STUDY NOTEBOOK

Learning Delivery Modalities Course 2

Team C1_27_REVATORES, CHULETA D.

MODULE 1 – COURSE ORIENTATION

ACTIVITY 1
1. What is the main delivery of this course?

The main delivery of this LDM Course is the guided independent study
through self-Learning modules to be made available in electronic
(offline/online) and printed versions.
2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?

This LDM course will help ensure that I will be able to deliver quality
instruction in the new normal through better understanding of the whats,
hows, and whys of learning continuity platforms to make learning
effective to happen in the new normal school setting.
3. What are the two support mechanisms that will help you with your learning in this course?

The two support mechanisms that will help me with my learning iof this
LDM course are (1) self-learning modules and (2) collaboration through the
Learning Action Cells (LACs).

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?

The willingness to learn something new, the desire to strengthen my

knowledge and skills and increase the capacity to adopt new normal in
education greatly affect my participation in this course.

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

By having a positive attitude and being open-minded in considering

other perspectives and accepting inputs from other people.
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Learning Delivery Modalities Course 2
Team C1_27_REVATORES, CHULETA D.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is that I (What will prevent me (What will push me to (Where will I
repeatedly do that may from participating fully participate in this accomplish the
affect my participation in this course?) course?) requirements of this
in the course in a course? Describe the
positive or negative
environment.)
way?)
 Doing other school  Unstable internet  The essential positive  I will accomplish the
tasks. connection learning that can be requirements at
gained after home. A place that is
 I have the  Overlapping schedule completing the LDM2 safe and conducive
tendency to delay and due reports to be modules. to work
the task/activity if submitted
I’m doing
something urgent
to be submitted

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

Upon discussing with my colleague, I had gained optimistic spirit of enlightenment.

This process will not only benefit me but it will also benefit my learners under the new normal
school setting. Learning must continue no matter what the situation is. Learning is possible
because of other learning modalities that can be used to make learning effective. Learning is
a continuous or lifelong process. What was learned yesterday may not be adequate for today
it may even be no longer correct.
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Learning Delivery Modalities Course 2
Team C1_27_REVATORES, CHULETA D.
LESSON 2:
ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1
Begin by refreshing your memory on the Learning Action Cell. Read
DepEd Order No. 35 s. 2016 titled “The Learning Action Cell as the K to 12

Basic Education Program School-Based Continuing Professional Development

Strategy for the Improvement of Teaching and Learning.”

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

1. Reflect on the objectives for conducting LAC session as listed in DO

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

__1__ To improve the teaching-learning process to improve

learning among students

__4__ To nurture successful teachers

__2__ To enable teachers to support each other to continuously

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

__3__ To foster a professional collaborative spirit among school

heads, teachers, and the community as a whole

2. What are the top three challenges to having a successful

LAC? List down and elaborate.

a. Unstable internet connection that adds burden and affects

the performance and momentum in participating the
session.

b. Work overload that causes stress which leads to poor

performance of students.
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Learning Delivery Modalities Course 2
Team C1_27_REVATORES, CHULETA D.
c. Conflict of schedule which affects our time and focus in
attending the LAC

Activity 2
According to DP 35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach or LAC Leader in forming your LACs.

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC.

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

3. Note the following in forming your LACs:

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

 Teacher LACs can connect with their Instructional Coach through the LAC Leader.
This Instructional Coach will also be handling multiple LAC through a network of
LAC Leaders.

See Figure 1 for reference.

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Team C1_27_REVATORES, CHULETA D.

[Link] of LACs:
October 14, 2020 –Orientation of LAC Key Players with respective
Instructional Coach (Dr. Salvacion R. Raquid)
October 15, 2020 - LAC Session – Module 1
October 16, 2020 – LAC Session – Module 2
October 19-20, 2020 – LAC Session – Module 3
October 21, 2020 – LAC Session – Module 4
October 22, 2020 – LAC Session – Module 5
October 23-24, 2020 – Submission of Outputs
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2.
LAC Leader - Danilo L. Tanay
LAC Facilitator - Jean R. Brijuega

3. LAC COMPOSITION OF TEAM C1_27

LAC Leader - Danilo L. Tanay

LAC Facilitator - Jean R. Brijuega

LAC Documenter - Sarrah May S. Mendivel

Asst. LAC Documenter - Rhialone Caingcoy

Members: - Mary Ruth C. Remolacio

- Chuleta D. Revatores

- Sahlee R. Echague

- Chona O. Tanay

- Jocelyn L. Rubios

- Lea B. Bañares

- Angelita N. Raquid

- Chona R. Benitez
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Activity 3
List down the members of your LAC and their respective roles in your Study Notebook.

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

LAC Leader Danilo L. Tanay *Responsible for guiding a group to complete a task or project.
*Leads in the development of a LAC Plan and integrates such in
the SIP or AIP
*Provides feedback and submits LAC Progress Report to District
and Schools Division Office.

LAC Facilitator Jean R. Brijuega *Assists the leader in guiding the group to perform a given
task.
*Provides technical assistance in the development of LAC,
timetable of team meetings, and other activities.
*Encourages active engagement and participation of members.

LAC Documenter Sarrah May S. Mendivel *Documents LAC proceedings following the template agreed
upon.
*Keeps records of attendance and output of members.
*Assists the LAC Leader and Facilitator in writing the Progress
reports.
*Takes down minutes and captures the process in the LAC.

Asst. LAC Rhialone Caingcoy *Assists the LAC Documenter in writing the Progress reports to
Documenter be submitted to the district, Schools Division, Regional, and
Central Office.

Members: Mary Ruth C. Remolacio *Participate in the given task or project, follow directions and
communicate properly with the leader and co-leader to be able
to accomplish the given task or project.

Chuleta D. Revatores -do-

Sahlee R. Echague -do-

Chona O. Tanay -do-

Jocelyn L. Rubios -do-

Lea B. Bañares -do-

Angelita N. Raquid -do-

Chona R. Benitez -do-

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Learning Delivery Modalities Course 2
Team C1_27_REVATORES, CHULETA D.

MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND

DEVELOPMENT OF MELCS

ACTIVITY 1
Answer the following reflective questions.
1. The closure of schools around the world due to the global pandemic
posed serious challenges on the delivery of quality basic education. As a
teacher, what do you think are the fundamental concerns in terms of
curriculum standards that need to be addressed in order to ensure learning
continuity? Cite a specific example. Do you think these concerns could be
solved by teachers alone? Why or why not?

Due to COViD-19 pandemic, one of the major concerns of teachers in terms of

curriculum standards is how to cover all the necessary learning competencies without
face to face classes and collaboration among their learners. Under K-12 curriculum,
group works, and performance tasks are included as an integral part of the teaching-
learning process. It is a big challenge for teachers during these times to implement
these activities through distance learning. However, learning must continue and we
must think of alternative ways to engage our students. These concerns could not be
solved by the teachers alone. They are not trained enough to this “New Normal” way
of teaching, hence school leaders and Supervisors must provide assistance and
motivation to ensure that teachers to do their job well and that learning standards are
relevant, and flexible to address the impact of COViD-19 in Basic Education.

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?
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Team C1_27_REVATORES, CHULETA D.
I agree that congested curriculum can be one of the reasons of poor
performance among our learners. Because of curriculum congestion, adequate
teaching time and students’ deeper understanding are compromised. It also prevents
students from achieving sufficient competence in Reading, Writing, Arithmetic, which
results in continuous presence of non-readers in the higher grades. Students don’t
have enough time to develop mastery because teachers need to teach all the
prescribed learning competencies on a limited time.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief and concise response to the
following guide questions.

1. What are the general and specific purposes of the development of

MELCs?

The general purpose of the MELCs is to ensure quality, relevant

and liberating education by reviewing the competencies in K to 12
Curriculum. Before the pandemic, there were already reviews done in
the competencies and there are plans to compress learning
competencies. The specific purpose is to map the essential and desirable
learning competencies and serve as one of the guides for teachers as
they address the instructional needs of learners while ensuring that
curriculum standards are maintained and achieved.

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

learning competencies?

The review covered the following:

 Mapping of the essential and desirable learning competencies within

the curriculum

 Identification of prerequisite knowledge and skills needed to prepare

students for essential learning competencies

 Analysis of the interconnectedness of prerequisite knowledge and skills

among the learning competencies for each subject area.;
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3. What is the difference between essential learning competencies and
desirable learning competencies?

Essential learning competencies were defined as what the students need,

considered indispensable, in the teaching-learning process to build skills to equip
learners for subsequent grade levels and consequently, for lifelong learning. On
the other hand, desirable learning competencies were defined as what may
enhance education but may 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?

It started in the identification of essential and desirable learning

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

 Too specific (and the articulation is similar to a learning

objective).
 Are deemed appropriate to be introduced in an earlier
quarter or grade level or moved to a later quarter or grade
level.
 Are recurring.
 Are subsumed in another learning competencies.
5. What is the importance of the MELCs in ensuring the delivery of
quality instruction?

MELCs are carefully reviewed and selected by DepEd. Bureau specialists,

academic experts, and field implementers worked together to retain,
merge/cluster, rephrase or remove/drop the different learning competencies.
DepEd affirms its commitment in sustaining the delivery of quality, accessible
and relevant Basic Education to our learners amidst the learning modalities
and shortening the school year.
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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 and compare
the two documents to determine which learning competencies were retained, dropped, or
merged.

K to 12 Learning MELCs
Competencies

Merged/Clustered MATHEMATICS 9 MATHEMATICS 9

LC 21 Illustrates expressions MELC 21 Simplifies expressions
with rational exponents. with rational exponents.
LC 22 Simplifies expressions with
rational exponents.

Retained MATHEMATICS 9 MATHEMATICS 9

LC 1 – 20 MELC 1 – 20
LC 23 – 28 MELC 22 – 27
LC 30 – 48 MELC 28 – 46

Dropped MATHEMATICS 9 N/A

LC 29 – Identifies quadrilaterals
that are parallelograms.

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

Insights:
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 MELCs are a long-term response to the call of SDG4. It is already been planned even
before the COVID-19 pandemic.
 There is a big difference between online learning and digital modular distance
learning.
 Unstable internet connection is a big problem in online learning.
 MELCs are comprehensively compressed.

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:
[Link] is the importance of unpacking and combining the MELCs?
The importance of unpacking and combining the MELCs is to systematize learning
activities and effectively address the varying needs of learners and the challenges of
instructional deliveries. It is also essential to prevent redundancy in the repetition of the
lesson.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
In Unpacking MELCs we need to consider three things:
1. Alignment of the Content and Performance standards – We need to make sure that the
learning objectives that we will formulate are parallel to the K to 12 Content and
Performance standard.
2. Prerequisite knowledge and skills- Focus on the Target Skills then identify the Pre-
requisite knowledge and skills that would enable the achievement of MELCs then the
content and performance standards.
3. Logical sequence of Leaning objectives- Learning objectives should follow logical
sequence. We can refer to Bloom’s Taxonomy to classify educational learning objectives
into levels of complexity and specificity.
In combining MELCs, always take note of these:
1. Commonality of content, topic, or theme – If there are common contents or topics, it can
be merged or combined. It can aid to observe efficiency in the development of learning
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resources, which include but are not limited to SLMs, textbooks, teacher’s guides,
activity sheets, television and radio scripts.
2. Alignment with the Content and Performance Standards - In combining MELCs, we have
to ensure that the learning competencies can help in attaining the Content and
Performance standards.

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

Yes, in order for the department to focus and prioritize those that are essentials and
can be used in the learner’s 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.

RETAINED LEARNING COMPETECIES SAMPLE LEARNING OBJECTIVES

Illustrate Quadratic Equations  Describe Quadratic Equations

(M9AL-la-1)
 Distinguish examples and non-
examples of Quadratic
Equations

Characterizes the roots of a quadratic  Identify the value of

equation using the discriminant. discriminant of quadratic
(M9AL-lc-1) equations.

Solves equations transformable to  Recognize equations

quadratic equations (including transformable to the
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rational algebraic equations). quadratic equations (including
(M9AL-lc-d-1) rational algebraic equations).

Solves problems involving quadratic  Give the steps in solving word

equations and rational algebraic problems.
equations. (M9AL-le-1)
 Discuss the different ways of
solving quadratic equations.

Transforms the quadratic function in  Recognize if the quadratic

general form y = ax2 + bx + c = 0 into functions is in general form y =
standard form (vertex form) y = a(x-h)2 ax2 + bx + c = 0 or standard
+ k and vice versa. form (vertex form) y = a(x-h)2
(M9AL-lh-1) +k

 Explain how to use completing

the square to make a perfect
square trinomial and use this
in the quadratic functions
written in general form y = ax2
+ bx + c = 0

Graphs a quadratic function: (a)  Identify the vertex of a

domain; (b) range; (c) intercepts; (d) quadratic functions
axis of symmetry; (e) vertex; (f)
direction of the opening of the  Locate the possible points of s
parabola. quadratic function on a
Cartesian plane using table of
(M9AL-lg-h-i-1) values.

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

REFLECTION

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

This module consist of

 Lesson 1 Background, Rationale and Development of MELCs
 Lesson 2 Unpacking and Combining of MELCs into Learning
Objectives
 LAC Session
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MODULE 3A
DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the
LCP—face- to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions. When you are done, check Lesson 1, Activity 1 Answer Key 1 to
see how well you did.

1. A. Face-to-face (F2F) learning - Is a learning delivery modality where the teacher

and learner/s are physically in one venue.

B. Distance learning - A learning delivery modality where a learner is given

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

C. Blended learning - A learning delivery modality using a combination of the

features of F2F learning and distance learning. It can be

(1) F2F and modular distance learning;

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

D. Home schooling - An alternative learning delivery mode (ADM) that provides learners
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with access to formal education while staying in an out-of-school environment, with
parents, guardians, or tutors as authorized facilitators instead of classroom teachers.

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

Distance learning
Home schooling if done via distance learning

ACTIVITY 2
Read two documents: Guidance on Distance Learning and Non-Negotiable
Minimum Requirements for Distance Learning. As you go through the readings,
complete the Distance Learning Matrix. Share your completed matrix at your next
LAC Session. Your goal is to come to a shared understanding with your peers on
the different DL modalities and their defining features and requirements.

DISTANCE LEARNING MATRIX

Role of Parent
Distance Learning Distinguishing Role of
Essential Resources Role of Teacher or Household
Modality Feature School
Member
Modular Distance Printed Self-Learning Pack modules and Guides and Provide
Learning (MDL) materials/modules Modules (SLMs) Learning Activity assists their modules
adapted to the Learning Activity Sheets to be children for
condition of the Sheets (LAS) distributed to parents. education at learners.
program used and Textbooks Help deliver modules. home. Monitor
provide quality Provide Weekly Home Returns the
education that Learning Plan modules to distribution
responds to the call Attend to learner’s assigned and
for education who queries on tough person. retrieval of
prefer traditional topics thru text or Contacts modules.
way of teaching of phone calls. teachers if
learning Retrieve modules. needed
Check modules.
Online Distance Learning Involves in-person Learning Activity Provide Weekly Home Guides, assists, Monitor
(ODL) interaction Sheets (LAS) Learning Plan monitors and teachers
between teacher Textbooks Provide power point helps their and
and learners in Power point presentation. children on learners
which the main Presentation made Provide self- made their online inter action
elements include by teachers video class. via online
separation of Teachers improvised lesson/presentation. Contacts learning.
teachers and video Check learners output teachers if
students during lesson/presentation thru e-learning. needed
instruction and use Attends to parents
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of various and learners queries
technologies to on hard topics thru
facilitate student phone calls, text or
teacher and student messages.
– student Checks and monitors
communications. pace of learners.
TV-Based Instruction Concise, detailed Smart TV Provides Weekly Guides, assists, Provide
(TVBI) and precise Television with cable Home Learning Plan monitors and learning
presentation of the connection Provides Learning help their videos and
T-learning . Textbooks Activity Sheets (LAS) children. activities
Learning Activity Attends to parents thru TV-
Sheets (LAS) and learners queries Based
on hard topics thru learning.
phone calls, text or
messages.
Checks learners
output.
Radio-Based Instruction A form of distant Radio Provide Weekly Home Guide, assist, Provide
(RBI) learning that is Textbooks Learning Plan monitor and learning
able to expand Learning Activity Provide Learning help their activities
access to education Sheets (LAS) Activity Sheets (LAS children. thru audio
by bringing it to Attend to Contact
where the learners parents/learner’s teachers if
are and enable queries on tough needed
them to acquire topics thru text or
equivalency in basic phone calls.
education through Check learners output
broadcast of
lessons.
Blended Distance Increased student Self-Learning Self-Learning Modules Guide, assist, Provide
Learning engagement in Modules Learning Activity monitor and modules
learning. Learning Activity Sheets (LAS) help their for learners
Enhanced teacher Sheets (LAS) Power point children. Monitor
and student Power point Presentation made by Contact teachers
interaction. Presentation made teachers teachers if and
Responsibility of by teachers Teachers improvised needed. learners
learning. Teachers improvised video inter action
Improved student video lesson/presentation via online
learning outcomes. lesson/presentation Textbooks learning
Textbooks

Note that when a vaccine is already available and F2F will be allowed by the
Inter-Agency Task Force (IATF) and by the local government unit (LGU)
concerned, any of the DL modalities may be combined with F2F learning to come
up with a BL. Learn more about BL in the Supplementary Handout on Blended
Learning Delivery Modalities.
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ACTIVITY 3
Consider the situation in your School/Division—your organizational capabilities,
your level of resources (infrastructure, financial, human), level of experience in
DL, health and safety status, context and capacities of your learners and their
households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each.

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

Radio broadcast is the next accessible device

2 RVBI to larger percentage of learners

TV is available to most of the households but not

3 TVBI all.

Combination of all may require more

4 BL mixed resources.

This DL is the hardest to implement due to

digital divide. A large percentage of the country
5 ODL does not have access to fast and not
intermittent connection.
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ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)

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

Learner Group Targeted Intervention

RVBI, TVBI-The teacher encourages the
student to be more patient to study through
Learners without parents or household member who can follow ups of their lesson via text, chats or
guide and support their learning at home voice calls .

MDL-They can be facilitated by their

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

MDL, TVBI, RVBI-Provide them reading

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

MDL- The teacher will send them material/s

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

MDL- The teacher will create projects and

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

MDL- The teacher will give learning materials

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

TVBI, RVBI, MDL-Provide them SLMs (Self

Learning Modules), LAS (Learning Activity
Sheets), WHLP (Weekly Home Learning Plan
Persons with Disabilities Textbooks with the support of
parents/guardians. And be monitored via
voice calls texts or internet resources.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS

IN THE DIFFERENT LDMs

ACTIVITY 1

Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go

through the document, write down your answers to the following questions:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of developing lessons,

assignments, units, projects to teach students knowledge and skills, learning
opportunities, content of instruction, selecting teaching materials, designing the
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learning activities and grouping methods, and deciding on the pacing and allocation of
instructional time”. Well-prepared and well-planned lessons are fundamental to
ensuring the delivery of quality teaching and learning in schools. In order for the
design to be effective, teachers need to consider the learners’ characteristics and be
responsive to the needs of the learners.

3. Why is lesson designing important?

Lesson designing helps ensure that:

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

[Link] are the three elements or components of a well-designed

lesson?

a. Clearly articulated lesson objectives.

b. Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives.
c. Appropriate and timely assessment activities that provide relevant
information and feedback for both teachers and learners.
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ACTIVITY 2
The second component of a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson,
(2) during the lesson proper, and (3) after the lesson.

Before the Lesson Lesson Proper After the Lesson

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

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

previous lesson illustrate the concepts, information and

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

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

interest in new lesson will eventually key activities and

4. Check learner’s prior internalize concepts discussed

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

new lesson understand and master has taught

5. Present connection new information 5. Assess whether lesson

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

lesson and establish feedback 6. Transfer ideas and

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

6. State lesson objectives understanding situations

as guide for learners

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

List of Learning Tasks

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

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

Components of the DLL/DLP

I. Objectives
II. Content
[Link] Materials and Resources
[Link]
V. Remarks
[Link]

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL
and DLP should be filled up after the lesson is delivered. Teachers are
encouraged to think about their lessons, particularly the parts that went well and
the parts that were weak and write about those briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including
things about the lesson that were successfully implemented and which ones
need improvement or could be adjusted in the future. Teachers can also take
note of the number of learners who earned 80% in the evaluation, the number
of learners who require additional activities for remediation, and the difficulties
teachers encountered that their principal or supervisor can help solve.

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

The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the
DLL and DLP. To find out the instructional principles behind these learning tasks,
you may refer to the article Principles of Instruction by Barak Rosenshine
([Link] periodicals/[Link]).

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

Read the handout Designing Lessons in DL. Recreate and accomplish the following
table. Then choose one lesson from a Self Learning Module (SLM) for students
that you have on hand. Imagine that you will deliver this lesson to your learners
through DL. In the second column, identify which of these tasks are already
present in the SLM. In the third column, identify which has to be presented via
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technology-mediated resources, supplementary learning materials, or other
means.

Additional Remarks: (ex. can

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

Before the Lesson

1. Review previous lesson √ can be done via voice call or

2. Clarify concepts from previous lesson √ video call
3. Present warm-up activities to establish
interest in new lesson √
can be facilitated by a household
4. Check learner’s prior knowledge about the
new lesson partner
√
5. Present connection between old and new
lesson and establish purpose for new lesson √
6. State lesson objectives as guide for learners
√

Lesson Proper
Can be done via learning activity
1. Explain, model, demonstrate, and illustrate √ sheets
the concepts, ideas, skills, or processes that
students will eventually internalize √ Can be done via learning activity
2. Help learners understand and master new sheets
information √
3. Provide learners with feedback can be done via voice call or video
√
4. Check for learners’ understanding call

After the Lesson

Can be done via voice call or video
[Link] up activities √ call.
[Link] key information and concepts Can be done via learning activity
discussed √ sheets.
[Link] learners to recall key activities and concepts
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discussed Can be facilitated during
[Link] what teacher has taught √ synchronous and asynchronous
[Link] whether lesson has been mastered √ learning sessions
[Link] ideas and concepts to new situations √
√

Answer the following questions:

1. For learning tasks not found in the SLM you examined, what materials
or resources can you create or curate to supplement the SLM?

Accessible video presentations and other activity learning sheets that will
suit the accessibilities of the learners.

2. What kind of additional support can you give: a) the learner, and/or b) the
household partner so that they are guided throughout the lesson?

Consultations thru voice or video call.

3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?

Face to face (If allowed) or let the parents and learners write and attached
their feedback in each activity sheets.

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

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration
of content across learning areas maximizes time and helps learners
make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it easier for
you to check student work, and saves time for you and the learners.
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Can you think of other ways of designing and implementing lessons that can enhance
student learning and maximize teacher preparation time? Don’t forget to check back
with your Coach and share them with your peers.

Answer the following questions:

4. For learning tasks not found in the SLM you examined, what materials
or resources can you create or curate to supplement the SLM?

Accessible video presentations and other activity learning sheets that will
suit the accessibilities of the learners.

5. 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?

Consultations thru voice or video call.

6. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?

Face to face (If allowed) or let the parents and learners write and attached
their feedback in each activity sheets.

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

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration
of content across learning areas maximizes time and helps learners
make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it easier for
you to check student work, and saves time for you and the learners.
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Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time? Don’t forget to
check back with your Coach and share them with your peers.

Answer the following questions:

7. For learning tasks not found in the SLM you examined, what materials
or resources can you create or curate to supplement the SLM?

Accessible video presentations and other activity learning sheets that will
suit the accessibilities of the learners.

8. 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?

Consultations thru voice or video call.

9. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?

Face to face (If allowed) or let the parents and learners write and attached
their feedback in each activity sheets.

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

Integrating Content Across Learning Areas/Team Teaching

• You can check the MELCs for topics that may be integrated into other
learning areas.
• You can team up to integrate lessons across learning areas. Integration
of content across learning areas maximizes time and helps learners
make connections for better understanding.
• You can use content topics as themes, motivation, springboards, or
initial topics for lessons across subjects. You can also try merging
selected learning area performance tasks and assessments and create
separate rubrics for scoring per learning area. This can make it easier for
you to check student work, and saves time for you and the learners.
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Can you think of other ways of designing and implementing lessons that can
enhance student learning and maximize teacher preparation time? Don’t forget to
check back with your Coach and share them with your peers.

ACTIVITY 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on

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

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key
to see the other similarities and differences between the two types of
assessments.
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ACTIVITY 6
(Submit a copy of your Output to your LAC Leader)

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods that are
commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are teaching?
Recreate the following table and list five methods that you would like to try. For each one, write how
you plan to use it in DL.

Assessment How to Adapt the Assessment Method in

Method DL

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

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

At the end of the lesson, focusing on the topic and skill, I will give 1-2 activities guided
by the rubrics along with the modules once a week depending on the topic. Feedback
[Link] and clarification may be done thru voice or video call consultation.
Task
I will give it once at the end of the quarter face to face ( if allowed) and or test item
will be send via online messaging. , I will take note of the common misconceptions and
[Link] clarify them to the learners during our online session or via text message.
Assessment
I will include it in the learning activity sheet to be given weekly along with the
modules. Based on the responses, I will take note of the common misconceptions and
[Link] clarify them to the learners during our online session or via text message.
Assessment
I will instruct the class at the beginning of each quarter to gather evidences and mov’s
of what they do, submit and write for the whole quarter. It will be checked and noted
[Link] at the end of the quarter upon the retrieval of pupil’s output thru parents.
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Making

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:

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
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hard copies or physical forms may be
√
handed over to the teacher by the parents
or learning facilitators.

What assessment methods are common among the group members?

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

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

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

2. Despite the challenges, what opportunities can you and your

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

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.
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LESSON 3: GUIDING AND

MONITORING LEARNERS IN THE
DIFFERENT LDMs

ACTIVITY 1

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

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

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

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

Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-

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

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

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

WEEKLY HOME LEARNING PLAN

Grade 8
Week 3 Quarter 1
October 19-23, 2020

Day & Learning Area Learning Learning Tasks Mode of

Time Competency Delivery

Wednesday MATHEMATICS Illustrating Rational -Answer Pre-test. Modular Print

9:45 – 11:45 Algebraic Expressions - Define terms released to
associated with parents/guardians
Rational Algebraic and returned after
Expression. the students have
- Give example of finished
polynomial and non answering the
polynomial. activities,
- Match column A observing IATF
with column B by and DepEd health
translating the protocols.
verbal phrases to
mathematical
phrases.
- Tell whether each
expression each
expression is a
rational expression
or not. Write RAE if
it is and NRAE if
not.
- Complete the
table if the
expression is a
rational algebraic
expression or not.
Tick the column of
your answer and
provide a reason if
the expression is
not a rational
algebraic
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expression.
- Answer Post Test.
- Assignment

Share your prepared WHLP during your LAC Session.

ACTIVITY 3

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-

2020-00162. After you read the guidelines on creating an ILMP, fill out the
table below to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

For Whom? Learners and learning facilitator Teachers and learning facilitator
or household partner or household partner

Components Learning area, learning Learner’s needs, intervention

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

Has to be communicated to Yes Yes

parents?

ACTIVITY 4
(Submit a copy of your Output to your LAC Leader)
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Assume that after going through the outputs submitted by your learners, one of
them has problems completing the learning tasks for the first two weeks. Think of
a possible difficulty the learner may have encountered in accomplishing the
learning tasks. Apply what you have learned about ILMPs in Activity 3 and create
an ILMP for that particular learner who lags behind. Read and use the Individual
Learning Monitoring Plan Template. Consider the components of the ILMP that
were described in Activity

INDIVIDUAL LEARNING
MONITORING PLAN TEMPLATE
Source: DepEd Memorandum DM-CI-2020-00162
Learner’s Name: Crisel Quimbo
Grade Level: Grade 8

Learner’s Status
Intervention Strategies Monitoring Insignific Significa
Learning Area Learner’s Needs ant nt
Provided Date Mastery
Progres Progres
s s
Struggles to
MATHEMATICS read with a. seek help from a capable October /
fluency and immediate family 19-30,
comprehension member to help the 2020
learner in answering
the learning modules

b. give sufficient time for

the learner to
accomplish the
learning modules

c. scheduled home
visitation of the
teacher to help the
learner in answering
the activities in the
learning modules.
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d. make and provide
learning activities
suited to his pace of
learning

e. if possible, the teacher

provides direct
guidance and
supervision in the
completion of the
learner

Intervention Learner is not making significant progress in a timely manner. Intervention strategies need to
Status be revised.

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

Learner has reached mastery of the competencies in learning plan.

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

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

Remember also that in monitoring the progress of your learners, it is important to get in touch
with the household partner who provides assistance as needed while the learner is doing the
learning tasks at home.

Before leaving this Module, take note of the following key messages:

There are no perfect lessons, but with careful planning, reflection, and continuous adaptation
before, during, and after lesson delivery, you will be able to design lessons with your best
efforts, and maximize learning in this new context.
It is important for teachers to keep track of how the students are doing, get feedback from
the learners (learners’ self-assessment), and from the learning facilitators or household
partners, in order to continuously improve lessons and provide support for learners as they
learn.
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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.
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MODULE 3B: LEARNING

RESOURCES
LESSON 1: learning resource map for distance
LEARNING

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

1. Based on the map, what resources should you have in order to implement the LDM adopted
by your School/Division?

Our school had opted the modular distance learning which needs the following
learning resource materials:
a. Printed SLMs
b. Activity sheets
c. Supplementary textbooks/LM

2. Do you have the complete resources for the Distance LDM needed in class? If the LRs are
not complete or not available, what steps will you take to make these available? What are
your options to substitute these missing LRs?

As of now, we do not have a complete LRMs for Distance LDM, however, our
school had already initiated creation of supplementary activity sheets for subjects which
are not yet available.
I had already led my co-teachers that in the absence of the learning materials
in their respective grade level, they may use the compiled learning activities, their
Diagnostic, and formative assessment in their DLLs.
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3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support?

I will join electronically in the DepEd LR Portals. Upon approval of my request to

join, I will start to download LRMs that are essential to my teaching using the MDL
modality.
I can gain support from the Division LRM of LUSDO.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the materials
(based on reading ability, level of learning independence, level of household support, distance)?
What adjustments will you make in terms of the LRs?

Yes, they are appropriate because these were developed by the Department of
Education which is the primary learning resource materials to be utilized by learners
across the country in the new normal. These SLMs is K to 12 compliant, based from the
MELCs and passed the ADM Learning Resources Standards. However, completeness of
SLMs to be downloaded is still a problem.
In case there are average learners, teachers can simplify the learning activities
in the SLMs. Contextualizing and localizing the SLMs will be a great help to address the
learning styles and pacing of average learners.
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ACTIVITY 2.

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

Support that I can provide to my colleagues:

1. Guide and help them download the SLMs using the DepEd LR Portals.

2. Assist them in conducting review and assessment of all the downloaded SLMs to
address the completeness and appropriateness of all the SLMs to be used this
school year.

3. To address the disadvantage learners, maybe I can assist them in simplifying the
activities in the SLMs.

Support that I can get from them in terms of LRs:

1. Cooperation

2. Perseverance and diligence in the honest assessment of the LRs

3. Their feedbacks matter in addressing possible issues that may arise during the
school year in terms of the use and contents of the SLMs
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LESSON 2: ASSESSING LEARNING RESOURCES FROM

DEpED
ACTIVITY 1.
Establish access to the following portals:

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

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

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your LR
needs and those of your learners’? How do they complement the LRs that you already
have?
The two DepEd Portals are positively responding to the needs of our school and learners
because these portals provide learning resource materials that we need today. These SLMs,
activity sheets, interactive platforms are very essential to address the needs of our teachers
and learners. Access to these learning portals also provide authentic learning platform
because these were developed by the Department of Education which are the primary
learning resource materials to be utilized by learners across the country in the new normal.
This SLMs is K to 12 compliant, based from the MELCs and passed the ADM Learning
Resources Standards.

2. What are the challenges in accessing the LRs in the portals both for you and
your learners? How will you overcome these challenges?
The challenges in accessing the LRs in the portals are the following.
a. poor internet connection that hinders the downloading and accessing the LRs in
the DepEd portals
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b. not all learners and teachers have internet connection to access the online digital
platforms especially the DepEd Commons.
c. not all learners have learning gadgets to access the DepEd Commons.
d. lack of fund to finance the massive reproduction of SLMs, the MOOE of the school
is not enough.
3. What support will you need to be able to maximize the use of the LR Portals? From whom
can you get this support?
As teachers in our school, we can maximize the use of the LR portals through
info-drive and simulation on how to access and use the LRMs in the DepEd portals.
We can get these supports though the strong sponsorship of the ff.
a. Teachers
b. Parents
c. Community Leaders
d. Trained learning facilitators & para-teachers
e. Division LDRMs
f. LGUs
g. Other government agencies
h. NGOs
i. School Alumni Association

ACTIVITY 2.
In your next LAC Session, share and discuss your answers to the questions in Activity 1. Explore
how you can help and support each other in using the LR portals. Jot down the insights and
helpful information regarding the use of the LR portals in your Study Notebook.
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LESSON 3: ASSESSING THE LEARNING RESOURCES

ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from either DepEd

Commons or LRMDS Portal and assess the material using the tool. Answer the
following questions in your Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool but still need to
be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for
your lesson and your learners?
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RAPID ASSESSMENT OF LEARNING RESOURCES

SELF-LEARNING MODULE IN MATHEMATICS 9
Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the √

MELCs?

2. Appropriate to the grade level √

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or √

disseminate?

4. from a credible source/author? √

5. culture- and gender-fair? √
6. free from red flags on possible √
copyright and plagiarism
issues?

7. the layout and format easy to √

read and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
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REFLECTIONS
SELF-LEARNING MODULE IN MATHEMATICS 9
The Self-Learning Module in MATHEMATICS 9 was developed by the Department of
Education which is the primary learning resource materials to be utilized by Grade 9 learners
across the country in the new normal. This SLM in Mathematics 9 is K to 12 compliant, based
from the MELCs and passed the ADM Learning Resources Standards. This means that this SLM
in Mathematics 9 was designed to cater the needs of our learners on what they essentially
need to learn now that face-to-face learning is not possible because of the health risks
brought about by COVID-19.

As I go through the indicators and as I answered the Rapid Assessment of Learning

Resources that in this case, the SLM in MATHEMATICS 9 was evaluated. I have two indicators
that I think brought some minor issues. First is, “easy to reproduce and/or disseminate” but
school fund to reproduce these self-learning modules is a problem for allocation on other
concerns of the school are compromised. Second is “free from possible copyright and
plagiarism issues.” The development of SLMs includes the use of suited references; however
SLMs writers must be able to properly cite the references they used. The issue of copyright
infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing better learning

outcomes and teachers have big significant roles in the selection of appropriate learning
resource materials to be used in their teaching.
As I go through this SLM review in MATHEMATICS 9, I was enlightened that one of the
essential roles of a teacher is to look and study carefully the most appropriate learning
resource materials to be used.
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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 differences are as follow:
a. they are not contextualized and localized
b. they are not K – 12 compliant
c. they are not MELCs-based
d. they are not simplified

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

materials —both from DepEd and Non-DepEd portals — still need?
a. the lay-out
b. free from red flags on possible copyright and plagiarism issues
c. parallelism and congruity of learning competencies between the
LRs found in the DepEd portals and Non-DepEd portals
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3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?
The simulation of how to use the Rapid Assessment tool for LRs had greatly helped
me choose the right and appropriate learning materials.

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

1. How does your material compare with the ones that are obtained from the
online portals?
Based from our final outputs, the following are noted compared to the
LRs we can access in the online LR portals:
a. it is MELC based
b. the lay-out is different
c. learning activities were contextualized and localized.
d. the level of difficulty is addressed (from easy to the most difficult
learning tasks for learners

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

The Activity Sheets needs the following improvements;

1. Better lay-out
2. Proper citation of used reference materials
3. The AS should be carefully validated and edited by real
experts in the fields
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ACTIVITY 4.
Share and discuss your answers to the questions in Activities 1, 2, and 3 in
your next
LAC Session. Jot down insights and information that can be useful to you in
choosing the appropriate LRs.

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

LAC Leader. Ensure that you keep a copy for yourself.
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MODULE 4
PLANNING FOR
CONTINUING
PROFESSIONAL
DEVELOPMENT & LAC
PLANNING
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LESSON 1:
REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT
ACTIVITY 1.

Assess your current capabilities and skills using the Professional

Self-Assessment Questionnaire.

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

STRONGLY STRONGLY
ITEMS AGREE DISAGREE
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.
STUDY NOTEBOOK
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Team C1_27_REVATORES, CHULETA D.

ACTIVITY 2.
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. What particular professional
standards in the PPST do you need to focus on to effectively use the LDMs in relation to the
content and pedagogy of the learning area/s you are teaching? Write your answer and other
insights in your Study Notebook.

To guide your answers, you can also refer to DepEd Memo No. 50, s.2020 on DepEd
Professional Development Priorities and the Continuing Professional Development Guidelines

Professional standards in the

PPST do I need to focus on to
effectively use the LDMs in
Domain Insights
relation to the content and
pedagogy of the learning
area/s I will be teaching
Since learning modality has
drastically changed this
school year due to global
Modelling a comprehensive
health pandemic, careful
Domain 1 selection of effective teaching
selection of effective
Content Knowledge & strategies that promote
teaching strategies that
Pedagogy learner achievement in
promote learner
literacy and numeracy.
achievement in literacy and
numeracy should be
addressed properly.
Applying comprehensive
knowledge of and acting as a We need to address a safer
resource person for policies, and more secure learning
Domain 2 guidelines, and procedures environment especially now
Learning Environment that relate to the that Covid-19 is still infecting
implementation of safe and people. Health protocols
secure learning environments should be observed always.
for learners.
Domain 3 Encouraging active learning by Since diversity includes
Diversity of Learners small group by learning style students from various
not by ability and promote cultures with varied abilities
project-based learning. and disabilities, teachers
should maintain consistent
communication with
students to know them to
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acknowledge and respect
their beliefs.
Modelling exemplary practice
and leading colleagues in Careful planning of the
enhancing current practices in lessons should take place.
Domain 4
the planning and Teachers should consider the
Curriculum and Planning
management of fact that learning modality is
developmentally sequenced different now compared
teaching and learning before.
processes.
Leading initiatives in the Teachers should adopt
evaluation of assessment appropriate assessment
policies and guidelines that method to ensure that
Domain 5 relate to the design, selection, learning among children is
Assessment & Reporting organization and use of effective though modular
effective diagnostic, distance learning is the
formative, and summative learning modality most of us
assessment consistent with will be using under the new
curriculum requirements. normal school setting.
Teachers should have good
Establishing learning
community relations and tie
environment that are
up with other organizations
Domain 6 responsive to community
related to teaching. If there
Community Linkages and contexts and engagement of
is involvement of both the
Professional Engagement parents and wider school
school and the community,
community in the educative
successful learning may be
process.
achieved.

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 What will push you What will help you
toward to achieve this goal? attain
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Team C1_27_REVATORES, CHULETA D.
improving your this goal?
teaching
practices in the
modalities?
1. Make effective learning to
happen in the new normal
Attending webinars.
using teaching strategies
Partnership with
that fit modular distance The challenges in teaching
stakeholders.
learning by under the new normal.
Training para-teachers as
attending/joining webinars
facilitators of learning.
that help us make our
lessons effective.
[Link] the lacking The empathy to students for Support from
resources in providing the betterment of the parents/guardians and
student’s assistance. future. other stakeholders.
[Link] assessment to
Know the reality of the Students’ cooperation in
student’s output based on
present situation doing their activity outputs
their abilities.
[Link] dull academic
Help students to understand
concepts to life with visual Support from
how their schooling applies
and practical learning parents/guardians.
in the real world.
experiences.
[Link] students in Provide scaffolding to
Attend webinars and the
reading and writing student learning and
support of
instruction. produce self directed
parents/guardians.
learning.
STUDY NOTEBOOK
Learning Delivery Modalities Course 2
Team C1_27_REVATORES, CHULETA D.

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.
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INDIVIDUAL DEVELOPMENT PLAN

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

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

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

Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning
Objectives of the Intervention
PD Program
STUDY NOTEBOOK
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Learning
To To manage Apply more Strategic Year- and
participate learner positive and learning mode round Developme
in collegial behavior effective nt Team
discussions constructively strategies to
that use by applying develop and Supervisor/
teacher and positive and manage behavior School
learner non-violent of the learners Head/Mast
feedback to discipline to constructively in er
enrich ensure every task and Teachers/C
teaching learning- activities. o-workers
practice. focused
environment. Local
Funds

Teamwork Result focus Arrange Time table Year - Supervisor/

*Service particularly schedules for round School
orientation on achieving each task that Head/Mast
*Innovation results with needs to be er
optimal use accomplished as Teachers/C
of time and urgent, high o-workers
resources priority and
most of the priority.
time.

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.
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Team C1_27_REVATORES, CHULETA D.
PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT SPECIFIC TOPICS

OBJECTIVES
RELATED TO THE MODALITIES
To manage learner behavior constructively by Apply more positive and effective
applying positive and non-violent discipline to ensure strategies to develop and manage behavior
learning-focused environment. of the learners constructively in every task
and activities.

Result focus particularly on achieving results with Arrange schedules for each task that
optimal use of time and resources most of the time. needs to be accomplished as urgent, high
priority and priority.