GRADE LEVEL: 4 - PENGUIN
LEARNER’S STATUS
INTERVENTION
LEARNING LEARNER’S MONITORI INSIGNIFICA SIGNIFICA
STRATEGIES MASTE
AREA NEEDS NG DATE NT NT
PROVIDED
PROGRESS PROGRESS RY
The learner Quarter 1, √

needs further The teacher Week 5
explanation may provide
and more more examples
Novem
examples on of mathematical
ber 16-20,
Solves multi- sentences on
2021
step routine Solves multi-
step routine and
MATHEMATIC and non-
S routine non-routine
problems problems
involving
involving
multiplication multiplication

and addition or and addition or
subtraction subtraction
using using
appropriate
appropriate
problem problem
solving solving
strategies and
strategies and
tools. tools.
Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
INTERVENTI Learner is making significant progress. Continue with the learning plan.
ON STATUS
Learner has reached mastery of the competencies in learning plan. ☐
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LDM2
Study
Notebook
Module 3B
(Learning
Resources)
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MODULE 3B: LEARNING RESOURCES
Now that you are familiar with how a lesson is designed in the Modalities, you should be able to
provide guidance and assistance to teachers in this area. The other concern that teachers may need
assistance on is choosing the appropriate materials to deliver the lesson. Therefore, you need to be
able to survey these materials so you can provide the necessary assistance. This module will help
you refresh your knowledge on the different types of resources available for the teachers in the
different LDMs and how to access and rapidly assess them.
MODULE OBJECTIVES

1. associate learning resources with specific learning modalities
2. access resources from online portals such as DepEd Commons and Learning Resource (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
*LAC Sessions are included in the activities but may be optional as determined by the LAC
Members under the guidance of the LAC Leader
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LESSON 1
LEARNING RESOURCE MAP FOR DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY

2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map and
answer the following questions in your Study Notebook:
1. Based on the map, what resources should you have to implement the LDM adopted by
your School/Division?
Our school implements Modular Distance Learning (MDL) so to achieve this

LDM we need to have the following learning materials to distribute to the
learners.
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs
are not complete or not available, what steps will you take to make these available?
What are your options to substitute these missing LRs?
As of now, we do not have a complete LRMs for Distance LDM,

however, our school had already initiated creation of supplementary activity
sheets for subjects which are not yet available.
In the absence of the learning materials, I may use the compiled
learning activities, and formative assessment in their DLLs.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
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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 internet access and
permission of the administrator.
From our ICT coordinator/LRMDS 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?
Yes, they are appropriate because these were developed by the

Department of Education which is the primary learning resource materials to
be utilized by Grade 9 learners across the country in the new normal. These
SLMs
is K to 12 compliant, based from the MELCs and passed the ADM Learning
Resources Standards. However, completeness of SLMs to be downloaded is
still a problem.
In case that there are disadvantage learners, teachers can simplify the
learning activities in the SLMs. Contextualizing and localizing the SLMs will be
a great help to address the learning styles and pacing of disadvantage
learners.
ACTIVITY 2
In your LAC Session, share and discuss your answers from the previous activity.
What support can you provide to your colleagues and what support can you get from them
in terms of LRs? Take note of the insights that you can gather from your colleagues and
write them in your Study Notebook.
Support that I can provide to my colleagues:
1. Guide and help them download the SLMs using the DepEd LR Portals.
2. To address the disadvantage learners, maybe I can assist them in simplifying

the activities in the SLMs.
Support that I can get from them in terms of LRs:
1. Cooperation
2. Perseverance and diligence in the honest assessment of the LRs

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3. Their feedbacks matter in addressing possible issues that may arise during the
school year in terms of the use and contents of the SLMs
LESSON 2
ASSESING LEARNING RESOURCES FROM DEPED
ACTIVITY 1
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration process.
Alternatively, seek assistance from any of your colleagues or your IT personnel in your
school, district, or division. You may also coordinate with your LAC Leader and/or Coach.
To understand the portal better, you may watch the LR Portal Video Tutorial located in
the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that
you already have?
The two DepEd portals provide substantial assistance in furnishing us SLMs
for instructional support needed for learners. These DepEd portals provide
quality and digitized versions of resources that I can use as supplementary
instructional materials for learners besides from the LRs that I already have.
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
It is an online repository of learning that requiring a stable internet connection
is a challenge, particularly for learners who do not have digital devices and
internet at home but was resolved by making actions to avert the situation.
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3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
To maximize the use of the LR Portals, we need to be capacitated with the
assistance of ICT coordinators and colleagues/co-teachers with knowledge on
managing and navigating the DepEd Commons and the LR 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.
Share your insights:
We can support each other in using the LR Portals by organizing professional
development (PD) activities to enhance our understanding and skills in the use of
LR Portals. These PD activities may include LAC, coaching, formal training which
can be done with the aid of online platforms.
LESSON 3
ASSESING THE LEARNING RESOURCES
ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd
Commons or LRMDS Portal and assess the material using the tool. Answer the following
questions in your Study Notebook:
RAPID ASSESSMENT OF LEARNING RESOURCES
SELF-LEARNING MODULE IN SCIENCE 3
Is the LR Material... YES NO Cannot be

determined
1. Connected and relevant to the √

MELCs?
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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, the material was able to meet all the requirements.
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.
All of the aspects need to assess are covered by the tool.
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It helps me to choose effective and credible Learning Resources that meets
individual learning needs.
REFLECTIONS
SELF-LEARNING MODULE IN FILIPINO 4
The Self-Learning Module in FILIPINO 4 that I downloaded was developed by the
Department of Education which is the primary learning resource materials to be utilized by
Grade 6 learners across the country in the new normal. This SLM in Science is K to 12
compliant, based on the MELCs and passed the ADM Learning Resources Standards.
This means that this SLM in FILIPINO 4 was designed to cater the needs of our learners
on what they should essentially need to learn now that face-to-face learning is not
possible because of the health risks brought about by Covid 19.
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As I go through the indicators and as I answered the Rapid Assessment of
Learning Resources that in this case, the SLM in FILIPINO 4 was evaluated. I have two
indicators that I think brought some minor issues. First is “easy to reproduce and/or
disseminate.” We cannot deny the fact that no matter how complete the SLMs, still we are
challenged on the mass production of SLMs because this requires huge budget allocation.
Scarcity fund is a problem to reproduce these self-learning modules. Second is “free from
red flags on possible copyright and plagiarism issues.” The development of SLMs includes
the use of suited references; however, SLMs writers might not be able to properly cite the
references they used. So, the issue of copyright infringement is a great challenge for the
SLMs writers.
The procedure in selecting appropriate SLMs is fundamental in securing better
learning outcomes and teachers have big significant roles in the selection of appropriate
learning resource materials to be used in their teaching. Relatively, this process had
helped me a lot.
As I go through this SLM review in FILIPINO 4, I was enlightened that one of the
essential roles of a teacher is to look and study carefully the most appropriate learning
resource materials he will be using. It is his responsibility to scrutinize the learning
resource materials he will be using because if he does, there will be significant learning
outcomes for our children despite this global health pandemic.
ACIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study Notebook:
LR RAPID ASSESSMENT TOOL #2
Cannot be
Is the LR Material …… YES NO Determined
1 connected and relevant to the MELCs? /
2 appropriate to the grade level and learner /
characteristics in terms of language and 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:
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1. Was the material able to meet all the requirements?
Answer: No, it doesn’t meet all the requirements.
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?
Answer: Yes, modify some part of the learning material to be more relevant
and useful for learners.
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s?
Answer: None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Answer: It helps me in the selection and acquisition of quality digital and

non-digital resources in response to our identified local educational needs.
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 LRs which were given/distributed by the DepEd are also the ones
uploaded in the DepEd Portal (LRMDS and DepEd Commons). These materials
will be the ones to be used in the actual classes and these materials meet all
the requirements based in the assessment using the Rapid Assessment Tool.
2. What improvements do you still need to make in your developed material?
Some of the topics/lessons need to contextualize the modules from Kinder to

suit their learning abilities.
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.
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Submit your LR assessments with your reflection on the exercises to your
LAC Leader. Ensure that you keep a copy for yourself.
LDM2
Study
Notebook
Module 4
(Planning for
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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.
STRONGLY DISAGRE STRONGLY

ITEMS AGREE AGREE E 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
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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
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.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on
DepEd Professional Development Priorities and the Continuing Professional Development
Guidelines.
I will focus on Domain 1, Content Knowledge and Pedagogy.

Strand 3: Positive use of ICT.
We need to be responsible, ethical, or appropriate use of ICT to achieve and reinforce learning.
ACTIVITY 3
Answer the following questions by constructing and filling out the table in your
Study Notebook. How do you envision your teaching practice in the next few months as
you use the LDM adopted by your School? What is your goal in terms of your teaching
practices in the modalities? What motivates you to achieve this goal? What do you think
will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the modalities?
Devices are part of a child’s
world, so incorporating
Strengthen my tech skills. them into education is
By attending Webinars,
They can help me work simply a continuation of
and reading.
more efficiently and boost their everyday life,
my confidence. especially now with
distance learning.
LESSON 2:
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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.
Strength/s Development Action Plan Timeline Focusing

Needs (Recommended Developmental teaching
Intervention) and
Learning Intervention Learning
Objectives of Resources
the PD Needed
Program
Domain3 Domain 6 To build Communicate October Laptop,
Strand 3.1 Strand-6.2 relationships effectively 2020 to internet,
Using Engagement of with parents/ through email July 2021 bond paper,
differentiated, parents and the guardians and chain or letter to printer
developmentally wider school the wider keep parents in
learning community in the school the loop.
experiences to educative process community to
address learner’s facilitate
gender, needs, involvement in
strengths, interests, the educative
and experiences. process
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 Plan
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PROFESSIONAL DEVELOPMENT ACTIVITIES

RELATED TO THE MODALITIES SPECIFIC TOPICS
Making Lesson plan align with the Most Essential
MELCs, Unpacking and Combining
Learning Competencies (MELCs)
Learning Resources
Applying assessment tools in choosing learning
Using of LRMDS
resources for the modules.
DepEd Commons
LDM2
Study Notebook
Module 5
(Building the
Teaching
Portfolio Related
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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.
I have completed and compiled my outputs from Modules 1-4, and is ready for
submission to our LAC Leader, attached is the LAC Engagement Report in LAC
session. I have also kept my own copies of outputs for my LAC Portfolio.
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?
Portfolios are important in the learning process since it tends to evaluate the
learning progress and achievements in a specific course. As teachers, we need to
comply on the completion of portfolios in each LDM so that we can track our strengths
and weaknesses. Thru this, we can make a more creative learning outcomes to be
used in the teaching – learning process.
- Portfolios served as evidence of teaching and clearly shows improvement as well as
to overcome the future problems that we, teachers might encounter in the teaching
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progress. Most, especially, it serves as a guide in the attainment of our teaching –
learning goals.
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. With this, I can now assess my weakness and strength in terms of
my teaching practices. One of the best examples is analyzing to what domain do I
need to focus more and make a development plan for that.
3. Why is writing down your reflections an integral part of your Portfolio?
Reflection serves as a mirror of yourself. It tells something about your own thoughts,
emotions, opinions and/or analysis on what you read or experienced. Reflections are
the best part of a portfolio since its meant to illustrate your understanding of the
material and how it affects your ideas and possible practices in the future.
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.
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery February to At least 2 recorded lessons

June
Researching and Incorporating October Lesson Plans (at least 2 per

Teaching Strategies in the Modalities month)
to June
Participation in recognized PDs that October Certification of Participation

are aligned with their Professional with PD credit units
Goals anchored on Philippine to June
Professional Standards for Teachers
(PPST)
Organizing the Professional Portfolio December Professional Portfolio

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Submission of Portfolio to Coach/es June-July Certificate of Submission
Co-Learning with Peers and Coach/es At least once a Virtual Meeting

month starting
December 2020
ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2
and 3 with your colleagues.
ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of
Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for
yourself.
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.
To be successful in making the portfolio I must consider first the Demonstration

progress of the LDM Implementation which is 30% in the rubrics, ensuring the quality of
my reflections in every topic or lesson that I tackled. Lastly, my output will be based on the
professional standard given by DepEd.
ACTIVITY 2
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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.
MODULE 5
LESSON 2: ACTIVITY 1
EVALUATION RUBRIC
CRITERIA EXCELLENT VERY SATISFACTORY MARGINAL (2) UNSATISFACTORY

SATISFACTORY (3) (1)
(5) (4)
DEMONSTRATION The outputs The outputs The outputs The outputs The outputs do not
OF PROGRESS clearly and adequately reflect to a big reflect to a show the progress
OF THE LDM adequately captured the extent the limited extent the of the LDM
IMPLEMENTATION captured the progress of the progress of the progress of the implementation
(%) progress of implementation of LDM LDM
the the LDM implementation implementation
implementatio
n of the LDM,
showing
innovations
that contribute
to its smooth
implementation
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(5) (4)
QUALITY OF Reflection Reflection Reflection Reflection Reflection

REFLECTION describes the describes the describes the describes the describes
(25%) experience in experience in the experience and experience in the experience in the
the LDM LDM relates them to implementation implementation of
implementatio implementation, the professional of the LDM with the LDM with no
n, shows in- shows some standards and limited attempt to attempt to relate it
depth analysis analysis, and personal relate it to the to the professional
and synthesis, relates it to the development professional standards and
and excellently professional goals standards and personal
relates it to the standards and to personal development goals
professional professional and development
standards and personal goals
to professional development
and personal goals
development
goals
DEMONSTRATION The outputs The outputs The outputs The outputs The outputs do not
OF clearly clearly clearly clearly demonstrate any
PROFESSIONAL demonstrate 5 demonstrate 4 demonstrate 3 demonstrate the indicator in the
STANDARDS or more indicators of indicators of 2 indicators of professional
(20%) indicators of relevant strands relevant strands relevant strands standards
relevant in professional in professional in professional
strands in standards standards standards
professional
standards
LANGUAGE AND The ideas are The ideas are The ideas are The ideas are The ideas are
OVERALL expressed in expressed in expressed well expressed using jumbled and
PRESENTATION clear, clear language but with very basic words difficult to
OF THE OUTPUT coherent, and with very minimal incoherence in and structure understand; errors
(15%) appropriately- errors in structure some areas and with incoherence in structure and
worded and/or writing few errors in in many areas writing conventions
language with conventions structure and/or and several are found almost
no errors in writing errors in everywhere in the
structure conventions structure and/or output
and/or writing writing
conventions conventions
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(5) (4)
ORGANIZATION The portfolio is The portfolio is The portfolio is The portfolio has The portfolio does
OF PORTFOLIO logically logically generally well- 3-4 items not not follow a logical
(5%) organized, is organized organized with 1- well placed in the order
insightful, and 2 items not well overall
offers new placed in the organization
perspective overall
and insights organization
TIMELINESS (5%) The output/s The output/s The output/s The output/s The output/s is/are
is/are is/are submitted is/are submitted is/are submitted submitted more
submitted 1-2 days before on the day of the 1-3 days after than 3 days after
more than 3 the deadline deadline the deadline the deadline
days ahead of
the deadline
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Learning Delivery Modaliti ES LDM 2: Prepared

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SDO

Republic of the Philippines

Republic of the Philippines

LEARNING DELIVERY MODALITIES COURSE 2

Republic of the Philippines

Lesson 1: Course Overview

Republic of the Philippines

1. What is the main delivery of this course?

1. How will my personal characteristics and circumstances affect (positively or

Republic of the Philippines

HABITS OBSTACLES MOTIVATION ENVIRONMENT

Republic of the Philippines

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

__4__ To nurture successful teachers.

2. LAC Scheduling of Meeting

Republic of the Philippines

Republic of the Philippines

Republic of the Philippines

REGION: NATIONAL CAPITAL REGION

LAC ID (name or number): Number of LAC Members: 9

Name of LAC Facilitator: Designation/Position:

Teacher QUEZON rhea.medez@dep Email, FB, Phone,

Teacher QUEZON Nestor.oguing@d Email, FB, Phone,

Sharon.cartagena Email, FB,

Alfreda.balete@d Email, FB,

Republic of the Philippines

FORM 2: LAC Facilitator Information Sheet

Region: NATIONAL CAPITAL REGION

Division: QUEZON CITY

NAME: Male/Female: Date of Birth: Age:

Contact details: Email: Mobile Number: Facebook Name:

FORM 4: LAC ENGAGEMENT REPORT

Republic of the Philippines

NAME OF MEMBER: ELIZABETH A. MIGUEL LAC SESSION ID.:

REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION:

DIVISION: QUEZON CITY NUMBER OF LAC SESSION:

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

Republic of the Philippines

6. I feel motivated to apply in

7. I intend to apply what I have

Republic of the Philippines

ESTIMATED TIME REQUIRED

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

Republic of the Philippines

Republic of the Philippines

Answer: The most essential learning competencies identified through:

RETAINED Natutukoy ang mga elemento Natutukoy ang mga elemento ng

Republic of the Philippines

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

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

Republic of the Philippines

Unpacking of MELCs in FILIPINO 4

Combining of MELCs in FILIPINO 4

Nasasagot ang mga tanong sa binasang

Republic of the Philippines

DESIGNING INSTRUCTION IN THE

By the end of this Module, you will be able to:

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

4 To nurture successful teachers.