LDM Teacher's Portfolio FDCastro SY 2019-2020

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


  FEDERICO D. CASTRO


  Teacher III

  SHS in San Nicholas III


 

 

 

 

 

 

 

 

 

 

 

 

 

 

STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES 2 COURSE


 

MODULE 1:

COURSE

ORIENTATION


 

 


 

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)
 
LAC
 Session
 1
 
 

 

 

 

 

 

FEDERICO
 D.
 CASTRO
 

Teacher
 III
 
 

LESSON 1: COURSE OVERVIEW

ACTIVITY 1

Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
down your insights in your Study Notebook.

1. What is the main delivery of this course?
The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules which do not
require thorough discussion in deepening the teachers’ understanding on the different learning
modalities that we are about to use come October 5. This course is also output-oriented as teacher
participants are tasked to provide outputs and reflect on each activity in every module.

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

Given the current situation of our country due to the pandemic and as our educational system is
doing its best to adjust in providing alternative ways for learners to access quality education, this
course shall engage us to become more knowledgeable and skillful in terms of the implementation
of the most suitable learning delivery modality in their respective areas. This will also help us to
understand better the needs of our learners and the most effective ways to provide instructional
assistance considering their health and welfare.

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

The support mechanisms that will surely help me in learning this course are as follow:

1. My prior knowledge gain from the webinars/trainings I attended that are all connected to this
course.

2. The collaboration of the LAC sessions’ facilitators together with our teaching force in giving
insights, enlightenments, and support to each other in learning each module of this course.

ACTIVITY 2

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

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

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?

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

I search for the web and The on-going My primary motivation Since we are doing the
try to learn things that I LAC sessions virtually, I
do not understand. I preparations for the will be the learners and will have to accomplish
think this will help me in the requirements of this
looking at this activity in opening of classes, the their parents. It is course from my home.
a positive way. I always Rest assured that I keep
study the lessons given to queries from parents important that I can still constant
me ahead of time and communication with my
more than willing to through phone give hope for them to colleagues in getting
search for answers and their insights and support
solutions to problems calls/SMS/messenger, continue their study. for better understanding
that may occur along of this course.
the way. This for me is and other tasks being Amidst this pandemic, I
somehow positive that
may result to providing given simultaneously think we can still make
better outputs.
from different offices. ways to make them

Not to mention the learn and be a better

difficulty in internet person and let them

connection since our achieve what they are

LAC sessions may be dreaming of.

conducted virtually.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

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

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

___1___ To improve the teaching-learning process to improve learning among students
__ 3___ To nurture successful teachers
___2___ To enable teachers to support each other to continuously improve their content and

pedagogical knowledge, practice, skills, and attitudes
___4__ To foster a professional collaborative spirit among School Heads, teachers, and the

community as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict with the
other tasks and schedules of the teachers. Teachers are attending to the preparation of the
classes, updating their students and parents, and other related works at the same time resulting to
give less focus to the LAC session.

2. Relevance of the Topics - To make sure that teachers are gaining knowledge and skills that are
useful to the current situation or in the future, the topics in the LAC sessions should be relevant,
timely, and beneficial to all parties concerned.

3. Stable communication lines - it will be best if we can find a place with stable internet
connection.

ACTIVITY 2

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

See LDM Module 1 – page 5

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.

FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: IV-A ( CALABARZON )

LAC ID (name or number): Number of LAC members:
Name of LAC Facilitator: Designation/Position:

LAC Members: Male/ DESIGNATION DIVISION/S Contact details Preferred contact
Female / POSITION (email, mobile mode (email,
NAME phone, Skype,
number) Zoom, Google

Meet, Viber, FB)

STUDY NOTEBOOK


 LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:

MOST ESSENTIAL

LEARNING

COMPETENCIES

(MELCs)

 


 

 

MODULE
 OBJECTIVE:
 

 
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
 

 
ESTIMATED
 TIME
 REQUIRED
 
3
 hours
 


 


 

FEDERICO
 D.
 CASTRO
 

Teacher
 III
 


 


 

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?
 

 

The
  crisis
  brought
  about
  by
  the
  COVID-­‐19
  has
  posted
  a
  lot
  of
  challenges
  for
  the
  Department
  of
  Education
 

especially
  to
  the
  teachers
  who
  are
  standing
  in
  the
  front
  line
  to
  provide
  the
  continuity
  in
  education.
  As
  a
  teacher,
  I
 

believe
  that
  narrowing
  down
  the
  learning
  competencies
  has
  become
  a
  huge
  factor
  in
  order
  to
  deliver
  the
  only
  the
 

most
 essential
 in
 this
 time
 of
 pandemic.
 However,
 one
 of
 the
 major
 concerns
 to
 ensure
 that
 learning
 continues
 is
 the
 

implementation
 process
 itself.
 Given
 the
 shortage
 of
 resources,
 schools,
 teachers,
 and
 the
 community
 itself
 are
 finding
 

means
 to
 bridge
 the
 gap.
 

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

 

I
  totally
  agree
  to
  this.
  The
  curriculum
  aims
  to
  give
 
  a
  higher
  standard
  of
  education
  and
  to
  produce
  competitive
 

learners.
  But
  due
  to
  its
  congested
  nature,
  students
  cannot
  cope
  up
  with
  it
  and
  more
  often
  than
  not,
  teachers
  find
  it
 

hard
 and
 time
 consuming
 to
 teach
 all
 these
 competencies
 which
 seem
 to
 be
 repetitive
 and
 redundant
 resulting
 to
 poor
 

performance
 of
 the
 learners
 as
 well
 as
 the
 teachers.
 


 
ACTIVITY
 2
 

 
Familiarize
 yourself
 with
 the
 course
 reading
 on
 the
 Development
 and
 Design
 of
 the
 MELCs.
 
 After
 going
 through
 the
 
document,
 provide
 a
 brief
 and
 concise
 response
 to
 the
 following
 guide
 questions.
 Write
 your
 answers
 in
 your
 Study
 
Notebook.
 

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

The
  MELC
  is
  developed
  to
  allow
  students
  to
  study
  based
  on
  their
  abilities
  to
  learn
  skills
  or
  competencies
  at
  their
 

own
  pace.
  This
  method
  is
  tailored
  to
  meet
  different
  learning
  levels
  that
  can
  lead
  to
  efficient
  learning
  outcomes
 

through
 alternative
 learning
 delivery
 modalities.
 
 

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

Essential
  learning
  competencies
  are
  defined
  as
  what
  the
  students
  need,
  in
  the
  teaching-­‐learning
  process
  to
 

building
 skills
 to
 equip
 learners
 for
 subsequent
 grade
 levels
 and
 subsequently,
 for
 lifelong
 learning.
 On
 the
 other
 hand,
 

desirable
  learning
  competencies
  were
  defined
  as
  what
  may
  enhance
  education
  but
  may
  not
  necessary
  in
  building
 

foundational
 skills.
 

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

 

The
 MELCs
 were
 identified
 according
 to
 the
 gaps,
 issues
 and
 concerns
 across
 learning
 areas
 and
 grade
 levels.
 The
 

decisions
 were
 made
 due
 to
 the
 limited
 number
 of
 school
 days
 and
 the
 absence
 of
 face-­‐to-­‐face
 instructions
 at
 this
 time
 

of
 pandemic.
 
 

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

The
 MELCs
 are
 made
 aligned
 with
 the
 national/local
 standards,
 applicable
 to
 real-­‐life
 and
 are
 the
 most
 essential
 

competencies
 that
 students
 are
 expected
 to
 learn
 despite
 this
 pandemic.
 The
 Department
 of
 Education
 has
 made
 sure
 

that
  with
  limited
  resources,
  time,
  and
  the
  absence
  of
  face-­‐to-­‐face
  instructions,
  learners
  would
  still
  get
  the
  necessary
 

competencies
 to
 acquire
 through
 these
 MELCs.
 


 
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
 
MERGED/CLUSTERED
  COMPETENCIES
 
RETAINED
 
 

 
 
F11PT
 –
 Ic
 –
 86
  Nakapagsasaliksik
  ng
  mga
  halimbawang
 
Nabibigyang
 kahulugan
 ang
 mga
  sitwasyon
  na
  nagpapakita
  ng
  gamit
  ng
  wika
  sa
 
komunikatibong
 gamit
 ng
 wika
 sa
 lipunan
  lipunan.
 

 F11EP
 –
 Ie
 –
 31
 
 
Nakapagsasaliksik
 ng
 mga
 halimbawang
 
 
sitwasyon
 na
 nagpapakita
 ng
 gamit
 ng
 wika
 sa
 
 
lipunan
 
 

 
 

 
 
F11PU
 –
 Ig
 –
 86
  Nakasusulat
  ng
  sanaysay
  na
  tumatalonton
  sa
 
 
Natitiyak
 ang
 mga
 sanhi
 at
 bunga
 ng
 mga
  isang
  particular
  na
  yugto
  ng
  kasaysayan
  ng
 
pangyayaring
 may
 kaugnayan
 sa
 pag-­‐unlad
 ng
  wikang
 pambansa.
 
Wikang
 Pambansa
 
F11EP
 -­‐
 Iij
 –
 32
 
 
Nakagagawa
 ng
 isang
 sanaysay
 batay
 sa
 isang
 
 
panayam
 tungkol
 sa
 aspektong
 kultural
 o
  Natutukoy
  ang
  kahulugan
  ng
  mga
  konsepto
  ng
 
lingguwistiko
 ng
 napiling
 komunidad
  wika
 

 
 

 
 
Naiuugnay
  ang
  konseptong
  pang
  wika
  sa
  mga
 

  napanood
  na
  sitwasyon
  pangkomunikasyon
  sa
 
F11PT
 –
 Ia
 –
 85
  telebisyon
 
Natutukoy
 ang
 mga
 kahulugan
 at
 kabuluhan
 ng
 
 
mga
 konseptong
 pangwika
 

 
F11PD
 –
 Ib
 –
 86
 
Naiuugnay
 ang
 mga
 konseptong
 pangwika
 sa
 
mganapanood
 na
 sitwasyong
 
pangkomunikasyon
 sa
 telebisyon
 

 

F11PS
 –
 Ib
 –
 86
 
 
 
Naiuugnay
 ang
 mga
 konseptong
 pangwika
  Naiuugnay
 ang
 mga
 konseptong
 pangwika
 sa
 
sa
 sariling
 kaalaman,
 pananaw,
 at
 mga
  sariling
 kaalaman
 ,
 pananaw
 at
 mga
 karanasan
 
karanasan
 
 

 
 
F11EP
 –
 Ic
 –
 30
  Nagagamit
 ang
 kaalaman
 sa
 modernong
 
Nagagamit
 ang
 kaalaman
 sa
 modernong
  teknolohiya
 
teknolohiya
 
 

 
 

 

 

 
DROPPED
  F11PN
 –
 Ia
 –
 86
 

  Naiuugnay
 ang
 mga
 konseptong
 pangwika
 sa
 
mga
 napakinggang
 sitwasyong
 
pangkomunikasyon
 sa
 radyo,
 talumpati,
 at
 mga
 
panayam
 

 
F11WG
 –
 Ie
 –
 85
 
Nagagamit
 ang
 mga
 cohesive
 device
 sa
 
pagpapaliwanag
 at
 pagbibigay
 halimbawa
 sa
 
mga
 gamit
 ng
 wika
 sa
 lipunan
 

 


 

ACTIVITY
 4
 


 

In
  your
  LAC
  Session,
  discuss
  and
  share
  your
  answers
  to
  Activities
  1-­‐3
  in
  this
  lesson.
  Discuss
  any
  questions
  about
  the
 

MELCs
  that
  need
  clarification
  as
  well.
  Share
  your
  thoughts
  and
  let
  your
  co-­‐teachers
  articulate
  their
  insights
  regarding
 

your
 questions.
 Jot
 down
 all
 the
 insights
 shared
 in
 the
 discussion,
 including
 your
 own,
 in
 your
 Study
 Notebook.
 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 

LESSON
 2:
 UNPACKING
 AND
 COMBINING
 MELCS
 INTO
 LEARNING
 OBJECTIVES
 

 

ACTIVITY
 1
 

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

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

By
 unpacking
 and
 combining
 the
 MELCs,
 we
 now
 have
 a
 clear
 path
 forward.
 This
 gives
 up
 a
 deeper
 understanding
 

on
  how
  these
  MELCs
  are
  selected.
  It
  will
  be
  much
  helpful
  for
  us
  to
  plan
  on
  how
  are
  we
  going
  to
  implement
  our
  LCP
 

more
 efficiently.
 

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

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

Of
  course,
  unpacking
  the
  MELCs
  are
  essential
  in
  order
  to
  have
  a
  systematic
  learning
  activity
  so
  that
  the
 

competencies
 needed
 by
 the
 learners
 are
 not
 congested
 or
 repetitive.
 


 
ACTIVITY
 2
 

1. Form
 a
 group
 of
 four
 members
 within
 your
 LAC,
 preferably
 with
 fellow
 teachers
 in
 your
 respective
 learning
 area.
 
 
2. Using
 the
 curriculum
 guide
 and
 a
 list
 of
 the
 MELCs,
 choose
 MELCs
 in
 the
 first
 quarter
 and
 unpack
 these
 into
 

learning
 objectives.
 
 
3. Each
 team
 will
 present
 their
 unpacked
 learning
 objectives.
 Discussion
 and
 processing
 will
 follow
 each
 

presentation.
 Suggestions
 and
 insights
 from
 each
 group
 will
 be
 considered
 in
 enhancing
 the
 learning
 objectives.
 
 


 

Repeat
 the
 above
 process
 but
 instead
 of
 unpacking,
 each
 team
 will
 now
 combine
 at
 least
 two
 MELCs
 of
 their
 choice.
 
Group
 deliberation
 will
 be
 observed
 in
 order
 to
 arrive
 at
 a
 consensus.
 Discuss
 and
 jot
 down
 the
 synthesis
 of
 the
 
presentations
 in
 your
 Study
 Notebook.
 

SAMPLE
 MELC
  LEARNING
 OBJECTIVES
 

Natutukoy
  ang
  iba’t
  ibang
  gamit
  ng
  wika
  sa
  lipunan
  sa
  • Natutukoy
  ang
  mga
  gamit
  ng
  wika
  sa
  lipunan
  batay
 
pamamagitan
 ng
 napanoon
 napalabas
 sa
 telibisyon
 at
 pelikula
  sa
 mga
 napapanahong
 palabas
 sa
 telibisyon
 

• Naibabahagi
  ang
  mga
  napanood
  na
  palabas
  sa
 

telebisyon
 na
 kinakikitaan
 ng
 gamit
 ng
 wika.
 


 


 


 

 

 

STUDY NOTEBOOK


 LEARNING DELIVERY MODALITIES 2 COURSE

MODULE 3A:

DESIGNING INSTRUCTION

IN THE DIFFERENT

LEARNING

DELIVERY MODALITIES


 

 


 

 
MODULE
 OBJECTIVE:
 

 
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:
 

 
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
 


 

FEDERICO
 D.
 CASTRO
 

Teacher
 III
 
 

LESSON 1:
 UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed in the LCP (Face-to-Face

learning, Distance Learning, Blended Learning, and Homeschooling. In your own words, define

each modality. Write your own definitions in your Study Notebook. Which of the LDMs do not have

an F2F learning component?

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to
go schools in order for them to acquire the learning competencies designed for them. It also requires
the presence of a teacher with aids for teaching and providing learning resources to the class for
better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools
that they can study at the comfort of their home. This could also be an online teaching and learning
process.

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

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

Which of the LDMs do not have an F2F learning component?
• Distance learning and Home Schooling – both are home based method of learning

Distance Distinguishing Essential Role of the Role of Role of School
Learning Teacher Parent or
Modality Feature Resources Household
Member

Modular o Individualize o Printed o Monitor the o Serve as o Availability of
Distance d instruction Modules progress of Leaning the Learning
Learning the Learners Facilitators materials for
(MDL) o Learning o Internet through text / Support the learners
Materials connectiv messaging/a system
Online handed ity udio/video o Guarantees
Distance down to calls o Serve as that learning
Learning students by o Various Leaning facilitators are
(ODL) the school technolog o Monitor the Facilitators oriented on
ies progress of / Support the
o One click (cellphon the Learners system recommende
away both es, through text d screen time
for learners tablets, messaging/a
and desktop, udio/video
teachers laptops) calls

TV-Based o Accessible o Television o Monitor the o Serve as o Orient the
Instruction to anyone progress of Leaning teachers,
(TVBI) o Radio the Learners Facilitators parents and
o Accessible through text / Support learners
Radio- to anyone o Printed messaging/a system about the TV-
Based Modules udio/video Based
Instruction o Good for calls o Serve as Instruction
(RBI) auditory o Internet Leaning policies to
learners connectiv o Monitor the Facilitators ensure that
Blended ity progress of / Support everyone is
Distance o Complete the Learners system properly
Learning suite of all o Various through text informed and
the technolog messaging/a o Serve as guided
Learning ies udio/video Leaning
modalities (cellphon calls Facilitators o Orient the
es, / Support teachers,
tablets, o Monitor the system parents and
desktop progress of learners
computer the Learners about the
s, laptops) through text Radio-Based
messaging/a Instruction
o Television udio/video policies to
o Radio calls ensure that
everyone is
properly
informed and
guided

o Availability of
the Learning
materials for
the learners

o Orient the
teachers,
parents and
learners
about the
Radio-Based
Instruction
policies to
ensure that
everyone is
properly
informed and
guided

ACTIVITY 2: Distance Learning Matrix

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
2 Modular Distance Learning o Individualized instruction
3 (MDL) o Learning Materials handed down to
4
5 Blended Distance Learning students by the school
o Complete suite of all the Learning
TV-Based Instruction (TVBI)
modalities
o Accessible to anyone

Radio-Based Instruction (RBI) o Accessible to anyone
Online Distance Learning (ODL) o Good for auditory learners
o One click away for those learners and
teachers who has internet connectivity

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.

MODULE 3A - LESSON DESIGN AND ASSESSMENT
LIST OF TARGETED LEARNER INTERVENTION

LEARNER GROUP TARGETED INTERVENTION
Learners without parents Supervise the student’s progress or status every schedule assigned for
or household member who his/her section for consultation through any means of communication.
can guide and support Establish a support system volunteers like teachers near the area to
their learning at home. reach out to those students in this situation.

Beginning readers (K to 3) Give the students additional reading materials for their level to develop
reading skills. Work and students’ progress will be monitored by
parents/ guardians or even the teacher. There will also be an open
communication between the teacher and the guardian.

Struggling readers • Other than the modules and worksheets, remedial materials and
(Grades 4-12) other reading materials and activities will be given to the student
under this situation. In lined with this is a weekly monitoring
No access to devices and plan to closely supervise and monitor the student’s progress.
Internet
• The previous teacher in Filipino will surrender the student’s
progress in reading and allow the current teacher in Filipino to
conduct the continuity of reading intervention needed by the
student.

Students will be provided hardcopy of modules with worksheets and

activity sheets to be submitted weekly by their parents through the mode

or process of returning given by the school.

Inaccessible (living in Collaborate with the barangay officials in delivering and retrieving the
remote and/or unsafe modules. The teacher can also conduct monitoring once in a while
areas) through visiting the barangay hall and let parents consult to her if home
visitation is too unsafe for the teacher.

Indigenous People All kind students will be equally provided hardcopy of modules with
worksheets and activity sheets to be submitted weekly by their parents
through the mode or process of returning given by the school.

Persons with Disabilities Assess the particular needs of these learners and provide them with the
materials that would suffice it. Collaborate with the teacher who
specialize in this area to provide a better and appropriate support to the
student.

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1

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

1. What is Lesson Designing or Lesson Planning?

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

2. Why is lesson designing important?

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

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

A clear and articulated set of objectives or what the learners need to learn or acquire.

A well-selected and well-organized group of learning activities to ensure that the objectives
are met.

Appropriate and timely assessment activities that provide relevant information and feedback
for both teachers and learners

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 illustrate the concepts, ideas, skills, or
previous lesson. processes that students will eventually
internalize.

Help learners understand and master Emphasize key
new information. information and
concepts discussed.

Present warm-up activities Provide learners with feedback. Ask learners to recall
to establish interest in new key activities and
lesson. concepts discussed

Check learner’s prior Check for learners’ understanding. Reinforce what
knowledge about the new teacher has taught.
lesson.
Assess whether
Present connection Provide learners with feedback. lesson has been
between old and new mastered.
lesson and establish
purpose for new lesson. Transfer ideas and
concepts to new
State lesson objectives as Check for learners’ understanding. situations.
guide for learners.

ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) listed below, then highlight which part/s is/are accomplished after the lesson is delivered.

• In DLL or DLP all components are very important, but Reflection is accomplished after the
lesson is delivered.

ACTIVITY 4

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

Learning Delivery Modality (select one): _ODL _MDL _T V/RBI / BL

Grade Level and Learning Area: Grade 11 Komunikasyon

Lesson/Topic: Wika ( Kahulugan at Kabuluhan)

Learning Objectives:

1. Nabibigyang kahulugan ang salitang wika batay sa araw-araw na gamit nito
2. Nasasabi ang kabuluhan ng wika sa sarili, lipunan at kapwa
3. Naiisaisa ang katangian ng wika batay sa kahulugan nito

Learning Resources/Materials Needed: books, internet and module

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

2. Clarify concepts from previous /

lesson
3. Present warm-up activities to / Conduct pre-test and warm up activities.
Household partner can facilitate it.
establish interest in new lesson

4. Check learner’s prior knowledge /

about the new lesson

5. Present connection between old /

and new lesson and establish

purpose for new lesson

6. State lesson objectives as guide /

for learners

Lesson Proper

1. Explain, model, demonstrate, and / Show some picture or situation that help the

illustrate the concepts, ideas, skills, student to determine the lesson.

or processes that students will

eventually internalize Answering activity in interactive way using
different internet application.
2. Help learners understand and /
master new information

3. Provide learners with feedback / Contact subject area teacher via Facebook,
4. Check for learners’ understanding / call or text or in a zoom and google class

room.

After the Lesson

1. Wrap up activities /

2. Emphasize key information and /

concepts discussed

3. Ask learners to recall key /

activities and concepts discussed Answering activity sheets via Google Form,
Facebook. Contact students via Facebook,
4. Reinforce what teacher has taught / calls or text to clarify the lessons.
5. Assess whether lesson has been /
mastered

6. Transfer ideas and concepts to /
new situations

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

• Providing learners packet with additional activities that will supplement the modules.

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?

• I think we need more time spending and being available for the students/ parents to

answer their questions or inquiries.

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

• Teachers may also set up a communication procedure with the parents/guardians for

the feedback , comments, and suggestions. It may be done via group chat or
Facebook group, text or call.

ACTIVITY 5

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

ACTIVITY 6

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that
are commonly used in the classroom may be modified to be suitable for DL.

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

Assessment How to Adapt the Assessment Method in DL

Example: Short I will send a three-item quiz via text message before the lesson. Based
Quiz on the responses, I will take note of the common misconceptions and
clarify them to the learners during our online session or via text message.

1.Short Quiz I will send a five-item quiz via facebook group chat

2.Reflection Picture of journal notebook which contains their personal notes and send
it via personal messages.

3.Short quizzes or Use different online application/ platforms.
examinations

4. Students Compilation of students work in an envelope and accomplished through
portfolio google forms.

5. Video- audio Record answers to the activities given and send it via Facebook group
recordings chat or upload it via google drive or you tube.

Try to answer these questions with your colleagues:
1.What assessment methods are common among the group members?

• I think the most common assessment methods are short quizzes or examinations.

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

• The authenticity, reliable/valid of the student’s answers and output.

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

• Think and create a variety of strategies to overcome the challenges.

LESSON 3:
 GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1

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

ANSWER
  COLUMN
 A
  COLUMN
 B
 

 
C
  1.
  These
  are
  the
  knowledge,
  understanding,
  skills,
  and
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 a.
 learning
 area
 
attitudes
  that
  learners
  need
  to
  demonstrate
  in
  every
 

 
D
  lesson
 and/or
 learning
 task.
 


  2.
 These
 are
 the
 formative
 learning
 opportunities
 given
 to
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 b.
 mode
 of
 delivery
 
A
 

  learners
  to
  engage
  them
  in
  the
  subject
  matter
  and
  to
 
B
 
enhance
 their
 understanding
 of
 the
 content
 

 
ACTIVITY 2 3.
 This
 refers
 to
 the
 prescribed
 subject
 that
 learners
 take.
 
 
 
 
 
 
 
 
 
 
 
 
 
 c.
 learning
 competencies
 

4.
  This
  refers
  to
  the
  method
  of
  submission
  of
  learning
 
 
 
 
 
 
 
 
 
 
 
 
 
 d.
 learning
 task
 
outputs
  preferred
  by
  the
  learner/parent
  based
  on
  their
 
context.
 

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class.

SHS IN SAN NICHOLAS III
WEEKLY HOME LEARNING PLAN FOR FILIPINO 2

Komunikasyon

Week 1, Quarter 1, October 5-9, 2020

Araw at Asignatura Learning Learning Tasks Mode of Delivery
Oras Competency

7:00-7:30 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

7:30-8:00 Have a short exercise/meditation/bonding with family.

Monday

8:00-12:00 Filipino 2 Natutukoy ang PANIMULA ONLINE
kahulugan ng mga
Komunikasyon konsepto ng wika Pagsagot sa Pre-test sa pamagitan ng Ipasa ang natapos na

application na Quizzes gawain batay sa napiling

paraan.

Gawain sa Pagkatuto Bilang 1: Isasagawa ng mag-aaral
ang gawain batay sa

Roleta ng kapalaran: Sa pag-ikot ng sinabi ng guro at ang lahat
roleta pipiliin ang mga mag-aaral na ng puntos ay itatala sa
sasagot sa katanungan ng guro. moodle application na
siyang magiging batayan
ng guro sa pagmamarka.

Bibigyan kahulugan ang wika sa Sasagutin
 ng
 mag-­‐aaral
 
pamamagitan ng pagsulat sa birtwal ang
 ginawang
 
blackboard sanaytalakay
 ng
 guro
 
Pagtalakay ng guro sa aralin (PPT)
 
Paalala: ( Para sa mga
Gawain sa Pagkatuto Bilang 2: naiwang Gawain sa
Sa pamamagitang ng mga larawan modyul)
tutukuyin ng mga mag-aaral ang
salitang naka balangko sa - Siguraduhin na ang
pangungusap matapos tukuyin pahina ng modyul ay
tatalakayin ito ng guro. kumpleto.

1. Ang wika ay s_n_ _ _ l_t_ _g
tunog.

2. Ang wika ay _ _ n _ _ o - Pasagutan ang naiwan na
mga gawain sa hiwalay na
papel o sa kwaderno sa
Filipino.

- -Ugaliin ang pagbisita sa
google classroom para sa
mga nakatakdang gawain

3. Ang wika ay l _ k _ _ - -Inaasahan na

masasagutan ang

nakatakdang gawain

batay sa ibinigay na oras

ng guro.

4. Ang wika ay d _ _ _ m _ k _

5. Ang wika ay masistemang
_a__n_k__

Indibidwal na Gawain:

Tugunan ang hinihinging kasagutan
sa bawat bilang.
( sa loob ng limang minuto )
1. Lumikha ng isang
napapanahong pagpapakahulugan
sa wika batay sa napapanahong
pangyayari.

a. Sa sarili
b. Lipunan
c. Kapwa
2. Tukuyin ang dalawang
katangian ng wika na iyong
naibigan at ipaliwanag kung bakit
ito ang iyong napili.

Pangwakas na Pagsasanay: Sa
larong FACT or BLUFF tutukuyin ng
mag-aaral kung fact ba o bluff ang
mga pahayag.
1. Ang bawat wika ay tagapaglarawan
ng kultura.

2. Si Gleason ang dalubwikang
pinakatanyag sa pagpapakahulugan sa
WIKA.
3. Ang pagkatuto sa wika ay walang

sinusunod na balangkas.

4.Karaniwan na nagbabago ang wika.

5.Ang salitang po at opo ay may

Katumbas na salita sa Ibang
bansa.

Pagninilay: -Magbibigay ang guro ng
gawaing pangtahanan sa
Punan nang ankop na pahayag ang mga mag-aaral
patlang upang makabuo ng isang idea o
diwa.
 

1:00-5:00 Science Identify and explain PRpSaaEtmu-TloanEmgSnaTggiatkainng guro at sa na
the factors that affect
potential and kinetic ng modyul
energy
DiItRo,E
 CTION: Choose the letter of the
correct answer. Write your answer on
a lsuebpoarsatkeoshneaentgofnpaaupnear.waan

ang
1._W__h_a_t d_o__y_o_u_c_al_l_to__th_e_e_n_e_rg_y_ due
to_m__ot_io_n_?_________________

a_. G__ra_v_i_ta_ti_o_n_al_p_o_t_en_t_ia_l_e_n_e_rg_y_
___________________
 
b. Kinetic energy

c. Elastic potential energy

d. Potential energy

2. A 0.40 kg ball is travelling at a
constant speed of

8.0m/s. What is the ball’s kinetic
energy?

a. 3.2 J c. 4.2 J

b. 2.0 J d. 12.8 J

3. What kind of energy is in the cat
sitting next on a windowsill?

a. Gravitational potential energy

b. Kinetic energy

c. Elastic potential energy

d. Potential energy

4. Refer to the figure below, when a
pendulum swings, at which point is

there the most kinetic energy?

a. 1 c. 3
b. 2 d. 4

5. On the figure above, which among
the following energy do the bottle
have?
a. Potential energy
b. Kinetic energy
c. Potential to Kinetic energy
d. Kinetic to Potential energy

Learning Task No. 1: Analyze the picture
below. Determine if it shows potential
or kinetic energy. Write your answer
in your notebook.

Learning Task No. 2: Compare
Picture A and Picture B below.
Answer the guide question. Write your

answer in your notebook.

Guide Questions:

1. Which picture shows potential
energy?

2. Which picture shows kinetic
energy?

3. What factor (s) affect the potential
energy?

4. What factor (s) affect kinetic energy

Learning Task No. 3: Look at the
things around you. List at least five
examples of potential and kinetic
energy. Write your answer in your
notebook.

Potential Energy Kinetic Energy

Potential Kinetic

Learning Task No. 4: Determine if
the given situation shows potential or
kinetic energy. Calculate using the
formula given below.

P.E. = mass x acceleration due to
gravity x height

P.E. = mgh= N x h acceleration due to
gravity = 9.8 m/s2 or 10m/s2

1 Newton (N) = 1 kg x 1 m/s2 or
1 kg m/s2

KE = 1/2 mv2

Learning Task No. 5: Read and answer
carefully the following learning task.
Express your answer in to 2 to 3 sentences.

1. What is potential energy?

2. How does potential energy differs to
kinetic energy?

3. What are the factors that can affect the
kinetic energy of an object? Explain how it
affects it

Tuesday

8:00-12:00
1:00-5:00
Wednesday

8:00-12:00
1:00-5:00
Thursday

8:00-12:00
1:00-5:00
Friday

8:00-12:00 Teacher tell the student to revisit their modules and google to check if all required tasks are done.

1:00-5:00 Teacher check the activity in the google classroom.

5:00 Family Time
onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the
teacher may prepare a checklist of the module’s parts for additional monitoring guide for both teacher and the learner.


 

 

 

 

ACTIVITY 3

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

WEEKLY HOME LEARNING PLAN INDIVIDUAL LEARNING

(WHLP) MONITORING PLAN (ILMP)

Purpose Guide students in their activities Feedbacks data

for reference and guidance Make the parents aware of the

students’ status

Help decide the effectiveness of

the modality

Guide the teachers in assigning

adjusting learners’ content/task

For Whom Students Learner

Parents Adviser

Adviser Subject Teachers

Parents

Components Learning Area Learner’s needs

Learning Competency Intervention strategies

Learning task Monitoring date

Mode of Delivery Learner’s status

Insignificant progress

Significant Progress

Mastery

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.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: Change, Juana C.

Grade Level and Section: GAS 11-A

Learning Learner’s Intervention Monitoring Learner’s Status
Strategies Date
Area Needs Provided Insignificant Significant Mastery

Progress Progress

Filipino Nasasabi ang Adjusting the November
Komuni mga konseptong level of 16, 2020
pangwika difficulty of the
learning

kasyon content/tasks.

Providing more /
guided activities
before
proceeding to
independent
activities

Intervention Learner is not making significant progress in a timely manner. Intervention strategies
Status need to be revised.

Learning is making significant progress. Continue with the learning plan.

Learning as reached mastery of the competencies in learning plan.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2


 

MODULE 3B:

LEARNING RESOURCES
 


 

 

MODULE
 OBJECTIVE:
 

 
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
 

 


 


 

FEDERICO
 D.
 CASTRO
 

Teacher
 III
 
 

LESSON
 1:
 LEARNING
 RESOURCE
 MAPS
 FOR
 DISTANCE
 LEARNING
 

ACTIVITY
 1
 

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

 
 
 
 
 Our
  school
  implement
  Modular
  Distance
  Learning
  (MDL)
  and
  Online
  Distance
  Learning
  (ODL
  /
  PMA+)
  in
 
order
 to
 achieve
 this
 Learning
 Delivery
 Modalities.
 Our
 school
 provides
 the
 printed
 modules
 for
 learners.
 

 

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

 

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

 
 
 
 
 By
 using
 the
 DepEd
 Learning
 Resources
 we
 can
 easily
 obtain
 and
 find
 our
 needs.
 The
 only
 problem
 that
 we
 
can
 see
 in
 this
 situation
 is
 the
 internet
 connectivity.
 

 

 
 
 We
 can
 get
 this
 support
 from
 the
 ICT
 coordinator.
 

 

4. Based
 on
 your
 evaluation
 of
 the
 materials,
 are
 they
 appropriate
 to
 the
 level
 and
 characteristics
 of
 learners?
 Are
 
there
  learners
  who
  might
  be
  disadvantaged
  by
  the
  materials
  (based
  on
  reading
  ability,
  level
  of
  learning
 
independence,
 level
 of
 household
 support,
 distance)?
 What
 adjustments
 will
 you
 make
 in
 terms
 of
 the
 LRs?
 

 
 
 
 
 YES,
  by
  giving
  supplementary
  material
  to
  lessen
  the
  gap,
  like
  Learners
  Packet
  and
  Weekly
  Home
  Learning
 
Plan
 


 

 

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.
 

 


  After
 the
 discussion
 and
 exchanging
 of
 ideas
 we
 came
 up
 with
 different
 ideas.
 The
 Learning
 Resources
 and
 the
 
SLM
 are
 now
 ready
 for
 our
 portal
 that
 is
 given
 to
 our
 Modular
 Distance
 Learning.
 


 

 


 


 


 


 


 

 


 


 


 


 

LESSON
 2:
 ACCESSING
 LEARNING
 RESOURCES
 FROM
 DepEd
 PORTALS
 

 

ACTIVITY
 1
 

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

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


 


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

overcome
 these
 challenges?
 

 


 
 
 
 
 The
 challenges
 in
 accessing
 the
 LRs
 in
 the
 portals
 both
 teachers
 and
 learners:
 
a. Internet
 connection
 is
 the
 main
 concern
 
b. Laptops/gadgets
 used
 by
 the
 teachers
 and
 students
 
c. Always
 forget
 the
 email
 account
 and
 password
 

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


 

 
 
 
 
 
 The
 support
 systems
 available
 to
 you
 as
 a
 teacher
 in
 the
 use
 of
 LR
 portals:
 
a. Technical
 support
 from
 our
 ICT
 coordinators
 designated
 as
 a
 admin
 of
 the
 portal
 
b. Co-­‐teachers
  and
  friends
  to
  help
  and
  support
  each
  other
  and
  also
  yourself
  to
  create
  an
  offline
  or
  printed
 
compilation
 available
 LR
 materials
 from
 the
 LR
 Portals.
 


 
ACTIVITY
 2
 

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

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.
 

 

 
 
 
 
 The
  Learning
  Resources
  Management
  and
  Development
  System
  (LRMDS)
  comprises
  four
  integrated
  sub-­‐
systems
  designed
  to
  support
  increased
  distribution
  and
  access
  to
  learning,
  teaching
  and
  professional
 
development
 resources
 at
 the
 Region,
 Division
 and
 School/Cluster
 levels
 of
 DepEd.
 


 

 

 

 

 

 

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?
 

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

 
2. Were
 there
 any
 questions
 in
 the
 assessment
 tool
 where
 you
 answered
 “No”
 or
 “Cannot
 Be
 Determined”?
 What
 
decision
 will
 you
 make
 on
 the
 LR
 material?
 Why?
 
The
  evaluation
  method
  has
  achieved
  the
  quality
  and
  reliability
  to
  the
  activities
  to
  manipulate
  and
  optimize
 
the
 use
 of
 LR
 Portal.
 

 
3. Are
  there
  other
  aspects
  of
  the
  material
  not
  covered
  by
  the
  tool
  but
  still
  need
  to
  be
  assessed?
  Specify
  which
 
aspect/s.
 
The
  learning
  material
  covered
  the
  lesson
  but
  require
  some
  description
  and
  terminology
  to
  achieve
  the
  best
 
understanding
 of
 the
 concepts.
 
4. How
 does
 this
 exercise
 help
 you
 in
 picking
 the
 right
 and
 appropriate
 LRs
 for
 your
 lesson
 and
 your
 learners?
 

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

 

 
ACTIVITY
 2
 

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

1. Based
 on
 the
 Assessment
 Tool,
 how
 does
 the
 material
 from
 a
 non-­‐DepEd
 Portal
 compare
 with
 the
 LR
 from
 the
 
DepEd
 Portal?
 
The
  resources
  are
  not
  quality
  assured
  and
  only
  provide
  minimal
  support
  to
  attain
  the
  learning
  objectives
  for
 
the
 students.
 

 

2. Based
 on
 the
 results
 of
 the
 Assessment
 Tool,
 what
 improvements
 do
 the
 materials
 —
 both
 from
 DepEd
 and
 Non
 
DepEd
 portals
 —
 still
 need?
 
A
 more
 precise
 and
 easier
 to
 follow
 instructions
 can
 be
 developed.
 Upload
 more
 additional
 resources
 to
 meet
 
all
 the
 learners
 need
 and
 levels
 of
 understanding.
 

 

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

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

 

 


 


 


 

ACTIVITY
 3
 

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

1. How
 does
 your
 material
 compare
 with
 the
 ones
 that
 are
 obtained
 from
 the
 online
 portals?
 
The
 material
 needs
 more
 precision
 and
 quality
 assurance.
 

 

2. What
 improvements
 do
 you
 still
 need
 to
 make
 in
 your
 developed
 material?
 
The
 complexity
 of
 contents
 to
 meet
 the
 learning
 needs
 of
 my
 students.
 

 


 

RAPID
 ASSESSMENT
 OF
 LEARNING
 RESOURCES
 

Is
 the
 LR
 Materials
 .
 .
 .
  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
  /
 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 

STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2


 

MODULE 4:

PLANNING FOR CONTINUING

PROFESSIONAL DEVELOPMENT AND LAC

PLANNING
 


 


 
MODULE
 OBJECTIVE:
 

 
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
 initiatives/programs
 related
 to
 the
 LDMs
 that
 are
 available
 to
 
 

 
 
 
 
 you,
 either
 provided
 by
 DepEd
 or
 by
 non-­‐DepEd
 learning
 service
 providers
 (LSPs)
 
3.
 
 Develop
 a
 PD
 plan
 including
 the
 Learning
 Action
 Plan
 
 
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
 


 
 
 
 
 
 
 
 
 LAC
 


 


 


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 FEDERICO
 D.
 CASTRO
 


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Teacher
 III
 
 

LESSON
 1:
 REFLECTING
 ON
 PROFESSIONAL
 LIFE
 AND
 DEVELOPMENT
 


 
ACTIVITY
 1
 

 

PROFESSIONAL
 SELF-­‐ASSESSMENT
 QUESTIONNAIRE
 

Check
 the
 box
 that
 best
 represents
 your
 assessment
 of
 your
 skills
 and
 capabilities.
 

ITEMS
  STRONGLY
  AGREE
  DISAGREE
  STRONGLY
 
AGREE
  DISAGREE
 

I
 can
 use
 the
 modality
 with
 ease.
  /
 
 
 
 

I
 can
 confidently
 use
 the
 platforms
 in
 the
  /
 
 
 
 

modalities.
 

I
 can
 use
 pedagogies
 associated
 with
 the
  /
 
 
 
 

modalities
 and
 platforms.
 

I
 can
 very
 well
 manage
 my
 learners/class
 in
  /
 
 
 
 

the
 modality
 that
 my
 school
 has
 adopted.
 

I
 can
 very
 well
 engage
 with
 parents
 and
  /
 
 
 
 
community
 partners
 in
 assisting
 learners.
 


 


 
ACTIVITY
 2
 

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

 

Domain
  6.
  Community
  Linkages
  and
  Professional
  Engagement,
  STRAND
  2:
  Engagement
  of
  parents
  and
  the
 

wider
  school
  community
  in
  the
  educative
  process.
  Community,
  parents
  and
  schools
  must
  have
  a
  strong
  bond
  and
 

collective
 effort
 in
 ensuring
 quality
 and
 effective
 delivery
 of
 education
 amidst
 the
 pandemic.
 
 


 


 


 


 


 


 

 

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?
 
 


 

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?
 
Learning
 to
 unpack
 and
  this goal?
To
 make
 lessons
 aligned
 with
 the
  combine
 the
 MELCs.
 
 
curriculum
 standard.
 
  Study
 and
 apply
 the
 

  MELCs
 given
 by
 DepEd.
 
 
To
 produce
 quality
 output,
 learners
  Attend
 webinars
 and
 
 
ready
 and
 fully
 equipped.
  Improving
 my
 teaching
 
 
strategies
 and
 practices.
  participate
 in
 LAC
 
 
To
 design
 instructions
 in
 the
 different
  sessions
 
 
learning
 delivery
 modalities
  Developing
 a
 strong
 grasp
 of
 
 
the
 IDEA
 lesson
 exemplar,
  Continue
 my
 
 
Effectively
 deliver
 my
 subject
 area
  weekly
 home
 learning
 plan
  professional
 
 
through
 the
 use
 of
 learning
 portals
  and
 individual
 monitoring
  development.
 
 
plan.
 
 

  Attend
 webinars
 and
 
 
The
 eagerness
 to
 deliver
  LAC
 sessions
 
 

  quality
 education
 for
 all
 
 
Assess
 and
 monitored
 my
 learners
  Personal
 and
 Professional
  Collaboration
 with
 
 
progress
 from
 time
 to
 time
 and
 make
  colleagues
 
 
development
 
 
necessary
 interventions
 for
 the
  Knowledge
 of
 different
 
 
students
 who
 needed
 remediation.
  The
 eagerness
 to
 deliver
  types
 of
 learning
 
 
quality
 education
 for
 all;
 
 

  resources
 and
 how
 to
 
 

  assess
 and
 access
 
 

  Personal
 and
 Professional
  these
 materials.
 
 

 
 

  development
  The
 collaboration
 
 

  among
 the
 school,
 
 

  teachers,
 parents,
 
 

  students
 and
 the
 
 

 
community;
 
 

 

 

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.
 


 

ACTIVITY
 2
 

 
Refer
  to
  your
  PD
  objectives
  and
  decide
  on
  what
  topics
  you
  would
  like
  to
  talk
  about
  in
  your
  School
  LAC.
  Use
  the
  PD
 
Discussion
 Template
 in
 your
 discussion.
 

PROFESSIONAL
 DEVELOPMENT
 OF
 OBJECTIVES
 RELATED
 TO
 THE
 MODALITIES
  SPECIFIC
 TOPICS
 
1.
 Explain
 the
 background
 and
 development
 of
 the
 MELCs
 
MELCs
 
2.
 Unpack
 the
 MELCs
 

3.
 Combine
 related
 competencies
 into
 learning
 objectives
 

1.
  Differentiate
  between
  the
  learning
  delivery
  modalities
  prescribed
  by
  the
  LCP
  and
  Designing
  Instruction
  in
  the
  Different
 
Learning
 Delivery
 Modalities
 
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
 

1.
 Assess
 the
 LR
 needs
 and
 concerns
 in
 your
 School
  Accessing
 Learning
 Resources
 

2.
 Discuss
 and
 reflect
 on
 these
 needs
 and
 concerns
 
3.
 Gather
 possible
 solutions
 to
 resolve
 these
 LR
 needs
 and
 concerns
 


 

STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 5:

BUILDING THE TEACHING
PORTFOLIO RELATED
TO THE IMPLEMENTATION
OF THE MODALITIES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
1. List down the evidence of LDM implementation
2. Plan for how to make sure that you will be able to relate these evidences to your

professional practice based on the professional standards
MODULE CONTENT:
Lesson 1 - The Teaching Portfolio and Its Contents
Lesson 2 - The Evaluation Rubric

FEDERICO D. CASTRO

Teacher III

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

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

Submit the completed outputs to your designated Coach for final evaluation. Keep a copy of all your outputs for your
own records.

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading, reflect on the following
questions 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?
Portfolio is not only a course or subject requirement but it also serves as the primary way to determine whether
students have met learning standards or other academic requirements set through the use of MELCS, for grade-level
promotion, and for graduation. It also helps students reflect on their academic goals and progress as learners to be
able to create a worthwhile learning journey as they can go back to the previous lessons and activities they had in the
subject. As for us teachers, the use of learners portfolio help us to track learner’s learning progress to be able to make
necessary adjustment for learner’s level if needed.

2. What evidence from the previous modules will help capture the progress of your teaching practice?

As we had discussed in the previous modules, I think one best way to track my teaching practice is through the use
of module 3A: Designing Instruction in the Different Learning Delivery Modalities with the combination of teaching/
learning portfolio from module 5. The portfolio on my part as a teacher could help me see my previous and present
ways/ strategies in my teaching process that I can improve for the future implementation. Thus, for the student’s
learning portfolio, it could help me as a teacher through looking for the student’s progress, if my strategies are
effective the students will have good grades reflected in his/her outputs and if I failed, my student’s portfolio will tell
me so and gave me a chance to trace where I needed to revise and make intervention.

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

Writing down my reflections and insights can help me track the strategies I applied in teaching and aligned it to
student’s performance. This way, I can make the necessary improve in the aspects that I needed to develop. It will serve
as my key note to be able to deliver and drive the lesson in the right track considering MELCs, performance task, right
strategies and good students’ outcome.

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to capture the progress of
your teaching practice? What other evidence can you think of that is relevant to the LDM adopted by your School? Write
down your answers and other insights in your Study Notebook.

Yes. I think the lists of evidences are already good enough to see the learners’ progress. With the combination of all the
evidences in the list form and effective deliver, we can achieve the department’s aim in providing quality inclusive,
relevant and liberating education for all.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1

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

Make this portfolio a successful one, I think the first thing to consider according to the criteria given is the
Demonstration progress of the LDM implementation (30%). Teachers should always make the teaching-learning
process successful for the learners to have the quality education despite this pandemic and ensure that the produced
should always be align with the professional standards of DepEd.

ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to make your outputs and
Portfolio responsive to the evaluation criteria and indicators. Take note of your colleagues’ other insights as well.

As we reflected with the rubrics given, we came if with these steps to make our outputs and Portfolio responsive
to the evaluation and indicators presented:

• Apply all the insights and new ideas from these LAC sessions to improve the personal and
professional growth of the teachers as implementors and show innovations that contribute to
LDM smooth implementation.

• Reflect on the experiences during the process of LDM implementation, shows in-depth
analysis and synthesis, and excellently relates it to the professional standards and to
professional and personal development goals;

• Organize the outputs and ideas in a manner that it offers new perspective and insights for
effective LDM implementation; and

• Consider the situation of everyone in this pandemic in the process of improving and
implementation LDM to have a worthwhile outcomes.