POPOLON ELEMENTARY SCHOOL

BRGY. POPOLON, PALAYAN CITY, NUEVA ECIJA

LAC ID: I-002 ROSE

Learning Delivery Modalities

Course
(LDM2)
For Teachers

LEARNING JOURNAL
ADELAIDA T. HERNANDEZ

Master Teacher l, Popolon ES

09155658424

[email protected]
 CONTENTS

MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCs

LESSON 2: UNPACKING AND COMBINING MELCs INTO LEARNING OBJECTIVES

MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING DELIVERY

MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepED PORTALS
LESSON 3: ASSESSING THE LR MATERIALS

MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT AND LAC

PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT
AND PARTICIPATION IN THE LAC

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE IMPLEMENTATION

OF THE MODALITIES.

MODULE
LESSON 1: THE TEACHING PORTFOLIO AND 1:
ITS CONTENT
COURSE
LESSON 2: THE EVALUATION RUBRIC
ORIENTATION
LESSON 1: COURSE OVERVIEW

Activity 1

1. The main delivery of the course is to support teacher in the preparation of the
new Learning Delivery Modality (LDM) and ensured that delivery of LDM is
learner-centered.

2. The LDM course addresses the needs, situations and resources of each and
every learner, and will cover all the bases in ensuring that basic education will be
accessible amid the present crises posed by COVID-19 so we will be able to
delivered quality instruction in the “New Normal”

3. Technical assistance and coaching will help us with our learning in this LDM
course.

Activity 2

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Being optimistic Unstable internet Having the Study notebooks

connection. desired to acquired
new knowledges.

Activity 3
I would like to discuss to Miss Mariz Pantalunan about
my answers and reflections to the questions in the
Activities number 1 and 2 because I trust my co-
worker’s knowledge.
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1

1. Conducting LAC Session

1. To improve the teaching- learning processes to improve learning among

students.

2. To enable teachers to support each other to continuously improve their

content and pedagogical knowledge, practice skills and attitude.

3. To nurture successful teachers.

4. To foster a professional collaborative spirit among School Heads,

teachers, and the community as a whole.
2. Top three challenges to having a successful LAC

1. To improve the teaching- learning processes to improve learning among

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

Activity 2
LDM2 TEACHERS LAC SESSION 1

LAC Components Activity Suggested

Period

Getting Started The LAC Facilitator leads the discussion on LAC 15-20 minutes
protocols/norms:

● Learning Delivery Modalities Course for

Teachers
● September 2, 2020
● Google meet
● Roles of LAC Facilitator and LAC members
● LAC Forms 1 to 4

The LAC Facilitator documents and circulates

agreements on LAC protocols/norms.

The LAC Facilitator and LAC Members complete

LAC Form 1. LAC Profile.

The LAC Facilitator completes LAC Form 2. LAC

Facilitator Information Sheet.

Small Group sharing The LAC Facilitator asks the group to subdivide 10-15 minutes
into smaller groups of 2 to 3 individuals to reflect
on and share with each other their answers to the
following questions:

● What are the outcomes you expect from

 the Leaders LAC sessions?
● What are the key characteristics of
strong and effective Leaders LACs?
● How can a Leaders LAC provide support
for teachers and school heads?

LAC Members are encouraged to share their

reflections from Lesson 1 and Lesson 2, Activity 1.
Members should continue to write their personal
reflections or interesting ideas and suggestions
from the discussions in their Study Notebook.

Small Groups report The LAC Facilitator gives small group 20-25 minutes
representatives an opportunity to share their per
answers and reflections. representative

Big Group/Plenary sharing The LAC Facilitator synthesizes the small group 10 minutes
reflections and will ask the big group/plenary to
reflect on and answer the following questions:

● What was the value added in sharing

answers to a question with others?
● What might be the value of regularly
working with a group of leaders in
providing support to teachers and school
heads?

Big Group/Plenary The LAC Facilitator asks for 2-3 volunteers to 8-10 minutes
Synthesis share their thoughts.

The LAC Facilitator synthesizes the discussion.

Looking forward to the next The LAC Facilitator sets the assignment: Study 3-5 minutes
session LDM2 Module 2 on the Most Essential Learning
Competencies.

The LAC Facilitator ensures agreement on the

schedule and venue/platform for LAC Session 2.

Completion of reports The LAC Facilitator completes LAC Form 3. LAC 5 minutes
Session Report.

LAC members complete LAC Form 4. LAC

Engagement Report.

TOTAL 71-90 minutes

LAC ORGANIZATION
ID NO.: 1-002 ROSE
 EDGARDO L. CAMACHO, PhD
District Supervisor
LAC Instructional Coach

JOJI M. TECSON
School Principal
LAC Leader

ADELAIDA T. HERNANDEZ
Master Teacher l
LAC Facilitator

HARLYN H. PARUNGAO LORELIE N. DAYSON

Teacher l MARIZ M. PANTALUNAN Teacher lll
Documenter Teacher l Member
Facilitator/Moderator

LEAH C. INGOY ANABELLE S. MANZANO

Teacher l JOHN VINCENT R. DELA CRUZ Teacher l
Member Teacher l Member
Member

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
LESSON 1: COURSE OVERVIEW

Activity 1

1. The learning guide is one of the fundamental concerns in terms of curriculum

standards that needed to be addressed in order to ensure learning continuity.
Teachers cannot solved this concerns alone because of the global health crisis
poses a profound impact of the basic education system.

2. Our government and the Department of Education believes that educational

quality, access and systemstrengthening cannot be compromised in times of
crisis. Through Learning Delivery Modalities the Department of Education will
continue to strive to produce holistic Filipino learners with 21 st century skills.

Activity 2

1. The MELCs will enable the Department to focus instruction to the most essential
and indispensable competencies that our learners must acquire, as we anticipate
challenges in learning delivery.

2. Releasing the MELCs does not diminish the standards set by the full K to 12
curriculum guides. Rather these 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.

3. Essential learning competencies are defined as what the student need,

considered indispensable in the teacher-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 foundation
skills.
 4. The most essential learning competencies identify gaps, issues, and concerns
across learning areas and grade levels.

5. The MELCs will enable the Department to focus instruction to the most essential
and indispensable competencies to ensure quality, relevant and liberating
education for all.

Activity 3

K to 12 Learning MELCs
Competencies
Merged/Clustered 12.Nailalarawan ang mga Naipagmamalaki ang
pangarap o ninanais para sariling pangarap o
sa sarili. ninanais sa pamamagitan
12.1 Natutukoy ang ng malikhaing
mga pangarap o ninanais pamamaraan.
12.2 Naipapakita ang (AP1, Quarter 1)
pangarap sa malikhaing
pamamaraan.
Retained Nailalarawan ang Nailalarawan ang
pansarilining pansarilining
pangangailangan: pagkain, pangangailangan: pagkain,
kasuotan at iba pang kasuotan at iba pang
mithiin para sa Pilipinas. mithiin para sa Pilipinas.
(AP1, Quarter 1)
Dropped n/a

Activity 4
 As the Department of Education anticipates the challenges in employing various
schemes in the delivery of the learning standards due to COVID-19, the number of the
identified essential learning competencies per quarter were further reduced, thus the
term “most Essential Learning Competencies”.

As a general rule, a learning competency is retained if it satisfies the endurance

criterion which greatly contributes to life-long learning and is prerequisite skill to the next
grade leve;l. 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 if they are too specific, deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later quarter or grade level, recurring and
subsumed in another learning competency.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

Activity 1

1. 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.

2. In unpacking and combining the MELCs we need to consider the alignment on

the content and performance standards, prerequisite knowledges and skills and
logical sequence of learning objectives.

3. Not all the MELCs need to be unpacked or combined if it satisfies the endurance
criterion which greatly contributes to life;long learning and is a prerequisite skill to
the next grade level.
 Activity 2

1-3 items

Adelaida T. Hernandez Master Mariz M. Pantalunan Teacher l,

Teacher l, choose MELCs in Araling choose MELCs in English 6 in the first
Panlipunan1 in the first quarter and quarter and unpack these into learning
unpack these into learning objectives. objectives.

Anabelle S. Manzano Teacher l, Harlyn H. Parungao Teacher l,

choose MELCs in Edukasyon sa choose MELCs in Kindergarten in the
Pagpapakatao 2 in the first quarter and first quarter and unpack these into
unpack these into learning objectives. learning objectives.
 Activity 3

My Output
Unpacking the MELCs

Retained LC Sample Learning Objectives

 Nailalarawan ang pansariling
Nailalarawan ang pansarilining pangangailangan: pagkain, kasuotan,
pangangailangan: pagkain, kasuotan at iba pang tirahan, pansariling kagustuhan at mithiin
mithiin para sa Pilipinas. para sa Pilipinas.
(AP1NAT-Ib-4)  Nabibigyang halaga ang pagkakaroon ng
pagkain, kasuotan, tirahan at pansariling
kagustuhan.

Rephrased LC Sample Learning Objectives

 Natutukoy ang mga mahahalagang
Natutukoy ang mga mahahalagang pangyayari sa buhay simula isilang
pangyayari at pagbabago sa buhay simula isilang hanggang sa kasalukuyang edad gamit ang
hanggang sa kasalukuyang edad gamit ang mga mga larawan.
larawan at timeline.  Nakapagsasalaysay ng mga mahahalagang
(AP1NAT-Ic-6) pangyayari sa buhay mula isilang hanggang
sa kasalukuyang edad gamit ang mga
larawan.
 Nailalarawan ang mga personal na gamit
tulad nga laruan, damit at iba mula isilang
hanggang sa kasalukuyan.

MODULE 3A:
DESIGNING INSTRUCTION IN THE
DIFFERENT LEARNING
DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LMDS

Activity 1

1 Face-to-face (F2F) learning refers to a learning delivery modality where the teacher
and learner/s are physically in one venue.

2 Distance learning refers to a learning delivery modality where a learner is given

materials or access to resources and he/she undertakes self-directed study at home
or in another venue. Learners engage in independent learning at home or in any
physical learning space applicable, by using learning materials that are accessible
either online, stored on CD/DVD/USB Flash drive, or in printed form, or by viewing
TV lessons or listening to radio-based instruction while being geographically distant
from the teacher. The teacher supervises and monitors the learner’s progress and
provides remediation and enhancement when needed and possible. Assistance may
be provided by a learning facilitator who may be a parent or any member of the
family, or a community stakeholder.

3 Blended learning refers to a learning delivery modality using a combination of the

features of F2F learning and distance learning.

4 Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school
environment, with parents, guardians, or tutors as authorized facilitators instead of
classroom teachers. This does not preclude going to a school on specific periods to
develop learning competencies that require the use of laboratory, equipment, and
others. It uses any or a combination of the various learning delivery modalities.

LDMs do not have a face-to-face learning component

Distance Learning

Activity 2 Home Schooling if done via distance learning

Distance Distinguishing Essential Role of Role of Role of School

 Learning Feature resources Teacher Parent or
Modality Household
Member
Modular Self-learning Learner’s Monitoring Learning Orients the
Distance Modules in print Materials the progress facilitators teachers, parents
Learning (MDL) or digital textbooks, of the and learners about
format/electroni activity sheets, learners modular learning
c copy study guides and policies and
other study directions
materials
Online Synchronous Digital Devices Facilitator Co-monitor Institutionalized
Distance /asynchronous Internet engaging the the training and
Learning (ODL) instruction connection learners’ progress of updating of
Virtual Classes Activity sheets active their teachers to be
Learner-Teacher participation children’s more
and peer-to-peer learning technologically
communication adept
TV-Based Television-based Television Learning Co- Orients the
Instruction lesson Learning activity facilitator supervised teachers, parents
(TVBI) sheets the and learners about
progress of the TV-based
their instruction
children’s policies and
learning directions
Radio-Based Radio-based Radio Learning Provide Orients the
Instruction lesson facilitator guidance to teachers, parents
(RBI) their and learners about
children the Radio-based
instruction
policies and
directions
Blended Combination of print/non-print Learning Monitoring Monitoring the
Distance online distance learning facilitator the progress of the
Learning (BDL) learning, materials progress of learners for
Modular distance the learners intervention
learning and strategies
TV/Radio-based
Instruction
 Activity 3

Ranking
(1 to 5, from easiest
to hardest to Type of DL Why
implement)
MDL Learners are provided with the complete set of SLMs.
1 Flexibility in finishing each module is accorded to learners
with respect to their learning needs
2 BL We can choose the different types of distance learning that
is well-suited to the needs of subject matter and the
learners.
3 TVBI TV- based lesson utilized for this platform are converted
self-learning modules. The problems encountered by the
learners to watch an educational TV program that facilitated
by DepEd is the inaccessible signal/connection.
4 RBI Radio- based lesson utilized for this platform are converted
self-learning modules. The problems encountered by the
learners to listen to a radio program that facilitated by
DepEd is the inaccessible signal/connection.
5 In Online Distance Learning you need a good/strong
ODL connection of the internet,this might be a problem if you
have a poor connection it will cause interruption of the
session/lesson. Not all the learners have digital devices
especially in the poor family.

Activity 4

Learner Group Targeted Intervention

Learners without parents or household member TV/Radio-based instruction
who can guide and support their learning at Bayanihan intervention (neighbor with a good
home heart that is willing to guide the learner)
Modular Distance Learning

Beginning readers (K to 3) Homeschooling

Video lesson intended for the beginner readers
Blended Learning Approach

Struggling readers (Grades 4-12) Home schooling

TV-based instruction
Face-to-Face interaction (if possible and
allowed)
No access to devices and internet Modular Learning
Face-to-Face interaction (if possible and
allowed)

Inaccessible (living in remote and/or unsafe Modular Learning

areas) Face-to-Face interaction (if possible and
allowed)

Indigenous People Modular Learning

Radio-based lesson
Face-to-Face interaction (if possible and
allowed)

Persons with Disabilities Modular Learning

TV/Radio-based instruction
Text messaging/voice calls, or face-to-face
interaction (if possible and allowed)

Others? Specify

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES
 Activity 1

1. Lesson designing or lesson planning is the process of determining what

learning opportunities students in school will have by planning “the content
of instruction, selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of instructional
time” (Virginia Department of Education, as cited in DepEd Order No. 42, s.
2016). Well-prepared and well-planned lessons are fundamental to ensuring the
delivery of quality teaching and learning in schools. In order for the design to be
effective, teachers need to consider the learners’ characteristics and be
responsive to the needs of the learners.

2. Lesson designing 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. Three (3) elements or components of well-designed lessons

● Clearly articulated lesson objectives (What should be taught?)
● Well-selected and logically sequenced presentation of learning resources and
activities to help learners meet the objectives (How should it be taught?)
● Appropriate and timely assessment activities that provide relevant information
and feedback for both teachers and learners (How should learning be
assessed?)

Activity 2
 Before the Lesson Lesson Proper After the Lesson

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

demonstrate, and illustrate
2. Clarify concepts from the concepts, ideas, skills, 2. Emphasize key
information and concepts
previous lesson or processes that students
discussed
will eventually internalize
3. Present warm-up activities 3. Ask learners to recall key
to establish interest in new 2. Help learners understand activities and concepts
lesson and master new discussed
information
4. Check learner’s prior 4. Reinforce what teacher
knowledge about the new has taught
lesson 3. Provide learners with
feedback 4. Check for 5. Assess whether lesson has
5. Present connection between learners’ understanding been mastered
old and new lesson and
6. Transfer ideas and
establish purpose for new
concepts to new situations
lesson

6. State lesson objectives as

guide for learners

Activity 3

VI. Reflection

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and
DLP should be filled up after the lesson is delivered. Teachers are encouraged to
think about their lessons, particularly the parts that went well and the parts that were
weak and write about those briefly. In the reflection, teachers can share their
thoughts and feelings about their lessons including things about the lesson that were
successfully implemented and which ones need improvement or could be adjusted
in the future. Teachers can also take note of the number of learners who earned
80% in the evaluation, the number of learners who require additional activities for
remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.
 Activity 4

Learning Delivery Modality (select one): ODL MDL TV/RBI BL

Grade Level: Grade I - Magalang Learning Area: Araling Panlipunan l

Lesson/Topic: Mga Batayang Impormasyon Tungkol sa Sarili

Learning Objectives: Nasasabi ang batayang impormasyon tungkol sa sarili:pangalan,

magulang, kaarawan, edad, tirahan, paaralanj iba pang
pagkakakilanlan at mga katangian bilang Pilipino

Learning Resources/Materials Needed: SLM, Study notebook, Textbooks,Activity

sheets

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

Before the Lesson

can be facilitated by a
1. Review previous lesson / household partner

2. Clarify concepts from previous can be done via a learning

lesson / activity sheet
3. Present warm-up activities to
establish interest in new lesson / can be facilitated during a
synchronous learning session
4. Check learner’s prior knowledge
 about the new lesson / can be done via voice calls

5. Present connection between old

and new lesson and establish / can be done via a learning
purpose for new lesson activity sheet

6. State lesson objectives as guide

for learner / can be facilitated by a
household partner

LESSON PROPER

can be facilitated by a
1. Explain, model, demonstrate, and household partner
illustrate the concepts, ideas, / can be facilitated during a
skills, or processes that learners synchronous learning session
will eventually internalize
can be done via a learning
2. Help learners understand and / activity sheet
master new information can be facilitated during a
synchronous learning session

3. Provide learners with feedback / can be done via voice calls

4. Check learners’ understanding / can be facilitated during a

synchronous learning session
can be done via a learning
activity sheet

After the Lesson

can be done via a learning

 1. Wrap up activities / activity sheet

2. Emphasize key information and can be facilitated during a

concepts discussed synchronous learning session
/
can be facilitated during a
3. Ask learners to recall key activities synchronous learning session
and concepts discussed / can be done via voice calls

4. Reinforce what teacher has taught can be done via a learning

/ activity sheet

5. Asses whether lesson has been can be done via a learning

mastered / activity sheet

6. Transfer ideas and concepts to can be facilitated during a

new situations / synchronous learning session
can be done via a learning
activity sheet

Activity 5
 Formative Assessment Summative Assessment

learners may be
assesses individually
assessment FOR learning: or collaboratively assessment OF learning
to make adjustments in the lesson to measure if the student met the
should promote self- performance and content standards
may be integrated in all parts of reflection and
the lesson: before the lesson, the personal done 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 given
should NOT be used as the basis performance quarter, which are then reflected in
for grading. task the class record

Activity 6

Assessment Method How to adapt the Assessment Method in DL

1. Formative Assessment I will send 5-items test via text message after the lesson.
Based on the responses, I will take note of the common
misconceptions and reteach it.
2. Holistic Assessment I will get testimonies of parents and other adults in the
family/learning facilitator via voice call or text message to
measure if the learner understand the lesson so I can
move to the next topic.
3. Rubric-based Assessment Through synchronous learning session I eill ask learner
to present his/her output in our lesson.Using this method
I can measure if the learners met the performance and
 content standars.
4. Learning Portfolio/e portfolio I will ask my learners to send their e-portfolio to my
messenger/email so I can describe how well the learners
the standards/competencies for a given quarter
5. Discovery Method I will give problem solving situations where the learner
draws on his own experience. I will ask his/her
parent/guardian via call/messages if the given task was
done properly

Activity 7

Questions True False

1. A portfolio mainly displays the academic achievements of the learner.

Correct statement: A learning portfolio demonstrates not just the

academic achievements but also the effort put forward by the learner as
well as the progress in achieving learning outcomes

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.

Correct statement: There is no hard and fast rule that states a clear list of
items that should be included in a portfolio, as it depends upon the
requirements of the learning area. Teachers, administrators, and students
(and even parents) may decide collectively on what to include in
portfolios, which assessment criteria to use, how to evaluate student
outputs, and what to expect from the end result.

4. The teacher can only comment on a learner's portfolio.

 Correct statement: The teacher must address the students’ learning and
encourage self-assessment through their work samples. The Learners may
also be allowed to view and comment on their peers’ portfolios.

5. For asynchronous learning, teachers allow learners to work on their

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

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT

LDMs

Activity 1

1. These are the knowledge, understanding, skills, and attitudes that learners need
to demonstrate in every lesson and/or learning task.

Answer: c) learning competencies

2. These are the formative learning opportunities given to learners to engage them
in the subject matter and to enhance their understanding of the content.

Answer: d) learning task

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

Answer: a) learning area

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

Answer: b) mode of delivery

Activity 2

WEEKLY HOME LEARNING PLAN

GRADE I – MAGALANG

WEEK 1 QUARTER 1 October 5-9,

2020
Mode of
Time Learning Area Learning Competency Learning Tasks
Delivery
Wake up, make up your bed, eat breakfast and get ready for a day of fun while learning.
7:00 – 8:00
Have a short exercise with the family before starting the lesson 
Monday
8:00 – 8:30 Edukasyon sa Nakikilala ang Ipasa ang
Pagpapakatao sariling: I. GAWAIN 1 output sa
1.1 gusto Tingnan ang mga larawan sa ibaba pamamagitan
1.2 interes at sagutin ang mga tanong sa ng Parent’s
Alamin Natin. GC.
1.3 potensyal
1.4 kahinaan II. GAWAIN 2 Dalhin ng
1.5 damdamin/emo Ikahon ang gawaing kaya mong magulang
syon gawin sa Tuklasin Natin ang output sa
EsP1PKP-la-b- paaralan at
1 Ill. MAPANURING PAG-IISIP ibigay sa
Tayo nang maglaro. Sabayan ang guro.
isang kilos awit:”Si Noah ay
Gumawa ng Arko” -iisip)

Tuesday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.TUKLASIN NATIN Ipasa ang
Pagpapakatao sariling: Sagutin ng Tama kung tama ang output sa
1.6 gusto sinasabi at Mali kung mali ang pamamagitan
1.7 interes sinasabi sa pangungusap ng Parent’s
GC.
1.8 potensyal
II. SURIIN
1.9 kahinaan
 1.10 damdamin/emo Iguhit ang puso kung ang Dalhin ng
syon gawaing bahay ay nagpapasaya sa magulang
EsP1PKP-la-b- iyo at bilog ang output sa
1 kung hindi. paaralan at
ibigay sa
lll. PAGYAMANIN guro.
Piliin at kulayan ang pusong
nagpapakita nang iyong damdamin
pagkatapos ng mga Gawain.

Wednesday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.TUKLASIN Ipasa ang
Pagpapakatao sariling: Punan ang mga guhit ng tamang output sa
1.11 gusto sagot nang may tiwala sa sarili. pamamagitan
1.12 interes Sagutin at isulat ang sagot. ng Parent’s
GC.
1.13 potensyal
ll. SURIIN
1.14 kahinaan Tukuyin ang angkop na damdamin Dalhin ng
1.15 damdamin/emo para sa mga sumusunod na magulang
syon sitwasyon. ang output sa
EsP1PKP-la-b- paaralan at
1 III.PAGYAMANIN ibigay sa
Isulat ang T kung tama ang guro.
pangungusap at M kung mali.
Thursday
8:00 – 8:30 Edukasyon sa Nakikilala ang I.ISABUHAY MO Ipasa ang
Pagpapakatao sariling: Iguhit sa loob ng bilog ang inyong output sa
1.16 gusto nararamdaman sa mga gawaing pamamagitan
1.17 interes nakakayanan mong gawing mag-isa ng Parent’s
GC.
1.18 potensyal
ll. PAGYAMANIN
1.19 kahinaan Gumuhit nang kung Dalhin ng
1.20 damdamin/emo nararanasan nyo nang laruin ang magulang
syon nasa larawan at ang output sa
EsP1PKP-la-b- Kung hindi nyo pa nararanasan. paaralan at
1 ibigay sa
III. TAYAHIN guro.
Isulat ang titik ng tamang
damdaming ipinahihiwatig ng mga
pangungusap.

Friday
7:00 – Revisit all modules and check if if all required tasks are done.
12:00

12:00 – LUNCH BREAK

1:00

1:00 – 4:00 Parents/Learners Meet to return all modules and answer sheets for the week and get new modules to
be usd for the following week.
4:00 Family Time
onwards

Activity 3

Weekly Home Learning Plan Individual Monitoring Plan (IMP)

(WHLP)
Purpose A tool to guide learners and learning A tool for monitoring learners who
facilitators or household partners in lag behind based on the results of
tracking the subject areas to be their formative and summative
tackled and activities to perform at assessments
home
For whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
Has to be communicated to Yes Yes
parents?

Activity 4
 MODULE 3B:
LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

Activity 1
 1. Based on the map the resources for K – 3 in order to implement the LDM are: Printed
Modular DL, Tv/Video (SLMs -based), Tv/Video (MELCs mapped), Blended DL
2. I have the complete resources for the Distance LDM needed in class.
3. I need the TA support to maximize the use of the two DepEd-sanctioned LR portals.
4. Based on my evaluation of the materials they are appropriate to the level and
characteristics of learners.

Activity 2

Learning Resources Portal allows users of the system to access directly digitized
version of resources that are published and stored within the LR Portal repository. It
is key to provide teachers/learners to access all the information they needed.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

Activity 1
 Have access in LRMDS Portal and DepEd Commons

Activity 2

Insights and helpful information regarding the use of the LR Portals

1. LR Portal offer a One-Stop-Shop integrated to school information system.

2. Instruments that facilitate teaching and learning.
3. It includes applications that facilitate communication.
4. Ecosystem for managing all teaching and learning.
5. Provide easy routes for learners to navigate through the content.

LESSON 3: ASSESSING THE LR MATERIALS

 Activity 2

RAPID ASSESSMENT OF LEARNING RESOURCES

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

1. Connected and relevant to the

MELCs?

2. Appropriate to the grade level

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or

disseminate?

4. from a credible source/author?

5. culture- and gender-fair?

6. free from red flags on possible

copyright and plagiarism issues?

7. the layout and format easy to

read and pleasing to the eyes?

Reflection Questions:
1. Was the material able to meet all the requirements? Yes
2. Were there any questions in the assessment tool where you answered “No” or “Cannot
Be Determined”? What decision will you make on the LR material? Why? No
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. No
 4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners? LR is very informative and very appropriate in terms of language and
activities.

Activity 3

1. LR materials are more appropriate to the level of the

learners than online portals.

2.Designing materials

Activity 4

1. LR is connect and relevant to Most Essential Learning

Competencies.

2. LR have credible source and author

MODULE 4
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT
AND LAC PLANNING
LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

Activity 1

PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.
ITEMS STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE

I can use the modality with ease. /

I can confidently use the platforms in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class /

in the modality that my school has
adopted.

I can very well engage with parents and /

community partners in assisting learners.

Activity 2

PPST Domain 1.1

Every teacher should improve his/her efficiency, enhance the prestige of the
profession, and strengthen his/her competence, virtues, productivity in order to be
national and internationally competitive.

Activity 3
What is your goal toward improving What will push you to achieve What will help you attain this
your teaching practices in the this goal? goal?
modalities?
Increase competencies in the To improve my professional Trainings in content
mastery of the content and skill knowledge competence and knowledge within and across
effectiveness. curriculum teaching areas
Webinars
Increase performance level in my To enhance my competencies Professional reading
teaching practices in the modalities. in engaging learners in Webinars and Trainings
meaningful explorations.
Develop teaching devices to To enhanced teaching learning Learning Resources from
enhance learning teaching process. process DepEd Portals
DepEd Commons
Webinars

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL

DEVELOPMENT AND PARTICIPATION IN THE LAC

Activity 1
 Activity 2

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES

Teaching Competencies (PPST) Keep Educating Yourself

Objective 1, KRA 1 LDM: Gearing up for Sulong Edukalidad
To give more content knowledge within and
across curriculum teaching areas

MODULE 5
BUILDING THE TEACHING
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF
MODALITIES

LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

Activity 1

Expected Outputs
Part 1. LDM Selection and Implementation Planning
1. Sample MELCs Unpacking Presentation
2. List of targeted learner interventions
3. Learning tasks for DL
4. Assessment methods in DL
5. Weekly Home Learning Plan for one (1) subject
6. Individual Learning Monitoring Plan for a student who lags behind in completing the learning
tasks
7. LAC 3 Teacher Engagement Report
8. LAC 3 Session Report
9. Two (2) accomplished LR Rapid Assessment Tools with reflections
10.Professional Development Plan Part

2. LDM Implementation Portfolio

1. Daily Lesson Plans or Daily Lesson Logs
2. Recordings of Class Instruction

Activity 2

1. Portfolio is a compilation of academic work and other forms of educational evidence assembled
for the purpose for evaluating coursework quality, learning progress, and academic achievement, it
helps me in tracking the progress of my teaching in schools LDM by using it.

2. By reviewing and evaluating my portfolio I can reflect the progress of my teaching practice.

3. The purpose of reflective writing in my portfolio is to help me to learn from a particular

experience. It allows me to develop a critical awareness of my own skill development, which help me
identify my own strengths and weaknesses.

Activity 3

ACTIVITIES TIMELINE OUTPUT/S

Conducting synchronous At least 4 recorded lessons
learning session for the October to January (online learning)
strength and weaknesses of
the learner
Monitoring the progress of October to January E-Portfolio
the learner in using LDM

Activity 4

During LAC Session I discussed my

answers and thoughts on the questions from
Activities 2 on how my Portfolio help me in
tracking the progress of my teaching practice
in our school’s LDM, and on Lesson3 other
evidence that I thought relevant to the LDM
adopted by our school.

Activity 5

List of Suggested Evidence Form

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)
Researching and Incorporating August to November Weekly Home Learning Plans (at
Teaching Strategies in the least 2 per month)
Modalities
Organizing the Professional September to December Professional Portfolio
Portfolio
Conducting synchronous At least 4 recorded lessons
learning session for the October to January (online learning)
strength and weaknesses of
 the learner
Monitoring the progress of October to January E-Portfolio
the learner in using LDM

LESSON 2: THE EVALUATION RUBRICS

Activity 1

To ensure that I will able to hit the criteria in the rubric, I will do my best that my
outputs are clearly and adequately captured the progress of the implementation of the
LDM, showing innovations that contribute to its smooth implementation.

Activity 2

Steps to make outputs and portfolio responsive to the

evaluation criteria and indicators.

1. Identify programs goals and objectives.

2. Define indicators
3. Define data collection methods and timeline
FORM 1: LAC PROFILE 4. Create analysis plan

This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

REGION: lll

LAC ID (name or number): l-002 ROSE Number of LAC members: 6

Name of LAC Facilitator: Designation/Position: Master Teacher l

Adelaida T. Hernandez

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact details Preferred contact

POSITION (email, mobile mode (email,
number) phone, Skype,
Zoom, Google
Meet, Viber, FB)

Dayson, Female Teacher lll Nueva Ecija 09493550658 Google

Loerelie N. Meet/Messen
ger/Phone

Ingoy, Leah C. Female Teacher l Nueva Ecija 09306483238 Google

Meet/Messen
ger/Phone

Parungao, Female Teacher l Nueva Ecija 09654399499 Google

Harlyn H. Meet/Messen
ger/Phone

Manzano, Female Teacher l Nueva Ecija 09458666067 Google

Anabelle S. Meet/Messen
ger/Phone

Pantalunan, Female Teacher l Nueva Ecija 09558559695 Google

Mariz M. Meet/Messen
ger/Phone

Dela Cruz, John Male Teacher l Nueva Ecija 09351731386 Google

Vincent R. Meet/Messen
ger/Phone
FORM 2: LAC Facilitator Information Sheet

This form should be accomplished by the designated LAC Facilitator on or before the first LAC
session.

Region: lll

Division: Nueva Ecija

NAME: Male/Female: Date of Birth: Age:

Adelaida T. Hernandez Female June 2, 1964 56

 Contact details: Email:adelaida.fabi Mobile Number: Facebook Name:
[email protected]
09155658424 09155658424 Adelaida T. Hernandez

Preferred contact (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
mode: Googlemeet, FB, Messenger, etc.)

Google Meet Email: [email protected]

/Messenger/Phone Phone/Viber:09155658424/ Aida

FB/Messenger: Adelaida T. Hernandez

FORM 3: LAC Session Report

This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: 1-002-ROSE REGION: III

LAC FACILITATOR: Adelaida T. Hernandez LAC SESSION NO.: 1

DATE AND TIME OF SESSION: September 2, VENUE/PLATFORM OF SESSION: Google Meet

2020/ 9:00am to 12:00
Number of members present (attach attendance document):

Materials and resources:

_/_ Self-Learning Module

_/_ Activity sheets

_/__ Digital resources

_/__ Online resources

_/__ Smartphone

_/__ PC

_/__ LAC session guide

___ Others. Please specify:

_______________________________________

Part A

Please indicate the extent to which you agree with each of the following statements by
ticking the appropriate box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

 Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC
/
session

2. All of the members had an

opportunity to share and
/
discuss their assignment,
insights, and ideas

3. Members listened to each /

other’s insights and ideas.

4. The members’ assignments

showed an understanding of
the lessons in the SLM. /

5. The members demonstrated

engagement in and/or

enthusiasm for the learning

tasks during the session /
(including providing feedback

on each other’s assignment).

FACILITATION

6. I managed the sharing and

discussion during the LAC
session by keeping the /
 discussion focused on the
lesson or topic.

7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the /
teachers to share their work
and ideas/ insights).

8. I provided useful feedback on

the teachers’ assignments.
/

Part B

Please provide the information requested.

1. The best part of the session (i.e. what went well):

Course Orientation of the Learning delivery Modalities

2. Problems or challenges encountered and how they were resolved:

The problems in designing lessons were resolved by exchanging ideas with the group and
stay focus on the lesson.
3. Other topics discussed apart from the recommended topics, if any:

None

4. Recommendations/Plans for next LAC session:

Reflecting on professional life and development

FORM 4: LAC ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: ADELAIDA T. HERNANDEZ LAC SESSION ID.: 1-002-ROSE

REGION: III DATE OF LAC SESSION: 09-02-2020

DIVISION: NUEVA ECIJA NUMBER OF LAC SESSION: 1

Part A

Please indicate the extent to which you agree with each of the following statements by
ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
/
content.

3. My perspective on the topic/s

covered has changed as a
/
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving /
feedback on what colleagues
 shared.

5. I interacted with different

people during the LAC
/
session.

ACTION PLAN

6. I feel motivated to apply in

my region/division/district
/
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
/
region/division/district

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

None

2. I encountered the following problems or challenges:

I encountered challenges on unpacking and combining MELCs into learning objectives.

3. Other comments/suggestions:

More webinar for the development of resilient education systems most especially during
current global health crisis.