TEACHER’S PORTFOLIO

LEARNING DELIVERY
MODALITIES COURSE

JUBILIN L. ALBANIA
TEACHER II
 STUDY NOTEBOOK

MODULE 1:
COURSE ORIENTATION

MODULE OBJECTIVE:

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

MODULE CONTENT:

Lesson 1: Course Overview

Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1
 LESSON 1: COURSE OVERVIEW
ACTIVITY 1
Read the LDM Course Overview. Reflect on the overview by answering
the following questions. Write down your insights in your Study Notebook.

1. What is the main delivery of this course?

The Learning Delivery Modalities 2 Course (LDM2) delivers self-directed modules which do not require
thorough discussion in deepening the teachers’ understanding on the different learning modalities that we
are about to use come October 5. This course is also output-oriented as teacher participants are tasked to
provide outputs and reflect on each activity in every module.

2.How can this course help ensure that you will be able to deliver quality instruction
in the “new normal”?

Given the current situation of our country due to the pandemic and as our educational
system is doing its best to adjust in providing alternative ways for learners to access quality education,
this course shall engage us to become more knowledgeable and skillful in terms of the implementation of the
most suitable learning delivery modality in their respective areas. This will also urge us to understand
better the needs of our learners and the most effective ways to provide instructional assistance considering
their health and welfare.
 What are the two support mechanisms that will help you with your
learning in this course?

The support mechanisms that will surely help me in learning this course are
as follow:
1. My prior knowledge gain from the webinars/trainings I attended that are all connected to this
course.
2. The expertise of the LAC sessions’ facilitators together with the collaborations of our teaching force
in giving insights, enlightenments, and support to each other in learning each module of this course.

ACTIVITY 2
Answer the following questions by copying and filling out the table in your Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively)

my participation in this course?
2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I 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 course?) Describe this environment.)
in
a positive or negative way?)

I always study the lessons The on-going preparations My primary motivation has Since we are doing the LAC
given to me ahead of time for the opening of classes, always been the learners. sessions virtually, I will have
and more than willing to the queries from parents Seeing them confined in to accomplish the
search for answers and through phone their homes and learning requirements of this course
solutions to problems that calls/SMS/messenger, and less to nothing makes me from my home. Rest assured
may occur along the way. other tasks being given bothered. Amidst this that I keep constant
This for me is somehow simultaneously from pandemic, I guess the least communication with my
positive that may result to different offices. Not to we can do is to provide them colleagues in getting their
providing better outputs. mention the difficulty in with the best resources we insights and support for
internet connection since can give them in order for better understanding of this
our LAC sessions may be them continue their dreams course.
conducted virtually. of becoming someone useful
and efficient someday.
 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:
1 To improve the teaching-learning process to improve learning among students
1
2 To nurture successful teachers
2
3 To enable teachers to support each other to continuously improve their content and pedagogical
3
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. Proper Schedule of LAC - It will be best if the schedule for the session do not conflict with the
other tasks and schedules of the teachers. Often times, teachers are attending 2 or more trainings all
at the same time resulting to give less focus to the LAC session.

2. Relevance of the Topics - To make sure that teachers are gaining knowledge and skills that are
useful to the current situation or in the future, the topics in the LAC sessions should be relevant,
timely, and benefial to all parties concerned especially in these trying times.

3. Stable communication lines - As many of us are leveraging the power of modern technology in
conducting LAC sessions, it will be best if we can find a place with stable internet connection.
 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.
Course Title: LDM2 FOR TEACHERS

Course Title: LDM2 FOR TEACHERS

Group No.: Seven (7)
LAC Coach: Mrs. Melinda D. De Mesa
LAC Leader: Mrs. Shirlyn V. Moreno
LAC Members:

1. Ms. Jubilin Albania 8. Mr. Ser Jai Aquino

2. Mrs. Joji Balaquit 9. Mr. Emiliano Cortiguerra
3. Ms. Nenita C. Castillo 10. Mr. Wendell Dalangin
4. Mrs. Cherry A. Javier 11. Mr. Jexson Dimayuga
5. Mrs. Lhea Manalo 12. Mr. Ceasar Miranda
6. Mrs. Loida Pulhin 13. Mr. Jonel Palubon
7. Mrs. Mharyen Sawali
LAC SCHEDULE AND LAC LEADER’S/MEMBERS’ ASSIGNMENT
MODULE DATE & TIME FACILITATOR DOCUMENTER

September 22, 2020

1 Mrs. Shirlyn V. Moreno Ms. Jubilin Albania
8:00-12:00
September 23, 2020
2 Mrs. Mharyen Sawali Mrs. Joji Balaquit
9:00-12:00
September 24, 2020
Lesson 1 – 9:00-12 &
1:00- 4:00

September 25, 2020 Mr. Jonel Palubon

3A Lesson 2 – 9:00-12 & Mrs. Lhea Manalo
Mr. Wendell Dalangin
1:00- 4:00

September 28, 2020

Lesson 3 – 9:00-12 &
1:00- 4:00
September 29, 2020 Ms. Nenita Castillo
3B 8:00-12:00 Mrs. Cherry Javier
Mr. Jexson Dimayuga
September 30, 2020
4 Mrs. Loida Pulhin Mr. Ser Jai Aquino
9:00 – 11:00
October 1, 2020
5 Mr. Ceasar Miranda
8:00 -12:00 Mr. Emiliano Cortiguerra

STUDY NOTEBOOK
 LEARNING DELIVERY
MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

LESSON 1: BACKGROUND, RATIONALE, AND

DEVELOPMENT OF MELCS

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns in terms of curriculum
 standards that need to be addressed to ensure learning continuity?
Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department
of Education especially to the teachers who are standing in the front line to provide the
continuity in education. As a teacher, I believe that narrowing down the learning competencies
has become a huge factor in order to deliver the only the most essential in this time of
pandemic. However, one of the major concerns to ensure that learning continues is the
implementation process itself. Given the shortage of resources, schools, teachers, and the
community itself are finding means to bridge the gap.

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?

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of
education and to produce competitive learners. But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.

ACTIVITY 2

Familiarize yourself with the course reading on the Development and

Design of the MELCs. After going through the document, provide a
brief and concise response to the following guide questions. Write
your answers in your Study Notebook.
 1. What are the general and specific purposes of the development of
MELCs?

The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that
can lead to efficient learning outcomes through alternative learning delivery modalities. How
does curriculum review aid in the identification of essential learning competencies?

2. What is the difference between essential learning competencies and

desirable learning competencies?

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

3. 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?

The MELCs were identified according to the gaps, issues and concerns across learning
areas and grade levels. The decisions were made due to the limited number of school days and
the absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the
the learning competencies is the best option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of

quality instruction?
 The MELCs are made aligned with the national/local standards, applicable to real-life
and are the most essential competencies that students are expected to learn despite this
pandemic. The Department of Education has made sure that with limited resources, time, and
the absence of face-to-face instructions, learners would still get the necessary competencies
the need to acquire through these MELCs.

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.

K TO 12 LEARNING
MELCS
COMPETENCIES

MERGED/CLUSTERED 1. identify the geographic, linguistic, and 1.Writing a close analysis and critical
ethnic dimensions of Philippine literary interpretation of literary texts and doing an
 history from pre-colonial to the adaptation of these
contemporary require from the learner the ability to identify:
EN12Lit-Ia-21 a. the geographic, linguistic, and ethnic
2.identify representative texts and authors dimensions of Philippine literary history from
from each region (e.g. engage in oral history pre-colonial to the contemporary
research with focus on key personalities from b. representative texts and authors from each
the students’ region/province/ town) region (e.g. engage in oral history research
EN12Lit-Ib-22 with focus on key personalities from the
students’ region/province/town)

1. identify the geographic, linguistic, and

ethnic dimensions of Philippine literary
history from pre-colonial to the
contemporary
EN12Lit-Ia-21
RETAINED 2.identify representative texts and
authors from each region (e.g. engage in
oral history research with focus on key
personalities from the students’
region/province/ town)
EN12Lit-Ib-22

1. Value the contributions of local writers

to the development of regional literary
traditions
EN12Lit-Ic-24
DROPPED
2. Appreciate the contributions of the
canonical Filipino writers to the development
of national literature
EN12Lit-Ic-24

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

LESSON 2: UNPACKING AND COMBINING MELCS

INTO LEARNING OBJECTIVES
 ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions
in your Study Notebook
:
1. What is the importance of unpacking and combining the MELCs?

By unpacking and combining the MELCs, we now have a clear path forward. This gives
up a deeper understanding on how these MELCs are selected. It will be much helpful for us
to plan on how we are going to implement our LCP more efficiently.

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

The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs of
the learners.

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

Of course, unpacking the MELCs are essential in order to have a systematic learning activity
so that the competencies needed by the learners are not congested or repetitive.

LDM2-MODULE 2-LESSON 2- 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.
 4. 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.
ST
SUBJECT: 21 CENTURY LITERATURE IN THE PHILIPPINES AND THE WORLD
Unpacking the MELCs
MELCs Learning Objectives
1.Writing a close analysis and critical interpretation 1. Identify geographic, linguistic, and ethnic
of literary texts and doing an adaptation of these dimensions of Philippine literary history from pre-
colonial to contemporary and representative texts
require from the learner the ability to identify:
from the regions.
a. the geographic, linguistic, and ethnic dimensions 2. Write a close analysis and critical interpretation
of Philippine literary history from pre-colonial to of literary texts.

the contemporary
3.Appreciate the Filipino identity through
literature
b. representative texts and authors from each 4.Show a sense of adaptability of the Philippine
region (e.g. engage in oral history research with Literary History
focus on key personalities from the students’
region/province/town)
2.Compare and contrast the various 21st century 1. Differentiate the 21st century literary genres, and
literary genres and the ones from the earlier the one’s from the original genres;
2. Describe the elements among different literary
genres/periods citing their elements, structures and
genres
traditions 3.Exhibit active participation in describing and
identifying the elements of the different literary
genres
4.Appreciate the unique features of each genre.
Literary texts.

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES
COURSE 2

MODULE 3A:
DESIGNING INSTRUCTION
IN THE DIFFERENT
LEARNING DELIVERY
MODALITIES
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

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

MODULE CONTENT:

Lesson 1. Understanding the Different LDMs

Lesson 2. Designing Lessons and Assessments in the Different LDMs
Lesson 3. Guiding and Monitoring Learners in the Different LDMs
LAC Session 3A

JUBILIN L. ALBANIA
Teacher II
 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.

Face-to-Face Learning - A traditional way of teaching and learning process where learners usually to go schools
in order for them to acquire the learning competencies designed for them. It also requires the presence of a teacher
with aids for teaching and providing learning resources to the class for better outcomes.

Distance Learning - Refers to a learning method where learners are provided with materials or tools that they can
study at the comfort of their home. This could also be an online teaching and learning process.

Blended Learning - This method can be a combination of online learning and F2F learning or any combinations
of learning delivery modalities.

Homeschooling - This is a home-based learning method where learner is not required to go to school. They study
at their own pace with the help of their parents/guardians.

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

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
(1 to 5, from
easiest to Type of DL Why?
hardest to
implement)
Modular Distance Learning Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and equipment
like computer, smartphones, internet connections, television, etc. in
order for them to participate in Online Learning and other learning
1 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 Learning When the current situation due to this pandemic becomes better, the
school may include the face-to-face instruction along with the existing
modular learning. This is to provide better instructional support,
2
monitoring, and evaluation to the learners to ensure that the quality of
education is being delivered.

TV-Based Instruction TVBI is possible but not to everyone. As mentioned above, most of the
3 learners’ families are not capable of providing this type of device.

Radio-Based Instruction Most families in the community now-a-days do not use radios
anymore. In some households this is still present but the signal
4 reception is still their biggest hurdle.

Based from the data collected from the LESFs, a very small number of
learners selected this type of instruction simply because most the
learners are not capable of this as stated in the above explanations.
Online Learning
5
 ACTIVITY 4
The LCP assures that all possible measures will be taken to ensure that no
child will be excluded from learning during the COVID-19 crisis. Think about
groups of learners in your School/Division who might require special
consideration to be able to participate in DL. Describe what targeted
interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as appropriate.
Write down your answers in your Study Notebook

LEARNER GROUP TARGETED INTERVENTION

Learners without parents

or household member Make a weekly supervisory plan for them and check their module and activity sheets. Organize,
who can if possible, a learning support system in the area that can be composed of volunteers to
guide and support their provide assistance to these learners.
learning at home.

Provide additional reading materials in developing their reading skills. Attach monitoring
Beginning readers (K to
sheets that parents/guardians may check. Constant communication with the
3)
parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that parents/guardians may
Struggling readers check. Constant communication with the parents/guardians should be implemented. Organize,
(Grades 4-12) if possible, a learning support system in the area that can be composed of volunteers to
provide assistance to these learners.

No access to devices and Provide self-learning modules and other additional learning materials.
Internet

Inaccessible (living in Coordinate with their barangay officials to assist the teachers in delivering the self-learning
remote and/or unsafe modules and other additional learning materials.
areas)

Provide self-learning modules and other additional learning materials that are cultured
Indigenous People
friendly.

Assess the particular needs of these learners and provide them with the materials that would
Persons with Disabilities
suffice it.

Other? Specify.
 LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

ACTIVITY 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you
go through the document, write down your answers to the following
questions in your Study Notebook:

1. What is Lesson Designing or Lesson Planning?

Lesson designing or lesson planning is the process of determining what learning opportunities
students in school will have by planning "the content of instruction, selecting teaching materials,
designing the learning activities, and grouping methods.

2. Why is lesson designing important?

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.

3. 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.
- Appropriate and timely assessment activities that provide relevant information and feedback
for both teacher and learners. (How should learning be assessed?)
 ACTIVITY 2

The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1) before the
lesson, (2) during the lesson proper, and (3) after the lesson. In your Study
Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities

concepts and key points feedback  Emphasize key
from previous lessons  Check for learners' information and
 State lesson objectives as understanding concepts discussed
guide for learners  Explain, model,  Assess whether lesson
 Present connection demonstrate, and has 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
 ACTIVITY 4

Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING- PRINTED

Grade Level and Learning Area: GRADE 11- 21ST CENTURY LITERATURE IN THE PHILIPPINES
AND THE WORLD
Lesson/Topic: Geographic, Linguistic and Ethnic Dimensions of Philippine Literacy History
from Pre-Colonial to the Contemporary
Learning Objectives: 1. Identify geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to contemporary and representative
texts from the regions.
2. Write a close analysis and critical interpretation of literary texts.
3. Show a sense of adaptability of the Philippine Literary History

Learning Resources/Materials Needed: PRINTED MODULES

Additional Remarks:
(ex. can be done via voice calls, can be
Check if already facilitated by a household partner, can
Part of Lesson / Learning Tasks present in the be done via a learning activity sheet,
SLM can be presented via an internet 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 / Clarifications and verifications about
illustrate the concepts, ideas, skills, or the lesson can be done through
processes that students will eventually messenger/phone call communication.
internalize
2. Help learners understand and master /
new information
3. Provide learners with feedback /
4. Check for learners’understanding /

After the Lesson

1. Wrap up activities /
2. Emphasize key information and /
concepts discussed
3. Ask learners to recall key activities /
and concepts discussed
4. Reinforce what teacher has taught /
5. Assess whether lesson has 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
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

should promote self-reflection and personal

accountability about thier own learning

Formative summative Assessment

Assessment assessment OF
assessment learning:
result must be recorded to study theresults
patterns
enable teachers to describe how well
of learning but should NOT be used as the the students learned the
basis for grading standards/compentencies for given quarter
 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
1. “ WORD SEARCH” Items or word familiarization in the topic that will be found in the “Word
Search Table”. This will be given before the lesson to prepare the learners
what to expect in the succeeding discussion
2. Content or Text The learners exercise their creative minds in analyzing the text given and
Analysis express thoughts and ideas depending on their comprehension. Rubrics will
be used to assess the output of the learners.
3. Graphic Organizer For the learners to identify the similarities and differences of the different
Making literature genres. Creating a clearer picture on their understanding regarding
the topic.
4. Essay Writing As a teacher, I want to check how well my learners’ communication skills in
Activities writing by showing their well-crafted sentences
5. Multiple Choices This is to assess the learners understanding regarding the topic. Evaluative
questions will be given in the form of multiple choices. This will be given at
the end of the lesson.

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

We would assess our students of distance learning by essay, report, and projects presentations.

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

Distance learning did some inherent problems, especially in the area’s isolation, support, technology, and
discipline.
3.Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in DL?
Deped were turned towards distance learning as an alternative teaching method as either a supplement
to regular classes or back up plan in this crisis. Asynchronous communication was to lessen the troubles of
not being face to face with the students. Also creating rubrics for students to follow, enable them to fine- tune
the objectives and expectation of the assign task.
 LESSON 3: GUIDING AND MONITORING LEARNERS IN THE
DIFFERENT LDMs

Weekly Home Learning Plan (WHLP) Individual Monitoring Plan (IMP)

Purpose A tool to guide learners and learning A tool for monitoring learners who
facilitators or household partners in lag behind based on the results of
tracking the subject areas to be their formative and summative
tackled and activities to perform at assessments
home.
For whom? Learners and learning facilitator or Teachers and learning facilitator or
household partner household partner
Components Learning area, learning Learner’s needs, intervention
competencies, learning tasks, mode strategies, monitoring date,
of delivery learner’s status
ACTIVITY 3
Has to be communicated to Yes Yes
parents?

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.

INDIVIDUAL LEARNING MONITORING PLAN

Learner’s Name: MARICRIS GARCIA

Grade Level: Grade 11- STEM-MAGNESIUM

Learning Learner’s Interventio Monitorin Learner’s Status
Area Needs n Strategies g Date
Provided

21st Century Create a blog Sent related Insignificant Significant Mastery

Literature in post using the video examples October 29, Progress Progress
the different of the activities 2020
Philippines literature genres to be done via
and the discussed. Use messenger.
World the rubric as
your guide. For further
explanations,
phone calls made
to the student for
clarifications of
doubted areas
regarding the
activity.
 STUDY NOTEBOOK
LEARNING DELIVERY
MODALITIES COURSE 2
MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. associate learning resources (LRs) with specific learning modalities
2. access resources from online portals such as DepEd Commons and LR Portal of the
Department of Education
3. explain the importance of using quality assured LRs

MODULE CONTENT:

Lesson 1. Learning Resource Maps for Distance Learning

Lesson 2. Accessing Learning Resources from DepEd Portals
Lesson 3. Assessing the LR Materials
 LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE
LEARNING

ACTIVITY 1
1. Based on the map, what resources should you have in order to
implement the LDM adopted by your School/Division?
1.
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 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.

After the discussion and exchanging ideas we come up with the

different ideas regarding LR learning Resources and SLM are now ready
to our portal given by the national for modular distant learning so the
only help that may colleagues can offer is to print the SLM for
distribution to our learners

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1

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

1. Given the LDM adopted in your School, how can the two DepEd portals
respond to your LR needs and those of your learners’? How do they
complement the LRs that you already have?

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.

2. 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.
 3. 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

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

During the LAC session we knew that one in our group is an admin of the said
portal in our school. We shared our personal experience in using the learning
Portals and after the session we agreed to use the portal.
 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?

The download LR material met the learning targets of the lesson. The LR has
basic standards required to deliver the MELCs.

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?

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

3. 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.

4. 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.

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?

The complexity of contents to meet the learning needs of my

students.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 4:
PLANNING FOR
CONTINUING PROFESSIONAL
DEVELOPMENT AND LAC
PLANNING
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. carry out your plan for your continuing PD
2. discuss the different PD initiatives/programs related to the LDMs that are available to
you, either provided by DepEd or by non-DepEd learning service providers (LSPs)
3. develop a PD plan including the Learning Action Plan
4. commit to your professional growth and development

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

Lesson 2: Planning for the Continuing Professional Development and Participation in the
LAC
LAC
 LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND
DEVELOPMENT

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.

Domain No. 1 which is about content knowledge and pedagogy for the
improvement of my teaching skills and capabilities. Strengthening my
community linkages is also one that I need to focus on.

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?

What is your goal toward improving

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

Deeper understanding and reflecting Improving my teaching strategies in Consistent collaboration from my
to the things I need in preparation for this time challenging situation. fellow educators and continuous
the opening of classes. learning to provide quality education
amid this crisis.
 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.
Action Plan
(Recommended Developmental
Strengths Developmental Intervention) Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD
Program

Focusing on Produce quality Producing Attending Whole Learning

teaching and output and quality output seminars/webinar year Development
learning learners are fully and learners s about new round Team
equipped in their are fully techniques in
chosen field equipped in lesson planning
their chosen and teaching
field strategies

creativity and Learners are Motivating the Attending Whole Learning

enthusiasm for motivated to learn learning to learn seminars/webinar year Development
teaching new ideas and gain s about new round Team
knowledge teaching
strategies

Checked and Developmentally To use Attending Whole Learning

assess student appropriate differentiated seminars year Development
progress and learning and specifically round Team
accomplishment experiences to developmentally differentiated
utilizing student address learners learning instructions
achievement diversified skills experiences to
information address
diversified
learners

support Provide the quality Applying the Attending Inset, School funds,
curriculum modules for my assessment tool seminars/webinar Lac personal
management students in in choosing s about learning Sessions
and Modular Distant learning resources,
implementation learning this new resources for LRMDS and
normal situation modules DepEd Commons
 ACTIVITY 2

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

PROFESSIONAL DEVELOPMENT OF SPECIFIC TOPICS

OBJECTIVES RELATED TO THE MODALITIES
Making WHLPs align with the MELCs MELCs, unpacking and combining
Application of the assessment tool in choosing learning Learning resources using LRMDS and
resources for the SLMs
Deped Commons

Students Assessment using Modular Learning

Deped Order # 30, series of 2020
 STUDY NOTEBOOK
LEARNING DELIVERY
MODALITIES COURSE 2

MODULE
5:
BUILDING THE
TEACHING
PORTFOLIO RELATED
TO THE
IMPLEMENTATION
OF THE MODALITIES
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. list down the evidence of LDM implementation
2. plan for how to make sure that you will be able to relate these evidences to your
professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric
 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.

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

From previous modules, following evidences will help monitor my teaching practices:
- Unpacking of MELC
- Learning Task for DL
- WHLP
- ILMP
 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
.
In order to be successful in making the portfolio I must consider first the Demonstration progress of the
LDM implementation which is 30% in the rubrics. The outputs that I produce should be aligned with the
professional standards of DepEd.

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.
To hit the criteria I should able to:

1. Record in my study notebook

2. I should able to make reflections
3. Make is presentable, organized and insightful portfolio