LRMD2 - TLE 7 - BY JEZLEE GO

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

PORTFOLIO

NAME: JEZLEE Z. GO
REGION: NATIONAL CAPITAL REGION
DIVISION: LAS PINAS CITY
SCHOOL: LAS PINAS EAST NATIONAL HIGH SCHOOL
TALON VILLAGE ANNEX

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 1
OUTPUT

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JEZLEE Z. GO LAC SESSION ID.: N/A

REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION: 03/05/2021

DIVISION: LAS PINAS CITY NUMBER OF LAC SESSION:

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

SD D N A SA Comments / Remarks (For example, if you disagree
or strongly disagree, please indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in this ✓
LAC session.

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

3 My perspective on the topic/s covered ✓
has changed as a result of the LAC
session.

4. I participated actively in the LAC session ✓
by sharing my assignment and insights,
asking questions, and giving feedback on
what colleagues shared.

5. I interacted with different people during ✓
the LAC session.

ACTION PLAN

6. I feel motivated to apply in my ✓
region/division/district what I have
learned in this lesson.

7. I intend to apply what I have learned ✓
from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
- None
2. I encountered the following problems or challenges:
- None
3. Other comments/suggestions:

Si gna ture

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 2
ACTIVITIES
WITH ANSWER

LESSON 1

Activity 1 No. 1

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 spec for example. Do you think
these concerns could be solved by teachers alone? Why or why not?

Answer

The Department of Education formulated the basic education which refer Learning
Continuity Plan (LCP) which adopted the alternative delivery modes of learning
(Online, Blended, and Modular). This concerns can be solve by the full cooperation of
each stakeholders, teaching, non-teaching personnel and parents through providing
suitable learning environment for all learners.

Activity 1 No. 2

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

Answer

Yes, several curriculums had been laid and adapt for the purpose of achieving higher
standard education. But due to the congested curriculum we can’t achieve our goals.
Students can’t cope up with the content standard sometimes it takes time to finish a
full quarter subject with a limited time allotment.

LESSON 1

Activity 2 No. 1

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

Answer

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

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

they employ multiple delivery schemes by providing them ample instructional space

Activity 2 No. 2

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

Answer

• Analysis of the Interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area as per review by DEPED’s Bureau of
Curriculum Development Specialist.

• Curriculum review mapped the essential and desirable learning competencies
within the curriculum. It also led to the identification of gaps, issues, and concerns
within and across learning areas and grade levels. It helped in the identification of
areas for improvement that would enhance the learning engagement, experience,
and outcomes and consequently recommend solutions. In addition, it analyse the
interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

LESSON 1

Activity 2 No. 3

3. What is the difference between desire competencies and essential
competencies?

Answer

• Essential Learning Competencies are defined as what the students need,
considered indispensable, in the teaching-learning process to build skills
to equip learners for subsequent grade levels and consequently, for
lifelong learning. While Desirable Learning Competencies are defined as
what may enhance education but may not be necessary in building
foundational skills.

Activity 2 No. 4

4. Now 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?

Answer

Learning competencies are identified by knowing the following characteristics.
• It is applicable to real-life situations.
• It would be important for students to acquire the competency after she left that

particular grade level.
• It is aligned with national, state, and/or local standards/ frameworks (e.g.,

scientifically-literate Filipinos).
• It would not be expected that most students would learn this through their

parents/communities if not taught at school.
• It connects the content to higher concepts across content areas.
The decisions made in order to trim down the number of the essential learning
competencies further where based on retained, merged or dropped.

LESSON 1

Activity 2 No. 5

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

Answer

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

• MELCs ensures delivery of quality instruction as it becomes the primary
reference in determining and implementing learning delivery
approaches that are suited to the local context and diversity of learners
while adapting to the challenges posed by COVID-19.

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 and compare the two documents to determine which learning
competencies were retained, dropped, or merged.

Answer

See Module 2 Output

LESSON 1

ACTIVITY 4

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

Insight

The competencies for this are timely and appropriate with the present
situation we are experiencing (COVID) wherein the learners will be able
to:

1. Make use of the old and available materials they have at home.
2. Produce various outputs that they need to perform.
3. Learner’s have something innovative and creative to do.
4. Make use of their time wisely while staying at home.

In this manner, recycling is indeed practiced and well observed in learning
Handicrafts Production.

LESSON 2

Activity 1 No. 1

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

Answer

• We need to unpacked MELCS to help us systematize learning
activities and effectively address the varying needs of learners
and the challenges of instructional deliveries. Considering due
to time constraint, learning has been made easy and achieve as
well while in distance learning.

Activity 1 No. 2

2. What considerations must be taken in unpacking and combining the
MELCs? Explain each.

Answer

In unpacking MELCs we must consider the following:
➢ Alignment on the Content and Performance Standards- The MELCS are not

departure from the standard-based design. We must consider this to achieve a
quality teaching output without compromising the health and safety of both
learners and teachers.
➢ Prerequisite knowledge and skills - curriculum objective must be hierarchy.
Mastering Fundamental knowledge Is a must before going to the other level of
learning.
➢ Logical sequence of learning objectives - We can’t give a better learning ideas
to our students if our objective is not logical sequence. Planning what are the
most important objective is key frame in achieving better understanding of
our learners.

LESSON 2

Activity 1 No. 3

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

Answer

• No, The teacher may unpack or combine the MELCS
depending 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
teacher's in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the
Third quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives.

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

Answer

See Module 2 Output

LESSON 2

Reflection

The LAC enable us to understand further the objective of
the course (different LDMs and platforms), gave us a
better plan for the implementation of the school adopted
LDMs while preparing the learning materials and
resources needed and be more confident in executing the
lessons. The MELCs provided us a specific guide to follow
in delivering the lessons to our learners, considering the
time and the current situation at this time of pandemic.
Overall we were able to achieve the following objectives.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JEZLEE Z. GO LAC SESSION ID.: N/A

REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION: 03/09/2021

DIVISION: LAS PINAS CITY NUMBER OF LAC SESSION:

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

SD D N A SA Comments / Remarks (For example, if you disagree
or strongly disagree, please indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in this ✓
LAC session.

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

3 My perspective on the topic/s covered ✓
has changed as a result of the LAC
session.

4. I participated actively in the LAC session ✓
by sharing my assignment and insights,
asking questions, and giving feedback on
what colleagues shared.

5. I interacted with different people during ✓
the LAC session.

ACTION PLAN

6. I feel motivated to apply in my ✓
region/division/district what I have
learned in this lesson.

7. I intend to apply what I have learned ✓
from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
More clarification/seminars on unpacking and combining of MELCs.
2. I encountered the following problems or challenges:
Appropriateness of Modules and Worksheet to the MELCs to be taught
3. Other comments/suggestions:

Si gna ture

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 2
OUTPUT

MODULE 2 OUTPUT

Desire and Essential Competencies

Retained K to 12 Learning MELCs Reflection
Competencies
Retained L.O. 1: Use basic tools in All Competencies are retained
L.O. 1: Use basic tools in embroidery because all of the Competencies
Merged/ embroidery 1.1 Basic tools and materials are Essential
Clustered 1.1 Basic tools and inembroidery are identified.
materials inembroidery are 1.2 Different embroidery stitches All Competencies are retained
identified. are performed based on the because all of the Competencies
1.2 Different embroidery given steps. are Essential
stitches are performed 1.3 Proper use of tools is
based on the given steps. observed The Competencies on the
1.3 Proper use of tools is Desire Column is
observed LO2. Create embroidered article reduced/merge as seen on the
2.1 Embroidered article is Essential Column this is due
LO2. Create embroidered created based on the principles to the fact that the sub-
article and elements of design. competencies 3, 4 and 5 are
2.1 Embroidered article is 2.2 Color scheme are applied in all included in sub-
created based on the creating the design. competency 2. Sub
principles and elements of 2.3 Design is transferred competencies 3-5 are
design. following the given steps. considered redundant due to
2.2 Color scheme are 2.4 Good working habits are sub-competency 2
applied in creating the observed
design.
2.3 Design is transferred LO1. Wrap Gift Items
following the given steps. 1. Tools are properly used.
2.4 Good working habits 2. Principles and elements of
are observed design are applied.

LO1. Wrap Gift Items
1. Tools are properly used.
2. Principles and elements
of design are applied.
3. Gift items are wrapped
artistically.
4. Decorative articles are
applied to enhanced
wrapped gift items.
5. Good working habits are
observed.

MODULE 2 OUTPUT

Unpacking MELCs

Retained K to 12 Learning MELCs Objective
Retained Competencies
Dropped L.O. 1: Use basic tools in 1.1 Identify Basic tools and
L.O. 1: Use basic tools in embroidery materials in embroidery.
embroidery 1.1 Basic tools and materials in 1.2 Observe the proper use of
1.1 Basic tools and embroidery are identified. tools according to their function.
materials in embroidery 1.2 Different embroidery stitches 1.3 Perform embroidery stitches
are identified. are performed based on the based on the given steps.
1.2 Different embroidery given steps.
stitches are performed 1.3 Proper use of tools is 2.1 Embroidered article is
based on the given steps. observed created based on the principles
1.3 Proper use of tools is and elements of design.
observed LO2. Create embroidered article 2.2 Color scheme are applied in
2.1 Embroidered article is creating the design.
LO2. Create embroidered created based on the principles 2.3 Design is transferred
article and elements of design. following the given steps.
2.1 Embroidered article is 2.2 Color scheme are applied in 2.4 Good working habits are
created based on the creating the design. observed.
principles and elements of 2.3 Design is transferred
design. following the given steps. N/A
2.2 Color scheme are 2.4 Good working habits are
applied in creating the observed
design.
2.3 Design is transferred LO1. Wrap Gift Items
following the given steps. 1. Tools are properly used.
2.4 Good working habits 2. Principles and elements of
are observed design are applied.

LO1. Wrap Gift Items
1. Tools are properly used.
2. Principles and elements
of design are applied.
3. Gift items are wrapped
artistically.
4. Decorative articles are
applied to enhanced
wrapped gift items.
5. Good working habits are
observed.

MODULE 2 OUTPUT

Combined MELC Sample

Quarter Content Performance MELCs Objective Code
Standard Standard
LE_HEHD7/8EA
3 The learner The learner use L.O. 1: Use 1.1 Identify 0a-b-1
basic tools in Basic tools and
demonstrate basic tools in embroidery materials in
1.1 Basic tools embroidery.
s embroider and and materials in 1.2 Observe the
embroidery are proper use of
understandin create identified. tools according
1.2 Different to their
g on the embroidered embroidery function.
stitches are 1.3 Perform
principles article. performed embroidery
based on the stitches based
and concepts given steps. on the given
1.3 Proper use steps.
of of tools is
observed
embroidery

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 3A
ACTIVITIES
WITH ANSWER

LESSON 1

Activity 1 No. 1

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face to-face (F2F) learning, IX, blended learning (BL), and home schooling 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 I to see how well you did.

Answer

➢ Face-to-face (F2F) learning refers to the traditional way of learning
where the teacher and learner/s are physically present inside a room
or venue. It may be conducted in any available physical learning space
Face to face learning in which learners can digest the content of each
topic smoothly.

➢ Distance learning refers to a learning delivery modality where a
learner is given materials or access to resources and he/she
undertakes self-directed study at home or in another venue. Learners
engage in independent learning at home or in any physical learning
space applicable, by using learning materials that are accessible
either online, or modular print while being geographically distant
from the teacher.

➢ Blended learning refers to a learning delivery modality using a
combination of the features of F2F learning and distance learning. It
can be (1) F2F and modular distance learning; (2) F2F and online
distance learning (3) and any combination of the other type of
distance learning.

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

LESSON 1

Activity 1 No. 2

2. Which of the LDMs do not have an F2F learning component?

Answer

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.

Answer

Distance Distinguishing Essential Role of Role of Parents Role of School
Learning Feature Resources Teacher or
Modality The school
Individualized Printed Learning Household orients the
Modular Instruction Modules Facilitator Member teachers, parents
Distance where and learners about
Learning learners use Learning the modular
self-learning Facilitator learning policies
modules and direction to
(SLMs) in ensure that
print or digital everyone is
format properly informed
and guided.

LESSON 1

Distance Distinguishing Essential Role of Role of Parents Role of School
Learning Feature Resources Teacher or
Modality Schools which adopt
Minimum adopt any Strategies Household any combination
Blended requirements combination for Member of the above
Distance must be met for of the above learners’ The parents are three types of
Learning each of the three types engageme willing to distance learning
types being of distance nt in all co-supervise must meet the
combined any learning types of and co-monitor requirements of
of the following must distance the progress of each type.
LMDs meet the learning their children’s
requirement shall be learning as well
s of each utilized by as provide
type teachers guidance to
their children

Online Learning Internet is Teachers The parents are Schools which adopt
Distance delivery used to and willing to any combination
Learning modality where facilitate learners co-supervise of the above
the teacher learner- requires and co-monitor three types of
TV Based facilitates teacher, both to the progress of distance learning
Instruction learning and learner- have good their children’s must meet the
(TVB) engages content and and stable learning as well requirements of
Radio-Based learners’ active peer to peer internet as provide each type.
Instruction participation interaction connection guidance to
(RBI) using various since their children
technologies online
connected to learning
the internet may be
while they are through
geographically synchrono
remote from us or
each other. asynchron
ous
platform

N/A N/A N/A N/A N/A

N/A N/A N/A N/A N/A

LESSON 1

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. Be prepared to discuss your ranking
at your next LAC Session.

Answer Type of DL Why?
Modular Distance Learning
Ranking(1-5, from easiest Online Distance Learning Fastest way to collect and
to the hardest implement retrieve finished outputs of
Blended Learning
1 Radio Based Instruction the learners
I put it on the 2nd rank
2 because not all students

3 have an internet
connection
4
Medium rank in all DL but
of course it also difficult
knowingly that you are
using two kinds of distance

learning.
Expensive Materials
especially in preparing
script and finished output

LESSON 1

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.

Answer

See Module 3A Output

LESSON 2

Activity 1 No. 1

1. What is Lesson Designing or Lesson Planning?

Answer

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.

Activity 1 No. 2

2. Why is lesson designing important?

Answer

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

LESSON 2

Activity 1 No. 3

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

Answer

a. What should be taught:
➢ Clearly articulated lesson objectives
b. How should it be taught:
➢ Well-selected and logically sequenced presentation of learning

resources and activities to help learners meet the objectives.
c. How should learning be assessed:
➢ Appropriate and timely assessment activities that provide relevant

information and feedback for both teacher and learners.

Activity 2

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

Answer

See Module 3A Output

LESSON 2

Activity 3

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

Answer

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

The reflection part of the DLL and DIP should be filled up after the lesson
is delivered.

Activity 4

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

Answer

See Next Page

LESSON 2

Activity 3

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

Answer

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

The reflection part of the DLL and DIP should be filled up after the lesson
is delivered.

Activity 4

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

Answer

See Next Page

LESSON 2

Part of Lesson/Learning Tasks Check if Additional Remarks:
a l rea dy (ex. can be done via voice calls, can be facilitated by a
Before the Lesson present in the household partner, can be done via a learning activity sheet,
1. Review previous lesson can be presented via an internet-based resource, can be
2. Clarify concepts from previous lesson. SLM facilitated during a synchronous learning session, etc.)
3. Present warm-up activities to establish
interest in new lesson. ✓ N/A
4. Check learner’s prior knowledge about ✓ N/A
the new lesson. ✓ N/A
5. Present connection between old and ✓
new lesson and establish purpose for new N/A
lesson. ✓
6. State lesson objectives as guide for ENRICHEMENT ACTIVITIES THROUGH ONLINE.
learners. ✓
ONLINE/VIDEO PRESENTATION
Lesson Proper ✓
1. Explain, model, demonstrate, and MODULE/ONLINE
illustrate the concepts, ideas, skills, or ✓
processes that students will eventually ✓ MODULE
internalize. ✓
2. Help learners understand and master ✓ MODULE(THROUGH TEXT), ONLINE
new information ✓ (THROUGH GOOGLE FORMS)
3. Provide learners with feedback ✓ WORKSHEET FEEDBACK
✓
4. Check for learners’ understanding MODULE(THROUGH TEXT), ONLINE
After the Lesson (THROUGH GOOGLE FORMS)
MODULE
1. Wrap up activities
MODULE
2. Emphasize key information and
concepts discussed MODULE
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.

LESSON 2

Activity 4 No. 1

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SIM?

Answer

- Provide module for distant learning in order to supplement the lacking learning task.
Provide activity sheets also to supplement the self-learning module.

Activity 4 No. 2

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?

Answer

As an adviser the only additional support that I can give is additional activity sheets and
reading materials. And constant communication through text, call and Fb Messenger.

Activity 4 No. 3

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

Answer

In modular distant learning the only way is to retrieve the modules for checking and for
the teacher adviser to assess and gather feedback. And constant communication
through text, call and Fb Messenger and monitoring of the student’s progress.

LESSON 2

Activity 5 Venn Diagram

Formative Assessment Learners may be Summative Assessment
Learning: assessed individually Assessment of Learning:
or collaboratively.
to make adjustments in Should promote self- To measure if the
the lesson may be students met the
reflection and performance and content
integrated in all parts of personal standards. Done after the
the lesson: before the lesson/end of a quarter.
accountability among Results enable teachers
lesson, the lesson students about their to describe how well the
proper, and after the own learning may be a students learned the
lesson results must be standards/competencies
recorded to study the written work or a for a given quarter, which
patterns of learning performance task are then reflected in the

demonstrated by class record
students but should NOT
be used as the basis for

grading

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.

Answer

See Module 3A Output

LESSON 2

Activity 6 No. 1

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

Answer

- Five items formative assessment and Portfolio type Assessment are common among
our groups.

Activity 6 No. 2

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

Answer

For me the biggest challenge is how to contact all your student to inform them that you
have your assessment for the reason that not all of them have an access in the internet.
And student who are in remote areas or no proper contact information.

Activity 6 No. 3

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

Answer

We can use different modalities to collaborate well and choose among our all method
of assessment listed in our notebook. We come up the best method to use in the
Distant Learning.

LESSON 2

Activity 7 No. 1

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

Answer

Questions True False

1. A portfolio mainly displays the academic achievements of ✓ ✓
the learner
2. Testimonies of parents/guardians and learning facilitators ✓ ✓
regarding the learner’s progress may be included in a ✓ ✓
portfolio. ✓
3. There is a fixed list of items that should be included in a
portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter will
submit the portfolio within the schedule that the teachers
set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit the
actual softcopies of their work saved on a CD/DVD/USB
flash drive.
7. Portfolio of DL learners with outputs in hard copies or
physical forms may be handed over to the teacher by the
parents or learning facilitators.

LESSON 3

Activity 1

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

Answer

Column A Column B
A. Learning Area
1. These are the knowledge, understanding,
B. Mode of
C skills, and attitudes that learners need to Delivery
demonstrate in every lesson and/or learning

task.

2. These are the formative learning

D opportunities given to learners to engage
them in the subject matter and to enhance

their understanding of the content.

A 3. This refers to the prescribed subject that C. Learning
learners take. Competencies

4. This refers to the method of submission of D. Learning Task
B learning outputs preferred by

learners/parent based on their content.
Check your answers using Lesson 3, Activity 1
Answer Key

LESSON 3

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.

Answer

See Module 3A Output

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.

Answer

Purpose Weekly Home Learning Plan Individual Learning Monitoring Plan
(WHLP) (ILMP)
For Whom?
Components Serve as guide for learners’ To monitor learning progress.
Has to be communicated and learning facilitators. To know what assistance can be
to parents? Help learners take provided to the learners who lag
responsibility of their own behind
learning. To provide mechanism to support
learners
For all Learners For Learners who lag behind
Learning Area
Learning Task Yes
Learning Competencies
Mode of Delivery

Yes

LESSON 3

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
difficult 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.

Answer

See Module 3A Output

Before leaving this Module, take note of the following key messages:

• There are no perfect lessons, but with careful planning, reflection, and continuous adaptation before, during, and after the
lesson delivery, you will be able to design lessons with your best efforts, and maximize learning in this new context

• It is important for teachers to keep track of how the students are doing, get feedback from the learners(learner’s self-
assessment), and from the learning facilitators or household partners, in order to continuously improve lessons and provide
support for learners as they learn.

• One way of getting feedback from learners is by communicating regularly with them and their families. As teachers, you nee d to
make your presence felt, and send the message to the learners that they are not alone in this situation. This will greatly he lp them
stay motivated.

• As teachers, you are part of a larger community of learners, and would need support from your Coaches, School Heads, Subject
Coordinator and fellow teachers as you adapt to the new normal.

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 3A
OUTPUT

• List of targeted learner interventions
• Learning Tasks for DL
• Assessment methods in DL
• Weekly Home Learning Plan
• Individual Learning Monitoring Plan for a student who lags behind in completing

the learning tasks
• LAC 3 Teacher Engagement Report(Optional if LAC session was conducted)
• LAC 3 Session Report (Optional if LAC session was conducted

TARGETED LEARNER INTERVENTION

Learning Group Targeted Intervention

Learners without parents or household member Make a weekly supervisory plan for them and

who can guide and support their learning at check their module and activity sheets. Home

home visit if possible

Beginning readers (K to 3) N/A

Struggling Readers (Grade 4-12) N/A

No access to devicess and internet Provide module for them.

Inaccessble (living in remote and/or unsafe Provide module and making sure to check their

areas work weekly.

Indigenous People N/A

Persons with Disabilities Provide learning materials that are suited for
their needs

LEARNING TASK FOR DISTANCE LEARNING

Before the Lesson Lesson Proper After the Lesson

• Review Previous Lesson. • Provide learners with • Wrap up activities.
feedback. • Emphasize key
• Clarify concepts from Check for learners’ information and concepts
understanding. • discussed.
previous lesson. • Explain, model, • Assess whether lesson
demonstrate, and has been mastered.
• State Lesson objectives as illustrate the concepts, • Transfer ideas and
ideas, skills, or processes concepts to new
guide for learners. • hat the students will • situations
eventually internalize. Ask learners to recall key
• Present connection Help learners understand activities and concepts
and master new discussed.
between old and new information. Reinforce what teacher
has taught.
lesson and establish

purpose for new lesson.

• Check learner’s prior

knowledge about the new •

lesson.

ASSESSMENT METHODS FOR DISTANCE

LEARNING

Assessment Method How to Adapt Assessment
Method in DL
5 items Formative Assessment
Send the 5 items formative Assessment
Essay type Assessment through Group Chat and it will be
5 points corrected during online meeting in google
Portfolio type Assessment meet.
5 points Send rubrics of the essay and tell them to
achieve the standards given to get high
points. Send it to your Group Chat
Send rubrics of the essay and tell them to
achieve the standards given to get high
points. Send it to your Group Chat. To be
monitored by the parent.

WEEKLY HOME LEARNING PLAN

Date and Learning Learning Learning Task Mode of Delivery
Area
Time Competencies ACTIVITY 1 (Multiple Choice) Modular, Blended,
TLE Choose the letter of the correct Online
Monday MOST ESSENTIAL answer and write it on the space
8:00-12:00 LEARNING provided before each number.
COMPETENCY
(MELCS): ACTIVITY 2 (True Or False)
LO1: Discuss the Write T if the statement is correct
Introduction to and F if it is incorrect on the space
Handicrafts provided before each number.
Production
- Define Handicrafts ACTIVITY 3 (Enumeration)
Production. Enumerate the different types of
- Enumerate the Handicrafts production on the first
different types of column and give 3 examples for each
Handicrafts type on the second column.
Production.

ACTIVITY 4 (Answers may vary)
Analyze the following questions and
answer them by giving your own idea
or opinion. Your parent / guardian
may help you in answering the
questions. Write your answers on
your worksheet.

Example:
Question #1
Raw Materials
Handicraft Products
Plastic Bottle,
Pen Holder, Plant Pot

12:00-1:00 Lunch Break 12:00-1:00 Question #2 12:00-1:00
- Answer in 2 to 3 sentences only.
- Use the Rubrics below the exercise
on the worksheet for checking and
scoring this activity.

Lunch Break

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Status

Learni Learner’s Intervention/Str Monitoring Insignificant Significant Mastery
ng Need ategies Date Progress Progress
Provided
Area Difficulty in
comprehensi Compose and March 8, Read
TLE on Sing a song 2021 newspaper
related to the or modules
topic to enhance Monday in English

comprehension. language.

Learner is not making significant progress in a timely manner. Intervention

strategies need to be revised.

Intervention Status: Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JEZLEE Z. GO LAC SESSION ID.: N/A

REGION: NATIONAL CAPITAL REGION DATE OF LAC SESSION: 03/12/2021

DIVISION: LAS PINAS CITY NUMBER OF LAC SESSION:

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

SD D N A SA Comments / Remarks (For example, if you disagree
or strongly disagree, please indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in this ✓
LAC session.

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

3 My perspective on the topic/s covered ✓
has changed as a result of the LAC
session.

4. I participated actively in the LAC session ✓
by sharing my assignment and insights,
asking questions, and giving feedback on
what colleagues shared.

5. I interacted with different people during ✓
the LAC session.

ACTION PLAN

6. I feel motivated to apply in my ✓
region/division/district what I have
learned in this lesson.

7. I intend to apply what I have learned ✓
from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
More session on Appropriate Learning Delivery Modalities that is appropriate to our school.
2. I encountered the following problems or challenges:
Knowing the best LDM for our school and its proper execution
3. Other comments/suggestions:

Si gna ture

LDM2

LEARNING DELIVERY
MODLITIES COURSE

FOR TEACHERS

MODULE 3B
ACTIVITIES

AND
ANSWER

LESSON 1

Activity 1 No. 1

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

Answer

- Our school implement Modular Distance Learning (MDL), Online Distance Learning
(ODL), and Blended Distance Learning (BDL) so in order to achieve this LDM we need to
have printed Self Learning Modules (SLM). This SLM will be distributed to the learners.

Activity 1 No. 2

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

Answer

YES

Activity 1 No. 3

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

Answer

➢ Using the Deped COMMONS and Deped LRMDS Portal we can find some and obtain
our needed 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.

LESSON 1

Activity 2 No. 1

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.

Answer

➢ After the discussions and exchanging of ideas we come up with the
different ideas regarding LR. Learning Resources and SLM are found in
Google Drive given by the Division. In TLE, Grade 7 and 8 are readily
available but it depends upon the school with subjects to teach their
student.

LESSON 2

Number 1

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

Answer

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.

Number 2

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

Answer

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.

Number 3

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

Answer

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 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.

LESSON 2

Activity 3

1. 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.

Answer

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.

LESSON 3

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

Answer

I downloader our TLE Grade 7 in our Division

Is the LR Material… Yes No Cannot be
determined
1. Connected and ✓
relevant to the
MELCs? ✓

2. Appropriate to the ✓
grade level and ✓
learner ✓
characteristics in ✓

terms of language, ✓
activities

3. Easy to reproduce
and/or disseminate
4. From a credible

source/author?
5. Culture and gender

fair
6. Free from red flags
on possible copyright

and plagiarism
issues?

7. The layout and
format easy to read
and pleasing to the

eyes

LESSON 3

Activity 1 No. 1

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

Answer

➢ Yes

Activity 1 No. 2

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

Answer

➢ None

Activity 1 No. 3

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

Answer

➢ None

Activity 1 No. 4

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

Answer

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 L .R.

LESSON 3

Activity 2 No. 1

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

Answer

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.

Activity 2 No. 2

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

Answer

DepEd materials before posting to the deped portal were being examined
by the deped personnel so I think there's 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.

Activity 2 No. 3

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

Answer

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

LESSON 3

Activity 3 No. 1

Choose one of the LR materials that you have developed. Assess this
material using the same tool. Answer the following questions in Your Study
Notebook:
1. How does your material compare with the ones that are obtained from
the online portals?

Answer

I had made a learning resources in my grade 7 students with the Title
Activity sheet Handicraft Recyclable Maetrials. When I saw the assessment
tool I had knew that I am lacking and didn't meet some requirement
prescribe by DepEd.

Activity 3 No. 2

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

Answer

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 culture and gender fair
next time.