Republic of the Philippines
Department of Education
Learning Delivery
Modalities 2
Study
Notebook
Robelyn R. Basagre
Teacher 1
Republic of the Philippines
Department of Education
L D M 2
Course
Learning Delivery Modalities
Robelyn R. Basagre
Teacher 1 / LAC Member
Ma. Corazon T. Trofeo Michael A. Aba
Master Teacher 1 / LAC Facilitator OIC/ Principal / LAC Leader/ Coach
Module 1
Course Orientation
MODULE OBJECTIVES
By the end of this Module, you will be able to describe what this course is about and how it will
help you manage the teaching-learning process in the modalities.
MODULE CONTENT
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course design, content, and
delivery; self-learning modules; learning action cell.
MODULE 1
Republic of the Philippines
Department of Education
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 main delivery of this course is to know what the actions of Department
of Education are regarding of the pandemic COVID-19 as part of the
Learning Continuity Plan (LCP). The Learning Delivery Modalities Course 2
is a task-oriented course. The main concern of this is to give an effective
and efficient education to our learners with this new normal set-up.
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
This Course will help me a lot to do my tasks as a teacher, enrich my
knowledge and skills in teaching my students in this time of pandemic. Also,
in this new normal situation this course support me and other teachers
equipped for this distant learning.
3. What are the two support mechanisms that will help you with your learning
in this course?
The two-support mechanism that will help me with this course is First, my
prior knowledge that I acquire in trainings and webinars that I attended
and Second, all the people who gave me knowledge and strength to
maximize my potential and self to learn this course especially the people
facilitate and colleagues who communicate and collaborates to learn
each modules of this course.
ACTIVITY 2
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
I think my commitment and desire to learn this course may affect my
teaching and learning process. Being committed in this course will help me
to learn and adapt the new normal education set-up. With my desire to
MODULE 1
learn this course it will help me to reach a successful education for my
learners.
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?
By having an open minded and enthusiasm to learn. I think with the help of
my co-teachers, mentors and other person who help me to excel in this
profession, I can overcome whatever challenges I may face in completing
this course.
OBSTACLES MOTIVATION ENVIRONMENT
HABITS (What will prevent me (What will push me to (Where will I
(What is it that I from participate in this accomplish the
repeatedly participating fully in course?) requirements of
do that may affect my this this course?
participation in the course course?) Describe this
in environment.)
a positive or negative
way?)
I keep in mind that every Unstable internet The learners will be In this time of
training mandated by the connection is a factor my motivation to keep Pandemic, it is
DepEd will help me grow. in this LAC me from participating safe for us to
in this course because work from home,
the knowledge and but I will utilize my
skills that I will gain can time when I am
greatly affect them. at the 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.
MODULE 1 LESSON 2: ORGANIZING YOUR LEARNING
ACTION CELL (LAC)
ACTIVITY 1
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve.
___1__ To nurture successful teachers.
___2__ To improve the teaching-learning process to improve learning
among students.
__3___ 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.
1. What are the top three challenges to having a successful LAC? List down and
elaborate.
Conflict with other tasks- It limits our time and difficult to focus on LAC
because of the conflict with the schedules and reports that we need to
submit urgently.
Poor Internet Connection- We really cannot grasp the total discussion in LAC
for we do not have consistent strong connection. Sometimes we rely only
on our co-teachers and it create sometimes a different understanding.
Technical Problems – Sometimes we encounter technical problems and
because of that it makes lose time and the audience or teachers that
joined in the LAC session lose interest.
Activity 2 (Form 3 and 4)
Share your LAC Insights.
MODULE 1
Activity 3 (Form 1 and 2)
List down your LAC members and cite their roles.
LAC
LAC
FACILITATOR
MEMBERS
MODULE 1
Ma. Corazon T. Trofeo
Robelyn R. Basagre
Hermelinda Ruiz
LAC Jenalin V. Pacayra
FACILITATOR
Charilyn Narido
MODULE 2
Jenefer B. Yangat
Lelanie O. Arnesto
Criselda O. Garcia
LAC
LAC Sonia R. Galicia
COACH /
FACILITATOR Mary Jei Fontanilla
INSTRUCTIONAL
LEADER MODULE 3A/ 3B Honey lete C. Petrola
Maria Cecilia Dagami
Michael A. Aba Wilson Parayaoan
Vanessa C. Corpuz
OIC/Principal
Shiela B. Ralleta
LAC
FACILITATOR Rowelyn R. Tamayo
MODULE 4 Sheryl E. Santiago
Alan A. Lucas
Rose Ann B. Flores
LAC
FACILITATOR
MODULE 5
Mary Jane M.
Montefalcon
Module 2
Most Essential Learning Competencies
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives.
MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
MODULE 2
Republic of the Philippines
Department of Education
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?
In this time of pandemic, The DepEd decide to have new modalities in
teaching to continue the delivery of quality education to learners. As a
teacher, I need to face the challenges in this new normal set-up. I need to
adapt different strategies and modalities to ensure the learning continuity.
With the support and collaboration of the DepEd, schools, teachers, parents
and learners, we ensure that quality education will give to the learners.
2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem of
teachers (Andaya, 2018). This is perceived to be one of the hindering factors on
the poor performance of Filipino learners. Do you agree with this observation?
Why or why not?
Yes, because various curriculums had been put and adapt for reaching
higher education and make a competitive learner. But because of the
congestive curriculum we can’t achieve that goal. Our learners can’t cope
up with the content standards because of the limited time allotted to finish
a full quarter subject.
ACTIVITY 2
1. What are the general and specific purposes of the development of MELCs?
a. MELCs is part of the DepEd’s response to “develop resilient education
systems, especially during emergencies.” The MELCs will also enable
MODULE 2 DepEd to “focus instruction” on the most essential and indispensable
competencies.
b. MELCs shall serve as a primary reference of all schools, Schools Divisions,
and Regional Offices in determining and implementing learning delivery
approaches that are suited to the local context and diversity
of learners while adapting to the challenges caused by COVID-19.
c. MELCs can be used as a mechanism to ensure education continuity.
2. How does curriculum review aid in the identification of essential learning
competencies?
It can identify the gaps issues and concerns moreover areas of
improvement that would enhance the learning engagement, experience and
outcomes were identified and consequence solutions were recommended.
3. What is the difference between essential learning competencies and desirable
learning competencies?
Learning Competencies are an essential skill set that an individual should
master for quick and easy comprehension. On the other hand, desirable learning
competencies were defined as what may enhance education but may not be
necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
Learning Competencies is applicable to real-life situations. it would be
important for students to acquire the competency after they left that grade level.
Also, it would not be expected that most students would learn this through their
parents/communities if not taught at school. Lastly, it connects the content to
higher concepts across content areas.
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
MELCs shall serve as a primary reference of all schools, Schools Divisions,
and Regional Offices in determining and implementing learning delivery
approaches that are suited to the local context and diversity of learners while
adapting to the challenges caused by COVID-19. This is to ensure that learning
continue with a quality instruction.
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.
MODULE 2
KINDERGARTEN QUARTER 3
LEARNING AREA: K to 12 Learning MELCs
Competencies
Nakikilala ang mga taong
Ang mga miyembro ng pamilya ay nakatutulong sa komunidad hal.
maaring magkakatulad o guro, bombero, pulis, at iba pa
magkakaiba . KMKPAra-00-1 to 5 KMKPKom-00-2
KMKPKom-00-2 to 5
Natutukoy ang iba’t ibang lugar
Mga lugar ng pagkatuto sa sa komunidad KMKPKom-00-3
pamayanan KMKPAra-00-1-5
KMKPKom-00-1-7 Naikukuwento ang mga naging
karanasan bilang kasapi ng
Ang ating komunidad/pamayanan. komunidad KMKPKom-00-6
KMKPKom-00-1-7
Identify sequence of events
(before, after, first, next, last)
MKSC-00-9
Objects in the environment have
properties or attributes (e.g., color, Arrange objects one after
another in a series/sequence
size, shapes, and functions) and that according to a given attribute
objects can be manipulated based (size, length) and describe their
on these properties and attributes. relationship (big/bigger/biggest
Merged/Clustered MKSC- 00-4 or long/longer/longest)
MKSC-00-7 to 8 MKSC-00-9 MKSC-00-10
MKSC-00-23
MKAT-00-26 Rote count up to 20 MKSC-00-12
MKC-00-2 to 5
KPKFM-00-1.4
KPKFM-00-1.6 Tell that the quantity of a set of
objects does not change even
though the arrangement has
changed (i.e., the child should be
able to tell that one set of
counters placed in one-to-one
The sense of quantity and numeral correspondence and then
relations, that addition results in rearranged still has the same
increase and subtraction results in quantity) MKSC-00-23
decrease MKSC- 00-12
MKC-00-7 TO 8 Count objects with one-to-one
MKC-00-2 TO 6 correspondence up to quantities
of 10 MKC-00-7
Objects in the environment have Nabibigyang-pansin ang linya,
properties or attributes (e.g., color, kulay, hugis at tekstura ng
size, shapes and functions) and that magagandang bagay na: a.
makikita sa kapaligiran tulad ng
objects can be manipulated based
Retained on these properties and attributes. sanga ng puno, dibuho sa ugat,
dahon, kahoy; bulaklak,
MKME-00-1 halaman, bundok, ulap, bato,
MKAT-00-3, MKAT-00-26 kabibe, at iba pa b. gawa ng tao
MKAT-00-1, MKC-00-8, MKC-00-3, MKC-00- tulad ng mga sariling gamit,
5 laruan, bote, sasakyan, gusali
MODULE 2 SKPK-00-2
Tell the names of the days in a
Makakakita tayo ng halaman sa week, months in a year.
ating pamayanan. MKME-00-8
LLKVPD-Ia-13
KAKPS-00-14 Nakikilala ang kahalagahan ng
KAKPS-OO-15 mga tuntunin: pag-iwas sa
paglalagay ng maliit na bagay
Maraming iba’t ibang uri ng hayop. sa bibig, ilong, at tainga, hindi
PNEKA-Ie-1 paglalaro ng posporo, maingat
Dropped PNEKA-IIIh-2 na paggamit ng
PNEKA-IIIi-4 matutulis/matatalim na bagay
LLKOL-00-10 tulad ng kutsilyo, tinidor, gunting,
MKC-00-8 maingat na pag-akyat at
pagbaba sa hagdanan,
(SEE Q4) pagtingin sa kaliwa’t kanan bago
tumawid sa daan, pananatiling
kasama ng nakatatanda kung
nasa sa matataong lugar
KPKPKK-Ih-3
MODULE 2
LESSON 2: UNPACKING and COMBINING MELCs
INTO LEARNING OBJECTIVES
ACTIVITY 1
1. What is the importance of unpacking and combining the MELCs?
Unpacking and combining MELCs is important because it help us
systematize the learning activities and address the varying need of
learners and the challenges of instructional deliveries effectively.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
We must consider the alignment on the content and performance
standards, Logical sequence of learning objectives and Prerequisite
knowledge and skills in unpacking MELCs.
Alignment on the Content and Performance Standards- The MELCS are not
departure from the standard-based design. We must consider this to
achieve a quality teaching output.
Logical sequence of learning objectives - We can’t give a better learning
idea to our students if our objective is not logical sequence. Planning what
are the most important objective is key frame in achieving better
understanding of our learners.
Prerequisite knowledge and skills - curriculum objective must be
hierarchy. Mastering Fundamental knowledge Is a must before going to
the other level of learning.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
As a Teacher, we may unpack or combined the MELCS depends on
sequence of the lesson, the progress and needs of learners as long as the
content and standard will be achieved.
ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.
MODULE 2
LEARNING AREA:
KINDERGARTEN
Competencies
K to 12 Learning MELCs
• Nakikilala ang mga taong nakatutulong sa
Ang ating komunidad hal. guro, bombero, pulis, at iba pa
komunidad/pamayanan. KMKPKom-00-2
KMKPKom-00-1-7
Natutukoy ang iba’t ibang lugar sa komunidad
KMKPKom-00-3
Merged/Clustered Naikukuwento ang mga naging karanasan
bilang kasapi ng komunidad
KMKPKom-00-6
Module 3a
Lesson Design and Assessment Modalities
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed by the LCP and between
the different types of distance learning modalities.
2. apply lesson design and assessment considerations for distance learning in light of the
COVID-19 crisis.
3. create a weekly home learning plan to guide your learners as they do independent study
at home.
4. create an individual learning monitoring plan to keep track of the progress of learners.
who lag behind in completing the prescribed learning tasks?
MODULE CONTENT
Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A
MODULE 3a 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. Now, answer this question: Which of the LDMs do not have an
F2F learning component? Write down your answer in your Study Notebook, then
check it against Lesson 1, Activity 1 Answer Key 2.
1. In your own words define the following modalities:
Face to face learning:
Face-to-face (F2F) learning is a learning delivery modality where the
teacher and learner/s are physically in one venue or in classroom. There
are opportunities for active engagement, immediate feedback, and
socio emotional development of learners. It is the best way to address
and to deliver learning ideas.
Distance learning:
Distance learning is a learning delivery modality where a learner is
given materials or access to resources and they engage self-directed
study at home or in another venue.
Blended Learning:
Blended learning is a learning delivery modality using a combination
of Face-to-face learning and distance learning. It can be Face to face
and any combination of the other type of distance learning.
Home-schooling:
Home schooling is an alternative learning delivery mode (ADM) that
provides learners with access to formal education while staying in an out-
of-school environment, with parents, guardians, or tutors as authorized
facilitators instead of classroom teachers.
2. Which of the LDMs do not have a face-to-face learning component?
Homeschooling and Distance Learning do not require Face to face
learning.
ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the readings,
complete the Distance Learning Matrix. Share your completed matrix at your
next LAC Session. Your goal is to come to a shared understanding with your
peers on the different DL modalities and their defining features and
requirements. Note that when a vaccine is already available and F2F will be
allowed by the Inter-Agency Task Force (IATF) and by the local government
unit (LGU) concerned, any of the DL modalities may be combined with F2F
MODULE 3a
learning to come up with a BL. Learn more about BL in the Supplementary
Handout on Blended Learning Delivery Modalities.
Distance Distinguishing Essential Role of Role of Parent or Role of School
Learning Feature Resources Teacher Household
Modality Member
Modular Individualized Printed Facilitator Facilitator, The school orients the
Distance instruction Modules guardians, and teachers, parents and
Learning where learners supervisors learners about the
(MDL) use self-learning modular learning
modules in print policies and directions
or digital format. to ensure that
everyone is properly
informed and guided.
TV-Based Use of television MOA with The The parents The school orient the
Instruction or radio the teachers are willing to teachers, parents, and
(TVBI) programs on Television serve as co-supervise learners about
channels or Network or supervisor and co- TV/Radio-based
stations radio and collect monitor the Instruction policies and
dedicated to Station all the progress of directions to ensure
providing finished their children’s thar everyone is
learning output of learning as properly informed and
content to the students well as provide guided.
learners as a guidance to
form of distance their children.
education
Radio-based Use of television MOA with The The parents The school orient the
Instruction or radio the teachers are willing to teachers, parents, and
(RBI) programs on Television serve as co-supervise learners about
channels or Network or supervisor and co- TV/Radio-based
stations radio and collect monitor the Instruction policies and
dedicated to Station all the progress of directions to ensure
providing finished their children’s thar everyone is
learning output of learning as properly informed and
content to the students well as provide guided.
learners as a guidance to
form of distance their children.
education
Minimum Adopt any Strategies The parents Schools which adopt
Blended requirements combinatio for learners’ are willing to any combination of
Distance must be met for n of the engageme co-supervise the above three types
Learning each of the above three nt in all and co- of distance learning
types being types of types of monitor the must meet the
combined any distance distance progress of requirements of each
of the following learning learning their children’s type.
LDMs. must meet shall be learning as
the utilized by well as provide
requirement teachers. guidance to
s of each their children.
type.
ACTIVITY 3
MODULE 3a 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 Modular For me, this is the easiest way to implement because it is the
Distance fastest way to collect and retrieved finished outputs of the
Learning learners.
2 Online Distance This is my second because not all learners have internet
Learning connections
3 Blended This is my third because it is difficult to use two kinds of distance
Learning learning.
ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no
child will be excluded from learning during the COVID-19 crisis. Think
about groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as
appropriate. Write down your answers in your Study Notebook and share
your ideas at your next LAC Session.
Learner Group Targeted Intervention
Learners without parents or household Making a WHLP for them, check their modules
member who can guide and support and activity.
their learning at home
Beginning readers (K-3) Prepare reading instruction activities that can
be integrate with the lesson per week.
Struggling readers (Grades 4-12) Using of variety of books and teach
vocabulary words.
No access to devices and internet Prepare Module and Learning activity sheet.
Inaccessible (living in remote and unsafe Provide them a module and check it weekly.
areas)
Indigenous Peoples N/A
Persons with Disabilities Provide learning materials that are suited for
their needs.
MODULE 3a
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.
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, and teachers become more reflective
about their teaching.
3. What are the three elements or components of a well-designed lesson?
Clearly articulated lesson objectives (What should be taught?)
Well-selected and logically sequenced presentation of learning resources
and activities to help learners meet the objectives. (How should it be
taught?)
Appropriate and timely assessment activities that provide relevant
information and feedback for both teacher and learners. (How should
learning be assessed?)
ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson,
(2) during the lesson proper, and (3) after the lesson. In your Study Notebook, copy
the following table: Before the Lesson, Lesson Proper after the Lesson
MODULE 3a
LESSON PROPER
BEFORE THE LESSON
AFTER THE LESSON
Review previous lesson. Provide learners with Wrap up activities.
feedback.
Clarify concepts from Emphasize key
previous lesson. Check for learners information and concepts
understanding. discussed.
State lesson objectives
as guide for learners Explain, demonstrate, Assess whether lesson has
and illustrate the been mastered.
Present connection concepts, ideas, skills,
between previous and and process that Transfer concepts and
new lesson and students will eventually ideas to new situations.
establish purpose for internalize.
new lesson. Ask Learners to recall key
Help learners understand activities and concepts
Check learner’s prior and master new discussed.
knowledge about the information. Reinforce what teacher
new lesson has taught.
ACTIVITY 3
Components of the DLL/DLP
The components of the Daily Lesson Log or Daily Lesson Plan are
Objectives, Content, Learning Materials and Resources, Procedures,
Remarks and Reflection. The reflection part of the DLL and DLP should be
filled up after the lesson is delivered.
In Kindergarten we have Daily Routine, Meeting Time 1, Work Period 1,
Meeting Time 2, Quiet Time, Story Time, Work Period 2, Indoor/Outdoor
Activities and Meeting Time 3.
ACTIVITY 4
Learning Delivery Modality:
Grade Level and Learning Area: Kindergarten
Lesson/Topic:
Learning Objectives:
Learning Resources/ Materials Needed:
Parts of Lesson/ Learning Tasks Check Additional Remarks
if (ex. Can be done via voice calls, can
already be facilitated by a household
present partner, can be done via a learning
in the activity sheet, can be presented via
SLM an internet based resource, can be
facilitated during a synchronous
learning session, etc.)
BEFORE THE LESSON
MODULE 3a
1. Review previous lesson Facilitated by a household partner/
Facilitate during synchronous learning
session.
2. Clarify concepts from previous Facilitated by a household partner/
lesson Facilitate during synchronous learning
session.
3. Present warm-up activities to Facilitated by a household partner/
establish interest in new lesson Facilitate during synchronous learning
session.
4. Check learner’s prior Facilitated by a household partner/
knowledge about the new lesson Facilitate during synchronous learning
session.
5. Present connection between Facilitated by a household partner/
old and new lesson and establish Facilitate during synchronous learning
purpose for new lesson session.
6. State lesson objectives as Facilitated by a household partner/
guide for learners Facilitate during synchronous learning
session.
LESSON PROPER
1. Explain, model, demonstrate, Facilitated by a household partner/
and illustrate the concepts, Facilitate during synchronous learning
ideas, skills, or processes that session.
students will eventually internalize
2. Help learners understand and Facilitated by a household partner/
master new information Facilitate during synchronous learning
session.
3. Provide learners with feedback Facilitated by a household partner/
Facilitate during synchronous learning
session.
4. Check for learners’ Facilitated by a household partner/
understanding Facilitate during synchronous learning
session.
AFTER THE LESSON
1. Wrap up activities Modules/ Learning Activity Sheets
2. Emphasize key information and Modules/ Learning Activity Sheets
concepts discussed
3. Ask learners to recall key Modules/ Learning Activity Sheets
activities and concepts
discussed
4. Reinforce what teacher has Modules/ Learning Activity Sheets
taught
5. Assess whether lesson has been Modules/ Learning Activity Sheets
mastered
6. Transfer ideas and concepts to Modules/ Learning Activity Sheets
new situations
Answer the following questions:
1. For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
MODULE 3a Provide module or Learning activity sheets to supplement the lacking
learning task.
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?
As a teacher, the additional support that I can give to my learner is to
facilitate them well in our class and give additional activity sheets and
reading materials. I will give support in the household partners by giving
them WHLP or instructions on how they manage the lesson that will give to
the learners.
3. How can the teacher gather feedback on the different learning tasks, to
refine or modify current and future lessons?
In modular distance learning the only way is to retrieve the modules for
checking and for the teachers to assess and gather feedbacks and
comments to their learners.
ACTIVITY 5
Formative Summative
assessments They're both assessments
essential parts of
The goal of this is to
identify strengths and any curriculum
evaluate student
weaknesses of learners map. Learners may
learning at the end of an
throughout a learning be assessed
cycle and, therefore, individually or instructional unit by
aim to improve future collaboratively. comparing it against
performance. some standard or
benchmark.
ACTIVITY 6
ASSESSMENT METHOD HOW TO ADOPT THE ASSESSMENT METHOD IN DLL
• Quarterly Assessment Send hard copy for those learners under Printed and soft
copy for those digital learners and send it back with
answer in school or to the teacher via messenger or
email.
MODULE 3a
• Performance task The learner’s video their performance task that the
teacher gives them with the help of their parents or
guardian and send it to Messenger or email.
• Portfolio Making Every quarter they will compile their finished activities
and works and put it inside their portfolio (clear book)
and the teacher will check it every end of the quarter to
put stars.
Try to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
The common assessment method in our group is giving formative and
summative assessment to our students.
2. What are the challenges in doing assessment in DL?
Since there is no face to face learning this school year, students are
studying in their houses where their parents serve as their guide. As a
teacher, I have feeling of doubt on assessing because we cannot assure if
the student are the ones who answer the assessment.
3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?
We can collaborate well and choose among our all methods of
assessment listed in our notebook.
ACTIVITY 7
QUESTIONS TRUE FALSE
1. A portfolio mainly displays the academic achievements of the learner.
2. Testimonies of parents/ guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work on their
outputs during their own time. The latter will submit the portfolio within the
schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work save on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may
be handed over the teacher by the parents or learning facilitators.
MODULE 3a Lesson 3: GUIDING AND MONITORING LEARNERS
ACTIVITY 1 IN THE DIFFERENT LDMs
Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B.
Column A Column B
C
1. These are the knowledge, a. learning area
understanding, skills, and attitudes that
learners need to demonstrate in every b. mode of delivery
D lesson and/or learning task.
2. These are the formative learning c. learning competencies
opportunities given to learners to
engage them in the subject matter d. learning task
and to enhance their understanding
A of the content.
3. This refers to the prescribed subject that
learners take.
B
4. This refers to the method of submission of
learning outputs preferred by the
learner/parent based on their context.
Check your answers using Lesson 3, Activity 1 Answer Key.
ACTIVITY 2
SAMPLE WEEKLY PLAN
MODULE 3a
MODULE 3a ACTIVITY 3
WEEKLY HOME LEARNING PLAN
Weekly Home Learning Plan (WHLP) Individual Learning
Monitoring Plan (ILMP)
Purpose
To guide learners and learning facilitators A tool for monitoring learners who
or households’ partners in tracking the lag behind based on the result of
subject areas to be tackled and their formative and summative
activities to perform at home. assessment.
To Learners and learning facilitators or Teachers and learning facilitators
For Whom?
households’ partner or households’ partners.
Learning area, learning competencies, Learner’s needs intervention
Components
learning tasks, and mode of delivery strategies, monitoring date,
learner’s status.
Has to be
communicated Yes Yes
to parents?
ACTIVITY 4
INDIVIDUAL LEARNING MONITORING PLAN
Learner’s Name: Shan Daniel M. Guardame
Grade Level: Kindergarten
Learner’s Status
Intervention
Learning Learner’s Needs Strategies Monitor
Area ing Date Insignifican Significant
Provided Mastery
t Progress Progress
Oral Nasasabi ang Encourage Feb.
Language mga conversation 22, Very
(OL) magagalang and remind 2021 Satisfactory
na salita at students to
pagbati. speak loudly
and clearly
Module 3b
Learning Resources
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and
LR Portal of the Department of Education
3. explain the importance of using quality assured LRs
MODULE CONTENT
Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
MODULE 3b 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?
The Resources that we must implement LDM adopted by the school/division
are the provided Modules with worksheets, digital learning materials such
as video clips, PowerPoint presentation, and online platforms with proper
guidelines.
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, I think the resources needed is almost complete and teachers together
with the school administration will take into options in finding solutions on
how to use LR Portals and use of LRMDs and DepEd Commons. To complete
the resources needed for the learner’s teachers and school make Learning
Activity Sheets to be given to learners if the modules and other materials
are not available.
3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
The use of online platforms with the help of LRMDs Portal and DepEd
Commons can be maximized if there is lack in LRS.
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, the learning resources are appropriate to the level and characteristics
of the learners since it is based on MELCs.
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.
MODULE 3b
After the discussions and exchanging of ideas we come up with the different ideas
regarding LR. The support that I can provide to my colleagues is communicate
directly with them because when I communicate with them, we can share our
thoughts and ideas to make our work productive and improve our skills. Using
the DepEd LR we can easily find and obtain our need SLM.
My Insights from the LAC Session are: Make our own activity sheets suited to the
learners needs, share activity sheets to the group, collaborate and share.
MODULE 3b LESSON 2: ASSESSING LEARNING RESOURCES
FROM DEPED PORTALS
ACTIVITY 1
Establish access to the following portals
1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your
LAC Leader and/or Coach. To understand the portal better, you may watch the
LR Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals
respond to your LR needs and those of your learners’? How do they
complement the LRs that you already have?
The two DepEd Portals such as LRMDS Portal and DepEd Commons helps the
teachers download the appropriate learning resources that can be used for
making instructional materials in class.
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?
The school may provide readymade hardcopy of the LRs for those
teachers without internet and if given a change the LGU/DepEd may
provide internet/gadget allowance for the teachers. I am thankful
because I am one of the recipients of internet allowance from QC Mayor.
It is a big help for me to do my task and accessing 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.
MODULE 3b
During the LAC session we knew that one in our group is an
admin of the said portal in our school. We had shared our personal
experience in using the learning Portals and after the session we
agreed to use the portal frequently in addressing need in teaching
ang regarding LRs.
MODULE 3b LESSON 3: ASSESSING THE 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?
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?
3. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
RAPID ASSESSMENT OF LEARNING RESOURCES
SELF-LEARNING MODULE IN ESP 1
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?
Reflection Questions:
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. Because the assessment method has quality and
reliability of the activities, but the teacher can modify the materials for
better outcome of the lesson or activity.
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s. The materials covered the
MODULE 3b
lessons but still require some proper 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? 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:
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?
DepEd materials before posting to the DepEd portal were being examined
by the DepEd personnel so I think there is no revisions for that but Non-
DepEd materials of course need to be examined first and must be aligned
to the assessment tool given by DepEd.
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 questions in Your Study 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 1 ESP Subject. The materials I
develop is also relevant and suited to the context, culture, and interest of
my learner.
2.What improvements do you still need to make in your developed material?
I need to make the lay-out and format easy to read and pleasing to the
eyes.
MODULE 3b 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.
REFLECTIONS
Learning Materials is important because they can significantly increase
student achievement by supporting student learning. This process aids in the
learning process by allowing the student to explore the knowledge
independently as well as providing repetition. Effective usage of proper learning
resources helps students to construct more than superficial knowledge that is
building in depth knowledge in particular subject.
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.
Module 4
Planning for Continuing Personal Development
and LAC Planning
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. carry out your plan for your continuing PD
2. discuss the different PD 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 Session 4
MODULE 4
LESSON 1: REFLECTING ON PROFESSIONAL LIFE
DEVELOPMENT
ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.
STRONGLY STRONGLY
ITEMS AGREE DISAGREE
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.
To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on
DepEd Professional Development Priorities and the Continuing Professional
Development Guidelines
MODULE 4
I need to develop and give more focus on the Domain number one, the
content knowledge and Pedagogy. As my self-assessment where I got only
the agree level so there is a room for my improvement. Also, I want to
enhance the domain number six the community linkages and professional
engagement. I need to build strong relationship with the guardians/parents
of my students to deliver the quality supervisory among them as well as with
my co mentors in schools.
Professional standards in the
PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Technology provides different
opportunities to make learning more
Promote effective strategies fun and enjoyable in terms of teaching.
in the positive use of ICT to Teacher can use different applications
facilitate the teaching and or trusted online resources to enhance
learning process. the traditional ways of teaching and to
keep students more engage and can
help teachers save a lot of time.
This initiative will give pupils additional
teaching support to improve their
Evaluate with colleagues the literacy and numeracy.
Domain 1 effectiveness of teaching
Content
Knowledge & strategies that promote Teacher will work directly to students
learning achievement in
and build the capability of other
Pedagogy
literacy and numeracy. teachers to improve the literacy and
numeracy of pupils.
One of the most important aspects of
critical thinking is ability to ask questions
Develop and apply effective and analyze the answer. When teacher
teaching strategies to collaborate with each other and find
promote critical and creative ways for effective teaching strategies
thinking as well as other to improve critical and creative
higher thinking order skills thinking, pupils will be independent
thinkers and eliminate confusions and
misunderstanding.
Guide colleagues to Parents are the teaches of their child at
strengthen relationships with home. They are the one who will
parents/guardians and the explain the content of the lessons,
wider school community to provide samples for better
Domain 6 maximize their involvement in understanding the lessons, assess the
Learning the educative process. learning outcomes, check the finish
Environment outputs, and providing enrichment
activities. Therefore, parents need to be
guided and educate by creating
programs to enhance their teaching
capabilities as teaching facilitator.
MODULE 4 ACTIVITY 3
Answer the following questions by constructing and filling out the table in
your Study Notebook. How do you envision your teaching practice in the next few
months as you use the LDM adopted by your School? What is your goal in terms
of your teaching practices in the modalities? What motivates you to achieve this
goal? What do you think will help you attain this goal?
Add as many rows as you need for your answers.
What is your goal toward What will push you What will help you
improving your teaching to achieve this goal? attain
practices in the modalities? this goal?
To produce quality output,
learners ready and fully Improving my teaching strategies Continue my
equipped and practices. professional
development
Can make best lessons for
the new normal class Study and apply the
Learning to unpacking and MELCS given by
combining the MELCS
DepEd.
Provide the quality modules Applying the assessment tool in Creating account in
for my students in the choosing learning resources for the the LRMDS and DepEd
modular distant learning in modules Commons
this new normal
Provide personal Support to Provide a learning environment for Good relationships
learners that compliment students’ success and retention in with parents and
distance learning and distance learning that is equivalent learners
address learning needs. to traditional learning
MODULE 4
LESSON 2: PLANNING FOR THE CONTINUING
PROFESSIONAL DEVELOPMENT AND
PARTICIPATION IN THE LAC
ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development
Plan template. Examine the available PD activities/programs offered by
DepEd and non DepEd providers whether online or offline.
2. Communicate with your assigned Instructional Coach to provide you a list of
Regional and Division Training Programs in your area.
3. Accomplish the Individual Development Plan Template by referring from your
output in Lesson 1 Activity 3 of this Module.
INDIVIDUAL DEVELOPMENT PLAN
ACTIVITY 2
Refer to your PD objectives and decide on what topics you would like to talk
about
1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues.
Make adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your
Plans.
Strength Developmental ACTION PLAN Timeline Resources
Needs (Recommended needed
Developmental Intervention)
Learning Intervention
Objectives of
the PD Program
Focusing on Can make the Apply Attend Year- Local Fund,
teaching best lesson plan knowledge of seminars, round Personal
and learning for the new content within trainings, Fund
normal class and across discussing
curriculum MELCs
teaching areas based
lesson
Learner’s Fair Learning Establish safe Maintain Year- Parent-
safety and environment and secure learning round Teacher
security learning environment agreement
MODULE 4 environments promotes and self-
that
modules
to enhance
learning
through
respect to
consistent fairness and
encourage
implementation learning
of policies,
guidelines, and
procedure.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Apply knowledge of content within and across MELCS
curriculum teaching areas
Establish safe and secure learning environment to Keeping Learners safe and Focus
enhance learning through the consistent During Distance Learning
implementation of policies, guidelines, and
procedure
Module 5
Building the Teaching Portfolio Related to the
Implementation of the modalities
MODULE OBJECTIVES
By the end of this module, you will be able to:
1. list down the evidence of LDM implementation
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
LAC Session*
Lesson 2 - The Evaluation Rubric
LAC Session*
MODULE 5
Republic of the Philippines
Department of Education
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.
MODULE 5
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?
Portfolios are intended to evaluate learning progress and achievement in
a specific course, by completing my portfolio in LAC sessions about LDMs I
can now be ready for the challenge of the new normal way of teaching.
First if I will make my lessons, I can scan my finished portfolio and go to
the topic about preparing MELCs. Then if I will choose what learning
resources to be used in my topic, I can refer to Learning Resources topics
and how to download it in DepEd portals.
My portfolio will serve as evidence of my teaching and it will clearly show
my improvements as well as the problems I will meet, and it will guide me
to keep on the right track.
2. What evidence from the previous modules will help capture the progress
of your teaching practice?
In the previous module, which is module 4, I had learned about making
individual development plan by this I can now assess my weakness and strength
in terms of my teaching practices. One of the best examples is analyzing to
what domain do I need to focus more and make a development plan for
that. From the previous modules, the following evidence will help monitor my
teaching practice:
1. Unpacking of MELC
2. Learning task for DL
3. WHLP
4. ILMP
3. Why is writing down your reflections an integral part of your Portfolio?
In every work or task given it must have a reflection within. Making of it is an
integral part because it serves as a compilation of our knowledge and
understanding towards the topic. It also measures our affectively being our
consciousness and even our judgement in a certain topic. In every work or task
given, one must have a reflection. It is an integral part because in the reflection
we can pour out our ideas, analysis, comments/suggestions about the task
which can be a road to change or improvement.
MODULE 5 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.
ACTIVITY 4
LAC Discussion with Colleagues. Put some evidence (MOVs)
MODULE 5
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.
To be successful in making the portfolio I must consider first the
Demonstration progress of the LDM Implementation which 30% in the
rubrics. Ensuring the quality of my reflections in every topic or lesson that I
tackled. Lastly, my output will be based on the professional standard given
by 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.
th
7 Matahimik St., Brgy. Malaya, 1101 Quezon City
[email protected]
https://www.facebook.com/malaya.es.376
(02) 7728 – 75 – 66
Mov’S EVIDENCE IN THE LEARNING DELIVERY
MODALITY
Documentation of the Lesson
Mov’S
WHLP (3 Grading)
rd
Mov’S Organizing Learners and Parents Guardian
Mov’S
Certificate of Participation
Mov’S Certificate of Submission
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