LEARNING DELIVERY MODALITIES

COURSE 2 (LDM 2) FOR TEACHERS

Study
Notebook

ERWIN L. ABLAO
Participant, Marcos National High School (Santiago Campus)
Schools Division of Ilocos Norte (SDOIN)

1
Module 1

2
 LESSON 1
ACTIVITY 1.

Read the LDM Course

Overview. Reflect on the
overview by answering the
following
questions. Write down
your insights in your
Study Notebook.
1. What is the main
delivery of this course?
2. How can this course
Insights:
help ensure that you will
1. It is a modular Distance Learning. It includes synchronous and asynchronous learning
be able to deliver quality
that willinenhance everyone’s knowledge and skills in managing the “new normal in
instruction
theeducation.”
“new normal”?
2.3. What are the is
twounder the control of highly effective, efficient and expert curriculum
Our agency
support mechanisms that
willmanagers
help you who
withtruly
your guide us teachers in the right path so that we can attain a high and
qualityineducation
learning this that is accessible to everyone. Through the continuous leadership of
course?
our education icons and developers, the various memoranda, policies and guidelines
are our tools and instruments so that we can deliver quality instruction among our
learners in the “new normal.” The LEARNING CONTINUITY PLAN of the agency
is also an instrument to ensure that no one will be left behind in educating our learners
despite of the present health crisis brought about by the pandemic. With the help of
this course, I am able to adopt the presented policies and guidelines which is useful
not only for me but to my fellow teachers as well that will help them enhance and
improve the teaching situation whatever kind of learning modalities will be used.
3. The school and the Group members are important in the attainment of the completion
of this course. Through the help of my co-members in our group, we were able to
learn from them specially their good practices that will lead us as one in attaining a
successful implementation of the new normal in education. Through the reflections
and learning we shared from one another, we will be able to encourage, motivate and
understand well the various possibilities and challenges that we can have in this new
normal.

3
 ACTIVITY 2.

Answer the following questions by copying and filling out the table in your Study
Notebook.
1. How will my personal characteristics and circumstances affect (positively or
negatively) my participation in this course?
2. How can I ensure that I am able to sustain my strengths and address the obstacles
that will hinder me from completing this course?

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly me from to accomplish the
do that may affect participating fully in participate in this requirements of this
my this course?) course?
participation in the course?) Describe this
course in environment.)
a positive or negative
way?)
Browsing the net The current situation The underlying The home and the
everyday will help of our agency which questions within the school are my main
me more updated to is preparing learning implementation of environments that
what is necessary and resources and the different learning will help me through
helpful in my printing of learning modalities. Education to finish this course.
teaching profession. materials for modular is a continuous Time management in
Making some learning delivery. process, therefore, I handling the school-
reflections is another realized that I should related and work
one that will help me always welcome new from home scheme
realize the do’s and possibilities for of the agency help
don’ts , my professional growth me more productive
weaknesses and and development. to continue learning.
strengths, and taking
in consideration the I
can’s and I cant’s.

Insights:
1. Time is a great contributor and indicator in our success and achievement day-by-day.
Time management is actually a factor that hinders development. Therefore, as an
educator, we should have a to-do list every day.
2. I should do and accomplish things one at-a-time in order to focus those things which
need to be undertaken first, from most important to least.

4
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.

5
 LESSON 2
ACTIVITY 1.
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s.
2016 titled “The Learning Action Cell as the K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy for the Improvement of Teaching and
Learning.”

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

Insights:

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:

(2) To improve the teaching-learning process to improve learning among students

(3) To nurture successful teachers
(1) 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.
 Resources. The materials needed to finance the LAC are necessary. If an
organization has its own available resources, there is no doubt that all the
objectives will be attain.
 The formulation of SMART objectives of the LAC. Identifying the root-cause
analysis of the school problems which needs attention should be prioritize. It is in
this phase that the organization can focus on what to do with the various problems
that will affect the teaching-learning situation.
 The organizational culture also affects in the success of the LAC. If all the
teaching and non0teaching force of the school are being guided with one vision,
the success of the LAC will truly depend on this. Having multiple and different
beliefs on how to improve learning will collide together from different point of
views which will hinder the continuous learning and professional growth.

6
ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15
members each. Get in touch with your designated Coach or LAC Leader in forming your
LACs.

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC
Session 1 Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and
one LAC Leader per LAC.
3. Note the following in forming your LACs:
 LACs should be composed of teachers. Discuss your preferred LAC
composition with your assigned Instructional Coach (this will be a district or
division supervisor assigned to your LAC).
 After forming your respective LACs, there should a LAC Leader assigned to
you from among the following school members:
o Master Teacher
o Head Teacher/Department Head
o Other senior teachers who have proven competence, potential to lead,
or subject expertise to lead the LAC.
 Teacher LACs can connect with their Instructional Coach through the LAC
Leader.

This Instructional Coach will also be handling multiple LACs through a network of LAC
Leaders.

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

FORM 1: LAC PROFILE

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

REGION: I

LAC ID (name or number): SDOIN_G18 Number of LAC members:9

Name of LAC Facilitator: Designation/Position:

MR. ERWIN L. ABLAO MASTER TEACHER I

7
LAC Members

NAME Male/ DESIGNAT DIVISION/S Contact Preferred

Female ION/ details (email, contact mode
POSITION mobile (email, phone,
number) Skype, Zoom,
Google Meet,
Viber, FB)

Reyah V. Female Teacher III Ilocos Norte Email, phone,

Bayudan Google Meet,
FB

Ryner M. Coloma Male Teacher III Ilocos Norte Email, phone,

Google Meet,
FB

Maria Glenda G. Female Teacher II Ilocos Norte Email, phone,

Ventura Google Meet,
FB

Lhester Jay Gaba Male SHS Ilocos Norte Email, phone,

Teacher II Google Meet,
FB

Marife D. Female Teacher III Ilocos Norte Email, phone,

Guadalope Google Meet,
FB

Floria G. Tomas Female Teacher III Ilocos Norte Email, phone,

Google Meet,
FB

Melody F. Female Teacher I Ilocos Norte Email, phone,

Damulog Google Meet,
FB

Juliefel S. Coloma Female SHS Ilocos Norte Email, phone,

Teacher II Google Meet,
FB

8
FORM 2: LAC Facilitator Information Sheet

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

Region: I

Division: Ilocos Norte

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

ERWIN L. ABLAO MALE September 01, 1981 39

Contact details: Email: Mobile Number: Facebook Name:

erwin.ablao@deped. 09562268414 ErwinBingayen

gov.ph LampitocCeredon
Ablao
[email protected]
om

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

Email, phone, Zoom, Google Meet, MS Teams, Facebook, Messenger,

Messenger Lite

9
FORM 3: LAC Session Report

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

LAC ID: SDOIN_G18 REGION: I

LAC FACILITATOR: ERWIN L. ABLAO LAC SESSION NO.:

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

AUGUST 27, 2020 Online/Google Meet

Number of members present (attach attendance document): 9

Materials and resources:

___ Self-Learning Module

___ Activity sheets

___ Digital resources

___ Online resources

___ Smartphone

___ PC

___ LAC session guide

___ Others. Please specify:

_______________________________________

Part A

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

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

10
 Comments / Remarks
(For example, if you disagree or
strongly disagree, please indicate
SD D N A SA why.)

MEMBER PARTICIPATION

1. All of the members came

prepared for the LAC
session

2. All of the members had an

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

3. Members listened to each

other’s insights and ideas.

4. The members’ assignments

showed an understanding of
the lessons in the SLM.

5. The members demonstrated

engagement in and/or

enthusiasm for the learning

tasks during the session
(including providing feedback

on each other’s assignment).

FACILITATION

6. I managed the sharing and

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

7. I encouraged all the members

to actively participate in the
LAC session (i.e., for the
teachers to share their work

11
 and ideas/ insights).

8. I provided useful feedback on

the teachers’ assignments.

Part B

Please provide the information requested.

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

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

3. Other topics discussed apart from the recommended topics, if any:

4. Recommendations/Plans for next LAC session:

12
FORM 4: LAC ENGAGEMENT REPORT

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

NAME OF MEMBER: LAC SESSION ID.:

REGION: DATE OF LAC SESSION:

DIVISION: NUMBER OF LAC SESSION:

Part A

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

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

Strongly agree)

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

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

13
 my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

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

5. I interacted with different

people during the LAC

session.

ACTION PLAN

6. I feel motivated to apply in

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

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B

Please provide the information requested.

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

2. I encountered the following problems or challenges:

14
3. Other comments/suggestions:

FORM 5: LAC ATTENDANCE SHEET

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

LAC ID: SDOIN_G18 REGION: I

LAC FACILITATOR: ERWIN L. ABLAO LAC SESSION NO.:
DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:
AUGUST 27, 2020 Online/Google Meet

Number of members present (attach attendance document): 9

Names Position Remark/s
Aig R. Ambrocio Master Teacher I Present
Erwin L, Ablao Master Teacher I Present
Reyah V. Bayudan Teacher III Present
Ryner M. Coloma Teacher III Present
Maria Glenda G. Ventura Teacher II Present
Lhester Jay Gaba SHS Teacher II Present
Marife D. Guadalope Teacher III Present
Floria G. Tomas Teacher III Present
Melody F. Damulog Teacher I Present
Juliefel S. Coloma SHS Teacher II Present

15
Module 2

16
 LESSON 1
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you think
are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?
2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?

Insights:

1. Funding and resources that will affect in designing the specific learning modality per
learner. Some of the MOOE of the school is not enough to finance all the learning
resources for modular distance learning. The specific assessment tool per learning
delivery modality. These concerns cannot solve by the teacher alone because we are only
depending on the directives, policies and guidelines coming from the central office
which commands us to participate in the decision-making process in order to improve
the current curriculum of the department. In order to attain these concerns, collaboration
among people concerns including the LGU’s and private organizations are highly
recommended.
2. Yes I agree with this observation. More concepts to master and develop among our
young learners will greatly affect the quality education that we are aiming for. Despite of
the individual differences, culture orientation, and the presence of multiple intelligences
will greatly bring an impact the acquisition of knowledge among our learners.

17
ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
2. How does curriculum review aid in the identification of essential learning
competencies?
3. What is the difference between essential learning competencies and desirable learning
competencies?
4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

Insights:

1.The release of the MELCs is not just a response to addressing the challenges of the current
pandemic but is also part of the Department’s long-term response to the call of SDG4 to
develop resilient education systems, most especially during emergencies. The MELCs can be
used under similar circumstances as a mechanism to ensure education continuity (curriculum
dimension). However, releasing the MELCs does not downplay the standards set by the K to
12 curriculum guides. Rather, they serve as one of the guides for teachers as they address the
instructional needs of learners while ensuring that curriculum standards are maintained and
achieved. Furthermore, 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. The K to 12 curriculum review is not just meant to fulfill one of the provisions of Republic
Act 105333 to review the curriculum, but is also part of her continuing commitment to ensure
quality, relevant, and liberating education. After the four phases of curriculum review are
completed, the Secretary will convene the Curriculum Consultative Committee to present the
findings as provided for in Section 6 of the same Republic Act. The review focused on
articulation within and across learning areas and grade levels, which led to the identification

18
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.

3. Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for subsequent
grade levels and consequently, for lifelong learning. On the other hand, desirable learning
competencies were defined as what may enhance education but may not be necessary in
building foundational skills.

4. ● Mapping of the essential and desirable learning competencies within the

curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
● Analysis of the interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area.

5. It is advantageous for students to learn the concepts and skills in the MELCs through
meaningful activities and scenarios relatable to them and within the context of the students’
own environment. The designed activities also teach the procedures and processes on how
and when to apply those knowledge and skills in a given context.

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

Araling Panlipunan 10 K to 12 Learning MELCs

Competencies
Merged/Clustered
Retained Nailalapat ang kahulugan ng
ekonomiks sa pang-araw- araw na Nailalapat ang kahulugan ng
pamumuhay bilang isang ekonomiks sa pang-araw-araw
magaaral, na pamumuhay bilang isang
mag-aaral, at kasapi ng pamilya
at kasapi ng pamilya at
at lipunan
lipunan AP9MKE-Ia-1
AP9MKE-Ia-1

Dropped Natataya ang kahalagahan

19
Natataya ang kahalagahan ng ekonomiks ng
sa pang-araw-araw na pamumuhay ng ekonomiks sa pang-araw-
bawat pamilya at ng lipunan araw na
P9MKE-Ia-2 pamumuhay ng bawat
pamilya at
ng lipunan
Week 2-3
AP9MKE-Ia-2
Naipakikita ang ugnayan ng *Nasusuri ang iba’t-ibang
kakapusan sa pang-araw- araw na sistemang pang-ekonomiya
pamumuhay AP9MKE-Ia-3 Week 4
*Natatalakay ang mga salik
Natutukoy ang mga palatandaan ngng
kakapusan sa pang-araw-araw na buhay.
produksyon at ang
AP9MKE-Ib-4 implikasyon
nito sa pang- araw- araw na
pamumuhay
Week 5
Nasusuri ang mga salik na
Nakakabuo ang konklusyon na ang nakaaapekto sa
kakapusan ay isang pangunahing pagkonsumo.
suliraning panlipunan Week 6-7 AP9MKE-Ih-16
AP9MKE-Ib-5
Nakapagmumungkahi ng mga Naipagtatanggol ang mga
paraan upang malabanan ang karapatan at nagagampanan
kakapusan ang
mga tungkulin bilang isang
AP9MKE-Ic-6
mamimili
Week 8 AP9MKE-Ih-18
AP9MKE-
Nasusuri ang kaibahan Ic-7
ng kagustuhan
(wants) sa
pangangailangan
(needs) bilang
batayan sa pagbuo ng
matalinong desisyon

AP9MKE-
8. Naipakikita ang Id-8
ugnayan ng personal
na kagustuhan at
pangangailangan sa
suliranin ng
kakapusan

AP9MKE-
9. Nasusuri ang Id-9
hirarkiya ng
pangangailangan.

AP9MKE-

20
10. Nakabubuo ng Ie-10
sariling pamantayan
sa pagpili ng mga
pangangailangan
batay sa mga
hirarkiya ng
pangangailangan

AP9MKE-
11. Nasusuri ang mga Ie-11
salik na
nakakaimpluwensiyas
a pangangailangan at
kagustuhan

Nasusuri ang kaugnayan ng

alokasyon sa kakapusan at
pangangailangan at
kagustuhan
AP9MKE-If-12
13. Napahahalagahan ang
paggawa ng tamang desisyon
upang matugunan ang
pangangailangan
AP9MKE-If-13
14. Nasusuri ang mekanismo
ng alokasyon sa iba’t-ibang
sistemang pang-ekonomiya
bilang sagot sa kakapusan
AP9MKE-Ig-14
15. Naipaliliwanag ang
konsepto ng pagkonsumo
AP9MKE-Ig-15
16. Nasusuri ang mga salik na
nakakaapekto sa pagkonsumo.
AP9MKE-Ih-16
17. Naipamamalas ang talino
sa pagkonsumo sa
pamamagitan ng paggamit ng
pamantayan sa pamimili
AP9MKE-Ih-17
18. Naipagtatanggol ang mga
karapatan at nagagampanan
ang mga tungkulin bilang isang
mamimili
AP9MKE-Ih-18
AP9MKE-
19. Naibibigay ang Ii-19
kahulugan ng
produksyon

21
 AP9MKE-
21. Napahahalagahan Ii-19
ang mga salik ng
produksyon at ang
implikasyon nito sa
pang- araw- araw na
pamumuhay

AP9MKE-
22. Nasusuri ang mga Ij-20
tungkulin ng iba’t-
ibang organisasyon
ng negosyo

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.

LESSON 2

ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions
in your Study Notebook:

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

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first
quarter and unpack these into learning objectives.

22
 3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be
considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.

Discuss and jot down the synthesis of the presentations in your Study Notebook.

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

23
MODULE 3A

24
 LESSON 1
ACTIVITY 1.
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-to-
face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words,
define each modality. Write your own definitions in your Study Notebook.

When you are done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did. Now,
answer this question: Which of the LDMs do not have an F2F learning component? Write
down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.

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 socioemotional development of learners. It may be conducted in any
available physical learning space.
Distance learning refers to a learning delivery modality where a learner is given materials
or access to resources and he/she undertakes self-directed study at home or in another venue.
Learners engage in independent learning at home or in any physical learning space
applicable, by using learning materials that are accessible either online, stored on
CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-
based instruction while being geographically distant from the teacher. The teacher supervises
and monitors the learner’s progress and provides remediation and enhancement when
needed and possible. Assistance may be provided by a learning facilitator who may be a
parent or any member of the family, or a community stakeholder.
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 types of distance learning.
Home schooling refers to an alternative learning delivery mode (ADM) that provides
learners with access to formal education while staying in an out-of-school environment, with
25
parents, guardians, or tutors as authorized facilitators instead of classroom teachers. This
does not preclude going to a school on specific periods to develop learning competencies that
require the use of laboratory, equipment, and others. It uses any or a combination of the
various learning delivery modalities.

Distance Learning and Home schooling if it done with distance learning

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

Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL
in the Supplementary Handout on Blended Learning Delivery Modalities.

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your level
of resources (infrastructure, financial, human), level of experience in DL, health and safety
status, context and capacities of your learners and their households, etc.

Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to
implement. Give the reasons for your ranking of each. Replicate the following table and write
your answers in your Study Notebook.

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

Ranking Type of DL Why?

(1 to 5, from easiest to
hardest to implement)
1
2
3
4
5

ACTIVITY 4.

26
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be able to participate in DL.

Describe what targeted interventions you would develop to include them. Listed below are
some examples which may be relevant to your context. Add others as appropriate. Write
down your answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

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

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

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 to be effective, teachers need to consider the learners’
characteristics and be responsive to the needs of the learners.
2. Why is lesson designing important?

Lesson designing helps ensure that:

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● 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 3 elements or components of well-designed lessons?

● Clearly articulated lesson objectives (What should be taught?)

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

ACTIVITY 2.
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives. These
learning tasks can be presented (1) before the lesson, (2) during the lesson proper, and (3)
after the lesson.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

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

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

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

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.

Components of the DLL/DLP

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

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

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The learning tasks listed in Activity 2 all form part of the Lesson Procedures of the DLL and
DLP. To find out the instructional principles behind these learning tasks, you may refer to the
article Principles of Instruction by Barak Rosenshine (https://www.aft.org/sites/default/files/
periodicals/Rosenshine.pdf).

Answer: VI. Reflection

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

ACTIVITY 4.
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and
accomplish the following table. Then choose one lesson from a Self Learning Module (SLM)
for students that you have on hand. Imagine that you will deliver this lesson to your learners
through DL. In the second column, identify which of these tasks are already present in the
SLM. In the third column, identify which has to be presented via technology-mediated
resources, supplementary learning materials, or other means.

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

Grade Level and Learning Area:
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

Part of Lesson / Learning Check if already Additional Remarks:

Tasks present in the (ex. can be done via voice
SLM calls, can be facilitated
by a household partner,
can be done via a learning
activity sheet, can be
presented via an
internetbased
resource, can
be facilitated during a
synchronous learning

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 session, etc.)

Before the Lesson

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

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been mastered
6. Transfer ideas and
concepts to new
Situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources
can you create or curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the household
partner so that they are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
Be ready to share your answers for Activity 4 when you meet with your LAC group after
completing this module.

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 below.

Formative Assessment Similarities Summative Assessment

 assessment FOR  learners may be  assessment OF
learning: assessed individually learning:
or collaboratively

 to make adjustments  should promote self-  to measure if the

in the lesson may be reflection and student met the
integrated in all parts personal performance and
of the lesson: before accountability among content standards
the lesson, the lesson students about their done after the
proper, and after the own learning may be lesson/end of a
lesson a written work or a quarter
performance task

 results must be  results enable

recorded to study the teachers to describe
patterns of learning how well the students
learned the
demonstrated by the
standards/competenci
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 students but should es for a given quarter,
NOT be used as the which are then
basis for grading. reflected in the class
record

After completing the Venn diagram, look at Lesson 2, Activity 5 Answer Key to see the other
similarities and differences between the two types of assessments.

ACTIVITY 6.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines
on Classroom Assessment to see examples such as games, quizzes, and interviews. These
methods that are commonly used in the classroom may be modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.
Assessment How to Adapt the Assessment Method in
Method DL
Example: I will send a three-item quiz via text message
Short quiz before the lesson. Based on
the responses, I will take note of the common
misconceptions and clarify
them to the learners during our online session
or via text message.
1
2
3
4
5

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

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

Questions True False

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

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

LESSON 3
ACTIVITY 1.
Answer the simple check-up quiz below. Read and match the descriptions in column A with
the terms in column B. Write your answers in your Study Notebook.
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Column A
1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson
and/or learning task.
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.
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning outputs
preferred by the learner/parent based on their context.
Column B
a. learning area
b. mode of delivery
c. learning
competencies
d. learning task
Check your answers using Lesson 3, Activity 1 Answer Key.

Answers:
1. C
2. D
3. A
4. 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 Monitoring Plans (ILMPs) are. After that,
view the three Sample Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:
• For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there
are any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should
also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as
follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours
for Grades 1 to 3

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»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the other
2 hours in the afternoon)

Share your prepared WHLP during your LAC Session.

ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After
you read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

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

Components Learning area, learning Learner’s needs, intervention

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

Has to be communicated Yes Yes

to
parents?

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

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

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 MODULE 3B
LESSON 1
ACTIVITY 1.

The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY 2020-2021

included the Learning Resources (LR) Map as a guide in selecting the appropriate Distance
LDM to be implemented in Schools/Divisions. Study this map and answer the following
questions in your Study Notebook:
1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of household
support, distance)? What adjustments will you make in terms of the LRs?

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ACTIVITY 2.

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

ACTIVITY 1.

Establish access to the following portals:

1. LRMDS Portal. Ensure that you have an LRMDS Portal Account. If you have not
registered yet, follow the LR Portal User Guide to guide you in your registration
process. Alternatively, seek assistance from any of your colleagues or your IT
personnel in your school, district, or division. You may also coordinate with your
LAC Leader and/or Coach. To understand the portal better, you may watch the LR
Portal Video Tutorial located in the resources of this Course.
2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020. Explore the Portals.

In your Study Notebook, answer the following questions:

1. Given the LDM adopted in your School, how can the two DepEd portals respond to
your LR needs and those of your learners’? How do they complement the LRs that
you already have?
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?

ACTIVITY 2.

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

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 LESSON 2

ACTIVITY 1.

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

ACTIVITY 2.

Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess the
materials using the same tool and answer the following questions in your Study Notebook:

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

ACTIVITY 3.

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

1. How does your material compare with the ones that are obtained from the online
portals?
2. What improvements do you still need to make in your developed material?

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ACTIVITY 4.

Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next
LAC Session. Jot down insights and information that can be useful to you in choosing the
appropriate LRs. Submit your LR assessments with your reflection on the exercises to your
LAC Leader. Ensure that you keep a copy for yourself.

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MODULE 4

41
 LESSON 1
ACTIVITY 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.

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.

ACTIVITY 3.

Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you use the
LDM adopted by your School? What is your goal in terms of your teaching practices in the
modalities? What motivates you to achieve this goal? What do you think will help you attain
this goal?

Add as many rows as you need for your answers.

What is your goal toward What will push you What will help you attain
improving your teaching to achieve this goal? this goal?
practices in the modalities?

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 LESSON 2

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.

ACTIVITY 2.

Refer to your PD objectives and decide on what topics you would like to talk about in
your School LAC. Use the PD Discussion Template in your discussion.

1. In your LAC Session, share your answers to Lesson 1 Activity 3 and Lesson 2
Activities 1 and 2. Take note of all insights and advice from your colleagues. Make
adjustments in your plan accordingly.
2. Submit your accomplished IDP and LAC Plan to your LAC Leader and your School
Head/Department Head. Make sure that you keep a copy of your Plans.

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