Republic of the Philippines

Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 main delivery of this course (LDM2) is to provide teachers a self-directed modules
which do not require thorough discussion in deepening the teachers’ understanding on the
different learning modalities to be use in the new normal setting. The course also serve as
an immediate action implemented by the Department of Education in response to the
urgency brought about by COVID 19 pandemic, where teachers will be able to become
accustomed in the new normal delivery of quality education to learners.

2. How can this course help ensure that you will be able to deliver quality instruction in the
“new normal”?
Since, we are currently facing the global pandemic, the Department of education is
doing its best to provide alternative ways for learners to have quality education. With this
course, it helps us to ensure that learning continues through quality instruction for it helps
teachers to be more knowledgeable and skillful in preparation for distant learning in this
new normal setting . It will also help us to understand better the needs of our learners and
the most effective ways to provide instructional assistance considering the economical
status and current situation the learner is facing.

3. 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, first, the
webinars/trainings I have attended in which the knowledge I have gain can be use to
connected to this course. Second, constant communication with our LAC leader, LAC
facilitators, co-teachers and consultation with subject coordinator for some updates,
insights, and instructional support 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?
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

By means of coaching , mentoring, enlightening my co- teachers, sharing ideas and active
participation in group discussions, which will lead to having a positive point of view in life
that will be developed 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?

By having positive point of view and being enthusiastic to l earn, adapt changes and
accept challenges with the help of my superiors and colleagues.
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent (What will push me (Where will I accomplish
repeatedly me from to the
do that may affect participating fully participate in this requirements of this
my in this course?) course?
participation in the course?) Describe this
course in environment.)
a positive or
negative way?)
I usually ask assistance Internet connection, My learners are my I actually prefer it to be in the
to my colleague on power interruption and primary motivation to school where my colleagues
things can’t understand. noise from outside since participate this course and superiors are always there
Sometimes I cannot do LAC session is because seeing them to guide us in accomplishing
the assigned task conducted virtually in a not learning or learning this course. But for safety
immediately. work from home setting. less would really bother purposes, we are doing the
I take down notes from Then, overlapping of me. Amidst the global LAC sessions virtually. In a
time to time during the activities, such as on- pandemic, the least we work from home setting, I
discussion going preparation for can do to reach them will have to accomplish the
opening of classes.
out using alternative requirements of this course
modes of teaching and from my home and submit it
provide them the best online. Nevertheless, I keep
learning resources. constant communication with
my colleagues in getting
better understanding of this
course.

ACTIVITY 3
Look for a colleague with whom you would like to discuss your answers and reflections with to
the
questions in
Activities 1
and 2.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Photo documentation after Group discussion via Zoom Meeting

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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
__2__ To improve the teaching-learning process to improve learning among students
__4__ To nurture successful teachers
__1__ To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
__3__ To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole

2. What are the top three challenges to having a successful LAC? List down and elaborate.

1. Setting Schedule of LAC – There are times, some teachers are attending training and some
having additional task given to them in preparation for the learning resources needed for the
opening of classes which usually comes all at the same time which will result to less focus on the
LAC session. So, I guess it would be best if the schedule for the session do not conflict with the
other tasks and schedules of the teachers.

2. Professional etiquette – There are times, some teachers attend the said LAC session via zoom
meeting late which will also be a factor to start the LAC session not on time

3. Stable internet connection – Since LAC session is done virtually, it will be best if we can find a
place with stable internet connection to have a continues flow of the session.

ACTIVITY 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members
each. Get in touch with your designated Coach or LAC Leader in forming your LACs.
1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1
Guide for the conduct of your LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one
LAC Leader per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your
assigned Instructional Coach (this will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among
the following school members:
» Master Teacher
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

» 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.

SWEET JUSTINE A. QUIJANO

LAC Documenter

Members

MARIA LUISA T. CALUYO NURSHAHADAH H. ISMAEL DARWIN B. ENRIQUEZ

LAC Leader LAC Facilitator
Principal-I GLADYS B. FALCASANTOS

ERISA I. PEDRAJA

JESSICA M. NANAS

LUVISMINDA BAZAN

Figure 1: LAC Composition and Coaching Arrangement for LDM2 Teachers

ACTIVITY 3
List down the members of your LAC and their respective roles in your Study Notebook.
NAMES ROLES
MARIA LUISA T. CALUYO LAC LEADER
NURSHAHADAH H. ISMAEL LAC FACILITATOR
SWEET JUSTINE A. QUIJANO LAC DOCUMENTER
DARWIN B. ENRIQUEZ LAC MEMBER
GLADYS B. FALCASANTOS LAC MEMBER
JESSICA M. NANAS LAC MEMBER
ERISA I. PEDRAJA LAC MEMBER
LUVISMINDA BAZAN LAC MEMBER
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

FORM 1: LAC PROFILE

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

REGION: IX- ZAMBOANGA CITY

LAC ID (name or number): 18-004 Number of LAC members: 6

Name of LAC Leader: Designation/Position:

MARIA LUISA T. CALUYO Principal -I

Name of LAC Facilitator: Designation/Position:

NURSHAHADAH H. ISMAEL Secondary School Teacher-I (SST-I)

Name of LAC Documenter: Designation/Position:

SWEET JUSTINE A. QUIJANO Secondary School Teacher-I (SST-I)

LAC Members

NAME Male/ Female DESIGNATION/ DIVISION/S Contact Preferred

POSITION details (email, contact mode
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

mobile (email, phone,

number) Skype, Zoom,
Google Meet,
Viber, FB)

DARWIN B. Male SST-I ZAMBOANGA 09264268039 email, phone,

ENRIQUEZ Zoom, FB

GLADYS B. Female SST-I ZAMBOANGA 09269556700 email, phone,

FALCASANTOS Zoom, FB

JESSICA M. Female SST-I ZAMBOANGA 09161037103 email, phone,

NANAS Zoom, FB

ERISA I. Female SST-I ZAMBOANGA 09533255530 email, phone,

PEDRAJA Zoom, FB

LUVISMINDA Female SST-I ZAMBOANGA 09659117125 email, phone,

T. BAZAN Zoom, FB
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 in
order to ensure learning continuity? Cite a specific example. Do you think these
concerns could be solved by teachers alone? Why or why not?

The fundamental concern in terms of curriculum is how can the learning competencies
be mastered by the learners and how to narrow done the learning competencies in the new
normal setting. Another concern is the learning resources like for example the production
and construction of the Self-Learning Material, in short period of time, there is a possibility
that the learning resources may not have undergone proper validation and pilot testing.
Thus, to ensure that learning continues, the implementation process of the new normal
setting in continuing education, must be worked together by Dep Ed office from central
ofccice down to the division offices, schools, teachers, and the community itself in finding
better means to bridge the gap. Aside from that, teachers cannot do it alone because there
should be partnership between the teachers and parents who assists the learning of their
children.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers (Andaya,
2018). This is perceived to be one of the hindering factors on the poor performance of
Filipino learners. Do you agree with this observation? Why or why not?

Yes. Because due to its congested nature, students cannot cope up with it and teachers
find it hard and time consuming to teach all these competencies which resulting to poor
performance of the learners as well as the teachers. But the congested curriculum is not the
only issue that affects learners’ performance in school. Some of our learners did not
master the fundamental skills that are being stressed out before in teaching process.

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?
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

The MELC general purpose is to reduce the competencies and focus only on the most
essential competencies which gives most essential skills a child requires to learn and to still
the quality of the curriculum. Specifically, this MELC also allows learner to investigate at
their own pace their abilities and discover their skills on their own.

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

By plotting of the essential and desirable learning competencies within the curriculum.

3. 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.

4. How were the most essential learning competencies identified? What were the decisions
made in order to trim down the number of the essential learning competencies further?
The MELCs were identified according to what the students need, considered
indispensable in teaching learning process to building skills to equip learners for lifelong
learning. It is also identified through the gaps, issues and concerns across learning areas
and grade levels. The decisions were made due to the limited number of school days at this
time of this global pandemic.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The importance of MELC in ensuring the delivery of the quality instruction, is that
the MELC serve as a guide for teachers in addressing the learner’s instructional needs
while ensuring that curriculum standards are maintained and achieved and to helps
schools in navigating the limited numbers of school days as they employ multiple
delivery schemes by providing them ample instructional space.

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
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

COMPETENCIES
1. describe the distribution of Describe and relate the
active volcanoes, earthquake distribution of
epicenters, and major active volcanoes, earthquake
MERGED/CLUSTER
ED mountain belts; S10ES – Ia-j- epicenters,
36. and major mountain belts to Plate
Tectonic Theory

2. describe the different types of 2. describe the different types of

plate boundaries; S10ES –Iaj- plate boundaries; S10ES –Iaj-
36.2 36.2

3. explain the different 3. explain the different

processes that occur along processes that occur along the
the plate boundaries; plate boundaries; S10ES –
RETAINED
S10ES –Iaj-36.3 Iaj-36.3
5.describe the possible causes of 5.describe the possible causes of
plate movement; and S10ES –Iaj- plate movement; and S10ES –
36.5 Iaj-36.5
6. enumerate the lines of evidence 6. enumerate the lines of
that support plate movement. evidence that support plate
S10ES –Iaj-36.6 movement. S10ES –Iaj-36.6

4. describe the internal structure

DROPPED of the Earth; S10ES –Iaj-36.4

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.
As we have shared our answers and some of our thoughts, most of our insights was the
idea of revising Learning competencies is really the best and the most important thing to do,
considering the situation we are currently facing. Thus, this is just to make assure that the
learners will receive quality education despite the different obstacles that we are about to face
in the new normal setting. Eventually, most of us agreed that it is very important to us
teachers to embrace the new learning modalities to ensure quality transfer of learning
competencies.

Lastly, while working on the MELC, we have observed that not all MELCs need to be
combined if they are attainable in a certain period of time.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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?
The importance of unpacking and combining the MELCs is to provide quality
instruction within the limited learning modalities and a shorten number of the school
days. Hence, these unpacked and combine MELC would give a clear path and serve
as guide to the teachers to be specific in a particular topic and objectives to be taken.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking the MELCs into learning objectives, the following are need to
consider:
● Alignment on the Content and Performance Standards – The performance standard
should be related or anchored to the content standard. But it should be achievable and much
better if it could be applicable to life performances.
● Prerequisite knowledge and skills - - The knowledge and skill should be in a spiral
way from specific to general skills. It must start first with the basic skills and eventually
go to the higher thinking skills. Thus, we should also consider first our learners, so we
need to know first our learners before making your objectives or unpacking the MELCs.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

● Logical sequence of learning objectives – The structured or properly organized of

unpacked MELC’s should always take it into consider. Each of the objectives must be
really relevant and achievable.

In combining MELCs, the following criteria are need to consider:

● Commonality of content, topic, or theme - MELCs to be combined should show
commonality and relatedness in content, topic, or theme. This ensures that essential
content and topic will not be watered down.
● Alignment with the Content and Performance Standards - Just like in the unpacking
of MELCs, combining two or more should aid in the achievement of the content and
performance standards.

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

No. Because not all MELCs need to be combined if they are attainable in a certain
period of time. We can only consider unpacking if there’s a pre requisite skills needed.

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.

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.

In this activity, since the LAC session was done virtually and, in our curriculum, we have
different learning areas. The presentation of unpacking of MELC is done individually and
no group discussion was made. The table below shows the synthesis of presentation of
unpacking MELC.

Rephrased MELC Unpacked learning objectives

UNPACKING THE Describe and relate the 1. Describe earthquake
MELC distribution of epicenters, active volcanoes
active volcanoes, earthquake and mountain ranges.
epicenters,
and major mountain belts to Plate 2. Relate the locations,
Tectonic Theory distribution of active
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

volcanoes, earthquake
epicenters and mountain belts
to the Plate Tectonic Theory .
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 – is the usual way of teaching and learning process where learners
usually to go schools in order for them to acquire the learning competencies designed for them.
Both learners and the teachers are physically in one venue which is the school. In this method,
the teacher present lesson with visual aids for teaching and provides learning resources like
activity sheets to the class for better outcomes of the learning process.

Distance Learning - Refers to a learning method where learners are provided with materials
which learners can work on independently at the comfort of their home. The teacher will just
monitor their learner’s progress and provides intervention and enhancement when needed and
possible. This method of learning could be an online teaching or modular learning.

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

Homeschooling - This is a home-based learning method where learner can still have a formal
education despite that they are not required to go to school. Usually, they study at their own
pace with the help of their parents/guardians or tutors as authorized facilitators instead of
classroom teachers.

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
Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.

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

Distance Distinguishing Essential Role of

Role of Role of School
Learning Features Resources Teacher
Parent or
Modality Household
Member
MDL Involves printed Takes the Co- Must have other available
individualized modules responsibility supervise reference/supplementary
instruction that of monitoring and co- materials like Learner’s
allows learners modules in the progress monitor the Materials, textbooks,
to use self- multimedia of learners. progress of activity sheets, study
learning children guides and other study
modules digital modular materials for distribution
(SLMs) in print packets distance to the learners.
or digital learning.
format/electroni
c copy,
whichever is
applicable in the
context of the
learner.
ODL Features the Use of Must have Co- Must provide trainings for
teacher as virtual access to supervise teachers to be more
facilitator, classrooms device/s and and co- technologically skillful.
engaging connectivity monitor the
learners’ active Use of Web- at the school. progress of
participation Enhanced children
through the use Learning Takes the online
of various Activities responsibility learning.
technologies of monitoring
accessed Free access the progress
through the to Open of learners.
internet. Educational
Resources

Access to
LR portals

Access to
Deped
Commons
TVBI utilizes self- Television Takes the Ensure Must have MOA/MOU
learning channels responsibility children’s with a television network
modules of monitoring access to for the needed slot.
(SLMs) SLMs the progress television.
converted to of learners.
video lessons
for Television-
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Based
Instruction .
RBI The use of Radio Takes the Ensure Must have MOA/MOU
SLMs converted Channels responsibility children’s with a radio station for the
to radio script of monitoring access to needed airtime.
for Radio Based SLMs the progress radio.
Instruction.. of learners.
BDL allows a Use of Takes the Ensure Must have a combination
combination of printed and responsibility children’s of above roles cited.
face to face and non –print of monitoring access to the
online distance materials the progress different
learning (ODL), of learners. forms of
face-to-face and distance
modular learning.
distance
learning (MDL),
face-to-face and
TV/Radio-based
Instruction
(RBI), and face-
to-face learning
and a
combination
with two or
more types of
distance
learning.
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
(1-5, from
easiest to Type of DL Why?
hardest to
implement)

1 Blended DL Because just like the usually its very much conducive if there
are different modalities which is more preferable for the
learners
2 Modular DL Because this is very conducive for learners but for some
teachers are new in making the module. And some module
might not be preferable to the learner’s capacity
3 Radio- Based Because it needs funds for us to let our lesson aired in radio
Instruction since most of our radio are privately owned

4 Because it needs funds for us to let our lesson aired in TV

TV Based since most of our TV are privately owned. And its quite
hassle for the teacher to produce instructions thru TV because
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Instruction it has to be filmed.

5 Online DL Because of low signal of internet its very not conducive for
both learners and teachers.

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 Needs to contact the guardian of the child but the context
member who can guide and support must be easily to be understood by the learner
their learning at home

Beginning readers (K to 3) Must provide voice record for students so that the learner
could track down while reading the context.

Struggling readers (Grades 4-12) Must provide voice record for students so that the learner
could track down while reading the context.

No access to devices and Internet Modular is very much required but parents should also take
their part on getting the module and returning it.

Inaccessible – live in remote and/or Modular is very much required but hopefully the LGU should
unsafe areas also take their part on helping the school on sending the
module.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Indigenous Peoples Modular is very much required but hopefully the LGU should
also take their part on helping the school on sending the
module.

Persons with Disabilities Must have module which cater their needs like for the blind,
the module produced for them must be a module for the blind.

Others? Specify none

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 important because it helps to ensure that time for instruction
and learning can be increased, lessons are amenable to learners' needs, teachers can master
their learning content and set learning targets for learners. But most important is for the
teachers to carry out lessons successfully.

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

First, as a teacher, one should always consider what should be taught. Which means, the
teacher must have a clear and articulated set of objectives. Second, how should it be taught.
With this, the teacher must have a well-selected and a systematized learning activity in
order to met the needed objectives. Then, lastly, the teacher should consider, how should
learning be assessed? In this part, the need of correct, suitable and timely assessment
activities which is aligned to the objective must be done by the teacher. And also
feedbacking is needed for both learners and teachers.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 feedback  Emphasize key
points from previous  Check for learners' information and
lessons understanding concepts discussed
 State lesson  Explain, model,  Assess whether
objectives as guide demonstrate, and lesson has been
for learners illustrate the concepts, mastered
 Present connection ideas, skills, or  Transfer ideas and
between old and new processes that concepts to new
lesson and establish students will situations
purpose for new eventually internalize  Ask learners to
lesson  Help learners recall key activities
 Check learners' understand and and concepts
prior knowledge master new discussed
about the new lesson 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
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

VI. Reflection

Reflection, this part of the DLL/DLP is accomplished after lesson is delivered, because
this would allow teachers to reflect the performance of the learners on whether the lesson has
been successfully delivered or not. This part also allows teachers to think about their lesson,
specially the parts of their lesson that went well and which part needs to make revision.

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

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

Grade Level and Learning Area: Grade 10- Science

 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Lesson/Topic: The relationship among the location of volcanoes, earthquake epicenters and
mountain ranges.
Learning Objectives: Describe earthquake epicenters, active volcanoes and mountain
ranges.
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Check if already
Part of Lesson / Learning done via a learning activity
present in the
Tasks sheet, can be presented via
SLM
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 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 /
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 or a video to be posted online in FB that would serve as an
add-on 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?
Giving constant communication with the parents/guardians for consultation, proper
instructions and monitoring. We could also give additional learning resources like Dep Ed
learner’s module, activity sheets/worksheets and other online video clip which could also
help support the learner in his/her lesson.

3. How can the teacher gather feedback on the different learning tasks, in order to refine
or modify current and future lessons?
By retrieving the assessment and activity sheet of the modules and additional
activity sheets/worksheets/outputs for checking. Teachers may also set time for
consultation 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
Can be given
differences at end
between of the
the two. Write your answers in a Venn diagram in your Study Notebook.
lesson or any time during the
teachers and learning process. Given toward the end of a
period of learning in order
to describe the standards
The results of formative reached by the learner.
assessmentsFormative
will notAssessment
be Summative Assessment
recorded. It will help teachers
make better instructions so The results of summative
that their lessons will be assessments are recorded
appropriate to the learners' and used to report on the
Assessment
abilities. learners' achievement.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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. Formative Formative assessment is a paper pencil test with 5 to 10-items
Assessment in a form written evaluation which will be included in each self-learning
of short quizzes and modules.
seatwork
2. Summative At the end of the unit, a 30 to 50 items paper-pencil test will be
Assessment given to the learner as written summative assessments shall be
given to assess the learning development of the learners in modular
distance learning.
3. Performance- For DL, proper modification which is based the learner’s resources
Based Assessment must be taken in consideration. At this part, learners must have
choices to choose because some learners have no equipment or
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

gadgets. So, for learners with gadgets, learners may be asked to

have a video recording of their activities at home for proper
evaluation. For learners with no capabilities of doing such, teacher
must provide activities that acquires same competencies and their
parents/guardians shall be asked to assess their performance at
home and answer the prepared assessment tool based on the given
rubrics.

Be ready to share your output when you meet with your LAC group after completing this
module. Try to answer these questions with your colleagues:

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

2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

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

Formative and summative assessments are common among the groups members.

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

The primary challenge doing assessment in DL is the honesty of the learners and
parents because without the presence of the teachers and the traditional face to face
interaction, there is a possibility that learners asked the answer from other people like
their parents or probably searching the answers internet.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?

By equipping oneself in attending webinars/trainings in connection to the implementation

of distance learning. With this, we could learn various ways in communicating to the
learners/parents/guardians in order to provide instructional assistance especially in
providing assessments.

ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it.
After reading the references, answer the following quiz to check your understanding about using
a portfolio to assess the learner.
Questions True False
1. A portfolio mainly displays the
academic achievements of the ✔
learner.
2. Testimonies of ✔
parents/guardians and learning
facilitators regarding the learner’s
progress may be included in a
portfolio.
3. There is a fixed list of items
that should be included in a ✔
portfolio.
4. The teacher can only comment
on a learner’s portfolio. ✔
5. For asynchronous learning, ✔
teachers allow learners to work
on their outputs during their own
time. The latter will submit the
portfolio within the schedule that
the teachers set.
6. The learners may submit, store, ✔
and manage their portfolio via
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

file sharing programs or they may

submit the actual softcopies of
their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with ✔
outputs in hard copies or physical
forms may be handed over to the
teacher by the parents or
learning facilitators.

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
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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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

A tool to guide learners and A tool for monitoring learners

learning facilitators or who lag behind based on the
household partners in tracking results of their formative and
Purpose
the subject areas to be tackled summative assessments
and activities to perform at
home

Learners and learning Teachers and learning facilitator

For Whom? facilitator or household or household partner
partner

Learning area, learning Learner’s needs, intervention

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

Has to be
communicated to Yes Yes
parents?

ACTIVITY 3

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

INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT WHO LAGS

BEHIND IN COMPLETING THE LEARNING TASKS
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Learner’s Name: JIMAR SALI

Grade Level: TEN
Intervention Learner’s Status
Learning Learner’s Monitoring
Strategies Insignificant Significant
Area Needs Date Mastery
Provided Progress Progress
Struggles a. calls the leaner October 12- /
in and asked 30, 2020
SCIENCE learner which
understanding
what have part of the
read in the lesson he find it
SLM. hard to
understand.
b. Consulted the
parents through
call and seek
help from a
capable
immediate
family member
to help the
learner in
answering the
learning
modules
c. gives sufficient
time for the
learner to
accomplish the
learning
modules
c make and provide
learning
activities as
part of
intervention.

Learner is not making significant progress in a timely manner. Intervention strategies

need to be revised.
Intervention
Status / Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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?
Modular distance learning is being utilized in our school. Hence, printed self-learning
materials called CAPSLET and teacher can give additional activity sheets for enrichment
and intervention 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 SLMs through CAPSLET is now in the process of reviewing to be provided to us in
our school. The school is finding its means to gather resources in order to produce the
CAPSLET enough to the number of learners. But in case, it will not be available, some
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?
Having a stable internet connection is the basic need in accessing these online portals.
The Dep Ed division office support group helps also ensure the quality and appropriateness
of the LRs to be established. Aside from that, I could get the support from my co-teachers
and the technical support from our 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?
Yes, the resources are very much appropriate to the different levels of our learners.
Teachers can also make adjustment in order to meet the needs of all learners.

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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Everyone has agreed to provide immediate technical assistance to each other when we
encounter problems in accessing online portals for LRs. We also came up to an agreement
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:
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 can serve as a supplementary material to our
localized SLMs (CapSLet) which can be downloadable. These can also help improve and
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

meet the needs of all our learners. Since, it gives variety of learning activities , this actually
complement the existing LRs the school 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?
For us teachers the biggest challenge in accessing these portals is a poor or very slow
internet connection. But for some our learner, one of the biggest challenges is no internet
connection at all. The alternative way is to find some place where the internet signal 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 especially if we have this in our school. Since, we have no internet connection in our
school, the support for internet load is need. For internet load, we could get support from
our supervisor. Then, when it comes to trouble shooting in LR portals, we 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.

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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1

Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or LRMDS
Portal and assess the material using the tool. Answer the following questions in your Study
Notebook:
1. Was the material able to meet all the requirements?
Yes, all the download LR material met all the requirement especially on the learning
targets of the lesson.

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, it has achieved the quality and reliability of the activities needed in every LR
materials.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
For me, there are no other aspects of the learning material not covered by the tool.

4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?
It 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?
Some resources are not quality assured that only provide minimal support to attain the
learning objectives for the learners.

2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non DepEd portals — still need?
For me it needs to have an easier and more precise to follow instructions. It also need to
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?
It gives me the confidence and motivation to look for the most appropriate learning
resources to my learners.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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 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.

RAPID ASSESSMENT OF LEARNING RESOURCES FROM DEPED-SACTIONED

PORTAL

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

1. Connected and relevant to the /

MELCs?

2. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or /

disseminate?

4. from a credible source/author? /

5. culture- and gender-fair? /

6. free from red flags on possible /

copyright and plagiarism issues?

7. 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
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
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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

8. Connected and relevant to the /

MELCs?

9. Appropriate to the grade level /

and learner characteristics in
terms of language, activities?

10. easy to reproduce and/or /

disseminate?

11. from a credible source/author? /

12. culture- and gender-fair? /

13. free from red flags on possible /

copyright and plagiarism issues?

14. 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
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.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1.
PROFESSIONAL SELF-ASSESSMENT QUESTIONNAIRE

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

ITEMS STRONGL AGREE DISAGREE STRONGL

Y AGREE Y
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 content knowledge and Pedagogy. As
my self-assessment where I got only the agree level so there's a room for my improvement.
I also want to enhance the domain on the community linkages and professional
engagement. Because for me, 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 months as you use the LDM adopted
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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

What will push you to achieve What will help you attain this
improving your teaching
this goal? goal?
practices in the 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 Creating account in the
for my students in the tool in choosing learning LRMDS and DepEd
Modular Distant learning resources for the modules. common.
this new normal.
Can make the best lessons Learning to unpacking and Study and apply the
for the new normal class. combining the MELCs. MELCs given by Deped.

Getting abreast in the Quality instruction amidst Participating in the

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

LESSON 2: PLANNING FOR THE CONTINUING PROFESSIONAL DEVELOPMENT

AND PARTICIPATION IN THE LAC

Activity 1
1. Accomplish the Individual Development Plan Template by referring your output
in Lesson 1 Activity 3 of this module.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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

Support Provide the quality Applying the Attending seminar INSET, School funds,
curriculum modules for my assessment about learning LAC session personal
management students in the tool in resources,
and Modular Distance choosing LRMDS and
implementat learning this new learning DEpEd commons.
ion 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 RELATED TO THE SPECIFIC TOPICS
MODALITIES

Making Lesson plan align with the MELCs MELCs, unpacking and combining.
by Deped.
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

Applying the assessment tool in choosing Learning Resources, using of LRMDS and
learning resources for the modules. DepEd commons
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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?
The portfolios can help me assess my learning progress and achievement in this specific
course. Thus by completing my portfolio in LAC sessions about LDMs I am now ready for
the challenge of the new normal in education.

2. What evidence from the previous modules will help capture the progress of your teaching
practice?
I think the activity in Module 4 wherein we were asked to create an individual
development plan helps me capture the progress in my teaching practice. It also helps me
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 is the most integral part of every portfolio because the
thoughts and insights can help me navigate my intent to improve in any aspects. It also
serves as my review points and it also serves as a instrument to evaluate on how well I
understand the topics discussed from this course.

ACTIVITY 3
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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.
For me, the list is enough to capture the progress of teaching practice since it is a list with
evidence and on current basis.

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and
3 with your colleagues.

ACTIVITY 5
Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of
Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for
yourself.

LESSON 2: THE EVALUATION RUBRIC

ACTIVITY 1
 Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF ZAMBOANGA CITY
SAN ROQUE NATIONAL HIGHSCHOOL
Pasay, Masiay, San Roque, Zamboanga City

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.
Step 1 : Make sure that the goals are achievable.
Step 2 : Identify the problems and solve them beforehand.
Step 3 : Find alternatives.
Step 4 : Select feasible strategies.

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.