LDM2

Study
Notebook
Module 1
(Course Orientation)
 LESSON 1
COURSE OUTLINE
Activity 1

1. What is the main delivery of this course?

The delivery of this course is an immediate action implemented by the

Department of Education in response to the urgency brought about by COVID
19 pandemic, where teachers and other educators will be able to adapt in the
new season towards the successful delivery of quality education to learners in
this new normal settings by using Self Learning Modules prepared by selected
teachers which are designed for self-study.

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

This course helps us a lot in ensuring that learning continues through quality
instruction for it helps teachers prepared for distant learning in this new normal
situation. It helps teachers to gain knowledge, skills and mindset that are
necessary in this new teaching and learning way.

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

First, attend and participate in webinars sponsored by DepEd and other

private institutions. Second, constant communication with co-teachers and
consultation with subject group head and immediate superiors for some updates
on the said course.

Activity 2
 Answer the following questions by copying and filling
out the table in your Study Notebook.

1. How will my personal characteristics and circumstances

affect (positively or negatively) my participation in this
course?

Through coaching and mentoring and active participation in group

discussions, a positive outlook in life will be developed regarding new normal
education system.

2. How can I ensure that I am able to sustain my strengths

and address the obstacles that will hinder me from
completing this course?
By having positive outlook and willingness to learn and accept challenges with
the help of my superiors and colleagues.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

My learners are
Doing my other Enough time in my major reason In a place where it
school tasks. accomplishing the to participate this is free from noise
task and with good
course to reach
internet
them out using connectivity,
alternative modes probably my
of teaching. classroom.
.

Activity 3
 Look for a colleague with whom you would like to
discuss your answers and reflections with the questions in
Activities 1 and 2.

Upon discussing with my co-teacher regarding how I will respond

to the completion of this LDM2 modules, I had gained optimistic spirit
of enlightenment. Subjecting myself to undergo through this process
will not only benefit me a lot but it will also benefit my learners under
the new normal school setting wherein face-to-face learning is
prohibited because of the health risks brought about by CoVid 19.
Learning must continue no matter what the situation is. Learning is
possible because there are other learning modalities that can be used to
make learning effective to happen.

LESSON 2
 ORGANIZING YOUR LEARNING
ACTION CELL (LAC)
Activity 1

Begin by refreshing your memory on the Learning Action

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

Once you are done, answer the following questions. Write

your responses and any other ideas and reflections in your Study
Notebook.

1. Reflect on the objectives for conducting LAC session as

listed in DO 35, s. 2016. Rank the following objectives
from easiest to the most difficult to achieve:

1 To improve the teaching-learning process to improve

learning among students

4 To nurture successful teachers

2 To enable teachers to support each other to

continuously improve their content and the
pedagogical knowledge, practice, skills, and
attitudes

3 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.

In my own opinion, the three challenges that ensure

successful LAC are the following:
1. LAC Scheduling of Meeting
The selection of date and time is significant
indicators to ensure successful LAC session. This
means that the date and time is favorable to all the
LAC team members. All should be present so that
everyone should be able to share their own
understanding, interventions to be adopted, and
productively generate solutions to issues that
concern the school, the learners, and among
themselves. In this manner, LAC session will
become successful and productive.

2. Setting Up of Resources
Before the LAC session be scheduled before
hand, the LAC leader should ensure that all
resources (human and material) are ready. Because
if not, success will not be possible if both human
and material resources are not complete nor ready.

3. Prioritization of Topics or Agenda

Prioritization of LAC topic to be tackled is an
essential indicator of success because if done so,
problems will be addressed immediately. Careful
selection of LAC topic should surface the present
problems of the school, of the learners, or among
the teachers themselves.
 Activity 2

According to DP 35, s. 2016, a LAC should have no less

than 2 but not more than 15 members each. Get in touch with
your designated Coach or LAC Leader in forming your LACs.

1. Agree on a date and time to meet and discuss forming your

LACs. Follow LAC Session 1 Guide for the conduct of your
LAC.

2. During this meeting, decide on your groupings and

designate one LAC Facilitator and one LAC Leader per LAC.

3. Note the following in forming your LACs:

 LACs should be composed of teachers. Discuss your
preferred LAC composition with your assigned
Instructional Coach (this will be a district or division
supervisor assigned to your LAC).
 After forming your respective LACs, there should be a
LAC Leader assigned to you from among the following
school members:
 Master Teacher
 Head Teacher/Department Head
 Other senior teachers who have proven
competence, potential to lead, or subject
expertise to lead the LAC.

 Teacher LACs can connect with their Instructional

Coach through the LAC Leader. This Instructional
Coach will also be handling multiple LAC through a
network of LAC Leaders.
 See Figure 1 for reference.

GILDA M. MALINAO MARY ANN B. DIVINO Members

Head Teacher III Master Teacher I
LAC Instructional LAC Leader IRISH CRIZ A. ROSINAS

RICHEL C. ESPLANADA

ROSECELL S. TRUYA

GERALINE D. CODILLA

IRENE S. BAYHONAN

JULIE R. LISACA

GEMMA M. AMORES

ROCHELE Z. MORALES

SUSAN A. PIT
 Activity 3

List down the members of your LAC and their respective

roles in your Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER GILDA M. MALINAO Responsible for guiding a group to complete a task or project.

TEAM CO-LEADER MARY ANN B. DIVINO Assists the leader in guiding the group to perform a given task.

MEMBERS IRISH CRIZ A. ROSINAS Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able to
accomplish the given task or project.

RICHEL C. ESPLANADA -do-

ROOSECELL S. TRUYA -do-

GERALINE D. CODILLA -do-

IRENE S. BAYHONAN -do-

JULIE R. LISACA -do-

GEMMA M. AMORES -do-

ROCHELE Z. MORALES -do-

SUSAN A. PIT -do-

 LDM2
Study
Notebook
MODULE 2
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
 LESSON 1
BACKGROUND, RATIONALE,
AND DEVELOPMENT OF
MELCS
Activity 1
Answer the following reflective questions.

1. The closure of schools around the world due to

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

Answer:
The fundamental concerns in terms of curriculum standards is
how can the competencies be mastered by the learners since
there is no face to face learning. Teachers cannot do it alone
because there should be partnership between the teachers and
parents who assists the learning of their children.

2. Even prior to the spread of COVID-19 that

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

Answer:
The congested curriculum is not the only issue that affects
learners’ performance in school. Some of our learners did not master the
fundamental skills that are being stressed out before in teaching process.
Activity 2
Familiarize yourself with the course reading on the Development
and Design of the MELCs. After going through the document,
provide a brief and concise response to the following guide
questions.

1. What are the general and specific purposes of the

development of MELCs?

Answer:
MELCS’ general aim is to concentrate on the most
essential skills a child requires to learn and to uphold the
quality of the curriculum.
2. How does curriculum review aid in the identification of
essential learning competencies?
Answer:
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

● 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?

Answer:
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 not be necessary in building foundational
skills.

4. How were the most essential learning competencies

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

Answer:
 It started in identification of essential and desirable learning competencies.
Then, essential learning competencies to most essential learning
competencies. As a rule, a learning competency is retained if it satisfies the
endurance criterion which greatly contributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies
are merged or clustered if they have the same objective or learning intention
and can therefore be combined into one comprehensive learning competency.
However, learning competencies are removed/dropped due to the following
reasons:

● These are too specific (and the articulation is similar to that of a learning
objective).
● These are deemed appropriate to be introduced in an earlier quarter or grade
level or moved to a later quarter or grade level.
● These are recurring.
● These are subsumed in another learning competency.

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

delivery of quality instruction?

Answer:
The importance of MELC is ensuring the delivery of the
quality instruction are they serve as one of the guide for teachers as
they address the instructional needs of learners while ensuring that
curriculum standards are maintained and achieved and to assist
schools in navigating the limited numbers of school days as they
employ multiple delivery schemes by providing them ample
instructional space. Academic experts worked to retained,
merged/clustered, rephrased and removed/dropped the different
learning competencies.

Activity 3
Prepare a copy of your learning area’s original K-12 Curriculum
Guide and corresponding list of MELCs.

K to 12 Learning MELCs
Competencies
Distinguish how spore-bearing and Discuss the interaction among living-
Merged/Clustered cone-bearing plant reproduce. things and non-living things in tropical
rainforest, coral reefs and mangrove
Discuss the interaction among living swaps.
 things and non-living things in tropical
rain forest, coral reefs and mangrove
swamps.

Describe theappearance and uses Describe the appearance and uses

Retained
uniform and-uniform mixture.. uniform and non-uniform mixture.

Tell the benefits of separating mixtures

Dropped from products in community. N/A

Go to the sections of the curriculum guide and MELCs that are

relevant to your instructional needs. Copy and accomplish the
following table and compare the two documents to determine which
learning competencies were retained, dropped, or merged.

Activity 4
In your LAC Session, discuss and share your answers to
Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and
let your co-teachers articulate their insights regarding your
questions. Jot down all the insights shared in the discussion,
including your own.

Insights:
1. DepEd made the big move of revising LC’s just to make assure that the learners will
receive quality education despite the hindrances in the new normal.
2. Is very important to us teachers to embrace the new learning modalities to ensure
quality transfer of learning competencies.
3. Not all MELCs need to be combined if they are attainable in a certain period of time.

LESSON 2
UNPACKING AND COMBINING
MELCS INTO LEARNING
OBJECTIVES
Activity 1
Familiarize yourself with the course reading on Unpacking and
Combining the MELCs. After reading the document, provide a
brief and concise response to the following guide questions:
 1. What is the importance of unpacking and combining the MELCs?

Answer:
The importance of unpacking and combining the MELCs is to
deliver quality instruction amidst the limited learning modalities and
shortening of the school year. This is to guide teachers to be specific in a
particular topic, specific in objectives to be taken.

2. What considerations must be taken in unpacking and

combining the MELCs? Explain each.

Answer:
UNPACKING
a. Alignment on the content and performance Standards
The performance standards to be taken should be anchored to
the content of the subject. It should be attainable and it should be a
relevant to life performances to prepare the learners in the future.
b. Prerequisite knowledge and Skills
It should be specific to general skills. Lets’ start first with the
basic skills and eventually go to the higher thinking skills. Know first
your learners before making your objectives or unpacking the MELCs.
c. Logical Sequence of learning objectives
It should be properly organized and unpacking of MELC’s
should be take it into consideration if the objectives
are really relevant and achievable.
COMBINING
a. 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.
b. Alignment with the Content and Performance Standards
Just like in the unpacking of MELCs, combining two or more
should aid in theachievement of the content and performance standards.

3. Do all the MELCs need to be unpacked or combined? Why or why

not?

Answer:
Not all MELCs need to be combined if they are attainable in a
certain period of time We can only consider unpacking if there’s a pre-
requisite skills needed.
 Activity 2
1. Form a group of four members within your LAC, preferably
with fellow teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose
MELCs in the first quarter and unpack these into learning
objectives.
3. Each team will present their unpacked learning objectives.
Discussion and processing will follow each presentation.
Suggestions and insights from each group will be considered in
enhancing the learning objectives.

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

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

REFLECTION

Importance of MELC
1. To ensure quality education.
2. To ensure adherence to policies and guidelines set by DepEd
Outcome
Having completed this module, the participants will be able to
 understand the importance of MELCs
 compare the K12 learning competencies and MELCs to
determine which learning competencies were retained,
dropped, or merged
 unpacked and combine MELCs into learning objectives

This module consists of

 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
 LAC Session
 LDM2
Study
Notebook
Module 3A
DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITIES
 LESSON 1
UNDERSTANDING
THE DIFFERENT LDMs
Activity 1
Do a quick check of your knowledge of the four
modalities prescribed in the LCP—face- to-face (F2F)
learning, DL, blended learning (BL), and
homeschooling. In your own words, define each
modality. Write your own definitions. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see
how well you did.

Answers:

1. A. Face-to-face (F2F) learning - refers to a learning delivery modality

where the teacher and learner/s are physically in one venue.

B. Distance learning - refers to a learning delivery modality where a

learner is given materials or access to resources and he/she undertakes self-
directed study at home or in another venue. Learners engage in independent
learning at home or in any physical learning space applicable, by using
learning materials that are accessible either online, stored on CD/DVD/USB
Flash drive, or in printed form, or by viewing TV lessons or listening to
radio-based instruction while being geographically distant from the teacher.

C. Blended learning - refers to a learning delivery modality using a

combination of the features of F2F learning and distance learning. It can
be
(1) F2F and modular distance learning;
(2) F2F and online distance learning;
(3) F2F and TV-based instruction/Radio-based instruction;
(4) F2F and any combination of the other types of distance
learning.

D. Home schooling refers to an alternative learning delivery mode (ADM)

that provides learners with access to formal education while staying in an
out-of-school environment, with parents,
 guardians, or tutors as authorized facilitators instead of classroom teachers.

2. Question: Which of the LDMs do not have a face-to-face

learning component?

Answer:
Home schooling if done via distance learning

Activity 2

Read two documents: Guidance on Distance Learning

and Non-Negotiable Minimum Requirements for
Distance Learning. As you go through the readings,
complete the Distance Learning Matrix. Share your
completed matrix at your next LAC Session. Your goal
is to come to a shared understanding with your peers
on the different DL modalities and their defining
features and requirements.

DISTANCE LEARNING MATRIX

Role of
Distance Learning Distinguishing Essential Parent or Role of
Role of Teacher
Modality Feature Resources Household School
Member

Modular Distance Learning A printed materials/ Self-Learning Pack modules and Guide and Provide
(MDL) modules adapted to Modules Learning Activity assist their modules
the condition of the Sheets to be distribute children for
Learning Activity
program use and to parents. education at learners.
Sheets (LAS)
provide quality home.
Help deliver modules.
education that Textbooks
Return modules
response to the call Provide Weekly Home
to assigned
for education who Learning Plan
person.
prefer traditional Attend to learner’s
way of teaching of Contact
queries on tough
learning teachers if
topics thru text or
needed
phone calls.

Gather modules.

Check modules

Online Distance Learning Involve in-person Learning Activity Provide Weekly Home Guide, assist, Monitor
(ODL) interaction between Sheets (LAS( Learning Plan monitor and teachers
teacher and help their and
Provide power point
 learners in which Textbooks presentation. children on learners
the main elements their online inter action
Power point Provide self- made
include separation class. via online
Presentation made video
of teachers and learning.
by teachers lesson/presentation. Contact
students during
teachers if
instruction and use Teachers improvised Check learners output
needed
of various video thru e-learning.
technologies to lesson/presentation
Attend to parents and
facilitate student learners queries on
teacher and student hard topics thru phone
– student calls, text or messages.
communications.
Check learne

TV-Based Instruction (TVBI) Concise, detailed Smart TV Provide Weekly Home Guide, assist, Provide
and precise Learning Plan monitor and learning
Television with cable
presentation of the help their videos and
connection Provide Learning
T-learning . children. activities
Activity Sheets (LAS)
Textbooks thru TV-
Attend to parents and Based
Learning Activity
learners queries on learning.
Sheets (LAS)
hard topics thru phone
calls, text or messages.

Check learners output.

Radio-Based Instruction A form of distant Radio Provide Weekly Home Guide, assist, Provide
(RBI) learning that able to Learning Plan monitor and learning
Textbooks
expand access to help their activities
Provide Learning
education by Learning Activity children. thru audio
Activity Sheets (LAS
bringing it to where Sheets (LAS)
Contact
the learners are and Attend to
teachers if
enable them to parents/learner’s
needed
acquire equivalency queries on tough
in basic education topics thru text or
through broadcast phone calls.
of lessons. Check learners output

Blended Distance Learning Increased student Self-Learning Self-Learning Modules Guide, assist, Provide
engagement in Modules monitor and modules
Learning Activity
learning. help their for learners
Learning Activity Sheets (LAS)
children.
Enhanced teacher Sheets (LAS) Monitor
Power point
and student Contact teachers
Power point Presentation made by
interaction. teachers if and
Presentation made teachers
needed. learners
Responsibility of by teachers
Teachers improvised inter action
learning.
Teachers improvised video via online
Improved student video lesson/presentation learning
learning outcomes. lesson/presentation
Textbooks
Textbooks
Note that when a vaccine is already available and F2F
will be allowed
by the Inter-Agency Task Force (IATF) and by the local
government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come
up with a BL. Learn more about BL in the
Supplementary Handout on Blended Learning Delivery
Modalities.

Activity 3
Consider the situation in your School/Division—your
organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in
DL, health and safety status, context and capacities of
your learners and their households, etc.
 Then rank the DL types—MDL, ODL, TVBI, RBI, and BL
—from easiest to most difficult to implement. Give the
reasons for your ranking of each.

Ranking
(1 to 5, from easiest Type of DL
Why?
to hardest to
implement)
Does not require more resources, can
be implemented to almost all learners even to
1 MDL
the poorest of the poor.

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but not all.

3 TVBI

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.

Activity 4
(Submit a copy of your Output to your LAC Leader)

The LCP assures that all possible measures will be taken to ensure that
no child will be excluded from learning during the COVID-19 crisis.
Think about groups of learners in your School/Division who might
require special consideration to be able to participate in DL. Describe
what targeted interventions you would develop to include them. Listed
below are some examples which may be relevant to your context. Add
others as appropriate. Write down your answers and share your ideas at
your next LAC Session.

Learner Group Targeted Intervention

RVBI, TVBI-The teacher encourage the pupil to

Learners without parents or household member who can be more patient to study of course with the
guide and support their learning at home
teacher’s concern by giving follow ups to their
lesson and it can be done via text, chats or
 voice calls to the pupils.

MDL-They can be facilitated by their

parents/household partner and can be done via
SLM( Self Learning Modules) and
LAS(Learning Activity Sheets) WHLP (Weekly
Beginning readers (K to 3)
Home Learning Plan).
Follow up by the teacher via voice call/internet.

MDL, TVBI, RVBI-Provide them reading

materials to read and to be monitored using the
Struggling readers (Grades 4-12) ORV (Oral Reading Verification) to be done via
internet based resource.

MDL- The teacher will send them material/s

such as SLM (Self Learning Modules), LAS
(Self Learning Activity Sheets) and WHLP
No access to devices and Internet (Weekly Home Learning Plan) to be delivered
by assigned parent leader/ barangay officials.

MDL- The teacher will create projects and

assignments that help students the critically
and at the same time they learned about it.
Inaccessible (living in remote and/or unsafe areas) -ask for the help of barangay officers for delivery
of the printed materials.

MDL- The teacher will give learning materials

based on their culture knowledge system and
practices of the learners in their community.
Indigenous Peoples -learning, materials such as textbooks and
worksheets using (MTB) Mother Tongue Based.

TVBI, RVBI, MDL-Provide them SLM (Self

Learning Modules) LAS (Learning Activity
Sheets) WHLP (Weekly Home Learning Plan)
Persons with Disabilities Textbooks and can be facilitated by
parents/guardians. And can be monitored via
voice calls texts or internet resources.

LESSON 2
DESIGNING LESSONS AND
ASSESSMENTS IN THE
DIFFERENT LDMs
 Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson
Preparation. As you go through the document, write down your
answers to the following questions:
1. What is Lesson Designing or Lesson Planning?
Answer:
Lesson designing or lesson planning is the process of determining what
learning opportunities students in school will have by planning “the content of
instruction, selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of instructional time”
(Virginia Department of
Education, as cited in DepEd Order No. 42, s. 2016). Well-prepared and well-planned
lessons are fundamental to ensuring the delivery of quality teaching and learning in
schools.
In order for the design to be effective, teachers need to consider the learners’
characteristics
and be responsive to the needs of the learners.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
a. time is maximized for instruction and learning
b. lessons are responsive to learner’s needs
c. teachers set learning targets for learners
d. teachers carry out a lesson successfully
e. teachers master their learning area content
f. teachers become more reflective about their teaching
g. learners successfully reach the set learning goals

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

lesson?
Answer:
a. Clearly articulated lesson objectives
b. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives
c. Appropriate and timely assessment activities that provide relevant information
and
feedback for both teachers and learners

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

Activity 2
The second component of a well-designed lesson asks teachers to
 select and sequence teaching and learning activities that would
help learners meet the learning objectives. These learning tasks
can be presented (1) before the lesson, (2) during the lesson
proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

2. Clarify concepts from demonstrate, and 2. Emphasize key

previous lesson illustrate the concepts, information and

3. Present warm-up ideas, skills, or concepts discussed

activities to establish processes that students 3. Ask learners to recall

interest in new lesson will eventually key activities and

4. Check learner’s prior internalize concepts discussed

knowledge about the 2. Help learners 4. Reinforce what teacher

new lesson understand and master has taught

5. Present connection new information 5. Assess whether lesson

between old and new 3. Provide learners with has been mastered

lesson and establish feedback 6. Transfer ideas and

purpose for new lesson 4. Check for learners’ concepts to new

6. State lesson objectives Understanding situations

as guide for learners

Refer to the list of learning tasks below, and identify which section of
the lesson these learning activities can be presented by placing each
task under the appropriate column.

List of Learning Tasks

1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and
establish purpose for new lesson
7. Emphasize key information and concepts discussed
 8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts,
ideas, skills, or processes that students will eventually
internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
Check learner’s prior knowledge about the new lesson Compare your
answers to Lesson 2, Activity 2 Answer Key.

Activity 3
Lesson design does not end after implementing the lesson.
After the delivery of the lesson, teachers should take time to
reflect on what worked well and why, and what could have been
done differently. Identifying successful and less successful
activities and strategies would make it easier to adjust and revise
the lesson plan as needed.

Highlight which part/s is/are accomplished after the lesson is

delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III.Learning Materials and Resources
IV. Procedures
V. Remarks
VI.Reflection

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.

Compare your answer to Lesson 2, Activity 3 Answer Key.

The learning tasks listed in Activity 2 all form part of the Lesson
Procedures of the DLL and DLP. To find out the instructional
principles behind these learning tasks, you may refer to the
article Principles of Instruction by Barak Rosenshine
(https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).

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
(Submit a copy of your Output to your LAC Leader)

Read the handout Designing Lessons in DL. Recreate and accomplish

the following table. Then choose one lesson from a Self Learning
Module (SLM) for students that you have on hand. Imagine that you will
deliver this lesson to your learners through DL. In the second column,
identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology-mediated
resources, supplementary learning materials, or other means.
 Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL

Grade Level : MTB 1

Lesson/Topic: Pagbibigay ng unang letra o tunog ng mga salita.
Learning Objectives: Naibibigay ang unang letra o tunog ng mga salita.
Learning Resources/Materials Needed: MTB Module 1

Additional Remarks: (ex. can

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

Before the Lesson

√
1. Review previous lesson √ can be done via voice call or
2. Clarify concepts from previous lesson √ video call
3. Present warm-up activities to
establish interest in new lesson √ can be facilitated by a
4. Check learner’s prior knowledge about household partner
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
Can be done via learning activity
1. Explain, model, demonstrate, and illustrate √ sheets
the concepts, ideas, skills, or processes
that students will eventually internalize Can be done via learning activity
√ sheets
2. Help learners understand and master
new information can be done via voice call or video
3. Provide learners with feedback √
call
√
4. Check for learners’ understanding

After the Lesson

√ can be done via voice call or video
1. Wrap up activities √ call
2. Emphasize key information and Can be done via learning activity
concepts discussed √ sheets
3. Ask learners to recall key activities
and concepts discussed can be done facilitated during
√
4. Reinforce what teacher has taught synchronous and asynchronous
√ learning session
5. Assess whether lesson has been mastered
√
6. Transfer ideas and concepts to
new situations
Answer the following questions:

1. For learning tasks not found in the SLM you examined,

what materials or resources can you create or curate to
supplement the SLM?

Answer:
Accessible video presentations and other activity learning sheets
that will suit the accessibilites of the learners.

2. What kind of additional support can you give: a) the

learner, and/or b) the household partner so that they are
guided throughout the lesson?

Answer:
Consultations thru voice or video call.

3. How can the teacher gather feedback on the different

learning tasks, in order to refine or modify current and
future lessons?

Answer:
Face to face (If allowed) or let the parents and learners write
and attached their feedback in each activity sheets.
Be ready to share your answers for Activity 4 when you meet with
your LAC group after completing this module.
Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas.
Integration of content across learning areas maximizes time and
helps learners make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it
easier for you to check student work, and saves time for you and the
learners.

Can you think of other ways of designing and implementing

lessons that can enhance student learning and maximize teacher
preparation time? Don’t forget to check back with your Coach
and share them with your peers.
 Activity 5
Assessment is always a part of designing instruction. Read the
DO 8, s2015 on Policy Guidelines on Classroom Assessment to
learn about assessment.

In the policy, you will find out about the two types of
assessment: formative and summative. Take note of the
similarities and differences between the two. Write your answers
in a Venn diagram. Follow the example below.

After completing the Venn diagram, look at Lesson 2, Activity 5

Answer Key to see the other similarities and differences between
the two types of assessments.

Activity 6
(Submit a copy of your Output to your LAC Leader)

There are various methods of assessment. Read Table 2 of DO 8,

s2015 on Policy Guidelines on Classroom Assessment to see
 examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be
modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the

content area that you are teaching? Recreate the following table
and list five methods that you would like to try. For each one,
write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in
Method
DL

Example: Short I will send a three-item quiz via text message before the lesson. Based on the
quiz responses, I will take note of the common misconceptions and clarify them
to the learners during our online session or via text message.

I will send a five-item quiz via text message before the lesson.
1.Written Based on the responses, I will take note of the common
misconceptions and clarify them to the learners during our online
Works
session or via text message.

At the end of the lesson, focusing on the topic and skill, I will give
2.Performanc 1-2 activities guided by the rubrics along with the modules once a
week depending on the topic. Feedback and clarification may be
e Task
done thru voice or video call consultation.

I will give it once at the end of the quarter face to face (if allowed)
3.Quaterly and or test item will be send via online messaging. , I will take note
Assessment of the common misconceptions and clarify them to the learners
during our online session or via text message.

I will include it in the learning activity sheet to be given weekly

4.Formative along with the modules. Based on the responses, I will take note of
Assessment the common misconceptions and clarify them to the learners
during our online session or via text message.

I will instruct the class at the beginning of each quarter to gather

5.Portfolio evidences and mov’s of what they do, submit and write for the
whole quarter. It will be checked and noted at the end of the
Making
quarter upon the retrieval of pupil’s output thru parents.

Be ready to share your output when you meet with your LAC
group after completing this module. Try to answer these
questions with your colleagues:

1. What assessment methods are common among the group

members?
 Answer:
Written works and formative test are
common among the group because it can be
included right away with the activity sheets.

2. What are the challenges in doing assessment in DL?

Answer:
The differences of the learners which will be
visible to differentiated learning and the learner’s
access to mode of delivery.

3. Despite the challenges, what opportunities can you and

your colleagues explore to make assessment doable in
DL?
Answer:
More LAC regarding assessment to attend so we
will have more chances and choices of the different
assessment we can give.

Activity 7
Sample learning outputs obtained from different assessment
methods may be collected to build a learner’s portfolio. Read
Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it.

After reading the references, answer the following quiz to check

your understanding about using a portfolio to assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements

of the learner. √

2. Testimonies of parents/guardians and learning

facilitators regarding the learner’s progress may be √
included in a portfolio.

3. There is a fixed list of items that should be

included in a portfolio. √

4. The teacher can only comment on a learner’s

√
portfolio.
5. For asynchronous learning, teachers allow learners to
work on their outputs during their own time. The latter √
will submit the portfolio within the schedule that the
teachers set.
6. The learners may submit, store, and manage their
portfolio via file sharing programs or they may submit the √
actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or √
physical forms may be handed over to the teacher by the
parents or learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well
you did.

Learners are different and have different abilities. For some

topics, you can give students some options or alternatives on
how they will be assessed. Just make sure that these would
show how much they have learned.

LESSON 3
GUIDING AND
MONITORING LEARNERS
IN THE DIFFERENT LDMs
Activity 1

Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B.

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

Check your answers using Lesson 3, Activity 1 Answer Key.

Activity 2
(Submit a copy of your Output to your LAC Leader)

Read items 1 to 6 of the Appendix D of the DepEd Memorandum

DM-CI-2020-00162 which discusses what WHLPs and Individual
Learning Monitoring Plans (ILMPs) are. After that, view the three
Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your
class. Take note of the following when creating your WHLP:

• For grade levels where learning areas are taught by

 different teachers, coordinate, plan, and discuss the
WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for
accomplishing the learning tasks if there are any
suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays
such as designing portfolios, should also be reflected in
the WHLP.
• Be guided by the recommended screen time for learners
set by the American Academy of Pediatrics (AAP) and the
World Health Organization (WHO) which are as follows:
» Key Stage 1 (K to 3) – at most one hour daily for
Kindergarten and one hour to 1.5 hours for Grades 1
to 3
» Key Stage 2 (Grades 4 to 6) – up to two hours
» Key Stage 3 (Grade 7 to 10) – up to two hours for
Grades 7 and 8 and up to four hours (two in the
morning and the other two in the afternoon) for Grades
9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2
hours in the morning and the other 2 hours in the
afternoon)

Attach Weekly Home Learning Plan (WHLP)

Republic of the Philippines

DEPARTMANT OF EDUCATION
Region VIII- (Eastern Visayas)
Division of Leyte
STO.NIÑO ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 2020
 Day & Time Learning Learning
Learning Tasks Mode of Delivery
Area Competency

8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli

9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.

Ipasa ang output o sagot

Lunes FILIPIN Nagagamit Gawain A. Basahin at ng mga mag-aaral ng
O nang wasto unawain ang kanilang magulang sa
paaralan ayon sa
ang mga pangungusap. Ibigay
itinakdang araw at oras
pangngalan at ang kaparehong ng guro.
panghalip sa kahulugan ng mga
pagtalakay salitang nakasulat ng  Sa pagpunta ng
tungkol sa madiin. Piliin ang letra mga magulang sa
sarili,sa mga ng tamang sagot. paaralan ay
tao,hayop, mahigpit na
1. Kasama ni Noe ang ipatutupad ang
lugar, bagay at
kanyang buong minimum health
pangyayari sa
pamilya sa pagsakay protocols ng DOH
paligid
sa daong. A. dyip B. at IATF.
MG-BOW kotse C. barko
F5WG-Ia-e-2
2. Inakala ng mga tao
na nababaliw na ang
angkan ni Noe. A.
Nasasagot kapitbahay B.
Martes FILIPIN
O ang mga kapamilya C.
literal n katrabaho
tanong sa 3. Sa kabila ng
napakinggang panlilibak na narinig
kuwento ay hindi pa rin nag-isip
nang masama si
F5PB-IVc-
kapwa si Noe. A.
d3.2 pagpaparatang B. ng
ng pinakamataas na
bundok. A. dalisdis B.
F5PN-IVb-3.1 paanan C. tuktok
Nasasagot 5. Nang matapos ang
ang mga malaking pagbaha ay
tanong sa gumawa ng dambana
binasang si Noe at naghandog sa
talaarawan
Panginoon. A. nag-alay
B. naglagay C. nagalak
F5PB-Ie-3.3
FILIPIN pangungutya C.
O pangangaral
Miyerkules 4. Tumaas ang
Nakasusulat tubig hanggang sa
ng isang taluktok
maikling
balita, Panuto: sundan ang
 maikling tula, mga nasusulat na
talatang hakbang para mabuo
nagsasalaysay, ang Gawain o awtput.
liham 1. Kumuha ng
pangkaibigan, isang pirasong
talambuhay, papel
sulating 2. Tupiin ito ng
pormal, isang pirasong papel
pagsasalaysay, 3. Kulayan ang
nang may magkabilang
wastong bahagi ng kulay
FILIPIN baybay, bantas asul.
O ang ng 4. Gumuhit ng
idiniktang araw sa bahagi
HUWEBES
talata, ng papel na
sulating di- may kulay .
pormal (email), 5. Lagyan ng
ng liham na pangalan.
nagbibigay ng
mungkahi Panuto : Sumulat nang
F5PU-Ia-2.8 isang sanaysay sa
malinis na papel ,
F5PU-Ie-2.2 isang pagsasalaysay,
nang may wastong
baybay, bantas ang ng
FILIPIN idiniktang talata,
O sulating di-pormal
(email), ng liham na
nagbibigay ng
BIYERNES
mungkahi
Panuto:
Gawain A. Gamit ang
mga kaalamang
natutuhan. Basahin at
suriin ang mga
pangungusap. Isulat
sa sagutang papel
kung ang pangngalang
may diin at
salungguhit ay
pambalana, pantangi,
tahas, basal o
lansakan.

1. Umaapaw sa
kaligayahan ang aking
puso sa iyong ibinalita.
2. Si Ginoong Reyes ay
mabait at mapagbigay
 sa mga
nangangailangan. 3.
Binigyan ako ng aking
anak ng isang
dosenang rosas. 4. Ang
aking mga kaibigan ay
masayang naglalaro sa
bakuran. 5. Bumili ako
ng isang kahong tubig.
6. Ako ay magiging
mabuting alagad ng
Panginoon. 7. Iyan ang
aking mga pangarap
para sa ikauunlad ng
mundo. 8. Hanggang
kalian ka tatalima sa
utos ng iyong mga
magulang? 9. Sinoman
sa atin ay may
maiaambag sa
pagpapanatili ng
katahimikan at
kapayapaan ng
sanlibutan. 10. Huwag
nating tularan ang
mga taong masasama.

Share your prepared WHLP during your LAC Session.

Activity 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-
2020-00162. After you read the guidelines on creating an ILMP, fill out
the table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and A tool for monitoring learners
Purpose learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
the subject areas to be tackled summative assessments
and activities to perform at
 home

Learners and learning Teachers and learning

For Whom? facilitator or household partner facilitator or household partner

Learning area, learning Learner’s needs, intervention

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

Yes Yes
Has to be communicated
to parents?

Activity 4
(Submit a copy of your Output to your LAC Leader)

Assume that after going through the outputs submitted by your

learners, one of them has problems completing the learning
tasks for the first two weeks. Think of a possible difficulty the
learner may have encountered in accomplishing the learning
tasks. Apply what you have learned about ILMPs in Activity 3
and create an ILMP for that particular learner who lags behind.
Read and use the Individual Learning Monitoring Plan Template.
Consider the components of the ILMP that were described in
Activity

INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: JENELLE O.MORING

Grade Level: Grade 5

Learning Area Learner’s Intervention Strategies Provided Monitoring Learner’s Status

 Insignific Significa
ant nt
Needs Date Mastery
Progres Progres
s s

Struggles to
read with
FILIPINO a. seek help from a capable October 12- /
fluency and immediate family member to 30, 2020
comprehension help the learner in
answering the learning
modules
b. give sufficient time for the
learner to accomplish the
learning modules
c. scheduled home visitation of
the teacher to help the
learner in answering the
activities in the learning
modules.
d. make and provide learning
activities suited to his pace
of learning
e. if possible, the teacher
provides direct guidance
and supervision in the
completion of the learner

Learner is not making significant progress in a timely manner. Intervention strategies need to
be revised.
Intervention
Status
/
Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

Share the ILMP that you made for that specific learner during
your next LAC Session.

Check the Lesson 3, Activity 3 Answer Key to find out how well
you did.

Remember also that in monitoring the progress of your learners,

it is important to get in touch with the household partner who
provides assistance as needed while the learner is doing the
learning tasks at home.

Before leaving this Module, take note of the following key

messages:

• There are no perfect lessons, but with careful planning,

reflection, and continuous adaptation before, during,
and after lesson delivery, you will be able to design
lessons with your best efforts, and maximize learning in
this new context.
• It is important for teachers to keep track of how the
students are doing, get feedback from the learners
(learners’ self-assessment), and from the learning
facilitators or household partners, in order to continuously
improve lessons and provide support for learners as they
learn.
• One way of getting feedback from learners is by
communicating regularly with them and their families. As
teachers, you need to make your presence felt, and send
the message to the learners that they are not alone in this
situation. This will greatly help them stay motivated.
• As teachers, you are part of a larger community of
learners, and would need support from your Coaches,
School Heads, and fellow teachers as you adapt to the new
normal.

Now, coordinate with your LAC Leader regarding your LAC Session
schedule for this module. Be sure that you have your Module 3A
outputs, Study Notebook, and LAC Session 3A Guide ready when
you participate in the LAC Session for this Module.

LDM2
 Study
MODULE 3B
LEARNING RESOURCE

LESSON 1
LEARNING RESOURCE MAP FOR
DISTANCE LEARNING
ACTIVITY 1
The DepEd Memorandum on Suggested Strategies in
Implementing LDMs for SY 2020-2021 included the Learning
Resources (LR) Map as a guide in selecting the appropriate
Distance LDM to be implemented in Schools/Divisions. Study
this map and answer the following questions in your Study
Notebook:

1. Based on the map, what resources should you have in order

to implement the LDM adopted by your School/Division?
 Our school had opted the modular distance learning which needs
the following learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM

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?

As of now, we do not have a complete LRMs for Distance LDM,

however, our school had already initiated creation of supplementary
activity sheets for subjects which are not yet available.
I had already led my co-teachers that in the absence of the
learning materials in their respective grade level, they may use the
compiled learning activities, their Diagnostic, and formative assessment in
their DLLs.

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 an interne access and permission of the administrator.
- From our ICT coordinator designated as the admin of the portal.

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?

Yes, they are appropriate because these were developed by the

Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal.
These SLMs is K to 12 compliant, based from the MELCs and passed the
 ADM Learning Resources Standards. However, completeness of SLMs to
be downloaded is still a problem.
In case that there are disadvantage learners, teachers can simplify
the learning activities in the SLMs. Contextualizing and localizing the
SLMs will be a great help to address the learning styles and pacing of
disadvantage learners.

ACTIVITY 2

In your LAC Session, share and discuss your answers from

the previous activity. What support can you provide to your
colleagues and what support can you get from them in terms of
LRs? Take note of the insights that you can gather from your
colleagues and write them in your Study Notebook.

Support that I can provide to my colleagues:

1. Guide and help them download the SLMs using the

DepEd LR Portals.

2. Assist them in conducting review and assessment of all

the downloaded SLMs to address the completeness and
appropriateness of all the SLMs to be used this school
year.

3. To address the disadvantage learners, maybe I can assist

them in simplifying the activities in the SLMs.
 Support that I can get from them in terms of LRs:

1. Cooperation

2. Perseverance and diligence in the honest assessment of

the LRs

3. Their feedbacks matter in addressing possible issues that

may arise during the school year in terms of the use and
contents of the SLMs

LESSON 2
ASSESING LEARNING
RESOURCES FROM DEPED
ACTIVITY 1

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal

Account. If you have not registered yet, follow the LR Portal User
Guide to guide you in your registration process. Alternatively,
seek assistance from any of your colleagues or your IT personnel
in your school, district, or division. You may also coordinate with
your LAC Leader and/or Coach. To understand the portal better,
you may watch the LR Portal Video Tutorial located in the
resources of this Course.

2. DepEd Commons. Ensure that you have access to DepEd

Commons. Refer to Memorandum on DepEd Commons dated
March 17, 2020.
 Explore the Portals. In your Study Notebook, answer the
following questions:
1. Given the LDM adopted in your School, how can the two
DepEd portals respond to your LR needs and those of your
learners’? How do they complement the LRs that you
already have?
The two Deped Portals are positively responding to the needs of
our school and learners because these portals provide learning resource
materials that we need today. These SLMs, activity sheets, interactive
platforms are very essential to address the needs of our teachers and
learners. The access to these learning portals also provide authentic
learning platform because these were developed by the Department of
Education which are the primary learning resource materials to be utilized
by learners across the country in the new normal. This SLMs is K to 12
compliant, based from the MELCs and passed the ADM Learning
Resources Standards.
2. What are the challenges in accessing the LRs in the portals
both for you and your learners? How will you overcome these
challenges?
The challenges in accessing the LRs in the portals are the following.
a. poor internet connection that hinders the downloading and
accessing the LRs in the Deped portals
b. not all learners and teachers have internet connection to access the
online digital platforms especially the DepEd Commons.
d. not all learners have learning gadgets to access the DepEd
Commons.
e. lack of fund to finance the massive reproduction of SLMs, the
MOOE of the school is not enough
3. What support will you need to be able to maximize the use of
the LR Portals? From whom can you get this support?
 As teachers in our school, we can maximize the use of the LR
portals through info-drive and simulation on how to access and use the
LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association
ACTIVITY 2
In your next LAC Session, share and discuss your answers
to the questions in Activity 1. Explore how you can help and
support each other in using the LR portals. Jot down the insights
and helpful information regarding the use of the LR portals in
your Study Notebook.
 LESSON 3
ASSESING THE LEARNING
RESOURCES
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:
1. Was the material able to meet all the requirements?
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?
3. Are there other aspects of the material not covered by the tool
but still need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?

RAPID ASSESSMENT OF LEARNING RESOURCES

 SELF-LEARNING MODULE IN FILIPINO 5
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? √

Reflection Questions:
1. Was the material able to meet all the requirements?
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?
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate
LRs for your lesson and your learners?
 REFLECTIONS
SELF-LEARNING MODULE IN FILIPINO 5

The Self-Learning Module in FILIPINO 5 that I downloaded was

developed by the Department of Education which is the primary learning
resource materials to be utilized by Grade 5 learners across the country in
the new normal. This SLM in FILIPINO 5 is K to 12 compliant, based from
the MELCs and passed the ADM Learning Resources Standards. This means
that this SLM in FILIPINO 5 was designed to cater the needs of our learners
on what they should essentially need to learn now that face-to-face learning
is not possible because of the health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid

Assessment of Learning Resources that in this case, the SLM in FILIPINO 5
was evaluated. I have two indicators that I think brought some minor
issues. First is “easy to reproduce and/or disseminate.” We cannot deny the
fact that no matter how complete the SLMs, still we are challenged on the
mass production of SLMs because this requires huge budget allocation.
Scarcity fund is a problem in order to reproduce these self-learning
modules. Second is “free from red flags on possible copyright and plagiarism
issues.” The development of SLMs includes the use of suited references;
however, SLMs writers might not be able to properly cite the references they
used. So, the issue of copyright infringement is a great challenge for the
SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in

securing better learning outcomes and teachers have big significant roles in
the selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review in FILIPINO 5, I was enlightened that

one of the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his
responsibility to scrutinize carefully the learning resource materials he will
be using because if he does, there will be significant learning outcomes for
our children despite this global health pandemic.

ACIVITY 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:
1. Based on the Assessment Tool, how does the material from a
non-DepEd Portal compare with the LR from the DepEd
Portal?
The differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified
2. Based on the results of the Assessment Tool, what
improvements do the materials —both from DepEd and Non-
DepEd portals — still need?
a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the
LRs found in the Deped portals and Non-DepEd portals
3. How does this exercise help you in picking the right and
appropriate LRs for your lesson and your learners?
The simulation of how to use the Rapid Assessment tool for LRs had
greatly helped me choose the right and appropriate learning materials which
I will be using for my grade 5 learners this school year.

ACTIVITY 3
Choose one of the LR materials that you have developed.
Assess this material using the same tool. Answer the following
questions in Your Study Notebook:

1. How does your material compare with the ones that are
obtained from the online portals?
Based from our final outputs, the following are noted compared to
the LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most
difficult learning tasks for learner
1. What improvements do you still need to make in your
developed material?
The Activity Sheets needs the following improvements;
1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by
real experts in the fields
ACTIVITY 4
Share and discuss your answers to the questions in
Activities 1, 2, and 3 in your next
 LAC Session. Jot down insights and information that can be
useful to you in choosing the appropriate LRs.
Submit your LR assessments with your reflection on the
exercises to your LAC Leader. Ensure that you keep a copy for
yourself.

LDM2
Study
Notebook
Module 4
(Planning for Continuing Professional
Development & LAC Planning)
 LESSON 1
REFLECTING ON PROFESSIONAL
LIFE AND DEVELOPMENT
ACTIVITY 1

Assess your current capabilities and skills using the

Professional Self-Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your
skills and capabilities.
STRONG
STRONG
DISAGRE LY
ITEMS LY AGREE
E DISAGRE
AGREE
E

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

Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality
has drastically changed
this school year due to
Modelling a comprehensive
global health pandemic,
selection of effective
Domain 1 careful selection of
teaching strategies that
Content Knowledge & effective teaching
promote learner
Pedagogy strategies that promote
achievement in literacy and
learner achievement in
numeracy.
literacy and numeracy
should be addressed
properly.
Applying comprehensive
We need to address a safer
knowledge of and acting as
and more secure learning
a resource person for,
environment especially
Domain 2 policies, guidelines and
now that Covid-19 is still
Learning Environment procedures that relate to the
infecting people. Health
implementation of safe and
protocols should be
secure learning
observed always.
environments for learners.
 Modelling exemplary
practice and leading Careful planning of the
Domain 4 colleagues in enhancing lessons should take place.
Curriculum and current practices in the Teachers should consider
Planning planning and management the fact that learning
of developmentally modality is different now
sequenced teaching and compared before.
learning processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5
relate to the design, learning among children is
Assessment &
selection, organization and effective though modular
Reporting
use of effective diagnostic, distance learning is the
formative, and summative learning modality most of
assessment consistent with us will be using under the
curriculum requirements. new normal school setting.

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?
Add as many rows as you need for your answers.
 What is your goal toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the
modalities?

1. Make effective learning to

happen in the new normal
using teaching strategies that fit
modular distance learning by Attending webinars.
attending/joining webinars that The challenges in teaching Partnership with stakeholders.
help us make our lessons under the new normal. Training para-teachers as
effective to deliver. facilitators of learning.

The empathy to students and the Support from their parents and
hope for the betterment of our future stakeholders.
2. Maximize the lacking resources in
providing student assistance.

Knowing the reality of our current Student’s cooperation in submitting

situation. their output
3. Fair assessment to students output
based on diverse state of life

4. Better collaboration to the whole DepEd’s aim to provide continuous Enhanced teamwork of all the actors
community. learning amidst pandemic. of learning; teachers, parents,
students and stakeholders.

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

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.
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Objectives
Intervention
of the PD Program

Learning and
To participate To manage Apply more positive Strategic learning Year- round Development
in collegial learner behavior and effective mode Team
discussions constructively by strategies to develop
that use applying positive and manage behavior Supervisor/Sc
 teacher and and non-violent of the learners hool
learner discipline to constructively in Head/Master
feedback to ensure learning- every task and Teachers/Co-
enrich teaching focused activities. workers
practice. environment.
Local Funds

Teamwork Result focus Arrange schedules for Time table Year -round Supervisor/
*Service particularly on each task that needs School
orientation achieving results to be accomplished Head/Master
*Innovation with optimal use as urgent, high Teachers/Co-
of time and priority and priority. workers
resources most
of the time.

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 SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior Apply more positive and
constructively by applying positive and effective strategies to develop
non-violent discipline to ensure learning- and manage behavior of the
focused environment. learners constructively in every
task and activities.
Result focus particularly on achieving Arrange schedules for each task
results with optimal use of time and that needs to be accomplished as
resources most of the time. urgent, high priority and
priority.
 LDM2
Study
Notebook
MODULE 5
BUILDING THE TEACHING
PORTFOLIO RELATED TO
THE IMPLEMENTATION OF
THE MODALITIES
 LESSON 1
THE TEACHING PORTFOLIO AND
ITS CONTENTS

ACTIVITY 1
Before you begin to prepare building your Portfolio, you need
to make sure that you have completed all the outputs for this
course. Go over the list found in LDM2 Guide for Expected
Outputs and find out whether you have completed all the
outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final

evaluation. Keep a copy of all your outputs for your own records.

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education
Reform. Based on your reading, reflect on the following
questions.

1. How will your Portfolio help you in tracking the progress of

your teaching practice in your School’s LDM?

Answer:
My portfolio helps me in track the progress of my
teaching practice in our school LM in such a
way that it will serve as my guide rearing the different
LDM that takes place during pandemic season.
2. What evidence from the previous modules will help
capture the progress of your teaching practice?

Answer:

Some evidences from the previous modules

help me to capture the progress of my teaching
practice such as doing WHLP, LAS, SLM targeting
some interventions that some of the learners should
have to learn more.
3. Why is writing down your reflections an integral part of your
 Portfolio?

Answer:

- In every work or task given it must have a reflection within. Making

of it is an integral part because it serves as a compilation of our
knowledge and understanding towards the topic. It also measures our
affectively being our consciousness and even our judgement in a
certain topic.
- 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
a road to change or improvement.
- It is also to know the strength and weaknesses of the learners to help
learn more during this time in pandemic crisis.

ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form.

List of Suggested Evidence in the Learning Delivery Modality

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson Delivery August to November At least 2 recorded lessons (online learning)
Or
Researching and Incorporating 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 credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month Video Recording
starting September
2020

ACTIVITY 4

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 credit units
aligned with their Professional Goals
anchored on Philippine Professional
Standards for Teachers (PPST)

Organizing the Professional Portfolio December Professional Portfolio

Submission of Portfolio to Coach/es December Certificate of Submission

Co-Learning with Peers and Coach/es At least once a month Video Recording / PICTURES
starting September
2020

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.
 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.

ANSWERS

In order to be successful in making the portfolio I must consider first

the Demonstration progress of the LDM Implementation which 30%
in the rubrics. Ensuring the quality of my reflections in every topic or
lesson that I tackled. Lastly, my output will be based on the
professional standard given by deped.

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.

Congratulations! You have

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