BAUTISTA (LDM2-MODULE-1-5)

Learning delivery
Modalities course

For teachers

Name: Rachelle Ann L. Bautista Date: February 15, 2021

MODULE 1: COURSE ORIENTATION
LESSON 1: COURSE OVERVIEW
ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?
The LPC that formulated by the DEPED is that major response and commitment in protecting the
health, safety and well-being of learners, teachers and personnel while continuing the education
under the health protocols set by the DOH and WHO.

2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
The main delivery modality of these LDM Courses will be guided independently through self-
learning modules to be made available in electronic (offline/ online) and printed versions.

3. What are the two support mechanisms that will help you with your learning in this
course?
The two-support mechanism that will help the LDM Courses are knowledge and expertise. The
knowledge from the various webinars/trainings where I attended as a teacher that is connected
in this course; while the expertise of the LAC Sessions’ facilitator together with the collaboration
of teaching force in giving insights, enlightenments, and support to each other in learning each
module in this course.

ACTIVITY 2.

Answer the following questions by copying and filling out the table in your Study Notebook.

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

negatively) my participation in this course?

I think my eagerness to learn will affect positively in studying this course. I also believe that this
course will help me, as a teacher, to easily adapt the new normal education and it will help me
deliver quality education to my pupils amidst the pandemic. However, there are some factors that
may affect my full participation towards this course. Some of which are: technical difficulties with
my device, slow internet connection, health problem because of too much exposure to gadgets,
and conflict with the on-going classes.

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?

I think by having a positive outlook and proper time management, I will be able to sustain and
address the obstacles that may hinder me from completing this course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me to (Where will I
accomplish the
repeatedly from participate in this
do that may affect my participating fully in this course?) requirements of
this course?
participation in the course?) Describe this
course in environment.)

a positive or negative
way?)

Studying the lessons The on-going classes My primary motivation I will accomplish
given to me ahead of and queries from aside from my family has the requirements of
time and more than students and parents always been the this course from my
willing to search for an through phone learners. Seeing them home. Rest assured
answer and solutions to calls/SMS/Messenger, confined in their homes that I keep constant
problems that may occur and other tasks being and learning less nothing communication
along the way. given simultaneously makes me bothered. On with my colleagues
from different offices. this pandemic time, I in getting their
Not to mention other guess the least we can insights and
personal problems I/we do is to provide them support for better
encounter at home. with the best resources understanding of
we can give in order for this course.
them to continue their
dreams of becoming
someone useful and
efficient someday.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.

Rank the following objectives from easiest to the most difficult to achieve:

_ To improve the teaching-learning process to improve learning among students
_ To nurture successful teachers
LDM2: Learning Delivery Modalities Course for Teachers 5
_ 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

Answer:
1 - To nurture successful teachers.
2 - To improve the teaching-learning process to improve learning among students.
3 - To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes.
4 - To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole.

2. What are the top three challenges to having a successful LAC? List down and

elaborate.

1. Bulk Reports, it limits our time and difficult to focus on LAC.
2. Poor internet connection, we really cannot follow the total discussion in LAC for we do not have

consistent strong connection. Sometimes we rely on our co-teachers and it create sometimes
different understanding.
3. Lack of computer expertise. There are times that we have a difficult time operating our laptops.
Sometimes it suddenly crash without doing anything.

ACTIVITY 2.

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members
each. Get in touch with your designated Coach or LAC Leader in forming your LACs.

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. This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.

ACTIVITY 3.

List down the members of your LAC and their respective roles in your Study Notebook.

ROLE NAME TERMS OF REFERENCE
TEAM LEADER (Duties and Responsibilities)
TEAM FACILITATOR Edita F. Lopez Responsible for guiding the
DOCUMENTER group to complete a task or
Simonette A. Castrence
Members project.
Joanna Zel U. Canovas Assist the leader in guiding
the group to perform a given
Giovanni Paolo S. Arciaga
Rachelle Ann L. Bautista task.
Documented the LAC
Janice J. Cabotaje
Rainyzel D. Carallipio Sessions.
Mary June C. Castillo
Participate in the given task
Evangeline Cruz or project, follow directions
Shela Rose Domingo and communicate properly

Emmalyn Guyano with the leader and co-
Alma C. Gubat leader to be able to

Mohaima B. Hadjisalic accomplish the given task or
Dianne B. Manansala project.
Timothy Jay R. De Guzman



Learning delivery
Modalities course

For teachers

Name: Rachelle Ann L. Bautista Date: February 15, 2021

MODULE 1: COURSE ORIENTATION

LESSON 1

Background, Rationale, and Development of MELCs

Activity 1

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?

With the global pandemic we have today, education for children more difficult to
achieve. It is also a big challenge to the Department of Education to keep education in
this new normal situation. The best way to address the problem is adapt this new normal
learning by shifting to distance or modular learning. With this strategy, we can ensure
learning continuity. And to make it through, the Deped forces teaching and non-teaching
staff are needed to collaboratively work. As well as the parents’ learners and other stake
holders support.

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?

As an educator and part of the education system, I should be agreed. 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/s. 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

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 Deped’s Bureau of Curriculum Development developed MELCs to cope with
the “new normal” in the educational atmosphere due to the Covid 19 pandemic. The
focus of the instructions was simplified to the most essential or the most indispensable
learning competencies. The MELCs intent to assist schools in navigating the limited
number of school days as they employ multiple delivery schemes by providing them
enough instructional space.

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

Curriculum review mapped the essential and desirable learning competencies
within the curriculum. It also led to the identification of gaps, issues, and concerns within
and across learning areas and grade levels. It helped in the identification of areas for
improvement that would enhance the learning engagement, experiences, and outcomes
and consequently recommend solutions. In addition, it analyzes 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 building 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 but
may not be necessary in building foundational skills. The main difference between
essential and desirable that the term essential refers to minimum qualifications that are
necessary for a job, while the term desirable refers to non-essential, but preferred
qualifications.

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?

Learning competencies are identified by knowing the following characteristics:
 It is aligned with national, state, and/or local standards/ frameworks (eg:
'scientifically literate Filipinos').

 It connects the content to higher concepts across content areas.
 It is applicable to real-life situations.
 If students left school after this grade, it would be important for them to have

this competence above many others
 It wouldn't be expected that most students would learn this through their

parents/communities if not taught at school.

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

MELCs serves as a teacher guide in preparing his/her lessons (weekly home
learning plan) and instructional materials (Self-learning modules). MELCs ensures delivery
of quality instructions as it becomes the primary reference in determining and
implementing learning delivery approaches that are suited to the local context and
diversity of learners while adapting to the challenges posed by COVID-19.

ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs. Go to the sections of the curriculum guide and MELCs that are
relevant to your instructional needs. Copy and accomplish the following table in your Study
Notebook and compare the two documents to determine which learning competencies were
retained, dropped, or merged.

Subject: ARALING PANLIPUNAN Grade Level: 4

K to 12 Learning Competencies MELCs

Merged/Clustered  Nakapagbibigay ng halimbawa ng  Natatalakay ang kosepto
bansa ng bansa

 Nakapagbubuo ng kahulugan ng
bansa

 Naipapaliwanag na ang Pilipinas ay
isang bansa

Retained  Natutukoy ang relatibong lokasyon  Natutukoy ang relatibong
(relative location) ng Pilipinas batay lokasyon (relative
sa mga nakapaligid dito gamit ang location) ng Pilipinas
pangunahin at pangalawang batay sa mga nakapaligid
direksyon. dito gamit ang
pangunahin at
pangalawang direksyon.

Dropped  n/a  n/a

LESSON 2

UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

Activity 1

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

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

The importance of unpacking and combining MELCs is in order to systematize
learning activities and effectively address the varying needs of learners and the challenges
of instructional deliveries.

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

a) Alignment on the Content and Performance Standards – in unpacking MELCs we
must consider this feature in order for us to achieve a quality teaching output.

b) Prerequisite knowledge and skills – curriculum objective must be hierarchy.
Mastering fundamental knowledge is a must before going to the other level of
mastering.

c) Logical sequence of learning objectives – we can’t give a better idea to our
students if our objective is not logically sequenced. Planning what are the most
important objectives is the key frame in achieving better understanding of our
learners.

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

Yes, all MELCs should be unpacked in order to systematize learning activities so
that delivering ideas to our students would not be congested.

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.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
(SUBSTASKED/ UNPACKED and INVENTORY OF AVAILABLE LEARNING RESEOURCES)
Grade Level: 4

Quarter: 1

Component: ANG PILIPINAS AY ISANG BANSA

Grading Most Essential Lesson LR Developer Link Assessment

Period/ Week Learning Exemplar/ (If available (Provide a link

of the Quarter Competencies Learning online) if online)

Resources

Available

Content Standard: Ang mga mag-aaral ay naipamamalas ang pang-unawa sa

pagkakakilanlan ng bansa ayon sa mga katangiang heyograpikal gamit ang mapa.

Performance Standard: Ang mga mag-aaral ay naipapamalas ang kasanayan sa paggamit

ng mapa sa pagtukoy ng iba’t ibang lalawigan at rehiyon sa bansa.

Week 1 Natatalakay ang konsepto ng bansa. (AP4AAB-Ia-1)

Day 1 Nakapagbibigay Ang Pilipinas

ng halimbawa ay isang DepEd

ng bansa. bansa

Day 2 Nakapagbubuo Ang Pilipinas

ng kahulugan ay isang DepEd

ng bansa. bansa

Day 3 Naibibigay ang Apat na

4 na elemento elemento ng DepEd

ng bansa. pagkakabansa



Module 3A-LESSON DESIGN AND ASSESSMENT IN THE
MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Answer
1. Face-to-face learning is an instructional method where course content and learning material are
taught in person to a group of students. This allows for a live interaction between a learner and an
instructor. It is the most traditional type of learning instruction. Learners benefit from a greater
level of interaction with their fellow students as well. In face-to-face learning, students are held
accountable for their progress at the class’s specific meeting date and time. Face-to-face learning
ensures a better understanding and recollection of lesson content and gives class members a
chance to bond with one another.

2. Distance learning, also called distance education, e-learning, and online learning, form of
education in which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-student
communication. Distance learning traditionally has focused on nontraditional students, such as
full-time workers, military personnel, and nonresidents or individuals in remote regions who are
unable to attend classroom lectures.

3. Blended learning is an approach to learning that combines face-to-face and online learning
experiences. Ideally, each (both online and off) will complement the other by using its particular
strength.
While generally seen as a ‘trend’ in ‘progressive learning,’ Blended Learning can also be viewed
as a kind of relic symbolic of the gap between ‘traditional education’ (for the last century or so in
brick-and-mortar schools and classrooms) and connected and digital learning. This, of course,
implies that digital-only is the future and the ultimate incarnation of learning, which is a short-
sighted view. The point, though, is that blended learning is a mix of old and new as much as it is a
mix of physical and digital learning.

4. Homeschooling means learning outside of the public or private school environment. The word
"home" is not really accurate, and neither is "school." For most families, their "schooling" involves
being out and about each day, learning from the rich resources available in their community,
environment, and through interactions with other families who homeschool.
Essentially, homeschooling involves a commitment by a parent or guardian to oversees their child
or teen's educational development.

None F2F learning component.
A. Distance Learning
B. Home Schooling

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.
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 Learning Distinguishing Essential Role of Role of Role of School
Modality Feature Resources Teacher Parent
Facilitates of Prepare and provide
Modular Distance Use of printed Printed self- learning. Serves as printed SLMs and
Learning (MD Self-Learning learning facilitator of other learning
Modules modules Monitors the learning materials such as
Online Distance learner’s textbooks,
Learning (ODL) The student progress. worksheets
learned
TV-Based independently Orients the parents
Instructions (TVB) using SLMs of learning
facilitators
Radio-Based Delivery of the Gadgets, Facilitates Provides the Provide necessary
Instructions (RBI) lessons done such as learning internet, materials for online
online using laptop, online. gadgets learning
Blended Distance gadgets and computer, needed for Orients the learners
Learning technology tablets, and Prepare online and the parents
smartphones learning learning using learning
activities for platforms
Internet learners Assist and
using online guide the Orients the parents
Use of TV platforms learners and the teachers
television Facilitates Guide and regarding the TV-
program in Self-Learning learning via assist the Based Instruction
the delivery Modules TV broadcast learners Provides
instruction supplementary
Assess and learning materials
monitors such as SLMs,
learner’s activity sheets, and
progress worksheets

Use of radio Radio Facilitates Guide and Orients the parents
program in SLMs learning via assist the and the teachers
the delivery of radio learners regarding the TV-
instruction broadcast Based Instruction
Provides
Assess and supplementary
monitors learning materials
learner’s such as SLMs,
progress activity sheets, and
worksheets
Combining SMLs Facilitator of Guide and
different Radio learning assist the Orients teachers,
learning TV learners parents, and the
modalities Internet learners about
Google blended distance
learning.

ACTIVITY 3.

Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc. Then rank the DL types—
MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement. Give the reasons for
your ranking of each. Replicate the following table and write your answers in your Study
Notebook. Be prepared to discuss your ranking at your next LAC Session.

Ranking Type of DL Why?
(1-5 from
easiest to Modular Easier distribution of modules to the learners with the
hardest to Distance collaboration of the LGU/Barangay Officials/PTA/
implement) Learning Community.
(MDL Accessibility of learning materials (hard/soft copies) are
1. provided by the school.
No additional costing on gadgets/electricity and service
subscription/ load payment required.
Preferred by the most parents due to minimal to no costing
and the safety of their children.
Health Safety: lesser risk of contracting the virus: Covid-19.
Can review if the lessons are not easily grasped/
understood by the learner.
Learners can ask queries regarding the lessons/topics they
cannot easily comprehend during the online distance
learning interactions.

2. Online Health Safety: Lesser risk of contracting the virus: COVID-
Distance 19.
Learning Can review if the lessons are not easily grasped/
(ODL) understood by the learner.
Programming may be compiled to the DepEd MELC.
Accessibility may be affected depending on the availability
of stable internet connection.
Additional costing on gadgets/electricity and service
subscriptions/load payment.
Guidance of the teachers to the learners is more possible.
Downside: Comprehension skill may not be evaluated
effectively due to the different levels of understanding of
the learners/ clienteles.

3. Blended Accessibility of learning materials (hard/soft copies) are
Distance provided by the school.
Learning Accessibility to online platform may require additional
costing on gadgets/ electricity and service subscription/
load payments.
Easily understood by the students through the combination
of the different modes of learning provided by the school.
Can review if the lessons are not easily grasped/
understood by the learners if they will use the 2 types of
distance learning modalities: MDL and ODL.
Assessment on comprehension skills is not reliable to lesser
guidance by the teachers.

4. Radio- More number of radio frequencies/stations across the

Based country compared to TV programs/stations.

Instructions Programming may not be compliant to the Deped MELC.

(RBI) Not all students are audio-learners, they tend to forget

what they have heard awhile back.

5. TV-Based Fewer Networks for public broadcast for all the needed

Instructions airtime or slot.

(TVB) Accessibility may depend on the learners’ location: remote

areas or far-flung areas.

Programming may not be compliant to the DEPED MELC.

ACTIVITY 4.( Submit a copy of your output to your LAC leader)

The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed below are some examples
which may be relevant to your context. Add others as appropriate. Write down your answers in
your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention
Learners without parents or household  Home visit. Seek assistance from relative
member who can guide and support their
learning at home or LGUs for providing a learning facilitator
to the learner.
Beginning Readers (K to 13)
 Provide supplementary reading materials
(e.g Reading is Fun)

Struggling Readers (Grades 4-12)  Provide supplementary reading materials
No access to devices and internet appropriate to the learners’ level.

Inaccessible (living in remote and/or unsafe  Provide printed learning materials such as
areas) SLMs and textbooks.
Indigenous People
Persons with Disabilities  Communicate with the parents while they
are returning and getting the Self-
Learning Modules.

 Ask their neighbor who have internet
access if they can share internet
connection.

 Coordinate with the Barangay Officials for
the delivery of SLMs and other learning
materials.

 Coordinate with the Barangay Officials for
the delivery of SLMs and other learning
materials.

 Coordinate with the Barangay Officials for
the delivery of SLMs and other learning
materials.

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?
Curriculum design and lesson planning is the process of developing lessons, assignments,
units, and projects to teach students knowledge and skills.

2. Why is lesson designing important?

Lesson designing is important because it gives teachers the opportunity to think deliberately about
their choice of lesson objectives, the types of activities that will meet these objectives, the
sequence of those activities, the materials needed, how long each activity might take, and how
students should be grouped.

3. What are the three elements or components of a well-designed lesson?
a. Aims and objectives
b. Teaching and learning activities
c. Assessment to check pupil’s understanding of the topic

Compare your answers to those found in Lesson 2, Activity 1 Answer Key

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 Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column

Before the Lesson Lesson Proper After the Lesson
1. Wrap up activities
1. Review previous lesson 1. Explain, model, 2. Emphasize key information
2. Clarify concepts from
demonstrate, and and concepts discussed
previous lesson
3. Present warm-up illustrate the concepts, 3. Ask learners to recall key
activities to establish interest activities and concepts
ideas, skills, or processes discussed
in new lesson
4. Check learner’s prior that students 4. Reinforce what teacher has
taught
knowledge about the new will eventually internalize
lesson 5. Assess whether lesson has
5. Present connection 2. Help learners understand been mastered
between old and new
lesson and establish and master new Transfer ideas and
purpose for new lesson concepts to new situations
6. State lesson objectives as information
guide for learners
3. Provide learners with

feedback

4. Check for learners’

understanding

Refer to the list of learning tasks below, and identify which section of the lesson these learning
activities can be presented by placing each task under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson

3. Clarify concepts from previous lesson

4. State lesson objectives as guide for learners

5. Provide learners with feedback

6. Present connection between old and new lesson and establish purpose for new lesson

7. Emphasize key information and concepts discussed

8. Assess whether lesson has been mastered

9. Check for learners’ understanding

10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that students will eventually
internalize

11. Help learners understand and master new information

12. Ask learners to recall key activities and concepts discussed

13. Reinforce what teacher has taught

14. Transfer ideas and concepts to new situations

15. Present warm-up activities to establish interest in new lesson

16. Check learner’s prior knowledge about the new lesson

Compare your answers to Lesson 2, Activity 2 Answer Key

ACTIVITY 3.

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

Components of the DLL/DLP

I. Objectives
II. II. Content
III. III. Learning Materials and Resources
IV. IV. Procedures
V. V. Remarks
VI. VI. Reflection

Compare your answer to Lesson 2, Activity 3 Answer Key. The learning tasks listed in Activity 2 all form
part of the Lesson Procedures of the DLL and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/ periodicals/Rosenshine.pdf).

Answer:

VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP should be filled
up after the lesson is delivered. Teachers are encouraged to think about their lessons, particularly
the parts that went well and the parts that were weak and write about those briefly. In the
reflection, teachers can share their thoughts and feelings about their lessons including things
about the lesson that were successfully implemented and which ones need improvement or could
be adjusted in the future. Teachers can also take note of the number of learners who earned 80%
in the evaluation, the number of learners who require additional activities for remediation, and
the difficulties teachers encountered that their principal or supervisor can help solve.

ACTIVITY 4.

Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the following
table. Then choose one lesson from a Self Learning Module (SLM) for students that you have on hand.
Imagine that you will deliver this lesson to your learners through DL. In the second column, identify which
of these tasks are already present in the SLM. In the third column, identify which has to be presented via
technology-mediated resources, supplementary learning materials, or other means.

Part of Lesson Learning Tasks Check if Additional Remarks
already (ex. can be done via voice calls , can
Before the Lesson present
1. Review previous lesson in the be facilitated by a household
2. Clarify concepts from previous lesson SLM partner, can be done via a learning
3. Present warm-up activities to establish interest in new activity sheet, can be presented via
lesson 4. Check learner’s prior knowledge about the new an internet based resource, can be
lesson
5. Present connection between old and new lesson and facilitated during a synchronous
establish purpose for new lesson learning session, etc.)
6. State lesson objectives as guide for learners
√
√
√
√
√
√

Lesson Proper Can be provided video lessons to
1. Explain, model, demonstrate, and illustrate the √ be stored on USB flash drive.
concepts, ideas, skills, or processes that students will
eventually internalize √ Can be done via voice calls.
2. Help learners understand and master new information
Can be facilitated by the house
3. Provide learners with feedback
4. Check for learners’ understanding √ partners.
√
After the Lesson Can be done via voice calls.
1. Wrap up activities Can be done through formative
2. Emphasize key information and concepts discussed
3. Ask learners to recall key activities and concepts test.
discussed
4. Reinforce what teacher has taught √ Can monitor through portfolio.
5. Assess whether lesson has been mastered √ Can be presented via internet-based
6. Transfer ideas and concepts to new situations √ resources.

Can be done via digital tools.
√ Can be done via digital tools.
√ Can be done through pupil’s query
√ sheet.

Can be monitored through portfolio
output.

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?
Provide module for distant learning in order to supplement the lacking learning task.
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that they are guided throughout the lesson?
As an adviser the only additional support that I can give is additional activity sheets and reading
materials.
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
In modular distant learning the only way is to retrieve the modules for checking and for the
teacher adviser to assess and gather feedback.

Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other learning areas.

• You can team up to integrate lessons across learning areas. Integration of content across
learning areas maximizes time and helps learners make connections for better understanding.

• You can use content topics as themes, motivation, springboards, or initial topics for lessons
across subjects. You can also try merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning area. This can make it easier
for you to check student work, and saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can enhance student
learning and maximize teacher preparation time?
______________________________________________________________________________
_____________________________________________________________________________

Don’t forget to check back with your Coach and share them with your peers.

ACTIVITY 5.

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

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Assessment for Learning: to make Assessment of learning to
adjustments in the lesson may be measure of the student met the

integrated in all parts of the performance and content
lesson: before the lesson, the standards done after the
lesson proper, and after the lesson/end of a quarter results
lesson results must be recorded enable teachers to describe
to study the patterns of learning how well the students learned
demonstrated by the students standards/competencies for a
but should NOT be used as the given quarter, which are then
reflected in the class record.
basis for grading. Learners may be assessed
individually or collaboratively.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.

ACTIVITY 6.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL. Which
assessment methods can you adapt in DL considering the content area that you are teaching?
In your study notebook, recreate the following table and list five methods that you would like
to try. For each one, write how you plan to use it in DL.

Assessment Method How to Adopt the Assessment Method in DL?
Ex. Short Quiz
I will send a three -item quiz via text message before the lesson. Based
1. Essay on the responses ,I will take note of the common misconceptions and
2. Demonstration / clarify them to the learners during our online sessions or via text
message.
Practicum / Provide the rubrics in the activity sheets. Then, parents will assess
Performance Task the output through the assistance of the teacher.
3. Quarterly Test The learners will send recorded performance through a given link.
The teacher will give feedback to the learners individually through
4. Weekly Test / text / messenger.
Assessment Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He / She may use a link or use drop box
5. Reflection for the submission of the test in case the students do not have an
access online.
Provide supplementary assessment materials to the learners aside
from the module which will be picked up in the designated drop box
placed in barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or
not the students are understanding the material for that particular
week.
The teacher may provide a question via text or FB messenger for the
learners to ponder. Provide and discuss the rubrics to be used for the
activity.

Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:

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

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection

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

 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to

make assessment doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

More LAC regarding assessment to attend so we will have more chances and choices of the
different assessment we can give.

ACTIVITY 7.

Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it. After reading the references, answer the following quiz to check your
understanding about using a portfolio to assess the learner.

QUESTIONS True False
1. A portfolio mainly displays the academic achievements of the √ √
learner.
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.
4. The teacher can only comment on a learner’s portfolio.
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.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did. Learners are different
and have different abilities. For some topics, you can give students some options or alternatives
on how they will be assessed. Just make sure that these would show how much they have
learned.

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

1. C These are the knowledge, understanding, skills, and attitudes Column B
that learners need to demonstrate in every lesson a. learning area
and/or learning task.
2. D These are the formative learning opportunities given

to learnersto engage them in the subject matter and b. mode of delivery

to enhance their understanding of the content. c. learning competencies

3. A This refers to the prescribed subject that learners take. d. learning task

4. B This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key

ACTIVITY 2. (Submit a copy of your output to your LAC Leader)
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which
discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view
the three Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if
there are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American
Academy of Pediatrics (AAP) and the World Health Organization (WHO) which are as
follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5
hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and
the other 2 hours in the afternoon)
(Please Fill this out)sample only-look for your online schedule
Indicate the MELC ,Learning Task ,synchronous/asynchronous

ONLINE CLASS SCHEDULE

ACTIVITY 3.

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

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

ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3
and create an ILMP for that particular learner who lags behind. Read and use the Individual Learning
Monitoring Plan Template. Consider the components of the ILMP that were described in Activity 3.

Learner’s RATAY, BASTY Intervention Monitoring Learner’s Status Mastery
Name Strategies Date Insignificant Significant
Grade Level Four - Tulip Provided Progress Progress
Learning Learner’s Sending links of November
Area Needs quizzes and 10, 2020 √
ARALING The pupil needs outputs via
PANLIPUNAN to submit personal November √
quizzes and message to he 22, 2020
FILIPINO outputs. can easily open √
and see what December
ENGLISH Reading he missed. 1, 2020
Comprehension Provide reading
materials based
Reading on the level of
Comprehension his reading
comprehension.

Provide links of
video lesson
about practice
reading.

Intervention

Status The learner is making a significant progress. Continue with the learning plan.

Share the ILMP that you made for that specific learner during your next LAC Session.



LESSON 1

Learning Resource Maps for Distance Learning
Activity 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021
included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to
be implemented in Schools/Divisions. Study this map and answer the following questions in your
Study Notebook:

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

The resources that should be prepared in order to implement the LDM adopted by the
school or division are online and offline SLM, online and offline activities/exercises, Printed SLM
and Activity sheets.

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?

Yes, we have the complete resources for the Distance LDM needed in class. If the LRs are
not complete or not yet available, the teacher should be resourceful and think of ways to meet
the necessary LR needed by the learners. Different portals available on the internet will be a
great help on acquiring this LRs.

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 be able to maximize the use of the two DepEd-sanctioned LR Portals the support of
the school through the ICT coordinators and teachers with knowledge on managing LMS and
navigating the DepEd Commons and the LR portal should be given.

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?

Learners have different learning styles and capabilities, we cannot disregard the fact that
some learners have difficulties on reading abilities, level of learning independence and the like,
but as teachers we give an effort to maximize learner’s potential and give solution on these

problems by giving enrichment activities like vocabulary drills not only on the English subject but
this is also applicable on the different learning areas like Science which include scientific terms. It
would also be a great help that the parent or the learner’s facilitator at home will help on giving
prior intervention to the learner especially learners who are struggling readers.

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.

Support that I can provide to my colleagues:
1. Guide and help them download the SLMs using the DepEd LR Portals.
2. Assist them in conducting review and assessment of all the downloaded SLMs to address
the completeness and appropriateness of all the SLMs to be used this school year.
3. To address the disadvantage learners, maybe I can assist them in simplifying the activities
in the SLMs.

Support that I can get from them in terms of LRs:
1. Cooperation
2. Perseverance and diligence in the honest assessment of the LRs
3. Their feedbacks matter in addressing possible issues that may arise during the school
year in terms of the use and contents of the SLMs

LESSON 2

Accessing Learning Resources from DepEd Portals
Activity 1

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not registered
yet, follow the LR Portal User Guide to guide you in your registration process. Alternatively, seek
assistance from any of your colleagues or your IT personnel in your school, district, or division. You
may also coordinate with your LAC Leader and/or Coach. To understand the portal better, you may
watch the LR Portal Video Tutorial located in the resources of this Course.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum
on DepEd Commons dated March 17, 2020.

Explore the Portals. In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already have?

Both LRMDS and DepEd Commons provides learning materials which complements to the
LRs that we already have. Pdf files, power point presentations and more are now accessible on
teachers in the condition that they register and guided in upon usage. Those learning resources
will be a great help on students/learners to access more information about specific topic on all
learning areas if they register on the portals.

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 challenges in accessing LRs in the portal can be weak internet connection or limited
data allowance for downloading resources due to the location of the area.

3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?

The school as well as the ICT coordinator will be a great support on accessing the portals
for they are the well knowledgeable on this aspect. Downloading the LRs ahead of time will be of
great help.

LESSON 3
ASSESSING THE LR MATERIALS

Activity 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS
Portal and assess the material using the tool. Answer the following questions in your Study
Notebook:

RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN ARALING PANLIPUNAN 4

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…

1. Was the material able to meet all the requirements?
Yes, the materials were able to 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?
On the assessment tool all the factors considered are attained. The LR was a great help in preparing
teachers in different modalities to be used in the “New Normal”.

3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
All aspects are covered by the tool and been utilized to answer the activities given on the LR.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
This exercise helps me to create a workable plan on how to appropriately use the different learning
resources to maximize the potential of the learners to cope with the lesson in the time allotted for
them to learn.

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 differences are as follow:

a. they are not contextualized and localized.
b. they are not K – 12 compliant.
c. they are not MELCs-based.
d. they are not simplified.

2. Based on the results of the Assessment Tool, what improvements do the materials —both from
DepEd and Non-DepEd portals — still need?

a. the lay-out

b. free from red flags on possible copyright and plagiarism issues

c. parallelism and congruity of learning competencies between the LRs found in the
Deped portals and Non-DepEd portals

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

The simulation of how to use the Rapid Assessment tool for LRs had greatly helped me
choose the right and appropriate learning materials which I will be using for my grade 5
learners this school year.

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?
Based from our final outputs, the following are noted compared to the LRs we can access in the
online LR portals:

a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult learning tasks for

learners

2. What improvements do you still need to make in your developed material?
The Activity Sheets needs the following improvements:
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by real experts in the fields.

Activity 4
Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC
Session. Jot down insights and information that can be useful to you in choosing the appropriate
LRs.
Submit your LR assessments with your reflection on the exercises to your LAC Leader. Ensure
that you keep a copy for yourself.



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.

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

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity 1. What particular professional standards
in the PPST do you need to focus on to effectively use the LDMs in relation to the content and
pedagogy of the learning area/s you are teaching? Write your answer and other insights in your
Study Notebook.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development Guidelines

Domain Professional standards in the PPST Insights
do I need to focus on to effectively
Domain 1 Since learning modality has
Content Knowledge & use the LDMs in relation to the drastically changed this school
content and pedagogy of the
Pedagogy learning area/s I will be teaching year due to global health
Modelling a comprehensive pandemic, careful selection of
Domain 2 selection of effective teaching effective teaching strategies that
Learning Environment strategies that promote learner promote learner achievement in
achievement in literacy and literacy and numeracy should be
Domain 4
Curriculum and Planning numeracy. addressed properly.
We need to address a safer and
Domain 5 Applying comprehensive
Assessment & Reporting knowledge of and acting as a more secure learning
resource person for, policies, environment especially now that
guidelines and procedures that Covid-19 is still infecting people.
relate to the implementation of
Health protocols should be
safe and secure learning observed always.
environments for learners.
Modelling exemplary practice and Careful planning of the lessons
leading colleagues in enhancing should take place. Teachers
current practices in the planning should consider the fact that
learning modality is different
and management of now compared before.
developmentally sequenced
teaching and learning processes. Teachers should adopt
appropriate assessment method
Leading initiatives in the to ensure that learning among
evaluation of assessment policies
and guidelines that relate to the children is effective though
design, selection, organization and modular distance learning is the
learning modality most of us will
use of effective diagnostic, be using under the new normal
formative, and summative
assessment consistent with school setting.
curriculum requirements.

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 toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the modalities?
The challenges in teaching under Attending webinars.
1. Make effective learning to the new normal. Partnership with stakeholders.
happen in the new normal using
teaching strategies that fit modular Training para-teachers as
distance learning by facilitators of learning.
attending/joining webinars that
help us make our lessons effective
to deliver.

2. Maximize the lacking resources The empathy to students and the Support from their parents and
in providing student assistance. hope for the betterment of our stakeholders.

future

3. Fair assessment to students Knowing the reality of our current Student’s cooperation in submitting
output based on diverse state of life
situation. their output

4. Better collaboration to the whole DepEd’s aim to provide continuous Enhanced teamwork of all the
community. learning amidst pandemic. actors of learning; teachers,
parents, students and stakeholders.

LESSON 2

PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC

Activity 1

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

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

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

INDIVIDUAL DEVELOPMENT PLAN

Strengths Developmental Action Plan Timeline Resources
Needs (Recommended Developmental Needed

Intervention)
Learning Objectives Intervention
of the PD Program

To participate To manage Apply more positive Strategic Year- round Learning
in collegial learner and effective learning mode and
discussions behavior strategies to
that use constructively develop and Developmen
teacher and by applying manage behavior of t Team
learner positive and the learners
feedback to non-violent constructively in Supervisor/S
enrich discipline to every task and chool
teaching ensure activities.
practice. learning- Head/Maste
focused r
Teamwork environment.
*Service Result focus Teachers/Co
orientation particularly on -workers
*Innovation achieving
results with Arrange schedules Time table Year -round Local Funds
optimal use of for each task that Supervisor/S
time and needs to be
resources most accomplished as chool
of the time. urgent, high Head/Maste
priority and
priority. r
Teachers/Co

-workers

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 OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Apply more positive and effective
To manage learner behavior constructively by applying strategies to develop and manage behavior
positive and non-violent discipline to ensure learning- of the learners constructively in every task
focused environment. and activities.
Arrange schedules for each task that needs
Result focus particularly on achieving results with to be accomplished as urgent, high priority
optimal use of time and resources most of the time. and priority.



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?
My portfolio helps me in tracking the progress of my teaching practice in our
school’s LDM 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?
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?
 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.

Activity 3

Familiarize yourself with the List of Suggested Evidence Form.

LIST OF SUGGESTED EVIDENCE IN THE LEARNING DELIVERY MODALITY

ACTIVITIES TIMELINE OUTPUT/S
At least 2 recorded lessons (online
Documentation of Lesson Delivery February to March learning)
Or
Researching and Incorporating February to March Lesson Plans (at least 2 per month)
Teaching Strategies in the
Modalities February to March Certification of Participation with PD
Participation in recognized PDs credit units
that are aligned with their March
Professional Goals anchored on March Professional Portfolio
Philippine Professional Standards At least once a
for Teachers (PPST) month starting Certificate of Submission
Organizing the Professional February 2021
Portfolio Video Recording
Submission of Portfolio to
Coach/es
Co-Learning with Peers and
Coach/es

ACTIVITY 4

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

ACTIVITY 5

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

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LESSON 2

THE EVALUATION RUBRIC

Activity 1
Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to ensure
that you are able to hit the criteria in the Rubric? Write down your answers and any other thoughts
about the Rubric in your Study Notebook.

In order to be successful in making the portfolio I must consider first the Demonstration
progress of the LDM Implementation which 30% in the rubrics. 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
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.