LDM 2 FOR TEACHERS MODULE 1 : COURSE ORIENTATION

LESSON 1 : COURSE OVERVIEW

ACTIVITY 1 : REFLECTING ON THE COURSE
1. LDM 2 is a task- oriented, blended learning course wherein it requires teachers to read and analyze
self- learning modules through Learning Action Cells (LAC). In order to show that teachers have understood
the content of every module they need to answer reflections and provide needed outputs.
2. Due to the current pandemic, DepEd is doing its best to provide means to deliver alternative ways of
educating Filipino learners all over the country. This course enable teachers to become knowledgeable in
terms of implementing the alternative learning delivery modes so that they can respond to the different
circumstances to be encountered by learners who will participate in distance learning.

ACTIVITY 2 : DESCRIBING THE CONTEXT

1. How will my personal characteristics and circumstances affect (positively or negatively) my participation
in this course?
My personal characteristics will affect my participation in this course positively by actively sharing
my ideas in each activity.

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?
I am sure to address the obstacles of this course by planning and alotting time to study each lesson
and doing its required activities.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

( What is it that I repeatedly ( What will prevent me from ( What will push me to ( Where will I
do that may affect my participating fully in this participate in this course ? ) accomplish the
participation in the course course? ) requirements of this
in a positive or negative course? )Describe the
way? ) environment.
Being on time and willing to Lack of internet and mobility My need to prepare how to House and School
learn to attend LAC Online or face teach my learners in the
to face New Normal.
Diligent and persistent Distractions from work at My drive to help learners to House and School
home achieve their dreams even
during this trying times
Being participative Being offline due to lack of My willingness to share ideas House and School
internet connection with colleagues
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELLS (LAC)
1. How does participating in a LAC influence your learning?
LAC sessions gives me the chance to collaborate and gather more ideas about how to improve my
teaching strategies espcially during this difficult time.

2. 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:
__2__ To improve the teaching-learning process to improve learning among students
__4__ To nurture successful teachers
__1__ 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

3. What are the top three challenges to having a successful LAC? List them down, raise these concerns, and
discuss mitigating actions at your first LAC Session.

Lack of Sample Outputs- these may serve as a guide in completing difficult tasks
Conflict of priorities- Due to the various task for the preparation of the opening of classess teachers shows
reluctance to group together for the LAC sessions.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: LAC ID:

REGION: DATE OF LAC SESSION: Sept. 28, 2020

DIVISION: NUMBER OF LAC SESSION: 1

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)

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

THE LAC SESSION

1. I learned a lot from my √

colleagues in this LAC session.

2. The LAC session deepened my √

understanding of the SLM
content.

3. My perspective on the topic/s √

covered has changed as a result
of the LAC session.

4. I participated actively in the LAC √

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

5. I interacted with different √

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in my √

region/division/district what I
have learned in this lesson.

7. I intend to apply what I have √

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
I need more clarification on how LAC Session can help me manage teaching learning process in the
new teaching modalities.
2. I encountered the following problems or challenges:
MODULE 2 MOST ESSENTIAL LEARNING COMPETENCIES
ACTIVITY 1 : REFLECTING ON LEARNING CONTINUITY AND CONGESTED CURRICULUM
1. The closure of school around the world due to the global pandemic
pose 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 this concerns could be solved by teachers alone? Why or Why not?

ANSWER: MELCS becomes the basis for measuring the quality of education due to the current pandemic the
challenges here is how students be able to attain the competencies without attending a physical classroom.
Fundamental concerns that need to be address are ensuring that the learners understood their given lessons and
that learners are able to answer the activity sheets given to them at home. In order for this to materialized, parents
and teachers must support the learners in understanding the content of the module given.

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

ANSWER : YES, I agree that the curriculum contain congested lessons. This omits the chance for the learners
to master essential topics. Wherein teachers at the same time are confused whether to deepen the lesson or to start
a new lesson because its complicated to decide between finishing the content of the curriculum or to give more time
for mastering the lesson.

ACTIVITY 2 : Familiarizing on the Design and Development of MELCs

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

ANSWER : General purpose: It serves as a basis for teaching the most essential topics for every subject.

Specific purpose: MELCS was developed so that whenever there are disasters that occurs
and students are not able to attend the school, students can still continue to study on their
own. Like for example, due to the break out of a pandemic, typhoon or places in distress.

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

ANSWER : The curriculum review identifes the most essential competencies to be learned in order to
gain knowledge and skills for life long learning.

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

ANSWER : Essential Learning Competencies are deifined by DepEd as what the students need to learn in
order to continue studying and then can proceed to the next grade level. The essential learning
competencies serves as the foundation in gaining critical thinking skills, problem solving skills, creativity,
communication skills and the other 21st century skills. While desirable learning competencies should
show how learners carry out their skills with respect, teamwork, responsibility, leadership and the other
desirable attitudes.

4. How were the most essential learning competencies identified? What were the decisions made in
order to trim down the number of the essential competencies further?

ANSWER : The competencies included in the MELCs were selected through the Bureau of Curriculum
Development. The selection process includes convening to a criteria about which are considered
essential comptencies. Non- essential competencies were then omitted or merged and a particular
competency is considered essential when it meets the following criteria:
1. It is aligned with national/ local standards/framworks
2. It connects the content to higher concepts across content areas
3. It is applicable to real-life situations
4. If students leave school, it would still be important for them to have this
competency above many others
5. It would not be expected for most students to learn this in settings other than
through formal education

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

ANSWER : With the challenges on learning delivery posed by Covid-19, DepEd still ensures quality
instructions even without face to face learning by ensuring that the learning materials given to the
learners are the most essential through continuing the program of Sulong Edukalida and launching the
MELCs to be used nationwide.

Comparing the K to 12 Competencies and MELCS

CSS GRADE 9

K to 12 Competencies MELCS
Merged/Clustered: Assemble computer hardware in Assemble computer hardware in accordance with
accordance with established procedures and system established procedures and system requirements
requirements
Retained: Prepare customized installers in accordance Prepare installer in accordance with software utilization
with software utilization guide and end user agreement guide and end-user agreement.
Dropped: Carry out installation of portable applications
in accordance with software user guide and software
license

OUTPUT ( UNPACKING OF MELCS )

Subject : Computer Systems Servicing Grade 9

MELC 1 : Assemble computer hardware in accordance with established procedures and system requirements

NUMBER OF DAYS TAUGHT : 2

Retained LC UNPACK MELCS

Assemble computer hardware in accordance with Ensure to follow OHS Policies while assembling
established procedures and system requirements computer hardware.
Identifying and obtaining materials necessary in
computer hardware assembly

SAMPLE DLL

MELC Assemble computer hardware in accordance with

established procedures and system requirements
OBJECTIVE Ensure to follow OHS Policies while assembling
computer hardware.
CONTENT Occupational Health and Safety Policy
LEARNING RESOURCES ICT CSS-9 Learning Activity Sheet
PROCEDURES a. Review of Previous lesson
b. Discussing the learning objectives
c. Presentation of the lesson
d. Formative assessment
e. Discussion
f. Generalization
REMARKS
REFLECTION

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: LAC ID: Non- Adviser

REGION: DATE OF LAC SESSION:

DIVISION: NUMBER OF LAC SESSION: 2

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)

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

THE LAC SESSION

8. I learned a lot from my √

colleagues in this LAC session.

9. The LAC session deepened my √

understanding of the SLM
content.

10. My perspective on the topic/s √

covered has changed as a result
of the LAC session.

11. I participated actively in the LAC √

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

12. I interacted with different √

people during the LAC
session.

ACTION PLAN

13. I feel motivated to apply in my √

region/division/district what I
have learned in this lesson.

14. I intend to apply what I have √

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
MODULE 3A_ DESIGNING INSTRUCTION IN THE DIFFERENT LDMS
LESSON 1 : UNDERSTANDING THE DIFFERENT LEARNING DELIVERY MODALITIES

ACTIVITY 1: DEFINING THE MODALITIES PRESCRIBED IN THE LCP

1. Face to face 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
socioemotional development of learners. It may be conducted in any available physical learning space.
2. Distance learning refers to a learning delivery modality where a learner is given materials or access to
resources and he/she undertakes self-directed study at home or in another venue. Learners engage in
independent learning at home or in any physical learning space applicable, by using learning materials
that are accessible either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing TV
lessons or listening to radio-based instruction while being geographically distant from the teacher. The
teacher supervises and monitors the learner’s progress and provides remediation and enhancement when
needed and possible. Assistance may be provided by a learning facilitator who may be a parent or any
member of the family, or a community stakeholder.
3. 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 types of distance learning
4. Home schooling refers to an alternative learning delivery mode (ADM) that provides learners with access
to formal education while staying in an out-of-school environment, with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers. This does not preclude going to a school on specific
periods to develop learning competencies that require the use of laboratory, equipment, and others. It
uses any or a combination of the various learning delivery modalities

Activity 2: DISTANCE LEARNING MATRIX

DISTANCE DISTIGUISHING ESSENTIAL ROLE OF ROLE OF ROLE OF
LEARNING FEATURE RESOURCES TEACHER PARENT OR SCHOOL
MODALITY HOUSEHOLD
MEMBER
MODULAR Individualized Textbooks Provide SLMs Serve as Printing and
DISTANCE instruction SLM to the learners learning availability of
LEARNING where learners facilitator and materials and
(MDL) use Self Monitor the supervise textbooks
Learning learners learners on the
Modules (SLM) progress SLMs
through online
or phone call
and messages
Online Distance Facilitata Internet Facilitate the Supervise and Provide
Learning (ODL) learning through connection learning monitor the teachers
the internet Gadgets process by class time of the training for
giving the learners onling teaching
learning tasks
TV-based Using TV TV Channel Facilitate Supervise and Orient
Instructions Channels for instruction monitor teachers,
(TVBI) instructions through the learners access parents and
allotted air time on TV learners about
on TV the TV
instruction
policies and
direction to
ensure that
everyone is
guided
Radio- Based Use of radio Radio program Facilitate Supervise and Orient
Instruction (RBI) program for instrction monitor teachers,
teaching through alloted learners access parents and
instruction air time on on radio learners about
radio the radio based
instruction
Blended Combination of Self- learning Provide SLMs Serve as Provide SLMs
Distance different modules to the learners learning and Textbooks
Learning distance TV, Radio Monitor the facilitator and Orient
learning types program learners supervise teachers,
Internet progress learners in parents and
Facilitate studying the learners about
instruction SLMs the TV and
through the Facilitate radio based
alotted time on instructions instruction
TV and radio through the
alotted time on
TV and radio

ACTIVITY 3: Ranking the Types of Distance learning

Ranking (from
easiest to hardest
to implement) Type of DL Why?
1. Modular In terms of delivering the lesson this is the easiest because it does not
Printed require any other material in order to study the lesson.
2 Online It is somehow easy to do online learning because there is no need to
Learning reproduce multiple copies of learning materials for each student and its
easier for teachers to respond to queries but it is difficult to acquire
laptop, gadget or devices and internet connection in order to study.
3 Viewing TV This modality requires a lot of preparation in the side of the teacher to
lessons or come up with the learning materials. This also requires two or more
listening to person in order to shoot the lesson. On the side of the learner, there is a
radio need to provide electricity, television or radio which in our country are not
considered necessities at home. Learners also need to wait for the
scheduled time of the program to be aired in order to study, otherwise
learners will miss the class.
Activity 4 – Identifying Targeted Interventions for Learners with Special Concerns + LAC
Learners Group Targeted Intervention
Learners without parents or household Be sure to follow up their lessons everyday and give an
member who can guide and support individual learning activity plan if necessary
their learning at home
No access to devices and internet Issue a soft copy of the lesson which they can study using their
television or radio
Slow learners Give supplemental videos and learning materials that supports
the learning module

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Activity 1 : Identifying vital components of a well-designed lesson

1. What is Lesson Designing or Lesson Planning?

According to DepEd Order no. 42 s. 2015 lesson designing includes thinking and materializing lesson
activities that are aligned in the provided lesson plan. Lesson designing focuses on developing games,
individual/group activities and the like. This also includes deciding on pacing and allocation of instructional
time.On the other hand lesson planning is one way of planning instruction. Lesson planning is a way of
visualizing a lesson before it is taught. According to Scrivener (2005), planning a lesson entails “prediction,
anticipation, sequencing, and simplifying.” Lesson planning is a critical part of the teaching and learning
process.

1. Why is lesson designing important?

Lesson designing as well as lesson planning increases a teacher’s chances of carrying out a lesson
successfully. It also allows teachers to be more confident before starting a lesson.
Lesson plan serves as a teacher’s “road map” for a particular lesson. It is a guide for instruction and
contains details of what a teacher and learners will do in order to tackle a particular topic. 
2. What are the three elements or components of a well-designed lesson?
The three elements of a well- designed lesson are:
a) What should be taught?
b) How should it be taught?
c) How should learning be assessed?

Activity 2 : Sequencing Learning Task

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

Activity 3 : Reflecting on how to Improve One’s Lesson

Components of the DLL/DLP
 I. Objectives
 . Content

I. Learning Materials and Resources

 IV. Procedures

V. Remarks

VI. Reflection

Activity 4 : Using and Supplementing SLMs + LAC

Grade : 9
Lesson : Assemble computer hardware in accordance with established procedures and system
requirements
Learning Objectives : Ensure to follow OHS Policies while assembling computer hardware.
Learning Resources : activity sheets, printed module, Online/Offline Video
Additional Remarks
Check if ex. can be done via voice calls, can be facilitated by a
Part of Lesson/ Learning Task already household partner, can be done via a learning activity
present in sheet, can be presented via an internet- based resource,
the SLM can be facilitated during a synchronous learning session,
etc.)
Before the Lesson

1. Review previous lesson √ Learning activity sheets

2.Clarify concepts from √ Instructional video lesson

previous lesson
√ Printed modules
3. Present warm-up activities
to establish
interest in new lesson √ Learning activity sheets

4.Check learner’s prior

knowledge about the √
new lesson Instructional video lesson

5.Present connection
between old and new √ Printed modules
lesson and establish
purpose for new lesson

6. State lesson objectives as guide

for learners
LESSON PROPER
1.Explain, model, √ Instructional video lesson,
demonstrate, and illustrate Printed modules
the concepts, ideas, skills,
or processes that students
will eventually internalize
2. Help learners understand √ Instructional video lesson,
and master new Supplementary books
information
3. Provide learners with √ Learning activity sheets
feedback
4. Check for learners’ √ Learning activity sheets
Understanding

After the Lesson

1. Wrap up activities √ Learning activity sheets

2. Emphasize key information √ Facilitated by a household partner
and concepts discussed Facilitated by a household partner
3. Ask learners to recall key √
activities and concepts Learning activity sheets, facilitated by a household
discussed partner
4. Reinforce what teacher √ Learning activity sheets
has taught
5. Assess whether lesson Learning activity sheets/ writing a reflection
has been mastered √
6. Transfer ideas and
concepts to new situations √
1. For learning tasks not found in the SLM you examined, what materials or resources can you create or curate
to supplement the SLM?
⮚ I will create additional learning activity sheets and provide learning videos
to supplement the SLM.
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?
⮚ I will encourage open communication to learners and parents so that they can freely ask questions
regarding the SLM
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
⮚ Teachers can gather feedbacks from the learners and parents/guardians
thru phone call, text messaging, and FB and Messenger.

Question: Can you think of other ways of designing and implementing lessons that can enhance student learning and
maximize teacher preparation time?
⮚ SLM should always be student centered meaning it should contain topics suitable for learners’
understanding so that no additional queries will be occur while studying the module. In this case,
teachers also can focus in preparing materials for the next lesson.

Activity 5 : Formative assessment vs. Summative Assessment

Formative Assessment Summative Assessment

assessment FOR learning: assessment OF learning:

to make adjustments in the lesson to measure if the student and
should promote- self teachers met the competencies
may be integrated in any parts of reflection and
the lesson personal Can be administer after every 3
accountability among lessons
students about their
results can be recorded to study own learning results are always recorded and part
the development of the learners of the computation of grades
and the mastery of the lessons.
always individual
Can be individual or group

Activity 6 : Adapting Assessment Methods in Distance Learning

Assessment Method How to Adapt the assessment method in the DL

1. Recitation I will call them on their phone and ask one to two questions
about the topic included in their SLM

2. Self - assessment I will give them a printed checklist wherein they can check
and identify which part of the lesson they have understood
or mastered and which part were not clear to them.
3. Collage making Learners will create collage using an app I will recommend
for students without a gadget they may use cut outs from
old news paper.

4. Question and Answer I will use google meet, zoom or messenger room to
implement this.

Activity 7 : Building a Learner’s Portfolio

Fals
Questions True
e

1. A portfolio mainly displays the academic achievements of the learner.

✔
Correct statement: A learning portfolio demonstrates not just the academic
achievements but also the effort put forward by the learner as well as the progress in
achieving learning outcomes.

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.

✔

Correct statement: There is no hard and fast rule that states a clear list of items that
should be included in a portfolio, as it depends upon the requirements of the learning
area. Teachers, administrators, and students
(and even parents) may decide collectively on what to include in portfolios, which
assessment criteria to use, how to evaluate student outputs, and what to expect from
the end result.

✔
4. The teacher can only comment on a learner's portfolio.

Correct statement: The teacher must address the students’ learning and encourage self-
assessment through their work samples. The Learners may also be allowed to view and
comment on their peers’ portfolios.

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.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

Activity 1 Understanding the Weekly Home Learning Plan

Column A Column B
C 1. These are the knowledge, understanding, skills, and a. learning area attitudes that learners need to
demonstrate in
every lesson and/or learning task. b. mode of delivery
D 2. These are the formative learning opportunities give
to learners to engage them in the subject matter and to
enhance their understanding of the content.
c. learning competency
A 3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning d. learning task
B outputs preferred by the learner/parent based on their
context.
Activity 2 : Creating a Weekly Home Learning Plan

Activity 3 : Differentiating the Weekly Home Learning Plan from the Individual
Learning Monitoring Plan
Weekly Home Learning Plan (WHLP) Individual Monitoring Plan (IMP)

Purpose A tool to guide learners and learning

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

For whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner

Components Learning area, learning Learner’s needs, intervention

competencies, learning tasks, mode strategies, monitoring date, learner’s
of delivery status

Has to be Yes Yes

communicated to
parents?
Activity 4 : Creating an Individual Learning Monitoring Plan
INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE
Learner’s Name: Marisa, Fumi
Grade Level: CSS 8
Learner’s Status
Learning Learner’s Intervention Monitoring
Area Needs Strategies Provided Date Insignificant Significant
Mastery
Progress Progress
CSS 8 Printed Offline video October 12, Needs Improved Not
Module / explanation of the 2020 Remediation understanding evident
Activity lesson created by
Sheet the teacher

Learner can not catch up to finish the given activity sheets on time.
Intervention
Status Learners shows significant progress in finishing the activities. Needs to follow up for the
next topic.

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.
NAME OF MEMBER: LAC ID: NON- ADVISERS

REGION: DATE OF LAC SESSION: Sept. 29

DIVISION: NUMBER OF LAC SESSION: 2 (Module 3A)

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)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

2. I learned a lot from my colleagues in √

this LAC session.

3. The LAC session deepened my √

understanding of the SLM content.
4. My perspective on the topic/s √
covered has changed as a result of
the LAC session.

5. I participated actively in the LAC √

session by sharing my assignment
and insights, asking questions, and
giving
feedback on what colleagues
shared.

6. I interacted with different √

people during the LAC
session.

ACTION PLAN

7. I feel motivated to apply in my √

region/division/district what I have
learned in this lesson.

8. I intend to apply what I have learned √

from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
I need more information on how to develop the weekly home learning plan and the individual learning plan.
2. I encountered the following problems or challenges:
I was challenged to come up with the WHLP and ILP.
3. Other comments/suggestions:

Module 3B_ Learning Resources

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
ACTIVITY 1 Answering questions about the Learning Resources map
1. Based on the map, what resources should you have in order to implement the LDM
ANSWER : I recommend using both online and offline digital Self learning modules activity sheets.
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 : With no cmplete LR, I can help in preparing SLMs and LAS by accessing DepEd Portal, DepEd
Commons and the internet. Textbooks, Modules, Curriculum Guide and the MELCs can also be a reference in
doing these.
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 : I need to collaborate with my colleagues who are knowlegeable in the subject that I am going to
handle.
4. Based on your evaluation of the materials, are they appropriate to the level and characteristics of
learners? Are there learners who might be disadvantaged by the materials (based on reading ability, level of
learning independence, level of household support, distance)? What adjustments will you make in terms of
the LRs?
ANSWER : Learning resources provided are advantageous for independent learners since they can do
advance learning and with slow learners they can still keep track on their lessons because the materials are
flexible and can be accomplished in a self-paced manner.
ACTIVITY 2 SHARING AND DISCUSSING ANSWERS IN ACT 1
What support can you provide to your colleagues and what support can you get from them in
terms of LRs?
I can support my colleagues to revise the materials accessed in the LR so that it will suit the learning abilities
of their students. I can also let my colleagues validate the materials I have accessed in order to assure that the LM is
suited to my learners.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
ACTIVITY 1 :

1. Given the LDMs adopted by the Schools assigned to you, how can the two DepEd portals respond to their
LR needs and those of your learners’?
How do they complement the LRs that the Schools already have?
ANSWER : These LR provided by DepEd assures that the materials are evaluated for quality assurance.

A. What are the challenges in accessing the LRs in the portals for you, the teachers, and the learners? How will
you overcome these challenges?
ANSWER : I was challenged to find what I was looking for. Some topics that I need is not available in the LR
portal. So I opt to look for learning resources in the internet.

B. What support will you need to be able to maximize the use of the LR Portals? From whom can you get this
support?
ANSWER : I think we need to ask for the support of our school head to give us time to explore these portals
and to collaborate in a LAC session as well.

Activity 2 : Discussing Answers to Activity 1

How you can help and support each other in using the LR portals?
I can help my co-teachers to look for learning materials suited to their learners.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1: Using the LR Rapid Assessment tool to assess a DepEd material

RAPID ASSESSMENT OF LEARNING RESOURCES

LRMDS : CSS Grade 9

Is the LR Material... YES NO Cannot be

determined

Connected and relevant to the MELCs? √

Appropriate to the grade level and learner characteristics in terms of √

language, activities?

Easy to reproduce and/or disseminate? √

From a credible source/author? √

Culture- and gender-fair? √

Free from red flags on possible copyright and plagiarism issues? √

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

Activity 1
1. Was the material able to meet all the requirements?
ANSWER : YES
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
ANSWER : Generally the LR Materials are not easy to reproduce and dessiminate because it requires
funding for the reproduction, it could be easier to dessiminate when learners have their own
gadgets and internet connections at home. I recommend that the reproduction of the materials be
handled by DepEd and nnot handled by every school. So that they can maximized the funding and
teachers can focus on preparing how to teach in the New Normal.
3. Are there other aspects of the material not covered by the tool but still need to be assessed? Specify
which aspect/s.
ANSWER : NONE
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
ANSWER : It becomes easier to analyze the data and select the right LR.
ACTIVITY 2 : Assessing LR Materials From Non-DepEd LR Portals/Platforms
RAPID ASSESSMENT OF LEARNING RESOURCES
(From NON-DEPED LR Portal )
Grade 9- Assembling Computer Hardware Source: Slideshare

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

Connected and relevant to the MELCs? √

Appropriate to the grade level and learner √

characteristics in terms of language,
activities?

Easy to reproduce and/or disseminate? √

From a credible source/author? √

Culture- and gender-fair? √

Free from red flags on possible copyright √

and plagiarism issues?

The layout and format easy to read and √

pleasing to the eyes?

Activity 2

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
ANSWER:Materials from the DepEd portals are more suited to the learners. There are some
subtopics that was not discussed in the Non-DepEd portals.
2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
ANSWER:There are no credible source or authors of the materials
3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
ANSWER: It becomes easier to analyze the data and select the right LR.
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?
2. What improvements do you still need to make in your developed material?
ANSWER: I have not yet developed learning materials of my own.
ACTIVITY 4.
Jot down insights and information that can be useful to you in choosing the appropriate LRs.
ANSWER: Appropriate LR should follow the MELCs.
The material should also suit the grade level and learner characteristics.
The LR material should be easy to reprduced.

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER:

REGION: DATE OF LAC SESSION: Sept. 29, 2020

DIVISION NUMBER OF LAC SESSION: 3- 3B

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)

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

THE LAC SESSION

1. I learned a lot from my √

colleagues in this LAC session.

2. The LAC session deepened my √

understanding of the SLM
content.

3. My perspective on the topic/s √

covered has changed as a result
of the LAC session.

4. I participated actively in the LAC √

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

5. I interacted with different √

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in my √

region/division/district what I
have learned in this lesson.

7. I intend to apply what I have √

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
I need further explanation on how to gather LM in the LR portals
2. I encountered the following problems or challenges:
I encountered difficulty on accessing the DepEd Portals due to weak internet connection
3. Other comments/suggestions:

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC

PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT
ACTIVITY 1 : Filling out the Professional Self-Assessment Questionnaire
ITEMS STRONGLY AGREE DISAGREES STRONGLY
AGREE DISAGREE
I can use the modality √
with ease.

I can confidently use the √

platforms on 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:
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?
ANSWER: I have to be very well engaged with the parents in assisting my learners in accomplising
their SLMs.

ACTIVITY 3: Setting LDM-related PD goals

What is Goal What will you push to What will help you to attain the
toward Improving achieve the goal? goal?
your teaching
practices in the
Modalities?
For my learners to I have to familiarize myself with Attend seminars/webinars related to the different
continue their education teaching strategies with the new teaching modalities.
even without face to face modalities due to the New
classess Normal.
To motivate my students I have to respond to the inquiries Master the content of the SLM
to study on their own. of my students while they are
studying at home.
To prove that DepEd To become an effective Distance Accessing DepEd portals and the internet
teachers are the Learning teacher.
frontliners in educating
the future generation of
the Philippines

Lesson 2 : Planning for the Continuing Professional Development and Participation

in the LAC
Activity 1 : Accomplishing the Individual Professional Development Plan Template
Strength Developmental Action Plan ( Recommended Timeline Resources
Needs Developmental Intervention ) Needed

Learning Intervention
Objectives in
the PD Program
Selected, Showed Develop lessons Seminar/webina Whole school Internet
developed, knowledge of integrated to r, LAC Session, year Connection
organized and content and its other learning Asking
used integration areas aligned
appropriate within and with the MELCs assistance
teaching and across subject
learning areas
resources,
including ICT, to
address learning
goals.

Applied Planned, Model a Study / research Year - round Internet

knowledge of managed and developmentall about how to
webinars
content within implemented y sequenced perform a
and across developmentall teaching developmentall
curriculum y sequenced learning process y sequenced
teaching areas. teaching and teaching,
learning learning process
processes to
meet curriculum
requirements
and varied
teaching
contexts.

ACTIVITY 2: What topics you would like to talk about in your School LAC?

1. How to develop appropriate teaching strategies for slow learners in distance

learning applying the Individual Learning Plan.

FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: LAC ID:

REGION: DATE OF LAC SESSION: Sept. 30, 2020

DIVISION: NUMBER OF LAC SESSION: 4

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

THE LAC SESSION

1. I learned a lot from my √

colleagues in this LAC session.

2. The LAC session deepened my √

understanding of the SLM
content.

3. My perspective on the topic/s √

covered has changed as a result
of the LAC session.

4. I participated actively in the LAC √

session by sharing my
assignment and insights, asking
questions, and giving
feedback on what colleagues
shared.

5. I interacted with different √

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in my √

region/division/district what I
have learned in this lesson.

7. I intend to apply what I have √

learned from the lesson in my
region/division/district
Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
I need further clarification on how to fill up the Individual Development Plan
2. I encountered the following problems or challenges:
I encountered problems in filling out the Individual Development Plan
3. Other comments/suggestions:
MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION OF THE MODALITIES

ACTIVITY 1: Checklist of Module Requirements for LDM2 for Teachers

MODULE 1: Course Orientation

MODULE 2: MELCs

1. Presentation of LAC Group on Unpacking of a Sample MELC

MODULE 3A: Lesson Design and Assessment in the Modalities

1. List of targeted learner interventions

2. Learning tasks for DL

3. Assessment methods in DL

4. Weekly Home Learning Plan for one (1) subject

5. Individual Learning Monitoring Plan for a student who lags behind in completing the learning tasks

6. LAC 3 Teacher Engagement Report

MODULE 3B: Learning Resources

1. Two (2) accomplished LR Rapid Assessment Tools with reflections

MODULE 4: Planning for Continuing Professional Development and LAC Planning

1. Finalized LDM Individual Development Plan (produced after discussion during LAC)

ACTIVITY 2 : REFLECTING ON BUILDING MY PORTFOLIO

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

Building my portfolio will help me to trace my goals in teaching with the new distance learning modalities.

My portfolio helps me to reflect my strengths and weaknesses as I adjust teaching using the Self Learning
Modules.

2. What evidence from the previous modules will help capture the progress of your teaching practice?

Accomplishing the Individual Professional Development Plan will help me to show my progress in teaching

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

Reflections help me to remember the knowledge I have acquired during our LAC sessions and the things I
have realized as I was accomplishing the different activities of this module.