Donesa LDM Study Notebook Portfolio

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
MODULE 1:
COURSE ORIENTATION
MODULE OBJECTIVE:
By the end of this Module, you will be able to describe what this
course is about and how it will help you manage the
teaching-learning process in the modalities.
MODULE CONTENT:
Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
LESSON 1: COURSE OVERVIEW
ACTIVITY 1: MY REFLECTION ON COURSE OVERVIEW
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?

The main delivery of this course was designed to cater the ‘new normal’ where
school-based face-to-face learning is not possible. The course aims to let the teachers
be aware about the different learning delivery modalities that schools may adapt:
Distance Learning, Blended Learning, and homeschooling; likewise, the platforms, its
implementation and preparation of learning materials and resources needed.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
This course will be a great help to ensure the delivery of quality instruction for it helps
teachers be prepared for this distant learning in this new normal situation. It helps
teachers to gain knowledge, skills and mindset that are necessary in this new teaching
and learning way.
3. What are the two support mechanisms that will help you with your learning in this course?
The two support mechanisms that will help me with my learning in this course
are: the course itself that focused on the implementation and management of
alternative learning delivery system at all levels in education system; and, the
collaboration with my co- teachers and mentors for a various point in the modules.
ACTIVITY 2: DESCRIBING MY CONTEXT
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?
I am an open-minded person where I welcome new avenues for learning

opportunities. I do not limit myself from what already exist and what’s readily given,
especially if I think that there is a room for improvement, which actually is always. I
am also open for new ideas especially if it aims to improve the teaching-learning
process in this time of pandemic.
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will
hinder me from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me (Where will I
repeatedly from to accomplish the
do that may affect participating fully in this participate in this requirements of this
my course?) course?) course?
participation in the Describe this
course in environment.)
a positive or
negative way?)
 Reviewing further  Repetitions of some of  To give exact  Colleagues and

competencies competencies in the competency that superiors are
considered MELC MELC would help accommodating to my
students in their personal needs in
lesson especially relation to activities to
on this time of accomplish.
pandemic
 Asking questions  Good relationship  Good work

from my colleagues  Overlapping activities. with colleagues. environment in
school.
 Conflicting schedules,  Zest for learning  This course will be
required reports and especially to accomplished in an
documents (ex. Grades) information and environment where
for submission on the trends in safety and health
same week of training, this education that are protocol are
prevents from necessities to the observed. And also
participating fully in the times and the environment
course as their attention, especially those encourage group
focused and efforts is that will help in interaction and
divided into many ensuring delivery collaborative
priorities. of quality discussion.
education despite
the challenges.
 The additional
 School reports knowledge, skills
and inputs that  In a setting with
I will acquire Stable internet
 Overlapping of school after the connection.
reports, printing of completion of this
modules and delivery to course.
barangays.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)
ACTIVITY 1: MY REFLECTION ON DO 35, S. 2016

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:
__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.
1. LAC Schedule - It will be best if the schedule for the session will not causeconflict with
the other tasks and schedules of the teachers. Oftentimes, teachers are attending two or
more trainings all at the same time resulting to less participation to LAC session.
2. Teachers workload, despite not having face to face classes, are still burdened with a
stack of reports to accomplish (i.e., daily monitoring of students, preparation of needed
reports, checking of the outputs/activity sheets and attending online web seminars.)
3. Stable communication lines - As many of us are leveraging the power of modern

technology in conducting LAC sessions, it will be best if we can find a place with stable
internet connection.
ACTIVITY 2: LAC INSIGHTS

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.
(Share you LAC insights here)
ACTIVITY 3: MY LAC GROUP

List down the members of your LAC and their respective roles in your Study Notebook.
LAC COMPOSITION AND COACHING ARRANGEMENT FOR LDM2 TEACHERS
LDM2 for LDM2 for

Instructional Coaches Teachers
DAINA S. TAN,MT-I
LAC Leader 1
LAC MEMBERS
IRENEO C. LAPORE
Bejamin C. Sanaco,T-III
HTVD,HT-I
Raquel R. Aguilar,T-II
LAC Assistant
Donesa N. Mesias,T-II
Lovely M. Bacatano,T-I
DOLORES B. COMENDADOR
Grace C. Valeriano,T-I
HRSD,T-III-Designate
Mhar A. Nabora,T-I
LAC Assistant
Benjie G. Sumile,T-I
Renato C. Subito,T-I
TEODORICO N. SULLA, MM
School Principal I
LAC Instructional Coach
FORM 1: LAC PROFILE

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.
REGION: VIII (Eastern Visayas)
LAC ID (name or number): Cell # 2 Number of LAC members: 8
Name of LAC Facilitator: DAINA S. TAN Designation/Position: Master Teacher – I
LAC Members:
Preferred contact
Contact details mode (email,
Male/ DESIGNATION DIVISION/
NAME (email, mobile phone, Skype,
Female / POSITION S
number) Zoom, Google
Meet, Viber, FB)
sharon.bagunas Phone / FB
1. Sharon G. Bagunas Female Teacher-II Leyte @deped.gov.ph messenger
09058914248
Phone / FB
2. Lorna P. Custodio Female Teacher-III Leyte 09273477839 messenger
Phone / FB
3. Immanuel M.
Male Teacher-II Leyte 09354324543 messenger
Gayola
Phone / FB
4. Geraldine Gomez Female Teacher-I Leyte 0916352982 messenger
khezel.maraviles Phone / FB
5. Khezel M.
Female Teacher-I Leyte @deped.gov.ph messenger
Maraviles
09663641026
Phone / FB
6. Maria Luz P. Nantes Female Teacher-II Leyte 09081436851 messenger
dennis.pontaneles Phone / FB
7. Dennis Pontaneles Male Teacher-I Leyte @deped.gov.ph messenger
09092575955
STUDY NOTEBOOK
MODULE 2:
MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVES:
By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives
MODULE CONTENT:
Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1:MY REFLECTION ON LEARNING CONTINUITY AND CONGESTED CURRICULUM

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 most fundamental concern in terms of curriculum standards is how can the
competencies be mastered by learners since there is no face to face learning.
Teachers cannot do it alone because there should be partnership between the
teachers and parents who assists the learning of their children.
 Another concern is how should the department and educators themselves make
adjustment when it comes to the curriculum, since the new normal poses new
and additional challenges that should be incorporated well into the teaching-
learning process.
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, I agree, in the department of education several curriculums had been laid and
adapt for the purpose of achieving higher standard education and can produce a globally
competitive learner. But due to the congested curriculum we can’t achieve our goals. Students
can’t cope up with the content standard sometimes it takes time to finish a full quarter subject
with a limited time allotment.
ACTIVITY 2: MY INSIGHTS ON THE DESIGN AND DEVELOPMENT OF MELCS
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?
 It serves as a guide of teachers as they address the instructional needs of learners while
ensuring that curriculum standards are maintained and achieved.
 It prioritized the essential competencies that a student must master in relation to the
current society’s needs and his/her own needs as an individual at present or in the future.
 It assists schools in navigating the limited number of school days as they employ multiple
delivery schemes by providing them ample instructional space.
2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning 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. On the other hand,
desirable learning competencies were defined as what may enhance education but may
not necessary in building foundational skills.
3. 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?
Learning competencies are identified by knowing the following characteristics.
 it is applicable to real-life situations

 it would be important for students to acquire the competency after s/he left that
particular grade level
 it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
 it would not be expected that most students would learn this through their
parents/communities if not taught at school
 it connects the content to higher concepts across content areas
4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELC is the answer in enhancing learning and providing quality education even in this new
normal, ensuring that the skills and competencies needed by the students to become
learned persons are still integrated into the curriculum. Meanwhile these also serve as
educational compass for teachers as they teach these competencies
ACTIVITY 3: MY COMPARISON ON THE K-12 COMPETENCY AND MELCS
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
 Identify modal verbs in sentences
expressing obligation, ability, MELC: Express permission,
necessity, willingness, possibility, obligation, and prohibition using
futurity and permission. modals.
MERGED/CLUSTERED
 Rewrite sentences using modal verbs.
Identify modals of obligation in the
sentence.
RETAINED/ Use variety of modals in expressing MELC: Use variety of modals in
REFRESHED meaningful utterances. expressing meaningful utterances.
DROPPED
Write a paragraph using modals of
DROPPED obligation.
ACTIVITY 4: OUR SHARED INSIGHTS ABOUT MELC
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.
LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
ACTIVITY 1: MY INSIGHTS AND PERCEPTION ON UNPACKING MELCS
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?

By unpacking and combining the MELCs, we now have a clear path forward. This gives up
a deeper understanding on how these MELCs are selected. It will be much helpful for us
to plan on how we are going to implement our LCP more efficiently.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning
needs of the learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Of course, unpacking the MELCs are essential in order to have a systematic learning
activity so that the competencies needed by the learners are not congested or repetitive.
ACTIVITY 2: MY UNPACKED MELC AND COMBINED LEARNING OBJECTIVES
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.
3. 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.
STUDY NOTEBOOK
MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVES:
1. differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.
MODULE CONTENT:
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1: MY DEFINITION ON DIFFERENT LEARNING DELIVERY MODALITIES
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.
Face-to-Face Learning - A traditional way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for
them. It also requires the presence of a teacher with aids for teaching and providing learning
resources to the class for better outcomes.
Distance Learning - Refers to a learning method where learners are provided with materials
or tools that they can study at the comfort of their home. This could also be an online
teaching and learning process.
Blended Learning - This method can be a combination of online learning and F2F learning or
any combinations of learning delivery modalities.
Homeschooling - This is a home-based learning method where learner is not required to go
to school. They study at their own pace with the help of their parents/guardians.
2. Which of the LDMs do not have an F2F learning component? Write down your answer in your
Study Notebook
Distance Learning and Homeschooling
ACTIVITY 2: DISTANCE LEARNING MATRIX
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.
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.
Distance Distinguishing Essential Role of Teacher Role of Parent Role of School

Learning Feature Resources or Household
Member
Modality
Modular Adapted Printed modules Monitors the Learning Orient the
Distance instruction SLM’s, as well as learner implementer s teachers, parents
Learning (MDL) where learners textbooks/ development and who are and learners
use self- learning learners’ materials sets a comment responsible for about Modular
modules in print (LM’s), copies of tool to aid learners learners with Distance Learning
or digital form video lessons in a meet the MELC instructional policies and
flash drive. while seeing link of provision as directions.
one lesson to the needed.
next to emphasize
the consistency of
the curriculum.
Online Distance Teachers SLM’s and primer Facilitates learning Supervise and Determine the
Learning (ODL) Simplifies lessons converted and engages monitor the appropriateness
learning and into different learner’s active screen time of of certain learning
occupies digital forms such participation using the learners. management
learner’s active as interactive technologies. system in the
involvement lessons or delivery of
using numerous electronic books instruction
technologies and DepEd
linked to the learning resources
internet while Portal, DepEd
they are Commons, or
physically far-off different DepEd
from each other. recognized
learning
management
system.
TV-Based Use of television MOA with Serves as a The parents Orient the
Instruction and radio television and supervisor and and capable teachers, parents
(TVBI) programs radio station. collect pupils’ household and learners
dedicated to outputs. members are about (TVBI)
provide learning willing to co- policies and
content to monitor and co- directions.
students as a supervise of
form of distance their child’s
education. progress on
though (TVBI).
Radio-Based Use of Television MOA with The teacher serves The parents are The school orients
Instruction or radio television network as a supervisor and willing to co- the teachers,
(RBI) programs with or radio station collect all the supervise and parents, and
channels finished output of co- monitor the learners about the
dedicated to the students progress of TV/ Radio based
providing their children’s instruction
earning content online learning policies and
to learners as a directions to
form of distance everyone is
education properly informed
and guided
Blended Minimum Adopt any Strategies for The parents are Adopts any
Distance requirements combination LDM,s learners willing to co- combination of
Learning must be met for must meet their engagement in all monitor and co- the LDM’s above
each of the types requirements types of distance supervise of must meet the
being combined learning shall be their child’s requirements.
any of the utilized by progress.
following LDM’s teachers.
DISTANCE LEARNING MATRIX
ACTIVITY 3: MY OWN RANKING ON THE TYPES OF DISTANCE LEARNING
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.
Ranking
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Modular Distance Most of our learners belong to less-fortunate
Learning families who are apparently not capable of
providing the necessary tools and equipment like
computer, smartphones, internet connections,
1 television, etc. in order for them to participate in
Online Learning and other learning modalities.
Many of them also reside in far-flung areas where
signal reception is not possible so modular distance
learning is the best fit modality for them.
Blended Learning When the current situation due to this pandemic
becomes better, the school may include the face-to-
face instruction along with the existing modular
learning. This is to provide better instructional
2
support, monitoring, and evaluation to the learners
to ensure that the quality of education is being
delivered.
TV-Based Instruction TVBI is possible but not to everyone. As mentioned

3 above, most of the learners’ families are not
capable of providing this type of device.
Radio-Based Most families in the community now-a-days do not
Instruction use radios anymore. In some households this is still
present but the signal reception is still their biggest
4 hurdle.
Online Learning Based from the data collected from the LESFs, a
very small number of learners selected this type of
instruction simply because most the learners are
5 not capable of this as stated in the above
explanations.
ACTIVITY 4: MY IDENTIFIED TARGETED INTERVENTIONS FOR LEARNERS WITH SPECIAL CONCERNS
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
LEARNER GROUP TARGETED INTERVENTION
Learners without
parents or Make a weekly supervisory plan (Home Visitation for them and check
household their module and activity sheets. Organize, if possible, a learning
member who can support system in the area that can be composed of volunteers to
guide and support provide assistance to these learners.
their learning at
home.
Provide additional reading materials in developing their reading skills.

Beginning readers
Attach monitoring sheets that parents/guardians may check. Constant
(K to 3)
communication with the parents/guardians should be implemented.
Conduct home visitation to facilitate the learners in reading.
Provide remedial reading materials. Attach monitoring sheets that
parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a
(Grades 4-12)
learning support system in the area that can be composed of volunteers
to provide assistance to these learners.
No access to
devices and Provide self-learning modules and other additional learning materials.
Internet
Inaccessible (living Coordinate with their barangay officials to assist the teachers in
in remote and/or delivering the self-learning modules and other additional learning
unsafe areas) materials.
Provide self-learning modules and other additional learning materials

Indigenous People
that are cultured friendly.
Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would suffice it.
Others. Specify.
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
ACTIVITY 1: MY INSIGHTS ON A WELL-DESIGNED LESSON
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 creating the “blueprint” of
the lesson that the students will be learning in a day such as "the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods. In general, it’s part of the classroom management for the
teaching-learning process to be a success.
2. Why is lesson designing important?

Lesson designing is important since it’s part of classroom management and it is to
assure that the teaching-learning process is well-carried and is a success.
3. What are the three elements or components of a well-designed lesson?

a. A clear and articulated set of objectives or what the learners need to learn or
acquire.
b. A well-selected and well-organized group of learning activities to ensure that
the objectives are met.
ACTIVITY 2: MY LEARNING TASKS FOR DL
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

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback  Emphasize key
points from  Check for learners' information and
previous lessons understanding concepts discussed
 State lesson  Explain, model,  Assess whether
objectives as guide demonstrate, and lesson has been
for learners illustrate the mastered
 Present connection concepts, ideas, skills,  Transfer ideas and
between old and or processes that concepts to new
new lesson and students will situations
establish purpose eventually internalize  Ask learners to
for new lesson  Help learners recall key activities
 Check learners' understand and and concepts
prior knowledge master new discussed
about the new information  Reinforce what
lesson teacher has taught
ACTIVITY 3: MY REFLECTION OF MY ACCOMPLISHED LESSON
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, this part of the DLL/DLP allow teachers to reflect the performance of the
learners on whether the lesson has been successfully delivered or not.
ACTIVITY 4: CHECKING THE LEARNING TASK OF SLM AGAINST THE DLP
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 9- English
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:
LEARNING TASKS FOR DLP
Additional Remarks:
Check
(ex. can be done via voice calls, can be
if
facilitated by a household partner, can
alread
be done via a learning activity sheet,
Part of Lesson / Learning Tasks y
can be presented via an internet-
presen
based resource, can be facilitated
t in the
during a synchronous learning session,
SLM
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 concepts, ideas, skills, or
processes that students will eventually
internalize
2. Help learners understand and master /
new information
3. Provide learners with feedback /
4. Check for learners’understanding /
After the Lesson
1. Wrap up activities /
2. Emphasize key information and concepts /
discussed
3. Ask learners to recall key activities and /
concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has been
mastered /
6. Transfer ideas and concepts to new
situations /
Answer the following questions in 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?
Create printed materials that would supplement the missing learning tasks and
download ADM modules for given subject areas in accordance with the learning tasks in
the SLMs.
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?
Providing additional learning resources, they need like activity sheets/worksheets

and constant communication with the parents/guardians for proper instructions and
monitoring.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks, comments, and suggestions.
Summative test and learning activities will be given to students for additional
assessments.
ACTIVITY 5: COMPARING AND CONTRASTING SUMMATIVE AND FORMATIVE ASSESSMENT
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.
FORMATIVE ASSESMENT SUMMATIVE ASSESMENT
Learners maybe
Assessment for learning: assessed individually or
Assessment of learning:
may be incorporated in all collaboratively. To measure if the student met
part of the lesson: before the performance and content
the lesson the lesson Should encourage self- standards.
reflection and personal.
ACTIVITY 6: LISTS OF MY ASSESSMENT METHODS AND THEIR PROCESSES
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
1. Formative Assessment in Formative assessment like 5-item written evaluation is included in
a form of short quizzes and each self-learning modules. Additional activity sheets and
seat works worksheets containing various evaluation shall also be distributed.
3. Performance-Based For learning areas that are more focused on skills and practical
Assessment activities, performance tasks shall be implied. Learners may be
asked to make some literary pieces like essay, poems, reflections,
etc. For learners with no capabilities of doing such, their
parents/guardians shall be asked to assess their performance at
home and answer the prepared assessment tool based on the given
rubrics.
1. What assessment methods are common among the group members?

Formative and summative assessments are common among the groups simply because
these two are integral parts in the grading system during this time of pandemic.
2. What are the challenges in doing assessment in DL?

The integrity of the answers from the students and parents specially that information
nowadays could be acquired through the modules or internet. The time and resources
are limited and there’s insufficient data corrections.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
By attending webinars/trainings in connection to the implementation of distance

learning, we are able to learn various ways in communicating to the
learners/parents/guardians to provide instructional assistance especially in
providing assessments that are feasible.
ACTIVITY 7: MY UNDERSTANDING ABOUT USING PORTFOLIO TO ASSESS MY LEARNERS

Questions True False
✔
1. A portfolio mainly displays the academic achievements of the learner.
Correct statement: A learning portfolio demonstrates not just the

academic achievements but also the effort put forward by the learner as
well as the progress in achieving learning outcomes.
✔
2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
✔
3. There is a fixed list of items that should be included in a portfolio.
Correct statement: There is no hard and fast rule that states a clear list of
items that should be included in a portfolio, as it depends upon the
requirements of the learning area. Teachers, administrators, and
students
(and even parents) may decide collectively on what to include in
portfolios, which assessment criteria to use, how to evaluate student
outputs, and what to expect from the end result.
✔
4. The teacher can only comment on a learner's portfolio.
Correct statement: The teacher must address the students’ learning and
encourage self-assessment through their work samples. The Learners
may also be allowed to view and comment on their peers’ portfolios.
✔
5. For asynchronous learning, teachers allow learners to work on their
outputs during their own time. The latter will submit the portfolio within
the schedule that the teachers set.
✔
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work
saved on a CD/DVD/USB flash drive.
✔
7. Portfolios of DL learners with outputs in hard copies or physical forms
may be handed over to the teacher by the parents or learning
facilitators.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs
ACTIVITY 1: MATCHING THE DESCRIPTIONS OF THE DIFFERENT PARTS OF WLHP
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.
Column A Column B
_C__1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in every b. mode of delivery lesson and/or
_D__2. These are the formative learning opportunities given to learning task.
learners to engage them in the subject matter and to c. learning competencies
enhance their understanding of the content. d. learning task
_A__3. This refers to the prescribed subject that learners take.
_B__4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.
ACTIVITY 2: MY ACCOMPLISHED WLHP
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.
ACTIVITY 3: THE DIFFERENCE OF IMLP FROM WLHP
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) Monitoring Plan (ILMP)
A tool to guide learners and A tool for monitoring learners who
learning facilitators or lag behind based on the results of
Purpose household partners in their formative and summative
tracking the subject areas to assessments
be tackled and activities to
perform at home
Learners and learning Teachers and learning facilitator or
For Whom? facilitator or household household partner
partner
Learning area, learning Learner’s needs, intervention

Components competencies, learning tasks, strategies, monitoring date,
mode of delivery learner’s status
Does it have to be
communicated to Yes Yes
parents?
ACTIVITY 4: MY SAMPLE IMLP
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name:
Grade Level:
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
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.
Source: DepEd Memorandum DM-CI-2020-00162
STUDY NOTEBOOK
MODULE 3B:
LEARNING RESOURCES
MODULE OBJECTIVES:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs
MODULE CONTENT:
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1: THE LEARNING DELIVERY MODALITY ADOPTED IN MY SCHOOL
1. Based on the map, what resources should you have in order to implement the LDM adopted by
your School/Division?
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?
Some of the resources are available. In some situations, If the LRs are not
complete, we utilize the Learning Activity Sheets (LAS) which we prepared to
substitute for the lacking modules. We are also making Simplified Budget of
Lesson aligned to MELC
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?
To maximize the use of the two DepEd learning resource, the presence and
assistance of IT teachers/personnel who are knowledgeable, expert and skilled to
navigate this LRs that will support us to have an easy access to the portal. Also, the
availability of internet connection since its online portals.
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?
Yes, they are; however, there are other subjects with few or no readily available
materials so teachers find ways through other resources online or other available
books. Also, feasible and simple activities are chosen in a way that students still learn
the competencies set.
ACTIVITY 2: OUR SHARED IDEAS IN TERMS OF LEARNING RESOURCES
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.
We have agreed to provide immediate technical assistance to each other when

we encounter problems in accessing online portals for LRs. We also came up to a
consensus to share updates and useful tools and knowledge about more sources
whether offline or online sources of LRs to suffice the needs for additional useful LRs.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1: MY INSIGHTS ABOUT HOW TO EXPLORE THE LEARNING RESOURCES FROM DEPED
PORTAL
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 two DepEd portals provide substantial assistance in furnishing us SLMs for
instructional support needed for learners’. These DepEd portals provide quality and
digitized versions of resources that I can use as supplementary instructional materials
for learners besides from the LRs that I already have.
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges?
The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal reception is
better.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?
Availability of Internet Connection. Also, if ever needed, the assistance of ICT
coordinators and colleagues who are more knowledgeable on navigating the portal.
ACTIVITY 2: OUR INSIGHTS REGARDING THE USE OF DEPED LR PORTALS
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.
We agreed to provide technical assistance in case problems occur while accessing

the said portals. We also decided to include the updates of these portals to our future
LAC sessions.
LESSON 3: ASSESSING THE LR MATERIALS
ACTIVITY 1: MY ASSESSMENT ON LR FROM DEPED PORTALS
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:
Learning Resources: SLM of English Module 1, Quarter 1
RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL
Is the LR Material... YES NO Cannot be determined
1. Connected and /
relevant to the
MELCs?
2. Appropriate to the /
grade level and
learner
characteristics in
terms of language,
activities?
3. easy to reproduce /
and/or
disseminate?
4. from a credible /
source/author?
5. culture- and /
gender-fair?
6. free from red /

flags on possible
copyright and
plagiarism issues?
7. the layout and /

format easy to
read and pleasing
to the eyes?
1. Was the material able to meet all the requirements?

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?
Yes, modify some part of the learning materials 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 aspect/s.
The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
It helps me in the selection and acquisition of quality digital and non -digital resources
in response to our identified local educational needs.
ACTIVITY 2: MY ASSESSMENT ON LR FROM NON-DEPED PORTAL
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:
Source of LR: www.teachervision.com

1. Connected and relevant to the /

MELCs?
2. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?
3. easy to reproduce and/or /

disseminate?
4. from a credible source/author? /
5. culture- and gender-fair? /
6. free from red flags on possible /

copyright and plagiarism issues?
7. the layout and format easy to /

read and pleasing to the eyes?
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
The resources are not quality assured and only provide minimal support to attain
the learning objectives for the students.
2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need
3.
I believe that the developed LRs from DepEd Portals ensures that all learning resources
upload are aligned with curricular requirements and have been subjected to rigid QA
standards before publishing while the content and formats of NonDepEd portal
materials needs to evaluate thoroughly in order to make sure learning competencies are
obtained.
your learners?
It is a great assistance in identify the relevant LRs and to arrive at the best decisions
regarding the use of instructional materials in choosing w hich one is easier to learn and
use.
ACTIVITY 3: MY ASSESSMENT ON LR FROM MY OWNED DEVELOPED LR
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:
Learning Resources: LAS in ENGLIDH 9 for Quarter 1, Week 1


MELCs?
2. Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

disseminate?

7. the layout and format easy to read /

and pleasing to the eyes?
1. How does your material compare with the ones that are obtained from the online portals?
The material needs more precision and quality assurance.
2. What improvements do you still need to make in your developed material?
The complexity of contents to meet the learning needs of my students.
ACTIVITY4: SHARED INSIGHTS AND INFORMATION IN CHOOSING APPROPRIATE LR
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.
MODULE 3B OUTPUT
LEARNING RESOURCE FROM DepEd Portal: ENGLISH 9, FIRST QUARTER

1.Connected and relevant to the /
MELCs?


disseminate?


Reflection Questions:
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?
It makes me extra cautious in selecting the LRs I need for my learners.
LEARNING RESOURCE DEVELOPED: Learning Activity Sheets in English 9

Quarter 1, Week 1

MELCs?


disseminate?


1.How does your material compare with the ones that are obtained from the online portals?
The complexity of contents to meet the learning needs of my students
STUDY NOTEBOOK
MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
MODULE OBJECTIVES:

1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are
available to you, either provided by DepEd or by non-DepEd learning service
providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development
MODULE CONTENT:
Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development
and Participation in the LAC
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.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

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: MY REFLECTION ON PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
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.
I think that I need to provide myself a space for improvement based on my self-
assessment which to enhance my teaching strategies under the Domain number one
pertaining to Content Knowledge and Pedagogy. Moreover, I have to improve also my
professional engagement and community linkages by building up a strong relationship
with the guardians/parents and the community stakeholder.
ACTIVITY 3: MY VISION OF MY TEACHING PRACTICE USING THE ADOPTED LDM
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?
What is your goal toward

What will push you to achieve What will help you attain this
improving your teaching
this goal? goal?
practices in the modalities?
Deeper understanding and reflecting to Improving my teaching Consistent collaboration from my
the things I need in preparation for the strategies in this time fellow educators and continuous
opening of classes. challenging situation. learning to provide quality
education amid this crisis.
To promote learner’s intellectual To develop my teaching Pursue my post graduate studies
capacity and skills strategies and practices
Can produce best lessons Refer to MELCs in crafting Adopt the DepEd given guidelines
appropriate for the new normal lesson materials in creating learning materials
situation
Establish constant communication Create a group chat or Coordinate with the
with the learners have their cellphone parents/guardians or with the
number community stakeholders
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND PARTICIPATION IN THE LAC
ACTIVITY 1: MY DEVELOPMENT PLAN
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.
3. Accomplish the Individual Development Plan Template by referring from your output in Lesson 1
Activity 3 of this Module.
INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental Intervention)
Learning Intervention
Strengths Developmental Objectives of the PD Timeline Resources
Needs Program Needed
Learning and
To participate in To manage learner Apply more positive Strategic learning Year- round Developme nt
collegial discussions behavior and effective mode Team
that use teacher constructively by strategies to develop
and learner applying positive and manage Supervisor/S
feedback to enrich and non-violent behavior of the chool
teaching practice. discipline to learners Head/Maste r
ensure learning- constructively in Teachers/Co
focused every task and -workers
environment. activities.
Local Funds
Teamwork Result focus Arrange schedules Time table Year - round Supervisor/S
*Service orientation particularly on for each task that chool
*Innovation achieving results needs to be Head/Maste r
with optimal use of accomplished as Teachers/Co
time and resources urgent, high priority -workers
most of the time. and priority.
Selected, Showed knowledge Developed lessons Seminar/webina r, Year-round Internet
developed, of content and its integrated to other LAC Sessions and connection
organized and integration within learning areas ask assistance.
used appropriate and across subject aligned with the Teachers/Co
teaching and areas. MELCS. -workers
learning resources,
including the ICT,
to address learning
goals
ACTIVITY 2: MY PREFERABLE TOPICS TO TALK ABOUT IN SLAC
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
Enhancing capabilities on giving interventions to Outsourcing or developing learning

learners in distance learning. interventions for distance learnings.
Develops efficiency in managing tasks focusing Monitoring and evaluation of learners in
distance teaching-learning process, monitoring, distance learning.
evaluation, and assessment.
To manage learner behavior constructively by Apply more positive and effective strategies
applying positive and non-violent discipline to to develop and manage behavior of the
ensure learning-focused environment. learners constructively in every task and
activities.
Result focus particularly on achieving results with Arrange schedules for each task that needs to
optimal use of time and resources most of the time. be accomplished as urgent, high priority and
priority.
STUDY NOTEBOOK
MODULE 5:
BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES
MODULE OBJECTIVES:
1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards
MODULE CONTENT:
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric
LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1: CHECKING OF ALL OUTPUTS
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.
CHECKLIST OF OUTPUTS AND ACTIVITIES
LIST OF ACTIVITIES:
MODULE 1:
Lesson 1 – Course Overview
Activity 1: My Reflection on the Course Overview
Activity 2: Describing My Content
Lesson 2 – Organizing Your LAC

Activity 1: My Reflection on D.O. 35 S. 2016
Activity 2: My LAC Insights
Activity 3: My LAC Group
Output for Portfolio: NONE
MODULE 2:
Lesson 1 – Background, Rationale, and Development of MELCs
Activity 1: My Reflection on Learning Continuity and Congested Curriculum
Activity 2: My Insights on the Development on the Design and Development of
MELCs
Activity 3: My Comparison of the K To 12 Competencies and MELCs
Activity 4: Our Shared Insights About MELC
Lesson 2 – Unpacking and Combining MELCs into Learning Objectives

Activity 1: My Insights and Perceptions on Unpacking of MELC
Activity 2: My Unpacked MELC and Combined Learning Objectives
Output for Portfolio: Unpacking Sample MELC
MODULE 3A:
Lesson 1 – Understanding the Different LDMs
Activity 1: My Definitions on Different Learning Delivery Modalities
Activity 2: Distance Learning Matrix
Activity 3: My Own Ranking on the Types of Distance Learning
Activity 4: My Identified Targeted Interventions for Learners with Special Concerns
Lesson 2 – Designing Lessons and Assessments in the Different LDMs

Activity 1: My Insights on a Well Design Lesson
Activity 2: My Learning Task for Distance Learning
Activity 3: My Reflection of the Accomplished Lesson
Activity 4: Checking the Learning Task of SLM Against the DLP
Activity 5: Comparing and Contrasting Summative and Formative Assessment
Activity 6: List of My Assessment Methods and their Process
Activity 7: My Understanding About Using Portfolio to Assess My Learners
Lesson 3 – Guiding and Mentoring Learners in the Different LDMs

Activity 1: Matching the Descriptions of the Different Parts Of WLHP
Activity 2: My Accomplished WHLP
Activity 3: The Difference Between IMLP and WHLP
Activity 4: My Sample IMLP
Output for Portfolio:
 List of targeted learner interventions
 Learning Task for distance learning
 Assessment methods in DL
 WHLP for 1 subject
 ILMP for a students who lags behind in completing the learning tasks
 LAC 3 teacher’s engagement report
 LAC session report
MODULE 3B:
Lesson 1 – Learning Resource Maps for Distance Learning

Activity 1: The Learning Delivery Modality Adapted in My School
Activity 2: Shared Ideas in Terms of Learning Resources
Lesson 2 – Accessing Learning Resources from DepEd Portals

Activity 1: My Insights on How to Explore the Learning Resources from DepEd
Portals
Activity 2: Our Insights Regarding the Use of DepEd LR Portals
Lesson 3 – Assessing the LR Materials

Activity 1: My Assessment on LR from DepEd Portals
Activity 2: My Assessment on LR from Non-DepEd Portals
Activity 3: My Assessment on LR from My Own Developed LR
Output for Portfolio: Two accomplished LR rapid assessment tool with reflections
MODULE 4:
Lesson 1 – Reflecting on Professional Self-Assessment Questionnaire
Activity 1: Professional Self-Assessment Questionnaire
Activity 2: My Reflection on Professional Self-Assessment Questionnaire
Activity 3: My Vision of My Teaching Practice Using the Adapted LDM
Lesson 2 – Planning for the Continuing Professional Development and Participation in the
LAC
Activity 1: My Development Plan
Activity 2: My Preferable Topics to Talk about in SLAC
Output for Portfolio: Finalized IDP
MODULE 5:
Lesson 1 – The Teaching Portfolio and Its Contents
Activity 1: Checking of all Outputs
Activity 2: My Reflection about My Portfolio
Activity 3: My Insights Regarding all the Evidence
Activity 4: Shared thoughts about teacher’s portfolio
Activity 5: Suggested evidence in the learning delivery modality
Lesson 2 – The Evaluation Rubric
Activity 1: My Thoughts About the Evaluation Rubrics for Teachers’ Portfolio
Activity 2: Our Shared Insights on the Rubrics for Teachers’ Portfolio
Output for Portfolio: NONE
ACTIVITY 2: MY REFLECTIONS ABOUT MY PORTFOLIO
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?
Portfolios become an integral part in evaluation hence they serve as an effective assessment
tool in measuring the academic performance of the learners using a rubric. Likewise, the
portfolio of the teacher demonstrates his/her achievement, monitor the effectiveness of his/her
teaching strategies by assessing the output of his/her teaching performance. Portfolio help me
assess a presentation of my collection work essentially to appraise my performance over time.
This serve as a concrete evidence of my school LDM’s. My portfolio typically created for one of
the following three purposes first is to show growth, to showcase my abilities and to evaluate
cumulative achievement.
2. What evidence from the previous modules will help capture the progress of your teaching practice?
The Module 4, helped me to gain an insight on making an Individual Development

Plan which somehow guides me to evaluate my strength and weaknesses in my teaching
performance. To cite an example is on analyzing on what domain do I need to give
priority and make a developmental plan.
As we go back to the previous modules, we learned that 1) Unpacking of MELCs
2) Learning task for DL 3) WHLP and 4) ILMP are evidences that help monitor my
teaching practice:
3. Why is writing down your reflections an integral part of your Portfolio?

Reflection is a basis of looking back in our past actions. By doing a reflection, we
can see what we have done in our past so by this act we can also correct if we have done
mistakes so that it could not be repeated again and if our actions are good we could
make some innovations to make it better. So, the meaning we give to our past actions is
the meaning also we give for our future.
Thereby, writing down reflections become an indispensable part in portfolio
because its essence provides a way to the teacher to examine and re-examine his/her
performance and strategies in carrying out his/her teaching responsibilities. Moreover,
he/she can pour out some ideas, modify the lessons, and can initiate some corrective
measures if necessary to facilitate learning because his/her academic goal towards
mastery.
ACTIVITY 3: MY INSIGHTS REGARDING ALL THE EVIDENCE
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.
The list of evidence in the learning delivery modality is enough at the moment. Although of
course there might be something else that need to be included as we go on to the
implementation of the DL through the MDL. In the future LACs, surely our group will suggest of
other strategies to use and henceforth the evidences to prepare.
ACTIVITY 4: SHARED THOUGHTS ABOUT TEACHER’S PORFOLIO
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3
with your colleagues.
ACTIVITY 5: SUGGESTED EVIDENCE IN THE LEARNING DELIVERY MODALITY
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.
List of Suggested Evidence in the Learning Delivery Modality
ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson Delivery August to November SLM
Researching and Incorporating August to November WHLP (at least 2 per month)
Teaching Strategies in the
Modalities
Participation in recognized PDs that August to November Certification of Participation with
are aligned with their Professional PD credit units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)
Organizing the Professional December Professional Portfolio

Portfolio
Submission of Portfolio to Coach/es December Certificate of Submission
LAC At least once a month starting LAC PLAN

September 2020 ACR
LESSON 2: THE EVALUATION RUBRIC
ACTIVITY 1: MY THOUGHTS ABOUT THE EVALUATION RUBRICS FOR TEACHER’S PORTFOLIO
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.
Rubrics have the potential to improve my performance as well as monitor it. The
steps that I’m going to follow in order to hit the criteria first, I will use this tool for my
evaluation learning outcomes. Secondly, it allows me to acquire wisdom in evaluating
the quality of my work and third, this will provide me informative feedback about my
strengths and areas need improvement. In order to be successful in making the portfolio
I must consider first the Demonstration progress of the LDM Implementation which 30%
in the rubric. Ensuring the quality of my reflections in every topic or lesson that I tackled.
Lastly, my output will be based on the professional standard given by Deped.
ACTIVITY 2: OUR SHARED INSIGHTS ON THE RUBRICS FOR TEACHER’S PORTFOLIO
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.
My thoughts in designing rubrics scoring guide here are the following steps to make our
outputs and portfolio responsive.
 Performance dimension
 Criteria that reflect all the important outcomes
 Agree on the levels of quality
 Criteria that reflect concrete references
 Use self and peer assessment
MODULE 2 OUTPUTS
K TO 12 LEARNING
MELCS
COMPETENCIES
 Identify modal verbs in MELC: Express permission,

sentences expressing obligation, and prohibition using
obligation, ability, modals.
necessity, willingness,
possibility, futurity and
MERGED/CLUSTERED
permission.
 Rewrite sentences using
modal verbs.
 Identify modals of
obligation in the sentence.
 Use variety of modals in  MELC: Use variety of
expressing meaningful modals in expressing
utterances. meaningful utterances.
 Use conditionals in expressing  MELC: Use conditionals in
RETAINED/REFRESHED arguments expressing arguments
DROPPED EN9G-IIf-20: EN9G-IIe-20:
Write a paragraph using

modals of obligation.
DROPPED
UNPACKING OF MELCS
Republic of the Philippines

Department of Education
Region VIII
Division of Leyte
STA. FE NATIONAL HIGH SCHOOL

Sta. Fe, Leyte
MODULE 3A OUTPUTS
List of Targeted Learner Interventions
Learning tasks for Distance Learning
Assessment methods in Distance Learning
Weekly Home Learning Plan for 1- subject who lags behind in completing the learning tasks
LAC 3 Teaching Engagement Report (Optional is LAC session was conducted)
LAC 3 Session Report (Optional if LAC session was conducted)
Targeted Learner Interventions
LEARNER GROUP TARGETED INTERVENTION
Learners without parents or
household member who Make a weekly supervisory plan (Home Visitation for them and
can check their module and activity sheets. Organize, if possible, a
guide and support their learning support system in the area that can be composed of
learning at home. volunteers to help these learners.
Provide additional reading materials in developing their
reading skills. Attach monitoring sheets that parents/guardians
Beginning readers (K to 3) may check. Constant communication with the
parents/guardians should be implemented. Conduct home
visitation to facilitate the learners in reading.
Provide remedial reading materials. Attach monitoring sheets
that parents/guardians may check. Constant communication
Struggling readers (Grades
with the parents/guardians should be implemented. Organize,
4-12)
if possible, a learning support system in the area that can be
composed of volunteers to help these learners.
No access to devices and
Provide self-learning modules and other additional learning
Internet
materials.
Inaccessible (living in
Coordinate with their barangay officials to assist the teachers in
remote and/or unsafe
delivering the self-learning modules and other additional
areas)
learning materials.
Indigenous People Provide self-learning modules and other additional learning

materials that are cultured friendly.
Assess the particular needs of these learners and provide them
Persons with Disabilities
with the materials that would suffice it.
Others. Specify.
Learning Tasks for Distance Learning
Before During After

 Review and clarify concepts  Provide learners  Wrap up activities
and key points from previous with feedback  Emphasize key information
lessons  Check for learners' and concepts discussed
 State lesson objectives as guide understanding  Assess whether lesson has
for learners  Explain, model, been mastered
 Present connection between demonstrate, and  Transfer ideas and concepts
old and new lesson and illustrate the to new situations
establish purpose for new concepts, ideas,  Ask learners to recall key
lesson skills, or processes activities and concepts
 Check learners' prior that students will discussed
knowledge about the new eventually Reinforce what teacher has
lesson internalize taught
Help learners
understand and
master new
information
ASSESSMENT METHODS IN DISTANCE LEARNING
How to Adopt the Assessment

Assessment Method
Method in Distance Learning?
1. Formative Assessment in a form of Formative assessment like 5-item written

short quizzes and seat works evaluation is included in each self-learning
modules. Additional activity sheets and
worksheets containing various evaluation
shall also be distributed.
3. Performance-Based Assessment For learning areas that are more focused on

skills and practical activities, performance
tasks shall be implied. Learners may be
asked to make some literary pieces like
essay, poems, reflections, etc. For learners
with no capabilities of doing such, their
parents/guardians shall be asked to assess
their performance at home and answer the
prepared assessment tool based on the
given rubrics.
INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT

WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: JUDY DANO
Grade Level: 9
Learner’s Status
Learning Intervention Strategies Monitoring Significan
Learner’s Needs Insignificant Maste
Area Provided Date t
Progress ry
Progress
Struggles to
ENGLISH 9 read with fluency a. seek help from a capable November1 /
and immediate family 5-30, 2020
comprehension member to help the
learner in answering the
learning modules
b. give sufficient time for the

learner to accomplish the
learning modules
c. scheduled home visitation
of the teacher to help the
learner in answering the
activities in the learning
modules.
d. make and provide learning
activities suited to his
pace of learning
e. if possible, the teacher
provides direct guidance
and supervision in the
completion of the learner
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.
OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with reflections.
RAPID ASSESSMENT OF LEARNING RESOURCES

8. Connected and /
relevant to the
MELCs?
9. Appropriate to the /
grade level and
learner
characteristics in
terms of language,
activities?
10. easy to reproduce /

and/or
disseminate?
11. from a credible /

source/author?
12. culture- and /

gender-fair?
13. free from red /

flags on possible
copyright and
plagiarism issues?
14. the layout and /

format easy to
read and pleasing
to the eyes?
5. Was the material able to meet all the requirements?

No, it doesn’t meet all the requirements.
6. 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?
Yes, modify some part of the learning materials to be more relevant and useful for
learners.
7. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.
your learners?
It helps me in the selection and acquisition of quality digital and non -digital resources
in response to our identified local educational needs.
ACTIVITY 2: MY ASSESSMENT ON LR FROM NON-DEPED PORTAL

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:
Source of LR: www.teachervision.com

MELCs?


disseminate?


5. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with
the LR from the DepEd Portal?
The resources are not quality assured and only provide minimal support to attain
the learning objectives for the students.
6. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need
7.
I believe that the developed LRs from DepEd Portals ensures that all learning resources
upload are aligned with curricular requirements and have been subjected to rigid QA
standards before publishing while the content and formats of NonDepEd portal
materials needs to evaluate thoroughly in order to make sure learning competencies are
obtained.
your learners?
It is a great assistance in identify the relevant LRs and to arrive at the best decisions
regarding the use of instructional materials in choosing w hich one is easier to learn and
use.
ACTIVITY 3: MY ASSESSMENT ON LR FROM MY OWNED DEVELOPED LR
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:
Learning Resources: LAS in ENGLIDH 9 for Quarter 1, Week 1

MELCs?


disseminate?


15. How does your material compare with the ones that are obtained from the online portals?
The complexity of contents to meet the learning needs of my students.
ACTIVITY4: SHARED INSIGHTS AND INFORMATION IN CHOOSING APPROPRIATE LR
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.
MODULE 3B OUTPUT
LEARNING RESOURCE FROM DepEd Portal: ENGLISH 9, FIRST QUARTER
1.Connected and relevant to the /

MELCs?


disseminate?


Reflection Questions:
5. Was the material able to meet all the requirements? YES
6. 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
7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. NONE
8. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
It makes me extra cautious in selecting the LRs I need for my learners.
LEARNING RESOURCE DEVELOPED: Learning Activity Sheets in English 9

Quarter 1, Week 1

MELCs?


disseminate?


1.How does your material compare with the ones that are obtained from the online portals?
The complexity of contents to meet the learning needs of my students
INDIVIDUAL DEVELOPMENT PLAN
Action Plan
(Recommended Developmental Intervention)
Learning Intervention
Strengths Developmental Objectives of the PD Timeline Resources
Needs Program Needed
Learning and
To participate in To manage learner Apply more positive Strategic learning Year- round Developme nt
collegial discussions behavior and effective mode Team
that use teacher constructively by strategies to develop
and learner applying positive and manage Supervisor/S
feedback to enrich and non-violent behavior of the chool
teaching practice. discipline to learners Head/Maste r
ensure learning- constructively in Teachers/Co
focused every task and -workers
environment. activities.
Local Funds
Teamwork Result focus Arrange schedules Time table Year - round Supervisor/S
*Service orientation particularly on for each task that chool
*Innovation achieving results needs to be Head/Maste r
with optimal use of accomplished as Teachers/Co
time and resources urgent, high priority -workers
most of the time. and priority.
Selected, Showed knowledge Developed lessons Seminar/webina r, Year-round Internet
developed, of content and its integrated to other LAC Sessions and connection
organized and integration within learning areas ask assistance.
used appropriate and across subject aligned with the Teachers/Co
teaching and areas. MELCS. -workers
learning resources,
including the ICT,
to address learning
goals
REFLECTIONS
SELF-LEARNING MODULE IN FILIPINO 10
The Self-Learning Module in Filipino 10 that I downloaded was developed
by the Department of Education which is the primary learning resource materials
to be utilized by Grade 10 learners across the country in the new normal. This
SLM in Filipino 10 is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM in Filipino 10 was
designed to cater the needs of our learners on what they should essentially need
to learn now that face-to-face learning is not possible because of the health risks
brought about by Covid 19.
As I go through the indicators and as I answered the Rapid Assessment of

Learning Resources that in this case, the SLM in Filipino 10 was evaluated. I
have two indicators that I think brought some minor issues. First is “easy to
reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs
because this requires huge budget allocation. Scarcity fund is a problem in order
to reproduce these self-learning modules. Second is “free from red flags on
possible copyright and plagiarism issues.” The development of SLMs includes the
use of suited references; however SLMs writers might not be able to properly cite
the references they used. So, the issue of copyright infringement is a great
challenge for the SLMs writers.
The procedure in selecting appropriate SLMs is fundamental in securing

better learning outcomes and teachers have big significant roles in the selection
of appropriate learning resource materials to be used in their teaching. Relatively,
this process had helped me a lot.
As I go through this SLM review in Filipino 10, I was enlightened that one
of the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his responsibility to
scrutinize the learning resource materials he will be using because if he does,
there will be significant learning outcomes for our children despite this global
health pandemic.
PORTFOLIO
MODULE 4:
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

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STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

Lesson 1: Course Overview

ACTIVITY 1: MY REFLECTION ON COURSE OVERVIEW

1. What is the main delivery of this course?

ACTIVITY 2: DESCRIBING MY CONTEXT

1. How will my personal characteristics and circumstances affect (positively or negatively) my

I am an open-minded person where I welcome new avenues for learning

 Reviewing further  Repetitions of some of  To give exact  Colleagues and

 Asking questions  Good relationship  Good work

ACTIVITY 1: MY REFLECTION ON DO 35, S. 2016

3. Stable communication lines - As many of us are leveraging the power of modern

ACTIVITY 2: LAC INSIGHTS

(Share you LAC insights here)

ACTIVITY 3: MY LAC GROUP

LAC COMPOSITION AND COACHING ARRANGEMENT FOR LDM2 TEACHERS

LDM2 for LDM2 for

FORM 1: LAC PROFILE

REGION: VIII (Eastern Visayas)

LAC ID (name or number): Cell # 2 Number of LAC members: 8

Name of LAC Facilitator: DAINA S. TAN Designation/Position: Master Teacher – I

By the end of this Module, you will be able to:

Lesson 1. Background, Rationale, and Development of MELCs

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1:MY REFLECTION ON LEARNING CONTINUITY AND CONGESTED CURRICULUM

ACTIVITY 2: MY INSIGHTS ON THE DESIGN AND DEVELOPMENT OF MELCS

 it is applicable to real-life situations

ACTIVITY 3: MY COMPARISON ON THE K-12 COMPETENCY AND MELCS

ACTIVITY 4: OUR SHARED INSIGHTS ABOUT MELC

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1: MY INSIGHTS AND PERCEPTION ON UNPACKING MELCS

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

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

ACTIVITY 2: MY UNPACKED MELC AND COMBINED LEARNING OBJECTIVES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1: MY DEFINITION ON DIFFERENT LEARNING DELIVERY MODALITIES

ACTIVITY 2: DISTANCE LEARNING MATRIX

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

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

ACTIVITY 3: MY OWN RANKING ON THE TYPES OF DISTANCE LEARNING

Consider the situation in your School/Division—your organizational capabilities, your level of

TV-Based Instruction TVBI is possible but not to everyone. As mentioned

ACTIVITY 4: MY IDENTIFIED TARGETED INTERVENTIONS FOR LEARNERS WITH SPECIAL CONCERNS

Provide additional reading materials in developing their reading skills.

Provide self-learning modules and other additional learning materials

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1: MY INSIGHTS ON A WELL-DESIGNED LESSON

2. Why is lesson designing important?

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

ACTIVITY 2: MY LEARNING TASKS FOR DL

Before the Lesson Lesson Proper After the Lesson

ACTIVITY 3: MY REFLECTION OF MY ACCOMPLISHED LESSON

Components of the DLL/DLP

ACTIVITY 4: CHECKING THE LEARNING TASK OF SLM AGAINST THE DLP

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

LEARNING TASKS FOR DLP

Answer the following questions in your Study Notebook:

Providing additional learning resources, they need like activity sheets/worksheets

ACTIVITY 5: COMPARING AND CONTRASTING SUMMATIVE AND FORMATIVE ASSESSMENT

FORMATIVE ASSESMENT SUMMATIVE ASSESMENT

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

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