Republic of the Philippines

Department of Education
Region XI
Division of Davao City
Marilog District B
DATU DUYAN ELEMENTARY SCHOOL
MODULE 1: Lesson 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?

 The main delivery modality of these LDM Course
will be the guide independent study through self-
learning modules to be made available in electronic
(offline/online) and printed versions. To support the
training delivery modality, the Learning Action Cell
(LAC) is used as a platform where participants can
engage in co-learning with the other participants.
2. How can this course help ensure that you will be able
to deliver quality instruction in the “new normal”?
 This course improves the readiness of teachers for
the implementation and management of learning
delivery modalities consistent with policies and
COVID-19 response framework adopted by the
government.
3. What are the two support mechanisms that will help
you with your learning in this course?
 The two-support mechanism that will help me learn
more in this course are: attend webinars and listen
attentively in the discussion of the speakers and
collaborate with colleagues to deepen one’s learning.
MODULE 1: Lesson 1

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?
 The willingness to learn something new,
the desire to strengthen my knowledge
and skills and increase the capacity to
adopt new normal in education greatly
affect 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?
 By having positive attitude in this
situation and being open-minded in
considering other perspective and
accepting inputs from other people.
MODULE 1: Lesson 1

Look for a colleague with whom you would like to

discuss your answers and reflections with to the
questions in Activities 1 and 2.

Upon discussing with my co-teacher

regarding how I will respond to the
completion of this LDM2 modules, I had
gained optimistic spirit of enlightenment.
Subjecting myself to undergo through this
process will not only benefit me a lot but it
will also benefit my learners under the new
normal school setting wherein face-to-face
learning is prohibited because of the health
risks brought about by CoVid 19. Learning
must continue no matter what the situation
is. Learning is possible because there are
other learning modalities that can be used to
make learning effective to happen.
MODULE 1: Lesson 2

ORGANIZING YOUR
LEARNING ACTION
CELL (LAC)

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:
 To improve the teaching-learning process to improve
learning among students
 To nurture successful teachers
 To enable teachers to support each other to
continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes
 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.
 Conflict of schedule which affects our time and focus
in attending the LAC.
 Unstable internet connection that adds burden and
affects the performance and momentum in
participating the session.
 Work overload that causes stress which eventually
leads to poor performance and diminished
productivity.
MODULE 1: Lesson 2

ORGANIZING YOUR
LEARNING ACTION
CELL (LAC)

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.

1. Agree on a date and time to meet and discuss forming

your LACs. Follow LAC Session 1 Guide for the
conduct of your LAC.

2. During this meeting, decide on your groupings and

designate one LAC Facilitator and one LAC Leader
per LAC.

3. 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.
FIGURE 1
LAC Composition and Coaching
Arrangement for LDM2 Teachers

ANNABEL T. BINOBO
Instructional Coach

HEIDI J. FELISILDA
LAC Team Leader

LAC FACILTATOR LAC DOCUMENTORS

Michael E. Alemania Neriza B. Putot

Janissa T. Dibarosa Jerry R. Cayod-ong
Rose Ann I. Gomez Juliet S. Goc-ong
Alma C. Sayago Janice C. Garay
Rey-ann R. Agon
Irish C. Ramos
Maricel B. Embang
Hydee M. Cabuenas

Activity 3
List down the members of your LAC and their
respective roles in your Study Notebook.
REGION: XI

LAC ID (name or number): Number of LAC members: 14

Name of LAC Coach: Annabel T. Binobo Designation/Position: School Principal I

Name of LAC Leader: Heidi J. Felisilda Designation/Position: Head Teacher I

LAC Members

NAME Male/ DESIGNA DIVISION/ Contact details Preferred contact

Female TION/ S (email, mobile mode (email, phone,
POSITIO number) Skype, Zoom, Google
N Meet, Viber, FB)

Michael E. Alemania M T-I Davao 09099871094 FB

Janissa T. Dibarosa F T-I Davao 09108932042 FB

Rose Ann I. Gomez F T-I Davao 09460609933 FB

Alma C. Sayago F T-I Davao 09075292754 FB

Rey-ann R. Agon F T-I Davao 09467028535 FB

Irish C. Ramas F T-I Davao 09383661049 FB

Maricel B. Embang F T-I Davao 09101637368 FB

Hydee M. Cabuenas F T-I Davao 09090721782 FB

Neriza B. Putot F T-I Davao 09261637974 FB

Jerry R. Cayod-ong M T-I Davao 09994718723 FB

Juliet S. Goc-ong F T-I Davao 09489096436 FB

Janice C. Garay F T-I Davao 09310029976 FB

Module 2: Lesson 1
Most Essential Learning
Competencies
Activity 1
Answer the following reflective questions in your Study
Notebook:
1. The closure of schools around the world due to the global
pandemic posed serious challenges on the delivery of quality basic
education. As a teacher, what do you think are the fundamental
concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers
alone? Why or why not?
 The crisis brought about by the COVID-19 has posted a lot of
challenges for the Department of Education especially to the
teachers who are standing in the front line to provide the
continuity in education. As a teacher, I believe that narrowing
down the learning competencies has become a huge factor in
order to deliver the only the most essential in this time of
pandemic. However, one of the major concerns to ensure that
learning continues is the implementation process itself. Given
the shortage of resources, schools, teachers, and the community
itself are finding means to bridge the gap.

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?
 I totally agree to this. The purpose of the curriculum is solely to
achieve a higher standard of education and to produce
competitive learners. But due to its congested nature, students
cannot cope up with it and more often than not, teachers find it
hard and time consuming to teach all these competencies which
seem to be repetitive and redundant resulting to poor
performance of the learners as well as the teachers.
Module 2: Lesson 1
Most Essential Learning
Competencies
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?
 The MELC is developed to allow students to study based
on their abilities to learn skills or competencies at their own
pace. This method is tailored to meet different learning
levels that can lead to efficient learning outcomes through
alternative learning delivery modalities.
2. How does curriculum review aid in the identification of
essential learning competencies?
 Analysis of the Interconnectedness of prerequisite
knowledge and skills among the learning competencies for
each subject area.
3. What is the difference between essential learning
competencies and desirable learning competencies?
 Essential learning competencies were defined as what the
students need, considered indispensable, in the teaching-
learning process to build skills to equip learners for
subsequent grade levels and consequently, for lifelong
learning. On the other hand, desirable learning
competencies were defined as what may enhance education
that may not be necessary in building foundation skills.
Module 2: Lesson 1
Most Essential Learning
Competencies
Activity 2
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?
 The MELCs were identified according to the gaps,
issues and concerns across learning areas and grade
levels. The decisions were made due to the limited
number of school days and the absence of face-to-
face instructions at this time of pandemic. Hence,
narrowing down the learning competencies is the
best option the DepEd has come up with.
5. What is the importance of the MELCs in ensuring the
delivery of quality instruction?
 The MELCs are made aligned with the
national/local standards, applicable to real-life and
are the most essential competencies that students are
expected to learn despite this pandemic. The
Department of Education has made sure that with
limited resources, time, and the absence of face-to-
face instructions, learners would still get the
necessary competencies the need to acquire through
these MELCs.
 Module 2: Lesson 1
Most Essential Learning
Competencies
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
K to 12
and compare theLearning
two documents to determine which
learning Competencies
competencies were retained, dropped, MELCsor
merged.
K to 12and
visualizes, represents, Learning
adds 3-digit by
3-digit numbers with sums up to 1000
Competencies MELCs
without and with regrouping./ illustrates
Merged/Clustered the properties of addition (commutative,
M2NS -Ig -26.3
associative, identity) and applies each invisualizes, represents, and adds
appropriate and relevant situations. 3-digit by 3-digit numbers with
visualizes, represents, sums up to 1000 without and
and adds 3-digit by 3- with regrouping.// illustrates
Merged/ digit numbers
solves multi-step withnon-routine
routine and sums the properties of addition
Clustered
problemsupinvolving
to 1000 without
additionand
and (commutative, associative,
Retained subtraction of with regrouping.
2- to 3-digit numbers identity) and applies each in
M2NS-IIe-34.4
including money M2NS-Ih27.5
using appropriate appropriate and relevant
problem solving strategies and tools. situations.
M2NS -Ig -26.3

Dropped solves multi-step

N/A routine N/A
and non-routine
problems involving
addition and subtraction
Retained of 2- to 3-digit numbers M2NS-IIe-34.4
including money using
appropriate problem
solving strategies and
tools.

Dropped N/A N/A

Module 2: Lesson 1
Most Essential Learning
Competencies
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.

 MELC’s are a long-term response to the

call of SDG4. It is already been planned
even before the COVID-19 pandemic.
 There is a big difference between online
learning and digital modular distance
learning.
 Strong internet connection is a big
problem in online learning.
 MELC’s are comprehensively
compresses.
Module 2: Lesson 2
Unpacking and Combining
MELCs into Learning
Objectives
Activity 1
1. What is the importance of unpacking and combining the
MELCs?
 We need to unpacked MELCS to help us organize
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.
 In unpacking MELCs we must consider the following:
 Alignment on the Content and Performance Standards-
The MELCS are not departure from the standard-based
design. We must consider this to achieve a quality
teaching output.
 Prerequisite knowledge and skills - curriculum objective
must be hierarchy. Mastering Fundamental knowledge Is
a must before going to the other level of learning.
 Logical sequence of learning objectives - We cant give a
better learning ideas to our students if our objective is
not logical sequence. Planning what are the most
important objective is key frame in achieving better
understanding of our learners.
3. Do all the MELCs need to be unpacked or combined?
Why or why not?
 The teacher may unpacked or combined the MELCS
depends on sequence of the lesson, the progress and
needs of learners as long as the content and standard will
be achieved.
Module 2: Lesson 2
Unpacking and Combining
MELCs into Learning
Objectives
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.
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.
Unpacking MELCs
Grade 2
Subject : English
Retained LC Learning Objectives

Read short a words in CVC pattern (cat, man, bag)

Read words with short e, Read 2-syllable words consisting of short e and a
a, i, o and u sound in CVC (basket, magnet)
pattern Read 2-syllable words consisting of short a, e and I
(EN2Q4) words (pigpens, magnet . . .)
Read short I words in CVC pattern (pin, big, fit. . . )

Combining MELCS
Grade 2
Subject : English

Most
Content Performance Essential
Quarter Duration
Standard Standard Learning
Competencies
4th The learner The Learners
Read short a
Quarter demonstrat analyzes
words in CVC Week 1 &
es pattern of
pattern (cat, 2
understandi sounds in
man, bag)
ng of the words for
relationship meaning and
Read 2-
of phonetic accuracy;
syllable words
principles ably reads
consisting of
of and spells Week 6
short e and a
Mother out grade
(basket,
Tongue and appropriate
magnet)
English to regular and
decode irregular
unknown words in Read 2-
words in English. syllable words
English. consisting of
short a, e and Week 10
I words
(pigpens,
magnet . . .)

Read short I
words in CVC
Week 7
pattern (pin,
big, fit. . . )
Module 2: Lesson 2
Unpacking and Combining
MELCs into Learning
Objectives
Activity 3
REFLECTION

Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set
by DepEd

Outcome
Having completed this module the participants will
be able to
• understand the importance of MELCs
•compare the K12 learning competencies and
MELCs to determine which learning competencies
were retained, dropped, or merged
•unpacked and combine MELCs into learning
objectives

This module consist of

•Lesson 1 Background, Rationale and Development
of MELCs
•Lesson 2 Unpacking and Combining of MELCs
into Learning Objectives
•LAC Session
Module 3A: Lesson 1
Understanding the
Different LDMs
Activity 1
The four modalities prescribed in the LCP are the
following:

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.
Module 3A: Lesson 1

Understanding the
Different LDMs
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

Role of
Distance
Distinguishing Essential Role of Parent or
Learning Role of School
Feature Resources Teacher Household
Modality
Member
Competency
based Prepare Coordinate with
Modular printed printed Guide the the LGU with
Self Learning
Distance learning modules learners and the manner of
Modules
Learning material monitor and serve as delivery and
worksheets
(MDL) module and assess the parateachers retrieval of
activity learners printed modules
sheets
Internet Provide
access internet
Facilitator of Provide strong
gadgets 9 connection
Online Distance Online learning in internet access
smart phone, for learners
Learning (ODL) instruction digital for teachers in
tablet, and digital
platforms school
desktop, devices/
laptop) gadgets
Educational
TV-Based Schedule Provide the tv
television Guide the
Instruction television broadcast of program and
programs learners
(TVBI) the lessons broadcasting
and channel

Provide the
Radio-Based Educational Served as
Radio-based Guide the radio station
Instruction radio station radio
instruction learners and
(RBI) program broadcaster
broadcasting
Internet
access
Combination of Monitor and
Blended digital Guide and
traditional and Facilitator of supervise the
Distance devices or support the
technological learning implementation
Learning gadgets learners needs
learning of BDL
printed
materials

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.
Module 3A: Lesson 1
Understanding the
Different LDMs
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.
 RANKING
(1 TO 5, FROM EASIEST
TYPE OF DL WHY?
TO HARDEST TO
IMPLEMENT

Majority of the parents favored this

1 MDL
because of practicality.

It is not the easiest to implement

2 TVBI because not all household has tv and
same channel networks

3 RBI Not all household has radio

It is hard because of difficulty in

4 BL
internet connectivity

Having some purok with no or weak

5 ODL internet connectivity prove to be the
hardest.
Module 3A: Lesson 1
Understanding the
Different LDMs
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
 LEARNER GROUP TARGETTED INTERVENTION

Seek assistance from relatives of LGU. Peer

Learners without parents or household
learning can be done among relatives.
member who can guide and support their
Obtain support through text messages from
learning at home
respective teacher.

Prepare and provide supplementary reading

materials for beginners that will help the
Beginning readers (kto3)
pupils to improve their reading skills. Make
materials that are attractive to pupils.

Arrange reading materials from easy to

Struggling readers (4 to 6) difficult task. Provide instructional video
materials for the learners.

Provide non-ICT based like modules and

No access to devices or internet other activity sheets. Nodular approach can
be used.

Use modular learning with localized

Inaccessible( living in remote or unsafe area materials. Seek support of LGU for
distribution and retrieval of materials.

Indigenous people Coordinate with LGU for assistance.

Refer to the nearset school offering SPED

Person with disabilities program. Use blende learning with assisted
learning devices.

Other? specify Provide interesting video of the lesson.

Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs

Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily
Lesson Preparation. As you go through the document,
write down your answers to the following questions in
your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of
determining what learning opportunities students in
school will have by planning "the content of instruction,
selecting teaching materials, designing the learning
activities and grouping methods.

2. Why is lesson designing important?

Lesson designing is imperative to ensure that time is
maximized for instruction and learning, lessons are
responsive to learners' needs, teachers set learning targets
for learners, and for the teachers to carry out lessons
successfully.

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

designed lesson?
• A clear and articulated set of objectives or what the
learners need to learn or acquire.
• A well-selected and well-organized group of learning
activities to ensure that the objectives are met.
Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs
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
 Review and  Provide learners  Wrap up activities
clarify concepts with feedback  Emphasize key
and key points  Check for information and
from previous learners' concepts
lessons understanding discussed
 State lesson  Explain, model,  Assess whether
objectives as demonstrate, and lesson has been
guide for learners illustrate the mastered
 Present concepts, ideas,  Transfer ideas
connection skills, or and concepts to
between old and processes that new situations
new lesson and students will  Ask learners to
establish purpose eventually recall key
for new lesson internalize activities and
 Check learners'  Help learners concepts
prior knowledge understand and discussed
about the new master new  Reinforce what
lesson information teacher has
taught
Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs
Activity 3
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.
Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs
Activity 4
Learning Delivery Modality (select one): MODULAR
DISTANCE LEARNING
Grade Level and Learning Area: GRADE 3 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

 LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can
Part of Lesson / Learning Tasks present in the be done via a learning activity sheet,
SLM 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 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 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 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.
Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs
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.
Module 3A: Lesson 2
Designing Lessons and
Assessments in the
Different LDMs
Activity 6
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 Formative assessment like 5-item written
Assessment in a evaluation is included in each self-learning
form of short modules. Additional activity sheets and
quizzes and worksheets containing various evaluation shall
seatworks also be distributed.

2. Summative At the end of the unit, written summative

Assessment assessments in all learning areas shall be given to
assess the learning development of the learners in
modular distance learning.
3. Performance- For learning areas that are more focused on skills
Based Assessment and practical activities, performance tasks shall be
implied. Learners may be asked to have a vide
recording of their activities at home for proper
evaluation. 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 primary challenge in cascading the above-
mentioned assessment is the honesty of the learners
and parents in answering those materials. Without
the presence of the teachers and the traditional face
to face interaction, it will remain as a major
challenge for the teachers and the educational system
as a whole. Another problem that is expected to
occur in this type of learning modality is the learning
support system of a child which may lead him/her to
having low or poor performance which will reflect to
these assessment methods.

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
may be confusing to them.
Module 3A: 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.
Column A Column B

_C__1. These are the knowledge, a. learning area

understanding, skills, and attitudes b. mode of delivery
that learners need to demonstrate in c. learning
every lesson and/or learning task. competencies
d. learning task
_D__2. These are the formative
learning opportunities given to
learners to engage them in the
subject matter and to
enhance their understanding of the
content.

_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.
Module 3A: Lesson 3
Guiding and Monitoring
Learners in the Different
LDMs
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.
Module 3A: Lesson 3
Guiding and Monitoring
Learners in the Different
LDMs
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 Individual Learning
Learning Plan Monitoring Plan
(WHLP) (ILMP)

A tool to guide A tool for monitoring

learners and learners who lag
learning facilitators behind based on the
or household results of their
Purpose partners in tracking formative and
the subject areas to summative
be tackled and assessments
activities to perform
at home

Learners and Teachers and

For learning facilitator learning facilitator or
Whom? or household household partner
partner

Learning area, Learner’s needs,

learning intervention
Componen competencies, strategies,
ts learning tasks, monitoring date,
mode of delivery learner’s status

Has to be
communic Yes Yes
ated to
parents?
Module 3B: Lesson 1
Learning Resource Maps for
Distance Learning
Activity 1
1. Based on the map, what resources should you have in order to
implement the LDM adopted by your School/Division?
Modular distance learning is the adopted modality in our school.
Hence, printed self-learning materials and activity sheets are the
resources that we are going to utilize.

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?
The school is now in the process of reviewing the SLMs provided
to us. But teachers are already utilizing the use of LR Portals like
LRMDS and DepEd Commons to find useful and effective LRs to
supplement the SLMs if need be.

3. What support will you need to maximize the use of the two
DepEd-sanctioned LR Portals? From whom can you get this
support?
A good and stable internet connection is a primary need in
accessing these online portals. A support group to ensure the
quality and appropriateness of the LRs should be established. I
will get the support from my fellow educators and the technical
support from out ICT coordinator.

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?
The resources are appropriate to the different levels of our
learners. These resources are in editable formats so improving or
adjusting it to meet the needs of all learners should be easy.
Module 3B: Lesson 1
Learning Resource Maps for
Distance Learning
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.

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.
Module 3B: Lesson 2
Accessing Learning Resources
from DepEd Portals
Activity 1
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 LRMDS and DepEd Common portals provide
supplementary materials to our SLMs that we can
download, improve and adjust to meet the needs of
all our learners. It gives variety of learning activities
to complement the existing LRs I have prepared.

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?
A good and stable internet connection is a primary
need in accessing these online portals. A support
group to ensure the quality and appropriateness of
the LRs should be established. I will get the support
from my fellow educators and the technical support
from out ICT coordinator.
Module 3B: Lesson 2
Accessing Learning Resources
from DepEd Portals
Activity 2
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.
Module 3B: Lesson 3
Accessing 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?

 The download LR material met the learning targets of the
lesson. The LR has the basic standards required to deliver
the MELCs.

2. Were there any questions in the assessment tool where you

answered “No” or “Cannot Be Determined”? What decision
will you make on the LR material? Why?
 The evaluation method has achieved the quality and
reliability of the activities to manipulate and optimize the
use of the LR portal.

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?
 Understanding the management of this LR Portals, this
gives me the confidence and motivation to look for the
most appropriate learning resources to my learners.
Module 3B: Lesson 3
Accessing the LR
Materials
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?
 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?
 A more precise and easier to follow instructions can
be developed. Upload more additional resources to
meet all the learners’ needs and levels of
understanding.

3. How does this exercise help you in picking the right

and appropriate LRs for your lesson and your learners?
 Understanding the management of this LR Portals,
this gives me the confidence and motivation to look
for the most appropriate learning resources to my
learners.
Module 3B: Lesson 3
Accessing the LR
Materials

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?
 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.
 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?

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.
 Is the LR Material... YES NO Cannot
be
determ
ined

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?

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? I will still
use the material simply because of it fits the needs of my
learners even if I am not sure of its rightful owner.
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.
 Module 4: Lesson 1
Reflecting on Professional
Life and Development
Activity 1
Assess your current capabilities and skills using the
Professional Self-Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT
QUESTIONNAIRE
Check the box that best represents your assessment of your
skills and capabilities.
STRONGL
STRONGL
ITEMS AGREE DISAGREE Y
Y AGREE
DISAGREE

I can use the modality with

ease. /

I can confidently use the

platforms in the modalities. /

I can use pedagogies

associated with the modalities
and platforms. /

I can very well manage my

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

I can very well engage with

parents and community
partners in assisting learners. /
 Module 4: Lesson 1
Reflecting on Professional
Life and Development
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 e ffectively 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

Professional standards in the PPST do I need to focus on to

Domain effectively use the LDMs in relation to the content and Insights
pedagogy of the learning area/s I will be teaching

Since learning modality has drastically changed this

Modelling a comprehensive selection of effective school year due to global health pandemic, careful
Domain 1
teaching strategies that promote learner achievement selection of effective teaching strategies that
Content Knowledge & Pedagogy
in literacy and numeracy. promote learner achievement in literacy and
numeracy should be addressed properly.

Applying comprehensive knowledge of and acting as a We need to address a safer and more secure
Domain 2 resource person for, policies, guidelines and learning environment especially now that Covid-19
Learning Environment procedures that relate to the implementation of safe is still infecting people. Health protocols should be
and secure learning environments for learners. observed always.

Modelling exemplary practice and leading colleagues in

Domain 4 Careful planning of the lessons should take place.
enhancing current practices in the planning and
Curriculum and Planning Teachers should consider the fact that learning
management of developmentally sequenced teaching
modality is different now compared before.
and learning processes.

Leading initiatives in the evaluation of assessment
Domain 5 policies and guidelines that relate to the design,
Assessment & Reporting selection, organization and use of effective diagnostic,
formative, and summative assessment consistent with
curriculum requirements.
Teachers should adopt appropriate assessment
method to ensure that learning among children is
effective though modular distance learning is the
learning modality most of us will be using under the
new normal school setting.
 Module 4: Lesson 1
Reflecting on Professional
Life and Development
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?
Add as many rows as you need for your answers.

What is your goal What will push you What will help you
toward to achieve this goal? attain
improving your this goal?
teaching
practices in the
modalities?
Make effective
learning to
happen in the
new normal
using teaching
strategies that fit
modular distance
learning by The challenges in Attending webinars.
attending/joining teaching under the new Partnership with
webinars that normal. stakeholders.
help us make our
lessons effective
to deliver.
 Module 4: 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 o ffered 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
Strengths Developmental Intervention) Timeline Resources
Needs Needed

Learning Objectives
Intervention
of the PD Program

To participate in To manage Apply more positive Strategic learning Year- round School Head
collegial discussions learner behavior and effective mode
that use teacher and constructively strategies to develop Teachers/Co-
learner feedback to by applying and manage workers
enrich teaching positive and behavior of the
practice. non-violent learners Local Funds
discipline to constructively in
ensure learning- every task and
focused activities.
environment.

Teamwork Result focus Arrange schedules Time table Year -round School Head
*Service orientation particularly on for each task that
*Innovation achieving needs to be Teachers/Co-
results with accomplished as workers
optimal use of urgent, high priority
time and and priority.
 Module 4: Lesson 2
Planning for the Continuing Professional
Development and
Participation in the LAC
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.

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES

To manage learner behavior Apply more positive and

constructively by applying positive
and non-violent discipline to ensure
learning-focused environment.
effective strategies to
develop and manage
behavior of the learners
constructively in every task
and activities.

Result focus particularly on achieving Arrange schedules for each

results with optimal use of time and task that needs to be
resources most of the time. accomplished as urgent, high
priority and priority.
 Module 5: 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.

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
Answer:
My portfolio helps me in tracking the progress of my teaching practice in
our school LM in such a way that it will serve as my guide rearing the
different LDM that takes place during pandemic season.

2. What evidence from the previous modules will help capture the
progress of your teaching practice?
Answer:
Some evidences from the previous modules help me to capture the
progress of my teaching practice such as doing WHLP,LAS, SLM
targeting some interventions that some of the learners should have.

3. Why is writing down your reflections an integral part of your

Portfolio?
Answer:
- In every work 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 a road to
change or improvement.
 Module 5: Lesson 1
THE TEACHING PORTFOLIO AND ITS
CONTENTS

Activity 3
Familiarize yourself with the List of Suggested
Evidence Form.

List of Suggested Evidence in the Learning Delivery

Modality
ACTIVITIES TIMELIN OUTPUT/S
E

Documentation of Lesson November At least 2 recorded

Delivery lessons (online learning)
Or

Researching and November Lesson Plans (at least 2

Incorporating Teaching per month)
Strategies in the Modalities

Participation in recognized November Certification of

PDs that are aligned with Participation with PD
their Professional Goals credit units
anchored on Philippine
Professional Standards for
Teachers (PPST)

Organizing the Professional December Professional Portfolio

Portfolio

Submission of Portfolio to December Certificate of Submission

Coach/es

Co-Learning with Peers and At least Video Recording

Coach/es once a
month
starting
September
2020
LAC SESSION DAYS
LAC SESSION DAYS
 LAC GROUP

ANNABEL T. BINOBO
School Principal I/
Instructional Coach

HEIDI J. FELISILDA
Head Teacher I/ LAC Leader

HYDEE M. CABUENAS JANISSA T. DIBAROSA MICHAEL E. ALEMANIA ROSE ANN I. GOMEZ REY-ANN R. AGON
Teacher I/Documenter Teacher I/Member Teacher I/Member Teacher I/Member Teacher I/Member

MARICEL B. EMBANG JULIET S. GOC-ONG ALMA C. SAYAGO JERRY R. CAYOD-ONG

Teacher I/Member Teacher I/Member Teacher I/Member Teacher I/Member

IRISH RAMAS NERIZA PUTOT JANICE GARAY

Teacher I/Member Teacher I/Member Teacher I/Member