MODULE

1
ORIENTATION & LEARNING DELIVERY
MODALITIES COURSE 2 (LDM2) FOR TEACHERS
ACTIVITIES
 LESSON 1

ACTIVITY 1
1. What is the main delivery of this course?
This task- oriented course combines guided study using self- learning
modules and co- learning and collaboration through the Learning Action
Cell (LAC).

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

The LDM2 will prepare teachers with knowledge, skills and

mindsets that would e necessary for the new school year in ensuring the
delivery of quality instructions in the new normal.

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

The two support mechanisms are the following:

 The LDM course since it will enable me to plan for the
implementation of the school adopted LDM’s, prepare learning
materials and resources.
 The collaboration with my co- teachers since we still need to
convene for a LAC session to discuss a a particular lesson and to
collaborate on the task.
ACTIVITY 2
1. How will my personal characteristics and
circumstances affect (positively or negatively)my
participation in this course?

I am very eager to learn new things and this will affect me positively in
participating in this course since it will be easier for me since I am already
interested and willing to learn about the topic.

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

I just need to accept the challenges and be willing tolearn from my superiors
and colleagues.
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that may me from participating to participate in this accomplish the
affect my participation fully in this course? course?) requirements of this
in the course in a course? Describe this
positive or negative environment.)
way?)

 Eagerness to  Health  For the sake  By applying

learn different situation in of the benefit minimum health
learning our country of our pupils standard
techniques  Difficult to or learners protocols
 Open- minded intact all
- information
 Gadgets
 Weather

LESSON 2
ACTIVITY 1
1. Reflect on the objectives for conducting LAC sessions as listed in
D)35,s. 2016. Rank the following objectives from easiest to the most
difficult to achieve.
1. To improve the teaching- leaning 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.

The top three challenges to having a successful LAC are:

1. Communication- barrier due to unavailability or unstable internet
access.
2. Limited knowledge on the technology involved for this platforms
to be use in the new normal.
3. Bulk of reports that hinders primary task in school which is
teaching children remotely.

ACTIVITY 2
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.

Date: September 15 to 18, 2020

Time: 8:00am to 4:30pm

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

LAC Leader :
LAC Facilitator :
:

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.

Lac Leader :
LAC Facilitators :
LAC Documenter :
LAC Members :
:
:
:
:
:
:
:
 MODULE
MOST ESSENTIAL LEARNING COMPETENCIES
(MELCs)
 ACTIVITIES

LESSON 1

ACTIVITY 1
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 e 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?

This pandemic has been a great challenge to us teachers and to the whole
Department of Education. The greatest challenge as a teacher may be the remote
learning of the students at this time of pandemic. Some learners even encounter
difficulty when facing with a teacher in school, how much more if they answer the
questions and study the lessons without a teacher to help and guide them through.
So with this time, collaboration among the stakeholders should be widely
emphasized because teachers cannot do this along without everyone’s help.

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

Yes, I agree. The purpose for the curriculum is solely achieve a higher
standard education and to produce a competitive learner but due to its congested
nature, students cannot cope up with it and most often is not, teachers will have a
hard time finishing the topic at the end of the quarter with such limited time
allotted for the teaching- learning process.

ACTIVITY 2
1. What are the general and specific purposes of the
development of MELCs?
 The MELC is made to allows students to advance based on their ability to
master a skill or competency at their own pace regardless of environment. This
method is tailored to meet different learning abilities and can lead to more efficient
student outcomes.

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

This process will enable teachers to plan effectively and ultimately save us
time to focus on our students. Not only will have a deeper understanding of the
standards we teach, but our students will be more engaged in their learning.

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

Essential learning competencies were defines 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 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?

The competencies were identified according to the gaps, issues and concerns
across learning areas and grade levels. The decisions were made due to the limited
number of school days allotment at this time of pandemic and should be based
solely on the application to real- life situation.

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

delivery of quality instruction?

MELCs are made aligned with the national and/ or

local standards, applicable to real- life and are the most essential
competency that the students are expected to learn in the setting of pandemic other
than through formal education that is why this is very important in delivering the
quality education.

ACTIVITY 3
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 MELCs
Competencies
Merged/ Clustered

Retained
Dropped

LESSON 2
ACTIVITY 1
1. What is the importance of unpacking and combining
the MELCs?

By unpacking this standard, you now have a clear path forward. This process
will enable you to plan effectively and ultimately save you time to focus on your
students. Not only will you have a deeper understanding of the standards you
teach, but your students will be more engaged in their learning.

2. What considerations must be taken in unpacking and combining the

MELCs? Explain each.

In unpacking the MELCs into learning objectives, you need to consider the following:
 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.

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

Yes, the unpacking of the MELCs are essential in order to have a

systematized learning activity so that the competenciesneeded by the students to
learn is not congested anymore.

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.

RETAINED LEANING COMPETENCY LEARNING OBJECTIVES

MODULE
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
 ACTIVITIES

LESSON 1

ACTIVITY 1
1. Do a quick check of your knowledge of the four modalities
prescribed in the LCP- face- to- face (F2F) learning, DL, blended
learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook.
  Face- to- face learning is an instructional method where course
content and leaning material are taught in person to a group of
students. This allows for a live interaction between a learner and an
instructor. It is the most traditional type of learning instruction.
 Distance learning is a method of studying in which lectures are
broadcast or classes are conducted by correspondence or over the
internet, without the student’s meeting to attend a school.
 Blended learning is a style of education in which students learn
via electronic and online media as well as traditional face- to- face
teaching.
 Home schooling is the education of children at home or at variety
of places other than school. It is usually conducted by a parent,
tutor, or an online teacher.

2. Which of the LDMs do not have an F2F learning component?

 Distance Learning
 Home Schooling

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.

DISTANCE LEARNING MATRIX

 Distance Distinguishing Essential Role of a Role of a Role of
Learning Feature Resources Teacher Parent or School
Modality Household
Member
Modular Individualized Printed Learning Learning The school
Distance Instruction Modules Facilitator facilitator and orients the
Learning where learners guardians and teacher,
(MDL) use self- supervisors parents, and
learning learners
modules about the
(SLMs) in print modular
or digital format learning
policies and
directions to
ensure that
everyone is
properly
informed and
guided

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of a Role of a Role of
Learning Feature Resources Teacher Parent or School
Modality Household
Member
Online Delivery Learning Teachers The parents The school
Distance learning through Management have access are willing to has a
Learning the use of the System, to device’s co- supervise technology
(ODL) technology Internet- and and co- enhancement
connected to the based connectivity monitor the program
internet while platform at the school progress of wherein
students are their regular
 geographically children’s trainings or
distant from online seminars are
each other learning given to
students,
teachers, and
parent to help
them
embrace the
use of
technology
TV- based Use of MOA with The teacher The parents The school
Instruction Television or television serves as a are willing to orients the
(TVI) radio programs network or supervisor co- supervise teachers,
with channels or radio station and collect and co- parents, and
stations all the monitor the learners
dedicated to finished progress of about the
providing output of the their TV/ Radio
earning content students children’s based
to learners as a online instruction
form of distance learning policies and
education directions to
ensure that
everyone is
properly
informed and
guided

DISTANCE LEARNING MATRIX

Distance Distinguishing Essential Role of a Role of a Role of

Learning Feature Resources Teacher Parent or School
Modality Household
Member
Radio- Use of MOA with The teacher The parents The school
based Television or television serves as a are willing to orients the
Instructio radio programs network or supervisor co- supervise teachers,
n (RBI) with channels or radio station and collect and co- parents, and
 stations all the monitor the learners
dedicated to finished progress of about the
providing output of the their TV/ Radio
earning content students children’s based
to learners as a online instruction
form of distance learning policies and
education directions to
ensure that
everyone is
properly
informed and
guided
Blended Minimum Adopt any Strategies of The parents Schools
Distance requirements combination learners’ are willing to which adopt
Learning must be met for of the above engagement co- supervise any
each of the types of the in all types and co- combination
types being three types of of distance monitor the of the above
combined any distance learning progress of types of the
of the following learning must shall be their three types of
LDMs meet the utilized by children’s distance
requirements teachers online learning
of each type learning must meet
the
requirements
of each type

ACTIVITY 3
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. Replicate the following table and write your
answers in your Study Notebook.

Ranking Type of DL Why?

(1 to 5, from
easiest to
hardest to
 implement)
1 Modular Distance Fastest way to collect and
Learning retrieve finished outputs of the
learners
2 Online Distance Not all students have the access
Learning to internet connection
3 Blended Learning Using two kinds of delivery
modalities is quite harder and
complicated
4 Radio- based There are different materials
Instruction needed in this learning modality
which is more expensive
especially in preparing script and
finished output
5 TV- based It is the most expensive among
Instruction the delivery modalities because it
will cost too much for it to be
aired on TV

ACTIVITY 4
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 in your Study Notebook and share your
ideas at your next LAC Session.
 Learner Group Targeted Intervention
Learners without parents or
household member who can guide
and support their learning at home.
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote
and/or unsafe areas)
Indigenous Peoples
Persons with Disabilities

LESSON 2

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
in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning

opportunities students in the school will have by planning the content instruction,
selecting teaching materials, designing the learning activities and grouping
methods and deciding on the pacing and allocation of instruction time.

2. Why is lesson designing important?

 Lesson designing helps ensures that the time is maximized for instruction
and learning and lessons are responsive to learner’s needs. It helps the teacher set
the learning targets for learners, carry out a lesson successfully, master their
learning area content, and become more reflective about their mode of teaching.

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

The three elements of a well design lesson are as follows: (1) clearly
articulated lesson objectives (What should be taught?) ; (2) well-selected and
logically sequenced presentation of learning resources and activities to help
learners meet the objectives (How should it be taught?) ; and (3) appropriate and
timely assessment activities that provide relevant information and feedback for
both teachers and learners (How should learning be assessed?)

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. In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

1. Review previous 1. Explain, model, 1. Wrap up activities

lesson demonstrate, and illustrate
the concepts, ideas, skills, 2. Emphasize key
2. Clarify concepts from or processes that students information and concepts
previous lesson will eventually internalize discussed
 3. Present warm-up 2. Help learners 3. Ask learners to recall
activities to establish understand and master key activities and
interest in new lesson new information concepts discussed

4. Check learner’s prior 3. Provide learners with 4. Reinforce what teacher

knowledge about the feedback has taught
new lesson
4. Check for learners’ 5. Assess whether lesson
5. Present connection understanding has been mastered
between old and new
lesson and establish 6. Transfer ideas and
purpose for new lesson concepts to new
situations
6. State lesson objectives
as guide for learners

ACTIVITY 3
In your Study Notebook, copy the components of the
Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is
delivered.

According to DepEd Order No. 42, s. 2016: The reflection part of the 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
In your Study Notebook, 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 KINDERGARTEN
Area:
Lesson/Topic: MATH
Learning Objectives: Sort and classify objects according to one attributes/property (shape,
color, size, function/use)
Learning Modules/Worksheet
Resources/Materials
Needed:
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice calls, can
present in the be facilitated by a household
SLM partner, can be done via a learning
activity sheet, can be presented via
an internet- based resource, can be
facilitated during a synchronous
learning session, etc.)

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
ACTIVITY 5
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
in your Study Notebook.

Formative Assessment Summative Assessment

assessment FOR learning: learners may be assessed assessment OF learning:

to make adjustments in the individually or to measure if the student
lesson collaboratively met the performance and
content standards
may be integrated in all should promote self-
parts of the lesson: before reflection and personal done after the lesson/end
the lesson, the lesson accountability among of a quarter
proper, and after the lesson students about their own
learning results enable teachers to
results must be recorded to describe how well the
study the patterns of may be a written work or a students learned the
learning demonstrated by performance standards/competencies
the students but should task for a given quarter, which
NOT be used as the basis are then reflected in the
for grading. class record
 Assessment Method How to Adapt the Assessment Method in DL

I will send a three-item quiz via text message before the lesson. Based
Example: on the responses, I will take note of the common misconceptions and
Short quiz clarify them to the learners during our online session or via text
message.
Giving examples about the topic given which is included in the different
1. Listing activities in the module.
Creating scenarios about a certain topic that will lead learners to show
2. Creating their skills in making simple conversation. Rubrics will be given as a
guide to perform the activity properly.
This activity will be included in the last part of the module to assess
3. Drawing
learner’s appreciation about the given topic. Rubrics will be given as a
guide to perform the activity properly.
As part of the differentiated activities, learners with skills in acting will
be given chance to express their talents and send a video of it to the
4. Acting
teachers. Rubrics will be given as a guide to perform the activity
properly.
Another differentiated activity is writing a short paragraph for them to
5. Writing express their knowledge about the given topic. Rubrics will be given as
a guide to perform the activity properly.
ACTIVITY 6
Which assessment methods can you adapt in DL considering the content
areathat you are teaching? In your study notebook, 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.
ACTIVITY 7
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.
 LESSON 3

ACTIVITY 1
Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B. Write your
answers in your Study Notebook.

Column A Column B

1. These are the knowledge, understanding, skills, and a. learning area

attitudes that learners need to demonstrate in every lesson
and/or learning task. b. mode of delivery

2. These are the formative learning opportunities given to

learners to engage them in the subject matter and to c. learning
enhance their understanding of the content. competencies

3. This refers to the prescribed subject that learners take.

4. This refers to the method of submission of learning outputs d. learning task

preferred by the learner/parent based on their context.
ACTIVITY 2
Sample Weekly Home Learning Plans.
ACTIVITY 3
Copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning

Weekly Home Individual Learning

Learning Plan (WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners A tool for monitoring
and learning facilitators learners who lag behind
or household partners in based on the results of
tracking the subject areas their formative and
to be tackled and summative assessments
activities to perform at
home
For Whom? Learners and learning Teachers and learning
facilitator or household facilitator or household
partner partner
Components Learning area, learning Learner’s needs,
competencies, learning intervention strategies,
tasks, mode of delivery monitoring date, learner’s
status
Has to be communicated Yes Yes
to parents?
ACTIVITY 4
INDIVIDUAL LEARNING MONITORING PLAN
 MODULE
3B
LEARNING RESOURCES
MAM GINA M. RA BINO
 MODULE 3B

LEARNING RESOURCES

MODULE OBJECTIVE 

By the end of this Module, you will be able to:

1. associate learning resources (LRs) with specific learning modalities

2. access resources from online portals such as DepEd Commons and LR Portal of
the Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT

Lesson 1. Learning Resource Maps for Distance Learning
Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

This lesson will give you the map of learning resources needed for the
implementation of the different Distance Learning (DL) subcategories.

By the end of this lesson, you will be able to:

1. assess the LR needs and concerns in your School

2. discuss and reflect on these needs and concerns
3. gather possible solutions to resolve these LR needs and concerns

MODULE 3B
LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

In this lesson, you will walk through the LR portals hosted by the Department of
Education, namely the Learning Resource Management and Development System
(LRMDS) Portal and DepEd Commons. Likewise, you will explore other LR portals
online.

By the end of this lesson, you will be able to:

1. establish access to various LR portals
2. discuss the challenges in utilizing DepEd-sanctioned LR portals such as the
LRMDS and DepEd Commons
3. determine the support systems available to you as a teacher in the use of LR
portals

LESSON 3: ASSESSING THE LR MATERIALS

Now you are familiar with the LR portals and the resources that are available for
you and your learners. While the resources may have undergone a quality assurance
process, you may still need to assess the LRs in terms of their relevance to your lessons
and to your learners. In this Module, you will be introduced to some steps that you can
take to ensure the relevance and usefulness of each LR as well as other issues that can
come with the learning resource.

By the end of this lesson, you will be able to:

1. assess the quality of the LR materials from both DepEd and non-DepEd Portals
using the LR Rapid Assessment Tool
2. discuss the insights and realizations about these LRs
3. select and improve quality-assured LRs that are appropriate for your teaching-
learning needs

MODULE 3B
Lesson 1. Learning Resource Maps for Distance Learning
 MEMORANDUM DM-CI-2020-00162
SUGGESTED STRATEGIES IN IMPLEMENTING DISTANCE LEARNING DELIVERY
MODALITIES (DLDM) FOR SCHOOL YEAR 2020-2021

Lesson 2. Accessing Learning Resources from DepEd Portals

DepEd Memorandum No. 82 s. 2017

LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
IMPLEMENTATION IN THE RATIONALIZED DEPED STRUCTURE

DepEd Memorandum 42, s. 2020 Item 7

introduces the DepEd Commons- an online platform for public school teachers to
support distance learning modalities

Lesson 3. Assessing the LR Materials

ACTIVITIES

LESSON 1
ACTIVITY 1

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
Our school implement Modular Distance Learning (MDL) so inorder to achieve this
LDM we need to have printed Self Learning Modules (SLM). This SLM will be distributed to
the learners.
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?
If in case, before the opening of the class and there is still no available LRs I will prepare
alternative LRs that I can use on the opening of the class.
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
Using the DepEd LR we can easily find and obtain our need SLM. But before we can
open the portal we need to have internet access and permission of the administrator.
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?
I think all the materials are appropriate to the level of the students because those are
based on the competencies of each grade level. While on the characteristics of the learners, we
all know that there is the what we call differentiated learning. Students learn indifferent ways. In
some cases, there is an advantage to those who are good in reading and comprehension and
disadvantage on the part of those who are poor in reading and comprehension. In that regards,
the teacher must do something to avoid that issue.

LESSON 2
ACTIVITY 1
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?

In our school we adapted a Modular Distant Learning, by the help of the two
DepEd portals we can easily access of Learning resources and SLM. We can obtain our learning
modules online so it eases the burden for us teachers. Paperless LR fast and well- orders process
in giving LRs.

2. What are the challenges in accessing the LRs in the portals both for you
and your learners? How will you overcome these challenges?

I think the only challenges for both teachers and students are the internet
connection. To be able for us to access the LRs portals you need to have an internet
connection.

3. What support will you need to be able to maximize the use of the LR
Portals? From whom can you get this support?

I think it is enough for us that DepEd developed the LR Portals that is a big
help already.

LESSON 3
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 in
your Study Notebook:
Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the

MELCs?

2. Appropriate to the grade level

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or

disseminate?

4. from a credible source/author?

5. culture- and gender-fair?

6. free from red flags on possible

copyright and plagiarism issues?

7. the layout and format easy to

read and pleasing to the eyes?

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

 Yes
2. Were there any questions in the assessment tool where you answered “No”
or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
None
3. Are there other aspects of the material not covered by the tool but still need
to be assessed? Specify which aspect/s..
None
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
This exercise helps me in picking a right and appropriate LR’s because not
all materials that can easily download are appropriate in our learners. We need to
check if it is applicable and knowledgeable.

ACTIVITY 2
Explore other non-DepEd LR portals/platforms you can find
online. Take note of the portals in your Study Notebook. Download at least
one LR from each portal. Assess the materials using the same tool and answer the following
questions in your Study Notebook:

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

1. Connected and relevant to the

MELCs?

2. Appropriate to the grade level

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or

disseminate?

4. from a credible source/author?

5. culture- and gender-fair?

6. free from red flags on possible

copyright and plagiarism issues?

7. the layout and format easy to

read and pleasing to the eyes?
1. Based on the Assessment Tool, how does the material from a non - DepEd
Portal compare with the LR from the DepEd Portal?

I think they are comparable on the approach on how they present the topic
and on the way they create activities and enrichment.

2. Based on the results of the Assessment Tool, what improvements do the

materials — both from DepEd and Non- DepEd portals - still need?

DepEd materials before posting to the DepEd portal were being

examined by the DepEd personnel so I think there’s no revisions for that but
non DepEd materials of course need to be examined first and must be aligned to
the assessment tool given by DepEd.

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

Because of this exercise and assessment tool I can now choose better
learning resources of my subject matter.
 MODULE
4
PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
 ACTIVITIES

LESSON 1

ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-
Assessment Questionnaire.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with

ease.

I can confidently use the

platforms in the modalities.

I can use pedagogies

associated with the modalities
and platforms.

I can very well manage my

learners/class in the modality
that my school has adopted.

I can very well engage with

parents and community
partners in assisting learners.

ACTIVITY 2
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.

I need to develop and give more focus on the Domain number one,
the content Knowledge and Pedagogy. As my self- assessment where I
got only the agree level so there’s a room for my improvement. Also, I
want to enhance the domain number six the community linkages and
professional engagement. I need to build strong relationship with the
guardians/ parents of my students to deliver the quality supervisory
among them as well as with my co- teachers on schools.

ACTIVITY 3

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

To produce quality output, Improving my Continue my

learners ready and fully teaching strategies professional
equipped. and practices. development.

Can make the best lessons Learning to Study and apply the
for the new normal class. unpacking and MELCs given by
combining the DepEd,
MELCs.

Provide the quality Applying the Creating account in

modules for my students in assessment tool in the LRMDS and
the Modular Distant choosing learning DepEd Commons.
learning this new normal. resources for the
modules.

LESSON 2

ACTIVITY 1
INDIVIDUAL DEVELOPMENT PLAN
 Action Plan
(Recommended Developmental
Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD Program

Focusing Produce quality Producing Attending Whole School

teaching and output and quality output seminars about Year- funds
learning learners ready. and learners curriculum round
ready. planning, lesson
planning and
teaching
strategies.

Support Provide the Applying the Attending Inset, School

Curriculum quality modules assessment tool seminar about LAC funds
Management for my students in choosing learning Sessions
and in the Modular learning resources,
Implementation Distant learning resources for the LRMDS and
this new modules. DepEd
normal. Commons.

LESSON 2

ACTIVITY 2
INDIVIDUAL DEVELOPMENT PLAN
PROFESSIONAL DEVELOPMENT
OBJECTIVES RELATED TO THE
SPECIFIC TOPICS
MODALITIES

Making lesson plan align with the MELCs, unpacking ang combining.
MELCs by DepEd.

Applying the assessment tool in Learning Resources, using of LRMDS

choosing learning resources for the and DepEd commons.
modules.
 MODULE
BUILDING THE TEACHING PORTFOLIO RELATED
TO THE IMPLEMENTATION OF THE MODALITIES

MAM JOZETTE D.
CLAVERIA
 ACTIVITIES

LESSON 1

ACTIVITY 2
1. How will your Portfolio help you in tracking the progress of your teaching
practice in your School’s LDM?
 My portfolio will serve as evidences of my teaching and it will clearly show my
improvements as well as the problems I will meet and it will guide me to keep on the right track.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
From the previous modules, the following evidences will help monitor my teaching
practice: unpacking of MELC and Learning task for Distance Learning.

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

In every work or task given, one must have a reflection. It is an integral part because in
the reflection we can pour out our ideas, analysis, comments/ suggestions about the particular
task which can be road to change or improvement.

ACTIVITY 3
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.
Yes, the list is enough to capture the progress of teaching practice since it is a list with
evidence and on current basis.

LESSON 2

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.

 Make sure that the goals are achievable.

 Identify the problems and solve them beforehand.
 Find alternatives.
 Select feasible strategies.