DYDRNHS | CRISTINA D.

AMISTOSO
TEACHER I
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1.

Read the LDM Course Over view. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

 The main delivery of this course is the Basic Education Learning
Continuity Plan (LCP) to put into motion the marching orders of the
Secretary: ensure that learning continues while guaranteeing the
health, safety, and well-being of all learners, teachers, and other
DepEd employees.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
 This course will help us to deliver the quality of education to our learners
in the “New Normal” situation by adopting different alternative modes of
delivering learning such as Distance Learning, Blended Learning and
Homeschooling.

3. What are the two support mechanisms that will help you with your learning in
this course?
 The two support mechanisms that I will used to learn more about
this course are the LDM 1 and LDM2. The first stream (LDM 1) is
focused on the implementation and management of the alternative
learning delivery system at all levels of the education system, and
intended for school and division leaders. LDM2, is intended for the
teachers and focused on the instructional implications of using
these alternative LDMs. And you can also adapt the coping and
creative mechanism.

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?
I think the personal characteristics and circumstances affect in participating this
course is my eagerness to finish task on time and my ability to work in a group
collaboratively will positively affect 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?
  I’ll complete this course confidently by giving time and effort to
accomplished the given task. As a teacher, there is no hindrances or
obstacles that can hamper you to achieve the success in completing the
course.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

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

Positive Distraction like social media, - The essential The requirements of this course
- Eagerness to finish the poor time management, teacher knowledge, skills and will be accomplished with my
task assigned to me related duties like making of values needed to own pace at home.
and willingness to learn modules or Learning Action effectively carry out my It is my most comfortable and
Sheets, attendance in webinars duties as a teacher. ideal place during this time.
Negative and lack of focus. - The learnings that I will
- Hastiness in obtain in the course.
accomplishing the work - Most especially to
and poor time serve our learners.
management - Lastly, analyzing
complex data in order
to draw clear and
simple conclusion.

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.

Mam MA LEAH B. ALMONGUERA and I discuss our outputs and

shared with each other our views and reflections in Activities 1 and 2. We
learn a lot from that collaborative discussion that we had.

Well done! You have completed Lesson 1. You may now proceed to Lesson 2.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

 ACTIVITY 1.

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

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

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s.

2016.
Rank the following objectives from easiest to the most difficult to achieve:
_ To improve the teaching-learning process to improve learning among
students
_ To nurture successful teachers
_ To enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes
_ To foster a professional collaborative spirit among School Heads,
teachers, and the community as a whole

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

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

2. What are the top three challenges to having a successful LAC? List down and
elaborate.
1. Verify if the expected learning outcomes are reached, identify
disadvantaged groups, diagnose gaps and strengths.
2. Instruments used are usually complex, in order to be able to measure a
set of skills and abilities.
3. Distance and lack of communication between technical bodies that
administer assessments and decision makers.

ACTIVITY 2.

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

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

LAC ID (name or number): 513 Number of LAC members: 11

Name of LAC Facilitator: ROSALIE C. ALMONGUERA

Designation/Position: TEACHER III

LAC Members:

Preferred contact
Male/ DESIGNATIO Contact details (email, mobile mode (email, phone,
NAME DIVISION/S
Female N/ POSITION number) Skype, Zoom, Google
Meet, Viber, FB)

BLOSSOM V. FEMALE TEACHER II ROXAS CITY blossom.barcenas email, phone, Zoom,

BARCENAS @deped.gov.ph Google Meet, FB
09569237240

GLAIZA L. FEMALE TEACHER I ROXAS CITY Glaiza.dusaran email, phone, Zoom,

DUSARAN @deped.gov.ph Google Meet, FB
09166475093

MARIA LYN FEMALE TEACHER I ROXAS CITY marialyn.comintan email, phone, Zoom,
COMINTAN @deped.gov.ph Google Meet, FB

RUMILA KAYTE FEMALE TEACHER I ROXAS CITY rumilakayte.gonzales email, phone, Zoom,
B. GONZALES @deped.gov.ph Google Meet, FB
09088128345

GINA V. LIM FEMALE TEACHER I ROXAS CITY Gina.lim001 email, phone, Zoom,
@deped.gov.ph Google Meet, FB
09503555541

CRISTINA D. FEMALE TEACHER I ROXAS CITY Cristina.dapetillo email, phone, Zoom,

AMISTOSO @deped.gov.ph Google Meet, FB
 09552505313

MARK B. MALE TEACHER I ROXAS CITY mark.bernada email, phone, Zoom,

BERNADA @deped.gov.ph Google Meet, FB
09666423196

JUVY DELA FEMALE TEACHER I ROXAS CITY juvy.delacruz email, phone, Zoom,
CRUZ @deped.gov.ph Google Meet, FB

CHARLENE B. FEMALE TEACHER I ROXAS CITY charlene.buendia email, phone, Zoom,

BUENDIA @deped.gov.ph Google Meet, FB
09385190666

MA. LEAH B. FEMALE TEACHER I ROXAS CITY maleah.almonguera email, phone, Zoom,
ALMONGUERA @deped.gov.ph Google Meet, FB
09772535625
 DYDRNHS
MODULE 2: MOST ESSENTIAL | CRISTINA
LEARNING D. AMISTOSO
COMPETENCIES
(MELCs) TEACHER I
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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 specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?
 In my own perspective about this situation, the fundamental concerns in terms of
curriculum standards that need be addressed to ensure learning continuity are the learning
competencies which students really need to equip them with skills necessary to subsequent grade
levels and consequently to lifelong learning and how these learning competencies should be
taught to them. I think these concerns cannot be solved by the teachers alone they the need the
assistance from the head of schools, division offices and DepEd.

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?
 Yes, I agree with this observation. Within my years of teaching in public school, I have
observed that there are a lot competencies in the K-12 Curriculum Guide to be taught to
learners. This is because some learning competencies are simply recurring.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?
 The Most Essential Learning Competencies (MELCs) are designed to ensure education
continuity (curriculum dimension) while serving as a guide for teachers to address the
instructional needs of the learners and ensuring that the curriculum standard are maintained
and achieved. Meanwhile, it is also intended to assists 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?
 Mapping the essential and desirable learning competencies within the curriculum,
 Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies,
 Analysis of the interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning
competencies?
 The essential learning competencies deals with the students’ needs, it is considered
indispensable, in the teaching- learning process to build the skills to equip learners for the
subsequent grade level and consequently, for lifelong learning. On the other hand, the
desirable learning competencies are those that may enhance education but may not be
necessary in building foundational skills.
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?
 It is aligned with national standards or frameworks, such as, for example, “holistic Filipino
learners with 21st century skills.”
 They connect the content to higher concepts across content areas.
 They are applicable to real- life situations
 They are important for students to acquire, even if a student drops out from school.
 They cannot be expected to be ordinarily learned by students if not taught in school.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
  The importance of MELCS in ensuring the delivery of quality education is that it
accommodates the varying context of the learners, teachers, learning environment, and support
structures considering both the content and performance standards needed for adequate
instructions and learning..

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.

SCIENCE 8 K TO 12 LEARNING
MELCS
1ST QUARTER COMPETENCIES
 Describe the location of genes in
MERGED/ chromosomes  Explain the different patterns of non-
CLUSTERED  Explain the different patterns of non- Mendelian inheritance.
Mendelian inheritance.

 explain how the respiratory and  explain how the respiratory and circulatory
circulatory systems work together to systems work together to transport nutrients,
transport nutrients, gases, and other gases, and other molecules to and from the
molecules to and from the different parts of different parts of the body;
the body;
RETAINED  infer how one’s lifestyle can affect the
 infer how one’s lifestyle can affect the functioning of respiratory and circulatory
functioning of respiratory and circulatory systems
systems

 Describe the location of genes in

DROPPED
chromosomes

SCIENCE 8 K TO 12 LEARNING
MELCS
2ND QUARTER COMPETENCIES
 explain properties of metals in terms of  recognize different types of compounds
their structure; (ionic or covalent) based on their properties
 recognize different types of compounds such as melting point, hardness, polarity, and
MERGED/ (ionic or covalent) based on their properties electrical and thermal conductivity;
CLUSTERED such as melting point, hardness, polarity, and
electrical and thermal conductivity;

 Explain how the Quantum Mechanical  Explain how the Quantum Mechanical
RETAINED Model of the atom describes the Model of the atom describes the
energies and positions of the electrons energies and positions of the electrons

 describe how the Bohr model of the atom

improved Rutherford’s atomic model
DROPPED

ACTIVITY 4

Question(s) about melcs that Your insights shared Insights shared by your co-
 need(s) clarification teacher(s)
MELCS:  It is possible for students to
S9LT-1D-29 jot down their ideas on a
Explain the different patterns certain topic given, although
of Non-Mendelian inheritance they will be no appearance
 The expected varieties of
on screen due to some
materials are not available
 How will the students certainties, but what matters
at their respective homes.
ensure to participate with is for them to express their
their classmates in such insights on a certain issue
 Some students will be
forums or panel and submit it (jot down
having a hard time to
discussions if they do not ideas) through pictures.
accomplish this
have the gadgets to be
competency because of
used (smartphones,  The students may get ideas
lack of sources and
tablets, laptops, or through extensive readings
internet connectivity.
computers and stable (books, newspapers,
internet connections.) articles. etc) and watch
documentaries.
 How will the students
gather sensible questions
to deliver in such
activities?

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

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

 The importance of Unpacking and combining the MELCs is in order to systematize learning
activities and effectively address the varying needs of the learners and the challenges of
instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? explain each.
 Alignment on the content and performance standards
 Prerequisite knowledge and skills
 Logical sequence of learning objectives

3. Do all the MELCS need to be unpacked or combined? Why or why not?

 Teachers, as the deliverer of instructions are highly encouraged to unpack the curriculum
standards into learning objectives through the MELCS.

ACTIVITY 2

1. Form a group of four members within your LAC, preferably with fellow teachers in your
respective learning area.
2. Using the curriculum guide and a list of the MELCS, choose MELCS in the first quarter
and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing
will follow each presentation. Suggestions and insights from each group will be considered
in enhancing the learning objectives.
 Sample MELCs Learning Objectives

S9LT-la-b-26  Describe the negative effects of cigarette

Explain how the respiratory and circulatory systems smoking;
work together to transport nutrients, gases, and other  Explain the cause, effect and treatment of the
molecules to and from the different parts of the body. respiratory and circulatory diseases;
 Give examples of unhealthy lifestyle that
would affect the respiratory and circulatory
system; and
 Create a campaign advertisement on how to
take care of the respiratory and circulatory
system.

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.
Combining of MELCs
Quarter Content Standard Performance Standard MELCs
1. Explain how the respiratory
The learners demonstrate The learners should be able to and circulatory systems work
understanding of how the conduct an information together to transport nutrients,
different structures of the dissemination activity on effective gases, and other
circulatory and respiratory ways of taking care of the molecules to and from the
1
systems work together to respiratory and circulatory systems different parts of the body.
transport oxygen-rich blood and based on data gathered 2. Infer how one’s lifestyle can
nutrients to the different parts of from the school or local health affect the functioning of
the body. workers. respiratory and circulatory
systems.

MELCs # Major theme/Topic

1 and 2 Respiratory and Circulatory System

ACTIVITY 3

Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your
outputs.
 DYDRNHS | CRISTINA D. AMISTOSO
TEACHER I
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT
LEARNING DELIVERY MODALITIES
LESSON 1: UNDERSTANDING THE DIFFERENT LDMs
ACTIVITY 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-
to-face (F2F) learning, DL, blended learning (BL), and homeschooling. In your own words, define
each modality. Write your own definitions in your Study Notebook. When you are
done, check Lesson 1, Activity 1 Answer Key 1 to see how well you did.

Now, answer this question: Which of the LDMs do not have an F2F learning component?

Write down your answer in your Study Notebook, then check it against Lesson 1, Activity 1
Answer Key 2.

A. Face-to-face (F2F) Learning is an instructional method where in it allows having a live

interaction between a learner and an instructor. It is considered as the traditional way of
instructions.
B. Distance Learning refers to the learning delivery modality where a learner is given materials
or access to resources and he/ she undertakes self- directed study at home.
C. Blended Learning is combination of the different delivery learning modalities such as;
 Modular distance learning and online distance learning
 Modular distance learning and TV-based instructions
 Online distance learning and TV-based instructions
 Online distance learning, TV-based instructions and modular distance learning
D. Home Schooling- a school- at- home approach in which parents replicates the instructional
process of schools,traditional instructions, giving of assignments and so on.

The LDMs that do not have the face to face learning component are the Distance Learning and
Home Schooling.

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.

DISTANCE LEARNING MATRIX

Distance learning Distinguishing Essential Role of a Teacher Role of Parent or Role of School
Modality Features Resources Household
Member
Modular Distance Individualized Printed Modules Learning Learning The schools
Learning ( MDL) instruction where Facilitator Facilitator and orients the
learners use self- Guardians and teachers,
learning modules supervisors parents and
(SLMs) in print or learners about
 digital format the modular
learning policies
and directions to
ensure that
everyone is
properly
informed and
guided.
TV- Based Use of Television MOA with the The teachers The parents are The schools
Instruction or radio programs Television serve as willing to co- orients the
(TVBi) on channels or Network or Radio supervisor and supervise and co- teachers,
stations dedicated Station collect all the monitor the parents and
to provide finished output of progress of their learners about
learning content the students. children’s learning the modular
to learners as as well as provide learning policies
form of distance guidance to their and directions to
education. children. ensure that
everyone is
properly
informed and
guided
Radio Based Use of Television MOA with the The teachers The parents are The schools
Instruction (RBI) or radio programs Television serve as willing to co- orient the
on channels or Network or Radio supervisor and supervise and co- teachers,
stations dedicated Station collect all the monitor the parents and
to provide finished output of progress of their learners about
learning content the students. children’s learning the modular
to learners as as well as provide learning policies
form of distance guidance to their and directions to
education. children. ensure that
everyone is
properly
informed and
guided
Blended Distance Minimum Adopt any Strategies for The parents are Schools may
learning requirements combination of learners’ willing to co- adopt any
must be meet for the above three engagement in all supervise and co- combination of
each of the types types of distance types of distance monitor the the above three
being combined learning must learning shall be progress of their types of distance
any of the meet the utilized. children’s learning learning must
following LDMs requirements of as well as provide meet the
the following guidance to their requirements of
LDMs children LDMs

ACTIVITY 3

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.
 RANKING
(1 TO 5, FROM
EASIEST TO Type of DL Why?
HARDEST TO
IMPLEMENT)
1 MDL Module is readily available
It is combined with others so there are lots of resources to be
2 BL
utilized
3 TV BI Almost all learners have television
Some still don’t have internet connectivity, if there is,
4 ODL
connection is not stable.
5 RBI Radio is obsolete.

ACTIVITY 4
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.

LEARNER GROUP TARGETED INTERVENTION

Coordinate with the Barangay Officials or BHW

assigned in their area.
Learners without parents or household
member who can
Asked the help of some concerned neighbor or
guide and support their learning at
relatives.
home

Beginning readers (K to 3) Provide reading materials and parents should facilitate

Struggling readers (Grades 4-12) and ask the family member to assist the pupil.
Coordinate with the Barangay Officials/ SK Officials or
No access to devices and Internet other private institutions
Inaccessible (living in remote and/or Coordinate with the Barangay Officials/ Civic Volunteer/
unsafe areas) BHWs

Indigenous Peoples Prepare localized/indigenized materials

Access to SPED Learning Materials to address their
Persons with Disabilities needs.
N/A
Others? Specify:

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs
ACTIVITY 1
1. What is lesson designing or lesson planning?
Lesson designing or lesson planning is defined as 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.

2. Why is lesson designing important?

Lesson designing is important because it helps ensure that:
 Time is maximized for instruction and learning
 Lessons are responsive to learner’s needs
 Teachers set learning targets for learners
 Teachers carry out a lesson successfully
 Teachers master their learning area content
 Teachers become more reflective about their teaching
 Learners successfully reach the set learning goals

3. What are the three elements or components of a well-designed lesson?

The three elements or components of a well-designed lesson are:
 a. Aims and objectives
 b. Teaching and learning activities
 c. Assessment to check pupil’s understanding of the topic

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

ACTIVITY 3

Components of the DLL/DLP

I. Objectives
Ii. Content
Iii. Learning Materials and Resources
Iv. Procedures
V. Remarks
Vi. Reflection

Answer: Reflection is the part of the DLL/DLP that should be filled up after the lesson is
delivered. The teacher can make comments about the outcome of the lesson and other things that
has been observed during the instructions of the lesson.

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: Science 9
Lesson/Topic: RESPIRATORY SYSTEM
Learning Objectives: 1. identify the key parts of the breathing system.
2.Describe the function of each part of the breating system
3. Explain how the lungs work
Learning Resources/Materials Needed: MELC, ADM modules
 Additional Remarks:
(ex. can be done via voice calls, can
be facilitated
Check if
by a household partner,
already
can be done via a learning activity
Part of Lesson / Learning Tasks present in
sheet, can be
the
presented via an internet
SLM
based resource, can
be facilitated during a
synchronous learning session, etc.)

Before the Lesson

1. Review previous lesson X

X
2. Clarify concepts from previous lesson

3. Present warm-up activities to establish  can be facilitated

interest in new lesson by a household partner
can be done via a learning activity
4. Check learner’s prior knowledge about the  sheet
new lesson
can be facilitated during a
5. Present connection between old and new  synchronous learning session
lesson and establish purpose for new lesson
can be done via a learning activity
6. State lesson objectives as guide for learners  sheet

Lesson Proper
 can be done via a learning activity
1. Explain, model, demonstrate, and illustrate
sheet
the concepts, ideas, skills, or processes that
students will eventually internalize can be done via a learning activity

sheet
2. Help learners understand and master new
information
X
3. Provide learners with feedback
can be done via a learning activity
4. Check for learners’ understanding  sheet

After the Lesson

1. Wrap up activities  can be done via a learning activity

sheet
2. Emphasize key information and concepts
can be done via a learning activity
discussed 
sheet
3. Ask learners to recall key activities and can be done via a learning activity
concepts discussed  sheet
 can be done via a learning activity
4. Reinforce what teacher has taught sheet

can be done via a learning activity
5. Assess whether lesson has been mastered 
sheet
can be done via a learning activity
6. Transfer ideas and concepts to new  sheet
situations

ANSWER THE FOLLOWING QUESTIONS:

1. For learning tasks not found in the slm you examined, what materials or resources can you
create or curate to supplement the SLM?
 The teacher can provide other assessment forms like quizzes or test.
 The teacher may provide supplementary resources like video presentations to sustain what
has been discussed.
 Ask the students to make a relevance of the things they have learned, reiterate the values
and the importance of the lesson in their lives/ daily situations.

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?

 To the learner, I will guide the students by providing them more examples of the concepts
in the SLM for them to understand the lesson better
 To the household partner, I will assist them by giving the schedules of activities and other
supplementary materials for them to have more references

2. How can the teacher gather feedback on the different learning tasks, in order to refine or modify
current and future lessons?
The teacher can make use of the group chat (gc), text messages, calls to make an update about
the students progress while taking the tasks/ activities and set more examples using technologies
and other reliable references.

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

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

ACTIVITY 6
here are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly used in the
classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one, write how you
plan to use it in DL.

Assessment Method How to Adapt the Assessment Method in DL

Provide the rubrics in the activity sheets. Then, parents will assess the output
1. Essay through the assistance of the teacher.

2. Demonstration / Practicum / The learners will send recorded performance through a given link. The teacher
Performance Task will give feedback to the learners individually through text / messenger.

Teachers can use mechanism in Learning Management Systems to increase

3. Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission of
the test in case the students do not have an access online.
Provide supplementary assessment materials to the learners aside from the
module which will be picked up in the designated drop box placed in barangay
4. Weekly Test / Assessment hall and other accessible places.
Students can submit short but weekly papers to assess whether or not the
students are understanding the material for that particular week.
 The teacher may provide a question via text or FB messenger for the learners to
5. Reflection ponder. Provide and discuss the rubrics to be used for the activity.

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?

 Essay
 Demonstration / Practicum / Performance Task
 Quarterly Test
 Weekly Test / Assessment
 Reflection
2. What are the challenges in doing assessment in DL?
 Insufficient data connections
 Time schedule
 Limited resources
 No full support from the barangay officials
 Lack of gadgets
 Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
 Division of labor
 Accepts donations
 Seek assistance from the superiors
 Provide enough time in constructing summative assessment
 Give feedback form
 Create group chat with the parents for open communication
 Provide simplified modules

ACTIVITY 7

Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how
to construct and use it.

After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Questions True False


1. A portfolio mainly displays the academic achievements of the
learner.

2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a
portfolio.

4. The teacher can only comment on a learner’s portfolio.
 5. For asynchronous learning, teachers allow learners to work on
their outputs during their own time. The latter will submit the 
portfolio within the schedule that the teachers set.

6. The learners may submit, store, and manage their portfolio via
file sharing programs or they may submit the actual softcopies of 
their work saved on a CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical

forms may be handed over to the teacher by the parents or 
learning facilitators.

Check out the Lesson 2, Activity 7 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much they have learned.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3.

LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMS

Column A
Column B
c__1.These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate

d_2. These are the formative learning opportunities given to b. mode of delivery
learners to engage them in the subject matter and to enhance their
understanding of the content.

_a__3.This refers to the prescribed subject that learners take. c. learning competencies

_b__4.This refers to the method of submission of learning

outputs preferred by the learner/parent based on their d. learning task
context.

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.
ACTIVITY 2
WEEKLY HOME LEARNING PLAN FOR GRADE 9
WEEK 1, QUARTER 1, October 5-9, 2020
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 have a short exercise/meditation/bonding with family.

Monday

9:30 - 11:30 ORIENTATION/MEETING/CONSULTATION

1:00 - 3:00

Tuesday

9:30 - 11:30 ENGLISH MODAL VERBS: PROHIBITION, ENGLISH MODULE PERSONAL

OBLIGATION AND PERMISSION 1, LESSON 1 SUBMISSION BY THE
QUARTER I, WEEK 1 PARENT TO THE
TEACHER IN SCHOOL

1:00 - 3:00 FILIPINO NASUSURI ANG MGA PANGYAYARI, FILIPINO MODULE 1, PERSONAL
AT ANG KAUGNAYAN NITO SA LESSON 1 AND SUBMISSION BY THE
KASALUKUYAN SA LIPUNANG LESSON 2 PARENT TO THE
ASYANO BATAY SA QUARTER I, WEEK 1 TEACHER IN SCHOOL
NAPAKINGGANG AKDA

Wednesday

9:30 - 11:30 TLE: BEAUTY EXPLAIN BASIC CONCEPTS IN BEAUTY CARE PERSONAL
CARE BEAUTY CARE (NAIL CARE) MODULE 1, LESSON SUBMISSION BY THE
SERVICES 1 PARENT TO THE
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

QUARTER I, WEEK 1 TEACHER IN SCHOOL

1:00 - 3:00 MAPEH (ONE MUSIC: PERFORMANCE MUSIC MODULE 1, PERSONAL

COMPONENT PRACTICES OF MEDIEVAL, LESSON 1 SUBMISSION BY THE
PER WEEK) RENAISSANCE AND BAROQUE QUARTER I, WEEK 1 PARENT TO THE
PERIODS TEACHER IN SCHOOL

Thursday

9:30 - 11:30 MATHEMATICS ILLUSTRATE QUADRATIC MATHEMATICS PERSONAL

EQUATIONS MODULE 1, LESSON SUBMISSION BY THE
1 AND LESSON 2 PARENT TO THE
QUARTER I, WEEK 1 TEACHER IN SCHOOL

1:00 - 3:00 SCIENCE IDENTIFY THE KEY PARTS OF THE SCIENCE MODULE PERSONAL
BREATHING SYSTEM AND 1, LESSON 1 SUBMISSION BY THE
DESCRIBE THE FUNCTION OF QUARTER I, WEEK 1 PARENT TO THE
EACH PART OF THE BREATHING TEACHER IN SCHOOL
SYSTEM

Friday

9:30 - 11:30 Revisit all modules and check if all required tasks are done.

1:00 - 4:00 Parents/Learners meet to return all modules and answer sheets for the week and get new modules to be used
for the following week.

4:00 onwards Family Time

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
INDIVIDUAL LEARNING
LEARNING PLAN
MONITORING PLAN (ILMP)
(WHLP)
A tool to guide learners and
A tool for monitoring
learning facilitators of
learners who lag behind
household partners in
PURPOSE based on the result of their
tracking the subject areas to
formative and summative
be tackled and activities to
assessment
perform at home
Learners and learning Teachers and learning
FOR WHOM? facilitator or household facilitator or household
partner partner
Learning areas, learning Learner’s need, intervention
COMPONENTS competencies, learning task, strategies, monitoring date,
mode of delivery learners status
HAS TO BE
COMMUNICATED TO Yes Yes
PARENTS?

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.

INDIVIDUAL LEARNING MONITORING PLAN TEMPLATE

LEARNER’S NAME: CAMILLA MAE ENCISO
GRADE LEVEL: 9- BONIFACIO
INTERVENTI LEARNER’S STATUS
LEARNING LEARNER’S ON MONITORING INSIGNIFICA
AREA NEEDS STRATEGIES DATE SIGNIFICANT
NT MASTERY
PROVIDED PROGRESS
PROGRESS

SCIENCE The learner The teacher October 9, √

needs may provide 2020
 further more
explanation instances
and more on how to
examples solve for the
on how to punnett
make square
punnett Explanation
square of the how
to solve
punnett
square also
  provided
Learner is not making significant progress in a timely manner. Intervention strategies
INTERVEN need to be revised.
TION
Learner is making significant progress. Continue with the learning plan √
STATUS
Learner has reached mastery of the competencies in learning plan.
MODULE 3B: LEARNING RESOURCES
LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1

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

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

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
 Based on the learning resources map, the Printed Modular Distance Learning
and Blended distance Learning are the adopted strategies and to be implemented
at public schools here in our Division Office. It is because that the resources in
these LDMs (modules) are readily available and accessible from Kinder up to
Grades 12.

2. Do you have the complete resources for the Distance LDM needed in class?
 Aside from the modules coming from the central and our division office, our
schools do not have yet a complete resource for the distance learning delivery
modalities.
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?

 In order to fill-up the missing learning resources, we can use the two DepEd
portals: the LRMDS and Commons to search for the following LR and also, to
substitute the missing LR by collaborating to the teachers we will make/write a
module/worksheet by following the format given by our division

3. What support will you need to maximize the use of the two DepEd-sanctioned
LR Portals? From whom can you get this support?
 Because learning must be reinforced, using the learning portals is very
important to supplement the missing LRs. We need support to orient the teachers
on how to register on the portals. We also need a support in providing the school
with a better and stable internet connection. In order to achieve these: we can
accept donations form generous stake holders, from the LGU’s and officials.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners?
 Through the evaluation of the materials that was distributed by DepEd, we
found out that the level of difficulties of the materials were appropriate to the
student’s level of thinking. However, since mother tongue is a part of the
curriculum of the K-12 education, there is a need to translate and contextualized
the learning materials.
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?
 When it comes to learners reading ability and learners comprehension, it would
be a disadvantage for the learners because the LR from national has a lots of
reading to do.
  In order to reach the reading level of the pupils, we need to low down the
difficulties of the LR by giving easier and more examples of activities.

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.
 Organize a LAC session in Learning delivery modalities.
 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Have a division of work in making/writing modules/worksheets.
 Brainstorming about LDM
 Technical Assistance
Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to access LRs
from DepEd Portals.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

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.
 Register and create and account in LRMDS

2. DepEd Commons. Ensure that you have access to DepEd Commons. Refer to
Memorandum on DepEd Commons dated March 17, 2020.
 Register and create and account in DepEd Commons

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’?
 Teachers can use the two DepEd portals to search and download LRs
How do they complement the LRs that you already have?
 Teachers can use it as a supplementary materials in filling out the missing LR’s to our
LDM.

2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
 lack of gadgets
 unstable internet,
 financial burden to parents in paying data load for internet connection.
  Learners’/parents’ limited technical knowledge in operating the portals(DepEd
Common)
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?
 Seek assistance to LGU’s, accept donations for internet connections, save and
give a copy of supplementary materials to parents.

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.

 Organize a LAC session in accessing LR portals.

 Collaborate to teachers and help them in the register in the Two DepEd Portals
 Technical Assistance in operating gadgets in and downloading LR’s from the portals.

Good job! You are done with Lesson 2. You may now proceed to Lesson 3

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in your
Study Notebook:

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

 Yes, the material 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?
 Based on the assessment there were no answers “No” or “Cannot Be
Determined”

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
 In my own perspective, there are no aspects of the that is not covered.

4. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 The use of Rapid Assessment Tool help us to assess learning resources’ validity
accurately.
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?
 The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.

2. Based on the results of the Assessment Tool, what improvements do the materials —
both from DepEd and Non-DepEd portals — still need?
 There is no need no improve in the materials uploaded in the DepEd LR portal,
while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.

3. How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
 In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.

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?
 The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones
to be used in the actual classes and these materials meet all the requirements based
in the assessment using the Rapid Assessment Tool.

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

 We can still contextualized the modules from Kinder to Grades 3 to suit their
mother tongue

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.

Insights:
  The materials that were uploaded in the DepEd LR Portal(LRMDS and DepEd
Commons) meet the requirements from the Rapid Assessment Tools, while the materials
form the Non-DepEd LR portal did not meet some of the requirements.

 There is no need no improve in the materials uploaded in the DepEd LR portal,

while in the Non-DepEd Portal, I think we need to improve some parts of the worksheet
based in the Rapid Assessment Tool.

 In determining the right LRs for our lesson, we need to make sure that the LRs
are aligned to the MELCs. This exercise help me check the validity of LRs
appropriately.

 The LRs which were given/distributed by the DepEd are also the ones uploaded
in the DepEd Portal(LRMDS and DepEd Commons. These materials will be the ones
to be used in the actual classes and these materials meet all the requirements based
in the assessment using the Rapid Assessment Tool.
 Finally, we can still contextualized the modules from Kinder to Grades 3 to suit
their mother tongue.

Submit your LR assessments with your reflection on the exercises to your LAC Leader.
Ensure that you keep a copy for yourself.

Congratulations! You are now done with Module 3B. You may now proceed to Module 4.
DYDRNHS | CRISTINA D. AMISTOSO
TEACHER I
 MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL

LESSON 1: DEVELOPMENT AND LAC PLANNING

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.

 Among the domains in PPST, I think need to focus on first domain which is Content
Knowledge and Pedagogy to strengthen the effectiveness and efficiency of my teaching
not just in the normal face-to-face LDM but in all the alternative learning delivery modes
to deliver quality education to learners even amid a pandemic.

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 to What will help you attain
improving your teaching achieve this goal? this goal?
practices in the modalities?
 To allow the students master  Education must  Provide differentiated
the learning process and direct continue and no instructions
their learning in their own student shall be left (modalities) which
individual and flexible ways. behind incorporates authentic
learning.
 To strengthen my  Teaching using 21st  Attending relevant
technological skills to cope up century technology is webinars
with the variety of needs of the a must and an  Conduct LAC Session
learners in the new teaching- advantage for every
learning set up. educator
 Involve parents in their child’s  Establish positive  Create an online
education relationship with the presence with the
parents parents where they
can share views in
teaching their child.
 Constant
communication to
update their child’s
progress
 LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL
DEVELOPMENT AND PARTICIPATION IN THE LAC

ACTIVITY 1.

1. Access the List of NEAP-recognized Programs and the Individual Development Plan template.
Examine the available PD activities/programs offered by DepEd and non- DepEd providers
whether online or offline.

2. Communicate with your assigned Instructional Coach to provide you a list of Regional and
Division Training Programs in your area.

3. Accomplish the Individual Development Plan Template by referring from your output in Lesson
1 Activity 3 of this Module.

INDIVIDUAL DEVELOPMENT PLAN

Action Plan
(Recommended
Developmental
Intervention)
Learning
Objectives
Development of the PD Interventio Timelin Resource
Strengths al Needs Program n e s Needed
Attend
orientation
Willingness and
about
enthusiasm to Make lesson
Making MELCs ,LA Whole
teach in any LDM plan aligned School
lessons for C session year
to deliver quality with MELCs funds
relevant to the discussing round
education to by Deped
new normal MELC
learners
based
lesson plan
Enhance skills
in using Attending
Needs various and webinars,
Ability to work Whole
assistance on necessary LAC School
collaboratively in year
technology- technologies sessions funds
groups round
related work used in about the
different use of ICT
LDMs

PD DISCUSSION TEMPLATE FOR LAC

PROFESSIONAL DEVELOPMENT OBJECTIVES
RELATED TO THE MODALITIES SPECIFIC TOPICS
Applying assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the modules DepEd Commons
Enhancing skills in developing learning Write shop on the Development Of Different
resources Learning Resources

   

ACTIVITY 2
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.
 Our LAC group shared insights and personal experiences about how they view Professional
Development. We also discussed the importance of continuing personal development of teachers
not just for promotion and salary increase but mot importantly, for the welfare of our learners.
Through continuing professional development, we can offer better instruction and best practices to
instantly address the needs of our learners.

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
 After accomplishing my Individual Development Plan (IDP) and LAC Plan, I immediately
submitted a copy to our LAC facilitator and English Department Head, Ma’am Beatriz D. Quito.
Moreover, I uploaded my personal copy in Google Drive for easy access and safe storage and kept
a printed hard copy.
MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO
THE IMPLEMENTATION OF THE MODALITIES
DYDRNHS | CRISTINA D. AMISTOSO
ACTIVITY 1. TEACHER I
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.

 After going over the list found in LDM2 Guide for Expected Outputs, each members will
start working out to prepare, complete and submit required outputs in given link and
print these files for hard copies.

ACTIVITY 2.

Study the Reading on Portfolios from the Glossary of Education Reform. Based on your
reading, reflect on the following questions and jot down your answers in your Study
Notebook:

1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
 MY Portfolio will help me in tracking the progress of my teaching practice
in our school’s LDM by leading me to foresee and address some challenges in
implementation of the school’s LDM. It will also help in making plans, modes and
strategies on teaching practices on the implementation of the Deped Programs “No
Learners shall be Left Behind” on this pandemic situation.

2. What evidence from the previous modules will help capture the progress of your
teaching practice?
 In capturing the progress of my teaching practice the following served as
evidences:
 Rapid Assessment Tool on Validity of downloaded Learning Materials from
DepEd Portal and Non-DepEd Portals,
 Individual Development Plan,
 Professional Assessment Questionaires

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

 My reflections will serve as review of my own performance and room for
further improvement on the actual implementation of the modality.

ACTIVITY 3.

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

 It think the list of evidence is not yet enough because, more realizations and learnings will
come along the way on the actual implementation of the modality.

ACTIVITY 4.

In your LAC Session, discuss your answers and thoughts on the questions from
Activities 2 and 3 with your colleagues.

ACTIVITY 5.

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

List of Suggested Evidence in the Learning Modality

ACTIVITIES TIMELINE OUTPUT/S
Documentation of Lesson September to At least 2 recorded
Delivery November teaching lessons
Google Classroom (1
teacher)
Researching and September to Weekly Home Learning
Incorporating Teaching November Plans (2 per month)
Strategies in the Modalities
Participation in DepEd’s September to Certificate of Participation
recognized educational November
resources trainings,
INSETs and LAC sessions
Organizing the December Professional Portfolio
Professional Portfolio
Submission of Portfolio to December Any proof of submission
coach/es from the coach/es
Technical Assistance At least twice Video Recording
starting
September 2020

Other Types of Evidence relevant to your Modalities

ACTIVITIES TIMELINE OUTPUT/S
 Conducting LAC At least 1 LAC Session Write-ups
Session on teaching
strategies in Modalities
Writing Intervention Remedial Reading Reading Materials
Materials for Insignificant Materials
Learners
Conduct Innovative At least 1 Write-ups
Workplan

Good job! You are now done with Lesson 1. You may now proceed to Lesson 2.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1.

Study the criteria and indicators found in the Evaluation Rubric. What steps will you take to
ensure that you are able to hit the criteria in the Rubric? Write down your answers and any
other thoughts about the Rubric in your Study Notebook.
 It is important to complete all required outputs. Likewise, active participation in
brainstorming and sharing insights in all sessions is very important to elicit and gather
ideas from all the members of the group to attain quality of the outputs. It is also
important to indicate attainable plan of activities.

ACTIVITY 2.

Discuss and share your thoughts on the Rubric in your LAC Session. Present your steps to
make your outputs and portfolio responsive to the evaluation criteria and indicators. Take
note of your colleagues’ other insights as well.
 The following were gathered insights in making out of Portfolio
1. Proper coordination with Barangay LGU and PTA on the manner of distributing and
retrieving learners’ printed modules.
2. Putting up drop-up points and assigning teachers in charge to every designated
areas in distribution and retrieval of printed modules.
3. Indicate with a maximum attainable 5 relevant strands in IPCRF.
4. Submitting draft portfolio to the leader and coach for corrections before submission
of final outputs.
5. Seeking assistance from the leader and coach for the proper organization of
Portfolios.
EVALUATION RUBRIC FOR THE LDM IMPLEMENTATION PORTFOLIOFOR
TEACHERS
CRITERIA EXCELLEN VERY SATISFACTO MARGINAL UNSATISFACT
T SATISFACTO RY (3) (2) ORY (1)
(5) RY
(4)
DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly adequately reflect to reflect to not
OF PROGRESS and captured a big extent a limited show the
OF adequately the progress the extent the progress of
THE LDM captured the of the progress of progress of the LDM
IMPLEMENTATI progress of implementatio the LDM the LDM implementation
ON the n of implementatio implementati
(30%) implementati the LDM n on
on of
the LDM,
showing
innovations
that
contribute to
its
smooth
implementati
on
QUALITY OF Reflection Reflection Reflection Reflection Reflection
REFLECTION describes describes describes describes describes
(25%) the the the the experience in the
experience experience in experience experience implementation
in the the and in the of
LDM LDM relates them implementati the LDM with no
implementati implementatio to the on of attempt to relate
on, n, professional the LDM it
shows in- shows some standards and with limited to the
depth analysis, personal attempt to professional
analysis and and relates it development relate it standards and
synthesis, to the goals to the personal
and professional professional development
excellently standards and standards goals
relates it to professional and
to the and personal
professional personal developmen
standards development t goals
and to goals
professional
and
personal
development
goals

DEMONSTRATI The outputs The outputs The outputs The outputs The outputs do
ON clearly clearly clearly clearly not
OF demonstrate demonstrate 4 demonstrate 3 demonstrate demonstrate any
PROFESSIONA 5 or indicators of indicators of the 2 indicator in the
L more relevant relevant indicators of professional
STANDARDS indicators of strands in strands in relevant standards
(20%) relevant professional professional strands in
strands in standards standards professional
professional standards
standards
 LANGUAGE The ideas The ideas are The ideas are The ideas The ideas are
AND are expressed in expressed are jumbled and
OVERALL expressed in clear well but expressed difficult
PRESENTATIO clear, language with with using very to understand;
N OF coherent, very incoherence in basic words errors
THE OUTPUT and minimal errors some areas and in structure and
(15%) appropriately in and few structure writing
- structure errors in with conventions
worded and/or structure incoherence are found almost
language writing and/or writing in many everywhere in
with no conventions conventions areas and the
errors in several output
structure errors in
and/or structure
writing and/or
conventions writing
conventions
ORGANIZATIO The portfolio The portfolio The portfolio The portfolio The portfolio
N OF is is is has 3-4 does
PORTFOLIO logically logically generally well- items not not follow a
(5%) organized, is organized organized with well placed logical
insightful, 1-2 in the overall order
and offers items not well organization
new placed
perspective in the overall
and organization
insights
TIMELINESS The output/s The output/s The output/s The output/s The output/s
(5%) is/are is/are is/are is/are is/are
submitted submitted 1-2 submitted on submitted 1- submitted more
more than days the day 3 days than
3 days before the of the after the 3 days after the
ahead of the deadline deadline deadline deadline
deadline

As a final reminder, make sure that you are able to collect the evidence of your
teaching practice as you have listed, and organize these into a Portfolio. At the end
of the year, you will submit your Portfolio to your LAC Leader, who will announce the
specific date and manner of submission.

Congratulations! You have completed the LDM 2 Course. Good luck on your LDM
implementation, Teacher!