Department of Education: Activity 1

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOL DIVISION OF SAN JOSE DEL MONTE CITY
MUZON PABAHAY ELEMENTARY SCHOOL
PABAHAY 2000, BRGY. MUZON
________________________________________________________________________
Name of Teacher: MICHAEL B. GALON LAC ID: GRP 6 MPES
Region: III SDO: SJDM City
School: MUZON PABAHAY ELEMENTARY SCHOOL District: 7
MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your
insights in this Study Notebook.
1. What is the main delivery of this course?
2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your learning in this course?
Muzon Pabahay Elemantary School

School ID: 107158
Pabahay 2000, Brgy. Muzon, San Jose del Monte City 3023
Contact Number: 09369612692
Official Email: muzonpabahay2000@gmail.com
Official Website: https://depedmuzonpabahay2000es.weebly.com
________________________________________________________________________
ACTIVITY 2
Answer the following questions by copying and filling out the table in this Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?

School ID: 107158
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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?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly from the
participate in this
do that may affect my participating fully in this course?) requirements of this
course?
participation in the course?)
course in Describe this
environment.)
a positive or negative
way?)
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.

School ID: 107158
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LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1
Begin by refreshing your memory on the LAC. Read DO No.35, s.2016.
Once you’re done, answer the following questions. Write your responses and any other ideas and
reflections in this Study Notebook.
1. Reflect on the objectives for conducting LAC sessions 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
2. What are the top three challenges to having a successful LAC? List down and elaborate.

School ID: 107158
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ACTIVITY 2
Form your LACs. See Figure 1 for reference.
ACTIVITY 3
List down the members of your LAC and their respective roles in this Study Notebook.

School ID: 107158
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MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions in this 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?
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?
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 this Study Notebook.
1. What are the general and specific purposes of the development of MELCs?

School ID: 107158
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2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning
competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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 this Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.
K to 12 Learning MELCS
Competencies
Merged/Clustered
Retained
Dropped
ACTIVITY 4

School ID: 107158
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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 this Study Notebook.
LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING

OBJECTIVES
ACTIVITY 1
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
ACTIVITY 2
Discuss and jot down the synthesis of the presentations in this Study Notebook.
ACTIVITY 3
Refer to Module 2, page 12.

School ID: 107158
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MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
In your own words, define each modality. Write your own definitions in this Study Notebook.
When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.
Four Learning Modalities Definition

Face-to-Face
Distance Learning
Blended Learning
Homeschooling
Now, answer this question:

School ID: 107158
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Which of the LDMs do not have an F2F learning component? Write down your answer in this
Study Notebook, then check it against Lesson 1, Activity 1 Answer Key 2.
ACTIVITY 2
Refer to Module 3A p.15
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.
Be prepared to discuss your ranking at your next LAC Session.
Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)

School ID: 107158
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ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed below are some examples
which may be relevant to your context. Add others as appropriate. Write down your answers in your
Study Notebook and share your ideas at your next LAC Session.
Learner Group Targeted

Intervention
Learners without parents or household member who can guide
and support their learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities
Others? Specify

School ID: 107158
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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 this Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
(Compare your answers to those found in Lesson 2, Activity 1 Answer Key)
ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These learning
tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson.
In this Study Notebook, write your answers in the table below:
Before the Lesson Lesson Proper After the Lesson
Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.

School ID: 107158
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List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new
lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes
that students will eventually internalize
11. Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
16.Check learner’s prior knowledge about the new lesson
Compare your answers to Lesson 2, Activity 2 Answer Key.
ACTIVITY 3
In this Study Notebook, 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
(Compare your answer to Lesson 2, Activity 3 Answer Key.)

School ID: 107158
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ACTIVITY 4
Read the handout Designing Lessons in DL. In this Study Notebook, recreate and accomplish
the following table. Then choose one lesson from a Self Learning Module (SLM) for students that you
have on hand. Imagine that you will deliver this lesson to your learners through DL. In the second
column, identify which of these tasks are already present in the SLM. In the third column, identify
which has to be presented via technology-mediated resources, supplementary learning materials, or
other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level and Learning Area: _____________________________________
Lesson/Topic: ____________________________________________________
Learning Objectives: _______________________________________________
Learning Resources/Materials Needed:_________________________________
Part of Lesson / Learning Check if already present Additional Remarks: (ex.

Tasks in the SLM can be done via voice calls,
can be facilitated by a
household partner, can be
done via a learning activity
sheet, can be presented via
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

School ID: 107158
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Lesson Proper
1.Explain, model,
demonstrate, and illustrate
the concepts, ideas, skills,
or processes that students
will eventually internalize
2. Help learners understand
and master new
information
3. Provide learners with
feedback
4. Check for learners’
Understanding
After the Lesson
1. Wrap up activities
2. Emphasize key information
and concepts discussed
3. Ask learners to recall key
activities and concepts
discussed
4. Reinforce what teacher
has taught
5. Assess whether lesson
has been mastered
6. Transfer ideas and
concepts to new situations
Answer the following questions in this 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?
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?

School ID: 107158
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3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
ACTIVITY 5
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 this Study Notebook.
Formative Summative
Assessment Assessment
________
_______________ ________ ______________
_______________ ________ ______________
_______________ ________ ______________
_______________ ________ ______________
__________ ___ ______________
______________
__________
ACTIVITY 6

School ID: 107158
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Which assessment methods can you adapt in DL considering the content area that you are
teaching? In this 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
Example: I will send a three-item quiz via text message before the lesson. Based on
Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
1.
2.
3.
4.
5.
Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
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.

School ID: 107158
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Questions True False

1. A portfolio mainly displays the academic achievements of
the learner.
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a
portfolio.
3. There is a fixed list of items that should be included in a
portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work
on their outputs during their own time. The latter will submit
the portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio
via file sharing programs or they may submit the actual
softcopies of their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or
physical forms may be handed over to the teacher by the
parents or learning facilitators.
Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1
Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. Write your answers in this Study Notebook.
Column A Column B
1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson a. learning area
and/or learning task.
2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to
c. learning
ake. competencies
4. This refers to the method of submission of learning outputs d. learning task
preferred by the learner/parent based on their context.

School ID: 107158
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Check your answers using Lesson 3, Activity 1 Answer Key.
ACTIVITY 2
Refer to Module 3A, page 26
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 this Study Notebook to
see how the ILMP differs from the WHLP.
Weekly Home Learning Individual Learning
Plan (WHLP) Monitoring Plan (ILMP)
Purpose
For Whom?
Components
Has to be communicated to
parents
Check the Lesson 3, Activity 3 Answer Key to find out how well you did. Remember also that
in monitoring the progress of your learners, it is important to get in touch with the household partner
who provides assistance as needed while the learner is doing the learning tasks at home.
ACTIVITY 4
Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty the
learner may have encountered in accomplishing the learning tasks. Apply what you have learned
about ILMPs in Activity 3 and create an ILMP for that particular learner who lags behind. Read and
use the Individual Learning Monitoring Plan Template. Consider the components of the ILMP that
were described in Activity 3.

School ID: 107158
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MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1

School ID: 107158
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Study this map and answer the following questions in this Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM adopted by your
School/Division?
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?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?
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?
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 this Study
Notebook.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1
Explore the Portals. In this 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?

School ID: 107158
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2. What are the challenges in accessing the LRs in the portals both for you and your learners? How will
you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?
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.
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 this
Study Notebook:
1. Was the material 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?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.

School ID: 107158
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4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in this Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in this 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?
2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
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?
2. What improvements do you still need to make in your developed material?

School ID: 107158
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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.
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?
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?

School ID: 107158
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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?
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your learners?
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
ACTIVITY 2
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 this Study Notebook.

School ID: 107158
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ACTIVITY 3
Answer the following questions by constructing and filling out the table in this 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?
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

AND PARTICIPATION IN THE LAC
ACTIVITY 1
Refer to Module 4, page 39.
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

School ID: 107158
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Head/Department Head. Make sure that you keep a copy of your Plans.
MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE

IMPLEMENTATION OF THE MODALITIES
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS
ACTIVITY 1

School ID: 107158
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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 this Study
Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
2. What evidence from the previous modules will help capture the progress of your
teaching practice?
3. Why is writing down your reflections an integral part of your Portfolio?
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 this
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.

School ID: 107158
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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 this Study Notebook .
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.
MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write down your
insights in this Study Notebook.
4. What is the main delivery of this course?
5. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
6. What are the two support mechanisms that will help you with your learning in this course?

School ID: 107158
________________________________________________________________________
ACTIVITY 2
Answer the following questions by copying and filling out the table in this Study Notebook.
3. How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?

School ID: 107158
________________________________________________________________________

School ID: 107158

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Republic of the Philippines

Name of Teacher: MICHAEL B. GALON LAC ID: GRP 6 MPES

Region: III SDO: SJDM City

School: MUZON PABAHAY ELEMENTARY SCHOOL District: 7

MODULE 1: COURSE ORIENTATION

1. What is the main delivery of this course?

Muzon Pabahay Elemantary School

Muzon Pabahay Elemantary School

HABITS OBSTACLES MOTIVATION ENVIRONMENT

Muzon Pabahay Elemantary School

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

_____To improve the teaching-learning process to improve learning among students

Muzon Pabahay Elemantary School

Muzon Pabahay Elemantary School

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

Muzon Pabahay Elemantary School

Muzon Pabahay Elemantary School

LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING

Muzon Pabahay Elemantary School

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT

Four Learning Modalities Definition

Now, answer this question:

Muzon Pabahay Elemantary School

Ranking (1 to 5, from Type of DL Why?

Muzon Pabahay Elemantary School

Learner Group Targeted

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe areas)

Persons with Disabilities

Muzon Pabahay Elemantary School

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

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

Before the Lesson Lesson Proper After the Lesson

Muzon Pabahay Elemantary School

List of Learning Tasks

Compare your answers to Lesson 2, Activity 2 Answer Key.

Components of the DLL/DLP

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

Muzon Pabahay Elemantary School

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

Part of Lesson / Learning Check if already present Additional Remarks: (ex.

Before the Lesson

1. Review previous lesson

Muzon Pabahay Elemantary School

After the Lesson

Answer the following questions in this Study Notebook:

Muzon Pabahay Elemantary School

Muzon Pabahay Elemantary School

1. What assessment methods are common among the group members?

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

Muzon Pabahay Elemantary School

Questions True False

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Muzon Pabahay Elemantary School

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

Muzon Pabahay Elemantary School

MODULE 3B: LEARNING RESOURCES