Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division of Sultan Kudarat
District of Kalamansig II
DATU ETANG INTEGRATED SCHOOL
ABANTE, Datu Etang (500718)
(Achieving the Best Attitude for a Noble Task towards Excellence)
===========================================================================
LEARNING DELIVERY
MODALITIES COURSE
FOR TEACHERS

TEACHER’S
PORTFOLIO

JOAN P. BALACUIT
Secondary School Teacher I

➢ Module 1: Course Orientation

➢ Module 2: Most Essential Learning Competencies (MELCs)
➢ Module 3A: Designing Instruction in the Different
➢ Module 3B: Learning Resources
➢ Module 4: Planning for Continuing Professional Development and LAC
Planning
➢ Module 5: Building the Teaching Portfolio Related to the Implementation
of the Modalities
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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) improves the readiness of teachers for the
implementation and management of learning delivery modalities consistent with policies. The
teachers 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”?
This course helps to ensure that all learners have access to quality basic education in the “new
normal”. It will address the needs, situations, and resources of each every learner and will cover that
basic education will be accessible amid the present crisis.

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. I attended trainings or webinars to gain knowledge and strategies that are all connected to this
course.
2. The expertise of the LAC sessions’ facilitators together with the collaborations of our teaching
force in giving insights, enlightenments, and support to each other in learning each module of
this course.

ACTIVITY 2

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

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

participation in this course?

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder
me from completing this course?
HABITS OBSTACLES MOTIVATION ENVIRONMENT
(What is it that I (What will prevent me (What will push me to (Where will I accomplish
repeatedly from participate in this the
do that may affect my participating fully in this course?) requirements of this
participation in the course?) course?
course in Describe this
a positive or negative environment.)
way?)

I study the lessons ahead The on-going preparations My motivation has always Since we are doing the
of time. I have to bring for the opening of classes, been the learners. Amidst LAC sessions virtually, I
knowledge to the students the queries from parents this pandemic, Atleast, We will have to accomplish the
I always tries to choose through phone can give their needs and requirements of this
the method of instruction calls/SMS/messenger, and continue their dreams to course from my home. I
that wish. other tasks being given come true. And we help keep communication with
simultaneously from students learn their own my colleagues in getting
different offices. Not to strength and to normalize their insights and support
mention the difficulty in negative emotions and to for better understanding of
internet connection since generate ways to promote this course.
our LAC sessions may be more positive emotions.
conducted virtually.
 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

__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. Dealing with change is more common than ever. Dealing with change due to mergers,
technologies,

2. Dissemination of relevant findings for improvement of education systems and the building of
local capacities transforming data into information,

3. Stable communication lines - As many of us are leveraging the power of modern technology in
conducting LAC sessions, it will be best if we can find a place with stable internet connection.
ACTIVITY 2

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

See LDM Module 1 – page 5

ACTIVITY 3

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

FORM 1: LAC PROFILE

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

REGION: XII – SOCCSKSARGEN

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

Name of LAC Facilitator: MARK JOHN M. CACANANTA Designation/Position: Teacher In- Charge

LAC Members

NAME Male/ DESIGNATION/ DIVISION/S Contact Preferred

Female POSITION details (email, contact mode
mobile (email, phone,
number) Skype, Zoom,
Google Meet,
Viber, FB)

Mark John M. Cacananta Male Teacher III Sultan markjohn.cac Email, Phone,
Kudarat ananta@dep Skype, Zoom,
ed.gov.ph Google Meet, ,
FB

Genamarie D. Dudin Female Teacher I Sultan genamarie.du Email, Phone,

Kudarat din@deped.g Skype, Zoom,
ov.ph Google Meet, ,
FB

Sheila A. Delada Female Teacher I Sultan sheila.delada Email, Phone,

Kudarat @deped.gov. Skype, Zoom,
ph Google Meet, ,
FB

Judith G. Tico Female Teacher I Sultan judith.tico@d Email, Phone,

Kudarat eped.gov.ph Skype, Zoom,
Google Meet, ,
FB

Kaye Marie M. Cacananta Female Teacher I Sultan kayemarie.ca Email, Phone,

Kudarat cananta@de Skype, Zoom,
ped.gov.ph Google Meet, ,
FB

Maricar B. Magsalay Female Teacher I Sultan maricar.mags Email, Phone,

Kudarat alay@deped. Skype, Zoom,
Google Meet, ,
 gov.ph FB

Bleselda T. Agapay Female Teacher I Sultan bleselda.agap Email, Phone,

Kudarat ay@deped.go Skype, Zoom,
v.ph Google Meet, ,
FB

Amalia B. Rule Female Teacher I Sultan amalia.rule@ Email, Phone,

Kudarat deped.gov.ph Skype, Zoom,
Google Meet, ,
FB

Gernil G. Maderico Male Teacher I Sultan gernil.maderi Email, Phone,

Kudarat co@deped.go Skype, Zoom,
v.ph Google Meet, ,
FB

Flordeliza A. Paglinawan Female Teacher I Sultan flordeliza.pag Email, Phone,

Kudarat linawan@dep Skype, Zoom,
ed.gov.ph Google Meet, ,
FB

Abigael A. Pudadera Female Teacher I Sultan abigael.puda Email, Phone,

Kudarat dadera@dep Skype, Zoom,
ed.gov.ph Google Meet, ,
FB

Charlie D. Pudadera Male Teacher I Sultan charlie.pudad Email, Phone,

Kudarat era001@dep Skype, Zoom,
ed.gov.ph Google Meet, ,
FB

Joy Ella May Bañaga Female Teacher I Sultan joyellamay.ba Email, Phone,
Kudarat ñaga@deped. Skype, Zoom,
gov.ph Google Meet, ,
FB

Ronnie C. Robles Male Teacher I Sultan ronnie.robles Email, Phone,

Kudarat @deped.gov. Skype, Zoom,
ph Google Meet, ,
FB

Joan P. Balacuit Female Teacher I Sultan joan.balacuit Email, Phone,

Kudarat 001@deped. Skype, Zoom,
gov.ph Google Meet, ,
FB

Mark Jude Anthony D. Yburan Male Teacher II Sultan markjudeant Email, Phone,
hony.yburan Skype, Zoom,
 Kudarat @deped.gov. Google Meet, ,
ph FB

Kevin John B. Uy Male Teacher II Sultan kevinjohn.uy Email, Phone,

Kudarat @deped.gov. Skype, Zoom,
ph Google Meet, ,
FB

Armely G. Moyet Female Teacher II Sultan armely.moyet Email, Phone,

Kudarat @deped.gov. Skype, Zoom,
ph Google Meet, ,
FB

Form 2: LAC FACILITATOR INFORMATION SHEET

This form should be accomplished by the designated LAC Facilitator on or before the first LAC session.

Region: XII

Division: SULTAN KUDARAT

NAME: Male/Female: Date of Birth: Age:

MARK JOHN M. MALE

CACANANTA
AUGUST 3, 1987 33

Contact details: Email: Mobile Number: Facebook Name:

markjohn.cacananta@deped.gov.ph 09171265863 Mark John

Cacananta

Preferred contact mode: (Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom, Googlemeet,
FB, Messenger, etc.)

Email, Phone, Google Meet, FB, Messenger

 Form 3: LAC SESSION REPORT
This form should be accomplished by the LAC Facilitator at the end of every LAC session.

LAC ID: REGION: XII

LAC FACILITATOR: LAC SESSION NO.: 1

MARK JOHN M. CACANANTA

DATE AND TIME OF SESSION: VENUE/PLATFORM OF SESSION:

Classroom/ Face to Face

Number of members present (attach attendance document): 18 members

Materials and resources:

___ Self-Learning Module

___ Activity sheets

___ Digital resources

___ Online resources

___ Smartphone

___ PC

___ LAC session guide

___ Others. Please specify:

_______________________________________

Part A

Please indicate the extent to which you agree with each of the following statements by ticking the appropriate
box.

(SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly agree)

 Comments / Remarks

(For example, if you disagree

or strongly disagree, please
SD D N A SA indicate why.)

MEMBER PARTICIPATION

1. All of the members came prepared

for the LAC session

2. All of the members had an

opportunity to share and discuss
their assignment, insights, and
ideas.

3. Members listened to each other’s

insights and ideas.

4. The members’ assignments

showed an understanding of the
lessons in the SLM.

5. The members demonstrated

engagement in and/or enthusiasm
for the learning tasks during the
session (including providing
feedback on each other’s
assignment).

FACILITATION

6. I managed the sharing and

discussion during the LAC session
by keeping the discussion focused
on the lesson or topic.

7. I encouraged all the members to

actively participate in the LAC
session (i.e., for the teachers to
share their work and ideas/
insights).

8. I provided useful feedback on the

teachers’ assignments.
Part B

Please provide the information requested.

1. The best part of the session (i.e. what went well):

2. Problems or challenges encountered and how they were resolved:

3. Other topics discussed apart from the recommended topics, if any:

4. Recommendations/Plans for next LAC session:

 Form 4: LAC TEACHER ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JOAN P. BALACUIT LAC SESSION ID:

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION: 1

Part A

Please indicate the extent to which you agree with each of the following statements by ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in √

this LAC session.

2. The LAC session deepened my √

understanding of the SLM content.

3. My perspective on the topic/s covered

has changed as a result of the LAC
session. √

4. I participated actively in the LAC

session by sharing my assignment and
insights, asking questions, and giving
feedback on what colleagues shared.
√
 5. I interacted with different people √
during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson. √

7. I intend to apply what I have learned

from the lesson in my
region/division/district √

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)

MODULE OBJECTIVES:

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
 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 COVID-19 pandemic has created the largest disruption of education systems in history. As a teacher, the
fundamental concerns in terms of curriculum standards that need to be addressed in order to ensure learning
continuity is to build back resilient, reach all learners and need to understand the needs of the students. With the
help of the parents, teachers and the community itself.

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

Yes I agree because the purpose of the curriculum is encapsulated in the four capacities and to ensure that the
students develop knowledge skills and to appreciate their place in the world. But due to its congested nature, not
all students can easily cope up the lessons because we consider also the low learners and teachers find it difficult
to teach all these competencies specially we are running out of time because of the repeating competencies that
result weak academic performance of both students and 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 serve as one of the guides for teachers as they address the instructional needs of learners while
ensuring that curriculum standards are maintained and achieved. It connects the content to higher concepts across
content areas and it is applicable to real-life situations.

2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning shall serve as a primary reference of all schools in determining and implementing learning
delivery approaches that are suited to the local context and diversity of learners while adapting to the challenges
caused by COVID-19. While desirable learning competencies were defined as what may enhance education but may
not necessary in building foundational skills.
 3. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?

The MELCs were identified using the criterion Endurance. 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. The DepEd has come up with
narrowing down the learning competencies which is the best option.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and to make sure that
learning competencies needed in in the understanding of succeeding concepts in the next grade level are prioritized
despite this pandemic. The Department of Education has made sure that learners would still get the necessary
competencies the need to acquire through these MELCs.

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

K TO 12 LEARNING MELCS

COMPETENCIES

MERGED/CLUSTERED LO 1. Clean, sanitize, and store kitchen LO 1. Clean, sanitize, and store kitchen tools
tools and equipment and equipment

1.1 recognize kitchen tools and equipment 1.1 identify the chemicals to be utilized in
to be cleaned and sanitized cleaning and sanitizing kitchen tools and
equipment
1.2 identify the chemicals to be utilized in
cleaning and sanitizing kitchen tools and 1.2 prepare cleaning agents in accordance
equipment with manufacturer’s instructions

1.3 prepare cleaning agents in accordance 1.3 clean and sanitize kitchen tools in
with manufacturer’s instructions accordance with prescribed standards

1.4 clean and sanitize kitchen tools in 1.4 store cleaned kitchen tools and
accordance with prescribed standards equipment safely in the designated space

1.5 store cleaned kitchen tools and

equipment safely in the designated space

TLE_HECK9-12KP-Ia-1

RETAINED 1.2 identify the chemicals to be utilized in 1.2 identify the chemicals to be utilized in
cleaning and sanitizing kitchen tools and cleaning and sanitizing kitchen tools and
equipment equipment
 1.3 prepare cleaning agents in accordance 1.3 prepare cleaning agents in accordance
with manufacturer’s instructions with manufacturer’s instructions

1.4 clean and sanitize kitchen tools in 1.4 clean and sanitize kitchen tools in
accordance with prescribed standards accordance with prescribed standards

1.5 store cleaned kitchen tools and 1.5 store cleaned kitchen tools and
equipment safely in the designated space equipment safely in the designated space

TLE_HECK9-12KP-Ia-1 TLE_HECK9-12KP-Ia-1

DROPPED 1.1 recognize kitchen tools and equipment

to be cleaned and sanitized

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

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:

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

The importance of unpacking and combining the MELCS, students understand the topic well and keeps the focus
of students learning at high levels. It is also provides clarity on which skills and concepts should be taught and
assessed. Proficient in unpacking and combining will lead the pathway to mastery that becomes evident for teachers
and students.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should consider the standards of all learning areas. And the needs
of the learners that can able to address the demand of our society.

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

All the MELCs need to be unpacked in order to have a systematic learning activity. And to avoid repetition of
lesson that might students got confused.
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.

OUTPUT 1: UNPACKING MELCS

RETAINED LEARNING COMPETENCIES LEARNING OBJECTIVES

COOKERY 9
• Identify the different kinds of chemicals used in cleaning
1. 1. Clean, sanitize, and store kitchen
tools and equipment and sanitizing kitchen tools and equipment

• .Prepare cleaning agents in accordance with

manufacturer’s instructions.

• Clean and sanitize kitchen tools and equipment in

accordance with prescribed standards.

• Store cleaned kitchen tools and equipment safely in the

designated space
2. Clean and sanitize kitchen premise
• Recognize kitchen premises to be cleaned and sanitized.

• Clean the kitchen area in accordance with food safety and

occupational health regulations.

• Clean surfaces without damaging property and adversely

affecting health

• Use cleaning agents in sanitizing kitchen premises safely

3. Perform mise en place • Follow cleaning schedule based on enterprise procedures

• Follow safety and first aid procedures

• Identify the different tools and equipment needed in the

preparation of appetizers

• Explain the uses of the different tools and equipment

needed in the preparation of appetizers

• Classify appetizers according to ingredients

• Identify ingredients according to the given recipe

4. Prepare a range of appetizers • Differentiate hot and cold appetizers

• Prepare a variety of appetizers

• Follow workplace safety procedure.

• Identify the fundamentals of plating.

• Identify the accompaniments of appetizers.

5. Present a range of appetizers

• Present appetizers attractively

• Observe sanitary practices in presenting appetizers

• Utilize quality trimmings.

• Keep appetizers in appropriate conditions to maintain its

6. Store appetizers
freshness, quality, and taste
OUTPUT 2: COMBINING MELCS

Quarter Content Performance Most Essential Duration Codes

Standards Standards Learning
Competencies
The learner…
Utilize appropriate 2 Weeks
kitchen tools,
equipment, and
paraphernalia 1.1
identify types of
tools, equipment,
and paraphernalia
1.2 classify the
types of appropriate
cleaning tools and
equipment based
on their uses
The learners The learners Maintain Week 1
demonstrate an independently use appropriate kitchen
understanding the and maintain tools, equipment,
use and tools, equipment, and paraphernalia
maintenance of and materials in 1.1 select various
1 st equipment in cookery according types of chemicals
cookery to standard for cleaning and
operating sanitizing kitchen
procedures tools, equipment,
and paraphernalia
1.2 clean and
sanitize kitchen
tools and
equipment
following
manufacturer’s
instructions use
cleaning tools,
equipment, and
paraphernalia in
accordance to
standard operating
procedures
maintain kitchen
tools, equipment,
and work areas
LO 1. Carry out 3 Weeks
measurements and
calculations in a
required task 1.1
give the
abbreviations and
equivalents of
measurements 1.2
measure ingredients
according to recipe
requirement 1.3
convert systems of
measurement
according to recipe
requirement
1.4perform
 substitution of
ingredients
Calculate cost of Week 1
production 2.1
discuss principles of
costing 2.2 compute
cost of production

Form 4: LAC TEACHER ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JOAN P. BALACUIT LAC SESSION ID:

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION: 2

Part A

Please indicate the extent to which you agree with each of the following statements by ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in √

this LAC session.
 2. The LAC session deepened my √
understanding of the SLM content.

3. My perspective on the topic/s covered

has changed as a result of the LAC
session. √

4. I participated actively in the LAC

session by sharing my assignment and
insights, asking questions, and giving
feedback on what colleagues shared.
√

5. I interacted with different people √

during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson. √

7. I intend to apply what I have learned

from the lesson in my
region/division/district √

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

MODULE OBJECTIVES:
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 home-schooling. In your own words, define each modality. Write your own
definitions in your Study Notebook.

Face-to-Face Learning is an instructional method where course content and learning material are taught in person to
a group of students. It ensures a better understanding and recollection of lesson content and gives class members a
chance to bond with one another. And it is the most traditional type of learning instruction.

Distance Learning is the education of students who may not always be physically present at school. A form of
education in which the main elements include physical separation of teachers and students during instruction and the
use of various technologies to facilitate student-teacher and student-student communication.

Blended Learning a methods of learning in which students learn via electronic and online media as well as traditional
face-face teaching. Ideally, each (both online and off) will complement the other by using its particular strength.

Homeschooling means that the home becomes the center of a child’s education, rather than a school. Also known as
home education or elective home education, is the education of children at home or variety of places other than
school.

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

Distance Learning and Homeschooling, this are the two LMDs do not have an face to face learning component.

ACTIVITY 2

See LDM Module 3A – page 15

Distance Learning Distinguishing Essential Role of Teacher Role of Parent or Role of School
Modality Feature Resources Household
Member

Modular Distance Self-Learning Competency- Prepare printed Guide the learners Coordinate with
Learning (MDL) Modules Based printed modules and serve as the LGU fo the
Worksheets learning material Monitor and parateacher. manner of delivery
module and assess the and retrieval of
activity sheets learners printed modules.
 Online Distance Online Instruction Internet access Facilitator of Provide internet Provide strong
Learning (ODL) Gadgets learning in digital connection for internet access for
(Smartphone, platforms learners and teachers in school
laptop, desktop, digital
and tablet) devices/gadgets

TV-Based Television Educational Scheduled Guide the learners Provide the TV

Instruction (TVBI) television broadcast of the program and
programs and lessons broadcasting
channel
Radio-Based Radio Based Educational Radio Serve as radio Guide the learners Provide the radio
Instruction (RBI) Instruction Station Programs broadcaster station and
broadcasting
Blended Distance Combination of Internet access Facilitator of Guide and support Monitor and
Learning traditional and Digital devices or learning learner’s need supervise the
Technological gadgets implementation of
Learning Printed materials BDL

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 Type of DL Why?

easiest to

hardest to
implement)

1 Modular Distance In DATU ETANG INTEGRATED SCHOOL, most of our learners

Learning belong to less-fortunate families and they belong to IPs
(indigenous people) families who are apparently not capable
of providing the necessary tools and equipment like
computer, smartphones, internet connections, television,
etc. in order for them to participate in Online Learning and
other learning 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.

2 Blended Learning When the current situation due to this pandemic becomes better,
the school may incorporate the face-to-face instruction in
conjunction with the existing measured learning. This is to provide
better instructional support, monitoring, and evaluation to the
learners to ensure that the quality of education is being delivered.
3 Radio-Based Instruction Kalamansig, Sultan Kudarat, the Bayang Pinagpala has a radio
station named RADIO KADULANGAN 92.1. This radio-based
instruction is not possible but not in some areas that the
signal reception is still their biggest hurdle.

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

most of the learners’ families are not able of provide this
type of device.

5 Online Learning This modalities is impossible in our school cite because the
internet connection is not available.

Ranking

(1 to 5, from
easiest to Type of DL Why?

hardest to
implement)

Modular Distance Learning There is no internet connection in our school area so we can’t able to
use other modalities and students can’t participate in a class because
1 almost of them are residing in far-flung areas where signal reception is
not possible so modular distance learning is the best fit modality for
them.

Blended Learning This is to provide better instructional support, monitoring, and

2 evaluation to the learners to ensure that the quality of education is
being delivered.

TV-Based Instruction TVBI is possible but not to everyone. Most of our learners belong to
3 less-fortunate families who are apparently not capable of providing the
necessary tools and equipment.

Radio-Based Instruction Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and equipment
4
In some households this is still present but the signal reception is still
their biggest hurdle.

Online Learning Most of our learners belong to less-fortunate families who are
apparently not capable of providing the necessary tools and
5
equipment. There is no internet connection since they are living in
mountain.
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 Provide assistance to the learner and make a weekly plan to visit the learner at home.
member who can
guide and support
their learning at home.

Provide reading materials like videos, magazines and etc. to the learners to help
Beginning readers (K
improve the reading skills. Always stay connected with the parents/guardians to
to 3)
monitor the needs and development of the learners.

Provide reading materials like videos, magazines and etc. to the learners to help
Struggling readers improve the reading skills. Always stay connected with the parents/guardians to
(Grades 4-12) monitor the needs and development of the learners. And have weekly plan to visit the
learner.

Provide self-learning modules and other additional learning materials like giving of
No access to devices
offline videos/video clips, textbook and others to ensure the learners meet the
and Internet
standard of education.

Inaccessible (living in Coordinate the Barangay officials to assist teachers in delivering modules in every Sitio
remote and/or unsafe or station.
areas)

Provide self-learning modules and other additional learning materials that can easily
Indigenous People
understand or culture friendly.

Persons with
Provide the needs of the particular learners with the materials that would suffice it.
Disabilities

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 a significant element of teaching-learning system. It is a step-by-step
guide that provides a structure for essential learning. It is the instructor’s road map of what students need to learn
and how it will be done effectively during class time.

2. Why is lesson designing important?

Lesson designing is important because it provides to the teachers with a general outline of teaching goals,
learning objectives and means to accomplish them and it helps the teacher in maintaining the standard teaching
pattern and does not let the class deviate from the topic.

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

An effective lesson plan has three elements or components; aims and objectives of the course, teaching and
learning activities and, assessments to check student understanding of the topic.

ACTIVITY 2

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

Before the Lesson Lesson Proper After the Lesson

• Review and clarify concepts • Provide learners with • Wrap up activities

and key points from previous feedback • Emphasize key information
lessons • Check for learners' and concepts discussed
• State lesson objectives as understanding • Assess whether lesson has
guide for learners • Explain, model, demonstrate, been mastered
• Present connection between and illustrate the concepts, • Transfer ideas and concepts to
old and new lesson and ideas, skills, or processes that new situations
establish purpose for new students will eventually • Ask learners to recall key
lesson internalize activities and concepts
• Check learners' prior • Help learners understand and discussed
knowledge about the new master new information • Reinforce what teacher has
lesson taught
ACTIVITY 3

In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) listed
below, then highlight which part/s is/are accomplished after the lesson is delivered.

Components of the DLL/DLP

I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

Reflection, this part of the DLL/DLP allow teachers to reflect the performance of the learners on whether the
lesson has been successfully delivered or not. 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.

ACTIVITY 4
Learning Delivery Modality (select one): MODULAR DISTANCE LEARNING
Grade Level and Learning Area: GRADE 9 (COOKERY 9)
Lesson/Topic:
Learning Objectives:
Learning Resources/Materials Needed:

LEARNING TASKS FOR DL

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

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

I can use textbooks provided there is a worksheet to be given to the learners.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they are
guided throughout the lesson?

To the learners additional learning resources like activity sheets/worksheets, videoclips, magazines,
PowerPoint presentation and effective 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.
 Formative Summative
assessments is an assessments is,
ongoing, flexible, and Both are as the word
more informal assessment
implies, an
diagnostic tool. It that evaluate
a student’s evaluation of
happened before the
learning. the sum
instruction and
product of the
summative.
lesson.

ACTIVITY 6

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

Assessment
How to Adapt the Assessment Method in DL
Method
1. Formative Assessment in a Formative assessment like 5-item written evaluation is included in each self-learning
form of short quizzes modules. Additional activity sheets and worksheets containing various evaluation shall also
be distributed.
2. Summative Assessment Summative assessment will be given to the learners in able to assess the learning capabilities
of the students. It will be given at the end of the quarter.

3.Performance-Based Learners may have a video recording of their activities at home in line with the performance
Assessment standard given or rubrics. For learners won’t able to do videos they can make activity lesson
based on the given rubrics.
4.Asynchronous Assessment Which is not done in real time, assignments and portfolios can be used to assess knowledge
and skills.
5.Assessment Portfolios Learners may do this kind of assessment this is also serve as an evidence of a task performed
by the student along with reflection on it.

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

The most common methods are Formative and Summative Assessment that may suited during this pandemic.

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

The physical absence of the teacher means they may not be available to guide or support the student when they
need it most. Some students may find difficult if they misunderstood a concept or is missing vital building blocks in
their knowledge. Parents can’t able to teach or guide their child since most of our parents are not well educated.
And students may not answer honestly.
 3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment doable in
DL?
By attending webinars in line with the learning standard, so we can acquire various strategies to the learnees and
parents/guardian effectively.

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.

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 XII
Division of Sultan Kudarat
District of Kalamansig II

DATU ETANG INTEGRATED SCHOOL

ABANTE, Datu Etang (500718)
(Achieving the Best Attitude for a Noble Task towards Excellence)
===================================================================================================================
Weekly Home Learning Plan for T.L.E
Week 1, Quarter 1, October 19 – 23, 2020

Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

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

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

 Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Thursday

1:00 - 5:00 T.L.E 9 Identify the chemicals to be utilized in cleaning and Cookery 9 Module 1, Lesson 1 Personal submission by the
sanitizing kitchen tools and equipment parent to the teacher in
Quarter I, Week 1 school

1:00 - 5:00 T.L.E 10 LO 1. Perform mise en place Cookery 10 Module 1, Lesson Personal submission by the
1 parent to the teacher in
1.1identify an egg’s components and its nutritive school
value identify and prepare ingredients according to Quarter I, Week 1
standard recipes

Thursday

1:00 - 5:00 COOKERY 11 LO 1. Clean, Sanitize and Store Kitchen Tools and Cookery 11 Module 1, Lesson Personal submission by the
Equipment 1 parent to the teacher in
school
LO 2. Clean and Sanitize Kitchen Premises Quarter I, Week 1

1:00 - 5:00 BREAD AND PASTRY 12 Lesson 1 – Measuring Tools Bread and Pastry 12 Module Personal submission by the
1, Lesson 1,2 and 3 parent to the teacher in
Lesson 2 – Standard Table of Weight and Measures school
Lesson 3 – Food Costing Quarter I, Week 1

Friday

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

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

4:00 Family Time

onwards

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of
the module’s parts for additional monitoring guide for both teacher and the learner.
Prepared by:
JOAN P. BALACUIT
Noted: Subject Teacher

JOAN P. BALACUIT
School Academic Coordinator – Designate
APPROVED:
MARK JOHN M. CACANANTA, MAEd
Teacher In- Charge

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)
It helps teachers and parents in keeping A tool which shall be used by teachers and
Purpose track of the day to day in school and off learning facilitators for learners who lag
school general learning processes, as they behind as shown by the results of their
formative and summative assessments.
 implement the most suitable and feasible
alternative learning modality.
Teachers and learning facilitator or
For Whom? Teachers and Learners household partner

WHLP consist of learning area, learning Learner’s needs, intervention strategies,

Components tasks, learning competencies, mode of monitoring date, learner’s status,
delivery insignificant progress, significant progress,
mastery.

Has to be communicated to
Yes Yes
parents?

Form 4: LAC TEACHER ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JOAN P. BALACUIT LAC SESSION ID:

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION: 3

Part A

Please indicate the extent to which you agree with each of the following statements by ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in √

this LAC session.
 2. The LAC session deepened my √
understanding of the SLM content.

3. My perspective on the topic/s covered

has changed as a result of the LAC
session. √

4. I participated actively in the LAC

session by sharing my assignment and
insights, asking questions, and giving
feedback on what colleagues shared.
√

5. I interacted with different people √

during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson. √

7. I intend to apply what I have learned

from the lesson in my
region/division/district √

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 3B:
LEARNING RESOURCES

MODULE OBJECTIVES:
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 it is in the form of
individualized instruction that allows learners

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 teachers are already utilizing the use of LR Portals like LRMDS and DepEd Commons to find
useful and effective. If the LRs are not complete or not available the teachers will make local SLMs to
provide the needs of students in new normal in addition the school provides textbooks with
corresponding worksheets.

3. What support will you need to maximize the use of the two DepEd-sanctioned LR Portals? From
whom can you get this support?

Using the DepEd LR we can easily find and obtain our need SLM. But before we can open the
portal we need to have internet connection and permission from the administrator our ICT
Coordinator and ofcource to my fellow educators.

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 meet the
learning competencies for the 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.

After the discussion 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 regional office for our modular
distance learning so the only help that my colleagues can offer is to download, and print the SLM ofr
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?

We adopted modular distancing learning, by the help of DepEd portal/DepEd Common we can
easily access of learning resources the SLM and other learning materials so it eases the burden for
us teachers.

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 challenges in accessing these portals is having a low internet connection. Some teachers
and students living in mountain are need to go in the area which can access internet. The alternative
way is to find some place where the signal reception is better. The other concern is it need android
phone or laptop to enter the portal so as an adviser, I downloaded first the specific LR and distribute
to my learners.

3. What support will you need to be able to maximize the use of the LR Portals? From whom can you
get this support?

Using the DepEd LR we can easily find and obtain our need SLM. But before we can open the
portal we need to have internet connection and permission from the administrator our ICT
Coordinator and ofcource to my fellow educators.

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 that we provide technical assistance to each other in case problems occur while accessing
the said portals. Whatever information we have we will inform our group so that they are also aware
of what is happening.
 LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1: Using The LR RAPID Assessment tool to Access a DepEd Material

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:

RAPID ASSESSMENT OF LEARNING RESOURCES

LRMDS: T.L.E 9 (COOKERY)

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

Connected and relevant to √

the MELCs?

Appropriate to the grade √

level and learner
characteristics
in terms of language,
activities?

Easy to reproduce and/or √

disseminate?

From a credible √
source/author?

Culture- and gender-fair? √

Free from red flags on √

possible copyright and
plagiarism
issues?

The layout and format easy √

to read and pleasing to the
eyes?

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

Yes, 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?
This assessment tool was a great help for us teachers in choosing the best LR for our subject
matter. It taught as to consider first all the requirements needed in obtaining our desired L.R.

ACTIVITY 2: Assessing LR Materials from Non-DepEd LR Portals/Platforms

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:

RAPID ASSESSMENT OF LEARNING RESOURCES (From NON-DEPED LR 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?

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare with the
LR from the DepEd Portal?

DepEd prescribe LRs are reliable and aligned in the basic requirement needed for choosing LR’s
while none-DepEd LRs sometimes deviate from the requirements of standards LRs.
 2. Based on the results of the Assessment Tool, what improvements do the materials — both from
DepEd and Non DepEd portals — still need?

DepEd materials before posting to the DepEd portal were being examined by the deped personnel so
I think there is no revision for that because we trust deped personnel and there is need to revise non
DepED to aligned to the assessment tool given by DepEd.

3. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners?
Because of this exercise and assessment tool I can now choose better LRs for my subject matter
and this gives me the confidence and motivation to have 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. And considering the
culture and gender of my learners and their capacity.

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
4. How does this exercise help you in picking the right and appropriate LRs for your lesson and your
learners? It makes me extra careful 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 the needs and capabilities of the learners.
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.

ACTIVITY 4

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 that
can be useful to you in choosing the appropriate LR’s.

We agreed that we provide technical assistance to each other in case problems occur while accessing
the said portals. Whatever information we have we will inform our group so that they are also aware
of what is happening. We adapt this tool and use it every time we make.
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

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

1. carry out your plan for your continuing PD

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

MODULE CONTENT:

Lesson 1: Reflecting on Professional Life and Development

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

ACTIVITY 1

See LDM Module 4 – page 37

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
I can use the modality with ease. /
I can confidently use the platforms in the modalities. /
I can use pedagogies associated with the modalities and /
platforms.
I can very well manage my learners/class in the modality /
that my school has adopted.
I can very well engage with parents and community /
partners in assisting learners.

ACTIVITY 2

Revisit the Philippine Professional Standards for Teachers (PPST) found in the LDM2 Course Overview. Reflect on your
self-assessment from Activity 1. What particular professional standards in the PPST do you need to focus on to
effectively use the LDMs in relation to the content and pedagogy of the learning area/s you are teaching? Write your
answer and other insights in your Study Notebook.

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

ACTIVITY 3

Answer the following questions by constructing and filling out the table in your Study Notebook. How do you
envision your teaching practice in the next few months as you use the LDM adopted by your School? What is your
goal in terms of your teaching practices in the modalities? What motivates you to achieve this goal? What do you
think will help you attain this goal?

What is your goal toward improving

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

Deeper understanding and reflecting Improving my teaching strategies and Consistent collaboration from my
to the things I need in preparation for practices in this time of pandemic. And fellow educators and continue my
the opening of classes. To produce applying assessment tool in choosing professional development.
quality output, learners ready and fully learning resources for the modules.
equipped.
 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 Learning Objectives of Intervention Needed
the PD Program

Focusing teaching and Produce quality Producing quality Attending Whole year Self-Funding
learning output, learners output and learners seminars/webinars round others
ready and fully ready. about curriculum
planning, lesson
equipped.
planning and teaching
strategies

Applied skills in the Used a range of Improve skills and Attend various Year-Round Self-Funding
effective teaching strategies to develop seminars, MOOE
communication of strategies of to meaningful teaching- workshops. Others
learners needs, enhance learner learning process Benchmark with
progress and achievement in including assessment other teachers.
achievement to key literacy and tools and techniques
stakeholders, numeracy skills. to enhance students'
including parents and mastery in my subject.
guardians.

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 OBJECTIVES RELATED TO SPECIFIC TOPICS

THE MODALITIES
Enhancing capabilities on giving interventions to learners in Outsourcing or developing learning interventions for distance
distance learning. learnings.
Develops efficiency in managing tasks focusing distance • Work efficiency in distance learning
teaching-learning process, monitoring, evaluation, and • Monitoring and evaluation of learners in distance
assessment. learning.
 Form 4: LAC TEACHER ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JOAN P. BALACUIT LAC SESSION ID:

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION: 5

Part A

Please indicate the extent to which you agree with each of the following statements by ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my colleagues in √

this LAC session.

2. The LAC session deepened my √

understanding of the SLM content.

3. My perspective on the topic/s covered

has changed as a result of the LAC
session. √

4. I participated actively in the LAC √

session by sharing my assignment and
insights, asking questions, and giving
feedback on what colleagues shared.
 5. I interacted with different people √
during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson. √

7. I intend to apply what I have learned

from the lesson in my
region/division/district √

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions:
 STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

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

MODULE OBJECTIVE:

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

1. list down the evidence of LDM implementation

2. plan for how to make sure that you will be able to relate these evidences to your

professional practice based on the professional standards

MODULE CONTENT:

Lesson 1 - The Teaching Portfolio and Its Contents

Lesson 2 - The Evaluation Rubric

 LESSON 1: THE TEACHING PORTFOLIO AND ITS CONTENTS

ACTIVITY 1

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

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 of a

MELCs Sample MELC

● List of targeted learner interventions

● Learning tasks for DL
● Assessment methods in DL
● Weekly Home Learning Plan for 1 subject
Module 3A
● Individual Learning Monitoring Plan for a student
Lesson Design and
who lags behind in completing the learning tasks
Assessment
● LAC 3 Teacher 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

PD and LAC Planning (produced after discussion during LAC)

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 can scan
my finished portfolio and go to the topic about preparing MELCs. Then if I will choose what learning resources to be
used in my topic I can refer to Learning Resources topics and how to download it in DepEd portals. I can say I am
now capable of preparing my lesson plans and in choosing the appropriate LRs to supplement the SLMs. My portfolio
will serve as evidences of my teaching and it will clearly show my improvements as well as the problems I will meet
and it will guide me to keep on the right track.
 2. What evidence from the previous modules will help capture the progress of your teaching practice?
Learning task to DL ,to create an individual development plan and WHLP can help capture the progress of my
teaching practice.

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

In life every work given to us it must have a reflection within. By writing down it can be able to make sense of
what I did and why and perhaps help myself to do it better next time. It is also help me to make connections between
what I taught and what I need to do in practice

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.

The list of evidence in the learning delivery modality is enough at the moment. Although of course there might be
something else that need to be included as we go on to the implementation of the DL through the MDL. In the future
LACs, surely our group will suggest of other strategies to use and henceforth the evidences to prepare.

ACTIVITY 4
In your LAC Session, discuss your answers and thoughts on the questions from Activities 2 and 3
with your colleagues.
ACTIVITY 5

ACTIVITIES TIMELINE OUTPUT/S

Documentation of Lesson August to November At least 2 recorded lessons

Delivery (online learning)
Or

Researching and Incorporating August to November Lesson Plans (at least 2 per
Teaching Strategies in the month)
Modalities

Participation in recognized PDs August to November Certification of Participation with

that are aligned with their PD credit units
Professional Goals anchored on
Philippine Professional Standards
for Teachers (PPST)

Organizing the Professional December Professional Portfolio

Based on the sharing and discussion in your LAC, finalize your list of evidence in the List of
Suggested Evidence Form and submit to your LAC Leader. Make sure that you keep a copy for
yourself. List of Suggested Evidence in the Learning Delivery Modality.
 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.
I will make sure that I have access to the things I need before, during and after the implementation phases
of the school LCP. Making sure that I am well aware of every step and in documenting every single thing that’s
happening along the way. I shall also be guided with the rubrics at hand to ensure that I am on track and that the
Professional Standards are met.

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.

Form 4: LAC TEACHER ENGAGEMENT REPORT

This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: JOAN P. BALACUIT LAC SESSION ID:

REGION: XII DATE OF LAC SESSION:

DIVISION: SULTAN KUDARAT NUMBER OF LAC SESSION: 6

Part A

Please indicate the extent to which you agree with each of the following statements by ticking

the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =

Strongly agree)

Comments / Remarks (For

example, if you disagree or
strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

 1. I learned a lot from my colleagues in √
this LAC session.

2. The LAC session deepened my √

understanding of the SLM content.

3. My perspective on the topic/s covered

has changed as a result of the LAC
session. √

4. I participated actively in the LAC

session by sharing my assignment and
insights, asking questions, and giving
feedback on what colleagues shared.
√

5. I interacted with different people √

during the LAC session.

ACTION PLAN

6. I feel motivated to apply in my

region/division/district what I have
learned in this lesson. √

7. I intend to apply what I have learned

from the lesson in my
region/division/district √

Part B

Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

2. I encountered the following problems or challenges:

3. Other comments/suggestions: