Republic of the Philippines

Department of Education
Region XI
Division of Davao del Sur
Davao del Sur School of Fisheries
Bagumbayan, Malalag, Davao del Sur

LDM 2
Learning Delivery Modalities
Course for Teachers

STUDY
NOTEBOOK

Cheryl I. Rebuyon
TEACHER1
MODULE 1
Course Orientation
 MODULE 2
Most Essential Learning
Competencies (MELCS)

K TO 12 LEARNING MELCS Learning

COMPETENCIES Objectives
MERGED/ N/A N/A
CLUSTERED
RETAINED  Analyze the market need;  Analyze the  Identify what are
market need; the market needs
 Determine the possible  Classify the market
product/s or service/s that  Determine the needs based from
will meet the need; possible the problems of the
product/s or community
service/s that
will meet the  Distinguish the
need;` possible products or
services that will
meet the needs
identified

DROPPED  Identify the market N/A

problem to be solved or
the market need to be
met; and
 Propose solution/s in
terms of product/s and
service/s that will meet
the need using techniques
on seeking, screening,
and seizing opportunities

INDIVIDUAL / LAC GROUP PRESENTATION ON UNPACKING OF A SAMPLE MELC

Quarte Content Performance Most Essential Duration K to 12 CG

r Standard Standard Learning
The learner The learner Recognize a
demonstrates independently potential market
understanding or with his/her
of concepts, classmates  Analyse the
underlying presents an market
principles, acceptable need;
and detailed CS_EP11/12BENTREP-
processes of business plan  Determine IVa-i-
Q1 developing a Week 3-6
the possible 1CS_EP11/12BENTREP-
business product/s or IVa-i-2
plan. service/s
that will
meet the
need;
 MODULE 3A
Lesson Design and
Assessment

LIST OF TARGETED LEARNER INTERVENTIONS

Learner Group Targeted Intervention

Learners without parents or household member who
can guide and support their learning at home
No access to devices and Internet
Consult the LGU’s especially the Kagawad on
Education to make actions and help to ask for
volunteers in the community and maybe tapped
the child’s neighbour for support.
Ensure needed learning materials like self-
learning modules(SLMs) are available and
provided for learners

Inaccessible (living in remote and/or unsafe areas)
Indigenous People
Ensure the availability of community learning
facilitators like parents, guardians and other
adults to support learners while learning at home.
Consult with the LGU’s for help.
Establish strong home-school community
collaboration

LEARNING TASK FOR DISTANCE LEARNING

Before the Lesson Lesson Proper After the Lesson

1. Review previous lesson 1. Explain, model, demonstrate, 1. Wrap up activities

and illustrate the concepts,
ideas, skills, or processes
that students will eventually
eventualize
2. Clarify concepts from previous 2. Help learners understand and 2. Emphasize key information and
lesson master new information concepts discussed

3. Present warm-up activities to 3. Provide learners feedback
establish interest in new lesson
4. Check learner’s prior
knowledge about the new
lesson
5. Present connection and
between old and new lesson
and establish purpose for new
lesson
6. State lesson objectives as
guide for learners
4. Check for learner’s
understanding
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 situation

LEARNING TASK FOR DISTANCE LEARNING

Learning Delivery Modality (select one):  ODL / MDL  TV/RBI  BL Grade
Level and Learning Area: Grade 11- Entrepreneurship
 Lesson/Topic: Analyze the market need and Determine the possible product/s or
service/s that will meet the need;
Learning Objectives:
 Identify what are the market needs
 Classify the market needs based from the problems of the community

 Distinguish the possible products or services that will meet the needs identified

 Learning Resources/Materials Needed: SLMs, Activity Sheet

Part of Lesson / Learning Tasks
Check if Additional Remarks: (ex. can be done
already via voice calls, can be facilitated by a
present household partner, can be done via a
learning activity sheet, can be presented via
in the an internet- based resource, can be facilitated
SLM during a synchronous learning session, etc.)

Before the Lesson

1. Review previous lesson /

2. Clarify concepts from previous lesson
3. Present warm-up activities to establish interest in /
new lesson
4. Check learner’s prior knowledge about the new /
lesson
5. Present connection between old and new lesson /
and establish purpose for new lesson
6. State lesson objectives as guide for learners /

Lesson Proper

1. Explain, model, demonstrate, and illustrate the / Can be provided with video lessons
concepts, ideas, skills, or processes that students stored on a flash drive
will eventually internalize Can be facilitated by a household
2. Help learners understand and master new / partner
information Can be done via voice calls or SMS
3. Provide learners with feedback / Can be done through For Formative
4. Check for learners’ understanding test
/
After the Lesson
Can be monitor through Portfolio
1. Wrap up activities / Can be presented via an internet-
2. Emphasize key information and concepts / based resource
discussed Can be done via digital tools
3. Ask learners to recall key activities and /
concepts discussed Can be done via digital tools
4. Reinforce what teacher has taught / Can be done through students query
5. Assess whether lesson has been mastered / sheet
6. Transfer ideas and concepts to new situations Can be monitor through portfolio’s
/ output

ASSESSMENT METHODS IN DISTANCE LEARNING

 Formative Assessment
may be integrated in all parts of
the lesson, the lesson proper,
and after the lesson
results must be recorded to
study the patterns of learning
Demonstrated by the students
but should NOT be used as
thwe basis for grading
ASSESSMENT METHOD
1. Open-Ended Question
2. Performance Outputs
3. Portfolio
4. Activity Sheets / Worksheets
5. Written Works
Summative Assessment
learners may be assessment of learning: to
assessed individually measure if the student meet the
content and performance
or collaboratively
standard
should promote self
reflection
done after the lesson/end of a
personal quarter
accountability
among students
about their own results enable teachers to
learning may be a describe how well trhe
written work or a students learned the
performance task standards/competencies
for agiven quarter, which
are then reflected in the
class record
HOW TO ADAPT THE ASSESSMENT
METHOD IN DL
I will send a question via messenger/chat
before the lesson. Based on the responses,
I will take note of the common
misconceptions and clarity to the learners
I will provide activities or performances. Ask
the parent/learning facilitator to take a
recording video to my email using google
drive.
I will orient the parents/learning facilitators
about the portfolio. Monitor every Friday how
the learners portfolio preparation is going.
I will distribute the activity
sheets/worksheets together with the Self-
Learning Modules.
I will distribute the hard copies of written
works together with the SLMs.
Republika ng Pilipinas
 KAGAWARAN NG EDUKASYON
Rehiyon XI
Sangay ng Timog Dabaw
DAVAO DEL SUR SCHOOL OF FISHERIES
Bagumbayan, Malalag, Davao del Sur

WEEKLY HOME LEARNING PLAN

GRADE 12 – TVL 1 – INDUSTRIAL ARTS – FIREFISH GOBY
QUARTER 1 – WEEKS 1 AND 2

Day and Learning Learning

Learning Areas Mode of Delivery
Time Competencies Tasks
8:00am –
Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00am
9:00am –
Have a short exercise, meditation or bonding with family.
9:30am
WEEK 1 SELF LEARNING MODULES WORK SCHEDULE
MONDAY Personal submission by the
CONTEMPORARY PHILIPPINE ARTS
9:30am – parent/guardian to the teacher in
FROM THE REGION
4:00pm each barangay.
TUESDAY Personal submission by the
INTRODUCTION TO PHILOSOPHY OF
9:30am – parent/guardian to the teacher in
HUMAN PERSON
4:00pm
E R E G each barangay.
WEDNESDAY F H NI N Personal submission by the
9:30am – PAGSULAT SA PILING LARANGAN E T
R O AR E parent/guardian to the teacher in
4:00pm T E U L each barangay.
L
F- OD
THURSDAY Personal submission by the
UNDERSTANDING CULTURE,
9:30am – L M parent/guardian to the teacher in
SE
SOCIETY AND POLITICS
4:00pm each barangay.
FRIDAY Personal submission by the
9:30am – PHYSICAL EDUCATION parent/guardian to the teacher in
4:00pm each barangay.
WEEK 2 SELF LEARNING MODULES WORK SCHEDULE
MONDAY Personal submission by the
9:30am – PERSONALITY DEVELOPMENT parent/guardian to the teacher in
4:00pm each barangay.
TUESDAY Personal submission by the
9:30am – TILE SETTING parent/guardian to the teacher in
4:00pm
E R E G each barangay.
WEDNESDAY F H NI N Personal submission by the
9:30am – PRACTICAL RESEARCH 2 E T
R O AR E parent/guardian to the teacher in
4:00pm T E UL each barangay.
THURSDAY -L D Personal submission by the
Revisit all modules and check if all
L F O
9:30am –
required tasks are done. E M parent/guardian to the teacher in
4:00pm S each barangay.
FRIDAY Make sure all modules and answer Personal submission by the
9:30am – sheets are complete and ready for parent/guardian to the teacher in
4:00pm submission. each barangay.

PREPARED BY:
CHERYL I. REBUYON
Adviser
INDIVIDUAL LEARNING MONITORING PLAN
Learner’s Name: Gerly Mental
Grade Level: Grade 11 – Food and Beverage Services
Intervention Learner’s Status
Learner’s Monitoring
Learning Area Strategies Insignificant Significant
Needs Date Mastery
Provided Progress Progress
Entrepreneurshi Difficulties The use of October 19,2020 He actively
p with tasks multimedia gave his
requiring and electronic opinion
reasonable information about the
working allows the topic
memory learner with through a
capacity- reading recorder
such as difficulties to device that I
following improve their records his
instructions comprehension idea and
or of a topic or helps
rememberin ideas without overcome
g sequential being shorty term
information dependent on memory
their reading difficulties
ability

Learner is not making significant progress in a timely manner. Intervention strategies need to be
revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
MODULE 3B
Learning Resources

LR RAPID ASSESSMENT TOOL

LRs from DepEd Portals
 Is the LR Material…. YES NO Cannot be
determined
1 Connected and relevant to the MELCs? /
2 Appropriate to the grade level 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:

1. Was the material able to meet all the requirements?

Answer: The downloaded LR from the DepEd Commons was able to meet the
requirements in the new normal teaching particularly in the Modular Distance Learning.
The module was comprised of the necessary learning competency derived from the
MELCs.

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?

Answer: None. All of my answers are yes.

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspects.

Answer: All of the aspects need to assessed are covered by the tool.

4. How does the exercise help you in picking the right and appropriate LRs for your
lesson and your learners?

Answer: The assessment tool was actually convenient and easy to use it helps me to
choose effective and credible Learning Resources that meets individual learning needs.
 LR RAPID ASSESSMENT TOOL
LRs from Non-DepEd Portals

Is the LR Material…. YES NO Cannot be

determined
1 Connected and relevant to the MELCs? /
2 Appropriate to the grade level 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:

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 aspects.

Answer: None

4. How does the 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 education needs.

Reflection:

The adaptation of DepEd Commons and LR Portals in our school greatly assist and allow to
used quality assured LRs that will absolutely help our teaching easier.
 MODULE 4
PD and LAC PLANNING
 INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Strengths Developmental Developmental Intervention) Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD
Program

Domain 3 Domain 6 To build Communicate October 2020 Laptop, Cell

Strand 3.1 Strand 6.2 relationship effectively to July 2021 phone, Internet,
Using Engagement of with through phone Bond paper,
differentiated, Parents and the parents/guard call, SMS or Printer
developmentally wider school ians and the messenger,
learning community in wider school letter to keep
experiences to the educative community to parents in the
address process facilitate loop
learner’s involvement
gender, needs, in the
strengths, educative
interests and process
experiences