LDM2

MODULE
1-5
(Study Notebook
activities/answers)

Prepared by:
MARRA C. DEALA
Teacher I
 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

LDM2
STUDY
NOTEBOOK
MODULE 1
Prepared by:
MARRA C. DEALA
Teacher I
 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

MODULE 1: COURSE ORIENTATION

ACTIVITY 1.

Read the LDM Course Overview. Reflect on the overview by answering

the following questions. Write down your insights in your Study
Notebook.
1. What is the main delivery of this course?
Answer:
This course is a tasks oriented course which combine the guided study using
self learning modules and collaboration through Learning Action Cell (LAC).
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
Answer:
The LDM 2 will prepare teacher through knowledge, skills and mindsets that
would be necessary for the new school year in ensuring the delivery of quality
instruction in the new normal.
3. What are the two support mechanisms that will help you with your
learning in this course?
Answer:
The two supports mechanisms are the following:
*The LDM2 course since it will enable me to plan for the implementation of
the school adopted LDMs , prepare learning materials and resources.
*The collaboration with my co-teachers since we will need we still need to
convene with a LAC session to discuss a particular lesson and to collaborate
the tasks on hand
 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?
I am eager to learn new things and this will affect me positively in participating 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 the obstacles that will
hinder me from completing this course?
I just need to accept the challenges and be willing to learn from my
superiors and co teachers

Lesson 1 Activity 2

Habits Obstacle Motivation Environment

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

Doing my other Enough time , The essential In a place that

school tasks. poor internet positive is from noise
connection learning that and with good
Bewildered can be gained internet
every time a Distractions after connection,
report needs to from noise completing the probably in
accomplish outside LDM modules room where we
can collaborate
Take down Overlapping of Eagerness to of our ideas
notes from time activities learn. and insights
to time in the with my
discussion colleagues.
 ACTIVITY 3

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

Answer:
Upon discussing with my co-teachers regarding how will I answer to the accomplishment of
this LDM 2 modules, I have gained positive spirit of insight . Dwelling myself to experience
through this process will not only help me a lot but will also benefit my learner under the new
normal school where in face to face learning is being prohibited because of the health risk
brought about the covid 19. Learning must continue no matter what the situation is. Learning
is possible because there are learning modalities that can be used to make learning to
effective to happen
 ACTIVITY 3

Look for a colleague with whom you would like to discuss your answers and
reflections with to the questions in Activities 1 and 2.
Answer:
Upon reflecting and discussing with my co-teachers regarding how will I answer
to the accomplishment of this LDM 2 modules, I have gained positive spirit of
insight . Dwelling myself to experience through this process will not only help me
a lot but will also benefit my learner under the new normal school where in face to
face learning is being prohibited because of the health risk brought about the covid
19. Learning must continue no matter what the situation is. Learning is possible
because there are learning modalities that can be used to make learning to effective
to happen
 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

LDM2
STUDY
NOTEBOOK
MODULE 2
Prepared by:
MARRA C. DEALA
Teacher I
 Lesson 1: Background, Rationale, and Development of MELCs
ACTIVITY 1

Answer the following reflective questions in your Study

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:
One of the major concerns that need to be addressed is the proper dissemination
of the content knowledge to the learners. Despite the challenges of teaching
now in times of pandemic as a teacher we must focus on addressing the basic
and the most important learning competency/ies of the subjects. We should
know what need to be prioritize and important to learn. It must be applicable in
the real life situation.For example in the primary level we must strengthen
their literacy and numeracy level. Teacher could not do this alone in the face to
face teaching. Therefore collaborative effort of parents and guardian is
important to succeed in the distance learning modalities.
2.Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem of
teachers (Andaya, 2018). This is perceived to be one of the hindering factors on
the poor performance of Filipino learners. Do you agree with this observation?
Why or why not?
Answer:
I don’t think the curriculum is the problem. It is the execution of the
programmed curriculum. The curriculum have undergone different researches
before it was being implemented.
 ACTIVITY 2

Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.
1. What are the general and specific purposes of the development of MELCs?
Answer:
To focus on the most important learning competency and lead to more efficient learners
outcomes. Because the general purpose of the MELC’s is to ensure quality, relevant and
liberating education by viewing the learning competencies in the K to 12 curriculum .
2. How does curriculum review aid in the identification of essential learning competencies?
Answer:
This process of the learning curriculum teacher to design teaching strategy effectively and
makes learners more engage in the learning process.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer:
Essential learning competencies is what the learners need, indispensable in the teaching
learning process. While desirable learning is what may enhance education but not
necessary in the building foundation skills.

4. How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential learning
competencies further?
Answer:
Analysis on the interconnectedness of the prerequisite knowledge and skills among the
learner competencies for each subjects
5.What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
It’s made align on the with national and / or local standards and real life situations.
 ACTIVITY 3

Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs. Copy and accomplish the following table in your Study Notebook and
compare
the two documents to determine which learning competencies were retained, dropped, or
merged.

K to 12 Learning MELCs
Competencies
1.rounds numbers to the 1.rounds numbers to the
nearest thousand and ten nearest thousand and ten
thousand. W2 thousand. W2
  2.compares numbers up to 100 3. orders numbers up to 100
  000 using relation symbols. W2 000 in increasing or decreasing
Merged/Clustered 3. orders numbers up to 100 order.
000 in increasing or decreasing
order.

1.rounds numbers to the 1.rounds numbers to the

nearest thousand and ten nearest thousand and ten
  thousand. W2 thousand. W2
  3. orders numbers up to 100 3. orders numbers up to 100
Retained 000 in increasing or decreasing 000 in increasing or decreasing
order. order.

  2.compares numbers up to 100

  000 using relation symbols. W2  
 n/a
Dropped  
 ACTIVITY 4

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

Answer:

*The Most Essential Learning Competencies (MELCs) are long term

response to the call of SDG4. It is already been plan even before the
COVID-19 pandemic.

• There is a big difference between online learning and digital modular

distance learning.

• Internet connection is a big/ can be a problem in online learning.

* MELCs are comprehensively compress.

 Lesson 2 : Unpacking and Combining MELCs into Learning objectives
ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and Combining the MELCs.
After reading the document, provide a brief and concise response to the following guide
questions in your Study Notebook:
 
 
1. What is the importance of unpacking and combining the MELCs?
Answer:
In order to familiarized and effectively address the varying needs of learners and the
challenges of instructional deliveries. It is also important to prevent redundancy that are
visible to repitation of the of the lesson which does not show spiral progression.

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

Answer:
Pre-requisite knowledge and skills must be taken into consideration. It is worth noting
that the identified MELCs are cater to higher cognitive demands may be considered first
in crafting learning objectives. This ensures that the pre-requisite knowledge and skills
that would enable the achievements of MELCs and eventually the content and performance
standards are address. Logical sequence of learning objectives – since the intention of
unpacking of MELCs is to provide systematic learning experiences for learners. It is
compulsory that the unpacked learning objectives follow a logical sequence of learning.
Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Answer:
Yes, in order for the department to focus and those that are essentials and can be used in
the learners’ daily lives.
 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 in your
Study Notebook

NOTE: Refer to output

 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

LDM2
STUDY
NOTEBOOK
MODULE 4
Prepared by:
MARRA C. DEALA
Teacher I
 MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
Check the box that best represents your assessment of your skills and capabilities.
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
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course
Overview. Reflect on your self-assessment from Activity 1.
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.
Answer:
I need to focus more on KRA / Domain 1 -Content Knowledge and Pedagogy inthe of used of a
range of teaching strategies that enhance learner achievement in literacy and numeracy skills
will help strengthen the use of LDMs. By using a range of teaching strategies will enhance
learner achievement in literacy and numeracy skills.

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.
Assess your current capabilities and skills using the Professional Self-Assessment Questionnaire.
Check the box that best represents your assessment of your skills and capabilities.

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your
co-teachers articulate their insights regarding your questions. Jot down all the insights shared
in the discussion, including your own, in your Study Notebook.
 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 to achieve What will help you attain this
improving your teaching this goal? goal?
practices in the modalities?,
teacher should find ways

 Be connected with our  Effective distance learning  Check our

parents and learners starts with connectivity and learners/parents/guardians
regarding the development supporting of parents- through feed backing
of our learners. To produce teacher relationship in order mechanism / text/call/SMS
quality outputs, learners to make them feel they are
raedy and fully equip belong / feel important
 
 Engagement of parents/  Ask the support of  Let our learners engage in
guardians/teachers parents/guardians without our lesson with the guidance
regarding the progress of the concern/assistance of of their parents/guardians
their children them this new normal system
  would not be realized

 Allow a synchronous/  Due to poor internet Making teaching-learning

asynchronous teaching / connection of some learners, process more explicit,
learning process teacher may find ways to localized and contextualized
  make teaching –learning
process effective.
Strengthen one’s tech skills By equipping one self with the Attending webinars, watch
like upgrading paper works new trend in teaching , related videos in you tube,
with the aid of google forms, distance learning will be read/ research in google, face
saving , uploading possible to achieve. book and ask TA for
files through google link colleagues
,effectively/efficiently to be
updated in the new trend of
teaching in this time of new
normal.
 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.

ACTIVITY 2

Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

1.In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2.
Take note of all insights and advice from your colleagues. Make adjustments in your
plan accordingly.
2.Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.
 ACTIVITY 4

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

PROFESSIONAL SPECIFIC TOPICS

DEVELOPMENT OBJECTIVES
RELATED TO THE MODALITIES

Make Weekly Home Learning MELCs unpacking ( merging /

Plan align with the MELCs combining)
Applying the LR DepEd tool , Learning Resources ( LRMDS
the LRMDS porta and DepEd and DepEd Commons)
Commons as source of our
modules / WHLP

Accomplishing LDM Individual Tools - SAT and DM 50 s 2020

Development Plan align with
the SAT and DM 50 s 2020

Accomplishing the Individual Giving appropriate

Learning Monitoring Plan assessment tests for the
making our learner no lag mastery of the module/lesson
behind

Implement Assessment Applying suitable assessment

Methods methods for the mastery of
the module/lesson

List of targeted Learners

interventions
Learning tasks for DL
 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

LDM2
STUDY
NOTEBOOK
MODULE 3A
Prepared by:
MARRA C. DEALA
Teacher I
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 in your Study Notebook. When you are done, check Lesson
1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component? Write
down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer Key
Answer:
*Face to face ( F2F learning refers to an instructional method where teachers and learners are
physically present in one place specifically in one classroom and have live interaction or
discussion. It is considered as the traditional methods of instruction. In this way , active
engagement , immediate feedback and actual development of learners can be observed.

*Distance Learning refers to an instructional modality where students are given instructional
materials and they undertake self-paced learning at home. Instructional materials can be
modules, textbooks or any access to learning resources and the learners undertake self-directed
study at home.
• Blended learning refers to a learning delivery modality using a combination of the features of
face to face and distance learning. It can be a combination of the following :
 F2F and Modular Distance Learning
 F2F and online distance learning
 Online distance learning and TV based learning
 Online distance learning , TV based learning and Modular Distance Learning
Home schooling refers to an alternative for formal instructional method where I to provides
learners for access for formal education while studying in their respective homes with guidance
of their parents, guardians, tutors instead of their classroom teachers.

2. Which of the LDMs do not have a Face to Face learning component ?

Answer:
Homeschooling and online distance learning do not require Face to Face 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.
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.

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

Learning Feature Resources Household
Modality Member
Modular  A learning  Printed or digital  Supervise and  Provide assistance.  Provide
Distance delivery in the SLMs monitor’s the orientation for
Learning form of learner’s progress. Serve as learning the modular
(MDL) individualized facilitators learning policies
instruction where Setting a and directions.
learner’s use SLMs feedback Provide learners
mechanism. Provide with
with instructional
schedules
support
Designing for all subjects
portfolio area

In-charge of
guiding and
supporting the
learner at home
 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.
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.

DISTANCE LEARNING MATRIX

Distance Learning Distinguishin Essential Role of Role of Parent Role of School
Modality g Feature Resources Teacher or Household
Member
Online Distance  A learning  stable  Facilitates  Supervise and  Provide
Learning (ODL) delivery internet learning . monitors the orientation for
modality connection. screen time of the learning
where Engages the learners. facilitators on
teacher Laptopos, learners the
facilitates tablets, Capacitated recommended
active
learning and on the use of screen time
smartphone participation.
engages and break
s, desktop LMs, DepEd
learner’s time from the
active computers. Well oriented Commons, LR screen.
participation on DepEd Portals
using various Learning policiies Provide
technologies Manageme relating to Parental orientation for
connected to nt System ( Online guidance and learners and
the internet DepEd Distance supervision parents on
while they Commons, navigating
Learning
are online
LR Portals)
geographicall platforms.
y remote
from each Printed Discuss online
other. SLMs security
and
Activity .protection.
Sheets.
Organize
professional
dev’t activities
for teachers
 DISTANCE LEARNING MATRIX
Distance Distinguishing Essential Role of Teacher Role of Parent or Role of School
Learning Feature Resources Household
Modality Member
TV-Based  A learning  Television  Supervise and  Parental  Provide
Instruction delivery programs/cha monitors the guidance and orientation
(TVBI) modality that nnels / learner’s supervision about the TVBI
uses television networks progress policies and
programs on through home Ensure directions.
channels Activity visitation/ children’s
dedicate to sheets phone calls / Provide the
access to TV
providing SMS, etc. broadcast
learning
scheduled of
content to
learners as a the schedule
form of of the lessons.
distance
education.
Radio-Based  A learning  Radio  Supervise and  Parental  Provide
Instruction (RBI) delivery programs/sta monitors the guidance and orientation
modality that tions learner’s supervision about the RBI
uses radio Activity progress policies and
programs on sheets through home Ensure directions.
stations visitation/ children’s
dedicate to phone calls / Provide the
access to Radio
providing SMS, etc. broadcast
learning
scheduled of
content to
learners as a the schedule
form of of the lessons.
distance
education.
Blended  Any  *Printed or Strategized Parental guidance Provide
Distance combination of digital SLMs learner’s and supervision orientation
Learning the above DL Textbooks/ engagement about the
types: Learner’s Blended
• MDL and materials Distance
Monitoring the Learning
ODL (LMs)
*Stable learner’s policies and
• MDL and
internet progress directions to
TVBI/RBI
connection through SMS ensure that
• ODL and everyone is
*TV or quick survey
TVBI/RBI programs/cha properly
every week
• ODL,TVBI/ nnels/network informed and
RBI and s guided.
MDL *Radio
programs/stati
ons

Activity sheets
 DISTANCE LEARNING MATRIX
Distance Distinguis Essential Role of Role of Role of
Learning hing Resources Teacher Parent or School
Modality Feature Household
Member
Blended  Any  *Printed Strategize Parental Provide
Distance combinati or digital d learner’s guidance orientation
Learning on of the SLMs engageme and about the
above DL Textbooks/ supervision Blended
nt
types: Learner’s Distance
• MDL materials Learning
(LMs) Monitoring policies
and
*Stable the and
ODL internet learner’s directions
• MDL connection progress to ensure
and *TV that
through
TVBI/R programs/ everyone is
channels/n SMS or
BI properly
etworks quick
• ODL informed
*Radio survey
and programs/
and guided.
every
TVBI/R stations
week
BI
• ODL,T Activity
VBI/RBI sheets
and
MDL

Note that when a vaccine is already available and F2F will be

allowed by the Inte-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. Replicate the following table and write
your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.
     
Ranking Type of DL Why?
(1 to 5, from easiest to
hardest to implement)
1  MDL  Learners are guided by self-
learning modules which they can
do at home guided by learning
facilitator or their parents.
2  TVBI  Most of the households have
TVs and it does not require
internet connection. The TV
component has a learning
facilitator who guide and
supports the learners during the
off-school activities.

3  BLI Learners can use several

platforms like TV or radio in their
off-school activities. BL may be
done in low risk areas. 
4  ODL  Most of the learners do not
have digital devices at home and
have no access to internet
connections.
5  RBI  Radio networks have
accompanying lesson modules,
where the sequence
presentation is similar to what
other learners use in online and
modular distance learning which
serve as a guide for learners and
a sourcr of their off-school
lessons.
 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  Teacher will make a survey before the
member who can guide and support opening classes through group chat to
their learning at home make sure which learners are belong to this
group.
 Have a monitor plan for this group to
support them.
 Visit personally the learner to monitor
Struggling readers (Grades 4-12)  Provide learning and reading materials
 Give the learner a book (Developing
Reading
Power 4).
 Ask the help and cooperation of parents/
guardians/learner facilitators to make some
follow up regarding the reading progress of
the learner.
 Make follow up every now and then.
 Provide Catch Them Early (CTE) reading
program

( Introduce to the learners the parts of a book to

make them feel the need to LOVE for a book
first eventually they may feel to LOVE to
READ a
BOOK )

No access to devices and Internet  Provide printed materials to the learners.

 Make a home visitation if necessary.
 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 in your Study Notebook:
1. What is Lesson Designing or Lesson Planning ?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?
Compare your answers to those found in Lesson 2, Activity 1 Answer Key.
2. What is Lesson Designing or Lesson Planning
Answer:
Lesson Designing or Lesson Planning is the process of determining what learning
opportunities s\learners will have 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” (DO No.42 s 2016).
A 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 learner’s characteristics and be responsive to the needs of the learners.

2. Why is lesson designing important?

Answer:
Lesson designing helps ensure that:
 time is maximized by instruction and learning
 Lessons are responsive to the learner’s need
 Teachers set learning targets for the learners
 Teachers carry out a lesson successfully
 Teachers master their learning area content
 Teachers become more reflective about their teaching
 Learners successfully reach the set learning goal
3. What are the three elements or components of a well-
designed lesson?
Answer:
 Clearly articulated lesson objectives ( What should be
taught ?
 Well-selected and logically sequenced presentation of
learning resources and activities to help learners meet the
objectives ( How should it be taught ?)
 Appropriate and timely assement 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:

Learning Tasks for Distance Learning

     
Before the Lesson Lesson Proper After the Lesson
 
   7. Emphasize key information  1. Wrap up activities
 2. Review previous lesson and concepts discussed 5. Provide learners with
2. Clarify concepts from 9. Check for learners’ feedback
previous lesson understanding 8. Assess whether lesson has
4. State lesson objectives as 10. Explain, model, been mastered
guide for learners demonstrate, and illustrate the 13. Reinforce what teacher has
3. Present warm-up activities concepts, ideas, skills, or taught
to establish interest in the processes that students will 14. Transfer ideas and
new lesson eventually internalize concepts to new situations
4. Check learner’s prior 11. Help learners understand
knowledge about the new and master new information 2. Emphasize key information
lesson 12. Ask learners to recall key and concept discussed
6. Present connection activities and concepts 3. Ask learners to recall key
between old and new lesson discussed activities and concepts
and establish purpose for discussed
new lesson 4. Reinforce what teacher has
15. Present warm-up 3. Clarify concepts from taught
activities to establish interest previous lesson 5. Assess whether lesson has
in new lesson 1. Explain ,model, demonstrate been mastered
16. Check learner’s prior and illustrate the concepts, 6. Transfer ideas and concepts
knowledge about the new ideas, skills or processes that to new situations
lesson students will eventually
internalize
5. Present connection 2. Help learner’s understand
between old and new lesson and master new information
and establish purpose for 3. Provide learners with
new lesson feedback
6. State lesson objectives as 4. Check for learners
guide for learners understanding
 
 
 
 
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
16. 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.
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.
Components of the DLL/DLP
Objectives
Content
Learning Materials and Resources
Procedures
Remarks
Reflection
Compare your answer to Lesson 2, Activity 3 Answer Key.
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and
DLP. To find out the instructional principles behind these learning tasks, you may refer to the
article Principles of Instction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
Answer:
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 encourage 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 ytheir toughts 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 reflect also the number of learners
who got 80% and the learners who neede remedial activities.
 ACTIVITY 4
Read the handout Designing Lessons in DL. 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 Area: ____________________________________
Lesson/Topic: ___________________________________________________Learning
Objectives: ______________________________________________
Learning Resources/Materials Needed: ________________________________
Additional Remarks:
(ex. can be done via voice calls, can be facilitated
Check if already by a household partner,
Part of Lesson / Learning Tasks present in the can be done via a learning activity sheet, can be
SLM 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

NOTE: Refer to teacher’s output

Answer the following questions in your Study Notebook:
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:
The teacher can provide other assessment forms like quizzes or test ; provide supplemental
learning resources like reading materials related to the lesson ; ask the learners to make a
relevance of the things they have learned , reiterate values and the importance of the lesson
in their lives
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?
a. To the learner , I will guide them by giving them more examples of the concepts in the
SML for them to understand the lesson better.
b. B. To the household partner – I will assist them by giving the schedules of activities and
other supplementary materials for them to have more references.
3.How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?

Answer:
The teacher can make use of the group chat , text messages, calls to make an update about
the learners development while taking the tasks / activities and set more examples using
technologies and other reliable references like LR portals and DepEd Commons

Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.
 ACTIVITY 5

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

Formative
Summative
Assessment
Assessment

assessment FOR
learners may assessment OF
learning:
be assessed learning:
to make
to measure if the
adjustments individually or
student met the
in the lesson collaboratively performance and
- May be incorporated - Should content standards
iall parts of the encourage self
- Execute after the lesson/
lesson:before the reflection and
end of a quarter
lesson, lesson proper personal
- -results enable the
and after the lesson accountability
teachers to describe how
- Results must be among learners
well the learners learned
recorded to study the about their
he given quarter, which
pattern of learning own learning
- Maybe a are then reflected in the
demonstrated by the
class record
learners but should not written work or
be used as the basis for a performance
grading tasks

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

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? 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.
Assessment How to Adapt the Assessment Method in DL
Method
Example: I will send a three-item quiz via text message before the lesson. Based on the
Short quiz responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.
1.  
2.  
3.  
4.  
5.  

NOTE: Refer to teacher’s output

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?

Short quiz
2. What are the challenges in doing assessment in DL?
- Insufficient data connections
- Time constraint
- Limited resources
- Lack of gadgets

3. Despite the challenges, what opportunities can you and your colleagues
explore to make assessment doable in DL?

- division of labor - Provide enough time in constructing summative test

-Accepts donations - give feedback form - provide simplified modules

-seek assistance from the superior

-create group chat with the parents for open communication

 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.
Good job! You are done with Lesson 2. You may now proceed to Lesson 3.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs
ACTIVITY 7
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, a. learning area
c skills, and attitudes learning area that learners
need to demonstrate in every lesson and/or b. Mode of delivery
learning task.
c. Learning competencies
d 2.These are the formative learning opportunities
given to learners to engage them in the subject
matter and to enhance their understanding of the d. learning task
content.
3. This refers to the prescribed subject that
a learners take.
4. This refers to the method of submission of
b learning outputs task preferred by the
learner/parent based on their context.
.
Check your answers using Lesson 3, Activity 1 Answer Key.
The check-up activity introduced you to the key components of a Weekly Home Learning Plan
(WHLP), namely, the learning area, learning tasks, learning competencies, and the mode of
delivery. The WHLP serves as a guide for your learners on what they need to accomplish each
week when they do independent study at home (DepEd, 2020). It outlines the learning tasks
that learners need to do, using the SLM, in order for them to attain the most essential
learning competencies (MELCs).

The learning tasks may be as detailed like those in the SLMs as shown in the Sample Weekly
Home Learning Plan for Blended Distance Learning or may just refer learners to the lesson
number and/or activity number in the SLM as shown in the Sample Weekly Home Learning
Plan for Modular Distance Learning and for Online Distance Learning.

The WHLP also trains learners to take responsibility for their own learning as they follow the
prescribed schedule in the plan. Remember also that part of guiding learners is to give
enhancement or remediation activities when needed and when possible.
ACTIVITY 2

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)
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, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.
  Weekly Home Learning Plan Individual Learning Monitoring
(WHLP) Plan (ILMP)
 A tool to guide learners and  A tool for monitoring learners
learning facilitators or household who lag behind based on the
partners in tracking the subject results of their formative and
Purpose
areas to be tackled and activities to summative assessments
perform at home

 Learners and learning facilitator or  Teachers and learning facilitator or

For Whom? household partner household partner
 Learn area, learning competencies,  Learner’s needs, intervention
Components strategies, monitoring date,
mode of delivery learner’s status.

Has to be  Yes  Yes

communicated to
parents?

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.
ACTIVITY 4

Assume that after going through the outputs submitted by your

learners, one of them has problems completing the learning tasks for
the first two weeks. Think of a possible difficulty the learner may have
encountered in accomplishing the learning tasks. Apply what you have
learned about ILMPs in Activity 3 and create an ILMP for that
particular learner who lags behind. Read and use the Individual
Learning Monitoring Plan Template. Consider the components of the
ILMP that were described in Activity 3.
Share the ILMP that you made for that specific learner during your
next LAC Session.
 
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.
Congratulations for completing Module 3A! You are now ready for
Module 3B.
 R epublic of the P hilippines
D epartment of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
SABANILLA ELEMENTARY SCHOOL

LDM2
STUDY
NOTEBOOK
MODULE 3B

Prepared by:
MARRA C. DEALA
Teacher I
 MODULE 3B: LEARNING RESOURCES
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?
Answer:
Our school implement Modular Distance Learning (MDL) so in order to
achieve this LDM we need to print Self Learning Modules (SLM) and it will
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?
Answer:
Yes
3. What support will you need to maximize the use of the two DepEd-
sanctioned LR Portals? From whom can you get this support?
Answer:
Using the DepEd LR Portal we can easily find and obtain our need resources /
references while making our WHLP and in assessing the SLM.
4. Based on your evaluation of the materials, are they appropriate to the
level and characteristics of learners? Are there learners who might be
disadvantaged by the materials (based on reading ability, level of learning
independence, level of household support, distance)? What adjustments will
you make in terms of the LRs?
Answer:
It will be appropriate if we will use the correct assessment tools beacause we
are the one who knows our learners.
 MODULE 3B: LEARNING RESOURCES
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.
  Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to access
LRs from DepEd Portals.
LESSON 2: Accessing Learning Resources from DepEd Portals
ACTIVITY 1
Esta1. 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. 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?
Answer:
These two portals answers the needs of teachers in terms of accessing learning resources/
references in making WHLP and learners’ supplementary materials in answering SLM.
These portals are also because these are flexible and aligned to the MELC.
2. What are the challenges in accessing the LRs in the portals both for you and your to
learners? How will you overcome these challenges?
Answer:
For me on the teachers’ side I think is the difficult in finding the LR at LRMDS portal while
on the learners' side is the log in procedure and connectivity in the portals.It is faster in
using DepEd Common it just one click away the answer is just right away given to you.
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
Answer:
Ask the support of our school / superiors to promote the use and and importance of these
portals
 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: ASSESSING THE LR MATERIALS

ACTIVITY 2
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:
1st RAPID ASSESSMENT OF LEARNING RESOURCES
(DepEd Portal)

REFER TO THE TEACHER OUTPUT ABOUT THE LR RAPID

ASSESSMENT TOOL

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?
 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: ASSESSING THE LR MATERIALS
ACTIVITY 2
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:
1st RAPID ASSESSMENT OF LEARNING RESOURCES
(DepEd Portal)
REFER TO THE OUTPUT OF TEACHER IN MODULE 3B
Downloaded from: DepEd Commons

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? 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?

I’m very confident in picking this LR because it passed QUALITY ASSURANCE from the Department
of Education.The material was able to meet the requirements in the new normal teaching and also it is a
great help for me in communicating the parts of the SLM easily since it is a soft copy ( DepEd
Commons) to my parents / guardians regarding documentation (pictures) of the material in preparing my
Weekly Home Learning Plan (WHLP) since the content was almost the same with the prescribed SML
of our division and they differ also in their layout.
LESSON 3: ASSESSING THE LR MATERIALS
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?
Answer:
Yes, because they have the same learning competencies as stated in the Curriculum Guide
of K to 12. And these Learning Competencies are the needed knowledge and skills that
every learner needs to develop.

2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Answer:
NONE

3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
Answer:
The tool must be contextualized for the benefits of other learners.

4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
Answer:
Doing this exercise helped me picked the appropriate Learning Resources for my lesson
and my learners. This ensures that all learning competencies were aligned and based on
the need of the learners for effective and successful learning to happen.
LESSON 3: ASSESSING THE LR MATERIALS
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:
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal
compare with the LR from the DepEd Portal?
Answer:
The differences are as follows:
- They are not contextualized and localized
- They are not K 10 12 compliant
- They are not MELC based
- 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?
Answer:
- The layout
- Free from red flags
- 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?

Answer:
The simulation on how to use the Rapid Assessment tool for LRs greatly helped me in
choosing the right and appropriate learning materials.
 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?
Answer:
Based from our final outputs, the following are noted compared to the LRs we can access
in the online LR Portals :
- It is MELC based
- The layout is different
- Learning activities are contextualized and localized
- The level of difficulties is addressed ( from easy to the most difficult learning tasks
of the learners)
- 2. What improvements do you still need to make in your developed material?
Answer:
Need to improve the assessment tasks /activities suited to the learners ability.
 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.
After the LAC session we made from Module 1 -4 we had a clearer view in
making our own LR’s in choosing and downloading LR’s in the DepEd
portals (LRMDS portal / DepEd Commons)

Submit your LR assessments with your reflection on the exercises to your

LAC Leader. Ensure that you keep a copy for yourself.
 
Congratulations! You are now done with Module 3B. You may now
proceed to Module 4.