Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Aurelio Arago Memorial National High School
Leido, Victoria Oriental Mindoro

LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS

Study Notebook

EDLYN C. PASTRANA
TEACHER I
 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 your Study Notebook.
1. What is the main delivery of this course?
Answer: The main delivery of this course is teaching- learning process. This course also
describes the preparation for the opening of School Year.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
Answer : In my own opinion this course will help to deliver efficient and quality instruction in
the present situation because it covers all the preparations, materials and understanding
about the different learning modalities.

3. What are the two support mechanisms that will help you with your learning in this course?
Answer: Internet Connection and self motivation

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?
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
(Where will I accomplish the
(What is it that I repeatedly (What will prevent me (What will push me to requirements of this course?
do that may affect my from participate in this course?) Describe this environment.)
participation in the course in participating fully in
a positive or negative way?) this
course?)
Interest and eagerness to Poor internet Pursue Edukalidad despite pandemic Conducive learning
learn connections and environment wherein I feel
power interruptions free to ask questions.

ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections with to the
questions in Activities 1 and 2.

Successful teachers know and care for their students. Including learner diversity and student inclusion in the LAC
sessions emphasizes that learners are reason for all education processes. It is the central role of teachers to establish
learning environments that are responsive to learner diversity despite the challenges we are facing now due to
pandemic.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016
titled “The Learning Action Cell as the K to 12 Basic Education Program School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning.”
Once you’re done, answer the following questions. Write your responses and any other ideas and
reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank the
following objectives from easiest to the most difficult to achieve:

Answer:
1 To improve the teaching-learning process to improve learning among students
4 To nurture successful teachers
2 To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
3 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.

Answer: Poor Internet connection

Unsuitable Learning Environment
Poor Time Management

ACTIVITY 2.

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each.
Get in touch with your designated Coach or LAC Leader in forming your LACs.
Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for
the conduct of your LAC.
During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.
Note the following in forming your LACs:

LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned
Instructional Coach (this will be a district or division supervisor assigned to your LAC).
After forming your respective LACs, there should a LAC Leader assigned to you from among the
following school members:

»» Master Teacher

»» Head Teacher/Department Head

»» Other senior teachers who have proven competence, potential to lead, or subject expertise to lead
the LAC.

Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional
Coach will also be handling multiple LACs through a network of LAC Leaders.
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook

LAC Leader: Jerome C. Paned

LAC ID: Victoria- Paned-027
Coach: Babylyn M. Pumarejos

No. Respective Roles NAMES

1 LAC Documenter Valiente, Jennifer M.
2 Facilitator Module 5 Paned, Jerome C.
3 Facilitator- Module 3A Lesson 2 Albuera, Kevin Patrick J.
4 LAC Documenter Atienza, Elsie O.
5 LAC Documenter Estrada, Jessa D.
6 Facilitator-Module 3A Lesson 1 Cervantes,Shyrel
7 Member Magnaye, Rubenson I.
8 Facilitator Module 2 Calderon, Cecilia
9 Facilitator- Module 3A Lesson 3 Cervantes,Shyrel
10 Facilitator-Module 3b ASANZA, RELJEM
11 Facilitator- Module 4 Valiente, Jennifer M.

Congratulations! You have completed Module 1. You are now ready for Module 2.
 MODULE 2
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF 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?

ANSWER: Education should be the top priority despite of the what is happening today. That
is why Sec. Briones said that Education must continue. They implemented new curriculum
standards to continue Education through different flexible learning modalities. They also
identify the basic needs of every learners to learn in spite of crisis at present situation. It is a
collaborative effort of different people, such as curriculum designer, researchers, and persons
who has highest position in field of Education.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide,
the congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is
perceived to be one of the hindering factors on the poor performance of Filipino learners. Do
you agree with this observation? Why or why not?

ANSWER: Definitely yes! I agree. Not all students can cope up with the new learning process.
This really affects the credibility of every students. Every student has different learning styles
even during the face to face situation. They need sufficient and clear instructions, step by step
learning process.

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs. After
going through the document, provide a brief and concise response to the following guide questions.
Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
This is a part of department’s response to develop the education system, especially during
emergencies and focus instruction to continue and seek the needs of every learners. MELCs
serves as guide to the teachers to deliver efficient and effective instructions. Its purpose is to
Identify the essential competencies, what should be need to merge, to drop, and to retain what
specific objectives of the curriculum guide.

2. How does curriculum review aid in the identification of essential learning competencies?
- mapping of the essential and desirable learning competencies with in the curriculum.
- Identification of the prerequisite knowledge and skills needed to purpose students for
essential learning competencies.
- Analysis of the interconnected of prerequisite skill/knowledge skills among the
learning competencies for each subject area.

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

Answer
Essential leaning competencies are defined as what the students need, considered
indispensable, in the teaching learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning.
Desirable learning competencies were defined as what may enhance education but may to be
necessary in building foundation 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?
- it is aligned with national, state, and or local standards/ framework.
- it connects the content to higher concepts across content areas.
- It is applicable in real- life situations.
_ it would be important for students to acquire the competency after he/she left that
grade level.
-It would be not expected that most students would learn this through their parents/
communities if not taught at school.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
ANSWER: serves as guide to the teachers to deliver efficient and effective instructions

ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.

Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs.
Copy and accomplish the following table in your Study Notebook and compare the two documents to
determine which learning competencies were retained, dropped, or merged.

K to 12 Learning MELCs
Competencies
Merged/Clustered1.
Asses physical activity, Practice healthy eating habits that support
exercise and eating habits. an active lifestyle
1. PE10PF-la-h-39
Retained 1. Engage in moderate to vigorious Engagesin moderate to vigorious physical
physical activitis for at least 60 activitis for at least 60 minutes a day in
minutes a day in and out of the and out of the school
school 1. PE10PF-lb-h-45
Dropped Determines risk factors related to lifestyle Expresses a sense of purpose and
diseases(obesity,diabetes,heart disease) belongingness by participating in physical
activity-related community services and
programs
PE10PF-lb-h-48

ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions. Jot down all the insights shared in the
discussion, including your own, in your Study Notebook.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to unpack and
combine the MELCs into Learning Objectives.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES
ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading
the document, provide a brief and concise response to the following guide questions in your Study
Notebook.

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

Answer:
It is important in order to systematize learning activities and effectively address the varying
needs of learners and the challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

Answer:

Alignment on the Content and Performance Standards. The MELCs are not a departure from
the standards, based design, which is one of the main features of the K12 curriculum. In fact,
there are no MELCs without the content and performance standard.
Prerequisite knowledge and skills. It is worth nothing that the identified. MELCs cater to
higher order cognitive demands. As such, lower cognitive demand may be considered first in
creating learning objectives. This ensure that prerequisite knowledge and skills that would
enable the achievement of MELCs, and eventually the content and performance standards, are
addressed.
Logical sequence of learning objectives. Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learner. It is incumbent that the unpacked
learning objectives follow a logical sequence.

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

Answer:

Yes! to eliminate the unnecessary learning competencies, and because standards are
sometimes written as general and often complex, statements that can be interrupted in
different ways. So the teacher can focused only in the learning target.

ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective
learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack
these into learning objectives.
Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus. Discuss
and jot down the synthesis of the presentations in your Study Notebook

ACTIVITY 3.
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

Congratulations! You have completed Module 2. You may now proceed to

Module 3A - Lesson Design and Assessment in the Modalities

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—face-to-face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
Write your own definitions in your Study Notebook. When you are done, check Lesson 1, Activity 1
Answer Key 1 to see how well you did.

Answer:

1. Face to face learning is an instructional method where course content and learning material
are taught in person to a group of students. This allows for a live interaction between a learner
and an instructor. It is the most traditional type of learning instruction.

2. Distance Learning- students usually study from home, instead of attending physical classes.
Blended Learning- a style of education in which students learn via electronic and online media as well
as traditional face-to face.

3. Homeschooling also known as home education, is the education of children at home or at

variety of places other than school. It is usually conducted by parent. Tutor, or an online
teacher.

4. Blended Learning- Minimum requirements must be met for each of the types being combined
any of the following LDMS

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 Key 2.

ANSWER: Home schooling and Distance Learning do not require Face to face learning.

ACTIVITY 2.
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements
for Distance Learning. As you go through the readings, complete the Distance Learning Matrix. Share
your completed matrix at your next LAC Session. Your goal is to come to a shared understanding
with your peers on the different DL modalities and their defining features and requirements.

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School

Learning Feature Resources or Household
Member
Modular Complete slms for Textbooks, Monitoring the Learning Has an
Distance those without learners material student’s output facilitator, assists educational
Learning ( MDL) devise at home following the the students platform
learning resource throughout the
standard learning process
Online Distance Follow the Digital divises, Give assignment Assists students Have a technical
Learning ( ODL) standard by the desktop and learning tasks during the expertise
deped cellphone and Teacher should learning process Has e-mail facility
other resources prepare lesson in Express Orient parents
Slms are also different way to willingness
used cater student’s
individuality
TV- Based Implemented Supplemented Provide the Assist the Home visit and
Instruction with areas of with learning learning schedule students explain the
( TVBI) television activities of the broadcast Guidance during understanding of
 network Directed the instruction confusion of the
students to watch students from the
tv programs from material viewed
deped

Radio- Based Implemented Supplemented Provide the Assist the Home visit and
Instruction with areas of with learning learning schedule students explain the
( RBI) radio network activities of the broadcast Guidance during understanding of
Directed the listening confusion of the
students to watch students from the
tv programs from material viewed
deped

Blended Combination of Supplemented Check if open the Assist the Has educational
Distance the above three with learning student by ending students platform
Learning types activities them a summary Guide them
of expected during the
outcome learning process
Quick survey of
what they gain in
the blended
learning

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force
(IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined
with F2F learning to come up with a BL. Learn more about BL in the Supplementary Handout on
Blended Learning Delivery Modalities.

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 Type of DL Why

(1 to 5, from easiest to
hardest to implement)

1 Modular learning Already available

2 Blended SLM, online chance meetup
3 Online distance Learning Internet connection available
4 TVBI Not accessible for all areas
5 Radio Not accessible for all areas

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 Tutorial

who can guide and support their learning at home

Beginning readers (K to 3)

Supplementary Materials ( Reading Materials)

Struggling readers (Grades 4-12)

Modules
No access to devices and Internet

Modules
Inaccessible (living in remote and/or unsafe
areas)

Localized learning resources

Indigenous Peoples

Localized learning resources

Persons with Disabilities

Others? Specify

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

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?

ANSWER: Lesson Planning is a teacher’s daily guide for what students used to plan, how it
will be taught, and how learning will be measured.

2. Why is lesson designing important?

ANSWER: It is important because it helps the teacher be more effective in the classroom
providing a detailed outline to follow each class period.

3. What are the three elements or components of a well-designed lesson?

ANSWER:

Clearly articulated lesson objectives (What should be taught?)

Well – selected and logically sequences presentation of learning resources and activities to
help learners meet the objectives ( How should 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

Provides learners with feedback. Wrap up activities

Review previous lesson
Clarify concepts from previous
lesson
Present warm- up activities to
establish interest in new lesson
Check learner’s prior knowledge
about the new lesson
Present connection between old
and new lesson purpose for new
lesson
State lesson objectives as guide
for learners
Check for learners ‘understanding
Explain, model, demonstrate the
concepts, ideas, skills, or processes
that students will eventually
internalize
Help learners understand and
master new information
Emphasize key information
and concepts discussed
Ask learners to recall key
activities and concepts
discussed.
Reinforce what teacher has
taught
-Assess whether lesson has
been mastered
- Transfer ideas and
concepts to new situation

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.

List of Learning Tasks

Wrap up activities
Review previous lesson
Clarify concepts from previous lesson
State lesson objectives as guide for learners
Provide learners with feedback
Present connection between old and new lesson and establish purpose for new lesson
Emphasize key information and concepts discussed
Assess whether lesson has been mastered
Check for learners’ understanding
Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will
eventually internalize
Help learners understand and master new information
Ask learners to recall key activities and concepts discussed
Reinforce what teacher has taught
Transfer ideas and concepts to new situations
Present warm-up activities to establish interest in new lesson

ACTIVITY 3.
Lesson design does not end after implementing the lesson. After the delivery of the lesson, teachers
should take time to reflect on what worked well and why, and what could have been done differently.
Identifying successful and less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection part of the

DLL and DIP should
 be filled up after the
lesson is delivered.

ACTIVITY 4.
Read the handout Designing Lessons in DL. In your 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 : English 10
Lesson/ Topic: Sources of Information
Learning Objectives: At the end of the module, you are expected to:
1. Getting Information/ Extract idea from the news report, informative talk, panel discussion, speech.
2. Discuss how to get information from news report, informative talk, panel discussion and speech.
Learning Resources/ Materials Needed: Self Learning Module

PART LESSON/ LEARNING TASKs CHECK if already present in the Additional Remarks
SLM Ex. Can be done via voice calls, can
be facilitated by a household
partner, can be done via 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 un new /
lesson 4
4. Check learner’s prior /
knowledge about the ne w
lesson 5
5. Present connection objective
purpose for new lesson /
6. State lesson objectives as
guide for learners /
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 learner 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 your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
Answer:
Provides modules for distant learning in order to supplement the lacking learning task.

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?
Answer:
As an adviser the only additional support that I can give is additional activity sheets and
reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer:
In modular distant learning the only way is to retrieve the modular for checking and for
the teacher adviser to assess and gather feedback.

ACTIVITY 5.
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative and summative. Take
note of the similarities and differences between the two. Write your answers in a Venn diagram in
your Study Notebook. Follow the example below.

FORMATIVE ASSESSMENT
Assessment FOR learning: to make adjustments in the lesson may be integrated in all parts of the lesson: before the
lesson, the lesson proper, and after the lesson results mut be recorded to study the patterns of learning demonstrated
by the students but should NOT be used as the basis for grading.
SUMMATIVE ASSESSMENT
Assessment of learning to measure of the student met the Performance and content standards done after the
lesson/end of a quarter results enable teaches to describe how well yhe students learned the standars/competencies for
a given quarter, which are then reflected in the class record learners may be assessed individually or collaboratively
should promote self-reflection and personal accountability among students about their own learning may be written
work or a performance task.
ACTIVITY 6.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are teaching?
In your study notebook, recreate the following table and list five methods that you would like to try.
For each one, write how you plan to use it in DL.

Assessment How to Adapt the Assessment Method in DL

Method

Example: I will send a three-item quiz via text message before the lesson. Based on
the responses, I will take note of the common misconceptions and clarify
Short quiz them to the learners during our online session or via text message.

5 items Send the 5 items formative Assessment through Group chat and It will be corrected
Formative during online meeting in google meet.
Assessment
Essay Type Send rubrics of essay and tell them to achieve the standards given to get high
Assessment points. Send to your group chat

Try to answer these questions with your colleagues:

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

Answer:
Five items formative assessment are common among our groups.
2. What are the challenges in doing assessment in DL?
Answer:
For me the biggest challenge is how to contact all your student to inform them that you have
your assessment for the reason that not all of them have an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer:
We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the distant learning.

ACTIVITY 7.
Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it.

After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Questions True False

A portfolio mainly displays the academic achievements of the learner. /

Testimonies of parents/guardians and learning facilitators regarding the learner’s /

progress may be included in a portfolio.

There is a fixed list of items that should be included in a portfolio. /

The teacher can only comment on a learner’s portfolio. /

 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.

/
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.

Portfolios of DL learners with outputs in hard copies or physical forms may be /

handed over to the teacher by the parents or learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
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 your Study Notebook.

_____c.__

_____d.__

_____a.__

____b.___

ACTIVITY 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following when
creating your WHLP:
For grade levels where learning areas are taught by different teachers, coordinate, plan, and discuss
the WHLP with the learning area teachers.
Adjustments should be made on the timeframe for accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be
reflected in the WHLP.
Be guided by the recommended screen time for learners set by the American Academy of Pediatrics
(AAP) and the World Health Organization (WHO) which are as follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for
Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours

»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in the
morning and the other two in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other 2
hours in the afternoon)

Sample weekly Learning home plan

ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the
guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see how
the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP)
Purpose A tool to guide learners and
learning facilitators or household
partners in tracking the subject
areas to be tacked and activities
to perform at home
For Whom? Learners
Learning facilitator
Components Learning area, learning
competencies, learning tasks,
mode od delivery
Has to be communicated to yes
Monitoring Plan (ILMP)
A tool for monitoring learners
who lag behind based on the
results of their formative and
summative assessments
Teachers
Learning facilitator
Learner’s needs, intervention
strategies, monitoring date,
learner’s status
yes

parents?

ACTIVITY 4.
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may
have encountered in accomplishing the learning tasks. Apply what you have learned about 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.

MODULE 3B
LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to
be implemented in Schools/Divisions. Study this map and answer the following questions in your
Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
Answer:
Our school implement Modular Distance Learning ( MDL) so in order to achieve this LDM we
need to have printed Self Learning Modules ( SLM). This SLM will be distributed to the
learners.

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?
Answer:
YES
3.What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?

Answer:
Using the DEPED LR we can easily find and obtain our need SLM. But before we can open the
portal we need to have an internet access and permission of the administrator.
- From our ICT coordinator designated as the admin of the portal.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners?
Are there learners who might be disadvantaged by the materials (based on reading ability, level of
learning independence, level of household support, distance)? What adjustments will you make in
terms of the LRs?
Answer: localize them

ACTIVITY 2.
In your LAC Session, share and discuss your answers from the previous activity. What support can
you provide to your colleagues and what support can you get from them in terms of LRs? Take note
of the insights that you can gather from your colleagues and write them in your Study Notebook.
Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to access LRs
from DepEd Portals.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd

PORTALS
ACTIVITY 1.
Establish access to the following portals:
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered
yet, follow the LR Portal User Guide to guide you in your registration process. Alternatively, seek
assistance from any of your colleagues or your IT personnel in your school, district, or division. You
may also coordinate with your LAC Leader and/or Coach. To understand the portal better, you may
watch the LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?
Answer:
In our school we adapted a Modular Distant Learning, by the help of the two DEPED portals
we can easily access of Learning resources and SLM. We can obtain our learning modules
online so it eases the burden for us teachers. Paperless LR fast well-ordered process in giving
LRs.
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
Answer:
Internet connection is the main concern in accessing the portal but some students and
teachers has a slow internet speed. The other connection is it need a cellular phone or laptop
to enter the portal so as an adviser. I downloaded first the specific LR and I personally
distribute it to my learner to ensure that everyone can their copy.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
Answer:
Using the DEped LR we can find and obtain our SLM. But before we can open the portal, we
need to have internet access and permission of the administrator. From our ICT coordinator
designated as the admin of the portal.

ACTIVITY 2.
1. 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.

Answer:

- During the LAC session we knew that one in our group is an admin of the said portal
in our school. We had shared our personal experience in using the learning Portals
and after the session we agreed to use the portal frequently in addressing need in
teaching and regarding LRs.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

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 your Study Notebook:
1. Was the material able to meet all the requirements? Yes

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
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s. None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
Answer:
This assessment tool was a great help for us teachers in choosing the best LR for our subject
matter. It taught us to consider first all requirements needed in obtaining our desired LR.

ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the portals in your
Study Notebook. Download at least one LR from each portal. Assess the materials using the same
tool and answer the following questions in your Study Notebook:

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
Answer:
Deped prescribe LRs are reliable and aligned in the basic requirement needed for choosing
Lr’s while non Deped LR’s sometimes deviate from the requirements of standard LR’s

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from 2. DepEd and Non-DepEd portals — still need?
Answer:
Deped materials before posting to the Deped portal were being examined by the Deped
personnel so I think there’s no revision for that but non Deped materials course need to be
examined first and must aligned to the assessment tool given by Deped.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
Answer:
Because of this exercise and assessment tool I can now choose better Learning Resources
for my subject matter.

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?

Answer:
I had made a learning resources in my grade 10 students with the Title Activity sheet Sources
of Information. When I saw the assessment tool I had knew that I am lacking and didn’t meet
some requirements prescribe by Deped.

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

Answer:
Need to improve the sources of the activity and the type of front to make it readable to my
students. Also I will consider the culture and gender fair next time.

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.

Answer:
After the LAC session we had seen a clearer view in making our own LR’s and in choosing
and downloading LR’s in our deped portal.
A member of the group suggested that we adapt this tool and use it every time we make our
LR’s

Submit your LR assessments with your reflection on the exercises to your LAC Leader. Ensure that
you keep a copy for yourself.
Congratulations! You are now done with Module 3B. You may now proceed to
Module 4.

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
ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE AGREE
I can use the /
 modality with ease.
I can confidently /
use the platforms in
the modalities and
platforms.
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.
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity 1. 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 your Study
Notebook.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd Professional
Development Priorities and the Continuing Professional Development Guidelines
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. How
do you envision your teaching practice in the next few months as you use the LDM adopted by your
School? What is your goal in terms of your teaching practices in the modalities? What motivates you
to achieve this goal? What do you think will help you attain this goal?

Answer:
I need to develop and give more on the Domain number one, the content knowledge and
pedagogy. As my self- assessment where I got only the agree level so there’s a room for my
improvement. Also, I want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the guardians/parents of my
students to deliver the quality supervisory among them as well as with my co mentors in
schools.

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?

Improving my teaching strategies Continue my professional

To produce quality output, and practices. development.
learners ready and fully
equipped.

Learning to unpacking and Study and apply the MELCs

Can I make the best lessons for combining the MELCs. given by Deped
the new normal class?

Applying the assessment tool in Creating account in the LRDMDS

 Provide the quality modules for choosing learning resources for and Deped commons.
my students in the modules for the modules.
my students in the Modular
Distant learning this new normal.

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

Good job! You are now done with Lesson 1. You may now proceed to Lesson
2 and learn more about planning for the Continuing PD and participation in
the LAC.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

AND PARTICIPATION IN THE LAC

ACTIVITY 1.
1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non-DepEd providers
whether online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.
Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module

ACTIVITY 2.
Refer to your PD objectives and decide on what topics you would like to talk about in your School
LAC. Use the PD Discussion Template in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2 Activities 1 and
2. Take note of all insights and advice from your colleagues. Make adjustments in your plan
accordingly.

2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

Congratulations! You have completed Module 4. You may now proceed to the
final Module

MODULE 5
BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1.
Before you begin to prepare building your Portfolio, you need to make sure that you have completed
all the outputs for this course. Go over the list found in LDM2 Guide for Expected Outputs and find out
whether you have completed all the outputs required for Modules 1-4 of this course.
Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your
outputs for your own records.

ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading,
reflect on the following questions and jot down your answers in your Study Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?

Answer:
Portfolios are intended to evaluate learning progress and achievement in a specific course, by
completing my portfolio in LAC sessions about LDMs I can now be ready for the challenge of
the new normal way of teaching. First if I will make my lessons, I can scan my finished
portfolio and go to the topic about preparing MELCs. Then I will choose what learning
resources to be used in my topic I can refer to Learning Resources topics and how to
download it in Deped portals.
My portfolio will serve as evidence of my teaching and it will clearly show my improvements
as well as the problems I will meet and it will guide me to keep on the right track.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
Answer:
In the previous module which is Module 4, I had learned about making individual development
plan by this I can asses my weakness and strength in terms of my teaching practices. One of
the best example is analyzing to what domain do I need to focus more and make a
development plan for that.
- From the previous modules, the following evidences will help monitor my teaching practice:
1. Unpacking of MECs
2. Learning task for DL
3. WHLP
4. ILMP
3. Why is writing down your reflections an integral part of your Portfolio?
Answer:
In every or task given it must have a reflection within. Making of it is an integral part because
it serves as a compilation of our knowledge and understanding towards the topic . It also
measures our affectively being our consciousness and even our judgement in a certain topic.
In every work or task given, one must have a reflection. It is an integral part because in the
reflection we can pour out our ideas, analysis, comments/suggestions about the particular
task which can be road to change or improvement.

ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to
capture the progress of your teaching practice? What other evidence can you think of that is relevant
to the LDM adopted by your School? Write down your answers and other insights in your Study
Notebook.

ACTIVITIES TIMELINE OUTPUT/s

October to December At least 2 recorded lessons or
Researching and incorporation Lesson Plans ( at least 2 per
 Teaching Strategies in the months)
Modalities
Participation in recognized PDs October to December Certification of Participation with
that are aligned with their PD credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers PPST
Organizing the Professional December Professional Portfolio
Portfolio to Coach
Submission of Portfolio to Coach December Certificate of Submission
Co- Learning with Peers and At least once a month starting Video Recording/ Picture
Coach November 2020

ACTIVITY 4.
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3
with your colleagues.

ACTIVITY 5.
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of
Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for
yourself.
Notebook.

ACTIVITIES TIMELINE OUTPUT/s

Documentation of lesson October to December Atleast 2 recorded lessons or
Researching and incorporation Lesson Plans ( at least 2 per
Teaching Strategies in the months)
Modalities
Participation in recognized PDs October to December Certification of Participation with
that are aligned with their PD credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers PPST
Organizing the Professional December Professional Portfolio
Portfolio to Coach
Submission of Portfolio to Coach December Certificate of Submission
Co- Learning with Peers and At least once a month starting Video Recording/ Picture
Coach November 2020

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1
1. Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to
ensure that you are able to hit the criteria in the Rubric? Write down your answers and any
other thoughts about the Rubric in your Study Notebook.
Answer:
In order to be successful in making the portfolio I must consider first the Demostration Progress of the
LDM Implementation which 30 %. In thr rubrics, Ensuring the quality of my reflection in every topic or
lesson that I tacked. Lastly, my output will be based on the professional standards given by Deped.

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.
Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!