LDM 2

STUDY
NOTEBOOK
GROUP 17

DATE \@ "MMMM d" \* MERGEFORMAT

November 3

LIBERTY A. ABASTAS
Teacher I

1
MODULE 1
COURSE ORIENTATION
ACTIVITY 1

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

1.What is the main delivery of this course?

The delivery of this course is an immediate action implemented by the
Department of Education in response to the urgency brought about by COVID 19
pandemic, where teachers and other educators will be able to adapt in the new
season towards the successful delivery of quality education to learners in these new
normal settings by using Self Learning Modules prepared by selected teachers which
are designed for self-study.

2. How can this course help ensure that you will be able to deliver quality
instruction in the “new normal”?
This course helps us a lot in ensuring that learning continues through quality
instruction for it helps teachers prepared for distant learning in this new normal
situation. It helps teachers to gain knowledge, skills and mindset that are necessary
in this new teaching and learning way.

3. What are the two support mechanisms that will help you with your learning in
this course?
First, attend and participate in webinars sponsored by DepEd and other
private institutions. Second, constant communication with co-teachers and
consultation with subject group head and immediate superiors for some updates on
the said course.

2
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?
Through coaching and mentoring and active participation in group
discussions, a positive outlook in life will be developed regarding new normal
education system.

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 me (What will push me to (Where will I
repeatedly do that may from participating fully participate in this accomplishe the
affect my participation in this course?) course?) requirements of this
in the course in a course?
positive or negative Describe this
way?) environmnet.)
I always seek a *Internet connection * My learners are my I prefer it to be in the
companion/ colleague * Distractions coming major reason to school where my
to help me if I can’t from the noise outside participate this course colleagues and
understand or cannot *Overlapping of to reach them out using superiors are always
do the assigned task. activities. alternative modes of there to guide us in
I take down notes from teaching. accomplishing this
time to time during the course.
discussion.

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

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

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

2. What are the top three challenges to having a successful LAC? List down and
elaborate.?
1. Lack of knowledge in using online platforms and other technologies, some
teachers are good in using different platforms, still there are teachers who are left
behind.
2. Internet connection – there are barangay schools in our locality doesn’t
have a internet connection and teachers teaching those areas find it hard to
connect online or communicate with other teachers.
3.Professional etiquette.

ACTIVITY 2

5
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.

JO ANN KATHERINE Z. VALLEDOR PURA G. VILLAR CHARISSE M. TOCMO

Teacher III Principal I Teacher I
LAC leader/ Facilitator LAC Coach Documenter
MEMBERS
ROSITA H. SUMAYLO MILLARD A. SACUAN JANETTE B. MONTECILLO
Teacher III Teacher III Teacher III
ROMMEL C. DAEL ROVEL P. ORA RUTH T. ORIMACO
Teacher III Teacher II Teacher I
MICHELLE P. EDUROT MANOLITO M. SALE JR. FLORA PACILITA M. HALLAZGO
Teacher I Teacher I Teacher I
IKE NOAH D. FLORES LIBERTY A. ABASTAS GENEVIL U. LIMBAGA
Teacher I Teacher I Teacher I
PHOEBE M. AZARCON LEONIESSES J. KILATON
Teacher I Teacher I

ACTIVITY 3

6
List down the members of your LAC and their respective roles in your Study
Notebook.

MODULE 2 : MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

7
LESSON 1
ACTIVITY 1
1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic. education. As a teacher, what do
you think are the fundamental concerns in terms of curriculum standards that need
to be addressed in order to ensure learning continuity? Cite a spec for example. Do
you think these concerns could be solved by teachers alone? Why or why not?
With this global pandemic we have today, this make education for children
more difficult to achieve. This also brings a big challenge to the Department of
education to conduct education in this new normal situation. The best way to
address the problem is adapt this new normal learning by shifting to distance or
modular learning. With this strategy, we can ensure learning continuity. This
concerns are not for teachers alone but also with the collaboration of all the deped
forces teaching and non-teaching staff. And of course through parents’ learners and
stake holders support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perenrial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?
Yes, I agree, in the department of education several curriculums had been laid
and adapt for the purpose of achieving higher standard education and can produce
a globally competitive learner. But due to the congested curriculum we cant achieve
our goals. Students cant cope up with the content standard sometimes it takes time
to finish a full quarter subject with a limited time allotment.

ACTIVITY 2

8
1.What are the general and specific purposes of the development of MELCs?
The Department of Education's Bureau of Curriculum Development
developed MELCs to cope with the drastic change in the educational atmosphere
due to Covid 19 pandemic. The focus of instruction were streamlined to the most
essential or the most indispensable learning competencies.
MELCs is also developed in response to UNESCO's fourth sustainable
development goal and that is to develop resilient education systems, most
especially during emergencies.
MELCs can be used as a mechanism to ensure education continuity.
The MELCs intend to assist schools in navigating the limited number of school
days as they employ multiple delivery schemes by providing them ample
instructional space

2.How does curriculum review aid in the identification of essential learning

competencies?
Analysis of the Interconnectedness of prerequisite knowledge and skills
among the learning competencies for each sub)ect area.
Curriculum review mapped the essential and desirable learning competencies
within the curriculum. It also led to the identification of gaps, issues, and concerns
within and across learning areas and grade levels. It helped in the identification of
areas for improvement that would enhance the learning engagement, experience,
and outcomes and consequently recommend solutions. In addition, it analyse the
interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

4. Now were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential learning
competencies further?
Learning competencies are identified by knowing the following
characteristics.
-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that
particular grade level

9
--it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas

5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
MELCS serves as a teacher guides in preparing our lesson (weekly home
learning plan) and instructional materials (Self- Learning Modules)
MELCs ensures delivery of quality instruction as it becomes the primary
reference in determining and implementing learning delivery approaches that are
suited to the local context and diversity of learners while adapting to the challenges
posed by COVID-19.

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

10
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson.
Discuss any questions about the MELCs that need clarification as well. Share your
thoughts and let your co-teachers articulate their insights regarding your questions.
Jot down all the insights shared in the discussion, including your own.
Insights:

11
LESSON 2

ACTIVITY 1

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

-We need to unpacked MELCS to help us systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.
In unpacking MELCs we must consider the following:
Alignment on the Content and Performance Standards- The MELCS are not
departure from the standard-based design. We must consider this to achieve a
quality teaching output.
Prerequisite knowledge and skills - curriculum objective must be hierarchy.
Mastering Fundamental knowledge Is a must before going to the other level of
learning.
Logical sequence of learning objectives - We cant give a better learning ideas
to our students if our objective is not logical sequence. Planning what are the most
important objective is key frame in achieving better understanding of our learners.

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

The teacher may unpack or combined the MELCS depends on sequence of the
lesson, the progress and needs of learners as long as the content and standard will
be achieved.

12
ACTIVITY 2

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

Unpacking MELCS Sample

Combining MELCS Sample

13
ACTIVITY 3

Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your
outputs.
Reflection
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________

14
 MODULE 3A: LESSON DESIGN AND ASSESSMENT IN THE MODALITIES

LESSON 1: UNDERSTANDING THE DIFFERENT LDMs

ACTIVITY 1

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.
The four modalities prescribed in the LCP are the following:
Face-to face (F2F)- this is the old normal set-up of education. There is an
actual physical contact wherein the teacher faces the pupils in delivering
instruction. Higher percentage of learning is guaranteed in this kind of set-up
because the needs of pupils are immediately answered and responded by the
teachers to the best of his/ her capabilities. Face-to face mode of learning is the
oldest form of learning and perceptibly quite the most effective.
Distance Learning- a set-up where education is delivered amidst distance
between the teacher and the pupils. This is made possible either by digital or
printed modules. Parents, guardians, and older siblings are encouraged to assist the
pupils in accomplishing the tasks.
Blended Learning- a combination of online and modular learning. This is an
effective alternative due to difficulty of situations.
Homeschooling- Parents act as teachers to pupils. Some well- to- do family hires
tutor teach their child.

2.Which of the LDMs do not have an F2F learning component? Write down your
answer in your Study Notebook.
Distance Learning and Homeschooling

ACTIVITY 2

See LDM Module 3A – page 15

15
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.

Ranking
Type of DL Why?
(1 to 5, from easiest
to hardest to
implement)

Modular Most of our learners belong to less-fortunate families who are

Distance apparently not capable of providing the necessary tools and
Learning equipment like computer, smartphones, internet connections,
1 television, etc. in order for them to participate in Online
Learning and other learning modalities. Many of them also
reside in far-flung areas where signal reception is not possible so
modular distance learning is the best fit modality for them.
Blended When the current situation due to this pandemic becomes
Learning better, the school may include the face-to-face instruction along
2 with the existing modular learning. This is to provide better
instructional support, monitoring, and evaluation to the learners
to ensure that the quality of education is being delivered.

TV-Based TVBI is possible but not to everyone. As mentioned above, most

3 Instruction of the learners’ families are not capable of providing this type of
device.
Radio- Most families in the community now-a-days do not use radios
4 Based anymore. In some households this is still present but the signal
Instruction reception is still their biggest hurdle.
Online Based from the data collected from the LESFs, a very small
Learning number of learners selected this type of instruction simply
5
because most the learners are not capable of this as stated in
the above explanations.

ACTIVITY 4

16
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.

LEARNER GROUP TARGETED INTERVENTION

Learners without
parents or household Make a weekly supervisory plan for them and check their module and activity
member who can sheets. Organize, if possible, a learning support system in the area that can be
guide and support their composed of volunteers to aid these learners.
learning at home.
Provide additional reading materials in developing their reading skills. Attach
Beginning readers (K to
monitoring sheets that parents/guardians may check. Constant communication
3)
with the parents/guardians should be implemented.
Provide remedial reading materials. Attach monitoring sheets that
parents/guardians may check. Constant communication with the
Struggling readers
parents/guardians should be implemented. Organize, if possible, a learning
(Grades 4-12)
support system in the area that can be composed of volunteers to provide
assistance to these learners.
No access to devices Provide self-learning modules and other additional learning materials.
and Internet
Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the self-
remote and/or unsafe learning modules and other additional learning materials.
areas)

Indigenous People Provide self-learning modules and other additional learning materials that are
cultured friendly.
Persons with Assess the particular needs of these learners and provide them with the materials
Disabilities that would suffice it.

Other? Specify.

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs

17
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:

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.

Why is lesson designing important?

Lesson designing is imperative to ensure that time is maximized for
instruction and learning, lessons are responsive to learners' needs, teachers set
learning targets for learners, and for the teachers to carry out lessons successfully.

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

A clear and articulated set of objectives or what the learners need to learn or
acquire.
A well-selected and well-organized group of learning activities to ensure that
the objectives are met.

ACTIVITY 2

18
The second component of a well-designed lesson asks teachers to select and
sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the lesson, (2)
during the lesson proper, and (3) after the lesson. In your Study Notebook, copy the
following table:

Before the Lesson Lesson Proper After the Lesson

Review and clarify Provide learners with Wrap up activities
concepts and key points feedback Emphasize key
from previous lessons Check for learners' information and concepts
State lesson objectives as understanding discussed
guide for learners Explain, model, Assess whether lesson has
Present connection demonstrate, and been mastered
between old and new illustrate the concepts, Transfer ideas and
lesson and establish ideas, skills, or processes concepts to new
purpose for new lesson that students will situations
Check learners' prior eventually internalize Ask learners to recall key
knowledge about the new Help learners understand activities and concepts
lesson and master new discussed
information Reinforce what teacher
has taught

ACTIVITY 3

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

*Reflection, this part of the DLL/DLP allow teachers to reflect the

performance of the learners on whether the lesson has been successfully delivered
or not
19
ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING

Grade Level and Learning Area: GRADE 7 /
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice calls,
Check if can be facilitated by a
already household partner, can be done
Part of Lesson / Learning Tasks present in via a learning activity sheet, can
the be presented via an internet-
SLM based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson
1. Review previous lesson /
2. Clarify concepts from previous lesson /
3. Present warm-up activities to establish interest in
new lesson /
4. Check learner’s prior knowledge about the new
lesson /
5. Present connection between old and new lesson /
and establish purpose for new lesson
6. State lesson objectives as guide for learners

Lesson Proper
1. Explain, model, demonstrate, and illustrate the /
concepts, ideas, skills, or processes that students will
eventually internalize
2. Help learners understand and master new /
information
3. Provide learners with feedback /
4. Check for learners’understanding /
After the Lesson
1. Wrap up activities /
2. Emphasize key information and concepts /
discussed /
3. Ask learners to recall key activities and concepts
discussed /
4. Reinforce what teacher has taught /

20
5. Assess whether lesson has been mastered /
6. Transfer ideas and concepts to new situations

Answer the following questions in your Study Notebook:

1.For learning tasks not found in the SLM you examined, what materials or
resources can you create or curate to supplement the SLM?
Create printed materials that would supplement the missing learning tasks in
the SLMs.

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?
Providing additional learning resources like activity sheets/worksheets and
constant communication with the parents/guardians for proper instructions and
monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to
refine or modify current and future lessons?
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a
communication procedure with the parents/guardians for the feedbacks,
comments, and suggestions.

ACTIVITY 5

21
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 Summative
Assessment Learners may be
assessed individually of
Assessment
Assessment FOR collaboratively Assessment OF learning
learning
Should also promote self To measure if the pupils
To make adjustment in learning. met the performance and
the concept that may be content standard done
integrated in any parts of after the lesson
the lesson

ACTIVITY 6

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 DL
Method
22
1. Formative Formative assessment like 5-item written evaluation is included in each
Assessment in a form self-learning modules. Additional activity sheets and worksheets
of short quizzes and containing various evaluation shall also be distributed.
seatwork’s
2. Summative At the end of the unit, written summative assessments in all learning
Assessment areas shall be given to assess the learning development of the learners
in modular distance learning.
3. Performance-Based For learning areas that are more focused on skills and practical
Assessment activities, performance tasks shall be implied. Learners may be asked to
have a vide recording of their activities at home for proper evaluation.
For learners with no capabilities of doing such, their parents/guardians
shall be asked to assess their performance at home and answer the
prepared assessment tool based on the given rubrics.
4.

5.

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

Formative and summative assessments are common among the groups
simply because these two are integral parts in the grading system during this time
of pandemic.

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

The primary challenge in cascading the above-mentioned assessment is the
honesty of the learners and parents in answering those materials. Without the
presence of the teachers and the traditional face to face interaction, it will remain
as a major challenge for the teachers and the educational system as a whole.
Another problem that is expected to occur in this type of learning modality is the
learning support system of a child which may lead him/her to having low or poor
performance which will reflect to these assessment methods.

3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
By attending webinars/trainings in connection to the implementation of
distance learning, we are able to learn various ways in communicating to the
learners/parents/guardians to provide instructional assistance especially in
providing assessments that may be confusing to them.

23
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT
LDMs

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

_C__1. These are the knowledge, understanding, skills, and a. learning area

24
attitudes that learners need to demonstrate in every lesson b. mode of delivery
and/or learning task. c. learning
competencies
d. learning task
_D__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.

_A__3. This refers to the prescribed subject that learners take.

_B__4. This refers to the method of submission of learning outputs

preferred by the learner/parent based on their context.

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.

25
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.

26
 Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
A tool to guide learners and learning
facilitators or household partners in A tool for monitoring learners who lag
Purpose
tracking the subject areas to be tackled behind based on the results of their
and activities to perform at home formative and summative
assessments
Learners and learning facilitator or Teachers and learning facilitator or
For Whom?
household partner household partner
Learning area, learning competencies,
learning tasks, mode of delivery Learner’s needs, intervention
Components
strategies, monitoring date, learner’s
status
Has to be Yes Yes
communicated to
parents?

ACTIVITY 4
Learner’s Name: DULCE MARIE C. ABAO

Grade Level: GRADE 7- Affable

Intervention Learner’s Status

Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress

ARALING The learner Provide OCTOBER / /

PANLIPUNAN got a falling more guided 12, 2020
score in the activities
activities on before
the basic proceeding
concept of to the next
economics. lesson for
independen
t activities.

MODULE 3B: LEARNING RESOURCES - LAC 3B

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1

27
1.Based on the map, what resources should you have in order to implement the
LDM adopted by your School/Division?
Modular distance learning is the adopted modality in our school. Hence,
printed self-learning materials and activity sheets are the resources that we are
going to utilize.

2. Do you have the complete resources for the Distance LDM needed in class? If the
LRs are not complete or not available, what steps will you take to make these
available? What are your options to substitute these missing LRs?
The school is now in the process of reviewing the SLMs provided to us. But
teachers are already utilizing the use of LR Portals like LRMDS and DepEd Commons
to find useful and effective LRs to supplement the SLMs if need be.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of the LRs
should be established. I will get the support from my fellow educators and the
technical support from out ICT coordinator.

4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the
materials (based on reading ability, level of learning independence, level of
household support, distance)? What adjustments will you make in terms of the LRs?
The resources are appropriate to the different levels of our learners. These
resources are in editable formats so improving or adjusting it to meet the needs of
all learners should be easy.

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

28
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.
We have agreed to provide immediate technical assistance to each other
when we encounter problems in accessing online portals for LRs. We also came up
to a consensus to share updates and useful tools and knowledge about more
sources whether offline or online sources of LRs to suffice the needs for additional
useful LRs.

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1

Explore the Portals. In your Study Notebook, answer the following questions:

29
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?
The LRMDS and DepEd Common portals provide supplementary materials to our
SLMs that we can download, improve and adjust to meet the needs of all our
learners. It gives variety of learning activities to complement the existing LRs I have
prepared.

1.What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
The biggest challenge in accessing these portals is a poor or very slow internet
connection. The alternative way is to find some place where the signal reception is
better.

2.What support will you need to be able to maximize the use of the LR Portals?
From whom can you get this support?
A good and stable internet connection is a primary need in accessing these
online portals. A support group to ensure the quality and appropriateness of the LRs
should be established. I will get the support from my fellow educators and the
technical support from out ICT coordinator.

ACTIVITY 2
1.In your next LAC Session, share and discuss your answers to the questions in
Activity 1. Explore how you can help and support each other in using the LR portals.
Jot down the insights and helpful information regarding the use of the LR portals in
your Study Notebook.
We agreed to provide technical assistance in case problems occur while
accessing the said portals. We also decided to include the updates of these portals
to our future LAC sessions.

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

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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:
Was the material able to meet all the requirements?
The download LR material met the learning targets of the lesson. The LR has the
basic standards required to deliver the MELCs.

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?
The evaluation method has achieved the quality and reliability of the activities to
manipulate and optimize the use of the LR portal.

1.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
The learning material covered the lesson but require some description and
terminology to achieve the best understanding of the concepts.

2.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources to
my 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?
The resources are not quality assured and only provide minimal support to attain
the learning objectives for the students.
2.Based on the results of the Assessment Tool, what improvements do the materials
— both from DepEd and Non DepEd portals — still need?
A more precise and easier to follow instructions can be developed. Upload
more additional resources to meet all the learners’ needs and levels of
understanding.

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3.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
Understanding the management of this LR Portals, this gives me the
confidence and motivation to look for the most appropriate learning resources to
my 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?
The material needs more precision and quality assurance.

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

3.The complexity of contents to meet the learning needs of my students.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED PORTAL

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

Connected and relevant to the MELCs? /

Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

easy to reproduce and/or disseminate? /

from a credible source/author? /

culture- and gender-fair? /

free from red flags on possible /

copyright and plagiarism issues?

the layout and format easy to read and /

pleasing to the eyes?

Reflection Questions:
1.Was the material able to meet all the requirements? YES

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

3.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. NONE

4.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me extra cautious in selecting the LRs I need for my learners.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM NON-DEPED PORTAL

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

Connected and relevant to the MELCs? /

Appropriate to the grade level and /

learner characteristics in terms of
language, activities?

easy to reproduce and/or disseminate? /

from a credible source/author? /

culture- and gender-fair? /

free from red flags on possible /

copyright and plagiarism issues?

the layout and format easy to read and /

pleasing to the eyes?
Reflection Questions:
5.Was the material able to meet all the requirements? YES

6.Were there any questions in the assessment tool where you answered “No” or
“Cannot Be Determined”? What decision will you make on the LR material? Why?
I will still use the material simply because of it fits the needs of my learners
even if I am not sure of its rightful owner.
7.Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s. NONE
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8.How does this exercise help you in picking the right and appropriate LRs for your
lesson and your learners?
It makes me extra cautious in selecting the LRs I need for my learners.

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

34
ACTIVITY 1
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

Check the box that best represents your assessment of your skills and capabilities.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease. /

I can confidently use the platforms in the /

modalities.

I can use pedagogies associated with the /

modalities and platforms.

I can very well manage my learners/class in /

the modality that my school has adopted.

I can very well engage with parents and /

community partners in assisting learners.

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.
I need to develop and give more focus on the Domain number one, the
content knowledge and Pedagogy. As my self-assessment where I got only the agree
level so there's a room for my improvement. Also, I want to enhance the domain
number six the community linkages and professional engagement. I need to build
strong relationship with the guardians/parents of my students to deliver the quality
supervisory among them as well as with my co mentors in schools.

ACTIVITY 3

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
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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?

What is your goal toward

improving your teaching What will push you to What will help you attain
practices in the achieve this goal? this goal?
modalities?
To produce quality output, Improving my teaching Continue my professional
learners ready and fully strategies and practices. development.
equipped.
Provide the quality modules Applying the assessment tool Creating account in the
for my students in the in choosing learning resources LRMDS and DepEd common.
Modular Distant learning this for the modules.
new normal.
Can make the best lessons for Learning to unpacking and Study and apply the MELCs
the new normal class. combining the MELCs. given by Deped.

Getting abreast in the related Quality instruction amidst the Participating in the webinars
information and application of pandemic. In the absence of and LAC sessions addressing
the modality implemented by F2F, the need to guarantee this issue.
the school. effective implementation of
LDM.

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL

DEVELOPMENT AND PARTICIPATION IN THE LAC

36
ACTIVITY 1

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

INDIVIDUAL DEVELOPMENT PLAN

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

Focusing Produce quality Producing Attending Whole year School funds

teaching output, learners quality seminars about round
and learning ready and fully output and curriculum
equipped learners panning, lesson
ready planning and
teaching
strategies

Focusing Can make the best Making Attend Whole year School funds
teaching lessons for the lesson plan orientation about round
and learning new normal class align with MELCs, LAC
the MELCS session discussing
by DepEd MELC based
lesson plans.

Support Provide the quality Applying the Attending seminar INSET, LAC School funds,
curriculum modules for my assessment about learning session personal
managemen students in the tool in resources, LRMDS
t and Modular Distance choosing and DEpEd
implementa learning this new learning commons.
tion normal resources for
the modules
ACTIVITY 2

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

PROFESSIONAL DEVELOPMENT OBJECTIVES SPECIFIC TOPICS

37
 RELATED TO THE MODALITIES

Making Lesson plan align with the MELCs by MELCs, unpacking and combining.
Deped.

Applying the assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the modules. DepEd commons

MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE

IMPLEMENTATION OF THE MODALITIES

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 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

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

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?
Portfolios are intended to evaluate learning progress and achievement in a
specific course, by completing my portfolio in LAC sessions about LDMs I am now
ready for the challenge of the new normal in education. I am now fully capable of
preparing my lesson plans and in choosing the appropriate LRs to supplement the
SLMs.

2.What evidence from the previous modules will help capture the progress of your
teaching practice?
Learning to create an individual development plan can help my assess my
weaknesses and strengths in terms of my teaching practices.

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

Writing down my reflections and insights can help me navigate my intent to
improve in aspects that I needed to. It also serves as my review points whenever I
feel lost in performing my duties. Most importantly, it serves as a gauge on how
well I understand the topics discussed from this course.
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.
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 The list of evidence in the learning delivery modality is enough at the
moment. Although of course there might be something else that need to be
included as we go on to the implementation of the DL through the MDL. In the
future LACs, surely our group will suggest of other strategies to use and henceforth
the evidences to prepare.

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