EXPECTED OUTPUTS

LEARNING DELIVERY MODALITIES

COURSE 2
for TEACHERS

JOSEFA B. BERCASIO
Teacher III

PURISIMA B. BALBIN
Principal

JULY 31
 Module 1
COURSE ORIENTATION

Module 1
COURSE ORIENTATION
for TEACHERS
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

DATE
October 15, 2020 (morning session)

LAC FACILITATOR
Maybelle B. Madrid

LAC LEADER
Sonny A. Jacob
 Module 2
MOST ESSENTIAL LEARNING COMPETENCIES

Module 2
MOST ESSENTIAL LEARNING COMPETENCIES
for TEACHERS

OBJECTIVES
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

DATE
October 15, 2020 (afternoon session)

LAC FACILITATOR
Maybelle B. Madrid

LAC LEADER
Sonny A. Jacob

K to 12 LEARNING MELCs
COMPETENCIES
merged/clustered relate the laws of motion to bodies in uniform circular Investigate the relationship between the amount of
motion force applied and the mass of the object to the amount
infer that circular motion requires the application of of change in the object’s motion
constant force directed toward the center of the circle; Infer that when a body exerts a force on another, an
equal amount of force is exerted back on it

Identify and explain the factors that affect

identify situations in which work is done and in potential and kinetic energy
which no work is done;
describe how work is related to power and
energy;
differentiate potential and kinetic energy;
relate speed and position of object to the amount of
energy possessed by a body;
Investigates the effect of temperature to the speed of
infer how the movement of particles of an object sound
affects the speed of sound through it;
investigates the effect of temperature to speed of
sound through fair testing;

explain the hierarchy of colors in relation to the explain the hierarchy of colors in relation to the
energy of visible light energy of visible light
explain that red is the least bent and violet the most
bent according to their wavelengths or frequencies;
 retained investigate the relationship between the amount of force
applied and the mass of the object to the amount of
change in the object’s motion
infer that when a body exerts a force on another, an
equal amount of force is exerted back on it
Investigate the relationship between the amount of
force applied and the mass of the object to the amount
of change in the object’s motion
Infer that when a body exerts a force on another, an
equal amount of force is exerted back on it

Explain the hierarchy of colors in relation to Explain the hierarchy of colors in relation to the
the energy of visible light energy of visible light

differentiate between heat and temperature at the differentiate between heat and temperature at the
molecular level; molecular level;

infer the relationship between current and charge; infer the relationship between current and charge;
explain the advantages and disadvantages of series and explain the advantages & disadvantages of series &
parallel connections in homes; parallel connections in homes;

Explain the functions of circuit breakers, Explain the functions of circuit breakers,
fuses, earthing, double insulation, and other fuses, earthing, double insulation, and other safety
safety devices in the home devices in the home
dropped demonstrate how a body responds to changes in motion N/A

demonstrate the existence of the color components of

visible light using a prism or diffraction grating;

differentiate electrical power and electrical energy

MOST ESSENTIAL LEARNING

LEARNING OBJECTIVES
COMPETENCIES
Investigate the relationship between
Explain how force affects acceleration when mass is constant.
the amount of force applied and the mass of the
Explain how mass affects acceleration when force is constant.
object to the amount of change in the object’s
State the relationship among force, mass, and acceleration.
motion
Identify situation showing action and reaction.
Infer that when a body exerts a force on another,
Illustrate the forces that acts between two objects.
an equal amount of force is exerted back on it.
Exp-lain how the action-reaction forces act on each other.
Infer that the white light is made up of many different colors
Describe the wavelength and frequency of the different colors of
Explain the hierarchy of colors in relation to
light
energy of the visible light
Explain how the wavelength and frequency are related to energy
of visible light

MOST ESSENTIAL LEARNING COMBINED MOST ESSENTIAL LEARNING

COMPETENCIES COMPETENCIES
Infer the relationship between current and
voltage.
Differentiate series from parallel connections in terms of current,
voltage and resistance.
Explain the advantages and disadvantages of
series and parallel connections in homes.
 Module
MOST ESSENTIAL LEARNING COMPETENCIES
DESIGNING INSTRUCTION INforTHE DIFFERENT LDMs
TEACHERS
MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT LDMs

OBJECTIVES
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed by the LCP and
between the different types of distance learning modalities
2. apply lesson design and assessment considerations for distance learning in light of the COVID-19
crisis
3. create a weekly home learning plan to guide your learners as they do independent study at home
4. create an individual learning monitoring plan to keep track of the progress of learners who lag
behind in completing the prescribed learning tasks

MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

DATE
October 18, 2020

LAC FACILITATOR
Maybelle B. Madrid

LAC LEADER
Sonny A. Jacob

Distance Distinguishing Essential Resources Role of Teacher Role of Role of

Learning Feature Parent or School
 Household
Modality
Member
Form of
individualized
instruction. While
flexibility in
Pack modules and Guide and
finishing each
Learning Activity Sheets assist their
module is
to be distribute to children
accorded to Learners use self-
parents. education at
learners with learning modules
Modular Help deliver modules. home. Provide
respect to their (SLMs) in print or
Distance Provide Weekly Home Return modules
learning needs, digital format,
Learning Learning Plan modules to for
characteristics, whichever is applicable
(MDL) Attend to learner’s assigned learners.
and level of in the context of the
queries on topics thru person.
understanding, learner.
text or calls. Contact
learners shall be
Gather modules. teachers if
provided with the
Check modules needed
suggested time
frame to work on
their assigned
tasks.
Guide, assist,
Both the teachers Provide WHLP, power Monitor
monitor and
and learners have Textbooks point presentation, self- teachers
help their
Online access to digital Power point Presentation made video and
children on
Distance devices, with made by teachers lesson/presentation. learners
their online
Learning available online Teachers improvised Check learners output. inter
class.
(ODL) resources and video Attend to parents and action via
Contact
internet lesson/presentation learners queries. online
teachers if
connectivity. Check modules. learning.
needed
TV/RBI shall be
implemented in Provide Weekly Home
areas with access Learning Plan Provide
Smart TV
to Television Provide Learning learning
Television with cable Guide, assist,
TV-Based Networks and/ or Activity Sheets (LAS) videos and
connection monitor and
Instruction radio stations with Attend to parents and activities
Textbooks help their
(TVBI) programs learners queries on hard thru TV-
Learning Activity Sheets children.
dedicated to topics thru phone calls, Based
(LAS)
deliver the DepEd text or messages. learning.
TV/Radio-based Check learners output.
lessons.
A form of distant
learning that able
Provide Weekly Home
to expand access
Learning Plan Guide, assist,
to education by
Provide Learning monitor and
Radio- bringing it to Provide
Radio Activity Sheets (LAS help their
Based where the learners learning
Textbooks Attend to children.
Instruction are and enable activities
Learning Activity Sheets parents/learner’s queries Contact
(RBI) them to acquire thru audio
on tough topics thru text teachers if
equivalency in
or phone calls. needed
basic education
Check learners output
through broadcast
of lessons.
Blended Increased student Self-Learning Modules Self-Learning Modules Guide, assist, Provide
Distance engagement in Learning Activity Sheets Learning Activity Sheets monitor and modules
Learning learning. Power point Presentation (LAS) help their for
Enhanced teacher made by teachers Power point Presentation children. learners
and student Teachers improvised made by teachers Contact Monitor
interaction. video Teachers improvised teachers if teachers
Responsibility of lesson/presentation video lesson/presentation needed. and

learning.
Improved student
learning outcomes.
TYPE
RANKING
of
(1 to 5, from easiest to
hardest to implement) DL
1 MDL
2 RVBI
3 TVBI
4 ODL
5 BL
learners
inter
Textbooks Textbooks action via
online
learning
WHY?
less demand for resources and even without
digital devices, students can have access to
education
radio broadcast is the next accessible device to larger
percentage of learners
TV is available to most of the households
hard to implement due to
digital divide and a large percentage of the learners
do not have access to internet
not possible as of this moment since it involves face-
to-face interaction
 LEARNER GROUP
Learners without parents or
household member who can
guide and support their
learning at home
No access to devices
and internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
TARGETED INTERVENTION
RVBI, TVBI-The teacher provides regular monitoring of the
student’s progress via text, chats or video calls
MDL- The teacher will send material/s such as SLM (Self
Learning Modules) and guided by the WHLP (Weekly
Home Learning Plan) to be claimed and submitted by a
learning facilitator
MDL- The teacher will send material/s such as SLM (Self
Learning Modules) and guided by the WHLP (Weekly
Home Learning Plan) to be claimed and submitted by a
learning facilitator
MDL- The teacher will give learning materials based on
their culture knowledge system and practices of the learners
in their community.
-learning, materials such as textbooks and worksheets using
(MTB) Mother Tongue Based.
TVBI, RVBI, MDL-Provide them SLM (Self Learning
Modules) and WHLP (Weekly Home Learning Plan)
Textbooks and can be facilitated by parents/guardians. And
can be monitored via voice calls texts or internet resources.
 BEFORE the LESSON LESSON PROPER AFTER the LESSON

1. Review previous lesson

1. Explain, model, 1. Wrap up activities
2. Clarify concepts from
demonstrate, and 2. Emphasize key
previous lesson
illustrate the concepts, information and
3. Present warm-up
ideas, skills, or concepts discussed
activities to establish
processes that students 3. Ask learners to recall
interest in new lesson
will eventually key activities and
4. Check learner’s prior
internalize concepts discussed
knowledge about the
2. Help learners 4. Reinforce what teacher
new lesson
understand and master has taught
5. Present connection
new information 5. Assess whether lesson
between old and new
3. Provide learners with has been mastered
lesson and establish
feedback 6. Transfer ideas and
purpose for new lesson
4. Check for learners’ concepts to new
6. State lesson objectives
understanding situations
as guide for learners
Learning Delivery Modality: Modular Distance Learning
Grade Level and Learning Area: Science 8
Lesson/Topic: Law of Acceleration
Learning Objectives: Investigate the relationship between the amount of force applied and the mass of
the object to the amount of change in the object’s motion.
Learning Resources/Materials Needed: SLM, cellphone/laptop/desktop computer

CHECK IF
ALREADY
PART OF LESSON
PRESENT ADDITIONAL REMARKS
LEARNING TASKS
IN THE
SLM
before the lesson
can be facilitated during a
1. Review previous lesson ✓
asynchronous learning session
can be facilitated during a
2. Clarify concepts from previous lesson ✓
asynchronous learning session
3. Present warm-up activities to establish can be facilitated during a
✓
interest in new lesson asynchronous learning session
4. Check learners prior knowledge about the can be facilitated during a
✓
new lesson asynchronous learning session
5. Present connection between old and new can be facilitated during a
✓
lesson and establish purpose for new lesson asynchronous learning session
can be facilitated during a synchronous
6. State lesson objectives as guide for learners ✓
learning session
lesson proper
1. Explain, model, demonstrate, and illustrate
can be facilitated during a synchronous
the concepts, ideas, skills, or processes that ✓
learning session
students will eventually internalize
2. Help learners understand and master new can be facilitated during a synchronous
✓
information learning session
can be facilitated during a synchronous
3. Provide learners with feedback ✓
learning session
can be facilitated during a synchronous
4. Check for learners’ understanding ✓
learning session
after the lesson
can be presented via an internet- based
1. Wrap up activities ✓
resource
2. Emphasize key information and concepts can be presented via an internet- based
✓
discussed resource
3. Ask learners to recall key activities and can be presented via an internet- based
✓
concepts discussed resource
can be presented via an internet- based
4. Reinforce what teacher has taught ✓
resource
can be presented via an internet- based
5. Assess whether lesson has been mastered ✓
resource
 can be presented via an internet- based
6. Transfer ideas and concepts to new situations ✓
resource

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

assessment FOR learning learners may be assessment FOR learning

assessed individually or
to make adjustments in collaboratively to measure if the student met
the lesson should promote self- the performance and content
reflection and personal standards
accountability among
may be integrated in all
students about their owndone after the lesson/end of a quarter
parts of the lesson
learning results enable teachers
may be a written work or a
results must be recorded to describe how well the
performance
to study the patterns of students learned the standards/competencies
task
learning demonstrated by the students but for a given quarter, which are
should NOT be used as the basis for then reflected in the
grading class record

HOW TO ADAPT THE

ASSESSMENT METHOD
ASSESSMENT METHOD IN DL
This will be provided as homework to determine their prior
1. concept maps knowledge on the next topic and will allow them to organize their
research on the given topic in a creative way
I will give 5 item survey questions which will focus on their prior
2. surveys knowledge on the topic. After getting the results, I can focus on
clarifying misconceptions.
This will be given after the discussion and will provide concrete
3. verification experiments feedback of whether the learners were able to grasp the concepts or
not.
This will be given as one of the performance tasks since it will entail
a lot of time to accomplish it. The leaners will b ethe ones to plan,
4. models
conceptualize and create the models which will show their level of
understanding on the discussed topic/s.
I will assign a topic to a group on which they can create an offline
5. multimedia presentations
web quest using multimedia presentations.
 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.
 COLUMN A COLUMN B
1. These are the knowledge, understanding,
skills, and
attitudes that learners need to demonstrate in c. learning competencies
every lesson
and/or learning task.
2. These are the formative learning
opportunities given to
learners to engage them in the subject matter d. learning task
and to enhance their understanding of the
content.
3. This refers to the prescribed subject that a. learning area
learners take.
4. This refers to the method of submission of
learning outputs b. mode of delivery
preferred by the learner/parent based on their
context.

WEEKLY HOME LEARNING PLAN

SUBJECT: Science 8
SUBJECT TEACHER: Lea A. Belir
Week 4 Quarter 1
October 26-30, 2020
Day & Time Section Learnin Learning Learning Tasks Mode of
g Area Competency Delivery
Monday-Friday   Self-Learning / Preparation for the Distance Learning
7:00 - 8:00
Monday-   Self-Assessment Tasks / Portfolio Preparation / Independent Learning
Thursday 3:45
- 4:30
Friday   Self-Assessment Tasks / Portfolio Preparation / Independent Learning
12:30 - 4:30
MONDAY
8:00 - 9:30 Brown Science identify and A. Answer pre-test in the module to assess Online Distance
explain the your prior knowledge. Learning:
factors that Module 5 Pre-Test online submission
affect (page 3) through email or
potential and B. Gather 5 photos of household chores google classroom
kinetic energy that show work. Below each photo, Modular
explain why there is work done. Distance
C. Do the following tasks: Learning:
Activity 1: Doing Work personal
(SLM Module 5 pages 7 to 9) submission of the
Activity 2: The Dilemma parent to the
(SLM Module 5 pages 10 to 11) teacher in school
Activity 3 Note:
(SLM Module 5 pages 16 to 17) Use the ISN for
D. Create lecture notes of the different FOLDABLES
formulas and its corresponding units used CORNELL NOTES
in this module.
C. Answer post test in the module to assess your
prior knowledge.
Module 5 Pre-Test
(pages 20-21)
9:30 - 10:00 Health Break
10:00 - 11:30 Hooke Science identify and A. Answer pre-test in the module to assess Online Distance
explain the your prior knowledge. Learning:
factors that Module 5 Pre-Test online submission
affect (page 3) through email or
potential and B. Gather 5 photos of household chores google classroom
kinetic energy that show work. Below each photo, Modular
explain why there is work done. Distance
C. Do the following tasks: Learning:
Activity 1: Doing Work personal
(SLM Module 5 pages 7 to 9) submission of the
Activity 2: The Dilemma parent to the
(SLM Module 5 pages 10 to 11) teacher in school
Activity 3 Note:
(SLM Module 5 pages 16 to 17) Use the ISN for
D. Create lecture notes of the different FOLDABLES
formulas and its corresponding units used CORNELL NOTES
in this module.
C. Answer post test in the module to assess your
prior knowledge.
Module 5 Pre-Test
(pages 20-21)
11:30 - 12:30 Lunch Break
12:30 - 2:00 Linnaeu Science identify and A. Answer pre-test in the module to assess Online Distance
s explain the your prior knowledge. Learning:
factors that Module 5 Pre-Test online submission
affect (page 3) through email or
potential and B. Gather 5 photos of household chores google classroom
kinetic energy that show work. Below each photo, Modular
explain why there is work done. Distance
C. Do the following tasks: Learning:
Activity 1: Doing Work personal
(SLM Module 5 pages 7 to 9) submission of the
Activity 2: The Dilemma parent to the
(SLM Module 5 pages 10 to 11) teacher in school
Activity 3 Note:
(SLM Module 5 pages 16 to 17) Use the ISN for
D. Create lecture notes of the different FOLDABLES
formulas and its corresponding units used CORNELL NOTES
in this module.
C. Answer post test in the module to assess your
prior knowledge.
Module 5 Pre-Test
(pages 20-21)
2:00 - 2:15 Health Break
2:15 - 3:45 Mendel Science identify and A. Answer pre-test in the module to assess Online Distance
explain the your prior knowledge. Learning:
factors that Module 5 Pre-Test online submission
affect (page 3) through email or
potential and B. Gather 5 photos of household chores google classroom
kinetic energy that show work. Below each photo, Modular
explain why there is work done. Distance
C. Do the following tasks: Learning:
Activity 1: Doing Work personal
(SLM Module 5 pages 7 to 9) submission of the
Activity 2: The Dilemma parent to the
(SLM Module 5 pages 10 to 11) teacher in school
Activity 3 Note:
(SLM Module 5 pages 16 to 17) Use the ISN for
D. Create lecture notes of the different FOLDABLES
formulas and its corresponding units used CORNELL NOTES
in this module.
C. Answer post test in the module to assess your
prior knowledge.
Module 5 Pre-Test
(pages 20-21)
TUESDAY
8:00 - 9:30 Pasteur Science identify and A. Answer pre-test in the module to assess Online Distance
explain the your prior knowledge. Learning:
factors that Module 5 Pre-Test online submission
affectpotential (page 3) through email or
and kinetic B. Gather 5 photos of household chores google classroom
energy that show work. Below each photo, Modular
explain why there is work done. Distance
C. Do the following tasks: Learning:
Activity 1: Doing Work personal
(SLM Module 5 pages 7 to 9) submission of the
Activity 2: The Dilemma parent to the
(SLM Module 5 pages 10 to 11) teacher in school
Activity 3 Note:
(SLM Module 5 pages 16 to 17) Use the ISN for
D. Create lecture notes of the different FOLDABLES
formulas and its corresponding units used CORNELL NOTES
in this module.
C. Answer post test in the module to assess your
prior knowledge.
Module 5 Pre-Test
(pages 20-21)
THURSDAY
8:00 - 9:30 Brown Science identify and A. Answer pre-test in the module to assess your Online Distance
explain the prior knowledge. Learning:
factors that Module 6 Pre-Test online submission
affect (page 3) through email or
potential and B. Define the following terms: energy, google classroom
kinetic energy potential energy, kinetic energy, work, Modular
power, joule Distance
C. Do the following tasks: Learning:
Activity 1 personal
(SLM Module 6 page 7) submission of the
Activity 2: Let's Meet Energy parent to the
(SLM Module 6 pages 8 to 11) teacher in school
Activity 3: Let's Play and Learn Note:
(SLM Module 6 pages 12 to 13) Use the ISN for
Activity 4 VOCABULARY
(SLM Module 6 pages 16 to 17) CORNELL NOTES
C. Check your understanding by accomplishing
the post test.
Module 6 Post Test
(pages 20-21)
9:30 - 10:00   Health Break
10:00 - 11:30 Hooke Science identify and A. Answer pre-test in the module to assess your Online Distance
explain the prior knowledge. Learning:
factors that Module 6 Pre-Test online submission
affect (page 3) through email or
potential and B. Define the following terms: energy, google classroom
kinetic energy potential energy, kinetic energy, work, Modular
power, joule Distance
C. Do the following tasks: Learning:
Activity 1 personal
(SLM Module 6 page 7) submission of the
Activity 2: Let's Meet Energy parent to the
(SLM Module 6 pages 8 to 11) teacher in school
Activity 3: Let's Play and Learn Note:
(SLM Module 6 pages 12 to 13) Use the ISN for
Activity 4 VOCABULARY
(SLM Module 6 pages 16 to 17) CORNELL NOTES
C. Check your understanding by accomplishing
the post test.
Module 6 Post Test
(pages 20-21)
11:30 - 12:30   Lunch Break
12:30 - 2:00 Linnaeu Science identify and A. Answer pre-test in the module to assess your Online Distance
s explain the prior knowledge. Learning:
factors that Module 6 Pre-Test online submission
affect (page 3) through email or
potential and B. Define the following terms: energy, google classroom
kinetic energy potential energy, kinetic energy, work, Modular
power, joule Distance
C. Do the following tasks: Learning:
Activity 1 personal
(SLM Module 6 page 7) submission of the
Activity 2: Let's Meet Energy parent to the
(SLM Module 6 pages 8 to 11) teacher in school
Activity 3: Let's Play and Learn Note:
(SLM Module 6 pages 12 to 13) Use the ISN for
Activity 4 VOCABULARY
(SLM Module 6 pages 16 to 17) CORNELL NOTES
C. Check your understanding by accomplishing
the post test.
Module 6 Post Test
(pages 20-21)
2:00 - 2:15   Health Break
2:15 - 3:45 Mendel Science identify and A. Answer pre-test in the module to assess your Online Distance
explain the prior knowledge. Learning:
factors that Module 6 Pre-Test online submission
affect (page 3) through email or
potential and B. Define the following terms: energy, google classroom
kinetic energy potential energy, kinetic energy, work, Modular
power, joule Distance
C. Do the following tasks: Learning:
Activity 1 personal
(SLM Module 6 page 7) submission of the
Activity 2: Let's Meet Energy parent to the
(SLM Module 6 pages 8 to 11) teacher in school
Activity 3: Let's Play and Learn Note:
(SLM Module 6 pages 12 to 13) Use the ISN for
Activity 4 VOCABULARY
(SLM Module 6 pages 16 to 17) CORNELL NOTES
C. Check your understanding by accomplishing
the post test.
Module 6 Post Test
(pages 20-21)
FRIDAY
8:00 - 9:30 Pasteur Science identify and A. Answer pre-test in the module to assess your Online Distance
explain the prior knowledge. Learning:
factors that Module 6 Pre-Test online submission
affect (page 3) through email or
potential and B. Define the following terms: energy, google classroom
kinetic energy potential energy, kinetic energy, work, Modular
power, joule Distance
C. Do the following tasks: Learning:
Activity 1 personal
(SLM Module 6 page 7) submission of the
Activity 2: Let's Meet Energy parent to the
(SLM Module 6 pages 8 to 11) teacher in school
Activity 3: Let's Play and Learn Note:
(SLM Module 6 pages 12 to 13) Use the ISN for
Activity 4 VOCABULARY
(SLM Module 6 pages 16 to 17) CORNELL NOTES
C. Check your understanding by accomplishing
the post test.
Module 6 Post Test
(pages 20-21)

WEEKLY HOME INDIVIDUAL LEARNING

LEARNING PLAN (WHLP) MONITORING PLAN

a tool to guide learners and
learning facilitators or
household partners in tracking
purpose the subject areas to be tackled
and activities to perform at
home
learners and learning facilitator
for whom?
or household partner
learning area, learning
components competencies, learning tasks,
mode of delivery
has to be
yes
communicated to parents?
(ILMP)
a tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
teachers and learning
facilitator or household
partner
learner’s needs, intervention
strategies, monitoring date,
learner’s status
yes

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name:
Grade Level: Grade 8
Learning Learners Intervention Strategies Provided Monitoring Learner’s Status
Area Needs Date Insignificant
Progress
Significant
Progress
Mastery

Cannot ✓
Science keep up a. seek help from a capable immediate October 5-
 family member to help the learner
in answering the learning modules

b. give sufficient time for the learner to

accomplish the learning modules
with the
pace of
c. scheduled home visitation of the
the lesson
teacher to help the learner in
(on topics
answering the activities in the
that 30, 2020
learning modules.
require
problem
d. make and provide learning activities
solving
suited to his pace of learning
skills)
e. if possible, the teacher provides direct
guidance and supervision in the
completion of the learner
 Module
MOST ESSENTIAL LEARNING COMPETENCIES
LEARNING RESOURCESfor TEACHERS

MODULE 3B
LEARNING RESOURCES

OBJECTIVES
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the Department of
Education
3. explain the importance of using quality assured LRs

MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

DATE
October 24, 2020 (morning session)
LAC FACILITATOR
Maybelle B. Madrid

LAC LEADER
Sonny A. Jacob

RAPID ASSESSMENT OF LEARNING RESOURCES FROM

DEPED-SACTIONED and NON-DEPED PORTALS

DEPED-SACTIONED NON DEPED-SACTIONED

IS THE LR PORTAL PORTAL
MATERIAL... CANNOT BE CANNOT BE
YES NO YES NO
DETERMINED DETERMINED
connected and relevant
✓ ✓
to the MELCs?
appropriate to the grade
level and learner ✓
✓
characteristics in terms
of language, activities?
easy to reproduce and/or
✓ ✓
disseminate?
from a credible
✓ ✓
source/author?
culture- and gender-fair? ✓ ✓
free from red flags on
possible copyright and ✓ ✓
plagiarism issues?
the layout and format
easy to read and pleasing ✓ ✓
to the eyes?
 Module 4
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
Module 4
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING

OBJECTIVES
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are available to you, either
provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT
Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation in the
LAC
LAC Session 4

DATE
October 24, 2020 (afternoon session)

LAC FACILITATOR
Maybelle B. Madrid

LAC LEADER
Sonny A. Jacob

WHAT IS YOUR WHAT WILL PUSH YOU WHAT WILL HELP YOU ATTAIN
GOAL TOWARD TO ACHIEVE THIS GOAL? THIS GOAL?
IMPROVING YOUR
TEACHING
 PRACTICES IN THE
MODALITIES?
webinars focusing on strategies that will
target the different modalities
Enjoyable learning that will
The desire to guarantee learning trainings on the new trend of dealing
cater the different learners with
amidst the new normal. with the different learners with different
different modalities
modalities

technical support from experts

webinars and trainings on the different
ways to improve the delivery of lessons
The hope to still give quality
Create quality lessons and
teaching and learning with the
supplementary materials workshops on creations of
new educational set up.
supplementary materials (ebooks, simple
video lessons, apps)
The reality that getting
authentic and accurate data on
Better assessment method that webinars and trainings on different
students’ progress is a great
will fit the different modalities assessment methods
challenge given the new
normal.

INDIVIDUAL DEVELOPMENT PLAN

ACTION PLAN
(RECOMMENDED
DEVELOP- DEVELOPMENTAL
MENTAL INTERVENTION)
STRENGTHS NEEDS Learning RESOURCES
TIMELINE
Objectives of NEEDED
Intervention
the PD
Program
 Learn varied
teaching Improve skills
strategies well- and strategies
suited for the to develop
Average skill on different meaningful
Attend
the use of ICT modalities teaching-
webinars and
learning
trainings on
Skills in process self-funding
teaching
communicating Use appropriate including year round MOOE
strategies, and
learners’ needs, assessment assessment others
assessment
progress and methods to tools and
methods in the
achievement effectively techniques to
new normal
measure enhance
students’ students'
learning mastery in my
subject.

PROFESSIONAL DEVELOPMENT
OBJECTIVES RELATED TO THE SPECIFIC TOPICS
MODALITIES

Applying a range of teaching strategies that teaching strategies for the new normal
enhance learner achievement in literacy and
numeracy skills use of different applications and/or websites

formative and summative assessment strategies

Designing, selecting, organizing and
using diagnostic, formative and different methods of ensuring authentic and
summative assessment strategies
consistent with curriculum
accurate data of students’ progress
requirements