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: Learning Delivery Modalities Course2 (LDM2) is a tasked-oriented course for

teachers. It is an immediate action of DepEd as part of Learning Continuity Plan (LCP) for the
“New Normal” times. The main delivery of this course is to provide a comprehensive
knowledge about the learning modalities and platforms: their features, uses and padagogies in
teaching students a midst pandemic.

2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?

Answer: The Learning Delivery Modalities Course2 was provided by a combined guided
study using self-learning modules, co-learning and collaboration. By understanding and
adapting the alternative LDM, the teachers will be work-oriented, can upgrade their skills ,
develop a positive mind set and be more prepared for the continues delivery of a quality
instructions while guaranteeing the health, safety, and wellbeing of all during this time of
global health crisis.

3. What are the two support mechanisms that will help you with your learning in this course?

Answer: The use of self-learning modules that focused on the implementation and
management of altenative learning delivery system in a subsequent grade level and the
collaboration with my colleagues and coach to deepens my learning for a vaious point of the
modules are the two support mechanisms that will help me with my learning in this course.

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 willingness to learn, upgrade my skills and the desire to strengthen my knowledge that will help
me deliver a quality education to my students motivates me to positively participate in every activities on this
course. But the simultaneous tasks such as printing modules, distribution /retrieval /checking of SLMs and a
religeous online monitoring to my students could also be a barrier from fully engaging to this course.

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: By weaving optimism into my attitude in this challenging unprecedented

circumstances and being fairly open-minded in accepting new ideas and beliefs of
my colleagues during the discussion will certainly make sustain my strengths and
address the obstacles that will hinder me from completing this course.

HABITS OBSTACLES MOTIVATION ENVIRONM

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

● I always make sure to ● Constant electric power The eagerness to I will

plan everything. I have Interruptions. upgrade my skills accomplish the
this attitude of studying ● Simultaneous tasks: and desires to requirements
advance and doing
Contineousprinting/sorting/se strengthen new needed for this
things ahead of time.
gregrating/distribution/Retriev knowledge that will course at home.
I’m into researching to al /checking of SLMs and help me deliver A new normal
gather best results. These other school tasks. quality education a perfect work
help me in a positive
way

● Repeatedly checking
updates of LAC leader
on FB GC

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.
Shared Ideas with Colleague:

After thoughtful consideration and discussion with my colleagues regarding how I will
respond to the completion of this LDM2 modules, I had gained positive outlook and was inspired
to undergo through this process. I believe that with all the learning about various intructional
aspects of the learning modalities will make me more oriented and confident to deliver quality
instructions to my learners, while at the same being mindful that the health, safety and wellbeing
of everyone is primordial.

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:
1 To improve the teaching-learning process to improve learning among students
2 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.

Answer:
1. Having constant Electric Power interruptions – Without consistent Electric Power supply
we reaaly can’t grasp the total discussion during LAC session. It might lead to disruption
anddistraction of learning.
2. Simultaneous Tasks – Affects teachr’s to focus in LAC discussion. Thus, causes stress that
affects their poor performance .
2. Scheduling Conflicts – affects teacher’s availability time in attending the LAC. Due to
overlapping and simultaneous tasks teachers are reluctant to group together for the LAC
session.

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.

ACTIVITY 3

List down the members of your LAC and their respective roles in your Study Notebook.
ROLE NAME TERMS OF REFERENCE
(DUTIES AND
RESPONSIBILITIES)
TEAM LEADER CECILIO MARAÑGE JR. Responsible for guiding a group to
complete task.

TEAM CO-LEADER MIEL AMOR R. LAHOYLAHOY Assists the leader in guiding the group to
perform a given task.

TEAM SECRETARY RYAN R. INOPIA Records the minutes on the team meetings
and keeps records of the attendance and
outputs of members.

TEAM RUEL B. GONZALO Serves as documenter in the learning action

DOCUMENTER cell imlementation.

MEMBERS RICHELLE R. BELLO Participates in the given task, follow

directions and communicate properly with
the leader and co-leader to be able to
accomplish the given task.

ROY R. BELLO -do-

RODANTE L. LAURIO -do-

AGELIA C. MANLAPAS -do-

JUDY M. RAPSING -do-

MARICAR F. RELOVA -do-

MARICEL B. RODRIGUEZ -do-

MA. NOVIE E. TORRES -do-

IRISH AYONE C. TORREVILLAS -do-

GLADYS ANGELA B. VALDEMORO -do-

LESSON 1: background, rationale, and developmentof melc

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 the challenges on learning delivery posed by Covid-19, one of the major
concern that need to be addressed are the basic and most important learning competencies. In
Senior High School, for example, one factor that can be seen is how to possibly perform
collaborative learning tasks due to distance learning instruction which usually became the
mode of students performance . Therfore, there should be partnership between the teachers
and parents who assists the learning of their children.

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 agree. Poor performance of Filipino learners is because of the congested curriculum.
Hence,the mastery of the lessons by the leaners is being compromised because the teacher would
like to finish the topic at the end of the quarter with such limited on the teaching learning
process.

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 general and specific purpose of development of MELC is not just a response to
addressing the challenges of a current pandemic but is also part of the Departments’s long term
response to the call of SDG 4 to develop ressillient education systems, most specially during
emergencies. Thus, it can be used under the certain circumstances as a mechanism to ensure
education continuity through the curriculum dimension.

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

Answer: The curriculum review ensure the quality, relevant and liberating education for all. It
focuses on articulation within and across learning areas to identify gaps, issues, and concerns
across
learning areas and grade levels. Specifically the review covers the following:
 Mapping the essentials and desirable learning competencies within the
curriculum;
 Identification of prerequisite knowledge and skills needed to prepare students
fro essential learning competencies; and
 Analysis of the interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subjeact area.

3. What is the difference between essential learning competencies and desirable learning
competencies?

Answer: Esential learning competencies are defined as what the students needs, cinsidered
indespensable, in the teaching-learning process to building skills to equip learners for subsequent
grade levels and subsequently, for lifelong learning. On the other hand, desirable learning
competencies were defined as what my enhance education but may not be necessary in building
foundational skills.

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

Answer: A list of characteristics of essential learning competencies was provided to help

reviewers decide which among the learning competencies are deemed most important.
Learning Competency is essential if it is alligned with the national and/or local
standards/frameworks(eg:”scientifically literate Filipinos”) ; It connects the content to
higher concepts across content areas; It is applicable to real life situations; if students leave
school, it would still be important for them to have this competency above many others;
and it would not be expected for most students to learn this in settings other that through
formal education. As a rule, a learning competency is retained if it satisfies the endurance
criterion which greatly contributes to life-long learning and pre-requisite skills to the next
grade level. Two or more learning competencies are merged or clustered into one
comprehensive learning competency if they have the same learning objective or learning
intention. A significance number of learning competancies were removed/dropped due to
the following reasons:
• They are too specific, and the articulation is similar to that of the learning
objective
• They are deemed appropriate to be introduced in an earlier quarter or grade
level or moved to a later quarter or grade level.
• They are recurring
• They are subsumed in another learning competency.

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

Answer: MELC serves as one of the guides as they address the instructional needs of
learners while ensuring the curriculum standards are maintained and achieved 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.

G11 – General Mathematics

K to 12 Learning MEL
Competencies Cs

Illustrate a proposition
M11M-IIg-1) illustrates and
symbolizes propositions.
Merged/Clustered
Symbolizes proposition
(M11M-IIg-2)

Distinguishes between simple and Distinguishes between simple

compound proposition and compound proposition
Retained
(M11M-IIg-4) (M11M-IIg-4
Interprets the theory of efficient
market
Dropped n/a
(M11M-IIe-5)

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:

Most of the Learning Competencies that are retained satisfies the endurance criterion and essential
which greatly contributes to the life-long learning of the students. They can easily realte and apply the
learning in a real life situations.
Some learning competencies that were dropped can be integrated in the retained learning
competencies as one of the lesson objective.

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: The importance of unpacking and combining the MELCs is to enable focus instruction to
the most essentiaal and indispensable competencies that our learner must acquire, as we anticpate
challenges in learning delivery.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.

Answer: In unpacking MELC’s teacher must bear in mind the following considerations:
• Retained – Meets the criteria of strength , contributes to the life-long learning
and pre-requisite skills to the next grade level
• Merged – Two or more learning skills which have the same goals or
objectives are combined into one comprehensive learning competency.
• Rephrased – To make the statement more concise.
• Dropped – The learning competency is too specific and recurring.

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

Answer: Not all Most Essential Learning Competencies are need to unpacked or combined. The
teacher may use their best judgement whether or not a given MELC may already be an articulation
of a lesson objective. If this would be the case, unpacking may not be necessary. On the other
hand, MELCs can be combined if and only they show relatedness in the content, topic or theme.
Combining them would aid in the achievement of the content and performance standards.
Otherwise, if these criteria are not met, there is no need to combined the MELC.

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.

Unpacking MELCs
G12- Fundamentals of Accounting, Business & Management 1

Most Essential Learning

Learning Objectives
Competencies
Analyze common business transactions Define business transaction
using the rules of debit and credit Describe the nature of business
(ABM_FABM11-IIIf-j-27) transaction
Analyze and apply the rules od debit
and credit into simple cases

Combining MELCs
G11- General Mathematics
Performan
Content Most Essential Learning
QUARTER ce
Standards Competencies
Standard
illustrates and symbolizes
propositions.
(M11M-IIg3) ( Combined)
distinguieshes between simple
and compound propositions.
Key concepts
(M11M-IIg3)
of Judiciously
performs the different types of
propositional apply logic in
1 openrations on propositions.
logic;syllogis real-life
(M11M-IIg-4)
ms and arguments.
determine the truth values of
fal.lacies
propositions.
(M11M-IIh-1)
illustrate the different types of
tautologies and fallacies
M11M-IIh-1)

ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

REFLECTION

With the Most Essential Learning competencies, we are now guided with most important topics to be covered
within a limited time frame. The challenge now is designing activities that teach the procedure and process on
how and when to apply those knowledge and skills in a given context to ensure quality education despite the
current health crisis.
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) Distance learning (DL), blended learning (BL), and homeschooling. In your own
words, define each modality. Write your own definitions.

Answers:
Face to face – a learning delivery modality where the teacher and learner/s are physically in one
venue.
Distance Learning – any form of remote education without face to face contact with the teacher in
the
classroom. The learners are provided materials or access to reseources and he/she undertakes self-
directed
study at home or in other venue.
Blended Learning _ a learning delivery modality using a combination of face-to-face and
distance
learing.
Home Schooling – a delivery modality provides learners with access formal education while
staying at
home with parents/guardian or tutors as authorized facilitators instead of sending them to school.

Now, answer this question: Which of the LDMs do not have a F2F learning component?
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

Role of
Distance Learning Distinguishing Essential Role of Parent or Role of
Modality Feature Resources Teacher Household School
Member
Modular Distance
Learning (MDL)
Online Distance
Learning (ODL)
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
(1 to 5, from Type of DL Why?
easiest to hardest
to implement)
1

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 Targeted Intervention

Group

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/Ma

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner,
Check if already can be done via a learning
Part of Lesson / Learning Tasks present in the activity sheet, can be
presented via an internet-
SLM based resource, can
be facilitated during a
synchronous learning session,
etc.)

Before the Lesson

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.

Summative
Formative
Assessment
Assessment learners may assessment OF
be assessed learning:
assessment FOR individually or
learning: to measure if the
collaboratively student met the
to make adjustments
in the lesson performance and
content standards

Your answer:

Formative Summative
Assessment Assessment
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.

Assessment How to Adapt the Assessment Method in DL

Method

Example: Short I will send a three-item quiz via text message before the lesson. Based on the
quiz 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 learners need to
b. mode of delivery
demonstrate in every lesson
and/or learning task.
2. These are the formative c. learning competencies
learning opportunities given to
learners to engage them in d. learning task
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 Plan Individual Learning

(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
Intervention Learner’s Status
Learning Learner’s Monitorin
Strategies Insignificant Significant
Area Needs g Date Mastery
Provided Progress Progress
Learner is not making significant progress in a timely manner. Intervention
strategies need to be revised.
Intervention
Status Learner is making significant progress. Continue with the learning plan.
Learner has reached mastery of the competencies in learning plan.
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
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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... Cannot be

YES NO
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... Cannot be

YES NO
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:
REFLECTION
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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.

STRONGLY STRONGLY
ITEMS AGREE DISAGREE
AGREE DISAGREE

I can use the modality with ease.

I can confidently use the platforms in the

modalities.

I can use pedagogies associated with the

modalities and platforms.

I can very well manage my learners/class

in the modality that my school has
adopted.

I can very well engage with parents and

community partners in assisting learners.
ACTIVITY 2

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

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 you What will help you
improving your teaching
to achieve this goal? attain this goal?
practices in the 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

Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning
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

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
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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.

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:
2. What evidence from the previous modules will help capture the progress of
your teaching practice?
Answer:
3. Why is writing down your reflections an integral part of your Portfolio?
Answer:

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.

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

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