Learning Delivery Modalities 2_SHIELA B. RALLETA

Learning Delivery
Modalities 2

SHIELA B. RALLETA
TEACHER 1

L D M2

Learning Delivery Modalities

SHIELA B. RALLETA
TEACHER 1/LAC MEMBER

MA. CORAZON T. TROFEO MICHAEL A. ABA
MASTER TEACHER 1/LAC FACILITATOR PRINCIPAL/LAC HEAD/COACH

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MODULE 1
Course Overview

MODULE OBJECTIVES
By the end of this Module, you will be able to describe what this

course is about and how it will help you manage the teaching-
learning in the modalities.

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

Key Topics/Concepts
LCP capacity building framework course rationale and objectives;
course design, content and delivery, self-learning modules, learning
action cell.

LESSON 1 – COURSE OVERVIEW

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS

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?

This course is a task - oriented that combines the guided study using
self-learning modules and collaboration through learning action cell.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?

The course will prepare teachers with the needed knowledge, skills
and mindsets that would is deemed necessary for the upcoming school
year in ensuring the delivery of quality instructions in the new normal.

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

The two support mechanisms are the following:

a. The LDM 2 course since it will enable teachers to plan for the
implementation of the school adopted LDMs, prepare learning materials
and resources.

b. The collaboration with my co teachers since we still have to convene for a
LAC session to discuss a particular lesson and to collaborate on the
task at hand

ACTIVITY 2

1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?

As a teacher, I am always eager to learn new things that will develop more
of my understanding in providing quality education and with that characteristic,
a positive effect will be drawn out from participating in this course.

2. How can I ensure that I am able to sustain my strengths and address the
obstacles that will hinder me from completing this course?

In everything that I do, I look at the silver lining or light at the end of the
tunnel. Whatever challenges that arise along my way I always accept the
challenge and the lessons that will help in honing more of strengths.

In a positive Poor internet My motivation to In the confine of
manner: connection and participate the our home where
I take down notes other unnecessary process of noise is limited
during the noises learning with and process of
discussion more experienced learning is more
colleagues conducive.

Activity 3

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

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

1_ To improve the teaching-learning process to improve learning among students
_ To nurture successful teachers.

This is the easiest to achieve as teachers are open to learn new things that
they can benefit from especially if it concerns their profession.

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

This objective is at the middle for me because organization politics is
evident in all occupations. We cannot deny the truth that not everyone in
the organization is open to support and share their knowledge. But with this
initiative and continuous practice perhaps the attitude of sharing and
supporting will cultivated in the workplace.
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.

a. Communication barrier due to unavailability of internet, poor network
connection and availability of persons on a particular time.
b. Limited skills on navigating platforms used for LAC.
c. Excessive reports that needs to accomplish within a given timeframe.

Activity 2 (Form 3 and 4)

FORM 3: LAC Session Report
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: Malaya ES REGION: NCR

LAC FACILITATOR: Ma. Corazon T. Trofeo LAC SESSION NO.: 1

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:
March 29, 2021 WORK AT HOME / MESSENGER / Google Meet

Number of members present (attach attendance document):

Materials and resources:

✓ Self-Learning Module

___ Activity sheets
___ Digital resources

_✓Online resources

_ Smartphone

✓ PC
_✓ LAC session guide

___ Others. Please specify:

___Form 1-4____________________________________

Part A
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 D N A SA Comments / Remarks
(For example, if you disagree or
MEMBER PARTICIPATION
1. All of the members came strongly disagree, please indicate
prepared for the LAC why.)
session
2. All of the members had an ✓ They are informed before
opportunity to share and
discuss their assignment, the LAC session.
insights, and ideas
3. Members listened to each ✓ Each teacher asked by the
other’s insights and ideas.
4. The members’ assignments facilitator.
showed an understanding of
the lessons in the SLM. ✓ They are all attentive.
5. The members demonstrated
engagement in and/or ✓ They accomplished their
enthusiasm for the learning
tasks during the session task well.
(including providing feedback
on each other’s assignment). ✓ They provided feedback
FACILITATION
6. I managed the sharing and during the session.
discussion during the LAC
session by keeping the ✓ Teachers shared their
discussion focused on the
lesson or topic. ideas and reacted to show
7. I encouraged all the members their own opinion.
to actively participate in the
LAC session (i.e., for the ✓ Teachers shared their
teachers to share their work
and ideas/ insights). work with their partner
8. I provided useful feedback on and asked for some
the teachers’ assignments. insights.

✓ Encouraged teachers to

ask for any clarification.

Part B
Please provide the information requested.

1. The best part of the session (i.e. what went well):
The teachers shared their ideas and insights about the topics. They participated

actively during discussion.

2. Problems or challenges encountered and how they were resolved:
The difficulty in internet connection, we assigned teacher with stable connection.
Some teacher attended in some important task, we recorded the session and shared to
the teacher.

3. Other topics discussed apart from the recommended topics, if any:
None, we just focus on Module 1

4. Recommendations/Plans for next LAC session:
Encourage active engagement and participation of members during the session. Make
the session lively by inserting activities related to the topics.

FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: SHIELA B. RALLETA LAC SESSION ID.:
REGION: NCR DATE OF LAC SESSION: MARCH 29,
2021
DIVISION: SCHOOLS DIVISION OF QUEZON CITY NUMBER OF LAC SESSION: I

Part A
Please indicate the extent to which you agree with each of the following statements by
checking
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

SD D N A SA indicate why.)

THE LAC SESSION ✓ The facilitator discussed

1. I learned a lot from my the topic very well.
colleagues in this LAC session.

2. The LAC session deepened ✓
my understanding of the SLM
content.

3. My perspective on the topic/s ✓ I learned a lot from the

covered has changed as a LAC Session.
result of the LAC session.
✓ Yes, I participated
4. I participated actively in the
LAC session by sharing my actively in the LAC
assignment and insights, Session to deepened my
asking questions, and giving understanding in the AC
feedback on what colleagues Session.
shared.
✓ I interacted with my
5. I interacted with different
people during the LAC facilitator and
session. colleagues to gained
more knowledge about
ACTION PLAN the LAC Session.

6. I feel motivated to apply in ✓ Yes, so that I can share
my region/division/district
what I have learned in this my learnings in the LAC
lesson. Session.

7. I intend to apply what I have ✓ I intend to apply the
learned from the lesson in my
region/division/district. learnings I have learned
from the LAC Session for
this will help me in my
professional
development.

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:
None, the facilitator discussed the topic very well.

2. I encountered the following problems or challenges:
I encountered poor internet connection and other unnecessary noises.

3. Other comments/suggestions:
Encourage each participants to actively participate in the LAC Session.

Activity 3 (Form 1 and 2)

List down your LAC members and cite their roles.

LAC LAC MEMBERS
FACILITATOR
Robelyn R. Basagre
MODULE 1 Hermelinda Ruiz
Ma. Corazon T. Jenalin V. Pacayra
Charilyn Narido
Trofeo Jenefer B. Yangat
Master Teacher I Criselda O. Garcia
Sonia R. Galicia
LAC Mary Jei Fontanilla
FACILITATOR
Honey lete C. Petrola
MODULE 2 Vanessa C. Corpuz
Lelanie O. Shiela B. Ralleta
Rowelyn R. Tamayo
Arnesto Sheryl E. Santiago
Teacher III Rose Ann B. Flores

LAC LAC
COACH/ FACILITATOR
INSTRUCTIONAL MODULE 3A/3B
LEADER Maria Cecilia

MICHAEL A. ABA Dagami
PRINCIPAL Wilson Parayaon

LAC
FACILITATOR

MODULE 4
Alan A. Lucas
Master Teacher II

LAC
FACILITATOR

MODULE 5
Mary Jane M.
Montefalcon

Teacher III

7th Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66

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MODULE 2

Most Essential Learning
Competencies

MODULE OBJECTIVES

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

MODULE CONTENT
Lesson 1: Background, Rationale, and Development of MELCs
Lesson 2: Unpacking and Combining MELCs into Learning
Objectives

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS

Lesson 1 – Background, Rationale, and Development of MELCs

ACTIVITY 1

Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher, what
do you think are the fundamental concerns in terms of curriculum standards that
need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why
or why not?

➢ Curriculum standards should be maintained and achieved.
➢ Due to global pandemic, schools are closed for physical conduct of

classes. However, UNESCO reiterates its stand in spite of the circumstances:
“Education cannot wait. If learning stops, we will lose human capital.” Thus,
the Department of Education affirms its commitment to sustaining the
delivery of quality, accessible, relevant and liberating Philippine basic
education services anchored on the Sulong Edukalidad framework.But
these concerns could not be solved by teachers alone.

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

➢ Yes, I do agree. There are numerous topics for every subject that could not
generally be covered within the school year. There are too many subjects
limits that extent to which teachers and students can focus on those basic
skills important for performance and success in the later grade level.
Because of the congested curriculum, important skills such as lifelong
learning skills were taken for granted and leads to poor performance of
learners.

ACTIVITY 2

1. What are the general and specific purposes of the development of MELCs?

➢ The Department of Education Bureau of Curriculum Development
developed MELCs to cope with the drastic change in the educational
atmosphere due to Covid 19 pandemic. The focus of instruction were
streamlined to the most essential or the most indispensable
learning competencies.

➢ MELCs is also developed in response to UNESCO’s fourth sustainable
development goal and that is to develop resilient education systems, most
especially during emergencies.

➢ MELCs can be used as a mechanism to ensure education continuity.
➢ The MELCs intend to assist schools in navigating the limited number of

school days as they employ multiple delivery schemes by providing them
ample instructional space.

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

➢ Analysis of the Interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subject area.

➢ 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, experience, 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 build skills to
equip learners for subsequent grade levels and consequently, for lifelong
learning, while desirable learning competencies were defined as what may
enhance education but may not be necessary in building foundational skills.

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

Learning competencies are identified by knowing the following
characteristics:

➢ it is applicable to real-life situations
➢ it would be important for students to acquire the competency after s/he left

that grade level.
➢ it is aligned with national, state, and/or local standards/ frameworks (e.g.,

scientifically literate Filipinos)

➢ it would not be expected that most students would learn this through their
parents/communities if not taught at school

➢ it connects the content to higher concepts across content areas.

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

➢ MELCS serves as a teacher guides in preparing our lesson (weekly home
learning plan) and instructional materials (Self- Learning Modules).

➢ MELCs ensures delivery of quality instruction 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.

Lesson 2 -Unpacking and Combining MELCs into Learning Objectives

ACTIVITY 1

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

➢ We need to unpack MELCS to help us 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.

In unpacking MELCs we must consider the following:
➢ Alignment on the Content and Performance Standards- The MELCS are not
departure from the standard-based design. We must consider this to achieve
a quality teaching output.
➢ Prerequisite knowledge and skills - Curriculum objective must be hierarchy.
Mastering Fundamental knowledge is a must before going to the other level
of learning.
➢ Logical sequence of learning objectives - We can’t give a better learning
ideas to our students if our objective is not logical sequence. Planning what
are the most important objective is key frame in achieving better
understanding of our learners.

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

➢ Teacher may unpack or combined the MELCS depends on sequence of
the lesson, the progress and needs of learners as long as the content and
standard will be achieved.

ACTIVITY 2

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.

LEARNING AREA: FILIPINO 5 QUARTER 3 MELCs
Merged/Clustered K to 12 Learning
Competencies

Napagsunod-sunod ang Napagsunod-sunod
mga pangyayari sa ang mga pangyayari sa
tekstong napakinggan tekstong napakinggan
(kronolohiyal na (kronolohiyal na
pagkasuno-sunod). pagkasuno-sunod).
F5PN-IIIb-8.4 F5PN-IIIb-8.4

Nakabubuo ng mga Nakabubuo ng mga
tanong matapos tanong matapos
mapakinggan ang isang mapakinggan ang isang
sanaysay. sanaysay.
F5P5-III-e-3.1 F5P5-III-e-3.1

Retained Nagagamit ang pang- Nagagamit ang pang-
abay sa paglalarawan abay sa paglalarawan
ng kilos. ng kilos.
F5WG-IIIa-c-6 F5WG-IIIa-c-6

Dropped Naipapangkat ang mga
salitang
magkakauggnay.
F5PT-IIIB-4.3

Naipapamalas ang
paggalang sa ideya,
damdamin at kultura ng
may akdang tekstong
napakinggan o nabasa.

F5PL-Oa-j-3

Prepared by:
SHIELA B. RALLETA

Teacher I/LAC Member

Noted:

MA. CORAZON T. TROFEO
Master Teacher I /LAC Leader

DOCUMENTATION
This was taken during our meeting with my groupmates in our LAC

Session.

7th Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66

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3A

MODULE 3A

Lesson Design and
Assessment Modalities

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

1. differentiate between the learning delivery modalities
prescribed by the LCF and between the different types of
distance learning modalities;

2. apply lesson design and assessment considerations for
distance learning in fight of the COVID-19 crisis;

3. create a weekly home learning plan to guide your learners as
they do the independent study at home; and

4. create an individual learning monitoring plan to keep track of
the progress of learners who log behind completing the
prescribed learning tasks.

MODULE CONTENT
Lesson 1: Understanding the Different LDMs
Lesson 2: Designing Lessons and Assessment in the Different LDMs
Lesson 3: Guiding and Monitoring Learners in the Different LDMs LAC
Sessions 3A

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS

Lesson 1 – Understanding the Different LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP—
faceto-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your
own words, define each modality. Write your own definitions in your Study
Notebook. When you are done, check Lesson 1, Activity 1 Answer Key 1 to see
how well you did. Now, answer this question: Which of the LDMs do not have an
F2F learning component? Write down your answer in your Study Notebook, then
check it against Lesson 1, Activity 1 Answer Key 2.

1. In your own words define the following modalities

➢ Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are physically in one venue. There are opportunities
for active engagement, immediate feedback and socio emotional
development of learners. It may be conducted in any available physical
learning space Face to face learning in which learners can digest the
content of each topic smoothly. It is the best way to address and to deliver
learning ideas.

➢ Distance learning refers to a learning delivery modally where a learner is
given materials or access to resources and he/she undertakes self-directed
study at home or in another venue. Learners engage in independent
learning at home or in any physical learning space applicable, by using
learning materials that are accessible ether online, stored on CD/DVD/USB
Flash drive, or in printed form, or by viewing TV lessons or ',sterling to radio-
based instruction while being geographically distant from the teacher.

➢ Blended learning refers to a learning delivery modality using a combination
of the features of F2F learning and distance learning. It can be (1) F2F and
modular distance learning; (2) F2F and online distance learning (3) F2F and
TV-based Instruction/Radio-based Instruction; or (4) F2F and any
combination of the other type of distance learning.

➢ Home schooling refers to an alternative learning delivery mode (ADM)
that provides learners with access t formal education while staying in an
out-of-school environment, parents, guardians, or tutors as authorized
facilitators instead of classroom teachers.

2. Which of the LDMs do not have a face-to-face learning component?

➢ Homeschooling and Distance Learning do not require Face to face
learning.

ACTIVITY 2

Read two documents: Guidance on Distance Learning and Non-
Negotiable Minimum Requirements for Distance Learning. As you go
through the readings, complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal is to come to a shared
understanding with your peers on the different DL modalities and their
defining features and requirements. 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 Distinguishi Essential Role of Teacher Role of Parent Role of
Learning ng Feature Resources or Household School
Modality Prepare printed
Self Competency modules Member Coordinate
Modular Learning based printed monitor and with the LGU
Distance Modules learning assess the Guide the with the
Learning worksheets material learners learners and manner of
(MDL) module and serve as delivery and
activity parateachers retrieval of
sheets printed
modules.

Online Online Internet Facilitator of Provide Provide
Distance instruction access learning in internet strong
Learning gadgets 9 digital platforms connection for internet
(ODL) smart phone, learners and access for
tablet, digital devices/ teachers in
desktop, gadgets school
laptop)

TV-Based television Educational Schedule Guide the Provide the tv
Instruction television broadcast of learners program and
(TVBI) programs and the lessons broadcasting
channel

Radio- Radio- Educational Served as Guide the Provide the
Based based radio station radio learners radio station
Instruction instruction program broadcaster and
(RBI) broadcasting

Blended Combinatio Internet Facilitator of Guide and Monitor and
Distance n of access digital learning support the supervise the
Learning traditional devices or learners needs implementati
and gadgets on of BDL
technologic printed
al learning materials

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

ACTIVITY 3

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

Ranking Type of DL Why?
(1 to 5, from easiest to
hardest to implement) • Fastest way to collect and retrieve finished
outputs of the learners
Modular
1 Distance • This comes with practicality
Not all students have an good internet
Learning connection

Online Difficult knowingly that you are using two
2 Distance kinds of distance learning

Learning Not all household has radio nowadays

Blended It is not the easiest to implement because not
3 Learning all household has tv and same channel
networks
Radio-based
Instruction
4 Blended
Learning

TV-Based
Instruction
5 Online
Distance
Learning

ACTIVITY 4.

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

LEARNER GROUP TARGETTED INTERVENTION

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

Beginning readers (kto3) Prepare and provide supplementary
reading materials for beginners that will
Struggling readers (4 to 6) help the pupils to improve their reading
skills. Make materials that are attractive to
No access to devices or internet pupils.

Inaccessible( living in remote or unsafe Arrange reading materials from easy to
area difficult task. Provide instructional video
Indigenous people materials for the learners.
Person with disabilities
Provide non-ICT based like modules and
Other? specify other activity sheets. Modular approach can
be used.

Use modular learning with localized
materials. Seek support of LGU for
distribution and retrieval of materials.

Coordinate with LGU for assistance.

Refer to the nearset school offering SPED
program. Use blended learning with
assisted learning devices.

Provide interesting video of the lesson.

Lesson 2- Designing Lessons and Assessment 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?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

1. What is Lesson Designing or Lesson Planning

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

2. Why is lesson designing important?

Time is maximized for instruction and learning, lessons are attentive to the
needs of the learners, teachers set learning goals for the learners, teachers
effectively carry out a lesson, teachers master their learning field, teachers
become more positive about their teaching and the learners achieved the aims
set.

3. What are the three elements or components of a well – designed lessons?

• Clearly articulated lesson objectives (What should be taught?)
• Well-selected and logically sequenced presentation of learning resources

and activities to help learners meet the objectives. (How should it be
taught?)
• Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)

ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives.
These learning tasks can be presented (1) before the lesson, (2) during the lesson proper,
and (3) after the lesson. In your Study Notebook, copy the following table: Before the
Lesson , Lesson Proper after the Lesson

Before the Lesson Lesson Proper After the Lesson

1. Review 7. Provide 11. Wrap up
previous lesson learners with activities
2. Clarify feedback 12. Emphasize
concepts from 8. Check for key information and
previous lesson learners’ concepts discussed
3. State lesson understanding 13. Assess
objectives as guide 9. Explain, whether lesson has
for learners model, demonstrate, been mastered
4. Present warm- and illustrate the 14. Transfer ideas
up activities to concepts, ideas, and concepts to new
establish interest in skills, or processes situations
new lesson that students will 15. Ask learners to
5. Present eventually internalize recall key activities
connection between 10. Help learners and concepts
old and new lesson understand and discussed
and establish master new 16. Reinforce what
purpose for new information teacher has taught
lesson
6. Check
learner’s prior
knowledge about the
new lesson

ACTIVITY 3

Components of the DLL/DLP

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

VII. Reflection- is the part of the DLL and DIP that should be filled up after

the lesson is delivered. Teachers are encouraged to think about their

lessons, to make a self- deliberation on the parts that need improvement

to make an adjustment so that the learning process become

successful.

ACTIVITY 4

Learning Delivery Modality: MDL

Grade Level and Learning Area: Filipino III

Lesson/Topic: Tambalang Salita

Learning Objectives: Natutukoy ang kahulugan ng mga tambalang salita na

nananatili ang kahulugan

Learning Resources/ Materials Needed: Printed Modules, powerpoint

Parts of Lesson/ Check if already Additional Remarks

Learning Tasks present in the SLM (ex. Can be done via voice

calls, can be facilitated by a

household partner, can be

done via a learning activity

sheet, can be presented via

an internet based resource,

can be facilitated during a

synchronous learning session,

etc.)

BEFORE THE LESSON

1. Review previous Facilitated during the
lesson synchronous learning session.

✓

2. Clarify concepts Facilitated during the
from previous lesson synchronous learning session.

3. Present warm-up ✓ Facilitated during the
activities to establish ✓ synchronous learning session.
interest in new lesson ✓
4. Check learner’s prior Facilitated during the
knowledge about the synchronous learning session.
new lesson
5. Present connection Facilitated during the
between old and new synchronous learning session.
lesson and establish

purpose for new lesson

6. State lesson Facilitated during the
synchronous learning session.
objectives as guide for ✓
Facilitated during the
learners ✓ synchronous learning
session.
LESSON PROPER ✓
✓ Facilitated during the
1. Explain, model, ✓ synchronous learning session.
✓
demonstrate, and Facilitated during the
synchronous learning session.
illustrate the concepts, Facilitated during the
synchronous learning session.
ideas, skills, or
Modules/ Learning Activity
processes that students Sheets

will eventually

internalize

2. Help learners

understand and master

new information

3. Provide learners with

feedback

4. Check for learners’
understanding

AFTER THE LESSON
1. Wrap up activities

2. Emphasize key Modules/ Learning Activity
Sheets
information and ✓
✓ Modules/ Learning Activity
concepts discussed ✓ Sheets

3. Ask learners to recall Modules/ Learning Activity
Sheets
key activities and

concepts discussed

4. Reinforce what

teacher has taught

5. Assess whether lesson Modules/ Learning Activity
Sheets
has been mastered ✓
Modules/ Learning Activity
6. Transfer ideas and ✓ Sheets
concepts to new
situations

Answer the following questions:
1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or accurate to supplement the SLM?

Create an instructional video lesson or additional learning materials to
supplement SLMs.

2. What kind of additional support can you give: a) the learner, and/ or b) the
household partner so that they are guided throughout the lesson?

Maintain constant communication with the parents in facilitating learning at
home and update them on different channels, internet sites that they can

visit for additional source of information. Design a simplify learning
material to promote individualized learning instructions and other practice
exercises.

3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?

Ask the parents to provide the pupils a journal notebook. Where they can
write their feelings, insights and questions about a particular topic. The
teacher can gather feedback through messaging, phone call or video call.

ACTIVITY 5

Formative They're both Summative
assessments essential parts of
any curriculum assessments
• Assessment for
learning map. Learners • Assessment OF
may be assessed learning
• To make individually or
adjustment collaboratively. • To measure if the
of the concept
that may be pupils met the
integrated in any performance and
parts
content standard
done after the
lesson

ACTIVITY 6

ASSESSMENT METHOD HOW TO ADOPT THE ASSESSMENT METHOD IN DLL

• Short Quiz Learners will answer short quiz included in their
learning packet.

• Quarterly Learners will answer short quiz included in their
Assessment learning packet.

• End-of-class projects

Learners will pass end-of-class projects included in

the learning packet.

• Performance task Learners will answer activity sheet included in their
learning packet

• Portfolio Making Includes all test and activity sheets from the
learning packets

Try to answer these questions with your colleagues:

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

The common assessment method in our group is giving formative and
summative assessment to our students.

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

Since there is no face to face learning this school year, students are studying
in their houses where their parents serve as their guide. As a teacher, I have
feeling of doubt on assessing because we can’t assure if the student are the
ones who answer the assessment.

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

We can collaborate well and choose among our all methods of assessment
listed in our notebook.

ACTIVITY 7

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 save on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical ✓
forms may be handed over the teacher by the parents or learning
facilitators.

Lesson 3- Guiding and Monitoring Learners in the
Different LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B.

Column A Column B

C a. learning area

1. These are the knowledge, b. mode of delivery
understanding, skills, and
attitudes that learners need c. learning
competencies
D to demonstrate in every
lesson and/or learning task. d. learning task

2. These are the formative
learning opportunities
given to learners to
engage them in the

A subject matter and to
enhance their
understanding of the
content.

3. This refers to the prescribed

B subject that learners take.
4. 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

SAMPLE OF WHLP

WEEKLY PUPILS HOME LEARNING TASKS

Grade 3
Week 1 Quarter 3
March 22-26, 2021

Day and Learning Learning Competency Learning Tasks Mode of
Time Area Delivery

7:30 – Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
8:00
Have a short exercise/meditation/bonding with family.
8:00 –
8:30

Monday

10:00- Natutukoy ang kahulugan ng mga Balik-aral Send outputs to
12:00 tambalang salita na nananatili ang
Filipino kahulugan. ➢ Magbigay ng mga Google
(Grade halimbawa ng salitang classroom
3-
Matapat magkatugma. account
and ➢ Pagpapakita ng mga provided by the
Masaya)
larawan ng mga teacher or any
tambalang salita. other platform

➢ Pagbabasa ng mga recommended
tambalang salita na by the school

nanatili ang kahulugan
➢ Pagpapaliwanag ng mga Have the parent

tambalang salita na hand-in the
nananatili ang output to the

kahulugan teacher in school
➢ Salungguhitan ang
tambalang salita na

ginamit sa pangungusap.

Tuesday

Araling Nailalarawan ang ilang aspekto ng ➢ Balik-aral. Send outputs to
Panlipu kultura sa sariling lungsod o bayan Pagbibigay-halaga sa Google
nan
(Grade katangi-tanging classroom
3- lalawigan sa account
Masaya)
kinabibilangan rehiyon . provided by the
➢ Paglalahad ng dalawang teacher or any

uri ng kultura. other platform
➢ Pagtalakay sa mga recommended
halimbawa ng dalawang by the school

uri ng kultura.
➢ Paghikayat sa mga mag- Have the parent

aaral na magbigay ng hand-in the
mga sarili nilang output to the

halimbawa sa dalawang teacher in school
uri ng kultura.

➢ Sagutan ang Gawain 1 sa
kanilang LAS.

➢ Tukuyin kung anong
bahagi ng kultura ang

inilalarawan sa bawat
bilang.

Wednesday KAMUSTAHAN

Thursday

3:00- Edukasy Napapahalagahan ang magaling at ➢ Balik-aral Send outputs to
4:00 on sa matagumpay na mga Pilipino sa
Pagpapa pamamagitan ng: Pagpapakita ng Google
katao ➢ paggalang sa ideya o classroom
(Grade a. Pagmomodelo ng kanilang ➢ suhestyon ng kapwa. account
IV- pagtatagumpay; Pagpapakita ng mga provided by the
teacher or any
Mapagk b. Kwento ng kanilang larawan ng mga
umbaba) pagsasakripisyo at pagbibigay Pilipinong magagaling at other platform
ng mga sarili sa bayan; matatagumpay. recommended
Pagtalakay sa bawat by the school

buhay ng mga Pilipinong Have the parent

c. Pagtulad sa mga mabubuting naging matagumpay at hand-in the
katangian na naging susi sa magagaling. output to the
pagtagumpay ng mga Pilipino.
➢ Pagsasabi sa mga mag- teacher in school

aaral na dapat nilang

gayahin ang mga

Pilipinong nagtagumpay

sa kanilang mga

pangarap sa buhay.

➢ Pagpili sa isa sa mga

Pilipinong nagtagumpay

at isulat ang kanilang

talambuhay sa isang

malinis na papel.

Friday Araling Nailalarawan ang ilang aspekto ng ➢ Balik-aral. Send outputs to
10:00- Panlipu
12:00 nan kultura sa sariling lungsod o bayan Pagbibigay-halaga sa Google
(Grade 3 katangi-tanging classroom
3:00 –
onwards Matapat lalawigan sa account
) kinabibilangan rehiyon provided by the

➢ Paglalahad ng dalawang teacher or any
uri ng kultura. other platform

➢ Pagtalakay sa mga recommended
halimbawa ng dalawang by the school
uri ng kultura.

➢ Paghikayat sa mga mag- Have the parent
aaral na magbigay ng hand-in the

mga sarili nilang output to the
halimbawa sa dalawang teacher in school

uri ng kultura.
➢ Sagutan ang Gawain 1 sa

kanilang LAS.
➢ Tukuyin kung anong

bahagi ng kultura ang
inilalarawan sa bawat

bilang.

Family Time, Additional Study if Needed, Consultation with the Subject Teacher

Prepared by: Cheched by: Noted by:

SHIELA B. RALLETA MA. CORAZON T. TROFEO MICHAEL A. ABA
Subject Teacher Master Teacher In-Charge OIC-Principal

WEEKLY HOME LEARNING PLAN

Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)

Purpose Serves as reference to guide To monitor learning progress
For Whom? learners and parents in doing the of pupils who lag behind as
SLM at home. shown by the result of their
assessment.

Parents and pupils Pupils and parents, teacher

Components Learning areas, competency, task Learners need, intervention

mode of delivery strategies, monitoring date,

learning status

Has to be Yes Yes

communicated to

parents?

ACTIVITY 3

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Ryan Seraspi

Grade Level: III

Intervention Learner’s Status
Strategies
Learning Learner’s Provided Monitor Insignifi Significant Mastery
Area Needs ing Date cant Progress

Progress

Filipino Printed To prepare March -Lack of Willingness to He can learn
Modules/ and provide 22, 2021 motivatio learn the concept of
Activity supplemental n and the lesson but
Sheets learning interest still needs
materials -lack of guidance from
proper his parents.
time
allotment
in
answerin
g the
activity
sheet
-needs
remediati
on

Prepared by:
SHIELA B. RALLETA

Teacher I/LAC Member
Noted:

MA. CORAZON T. TROFEO
Master Teacher I/LAC Leader
DOCUMENTATION
This was taken during our meeting, March 31, 2021 with my groupmates in
answering our Module 3A in Learning Delivery Modality.

7th Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66

M
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3B

MODULE 3B

Learning Resources

MODULE OBJECTIVES

By the end of this Module, you will be able to:
1. Associate learning resources (LRs) with specific learning modalities;
2. Access resources from online portals such as DepEd Commons and LR
Portal of the Department of Education;
3. Explain the importance of using quality assured LRs.

MODULE CONTENT

Lesson 1: Learning Resources Maps for Distance Learning
Lesson 2: Accessing Learning Resources from DepEd Portals
Lesson 3: Assessing the LR Materials

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS

LESSON 1- Learning Resources Maps for Distance Learning

ACTIVITY 1

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

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

Answer: For Online Distance learning, we have the online SLM, online
activities/ exercises, and for the Modular distance learning we have the
Printed SLM.

2. Do you have the complete resources for the Distance LDM needed
in class? If the LRs are not complete or not available, what steps
will you take to make these available? What are your options to
substitute these missing LRs?

Answer: Yes, we have the complete printed SLMs.

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

Answer: We need updated LRs, seminars, and workshops about how to
maximize the use of LRs. Although webinars are already done, through
technical assistance are always welcome to provide clearer understanding of
our present set up.

4. Based on your evaluation of the materials, are they appropriate to
the level and characteristics of learners? Are there learners who
might be disadvantaged by the materials (based on reading
ability, level of learning independence, level of household

support, distance)? What adjustments will you make in terms of
the LRs?

Answer: All the materials are appropriate to the pupils level of learning
because surely, before printing and publishing them, panels of editors were
there to ensure the reliability and accuracy of said SLMs.

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:
I can support my colleagues in their undertaking morally and by lending them
printers and other needed materials available. Technical assistance may also be
provided by higher ranking teachers.

LESSON 2- Accessing Learning Resources from DepEd Portals

ACTIVITY 1

Establish access to the following portals:

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

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

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

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

Answer: The LRMDS and DepEd Common portals provide supplementary
materials to our SLMs that we can download, improve and adjust to meet
the needs of all our learners. It gives variety of learning activities.

2. What are the challenges in accessing the LRs in the portals both
for you and your learners? How will you overcome these
challenges?

Answer: The biggest challenge in accessing these portals is poor or very
slow internet connection. The alternative way is to find some place
where the signa reception is better.

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

Answer: A good and stable internet connection is a primary need in
accessing these online portals. A support group to ensure the quality and
appropriateness of the LRs should be established. I will get the support
from my fellow educators and the technical support from our ICT.

ACTIVITY 2

In your next LAC Session, share and discuss your answers to the
questions in Activity 1. Explore how you can help and support each
other in using the LR portals. Jot down the insights and helpful
information regarding the use of the LR portals in your Study Notebook.

Insights and helpful information regarding the use of LR portals that I learned
from our LAC session:

Learning portals are alternative platform use for providing information aside
from printed SLMs. These portals are necessary to give additional source of
information for educators and learners alike. We should be critical in gathering
information and be sure that only verified and approved portals are our source
of data.

LESSON 3- Assessing the LR Materials

ACTIVITY 1

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

1. Was the material able to meet all the requirements?

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

2. Were there any questions in the assessment tool where you
answered “No” or “Cannot Be Determined”? What decision will
you make on the LR material? Why?

Answer: The evaluation method has achieved the quality and reliability of
the activities to manipulate and optimize the use of the LR portal.

3. Are there other aspects of the material not covered by the tool
but still need to be assessed? Specify which aspect/s.

Answer: The learning material covered the lesson but require some
description and terminology to achieve the best understanding of the
concepts.

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

Answer: Understanding the management of this LR Portals, this gives me
the confidence and motivation to look for the most appropriate learning
resources to my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN ARALIN PANLIPUNAN

Is the LR Material... YES NO Cannot be
determined

1. Connected and relevant to /

the MELCs?

2. Appropriate to the grade /

level and learner

characteristics in terms of

language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible /

source/author?

5. culture- and gender-fair? /

6. free from red flags on /
possible copyright and /
plagiarism issues?

7. the layout and format easy
to read and pleasing to the
eyes?

Reflection Questions:

1. Was the material able to meet all the requirements?
Answer:Yes, because they are based on MELCs.

2. Were there any questions in the assessment tool where you answered “No”
or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Answer: None, all the needed information were given. It only signifies that
the LR material was properly evaluated.

3. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s.
Answer:The learning material covered the lesson but require some
description and terminology to achieve the best understanding of the
concepts.

4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
Answer: This session was a great help in providing alternative platform as
source of information. It also teach as not to stick only to the printed SLMs
provided to us . Share these online platform to our pupils to provide variety
and spontaneity

REFLECTIONS

We should make our own activity sheets suited to the learners’ need and share
activity sheets to the groups. Collaboration, sharing in modifying some of the LRs.

ACTIVITY 2

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

1. Based on the Assessment Tool, how does the material from a non-
DepEd Portal compare with the LR from the DepEd Portal?

Answer: The resources are not quality assured and only provide minimal
support to attain the learning objectives for the students.

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

Answer: A more precise and easier to follow instructions can be developed.
Upload more additional resources to meet all the learners` needs and levels
of understanding.

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

Answer: Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning
resources to my learners.

ACTIVITY 3

Choose one of the LR materials that you have developed. Assess
this material using the same tool. Answer the following questions in
Your Study Notebook:

1. How does your material compare with the ones that are obtained
from the online portals?

Answer: The material needs more precision and quality assurance.

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

Answer: The complexity of contents to meet the learning needs of my

students

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.

This session was a great help in providing alternative platform as source of
information. It also teach as not to stick only to the printed SLMs provided to
us . Share these online platform to our pupils to provide variety and
spontaneity.

7th Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66

M
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4

MODULE 4

Planning for Continuing Personal
Development and LAC Planning

MODULE OBJECTIVES

By the end of this Module, you will be able to:
1. carry out your plan for your Continuing PD;
2. discuss the different PD iniatives/program related to the LDMs that are
available to you, either provided by DepEd or by non-DepEd Learning
Services Providers (LSPs);
3. develop a PD plan including the Learning Action Cell; and
4. commit to your professional growth and development.

MODULE CONTENT

Lesson 1: Reflecting on Professional Life and Development
Lesson 2: Planning for the Continuing Professional Development and Participation

In the LAC

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS

LESSON 1- Reflecting on Professional Life Development

ACTIVITY 1

Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.

STRONGL STRONGL
Y AGREE
ITEMS AGREE DISAGREE Y

✓ 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 do Insights
I need to focus on to effectively use
Domain 1 the LDMs in relation to the content
Content
Knowledge & and pedagogy of the learning
Pedagogy area/s I will be teaching

Implementing a range of teaching This domain is the most
strategies to develop critical and important, being a teacher, I
creative thinking as well as other need to focus on the content
higher order thinking skills. knowledge and pedagogy to
strengthen the effectiveness
and efficiency of my teaching.

Domain 2 Providing a secure and safe learning Proper implementation of
Learning environment to enhance teaching- guidelines and policies is
Environment learning process through the necessary and important
implementation of policies, especially in this time of
guidelines and procedures. pandemic. Teacher must
provide a secure and safe
learning environment for the
learners.

Domain 4 Selecting, developing, organizing In this time of pandemic, it is
Curriculum and and using appropriate teaching and very important for us to ensure
learning resources to address that our materials are
Planning learning goals appropriate and suited to the
needs of our learners

Domain 5 Designing, selecting, organizing and Proper assessments are needed
Assessment & using diagnostic, formative and for us to assess our learners what
summative assessment strategies they have learned in our
Reporting consistent with curriculum class/subject. It is very important
requirements. to address the difference and
difficulty of our learners.

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
improving your teaching to achieve this goal? attain
practices in the modalities?
this goal?

1. Make effective learning Furnish myself with the changes Attend webinars
to happen in the new brought by the pandemic, also related to my
normal using teaching profession.
strategies that fit modular familiarize myself with the
distance learning by platforms being used and the
attending/joining webinars
that help us make our modality adopted by our
lessons effective to deliver. school.

2. Maximize the lacking Equip myself with the Attend webinars that
resources in providing materials needed by the manages LR portals
student assistance. learners in the MDL/ODL. (DepEd Commons

4. Better collaboration to Establish positive relationship and LRMDS)
the whole community. with the parents. Engage parents and
other stakeholders
4. To strengthen my Teaching using 21st century that involves their
technological skills to technology is must and an participation.
cope up with the needs advantage for every
of the learners in the new educator, not just because Attending webinars
teaching-learning set-up. we are in the pandemic, but that are related to
also, we can equip ourselves technology
with knowledge in the new enhancement skills
technology.

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

ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like to talk
about.

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.

Action Plan (Recommended Resources
Developmental Intervention Needed
School Funds
Strengths Developmental needs Learning Intervention Timeline
Objectives of School Funds
Willingness and Making lessons relevant the PD Program Attended Whole
enthusiasm to to the new normal orientation about year
teach in any LDM Make lesson round
to deliver quality Needs assistance on plan aligned MELC's, LAC
education to technology-related work with the MELC's session Whole
developed by year
learners the DepEd. discussing MELC round
Ability to work based lesson plan
collaboratively in Enhance skills in
using various Attending
groups and necessary webinars, LAC
technologies sessions about
the use of ICT
used in different
LDM's

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Learning resources, using of LRMDS
Applying assessment tool in choosing learning and DepEd Commons.
resources for the modules.

Enhancing skills in developing learning Workshop on the Development of
resources different Learning Resources.

Prepared by:
SHIELA B. RALLETA

Teacher I/LAC Member

Noted:
MA. CORAZON T. TROFEO

Master Teacher I/LAC Leader

MICHAEL A. ABA
Principal IV/LAC Facilitator

7th Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66

MODULE 5

Building the Teaching Portfolio
Related to the Implementation of the

Modalities

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

1. List down the evidence of LDM implementation; and
2. Plan for how to make sure that you will be able to relate

these evidences to your professional practiced based on the
professional standards.
MODULE CONTENT
Lesson 1: The Teaching Portfolio and It’s Contents
LAC Session*
Lesson 2: The Evaluation Rubrics
LAC Session*

LEARNING DELIVERY MODALITIES (LDM2)
COURSE FOR INSTRUCTIONAL TEACHERS
Lesson 1- The Teaching Portfolio and It’s Content
ACTIVITY 1

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

ACTIVITY 2

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

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