Talavera National High School Roxas Street, Pag-Asa District, Talavera, Nueva Ecija 3114

TALAVERA NATIONAL HIGH SCHOOL
ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW
Activity 1
ReadtheLDMCourseOverview.Reflectontheoverviewbyansweringthefollowing
questions.WritedownyourinsightsinyourStudyNotebook.
1. Whatisthemaindeliveryofthiscourse?
2. Howcanthiscoursehelpensurethatyouwillbeabletodeliverqualityinstructionin the
“newnormal”?
3. Whatarethetwosupportmechanismsthatwillhelpyouwithyourlearninginthis
course?
1. The main delivery of this course is related to the instructional implication of
using these alternatives.
2. This course will help the teacher to deliver quality instruction in new normal
by in depth planning on how and what these learning modalities are
implemented.
3. The orientation about this course and working with my colleagues helped
me a lot.

Activity 2
AnswerthefollowingquestionsbycopyingandfillingoutthetableinyourStudyNotebook.
1. How will my personal characteristics and circumstances affect (positively or

negatively)myparticipationinthiscourse?
2. HowcanIensurethatIamabletosustainmystrengthsandaddresstheobstacles
thatwillhindermefromcompletingthiscourse?
Answer:
1. As a teacher I aimed to be resilient to all the obstacles that I might encounter and I
am willing to embrace the new normal and as a teacher it’s my duty.
HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly do that may from participating fully in participate in this the requirements of this
affect my this course?) course?) course? Describe this
participationinthecoursein environment.)
apositiveornegativeway?)
Mind-setting and time Technical difficulties Acquire knowledge Work from home
management for the like slow internet about the course
task to be done. connection of lack of adopted by my school.
power supply.

Activity 3
Lookforacolleaguewithwhomyouwouldliketodiscussyouranswersandreflectionswith
tothequestionsinActivities1and2.
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
Activity 1
Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious challenges
on the delivery of quality basic education. As a teacher, what do you think are the fundamental
concerns in terms of curriculum standards that need to be addressed in order to ensure
learning continuity? Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?
In a skill/oriented subject the assessment of laboratory activity is less effective because of
no physical contact. Teachers play an important role in this dilemma, but they cannot solve
it alone. Parents and guardians must cooperate and support towards the success of one
goal.
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?
Congestion means overcrowding. In simple terms, there is too much in too little space or
time.A congested curriculum happens when too many subjects are squeezed into a short
period of time. Giving multiple tasks to a certain individual within a short period of time,
definitely will not give a good result. This is one of the causes of poor performance of Filipino
learners. Not all individual have the ability to absorb heavily because of difference. It divides
their attention and hinders their concentration.
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. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
The general purpose of development and design of MELCs is to develop a resilient
educational system; while relevant and flexible are the specific purposes.
2. How does curriculum review aid in the identification of essential learning competencies?
The review focused on articulation within and across learning areas and grade levels, which
distinguish gaps, issues, and concerns. Moreover, areas of improvement that would
enhance the learning engagement, experience, and outcomes were identified and
consequent solutions were recommended.
Results of the review from the workshop series provided an overview of the articulation of learning
competencies in each learning area. Specifically, the review covered the following:
Mapping of the essential and desirable learning competencies within the curriculum;
Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies; and
Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for
subsequent grade levels and consequently, for lifelong learning. On the other hand,
Desirable learning competencies were defined as what may enhance education but may
necessary in building foundation 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?
In determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, during which the descriptor – ENDURANCE – was considered
the primary determining factor. A learning competency is considered enduring if it remains
with learners long after a test or unit of study is completed or if it is useful beyond a single
test or unit of study.The MELCs was recognized by Department across all learning areas
through the application of these understandings.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The importance of MELCs in ensuring the delivery of quality instructions is that, it include
transferable learning objectives that empower students. Students receive timely,
differentiated support based on their individual learning needs. These learning
competencies include knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson.

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 in your Study Notebook and compare
the two documents to determine which learning competencies were retained, dropped, or merged.
K to 12 Learning Competencies MELCs Merged/Clustered Retained Dropped n/a
GRADE 10 COOKERY K to 12 Learning Competencies MELCs
1. clean, sanitize, and prepare

tools, utensils, and equipment
needed in preparing egg dishes
Identify the physical structure,
2. identify an egg’s components
MERGED/CLUSTERED component ,and nutritive value
and its nutritive value
of an egg.
3. identify and prepare ingredients
according to standard recipes
identify an egg’s components and identify an egg’s components

RETAINED
its nutritive value and its nutritive value
1.clean, sanitize, and prepare

needed in preparing egg dished
DROPPED N/A

GRADE 8 NAIL CARE K to 12 Learning Competencies MELCs
1.1 Classify the tools and equipment 1.Identify the uses of tools and
used in nail care equipment in nail care according to
task requirements and observe safety
1.2 Identify the uses of tools and procedure of using tools and
equipment in nail care according equipment
to task requirements
MERGED/CLUSTERED
1.3 Use tools and equipment
according to task requirement
1.4 Observe safety procedure of using

tools and equipment
1. Identify the uses of tools and 1. Identify the uses of tools and
equipment in nail care according equipment in nail care according
to task requirements to task requirements
RETAINED
1.2 Observe safety procedure of using 1.2 Observe safety procedure of using
tools and equipment tools and equipment
1.1 Classify the tools and equipment

used in nail care
DROPPED 1.2 Use tools and equipment N/A
according to task requirement
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, in your Study Notebook.

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 in
your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?

The importance of unpacking and combining the MELCs is to formulate SMART learning
objectives we are going to plan for our learners.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The 3 things that must be considered in unpacking the MELCs are:

Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12
Curriculum. In fact, there are no MELCs without the content and performance standards.
Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first
in creating learning objectives. This ensures that prerequisite knowledge and skills that
would enable the achievement of MELCs, and eventually the content and performance
standards, are addressed.
Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked
learning objectives follow a logical sequence.
And in combining the MELCs, these must be considered:

Commonality of content, topic, or theme - MELCs to be combined should show
commonality and relatedness in content, topic, or theme. This ensures that essential
content and topic will not be watered down.
Alignment with the Content and Performance Standards - Just like in the unpacking of
MELCs, combining two or more should aid in the achievement of the content and
performance standards.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Not all MELCS are needed to be unpacked because some MELCS are already specific and
concise, and some MELCs doesn’t have commonality to combine.
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.
GRADE 10 COOKERY K to 12 Learning Competencies MELCs
1. clean, sanitize, and prepare

needed in preparing egg dishes
2. identify an egg’s components Identify the physical structure,
MERGED/CLUSTERED and its nutritive value component ,and nutritive value
of an egg.
identify an egg’s components and identify an egg’s components

RETAINED
its nutritive value and its nutritive value
1.clean, sanitize, and prepare

needed in preparing egg dished
DROPPED 2. identify and prepare ingredients N/A
3. Each team will present their unpacked learning objectives. Discussion and processing will
follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least
two MELCs of their choice. Group deliberation will be observed in order to arrive at a
consensus. Discuss and jot down the synthesis of the presentations in your Study
Notebook.

Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
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, in your Study Notebook.
MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
Activity 1
DoaquickcheckofyourknowledgeofthefourmodalitiesprescribedintheLCP—face- to-
face(F2F)learning,DL,blendedlearning(BL),andhomeschooling.Inyourownwords,
defineeachmodality.WriteyourowndefinitionsinyourStudyNotebook.Whenyouare
done,checkLesson1,Activity1AnswerKey1toseehowwellyoudid.
1. Face-to-face (F2F) learning refers to a learning delivery modality where the
teacher and learner/s are attended physically in a place where teaching and
learning happens.
2.Distance learning refers to a learning delivery modality where a learner is

engaged in learning independently or assisted by his/her family member who
can give him/her instructional supervision. They were given materials like
modules to study and answer at home.
3. Blended learning refers to a learning delivery modality using a combined

features of other modalities.
4. Home schooling refers to an alternative learning delivery modality usually at

home where learners access formal schooling with parents , guardians, tutors,
etc.
Now,answerthisquestion:WhichoftheLDMsdonothaveanF2Flearningcomponent?
WritedownyouranswerinyourStudyNotebook,thencheckitagainstLesson1,Activity1Answer Key2.
Distance learning
Home schooling if done via distance learning

Activity 2
Readtwodocuments:GuidanceonDistanceLearningandNon-
NegotiableMinimumRequirementsforDistanceLearning.Asyougothroughthereadings,completetheDi
stanceLearningMatrix.ShareyourcompletedmatrixatyournextLACSession.Yourgoalistocome
toasharedunderstandingwithyourpeersonthedifferentDLmodalitiesandtheirdefining features
andrequirements.
NotethatwhenavaccineisalreadyavailableandF2FwillbeallowedbytheInter-Agency
TaskForce(IATF)andbythelocalgovernmentunit(LGU)concerned,anyoftheDL
modalitiesmaybecombinedwithF2FlearningtocomeupwithaBL.LearnmoreaboutBLin
theSupplementaryHandoutonBlendedLearningDeliveryModalities.
ANSWER:
Distance Learning Martix
Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

Learning Feature Resources Household
Modality Member
Modular Modules are School, The role of the The parents are the The school act
Distance the primary Teachers, teacher is give one to facilitate and as the
Learning material where stake instructional guide their children implementer of
(MDL) the lessons holders, supervision by using through the the modular
and activities LGU’s other means of modular lessons distance
for the students communication just that would be sent learning
were found. like text and call. The to students while modality.
The students teachers are the one doing remote
are guided and who distribute and learning.
assisted by a retrieve the
family member paraphernalia for this
who can give modality.
instructional
supervision at
home.
Online It is an School, The teacher acts as a The parents The schools
Distance instructional Teachers, facilitator and provide their trained the
Learning supervision stake instructional children to have teachers to
(ODL) where the holders, supervision in access to the acquire
teacher LGU’s distance learning and platforms used in different skills
facilitates the provides instructional online distance needed for this
teaching- materials. learning. type of learning
learning modality.
process using
multimedia like
zoom and
google meet.
TV-Based It is powerful School, The teachers can Parents should The schools
Instruction and effective Teachers, guide their students guide and remind promotestv
(TVBI) learning tool for stake to the topic they were their children to the programs which
children holders, tune in. education are beneficial
because it is LGU’s programs they are and educational
an effective about to watch. for the
learning students.
modality to
motivate the
children.
Radio-Based It offers the School, The teachers give the Parents should The schools
Instruction listeners Teachers, lesson by using radio guide and remind promotes radio
(RBI) information stake time slot. their children to the programs which
related to their holders, education are beneficial
studies. LGU’s programs they are and educational
about to tune in. for the students
Blended Time- School, The teacher becomes Parents of The school
Distance management Teachers, a guide, mentor, students in allows students
Learning Responsibility stake coach, and support in blended learning to access
in learning holders, these situations, programs should resources and
Time flexibility LGU’s helping students understand the content outside
Enhanced “learn about learning” changing roles of of the class
teacher and and, as a result, take technology and period, so they
student ownership of their teachers, and can master it at
interaction. success. make an effort to their own
stay informed pace. ... It also
about ed tech. lets teachers
focus on the
students who
need more
help, answer
their questions,
and dive
deeper into the
subject matter.
Activity 3
ConsiderthesituationinyourSchool/Division—yourorganizationalcapabilities,yourlevel
ofresources(infrastructure,financial,human),levelofexperienceinDL,healthandsafety
status,contextandcapacitiesofyourlearnersandtheirhouseholds,etc.
ThenranktheDLtypes—MDL,ODL,TVBI,RBI,andBL—fromeasiesttomostdifficultto
implement.Givethereasonsforyourrankingofeach.Replicatethefollowingtableandwrite your
answers in your StudyNotebook.
Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1to5,fromeasiestto Type of DL Why?
hardest toimplement)
MDL Most of the students can have the chance to continue their
1 education.
BL Students can have alternative choice in other modalities.
2
RBI Technical problems may arise.
3
TVBI Technical problems may arise.
4
ODL Not all of students can have a chance to access different
5 platforms.

Activity 4
TheLCPassuresthatallpossiblemeasureswillbetakentoensurethatnochildwillbe
excludedfromlearningduringtheCOVID-19crisis.Thinkaboutgroupsoflearnersinyour
School/DivisionwhomightrequirespecialconsiderationtobeabletoparticipateinDL.
Describewhattargetedinterventionsyouwoulddeveloptoincludethem.Listedbeloware some
examples which may be relevant to your context. Add others as appropriate. Write
downyouranswersinyourStudyNotebookandshareyourideasatyournextLACSession.
Learner Group Targeted Intervention
Providing online instructions.

Learnerswithoutparentsorhouseholdmemberwhocan
guideandsupporttheirlearningathome
Beginning readers (K to 3)
Providing set of words to practice
Struggling readers (Grades 4-12) reading at home.
Lend them books and other
No access to devices and Internet references materials.
Deliver the modules to the local
Inaccessible (living in remote and/or unsafe areas) officials and ask them to distribute
and retrieve.
Provide them supplemental
Indigenous Peoples materials other than modules.
Coordinate with the DSWD.
Persons with Disabilities
None
Others? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS

IN THE DIFFERENT LDMs
Activity 1
ReadDO42,s2016onPolicyGuidelinesonDailyLessonPreparation.Asyougothroughthe
document,writedownyouranswerstothefollowingquestionsinyourStudyNotebook:
1. WhatisLessonDesigningorLessonPlanning?
2. Why is lesson designingimportant?
3. Whatarethethreeelementsorcomponentsofawell-designedlesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ANSWERS:
1. Lesson designing or lesson planning is planning the content, instruction or
methodology and activities that takes place learning.
2. Lesson designing is important because it will serve as a teacher’s guide in giving

instructional activities with appropriate teaching methodologies for the students.
3. The three elements or components of a well-designed lesson are:

Appropriate and effective assessment tools.
Objectives are specific and measurable
Presentations of the lessons are logically sequence, arranged and presented.


Activity 2
Thesecondcomponentofawell-designedlessonasksteacherstoselectandsequence
teaching and learning activities that would help learners meet the learning objectives. These
learningtaskscanbepresented(1)beforethelesson,(2)duringthelessonproper,and(3) after
thelesson.
In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson
 Review previouslesson  Explain,model,d  Wrap upactivities

 Clarify concepts from emonstrate,andill  Emphasizekeyinformatio
previouslesson ustratetheconce nandconceptsdiscussed
 Presentwarm- pts,ideas,skills,or  Asklearnerstorecallkeya
upactivitiestoestablishint processes that ctivitiesandconceptsdisc
erestinnewlesson students will ussed
 Checklearner’spriorknowl eventuallyintern  Reinforce what teacher
edgeaboutthenew alize hastaught
 Presentcon  Helplearnersunderstand  Assesswhetherlessonha
nectionbet andmasternewinformatio sbeenmastered
weenoldan n  Transferideasandconcep
dnewlesso  Provide learners tstonewsituations
nandestabli withfeedback
shpurposef  Check for
ornew learners’understanding
lesson
 Statelessonobjectivesas
guideforlearners
Refertothelistoflearningtasksbelow,andidentifywhichsectionofthelessonthese
learningactivitiescanbepresentedbyplacingeachtaskundertheappropriatecolumn.
List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previouslesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Presentconnectionbetweenoldandnewlessonandestablishpurposefornew
lesson
7. Emphasize key information and concepts discussed
8. Assess whether less on has been mastered
9. Check for learners’understanding
10. Explain,model,demonstrate,andillustratetheconcepts,ideas,skills,orprocesses
that students will eventually nternalize

11. Help learners understand and master new in formation
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 newlesson
16. Check learner’s prior knowledge about the new
lesson


Activity 3
Lessondesigndoesnotendafterimplementingthelesson.Afterthedeliveryofthelesson,
teachersshouldtaketimetoreflectonwhatworkedwellandwhy,andwhatcouldhavebeen
donedifferently.Identifyingsuccessfulandlesssuccessfulactivitiesandstrategieswoul
d makeiteasiertoadjustandrevisethelessonplanasneeded.
InyourStudyNotebook,copythecomponentsoftheDailyLessonLog(DLL)orDetaile
d
LessonPlan(DLP)listedbelow,thenhighlightwhichpart/sis/areaccomplishedafterthe
lesson isdelivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials andResources
IV. Procedures
V. Remarks
VI. Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.
ThelearningtaskslistedinActivity2allformpartoftheLessonProceduresoftheDLLand
DLP.Tofindouttheinstructionalprinciplesbehindtheselearningtasks,youmayrefertothe
articlePrinciplesofInstructionbyBarakRosenshine(https://www.aft.org/sites/default/file
s/periodicals/Rosenshine.pdf).


ANSWER:
VI. Reflection
o According to DepEd Order No. 42, s. 2016: The reflection part of DLL and
DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think about their lessons, particularly the parts that went
well and the parts that were weak and write about those briefly. In the
reflection, teachers can share their thoughts and feelings about their
lessons including things about the lesson that were successfully
implemented and which ones need improvement or could be adjusted in
the future. Teachers can also take note of the number of learners who
earned 80% in the evaluation, the number of learners who require
additional activities for remediation, and the difficulties teachers
encountered that their principal or supervisor can help solve.
Activity 4
ReadthehandoutDesigningLessonsinDL.InyourStudyNotebook,recreateandaccomplish
thefollowingtable.ThenchooseonelessonfromaSelf-LearningModule(SLM)forstudents
thatyouhaveonhand.ImaginethatyouwilldeliverthislessontoyourlearnersthroughDL.Inth
esecondcolumn,identifywhichofthesetasksarealreadypresentintheSLM.In
thethirdcolumn,identifywhichhastobepresentedviatechnology-mediatedresources,
supplementarylearningmaterials,orothermeans.
Learning Delivery Modality (select one):  ODL ✔ MDL  TV/RBI

 BL
GradeLevelandLearningArea:!0 cookery
Lesson/Topic:Egg
LearningObjectives:Identify the physical structure, component ,and
nutritive value of an egg.
LearningResources/MaterialsNeeded:MELCs/Module
Additional
Remarks:
(ex.canbedoneviavoice
Check if already calls,canbefacilitated
byahouseholdpartner,
Part of Lesson / Learning Tasks present in the canbedoneviaalearning
SLM activitysheet,canbe
presentedviaaninternet-
basedresource,can
befacilitatedduringa
synchronous learning
session,etc.)
Before the Lesson
1. Review previouslesson
2. Clarifyconceptsfrompreviouslesson
✔ can befacilitatedduringa
3. Present warm-up activities to establish interest synchronous learning
in newlesson session
4. Checklearner’spriorknowledgeaboutthe ✔ can be presented via
newlesson an internet- based
5. Present connection between old and new resource
✔
lessonandestablishpurposefornewlesson
6. Statelessonobjectivesasguideforlearners can be done via voice
call
Lesson Proper
can be presented via an
1. Explain, model, demonstrate, and illustrate the ✔ internet- based resource
concepts, ideas, skills, or processes that
studentswill eventually internalize
2. Help learners understand and master new
information
3. Provide learners with feedback
4. Check for learners’ understanding ✔
Can be done via

learning activity sheet
After the Lesson
1. Wrap up activities
2. Emphasize key information and concepts
discussed
✔
3. Ask learners to recall key activities and Can be done via
concepts discussed learning activity sheet
4. Reinforce what teacher has taught ✔
5. Assess whether lesson has been mastered Can be done via
6. Transfer ideas and concepts to new learning activity sheet
situations
Answer the following questions in your Study Notebook:
1. ForlearningtasksnotfoundintheSLMyouexamined,whatmaterialsorresources
canyoucreateorcuratetosupplementtheSLM?
2. Whatkindofadditionalsupportcanyougive:a)thelearner,and/orb)thehousehold
partnersothattheyareguidedthroughoutthelesson?
3. Howcantheteachergatherfeedbackonthedifferentlearningtasks,inordertorefine or
modify current and futurelessons?
ANSWERS:
1. There are division of initiated learning activity sheets available to be used to
supplement the learning task not found in the SLM.
2. Instructional support given to them.
3. By using the school-initiated feedback form to be accomplish by the parents.
BereadytoshareyouranswersforActivity4whenyoumeetwithyourLACgroupafter
completing thismodule.


Activity 5
Assessmentisalwaysapartofdesigninginstruction.ReadtheDO8,s2015onPolicyGuidelinesonClassroomAsse
ssmenttolearnaboutassessment.
Inthepolicy,youwillfindoutaboutthetwotypesofassessment:formativeandsummative.
Takenoteofthesimilaritiesanddifferencesbetweenthetwo.WriteyouranswersinaVenn
diagraminyourStudyNotebook.Followtheexamplebelow.
Formative Summative
Assessment Assessment
learners may be
assessment FOR learning: assessed assessment OF
to make adjustments in the individually or learning:
lesson collaboratively tomeasureifthe
student met the
performance and
contentstandards
AftercompletingtheVenndiagram,lookatLesson2,Activity5AnswerKeytoseetheother
similaritiesanddifferencesbetweenthetwotypesofassessments.
Answer here:
Formative assessment is an ongoing, flexible, and more informal diagnostic tool. While summative
assessment is, as the word implies an evaluation of the sum product of the lesson.
They are both use as assessment tool.



Activity 6
Therearevariousmethodsofassessment.ReadTable2ofDO8,s2015onPolicyGuidelines
onClassroomAssessmenttoseeexamplessuchasgames,quizzes,andinterviews.These
methodsthatarecommonlyusedintheclassroommaybemodifiedtobesuitableforDL
WhichassessmentmethodscanyouadaptinDLconsideringthecontentareathatyouare
teaching?Inyourstudynotebook,recreatethefollowingtableandlistfivemethodsthatyou
wouldliketotry.Foreachone,writehowyouplantouseitinDL.
Assessment How to Adapt the Assessment Method in DL

Method
Example: Short Iwillsendathree-itemquizviatextmessagebeforethelesson.Basedon

quiz theresponses,Iwilltakenoteofthecommonmisconceptionsandclarify
themtothelearnersduringouronlinesessionorviatextmessage.
I will give my students two (2) questions about our lesson and ask them write their answers
1.Written Work in a piece of paper and give it back during module retrieval.
I will give them a 20 item quiz during the distribution of modules and ask them to answer
2. Long quiz and give it back during module retrieval.
Let my students to cite their personal experiences thru writing for a particular topic.
3.Reflective
assessment
I will produce a multimedia presentation that is based in the lesson. Then I will
4.Multimedia
send it using online media. After that I will give three questions about the video.
Presentation
Attend professional development course and Learning Continuity plan course


BereadytoshareyouroutputwhenyoumeetwithyourLACgroupaftercompletingthis
module.Trytoanswerthesequestionswithyourcolleagues:
1. Whatassessmentmethodsarecommonamongthegroupmembers?
Paper and pencil test
2. WhatarethechallengesindoingassessmentinDL?
The student refuses to do the given task.
3. Despitethechallenges,whatopportunitiescanyouandyourcolleaguesexploreto make
assessment doable inDL?
Activity 7
Samplelearningoutputsobtainedfromdifferentassessmentmethodsmaybecollectedto
buildalearner’sportfolio.ReadGuidelinesonthePreparationofPortfolioande-Portfolioto
findouthowtoconstructanduseit.
Afterreadingthereferences,answerthefollowingquiztocheckyourunderstandingabou
t usingaportfoliotoassessthelearner.
Questions True False
✔
1.Aportfoliomainlydisplaystheacademicachievementsofthe learner.
✔
2.Testimoniesofparents/guardiansandlearningfacilitators
regardingthelearner’sprogressmaybeincludedinaportfolio.
✔
3.Thereisafixedlistofitemsthatshouldbeincludedina portfolio.
✔
4. The teacher can only comment on a learner’s portfolio.
✔
5.Forasynchronouslearning,teachersallowlearnerstowork
ontheiroutputsduringtheirowntime.Thelatterwillsubmitthe
portfoliowithintheschedulethattheteachersset.
✔
6.Thelearnersmaysubmit,store,andmanagetheirportfoliovia
filesharingprogramsortheymaysubmittheactualsoftcopiesof
theirworksavedonaCD/DVD/USBflashdrive.
✔
7.PortfoliosofDLlearnerswithoutputsinhardcopiesorphysical forms may be
handed over to the teacher by the parents or learningfacilitators.


Check out the Lesson 2, Activity 7 Answer Key to see how well you did.
Learnersaredifferentandhavedifferentabilities.Forsometopics,youcangivestudents
someoptionsoralternativesonhowtheywillbeassessed.Justmakesurethatthesewoul
d show how much they havelearn

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE

DIFFERENT LDMs
Activity 1
Answers:
1. C
2. D
3. A
4. B


DIFFERENT LDMs
Activity 2
Readitems1to6oftheAppendixDoftheDepEdMemorandumDM-CI-2020-00162which
discusseswhatWHLPsandIndividualLearningMonitoringPlans(ILMPs)are.Afterthat,view
thethreeSampleWeeklyHomeLearningPlans.
Now,basedonwhatyouhaveread,createaWHLPforyourclass.Takenoteofthefollowing when
creating yourWHLP:
• Forgradelevelswherelearningareasaretaughtbydifferentteachers,coordinate,
plan,anddiscusstheWHLPwiththelearningareateachers.
• Adjustmentsshouldbemadeonthetimeframeforaccomplishingthelearningtasksif
thereareanysuspensionsofclassesduetocalamities(DepEd,2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
shouldalsobereflectedintheWHLP.
• BeguidedbytherecommendedscreentimeforlearnerssetbytheAmerican
AcademyofPediatrics(AAP)andtheWorldHealthOrganization(WHO)whichareas follows:
» KeyStage1(Kto3)–atmostonehourdailyforKindergartenandonehourto1.5
hours for Grades 1 to3
» KeyStage2(Grades4to6)–uptotwohours
» KeyStage3(Grade7to10)–uptotwohoursforGrades7and8anduptofour
hours(twointhemorningandtheothertwointheafternoon)forGrades9and10
» KeyStage4(Grades11to12)–atmostfourhours(2hoursinthemorningand
theother2hoursintheafternoon)
Share your prepared WHLP during your LAC Session.


DIFFERENT LDMs
Activity 3
Readitems7to11oftheAppendixDofDepEdMemorandumDM-CI-2020-00162.After
youreadtheguidelinesoncreatinganILMP,copyandfilloutthetablebelowinyourStudy
NotebooktoseehowtheILMPdiffersfromtheWHLP.
Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
Help the teachers and parents in It is used to monitor learner progress
Purpose keeping track of the day to day in based on the given intervention
school and off-school learning strategies.
processes of the learners as they
implement the most suitable and
feasible alternative learning modality
Teacher, learners, parents Learners, Parents
For Whom?
Learning area, Learning tasks. Learners need, intervention
Components Learning competencies, mode of strategies, monitoring date, Learner’s
delivery status
Yes Yes
Hastobecommunicatedto
parents?
Check the Lesson 3, Activity 3 Answer Key to find out how well you did.
Rememberalsothatinmonitoringtheprogressofyourlearners,itisimportanttogetintouch
withthehouseholdpartnerwhoprovidesassistanceasneededwhilethelearnerisdoingthe learning
tasks athome.


DIFFERENT LDMs
Activity 4
Assumethataftergoingthroughtheoutputssubmittedbyyourlearners,oneofthemhas
problemscompletingthelearningtasksforthefirsttwoweeks.Thinkofapossibledifficulty the
learner may have encountered in accomplishing the learning tasks. Apply what you
havelearnedaboutILMPsinActivity3andcreateanILMPforthatparticularlearnerwho
lagsbehind.ReadandusetheIndividualLearningMonitoringPlanTemplate.Considerthe
componentsoftheILMPthatweredescribedinActivity3.
Share the ILMP that you made for that specific learner during your next LAC Session.
MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING
Activity 1
TheDepEdMemorandumonSuggestedStrategiesinImplementingLDMsforSY2020-2021
includedtheLearningResources(LR)MapasaguideinselectingtheappropriateDistance
LDMtobeimplementedinSchools/Divisions.Studythismapandanswerthefollowing questions inyour

Study Notebook:
1. Basedonthemap,whatresourcesshouldyouhaveinordertoimplementtheLDM
adoptedbyyourSchool/Division?
Printed modules
2. DoyouhavethecompleteresourcesfortheDistanceLDMneededinclass?IftheLRs
arenotcompleteornotavailable,whatstepswillyoutaketomaketheseavailable?
WhatareyouroptionstosubstitutethesemissingLRs?
The printed modules can be re-used by the teachers.
3. WhatsupportwillyouneedtomaximizetheuseofthetwoDepEd-sanctionedLR Portals?
Fromwhomcanyougetthissupport?
DepEd-sanctioned LR Portals we need technical assistance from school head, LAC

leaders and coaches.
4. Basedonyourevaluationofthematerials,aretheyappropriatetotheleveland characteristics of
learners? Are there learners who might be disadvantaged by the
materials(basedonreadingability,leveloflearningindependence,levelofhousehold
support,distance)?WhatadjustmentswillyoumakeintermsoftheLRs?
The materials are appropriate to the level and characteristics of learners. Give
instructional support to the learners.
Activity 2
InyourLACSession,shareanddiscussyouranswersfromthepreviousactivity.What
supportcanyouprovidetoyourcolleaguesandwhatsupportcanyougetfromthemin
termsofLRs?Takenoteoftheinsightsthatyoucangatherfromyourcolleaguesandwrite
theminyourStudyNotebook.
Giving technical assistance from the LAC leader and mentoring other LAC
members
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
registeredyet,followtheLRPortalUserGuidetoguideyouinyourregistration
process.Alternatively,seekassistancefromanyofyourcolleaguesoryourIT
personnelinyourschool,district,ordivision.YoumayalsocoordinatewithyourLAC
Leaderand/orCoach.Tounderstandtheportalbetter,youmaywatchtheLRPortal
VideoTutoriallocatedintheresourcesofthisCourse.
2. DepEdCommons.EnsurethatyouhaveaccesstoDepEdCommons.RefertoMemorandumonDe
pEdCommonsdatedMarch17,2020.
Explore the Portals. In your Study Notebook, answer the following questions:
1. GiventheLDMadoptedinyourSchool,howcanthetwoDepEdportalsrespondto
yourLRneedsandthoseofyourlearners’?HowdotheycomplementtheLRsthatyou alreadyhave?
Serve as supplementary material from the given ADM prescribed by DepEd a digital
and non-digital resources can also be acquired.
2. WhatarethechallengesinaccessingtheLRsintheportalsbothforyouandyour learners?
Howwillyouovercomethesechallenges?
Poor internet connection and to overcome this challenge I will provide learning
activity sheets for my students.
3. WhatsupportwillyouneedtobeabletomaximizetheuseoftheLRPortals?From
whomcanyougetthissupport?
I.T. Coordinator can give me technical assistance.
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS
Activity 2
InyournextLACSession,shareanddiscussyouranswerstothequestionsinActivity1.
ExplorehowyoucanhelpandsupporteachotherinusingtheLRportals.Jotdownthe
insightsandhelpfulinformationregardingtheuseoftheLRportalsinyourStudyNotebook.
LESSON 3: ASSESSING THE LR MATERIALS
Activity 1
StudytheLRRapidAssessmentTool.DownloadanLRfromeitherDepEdCommonsor
LRMDSPortalandassessthematerialusingthetool.Answerthefollowingquestionsinyour StudyNotebook:
1. Wasthematerialabletomeetalltherequirements?
Yes, the materials meet all the requirements
2. Werethereanyquestionsintheassessmenttoolwhereyouanswered“No”or
“CannotBeDetermined”?WhatdecisionwillyoumakeontheLRmaterial?Why?
-No, Learner resources should be retained.
3. Arethereotheraspectsofthematerialnotcoveredbythetoolbutstillneedtobe assessed?
Specifywhichaspect/s.
No
4. HowdoesthisexercisehelpyouinpickingtherightandappropriateLRsforyour lesson and

yourlearners?
The characteristics of an appropriate LRs are found in the material being used.
Activity 2
Exploreothernon-DepEdLRportals/platformsyoucanfindonline.Takenoteoftheportals
inyourStudyNotebook.DownloadatleastoneLRfromeachportal.Assessthematerials
usingthesametoolandanswerthefollowingquestionsinyourStudyNotebook:
1. BasedontheAssessmentTool,howdoesthematerialfromanon-DepEdPortal
comparewiththeLRfromtheDepEdPortal?
DepEd portal ensure all learning resources uploaded are aligned with the
curricular requirements and have been subjected to rigid and all the resources
uploaded in the portal is approved by the DepEd, while Non-DepEd portal are
not authorized by the DepEd since their materials do not undergo the same
QA processes held by the Department.
2. BasedontheresultsoftheAssessmentTool,whatimprovementsdothematerials—
bothfromDepEdandNon-DepEdportals—stillneed?
The two portals are both important because they provide additional learning
materials for both students and teachers.
3. HowdoesthisexercisehelpyouinpickingtherightandappropriateLRsforyour lesson and

yourlearners?
This will help the teachers to choose appropriate LRs for the students that aligned
with the curricular requirements.
Activity 3
ChooseoneoftheLRmaterialsthatyouhavedeveloped.Assessthismaterialusingthesame
tool.AnswerthefollowingquestionsinYourStudyNotebook:
1. Howdoesyourmaterialcomparewiththeonesthatareobtainedfromtheonline portals?
Material from DepEd portals are aligned to the MELCs prescribe while in a non-DepEd
portal the LRs are free flowing.
2. Whatimprovementsdoyoustillneedtomakeinyourdevelopedmaterial?
Learners material in the DepEd portal.
Activity 4
ShareanddiscussyouranswerstothequestionsinActivities1,2,and3inyournext
LACSession.Jotdowninsightsandinformationthatcanbeusefultoyouinchoosingthe appropriateLRs.
SubmityourLRassessmentswithyourreflectionontheexercisestoyourLACLeader.Ensure that you keep a

copy foryourself.
MODULE 4: BUILDING THE TEACHING PORTFOLIO RELATED

TO THE IMPLEMENTATION OF THE MODALITIES
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND

DEVELOPMENT
ACTIVITY 1.
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE
Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY DISAGREE

AGREE
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 in your Study Notebook.
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.
ANSWER
I need to focus on curriculum and planning and learner diversity and prepare myself particularly during this
time when our school is going to use modular modality as LDM. This will encourage me as an educator to
make a concerted effort to learn skills and recognize my needs to promote professional growth
ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study Notebook. 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?
What is your goal toward improving your teaching practices in the modalities?What will
push you to achieve this goal?What will help you attain this goal?To attain teaching
skills essential to modular learning.My duty as a teacher to help myself to grow for the betterment
of my students.Attending webinarsProvide my students instructional support to have a better
learning outcome.Cooperation of my students and availability of multimedia platforms.Multi-
media gadgetsObtaining better understanding, and different techniques, methods and strategies on
applying teaching strategies across curriculum, to enhance learner achievement and to provide
differentiated instruction to learners.Participating in webinars and trainings on teaching strategies,
techniques and methods to improve my skills on differentiated instructions.Resource speaker
School Head and superintended Groups in social media that offers free webinar about Learning and
Development
MODULE 4: PLANNING FOR CONTINUING

PROFESSIONAL DEVELOPMENT AND LAC PLANNING
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 Needed
Needs
Learning Intervention
Objectives of the
PD Program
Designing, Select, develop, To select, Participating in Year-round Learning

selecting, organize and develop, and webinars and development
organizing and use appropriate use trainings on team/personne
using teaching and appropriate developing, l who will
diagnostics, learning teaching and selecting and conduct the
formative and resources to learning using seminars.
summative address learning resources to appropriate
assessment goals. address teaching and
strategies learning learning
consistent with goals. resources to
curriculum address
requirements. learning goals.
Monitor and Use a range of To develop Applying new Year round Personal/Local
evaluate teaching and apply trends on Funds.

learners strategies that effective teaching
progress and enhance learner teaching strategies from
achievement achievement in strategies attending
using learner literacy and that enhances different
data. numeracy skills. learner webinars and
achievement in using
in literacy and modern
numeracy technology.
skills.
ACTIVITY 2.
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 and LAC Plan to your LAC Leader and your
School Head/Department Head. Make sure that you keep a copy of your
Plans.
PD DISCUSSION TEMPLATE FOR LAC
PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Selecting, developing, arranging and utilizing Developing teaching and learning resources.
relevant teaching and learning tools,
applicable in the modular modality.
Develop and apply effective teaching Developing effective and appropriate teaching
techniques in this integrated distance strategies.
learning to facilitate analytical and creative

thought, as well as other higher-order
thinking skills.
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 and jot down your answers in
your Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?
Answer.
I can quickly analyze, assess, focus on and learn about what I can do and achieve in my
modular teaching practices by means of the teacher's portfolio. This will serve as my
roadmap to assess my goals and to focus on future improvements, strategies and
approaches to the activities or methods that need to be changed.
2. What evidence from the previous modules will help capture the progress
of your teaching practice?
Answer.
The individual monitoring plan template helps me to assess the success of
my teaching practice as it identifies my students ' learning success and, by
doing so, the teacher can recognize the needs of the learner and the
solutions offered or given for the intervention. Also the target date should
be on when to report and an update on the progress status of the learners.
3. Why is writing down your reflections an integral part of your Portfolio?
Answer
Writing a reflection is an essential part of the portfolio since it outlines the
thoughts, emotions, observations and ideas you have learned from the various topics of the
sessions.
ACTIVITY 3.
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence
enough to capture the progress of your teaching practice? What other evidence can
you think of that is relevant to the LDM adopted by your School? Write down your
answers and other insights in your Study Notebook.
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 Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities
Participation in recognized PDs that are August to November Certification of Participation with PD
aligned with their Professional Goals credit units
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 month Video Recording
starting September 2020
ACTIVITY 4.
In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.
ACTIVITY 5.
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.
List of Suggested Evidence in the Learning Delivery Modality

learning)
Or
Researching and Incorporating Teaching August to November Lesson Plans (at least 2 per month)
Strategies in the Modalities
Participation in recognized PDs that are August to November Certification of Participation with PD
aligned with their Professional Goals credit units
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 month Video Recording
starting September 2020
Other Types of Evidence relevant to your modalities (as discussed in your LAC):
Developing additional Once a month Hard copy of developed

instructional materials to additional instructional
support the lessons. materials
learning)
Or
Researching and Incorporating August to November Lesson Plans (at least 2 per month)
Teaching Strategies in the
Modalities
Participation in recognized PDs August to November Certification of Participation with PD

that are aligned with their credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)
Organizing the Professional December Professional Portfolio

Portfolio
Submission of Portfolio to December Certificate of Submission

Coach/es
Co-Learning with Peers and At least once a month starting Video Recording
Coach/es September 2020
Note: Add more rows as needed.
MODULE 5: BUILDING THE TEACHING PORTFOLIO

RELATED TO THE IMPLEMENTATION OF THE MODALITIES
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 in your Study Notebook.
EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIO

For Teachers
CRITERIA EXCELLENT VERY SATISFACTORY SATISFACTORY (3) MARGINAL (2) UNSATISFACTORY

(5) (4) (1)
DEMONSTRATION The outputs clearly The outputs The outputs The outputs reflect The outputs do not
OF PROGRESS OF and adequately adequately captured reflect to a big to a limited extent show the progress
THE LDM captured the the progress of the extent the the progress of the of the LDM
IMPLEMENTATION progress of the implementation of progress of the LDM implementation
(30%) implementation of the LDM LDM implementation
the LDM, showing implementation
innovations that
contribute to its
smooth
implementation
QUALITY OF Reflection describes Reflection describes Reflection Reflection describes Reflection describes
REFLECTION (25%) the experience in the the experience in the describes the the experience in experience in the
LDM LDM experience and the implementation implementation of
implementation, implementation, relates them to of the LDM with the LDM with no
shows in-depth shows some analysis, the professional limited attempt to attempt to relate it
analysis and and relates it to the standards and relate it to the to the professional
synthesis, and professional personal professional standards and
excellently relates it standards and to development standards and personal
to the professional professional and goals personal development goals
standards and to personal development goals
professional and development goals
personal
development goals
DEMONSTRATION The outputs clearly The outputs clearly The outputs The outputs clearly The outputs do not
OF PROFESSIONAL demonstrate 5 or demonstrate 4 clearly demonstrate the 2 demonstrate any
STANDARDS (20%) more indicators of indicators of relevant demonstrate 3 indicators of indicator in the
relevant strands in strands in indicators of relevant strands in professional
professional professional relevant strands in professional standards
standards standards professional standards
standards
CRITERIA EXCELLENT VERY SATISFACTORY SATISFACTORY (3) MARGINAL (2) UNSATISFACTORY

(5) (4) (1)
LANGUAGE AND The ideas are The ideas are The ideas are The ideas are The ideas are
OVERALL expressed in clear, expressed in clear expressed well but expressed using jumbled and
PRESENTATION OF coherent, and language with very with incoherence very basic words difficult to
THE OUTPUT (15%) appropriately- minimal errors in in some areas and and structure with understand; errors
worded language structure and/or few errors in incoherence in in structure and
with no errors in writing conventions structure and/or many areas and writing conventions
structure and/or writing several errors in are found almost
writing conventions conventions structure and/or everywhere in the
writing conventions output
ORGANIZATION OF The portfolio is The portfolio is The portfolio is The portfolio has 3- The portfolio does
PORTFOLIO (5%) logically organized, is logically organized generally well- 4 items not well not follow a logical
insightful, and offers organized with 1-2 placed in the order
new perspective and items not well overall organization
insights placed in the
overall
organization
TIMELINESS (5%) The output/s is/are The output/s is/are The output/s The output/s is/are The output/s is/are
submitted more than submitted 1-2 days is/are submitted submitted 1-3 days submitted more
3 days ahead of the before the deadline on the day of the after the deadline than 3 days after
deadline deadline the deadline
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.

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TALAVERA NATIONAL HIGH SCHOOL

ROXAS STREET, PAG-ASA DISTRICT, TALAVERA, NUEVA ECIJA 3114

MODULE 1: COURSE ORIENTATION

MODULE 1: COURSE ORIENTATION

1. How will my personal characteristics and circumstances affect (positively or

HABITS OBSTACLES MOTIVATION ENVIRONMENT

MODULE 1: COURSE ORIENTATION

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

Answer the following reflective questions in your Study Notebook:

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

GRADE 10 COOKERY K to 12 Learning Competencies MELCs

1. clean, sanitize, and prepare

identify an egg’s components and identify an egg’s components

1.clean, sanitize, and prepare

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

GRADE 8 NAIL CARE K to 12 Learning Competencies MELCs

1.4 Observe safety procedure of using

1.1 Classify the tools and equipment

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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

The 3 things that must be considered in unpacking the MELCs are:

And in combining the MELCs, these must be considered:

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

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

GRADE 10 COOKERY K to 12 Learning Competencies MELCs

1. clean, sanitize, and prepare

identify an egg’s components and identify an egg’s components

1.clean, sanitize, and prepare

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

2.Distance learning refers to a learning delivery modality where a learner is

3. Blended learning refers to a learning delivery modality using a combined

4. Home schooling refers to an alternative learning delivery modality usually at

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

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

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

Learner Group Targeted Intervention

Providing online instructions.

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS

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

2. Lesson designing is important because it will serve as a teacher’s guide in giving

3. The three elements or components of a well-designed lesson are:

MODULE 3A: DESIGNINGINSTRUCTIONINTHEDIFFERENT

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS