LDM2-For Teachers Module 1-4

MY STUDY NOTEBOOK
MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1.
1. What is the main delivery of this course?
To know the different Learning Delivery Modalities and platforms: their features, uses and
pedagogies as part of Department of Education’s Learning Continuity Plan (LCP). The
delivery of this course is an immediate action implemented by the Department of Education in
response to the urgency brought about by COVID 19 pandemic, where teachers and other
educators will be able to adapt in the new normal towards the successful delivery of quality
instruction to our clienteles.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This course helps us a lot in ensuring that learning continues while guaranteeing the health,
safety. And wellbeing of all learners, and teachers as well.
3. What are the two support mechanisms that will help you with your learning in this course?
First, attend and participate in webinars sponsored by DepEd and other private institutions.
Second, constant communication with co-teachers and consultation with my subject group
head and immediate superiors for some updates on the said course.

ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?
 - Through coaching and mentoring, and active participation in group discussions, a positive
outlook in life will be develop regarding new normal education system.

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?

- Learn to accept challenges and willing to learn from my superiors and

- colleagues.

LESSON 2. ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank
the following objectives from easiest to the most difficult to achieve:
1_ To improve the teaching-learning process to improve learning among students
2_ To nurture successful teacher 5LDM
3_ To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
4_ To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
2. What are the top three challenges to having a successful LAC?
1. Scheduling
 Falls on a busy schedule
 Overlaps with teacher’s other activities
 Sometimes No prior notice on the timing of LAC
 Time exceeded beyond time allotment
 Time constraint
2. Communication – Barrier (during this time of pandemic)
 Unavailability and unstable internet access to remote areas
 Lack of knowledge in using online platforms for online conferencing
3. LAC Activities
 Topics are not universal, other teachers can’t apply topics
 Common and familiar content

ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
LAC COMMITTEE
LAC Leader - SETH VINCENT QUIBAL
LAC Facilitator – GERALDINE T. REYES
LAC Documenter – ALMIRA C. CUEVAS
LAC Secretary – WOODROW
LAC Members:

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)

ACTIVITY 1. Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you
think are the fundamental concerns in terms of curriculum standards that need to
be addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?

The fundamental concerns that have to be addressed with regards to curriculum standards
I think should be the lessons that would really test dependability in performing tasks that
would be asked of the students to do. But in order to do so, these learners should be given
with appropriate learning modules. Appropriate in the sense that they are easy to
understand, but would still test their skill. It had been, for the last few years since the
promulgation of the K-12 curriculum, we have assessed our learners in a grading system
which emphasizes the importance of performance skill. In the current situation, we cannot
measure performance in a way we have been used to. It would be done in a different
attack which, we have consensual manner, is to provide additional interventions or
activities that we would find appropriate for the learners’ needs and still in line with the
competencies.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?
 Yes. There are too much competencies to cover in one grading. And there are not just one
or two subjects that the learners are to study/learn with- there are ten. And if we combine
all those together, it’ll become suffocating even for the teachers. It is even impossible for
them for us to beat with the competencies that the department is asking of us.

ACTIVITY 2.
1. What are the general and specific purposes of the development of MELCs?
General and specific purposes of the development of MELCS
The department wants to ensure that it produces holistic Filipino learners with 21 st
Century skills regardless of the current situation. Further it wants to ensure that these
learning standards are relevant and flexible to address the complex, disruptive, volatile,
and ambiguous impact of COVID 19 in the country and at the same time to develop
resilient education systems.

2. How does curriculum review aid in the identification of essential learning

competencies?
Curriculum review aid in the identification of essential learning competencies
It helped in the identifying the gaps and issues and concerns that helped in the
enhancement of learning engagement, experience, and outcomes. And since it has been
reviewed perhaps this MELC can give enough time for the teachers to provide
instructions and modes of instructions fit to the needs of the students especially
struggling ones.

3. What is the difference between essential learning competencies and desirable

learning competencies?
Difference between essential learning competencies and desirable learning
competencies.
Essential learning competencies are what the students need, considered indispensable, in
the teaching-learning process to build skills to equip learners for subsequent grade levels
and consequently life-long learning. On the other hand, desirable learning competencies
were defined as what may enhance education but may not be necessary in building
foundational skills.
 4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
Most essential learning competencies identified; were the decisions made in order to trim
down the number of essential learning competencies
The department identified these essential learning competencies by looking into the
situation we have now with the pandemic and the plausibility of the competencies be met
by the learners even though learning will be done differently by narrowing down the
congested curriculum. Of course, the Department had to collaborate with stakeholders
from ACTRC with the hope of building endurance among the learners. A character an
individual need not only at school or at work but in life in general. So, with that in mind,
the people behind this selection or narrowing down of competencies bared in mind the
satisfaction of the endurance these people are trying to build within the learners.

5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
Importance of the MELCs in ensuring the delivery of quality instruction. Well, MELC is
still from the original curriculum guides and it is a sort of flexible. It is contextualized.
Teachers will have the discretion in making the concepts and skills worth learning
through meaningful activities and scenarios relatable to the students and within the
context of their own environment. So I guess that is well quite promising.

Activity 3. Submit of Report

ACTIVITY 2: UNPACKING AND COMBINING MELCS INTO

LEARNING OBJECTIVES
Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

MELC UNPACKING OF MELC

Naipaliliwanag ang konsepto ng 1.1 Nasasabi ang payak na
komunidad. kahulugan ng ‘komunidad’
AP2KOM-Ia- 1 1.2 Nasasabi ang mga halimbawa
ng ‘komunidad’
Activity 4
Insights shared in the discussion:
So far, it was a smooth and lively sharing of ideas between and among the colleagues. We share
almost the same, if not all, sentiments, and reactions regarding the creation of the MELC. But
one thing I noticed that in the discussion in Development and Design of MELCs, it mentioned in
the narrowing down of our previous congested curriculum to what it is now through identifying
the essential learning competencies and desirable learning competencies the dropping or
omission of certain competencies due to too much specificity, should’ve been taught earlier on in
a certain quarter or grade level or moved to a later quarter or grade level, recurring and subsumed
in another learning competency. Then why is not applicable in the task for activity number 3?
Just asking.

MODULE 3A: DESIGNING INSTRUCTION IN THE

DIFFERENT LEARNING DELIVERY
MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1.
Do a quick check of your knowledge of the four modalities prescribed in the LCP—facet-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook. When you are done, check
Lesson 1, Activity 1 Answer Key 1 to see how well you did. Now, answer this question: Which
of the LDMs do not have an F2F learning component? Write down your answer in your Study
Notebook, then check it against Lesson 1, Activity 1
Answer:
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.

Which of the LDMs do not have an F2F learning component?

Distance learning Home schooling if done via distance learning

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
easiest to hardest
to implement)
1 MDL
2 ODL
3 BL
4 TVBI
5 RBI
Why?
Modular Learning is somewhat easy to implement
because every student with or without internet
connection can have access to education.
Online Learning is a virtual face to face class where
you get to see your pupils, you get to interact with
them virtually. As a teacher, you can guide them
accomplishing every lesson. But the problem is not all
pupils have internet connections.
Once the internet connection is not good the pupils
have another option and that is modular distance
learning.
Television Based Instruction for me is also okay
because through televisions you can discuss lessons in
a real picture
It is hard if you only hear what you must learn. We all
know that their visual learner pupils that it is much
easier for them to learn if they see the examples.

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 Make a weekly supervisory plan for them and
member who can guide and support their check their module and activity sheets
learning at home.
Beginning readers [ K to 3] Give specific tasks that will require reading
Provide drills
Struggling readers [ Grades 4-12] Encourage them to use modular modality
Independent learning
No access to devices and internet Provide module for them
Inaccessible [ living in remote and / or unsafe Provide module and making sure to check
areas.] their work weekly
Indigenous Peoples Provide module and making sure to check
their work weekly. And make sure to check
the content of the module if it is cultured
friend for them.
Persons with Disabilities Provide learning materials that are suited for
their needs.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1.
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning

opportunities students in school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, 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. In order 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 three elements or components of a well-designed lesson?
● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and 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. Explain, model, demonstrate, 1. Wrap up activities
2. Clarify concepts from and illustrate the concepts, 2. Emphasize key information
previous lesson ideas, skills, or processes that and concepts discussed
3. Present warm-up activities to students will eventually 3. Ask learners to recall key
establish interest in new lesson internalize activities and concepts discussed
4. Check learner’s prior 2. Help learners understand and 4. Reinforce what teacher has
knowledge about the new lesson master new information taught
5. Present connection between 3. Provide learners with 5. Assess whether lesson has
old and new lesson and establish feedback been mastered
purpose for new lesson 4. Check for learners’ 6. Transfer ideas and concepts to
 6. State lesson objectives as understanding new situations
guide for learners

ACTIVITY 3.
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.

MODULE 3B: LEARNING RESOURCES

ACTIVITY 1:

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?

- For online distance learning, we have the Online SLM, Online Activities/ Exercises, and
for the Modular Distance Learning, we have the printed SLM.

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? options to substitute these missing LRs?

- As of the moment the LRs that are needed for my subjects are complete.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
 - I think we need updated LR S and more seminars and workshops on how to maximize
the use of LRs. Although there are already different webinars provided by the DepEd
but still teachers need more updated and accurate ways on how to make work easier.

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?

- I think all the materials are appropriate to the level of the students because those are
based on the competencies of grade level, while on the characteristics of the learners,
we all know that there is the, what we call differentiated learning. Students learn in
different ways.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1.
Establish access to the following portals: 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 LDM adopted by our school are Online Distance Learning and Modular Distance
Learning. The DepEd portals have a great help to the teachers. It gives the teacher
other resources that they can use aside from the Self- Learning Modules which are
made by the teachers.
-
2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?

- I think the only challenge for both teachers and students is the internet connection. To
enable them to access the LRs portals, they need internet connection.

3. What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
- I think it’s enough for us that DepEd developed the LR Portals, that’s a big help
already.
-
LESSON 3: ASSESSING THE LR MATERIALS
Activity 1:

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

-Yes, because the material is based on the MELC.

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?
-None. I will use the LR material as a supplementary material to my class.
The Division Office prepared already Self Learning Materials.

3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.
- I think we need to assess if the material is localized and indigenized.

4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
- It gives me the idea if the materials that I decided to use is enough already for me to
use in the opening of the class.

ACTIVITY 2.

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?

I think they are comparable on the approach on how they present the topic and on the way
they create activities and enrichment.
 2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
I think they need to improve the different activities. They need to be more creative in creating
activities and enrichment.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
- It helps me to decide on which specific LRs I will use to my students.

ACTIVITY 3
1. How does your material compare with the ones that are obtained from the online portals?
- The material that I have developed is based from the nature of my students. I know the capacity
nature and behavior of my students. The LRs from the online are based on the general
characteristics of the students.

1. What improvements do you still need to make in your developed material?

- I think I need to improve my creativity in choosing the best design for my LR.
Module 4: Planning for Continuing Professional Development And LAC
Planning

Lesson 1: Reflecting on professional life and development

Activity 1

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

STRONGL STRONGLY
ITEMS AGREE DISAGREE
Y AGREE DISAGREE

I can use the modality with ease. √

I can confidently use the √

platforms in the modalities.

I can use pedagogies associated √

with the modalities and platforms.

I can very well manage my √

learners/class in the modality that
my school has adopted.

I can very well engage with √

parents and community partners
in assisting learners.

Activity 2
 I think Domain no. 1 which is about Content Knowledge and Pedagogy should I focus and
develop more in myself assessment. I also would like to improve my DOMAIN NO.6, which is
about community linkages. I need to develop strong relationships with the parents of my
students to effectively communicate with them for a better delivery of the learning modalities.

Activity 3

What is your goal toward What will push you to

What will help you attain this
improving your teaching achieve this goal?
goal?
practices in the modalities

To produce quality output,

Improving my teaching Continue my professional
learners ready and fully
strategies and practices. development
equipped

Can make the best lessons for Learning to unpacking and Study and apply the MELCS
the new normal class combining the MELCS given by the DepEd

Provide the quality modules Creating account in the

Applying the assessment tool LRMDS and DepEd
for my students in the
choosing learning resources commons
Modular Distant Learning
for the modules
this new normal

Learn the basic and standards TVBI and RBI modules and
I want to try and apply TVBI MOA for the TV and Radio
in using TVBI and RBI
and RBI in our school for the stations
modalities to answer all my
opening of classes
queries.

Lesson 2: Planning for the continuing professional development and participation in the
LAC

Activity 1
 1. Accomplish the Individual Development Plan Template by referring from your output in
Lesson 1 Activity 3 of this module

Action Plan (Recommended

Developmental Intervention)
Developmental Needs
Strengths Learning Resources
Objectives of the Intervention Timeline Needed
PD Program

Attending
seminars about
Producing curriculum
Focusing Produce quality
quality output planning, Whole School
teaching and outputs, learners ready
and learners lesson year round Funds
learning and fully equipped
ready planning and
teaching
strategies

Attend
Orientation
Making lesson
Focusing Can make the best about MELCs,
plan align with
teaching and lessons for the new LAC session Whole School
the MELCs by
learning normal class discussing year round funds
DepEd
MELC based
plans

Attending
Provide the quality Applying the
seminar about
Support modules for my assessment tool
learning Inset, School
Curriculum students in the in choosing
resources, LAC funds,
Management and Modular Distant learning
LRMDS and sessions personal
Implementation Learning this new resources for the
DepEd
normal modules
commons

Activity 2
1. Refer to your PD Objectives and decide on what topics you would like to talk about in
your school LAC. Use the PD Discussion Template in your discussion.

Professional Development Objectives

Specific Topics
Related to the Modalities

Making Lesson Plan align with the MELCs MELCS, unpacking and combining
by DepEd
Applying the assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the modalities DepEd commons

Pictorials