Teacher’s

Portfolio
LEARNING DELIVERY MODALITIES COURSE 2

LAC Member

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 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF LEGAZPI CITY
GOGON HIGH SCHOOL
GOGON, LEGAZPI CITY

Study
Notebook
LEARNING DELIVERY MODALITIES COURSE 2

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 Module 1
COURSE ORIENTATION

MODULE OBJECTIVE:
By the end of this Module, you will be able to describe what this
course is about and how it will help you manage the teaching-
learning process in the modalities.

MODULE CONTENT:
Lesson 1:
Course Overview
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 Lesson 2:
Organizing your Learning Action Cell (LAC) Session 1

Lesson 1: Course Overview

ACTIVITY 1

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

the following questions. Write down your insights in your Study
Notebook.
1. What is the main delivery of this course?
2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your
learning in this course?

ANSWERS:

1. What is the main delivery of this course?

As provided under the course overview, this is a task-oriented course
that combines guided study using self-learning modules and co-learning
and collaboration through the Learning Action Cell (LAC). Since face-to-
face meetings are not permitted at present, we are expected to hold our
LAC Sessions online.

2. How can this course help ensure that you will be able to deliver
quality instruction in the “new normal”?
Through this course, the teachers will be equipped to become more
adept and focused on the instructional implications of using alternative
Learning Delivery Modalities in the respective subject areas while
guaranteeing the health, safety, and wellbeing of all learners and teachers
as well. The teachers will also come up with alternative ways to reach out
to the learners and meet their needs. 

3. What are the two support mechanisms that will help you with your
learning in this course? Page | 4
Through guided study using self-learning modules and co-learning,
and collaboration and through the Learning Action Cell (LAC)
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?

ANSWERS:

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

I have an open heart The many tasks My primary motivation Since classes are on-
and mind to new assigned to teachers has always been the going, I will
learnings and now that the classes learners. Seeing them accomplish this
confined in their
persistence to learn are on-going, the course at school with
homes and learning
and master things sorting of Self- less to nothing makes
my equally intelligent
that are important to learning modules for me bothered. Amidst co-grade level
my craft.  Thereby the students, this pandemic, I guess teachers where we
providing better preparation and the least we can do is to can exchange ideas
outputs.  printing of activities, provide them with the and support each Page | 5
its distribution to best resources we can other.
parents and retrieval. give them in order for
The Checking of all then continue their
 Lesson 2: Organizing
Your Learning Action Cell (LAC)
ACTIVITY 1

Begin by refreshing your memory on the Learning Action Cell. Read

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

Once you’re done, answer the following questions. Write your

responses and any other ideas and reflections in your Study Notebook.

ANSWERS:

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:
__3__ To improve the teaching-learning process to improve learning among
students
__4__ To nurture successful teachers
__1__ To enable teachers to support each other to continuously improve
their content and pedagogical knowledge, practice, skills, and attitudes
__2__ To foster a professional collaborative spirit among School Heads,
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teachers, and the community as a whole

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

ANSWER:

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ACTIVITY 3

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

ANSWER:

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Page | 9
 Module 2
MOST ESSENTIAL LEARNING
COMPETENCIES
MODULE OBJECTIVE:
By the end of this Module, you will be able to:
(1) explain the background and development of the MELCs,
(2) unpack the MELCs and (3) combine related
competencies into learning objectives

MODULE CONTENT:
Lesson 1:
Background, Rationale & Development of MELCs

Lesson 2:
Unpacking and Combining MELCs into Learning
Objectives

Lesson 1: Background, Rationale,

and Development of MELCs

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
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hindering factors on the poor performance of Filipino learners. Do you
agree with this observation? Why or why not?
 ANSWERS:

1. As a teacher, the following are the fundamental concerns in terms of

curriculum standards that must be addressed:
1. Sustainability of the production of Self-Learning Modules. As per
the computation, a large sum of money is needed to print all the
modules of the entire subjects altogether, the department doesn’t
have the necessary resources and teachers are forced to shell out
their own money to somehow provide for the modules since we are
at the frontline services, we can’t let our students/parents go
home empty handed. However, as mere teachers, we cannot keep
up doing such recourse. We have a family to feed and take care of. 
2. Ensuring quality learning among our students. Since our
learners/students are on their own through having their self-paced
learning through the Self-Learning Modules, teachers cannot vie
for the quality of learning they will have this year. Reasons for this
could be the distractions at home, and availability and ability of
their parents to assist them in their learning. 
2. I partly agree. It is true that the curriculum is congested but it’s not
solely the reason for the poor performance of the learners. Other factors
must be considered such as limited learning resources, teacher-student
ratio and teacher professional development.

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 guide questions provided. 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? Page | 11
3. What is the difference between essential learning competencies and
desirable learning competencies?
4. How were the most essential learning competencies identified? What
ANSWERS:

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

MELCs?
The MELCs is developed to ensure that learning standards are relevant
and flexible to address the complex, disruptive, volatile, and ambiguous
impact of COVID-19 in the Philippines particularly in the basic education
sector. Also, because of the K to 12 curriculum review and the Secretary’s
continuing commitment to ensure quality, relevant, and liberating education.
2. How does curriculum review aid in the identification of essential
learning competencies?
The review focused on articulation within and across learning areas and
grade levels, which led to the identification of gaps, issues, and concerns.
Moreover, areas for improvement that would enhance the learning
engagement, experience, and outcomes were identified and consequent
solutions were recommended. Results of the review from the workshop series
provided an overview of the articulation of learning competencies in each
learning area. Thereby the identification of the essential learning
competencies.
3. What is the difference between essential learning competencies and
desirable learning competencies?
Essential learning competencies are defined as what the students need,
considered indispensable, in the teaching-learning process to building skills
to equip learners for subsequent grade levels and subsequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as
what may enhance education but may not necessary in building foundational
skills.

(continuation . . . .)

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?
In determining the criteria for the selection of the MELCs, the
Department collaborated with stakeholders from ACTRC, during which the
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descriptor – ENDURANCE – was considered the primary determining
factor. A learning competency is considered enduring if it remains with
learners long after a test or unit of study is completed or if it is useful
ACTIVITY 3
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 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.

ANSWERS:

K to 12 LEARNING MELCs
COMPETENCIES

 Naibibigay ang kahulugan

MERGED/CLUSTERED ng produksyon. (AP9MKE-
Ii19) *Natatalakay ang mga salik ng
 Napahahalagahan ang mga produksyon at ang
salik ng produksyon at ang implikasyon nito sa pang -
implikasyon nito sa araw - araw na pamumuhay
pangaraw- araw na
pamumuhay (AP9MKE-Ii19)
Nasusuri ang mga salik na Nasusuri ang mga salik na
RETAINED nakakaapekto sa pagkonsumo. nakaaapekto sa pagkonsumo.
(AP9MKE-Ih16) (AP9MKE -Ih – 16)
 Naipakikita ang ugnayan ng
DROPPED kakapusan sa pang-arawaraw
na pamumuhay (AP9MKE-
Ia3)
n/a
 Natutukoy ang mga
palatandaan ng kakapusan sa
pang-araw-araw na buhay
(AP9MKE-Ib4)

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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.

ANSWERS:

In Math 9, according to Sir Winston A. Celestial, there were no K12

Competencies which were dropped, merged or clustered, all were retained.
In AP 9 some of the learning competencies were dropped and
merged/clustered and only 30 competencies were retained. These retained
competencies are scattered throughout the 4 quarters. In English 9
however, only competencies in the 3rd and fourth quarter were mostly
retained. Among these are the reading comprehension competencies.
These were the insights and thoughts shared by some of my LAC
members in our group.

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 Lesson 2: Unpacking and
Combining MELCs into Learning Objectives

ACTIVITY 1

Familiarize yourself with the course reading on Unpacking and

Combining the MELCs. After reading the document, provide a brief
and concise response to the following guide questions in your Study
Notebook:

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

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?

ANSWERS:

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

By unpacking and combining the MELCs, the teachers will have a
comprehensive understanding of the process which made the K12
curriculum into MELCs. Through this, we teachers will know how to plan
our Learning Continuity Plan better.

2. What considerations must be taken in unpacking and combining

the MELCs? Explain each.

In unpacking the MELCs into learning objectives, the following do

need to be considered:
● Alignment on the Content and Performance Standards
- The MELCs are not a departure from the standards-based design,
which is one of the main features of the K to 12 Curriculum. In fact, there
are no MELCs without the content and performance standards.
● Prerequisite knowledge and skills
- It is worth noting that the identified MELCs cater to higher order
cognitive demands. As such, lower cognitive demand may be considered
first in creating learning objectives. This ensures that prerequisitePage | 16
knowledge and skills that would enable the achievement of MELCs, and
eventually the content and performance standards, are addressed.
 (continuation . . . .)

● Logical sequence of learning objectives

- Since the intention of unpacking the MELCs is to provide
systematic learning experiences for learners, it is incumbent that the
unpacked learning objectives follow a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why

not?
Yes, all the MELCs do need to be unpacked or combined to
systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.

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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.

ANSWERS:

This is the output of our group:

MELCs: Nailalapat ang kahulugan ng ekonomiks sa pang-araw- araw na

pamumuhay bilang isang mag-aaral, at kasapi ng pamilya at lipunan

Unpacked Learning Objectives:

1. Natutukoy ang batayang konsepto ng ekonomiks.

2. Naibabahagi ang pagpapakahulugan sa konsepto at pag-aaral ng
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ekonomiks.
3. Naibabahagi ang mga karanasan at obserbasyon sa kahalagahan ng
ekonomiks sa pang-arawaraw na pamumuhay bilang mag-aaral at
ACTIVITY 3

Submit your Activity 2 Outputs to your LAC Leader. Make sure to

keep a copy of your outputs.

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 Module 3A
DESIGNING INSTRUCTION IN
THE DIFFERENT LDMs

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 MODULE OBJECTIVE:
By the end of this Module, you will be able to:
(1) differentiate between the learning delivery modalities prescribed
by the LCP and between the different types of distance learning
modalities, (2) apply lesson design and assessment considerations for
distance learning in light of the COVID-19 crisis, (3) create a weekly
home learning plan to guide your learners as they do
independent study at home, (4) create an individual learning
monitoring plan to keep track of the progress of learners who lag
behind in completing the prescribed learning tasks.

MODULE CONTENT:
Lesson 1:
Understanding the Different LDMs
Lesson 2:
Designing Lessons and Assessments in the Different LDMs
Lesson 3:
Guiding & Monitoring Learners in the Different LDMs
Lesson 1: Understanding
the Different LDMs

ACTIVITY 1

Do a quick check of your knowledge of the four modalities prescribed

in the LCP—face-to-face (F2F) learning, DL, blended learning (BL), and
homeschooling. In your own words, define each modality. Write your own
definitions in your Study Notebook. When you are done, check Lesson 1,
Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F
learning component? Write down your answer in your Study Notebook,
then check it against Lesson 1, Activity 1 Answer Key 2.

ANSWERS:

In your own words, define each modality. Write your own definitions
in your Study Notebook.
 Face-to-face (F2F) learning is a type of teaching-learning process
that requires teacher and students to be physically present inPage
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room or venue.

 Distance learning is a type of teaching-learning process that

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.

ANSWER:

(see attached Distance Learning Matrix on a separate document)

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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.
Replicate the following table and write your answers in your Study
Notebook.

Be prepared to discuss your ranking at your next LAC Session.

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ANSWER:
Ranking
(1 to 5, from \
Type
easiest to Why?
hardest to
of DL
implement)
MDL is the easiest to implement because it only requires
the parent to go to our school on a scheduled day of
distribution/retrieval of modules. It will not also cost any
1 MDL
amount for data/internet connection. The parents will
just be co-supervising and co-monitoring of the progress
of their children.
The most difficult to implement because families of my
students do have apprehension of sending their children
2 BL to go to school for a face-to-face learning modality
combined to any of the distance learning modalities
mentioned above.
ODL is the second easiest learning modality for me
because it only requires the students and teachers an
3 ODL internet connection. Although, we, teachers are
geographically remote from our students, the chance of
spreading the COVID-19 will be contained.

(continuation. . . .)

Ranking
(1 to 5, from \
Type
easiest to Why?
hardest to
of DL
implement)
TVBI is not possible because most of the families of my
students are not capable of providing this type of
4 TVBI
distance learning modality. Most of them don’t have any
of the cable provider.
Most of the families of my students are no longer fan of
5 RBI using radio that’s why RBI is not an option of learning
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modality to be preferred by my students’ parents.
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.
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Add others as appropriate. Write down your answers in your Study
Notebook and share your ideas at your next LAC Session.
ANSWER:

LEARNER GROUP TARGETED INTERVENTION

Learners without parents Device a Weekly Home Learning Plan and
\
or household member who formulate a systematic way of checking their
can guide and support SLMs and other additional learning materials
their learning at home. and/or resources. Finally, coordinate with
barangay officials on how to aid the learners like
requesting a group of volunteers who will assist
the learners.

Beginning readers (K to 3) Not applicable

Struggling readers Provide Monitoring Task Sheets to the parents/

(Grades 4-12) guardians and communicate with them religiously.
Provide also additional reading materials and/or
resources for remediation. Coordinate with
barangay officials on how to aid the learners like
requesting a group of volunteers who will assist
these learners.
No access to devices and Provide the students with Self-Learning Modules
Internet (SLMs) and other additional learning materials
and/or resources.

(continuation. . . .)

LEARNER GROUP TARGETED INTERVENTION

Inaccessible (living in Go to their respective barangays and coordinate
remote and/or unsafe with their barangay officials. Then come up toPage
the| 26
areas) best option on how teachers be assisted in
providing the Self-Learning Materials (SLMs) and
other additional learning materials and/or
\

Lesson 2: Designing Lessons

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 & Assessments in the Different LDMs
ACTIVITY 1

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

As you go through the document, write down your answers to the
following questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

Compare your answers to those found in Lesson 2, Activity 1 Answer Key.

ANSWERS:

1. What is Lesson Designing or Lesson Planning?

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
tobe effective, teachers need to consider the learner’s characteristics and be
responsive to the needs of the learners.
2. Why is lesson designing important?
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. What are the three elements or components of a well-designed lesson?
The three (3) elements or components of a well-designed lesson are the
following:
● Clearly articulated lesson objectives
● Well-selected and logically sequenced presentation of learning
resources and activities to help learners meet the objectives
● 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.

ANSWER:

BEFORE AFTER
LESSON PROPER
THE LESSON THE LESSON

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

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

ANSWER:

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Answer: VI. Reflection

As what is stated in DepEd Order No. 42, s. 2016, the reflection part
of the DLL /DLP should be filled up after the lesson is delivered. It is in the
reflection that 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 have
earned 80% in the evaluation, the number of learners who require
additional activities for remediation, and the difficulties teachers have
encountered that their principal or supervisor can help solve. Page | 30
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.

ANSWER:

Learning Delivery Modality (select one):

☐ODL ☒MDL ☐TV/RBI ☐BL
Grade Level and Learning Grade 9, ARALING PANLIPUNAN
Area:
Lesson/Topic: Konsepto ng Ekonomiks
Learning Objectives:  Natutukoy ang batayang konsepto ng
ekonomiks.
 Naibabahagi ang pagpapakahulugan sa
konsepto at pag-aaral ng ekonomiks.
 Naibabahagi ang mga karanasan at
obserbasyon sa kahalagahan ng ekonomiks
sa pang-arawaraw na pamumuhay bilang
mag-aaral at bahagi ng pamilya at lipunan.
Learning MELCs and ADM Modules
Resources/Materials Needed:

Check if Additional
already Remarks:
Part of Lesson / Learning Tasks Page | 31
present in the
SLM
Before the Lesson
1. Review previous lesson
5. Present connection between old and new (continuation. . . .)
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. X
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?
The teacher can create other assessment forms like quizzes or tests.
Teachers may provide supplemental resources like video presentations to
sustain what has been discussed in class. Asked the students to make a
relevance of the things they have learned, reiterate the values and the
importance of the values in their lives/daily situations Page | 32
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?
ACTIVITY 5

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

s2015 on Policy Guidelines on Classroom Assessment to learn about
assessment.
In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between
the two. Write your answers in a Venn diagram in your Study
Notebook. Follow the example given.

ANSWER:

FORMATIVE ASSESSMENT
■ may be seen as assessment
FOR learning and is given
at any time during teaching and
learning process
■ involves the teachers
using evidence about what
■ learners may learners know andPage | 33
be assessed can do to inform &
individually or improve the
collaboratively teaching
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

ANSWER:

ASSESSMENT HOW TO ADAPT THE

METHOD ASSESMENT METHOD IN DL
1. Quizzes Provided together with the module to Page be| 34
distributed, the quiz will give the students of
idea that their home are now called “bahay
skwelahan where quizzes may occur from time
 (continuation. . . .)

1. What assessment methods are common among the group members?

The assessment methods that are common among the group are:
■ Reflection
■ Essay \
■ Quizzes

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

One of the challenges in doing assessment in Distance Learning is
the consistency of the student’s understanding to his/her score or grade.
Since face-to-face is not applicable in the country’s present teaching-
learning process, it is hard to tell if the students are solely the ones
responsible of answering the Self-Learning Materials (SLMs). Being at
home, the students might find it hard to focus on achieving optimum
learning. Likewise, the teachers might find it hard to assess the former’s
learning progress.

3. Despite the challenges, what opportunities can you and Page your| 35
colleagues explore to make assessment doable in DL?
According to my group members, the opportunities that we can
explore to make assessment doable in Distance Learning (DL) despite the
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.

Page | 36
 ANSWER:

TRU FALS
QUESTIONS
E E
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.

Lesson 3: Guiding and

Monitoring Learners in the Different LDMs
ACTIVITY 1

Answer the simple check-up quiz below. Read and match the
descriptions in column A with the terms in column B. Write your
answers in your Study Notebook.
Page | 37
Column A Column B
1. These are the knowledge, understanding, skills, a. learning area
and attitudes that learners need to demonstrate b. mode of delivery
 ANSWERS:

1. These are the knowledge, understanding, skills, and attitudes that

learners need to demonstrate in every lesson and/or learning task.
Answer: C

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

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

Answer: A

4. This refers to the method of submission of learning outputs preferred by

the learner/parent based on their context.
Answer: B

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
Page | 38
Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.
ANSWER:

My Weekly Home Learning Plan is attached here through a separate

document.

Page | 39
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.

ANSWER:

WEEKLY HOME INDIVIDUAL LEARNING

LEARNING PLAN MONITORING PLAN
(WHLP) (ILMP)
A tool to guide the A tool which shall be
learners and learning used by teachers and
facilitators or house- learning facilitators for
hold partners in learners who lag
Purpose
tracking the subject behind as shown by
areas to be tackled and the results of their
activities to be formative and
performed at home summative
assessments
Learners and learning Teachers and learning
For Whom? facilitator or household facilitator or household
partners partners
Learning area, learning Learner’s needs,
competencies, learning intervention strategies,
Components
tasks, mode of delivery monitoring date,
learner’s status
Has to be
communicated to Yes Yes
parents?

Page | 40
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.

ANSWER:

Page | 41
 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.

Module 3B
LEARNING RESOURCES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
(1) associate learning resources (LRs) with specific learning modalities,
(2) access resources from online portals such as DepEd Commons and
LR Portal of the Department of Education, and,
(3) explain the importance of using quality assured LRs

Page | 42
 MODULE CONTENT:
Lesson 1:
Learning Resources Maps for Distance Learning

Lesson 2:
Accessing Learning Resources from DepEd Portals

Lesson 3:
Assessing the LR Materials

Lesson 1: Learning Resource Maps

For Distance Learning

ACTIVITY 1

The DepEd Memorandum on Suggested Strategies in Implementing LDMs

for SY 2020-2021 included the Learning Resources (LR) Map as a guide in
selecting the appropriate Distance LDM to be implemented in
Schools/Divisions. Study this map and answer the following questions
in your Study Notebook:

ANSWERS:

1. Based on the map, what resources should you have in order to implement
the LDM adopted by your School/Division?
Our learners mostly chose Modular Learning, hence, printed self-
learning materials and activity sheets are the resources that we are going
to utilize.

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?

The school had an agreement with a printing company for the

reproduction of our Self-Learning Modules, however its reproduction is not
complete yet. With the on-going classes, i can say that such resources are
not complete yet, teachers usually print in school the lacking SLMs so that
the learners can have them come distribution day, also, we devise certain
Page | 43
mechanisms to address the incompleteness of these SLMs. We print
activity sheets and have our learners utilize the old learner’s manual.
 (continuation . . . .)

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?
The resources are mostly appropriate to the different levels of our
learners. However the poor learners will be at a disadvantage since they
need the teachers in school to teach it to them for best results. We would
be relying on the abilities and availability of their parents/guardians to
help them understand the lessons. also, for them to really have a grasp of
each lesson, teachers should prepare activity sheets suited to each kind of
learner.

Page | 44
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.

ANSWER:

My group mates decided to observe the following in supporting one

another:
 Organize a LAC session in Learning delivery modalities.
 Collaborate to teachers and help them in the register in the Two
DepEd Portals
 Have a division of work in making/writing
modules/worksheets.
 Brainstorming about LDM Technical Assistance

Page | 45
 Lesson 2: Accessing Learning
Resources From DepEd Portals
ACTIVITY 1

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?

ANSWERS:

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? Page | 46
The LRMDS and DepEd Common portals provide supplementary
materials to our SLMs that we can download, improve and adjust to meet
the needs of all our learners. It gives a variety of learning activities to
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.

ANSWER:

 During the LAC session, we invited the admin of the said portal
in our school. We had shared our personal experience in using
the learning Portals including the challenges we Page have
| 47
encountered. After the session, we agreed to use the portal
frequently in addressing the needs in teaching in this new
normal.
 Lesson 3: Assessing the LR Materials
ACTIVITY 1

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

DepEd Commons or LRMDS Portal and assess the material using the
tool. Answer the following questions in your Study Notebook:

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

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?

Page | 48
ANSWERS:

I have downloaded LR from LRMDs Portal titled ‘Project EASE, Module 1:

Katuturan at Kahalagahan ng Ekonomiks’. The picture of the said learning
resource is pasted below.

(continuation. . . .)

Rapid Assessment of LR from DepEd-Sanctioned Portal

(LRMDs Portal)
\
Cannot be
Is the LR material…. YES NO
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 Page | 49
/
source/author?
5. Culture- and gender-fair? /
6. Free from red flags on
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? Page | 50
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
ANSWERS:

I have downloaded LR from website “https://www.youtube.com/watch?

v=OImgNU3Eq48” entitled ‘MELC-Based Week 1 Ekonomiks: kahulugan
at mga katanungan nito (Araling Panlipunan 9)’. The picture of the said
learning resource is pasted below.

(continuation. . . .)

1. Based on the Assessment Tool, how does the material from a non-
DepEd Portal compare with the LR from the DepEd Portal?
Materials from non-DepEd portal do not enjoy the presumption of
correctness therefore it has to be counterchecked, it will be an additional
Page | 51
job for the teachers to do. However there are non-DepEd materials which
are products of long research and data gathering procedures which are
proven to be of good use through the years.
 (continuation. . . .)

Page | 52
Rapid Assessment of LR from non-DepEd-Sanctioned Portal
(website ““https://www.youtube.com/watch?v=OImgNU3Eq48” entitled
‘MELC-Based Week 1 Ekonomiks: kahulugan at mga katanungan nito
\

Page | 53
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?

ANSWERS:

I have made a worksheet for the first topic in the first quarter. The picture
of the said learning resource is pasted below.

Page | 54
 (continuation. . . .)

1. How does your material compare with the ones that are obtained
from the online portals?
The material I have developed is inaccurate and needs more quality
assurance.

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

material?
For me, the improvements that I still need to make in my developed
material are precision and simplicity of contents to make it suited to the
learning needs of my students.

The RAPID ASSESSMENT of LR for this activity is attached herewith

on the next page.

Page | 55
 (continuation. . . .)

Rapid Assessment of LR I have Developed

(worksheet)
\
Cannot be
Is the LR material…. YES NO
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, the LR I have made did meet only few of 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?
Yes, there is. I will still use the material simply because it fits the
needs of my learners even if it does meet only few of the requirements.

3. Are there other aspects of the material not covered by the tool but
still need to be assessed? Specify which aspect/s.
Yes. The LR must be improved to meet the aspects required for it to
be understood and comprehended by learners.

4. How does this exercise help you in picking the right Page and
| 56
appropriate LRs for your lesson and your learners?
This exercise did help me become more goal-oriented and extra
cautious in picking and selecting the right and appropriate LRs for my
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.

ANSWER:

• After the LAC session, we have seen a clearer view in making our own
LR's and in choosing and downloading LR's in our DepEd portal.
• The group suggested that we must adapt this tool and use it every time
we create our own LR’s.
• This session was a great help in providing alternative platform as source
of information. It also teaches us not to stick only to the printed SLMs
provided.
• The materials that were uploaded in the DepEd LR Portal(LRMDS and
DepEd Commons) meet the requirements from the Rapid Assessment
Tools, while the materials form the Non-DepEd LR portal did not meet
some of the requirements.
• There is no need no improve in the materials uploaded in the DepEd LR
portal, while in the Non-DepEd Portal, I think we need to improve some
parts of the worksheet based in the Rapid Assessment Tool.
• In determining the right LRs for our lesson, we need to make surePage | 57
that
the LRs are aligned to the MELCs. This exercise helps me check the
validity of LRs appropriately.
 Module 4
PLANNING FOR CONTINUING
PROFESSIONAL DEVELOPMENT &
LAC PLANNING
Page | 58
 MODULE OBJECTIVE:
By the end of this Module, you will be able to:
(1) carry out your plan for your continuing PD,
(2) discuss the different PD initiatives/programs related to the LDMs
that are available to you, either provided by DepEd
or by non-DepEd learning service providers (LSPs), (3) develop
a PD plan including the Learning Action Plan, and,
(4) commit to your professional growth and development

MODULE CONTENT:
Lesson 1:
Reflecting on Professional Life Development
Lesson 2:
Planning for the Continuing Professional
Development and Participation in the LAC Session

Lesson 1: Reflecting on Professional

Life and Development

ACTIVITY 1

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

ANSWERS:

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
Page | 59
pedagogies
associated with the ∕
modalities and
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.

ANSWER:
Page | 60
 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?
In relation to the content and pedagogy of the learning area that I
am teaching, I have to focus on the efficient use of ICT. Even though our
school opted to utilize the Modular Distance Learning, some of my
students have chosen the Online Distance Learning. Therefore, I have to
come up with a learning plan that will cater such choice (ODL) of my
students. And that said learning plan will require a systematic way of
executing strategies to successfully deliver the lesson/topic using ICT.

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?

ANSWERS:
Page | 61

What is your goal What is your goal What is your goal

toward improving toward improving toward improving
 Lesson 2: Planning for the Continuing Professional
Development & 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.

Page | 62
 ANSWERS:

MY INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Strengths  Developmental Developmental Intervention) Timeline Resources
Needs Needed
Learning Intervention
Objectives
of the PD
Program 
Applied a range of Be better equipped Leading To attend to Year- Budget for
teaching strategies to with teaching colleagues in webinars and round the training
develop critical and strategies reviewing, trainings pertaining and internet
creative thinking, as modifying and to varied teaching connection
well as other higher- expanding the strategies
order thinking skills.  range of
teaching
strategies that
promote
critical and
creative
thinking, as
well as
other higher-
order thinking
skills

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. Page | 63
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.
ANSWER:

PD DISCUSSION FOR LAC

PROFESSIONALDEVELOPMENT OBJECTIVES SPECIFICTOPICS

RELATED TOTHEMODALITIES
1. Applying the assessment tool in choosing the Use of LRMDs and DepEd Commons as learning
Learning resources for the Modules resources.

2. Selecting, developing, organizing and using Developing Self and Others

appropriate teaching and learning resources to
address the learning goals.

3. Establish relationship with parents/guardian and Community Linkages and Professional

with school community to promote engagement in the Engagement
education process.

4. Designing, selecting, organizing and using Assessment and Reporting in the “new normal”
diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
and adaptive to DLM

5. Learning Delivery Modalities maximizing MELCs Curriculum and Planning

Page | 64
 Module 5
BUILDING THE TEACHING
PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE
MODALITIES

MODULE OBJECTIVE:
By the end of this Module, you will be able to:
(1) list down the evidence of LDM implementation
(2) plan for how to make sure that you will be able to relate these
evidences to your professional practice based on the professional
standards

MODULE CONTENT:
Lesson 1:
The Teaching Portfolio and its Contents

Lesson 2:
The Evaluation Rubric

Page | 65
 Lesson 1: The Teaching
Portfolio and its Contents
ACTIVITY 1

Before you begin to prepare building your Portfolio, you need to make sure
that you have completed all the outputs for this course. Go over the list
found in LDM2 Guide for Expected Outputs and find out whether you have
completed all the outputs required for Modules 1-4 of this course.

Submit the completed outputs to your designated Coach for final

evaluation. Keep a copy of all your outputs for your own records.

ANSWERS:

The outputs for this course that I have completed were all attached
herewith in this portfolio.

Page | 66
ACTIVITY 2

Study the Reading on Portfolios from the Glossary of Education

Reform. Based on your reading, reflect on the following questions and
jot down your answers in your Study Notebook:

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
2. What evidence from the previous modules will help capture the progress
of your teaching practice?
3. Why is writing down your reflections an integral part of your Portfolio?

ANSWERS:

1. How will your Portfolio help you in tracking the progress of your
teaching practice in your School’s LDM?
Portfolio is a compilation of academic work and other forms of
educational evidences assembled and one of the purposes of portfolio is to
be of help on reflecting on one’s academic goals and progress. Therefore,
this portfolio of mine will help me in tracking the progress of my teaching
practice in our school. For this portfolio of mine provides rich, deeper, and
more accurate picture of what I’ve learned in LDM course 2.

2. What evidence from the previous modules will help capture the
progress of your teaching practice?
The evidences from the previous module/s that will keep me capture
the progress of my teaching practice are as follows:
■ unpacked MELCs
■ Learning Distance Modalities
■ Weekly Home Learning Plan
■ Individual Learning Monitoring Plan

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

Portfolio?
Writing down my reflections is an integral part of my portfolio
because reflection is a process of exploring and examining ourselves, our
perspectives, attributes, experiences and actions/interactions. It helps us
gain insights and see how to move forward. Moreover, reflection is often
done as writing possibly because this allows us to probe our reflections
and develop them more thoughtfully.

Page | 67
ACTIVITY 3

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

ANSWERS:

Is the list of evidence enough to capture the progress of your teaching

practice? What other evidence can you think of that is relevant to the
LDM adopted by your School?
No, I think the list of evidence is not yet enough because, more
realizations and learnings will come along the way on the actual
implementation of the modality. And here is my other evidence that is
relevant to the Modular Distance Learning adopted by our school.

ACTIVITIES TIMELINE OUTPUT/S

List of the number of October- June ILMP per Quarter

Learner who needs
ILMP

Page | 68
ACTIVITY 4

In your LAC Session, discuss your answers and thoughts on the

questions from Activities 2 and 3 with your colleagues.

ANSWER:

The portfolio as a compilation of academic work and other forms of

educational evidence is an integral output in the teaching and learning
process. Individual development can be easily recorded through it.

Page | 69
ACTIVITY 5

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

ANSWER:

ACTIVITIES TIMELINE OUTPUT/S

Documentation of September to At least 2 recorded

Lesson Delivery November teaching lessons
Google Classroom (1
teacher)
Researching and September to Weekly Home Learning
Incorporating Teaching November Plans (2 per month)
Strategies in the
Modalities
Participation in DepEd’s September to Certificate of
recognized educational November Participation
resources trainings,
INSETs and LAC
sessions
Organizing the December Professional Portfolio
Professional Portfolio Page | 70
Submission of Portfolio December Any proof of submission
to coach/es from the coach/es
Technical Assistance At least twice Video Recording
 Lesson 2: The Evaluation Rubric
ACTIVITY 1

Study the criteria and indicators found in the Evaluation Rubric. What
steps will you take to ensure that you are able to hit the criteria in
the Rubric? Write down your answers and any other thoughts about the
Rubric in your Study Notebook.

ANSWERS:

What steps will you take to ensure that you are able to hit the criteria
in the Rubric?
Here are the steps I will take to ensure that I will be able to hit in the
Rubric:
1. Make sure that goals will be achieved.
2. Identify the problems and solve them beforehand.
3. Find alternatives.
4. Select feasible strategies.

Page | 71
ACTIVITY 2

Discuss and share your thoughts on the Rubric in your LAC Session.
Present your steps to make your outputs and Portfolio responsive to
the evaluation criteria and indicators. Take note of your colleagues’
other insights as well.

ANSWERS:

Discuss and share your thoughts on the Rubric in your LAC Session.
Page | 72
Present your steps to make your outputs and portfolio responsive to
the evaluation criteria and indicators. Take note of your colleagues’
other insights as well.
Page | 73