MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

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?

The main delivery of this course is the implementation of Basic Education Learning
Continuity Plan (LCP) in this New Normal situation, thus putting into motion the
marching orders of the Secretary: ensure that learning continues while guaranteeing the
health, safety, and well-being of all learners, teachers, and other DepEd employees.

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

This course will help us to deliver the quality of education to our learners in the “New
Normal” situation by adopting different alternative modes of delivering learning such
as Distance Learning, Blended Learning and Homeschooling.

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

The two support mechanisms that I will used to learn more about this course are the
LDM 1 and LDM2. The first stream (LDM 1) is focused on the implementation and
management of the alternative learning delivery system at all levels of the
education system, and intended for school and division leaders. LDM2, is intended
for the teachers and focused on the instructional implications of using these
alternative LDMs. And you can also adapt the coping and creative mechanism.

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 think because of my personal sacrifices and eagerness to learn more about this course
provides me more insights on the implementation of the different learning modalities. I
will be able to work constructively and collaboratively with others, my co-teachers,
parents and other stakeholders.

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’ll be able to complete this course by avoiding rework and mistakes that would cause
wastage of time and efforts, through time on task. If an unavoidable circumstance
would come up, I would seek professional help from colleagues and school head.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me to (Where will I accomplish
repeatedly do that may me from participate in this the requirements of this
effect my participation in participating fully in course?) course? Describe this
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 the course in a positive or this course?) environment.)
negative way?)
Promotes teamwork with Unexpected deadline The new knowledge At my working
colleagues. of reports. that I gain in taking station(school), but if the
Repetitive mistakes that this course. situation will not permit I
would often lead to rework can also work from home.
and wastage of time.

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.

Richard and I discuss our outputs and shared with each other our views and
reflections in Activities 1 and 2. We learn a lot from the collaborative discussion
that we had and promise ourselves to help each other to achieve our common goals.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1

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

Once you’re done, answer the following questions. Write your responses and any other ideas
and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
 To improve the teaching-learning process to improve learning among students
 To nurture successful teachers
 To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
 To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole

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

2. To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
3. To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole
4. To nurture successful teachers

2. What are the top three challenges to having a successful LAC? List down and elaborate.
1. Knowing if the objectives have been achieved. The participants should verify if the
expected learning outcomes are reached.
2. Identify the disadvantaged group or individuals and know their gaps and strengths. We
should know each other strengths and weaknesses for us to produce satisfactory quality of work.
3. Establish communication between technical bodies that administer assessments and
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 decisions.

ACTIVITY 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than
15 members each. Get in touch with your designated Coach or LAC Leader 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 a LAC Leader assigned to you from among the
following school members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject expertise to lead the
LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional
Coach will also be handling multiple LACs through a network of LAC Leaders.

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery
of quality basic education. As a teacher, what do you think are the fundamental concerns in terms of curriculum

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standards that need to be addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?

In my own opinion, the fundamental concerns in terms of curriculum standards that need to be addressed in
order to ensure learning continuity are the learning competencies that should be taken during this current
pandemic. It should be the most essential and indispensable competencies that our learners must acquire, as
we anticipate challenges in learning delivery. Competencies that will equip them with skills necessary to
subsequent grade levels and consequently to lifelong learning and how these learning competencies should
be taught to them. I think these concerns cannot be solved by the teachers alone they the need the assistance
from the head of schools, division offices and DepEd.

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

Yes, I agree with this observation. Within my years of teaching, I have observed that there are a lot
competencies in the K-12 Curriculum Guide to be taught to learners. This is because some learning
competencies are simply recurring, and some are subsumed in other learning competencies.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?

The Most Essential Learning Competencies (MELCs) are designed to ensure education continuity
(curriculum dimension) while serving as a guide for teachers to address the instructional needs of the
learners and ensuring that the curriculum standard are maintained and achieved. Meanwhile, it is also
intended to assist schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space. The release of the MELCs is not just a response to
addressing the challenges of the current pandemic but is also part of the Department’s long-term response
to the call of SDG 4 to develop resilient education systems, most especially during emergencies. Thus, it
can be used under certain circumstances as a mechanism to ensure education continuity through the
curriculum dimension.

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

The review focuses on articulation within and across learning areas to identify gaps, issues, and concerns
across learning areas and grade levels. Specifically, the review covers the following:
● Mapping of the essential and desirable learning competencies within the curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for essential learning
competencies; and
● Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

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

Essential learning competencies are defined as what the students need, considered indispensable, in the
teaching-learning process to building skills to equip learners for subsequent grade levels and
subsequently, for lifelong learning. On the other hand, desirable learning competencies were defined as
what may enhance education but may not be necessary in building foundational skills.

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

The most essential learning competencies were identified through the list of its characteristics. It was
provided to help reviewers decide which among the learning competencies are deemed most important. The
following characteristics are as follows:
 It is aligned with national and/or local standards/ frameworks (eg: “scientifically literate Filipinos”).
 It connects the content to higher concepts across content areas.
 It is applicable to real-life situations.
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  If students leave school, it would still be important for them to have this competency above many
others.
 It would not be expected for most students to learn this in settings other than through formal
education.

5. What is the importance of the MELCS in ensuring the delivery of quality instruction?

The importance of MELCS in ensuring the delivery of quality education is that it accommodates the
varying context of the learners, teachers, learning environment, and support structures considering both the
content and performance standards needed for adequate instructions and learning.

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
MERGED/CLUSTERED EN7G-II-a-I
M8AL-Ie-4
Illustrates and finds the slope of a M8AL-Ie-5 The concepts of the two
line given two points, equation competencies is all about the slope
and graph. of a line, including its graphs.
M8AL-Ia-b-1
M8AL-Ib-2
RETAINED M8AL-Ia-b-1
M8AL-Ib-2
This learning code is very essential
Factoring polynomials
and it is also a foundation for
further lessons relative to it.
The eliminated learning
competencies has been
DROPPED
incorporated already in the
M8AL-IIa-3 previous topic and it will still be
Graphing linear inequalities in
encountered in the succeeding
two variables
lessons relative to linear
inequalities in two variables.

ACTIVITY 4
Question(s) about melcs that
need(s) clarification
MELCS:
M8AL- If- 2
Graphs a linear equation given
(a)any two points; (b)the x-
intercepts and y-intercepts; (c)the
slope and a point on the line.
Insights shared by your co-
Your insights shared
teacher(s)
 The teacher must share the
Aside from the learning links/platforms available in the
materials provided, the students internet for the particular topic. It
may also get ideas through the can also be downloaded by the
internet. teacher and secure a copy in their
flashdrives.

How will the learners perform  The expected varieties of

such operations if not materials are not available at
demonstrating it to them first? their respective homes.
ensure to participate with their
classmates in such forums or  Some students will be having a
panel discussions if they do not hard time to accomplish this
have the gadgets to be used competency because of lack of

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 (smartphones, tablets, laptops, or sources and internet connectivity.
computers and stable internet
connections.)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

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

The importance of unpacking and combining the MELCs is it systematically arrange the learning
activities in accordance to the K to 12 curriculum. It effectively addresses the varying needs of the
learners and the challenges of instructional deliveries.

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

In unpacking and combining the MELCs certain considerations must be taken. First is the alignment on
the content and performance standards, the prerequisite knowledge and skills and the logical sequence of
learning objectives. All learning areas will still be taken up by the learners in all grade levels, but with
the streamlined competencies. The content and performance standards are directly lifted from the
curriculum guides. This is to emphasize that the identification of MELCs is anchored on the prescribed
standards and not a departure from the standards-based basic education curriculum.

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

Teachers, as the deliverer of instructions are highly encouraged to unpack the curriculum standards into
learning objectives through the MELCS. This is to ensure that the learning outcomes are still achieved
even in this pandemic. The schools need to consider this aspect in employing various delivery schemes.

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.

Chosen MELCs Suggestions and Insights

MELCS:
EN8WC-IIa-2.8
Composed Effective Paragraphs
LEARNING OBJECTIVES:
a. Define Paragraph;
b. Discuss the different elements in
writing a Paragraph; and
c. Construct a sensible paragraph
anchored in the current
situations.
In the delivery of this lesson, the teacher has to provide
students with the different types of paragraphs in order for
them to differentiate one from the other.
The lesson is lengthy/ complex, it is better to deliver to
students one at a time, first the definition of a paragraph and
the elements, and at least one or two examples of paragraphs
in a single discussion, supported with some engaging
activities to ensure that students will absorb the necessary
information required of them. Finally, the teachers may ask
the students to select what type of paragraph would they like
to write and the teacher may give them topics to choose or
have their own choice.

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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.

Combining of Most Essential Learning Competencies

ACTIVITY 3 MELCS COMBINED

EN8WC-IIa-2.8 Compare the features of an Effective Paragraph
Compose Effective Paragraphs Writing and an Academic Writing and show their
significance in delivering sensible ideas through its
EN7WC-I-c-4.2 elements and formats.
Distinguish features of Academic Writing

Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your outputs.

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 2.

Face-to-face (F2F) Learning is an instructional method where in it allows having a live interaction
between a learner and an instructor. It is considered as the traditional way of instructions.
Distance Learning refers to the learning delivery modality where a learner is given materials or access
to resources and he/ she undertakes self- directed study at home.
Blended Learning is combination of the different delivery learning modalities such as;
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  Modular distance learning and online distance learning
 Modular distance learning and TV-based instructions
 Online distance learning and TV-based instructions
 Online distance learning, TV-based instructions and modular distance learning
Home Schooling- a school- at- home approach in which parents replicates the instructional process of
schools, traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and Home
Schooling.

ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum Requirements for
Distance Learning. As you go through the readings, complete the Distance Learning Matrix. 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 Distinguishin Essential Resources Role of Teacher Role of Role of School
Learning g Feature Parent or
Modality Household
Member
Modular Individualized SLMs, as well as Monitors the Learning Plans, prepare,
Distance instruction textbooks/learners’ learner progress facilitators who monitors the
Learning where learners materials (LMs), copies and setting a provide performance of
(MDL) use self- of video lessons in a flashfeedback learners with pupil
learning drive or CD mechanism to help instructional
modules learners meet the support as Collaborates to
(SLMs) in print MELCs while needed barangay officials
or digital seeing the
format connection of one Accepts
lesson to the next donations from
to reinforce the stakeholders
coherence of the
curriculum.
Online Teacher SLMs for Alternative Give assignments Learning Provide
Distance facilitates Delivery Modes (ADM), and learning tasks facilitator that orientation for
Learning learning and textbooks, primer supervise and learners and
(ODL) engages lessons, activity sheets, Facilitates learning monitor the parents on
learners' active teacher-made videos and and engages screen time of navigating these
participation supplementary materials, learners active the learners online platforms
using various and open educational participation using
technologies resources (OERs). technologies Organize
connected to professional
the internet SLMs and primer lessons development
while they are converted into different activities to
geographically digital forms such as enhance teachers
remote from interactive lessons or understanding of
each other electronic books (e- and skills in the
books) and DepEd use of LMS
Learning Resources
Portal, DepEd Commons Determine the
and/or different DepEd appropriateness
recognized learning of certain

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 management systems learning
management
systems in the
delivery of
instruction

TV-Based Use of TV – based lessons Enhancement of Serves as a Provide the

Instruction television understanding of guide during learners, as well
(TVBI) programs on key concepts and viewing time as their
channels or clarifications on parents/guardia
stations possible areas of ns/learning
dedicated to confusion in the facilitators the
lesson that was broadcast
providing
viewed to shall be schedule of
learning
done during home lessons
content to visits by subject
learners as a area
form of teacher/learning
distance facilitator
education. wherever possible
or through phone
calls, SMS, among
others.

Radio- Use of radio Radio based-lessons Enhancement of Guidance from provide the
Based programs on understanding of parents/learnin learners, as well
Instruction channels or key concepts and g facilitators as their
(RBI) stations clarifications on during listening parents/guardians
dedicated to possible areas of time /learning
providing confusion in the facilitators the
lesson that was broadcast
learning
listened to shall be schedule of
content to
done during home lessons
learners as a visits by subject
form of area
distance teacher/learning
education. facilitator
wherever possible
or through phone
calls, SMS, among
others.
Blended Any SLMs, as well as Provide the Learning Ensure the quality
Distance combination of textbooks/learners’ learners, as well as facilitator of education
Learning the above DL materials (LMs), copies their
types. Thus: of video lessons in a flash parents/guardians/l Provide
drive or CD earning facilitators supplementary
•MDL and ODL the broadcast materials to those
•MDL and SLMs for Alternative schedule of who have
Delivery Modes (ADM), lessons insignificant
TVBI/RBI
textbooks, primer
•ODL and lessons, activity sheets, Plan a LAC
TVBI/RBI teacher-made videos and strategies to
•ODL, supplementary materials, enhance the
TVBI/RBI and open educational learning progress
and MDL resources (OERs). SLMs of pupils
and primer lessons
converted into different
digital forms such as
interactive lessons or
electronic books (e-
books) and DepEd
Learning Resources
Portal, DepEd Commons
and/or different DepEd
recognized learning

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 management systems

TV and radio based-

lesson

ACTIVITY 3
RANK THE DL TYPES—MDL, ODL, TVBI, RBI, AND BL—FROM EASIEST TO MOST DIFFICULT
TO IMPLEMENT. GIVE THE REASONS FOR YOUR RANKING OF EACH.
RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to
2 BL
be utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.

ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household
member who can
guide and support their learning at
home
Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible (living in remote and/or
unsafe areas)
Indigenous Peoples
Persons with Disabilities
Coordinate with the Barangay Officials or BHW assigned in
their area.
Asked the help of some concerned neighbor or relatives.
Provide reading materials and parents should facilitate and ask
the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or other
private institutions
Coordinate with the Barangay Officials/ Civic Volunteer/
BHWs
Prepare localized/indigenized materials
Access to SPED Learning Materials to address their needs.

Others? Specify: N/A

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

ACTIVITY 1
1. What is lesson designing or lesson planning?

Lesson designing or lesson planning is defined as 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.
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2. Why is lesson designing important?

Lesson designing is important because it helps ensure that:

 Time is maximized for instruction and learning
 Lessons are responsive to learner’s needs
 Teachers set learning targets for 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 goals

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

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

 Aims and objectives
 Teaching and learning activities
 Assessment to check pupil’s understanding of the topic

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

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review previous lesson  Explain, model,  Wrap up activities

 Clarify concepts from demonstrate, and  Emphasize key information
previous lesson illustrate the concepts, and concepts discussed
 Present warm-up activities ideas, skills, or  Ask learners to recall key
processes that students activities and concepts
to establish interest in new
o will eventually discussed
lesson
internalize  Reinforce what teacher has
 Check learner’s prior
knowledge about the new  Help learners taught
understand and master
lesson  Assess whether lesson has
new information
 Present connection been mastered
 Provide learners with
between old and new  Transfer ideas and concepts
lesson and establish feedback
to new situations
purpose for new lesson  Check for learners’
understanding
 State lesson objectives as
guide for learners

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
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 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

ACTIVITY 3
Components of the DLL/DLP
I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Reflection is the part of the DLL/DLP that should be filled up after the lesson is delivered. The teacher
can make comments about the outcome of the lesson and other things that has been observed during the
instructions of the lesson.

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: MATH 8
Lesson/Topic: Special Products
Learning Objectives:1. Identify polynomials with special products through pattern recognition
2. Solve problems involving polynomials and their products.
Learning Resources/Materials Needed: MELC, ADM modules

Additional Remarks:
(ex. can be done via voice calls, can be
facilitated
by a household partner,
Check if already
can be done via a learning activity sheet, can
Part of Lesson / Learning Tasks present in the
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
X
3. Present warm-up activities to
establish interest in new lesson 
4. Check learner’s prior knowledge
can be facilitated
about the new lesson
by a household partner
5. Present connection between old and X
new lesson and establish purpose for can be done via a learning activity sheet
new lesson 
6. State lesson objectives as guide for
learners can be done via a learning activity sheet


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 Lesson Proper

1. Explain, model, demonstrate, and

illustrate the concepts, ideas, skills, or  can be done via a learning activity sheet
processes that students will eventually
internalize
2. Help learners understand and master  can be done via a learning activity sheet
new information
3. Provide learners with feedback X
4. Check for learners’ understanding  can be done via a learning activity sheet

After the Lesson

1. Wrap up activities  can be done via a learning activity sheet

2. Emphasize key information and
 can be done via a learning activity sheet
concepts discussed
3. Ask learners to recall key activities  can be done via a learning activity sheet
and concepts discussed
4. Reinforce what teacher has taught  can be done via a learning activity sheet
5. Assess whether lesson has been  can be done via a learning activity sheet
mastered
6. Transfer ideas and concepts to new  can be done via a learning activity sheet
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?

 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain what has been
discussed.
 Ask the students to make a relevance of the things they have learned, reiterate the values and the
importance of the lesson in their lives/ daily situations.

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?

 To the learner, I will guide the students by providing them more examples of the concepts in the SLM
for them to understand the lesson better
 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?

The teacher can make use of the group chat (GC), text messages, calls to make an update about the
students progress while taking the tasks/ activities and set more examples using technologies and other
reliable references.

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 in your Study Notebook.

13 | P a g e
 Formative Assessment learners may be Summative Assessment
assessed individually
assessment FOR learning: or collaboratively assessment OF learning:
to make corrections in the lesson to measure if the student met the
should encourage- self performance and content standards
may be incorporated in all parts of reflection and
the lesson: before the lesson, the personal execute after the lesson/end of a
lesson proper, and after the lesson accountability among quarter
students about their
results must be recorded to study own learning results enable teachers to describe
the patterns of learning how well the students learned the
demonstrated by the students but may be a written standards/competencies for a
should NOT be used as the basis work or a
performance given quarter, which are then
for grading.
task reflected in the class record

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other similarities and
difference between the two types of assessments.

ACTIVITY 6
Here 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 Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the
1. Essay output through the assistance of the teacher.
The learners will send recorded performance through a given link. The
2. Demonstration / Practicum /
teacher will give feedback to the learners individually through text /
Performance Task
messenger.
Teachers can use mechanism in Learning Management Systems to
increase academic integrity. He/ she may use a link or use drop box for
3. Quarterly Test
the submission of the test in case the students do not have an access
online.
Provide supplementary assessment materials to the learners aside from
the module which will be picked up in the designated drop box placed in
4. Weekly Test / Assessment barangay hall and other accessible places.
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
The teacher may provide a question via text or FB messenger for the
5. Reflection learners to ponder. Provide and discuss the rubrics to be used for the
activity.

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:

14 | P a g e
1. What assessment methods are common among the group members?
 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection

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

 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules

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.

15 | P a g e
 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. Write your answers in your Study Notebook.

Column A
Column B
c 1. These are the knowledge, understanding, skills, and
a. learning area
attitudes that learners need to demonstrate

d 2. These are the formative learning opportunities given to

learners to engage them in the subject matter and to enhance their
b. mode of delivery
understanding of the content.

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

c. learning competencies
b 4.This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context. d. learning task

16 | P a g e
 ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 7, 8 and 10
WEEK 1, QUARTER 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

4:30 - 6:30 wake up, make up your bed, eat breakfast, and get ready for an awesome day!

6:30 - 7:30 have a short exercise and travel time (home to station)

Monday

7:30 - 8:30 DISTRIBUTION of MODULES

8:30 – 11:30
ORIENTATION/MEETING/CONSULTATION
1:00 - 4:30

Tuesday

9:30 - 11:30 ORIENTATION/MEETING/CONSULTATION

1:00 - 3:00 MATH 8 FACTORS COMPLETELY DIFFERENT PSYCHOSOCIAL PERSONAL SUBMISSION

TYPES OF POLYNOMIALS BY THE PARENT TO THE
(POLYNOMIALS WITH COMMON MATH 8 LAS Week 1 TEACHER IN SCHOOL
MONOMIAL FACTOR, DIFFERENCE
OF TWO SQUARES, SUM AND MATH 10 LAS Week
DIFFERENCE OF TWO CUBES, 1
PERFECT SQUARE TRINOMIALS,
AND GENERAL TRINOMIALS)

MATH 10 GENERATES PATTERNS.

Wednesday
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 3:00 ARAL PAN 7 NAIPALILIWANAG ANG KONSEPTO PSYCHOSOCIAL PERSONAL SUBMISSION
NG ASYA TUNGO SA PAGHAHATING- BY THE PARENT TO THE
HEOGRAPIKO: SILANGANG ASYA, ARAL PAN 7 TEACHER IN SCHOOL
TIMOG-SILANGANG ASYA, TIMOG- LAS Week 1
ASYA, KANLURANG ASYA,
HILAGANG ASYA AT ARAL PAN 8
HILAGA/GITNANG ASYA. LAS Week 1
ARAL PAN 8
NASUSURI ANG KATANGIANG
PISIKAL NG DAIGDIG.

Thursday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 3:00 ESP 7 (1)NATUTUKOY ANG MGA PSYCHOSOCIAL PERSONAL SUBMISSION

PAGBABAGO SA KANYANG SARILI BY THE PARENT TO THE
MULA SA GULANG NA 8 O 9 ESP 7 TEACHER IN SCHOOL
HANGGANG SA KASALUKUYAN SA LAS Week 1
ASPETONG:
A. PAGTATAMO NG BAGO AT GANAP ESP 8
NA PAKIKIPAGUGNAYAN (MORE LAS Week 1
MATURE RELATIONS) SA MGA
KASING EDAD
(PAKIKIPAGKAIBIGAN)
B. PAGTANGGAP NG PAPEL O
GAMPANIN SA LIPUNAN
C. PAGTANGGAP SA MGA
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

PAGBABAGO SA KATAWAN AT
PAGLALAPAT NG TAMANG
PAMAMAHALA SA MGA ITO
D. PAGNANAIS AT PAGTATAMO NG
MAPANAGUTANG ASAL SA
PAKIKIPAGKAPWA/ SA LIPUNAN
E. PAGKAKAROON NG
KAKAYAHANG MAKAGAWA NG
MAINGAT NA PAGPAPASYA
F. PAGKILALA NG TUNGKULIN SA
ESP 8 BAWAT GAMPANIN BILANG
NAGDADALAGA / NAGBIBINATA.

NAPATUTUNAYAN KUNG BAKIT

ANG PAMILYA AY NATURAL NA
INSTITUSYON NG PAGMAMAHALAN
AT PAGTUTULUNGAN NA
NAKATUTULONG SA
PAGPAPAUNLAD NG SARILI TUNGO
SA MAKABULUHANG
PAKIKIPAGKAPWA.

Friday

9:30 - 11:30 Retrieval and Disinfection of Modules.

1:00 - 4:30 CONSULTATION/HOME VISITATION

4:30 onwards Travel Time (station to residence) and Family Time

 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
INDIVIDUAL LEARNING
LEARNING PLAN
MONITORING PLAN (ILMP)
(WHLP)
A tool to guide learners and
learning facilitators of
A tool for monitoring learners who lag
household partners in
PURPOSE behind based on the result of their
tracking the subject areas to
formative and summative assessment
be tackled and activities to
perform at home
Learners and learning
Teachers and learning facilitator or
FOR WHOM? facilitator or household
household partner
partner
Learning areas, learning
Learner’s need, intervention strategies,
COMPONENTS competencies, learning task,
monitoring date, learners status
mode of delivery
HAS TO BE
COMMUNICATE Yes Yes
D TO PARENTS?

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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: Cyra Mae G. Lataza
GRADE LEVEL: 10- Tuna
INTERVENTION LEARNER’S STATUS
LEARNING LEARNER’S MONITORI
STRATEGIES INSIGNIFICANT SIGNIFICANT
AREA NEEDS NG DATE MASTERY
PROVIDED PROGRESS PROGRESS
MATH The learner The teacher may October [ √
needs further provide more 7, 2020
explanation examples and
and more actual
examples to demonstration
understand the thru video.
concept of the
sequence.
 
Learner is not making significant progress in a timely manner. Intervention strategies
INTERVE need to be revised.
NTION
Learner is making significant progress. Continue with the learning plan √
STATUS
Learner has reached mastery of the competencies in learning plan.
 MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021

included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance LDM
to be implemented in Schools/Divisions. Study this map and answer the following questions 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?

Based on the learning resources map, the Printed Modular Distance Learning and
Blended distance Learning are the adopted strategies and to be implemented at public
schools here in our Division Office. It is because that the resources in these LDMs
(modules) are readily available and accessible from Kinder up to Grades 12.

2. Do you have the complete resources for the Distance LDM needed in class?

Aside from the modules coming from the central and our division office, our schools do
not have yet a complete resource for the distance learning delivery modalities.

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?

In order to fill-up the missing learning resources, we can use the two DepEd portals: the
LRMDS and Commons to search for the following LR and also, to substitute the missing
LR by collaborating to the teachers we will make/write a module/worksheet by following
the format given by our division.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?

Because learning must be reinforced, using the learning portals is very important to
supplement the missing LRs. We need support to orient the teachers on how to register on
the portals. We also need a support in providing the school with a better and stable
internet connection. In order to achieve these: we can accept donations form generous
stake holders, from the LGU’s and officials.

4. Based on your evaluation of the materials, are they appropriate to the level and characteristics
of learners?

Through the evaluation of the materials that was distributed by DepEd, we found out that
the level of difficulties of the materials were appropriate to the student’s level of
thinking. However, since mother tongue is a part of the curriculum of the K-12 education,
there is a need to translate and contextualized the learning materials.
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?

When it comes to learners reading ability and learners comprehension, it would be a

disadvantage for the learners because the LR from national has a lot of reading to do.
 In order to reach the reading level of the pupils, we need to low down the difficulties of
the LR by giving easier and more examples of activities.

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.

Actively participate in the LAC session of Learning Delivery Modalities. Collaborate and
work constructively with others to develop original ideas and solutions in making/writing
the LAS/BOL. Provide technical assistance and share to colleagues on how to use and
access the different DepEd platforms (DepEd LR, DepEd Common).

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
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.

Registered and created and account in LRMDS using personal DepEd account.

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to Memorandum
on DepEd Commons dated March 17, 2020.

Registered and created and an in DepEd Commons using personal DepEd account.

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’?

The DepEd portals are accessible anytime, the learning, teaching and professional
development resources can be accessed by various users, provided that they are registered
users. They can view and download published supplementary materials that would help
for their own convenience.

How do they complement the LRs that you already have?

They will serve as supplementary materials in writing/making BOL/LAS.

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

Problems arise in accessing in the portals due to unstable internet connection for both
learners and teachers. Learners’ limited technical knowledge in accessing the portals,
lack of gadgets for browsing the net, financial burden to parents in paying data load for
internet connection.
Students where requested to provide their own flash drive, the teacher will download it
for them and store in the USB. For the gadgets, the school allows the parents to borrow
the netbook available, for those who do not have appropriate gadgets.

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

Provision of internet connectivity in the area, the school can apply for internet connection
thru PLDT or Globelines. Or the school can purchase Wi-Fi Routers using MOOE. Seek
assistance to LGU’s, accept donations for internet connections, save and give a copy of
supplementary materials to parents.

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.

 Organize a LAC session in accessing LR portals.

 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Technical Assistance in operating gadgets in and downloading LR’s from the portals.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in your
Study Notebook:

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

Yes, the material was 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?
Based on the assessment there were no answers “No” or “Cannot Be Determined”
3. Are there other aspects of the material not covered by the tool but still need to be assessed?
Specify which aspect/s.
In my own perspective, there are no aspects of the that is not covered.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
The use of Rapid Assessment Tool help us to assess learning resources’ validity accurately.

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?
The materials that were uploaded in the DepEd LR Portal (LRMDS and DepEd Commons)
meet the requirements from the Rapid Assessment Tools, while the materials form the Non-
DepEd LR portal did not meet some of the requirements.

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
There is no need no improve in the materials uploaded in the DepEd LR portal, while in the
Non-DepEd Portal, I think we need to improve some parts of the worksheet based in the
Rapid Assessment Tool.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
In determining the right LRs for our lesson, we need to make sure that the LRs are aligned to
the MELCs. This exercise help me check the validity of LRs appropriately.

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?
The LRs which were given/distributed by the DepEd are also the ones uploaded in the
DepEd Portal (LRMDS and DepEd Commons. These materials will be the ones to be
used in the actual classes and these materials meet all the requirements based in the
assessment using the Rapid Assessment Tool.

2. What improvements do you still need to make in your developed material?

More localization and simpler activities for high school, knowing this kind of situation
right now.

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.

Insights:
The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.

There is no need no improve in the materials uploaded in the DepEd LR portal, while in
the Non-DepEd Portal, I think we need to improve some parts of the worksheet based in
the Rapid Assessment Tool.

In determining the right LRs for our lesson, we need to make sure that the LRs are
aligned to the MELCs. This exercise help me check the validity of LRs appropriately.

The LRs which were given/distributed by the DepEd are also the ones uploaded in the
DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones to be used
in the actual classes and these materials meet all the requirements based in the assessment
using the Rapid Assessment Tool.

Finally, it would be better if there are more localization and simpler activities for high
school, knowing this kind of situation right now.

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

 LESSON 1: DEVELOPMENT AND LAC PLANNING

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

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.

Among the domains in PPST, I think need to focus on first domain which is Content
Knowledge and Pedagogy to strengthen the effectiveness and efficiency of my teaching not
just in the normal face-to-face LDM but in all the alternative learning delivery modes to
deliver quality education to learners even amid a pandemic.

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
improving your teaching
practices in the modalities?
To allow the students master the
learning process and direct their
learning in their own individual
and flexible ways.
To strengthen my technological
skills to cope up with the
variety of needs of the learners
in the new teaching-learning set
up.
Involve parents in their child’s
education
LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT
AND PARTICIPATION IN THE LAC
What will push you to What will help you attain
achieve this goal? this goal?
Education must continue Provide differentiated
and no student shall be left instructions (modalities)
behind which incorporates authentic
learning.
Teaching using 21st Attending relevant webinars
century technology is a Conduct LAC Session
must and an advantage for
every educator
Establish positive Create an online presence with
relationship with the the parents where they can
parents share views in teaching their
child.
Constant communication to
update their child’s progress

ACTIVITY 1
1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non- DepEd providers
whether online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in Lesson
1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Developmental
Developmenta Intervention) Timelin Resources
Strengths
l Needs Learning e Needed
Objectives
Intervention
of the PD
Program
Achieve results Attend
Displays emotional with optimal orientation
maturity and use of time and Make lesson about
Whole
enthusiasm to resources in plan aligned MELCs ,LAC School
year
teach in any LDM making lessons with MELCs session funds
round
amidst this for relevant to by DepEd discussing
situation. the new MELC based
normal. lesson plan
Enhance
Utilizes Prepares
skills in
technologies to simple
using Attending
access information PowerPoint
various and webinars, Whole
in different DepEd presentation in School
necessary LAC sessions year
portals and to the delivery of funds
technologies about the use round
assist in delivery of the lesson
used in of ICT
lessons in various giving short
different
LDM. period of time
LDMs

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT
OBJECTIVES SPECIFIC TOPICS
RELATED TO THE MODALITIES
Applying assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the modules DepEd Commons
Enhancing skills in developing learning
Writeshop on the Development Of Different
resources
Learning Resources

ACTIVITY 2
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.

Our LAC group shared insights and personal experiences about how they view Professional
Development. We also discussed the importance of continuing personal development of
teachers not just for promotion and salary increase but mot importantly, for the welfare of our
learners. Through continuing professional development, we can offer better instruction and
best practices to instantly address the needs of our learners.

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.

After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator, our School Head Ma’am Sonia C. Cupla.I also
uploaded my personal copy in Google Drive for easy access and safe storage and kept a
printed hard copy.

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED

TO THE IMPLEMENTATION OF THE MODALITIES
 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.

After going over the list found in LDM2 Guide for Expected Outputs, each members will
start working out to prepare, complete and submit required outputs in given link and print
these files for hard copies.

ACTIVITY 2
Study the Reading on Portfolios from the Glossary of Education Reform. Based on your reading,
reflect on the following questions and jot down your answers in your Study Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching practice in your
School’s LDM?

MY Portfolio will help me in tracking the progress of my teaching practice in our school’s
LDM by leading me to foresee and address some challenges in implementation of the
school’s LDM. It will also help in making plans, modes and strategies on teaching practices
on the implementation of the Deped Programs “No Learners shall be Left Behind” on this
pandemic situation.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
 In capturing the progress of my teaching practice the following served as
evidences:
 Rapid Assessment Tool on Validity of downloaded Learning Materials from
DepEd Portal and Non-DepEd Portals,
 Individual Development Plan,
 Professional Assessment Questionaires

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

My reflections will serve as assessment of my own performance on the actual

implementation of LDM – distance learning. If there are specific work methods that
need to be improved/enhanced or removed for me to be able to produce quality
outputs.

ACTIVITY 3
Familiarize yourself with the List of Suggested Evidence Form. Is the list of evidence enough to
capture the progress of your teaching practice? What other evidence can you think of that is
relevant to the LDM adopted by your School? Write down your answers and other insights in
your Study Notebook.

It think the list of evidence is not yet enough because, more realizations and learnings will
come along the way on the actual implementation of the modality.
 ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of
Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for
yourself.

List of Suggested Evidence in the Learning Modality

ACTIVITIES TIMELINE OUTPUT/S
At least 2 recorded teaching
Documentation of Lesson October to lessons
Delivery December Google Classroom (1
teacher)
Researching and
October to Weekly Home Learning
Incorporating Teaching
December Plans (2 per month)
Strategies in the Modalities
Participation in DepEd’s
recognized educational October to
Certificate of Participation
resources trainings, INSETs December
and LAC sessions
Organizing the Professional
February Professional Portfolio
Portfolio
Submission of Portfolio to Any proof of submission
February
coach/es from the coach/es
At least twice
Technical Assistance starting October Video Recording
2020

Other Types of Evidence relevant to your Modalities

ACTIVITIES TIMELINE OUTPUT/S
Conducting LAC Session At least 1 LAC Session Write-ups
on teaching strategies in
Modalities
Writing Intervention Remedial Reading Reading Materials
Materials for Insignificant Materials
Learners
Conduct Innovative At least 1 Write-ups
Workplan

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.

It is important to complete all required outputs. Likewise, active participation in

brainstorming and sharing insights in all sessions is very important to elicit and gather
ideas from all the members of the group to attain quality of the outputs. It is also
important to indicate attainable plan of activities.

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.

The following were gathered insights in making out of Portfolio

1. Proper coordination with Barangay LGU and parents on the manner of distributing
and retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated areas
in distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission
of final outputs.
5. Seeking assistance from the leader and coach for the proper organization of
Portfolios.

EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR

TEACHERS
CRITERIA EXCELLE VERY SATISFAC MARGIN UNSATISFAC
NT SATISFAC TORY (3) AL (2) TORY (1)
(5) TORY
(4)
DEMONSTRA The outputs The outputs The outputs The outputs The outputs do
TION clearly adequately reflect to reflect to not
OF and captured a big extent a limited show the
PROGRESS adequately the progress the extent the progress of
OF captured the of the progress of progress of the LDM
THE LDM progress of implementati the LDM the LDM implementation
IMPLEMENT the on of implementati implementa
ATION implementa the LDM on tion
(30%) tion of
the LDM,
showing
innovations
that
contribute
to its
smooth
implementa
tion
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in
experience experience in experience experience the
in the the and in the implementation
 LDM LDM relates them implementa of
implementa implementati to the tion of the LDM with
tion, on, professional the LDM no
shows in- shows some standards and with attempt to relate
depth analysis, personal limited it
analysis and and relates it development attempt to to the
synthesis, to the goals relate it professional
and professional to the standards and
excellently standards and professiona personal
relates it to l development
to the professional standards goals
professional and and
standards personal personal
and to development developme
professional goals nt goals
and
personal
developmen
t goals

DEMONSTRA The outputs The outputs The outputs The outputs The outputs do
TION clearly clearly clearly clearly not
OF demonstrate demonstrate demonstrate demonstrat demonstrate
PROFESSION 5 or 4 3 e the 2 any
AL more indicators of indicators of indicators indicator in the
STANDARDS indicators relevant relevant of relevant professional
(20%) of strands in strands in strands in standards
relevant professional professional professiona
strands in standards standards l
professional standards
standards
LANGUAGE The ideas The ideas are The ideas are The ideas The ideas are
AND are expressed in expressed are jumbled and
OVERALL expressed in clear well but expressed difficult
PRESENTATI clear, language with using very to understand;
ON OF coherent, with very incoherence basic words errors
THE OUTPUT and minimal in and in structure and
(15%) appropriatel errors in some areas structure writing
y- structure and few with conventions
worded and/or errors in incoherenc are found
language writing structure e in many almost
with no conventions and/or areas and everywhere in
errors in writing several the
structure conventions errors in output
and/or structure
writing and/or
conventions writing
convention
s
ORGANIZATI The The portfolio The portfolio The The portfolio
ON OF portfolio is is is portfolio does
PORTFOLIO logically logically generally has 3-4 not follow a
(5%) organized, organized well- items not logical
is organized well placed order
insightful, with 1-2 in the
and offers items not overall
new well placed organizatio
 perspective in the overall n
and organization
insights
TIMELINESS The The output/s The output/s The The output/s
(5%) output/s is/are is/are output/s is/are
is/are submitted 1- submitted on is/are submitted more
submitted 2 days the day submitted than
more than before the of the 1-3 days 3 days after the
3 days deadline deadline after the deadline
ahead of the deadline
deadline