BUHAY NG HALAMAN

MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

ACTIVITY 1

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

1. What is the main delivery of this course?
Answer:
The Learning Delivery Modalities Course 2 is a task
oriented course. The delivery of this course is ang urgent
action of Deped to this ongoing pandemic as also part of
Deped’s Learning Continuity Plan. The main concern of this
course is to deliver education to learners in this new normal by
using Self Learning Modules prepared by selected teachers
which are designed for self study.

2. How can this course help ensure that you will be able to deliver
quality instruction in the “new normal”?
Answer:
The LDM2 will prepare teachers with knowledge, skills, and
mindset that would be necessary for the new school year in
ensuring the delivery of quality instructions in the new normal.

3. What are the two support mechanisms that will help you with your
learning in this course?
Answer:
Knowledgeable speakers and good internet connection
play and impt. role in learning this course in order to
understand better than relevant information to be learned.
My co-teachers, through LAC, will also help me as I go
through this course. I will learn much from sharing our ideas
during LAC session or Focus Group Discussion

ACTIVITY 2

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

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

circumstances affect my participation in this course in
the sense that since I have a positive outlook in life
and I am open to learning and changes that can help
me improve. I am very eager to learn new things and
this will affect me positively in participating in this
course and willing to learn about the topic.

2. How can I ensure that I am able to sustain my strengths and
address the obstacles that will hinder me from completing this
course?

Answer:

Just to accept the challenges and be willing to learn

from my superior and collegues

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I
repeatedly do that may from participating fully participate in this accomplish the
affect my participation in in this course?) course?) requirements of this
the course in a positive course? Describe this
or negative way?) Distraction coming from Eagerness to learn. My environment.)
the noise outside and desire for self
I take down notes from overlapping of activities improvement and deliver At home bec. Currently I
time to time during the quality instruction to my am working from home
discussion pupils pushes me to which is safe.
participate and finish
this course.

ACTIVITY 3

Look for a colleague with whom you would like to discuss your answers
and reflections with the questions in Activities 1 and 2.

Name of Colleague/Co-Teacher : Alfreda G. Balete

Date of Discussion/Exchange of answer : March 7, 2021

Time : 3:00-3:30 pm

Shared Ideas with Colleague:

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

Begin by refreshing your memory on the Learning Action Cell. Read
“DepEd Order No. 35 s. 2016 titled “The Learning Action Cell as the K
to 12 Basic Education Program School- Based Continuing
Professional Development Strategy for the Improvement of Teaching
and Learning.”

Once you’re done, answer the following questions. Write your responses
and any other ideas and reflections.

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 (1-4, 1 being the easiest) to achieve:
2 To improve the teaching-learning process to improve learning
a1mong students

To nurture successful teachers

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

2. What are the top three challenges to having a successful LAC? List
down and elaborate.

1. Bulk Reports- It limits our time and difficult to focus in LAC.
2. Poor Internet Connection – We really can’t grasp the total discussion
in LAC for we do not have consistent strong connection . Sometimes we
rely on our co-teachers and it create sometimes a different
understanding.
3. Time in studying the modules will also be a challenge. LAC session
are held at a limited time and accomplishing the activities set for the
session will be under time constraint.

ACTIVITY 2

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

1. Agree on a date and time to meet and discuss forming your LACs.
Follow LAC Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one
LAC Facilitator and one LAC Leader per LAC.

3. Note the following in forming your LACs:

• LACs should be composed of teachers. Discuss your preferred
LAC composition with your assigned Instructional Coach (this will
be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC
Leader assigned to you from among the following school
members:

» Master Teacher

» Head Teacher/ Department Head

» Other senior teachers who have proven competence,
potential to lead, or subject expertise to lead the LAC.

• Teacher LACs can connect with their Instructional Coach through the LAC
Leader. This Instructional Coach will also be handling multiple LACs
through a network of LAC Leaders.

See Figure 1 for Reference

LAC Session 1: January 28, 2021 ( Thursday )
Minimum Health 9:00-12:00 am ICT room
Face to Face ( with strict compliance to

LAC Session 2: February 26, 2021 ( Thursday )

1:00-4:00 pm ICT room

Figure 1. LAC Composition and Coaching Arrangement for LDM2
Teachers

LDM2 for LDM2 for
Instructional Teachers
Coaches

LAC LAC Leader LAC
Instructional Members
Coach Annalin D. Tuibeo
Master Teacher 1 Names:
Name & Position: 1.Rhea Medez
Name & Position: 2. Terry Mercadero
3.Monette
Mercadero
4.Sharon Cartagena
5.Elizabeth Miguel
6.Alfreda Balete
7. Catalina Rigo
8.Michelle Costales
9. Cathlyn Ani
10. Nestor Oguing
11.Ester Paculba

ACTIVITY 3

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

Name Roles

Annalin D. Tuibeo LAC Facilitator
Monette Mercadero Registration and Attendance
Elizabeth Miguel Accomodation
Rhea D. Medez Program and Invitation
Juvy Renomeron Certificates

REFLECTION:
Topic: Guidelines on the Implementation of the Results –

Based Performance Management System

We accomplished our 1st LAC session dated Jan.28,2021,
and the speaker on this topic is our Master in Charge Annalin D.
Tuibeo.

The RPMS was designed by improving teacher quality to
monitor and measure performance with the diff. key Result Area.

It measures the professional accountability, to help
teachers, and asses the pupils.

Deliver blended learning modalities.

MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS

ACTIVITY 1

Answer the following reflective questions.

1. The closure of schools around the world due to the global
pandemic posed serious challenges on the delivery of quality basic
education. As a teacher, what do you think are the fundamental concerns in
terms of curriculum standards that need to be addressed in order to ensure
learning continuity? Cite a specific example. Do you think these concerns
could be solved by teachers alone? Why or why not?

Answer:
With this Global pandemic we have today, this make

education for children more difficult to achieve. This also brings
a big challenge to the Department of Education to conduct
education in this new normal situation. The best way to address
the problem is adapt this new normal learning by shifting to
distance or modular learning. With this strategy , we can ensure
learning continuity. This concerns are not for teachers alone but
also with the collaboration of all the DepEd forces teaching and
non-teaching staff. And of course through parents learners and
stake holders support.

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

Answer:
I do agree that our curriculum is congested . The

competencies are repetitive and yet, because there are
competencies lots of them, the expected mastery level is not
achieved . It is like having “information overload “ that the
learners can no longer absorb what are given to them.

ACTIVITY 2

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

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.

- Melc’s is also developed in response to

UNESCO fourth sustainable development goal

and that is to develop resilient education

systems, most especially during emergencies.

- Melc’s can be used as mechanism to ensure

education continuity.

2. How does curriculum review aid in the identification of essential
learning competencies?
Answer:
The review of the curriculum led in the identification of
gaps,issues, concerns, and areas for improvement . They were
able to identified what the students need to build skills
necessary for the next level.

3. What is the difference between essential learning competencies
and desirable learning competencies?
Answer:
Essential Learning competencies are the
competencies that students need to learn and indispensable in
the teaching-learning process because they will be used in the
next grade levels and for life-long learning.
Desirable competencies are those that may enhance
education but may not be necessary in building the
fundamental skills of a learner.

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?
Answer:
Most Essential Learning Competencies were
identified by reducing further the number of identified ELC’s.
To determine the MELC’s each competency was subjected to “
Endurance Test” . A competency is enduring if it remains with
the learners long after a test or unit of study is completed or
finished or it is useful even after the unit of study.
A competency is retained if it satisfies the endurance
criterion, merged, or clustered with another if they serve same
objective or learning intention and dropped if they are
recurring, subsumed to another competency, too specific or

learned in a previous level/ to be learned in a higher grade
level.

5. What is the importance of the MELCs in ensuring the delivery of

quality instruction?

Answer:
MELCs serves as 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.

K to 12 MELCs
Learning
Competencies

Merged/Clustered

Retained

Dropped n/a

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.

Insights:

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES

ACTIVITY 1

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

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

Answer:
It is important to unpack competencies into learning

objectives in order to make a systematic and properly
sequenced developmental activities for the learners to have
meaningful learning experiences. This will also help address
the challenges of instructional delivery during this time, by
creating specific and attainable objectives.
2. What considerations must be taken in unpacking and combining the
MELCs? Explain each.
Answer:
UNPACKING

1. Alignment of the Content and Performance Standards-
the learning objectives must still lead to achievement of the
content and performance standards expected of the learners

2. Pre-requisite Knowledge and Skills- there are some
competencies that have pre-requisite skills that need to be
mastered first before they can learn the competency on hand.
For example, in order for a student to learn addition of
dissimilar fraction it is important that the learner must know
first how to change dissimilar fraction to similar.

3. Logical Sequence of Learning Objectives-the objectives
must have a logical sequence, that is pre-requisite skills, it
must be learned first before they go to the next level until they
achieved the actual skill or competency.

COMBINING
1. Commonality of Content, Topic or Theme- combining

should be of related competencies or topics to avoid
confusion.

2. Alignment on the Content and Performance Standards –
the objective of combining two or more learning objective
must also to help in the achievement of the content and
Performance Standards.

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

Answer:
There are competencies that need to be unpacked while

others may be combined for more effective and systematic
development of the lessons. Broad competencies may be
unpacked into specific learning objectives in order to provide
more relevant activities for the learners. Combining
competencies is also necessary for related competencies to
create a more unified and efficient material for the learners.

ACTIVITY 2

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

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

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

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

ACTIVITY 3

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

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

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. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

Answers:
A. Face- to- Face – Traditional physical delivery of learning. Teachers

and learners come to school and formal lesson is delivered by the
teachers.

B. Distance Learning Modalities – Learners are given self-learning
materials which they study independently at the safety of their
homes. Materials may be hard copies of digital copies.
Parents/Guardian, older siblings,other family members who are able
may assist the learners in case they are having difficulty with
understanding the lesson. Teachers constantly monitor the progress
of their learners via remote way (though phone, messaging, and other
possible ways of communicating with the learners and
parents/guardians)

1. Online Learning Modality- uses internet connection. Teachers
create/organize online classes where they upload materials and
activities for the class to study and read.

Synchronous Online-Teacher set a date and time of meeting in a
platform/venue available to all online learners.Through video
call/meeting the teacher teaches the class and learners can have real-
time interaction with the teacher and other learners.

Asynchronous Online- Materials and Activities are uploaded in the
virtual classroom and learners answer the task by themselves at their
own time and place.

2. Modular Learning Modality- modules and self-learning materials
are provided to the learners.

Digital- modules/ materials are in digital format and can be
viewed/ used offline even without internet connection.

Printed- hard copy of modules/materials are printed and given to
the learners which they can study and answer at home.

3. TV-Based Instruction-video lessons are aired in television which
learners can watch at home. Learners aregiven activity /tasks which
they neeed to accomplish /answer before, during or after viewing.

4. Radio- Based Instruction-lessons are aired which learners listen in
radios. Learners are also given/task they will answer before, during,
or after the session.

C- Blended Learning Modality- combination of any of the above

mentioned Modality. It may be combination of face- to-face with other
modalities or combination of 2 or more distance learning modalities
(Blended DL)

D. Homeschooling- learners have qualified parents / tutors and
instruction is done at home.

Answer:

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.

DISTANCE LEARNING MATRIX

Distance Learning Distinguishing Essential Role of Role of Parent Role of School
Modality Feature Resources Teacher or Household
Orient the
Modular Distance Learners are SLMs and Provide the Member teachers,
Learning (MDL) given self textbooks/LMs SLMs and Learning parents and
learning in printed or other Facilitator-assist learners about
Online Distance modules Digital (saved materials for learners and modular
Learning (ODL) (SLMs) in print in USB Flash learning. provide learning policies
or digital drive or CDs ) -Monitor instructional and directions.
format -gadgets such learners ‘ support as
as computer , progress and needed
tablet, laptop give
or feedback Co-Supervise Provide the
smartphone(fo and Co-monitor resources for
r digital MDL) the progress of printing the
their children’s modules
learnings /materials and
set a
-Supervise and mechanism for
monitor screen delivery and
time of the retrieval of
learners modules.
- Assist learners
Teacher √ Digital Provide the in using the
facilitates Device e.g. learning different
learning and laptop, desktop resources
engages computer, and online
learners active tablet or activities for
participation smartphone learning
using various
technologies √ Internet Monitor
connected to connectivity learner’s
the internet progress and
while √ Online give
geographically Learning feedback
Platform (e.g.
Google

remote from Classroom, Ms.
each other Teams )

√ Digital
Modules and
other online
Learning
Materials

TV-Based
Instruction (TVBI)
Radio-Based
Instruction (RBI)
Blended Distance
Learning

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
learning to come up with a BL. Learn more about BL in the Supplementary
Handout on Blended Learning Delivery Modalities.

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.

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

to hardest to
implement)

1

2

3

4

5

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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 and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member who can
guide and support their learning at home

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet

Inaccessible (living in remote and/or unsafe areas)

Indigenous Peoples

Persons with Disabilities

Others? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

ACTIVITY 1

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

1. What is Lesson Designing or Lesson Planning?
Answer:

2. Why is lesson designing important?
Answer:

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

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

Refer to the list of learning tasks below and identify which section of the
lesson these learning activities can be presented by placing each task
under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish

purpose for new lesson
7. Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10.Explain, model, demonstrate, and illustrate the concepts, ideas,

skills, or processes that students will eventually internalize
11.Help learners understand and master new information
12.Ask learners to recall key activities and concepts discussed
13.Reinforce what teacher has taught
14.Transfer ideas and concepts to new situations
15.Present warm-up activities to establish interest in new lesson
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.

ACTIVITY 3

Lesson design does not end after implementing the lesson. After the
delivery of the lesson, teachers should take time to reflect on what worked
well and why, and what could have been done differently. Identifying
successful and less successful activities and strategies would make it
easier to adjust and revise the lesson plan as needed.

Highlight which part/s is/are accomplished after the lesson is delivered.
Components of the DLL/DLP

I. Objectives
II. Content
III.Learning Materials and Resources
IV.Procedures
V. Remarks
VI.Reflection

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson Procedures
of the DLL and DLP. To find out the instructional principles behind these
learning tasks, you may refer to the article Principles of Instruction by Barak
Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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

Learning Delivery Modality (select one): ODL MDL
TV/RBI BL Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

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

learning activity sheet,
can be presented via an
internet- based resource,

can
be facilitated during a
synchronous learning

session, etc.)

1. Review previous lesson

2. Clarify concepts from previous lesson
3. Present warm-up activities to

establish interest in new lesson
4. Check learner’s prior knowledge about the

new lesson
5. Present connection between old and new

lesson and establish purpose for new
lesson

6. State lesson objectives as guide for learners

Lesson Proper

1. Explain, model, demonstrate, and illustrate
the concepts, ideas, skills, or processes that
students will eventually internalize
2. Help learners understand and master
new information
3. Provide learners with feedback
4. Check for learners’ understanding

After the Lesson

1. Wrap up activities
2. Emphasize key information and

concepts discussed
3. Ask learners to recall key activities

and concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to

new situations

Answer the following questions:

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

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:

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

Be ready to share your answers for Activity 4 when you meet with your LAC
group after completing this module.

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into
other learning areas.

• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.

• You can use content topics as themes, motivation, springboards,
or initial topics for lessons across subjects. You can also try
merging selected learning area performance tasks and
assessments and create separate rubrics for scoring per learning
area. This can make it easier for you to check student work, and
saves time for you and the learners.

Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time? Don’t
forget to check back with your Coach and share them with your peers.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8,
s2015 on Policy Guidelines on Classroom Assessment to learn about
assessment.

In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the
two. Write your answers in a Venn diagram. Follow the example below.

Formative learners may Summative
Assessment be assessed
individually or Assessment
assessment FOR collaboratively
learning: assessment OF learning:

to make adjustments to measure if the student
in the lesson met the performance and

content standards

Your answer:

Formative Assessment

Formative assessment refers to a wide variety of methods that teachers use
to conduct in-process evaluations of student comprehension, learning
needs, and academic progress during a lesson, unit, or course. Formative
assessments help teachers identify concepts that students are struggling to
understand, skills they are having difficulty acquiring, or learning standards
they have not yet achieved so that adjustments can be made to lessons,
instructional techniques, and academic support. The general goal of
formative assessment is to collect detailed information that can be used to
improve instruction and student learning while it’s happening. What makes
an assessment “formative” is not the design of a test, technique, or self-
evaluation, per se, but the way it is used—i.e., to inform in-process teaching
and learning modifications.

Summative Assessment;

Formative assessments are commonly contrasted with summative
assessments, which are used to evaluate student learning progress and
achievement at the conclusion of a specific instructional period—usually at
the end of a project, unit, course, semester, program, or school year. In other
words, formative assessments are for learning, while summative
assessments are of learning. Or as assessment expert Paul Black put it,
“When the cook tastes the soup, that’s formative assessment. When the
customer tastes the soup, that’s summative assessment.” It should be noted,
however, that the distinction between formative and summative is often fuzzy
in practice, and educators may hold divergent interpretations of and opinions
on the subject.

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer
Key to see the other similarities and differences between the two types of
assessments.

ACTIVITY 6 (Submit a copy of your Output to your LAC Leader)

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? 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.

Assessmen How to Adapt the Assessment Method in DL
t Method

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

1.
2.
3.
4.
5.

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

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

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

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

ACTIVITY 7

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

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

Questions True False
/
1. A portfolio mainly displays the academic achievements of the
learner. /

2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a /
portfolio. /

4. The teacher can only comment on a learner’s portfolio. /
/
5. For asynchronous learning, teachers allow learners to work /
on their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via
file sharing programs or they may submit the actual softcopies of
their work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or
learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can
give students some options or alternatives on how they will be assessed.
Just make sure that these would show how much they have learned.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs

ACTIVITY 1

Answer the simple check-up quiz below. Read and match the descriptions
in column A with the terms in column B.

Column A Column B

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

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

3. This refers to the prescribed subject

that learners take.

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 (Submit a copy of your Output to your LAC Leader)

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-
2020-00162 which discusses what WHLPs and Individual Learning
Monitoring Plans (ILMPs) are. After that, view the three Sample Weekly
Home Learning Plans.

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

• For grade levels where learning areas are taught by different
teachers, coordinate, plan, and discuss the WHLP with the
learning area teachers.

• Adjustments should be made on the timeframe for accomplishing
the learning tasks if there are any suspensions of classes due to
calamities (DepEd, 2020).

• Enjoyable learning activities scheduled on Saturdays such as
designing portfolios, should also be reflected in the WHLP.

• Be guided by the recommended screen time for learners set by
the American Academy of Pediatrics (AAP) and the World Health
Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten
and one hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and
8 and up to four hours (two in the morning and the other two in
the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours
in the morning and the other 2 hours in the afternoon)

Attach Weekly Home Learning Plan (WHLP)

Share your prepared WHLP during your LAC Session.

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, fill out the
table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Individual Learning
Plan (WHLP) Monitoring Plan

(ILMP)

Purpose
For Whom?

Components

Has to be communicated to
parents?

ACTIVITY 4 (Submit a copy of your Output to your LAC Leader)

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

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Maria Katigbak

Grade Level: 7 - Gumamela

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

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

Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.

Source: DepEd Memorandum DM-CI-2020-00162

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

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is
important to get in touch with the household partner who provides
assistance as needed while the learner is doing the learning tasks at home.

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 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 (learners’ 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 need to
make your presence felt, and send the message to the learners
that they are not alone in this situation. This will greatly help them
stay motivated.
• As teachers, you are part of a larger community of learners, and
would need support from your Coaches, School Heads, and fellow
teachers as you adapt to the new normal.

Now, coordinate with your LAC Leader regarding your LAC Session schedule
for this module. Be sure that you have your Module 3A outputs, Study
Notebook, and LAC Session 3A Guide ready when you participate in the LAC
Session for this Module.

REFLECTION

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE 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:

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

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:
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:

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?

Answer:

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.
Answer:

LESSON 2: ACCESSING 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 and 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?
Answer:
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:
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:

ACTIVITY 2
In your next LAC Session, share and discuss your answers to the
questions in Activity 1.
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.
Share your insights:

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd
Commons or LRMDS Portal and assess the material using the tool. Answer
the following questions:

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

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:

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

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

ACTIVITY 2

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

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

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

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

ACTIVITY 3

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

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

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

ACTIVITY 4 (Submit a copy of your Outputs to your LAC Leader)

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.

RAPID ASSESSMENT OF LEARNING RESOURCES (Non DepEd LR portals/platforms)

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?

Reflection Questions:

1. Was the material able to meet all the requirements?
Answer:
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:
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Answer:
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
Answer:

RAPID ASSESSMENT OF LEARNING RESOURCES (LR Materials that you have
developed)

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?

Reflection Questions:

4. Was the material able to meet all the requirements?
Answer:
5. 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:
6. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Answer:
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
Answer:

MODULE 4: PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT AND LAC
PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND
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.

ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE
I can use the modality with ease.

I can confidently use the platforms in the
modalities.
I can use pedagogies associated with the
modalities and platforms.

I can very well manage my learners/class
in the modality that my school has
adopted.

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

ACTIVITY 2

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

Answer:

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.

ACTIVITY 3

Answer the following questions by constructing and filling out the table.
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 What will help you
improving your teaching you to achieve this attain this
goal?
practices in the goal?
modalities?

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

Strengths Developmental Action Plan Timeline Resources
(Recommended Developmental

Intervention)

Needs Learning Needed
Objectives of the
Intervention
PD Program

ACTIVITY 2 (Submit a copy of your Outputs to your LAC Leader)

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

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 to your LAC Leader and your
School Head/ Department Head. Make sure that you keep a copy
of your plan.

PD DISCUSSION TEMPLATE FOR LAC SPECIFIC TOPICS

PROFESSIONAL DEVELOPMENT OBJECTIVES
RELATED TO THE MODALITIES

REFLECTION

MODULE 5: BUILDING THE TEACHING
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

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.

Answer;
All of the outputs are evaluated and submitted.

Module Expected outputs (to b submitted to
Module 1 LAC Leader)
Course Orientation No outputs for submission
Module 2
MELCs Individual/LAC Group Presentation on
Module 3A Unpacking of a sample MELC
Lesson Design @ Assessment
• List of targeted learner
Module 3B interventions
Learning Resources
Module 4 • Learning tasks for DL
PD and LAC Planning • Assessment methods in DL
• Weekly Home Learning

Monitoring Plan for a student 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}
• Two (2) accomplished LR Rapid
Assessment Tools with
reflections
• Finalized LDM Individual
Development Plan {produced
after discussion during LAC}

ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education Reform.
Based on your reading, reflect on the following questions.

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
Answer:

My portfolio will speak for me all the learning acquired from the
LDM course, It will showcase my skill,knowledge competence,
including my teaching philosophy. All documents that are present in

theportfolio are place of evidence of my accomplishments and helpful
to me in the demonstration of my teaching applying the new teaching
modalities. It will serve as my compass if I’m on the right track and a
monitoring guide on the process of my teaching practices based on
the LDM implementation.
2. What evidence from the previous modules will help capture the
progress of your teaching practice?
Answer:

By answering the activities in every module, I have learned what
my strengths and weaknesses are.

From the previous modules, the following evidences will help
monitor my teaching practices:
1. LR
2. Learning task for DL
3. WHLP
4. ILMP
5, Unpacking of MELC

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

Answer:
Reflections serve on Integral part of my portfolio because these help

me develop my critical and analyzing skills. They help me analyze the situation and
realize my strengths as well as my weaknesses

1. what actions you took, what choices you made
2. the meaning of your actions and choices
3. what learning and growth has occurred
4. how you can change your practices in the future
5. what you believe is the social value of art education
6. what you believe is your role as a professional in the field of art education

ACTIVITY 3

Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or

Researching and Incorporating August to November Lesson Plans (at least 2 per month)

Teaching Strategies in the Modalities

Participation in recognized PDs that August to November Certification of Participation with PD credit
are aligned with their Professional units
Goals anchored on Philippine
Professional Standards for Teachers
(PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a Video Recording
month starting
September 2020

Other Types of Evidence relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

● Is the list of evidence enough to capture the progress of your
teaching practice?

Answer:
● What other evidence can you think of that is relevant to the LDM

adopted by your School?
Answer:

ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the questions
from Activities 2 and 3 with your colleagues.

Answer:

During the LAC session we agree to create our own portfolio
knowing that it is an essential tool in assessing our performance in the field
of teaching documenting our growth over time, Each one of us ahared its
advantages and usefulness not just for the sake of our learners but also on
how well e grow professionally in terms of our teaching practices.Portfolio
is composed of records but refliedour accomplishment,skills and
experience,it highlights and showcases samples of our best work,along
with teaching experience values and achievement so it is a must to have
one,

ACTIVITY 5 (Submit a copy of your Outputs to your LAC Leader)

Based on the sharing and discussion in your LAC, finalize your list of
evidence in the List of Suggested Evidence Form and submit to your LAC
Leader. Make sure that you keep a copy for yourself.

Finalized list of evidences in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Fo

Other Types of Evidences relevant to your modalities (as discussed in your LAC):

ACTIVITIES TIMELINE OUTPUT/S

Note: Add more rows as needed.

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.

ACTIVITY 2

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

As a final reminder, make sure that you are able to collect the evidence of
your teaching practice as you have listed, and organize these into a
Portfolio. At the end of the year, you will submit your Portfolio to your LAC
Leader, who will announce the specific date and manner of submission.

REFLECTION
Congratulations! You have completed the LDM 2 Course. Good luck
on your LDM implementation, Teacher!