MODULE 1

LESSON 1
ACTIVITY 1.  
Read the LDM Course Overview. Reflect on the overview by answering the following questions.
Write down your insights in your Study Notebook. 
1. What is the main delivery of this course?
The main delivery if this course is to help the teachers to understand well the different
learning delivery modalities. This is also a self-study module with tasks to collaborate with co-
learners.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?  
This course contains of lessons that will deepen our knowledge in ways to cope in our
current situation.

3. What are the two support mechanisms that will help you with your learning in this course?
First is the module itself. It contains different learning delivery modalities and platforms
and plans to prepare lessons for the learners.
Second are my co-teachers. It leads us to share ideas in each topics and we learn from
each other.

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?  
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?
HABITS
ENVIRONMENT
(What is it that I
(Where will I
repeatedly do that OBSTACLES MOTIVATION
accomplish
may affect (What will prevent me (What will push me
the requirements of
my  participation in from participating to participate in this
this course? 
the course in a fully in this course?) course?)
Describe this
positive or negative
environment.)
way?)
Whenever I listen, I Because I am alone in
jot down or do Bad internet I will learn many our house today, it is
something. That connection and signal. things. quiet and no
makes me focus on distraction.
the lesson.

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

MODULE 1
LESSON 2
ACTIVITY 1.  
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35  s.
2016 titled “The Learning Action Cell as the K to 12 Basic Education Program School Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning.” 
Once you’re done, answer the following questions. Write your responses and any other ideas and
reflections in your Study Notebook. 
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s.
2016.  Rank the following objectives from easiest to the most difficult to achieve:
_To improve the teaching-learning process to improve learning among students
_To nurture successful teachers
_To enable teachers to support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes 
_To foster a professional collaborative spirit among School Heads, teachers, and the community
as a whole 

2. What are the top three challenges to having a successful LAC? List down and elaborate.

ACTIVITY 2.  
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members
each. Get in touch with your designated Coach or LAC Leader in forming your LACs. 
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC. 
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one
LAC Leader per LAC. 
3. Note the following in forming your LACs: 
• LACs should be composed of teachers. Discuss your preferred LAC composition with your
assigned Instructional Coach (this will be a district or division supervisor assigned to your
LAC). 
• After forming your respective LACs, there should a LAC Leader assigned to you from among
the following school members: 
» Master Teacher 
» Head Teacher/Department Head 
» Other senior teachers who have proven competence, potential to lead, or subject expertise to
lead the LAC. 
• Teacher LACs can connect with their Instructional Coach through the LAC Leader.  This
Instructional Coach will also be handling multiple LACs through a network of LAC Leaders.  
See Figure 1 for reference.

ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.

MODULE 2
LESSON 1
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook: 
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?  
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?

ACTIVITY 2.  
Familiarize yourself with the course reading on the Development and Design of the MELCs. 
After going through the document, provide a brief and concise response to the following guide
questions. Write your answers in your Study Notebook. 
1. What are the general and specific purposes of the development of MELCs? 2. How does
curriculum review aid in the identification of essential learning competencies? 
3. What is the difference between essential learning competencies and desirable learning
competencies? 
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? 
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

ACTIVITY 3.  
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.  
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.
K to 12 Learning
MELCs
Competencies
Merged/Clustered
Retained
Dropped n/a

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

MODULE 2
LESSON 2
ACTIVITY 1.  
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in
your Study Notebook: 
1. What is the importance of unpacking and combining the MELCs? 
2. What considerations must be taken in unpacking and combining the MELCs? Explain each. 
3. Do all the MELCs need to be unpacked or combined? Why or why not?

ACTIVITY 2.  
1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.  
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.  
3. Each team will present their unpacked learning objectives. Discussion and processing will
follow each presentation. Suggestions and insights from each group will be considered in
enhancing the learning objectives.  
Repeat the above process but instead of unpacking, each team will now combine at least
two MELCs of their choice. Group deliberation will be observed in order to arrive at a
consensus.  Discuss and jot down the synthesis of the presentations in your Study Notebook.

ACTIVITY 3.  
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
MODULE 3A
LESSON 1
ACTIVITY 1.  
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-face
(F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define each
modality. Write your own definitions in your Study Notebook. When you are done, check
Lesson 1, Activity 1 Answer Key 1 to see how well you did.  
Now, answer this question: Which of the LDMs do not have an F2F learning component?  Write
down your answer in your Study Notebook, then check it against Lesson 1, Activity 1 Answer
Key 2. 

ACTIVITY 2.  
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to
come to a shared understanding with your peers on the different DL modalities and their
defining features and requirements.  
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency  Task
Force (IATF) and by the local government unit (LGU) concerned, any of the DL modalities may
be combined with F2F learning to come up with a BL. Learn more about BL in  the
Supplementary Handout on Blended Learning Delivery Modalities.

ACTIVITY 3.  
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety  status,
context and capacities of your learners and their households, etc.  
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult
to implement. Give the reasons for your ranking of each. Replicate the following table and
write your answers in your Study Notebook.  
Be prepared to discuss your ranking at your next LAC Session.
Ranking
(1 to 5, from
Type of
easiest to  Why?
DL
hardest to
implement)
1
2
3
4
5

ACTIVITY 4.  
The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL. 
Describe what targeted interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as appropriate. Write down your
answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or household member
who can guide and support their learning at
home
Beginning readers (K to 3)  
Struggling readers (Grades 4-12) 
No access to devices and Internet 
Inaccessible (living in remote and/or unsafe
areas)
Indigenous Peoples 
Persons with Disabilities 
Others? Specify.

MODULE 3A
LESSON 2
ACTIVITY 1.  
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through
the document, write down your answers to the following questions in your Study Notebook:
1.What is Lesson Designing or Lesson Planning? 
2. Why is lesson designing important? 
3. What are the three elements or components of a well-designed lesson? Compare your answers
to those found in Lesson 2, Activity 1 Answer Key.

ACTIVITY 2.  
The second component of a well-designed lesson asks teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives. These learning tasks
can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson.  
In your Study Notebook, copy the following table:
Before the Lesson Lesson Proper After the Lesson
 Review previous  State lesson objectives  Wrap up activities
lesson as guide for learners   Provide learners with
 Clarify concepts from  Present connection feedback
previous lesson between old and new  Emphasize key
 . Present warm-up lesson and establish information and
activities to establish purpose for new  concepts discussed
interest in new lesson  lesson  Assess whether lesson
  Check learner’s prior  Check for learners’ has been mastered 
knowledge about the understanding  Ask learners to recall
new lesson  Explain, model, key activities and
demonstrate, and concepts discussed
illustrate the concepts,  Reinforce what teacher
ideas, skills, or has taught 
processes  that students
will eventually
internalize
 Help learners
understand and master
new information
 Transfer ideas and
concepts to new
situations 

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

ACTIVITY 3.  
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have been
done differently. Identifying successful and less successful activities and strategies would make
it easier to adjust and revise the lesson plan as needed. 
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the  lesson
is delivered. 

Components of the DLL/DLP 

I. Objectives 
II. Content 
III. Learning Materials and Resources 
IV. Procedures 
V. Remarks 
VI. Reflection 
Compare your answer to Lesson 2, Activity 3 Answer Key. 
The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL
and DLP. To find out the instructional principles behind these learning tasks, you may refer to
the article Principles of Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).
LDM2: Learning Delivery Modalities Course for Teachers 19 

ACTIVITY 4.  
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self-Learning Module (SLM) for
students that you have on hand. Imagine that you will deliver this lesson to your learners
through DL. In the second column, identify which of these tasks are already present in the SLM.
In the third column, identify which has to be presented via technology-mediated resources,
supplementary learning materials, or other means. 
Learning Delivery Modality (select one): □ ODL □ MDL □ TV/RBI □ BL Grade Level and
Learning Area:  
Lesson/Topic:  
Learning Objectives:  
Learning Resources/Materials Needed:
Part of Lesson/Learning Task Check if already present in the Additional Remarks:
SLM (ex. can be done via voice
calls, can be facilitated by a
household partner,  can be
 done via a learning  activity
sheet, can be  presented via an
internet based resource, can 
be facilitated during a 
synchronous learning  session,
etc.)
Before the Lesson 
1. Review previous lesson  
2. Clarify concepts from
previous lesson
3. Present warm-up activities
to establish interest in new
lesson 
4. Check learner’s prior
knowledge about the new
lesson 
5. Present connection between
old and new lesson and
establish purpose for new
lesson
6. State lesson objectives as
guide for learners
Lesson Proper
1. Explain, model,
demonstrate, and illustrate the
concepts, ideas, skills, or
processes that students will
eventually internalize 
2. Help learners understand
and master new information 
3. Provide learners with
feedback 
4. Check for learners’
understanding 
After the Lesson 
1. Wrap up activities 
2. Emphasize key information
and concepts discussed 
3. Ask learners to recall key
activities and concepts
discussed 
4. Reinforce what teacher has
taught 
5. Assess whether lesson has
been mastered 
6. Transfer ideas and concepts
to new situations

Answer the following questions in your Study Notebook: 

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM? 
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? 
3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons? 
Be ready to share your answers for Activity 4 when you meet with your LAC group
after completing this module.

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines
on Classroom Assessment to learn about assessment.  

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

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the
other  similarities and differences between the two types of assessments.
ACTIVITY 6.  
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL.  
Which assessment methods can you adapt in DL considering the content area that you
are teaching? In your study notebook, recreate the following table and list five methods that
you would like to try. For each one, write how you plan to use it in DL.

Assessment Method How to Adapt the Assessment Method in DL

(Formative & Summative Assessment
(Individual and Collaborative)
Games - create an activity sheet like “Find objects”,
crosswords, Riddle
KWL Activities - using activity sheets
Open Ended Questions - write it down in activity sheets
Performance Tasks - thru written, they will write the process of
how to do.
Short Quizzes - we can send questions thru text or using
google quiz and discuss it during online session
Checklist -What I knew and what’s new in the lesson in
their activity sheet
E-portfolio/portfolio - thru online platforms and by using rubrics

Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues: 
1. What assessment methods are common among the group members? 2. What are the challenges
in doing assessment in DL?  
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

ACTIVITY 7.  
Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it. 
After reading the references, answer the following quiz to check your understanding about  using
a portfolio to assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements of the learner.
2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work on their outputs
during their own time. The latter will submit the portfolio within the schedule
that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may
be handed over to the teacher by the parents or learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.  
Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much they have learned.

MODULE 3A
LESSON 3
ACTIVITY 1.  
Answer the simple check-up quiz below. Read and match the descriptions in column A with the
terms in column B. Write your answers in your Study Notebook. 

Column A  3. This refers to the prescribed subject that

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

d. learning task

ACTIVITY 2.  
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162
which discusses what WHLPs and Individual Learning Monitoring Plans (ILMPs) are? After
that, view the three Sample Weekly Home Learning Plans. 
Now, based on what you have read, create a WHLP for your class. Take note of the
following when creating your WHLP: 
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers. 
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are
any suspensions of classes due to calamities (DepEd, 2020). 
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also
be reflected in the WHLP. 
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows: 
» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 
hours for Grades 1 to 3 
» Key Stage 2 (Grades 4 to 6) – up to two hours 
» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four  hours
(two in the morning and the other two in the afternoon) for Grades 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and  the
other 2 hours in the afternoon) 
Share your prepared WHLP during your LAC Session.

ACTIVITY 3.  
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you
read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
Purpose
For whom?
Components
Has to be communicated to
parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did. 
Remember also that in monitoring the progress of your learners, it is important to get in
touch with the household partner who provides assistance as needed while the learner is doing
the learning tasks at home.

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

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

MODULE 3B
LESSON 1
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? 
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? 
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support? 
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?

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.

MODULE 3B
LESSON 2
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.
32 Module 3B: Learning Resources 
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?  
2. What are the challenges in accessing the LRs in the portals both for you and your learners?
How will you overcome these challenges? 
3. What support will you need to be able to maximize the use of the LR Portals? From whom can
you get this support?

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.

MODULE 3B
LESSON 3
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?

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?  
2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?  
3. How does this exercise help you in picking the right and appropriate LRs for your lesson and
your learners?

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

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.