Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Schools Division of Zamboanga Sibugay
R.T. Lim Field Office

STO. ROSARIO ELEMENTARY SCHOOL

LDM2
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS

Study
Notebook
ADELAIDA A.DEQUILLA
TEACHER-1
LEARNING DELIVERY MODALITIES 2
COURSE

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.

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 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?
Ans:
I think my eagerness to learn this course for me to be able to apply and help me as
teachers adapt the new normal education and to help achieve a successful education
for our learners.
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?
Ans:
By having a positive outlook and willingness to learn, I think I can overcome whatever
challenges I may face in completing this course. And also, with the help of my co-
teachers and superiors and ofcourse accept the challenges and be willing to learn with
them.
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 requirements of this course?
participation in the course in course?) course?) Describe this environment.)
a positive or negative way?)
I always study the lessons given The on-going preparations My primary motivation Since we are doing the LAC
to me ahead of time and more for the opening of classes, has always been the sessions virtually, I will have to
than willing to search for the queries from parents learners. Seeing them accomplish the requirements of
answers and solutions to through phone confined in their homes this course from my home. Rest
problems that may occur along calls/SMS/messenger, and and learning less to assured that I keep constant
the way. This for me is somehow other tasks being given nothing makes me communication with my
positive that may result to simultaneously from bothered. Amidst this colleagues in getting their
providing better outputs. different offices. Not to pandemic, I guess the insights and support for better
mention the difficulty in least we can do is to understanding of this course.
internet connection since provide them with the
our LAC sessions may be best resources we can
conducted virtually. give them in order for
them continue their
dreams of becoming
someone useful and
efficient someday.

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.
Answers:
I choose Ma’am Mary Grace c.LoquiÑo and Noeme D. Lepiten to be my discassant in this activity to
disscuss with my answer through this activity it enlighthen my understanding regarding my
personal characteristics towards this challenges that all of us are facing now and how will I
overcome it, I learned a lot in this course personally with the collaborative discussion that we did
and by sharing our reflection in every activity.

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

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL

(LAC)
ACTIVITY 1
Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s.
2016 titled “The Learning Action Cell as the K to 12 Basic Education Program School Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning.”
Once you’re done, answer the following questions. Write your responses and any other ideas
and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:
2 To improve the teaching-learning process to improve learning among students
1 To nurture successful teachers
3 To enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes
4 To foster a professional collaborative spirit among School Heads, teachers, and the
community as a whole
Answers.
 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. What are the top three challenges to having a successful LAC? List down and elaborate.

Answers:
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.
-limited knowledge on the technology involved for this platforms to be used in the new normal.
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.
-bulk of reports that hinders primary task in School which is teaching children remotely.

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.
Answers:
September 18,2020
9:00 am
3. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC
Leader per LAC.

Answer:
Lac leader: CYRIL F. LARGO
Lac facilitator: MA. ESTERLITA B. MODILLAS

3. Note the following in forming your LACs: • LACs should be composed of teachers. Discuss
your preferred LAC composition with your assigned Instructional Coach (this will be a district or
division supervisor assigned to your LAC). • After forming your respective LACs, there should a
LAC Leader assigned to you from among the following school members: » Master Teacher »
Head Teacher/Department Head » Other senior teachers who have proven competence,
potential to lead, or subject expertise to lead the LAC. • Teacher LACs can connect with their
Instructional Coach through the LAC Leader. This Instructional Coach will also be handling
multiple LACs through a network of LAC Leaders. See Figure 1 for reference.

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

LAC ROLE TERMS OF MEETING1 MEETING MEETING 3 MEETING 4 MEETING 5 MEETING 6 MEETING 7
REFERENCE 2
LAC LEADER MA. ESTERLITA B. Course Module 2 Module Module Module Module Module
MODILLAS overview 3-A 3-A 3-B 4 5

LAC MA. ESTERLITA B. MA. AILEEN O. CYRIL F. CYRIL F. MARY NOEME D. CRESELL C.
MODILLAS ESTERLITA GARDE LARGO LARGO GRACE C. LEPITEN ACOMPANIADO
FACILITATOR
B. LOQUIÑO
MODILLAS

LAC GERALDINE GERALDINE MAY ANN ADELAIDA MAY ANN GRACE A. GERALDINE L. GERALDINE L.
L.CADALSO L. CADALSO T. BUTUAN A. T. BUTUAN YAMARO CADALSO CADALSO
DOCUMENTER
DEQUILLA

LAC MEEMBERS 1.MAY ANN T.

BUTUAN
2.CRESELL A.
ACOMPANIADO
3.ADELAIDA A.
DEQUILLA
4.AILEEN O GARDE
5.APRIL OY G.
GARCIA
6.CYRIL F. LARGO
7.NOEME D. LEPITEN
8.MARY GRACE C.
LOQUIÑO
9. GRACE A. YAMARO
10. GERALDINE L.
CADALSO

Congratulations! You have completed Module 1. You are now ready for Module 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

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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 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 basedor guide 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?
3.

4. 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 compretencies were defined as what may enhance education but may not necessary
in building foundational skills.

5.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?
Answer:
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.
5. 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 the necessary competencies the need to acquire through
these MELCs.
6. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
MELCS serves as a guide as a teacher guide in preparing his/her lessons and instructional
materials.despite that we are facing this global pandemic.most essential curriculum were
 badly in need. MELCS remains with tearing after a test or unit of study is completed or it is
useful beyond a single test or unit of study.

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
Natutukoy ang
Natutukoy ang mensahe sa
mensahe at layunin ng napakinggang mito.
napanood na mito, Filipino 10 kwter 1.
MERGED/CLUSTERE (F10PD-Ia-b61)
D Naipapahayag ang
mahalagang kaisipan
sa napakinggang
mito. (F10PN-Ia-b-62

Niuugnay ang mga

salita batay sa
RETAINED kayarian mito.
( F10PN-Ia-b-61)

n/a n/a
DROPPED

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
REFLECTION:
We discussed and shared our ideas and thoughts regarding this matter why we need to unpack?why
we need to follow this and etc. And we come up to the idea of following this because of global
pandemic this is the best thing to do.

.
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 are we
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.

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.

Unpacking MELCS

MELCs Learning Objectives

AP2KOM-Ia-1 Natutukoy ang konsepto ng komunidad
Naipaliliwanag ang konsepto ng Nasasabi ang konsepto ng komunidad.
komunidad Nabibigyang halaga ang
kinabibilangang komunidad.
Kwarter Content Performance MELCs
Standard Standard
1 Naipamamalas Ang mga mag-aaral ay
1. Naipaliliwanag ang
ang pag-unawa malikhaing
konsepto ng komunidad
at nakapagpapahayag/n
pagpapahalaga akapagsasalarawan
ng ng kahalagahan ng
2. Nailalarawan ang sariling
kinabibilangang kinabibilangang
komunidad batay sa
 komunidad komunidad. pangalan nito, lokasyon,mga
namumuno,populasyon,
wika, kaugalian, paniniwala,
atbp.
Combining MELCS
ACTIVITY 3

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

Reflection:
I know understands how to unpack our
lessons especially if we have many
competencies and we run out of time.
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

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

Read two documents: Guidance on Distance Learning and Non-Negotiable Minimum

Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come
to a shared understanding with your peers on the different DL modalities and their defining
features and requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency
Task Force (IATF) and by the local government unit (LGU) concerned, any of the DL
modalities may be combined with F2F learning to come up with a BL. Learn more about BL in
the Supplementary Handout on Blended Learning Delivery Modalities.

DISTANCE LEARNING MATRIX

Distance Distinguishing Feature Essential Role of Role of Parent or Role of School

Learning Resources Teacher Household Member
Modality
Modular Individualized Printed Learning Learning Facilitator The school orients the
Distance instruction where Modules Facilitator and guardians and teachers, parents and
Learning learners use self- supervisors learners about the
(MDL) learning modules in modular learning policies
print or digital format. and directions to ensure
that everyone is properly
informed and guided.
TV-Based Used of television or MOA with The teacher The parents are The school orients the
Instruction radio programs on the will serves willing to co- teachers, parents and
(TVBI) channels or stations television as a supervise and co- learners about the
dedicated to provide network or supervisor monitor the progress TV/Radio based
learning content to radio station and collect of their children’s instruction policies and
learners as a form of all the learning as well as directions to ensure that
distance education. finished provide guidance to everyone is properly
output of their children. informed and guided.
the
students.
Radio- Used of television or MOA with The teacher The parents are The school orients the
Based radio programs on the will serves willing to co- teachers, parents and
Instruction channels or stations television as a supervise and co- learners about the
(RBI) dedicated to provide network or supervisor monitor the progress TV/Radio based
learning content to radio station and collect of their children’s instruction policies and
learners as a form of all the learning as well as directions to ensure that
distance education. finished provide guidance to everyone is properly
output of their children. informed and guided.
the
students.
Blended Minimum requirements Adopt any Strategies The parents are Schools which adopt any
Distance must be met for each of combination for learners willing to co- combination of the above
Learning the types being of above engagemen supervise and co- three types of distance
combined any of the three types t in all types monitor the progress lerning.
 following LMDs of distance of distance of their children’s
learning learning learning as well as
provide guidance to
their children.

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 Most of our learners belong to less-fortunate families who are apparently not capable
Learning of providing the necessary tools and equipment like computer, smartphones, internet
connections, television, etc. in order for them to participate in Online Learning and
1 other learning modalities. Many of them also reside in far-flung areas where signal
reception is not possible so modular distance learning is the best fit modality for
them.

Blended 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
2 provide better instructional support, 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 learners’
3 families are not capable of providing this type of device.

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

Online Learning 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
5 this as stated in the above explanations.

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 Make a weekly supervisory plan for them and check their module and
member who can activity sheets. Organize, if possible, a learning support system in the area
guide and support that can be composed of volunteers to provide assistance to these learners.
their learning at
home.
Beginning readers (K
to 3) Provide additional reading materials in developing their reading skills.
Attach monitoring sheets that parents/guardians may check. Constant
 communication with the parents/guardians should be implemented.

Provide remedial reading materials. Attach monitoring sheets that

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

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

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

Provide self-learning modules and other additional learning materials that

Indigenous People
are cultured friendly.

Persons with Assess the particular needs of these learners and provide them with the
Disabilities materials that would 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.
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 information and
from previous lessons  Check for learners' concepts discussed
 State lesson objectives understanding  Assess whether lesson has been
as guide for learners  Explain, model, mastered
 Present connection demonstrate, and  Transfer ideas and concepts to
between old and new illustrate the concepts, new situations
lesson and establish ideas, skills, or  Ask learners to recall key
purpose for new lesson processes that students activities and concepts discussed
 Check learners' prior will eventually  Reinforce what teacher has
knowledge about the internalize taught
new lesson  Help learners
understand and master
new information

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

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

ACTIVITY 4

Learning Delivery Modality (select one): _ODL _MDL _T V/RBI _BL

Grade Level and Learning Area:

Lesson/Topic:

Learning Objectives:

Learning Resources/Materials Needed:

Part of Lesson / Learning Tasks Check if already Additional Remarks:

 (ex. can be done via voice calls,
can be facilitated by a
household partner, can be done
present in the via a learning activity sheet, can
SLM be presented via an internet
based resource, can be
facilitated during a synchronous
learning session, etc.)
Before the Lesson n/a
1. Review previous lesson  n/a
2. Clarify concepts from previous 
lesson

3. Present warm-up activities to

establish interest in new lesson
4. Check learner’s prior knowledge  n/a
about the new lesson

5. Present connection between old and  n/a

new lesson and establish purpose for
new lesson
6. State lesson objectives as guide for  n/a
learners
Lesson Proper
1. Explain, model, demonstrate, and  Module
illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize
2. Help learners understand and  Module
master new information
3. Provide learners with feedback  Module
 Module
4. Check for learners ’understanding
After the Lesson
1. Wrap up activities Module
2. Emphasize key information and  Module
concepts discussed
3. Ask learners to recall key activities  Module
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.

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. Short Quiz By giving printed short quiz to parents. And let them assist
their children to answer.

2. Quarterly Exam By giving printed test papers to parents. And let them
assist their children to answer.

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

Formative assessment method is common in the group.
2. What are the challenges in doing assessment in DL?
For me the biggest challenge is how to contact all your student to inform them that
they have their assessment.
 3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
The opportunity that we explore to make assessment doable in DL is to face our biggest
challenge which is mention is we can collaborate well and choose among our all method of
assessment listed in our notebook.we come up the best method to use is the distance learning.
ACTIVITY 7

Questions True False

1. A portfolio mainly displays the academic achievements of the learner. 

2. Testimonies of parents/guardians and learning facilitators regarding the 

learner’s progress may be included in a portfolio.

3. There is a fixed list of items that should be included in a portfolio. 

4. The teacher can only comment on a learner’s portfolio.

5. For asynchronous learning, teachers allow learners to work on their outputs 

during their own time. The latter will submit the portfolio within the schedule
that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing 
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.

7. Portfolios of DL learners with outputs in hard copies or physical forms may be 

handed over to the teacher by the parents or learning facilitators.

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
1. These are the knowledge, understanding, skills, and a. c.
attitudes that learners need to demonstrate in every lesson
and/or learning task.
2. These are the formative learning opportunities given to d.
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.
4. This refers to the method of submission of learning outputs b.
preferred by the learner/parent based on their context.

ACTIVITY 2

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.
Activity 3.
Share the ILMP that you made for that specific learner during your next LAC Session. 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

ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of them has
problems completing the learning tasks for the first two weeks. Think of a possible difficulty
the learner may have encountered in accomplishing the learning tasks. Apply what you
have learned about ILMPs in Activity 3 and create an ILMP for that particular learner who
lags behind. Read and use the Individual Learning Monitoring Plan Template. Consider the
components of the ILMP that were described in Activity 3
Learning Learner’s Intervention monitoring Learner’s status
areas needs strategies insignificant significant mastery
provided
MATH Solve for Providing Oct.12,2020 
the place guides be for
of value proceeding to
of each the
digits independent
activities

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?
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 discussions and exchanging of 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 our
modular Distance learning so the only help that my 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.

Answer:

During the LAC session, we agreed the use of the portal frequently in addressing need in
teaching and regarding LRs.

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:
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. Designed with a layout/format that is easy to read 

and pleasing to the eyes?

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

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

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.

ACTIVITY 4

1. Share and discuss your answers to the questions in Activities 1, 2, and 3 in your next LAC
Session. Jot down insights and information that can be useful to you in choosing the
appropriate LR’s.
REFLECTION:

After the LAC session we had seen a clearer view in making our own LR's and in choosing and
downloading LR's in our Deped portal and in determining the right LR’s for our lesson, we
need to make sure that the LR’s that we will download are aligned to the MELCS.This exercise
help me check the validity of the LR’s appropriately.

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

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 1

1. Assess your current capabilities and skills using the Professional Self-Assessment
Questionnaire.

ITEMS STRONGLY AGREE DISAGREE STRONGL

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.

Domain No. 1 which is about the 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

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

Deeper understanding and Improving my teaching Consistent collaboration from my fellow

reflecting to the things I need in strategies in this time educators and continuous learning to
preparation for the opening of challenging situation. provide quality education amid this
classes. crisis.

Can make the best lessons for the Learning to unpack and Study and apply the MELCs given by the
new normal class. combine the MELCs DepEd.

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
Intervention)
Strengths Developmental Timeline Resources
Needs Needed
Learning Intervention
Objectives of
the PD
Program

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

Support curriculum Provide the quality Applying the Attending Whole School Funds
management and modules for my assessment webinar about year
implementation pupils in the tool in learning round
modular distance choosing resources,
learning this new learning LRMDS, and
normal resources for DepEd Commons
the modules

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 OBJECTIVES SPECIFIC TOPICS

RELATED TO THE MODALITIES
Making WHLPs align with the MELCs MELCs, unpacking and combining

Application of the assessment tool in choosing Learning Resources, using LRMDS and DepEd
learning resources for the SLMs commons

Reflection:
Through this activity and reading the deped memo no.50s, 2020 I learned a lot and it
gives me more courage to pursue what I have started.
 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

STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2
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.

Module Expected Outputs (to be submitted to LAC Leaders)

Module 1 No outputs for submission

Course Orientation
Module 2 Individual/ LAC Group Presentation on Unpacking
Most Essential Learning Competencies (MELCs) of a Sample MELC

Module 3A List of targeted learner interventions

Designing Instruction In The Different Learning Learning task for DL
Delivery Modalities Assessment methods in DL
Weekly Home Learning Plan for 1 subject
Individual Learning Monitoring Plan for a student
who lags behind in completing the learning tasks
LAC 3 Teachers Engagement Report( Optional if
LAC session was conducted)
LAC 3 session Report ( Optional if LAC session was
conducted)

Module 3B Two (2) accomplished LR Rapid Assessment Tools

Learning Resources with Reflections

Module 4 Finalized LDM Individual Development Plan

Planning For Continuing Professional Development
And Lac Planning

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.

1. Unpacking of MELC
2. Learning task for DL
3. WHLP
4. ILMP
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.
ACTIVITIES TIMELINE OUTPUTS

Documentation of lesson August to November Atleast 2 recorded lesson( online

delivery learning) or

Researching and August to November Lesson plan (atleast 2 per month)

incorporating teaching
strategies in the
modalities

Participation in August to November Certification of participation with

recognize PDS that are pd credit units
aligned with their
professional goals
anchored on Philippine
professional standards
for teaching (PPST)

Organizing the December Professional portfolio

professional portfolio

Submission of portfolio to December Certificate of submission

coaches

Co-learning with peers Once a month starting september Video recording

and coaches

ACTIVITY 4.
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and
3 with your colleagues.
Answer:
LAC discussion with colleagues ( pictures) MOVs.
 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.

ACTIVITIES TIMELINE OUTPUTS

Documentation of lesson August to November Atleast 2 recorded lesson( online

delivery learning) or

Researching and August to November Lesson plan (atleast 2 per month)

incorporating teaching
strategies in the
modalities

Participation in August to November Certification of participation with

recognize PDS that are pd credit units
aligned with their
professional goals
anchored on Philippine
professional standards
for teaching (PPST)

Organizing the December Professional portfolio

professional portfolio

Submission of portfolio to December Certificate of submission

coaches

Co-learning with peers Once a month starting september Video recording

and coaches
 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.

REFLECTIONS:

My own way, I must hit the criteria I should be able to :

 Record in my study notebook all progress in my teachings.
 I should be able to make reflections,make judgements in-depth analysis and suggestions to
improve my teaching.
 Make a presentable,logically ,organized and insightful portfolio.
 MODULE 5
BUILDING THE TEACHING PORTFOLIO-RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

Outputs
CRESELL C. ACOMPANIADO
FACILITATOR