JMENDOZA_LDM2_STUDY_NOTEBOOK

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 1: Course Overview

Activity 1

Read the LDM Course Overview. Reflect on the overview by answering the following questions.
1. What is the main delivery of this course?

Since the face-to-face meetings are still discourage at present, the main delivery of the
LDM Course 2 is through online. This is a task-oriented course that combines guided study using
self-learning modules and co-learning and collaboration through the Learning Action Cell (LAC).

2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
LDM Course 2 will make the teachers fully understand the alternative education system to

be used in this time of pandemic. In this way, the teacher will be able to deliver the quality
instruction to their students.

Activity 2

Answer the following questions by copying and filling out the table.

HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I repeatedly do (What will prevent me (What will push me to (Where will I
from participating fully in participate in this course?) accomplish the
that may affect my
participation in the course in a this course?) requirements of this
course? Describe this
positive or negative way?)
environment.)
I always see to it that I ask The extra task that I The learners will be my In this time of
questions when I couldn’t need to do like motivation to keep me Covid-19 pandemic,
understand the facilitator. printing of modules from participating in it is safe for us to
may prevent me this course because the work from home
I keep in mind that every from fully knowledge and skill that but I will also utilize
training mandated by the participating in this I will gain can greatly my time when I am
DepEd will help me grow course. affect them. at the school.
professionally.

Unstable internet
connection is a
factor in this LAC.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 2: Organizing your Learning Action Cell

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:

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

3. What are the top three challenges to having a successful LAC? List down and elaborate.
Poor internet connection is a big factor in affecting the success of LAC.
Teachers might not focus well on the LAC because they are already loaded with too much
work (printing of modules, reports).
Time frame of LAC is also a factor because it requires multiple outputs in every module.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Activity 2

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

Anabel D. Intal - Instructional Leader
Joshua G. Luzano - LAC Facilitator - Modul 3a
Algie Juridico - LAC Facilitator - Modul 3b
Jincky L. Mendoza - LAC Facilitator - Modul 4
Irene G. Mata - LAC member
Kristine Mary D. Valderama - LAC Member
Margie F. Marce - LAC Member
Algie Juridico - LAC Member
Joan P. Sitchon - LAC Member
Edlhen Grace P. Reyes - LAC Member
Ginalyn L. Carreon - LAC Member
Mary Jane Y. Lansangan - LAC Member
Vanessa L. Cabanding - LAC Member
Arlene S. Ignacio - LAC Member
Mary Ann R. Sitchon - LAC Member

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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 closure of schools due to COVID-19 has challenged the education system not only in
the Philippines but all over the world. To ensure learning continuity, the main concern that needs
to be addressed is to deliver quality education in time of the pandemic while ensuring the health,
safety, and welfare of learners, teachers and personnel of the Department of Education.

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?

For the past years, education reform has been made through academic standards that
define what knowledge and skills students must achieve to be prepared for the school, work and
life after graduation. Curriculum standards have an important place in education system and will
continue to play a critical role to ensure learning continuity that helps the students for the
demands of 21st century. The congested curriculum is not the reason for the poor performance
of the Filipino learners, because the standards set clear and measurable.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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 K to 12 Most Essential Learning Competencies were prepared as part of the response
to the continuity of the education system especially during emergencies. MELCs intend to assist
schools in navigating the limited number of school days as they employ multiple delivery schemes
by providing them ample instructional space. It serves as guide for the teachers as they address
instructional needs of learners while ensuring that curriculum standards are maintained and
achieved.

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

The Department of Education started working on the identification of essential learning
competencies in 2019. Specialists, experts, and field implementers worked hand in hand
regarding the criteria and mechanism in identifying competencies. After thorough review of
curriculum, gaps, issues and concerns were identified and solutions were recommended.

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

Essential Learning Competencies are focused on the students need to be equipped with
skills. On the other hand, desirable learning competencies enhance education but may not be
necessary in building foundation 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?

As part of DepEd’s Basic Education Learning Continuity Plan amid the coronavirus crisis, the
K to 12 curricula had been streamlined to 5,689 MECLs from the original 14,171, or a reduction
by 60 percent. There are characteristics provided to help the reviewers decide on what

competencies are the most important. These

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

characteristics are based on US-developed competency validation rubric. Learning competency
is essential if:

It is aligned with the national and/or local standards/ frameworks.
It connects the content to higher concepts across content areas.
It is applicable to real-life situations.
Is students leave school, it would will be important for them to have this competency above
many others.
It would not be expected for most students to learn in this setting other than through formal
education.

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

Despite of the challenges the DepEd is facing, it aims for “No Filipino Learners will be left
behind”. MELCs will serve as the guide for teachers on how to achieve the target goals to deliver
quality education amid of COVID-19 pandemic.

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.

MATHEMATICS 5

K to 12 Learning Competencies MELCs

Merged/ • states, explains, and interprets • Performs a series of more than
Clustered Parenthesis, Multiplication, Division, two operations on whole
Addition, Subtraction (PMDAS) or numbers applying Parenthesis,
Grouping, Multiplication, Division, Multiplication, Division,
Addition, Subtraction (GMDAS) rule. Addition, Subtraction (PMDAS)
or Grouping, Multiplication,

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

• simplifies a series of operations on Division, Addition, Subtraction
whole numbers involving more than two (GMDAS) correctly.
operations using the PMDAS or GMDAS
rule. • finds the common factors, GCF,
common multiples and LCM of
• finds the common factors and the GCF of 2–4 numbers using continuous
2–4 numbers using continuous division. division.

• finds the common multiples and LCM of • adds and subtracts fractions and
2–4 numbers using continuous division. mixed fractions without and
with regrouping.
• adds fractions and mixed fractions
without and with regrouping. • uses divisibility rules for 2, 5,
and 10 to find the common
• subtracts fractions and mixed fractions factors of numbers.
without and with regrouping.
• uses divisibility rules for 3, 6,
• uses divisibility rules for 2, 5, and 10 to and 9 to find common factors.
find the common factors of numbers.
• uses divisibility rules for 4, 8, 12,
• uses divisibility rules for 3, 6, and 9 to and 11 to find common factors.
find common factors.
• solves routine and non-routine
• uses divisibility rules for 4, 8, 12, and 11 problems involving factors,
to find common factors. multiples, and divisibility rules
for 2,3,4,5,6,8,9,10,11, and 12.
• solves routine and non-routine problems
involving factors, multiples, and • solves real-life problems
divisibility rules for 2,3,4,5,6,8,9,10,11, involving GCF and LCM of 2-3
and 12. given numbers.

• solves real-life problems involving GCF • solves routine and non-routine
and LCM of 2-3 given numbers. problems involving addition
and/or subtraction of fractions
• solves routine and non-routine problems using appropriate problem
involving addition and/or subtraction of solving strategies and tools.
fractions using appropriate problem
solving strategies and tools.

• visualizes multiplication of fractions
using models.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

• multiplies a fraction and a whole number • visualizes multiplication of
and another fraction. fractions using models.

• multiplies mentally proper fractions with • multiplies a fraction and a whole
denominators up to 10. number and another fraction.

• solves routine or non-routine problems • multiplies mentally proper
involving multiplication without or with fractions with denominators up
addition or subtraction of fractions and to 10.
whole numbers using appropriate
problem solving strategies and tools. • solves routine or non-routine
problems involving
• shows that multiplying a fraction by its multiplication without or with
reciprocal is equal to 1. addition or subtraction of
fractions and whole numbers
• visualizes division of fractions. using appropriate problem
solving strategies and tools.
• divides - simple fractions - whole
numbers by a fraction and vice versa • shows that multiplying a fraction
by its reciprocal is equal to 1.
solves routine or non-routine problems
involving division without or with any of the • visualizes division of fractions.
other operations of fractions and whole
numbers using appropriate problem solving • divides - simple fractions - whole
strategies and tools . numbers by a fraction and vice
versa

solves routine or non-routine problems
involving division without or with any of
the other operations of fractions and
whole numbers using appropriate
problem solving strategies and tools .

Dropped • visualizes numbers up to 10 000 000 N/A
with emphasis on numbers 100 001 – 10
000 000

• reads and writes numbers up to 10 000
000 in symbols and in words.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

• rounds numbers to the nearest hundred
thousand and million

• creates problems (with reasonable
answers) involving factors, multiples and
divisibility rules.

• creates problems (with reasonable
answers) involving GCF and LCM of 2-3
given numbers

• creates problems (with reasonable
answers) involving addition and/or
subtraction of fractions using
appropriate problem solving strategies

• creates problems (with reasonable
answers) involving multiplication of
fractions.

• creates problems (with reasonable
answers) involving division or with any of
the other operations of fractions and
whole numbers.

ARALING PANLIPUNAN 5

K to 12 Learning Competencies MELCs

Merged/ • Naipaliliwanag ang mga sinaunang • Nasusuri ang sosyo-kultural at
Clustered paniniwala at tradisyon at ang politikal na pamumuhay ng mga
impluwensiya nito sa pangaraw- Pilipino a. sosyo-kultural (e.g.
araw na buhay pagsamba (animismo, anituismo, at
iba pang ritwal,
• Naihahambing ang mga paniniwala pagbabatok/pagbabatik , paglilibing
noon at ngayon upang maipaliwanag (mummification primary/ secondary

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Retained ang mga nagbago at nagpapatuloy burial practices), paggawa ng bangka
hanggang sa kasalukuyan e. pagpapalamuti (kasuotan, alahas,
tattoo, pusad/ halop) f. pagdaraos
• Nailalarawan ang lokasyon ng ng pagdiriwang b. politikal (e.g.
Pilipinas sa mapa namumuno, pagbabatas at paglilitis)

• Nakabubuo ng pansariling • Naipaliliwanag ang kaugnayan ng
paninindigan sa lokasyon sa paghubog ng kasaysayan
pinakapanipaniwalang teorya ng
pinagmulan ng lahing Pilipino batay • Naipaliliwanag ang pinagmulan ng
sa mga ebidensiya Pilipinas batay sa a. Teorya (Plate
Tectonic Theory) b. Mito c. Relihiyo
• Naipagmamalaki ang lipunan ng
sinaunang Pilipino • Natatalakay ang pinagmulan ng
unang pangkat ng tao sa Pilipinas a.
• Nasusuri ang kabuhayan ng Teorya (Austronesyano) b. Mito
sinaunang Pilipino (Luzon, Visayas, Mindanao) c.
Relihiyon
• Natatalakay ang paglaganap ng
relihiyong Islam sa ibang bahagi ng • Nasusuri ang paraan ng pamumuhay
bansa. ng mga sinaunang Pilipino sa
panahong Pre-kolonyal.
• Nakakabuo ng konklusyon tungkol
sa kontribusyon ng sinaunang • Nasusuri ang pang-ekonomikong
kabihasnan sa pagkabuo ng lipunang pamumuhay ng mga Pilipino sa
at pagkakakilanlang Piliipino panahong pre-kolonyal a. panloob at
panlabas na kalakalan b. uri ng
kabuhayan (pagsasaka, pangingisda,
panghihiram/pangungutang,
pangangaso, slash and burn,
pangangayaw, pagpapanday,
paghahabi atbp)

• Natatalakay ang paglaganap at
katuruan ng Islam sa Pilipinas.

• Napahahalagahan ang kontribusyon
ng sinaunang kabihasnang Asyano sa
pagkabuo ng lipunang at
pagkakakilanlang Piliipino

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Dropped Republic of the Philippines N/A

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

• Nailalarawan ang klima ng Pilipinas
bilang isang bansang tropikal ayon
salokasyon nito sa mundo

• Naipaliliwanag ang katangian ng
Pilipinas bilang bansang archipelago

• Naipaliliwanag ang teorya sa
pagkakabuo ng kapuluan at
pinagmulan ng Pilipinas batay sa
teoryang Bulkanismo at “Continental
Shelf”

• Nasusuri ang pagkakapareho at
pagkakaiba ng kagawiang
panlipunan ng sinaunang Pilipino sa
kasalukuyan

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 2: Unpacking and Combining MELCs into Learning Objectives

Activity 1

Unpacking and combining the most essential learning competencies will serve as a guide in doing weekly
home learning plan. It focuses on students learning and it could be used in preparing lessons. It also allows
the teachers to effectively design instructional resources without skew from the standards prescribed by
the curriculum.

In unpacking and combining the most essential learning competencies, you need to consider
the Alignment on the Content and Performance Standards, Prerequisite knowledge and skills, Logical
sequence

Not all MELCs need to be unpacked or combined. The teachers are given the freedom to unpack
the most essential learning competency considering the needs of the learners.

Activity 2
Unpacking and Combining of MELCs.

ARALING PANLIPUNAN 5

Learning Competencies Learning Objectives

Naipaliliwanag ang kaugnayan ng lokasyon sa Natutukoy ang kinalalagyan ng Pilipinas sa
paghubog ng kasaysaya mundo gamit ang mapa batay sa ”absolute
location” nito (longitude at latitude)
Naipaliliwanag ang pinagmulan ng Pilipinas batay sa
a. Teorya (Plate Tectonic Theory) b. Mito c. Natutukoy ang relatibong lokasyon (relative
Relihiyon location) ng Pilipinas batay sa karatig bansa
na nakapaligid dito gamit ang pangunahin at
pangalawang direksyon

Natutukoy ang lokasyon ng Pilipinas.

Naiisa-isa ang pinagmulan ng Pilipinas.

Nailalarawan ang pinagmulan ng Pilipinas
batay sa teoryang tectonic plate, mito at
relihiyon.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Natatalakay ang pinagmulan ng unang pangkat ng Natatalakay ang teorya ng pandarayuhan ng
tao sa Pilipinas a. Teorya (Austronesyano) b. Mito tao mula sa rehiyong Austronesyano
(Luzon, Visayas, Mindanao) c. Relihiyon
Natatalakay ang iba pang mga teorya tungkol
Nasusuri ang paraan ng pamumuhay ng mga sa pinagmulan ng mga unang tao sa Pilipinas
sinaunang Pilipino sa panahong Pre-kolonyal
Nakasusulat ng maikling sanaysay (1-3
Nasusuri ang pang-ekonomikong pamumuhay ng talata) ukol sa mga teoryang natutunan
mga Pilipino sa panahong pre-kolonyal a. panloob at
panlabas na kalakalan b. uri ng kabuhayan Natatalakay ang mga uri ng lipunan sa iba’t
(pagsasaka, pangingisda, ibang bahagi ng Pilipinas
panghihiram/pangungutang, pangangaso, slash and
burn, pangangayaw, pagpapanday, paghahabi atbp) Naipaliliwanag ang ugnayan ng mga tao sa
iba’t ibang antas na bumubuo ng sinaunung
Nasusuri ang sosyo-kultural at politikal na lipunan
pamumuhay ng mga Pilipino a. sosyo-kultural (e.g.
pagsamba (animismo, anituismo, at iba pang ritwal, Natatalakay ang papel ng batas sa kaayusang
pagbabatok/pagbabatik , paglilibing (mummification panlipunan
primary/ secondary burial practices), paggawa ng
bangka e. pagpapalamuti (kasuotan, alahas, tattoo, Natatalakay ang kabuhayan sa sinaunang
pusad/ halop) f. pagdaraos ng pagdiriwang b. panahon kaugnay sa kapaligiran, ang mga
politikal (e.g. namumuno, pagbabatas at paglilitis) kagamitan sa iba’t ibang kabuhayan, at mga
Natatalakay ang paglaganap at katuruan ng Islam sa produktong pangkalakalan
Pilipinas.
Natatalakay ang kontribusyon ng kabuhayan
sa pagbuo ng sinaunang kabihasnan

Naisa-isa ang mga sinaunang paniniwala at
tradisyon ng mga Pilipino.

Natutukoy ang politikal na pamumuhay ng
mga sinaunang Pilipino.

Naihahambing ang mga paniniwala noon at
ngayon.

Naiisa-isa ang mga paniniwala at katuruan ng
mga Islam.

Natutukoy ang pinagmulan ng rehiyong
Islam.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Napahahalagahan ang kontribusyon ng sinaunang Naipapahayag ang kahalagahan ng mga turo,
kabihasnang Asyano sa pagkabuo ng lipunang at paniniwala at kaugalian ng rehiyong Islam.
pagkakakilanlang Piliipino
Nasasabi ang mga kotribusyon ng sinaunang
kabihasnang Asyano.

Natutukoy ng kahalagahan ng mga
kontribusyon ng sinaunang kabihasnang
Asyano.

Naiuugnay ang mga sinaunang kabihasnang
Asyano sa pagkakakilanlang Pilipino.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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
(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 traditional type of learning instruction where in the course content
and learning materials are thought in person to a group of students.

Distance learning refers to a delivery modality where learning takes place between the teacher
and learners who are remote from each other during instruction.

Blended Learning is an approach in education that combines online instruction and face-to-face
learning.

Homeschooling is an education of students and is being conducted by the parent, guardian or
tutor at home.

Activity 2: Read two documents: “Guidance on Distance Learning” and “Non-Negotiable Minimum

Requirements for Distance Learning.” As you go through the readings, complete the Distance Learning
Matrix.

Distance Distinguishing Essential Role of Teacher Role of Parent Role of School
Learning Feature Resources or Household
Modality Give instructions Provide
Modular Learners shall Self-Learning regarding the Member technical
Distance be provided Modules SLMs. Guide, assist assistance.
Learning with the and support the
(MDL) complete set of learner.
SLMs
Supervise and Confer with the Monitor and
Online The internet is Internet monitor teachers about evaluate the
Distance used to facilitate connectivity learner’s the learner’s learning
Learning (ODL) learner-teacher, progress. progress. process.
learner-content Give instructions Guide, assist Provide
regarding the and support the technical
lessons to be learner. assistance.
taken.

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Sulipan. Apalit, Pampanga
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Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

and peer-to- Various Supervise and Confer with the Monitor and
peer interaction. technologies monitor teachers about evaluate the
connected to learner’s the learner’s learning
the internet progress. progress. process.
Give instructions
TV-Based Television Television regarding the Guide, assist Provide
Instruction channels lessons to be and support the technical
(TVBI) provide learning watched. learner. assistance.
content to
Radio-Based learners. Supervise and Confer with the Monitor and
Instruction monitor teachers about evaluate the
(RBI) Radio programs Radio learner’s the learner’s learning
provide learning progress. progress. process.
Blended content to Give instructions
Distance learners. on what radio Guide, assist Provide
Learning programs be and support the technical
Any Self-Learning heard. learner. assistance.
combination of Modules
• MDL and ODL Supervise and Confer with the Monitor and
• MDL and Internet monitor teachers about evaluate the
TVBI/RBI • ODL connectivity learner’s the learner’s learning
and TVBI/RBI • progress. progress. process.
ODL, TVBI/RBI Various Give instructions
and MDL technologies regarding the Guide, assist Provide
connected to lessons. and support the technical
the internet learner. assistance.

Supervise and Confer with the Monitor and
monitor teachers about evaluate the
learner’s the learner’s learning
progress. progress. process.

Television

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Radio

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 (1 to 5, from Type of DL Why?
easiest to hardest to
MDL The health and safety of the students, teachers and
implement) personnel is prioritized.
1
ODL 50% of the students doesn’t have enough resources
2 to be used in this type of DL.

3 TVBI Only 20% of our learners preferred this

4 BDL 19% of our learners chose this mode

5 RBI Few have radios at home

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Lesson 2: Designing Lessons and Assessment in the Different LDMs

Activity 1: Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?
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, and deciding on the pacing and allocation of
instructional time” (Virginia Department of Education, as cited in DepEd Order No. 42, s. 2016). Well-
prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and
learning in schools. In order for the design to be effective, teachers need to consider the learners’
characteristics and be responsive to the needs of the learners.

2. Why is lesson designing important?
Lesson designing helps ensure that:
time is maximized for instruction and learning
lessons are responsive to learner’s needs
teachers set learning targets for learners
teachers carry out a lesson successfully
teachers master their learning area content
teachers become more reflective about their teaching
learners successfully reach the set learning goals

3. What are the 3 elements or components of well-designed lessons?
Clearly articulated lesson objectives (What should be taught?)
Well-selected and logically sequenced presentation of learning resources and activities
to help learners meet the objectives (How should it be taught?)
Appropriate and timely assessment activities that provide relevant information

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

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.

I. Objectives

II. Content

III. Learning Materials and Resources

IV. Procedures

V. Remarks

VI. Reflection

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

Activity 4: Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the
following table. Then choose one lesson from a Self-Learning Module (SLM) for students that you have on
hand. Imagine that you will deliver this lesson to your learners through DL. In the second column, identify
which of these tasks are already present in the SLM. In the third column, identify which has to be presented
via technology-mediated resources, supplementary learning materials, or other means.

Learning Delivery Modality (select one): ODL MDL TV/RBI BL
Grade Level and Learning Area: V - Mathematics
Lesson/Topic: Lesson 1: Divisibility Rules for 2, 5, 10
Learning Objectives: Use divisibility rules for 2,5,10 to find the commons factors of numbers.
Resources/Materials Needed: LDRMs

Part of Lesson/ Learning Tasks Check if already Additional Remarks: (ex can be
present in the done via calls, can be facilitated
Before the Lesson SLM by a household partner, can be
1. Review previous lesson done via a learning activity
2. Clarify concepts from previous lesson sheet, can be presented via an
3. Present warm-up activities to internet -based resource, can
establish interest in new lesson be facilitated doing a
synchronous learning session,
etc.)

✓
✓

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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 ✓ Can be facilitated by
1. Explain, mode, demonstration, and illustrate parents, guardian elder
✓ siblings.
the concepts, ideas, skills, or processes that ✓
students will eventually internalize ✓ Can be done via text or
2. Help learners understand and master new ✓ call and fb messenger.
information ✓
3. Provide learners with feedback ✓ Can be facilitated by
4. Check for Learners’ understanding parents, guardian elder
✓ siblings.
After the Lesson
1. Wrap up activities ✓ Can be done via learning
2. Emphasize key information and concepts activity sheets in the
modules.
discussed
3. Ask learners to recall key activities and

concepts discussed
4. Reinforce what teacher has taught
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?
The learning materials/books can be used for additional learning tasks.

2. What kind of additional support can you give:
a) the learner: I can monitor the progress of the students from time to time.

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b) the household partner so that they are guided throughout the lesson?
The communication between the parents/guardian and the teacher should be continuous.

Parents/Guardians are always reminded that they can feel free to call or text me if they want to
clarify certain topics in the lesson.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher should keep track on the progress of his/her students. This is to give him/her
feedback on the performances of the students so he/she can refine future lessons especially to
those who lag behind.

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.

FORMATIVE - are ways to -used to
ASSESSMENT assess determine a
particular point in
-is part of -use to evaluate time what
instructional students students know
process and do not know.
-can be used for
-helps teacher students’ -scores are used
modify future feedback for accountability
lesson planning
-assist in the
future lesson
planning

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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 adopt the assessment method in DL
Method

Before the opening of classes, I will send a grade level passage via fb, messenger

Reading assessment and text message and ask them to answer five questions to check their

comprehension.

I will send five-item quiz via text message about the topic they watched in DepEd

Short quiz TV. This is to encourage them to watch the DepEd TV so that it could help them

understand their lessons.

Performance Task I give a project in MAPEH and/or EPP once a week. This will develop creativity
and resourcefulness among the pupils.

Periodical Test At the end of every quarter, I will give the pupils printed materials for their
summative test.

Recitation I will call my pupils and ask them questions regarding a specific subject to know if

they have mastered the lesson.

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

1. What assessment methods are common among the group members? Reading assessment test,
short quiz, periodical test and recitation.

2. What are the challenges in doing assessment in DL?
It is difficult for us teachers to know if it is the child who answers the assessment since they
are at home.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
We have to do thorough study about the effective assessment techniques in DL.

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Activity 7: Sample learning outputs obtained from different assessment methods may be collected to build
a learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it.

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 simit, 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. Portfolio of DL learners with output in hard copies or ✓
physical forms may be handed over to the teacher by the
parents or learning facilitators.

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Lesson 3: Guiding and Monitoring Learners in the Different LDMs

Activity 1: Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B. Write your answers in your Study Notebook.

Column A Column B

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

2. These are the formative learning opportunities given to learners to c. learning
engage them in the subject matter and to enhance their competencies
understanding of the content.
Answer: learning task

3. This refers to the prescribed subject that learners take. d. learning task
Answer: learning area

4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.
Answer: mode of delivery

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Activity 2: 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.

Weekly Home Learning Plan for Grade 5
Week 1, Quarter 1, October 5 - 11, 2020

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

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday

9:30 - Araling Naipaliliwanag ang kaugnayan ng Araling Personal

11:30 Panlipunan lokasyon sa paghubog ng kasaysayan Panlipunan submission by

Module 1, the parent to

Lesson 1 the teacher in

Quarter I, school

Week 1

1:00 - 3:00 Edukasyon sa 1. Napahahalagahan ang katotohanan EsP Module 1, Personal

Pagpapakatao sa pamamagitan ng pagsusuri sa mga: Lesson 1 and submission by

1.1. balitang napakinggan Lesson 2 the parent to

1.2. patalastas na nabasa/narinig Quarter I, the teacher in

1.3. napanood na programang Week 1 school

pantelebisyon

1.4. nabasa sa internet

Tuesday

9:30 - Filipino Naiuugnay ang sariling karanasan sa Filipino Personal

11:30 napakinggang teksto Module 1, submission by

Lesson 1 the parent to

Quarter I, the teacher in

Week 1 school

1:00 - 3:00 English Fill-out forms accurately (school English Personal

forms, deposit and withdrawal slips, Module 1, submission by

etc.) Lesson 1 the parent to

Quarter I, the teacher in

Week 1 school

Wednesday

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9:30 - Mathematics Uses divisibility rules for 2, 5, and 10 Mathematics Personal
11:30 to find the common factors of Module 1, submission by
numbers. Lesson 1 and the parent to
1:00 - 3:00 Science Lesson 2 the teacher in
Uses divisibility rules for 3, 6, and 9 to Quarter I, school
find common factors. Week 1
Use the properties of materials Science Personal
whether they are useful or harmful Module 1, submission by
Lesson 1 the parent to
Quarter I, the teacher in
Week 1 school

Thursday EPP 1.1 Napangangalagaan ang sariling EPP, Lesson 1 Personal
9:30 - kasuotan 1.1.1 naiisa-isa ang mga Quarter I, submission by
11:30 paraan upang mapanatiling malinis Week 1 the parent to
ang kasuotan 1.2 naisasagawa ang the teacher in
1:00 - 3:00 MUSIC wastong paraan ng paglalaba 1.2.1 Music Module school
napaghihiwalay ang puti at dikulay 1.7 1, Lesson 1
naisasagawa ang wastong paraan Quarter I, Personal
ngpamamalantsa Week 1 submission by
Describe the musical characteristics of the parent to
representative music selections from the teacher in
the lowlands of Luzon after listening school

Friday ARTS Discuss events, practices, and culture Arts Module 1, Personal
9:30 - influenced by colonizers who have Lesson 1 submission by
11:30 come to our country by way of Quarter I, the parent to
trading. Week 1 the teacher in
1:00 - 3:00 PE school
Assesses regularly participation in PE Module 1, Personal
physical activities based on the Lesson 1 submission by
Philippines physical activity pyramid. Quarter I, the parent to
Week 1 the teacher in
school

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Revisit all modules and check if all required tasks are done.
Parents/Learners meet to return all modules and answer sheets for the
week and get new modules to be used for the following week.
Family Time

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 Monitoring
(WHLP) Plan (ILMP)

Purpose A tool to guide learners and learning A tool for monitoring learners who lag
facilitators or household partners in tracking behind based on the results of their
the subject areas to be tackled and activities formative and summative assessments
to perform at home For

For Whom Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner

Components Learning area, learning competencies, Learner’s needs, intervention strategies,
learning tasks, mode of delivery monitoring date, learner’s status
Has

Has to be Yes Yes
communicated
to parents?

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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 TEMPLATE

Learner’s Name: Juan Dela Cruz

Grade Level: V

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

Mathematics The learner Modify the learning October
needs to task on the level of 10, 2020
familiarize the learner
solving routine
and non-routine Provide more guided
problems activities, exercises
involving and worksheets that
factors, aim the familiarizing
multiples, and the appropriate
divisibility rules strategies in problem
for solving.
2,3,4,5,6,8,9,10,
11, and 12. Evaluate the factors
affecting the study
habit of learner at
home and design
relevant class
program

Look for more
supervised time with
the parent/guardian.

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SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 1: Learning Resources Maps for Distance Learning

Activity 1
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021 included the
Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions in your Study Notebook:

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

Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM we
need to have printed Self Learning Modules (SLM). This SLM will be distributed to the 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?

As promised by the Department of Education, they will provide the complete resources for
the Distance Learning Delivery Modalities needed by the learners. But in case of unavailability of
these resources, teachers can initiate in order to fill these gaps.

Teachers can access the LR Portal and the DepEd Commons as an option to substitute these
missing LRs.

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

Using the DepEd LR we can easily find SLM. But before we can open the portal, we need to
have an internet access and permission of the administrator.
From our ICT coordinator designated as the admin of the portal.

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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, based on my evaluation of the materials, most of the learning resources available in LR
Portal and DepEd Commons are appropriate to the level of learners. Since it was evaluated by
experts from the department, there is assurance of its alignment in relation to the level of the
learners.

As a teacher it is our responsibility to address the needs of our learner. If the LRs provided
in the portals can only serve learners through internet access, the teacher can offer these
materials through printed modules.
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 discussions and exchanging of ideas we come up with the different thoughts regarding
LR. Learning Resources and SLM are now ready to our portal given by the national for our modular
Distant learning so the only help that my colleagues can offer is to print the SLM for distribution to our

learners.

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Lesson 2: Assesssing Learning Resources form DepEd Portals

Activity 1
Establish access to the following portals: LRMDS Portal and DepEd Commons.
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?

In our school we adapted a Modular Distant Learning, by the help of the two DepEd portals
we can easily access of Learning resources and SLM. We can obtain our learning modules online
so it eases the burden for us teachers. Paperless LR fast and well-ordered process in giving LRs.

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

Internet connection is the main concern in accessing the portal but some students and
teacher has a slow internet speed. The other concern is it need a cellular phone or laptop to enter
the portal so as an adviser, I downloaded first the specific LR and I personally distribute it to my
learner to ensure that everyone can get their copy.
3. What support will you need to be able to maximize the use of the LR Portals? From whom can you get
this support?

Using the DepEd LR we can easily find and obtain our need SLM. But before we can open
the portal, we need to have an interne access and permission of the administrator. From our ICI
coordinator designated as the admin of the portal.

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.

During the LAC session we identified who among us have already registered and accessed
the LRMDS and DepEd Commons. We had shared our personal experiences in using the learning
Portals and after the session we agreed to use the portal frequently in addressing need in
teaching ang regarding LRs.

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Lesson 3: Assesssing the Material

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:

I used DepEd Commons to download module 1 & 2 in English Grade 5.

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

Connected and relevant to the MELCs? 
Appropriate to the grade level and 
learner characteristics in terms of
language, activities? 
easy to reproduce and/or disseminate? 
from a credible source/author? 

culture- and gender-fair?

free from red flags on possible
copyright and plagiarism issues?

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

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

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?
None

3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
None

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

This assessment tool was a great help for us teachers in choosing the best LR for our subject
matter. It taught us to consider first all requirements needed in obtaining our desired LR.

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:

https://drive.google.com/drive/folders/1CeNzr5ytJaOCjBwr2b5u4nEK8ROYLsY1?usp=sharing

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

Connected and relevant to the MELCs?  
Appropriate to the grade level and 
learner characteristics in terms of  
language, activities? 
easy to reproduce and/or disseminate?
from a credible source/author?

culture- and gender-fair?

free from red flags on possible
copyright and plagiarism issues?

the layout and format easy to read and 
pleasing to the eyes?

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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

DepEd prescribe LRs are reliable and aligned in the basic requirement needed for choosing
LR's while non DepEd LR's sometimes deviate from the requirements of standard LR's.

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

Materials in LRMDS and DepEd Commons were examined and evaluated by persons with
expertise in instructional materials ensuring of its quality and alignment with the curriculum
standards. I don’t think there are revisions needed.

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

Because of this exercise and assessment tool I can now choose better Learning Resources
for my subject matter.

Activity 3
Choose one of the LR materials that you have developed. Assess this material using the same tool. Answer
the following quudy Notebook:

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

I had made a learning resources in my grade 5 students
about Kasarian ng Pangngalan. When I saw the assessment tool, I had
known that I am lacking and didn't meet some requirement prescribe
by DepEd. Now that I am knowledgeable about this, I will refer to this
whenever I make materials.

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

Need to improve the sources of the activity and the type of font
to make it readable to my students. Also, I will consider the grade
level and difficulty of the activity next time.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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

After the LAC session we had seen a clearer view in making our own LR's and in choosing and
downloading LR's in our DepEd portal.
A member of the group suggested that we must adapt this tool and use it every time we make
our own LR’s.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 1: Reflecting on Professional Life Development

Activity 1
Assess your current capabilities and skills using the 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
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?

To effectively use the learning delivery modalities in relation to the content and pedagogy, I

need to focus on strategies for developing critical and creative thinking, as well as other higher-order

thinking skill of students. Since we are in the new normal education system, I have to study the

different techniques on how to develop this particular skill of my students in distance learning.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

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 to What will help you attain this goal?
improving your teaching practices achieve this goal?
Webinar
in the modalities? The eagerness to Technical Assistance
Familiarize the different methods accurately assess the Mentoring
of creating online quizzes that I pupil’s performance. Coaching
may use in evaluating my pupils. LRMDS Portal for additional
assessment materials.
Make the best lessons in the new The willingness to give
normal class. the pupils the quality Webinar
education amidst of Technical Assistance
pandemic. Mentoring
Coaching
To be equip with strategies on The demands of 21st Self-Study through research.
developing higher order-thinking century world.
skills of pupils in distance Webinar
learning. Technical Assistance
Mentoring
Coaching
Self-Study through research.

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Lesson 2: Planning for the Continuing Professional Development and Participation in the LAC

Activity 1

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

of this Module.

Action Plan

(Recommended Developmental

Strengths Developmental Intervention) Timeline Resources

Needs Learning Needed

Objectives of Intervention
the PD

Program

Focusing Methods of Familiarize Attend

teaching and creating online the different webinar/s

learning quizzes and methods of

attendance that creating Ask technical

I may use in online quizzes assistance from

evaluating my that I may use the school October 2020 – School funds
pupils. in evaluating head/ master

my pupils. teacher. June 2021 Personal fund

Focusing Best lessons in Make the best Browse
teaching and the new normal lessons in the different
learning class. new normal assessment
class. activities in
LRMDS. School funds
Attend October 2020 – Personal fund
webinar/s June 2021

Ask technical
assistance from
the school
head/ master
teacher.

Search through

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

Support Strategies on To be equip internet.
curriculum developing with Attend
management higher order- strategies on webinar/s
implementation thinking skills of developing
. pupils in higher order- Ask technical October 2020 – School funds
distance thinking skills assistance from June 2021 Personal fund
learning. of pupils in the school
distance head/ master
learning. teacher.

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 SPECIFIC TOPICS
OBJECTIVES

RELATED TO THE MODALITIES

Familiarize the different methods of Methods of creating online quizzes.
creating online quizzes that I may use in
evaluating my pupils. Strategies in teaching-learning process using
Make the best lessons in the new normal printed modular distance learning.
class.
To be equip with strategies on developing Strategies on developing higher-order thinking
higher order-thinking skills of pupils in skill in distance learning
distance learning.

Prepared by: Noted:

JINCKY L. MENDOZA ANABEL D. INTAL
Teacher III Principal I

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]

Republic of the Philippines

Department of Education

REGION III
SCHOOLS DIVISION OF PAMPANGA

Apalit District
SULIPAN ELEMENTARY SCHOOL

SULIPAN ELEMENTARY SCHOOL
Sulipan. Apalit, Pampanga
Email:[email protected]