THELMA R.

SACSAC
01-001
I
Ilocos Norte
Luzong National High School
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL

MODULE 2 OUTPUTS

UNPACKING OF MELCS
K to 12 Learning MELCs
Competencies
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce.
Discuss the interaction among
living-things and non-living things in
Discuss the interaction among living
tropical rainforest, coral reefs and
things and non-living things in
mangrove swaps.
tropical rain forest, coral reefs and
mangrove swamps.
Describe theappearance and uses Describe the appearance and uses
Retained
uniform and-uniform mixture.. uniform and non-uniform mixture.
Tell the benefits of separating
Dropped mixtures from products in N/A
community.

COMBINING MELCS
QUARTER 1 CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
I Ang bata ay nagkakaroon ng Ang bata ay 1. Nakikilala ang sarili
pag-unawa sa konsepto ng mga nakapagpapamalas ng (SEKPSE-OO-1)
sumusunod na batayan upang tamang pagkilos sa lahat
lubos na mapahalagahan ang ng pagkakataon na may

Module 2 ( S.Y 2020-2021 )

sarili. paggalang at
pagsasaalang-alang sa
2. Nakikilala ang pangalan
at apelyido (SEKPSE-la-1.1)
sarili at sa iba

3. Nakikilala ang kasarian.

(SEKPSE-lb-1.2)
4. Nakikilala ang
gulang/kapanganakan (SEKPSE-
lc-1.3)

5. Use the proper

expression in introducing
oneself e.g I am/My name is
___________. (SEKPSE-llc-1.4)
.
 List of Targeted Learner Interventions.
Learning tasks for Distance Learning.
Assessment methods in Distance Learning.
Weekly Home Learning Plan for 1- subject who lags behind in completing
the learning tasks.
LAC 3 Teaching Engagement Report (Optional is LAC session was
conducted)
LAC 3 Session Report (Optional if LAC session was conducted)

Targeted Learner Interventions

Learner Group TARGETED INTERVENTIONS
Learners without parents or household member Make a weekly supervisory plan for them and

Module 3A ( S.Y 2020-

who can guide and support their learning at home check their module and activity sheets

Communicate to respective teacher on what to do

through text, call, chat on Facebook messenger.
2021 ) Also ask co-parenting around your area.

Beginning readers (K to 3) Provide them materials that will suited to their

learning ability

Communicate with parents for a reading warrior

(volunteer) to help the school in implementing the
BR-B4 (Blue Rizal: Barangayan para sa Bawat Bata
Bumabasa).

Struggling readers (Grades 4-12) Provide them materials that will suited to their
learning ability

Communicate to the previous teacher and

parents. Include them to the reading remediation
under BR-B4.

No access to devices and Internet Provide all the learning package like module,
 worksheets.

Communicate with LGU to have free access Wifi in

the community there is what we call Montalban-
Connect project.

Inaccessible (living in remote and/or unsafe areas) Provide them modules and making sure to check
their work weekly

Look for a LR mover volunteer to access the

inaccessible areas of the community.

Persons with disabilities Provide them the learning materials that are
suited to them. Communicate with parent and let
them attend on a seminar on psychosocial
approach. Also in retrieval of modules they are
included in LR Pasabay.
 Learning Tasks for Distance Learning

Before During After

 Review previous lesson  Provide learners with  Wrap up activities

feedback
 Clarify concepts from previous  Emphasize key information and
lesson  Check learners’ concepts discussed
understanding
 State lesson objectives as guide  Assess whether lesson has been
for learners  Explain, model mastered
demonstrate and
 Present connection between old  Transfer ideas and concepts to
illustrate Check
and new lesson and establish new situation.
learner’s prior
purpose for new lesson.
knowledge about the  Check learner’s prior knowledge
new lesson. about the new lesson.
 The concepts ideas,
skills, or processes of
the students.

 Present warm-up
activities to establish
interest in new lesson
 ASSESSMENT METHODS IN DISTANCE LEARNING

How to Adopt the Assessment

Assessment Method
Method in Distance Learning?

Learners will be given with weekly self-learning

modules, to answer in a weeklong span. Learners will
Formative Assessments of the Self-Learning Modules, need to accomplish the learning tasks in a period of time.
Activity Sheets, & Learning Exemplars After accomplishing all the learning activities, their
parents will submit it to the designated Kiosk
strategically located in their respective barangay.

Learners will be instructed to compile all their outputs

per learning area. Every learner should have to submit a
learning output portfolio wherein learner’s reflection is
attached to it for the teacher to determine an authentic
Portfolio Making
response towards what the pupils learned. In assessing
the portfolio of every learner, the teacher should use
rubrics to further assess and evaluate learner’s
understanding on the lessons given.

Learners will be instructed on project or performance to

be done in a particular lesson especially when the lesson
Project Making/Performance Assessment requires performance output or a project output.
Learners’ outputs will be assessed and evaluated using
rubrics

Learners will be required to submit a journal reflection

in every lesson given to them. Learners’ reflection will
Journal Reflection Assessment be submitted to their teachers. Rubrics will be used to
evaluate learners’ journal reflections.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day & Learning Learning

Learning Tasks Mode of Delivery
Time Area Competency
8:00 – 9:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli
9:00 - 9:30 Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
Ipasa ang output o
Lunes MTB Naibibigay -Sagutin ang mga sagot ng mga mag-
ang unang Gawain. aaral ng kanilang
letra o tunog magulang sa paaralan
ng mga salita. Panuto: isulat sa inyong ayon sa itinakdang
kuwaderno ang isang araw at oras ng guro.
pangalan ng bagay, tao,
hayop o pangyayari na  Sa pagpunta
ng mga
nagsisimula sa mga letra
magulang sa
na nakasulat sa kahon. paaralan ay
Sundan ang unang mahigpit na
halimbawa. ipatutupad ang
minimum
Z-zipper health
E- I- protocols ng
MTB DOH at IATF.
S-
Martes F- A-
O-
Naibibigay T- V-
ang unang C-
letra o tunog
B- U-
ng mga salita.
D-

Panuto: sundan ang mga

nasusulat na hakbang
 para mabuo ang Gawain
o awtput.
1. Kumuha ng
isang pirasong
papel
2. Tupiin ito ng
MTB pirasong papel
3. Kulayan ang
magkabilang
bahagi ng kulay
Miyerkules asul.
4. Gumuhit ng
Naibibigay araw sa bahagi
ang unang ng papel na may
letra o tunog kulay .
ng mga salita.
5. Lagyan ng
pangalan.

MTB

Panuto: basahin ang mga

sumusunod na salita.
Uliting bigkasin ang tunog
ng mga unang letra.

Amo itlog
HUWEBES Masa laso
Sasa mama
Mesa nanay
Gamit kahon
Naibibigay
ang unang
letra o tunog
MTB
ng mga salita.

Panuto: basahin ang

mga nakatakdang
Gawain. Sundin ito.
1. Isulat sa inyong
 kwaderno ang
pangalan ng
BIYERNES iyong magulang
at mga kapatid.
2. Isulat ang mga
unang letra ng
bawat pangalan.
3. Basahin ito ng
dalawang beses.
4. Magsulat ng
isang salita na
nagsisimula sa
parehas ng letra.

Panuto: tingnan ang mga

larawan simula sa unang
pahina ng modyul
hanggang sa pahina na
ito.
1. Isulat ang mga
pangalan ng mga
larawan.
2. Isulat ang unang
letra.
3. Bigkasin at
basahin ang
nakasulat ng
letra.
 INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT
WHO LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: JUAN DELA CRUZ
Grade Level: 7
Learner’s Status
Intervention
Learner’s Significan
Learning Area Strategies Monitoring Date Insignificant
Needs t Mastery
Provided Progress
Progress
Struggles to
read with
MTB a. seek help October 12-30, /
fluency and
from a 2020
comprehension
capable
immediate
family
member to
help the
learner in
answering
the
learning
modules

b. give
sufficient
time for the
learner to
accomplish
the
learning
 modules
c. scheduled
home
visitation of
the teacher
to help the
learner in
answering
the
activities in
the
learning
modules.
d. make and
provide
learning
activities
suited to
his pace of
learning
e. if possible,
the teacher
provides
direct
guidance
and
supervisio
n in the
completion
of the
learner

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.

 OUTPUT FOR MODULE 3-B
Two accomplished LR Rapid Assessment Tools with reflections.

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and ̸
relevant to the
MELCs?

2. easy to reproduce ̸
and/or disseminate?

3. from a credible ̸
source/author?

4. culture- and gender- ̸

Module 3B ( S.Y 2020-
5.
fair?

free from red flags ̸

2021 ) on possible
copyright and
plagiarism issues?
 6. 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 materials was able to meet all the requirements.

2. Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material?
Why?
None

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
This assessment tool was a great help for us teachers in choosing the
best LR for our subject matter. It taught us to consider first all requirements
needed in obtaining our desired L .R.

OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with reflections.

RAPID ASSESSMENT OF LEARNING RESOURCES

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

7. Connected and relevant to the MELCs? /

8. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

9. easy to reproduce and/or disseminate? /

10. from a credible source/author? /

11. culture- and gender-fair? /

12. free from red flags on possible copyright and /

plagiarism issues?

13. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?
Yes
6. 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, I will study it first, before giving it to my learners.

7. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
None
8. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me pick the right LR by looking at data of the checklist.
 REFLECTIONS
SELF-LEARNING MODULE IN MTB 1

The Self-Learning Module in MTB 1 that I downloaded was developed by

the Department of Education which is the primary learning resource materials
to be utilized by Grade 1 learners across the country in the new normal. This
SLM in MTB 1 is K to 12 compliant, based from the MELCs and passed the
ADM Learning Resources Standards. This means that this SLM in MTB 1 was
designed to cater the needs of our learners on what they should essentially
need to learn now that face-to-face learning is not possible because of the
health risks brought about by Covid 19.

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

of Learning Resources that in this case, the SLM in MTB 1 was evaluated. I
have two indicators that I think brought some minor issues. First is “easy to
reproduce and/or disseminate.” We cannot deny the fact that no matter how
complete the SLMs, still we are challenged on the mass production of SLMs
because this requires huge budget allocation. Scarcity fund is a problem in
order to reproduce these self-learning modules. Second is “free from red flags
on possible copyright and plagiarism issues.” The development of SLMs
includes the use of suited references; however SLMs writers might not be able
to properly cite the references they used. So, the issue of copyright
infringement is a great challenge for the SLMs writers.
 The procedure in selecting appropriate SLMs is fundamental in securing
better learning outcomes and teachers have big significant roles in the
selection of appropriate learning resource materials to be used in their
teaching. Relatively, this process had helped me a lot.

As I go through this SLM review in MTB 1, I was enlightened that one of

the essential roles of a teacher is to look and study carefully the most
appropriate learning resource materials he will be using. It is his responsibility
to scrutinize carefully the learning resource materials he will be using because
if he does, there will be significant learning outcomes for our children despite
this global health pandemic.
 OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN

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

Applying knowledge Align the lessons To model the Equip myself and Whole school Webinars
and content within with the targeted effective familiarize the year
and across concepts stated applications of learning
curriculum teaching in the MELC. content competencies
areas. knowledge stated in the
within and MELC.
across
curriculum

Module 4A ( S.Y 2020- teaching areas.

2021 )
Using a range of Evaluate the use Model a Study or search Year - round Internet
teaching strategies and development comprehensive new strategies to
webinars
that enhance learner of teaching selection of be used in this
achievement in strategies that effective new normal and
literacy and promote learner teaching in different
numeracy skills. achievement in strategies that
 literacy and promote learner modalities.
numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
using various and Attending
Ability to work Needs assistance
necessary webinars, LAC
collaboratively in on technology- Whole year round School funds
technologies sessions about the
groups related work
used in different use of ICT
LDMs

STUDY NOTEBOOK
Module 1 Lesson 1
Activity 1
1. What is the Main delivery of this course?
Ans:
The Learning Delivery Modalities Course 2 is a task-oriented course. The delivery of this
course is an urgent action of Deped to this ongoing pandemic as also part of Deped’s
Learning Continuity Plan. The main concern of this course is to deliver education to learners
in this new normal settings by using Self Learning Modules prepared by selected teachers
which are designed for self study.
2. How can this course help ensure that you will be able to deliver quality instruction in the
new normal?
Ans:
This course will be a great help to ensure the delivery of quality instruction for it helps
teachers be prepared for this distant learning in this new normal situation. It helps teachers
to gain knowledge, skills and mindset that are necessary in this new teaching and learning
way.
3. What are the two support mechanism that will help you with your learning in this course?
Ans.
The two support mechanism that can help me with this course
are:
First, I attended webinars conducted by Deped. Second, I also asked and communicate to my
co-teachers regarding with this course.
ACTIVITY 2
1.How will my personal characteristics and circumstances affect (positively or negatively) my
participation in this course?
Ans:
I think my eagerness to learn this course for me to be able to apply and help me as a teacher
adapt the new normal education and to help achieve a successful education for our learners.
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?
Ans:
By having a positive outlook and willingness to learn, I think I can overcome whatever
challenges I may face in completing this course. And also, with the help of my co-teachers and
superiors.
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.
Lesson 2 Activity 1
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.
Ans:
1- To nurture successful teachers
2- To improve the teaching-learning process to improve learning among students
3- To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
4- 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.
Ans:
• Bulk Reports- It limits our time and difficult to focus in LAC.
• Poor Internet Connection- We really can’t grasp the total discussion in LAC for we do
not have consistent strong connection. Sometime we rely only on our co-teachers and
it create sometimes a different understanding.
 • Lack of Computer Knowledge – other co-teachers are having a difficult times operating
their laptops.
Activity 2
Share your LAC Insights

Activity 3
List down your LAC members and cite their roles.

Module 2 Lesson 1
Activity 1
1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic. education. As a teacher, what do you think are the
fundamental concerns in terms of curriculum standards that need to be addressed in order to
ensure learning continuity? Cite a spec for example. Do you think these concerns could be
solved by teachers alone? Why or why not?
Ans: With this global pandemic we have today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education to
conduct education in this new normal situation. The best way to address the problem is
adapt this new normal learning by shifting to distance or modular learning. With this strategy,
we can ensure learning continuity. This concerns are not for teachers alone but also with the
collaboration of all the deped forces teaching and non-teaching staff. And of course through
parents’ learners and stake holders support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perenrial 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?
Ans: Yes, I agree, in the department of education several curriculums had been laid and adapt
for the purpose of achieving higher standard education and can produce a globally
competitive learner. But due to the congested curriculum we cant achieve our goals. Students
cant cope up with the content standard sometimes it takes time to finish a full quarter
subject with a limited time allotment.
Activity 2
 1. What are the general and specific purposes of the development of MELCs?
-The Department of Education's Bureau of Curriculum Development developed MELCs to
cope with the drastic change in the educational atmosphere due to Covid 19 pandemic. The
focus of instruction were streamlined to the most essential or the most indispensable
learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and
that is to develop resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-the MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning
competencies for each sub)ect area.
-Curriculum review mapped the essential and desirable learning competencies within the
curriculum. It also led to the identification of gaps, issues, and concerns within and across
learning areas and grade levels. It helped in the identification of areas for improvement that
would enhance the learning engagement, experience, and outcomes and consequently
recommend solutions. In addition, it analyse the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area.
4. Now 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?
Learning competencies are identified by knowing the following characteristics.
-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that particular
grade level
--it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-
literate Filipinos)
-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson (weekly home learning plan) and
instructional materials (Self- Learning Modules)
-MELCs ensures delivery of quality instruction as it becomes the primary reference in
determining and implementing learning delivery approaches that are suited to the local
context and diversity of learners while adapting to the challenges posed by COVID-19.

Activity 3
Prepare a copy of your learning area's original K-12 Curriculum Guide and corresponding list
of MELCs. Go to the sections of the curriculum guide and MELCs that are relevant to your
instructional needs. Copy and accomplish the following table and compare the two
documents to determine which learning competencies were retained, dropped, or merged.

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss
any questions about the MELCs that need clarification as well. Share your thoughts and let
your co-teachers articulate their insights regarding your questions. Jot down all the insights
shared in the discussion, including your own.
Insights:
Lesson 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
-We need to unpacked MELCS to help us systematize learning activities and effectively
address the varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not departure from
the standard-based design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering
Fundamental knowledge Is a must before going to the other level of learning.
-Logical sequence of learning objectives - We cant give a better learning ideas to our students
if our objective is not logical sequence. Planning what are the most important objective is key
frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
-The teacher may unpacked or combined the MELCS depends on sequence of the lesson, the
progress and needs of learners as long as the content and standard will be achieved.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's 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
Unpacking MELCS Sample

Combining MELCS Sample

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
Module 3 A Lesson 1
Activity 1
1. Do a quick check of your knowledge of the four modalities prescribed in the LCP—face to-
face (F2F) learning, IX, blended learning (BL), and home schooling 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 I to see how well you did.
Answer:
• Face-to-face (F2F) learning refers to a learning delivery modality where the teacher and
learner/s are physically in one venue. There are opportunities for active engagement,
immediate feedback and socio emotional development of learners. It may be conducted in
any available physical learning space Face to face learning in which learners can digest the
content of each topic smoothly. It is the best way to address and to deliver learning ideas.
• Distance learning refers to a learning delivery modally 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 ether online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or ',sterling to radio-
based instruction while being geographically distant from the teacher.
• Blended learning refers to a learning delivery modality using a combination of the features
of F2F learning and distance learning. It can be (1) F2F and modular distance learning; (2) F2F
and online distance learning (3) F2F and TV-based Instruction/Radio-based Instruction; or (4)
F2F and any combination of the other type of distance learning.
• Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access t formal education while staying in an out-of-school environment, vnth
parents, guarcLans, or tutors as authorized facilitators instead of classroom teachers.
2. Which of the LDMs do not have an F2F learning component?
Answer:
- Homeschooling and Distance Learning do not require Face to face learning.
Activity 2 Distance Learning Matrix
Activity 3

Activity 4
Lesson 2 Activity 1
1. What is Lesson Designing or Lesson Planning?
Answer:
- 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.
2. Why is lesson designing important?
Answer:
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
3. What are the three elements or components of a well-designed lesson?
Answer:
- Clearly articulated lesson objectives (What should be taught?)
- Well-selected and logically sequenced presentation of learning resources and actities
to help learners meet the objectives. (How should it be taught?)
 - Appropriate and timely assessment activities that provide relevant information and
feedback for both teacher and learners. (How should learning be assessed?)

Activity 2

Activity 3
1. 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
Vl. Reflection
The reflection part of the DLL and DIP should be filled up after the lesson is
delivered.
Activity 4

Activity 4: Learning Task

 Questions
1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SIM?
Answer:
- Provide module for distant learning in order to supplement the lacking learning task.
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that the are guided throughout the lesson?
Answer:
- As an adviser the only additional support that I can give is additional activity sheets
and reading materials.
3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
Answer:
- In modular distant learning the only way is to retrieve the modules for checking and
for the teacher adviser to assess and gather feedback.

Activity 5 Venn Diagram

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

Activity 6

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

Answer:
- Five items formative assessment are common among our groups.
2. What are the challenges in doing assessment in DL?
Answer:
- For me the biggest challenge is how to contact all your student to inform them that you
have your assessment for the reason that not all of them have an access in the internet.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer:
- We can collaborate well and choose among our all method of assessment listed in our
notebook. We come up the best method to use in the Distant Learning.
Activity 7

Lesson 3 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 subjects 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 Sample Weekly Home Learning Plan for Modular Distance Learning Grade 5
Module 3B Lesson 1
Activity 1
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
Answer:
- Our school implement Modular Distance Learning (MDL) so in order to achieve this LDM we
need to have printed Self Learning Modules (SLM). This SLM will be distributed to the
learners.
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?
Answer:
- YES
3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support? Answer:
- Using the Deped LR we can easily find and obtain our need SLM. But before we can
open the portal we need to have an interne access and permission of the
administrator.
- From our ICT coordinator designated as the admin of the portal.
Activity 2

1. 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:

- After the discussions and exchanging of ideas we come up with the different ideas regarding
LR. Learning Resources and SLM are now ready to our portal given by the national for our
modular Distant learning so the only help that my colleagues can offer is to print the SLM for
distribution to our learners.

Lesson 2

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?
Answer:

- In our school we adapted a Modular Distant Learning, by the help of the two Deped portals
we can easily access of Learning resources and SLM. We can obtain our learning modules
online so it eases the burden for us teachers. Paperless LR fast and well-ordered process in
giving LRs.

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

Answer:

- Internet connection is the main concern in accessing the portal but some students and
teacher has a slow internet speed. The other concern is it need a cellular phone or laptop to
enter the portal so as an adviser, I downloaded first the specific LR and I personally distribute
it to my learner to ensure that everyone can get their copy.

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

Answer:

- What support will you need to maximize the use of the two DepEd-sanctioned LR Portals?
From whom can you get this support? Using the Deped LR we can easily find and obtain our
need SLM. But before we can open the portal we need to have an interne access and
permission of the administrator. From our ICI coordinator designated as the admin of the
portal.

Activity 3

1. 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 knew that one in our group is an admin of the said portal in our
school. We had shared our personal experience in using the learning Portals and after the
session we agreed to use the portal frequently in addressing need in teaching ang regarding
LRs.

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.
I downloaded Filipino Grade 10 Module in the Deped Portal.

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?
• None
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
• None
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
• This assessment tool was a great help for us teachers in choosing the best LR for our subject
matter. It taught us to consider first all requirements needed in obtaining our desired L .R.
Activity 2
1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?
Answer:
- Deped prescribe LRs are reliable and aligned in the basic requirement needed for choosing
LR's while non deped LR's sometimes deviate from the requirements of standard LR's.
2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
Answer:
- Deped materials before posting to the deped portal were being examined by the deped
personnel so I think there's no revisions for that but non deped materials of course need to
be examined first and must be aligned to the assessment tool given by deped.
3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
Answer:
- Because of this exercise and assessment tool I can now choose better Learning Resources for
my subject matter.
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?
Answer:
• I had made a learning resources in my grade 10 students with the Title Activity sheet Gamit
ng Pandiwa. When I saw the assessment tool I had knew that I am lacking and didn't meet
some requirement prescribe by deped.
2. What improvements do you still need to make in your developed material?
Answer:
• Need to improve the sources of the activity and the type of font to make it readable to my
students. Also I will consider the culture and gender fair next time.
Activity 4
1. 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 LR’s.
Answer:
• After the LAC session we had seen a clearer view in making our own LR's and in choosing
and downloading LR's in our deped portal.
• A member of the group suggested that we must adapt this tool and use it every time we
make our own LR’s.
Module 4 Lesson 1
Activity 1
1. Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.

Activity 2
Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2
Course Overview. Reflect on your self-assessment from Activity 1. What particular
professional standards in the PPST do you need to focus on to effectively use the LDMs in
relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.
Answer:
• I need to develop and give more focus on the Domain number one, the content knowledge
and Pedagogy. As my self-assessment where I got only the agree level so there's a room for
my improvement. Also, I want to enhance the domain number six the community linkages
and professional engagement. I need to build strong relationship with the guardians/parents
of my students to deliver the quality supervisory among them as well as with my co mentors
in schools.

Activity 3
1. 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?

Lesson 2
Activity 1
1. Accomplish the Individual Development Plan Template by referring your output in
Lesson 1 Activity 3 of this module.
Activity 2
1. 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.
This portfolio will be submitted to your LAC coach for evaluation at the end of the year. You may also
use this portfolio as a means of verification (MOV) for your performance evaluation.

MODULE OBJECTIVES

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 LAC Session

Lesson 2 - The Evaluation Rubric LAC Session

LAC Sessions are included in the activities but may be optional as determined by the LAC Members
under the guidance of the LAC Leader

ESTIMATED TIME REQUIRED

4 hours

The Teaching Portfolio and its content

This lesson will introduce you to the teaching portfolio related to your use of the LDM. By the end of
this lesson, you should be able to:

1. Describe what a portfolio is

2. Identify the contents of your teaching in the LDM portfolio.

Key Topics/Concepts

assessment; capabilities; professional practice; professional standards

Resources Required

-LDM2 Guide for Expected Outputs

-Reading on Portfolios

-List of Suggested Evidence Form

-Study Notebook

Module 5
Activity 1
Lesson 1

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.

Activity 2
A. 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?

Answers:

- Portfolios are intended to evaluate learning progress and achievement in a specific course, by
completing my portfolio in LAC sessions about LDMs I can now be ready for the challenge of the new
normal way of teaching. First if I will make my lessons I can scan my finished portfolio and go to the
topic about preparing MELCs. Then if I will choose what learning resources to be used in my topic I can
refer to Learning Resources topics and how to download it in DepEd portals.

- My portfolio will serve as evidences of my teaching and it will clearly show my improvements as well
as the problems I will meet and it will guide me to keep on the right track.

2. What evidence from the previous modules will help capture the progress of your teaching practice?

Answers:

- In the previous module which is module 4, I had learned about making individual development plan
by this I can now asses my weakness and strength in terms of my teaching practices. One of the best
example is analyzing to what domain do I need to focus more and make a development plan for that.

- From the previous modules, the following evidences will help monitor my teaching practice :

1. Unpacking of MELC

2. Learning task for DL

3. WHLP

4. ILMP

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

Answers:

- In every work or task given it must have a reflection within. Making of it is an integral part because it
serves as a compilation of our knowledge and understanding towards the topic. It also measures our
affectively being our consciousness and even our judgement in a certain topic.

- In every work or task given, one must have a reflection. It is an integral part because in the reflection
we can pour out our ideas, analysis, comments/suggestions about the particular task which can be a
road to change or improvement.
 Activity 3

Activity 4
- LAC discussion with colleagues. (Put some evidence) MOVs.
 Activity 5

LESSON 2

Activity 1 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.

• In order to be successful in making the portfolio I must consider first the Demonstration progress of
the LDM Implementation which 30% in the rubrics. Ensuring the quality of my reflections in every
topic or lesson that I tackled. Lastly, my output will be based on the professional standard given by
deped.

Activity 2 1. 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.