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Published by leilaniavs, 2020-12-28 04:58:58

My LDM2 Portfolio

portfolio

Keywords: LDM2

Course Objectives

By the end of this Course, you will be able to:
1. know the different LDMs and platforms: their features,

uses, and pedagogies;
2. plan for the implementation of the school-adopted LDMs;
3. prepare learning materials and resources needed for the

LDM;
4. be confident in executing lessons in the new LDM.

MODULE CONTENT/LAC Session 1
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)

ESTIMATED TIME REQUIRED

4 hours

Module 1

November 16, 2020

The life of each citizen justifies immediate protective actions in the
context of contingency situations, such as emergency and catastrophe, since
its value is paramount to other values in need of protection. Special attention
should be provided to vulnerable groups which have fewer means, conditions
and capacity to self-defence. The protection of life, dignity and integrity of
citizens is an ethical responsibility that involves political authorities at different
levels, namely in the preparation of health and sanitary responses, while
planning and organizing access to healthcare and even education, and
ultimately for the benefit of humanity – as a common good.

COVID-19 is still a continuing health threat and have caused so much
impact in the lives of many, yet the Department of Education is unstoppable to
continue its mission of educating the young, “the hope of our fatherland” as
Dr. Jose P. Rizal addressed them. Thus, DepEd formulated the Basic Education
Learning Continuity Plan (BE-LCP). Part of this is LDM2 Course that is
basically aims to prepare teachers in this new normal education.

Learning Delivery Modalities course is a breath of air for the confused
and unprepared teachers in the field. Battling all challenges to meet the
department’s goal of continuing education despite all the situations and the
need to cope with the paradigm shift of what was used and commonly
implemented programs in learning.

As mentioned by Dr. Nicolas Capulong, DepEd Region III Director, the
Learning Continuity Plan is the major response & commitment in ensuring the
health, safety & well-being of learners, teachers, personnel in time of COVID
19 while finding ways for education to continue amidst the crisis for the
upcoming school year. This educational framework is composed of different
important pillars such: School Readiness, Human Resources, Infrastructure
readiness, Transition Program. Building Partnership, Teaching and Learning
Modalities and Assessment centred on the Development of the Most Essential
Skills and Values of the learners.

Gelix Mercader, a Filipino Educator said, despite this seemingly evil
phenomenon of COVID 19 pandemic, there are three (3) simple ways in
embracing the new normal in education in the Philippines. First A is to ADAPT
to the Situation. Second A is to ADOPT new ways of addressing teaching and
learning. The last A is to be ADEPT with the new ways of addressing the
teaching and learning needs of the learners.

Many of the teachers, parents and guardians might have a hard time
embracing this new normal of education yet gradually we will all be used to it
and eventually discover a much better way to helping each other to become
better people in the end.

Module 1

Study Notebook

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 Learning Delivery Modalities 2 Course (LDM2) is composed of self-directed
modules that help in deepening the teachers’ understanding on the different
learning modalities that we are to use in the so called “New Normal”. This course
is also output-oriented as teacher participants are tasked to accomplish outputs
and to reflect on each activity that every module provides.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
Given the current situation of our country due to the pandemic and as our
educational system is doing its best to adjust in providing alternative ways for
teachers and learners it the aim of accessing quality education in the midst of
health emergency, it engages us to become more knowledgeable and skillful in
terms of the implementation of the most suitable learning delivery modality to
our students, in specific areas and communities. This will also help us to
understand better the needs of our learners and the most effective ways to
provide remote instructional assistance considering their health and welfare.

3. What are the two support mechanisms that will help you with your
learning in this course?

The support mechanisms that will surely help me in learning this course are
as follows:
a. The continuous webinars/trainings provided by the department to equip

the teachers with the new modalities of teaching and the initiative our
administrators are doing to continuously support the teachers as we
embarked to this new normal is by far the biggest support that we have at
the moment.

b. The collaborations of our teaching force in giving insights, enlightenments,
and support to each other and my personal views in addition to the extra
effort and eagerness to learn each module of this course is also a big help.

HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What will prevent (What will push (Where will I
(What is it that I me from me to participate accomplish the
participating fully in in this course?) requirements of this
repeatedly do this course? Describe
course?) • Desire to this environment.)
that may affect Learn
• Time. You cannot get • At Home
my Occupied with all by, if you are At home, because,
these workloads not willing to I have a strong
participation in left us with only a learn new internet
little time to learn things. Being connection. Having
the course in a what is on the caught in this a strong internet
modules. situation, the connection is a
positive or best thing that advantage,
• Module I can do is to because I can
negative way?) Preparation. equip myself easily access other
Honestly speaking, with all the information found
• Reading. Module necessary in the internet
preparation is a toll information Furthermore, it is
I always read of unending work regarding the safer and a lot
that tends to new normal easier to connect
whatever there burden us so set up of virtually with my
much. education. I group for purposes
is to read can only do of collaboration
• Connectivity. this through and discussions.
regarding the Internet connection learning. At home I have a
course. I believe is one of the most better chance to
integral part of comply all the
that it is a learning now expected outputs
because almost and requirement
positive habit to everything is done with the help of
remotely and my strong internet
read, because virtually. The lack connection that
or limited access to the school can’t
reading will internet connection provide at the
help you to truly fosters difficulty in moment.
learning the LDM2
understand the course especially
that only soft
contexts and the copies of the
modules are
concepts in the available.

modules.

Lesson 2

Activity 1

Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order
No. 35 s. 2016 titled “The Learning Action Cell as the K to 12 Basic Education
Program School Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning.” Once you’re done, answer the following
questions. Write your responses and any other ideas and reflections in your
Study Notebook.

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

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

1 To improve the teaching-learning process to improve learning among
Students.

4 To nurture successful teachers

2 To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes

3 To foster a professional collaborative spirit among School Heads,
teachers,

and the community as a whole

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

1.1 Well Structured LAC Session Schedule. It will be best if the schedule
for the session/s will hinder teachers’ task. Thus, conflict and
overlapping activities must be avoided to ensure focus during the
sessions.

1.2 Topic Overload. Too many topics for one session resulting to
information overload.

1.3 Connectivity. Since we have an Health Emergency situation sessions
are conducted virtually. We need strong internet connection to make it
work and successful.

Activity 2 & 3

FORM 1: LAC PROFILE

REGION: XI Number of LAC members: 13
Master Teacher 1
LAC ID (name or number): 32 Master Teacher 1

Name of LAC Facilitator:
LEILANI C. AVILA

Name of LAC Documenter:
ORPHA JOY V. YU

LAC Members:

NAME Male/
Female
DESIGNATI
ON/
POSITION
DIVISION/S
Contact
details
(email,
mobile
number)
Preferred
contact mode
(email, phone,
Skype, Zoom,
Google Meet,
Viber, FB)

Female SST II/ Davao CP #: 09308051081 • Phone
Curr. City Email: • Email
NORIE Head noriecynth0729@gmail.com • Messenger
CYNTH A. Davao FB: Norie Violet • Fb
ADLAWON City • Zoom

Female SST III Davao CP #:09554108352
City Email:
IMELDA P. Davao Imelda.bulpa@deped.gov.ph -do-
BULPA City FB: March Mild Bulpa

MARLINA B. Female SST II CP #: 09223500829 -do-
DULFO Marlinadulfo16@gmail.com

Female SST III CP #: 09079839114 -do-
Email:
EDITHA P.
SAJOLAN edithapeńaflorida881@gmail
.com
FB: Editha Peńaflorida
Sajolan

NAME Male/
Female
DESIGNAT
ION/
POSITION
DIVISION/
S
Contact
details
(email,
mobile
number)

Preferred
contact mode
(email,
phone,
Skype, Zoom,
Google Meet,
Viber, FB)

ZENAIDA M. Fem SST Davao CP #: 09498132805
IBUOS ale III City
-do-
CATHERINE B. Female SST II Davao CP #: 09429506484 -do-
DELIGERO City Email: -do-
Kitkatbos14@gmail.co -do-
MILDRED M. Female SST II Davao m -do-
RUBIA City -do-
CP#: 09079710564
SHARON C. Female SST II Davao Email:
PLAZA City mildredmrubia@gmail
.com
RODALYN DE Female SST II Davao FB: Mildred Rubia
LEON City
CP#: 09462286515
Cristine C. Female SST I Davao Email:
Ronquillo City sharoncplaza@gmail.c
om
FB: Sharon Carillo
Plaza

CP #: 09483549969
Email:
robustdeleon@gmail.c
om
FB: Rodalyn de Leon

CP #: 09468501561
Email:
cristinevabz25@gmail.
com
FB: Cristine Chavez
Ronquillo-Caburnay

NAME Male/
Female
DESIGNATIO
N/
POSITION
DIVISION/S
Contact
details
(email,
mobile
number)

Preferred
contact mode
(email, phone,
Skype, Zoom,
Google Meet,
Viber, FB)

ROGELYN Female SST I Davao CP #: 09351045862 -do-
TORALBA City Email: -do-
rogelyn.toralba001@depe -do-
ROWENA L. Femal SST Davao d.gov.ph
MOLUŇAS e I City FB: Rogelyn Toralba

LAIDEN Female SST I Davao CP #: 09488504891
LACEA City Email:
angeliepsalm09@gmail.c
om

FB: Rowena Moluńas

CP #: 09079146886
Email:
lacealaiden18@gmail.co
m
FB: Daniel Lacea

This form should be accomplished by the LAC Facilitator at the end of
every LAC session.

LAC ID: 32 REGION: XI

LAC FACILITATOR: LEILANI C. AVILA LAC SESSION NO.: 1

DOCUMENTER: ORPHA JOY V.YU LAC SESSION NO.: 1

DATE AND TIME OF SESSION: VENUE/PLATFORM OF

November 16, 2020 @ 8:00 AM -12:00 SESSION:
PM WFH – Virtual via Zoom
Meeting

Number of members present (attach attendance document): 15

Materials and resources: / Smartphone
/ PC
/ Self-Learning Module
/ Activity sheets / LAC session guide
/ Others. Please specify: Study
/ Digital resources
/ Online resources Notebook

Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box.
(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

Comments /
Remarks
(For example, if
you disagree or
strongly disagree,
please indicate why.)
SD
D
N
A
SA

MEMBER PARTICIPATION

1. All of the members came prepared for the /
LAC session

2. All of the members had an opportunity to /
share and discuss their assignment,
insights, and ideas

3. Members listened to each other’s insights /
and ideas.

4. The members’ assignments showed an /
understanding of the lessons in the SLM.

5. The members demonstrated /
engagement in and/or
enthusiasm for the learning tasks during
the session (including providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and discussion /
during the LAC session by keeping the
discussion focused on the lesson or
topic.

7. I encouraged all the members to actively /
participate in the LAC session (i.e., for
the teachers to share their work and
ideas/ insights).

8. I provided useful feedback on the /
teachers’ assignments.

Please provide the information requested.
1. The best part of the session (i.e. what went well):

For me, the best part of the session was the active participation of each
member in sharing their insights and the expression of both positive and negative
outlook about the course. At the end, everybody resolved that it is for the best and
remained hopeful that it will enhance the teaching skills of the teachers in this new
normal set-up of education.

2. Problems or challenges encountered and how they were resolved:

Generally speaking, the problems of challenges that we encountered is the
internet signal. The lack of strong internet connection hindered most of the participants
to join the meeting early as scheduled and the interference brought about by the poor
connection caused them to be disconnected from time to time during the orientation and
discussion. The limited time allotted per session and being quarantined because of
exposure to probable or suspect carrier of the dreadful virus causing delay on the
implementation of the course.

3. Other topics discussed apart from the recommended topics, if any:

Other than the recommended topics, RPMS was entered in the picture, with
the anticipation that the expected outputs of the course will be part of the of the yearly
evaluation and rating.

4. Recommendations/Plans for next LAC session:

As the next session was scheduled, we agreed that teachers will be group
according to their teaching load for the next topic presentation, the Most Essential
Learning Competencies: Sample Unpacking and Combining of MELCS.

This form should be accomplished by the designated LAC Facilitator on or before the
first LAC session.

Region: XI

Division: Davao City

NAME: Male/Female: Date of Birth: Age:
LEILANI C. AVILA FEMALE MAY 17, 1971 49

Contact details: Email: Mobile Number: Facebook
Name:
Leilani.avila001@dep 09432655210 Lei Lani Costales
Avila
ed.gov.ph

Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Google meet, FB, Messenger, etc.)

• email
• Messenger
• Fb
• Zoom
• Google Meet
• phone

LDM 2 – MODULE 1

Attendance for LAC # 32 Present
November 16, 2020 Present
Present
Virtual Meeting via Zoom Present
8:00 AM – 12:00 PM Present
Present
NORIE CYNTH A. ADLAWON Present
IMELDA P.BULPA Present
ZENAIDA M. IBUOS Present
MILDRED RUBIA Present
LAIDEN C. LACEA Present
RODALYN DE LEON-ORELLAN Present
ROWENA L. MOLUÑAS Excuse
CRISTINE RONQUILLO
SHARON C. PLAZA
EDITHA P. SAJOLAN
MARLINA B. DULFO
ROGELYN TORALBA
CATHERINE B. DELIGERO

LEILANI C. AVILA ORPHA JOY V. YU
Facilitator Documenter



Most Essential Learning
Competencies (MELCS)

MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs;
2. unpack the MELCs;
3. combine related competencies into learning objectives.

MODULE CONTENT/LAC Session 2
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning

Objectives

ESTIMATED TIME REQUIRED
3 hours

November 18, 2020

Learning Competencies N(MoEveLmCsb)erw1h6i,c2h02s0hall serve as a primary
reference of all schools, Schools Divisions, and Regional Offices in determining
and implementing learning delivery approaches that are suited to the local
context and diversity of learners. According to its guidelines, the Teachers and
employers across the globe have at least one belief in common when it comes to
educating our society: 21st century skills are no longer a luxury but a necessity.

Saga Briggs (2015) in his essay mentioned what Vivien Stewart writes for
the Asia Society’s Global Cities Education Network that, “The skills that are
easiest to teach and easiest to test are now also the skills that are easiest to
automate, digitize, and outsource.” Because of this shift, schools are directing
their attention to developing so-called 21st century skills and competencies for
all students. These competencies include the cognitive skills of critical thinking,
problem-solving, knowledge application, and creativity; the interpersonal skills of
communication and collaboration, leadership, and global and cross-cultural
awareness; and intrapersonal skills like self-direction, motivation, and learning
how to learn.

While adapting to the challenges caused by COVID-19 the Department of
Education formulates the Most Essential MELCs is part of the department's
response to develop resilient education systems, especially during emergencies
and will enable DepEd to focus instruction on the “most essential and
indispensable” competencies.

This module discusses how to unpack and combine MELCS to successfully
teach the competencies to students in a simpler manner for better understanding
leading to its mastery. It is important to unpack and combine MELCs to
systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.

Module 2

Study Notebook

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.

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

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

Essential learning competencies are defined as what the students need,
considered indispensable, in the teaching-learning process to building
skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. On the other hand, desirable learning competencies were
defined as what may enhance education but may not necessary in building
foundational skills.

3. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?

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 the
learning competencies is the best option the DepEd has come up with.

4. 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 the
necessary competencies the need to acquire through these MELCs.

K TO 12 LEARNING MELCS
COMPETENCIES

MERGED/ Naiuugnay ang mga Naiuugnay ang mga konseptong
CLUSTERED konseptong pangwika sa mga pangwika sa mga napakinggan/
napakinggang sitwasyong napanood na sitwasyong pang-
pangkomunikasyon sa radyo, komunikasyon sa radyo, talumpati,
talumpati, at mga panayam. mga panayam at telebisyon
F11PN – Ia – 86 (Halimbawa: Tonight with Arnold
Clavio, State of the Nation, Mareng
Naiuugnay ang mga Winnie,Word of the Lourd
konseptong pangwika sa mga http://lourddeveyra.blogspot.com
napanood na sitwasyong F11PN – Ia – 86
pang komunikasyon sa
telebisyon (Halimbawa:
Tonight with Arnold Clavio,
State of the Nation, Mareng
Winnie,Word of the Lourd
(http://lourddeveyra.blogspot
.com)) F11PD – Ib – 86

Natutukoy ang mga kahulugan at Natutukoy ang mga kahulugan at F11PT – Ia – 8
kabuluhan ng mga konseptong kabuluhan ng mga konseptong
RETAINED pangwika. F11PT – Ia – 85 pangwika. F11PT – Ia – 85

Nakagagawa ng isang F11EP - Iij – 32
sanaysay batay sa isang
DROPPED panayam tungkol sa
aspektong kultural o
lingguwistiko ng napiling
komunidad

F11EP – Iij – 32

The Most Essential Learning Competencies, is a set of standards that serve as the CORE
in planning and delivery of learning. In this light it is but necessary to unpack it in order
simplify and systematize learning targets.

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

1. What is the importance of unpacking and combining the MELCs?
By unpacking and combining the MELCs, we now have a clear path forward.
This gives up a deeper understanding on how these MELCs are selected. It
will be much helpful for us to plan on how are we going to implement our
LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
The Most Essential Learning Competencies should be aligned to the content
and performance standards of the all the learning areas. Should be based on
the learning needs of the learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not?
Of course, unpacking the MELCs are essential in order to have a systematic
learning activity so that the competencies needed by the learners are not
congested or repet

Module 2

Output

Unpacking of MELCS





This form should be accomplished by the LAC Facilitator at the end

LAC ID: 32 REGION: XI

LAC FACILITATOR: LEILANI C. LAC SESSION NO.: 2
AVILA

DOCUMENTER: ORPHA JOY V.YU LAC SESSION NO.: 2

DATE AND TIME OF SESSION: VENUE/PLATFORM OF
November 18, 2020 @ 9:00 AM – SESSION:
WFH – Virtual via Zoom
12:00 PM
Meeting

Number of members present (attach attendance document): 15

Materials and resources: / Smartphone
/ Self-Learning Module / PC
/ Activity sheets
/ Digital resources / LAC session guide
/ Online resources / Others. Please specify: Study

Notebook

of every LAC session.

Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree;
SA = Strongly agree)

SD Comments /
D Remarks
N (For example, if
A you disagree or
SA strongly disagree,
please indicate
MEMBER PARTICIPATION why.)

1. All of the members came prepared for the /
LAC session /

2. All of the members had an opportunity to /
share and discuss their assignment, /
insights, and ideas
/
3. Members listened to each other’s insights
and ideas. /

4. The members’ assignments showed an /
understanding of the lessons in the SLM.
/
5. The members demonstrated
engagement in and/or
enthusiasm for the learning tasks during
the session (including providing feedback
on each other’s assignment).

FACILITATION

6. I managed the sharing and discussion
during the LAC session by keeping the
discussion focused on the lesson or topic.

7. I encouraged all the members to actively
participate in the LAC session (i.e., for the
teachers to share their work and ideas/
insights).

8. I provided useful feedback on the teachers’
assignments.

Please provide the information requested.
1. The best part of the session (i.e. what went well):

The best part of the session was the moment when each member of the
group presented their sample for the unpacking of MELCS. During the presentation
we learned many things from each other. Teachers who presented their outputs
applied the techniques of unpacking the MELCS that Orpha Joy V. Yu, SHS-Master
Teacher 1 shared to us prior to the session.

2. Problems or challenges encountered and how they were resolved:

Generally speaking, the problems of challenges that we encountered is the
internet signal. The lack of strong internet connection hindered some of the
participants to join the meeting early as scheduled and the interference brought
about by the poor connection caused them to be disconnected from time to time
during the discussion. Overall, the activity was a success.

3. Other topics discussed apart from the recommended topics, if any:

There were no other topics discussed aside from the recommended topics
because we allotted the session for the presentation of the unpacking of MELCS.

4. Recommendations/Plans for next LAC session:

As the next session was scheduled, assignments for the next session’s
group report were given.

LDM 2 – MODULE 2

Attendance for LAC # 32 Present
November 18, 2020 Present
Present
Virtual Meeting via Zoom Present
9:00 AM-12:00 PM Present
Present
NORIE CYNTH A. ADLAWON Present
IMELDA P.BULPA Present
ZENAIDA M. IBUOS Present
MILDRED RUBIA Present
LAIDEN C. LACEA Present
RODALYN DE LEON-ORELLAN Present
ROWENA L. MOLUÑAS Present
CRISTINE RONQUILLO
SHARON C. PLAZA
EDITHA P. SAJOLAN
MARLINA B. DULFO
ROGELYN TORALBA
CATHERINE B. DELIGERO

LEILANI C. AVILA ORPHA JOY V. YU
Facilitator Documenter



Objectives:
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities

Prescribed by the LCP and between the different types of
distance learning modalities;
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis;
3. create a weekly home learning plan to guide your learners
as
they do independent study at home;
4. create an individual learning monitoring plan to keep track
of
the progress of learners who lag behind in completing the
prescribed learning tasks.

Module Content: LAC Session 3
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different

LDMs
Lesson 3. Guiding and Monitoring Learners in the Different

LDMs

MODULE 3A

Assessment is a critical piece of the learning process. This lesson gives an
overview of assessment, why it benefits both teachers and students. As a critical
step in the learning process, assessments determine whether or not the course's
learning objectives have been met.

A learning objective is what students should know or be able to do by the
time a lesson is completed. Assessment affects many facets of education,
including student grades, placement, and advancement as well as curriculum,
instructional needs, and school funding.

It is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine
whether or not they understand the course material. Be it in written
examinations, an oral recitation, a speech delivery, an essay, a project or a
performance task, a student will get to know how far he/she had learned from
hi/her lessons through assessment.

Assessment can also help motivate students to learn, aside from it is a way
of reporting on student progress, and a way of making decisions about teaching.
If students know that they are doing poorly, they may begin to work harder.
Through assessment, students develop an awareness of how they learn and use
that awareness to adjust and advance their learning, taking an increased
responsibility for their learning

Just as assessment helps students, assessment helps teachers as well.
Frequent assessment allows teachers to see if their teaching has been effective.
It also allows teachers to ensure students learn what they need to know in order
to meet the course's learning objectives. Teachers can gain insights from the
assessment results. In return, it will help them continuously improve their
teaching and impacting learning on the process. Assessments lead to better
understanding of the needs of the students that will mirror the plan for
instruction, and later provide helpful feedback to students. Because assessment
must be planned with its purpose in mind.

As teachers and students work towards the achievement of curriculum
outcomes, assessment plays a constant role in informing instruction, guiding the
student’s next steps, and checking progress and achievement.

Module 3A

Study Notebook

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Activity 1

1. Do a quick check of your knowledge of the four modalities prescribed in
the LCP—face to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

- 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.

- 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.

- This method can be a combination of online
learning and F2F learning or any combinations of learning delivery
modalities.

- This is a home-based learning method where learner
is not required to go to school. They study at their own pace with the help
of their parents/guardians.

2. Which of the LDMs do not have a F2F learning component? Write down
your answer in your Study Notebook

There are two modalities that do not have a F2F learning component,
the

Ranking Type of DL Why?
(1 to 5,
from Modular Most of our learners belong to less-
easiest to Distance fortunate families who are apparently not
hardest to Learning capable of providing the necessary tools
implement) and equipment like computer,
Blended smartphones, internet connections,
1 Learning television, etc. in order for them to
participate in Online Learning and other
2 learning modalities. Many of them also
reside in far-flung areas where signal
reception is not possible so modular
distance learning is the best fit modality
for them.

When the current situation due to this
pandemic becomes better, the school may
include the face-to-face instruction along
with the existing modular learning. This is
to provide better instructional support,
monitoring, and evaluation to the learners
to ensure that the quality of education is
being delivered.

TVBI is possible but not to everyone. As

3 TV-Based mentioned above, most of the learners’
Instruction families are not capable of providing this

type of device.

Most families in the community now-a-

4 Radio-Based days do not use radios anymore. Though,
Instruction in some households this is still present but
the signal reception is still their biggest

hurdle.

Based from the data collected from the
LESFs, a very small number of learners

5 Online Learning selected this type of instruction simply
because most the learners are not capable

of this as stated in the above explanations.

Distance
Learning
Modality
Distinguishi
ng Feature
Essential
Resources
Role of
Teacher
Role of
Parent or
Household
Member
Role of
School

Modular Remote Printed Teacher Instructional Implementer
Learning Facilitator Home
Distance Learning/ Kits or Self Implementer
Learning Learning Teacher Partner/
Learning Modules Facilitator Guide Implementer
(MDL) at Home Gadgets Implementer
and Teacher Instructional Implementer
Online Remote technology Facilitator Home
Distance and like smart Broadcaster
phone, Partner/
Learning Virtual laptop, Teacher Guide
personal Facilitator
(ODL) Learning computer, Broadcaster Instructional
etc. plus Home
TV-Based Learning internet Teacher
Instruction through connection Facilitator Partner/
(TVBI) TV Guide
Broadcast Television
Radio- Instructional
Based Learning Radio Home
Instruction through
(RBI) Radio Modules Partner/
Broadcast and Guide
Blended gadgets
Distance Mixture of Instructional
Learning two or Home
more
learning Partner/
modalities Guide

Formative • Assessment ca be done Summative
Assessment individually or Assessment
Is an assessment collaboratively.
FOR learning and a Is an assessment
way to make • It can be in any form, a OF learning that
adjustments in the written work or aims to measure
lesson that can be performance task. student learning
integrated in all
parts of the lesson: • Assessment promote performances/
awareness on how they outputs. To see if
before the lesson, learn and taking an the student met the
the lesson proper, increased responsibility for performance and
and after the their learning content standards.
This is done after
lesson. the lesson/end of a
quarter through
which teachers are
able to describe
how well the
students learned.

Questions True False

1. A portfolio mainly displays the academic achievements of the ✔

learner.
Correct statement: A learning portfolio demonstrates not just the
academic achievements but also the effort put forward by the
learner as well as the progress in achieving learning outcomes.

2. Testimonies of parents/guardians and learning facilitators

regarding the learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a ✔

portfolio. ✔
Correct statement: There is no hard and fast rule that states a ✔
clear list of items that should be included in a portfolio, as it ✔
depends upon the requirements of the learning area. Teachers, ✔
administrators, and students
(and even parents) may decide collectively on what to include in
portfolios, which assessment criteria to use, how to evaluate
student outputs, and what to expect from the end result.

4. The teacher can only comment on a learner's portfolio.

Correct statement: The teacher must address the students’
learning and encourage self-assessment through their work
samples. The Learners may also be allowed to view and comment
on their peers’ portfolios.

5. For asynchronous learning, teachers allow learners to work on

their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via

file sharing programs or they may submit the actual softcopies
of their work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical

forms may be handed over to the teacher by the parents or
learning facilitators.

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.

Purpose As the students learn This is a tool for
remotely this is a tool
monitoring learners
to guide learners and who lag behind based
learning facilitators or on the results of their
household partners in
formative and
tracking the subject summative
areas to be tackled

and as well as the assessments.

activities to perform at ILMP helps teachers

home. to plan learning
interventions.

For Whom? First and foremost, Teachers and learning

the learners. It is also facilitator or
helpful for the household partner
learning facilitator or

household partner

Learning area, Learner’s needs,
learning intervention

Components competencies, strategies, monitoring

learning tasks, mode date, learner’s status

of delivery

Has to be Yes Yes

communicated to
parents?

Module 3A

Output

LEARNER/s TARGETED INTERVENTION
GROUP
• Make a weekly though rough follow up student/s progress.
Learners without • Provide a guided teaching instruction in the form of video or

parents or power point. Putting emphasis on the learning task instruction
for better understanding.
household
• Provide supplemental reading materials and activity sheets to
member/s who enhance their reading skills.

can • Attach monitoring sheets that parents/guardians may check.
• Constant communication with the parents/guardians should be
guide and support
implemented.
their learning at • Diagnostic Test
• Attach monitoring sheets that parents/guardians may check.
home. • Constant communication with the parents/guardians should be

Learners with low implemented.
comprehension. • Organize, if possible, a learning support system in the area that

Struggling readers can be composed of volunteers to provide assistance to these
learners.
No access to • Provide printed/hard copy of self-learning modules/learning
kits.
devices and • Provide Learning Activity Sheets as supplemental learning
materials to augment knowledge despite of the inability to
Internet access learning via internet.

Inaccessible • Coordinate with their barangay officials to assist the teachers
(living in remote in delivering the self-learning modules and other additional
and/or unsafe learning materials.
areas)
• Provide self-learning modules and supplemental learning
Indigenous People materials that are culture friendly.

Persons with • Endorsed for assistance to the school’s SPED coordinator.
• Design learning materials that fit their needs, abilities and
Disabilities
capacity to comply.
Others? Specify.
• Make a student profile to identify their learning needs and
• Working capacity to cope with the required learning task/s.
Student/s

Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☒BL

Grade Level and Senior High School
Learning Area: CORE 2 – Komunikasyon at Pananaliksik

sa Wika at Kulturang Pilipino
(Filipino 11-A)

Lesson/Topic: Konsepto ng Wika:
Rehistro/Barayti ng Wika,

Lingguwistikong Komunidad

Learning Objectives: 1. Natutukoy ang iba’t ibang gamit ng
wika sa lipunan sa
Learning pamamagitan ng napanood na palabas
Resources/Materials sa telebisyon at pelikula (Halimbawa:
Needed: Be Careful with My Heart, Got to
Believe, Ekstra, On The Job, Word of
the
Lourd(http://lourddeveyra.blogspot.co
m)
F11PD – Id – 87;

2. Naipaliliwanag ang gamit ng wika sa
lipunan sa pamamagitan ng mga
pagbibigay halimbawa.
F11PS – Id – 87 520

Soft Copy of Learning Module, Activity
Sheets, Ppt, Video Clips and Weekly Home
Learning Plan

Part of Lesson / Check if Additional Remarks:
Learning Tasks already (ex. can be done via voice calls, can be
present facilitated by a household partner, can be done
in the via a learning activity sheet, can be presented
SLM via an internet- based resource, can be
facilitated during a synchronous learning
session, etc.)

1. Review / Given through activity sheets.
Facilitated through video and audio recording.
previous
/
lesson
Facilitated/given through supplemental
2. Clarify / activity sheets.

concepts / Facilitated/given through supplemental
activity sheets.
from
/ Provided and written in the Weekly Home
previous Learning Plan.

lesson

3. Present

warm-up

activities to

establish

interest in

new lesson

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

5. State lesson
objectives as
guide for
learners

1. Explain,

model,

demonstrate,

and illustrate

the concepts, / Provided in the module with
ideas, skills, additional discussion via chat room
or processes
that and video/audio recording.

students will

eventually

internalize.

2. Help learners

understand / Provides video/audio recording of
and master lesson discussion.
new

Information

3. Provide / Send messages through group chat
learners with in addressing learning difficulties.
feedback.

4. Check for

learners’ / Summative Test

understanding

Provided in the

1. Wrap up activities / modules
2. Emphasize key information and
activities.
concepts discussed
Focus

/ discussions
through group

chat.

3. Ask learners to recall key activities / Activity sheets
and concepts discussed

4. Reinforce what teacher has taught / Supplemental
activities.

5. Assess whether lesson has been / Summative Test
mastered
/ Performance
6. Transfer ideas and concepts to Tasks
new situations

Assessment How to Adapt the Assessment Method in DL
Method

1. Diagnostic Test Giving of Pre-Test.

2. Formative Test Provide activity sheets, preferably during review,

• Exercises and establishing concepts.

3. Summative Periodic. This is in written form that can be done
Test every two weeks or every after module completion.
• Post Test
• Objective Periodic. Individually or a collaboration among
Type of test learners depending on the task.

4. Performance Reflective Journal or Short Essay
Task Per Module/Lesson. An open-ended assessment to
• Project measure students’ understanding of concepts and
Making an avenue to post feedback.

.5 Confirmative

Assessment

• Open Ended
Questions

WEEKLY HOME LEARNING PLAN
Grade 11 – CORE 2

Week 5/Quarter 1-Module 5

November 5-12, 2020

Day & Learning Learning Learning Tasks Mode of
Time
Area Competency Mga Gawain: Delivery
11-Apo 1. Subukin Panuto: Tukuyin ang iba’t
Lunes CORE 2 Nakapagsasalik • Modular/
1:00 – (Komunik sik ng mga ibang paggamit ng wika sa Blended
4:40 asyon at halimbawang • Linggohang
Pananali sitwasyon na nabasang pahayag sa social pamumudmod ng
11-Mayon ksik sa nagpapakita ng media posts. (sa kuwaderno modules at
Martes Wika at gamit ng wika lamang) pagbibigay ng
8:00- Kulturang sa lipunan p 2-3 access sa mga
12:00 Pilipino) F11EP – Ie – 31 2. Suriin soft copies nito via
Panuto: Gumawa ng sariling post group chats.
11-Taal sa Social Media ayon sa mga • Paggawa at
Martes hinihinging pagpopost ng
1:00-4:00 katanungan at mga sitwasyon. video presentation
Ipost at iscreen shot ito para sa
pagkatapos ay ipost sa ating gc. pagtatalakay ng
Mamili lamang ng isa sa bilang 1- mga konsepto ng
2 na iyong gagawin. Para sa aralin kaakibat
bilang 4-5 pag-isahin ito. ang pagbibigay
Matulungan sa paggawa ng isang gabay sa mga
Tik-Tok.Ang tema ay nasa panuto nakaatas na
sa inyong module at activity gawain.
sheet. Isang output para sa buong • Linggohang
pangkat/section. I-upload ito sa pagpapasa ng
youtube at ipasa ang link sa mga piling output.
inyong guro. Siguraduhin lang • Self-Check.
kaligtasan sa pagsasagawa Mga Gawaing
nito.Ang tik-tok ay may habang 2- isinulat sa
3 minuto lamang. kwaderno na hindi
3. Pagyamanin hinihinging
Pag-unawa sa Konseptong linggohang
Pangwika.Mamili lamang sa ipapasa at bahagi
dalawa. ng mga gawain na
Mula sa bilang 6 at 7. may mga
4. Isagawa: nakahandang susi
Panuto: Lagyan ng tsek ang loob ng kasagutan.

ng talahanayan kung ang
pahayag ay tumutugon
sa mga konseptong pangwika
gamit sa lipunan. Gamitin ang
ibinigay na kopya ng gawain sa
pagsagot.
5. Tayahin. Sagutin sa
KUWADERNO.

Inihanda ni:

LEILANI C. AVILA

Master Teacher 1

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: EDNELUZ MANSUETO

Grade Level: 12

Learnin Learner’ Intervention Monitorin Learner’s Status
g Area s Needs Strategies g Date
Provided Insignifican Significan Master
t Progress t Progress y

Applied The • Modify the October28, ✓
6– 2020
Pagsulat learner learning task
sa
Filipino needs to with certain
sa Piling rank the consideration
Laranga pictures s based on the
n according learning
to the disability of
series of the
events to visually
establish impaired
the student.
itinerary • Provide more
of travel. guided

activities such
as audio

recorded

instruction

and
discussion of

the task.

• Keep in touch
for tracking

and constant
feedback of

the learner’s

progress.

Intervention’s Status The learner asked for a thorough discussion on the activities’
instructions.

The learner became more responsive which showed progress.
Continue with the learning plan.

The learner was able to accomplished the given task on time for
submission.


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