CHONA LDM

LEARNING DELIVERY
MODALITIES COURSE 2

for TEACHERS

NOTEBOOK
LESSON

Here starts
the lesson!

COURSE ORIENTATION

By the end of this Module, you will be able to describe what this
course is about and how it will help you manage the teaching-
learning process in the modalities.

Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

Module 1 Lesson1

LESSON 1:

COURSE OVERVIEW

This overview will cover the why, what, and how of this course. It will walk
you through the coverage of the course as it relates to the teaching-
learning process in the LDMs adopted by your school.

By the end of this lesson, you will be able to describe the course and plan
How to go about the course.

KEY TOPICS/CONCEPTS

LCP capacity building framework; course rationale and objectives;
Course design, content and delivery; self-learning modules; learning
action cell

RESOURCES REQUIRED

LDM Course Overview
Study Notebook
Study Notebook Guide

Module 1 Lesson1

Activity 1

Read the LDM Course Overview, reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?
This course is a task-oriented course which combines the guided study using
self-learning modules and collaboration through Learning Action Cell.

It is an urgent action of DepEd while there is pandemic the main concern of
this course is to deliver education to learners.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
The LDM 2 will prepare teachers with knowledge, skills and mindsets that
would be necessary for the new school year in ensuring the delivery of
quality instructions in the new normal.
This course established that learning continues while the safety of the
learners, teachers and other employees is not at stake.
3. What are the two support mechanisms that will help you with your learning in this
course?
The two support mechanisms are the following:
The LDM 2 course will enable me to plan for the implementation of the
school adopted LDMs, prepare learning materials and resources.
Attending webinars conducted by Department of Education and
communication with my colleague regarding this course is a big factor.

Module 1 Lesson1

Activity 2

Answer the following questions by copying and filling out the table in your Study
Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively)
my participation in this course?
Flexibility, positively and resiliency affected my participation in this course.
It helps me to actively participate and seek positive solutions to address problems and
implement an effective Learning Delivery Modalities through this time of pandemic.
Eagerness to learn something new will help me achieved a successful education.
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?
Accept the challenges, be positive and willingness to learn.
I think I can also overcome whatever challenges I may face in completing this course
with the help of my superiors and co-teachers.
A positive outlook I think is a big support to overcome whatever challenges I may face in
completing this course.

Module 1 Lesson1

Activity 2

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

I always study the The obstacle that Helping others through This is through Google
imparting my meet, Zoom or even
lessons given to me would hinder me in knowledge serve as a FB Messenger learning
motivation in environment.
ahead of time and participating on this participating on this
course as LAC
more than willing to course is probably the Facilitator.
For my professional
search for answers poor internet growth and
development.
and solutions to connection and

problems that may overlapping of

occur along the way. activities.

This for me is

somehow positive that

may result to providing

better outputs.

Module 1 Lesson1

Course
Overview

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

LDM2 prepared teachers in dealing with different modalities of learning
as a response to pandemic. The teachers may continue to have their
professional development through LAC sessions to address the different
obstacles in catering quality instruction for every learners. The word
“commitment” and “time management” can possibly a positive
response for every teacher in accomplishing every tasks that resulted to an
effective learning Continuity plan (LCP)

Module 1 Lesson2

LESSON 2:

ORGANIZING YOUR LEARNING ACTION CELL (LAC)
This lesson will help you set up your LAC and prepare for LAC activities in the
succeeding Modules. By the end of this lesson, you will be able to:

1 Organize a LAC To support your learning
2 Enumerate the roles and responsibilities of different LAC members
3 Set protocols and norms for the conduct of LAC sessions
4 Accomplish the required LAC forms.

KEY TOPICS/CONCEPTS
LAC; LAC roles and responsibilities; LAC Forms

RESOURCES REQUIRED
DepEd Order No. 35, s. 2016 The Learning Action cell as a K to 12 Basic Education
Program
School-Based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning.

LAC Session 1 Guide
Form 1. LAC Profile
Form 2. LAC Facilitator Information sheet
Form 3. LAC Session Report
Form 4. Lac Engagement Report
Study Notebook

Module 1 Lesson2

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

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

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

1 To improve the teaching-learning process to improve learning among students
4 To nurture successful teachers
2 To enable teachers to support each other to continuously improve their content and

pedagogical knowledge, practice, skills, and attitudes
3 To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole

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

The top 3 challenges to having a successful LAC are as follows:
1. Poor Internet Connection- we really can’t grasp the total discussion in LAC for we do

not have consistent and strong connection. Sometimes we rely on our co-teachers
and it create sometimes different understanding.
2. Conflict of schedule which affects our time and focus in attending the LAC.
3. Work overload that causes stress eventually leads to poor performance and
decreased productivity.

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

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.
LAC 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 you 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.

Module 1 Lesson2

1. GRADE 2 AND 3 LAC SCHEDULE

LAC SESSION DATE DAY TIME
Friday 9:00 AM
LDM2 March 26, 2021 Tuesday 9:00 AM
General 9:00 AM

Orientation/
Roll Out

LAC SESSION 1 April 13, 2021

LAC SESSION 2 April 16, 2021 Friday

Module 1 Lesson2

2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.

LAC LEADER CHONA C. DONAIRE
LAC FACILITATOR CHONA C. DONAIRE

Each LAC should have a leader, a facilitator, a documenter, and members as shown in
Figure 2. External resource persons may be invited when necessary though the
preference is for the LAC resource persons to be from among the LAC members. The
terms of reference (ToR) LAC participants are found.

1. 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 be 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.

When organizing LACs sessions at this level, District and Schools Division Level, LAC may
also be constructed flexibly, but could include any of the following: teachers, district
supervisors, division supervisors, and school LAC leaders. These LACs may have a variety
of purposes which are agreed upon strategically at a local level.

Module 1 Lesson2

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

REGION: NATIONAL CAPITAL REGION (NCR)
LAC ID (name or number): 003 Number of LAC members: 16

Name of LAC Facilitator: Designation/Position:

CHONA C. DONAIRE MASTER TEACHER I

LAC Members Mal DESIGNAT Contact details (email, mobile Preferred contact
NAME e/ ION/ number) mode (email, phone,
Fem POSITION Skype, Zoom, Google
ale Meet, Viber, FB)

1.Melany C. Dordas Female Teacher I melany.dordas@ deped.gov.ph Phone,FB Google
09295073809 Meet

2.Cherryl B. Godoy Female Teacher III [email protected] Phone,FB,Google
09955254255 Meet
3.Sheryl O.Cajefe Femal Teacher III 0918421563
4.Josie I. Tango e Phone,FB,Google
Female Teacher III [email protected] 09100565652 Meet
5.Mary Chris S.
Lamprea Female Teacher I [email protected] Phone,FB,Google
09195151345 Meet

Phone,FB,Google
Meet

6.Myra S. Ferreras Female Teacher I [email protected] Phone,FB,Google
7.Isadora T. Abad Female Teacher I 09951213880 Meet
091651886
Phone,FB,Google
Meet

Module 1 Lesson2

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

COMPOSITION LAC MEMBER ROLE

LAC LEADER CHONA C. DONAIRE Consolidate the outputs of
LAC FACILITATOR CHONA C. DONAIRE members, oversees the
MELANY C. DORDAS implementation of LAC
DOCUMENTATION MARIA CORAZON Y. MANALANG Facilitate and discuss the
NARRATIVE CRISTINA AVISO content of the module
OPENING REMARKS MARY CHRIS S. LAMPREA
GOOGLE MEET Documents the meeting In-
OPERATOR JOHNALYN P. DUMLAO charge of good shots
EMCEE EMILIO BULACLAC In-charge of narrative report
SHERYL O. CAJEFE
OPENING PRAYER JOSIE I. TANGO PSDS welcome
NATIONALISTICSONG MYRA S. FERRERAS all members
FOOD FOR
THOUGHT ISADORA T. ABAD In-charge of the platform used

CLOSING PRAYER Facilitate the flow of the
program or LAC session

Facilitate the flow of the
program or LAC session

In-charge of opening prayer

Lead the nationalistic song

Share inspiring thoughts forthe
opening of the session

Close the program with a

prayer _

Module 1 Lesson2

COMPOSITION LAC MEMBER ROLE

LAC LEADER Consolidate the outputs of

LAC FACILITATOR CHONA C. DONAIRE members, oversees the

DOCUMENTATION implementation of LAC

NARRATIVE CHONA C. DONAIRE Facilitate and discuss the
OPENING REMARKS
content of the module
GOOGLE MEET
OPERATOR MELANY C. DORDAS Documents the meeting In-
EMCEE
charge of good shots
EMCEE
MARIA CORAZON Y. MANALANG In-charge of narrative report
OPENING PRAYER
NATIONALISTIC CRISTINA AVISO PSDS welcome
SONG MARY CHRIS S. LAMPREA
FOOD FOR all members
THOUGHT n-charge of the platform used
CLOSING PRAYER
JOHNALYN P. DUMLAO Facilitate the flow of the
EMILIO BULACLAC program or LAC session
SHERYL O. CAJEFE Facilitate the flow of the
JOSIE I. TANGO program or LAC session
MYRA S. FERRERAS In-charge of opening prayer
ISADORA T. ABAD
Lead the nationalistic song
Share inspiring thoughts forthe
opening of the session
Close the program with a
prayer _

Module 1 Lesson2

B. NOTES
(You may write ideas that may come to you when you are either studying by yourself or
in the LAC, or when you are working, or at any other time drafts of contributions to
Course discussions • notes about articles that you read that are related to (but not
embedded in) the Course – these could be from professional journals, government
policy documents or mediastories).
Hence, as to start the new normal. This course would be of great help as well to
personally equipped each educator to not just do the work but do make it work with
passion and compassion with the learner despite of the pandemic.

PROFESSIONAL REFLECTION ON THE LEARNINGS
Every teacher should be properly guided and equipped with the know-how of the
teaching learning processes through revisiting or reviewing some areas or concerned in
the performing duties and responsibilities of an effective and efficient teachers.
Successful teaching is a result of the systematic use of appropriate strategies for
delivering and assessing the learning objectives targeted for lesson. Therefore, teachers
should apply appropriate teaching strategies that best suit specific objectives and level
exit outcomes to facilitate the process of knowledge transmission.
Through this course/module I was able to mentally and emotionally prepare myself with
the new normal of learning system. As the famous quote says, “You cannot teach what
you do not have.” I am grateful that the Department of Education is making everything
possible to use the time efficiently and productively during this pandemic. It is also
indeed going to be a challenge for the different modalities, but with the collaborative
and joint effort of educators and leaders, it could make things work

Module 1 Lesson2

FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC
session.

NAME OF MEMBER: CHONA C. DONAIRE LAC SESSION ID.:003
REGION: NCR
DATE OF LAC SESSION:
DIVISION: CALOOCAN 4/132021
NUMBER OF LAC
SESSION:1ST SESSION

Module 1 Lesson2

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, ifyou disagree or
strongly disagree, please indicate
why.)

THE LAC SESSION /

1. I learned a lot from my colleagues inthis LAC /
session.
2. The LAC session deepened my /
understanding of the SLM content.
3. My perspective on the topic/s coveredhas /
changed as a result of the LAC session.
/
4. I participated actively in the LAC session by
sharing my assignment andinsights, asking
questions, and giving feedback on what
colleagues shared.
5. I interacted with different peopleduring
the LAC session.

_

17

Module 1 Lesson2

Part B
Please provide the information requested.
I need further clarification and/or resources on the following topics:
The topic was clearly stated.
I encountered the following problems or challenges:
Sometimes poor internet connection.
Other comments/suggestions:

Objectives were clearly delivered. Session was lively and
informative. LAC leader had mastery on the topics.
Finally, LAC Session was successfully done.



MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

Lesson 1. Background, Rationale, and
Development of MELCs
Lesson 2. Unpacking and Combining MELCs
into Learning Objectives
LAC Session 2

Module 2 Lesson1

LESSON 1:

BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself with
the background, rationale, and development of MELCs.
In this session, you will be able to:

1.identify the background and basic process of the identification and
development of the MELCs
2.make sense of the function of MELCs as an educational response to a
global health crisis
3.appreciate the MELCs as support for teachers during this time

Key Topics/Concepts

curriculum standards; essential learning competencies; desirable learning
competencies; enduring knowledge

Resources Required

Development and Design of MELCs
Your learning area’s original K-12 Curriculum Guide and
corresponding list of MELCs
Study Notebook

Module 2 Lesson1

Answer the following reflective questions in your Study Notebook:

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

It 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 modify this new normal learning
by shifting to distance or modular learning. This also brings a big challenge to the
Department of Education to ensure learning continuity, this concern is not for teachers
alone but also with the collaboration of all teaching forces and non- teaching staff.

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

Yes, I agree in the Department of Education several curriculums had been laid and
change for the purpose of achieving higher standard education and can produce a
globally competitive learner.

I agree that one of the factors for poor performance of Filipino learners is the
congested curriculum. Teachers base their teaching on the quantity and not the
quality of teaching, they need to teach all the competency without the mastery in the

part of the students because of the limited time allotted for each competency.

Module 2 Lesson1

Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief and concise response to the
following guide questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
MELC’s intend to assist schools in navigating the limited number of school days as they
utilize multiple delivery strategy by providing them sufficient instructional space. The
release of the MELCs is not just a response to addressing the challenges of the current
pandemic but it is also part of the Department’s long-term response to develop resilient
education systems, most especially during emergencies.
The MELC’s can be used under similar circumstances as a mechanism to ensure
education continuity. However, releasing the MELC’s does not downplay the standards set
by the K to 12 curriculum guides. Rather, they serve as one of the guides for teachers as
they address the instructional needs of the learners while ensuring that curriculum
standards are maintained and achieved. Furthermore, the MELC’s intend to assist schools
in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.

Module 2 Lesson1

2. How does curriculum review aid in the identification of essential learning
competencies?
The Bureau specialists, academic expert, and field implementers worked together to
reach a consensus regarding the criteria to be used and mechanisms to adopt in
determining the essential learning competencies. Initiated by Secretary Briones, The K to
12 curriculum review is not just meant to fulfill one of the provisions of Republic Act 105333
to review the curriculum, but is also part of her continuing commitment to ensure quality
relevant and liberating education. The review focused on articulation within and across
learning areas and grade levels, which led to the identification of gaps, issues, and
concerns.
3. What is the difference between essential learning competencies and desirable
learning competencies?
Essential learning competencies were defined as what students need, considered
indispensable in the teaching-learning process to build skills to equip learners for
subsequent grade levels and consequently, for lifelong learning.
On the other hand, desirable learning competencies were defined as what enhance
education but may not be necessary in building foundational skills.

Module 2 Lesson1

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?
MELCs were identified following the list of characteristics provided to help reviewers
decide which among the learning competencies are redeem most important. The
learning compe- tency is essential if it is aligned with national, state, and /or local
standards/framework (e.g., literate Filipinos) If it connects the content to higher concepts
across content areas If it is applicable to real-life situations.
If it would be important for students to acquire the competency after he left in that grade
level. If it would not be expected that most students would learn this through
parents/communities if not taught in school.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELC’s 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 the
pandemic.
MELC is important because it serve as one of the guides for teachers as they address the
needs of learners while ensuring that curriculum standards are maintained and achieved
It also served as reference in preparing the Weekly Home Learning Plan (WHLP) Self
Learning modules, work sheets and other learning materials.

Module 2 Lesson1

Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs. Copy and accomplish the following table in your Study Notebook
and compare the two documents to determine which learning competencies were
retained, dropped, or merged.

MERGED/CLUST K TO 12 LEARNING MELCS
ERED COMPETENCIES
1.Nakasusulat ng sinpleng
RETAINED Nabibigyang kahulugan ang patalastas.
patalastas. F5PU-III a-b.11
F5EP-Ia-15 2.Nakasusulat ng simpleng islogan.
G5PU-III b-2
Nagagamit ang pangkalahatang 3.Naibibigay ang datos na hinihingi
sanggunian sa pagtatala ng mga ng isang form.
mahahalagang impormasyon F5EP-IIIJ-16
tungkol sa isang paksa.
F5EP-Id-6 Nagagamit ang pangkalahatang
sanggunian sa pagtatala ng mga
mahahalagang impormasyon
tungkol sa isang isyu.
F5EP-IIei-6.

DROPPED N/A N/A

Module 2 Lesson1

MERGED/CLUST K TO 12 LEARNING MELCS
ERED COMPETENCIES
Naiuugnay ang sariling
Naiuugnay ang sariling karanasan sa karanasan sa
napakinggang teksto. napakinggang teksto.
F5PN-Ia-4 F5PN-Ia-4

Nagafamit nang wasto ang mga Nagagamit nang wasto
pangngalan at panghalip sa ang mga pangngalan at
pagtalakay tungkol sa sarili, sa mga panghalip sa pagtalakay
tao, hayop, lugar, bagay at tungkol sa sarili, sa mga tao,
pangyayari sa palaigid; sa usapan; at hayop, lugar, bagay at
sa pagalalahad tungkol sa sariling pangyayari sa palaigid; sa
karanasan. usapan; at sa pagalalahad
F5WG-Ia-e-2 tungkol sa sariling
karanasan.
F5WG-Ia-e-2

RETAINED Naipapahayag ang sariling Naipapahayag ang sariling
opinion o reaksyon sa isang opinion o reaksyon sa isang
napakinggang balita o usapan. napakinggang balita o
F5PS-Ia-j-I usapan.
F5PS-Ia-j-I

DROPPED N/A N/A

Module 2 Lesson1

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss
any questions about the MELCs that need clarification as well. Share your thoughts and
let your co-teachers articulate their insights regarding your questions. Jot down all the
insights shared in the discussion, including your own, in your Study Notebook.
MELC’s were provided by the DepEd as the main basis in identifying and implementing
learning delivery approaches that are suitable to the
local environment and diversity of learners while adapting to the challenges of the
current situation.
The Department of Education, through the Bureau of Curriculum Development-Curriculum
Standards Development Division, has produced a list of the most essential learning
competencies (MELCs). This was done in order to ensure that the grade level standards,
along with the corresponding content and performance standards, set for each learning
area are still attained. In the process of identifying the MELCs, the endurance criterion was
used as the sole determiner. The MELCs identified are those that work in close association
with other competencies in other subjects, thus maintaining the curricular quality of
integration

Module 2 Lesson1

The MELCs identified are
those that work in close
association with other
competencies in other
subjects, thus maintaining
the curricular quality of
integration

Module 2 Lesson2

LESSON 2:

UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
In this session, you will familiarize yourself with unpackingand combining MELCs into
Learning Objectives.
By the end of this lesson, you will be able to:
1.understand the vital considerations in unpacking andcombining MELCs
2.unpack and combine sample MELCs
3.affirm that unpacking and combining MELCs providecurricular flexibilities to
field implementers

Key Topics/Concepts

unpack; curriculum standards; essential learning
competencies; content standards; performance standards

Resources Required

Unpacking and Combining the MELCs
Your learning area’s original K-12 CurriculumGuide and
corresponding list of MELCs
Study Notebook

Module 2 Lesson2

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

1. What is the importance of unpacking and combining the MELCs?
The importance of unpacking and combining MELC’s is to deliver a quality instruction despite the challenges
and difficulties to address learners needs.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking and combining MELC’s , we need to consider the following:
Unpacking – Alignment on the content and Performance Standards- MELC’s should contain and follow content
and performance standards.
Prerequisite knowledge and skills- lower cognitive demand maybe considered first in creating learning
objectives- this ensures that prerequisite knowledge and skills that would be enable the achievement of
MELC’s. Logical sequence of learning objectives unpacked learning objectives follow a logical sequence
Combining-
Commonality of content, topic, or theme- this ensure that essential content and topic will not water down.
Alignment on the Content and Performance Standards- MELC’s should contain and follow content and
performance standards.
3.Do all the MELCs need to be unpacked or combined? Why or why not?
No, some needed to be unpacked or to be combined for easy access and exploration
of the topics and others should be retained.

Module 2 Lesson2

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

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

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

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

Sample MELC Unpack MELCs

Nakasusulat ng isang Natutukoy ang mga bumubuo sa tula.
maikling tula Naipaliliwanag ang pagsulat ng isang maikling tula.
Natutukoy ang mga paraan sa pagsulat ng isang tula.
F5PU-Ie-2.2. Nakasusulat ng isang maikling tula.
Nauuri ang mga tanong matapos mapakinggan
Nakabubuo ng mga tanong ang isang salaysay.
matapos mapakinggan ang Nakapagpapaliwanag matapos mapakinggan ang
isang salaysay. Isang salaysay.

F5PN-lllb-3.1 Naipaliliwanag ang timeline batay sa nabasang
Nakagagawa ng isang kasaysayan.
timeline batay sa nabasang
kasaysayan Nauulit ang nabasang timeline batay sa nabasang
kasaysayan.
F5PS-le-18

Module 2 Lesson2

FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each
LAC Member at the
end of every LAC session.

NAME OF MEMBER: CHONA C. DONAIRE LAC SESSION ID.:003
REGION: NCR
DIVISION: CALOOCAN DATE OF LAC SESSION: 3/26/2021

NUMBER OF LAC
SESSION:GENERAL
ORIENTATION

Module 2 Lesson2

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

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

THE LAC SESSION /
1. I learned a lot from my colleagues inthis
LAC session. /
2. The LAC session deepened my
understanding of the SLM content. /
3. My perspective on the topic/s coveredhas
changed as a result of the LAC session. /
4. I participated actively in the LAC session by
sharing my assignment andinsights, asking /
questions, and giving feedback on what _
colleagues shared.
5. I interacted with different peopleduring
the LAC session.

31

Module 2 Lesson2

Distance Distinguishing Essenti Role of Role of Parent Role of School
Learning Feature al Teacher or Household
Modality Resour Member
ces
Modular
Distance Individualized Printed Learning Learning The school orients the
Learning Facilitator teachers, parents and
(MDL) instruction where Module Facilitator and learners about the
guardians modular learning
learners use self- s and policies and directions
supervisors to ensure that
learning modules everyone is properly
informed and guided
(SLMs) in print or

digital format

TV Based Use of television MOA The The parents The school orients the
Instruction or radio with Teacher are willing to teachers, parents and
(TVBI) programs on the serves as a co-supervise learners about the
channels or Televisi supervisor and co- TV/Radio based
stations on and monitor the Instruction policies and
dedicated to Networ collect all progress of directions to ensure
providing k or finished their that everyone is
learning content Radio output of children’s properly informed and
to learners as a Station the learning as guided
form of distance students well as
education providing
guidance to
their children

Module 2 Lesson2

Radio- A learning Radio Supervise Parental Provide
Based delivery modality programs/stations orientation
Instructi that uses radio and monitors guidance about the RBI
on (RBI) programs on Activity sheets policies and
stations dedicate the learner’s and directions
to providing
learning content progress supervision Provide the
to learners as a broadcast
form of distance through schedule of
education the lessons
home Ensure

visitation/pho children’s

ne calls, SMS, access to

etc. radio

Blended Any combination Printed or digital Strategize Parental Provide
orientation
Distance of the above DL self-learning learner’s guidance about the
Blended
Learning types. modules (SLMs) engagement and Distance
Learning
-MDL and ODL Textbooks/Learner’s supervision policies and
directions to
-MDL and TVBI/RBI materials (LMs) Monitoring ensure that
everyone is
-ODL and TVBI/RBI Stable internet the learners properly
informed and
-ODL, TVBI/RBI connection progress guided

and MDL Television through SMS

programs/channels/ or quick

networks survey every

Radio week

programs/stations

Activity sheets

Module 2 Lesson2

Online A learning Stable Facilitates Supervise and Provide orientation

Distance delivery internet learning monitors the for the learning

Learning modality connection Engages screen time of facilitators on the
(ODL) learner active
where teacher participation the learners recommended

facilitates Laptops Well oriented Capacitated screen time and
on DepEd on the use of break time from the
learning and tablets policies LMS, DepEd screen
relating to
engages smartphones Online
distance
learner’s Desktop Learning

active computers Commons, LR Provide orientation

participation Portal for learners and

using various Learning Parental parents on
guidance and navigating online
technologies Management supervision platforms

connected to System

the internet (DepEd Discuss online security

while they are Commons, LR

geographicall Portals) and protection

y remote from Organize professional
each other Printed SLMs development
activities for teachers
Activity sheets



DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

By the end of this Module, you will be able to:
1. differentiate between the learning delivery modalities prescribed by the LCP and
between the different types of distance learning modalities
2. apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis
3. create a weekly home learning plan to guide your learners as they do
independent study at home
4. create an individual learning monitoring plan to keep track of the
progress of learners who lag behind in completing the prescribed learning tasks.

Lesson 1. Understanding the Different LDMs
Lesson 2. Designing Lessons and Assessments in the
Different LDMs
Lesson 3. Guiding and Monitoring Learners in the
Different LDMs
LAC Session 3A

Module 3A Lesson1

LESSON 1:

UNDERSTANDING THE DIFFERENT LDMs

1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—
face to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your
own words, define each modality. Write your own definitions in your Study
Notebook.

• Face-to-face (F2F) learning refers to a learning delivery modality where the teacher
and learner/s are physically in one venue. There are opportunities for active
engagement, immediate feedback and socio emotional development of learners. 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. It is the best way to
address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether online,
stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or
',sterling to radio-based instruction while being geographically distant from the teacher.

Module 3A Lesson1

• 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) F2F and TV-based Instruction/Radio-
based Instruction; or (4) F2F 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 t formal education while staying in an out-of-school environment,
with parents, guardians, or tutors as authorized facilitators instead of classroom
teachers.
2. Which of the LDMs do not have an F2F learning component?
• Homeschooling and Distance Learning do not require Face to face learning.

Module 3A Lesson1

Distance Learning Matrix

Module 3A Lesson1

Distance Learning Matrix

Module 3A Lesson1

Module 3A Lesson1

Module 3A Lesson2

LESSON 2:

1. What is Lesson Designing or Lesson Planning?
- Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods.
2. Why is lesson designing important?
• Lesson designing helps ensure that:
• time is maximized for instruction and learning
• lessons are responsive to learner's needs
• teachers set learning targets for learners
• teachers carry out a lesson successfully
• teachers master their learning area content
• teachers become more reflective about their teaching

Module 3A Lesson2

3. What are the three elements or components of a well-designed lesson?
- Clearly articulated lesson objectives (What should be taught?)
- Well-selected and logically sequenced presentation of learning resources and actities to help

learners meet the objectives. (How should it be taught?)
Appropriate and timely assessment activities that provide relevant information and feedback for
both teacher and learners. (How should learning be assessed?)

Module 3A Lesson2

1. 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.
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.

Module 3A Lesson2