AP-LDM2-KAREN JOY ORTIZ

Republic of the Philippines
DEPARTMENT OF EDUCATION

National Capital Region
Division of Pasig City

RIZAL EXPERIMENTAL SCHOOL AND PILOT SCHOOL OF COTTAGE INDUSTRIES
Jenny’s Avenue, Extension, Maybunga, Pasig City

Module 1 Course Orientation
Module 2 Most Essential Learning Competencies
Module 3A Lesson Design and Assessment in the Modalities

Module 3B Learning Resources

Module 4 Planning for Continuing Professional Development
and LAC Planning

Module 5 Building the Teaching Portfolio Related to
the Implementation of the Modalities

TEACHER 1

Module 1

Learning Journal

Module 1 LCoEuArseRONrienItNatioGn DELIVERY MODALITIES COURSE 2 (LDM2)
FOR TEACHERS

Course Overview

COURSE OBJECTIVE

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 OBJECTIVE:

By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the modalities.

MODULE CONTENT

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

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

This overview will cover the why, what, and how of this course. It will
walk you through the coverage of the course as it relates to the teach-
ing-learning process in the LDMs adopted by your School.
By the end of this lesson, you will be able to describe the course and
plan how to go about the course.

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

Resources Required

•LDM Course Overview
•Study Notebook

•Study Notebook Guide

LESSON 1: COURSE OVERVIEW

ACTIVITY 1

1. What is the main delivery of this course?

Answer:
The LCP recognizes that DepEd must adopt alternative modes of delivering
learning if it is to reach all learners regardless of who and where they are.
Where school-based, Face-to-Face Learning is not possible, the LCP identifies

2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
Answer: To enable us and school leaders
to use these learning delivery modalities.

3. What are the two support mechanisms that will help you with your learning in this
course?
Answer: Attending webinars conducted by
the Technical Support from the ICT/School

ACTIVITY 2

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

Answer:
My negative personal characteristics such as boredom and unwillingness to
listen will definitely affect my participation in this course, but this will not
hinder to develop my positive personal characteristics such as the eagerness
to learn new techniques in delivering new strategies in teaching.

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?

Answer: To always bear in my mind my philosophies and principles in life that learning
is a life a long process and I must learn something new day to day to keep
my life active and growing professionally.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I re- (What will pre- (What will push (Where will I

peatedly do that may vent me from par- me to partici- accomplish the

affect my participa- ticipating fully in pate in this requirements

tion in the course in this course?) course?) of this course?

a positive or nega- Describe this

tive way?) environment.)

Taking down notes. The Intermittent Learning and Yes, my working
Sharing of Ideas environment
Internet Connec- and the LAC Ses-
tion. sion goes well.

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.
Answer: Done discussing during LAC Session.

LESSON 2:
ORGANIZING YOUR LEARNING ACTION CELLS (LAC)

This lesson will help you set up your LAC and prepare for the activities in the
succeeding modules.
By the end of this lesson, you will be able to:

1. enumerate the roles and responsibilities of different LAC members
2. set protocols and norms for the conduct of LAC Sessions
3. accomplish the required LAC Forms

Key Topics/Concepts

LAC; LAC Forms; LAC roles and responsibilities.

Resources Required

•DepEd Order No. 35, s. 2016 The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning

• LAC Session 1 Guide
• Form 1. LAC Profile
• Form 2. LAC Facilitator Information Sheet
• Form 3. LAC Session Report
• Form 4. LAC Engagement Report
• Study Notebook

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 Pro-
fessional Development Strategy for the Improvement of Teaching and Learning..

Once you are done, answer the following questions. Write your responses and any other ideas
and reflections in your Study Notebook.
Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.

1. 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 peda

gogical 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.

First, there must be a well structured LAC Session plan and the time must be consumed
effectively. Second, the Internet connection because other members and presenters are just using a
mobile data the are in a hurry with the session and that we are far from each others location so
there are cases that they may not be able to join the session if the lost their connectivity. Third are
the Overlapping of the discussion, sometime we are unaware that we consume the time discussing
out of the topic.

FORM 1: LAC PROFILE

REGION: NATIONAL CAPITAL REGION Number of LAC members: 11
LAC ID (name or number): AP DEPARTMENT Designation/Position: HEAD TEACHER III
Name of LAC Facilitator: NELIA C. REYNERA

LAC Members Male/ Female DESIGNATION/ POSI- DIVISION/S Contact details Preferred contact mode (email, phone,
NAME TION (email, mobile Skype, Zoom, Google Meet, Viber, FB)
number)

DOREEN RECTO FEMALE TEACHER I SDO PASIG doreeenrec- -viber., email google meet
[email protected]
om
09278850713

JONEL S. TALARO MALE CRAFT EDUC. DEMON- SDO PASIG joneltala- Email, Phone, Zoom, Gmeet,FB
STRATOR II
[email protected]

MA. SHARA MAY FEMALE TEACHER I SDO PASIG msmsanjo- Phone, Zoom, Gmeet,FB
A. SAN JOAQUIN
[email protected]
m

JENIELYN F. FEMALE TEACHER I SDO PASIG jenielynvibal14 Phone,FB, Gmail
VIBAL @gmail.com
SDO PASIG
MARIFER SIS- FEMALE TEACHER I SDO PASIG sis- Email, Phone, Zoom, Gmeet,FB
INEROS TEACHER I SDO PASIG inerosm@gmail.
SDO PASIG com
SDO PASIG
AMEL FORD ERNO MALE SDO PASIG afor- Email, Phone, Zoom, Gmeet,FB
[email protected]
m

KAREN JOY ORTIZ FEMALE Teacher I Ortizk915@gmai Email, Phone, Zoom, Gmeet,FB
TEACHER II l.com
TEACHER II
FERMINA C. FEMALE TEACHER II Ferminapamit- Messenger
PAMITTAN tan112467@gm
ail.com

MA. AIHVE M. FEMALE maaihve.cervant Email, Phone, Zoom, Gmeet,FB
CERVANTES [email protected]
h

CHRISTOPHER MALE cris- Email, Phone, Zoom, Gmeet,FB
RUINATA [email protected]
m

EVALUATION:

PART A

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

Comments / Remarks

(For example, if you disagree or strongly disagree,

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, in-
sights, and ideas

3. Members listened to each other’s in-

sights and ideas.

4. The members’ assignments showed an /

understanding of the lessons in the SLM.

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 dis-
cussion focused on the lesson or topic.

7. I encouraged all the members to ac-

tively 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.

Part B

1. The best part of the session (i.e. what went well): The sharing of ideas of both positive and negative in
sights of the course.

2. Problems or challenges encountered and how they were resolved: The time delays of the presentation,
because the facilitator and the presenter are not ready to present the topic because it was just
given them during the day to be presented right away in the afternoon session.

3. Other topics discussed apart from the recommended topics, if any: additional inputs on the learning
assessment.

4. Recommendations/Plans for next LAC session: For the presenter to be ready the needing materials for
the next session, and the power point sharing presentations to avoid delays.

Region: NATIONAL CAPITAL REGION

Division: SDO-PASIG

NAME: Male/Female: Date of Birth: Age:
CHRISTOPHER MALE
RUINATA

Contact details: Email: Mobile Number: Facebook Name:
CHRISTOPHER
cris- RUINATA
[email protected]

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

Email/Messenger

LAC ID: REGION: NCR

LAC FACILITATOR: MA. AIHVE CERVANTES LAC SESSION NO.: 1

DATE AND TIME OF SESSION: MARCH 15, VENUE/PLATFORM OF SESSION: google meet
2021 @ 1:00 pm Via Google Meet

Number of members present (attach attendance document): 6

Materials and resources:

_/_ Self-Learning Module
_/_ Activity sheets
_/_Digital resources
_/_ Online resources
_/_ Smartphone
_/_ PC
_/_ LAC session guide
___ Others. Please specify:

Study Notebook

Rizal Experimental Station and Pilot School of Cottage Industries
Araling Panlipunan Department
S.Y 2020-2021

NARRATIVE REPORT

Set 1st LAC Session
LDM 2 Module 1: Learning Delivery Modalities Course for Teachers

March 16, 2021 via Google Meet

LAC SESSION COMMITTEE:

PRESENTER - Mr. Christopher Ruinata

FACILITATOR – Ms. Ma. Aivhe M. Cervantes

SCRIBE - Ms. Marifer Sisineros

DOCUMENTATION - Ms. Jenielyn F. Vibal

LAC SESSION PROPER:

- The said Lac Session was attended by all the teachers in Araling Panlipunan Department to talked
about the LDM 2 Module 1 which is all about Learning Modalities Course for Teachers.

- Mrs. Nelia C. Reynera, Head Teacher III of Araling Panlipunan Department supervised the said Lac
Session. She gave some suggestions and insights on how the department will be able to answer all
the questions inside the LDM2 Module 1.

- The LDM Module 1 consists of two lessons and each lesson there are two activities that teachers
should answer. Ms. Cervantas as the LAC Facilitator lead the session and consolidated the answer
from the participants. Mainly, LDM2 Module 1 tackles on how to conduct a Lac Session, the im-
portance of conducting it and on how it will help the personal and professional growth of every
teachers.

- With the cooperation of each member in the Araling Panlipunan Department Headed by Mrs. Nelia
C. Reynera, the department was able to answer all the activities on Module 1 and presented it by
Mr. Christopher Ruinata.

PREPARED BY: SUBMITTED TO:

Jenielyn F. Vibal Mrs. Nelia C. Reynera
Teacher I, A.P Dept. Head Teacher III, A.P Dept.

Photos:

Module 2

Learning Journal

MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

In this Module, the development of the MELCs will be discussed, and how these
can be unpacked and combined in planning and designing your lessons.

MODULE OBJECTIVES

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

MODULE CONTENT

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

LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself with the back-
ground, rationale, and development of MELCs. In this session, you will be able to:

1. identify the background and basic process of the identification and development
of the MELCs
2. make sense of the function of MELCs as an educational response to a global
health crisis
3. appreciate the MELCs as support for teachers during this time

Key Topics/Concepts

Curriculum standards; essential learning competencies; desirable learning
competencies; enduring knowledge

Resources Required
Development and Design of MELCs
Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
Study Notebook

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?

Answer:
Problems of the delivery of quality of education abiding the curriculum

standard will not be resolved by the teachers alone even though we are in the
frontline of it. It is good to know that Dr. Briones take its stand in fighting for
the education of the youth amid pandemic, because our nation will not contin-
ue its building when the leaders of tomorrow will not be equipped and I think
the DepEd had done its very best to deliver the most essential and that is to
compete for learning, and the government is also doing their part.

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?

Answer:
I agree with the perceived idea that even before the pandemic the congested

curriculum leads to the poor performance of the Filipino Students, because of lots
of the activities which are not sometimes related to the subject matter, they tend to
be hassling doing it and leads to their poor out put and performance in the class.

ACTIVITY 2

1. What are the general and specific purposes of the development of MELCs?
To encouraged implementers to contextualize the most essential learning com-

petencies in order to accommodate the varying contexts of learners, teachers, learn-
ing environment and support structures considering both the content and perfor-
mance standards. Thus Filipino learners are guaranteed relevant and quality basic
education.

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

Curriculum review aids the identification of essential learning competencies by
adhering to what is need to be retained, merge or clustered, removed, dropped or
rephrased the learning objectives which are inappropriate in the year level.

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 subse-
quent grade levels and consequently, for lifelong learning. On the other hand, Desirable
learning competencies were defined as what may enhance education but may not be neces-
sary 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?

A list of the characteristics of essential learning competencies was provided to
help participants decide which among the learning competencies are deemed most
important based on a US-developed competency validation rubric, which is intended
to assure that learning competencies can reach the highest level of quality and com-
parability across schools (New Hampshire Department of Education, 2012); adapta-
tions were made for relevance in the Philippine context.

Characteristics of an Essential Learning Competency

Learning competency is 1. it is aligned with national, state, and/or local standards/ frameworks
ESSENTIAL if… (e.g., scientifically-literate Filipinos)

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

3. it is applicable to real-life situations

4. it would be important for students to acquire the competency after
s/he left that particular grade level

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

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

To enable students apply their knowledge and skills in a given context learning at their own paced
thorough meaningful activities and scenarios appropriate in their year level and within their own
environment.

ACTIVITY 3

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

K to 12 Learning MELCs
Competencies

Merged • Nailalaraawan ang Katangiang Nasusuri ang Katangiang Pisikal ng Daigdig AP8HSK-Id
Retained
Dropped Pisikal ng Daigdig -4

• Naiisa-isa ang mga kontinente
sa daigdig

• Naipapaliwanag ang limang te-
ma ng heograpiya

• Natatalakay ang mga linya sa
mapa o globo

Napahahalagahan ang natatanging kultu- • Natatalakay ang lahi, pangkat etno-
lingguwistiko, at relihiyon sa daigdig
ra ng mga rehiyon, bansa at mamama-
Nasusuri ang kultura ng mga rehiyon, bansa at
yan sa daigdig (lahi, • mamamayan sa daigdig

pangkatetnolingguwistiko, at relihiyon sa Nauugnay ang kultura ng mga rehiyon, bansa at
mamamayan sa iba’t-ibang daigdig
daigdig) AP8HSK-Ie-5

•

none • Naipapahayag ang kahalagahan ng wika

none

ACTIVITY 4.

In your LAC Session, discuss and share your answers to Activities 1-3 in this les-
son. Disscuss any questions about the MELCs that need clarification as well. Share your
thoughts and let your co-teachers articulate their insights regarding your questions. Jot
down all the insights shared in the discussion, including your own, in your Study Note-
book.

MY INSIGHTS:

LESSON 2: UNPACKING AND COMBINING MELCS INTO
LEARNING OBJECTIVES

In this session, you will familiarize yourself with unpacking and combining MELCs
into
Learning Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to

field implementers

Key Topics/Concepts
Unpack; curriculum standards; essential learning competencies; content stand-
ards; performance standards

Resources Required:
Unpacking and Combining the MELCs
Your learning area’s original K-12 Curriculum Guide and corresponding list of

MELCs
Study Notebook

ACTIVITY 1

1. What is the importance of unpacking and combining the MELCs?
Answer: In order to systematize learning activities and effectively address the varying
needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Ex-
plain each.

In unpacking the MELCs into learning objectives, you need to consider the following:
• Alignment on the Content and Performance Standards - The MELCs are not a departure

from the standards-based design, which is one of the main features of the K to 12 Curriculum.
In fact, there are no MELCs without the content and performance standards.

The standard-based design curriculum is set to for us to stay on track with what the nation
building and the delivery of quality education agreed, that the product of education caters the
need of the society.

•Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first in
creating learning objectives. This ensures that prerequisite knowledge and skills that would
enable the achievement of MELCs, and eventually the content and performance standards, are
addressed.

Pre-requisite knowledge and skills of the students must have a continuity along its education
process for them to stay on their field of expertise, and the idea of a teaching methodologies of
going across the curriculum is also considered.

• Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked learning
objectives follow a logical sequence.

Yes, it is ideal that there is a logical sequence of learning on the objectives for the conti-
nuity of knowledge and skills, and also for the students to be an expert in their fields/
courses.

3. Do all the MELCs need to be unpacked or combined? Why or why not?
Yes, some of the MELCS need to be unpacked or combined because of the adjust-

ment on the environment of the teaching-learning process especially during unforeseen
situation like having experience the pandemic and we have limitations on the delivery of
learning.

ACTIVITY 2.

1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be
considered in enhancing the learning objectives.

OUTPUT
MELCS: Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan sa daigdig
AP8HSK-Ij-10

Learning Objectives: Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:
1.Naisa-isa ang mga pamana ng mga Kabihasnang Egyptian;
2. Naipaliliwanag kung paano pinagyaman ng sinaunang kabihasnan ang
kultura ng daigdig; at
3. Napahahalagahan ang mga ambag ng mga sinaunang tao sa kabihasnan sa
daigdig.

ACTIVITY 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

LESSON talks about the UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES. The
presenter read the following considerations in unpacking MELCS into learning objectives and provide
following examples. We proceed on the activity
1. Then we unpack the MELCS in order to create a learning objective. Here is our output.

MELCs:
Nasusuri ang kahalagahan ng pag aaral ng kontemporaryong Isyu.

LEARNING OBJECTIVES: Matapos mapag-aralan ang aralin ito, inaasahang matamo mo
ang mga sumusunod na kasanayan:
A. Nasuri ang kahalagahan ng pagiging mulat sa kontemporaryong isyu.
B. Maging proaktibong mamamayan na nakikibahagi sa mga isyung panlipunan.
C. Napahalagahan ang kamulatan sa mga kontemporaryong isyu.

And lastly submit our Activity 2 Outputs to our LAC Leader. We are enlightened about how to un-
pack MELCs. IN this manner, we were able organize differentiated learning activities and address the
diversity of learners.

LAC Leader: Nelia C. Reynera
Presenter: Marifer B. Sisineros
Facilitator/Scribe: Jenielyn Vibal
Documentator: Amel Ford Erno
MEMBERS:

Christopher Ruinata
Karen Joy Ortiz
Doreen Recto
Ma. Shara May San Joaquin
Jonel Talaro
Fermina Pamittan
Ma. Aihve Cervantes

Evaluation:
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)

Comments / Remarks

(For example, if you disagree or strongly disagree,

SD D N A SA please indicate why.)

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, in-
sights, and ideas

3. Members listened to each other’s in-

sights and ideas.

4. The members’ assignments showed an /

understanding of the lessons in the SLM.

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 dis-
cussion focused on the lesson or topic.

7. I encouraged all the members to ac-

tively 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.

PART B

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 because we learned many things from each other.

2. Problems or challenges encountered and how they were resolved:
The problems of challenges that we encountered is the lack of strong internet connection hindered some
of the participants to join the meeting .
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 ses-
sion 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.

Rizal Experimental Station and Pilot School of Cottage Industries
Araling Panlipunan Department
S.Y 2020-2021

NARRATIVE REPORT

In-Set 2ND LAC Session
LDM 2 Module 2

March 16, 2021 via Google Meet
Topic: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

Lesson 1 is all about the BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS. In Activity
1, we answered following reflective questions in our Study Notebook. We familiarize the course by
reading pdf “ Development and Design of the MELCs”, after that, we provide the a brief response on the
following questions. Ma’am Marifer Sisineros elaborated the presentation. We prepare a copy of your
learning area’s original K-12 Curriculum Guide and corresponding list of MELCs in activity 3. Here is
the output in the said activity.

We discussed and shared our answers to Activities 1-3 in this lesson, it is a productive session. Ques-
tions about the MELCs that need clarification as well were also addressed. All the insights shared in the
discussion, including your own, were written in our Study Notebook.

PHOTOS:

Module 3A

Learning Journal

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

MODULE OBJECTIVE

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

Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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

1. define the learning delivery modalities (LDMs) prescribed by the LCP
2. describe the features of distance learning (DL) and its different types
3. explain the guidelines for implementing the different types of DL
4. enumerate the minimum requirements for each type of DL
5. rank the different types of DL in terms of their degree of difficulty to
implement from the perspective of your School/Division
6. identify targeted interventions for learners with special concerns to ensure
inclusion in DL

Key Topics/Concepts

blended distance learning; blended learning; distance learning; face-to-face
learning; homeschooling; implementation guidelines for distance learning; minimum
requirements for distance learning; modular distance learning; online distance
learning; TV-based instruction/radio-based instruction

Resources Required

Guidance on Distance Learning
Non-Negotiable Minimum Requirements for Distance Learning
Distance Learning Matrix
Supplementary Handout on Blended Learning Delivery Modalities
Lesson 1, Activity 1 Answer Key 1
Lesson 1, Activity 1

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.

FACE-TO-FACE Learning, is a modality involves use of the classroom, school facilities and
physical presence and input and output of knowledge, skills and values of a teacher and a
learner.

DISTANCE LEARNING– is the learning modality involves adaptation on the environment of
the teacher and a learner and which is dependent on the use of printed and non-printed ma-
terials and communication is dependent on new technologies and internet connectivity.

BLENDED LEARNING– Is the use of learning modality of both Distance Learning and Home
schooling or Online interaction.

HOME SCHOOLING- Be either with the use of both printed and non-printed modules and
Online Class sessions, None online interaction.

Now, answer this question: Which of the LDMs do not have an F2F learning component?
DISTANCE LEARNING and Home Schooling.

Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.

ACTIVITY 2.

DISTANCE LEARNING MATRIX

Distance Learning Distinguish- Essential Resources Role of Teacher Role of Parent or Role of School
Modality ing Feature Household Mem-
ber

Modular Distance Individualized Self-Learning Monitoring of Instructional Home Implementer
Learning (MDL) instruction learner progress / Partner/ Guide
Modules/Digitized Assessment
Modules, Textbooks

Learning Mo- digital devices, such Instructional Home
dality with as laptops, tablets,
Online Distance the use of smartphones, and Facilitator Partner/ Guide Implementer
Learning (ODL) Online desktop computers, Facilitator
platforms with available online Instructional Home
TV-Based Instruc- with the resources and inter-
tion (TVBI) Teacher as a net connectivity Partner/ Guide Implementer
facilitator
Radio-Based In- Television
struction (RBI) Learning
Blended Distance Modality with
Learning the use of
Television

Instructional Home

Learning with Radio Facilitator Partner/ Guide Implementer
use of Radio

SLM And SLM and Gadgets Facilitator Instructional Home Implementer
Online In- Partner/ Guide
structions

ACTIVITY 3.

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.

Ranking (1 to 5, from Type of DL Why?
easiest to

hardest to imple-
ment)

MDL is the fourth most difficult to implement .Though it is a learning modal-
ity that maybe easiest to instruct , the student is not that independent in
4 Modular Distance Learning the development of his own knowledge, skills and values. And facing the
reality that the schools cannot provide for the production of SLM and need-
ing more time and effort to implement.

Online Learning is the easiest way of instruction because of online interac-
tion and the technology made it easy the teaching-learning process, but it is
5 Online Distance Learning the difficult to implement knowing that a lot of students are of financially
less provided or unstable and remote areas not reachable by good internet
connectivity.

Second of the easiest way to deliver instruction, because the Videos are
already ,produced and to be played in a Platform which is just be needing a
2 Television Based Instruction free signal connectivity, but, the problem is, there is no continuity on the
learning instructions because of the different time schedule of every grade
or year level that is need to be aired.

Radio Based Instructions are easiest also to implement because of the free
1 Radio Based Instruction and wide range of connectivity. But the problem with the RDI is that no

visual presentation of the subject/ lessons.

Third on the list is the blended learning instruction, because the provision of

self-learning modules aid on visual presentations and also with the online

instructions will the students be equipped with knowledge, skills and val-

3 Blended Learning ues , but some of the students cannot afford to join the online classes due

to financial capacity of the family and also on poor internet connection.

ACTIVITY 4– LEARNING INTERVENTION PLAN

Learner Group Targeted Intervention

Learners without parents or household mem- • Provide a guided teaching instruction in the form
ber who can guide and support their learning of video or power point. Putting emphasis on the
at home learning task instruction for better understanding.

• Monitor Learners Progress

Beginning readers (K to 3) • Provide supplemental reading materials and activ-

ity sheets to enhance their reading skills.

• Attach monitoring sheets that parents/guardians

may check.

• Constant communication with the parents/

guardians should be implemented.

Struggling readers (Grades 4-12) • Diagnostic Test

• Attach Monitoring sheets to be check by parents/
guardian

• Constant Communication with the parents/
guardian

No access to devices and Internet • Provide a printed modules and Learning Activity
sheets to supplement learning

• Constant Communication with the students and
parents/guardian

Inaccessible (living in remote and/or unsafe areas) • Coordinate with their barangay officials to assist

the teachers in the delivery of the SLMs.

Indigenous Peoples • Provide self-learning modules and supplemental
Persons with Disabilities learning materials that are culture friendly.

Others? Specify. • Endorsed for assistance to the school’s SPED coor-
dinator.

• Design learning materials that fit their needs, abil-
ities and capacity to comply.

• Make a student profile to identify their learning
needs and capacity to cope with the required
learning task/s.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN
THE DIFFERENT LDMs

By the end of this lesson, you will be able to:
1. identify the components of a well-designed lesson, applicable for all LDMs
2. enumerate learning tasks that can be incorporated in your DL lessons to
ensure the achievement of learning objectives
3. select formative and summative assessment tasks that can be incorporated
in your lessons to provide students with feedback and to help you monitor
student’s learning even when you are teaching remotely

Key Topics/Concepts

formative assessment; learning materials; learning tasks; lesson design components;
portfolios; summative assessment

Resources Required

DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation
DepEd Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment
Principles of Instruction
Designing Lessons in DL
Lesson 2, Activity 1 Answer
Lesson 2, Activity 2 Answer
Lesson 2, Activity 3 Answer
Lesson 2, Activity 5 Answer
Lesson 2, Activity

ACTIVITY 1.

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

1. What is Lesson Designing or Lesson Planning?
Lesson Planning is foreseeing what could happen during the delivery, instruction and evaluation of the

teaching learning process. It is choosing the available and appropriate learning materials, and strategies in
the delivery of instruction and choosing the appropriate assessment tool.

2. Why is lesson designing important?
To ensure that quality of instruction and the quantity of time allotment is used properly in the teach-

ing-learning process.

3. What are the three elements or components of a well-designed lesson?
• Planning Instruction
• Delivery Instruction
• Assessment of Learning
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

• Review previous lesson • Explain, model, demonstrate, and • Wrap up activities

• Clarify concepts from previ- illustrate the concepts, ideas, • Emphasize key information and
ous lesson skills, or processes that students concepts discussed
will eventually internalize

• Present warm-up activities Help learners understand and • Ask learners to recall key activities
to establish interest in new • and concepts discussed
master new information
lesson

• Check learner’s prior • Provide learners with feedback • Reinforce what teacher has taught

knowledge about the new • Check for learners’ understanding Assess whether lesson has been
lesson •

• Present connection between mastered

old and new lesson and es- • Transfer ideas and concepts to situ-

tablish purpose for new les- ations
son

• State lesson objectives as
guide for learners

ACTIVITY 3.

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

Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

After the Lesson is delivered , the VI Reflection is to be accomplished.

Note: In the reflection, teachers can share their thoughts and feelings about their lessons includ-
ing things about the lesson that were successfully implemented and which ones need improvement or
could be adjusted in the future. Teachers can also take note of the number of learners who earned 80%
in the evaluation, the number of learners who require additional activities for remediation, and the dif-
ficulties teachers encountered that their principal or supervisor can help solve.

ACTIVITY 4.

Learning Delivery Modality (select one): ___ ODL ___ MDL____ TV/RBI __/_ BL
Grade Level and Learning Area: Grade 8– Araling Panlipunan
Lesson/Topic: Modyul 1: Ang Panahon ng Renaissance
Learning Objectives: Sa pagtatapos ng modyul na ito ay inaasahan na ang mga mag-aaral ay:

>> Mabibigyang kahulugan ang Renaissance
>> Masusuri ang mga salik na nagbigay daan sa pagsibol ng Renaissance
Learning Resources/Materials Needed:

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

Part of Lesson/Learning Task Check if already Additional Remarks:
present in the (ex. can be done via voice

SLM 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 lesson / Given through Activity sheets
/ Facilitated/given through supplemental activity
2. Clarify concepts from previous lesson / Facilitated through video and audio recording

3. Present warm-up activities to establish / Facilitated /given through supplemental activity sheets
interest in new lesson / Facilitated/given through supplemental activity sheets
4. Check learner’s prior knowledge about the new lesson
/ Provided and written in the weekly home learning plan
5. Present connection between old and new
lesson and establish purpose for new lesson
6. State lesson objectives as guide for learners

LESSON PROPER / Provided in the module with additional dis-
cussion via chat room and audio/video record-
1. Explain, model, demonstrate, and illustrate ing
the concepts, ideas, skills, or processes that
students will eventually internalize / Provides video/audio recording of the lesson
2. Help learners understand and master new discussion
information
3. Provide learners with feedback / Provide video/audio recording of the lesson
discussion
4. Check for learner’s understanding
/ Summative test
AFTER THE LESSON
/ Provided in the module activities
1. Wrap up activities
/ Focus discussion through group chat
2. Emphasize key information and concepts
discussed / Activity sheets
3. Ask learners to recall key activities and con-
cepts discussed / Supplemental activity
4. Reinforced what teacher has taught
/ Summative test
5. Assess whether lesson has been mastered
/ Performance tasks
6. Transfer ideas and concepts to new situa-
tions

ACTIVITY 5

FORMATIVE Assessment Summative
can be done
ASSESSMENT individually Assessment
or collabora-
Assessment For tively. In a Is an assessment
Learning: written work OF learning that
or perfor- aims to measure
To make adjust- mance task. student learning
ment in the les- performances/
son
outputs.

ACTIVITY 6.

Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.

ASSESSMENT METHOD HOW TO ADAPT THE ASSESSMENT
DIAGNOSTIC TEST METHOD IN DL
FORMATIVE TEST
SUMMATIVE TEST Giving of Pre-test
PERFORMANCE TASK
CONFIRMATIVE ASSESSMENT Provide activity sheets during review and establish
concepts

Written test given after 4 module lessons comple-
tion

Given Individually or collaboratively every grading
period

Reflective Journal or Short essay per Module/ Les-
son to measure the students understanding of con-
cepts

ACTIVITY 7.

After reading the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.

QUESTIONS TRUE FALSE

1. A portfolio mainly displays the academic achievements of the / /
learner.
/ /
2. Testimonies of parents/guardians and learning facilitators / /
regarding the learner’s progress may be included in a portfolio. /

3. There is a fixed list of items that should be included in a
portfolio.
4. The teacher can only comment on a learner’s portfolio.

5. For asynchronous learning, teachers allow learners to work
on their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via
file sharing programs or they may submit the actual softcopies of
their work saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or
learning facilitators.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIF-
FERENT LDMs

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

1. differentiate a weekly home learning plan from an individual learning
monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan

Key Topics/Concepts
Individual learning monitoring plan; insignificant progress; intervention strategies;
learning area; learning task; learner’s needs; learner’s status; mastery; MELCs;
mode of delivery; significant progress; weekly home learning plan

Resources Required

Appendix D of DepEd Memorandum DM-CI-2020-00162
• Individual Learning Monitoring Plan Template
• Sample Weekly Home Learning Plans
• Lesson 3 Activity 1 Answer Key
• Lesson 3 Activity 3 Answer Key
• Study Notebook

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms
in column B. Write your answers in your Study Notebook.

C 1. These are the knowledge, understanding, skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.

D 2. These are the formative learning opportunities given to learners to engage them in the
subject matter and to enhance their understanding of the content.

A 3. This refers to the prescribed subject that learners take.
B 4. This refers to the method of submission of learning outputs preferred by the learner/

parent based on their context.

ACTIVITY 2.

Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:

ACTIVITY 3.

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

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

A tool to guide learn-

ers and learning facil-

Purpose itators or household A tool for monitoring learners who lag behind
partners in tracking based on the results of their formative and sum-
the subject areas to mative assessments
be tackled and activi-

ties to perform at

home

For whOm? Learners and learn- Teachers and learning facilitator or household
ing facilitator or partner
household partner

Learning area, learn-

Components ing competencies, Learner’s needs, intervention strategies, moni-

learning tasks, mode toring date, learner’s status

of delivery

Has to be communicated to yes yes
Parents?

ACTIVITY 4.

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

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

Module 3B

Learning Journal

MODULE 3B: LEARNING RESOURCES

Now that you are familiar with how a lesson is designed in the modalities, you
will also need to gather the learning materials you need to deliver the lesson.
This Module will help you refresh your knowledge on the different types of
resources available for you in the different LDMs, show how you can access
these materials, and introduce a method of rapidly assessing them before use.

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